The Kalsom Movement 20 Annual Report

THE KALSOM MOVEMENT 20ANNUAL REPORT

2014

20 YEARS OF EXCELLENCE

| Inspiring Talents, Endeavouring Excellence | | Menginspirasi Bakat, Menjana Kecemerlangan |

CONTENTSFOREWORD

INTRODUCTION

KALSOM’S 4 PILLARS

PROGRAMMES

PUBLICITY

IMPACT MEASUREMENT

SUSTAINABILITY

THE PEOPLE

SPONSORS & PARTNERS

FINANCIAL REPORT

ARCHIVE & GALLERY

EDITORIAL BOARD

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EST 1994TRUSTEE’SFOREWORD

“To Whom Much Is Given Much Is Expected”

Representative, Board of Trustees,

Kelab Belia Kalsom.

| 20 Years of Excellence | 4

Alhamdulillah,

Praise be to the Almighty. Kalsom has entered its 20th edition this year. With each and every passing year, the project has grown from strength to strength. I have had the fortune of being a part of this project for almost a decade now, and I am extremely pleased with the progress that it has made.

Without fail, each edition would bring its own uniqueness and fond memories. I must confess that I am particularly impressed with this year’s effort. Due recognition must be given to Zulikhwan and the rest of his dedicated team for bringing Kalsom to the next level. What would normally entail a 5 day motivational camp for underprivileged students in rural area - has now transformed itself to a year-long project with many stakeholders and partners from various organizations, interlaced with monitoring and assessments programmes.

For this I must congratulate the Kalsom 20 team.

The objective of Projek Kalsom is grand. To eradicate education inequities in Malaysia. But such grand vision must be met with practical considerations. This is where Projek Kalsom comes in. The project has always been a student based project. By the students. For the students. The burning ideals of our youths are captured and translated into empowering mechanism. Each facilitator acts as a role model for the participants. Whatever gaps of knowledge that would normally have been deprived to the participants are filled. Slowly but surely, the inequity gaps are narrowed.

INSPIRING TALENTS, ENDEAVOURING EXCELLENCE20PROJEK KALSOM

EST 1994

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Sometimes it is easy to feel overwhelmed by the scale of the problem that we often become para-lyzed by the uphill task that we face. But I have always believed that small changes leads to big differences. We should never discount whatever small acts that we do for we will never know the magnitude of our actions. It must not be forgot-ten that Projek Kalsom - in essence, was inspired by a single piece of newspaper article back in the early 90’s which highlighted the plight and strug-gles of a single mother of six, Puan Ummi Kelthom. That single piece of article drove a handful of students to initiate a community project which manifested itself to the mammoth project it is today. Imagine, what then are the snowball effects of your actions?

To those of you who are reading this, it is not by chance that you happen to be reading this. Somehow - you reading this has been fated and could be part of the grander scheme of plan in eradicating education inequities in Malaysia. Whether you are fated to be involved either directly or indirectly in this grand cause, only time will tell. Either way, I sincerely wish you the very best.

Here’s to many more exciting editions of Kalsom.

God speed. And may the Almighty guide us all.

Your friend,

Azri Malek Wan Haron


EST 1994DIRECTOR’SFOREWORD

We fully understand that education inequity cannot be tackled overnight, but we hope our simple act of kindness will at least touch the lives of you to continue finding opportunities to make a difference in society, the way it has been for the past 20 years.

I am pleased to inform you that Projek Kalsom 20 has been endorsed by the Malaysia Book of Records as the longest running student-led motivational camp in Malaysia. This marks another milestone in the history of Projek Kalsom and we hope it will do justice to everyone, espe-cially those who have put their heart and soul into the programme.

Projek Kalsom is personal to most of us, some of our lives have been touched by this project, the way it has been for almost two decades. It should always remain that way, and will continue to live up to our founding ethos and values.

On behalf of the organizing committee mem-bers, we would like to present to you The Kalsom Movement 20 Annual Report. This is not just a compendium of our annual events from Novem-ber 2013 until October 2014, but also a compila-tion of Projek Kalsom highlights and impacts for over two decades. The report will bring you on a memorable journey of the indomitable ‘Kalsom spirit.’ Thank you.

Dear Stakeholders and Beneficiaries,

When it comes to poverty, education is always the best answer. We all wish for this issue to come to an end, but it will not end by itself, it can only end with the efforts of those who heed the calling. The calling doesn’t come to everyone, it calls only those who are able. Those who heed the calls very faintly can only do what they are willing or able to with limited abilities. Not everyone is chosen to be a war-rior, but once the battle has been fought, the wounds have been struck, and the war won, it will remain as a privilege to those who have been with us - the same we wish for your expe-rience with Projek Kalsom.

This year also marks the 20th Anniversary of Projek Kalsom. To think of it again, it is unbe-lievable and amazing that a student-led charity programme like this; can last for two decades. To date, Projek Kalsom has benefited nearly 6000 students, with the highest number of 1600 beneficiaries being recorded this year. What started as a motivational camp for less fortunate students, has now evolved into an independent registered movement with a more sustainable one year monitoring plan. We believe that this is impossible without our dedicated stakeholders, partners, beneficiaries and volunteers. I would like to thank each and every one of you for being a part of this year’s movement. Thank you for trusting and helping us touch the lives of others whom you barely know of. At Projek Kalsom, our mission is clear. We hope that we would be able to inspire as many underprivileged kids as possible.

INSPIRING TALENTS, ENDEAVOURING EXCELLENCE

20PROJEK KALSOM

EST 1994

20

Director,Projek Kalsom 20.

Mohd Zulikhwan Ayub

“At Projek Kalsom, we believe in endless dreams and possibilities”

“Education is themost powerful weapon

which you can use to changethe world.”

Nelson Mandela

INTRODUCTION

Projek Kalsom 13 launched the Projek Kalsom website for the first time.

The Projek Kalsom motto was revamped to include English - 'Hope. Harapan.' This was done to emphasise the importance of the English language.

The running of Projek TEKAD by the Kalsom Alumni (ex-facilitators and committee mem-bers of Projek Kalsom) to continue touching the lives of young students. The involvement of this programme is for fresh graduates and young professionals. The programme lasted until 2006. It was run on the same principles as Projek Kalsom

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The news of Puan Kelthom Abdullah, a single mother from Kelantan struggling to make ends meet. On 21 January 1993, the plight of Puan Kelthom Abdullah, a single mother struggling to raise her young children in Kelantan received the attention of Puan Hapizah Aziz, a jour-nalist with Utusan Malaysia. As part of her column ‘Di Sudut Penghidupan’, Puan Hapizah shed light onto Puan Kelthom’s story. This short article written by a concerned journalist caught the attention of four young Malaysian students studying in the UK at the time, and they initiated a donation drive to help ease Puan Kelthom’s misfortunes. Little did Puan Hapizah know, her passion for highlighting the troubles of the less fortunate snowballed into two-decade’s worth of motivational programmes targeted at high-potential but underprivi-leged secondary school students from across the country. Throughout the years, each Projek Kalsom offered something fresh that took the programme to a whole new level.

The idea to have a motivational camp was initiated by YB Abdul Rahman Redza (London School of Economics), strongly supported by Mr. Rizal Kahar (London School of Economics) and the late Mr. Adlan Benan Omar (University of Cambridge). Together with a few others, they organized the first motivational camp in Jerantut, Pahang. The first original ‘Butterfly’ Projek Kalsom logo was designed by Ms. Hayaty Mahdini.

Ms. Aizan Azrina Rosli (LSE) and Mr. Rizal Razali (University of Kent) introduced several struc-tural changes to Projek Kalsom. This year saw the establishment of Kelab Kalsom which con-sisted of study groups in the participating schools. The modules were also copyrighted for the first time. The Kalsom Theme Song was also introduced, entitled 'Pohon-pohon Janji.' The first Projek Kalsom theme was also introduced - 'Bantulah Kami Membimbing Mereka.'

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A revisit by Projek Kalsom 3 was held, led by Ms. Aizan Azrina Rosli, to Puan Kelthom’s House in Kelantan.

1990’s

INTRODUCTION

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Establishment of the Lembaga Amanah Kalsom to provide governance and advise on the running of Projek Kalsom. The Lembaga provided this role for 4 years. Lembaga Amanah Kalsom and UKEC made Projek Kalsom a joint annual programme.


042000’s

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Projek Kalsom 17 was officially endorsed by the Ministry of Youth and Sports as well as Rakan Muda. Projek Kalsom is now a collaborative effort between the UKEC and Kelab Belia Kalsom.

Projek Kalsom 18 was held in East Malaysia (Miri, Sarawak) for the first time. This year saw the first Projek Kalsom 17 revisit (top up programme).

The first time Projek Kalsom was held twice at the same school – Sekolah Menengah Sains Sultan Mohamad Jiwa after 1996.

Projek Kalsom 15 established the Marcus Ng (Secretary of Projek Kalsom 13) Award for the Best Facilitator. This year, Projek Kalsom was held as a one-day camp due to the HINI outbreak (advised by Ministry of Health).

The introduction of the first homestay programme in Projek Kalsom, which runs alongside the motivational camp.

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Projek Kalsom 19 collaborated with the Bristol Commonwealth Student Society (BCS) which created history through the involvement of non-Malaysian facilitators for the first time.

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Endorsed by Malaysia Book of Records at the oldest student-led motivational camp in Malaysia

The highest number of beneficiaries in the history of Projek Kalsom – approximately 1600 students in 3 different states for 3 weeks

The highest number of applicants for facilitators – 196 applicants covering from 10 different counties

Introduction of Kalsom Harapan – One Year Monitoring Plan consisting of Kalsom Schools Reading Programme, Kalsom Revisit Workshop and Impact Measurement

Mechanism

The Kalsom 20 Anniversary Dinner was held for the first time for all Kalsom Alumni

Introduction of Kalsom English Enrichment Programme for primary schools students, and the Kalsom Scholarship Workshop for students from high performance schools

Endorsement from Education Malaysia in the UK and Ireland

Projek Kalsom is no longer a collaborative effort, but an independent, non –profit and student-led voluntary charity movement registered as Kelab Belia Kalsom (PPBM

8086/12) based on its' 4 pillars

The Adlan Benan Award (for most improved student) replaced The Kalsom Shining Star Award

First formal training for facilitators conducted by Teach for Malaysia

Introduction of the Professional and Personal Development module

Massive strategic transformation of Projek Kalsom into a social enterprise entity as well as the division of roles and work between the Board of Trustees, Members of the Advi-

sory Board, and Members of the Executive Committee

Selected by Yayasan Bursa Malaysia to be one of the 8 beneficiaries under Bursa Bull Charge 2014

2014KALSOM 20 HIGHLIGHTS

20


“Be the change that you wishto see in the world.”

Mahatma Gandhi

KALSOM’S 4PILLARS


EST 1994

204 PILLARS OF

THE KALSOM MOVEMENT

1. The Usage of the English language

Currently, the usage of English amongst students from rural areas are at an unsatisfactory level. Projek Kalsom attempts to address this problem by conducting our pro-gramme in full English. Furthermore, we attempt to teach English to the students in a fun and interactive way, in hope that they will slowly overcome their hesitance in speaking English.

2. Development of Academic and Non-Academic Skills

Academic skills such as note-taking, studying smart and memorising skills are essential in preparing the students to face examinations such as the SPM. At Projek Kalsom, we hope to teach these skills and methods to the students through various interactive modules. Non-academic skills such as leadership, teamwork, creative thinking and entre-preneurial skills are equally important and are highlighted as well.

4. Nurturing the Kalsom Spirit for the Stakeholders and Beneficiaries

We realize that our sponsors are our stakeholders, and our students and facilitators are our beneficiaries. It is impor-tant that the impact of Kalsom is felt by both our stake-holders and beneficiaries long after the one week pro-gramme has ended. This year, we will be introducing a more sustainable, year-long plan that will hopefully ensure the continuity of the Kalsom Spirit - a force that drives us to make a difference in our own communities, in whatever small way we can.

3. Exposure to Post-Secondary Education Opportunities

Projek Kalsom exposes the students to various other opportunities available to them after SPM such as - com-munity colleges, skills-based certificates, and start-ups. Besides that, the students are also made aware of the vari-ous scholarships, loans and grants available to them to fund their studies.

DEVELOPMENTMODEL

IMPACT

INITIATEINVOLVETo initiate a move-ment that inspires young people to give back to their own

communities.

To ensure involve-ment of the spon-sors, facilitators and partners in creating a movement that is sustainable and

impactful.

To ensure that the impact of Projek Kalsom is continuously felt long after the one week programme has ended.

A photo of Projek Kalsom 3 volunteers in Kedah when Projek Kalsom first had a proper strategy and imple-

mentation


“You don’t have to bea genius or a visionaryor a college graduateto be successful. You

just need a frameworkand a dream.”

Micheal Dell

PROGRAMMES


EST 1994

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THE USAGE OF ENGLISH LANGUAGE

1. Take Home English – Daily Conversation (Speaking)

Facilitators: Nurul Hazirah and Ruzaini Mohammad

The aim of the module is to expose the students to different speaking styles in the English language. Besides that, the facilitators also gave the students tips on how to start a conversation in English. The objectives were carried out by presentation and examples. The students began to share their ideas with everyone in the room, showing good improvements in their confidence and social skills.

2. Easy English Exploration – Music (Listening)

Facilitators: Muhammad Fairuz bin Che Samsuri and Nur Farah Asyiqin Hamdan

The aim of this module is to highlight one of the three fundamental elements to master the English language – listening. Furthermore, this module also aims to show that English can be learnt in different ways, not just through conventional methods. The module was conducted by using the song ‘Hall of Fame’ in a modified version of ‘musical chairs.’ The song selected comprised a grammatical aspect which was modal verbs. Through this song, the students were taught how to utilise modal verbs in sentences. Apart from that, the students were also asked to discuss any inspirational messages they can find from

the song lyrics.

KALSOM 20MOTIVATIONAL CAMP


3. Take Home English – Literature (Reading)

Facilitators: Eunice Tan Shi Min and Azira Ali Riza

The aim of this module is to help the students with techniques to describe feelings, people and places. Besides that, the students were also encouraged to find synonyms of adjectives using the Thesaurus or the dictionary. The module was conducted by playing a video of the poem that the students learn in their school syllabus called ‘He Had Such Quiet Eyes.’ Upon watching the video, the students were asked to brainstorm words to describe the places, as well as the male and female character’s feelings on a piece of mahjong paper. The students were then asked to complete diary entries where they had to describe the scenes that they saw in the video.


EST 1994

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4. Easy English Exploration – Wedding (Speaking and Writing)

Facilitators: Alif Anwar Md Khambari and Noramirah Adilah Azlan

The aims of this module are to develop the students’ confidence in speaking English, and to encourage creative thinking among the students. The module’s theme was ‘Planning A Wedding’, with the wedding theme being ‘The Most Unique Wedding.’ The students were given seven criteria which were essential in preparing a wedding, and the group with the better presentation was awarded a point. A representative from each group was then required to present their wedding criteria on stage.

5. Easy English Exploration – Sacricifus (Listening)

Facilitators: Rose Asyiqah Mohd Hamdan and Azlina Azman Cheah

This aims of this module are to polish the students’ listening skills, to teach the students to use the dictionary and to instil the value of sacrifice as a leader. The module was con-ducted by getting the students to play the game ‘Simon Says.’ The students’ sacrificial values were tested when they were asked to choose their best team member and to switch him/her to another group. The students were then asked to play the ‘Broken Tel-

ephone’ game using pictures.



EST 1994

20DEVELOPMENT OF

ACADEMIC & NON-ACADEMIC SKILLS

1. Invictus

Facilitators: Farah Amira Mawardy and Ranita Muniam

The aims of this module are to guide the students to produce ‘SMART’ goals based on the ‘SMART’ way, guide the students on how to live their dreams and to guide them on the importance of planning their future. The module was conducted by the facilitators explaining to the students about short-term and long-term goals. The facilitators then had to explain how to monitor their goals and the importance of back-up plans.

3. Superheroes

Facilitators: Azlan Shah Andi Abdillah and Azizahamizah Azadin

The aims of this module are to introduce to the students effective ways to solve prob-lems and to guide the students in the process of decision making. The module was con-ducted by first showing a slideshow about problem solving techniques. The students were then asked to write their problems down on a piece of paper, crumple it up and then throwing it inside a box as a symbol of getting rid of their struggles. The module was then conducted outdoors where they played ‘War Games.’ These games tested the stu-dents’ problem-solving and decision-making skills.

2. On Your Mark!

Facilitators: Syed Abdul Hadi Arief and Nisha Alina Mohamed Mushaini

The aims of this module are to educate the students on studying skills and to share learn-ing methods with the students. The students were then introduced to eight study skills, how to create mind maps, using flash cards, revising using quiz-zes and to organise a study timetable. The students were then asked to fill up a questionnaire about their preferred type of learning – visual, auditory or

tactile learning.




EST 1994

204. I am Einstein! Ask Me!

5. Eraser and Pencil

Facilitators: Muhammad Harinn Hizhairie Mukhtar and Nabilah Karim

The aims of this module are to identify the students’ predicaments at home and at school

before proceeding with goal setting and to create a platform for students to confront

their inner challenges. The module was conducted by showing a video of Nick Vujicic in

order to show that everyone has their own challenge to overcome. The students and

facilitators then had a sharing session, where each of them opened up about their own

challenges in life and to help each other in overcoming them.

6. Amazing Race

This module was conducted by the facilitators from the BCS under the Commonwealth

Cultural Programme. The module was conducted in

an Amazing Race style, where the students were

given clues in which they had to solve for them to get

through to the next station. The activity ended with a

water baloon fight between the students and facilita-

tors.

This module was conducted by the facilitators from the

BCS under the Commonwealth Cultural Programme. The

aim of this module is to teach English in a fun and simple

way. The students were required to form the longest word

possible from a set of random alphabets. The students’

knowledge was then tested by a ‘True or False’ game, in

which they were asked questions regarding the United

Kingdom.


EST 1994

20 EXPOSURE TOPOST-SECONDARY

EDUCATION OPPORTUNITIES

1. Professional and Personal Development and Mock Interview

Facilitators: Wan Husni Najihah Wan Ahmad and Roshini Muniam

The aims of this module are to teach the students’ how to present themselves in public, and to teach them the skills required for a successful interview. The module was con-ducted by the students sharing their interview experiences with the facilitators. The stu-dents were then given certificates and document samples for them to rearrange, as well as photos of interviewees for them to identify whether or not they were appropriate. The mock interview was then conducted by the facilitators first demonstrating the flow of an interview, and then the students demonstrating their skills in return.

3. My Future

Facilitators: Muhammad Akhimullah Zailani and Muhammad Zaid Jamaludin

The aims of this module are to introduce the idea of tertiary education to the students, and to familiarise them with skills-based education as an alternative to professional courses. The module began with the facilitators sharing with the students the opportuni-ties available to them after SPM, with an emphasis on skill-based certificates. Next, four facilitators were called upon to share their experiences as scholarship holders and the application process involved. The last part of the module involved the students playing a non-professional jobs bingo game.

2. Career Fair

During this module, all the facilitators were divided according to the courses that they were taking in university. The facilitators set up booths where the students could approach and ask questions regarding the respective courses that they were inter-ested in. The purpose of this module is to guide the students on their potential career pathways, and to

expose them to as many possibilities for their future.



EST 1994

204. Young Apprentice

Facilitators: Danial Zikri Zulkifli, Anis Syazwani Basri and Rabiaatul Adawiyah Ramli

The aims of this module are to cultivate a creative entrepreneurial mind among the stu-dents and to expose the importance of working in a team. The students were given a scenario where Earth is facing a catastrophe and each team is required to build a spaceship in order to evacuate. The students were assigned the roles of Project Manager, Engineer, Negotiator/Accountant and Marketer. The stu-dents are required to purchase their building ma-terials using Kalsom Dollars, and then to test their spaceships. The spaceship that glides the furthest wins the Best Spaceship Award.

5. Dragon’s Den

Facilitators: Loi Kuan Jon and Liyana Moh Halmi

This was a module that was conducted by facilitators from the Malaysian Accounting and Finance Society (MACFIS). The aims of this module are to teach the students the impor-

tance of saving, making wise choices, and avoiding debt. Besides that, this module aims to expose the students to real-life situations such as financial scams. The module was con-ducted by guiding the students on methods to improve their financial planning and to be vigilant

of financial scams in the future.


1. Alumni Inspiring Session – 20 Years of Excellence

Facilitators: Azri Malek and Sarah Syamimi Muhd Suhaimi

This was a special module conducted by two former Directors of Projek Kalsom, Azri Malek (Projek Kalsom 15 and 16) and Sarah Syamimi (Projek Kalsom 18). We invited these two alumni as an acknowledgement of their con-tributions to Projek Kalsom, and also to share their vast experiences with the students. Both Azri and Sarah shared their own struggles when they were students, and inspired them to overcome their own problems in their life.

2. Barriers Be Gone

Facilitators: Chin Yeit Yang and Nur Nadhirah Asyiqin bt Md Kamaruddin

The aim of this module is to take the students out of their comfort zones, to encourage participation and teamwork, as well as to foster group identity. The module is conducted

through two games – the ‘Getting to Know You’ game and the ‘Jump In Jump Out’ game. The first game is aimed at ensuring that the students mix with participants from other schools. The second game tests the students’ listening skills. After these two games, all the stu-dents are divided into 14 groups which were

names after superheroes.



EST 1994

20NURTURING KALSOM SPIRIT

FOR STAKEHOLDERS & BENEFICIARIES


EST 1994

20English Enrichment Programme (EEP)

| 7th, 8th & 12th August 2014 |

The English Enrichment Programme (EEP) was newly introduced this year as a part of the Kalsom Commonwealth Cultural Programme (CCP). Its primary aim was to encour-age the use of English among students and introduce different ways of learning the lan-guage. The presence of CCP participants from England as facilitators provided a plat-form for students to build their confidence in communicating fully in English and increase their awareness on the importance of English in the real world. EEP also aimed to instill the awareness in students that learning English was not just for examinations sake but also for communication. The presence of the CCP participants brought a strong impact on the student’s confidence level in using English. They had challenged them-selves to be brave in communicating in English with them. Three schools from Penang and Kedah took part in this program; Sekolah Menengah Kebangsaan Permatang Tok Labu, Sekolah Kebangsaan Stowell and Sekolah Kebangsaan Bukit Tembaga.


Session

Gear 1 - Bookworm Students were given 10 challenging words and they needed to make full use

of the dictionary in their task of finding the meaning of those words. This

session aimed to enhance the importance of learning new vocabulary and

the technique of using the dictionary.

Descriptions

Gear 2 - Riddles Students were given a set of riddles to match pictures that hung on the

facilitators’ back. Students were required to think in English, as they

were involved in playing with words and finding the meaning.

Gear 3 - Pictionary

Students danced along to “I Just Can’t Wait to be King” from The Lion King

movie. In order to make dance movements for each line of the song,

students must first understand the meaning of the lyrics. The aim was to

introduce a fun method to grasp English.

Gear 4 - Dance along

In order to complete the task, students were required to communicate with

each other in English. A picture was shown only to the first member of the

group. The task was to pass the description of the picture across the group

in a straight line as accurate as possible so that the last person could redraw

the picture.


EST 1994

20



EST 1994

20Kalsom Scholarship Workshop

I 17-21 August 2014 |

This year, the Kalsom Movement has taken a new initiative in helping students from various backgrounds by spreading awareness regarding the best opportunities in edu-cation, specifically in securing scholarships to pursue their dreams locally or abroad. The Kalsom Scholarship Workshop was held from 17-21 August 2014 in Perak Darul Rid-zuan. The best five schools in Perak were chosen based on their overall outstanding performance during examinations. We hope to provide early exposure to tertiary edu-cation by giving them information on the opportunities available to them after second-ary school. This workshop also aimed to guide the students in applying for scholarships to pursue studies in Malaysia and overseas. To emphasise the importance of preparing well for interviews, two mock interviews were also conducted. Lastly, this workshop is also a platform for the facilitators to share their experiences with the students espe-cially in choosing the right course and career pathway.

The five schools involved were Sekolah Tuanku Abdul Rahman Ipoh, SMK Raja Perem-puan Ipoh, the Malay College Kuala Kangsar, Sekolah Menengah Sains Raja Tun Azlan Shah, and MRSM Taiping.

Implementation

1. ‘Ask yourself’ – We started off the scholarship workshop by asking the students to take out a pen and paper. They were then required to answer two questions which were ‘What do you want to be?’ and ‘How do you want to get there?’ After that, the students were asked to fold the paper and keep it in their pockets. This module was conducted to get them to start thinking of their own future and to present them with the bigger picture of the Kalsom Movement’s purpose in coming to their school.

2. Personality test – The personality test was taken from Dr. Phil McGraw’s website, the most well-known mental health professional in the world. This test was conducted to help the students understand their potential and their own personality before choos-ing the right courses and careers. The test consisted of 10 simple questions, where at the end the students needed to add up the total marks for the answers. The total marks will determine what characteristics they possess that could help them decide the courses suitable for them. For example, a person who obtained between 41-50 points is seen as lively, charming, constantly in the center of attention, and considerate. This type of person will most likely be a successful doctor.


3. ‘What Do You Want To Be?’ – This module was done to explain about the types of careers available. The students were divided into 4 major career groups: A c c o u n t i n g / E c o n o m i c s / B u s i n e s s , H e a l t h c a r e / P h a r m a c y / S c i e n c e s , Engineering/Aviation and Arts/Law/International Relations/Journalism. Two facilita-tors were assigned for each group where they had to first ask the students what they know about the respective courses and then explain about the courses in more depth. In this session, students were allowed to ask as many questions as possible regarding the courses as well as the careers. After 30 minutes, students were given the chance to swap groups if they were interested to know about other fields. This session gave the students some insight into the courses available after secondary school. Besides that, the students gained more knowledge regarding the steps that should be taken after SPM.

5. Mock Interviews – To most of us, facing an interview is an extremely daunting task. Hence, it is important that students are given a glimpse of how real scholarship inter-views are conducted. This module consisted of two parts. The first mock interview ses-sion was done in an impromptu style whereby the students were chosen at random and they needed to come to the front and answer few questions from the panel of interview-ers. Afterwards, a facilitator would deliver a 20 minute talk on useful tips whilst attending an interview. The second mock interview session was to test the students on what they have learnt from the talk. This module was a suc-cess as major improvements could be seen between the first and second mock interview. Based on the feedback from students, they found this session to be very useful in raising their awareness regarding the do’s and don’ts

4 Scholarship Exposure – In the Kalsom Movement, we believe that all students should be given equal opportunities to obtain a good education. For this module, one of the facilitators gave a 20 minute talk about the reality in Malaysia regarding scholarship oppor-tunities and the right methods to secure a scholarship. The students were also given a booklet containing a list of scholarships avail-able in Malaysia for each course. This module was vital in ensuring that students are well informed on scholarships as well as the pros and cons in accepting the scholarship offered.



EST 1994

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Kalsom Commonwealth Cultural Programme| 3-9th August 2014 |

Kalsom Commonwealth Cultural Programme (CCP) was first introduced in 2013 as a collaborative effort between Projek Kalsom and the Bristol Commonwealth Society (BCS) from the University of Bristol in the United Kingdom. The goal of this programme is to provide an opportunity for youths from outside Malaysia to explore the vast herit-age that Malaysia has to offer. This community tourism programme welcomed 6 CCP participants this year who spent a week in KL and Penang. At the same time, they par-ticipated in a series of community service projects; Spread The Love, I am Local and Made In Malaysia. This programme also aimed to expose Malaysian culture to a broader audience. Communities also benefited from using English more frequently in their eve-ryday conversation. Furthermore, our partnership with the BCS helped raise Projek Kalsom to international standards.



EST 1994

20


Spread The LoveKalsom CCP joined the PERTIWI SOUP KITCHEN on a humanitarian food-aid service at 2 different locations in Kuala Lumpur on Monday evening. The aim was to help distribute healthy dinner packets to those who are in need; the poor and homeless, and at the same time gain an insight of the poor community in the capital city of Malaysia. That night itself, approximately 700 food packets were successfully distributed.

I am Local The CCP facilitators visited The National Monu-ment (Tugu Negara) and Putrajaya. The commit-tee members told the facilitators about the history of Malaya, the Malayan Independence and the Malaysian Administrative System. Participants also caught a glimpse of the future of Malaysia by observing the development of Kuala Lumpur. They also experienced the capital city of Malaysia through interaction with the locals during the Discover KL – Amazing Race.

Participants also visited the Batu Caves to appre-ciate the diversity of religion in Malaysia. Partici-pants were also fascinated by the uniqueness of the natural cave ecosystem of the Dark Cave.

Made In MalaysiaKalsom CCP spent 4 days with the community of Kampung Mengkuang Titi, a traditional Malay village. Upon arrival, participants were allocated to 5 foster families in the home-stay programme. Throughout the stay, participants experienced traditional lifestyle in a typical Malay village; ate traditional food and partici-pated in traditional activities. The activities comprised of traditional games, ketupat-making (in conjuction with the Aidilfitri celebra-tion) and participated in the honey collecting process. The primary aim was to create an appreciation towards Malaysian culture.

The head of the village, Pak Ali brought the participants to explore the uniqueness of Georgetown. Apart from visiting the UNESCO World Heritage Site, participants also experi-enced a variety of local delicacies such as Assam Laksa, Satay, and Char Kuey Teow.


EST 1994

20

Kalsom Anniversary Dinner “A Night To Remember”

I 13 August 2014 |

One could never imagine that Projek Kalsom could come this far. In conjunction with our 20th anniversary, we held a dinner with the theme - ‘A Night To Remember’. The main objective was to show appreciation to our stakeholders and beneficiaries for all the support that they have given throughout the years. Besides that, we hope to develop a creative mind among the students through the performances during the night. Each group had to come up with their own performance, be it choral speaking, drama or even choir. It is also hoped that this event was able to create a competitive environment between the groups and amongst the students. Lastly, we aim to encour-age proper usage of English and build their confidence in speaking English, which was why all the students had to perform in full English.

The dinner was officiated by YB. Dato' Seri Mahawangsa, Dato' Seri Diraja Mahdzir bin Khalid, Member of Parliament for Padang Terap and Deputy Minister of Energy, Green Technology and Water. The international facilitators from the Commonwealth Cultural Programme also performed. All of the participants and facilitators wore traditional out-fits, making the night a colourful and memorable one. This year, the Captain America group won the Best Performance Award, while the Best Male and Female Performer awards were won by Habil Afzan and Anfal Khazali respectively. The night ended with a group photography session with our VVIP and a surprise birthday celebration for one of the participants.


EST 1994

20


Facilitators’ Training with Teach For Malaysia (TFM)

| 5th August 2014 |

The Kalsom Movement Committee believes that adequate training is essential to pre-pare our facilitators prior to the Kalsom Motivational Camp. This programme was the first collaborative effort between The Kalsom Movement and Teach For Malaysia (TFM). This 6-hour training was conducted by Loh Ken Ming, Talent Acquisition Assistant Man-ager for TFM. The training took place at the TFM Headquaters in the Ming Building at Masjid Jamek.

Training Aims

• Appreciate education inequity and its potential consequences to a child’s future • Understand the facilitators’ roles and responsibilities, and allow facilitators to identify personal goals and expectations from the Kalsom Motivational Camp • Learn and discuss Diversity Competencies • Outline and introduce the etiquette of volunteering

The training was conducted in an interactive style, designed by TFM based on their pro-fessional experience. It was an engaging session for both the facilitators as well as The Kalsom Movement committee members.


EST 1994

20


“Generosityis giving more than

you can and pride is takingless than you need.”

Khalil Gibran

PUBLICITY


EST 1994

20PUBLICITY

A thorough publicity campaign was one of our key components in ensuring the success of The Kalsom Movement. The objective of the campaign was to attract as many Malay-sian students studying abroad to apply as facilitators, especially those studying in the United Kingdom. However, we did not overlook the potential candidates from within Malaysia as well as other parts of the world such as the United States, Russia, Germany, and many other countries as well. The target audience which we looked for are passion-ate, strong-willed, and excellent university students from various educational back-grounds in order to maximise our impact and stretch the exposure for our beneficiaries. Therefore, it was also important to diversify our applicants from different field of studies from various countries.

Implementation A – Social Media Updates and The Kalsom Diary

The results were the direct impact of our constant updates through all social media platforms, especially through Facebook. We constantly updated on news regarding our sponsorship, photos and videos, as well as the location of our team. Furthermore, the publicity team introduced ‘The Kalsom Diary’ which are personalised writings similar to a personal diary throughout the running of Projek Kalsom.

Implementation B – Website Content

Our new website was designed to display concise information without losing its quality. We also improved its interface to become more user-friendly. The web-site provided access to previous reports such as PK3, PK17, PK18, and PK19. Fur-thermore, users could learn about the details of different programmes carried out by The Kalsom Movement such as the Commonwealth Cultural Programme, the English Enrichment Programme, the Kalsom Scholarship Workshop, the PK Ambassadors and Friends of Kalsom.



EST 1994

20Implementation C – PK Ambassadors

As we are proud of the quality of our alumni, The Kalsom Movement optimises the leverage of having dedicated alumni from previous facilitators and commit-tee members to volunteer as PK Ambassadors. Similar to brand ambassadors, their roles are to promote The Kalsom Movement and share its values across society especially amongst university students from all over the world.

Implementation D – Friends of Kalsom

The publicity team has extended its reach across different Malaysian Student Societies in the United Kingdom and Ireland. Friends of Kalsom worked in two ways - as an advertising platform for both The Kalsom Movement as wll as its partner societies. One of our Friends of Kalsom, the ‘Malaysian Students Asso-ciation of Southampton’ contributed as one of our Bronze sponsors.

Implementation E – Booth

Part of our publicity mechanism was to have booths at two of the largest student events in the United Kingdom, The Malaysian Initiatives and the UKEC Graduan Ca-reers Fair, both held in London. The booths were active with highly inquisitive crowds and was also visited by the Minister of Communica-tions and Multimedia, Dato’ Sri Ahmad Shabery Cheek.


“The best way to predict thefuture is to create it.”

Peter Drucker

IMPACTMEASUREMENT


EST 1994

20IMPACT

MEASUREMENTProgramme

A questionnaire taken by the students designed to test: usage of the English language, awareness of academic and non-academic skills and exposure to post secondary edu-cation opportunities. Answers are based on a scale of 1 – 5, 1 being not confident at all 5 being very confident. The questionnaire was taken before and after the programme

SCALE

1 (Not very confident at all) 5 (Very confident)

The Usage of English Language

10

20

30

40

50 After PK20

Before PK20

CP 5CP 4CP 3CP 2CP 1

No

of S

tude

nts

Cumulative Points


Figure 1: A graph on the result of English usage by students during the programme


EST 1994

20Awareness of Academic and Non-Academic Skills

0

10

20

30

40

50

60

70

80 After PK20

Before PK20


10

20

30

40

50

After PK20

Before PK20


Exposure to Post Secondary Education Opportunities


No

of S

tude

nts

Cumulative Points

Figure 2: A graph on the awareness of students about studying technique and other non-academic skills including entrepreneurial

and leadership skills

No

of S

tude

nts

Cumulative Points

Figure 3: A graph on students’ exposure to the opportunities avail-able to them after secondary school including the courses and

scholarships available.

Application and Publicity

Impact I

Applications for facilitators for Projek Kalsom 20 reached a record high of 196 total appli-cants and has seen an increase of 306% from Projek Kalsom 19. Moreover, we have suc-cessfully attracted students from many different fields of studies which also includes unconventional courses such as classics and politics.


Countries of Study

Figure 4: A chart of applicants’ country of study for Projek Kalsom 20

Poland

Indonesia

Canada

Russia

Ireland

Egypt

Spain

India

United States of America

Malaysia

United Kingdom


EST 1994

20

0 50 100 150 200

Returning Applicants

New Applicants

PK20

PK19

PK18

0

50

100

150

200

PK20PK19


Applications received

Figure 5: Number of New Applicants and Returning Applicants for each programme for

3 years

Figure 6: Number of Applications Received PK19 vs PK20

Law

Others (Economics, Business, Psychology, Mathematics, etc)

Accounting and Finance

Arts

Science

Medicine

Healthcare

Engineering

Field of Study (Total applicants)

Figure 7 – Field of Study for Applicants at PK20


EST 1994

20

IMPACT 2

One of our most effective tools for publicity is through social media platforms such as

Facebook. Throughout our publicity campaign for PK20, we have managed to increase

our Facebook likes from only 993 to almost double at 1766 in just 9 months. In addition to

that, our Facebook reach has managed to attract an all-time high of 22401 views during

the peak of our publicity campaign in March 2014. Apart from Facebook, Projek Kalsom

also utilises other forms of social media such as our Twitter account, ‘Projek Kalsom’

which boasted 619 followers and our Instagram account ‘projekkalsom’ which has 190

followers.

0

500

1000

1500

2000

PK20 CampaignPK19 Campaign0

5000

10000

15000

20000

25000

PK20 CampaignPK19 Campaign

Facebook likes Facebook reach

Figure 8 – Facebook Likes PK19 vs PK20

*statistics taken on October 2013 vs August 2014

Figure 9 – Facebook Reach PK19 vs PK20

*statistics taken on March 2013 vs March 2014


EST 1994

20


IMPACT 3

Despite shifting to our newly launched website in February 2014, ‘www.projek-

kalsom.org’ has attracted 21,137 views from all over the world (statistics taken on 29th

August 2014). Topping the list are visitors from the United Kingdom, followed by Malay-

sia, the United States, and other parts of the world.

0 1000 2000 3000 4000 5000 6000 7000 8000

Others

Egypt

Canada

China

Netherlands

France

Ireland

Germany

United States

Malaysia

United Kingdom

Top Countries

Figure 10 – Website Views Sorted by Countries


EST 1994

20


SUCCESS STORIES


EST 1994

20Nur Nazmin Abdul Rahim


Valentina was a participant from Projek Kalsom 18 in Miri,

Sarawak. She was a student at SMK Chung Hwa, Miri

Sarawak. Her article, ‘One Extraordinary Outing’ was featured

in The Star on Thursday 6 Sept 2012. She is now studying

Engineering at Curtin University of Technology, Sarawak.

Valentina Yip

Nur Nazmin is an ex-student of SMK Dato' Haji Talib Karim,

Melaka. Currently, she is studying at UiTM in Business Studies.

Her most memorable Projek Kalsom moment was when she

was named as Miss Kalsom.

Her article, entitled 'Kalsom Spirit' was awarded as one of the

best articles by NSTP. She also represented Malacca at the

national level. It seems that her teacher only noticed her

capabilities right after the Projek Kalsom. It made her realize

that PK provided her with better opportunities. Overall, she

thinks that Projek Kalsom has really brought a huge impact on

her life. She’s very happy to have been a part of Projek

Kalsom.

Lukas Ng Jun Wei


EST 1994

20Adiba Idris was the participant of Projek Kalsom 17. She is an ex student of SMK(A) Sharifah Rodziah, Telok Mas, Melaka. She is currently doing A-Levels at International Education Center (INTEC) Shah Alam under JPA Sponsorship to read Law in the UK.

‘ During Projek Kalsom 17, each and every one of us got a dic-tionary as a freebie. It struck me very hard as it made me realize on the importance of English. I will come back to join Projek Kalsom, when I start studying in the UK’

Adiba Idris


Lukas was a participant of Projek Kalsom 10 in 2008, which was held in Besut, Terengganu. He was from Sekolah Me-nengah Kebangsaan Tunku Mahmud. He then joined Projek Kalsom 17 in Masjid Tanah, Melaka as a facilitator. He is an Economics graduate from the University of Malaya, and is

now working for Employees Provident Fund (EPF).

‘I will never, ever forget what Projek Kalsom has done for me. The programme has opened up doors to the possibili-

ties outside the school’s gates.’

TESTIMONY

“Having the privilege to witness first hand how students open up to the genuine care and leadership of these individuals, I see so much potential and truly believe the life tra-jectory of some of these children will be altered for the better.”Loh Ken Ming, Assistant Manager, Talent Acquisition, Teach for Malaysia

“Sometimes, all that each of us need is just a little 'fire' to ignite the spark within our-selves. That is what the Kalsom-ers exactly did-these passion-driven facilitators whom tirelessly educate and motivate the participants, whom without, would not have nailed this project as a successful one.”Yazman Yuhana, Yayasan Bursa Malaysia

“Passion is contagious. We will be surprised with how selfless we can become, when we all share the same purpose, the same drive and the same dream.”Syed Muhd Abdul Hadi Arief, Facilitator, Winner of the Marcus Ng Award

“To whom much is given, much is required.”Azri Malek, Director of Projek Kalsom 15, Member of the Board of Trustees for Kelab Belia Kalsom

“We don’t need to have anything in common to help somebody; we just need to be human.”Syed Muhd Abdul Hadi Arief, Facilitator, Winner of the Marcus Ng Award

“Being able to join Projek Kalsom is a privilege.”Mr. Rashidi Marzuki, Projek Kalsom Alumni

“I now feel more confident to speak English with others. Projek Kalsom has changed my life.”Hanif, Participant

“Our teachers said we are now more talkative after Projek Kalsom. Seems like they like this new version of us!”Asiah, Participant


EST 1994

20


INTERVIEW WITH AWARDS WINNERS


EST 1994

20MARCUS NG AWARD

The late Marcus Ng was a facilitator and committee member of Projek Kalsom a few years ago. This award is named in his honour, and is given to the best facilitator for that year’s Projek Kalsom. The qualities present in a Marcus Ng Award recipient include charisma, enthusiasm, diligence, and most importantly, a strong rapport with the students. This year’s recipient of the Marcus Ng Award is Syed Muhammad Abdul Hadi Arief, a medical student at the University of Manchester.

Full Name : Syed Muhammad Abdul Hadi Arief University : University of ManchesterCourse : MedicineSecondary School : MRSM Gerik (F1-F3) & MRSM Taiping (F4&F5)

1. How are you feeling post-Projek Kalsom?Glad and happy that everything went brilliantly well, sadness and sorrows to part with the kids and colleagues. But I would say, I was predominantly awed and proud of the progress and achievement of everybody in Kalsom, from the committees, the facilitators and most importantly, the kids.

2. What were your initial expectations of Projek Kalsom?I came with no expectations, but the strength of the bond that we shared among ourselves, even long after Kalsom has ended, defied my expectations.

3. What do you think sets Projek Kalsom apart from other motivational programmes?I was impressed with the fact that Projek Kalsom has lasted for 20 years, which is a very long time for any project. The thoroughness

and detail in which the Committee prepared the modules was also admirable, and something which I believe is not carried out as well in other volunteering projects.

4. What was your best memory from Projek Kalsom 20?I was particularly touched during the Eraser and Pencil module. Seeing the kids open up to Ollie (a CCP facilitator) although he didn’t understand Malay made me realize that we don’t need a ything in common to care for others, we just need to be human.

5. What lessons have you learnt from Projek Kalsom?The best lesson I learnt from Kalsom, was the value of sincerity. Passion is contagious. We will be surprised with how selfless we can become, when we all share the same purpose, the same drive and the same dream.

6. What is your hope for the students?My hope for the students is they know that there are no limits to what they can become.



EST 1994

20MR. KALSOM AWARD

The title of Mr. Kalsom is awarded to the best male participant during Projek Kalsom. The qualities

present in a Mr. Kalsom Award winner include confidence while speaking in English, the initiative to

volunteer when asked to, strong leadership qualities, as well as being a good team player. This year’s

Mr. Kalsom title is awarded to Vikneshan s/o Gunasegaran from Sekolah Menengah Kebangsaan

Padang Serai.

Full Name : Vikneshan s/o Gunasegaran

School : Sekolah Menengah Kebangsaan Padang Serai

PK 20 Group : Green Lantern

1. What was your feeling after Projek Kalsom?

After Projek Kalsom, I felt that I have gained a lot more con-

fidence in speaking English in public. I also felt privileged to

be given the opportunity to participate in Projek Kalsom.

2. What were your initial expectations of Projek

Kalsom?

When my teacher told me about Projek Kalsom, I have

never heard of it, and I wasn’t very keen on participating. I

now realise how exciting Projek Kalsom is, and wish it

lasted longer.

3. What is your greatest memory from Projek Kalsom?

It was during the Eraser and Pencil module, when my facili-

tators helped me in solving some problems that I had. I also

cannot forget the many friends I have made during Projek

Kalsom.

4. What lessons have you learnt from Projek Kalsom?

The most valuable lesson I learnt was to speak English

more confidently.

5. Describe Projek Kalsom in three words.

Awesome, lovely and special!



EST 1994

20MISS. KALSOM AWARD

The title of Miss Kalsom is awarded to the best female participant during Projek Kalsom. The qualities

present in a Miss Kalsom Award winner include confidence while speaking in English, the initiative to

volunteer when asked to, strong leadership qualities, as well as being a good team player. This year’s

Miss Kalsom title is awarded to Wong Chiew Xian from Sekolah Menengah Kebangsaan Padang Serai.

Full Name : Wong Chiew Xian

School : Sekolah Menengah Kebangsaan Padang Serai

PK 20 Group : Green Lantern

1. What was your feeling after Projek Kalsom?

I feel really good. Now I can speak to my teachers and

friends in English more fluently.

2. What were your initial expectations of Projek

Kalsom?

When my teacher told me we were selected to join Projek

Kalsom, I thought that it would be like any other motiva-

tional camp, with many outdoor activities. Turns out that

Projek Kalsom was a lot more than that. I also came with

the hope of improving my English.

3. What is your greatest memory from Projek Kalsom?

My greatest memory was during the Eraser and Pencil ses-

sion, where we shared our feelings and hardships with our

facilitators. Besides that, the last day where we exchange

gifts with our facilitators was also very memorable for me.


I learnt how to be braver whilst speaking English with other

people. I also learnt that I should not do things to please

other people, and not to compare myself with others.

5. Describe Projek Kalsom in three words.

Awesome, amusing and fun!



EST 1994

20ADNAN BENAN OMAR AWARD

The late Adlan Benan Omar was one of the founders and earliest facilitators of Projek Kalsom. He was instrumental in making Projek Kalsom what it is today. Allahyarham passed away in 2008, and this award is named in his honour. This award is given to the participant who has shown the most signifi-cant improvement throughout the five days in Projek Kalsom. This year, the Adlan Benan Omar Award is given to Hazira Ramli from Sekolah Menengah Kebangsaan Pedu.

Full Name : Hazira RamliSchool : Sekolah Menengah Keb PeduPK 20 Group : Thor

1. What was your feeling after Projek Kalsom?I felt sad that the programme was over, I made so many wonderful memories with my facilitators and new friends. I wish Projek Kalsom lasted longer!

2. What were your initial expectations of Projek Kalsom?I wasn’t very enthusiastic about joining Projek Kalsom initially, I thought that it would be just another boring mo-tivational camp. Little did I know that Projek Kalsom was unlike any other camp I have attended before in my life.

3. What is your greatest memory from Projek Kalsom?My greatest memory was performing in front of all my friends and facilitators during the Cultural Night. I never thought I would be brave enough to speak English in front of so many people.

4. What lessons have you learnt from Projek Kalsom?I have learnt to speak English with confidence, and to be more motivated in my studies.

5. Describe Projek Kalsom in three words.Amazing, enjoyable and memorable.



EST 1994

20PETER LEPPARD AWARD (BEST INTERNATIONAL FACILITATOR)

The Peter Leppard Award is given to the best international facilitator from the Commonwealth

Cultural Programme. This award is named in the honour of Peter Leppard, the first Chairman of Bristol

Commonwealth Society to approve funding for Kalsom-Commonwealth Cultural Programme. This

year, the Peter Leppard Award was given to Thom Gilbrook, a Mathematics student from the Univer-

sity of Bristol.

Full Name : Thom Gilbrook

University : University of Bristol

Course : Mathematics

1. How are you feeling post-Projek Kalsom?

Where do I begin? I feel overwhelmed and extremely humbled.

From the wonderful experience of discovering Malaysia during the

Commonwealth Cultural Programme, to the priceless times with

the kids during Projek Kalsom itself, I have had a memorable three

weeks in Malaysia.

2. What were your initial expectations of Projek Kalsom?

In the beginning, I certainly did not expect to be so attached to the

kids. Now, not only did I get to experience Malaysia’s beauty, I also

gained valuable experience through my interaction with the kids

and fellow facilitators.

3. What do you think sets Projek Kalsom apart from other

motivational programmes?

Without a doubt, it is the bonds formed with the kids after Projek

Kalsom that makes the programme unique. I think that as facilita-

tors, we also see ourselves in the kids, and understand them better.

4. What was your best memory from Projek Kalsom 20?

The time spent with the other facilitators, the kids, and of course the wonderful Malaysian hospitality

and delicious food.


I think my time in Malaysia and in Projek Kalsom has made me very thankful for what I have in my life,

and the opportunity to get a good education. Gratitude is hard to come by, and it’s great to have a

programme like Projek Kalsom to remind you to be grateful.

6. What is your hope for the students?

My greatest hope is for them to not let inferiority and self-pity define who they are. Never sell yourself

short – be sure of who you are and have faith in yourself.


“The best way to cheer yourselfup is to try to cheer

somebody up.”

Mark Twain

SUSTAINABILITY


EST 1994

20SUSTAINABILITY

To ensure that Projek Kalsom lasts for many years to come. Compendium of 3 major

components:

• Finance: Ensure continuous financial assistance for beneficiaries.• Partnership: To make a student led movement with continuous monitoring and follow up programmes. It should not be politically, religiously, and racially affiliated.• Management: Avoid any misuse, discrimination and efficient use of resources.

FINANCE MANAGEMENT

PARTNERSHIP



EST 1994

20Accomodation

Transport

Contingency

Food/Meal

FINANCE

Previous Year’sFunding

Kalsom Trust Fund

Member of Advisory Board

Board of Trustees

Approved by

Approved by

Used for

Fundraising

Grant/Government Agencies

Corporate bodies

State funding

Current funding

Projek Kalsom

MANAGEMENT

Executive OrganisingCommittee

Board ofTrustees

DirectorshipElection

Committee

Board of TrusteesElection

Committee

Advisory BoardElection

Committee

Kalsom Reunion Election

Committee

Member of Advisory Board

Approve a new director by 5th November

Elects a new director through majority votes by 31 October

Added automatically into Advisory Board unless there is a conflict of interest

Ensure 5 active members will be elected into Advisory Board by 31 October through majority votes by

members if Kelab Belia Kalsom

Ex Facilitators

Kalsom ReunionOrganisingCommittee

Elects Board of Trustees by 31 August

every 2 year

Ensure Kalsom Reunion Dinner Committee are elected by 31 December


THE PEOPLE“A small group of thoughtful

people could change the world. Indeed, it's the only thing that

ever has.”

Margaret Mead


20PROJEK KALSOM

EST 1994

20THE PEOPLE

ORGANISING COMMITTEE


Director Mohd

Zulikhwan Ayub

Bachelor of Medicine & Surgery

(MBChB)University of

AberdeenUnited Kingdom

DeputyDirector

Hazieq Riefdy Mohamad

MEng Aerospace Engineering

University of Bristol United Kingdom

Secretary Aira Nur ArianaAzhari

Bachelor of Laws(LLB)

University ofLiverpool

United Kingdom

FinancialManager

AfiqahNadhirah Ahmad

Sharifuddin

BSc (Hons) Accounting &

FinanceUniversity of Bath United Kingdom


EST 1994

20THE PEOPLE

ORGANISING COMMITTEE


ModuleManager

Noor NazurahAbdul Malek


(MBChB)University of

AberdeenUnited Kingdom

ModuleManager

Sharifah Nurdurrah

Syed Mudzhar


(MBBS)University

College DublinIreland

PublicityManager

Siti SaraMat Sabri

Bachelor inCommunications

(Hons)Public RelationsUiTM Shah Alam

Malaysia

PublicityManager

MuhammadHarinn Hizhadi

Mukhtar

MEng ElectricalEngineeringUniversity of

SouthamptonUnited Kingdom


EST 1994

20FACILITATORS

Muhammad Aqwa Alif Jasmi EconomicsUniversity of Washington Seattle, USA

Liyana Moh Halmi

AccountingLancaster University

UK

Syed Abdul Hadi Arief MedicineUniversity of ManchesterUK

Nur Nadhirah Asyiqin Md Kamarudin

Retail ManagementUiTM, Malaysia

Syarafina Sabri TESLUPSI, Malaysia

Nurul Hazirah Mohd Radzi Mechanical EngineeringUniversity of CatalunyaSpain

Muhammad Fairuz Che Samsuri

Mechanical EngineeringUniversity of Bath, UK

Nur Farah Asyiqin Hamdan English Languange & LiteratureUIAM, Malaysia

Farah Amira Mawardy

Association of Chartered Certified Accountant (ACCA)

UiTM, Malaysia

Tan Shi Min

TESLGaya Institute Teacher

Training, Plymouth University Malaysia & UK

Ruzaini Hamizah Mohamad

Economics Minor in StatisticsUni versity of Minnesota

USA

Azizahamizah Azadin

International Business Temple University

USA



EST 1994

20FACILITATORS

Nik Alyaa Liyana Nik Mazelan EngineeringUniversity of AlbertaCanada

Azlan Abdilah AnimationUniversity of West EnglandUK

Wan Husni Najihah Wan Ahmad

DentistryMelaka-Manipal Medical College

Rose Asyiqah Mohd Hamdan

BSc Math and Statistical ScienceUniversity College LondonUK

Danial Zikri Bin Zulkifli

MEng Mechanical EngineeringUniversity of Southampton UK

Nisha Alina Mohamed Mushaini

MedicineUniversity of LeedsUK

Muhammad Harinn Hizhairie Mukhtar

Accounting

University of Warwick, UK

Elinar Yasmeen Muhamad Azmi

Economics and Accounting University of Bristol

UK

Anis Basri

International BusinessUniversity of Liverpool

UK

Roshini Muniam

Masters in TESLUniversity Malaya

Malaysia

Ranita Muniam

Accounting & FinanceLSEUK

Muhammad Akhimullah Zailani

LawAberstwyth University, UK



EST 1994

20FACILITATORS

Nur Afza Qistina Mohd Fadzil LawUniversity of ManchesterUK

Azira Ali Riza Actuarial StatisticsPennState UniversityUSA

Alif Anwar Md Khambari EconomicsUniversity of WarwickUK

Loi Kuan Jon Accounting & FinanceUniversity of WarwickUK

Noramirah Adilah Azlan Medical EngineeringCardiff UniversityUK

Azlina Azman Cheah Materials EngineeringUniveristy Sains MalaysiaMalaysia

Yeit Yang Chin

Civil EngineeringUniversity of Bath

UK

Nur Liyana Mardhiah Mohamed Nazri

Biomedical Sciences (Anatomy) Cardiff University, UK

Nabilah Karim

Accounting & FinanceLSEUK

Muhammad Zaid Jamaludin

PsychologyUniversity of Southampton

UK

Rabiaatul Adawiyah Ramli

LawUniversity of Liverpool

UK

Asyiqin Atikah

EconomicsNewcastle University

UK



EST 1994

20FACILITATORS (CCP)

Laurence James Philip Brunt

Mathematics

University of Bristol

UK

Oliver Grant

Politics


UK

Janki Shah

Classics


UK

Clare Wrigley

Mathematics


UK

Jorge Antuna Ros

Psychology


UK

Thomas Gillbrook

Mathematics


UK


HIGHPERFORMANCE

GOODPERFORMANCEBand 2 INTERMEDIARY

PERFORMANCEBand 3 ALARMING

PERFORMANCEBand 4 INTERMEDIARYPERFORMANCE

POORPERFORMANCEBand 5INTERMEDIARY

PERFORMANCE


EST 1994

20SELECTION PROCESS

The selection process was very thorough. The applicants were assessed by 3 individual panels based on a few criteria. Firstly, the quality and strength possessed by the applicants accord-ing to their answers to the questions in the application form. There were 5 short English essay questions which carried 10 marks. Next, their curriculum vitae were assessed and also carried 10 marks. Another 10 marks would be given to any previous volunteering experience. Then, the marks from each panel were added up and applicants were ranked based on their cumu-lative marks. This year, the cut off point was 15/30. Applicants who obtained marks below than that would be automatically rejected. The top 40 successful applicants were offered a place while the remaining were put in the waiting list.

OTHERSARTSSCIENCEMEDICINEHEALTHCAREENGINEERINGLAWACCOUNTING & FINANCE

Facilitators by Course of Study

Students

Students are selected based on the criteria provided. To ensure the following criteria are met, the below steps are taken:- Formal meeting with the District Office of Education- Formal meeting with principals from each school by the committee

Indication of School’s Performance based on the BAND System (should be presented in a horizontal line)


Band 1


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20Kalsom Motivational Camp

Students attending the camp must be:- Form 4 students at the time of application- Achieve 5As or more during the latest examinations- Come from a family background with an income of less than RM3,000.00- Active in co-curricular activities

Name of School Number of Students

SMK Dato’ Syed Ahmad, Kedah (Band 2) 22 SMK Padang Terap, Kedah (Band 3) 18 SMK Naka, Kedah (Band 4) 20 SMK Lubok Merbau, Kedah (Band 5) 20 SMK Pedu, Kedah (Band 4) 18 SMK Kuala Nerang, Kedah (Band 3) 20 SMK Padang Serai, Kedah (Band 4) 14

Total 132


FEMALE

MALE

Students by Gender

OTHERS

SIAMESE

INDIAN

CHINESE

MALAY

Students by Race

Kalsom English Enrichment Programme

Schools attending this programme must:- Show a declination in the recent English examinations- Be committed to updating their progress with the committee for 1 year- Must be Standard 5 students or Form 1 students


SK Stowell, Penang (Band 2) 63 SK Bukit Tembaga, Kedah (Band 3 65 SMK Permatang Tok Labu, Penang (Band 5) 126

Total 254


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FEMALE

MALE

Students by Gender

OTHERS

INDIAN

CHINESE

MALAY

Students by Race

Kalsom Scholarship Workshop

Schools attending this programme must be:- Form 4 students at the time of the programme- High performance schools with good results in previous SPM, covering different types of schools


Sekolah Tuanku Abdul Rahman, Perak (Band 1) 152SMK Raja Perempuan Ipoh, Perak (Band 1) 121Malay College Kuala Kangsar, Perak (Band 1) 162Maktab Rendah Sains Mara (MRSM) Taiping, Perak (Band 1) 388Sekolah Menengah Sains Raja Tun Azlan Shah, Perak (Band 1) 171

Total 994

FEMALE

MALE

Students by Gender

OTHERS

INDIAN

CHINESE

MALAY

Students by Race

“For it is ingiving that we receive.”

Francis of Assisi

SPONSORS &PARTNERS


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PARTNERS

ENDORSEMENTS

SUPPORTERS


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SPONSORSPLATINUM

GOLD

BRONZE

INDIVIDUAL CONTRIBUTORSMr. Ir. Che Wan Khairul Bin Che Wan Wahab

Mr Azri Malek Wan Haron Datin Norhayati Mohd Nor

FINANCIALREPORT

“Beware of little expenses.A small leak will sink

a great ship.”

Benjamin Franklin


EST 1994

20KALSOM FINANCIAL STATEMENTStatement of Trustees’ Responsibilities

The Kelab Belia Kalsom Board of Trustees and Committee are responsible for preparing an annual report and financial statement in accordance with the applicable law and the Malaysian Accounting Standards (Malaysia Generally Accepted Accounting Practice). The law applicable to clubs in Malaysia requires the Kelab Belia Kalsom Board of Trustees and Commit-tee to prepare financial statements for each year that gives a true and fair view of the state of affairs of the club and of the incoming resources and application of resources of the club for that period. In preparing the financial statements, the board of trustees and committee are required to:

* Select suitable accounting policies and then apply them consistently; observe the methods and principles in the Club’s Constitution; * Make judgements and estimates that are reasonable and prudent;state whether applicable accounting standards have been followed, subject to any material departures disclosed and explained in the financial statements;* Prepare the financial statements on the going concern basis unless it is inappropriate to presume that the club will continue in business.

The board of trustees and committee are responsible for keeping proper accounting records that disclose with reasonable accuracy at any time the financial position of the club and to enable them to ensure that the financial statements comply with the Malaysian Societies Act 1966 (Act 335), the provi-sions of the trust deed and the account must be presented for auditing by an auditor approved by the Registrar of Youth Societies at least once a year. They are also responsible for safeguarding the assets of the club and hence taking reasonable steps for the prevention and detection of fraud and other irregularities.

The Board of Trustees and Committee for the purposes of club law who served during the year and up to the date of this report are set out on page 1.

Prepared for the Board of Trustees and Committee by:

Afiqah Nadhirah Ahmad SharifuddinFinancial Manager of Projek Kalsom 2028 September 2014

I, Mohd Zulikhwan bin Ayub, being the officer primarily responsible for the financial management of Projek Kalsom 20 (registered as Kelab Belia Kalsom), do solemnly and sincerely declare that the accompanying financial statements set out on pages 1 to 5 are in my opinion correct, and I make this solemn declaration conscientiously believing the same to be true.

Approved and signed on behalf of the Board of Trustees and Committee by:

Mohd Zulikhwan Bin AyubDirector of Projek Kalsom 205 October 2014



EST 1994

20Kelab Belia Kalsom

Statement of Financial Activities

For the year ended 12 September 2014

Summary Consolidated Statement of Financial Activities 2014

for the year ended 12 September 2014

RM Note

Incoming Resources

Voluntary income and other contributions 3,021.71 2

Sponsorships 80,361.49 3

Total incoming resources 83,383.20

Resources expended

Cost of charitable activities 66,737.00 4

Total resource expended 66,737.00

Net incoming resources for the year 16,646.20

Fund balances carried forward at 9 September 2014 16,646.20


Kelab Belia Kalsom

Balance Sheet as at 12 Sept 2014

Summary Consolidated Balance Sheet as at 12 September 201 2014

RM Note

Current Assets

Cash at bank and in hand 16,646.20

Total assets 16,646.20

Fund Balance

Unrestricted income funds 16,646.20

5


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20


Notes to the accounts

1. Accounting policies

(a) Basis of Preparation

The financial statements have been prepared under the historic cost convention. The financial state-ments have been prepared in accordance with the Statement of Recommended Practice: Accounting and Reporting by MASB Exempt Entities (SOP 2004), and applicable to an entity approved accounting standards issues by MASB as per Section 2D of the Financial Reporting Act 1997.

(b) Funds Structure

Unrestricted income funds comprise those funds that the board of trustees and committee are free to use for any purpose in furtherance of the club’s objects. Unrestricted funds include designated funds where the trustees, at their discretion, have set aside resources for a specific purpose. Restricted funds are funds that are to be used in accordance with specific restrictions imposed by the donor.

(c) Incoming Resources

All incoming resources are recognised once the club has entitlement to the resources, it is certain that the resources will be received and the monetary value of incoming resources can be measured with sufficient reliability. The following specific policies are applied to particular categories of income: Voluntary income is received by way of donations individually through the official website, fundraising activities done by the committee or by any other means, and is included in full in the Statement of Financial Activities when receivable. Grants, where entitlement is not conditional on the delivery of a specific performance by the club, are recognised when the club becomes unconditionally entitled to the grant. Incoming resources from grants, where there are performance or service deliverables required by the terms of the grant, are accounted for as the club earns the right to payment through its performance. Donated services and facilities are included at the value to the club where this can be quantified. The value of services donated by volunteers has not been included in these accounts, except where the services provided are in the nature of professional services where a fee would otherwise be charged, in which case the donated service is valued at their chargeable rate. Investment income is included when receivable. Incoming resources from club’s trading activity is accounted for when earned. (d) Resources Expended

Liabilities are recognised as resources expended as soon as there is a legal or constructive obligation committing the club to the expenditure. All expenditure is accounted for on an accruals basis and has been classified under headings that aggregate all costs related to the category.

(e) Allocation of Overhead and Support Costs

Support costs include administrative office functions, and have been allocated to activity cost catego-ries on a basis consistent with the use of resources that are logistics, venues for activities, accommo-dation for programmes, claimed expenses from the involved parties solely related to the programmes held, t-shirts, rebranding of the club and all other costs on a measure of usage.


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(f) Costs of Generating Funds

Costs of generating funds are those costs incurred in attracting voluntary income, or incurred in trad-

ing activities undertaken to raise funds.

(g) Charitable Activities

Charitable expenditure comprises those costs incurred by the club in the delivery of its activities and

services for its beneficiaries. It includes both the direct pay and non-pay costs and support costs relat-

ing to those activities.

(h) Governance Costs

Governance costs include those costs associated with meeting the constitutional and statutory

requirements of the club, and include its audit fees and costs linked to the strategic management of

the club including trustee expenses.

(i) Cash and Cash Equivalents

Cash and cash equivalents represent bank balances.

2. Voluntary Income and Other Contributions

RM

Voluntary income and other contributions 2014

Kalsom Travelling Postcards 547.89

Individual Contributions 703.97

Committee Fundraising 1,769.85

Total 3,021.71

A variety of events were done in the UK to raise funds for The Kalsom Movement. One of them was an

event organised by the University of Southampton Malaysian Students Association which was an

Unplugged Open Mic Charity Concert that was held at Southampton on the 3rd of May 2014. The venue

was at The Bridge Bar, University of Southampton. This was done so it not only attracted Malaysian

students but also local students and was intended to raise awareness of Projek Kalsom. The event was

successful as it managed to receive a huge turnout and raised a sensible amount of funds which was

one of the largest amount raised throughout the whole campaign that was done in the UK which was

GBP 373.

The next initiative done to raise funds for this project was by means of selling Kalsom’s own personal-

ized message postcards, dictionaries, books as well as the option to sponsor students for the motiva-

tional camp itself through our own website. Prices are set at GBP 3, GBP 5 GBP 12 and GBP 30 respec-

tively. This specific fundraiser was targeted for the general public and previous Kalsom family mem-

bers and was promoted through our main official Facebook page, posters and Facebook event. The

promotion was done from the 1st of April till the 31st of July 2014. Through this fundraiser, we manage

to collect a total of GBP 101.52.

Also, we held a charity Bake Sales at the University of Aberdeen, UK on the 1st of June 2014 to further

expose the general public to The Kalsom Movement. It is done to promote volunteerism in youth for a

good cause. The event managed to collect a total of GBP 50.35.


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3. Sponsorships

Sponsorships 2014 RMBristol Student Commonwealth Society 9,660.45MSA Southampton 2,013.04IM4U 20,000.00Khind Star Foundation 9,088.00YAPEIM 3,000.00Global Maritime Ventures 5,000.00Rakan Muda 10,000.00Kerajaan Negeri Kedah 21,600.00Total 80,361.49

4. Cost of Charitable Activities

Cost of Charitable Activities 2014 RMLogistics 6,345.20Venue (Dusun Resort) 39,660.20Accommodation 2,688.2Claimed Expenses 8,913.56T-shirts 2,364.10Rebranding/Website 3,250.20Other Expenses 3,515.54Total 66,737.00

5. Cash at Bank and In Hand

Cash at Bank and In Hand 2014 RMHSBC Bank - Current Account 16,646.20Total Cash 16,646.20

ARCHIVE &GALLERY

“Yesterday is not ours torecover, but tomorrowis ours to win or lose.”

Lyndon B. Johnson


EST 1994

20ARCHIVE &GALLERY



EST 1994

20

!

Director, Projek Kalsom 20, Kelab Belia Kalsom (PPBM 8086/12) Dear Sir/Madam,



EST 1994

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20PROJEK KALSOM

EST 1994

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EDITORIAL BOARD

EDITOR IN CHIEF (DESIGN)MUHAMMAD HARINN

HIZHADI MUKHTARAIRA NUR ARIANA

AZHARI

MOHD ZULIKHWANAYUB

EDITOR IN CHIEF (CONTENT)

CONTENT STRATEGISTHAZIEQ RIEFDY

MOHAMAD

NOOR NAZURAHABDUL MALEK

AFIQAH NADHIRAHAHMAD SHARIFUDDIN

PHOTOGRAPHERSITI SARA

MAT SABRI

CONTRIBUTORS ALL FACILITATORS OF THE KALSOM MOVEMENT 20

ASSOCIATE EDITOR

ASSOCIATE EDITORSHARIFAH NURDURRAH

SYED MUDZHAR

ASSOCIATE EDITOR

ASSOCIATE EDITOR

The Kalsom Movement is an independent student-led charity movement reg-

istered in Malaysia as Kelab Belia Kalsom (PPBM8086/12) under Registrar of

Youths. The movement has been fully endorsed by Ministry of Youth and

Sports, Rakan Muda, as well as Education Malaysia in the United Kingdom and

Ireland. The movement is also a beneficiary of Yayasan Bursa Malaysia Bull

Charge and currently holding a national record under the Malaysia Book of

Records as the longest running student-led motivational programme.The

report covers from 1 November 2013 until 1 October 2014 unless stated other-

wise noted. The report also includes a financial statement, impact measure-

ment and sustainability. The report is also available in PDF format on the web-

site. For more info, visit www.projek-kalsom.org.‘Projek Kalsom’, ‘The Kalsom

Movement’, ‘Kalsom’, ‘PK’, the butterfly symbol and other words or symbols in

this report which identify Projek Kalsom produces and services are trade-

marks of Kelab Belia Kalsom.

© 2014 Kelab Belia Kalsom. All rights reserved.

The Kalsom Movement 20 Annual Report

Documents

Transcript of The Kalsom Movement 20 Annual Report