The Kalsom Movement 24th Edition Annual Report

Glossary

TKM

Refers to the ‘The Kalsom Movement’ which was previously known as Projek Kalsom. The term ‘Kalsom’ may be used interchangeably.

PKMC

Refers to ‘Projek Kalsom Motivational Camp’.

EIC

Refers to ‘Entrepreneurship & Innovation Camp’.

CEP

Refers to ‘Confidence Through English Programme’.

CEC

Refers to ‘Confidence Through English Camp’.

CCP

Refers to ‘Commonwealth Cultural Programme’.

Student-beneficiaries

The students who will be participants in our interventional programmes. This will be used interchangably with ‘beneficiaries’.

University-student leaders

This will be used interchangeably with ‘facilitators’ and will refer to a group of selected university students who will be organising and delivering the content of our programmes.

Stakeholders

Everyone, including ‘student-beneficiaries’ and ‘faciliators’, who benefits from the programmes of TKM.

SPM

‘Sijil Pelajaran Malaysia’, which is equivalent to the British GCSE and it is a qualificiation prior to pre-university qualifications.

Voluntourism

A form of tourism in which travellers participate in voluntary work with the desire to help others.

SPONSORS

PARTNERS ENDORSEMENTS

“Little did I know that Kalsom has evolved a lot over the years. Instead of only bridging education inequality, it is improving the lives of everyone involved. I am proud to be a product of this culture.”

- Kuhan Pillai Anbalakan, Delegate of Malaysia at the Asia Youth Partnership on Business and Human Rights 2018 in Thailand

President’s Foreword

The Kalsom Movement, previously known as Projek Kalsom, has been championing the fight against education inequality for the past 24 years. As we approach our silver jubilee, I feel that it is crucial for us to reflect on the defining moments of our history, since our establishment as a student-led movement, to appreciate our growth and values that we uphold.

In 1994, the first motivational camp was carried out in Jerantut, Pahang. By 2015, Projek Kalsom had successfully carried out motivational camps in every state in Malaysia. To progress forward from that milestone, our modules were then compacted into workshops as additional programmes, which has led to the development of the current line-up for our summer programmes. Projek Kalsom had also rebranded as The Kalsom Movement and was registered with Registrar of Youth (RoY) as Kelab Belia Kalsom in 2014. To date, The Kalsom Movement has received endorsements from The Ministry of Youth and Sports (KBS) and Education Malaysia United Kingdom and Ireland. Additionally, we were awarded the longest running student-led motivational camp by the Malaysian Book of Records. Some of The Kalsom Movement’s glorious moments includes being one of the recipients for the Bursa Bull Charge for 2 years in a row in 2015 and 2016, receiving the highest number of beneficiaries in 2015, as well as introducing two new camps and the Kalsom Global Chapters in 2016.

Epitomising our butterfly logo, The Kalsom Movement has always strived to evolve. For the past year, our main focus has been growing into a sustainable movement. Internally, we have reorganised the committee structure, established a sustainable monitoring framework and solidified our impact measurement framework. In terms of modules and programmes, we have incorporated a computer programming module into our Entrepreneurship and Innovation Camp, restructured the Confidence Through English Camp into half-day workshops and successfully carried out Kalsom Harapan workshops and Kalsom Academy as our one-year monitoring framework.

The Kalsom Movement would not have come this far if it was not for the continuous support from everyone around us. I would like to take this opportunity to express my humble gratitude to every stakeholder involved, be it directly or indirectly, in planning, executing and reporting of our programmes. I am highly thankful to our dedicated committee members, highly selected facilitators, committed alumni, partners, collaborators and sponsors.

I believe that, as committee members and facilitators, we have inadvertently unleashed our greater potential and evolved into better versions of ourselves as we fight for our cause against education inequality. I am pleased to see many familiar faces in the newly appointed committee as this proves that the Kalsom spirit really is our strongest pillar. I hope that we can keep inspiring talents and endeavouring excellence for years to come in the fight against education inequality. Keep the Kalsom spirit high!

Shaik Firdaus Mohamed Shaik Jamaludin President of The Kalsom Movement

Mohamed

Trustee’s Foreword

I cannot believe that 24 years has passed and we are celebrating our Silver Jubilee next year! Time flies and I am ever so proud to be part of this wonderful Kalsom Movement family. Seven years ago, we were a small student project and now we are one of the leading youth-led education charities in Malaysia, thanks to YOU –Malaysian university students globally. Thank you for taking time to understand the perspective of others different to you. Thank you for your efforts in organising various programmes for younger Malaysian students through The Kalsom Movement. Thank you for helping us in our mission to help others from less fortunate backgrounds to attain tertiary education, and therefore enabling them to achieve more in life. It has been a wonderful year.

2018 is indeed the year of achievements for The Kalsom Movement. This could not have been made possible without our supporters and our sponsors. This year we were honoured to be one of the seven charities to be part of Shell Malaysia’s Raya Campaign (platinum sponsor) and this is a testament to our hard work and our growing international reputation. In 2018, for the first time in 24 years, we have formed our first official Alumni Club. We were honoured to be graced with the presence of Tengku Zafrul Aziz, CEO of CIMB, who is also one of the pioneering facilitators of Projek Kalsom for this year’s Alumni Hi-Tea in August 2018. We truly treasure the lifelong friendship that is built throughout the Kalsom journey and would like to invite all, whether you are an Executive Committee member, facilitator or a student benefitting from mentorship, to join our Alumni. The Kalsom Alumni prides itself as being inclusive to all its members regardless of background, status or which school or university you attend. The Kalsom Movement is Malaysia’s top talent pool with a difference.

With that, on behalf of The Kalsom Movement Board of Trustees and Executive Committee, I would like to invite you to read our 2017/2018 report. Prepare to be amazed and inspired!

Dr Hannah Nazri Chair of the Board of Trustees of The Kalsom Movement

“If you want to have a better nation, then start in being part of the change in building better and more educated citizens. Through The Kalsom Movement, I have learnt to always show love, give love and be love. And I will carry that throughout my journey in life.”

- Nor Sakilah Haking, Malaysian Representative at the 2018 Fall YSEALI Academic Fellowship, Brown University

PILLARS

The Kalsom Movement 4 Pillars

English

Language Proficiency

The Kalsom Movement finds that the mastery of the English language is an essential skill in achieving the education attainment gap as it is the predominant language in post-secondary education. Through immersion in the language as well as a safe space for students to sharpen their language skills, students are expected to improve proficiency in writing, speaking and comprehension of the language. Thus, an outcome would be that The Kalsom Movement sees that at least 70% of our beneficiaries will see an improvement of at least 2 half-grades (e.g from C to B-) in English during their immediate exams.

Development of Academic and Non-Academic Skills

Beneficiaries of The Kalsom Movement’s programmes are given the opportunity to hone their academic skills and nonacademic skills through modules catered to the purpose. Practical skills such as note taking and revision in addition to being in an environment that enhances soft skills such as communication and critical thinking are fostered in our programmes. Thus, we would like to see our beneficiaries to apply them in schools that could bring about to better performance in academics as well as signing up for leadership roles during their co-curricular activities.

Exposure to Post-Secondary Education Opportunities Nurturing Kalsom Spirit

After unveiling the abundant career opportunities available and having facilitators who come from various backgrounds of study from institutions worldwide, we thrive to inspire and guide our beneficiaries to pursue their ambitions – either in traditional or nontraditional subjects and pathways. Collective feedback is obtained from Day 1 in the camp to several years down the road to examine the extent of which our programmes influence their tertiary education attainment and subsequently, the socioeconomic status.

It can be defined as the enthusiasm to help others and to give back to society within one’s own capacities as students. The Kalsom Movement encourages their beneficiaries to be agents of change themselves after the programmes and create a ripple effect through their individual strengths. Examples of the spirit of giving back shown by Kalsom beneficiaries include, but are not limited to, starting mini Kalsom-inspired camps in their respective schools and setting up their own social movements with the mission to reduce education inequality. Therefore, The Kalsom Movement aspire to see to it that at least 50% of the schools set up Kalsom-inspired programmes after our summer engagements.

“ I had my fair share of falls in life but one day a light source came - the Kalsom Spirit. Truth be told, I have never felt more empowered, motivated and in charge of my life than my time with Kalsom that it became a guide for me to follow.”

- Wan Shah Iman Haslee Sharil Lim, Marcus Ng Award Recipient

Introduction

All of the modules in our programmes were conducted with the development step-up in mind and based on our pillars.

Quantitative and qualitative data for the evaluation of our programmes were collected through interviews and surveys, respectively. Here, they were recorded and analysed to allow us to gauge how the beneficiaries receive our programmes. During the Projek Kalsom Motivational Camp and Entrepreneurship and Innovation Camp, students were required to fill up a survey upon arrival and another survey prior to departure from camp. This was done so that The Kalsom Movement would be able to monitor and observe the impact of our modules in the short term, that was during the four or five days of the camps. As this was a form of self-reporting, it is assumed that the students responded to the survey truthfully and to the best of their knowledge.

The surveys were a set of questions and statements to which students have to respond according to a likert scale of 1 to 4, with 1 being strongly disagreeing with the statement/question and 4 being strongly agreeing with the statement/question. The graphs and charts presented are a selection of analysed data to highlight the impact of our interventions on the beneficiaries.

Kalsom Harapan

As an initiative to promote a sustainable learning platform, Kalsom Harapan is designed to be a one-year monitoring programme following the Projek Kalsom Motivational Camp (PKMC). The 2018 edition has seen a gradual and consistent approach in monitoring its 100 beneficiaries through the division of two half-day programs; Invigorate in April and Illuminate in July. Both workshops were conducted at locations that were deemed the middle grounds for both, Selangor and Negeri Sembilan. Invigorate aimed to address two of the four pillars of The Kalsom Movement - the development of academic and non-academic skills as well as the improvement of English language proficiency - while the latter, Illuminate, was more inclined towards the preparation for post-secondary opportunities, alongside instilling the Kalsom spirit.

OBJECTIVES

To ensure a sustainable chain of impact for the beneficiaries of PK23

To promote a system of support and empowerment among the beneficiaries.

To equip beneficiaries with the necessary skills and mental capacities for a selfsustaining future.

GENERAL TIMELINE

Pillars

MODULES

Invigorate

English language proficiency Development of academic and non-academic skills

Module Objective Output

Public Persuasion

• Pathos, Ethos, Logos!

• Speech of Survival

• To encourage beneficiaries to use English in communicating their ideas and opinions.

• To inculcate independent, rational and critical thinking skills.

• To expose beneficiaries to the various ways of presenting a speech

• All beneficiaries gained a better understanding of the different rationales behind public speaking.

• Beneficiaries were each able to provide a defence to their assigned role.

• 10 out of 100 beneficiaries had volunteered to present their winning arguments to all attendees.

Conflict Resolution

• 1, 2, 3, Go

• Win-Win

Event Simulation

• Ready, Planner One?

• The Infinite Risks

• To foster the spirit of cooperation in solving a conflict and building a consensus.

• To educate the value of balancing personal agenda and team goal.

• To encourage beneficiaries to think creatively and critically.

• To promote creativity and innovation in the expression of ideas.

• To encourage teamwork and the value of individual potential.

• To expose beneficiaries to working under time pressure.

• Beneficiaries learnt the differences between debate and dialogue.

• All beneficiaries were able to work in groups and contribute their ideas.

• Approximately 30% of all beneficiaries chose to lead or mediate their team.

• Each group was paired with another and had to present their final ideas to one another, while questioning their opponents’.

• 1 in every 2 beneficiaries were ready to answer the questions posed by their group facilitators.

• All beneficiaries participated in the discussion to organise their own event.

• Every two groups given the same situation were able to compare one another’s event ideas and solutions.

•

Pillars

Illuminate

Exposure to post-secondary opportunities Kalsom Spirit

Module Objectives Output Planning Strategy

• WOOP My Troubles Away!

• To educate beneficiaries on the WOOP strategy.

• To assist beneficiaries in recognising their current roles in life and the accompanying time invested in each.

• To guide beneficiaries in making post-secondary decisions.

• Each beneficiary was able to gauge the time invested in each of their roles and create a personalised timetable based on the WOOP strategy.

• All beneficiaries were exposed to the consequences of spreading oneself too thin.

• Beneficiaries were able to compare their different tables within their respective groups.

Change Management

Wheel of Change

•

Support System

My Missing Piece

• To guide beneficiaries in better understanding the different changes in life and how best to approach them.

• To prepare beneficiaries for postsecondary possibilities.

• To foster a sense of humility and mutual respect among teams.

• Beneficiaries were able to gain a better understanding of the different changes possibly faced in life.

• Overall participation rate of all beneficiaries were approximately 70% with group representatives readily volunteering to answer every question.

• An estimated 3 in every 10 beneficiaries were able to relate the given examples of changes to their personal lives.

• Values of team spirit and competitiveness in each group were displayed.

• To build negotiation skills among teams to achieve a common goal.

• To encourage confidence and provide a sense of responsibility to each individual.

• To instil the Kalsom spirit and a sense of community among all beneficiaries.

• Beneficiaries learnt the art of working in a team using other means of communicating besides verbally.

• A sense of trust was developed among negotiating groups.

• 10% of all beneficiaries volunteered to express their final thoughts on the module.

IMPACT

The data presented are obtained from the two instalments of Kalsom Harapan programmes - Invigorate (April 2018) and Illuminate (July 2018).

In March, 68% students still had some problems when conversing in English with their peers. Following up three months later, 98% felt more confident to converse in English

English Language Proficiency

“I find it difficult to practice speaking English with the people around me” (March 2018)

“I feel confident to practice speaking English in public or with people around me” (July 2018)

Academic and Non-Academic Skills

By July 2018, all of the students agreed that the study tips are easy to be practised and motivated them to do better in academics. 95% of them had also shared the useful study tips with their peers.

The Kalsom Spirit

By July 2018, 97% of the beneficiaries have volunteered during school events and in their community.

The pie chart shows the percentage difference of grades obtained between the Form 4 Mid Year Exam (before PKMC23) and Final Year Exam (3 months after PKMC23) in 2017 for their English examination. 60% of students show an improvement in the grades they have obtained.

When asked if they would like to return to The Kalsom Movement as a facilitator or a committee member in the future, 99% of our beneficiaries agreed to.

These reflect the Kalsom Spirit that has been nurtured among the beneficiaries.

Kalsom Academy

This programme comprises of several modules adapted from Projek Kalsom Motivational Camp (PKMC), which were conducted as an effort to prepare the beneficiaries for their upcoming role as facilitators to their peers. These modules were created according to the ‘Development Step-Up’, designed to assist them in the enhancement of academic and non-academic skills besides exposure to post-secondary education opportunities. Kalsom Academy aims to establish clubs in the beneficiaries’ respective schools to empower underprivileged students of amazing potential and to spread the Kalsom spirit. The Kalsom Academy introductory module would have been carried out in PKMC, and the beneficiaries were given a handbook to guide them throughout the programme.

MODULES

Name of Module Objective Output English Language Proficiency

Easy English Exploration: Writing

• To encourage beneficiaries to write in English with confidence and in an engaging way to promote creative writings

• To encourage beneficiaries to describe a situation through writing

• Beneficiaries were motivated to express themselves in English with confidence

• Beneficiaries learned to explore their ideas and analyse them in depth

Easy English Exploration: Speaking

Barriers Be Gone

• To encourage beneficiaries to speak English with confidence

• To allow beneficiaries to express themselves in English

• To encourage beneficiaries to brainstorm and think beyond surface level

• To expose beneficiaries to new social environment

• Beneficiaries adapted with the change of engaging with different set of peers whilst maintaining their delivery of message

• A school out of 7 managed to conduct the module to other schools in the district while understanding the objective and creating a bond within them

Development of Academic and Non-Academic Skills

Twisted debate

• To encourage beneficiaries to voice out their opinions and stand up for themselves

• Beneficiaries conducting the modules are more vocal and opinionated especially in altering or amending the execution of the module

• Approximately 50% of the schools prefered to conduct this module and found it important to be delivered to their peers

Fit kalsom

• To highlight the importance of maintaining physical fitness in tandem with performing well academically

Bullseye

Sticky note game

• The module most schools opted to conduct

• Almost all the peers enjoyed in the 5 schools that conducted the module

Exposure to Post-Secondary Opportunities

• To guide and encourage beneficiaries to understand the need and importance of goals in life

Kalsom Spirit

• To encourage a fun method for beneficiaries to interact with each other

• 3 out 7 schools conducted this module

• Beneficiaries understood the importance of the module and conducted it via other implementations

• Peers find it is easier to communicate with others after this module

Confidence Through English Programme

Confidence Through English Programme is a series of one-day workshops held for Form 2 students in three different schools in a span of three weeks. Coordinated by both the Committee and the Commonwealth Cultural Programme (CCP) facilitators from the University of Bristol, it aimed to cultivate love and increase in usage of English, despite their level of proficiency in the language. The Kalsom Movement believes that instilling interest towards the language will help to continuously motivate students to learn and use English even once the programme has ended.

Below are the information on the modules, objective and output of each module.

Summary of Modules and Pillars

MODULES

Modules Pillars Objective Output

Barriers be Gone Development of academic and nonacademic skill English language proficiency

• Break the barriers between beneficiaries and facilitators

• Encourage participation and teamwork from beneficiaries

• Encourage usage of English throughout the programme

• Since English is the only language that can be used to converse with the CCP facilitators, students’ efforts were evident in using English to introduce themselves to the group members.

• Some games required beneficiaries to use English to describe objects and it helped students to start thinking of the right vocabulary

Dear Friend

English language proficiency

• Encourage beneficiaries to write in English.

• Instill the fun in using English as a medium to express themselves in writing

• Strengthen the bond between beneficiaries and facilitators

• Beneficiaries were required to write letters of encouragement to a friend in the same group. They appeared to be deeply engaged in finding substance to write their letters and the writing itself.

• It was observed by the facilitators that most beneficiaries in all CEP programmes had a better grasp of English when writing compared to speaking the language.

• Beneficiaries were appreciative and expressive when asked to reveal their feelings about the letter of encouragement that they received.

Speak Up Development of academic and nonacademic skill English language proficiency

• Improve confidence in conversing in English

• Instill confidence in expressing their thoughts and arguments in a discussion.

• Encourage students to be descriptive in speaking by using simple adjectives and verbs

• Problem-solving games in small groups allowed facilitators to personally motivate shy students to speak up in discussion

• Students came out with excellent ideas in solving problems especially after being stimulated by facilitators and motivated by their group members who had already contributed to the discussion.

• Shy students gained confidence when they were chosen to present their own ideas to the other groups. Facilitators played an important role in supporting them to speak in a larger crowd.

• The game of Charades improves the beneficiaries’ ability to construct sentences that are simple and clear to the audience.

To The Future Me Development of academic and nonacademic skill English language proficiency Exposure to postsecondary education opportunities

• This module allows beneficiaries to discover their ambition in the future.

• Encourage beneficiaries to dream big and start planning for their future.

• A platform for beneficiaries to be creative in delivering messages to the crowd

• The module kicked off with games that are common in United Kingdom, which allowed some cultural exchange and buffer time for beneficiaries to loosen up before the real challenge begins.

• Certain groups were given careers which are unpopular and underappreciated, such as Policemen, Entrepreneurs and Chef. These groups managed to pull off performances that portrayed how no career is bigger than the other and no dreams are too small or too big as long as they do their best.

• Facilitators did their best in ensuring that everybody has a role in their group performance and it can be seen that everybody enjoyed themselves during the module

IMPACT

100% of students felt welcome and comfortable, thus, actively participated and contributed in team activities.

“I can express freely and my writing skills are improved”

“I feel confident in using proper English when communicating daily”

“I am willing to work hard to achieve my ambition”

TEACHERS’ FEEDBACK

Puan Siti Ajar Aripin, SMK Dato’ Harun

“My overall opinion is about how to make this effort is not a one-stop activity but rather a continuous one. Students were very happy seeing different faces communicating English with them. Surely they would love to see you all again in the future. The impacts on students were obvious. They now know English is an international language and that is why they must be good in this language if they wish to go far in their education. The presence of foreign universities students together with local students who are studying overseas really inspired the students to be like them in the future. It was indeed a successful program for all and hopefully our school will be chosen again next year by The Kalsom Movement.”

Puan Noor Safina Binti Saidin@Shaidin, SMK Seri Tanjong

“The Kalsom Movement has made a great effort in the Confidence Through English Programme to help the students to gain confidence, experience and knowledge. It had given the children the opportunity to learn English in a fun way. The modules were approachable and were presented in a clear and pleasant way. The facilitators were friendly and always available when the children needed their guidance. One beautiful experience for them was when they have the chance to spend the learning session with some foreign facilitators. We can see their efforts to communicate in English with them. They gained much confidence and were proud of themselves for being able to do so.”

“As Confucius said, “Success depends upon previous preparation and without such preparation there is sure to be failure.”, I have found the importance for a school to take the initiative to plan a framework towards success and excellence. Therefore, the Confidence Through English Programme organised by The Kalsom Movement was definitely a stepping stone to help the potential students of SMK Bakti in boosting their confidence in English language. Overall, the students found the programme to be very fun yet impactful to instil the confidence in them bit by bit. They were nervous initially due to the presence of foreign facilitators, however throughout the programme, the facilitators managed to help them to eliminate the scared feelings. In my opinion as the accompanying teacher, the activities carried out by the movement were different from all the previous programmes that I have attended. I hope for more collaboration with The Kalsom Movement in the future to intensify the students’ interest in English.”

Puan Zarina Binti Said, SMK Bakti

Projek Kalsom 24 Motivational Camp

Conducted on the 30th of July until the 3rd of August 2018, the 24th Projek Kalsom Motivational Camp was held at Akademi Pembangunan Belia Malaysia located in Batu Gajah, Perak. This camp comprises of 30 highly selected facilitators to empower 100 underprivileged beneficiaries from 4 different schools.

MODULES

Nurturing The Kalsom Spirit MODULES OBJECTIVES OUTCOME

Joe-heart-ry Window

• Identify beneficiaries’ predicaments at school or at home and strengthen an emphatic feeling towards other group members.

• A platform for beneficiaries and facilitators to share their struggles and successes.

• To remind that life is about making choices on our own and indicate that sometimes, it may require sacrifices for a greater outcome to prevail.

• To inspire other group members

• This module boosted both facilitators’ and beneficiaries’ motivation to strive for success. The success and failure stories have helped in inspiring other team members.

• Facilitators have shown great improvements in communicating with the beneficiaries. The openness and stories shared during the session also elevated their confidence in helping the beneficiaries grow.

• This module has emphasised the significance of mental illness and the importance of seeking help. The beneficiaries became less intimidated to talk about their insecurities and problems.

A Night To Remember

• Instil an appreciation for Malaysia’s colourful culture and its arts.

• Create a competitive environment and encourage healthy competition between the beneficiaries.

• Showcase beneficiaries’ talents and skills.

• This module caught a spectacular view of cultural celebration between the facilitators and beneficiaries alike. Each group was given a task to study and perform traditional dance and arts from different ethnicities.

• Beneficiaries and facilitators alike put in great effort and this has fostered cooperation between them.

• A cultural exchange took place with the presence of CCP facilitators which made the module much more interesting.

• The beneficiaries displayed a great deal of confidence by bravely bringing themselves to the stage and applied the knowledge they gained from previous modules.

• Facilitators and beneficiaries were seen proud to perform their culture, holding the colours of Malaysia dearly to their hearts and upholding their identities.

Professional and Personal Development (PPD)

Exposure To Post-Secondary Education Opportunities

• Teach them basic interview skills, and presentation skills

• The beneficiaries have shown greater understandings on creating a proper curriculum vitae.

• This module has aided the beneficiaries to get an outlook on professionalism. This is significant because it exposes the beneficiaries to the skills needed post-secondary education. They take it seriously and show interest in equipping themselves with essential skills and knowledge.

Mock Interview

• To give the beneficiaries an exposure to interview setting

• Act as a platform for the beneficiaries to practice their interview skills and to receive feedback for improvement

• To focus on how the beneficiaries could improve in the interviews rather than being competitive on who score more points.

• The feedback given at the end of the interview had given the beneficiaries a better direction in improving their skills to ace an interview.

• The beneficiaries got a better insight on the significance of curriculum vitae and to utilise it in interviews.

• This module has enabled beneficiaries to identify their strengths and weaknesses and ways to use them to their advantage.

• More importantly, this module elevated their confidence in preparing themselves for future interviews.

Beyond School Gates

• Introduce the idea of tertiary education to the beneficiaries.

• Introduce the different pathways available before entering university (e.g. matriculation, A-levels,etc.) and expose beneficiaries to loan/scholarship opportunities available.

• Assist beneficiaries in choosing their education pathway upon finishing high school (Academic and skill/ talent-based education).

• The beneficiaries found this session to be interesting as they are given the opportunity to talk about their future.

• Beneficiaries felt quite confident and ready about their future as the module’s implementation has excellently provided them with the essential knowledge and pathways they should know to proceed.

• This module objectives’ had been successfully executed as the beneficiaries have given positive feedback overall.

Barriers Be Gone

Easy English Exploration -Writing

Easy English Exploration –Listening

English Language Proficiency

• Break the barriers between beneficiaries from different schools, streams and background as well as between beneficiaries and facilitators.

• Create a friendly and fun environment between beneficiaries and facilitators.

• Encourage participation, teamwork and openness from beneficiaries.

• Many activities implemented in this module required everyone’s participation, and this allowed the beneficiaries and facilitators to bond strongly with each other.

• The groups were assigned to come up with a cheer and create a flag, which led the beneficiaries and facilitators to have a sense of belonging and home.

• The high energy and enthusiasm from the facilitators set up an approachable environment to ease the beneficiaries into creating relationships with each other.

• Create an interactive and engaging English learning session.

• Encourage beneficiaries to use English writing skills in their daily lives.

• Guide beneficiaries on ways to learn the English language by writing.

• Create awareness of the importance of understanding the English language for education, career and traveling purposes.

• Instil confidence in beneficiaries to communicate casually using the English language.

• Guide the beneficiaries on ways to learn the English language by listening and giving tips on how to have good listening skills.

• Beneficiaries are very ready for this module and eager to write once they have found out there are many new words they can use.

• When tasked to write a letter to myself, they are engaged with it and displayed further interest in it making this module really interactive.

• Feedback given to the beneficiaries had them motivated to explore the language further.

• Beneficiaries learned the difference between listening and hearing.

• They were made aware of the traits that would allow them to be good listeners.

• This module has enabled the beneficiaries to appreciate and be aware of the importance of listening.

Easy English ExplorationSpeaking

• Creating an interactive and fun English learning session.

• Encourage beneficiaries to use the correct and proper English in casual daily communication.

• Instil confidence in the beneficiaries to communicate in English.

• Giving roles and responsibilities to the beneficiaries as part of the module’s activity have made them to show a peaked interest and high enthusiasm throughout the module.

• Having the element of surprise in the module has made them to be more engaging throughout the module.

• This module has significantly changed them into people who are less terrified than before when speaking in English from what is observed.

Speak Up!

• To improve beneficiaries’ confidence in English usage especially through verbal conversation and/ or debate in public.

• Act as a platform for the beneficiaries to try and start speaking in public.

• Explore the art of persuasion, argument and tolerance.

• Conducted on the 4th day of the camp, this module provides room for beneficiaries to practice their self confidence in public. This module as compared to the 1st day of the camp has seen 70% beneficiaries to actively volunteer and brought themselves to the front whilst the rest start to warm up in orating skills.

• The session for beneficiaries to record a video to their future self has garnered the beneficiaries’ attention and piqued their interests. They show enthusiasm in making it and this allows them to embrace their imperfections when creating and giving a speech whilst picking themselves up and make improvements.

An Evening with CCP

• Introducing and exposing the beneficiaries to native speakers tin order to familiarise themselves and providing them comfort to practice English.

• Eliminating inferiority or intimidation to encourage maximum usage and practice of the English language amongst the beneficiaries.

• Beneficiaries have shown a really great amount of enthusiasm throughout the module as they really love the CCP facilitators.

• This module has impacted them to be more confident in speaking English and not afraid of mistakes while doing so.

Development Of Academic And Non-Academic Skills

Support & Trust

• Strengthen bonds and connections between facilitators and beneficiaries

• Provide an extra medium for beneficiaries to start communicating

• To create a sense of belonging and trust between the beneficiaries and facilitators

• This module has taught both facilitators and beneficiaries the importance of a balanced life between studies and co-curricular activities. This is important in ensuring they are exposed to gaining experiences and skills.

• There has also been a show of bond and cooperation developed between the team members.

Escaping Rat Race

• Introduce an effective and efficient way to manage personal finance

• Introduce the concept of financial investment to achieve financial stability

• Expose to the beneficiaries the importance of financial planning for their future

• A board game, Cashflow, was used in this module, which piqued the beneficiaries’ focus and interest.

• They were exposed to basic financial terms and learned to implement it in everyday life.

• The beneficiaries were made more aware of the importance of financial planning and the consequences of failing to achieve financial stability, through the metaphors in the board game and the facilitators’ demonstration.

Fit Kalsom

• Freshen the beneficiaries and facilitators up for the long day ahead.

• A fun and light physical activity.

• Act as a mini roll call to ensure everyone is present

Bull’s Eye

• Setting goals.

• Introduce the beneficiaries to familiarise SMART Goals techniques and assist them to have a clear vision of achieving success.

• Explaining the importance of knowing the sense of purpose in goals.

• Beneficiaries found the dance moves introduced during this session to be fun and engaging when they can follow the moves.

• Facilitators displayed a huge amount of enthusiasm in their dance moves and this in return, has made the environment more fun for everyone.

• The beneficiaries displayed enthusiasm in learning how to apply goal setting techniques in their everyday life.

• Though learning how to use these methods effectively would take time, the facilitators were able to pique their interests by prompting them about their goals.

Study Guide

101: On Your Mark

• Educating beneficiaries on how to study effectively through a fun environment.

• Teaching on how to study smart while juggling many subjects at once.

• Emphasize the importance of identifying their individual learning styles and embracing the diversity of learner’s typologies.

• This module was carried out by using game activity stations which introduced the beneficiaries to the different study typologies.

• The beneficiaries were able to associate themselves with at least one of the study typologies and learn how to study effectively gain knowledge in the most optimal method for them.

IMPACT

The average self esteem, participation and the usage of English Language have increased throughout the camp period.

99% of the students agreed that their English mastery has improved after joining the camp. Meanwhile, their confidence in presenting in English increased by 33%.

Pre-Camp: Confidence in Presenting in English

The unawareness of studying tips decreased by 90% after joining the camp. 99% of them were more motivated to study using the techniques shared.

The modules honed their soft skills especially teamwork. It is found that their skills when working in a team increased by 15%.

98% of the students have figured out the courses they want to pursue after SPM. The awareness of scholarship opportunities had risen by 32%

Pre-Camp: Awareness of Scholarship Opportunities

Post-Camp: Awareness of Scholarship Opportunities

Generally, students were quite willing to help explain something to a friend at school. 44% of students were very willing to do it. This figure increased by approximately 12% after the camp.

Pre-Camp: Willingness to Help a Friend at School

Post-Camp: Willingness to Help a Friend at School

All the students gave positive feedback on the camp as a whole, with 94% enjoying it very much.

“Did you enjoy the camp as a whole?”

Entrepreneurship & Innovation Camp MODULES

Modules Objectives Outcome

Barriers Be Gone

• To break the barriers between participants of different schools, streams and backgrounds.

• To create a friendly environment between participants & facilitators.

• To encourage participation, teamwork and openness from participants.

• Beneficiaries increased their confidence as they had to “dance” or do a unique act in front of their new friends as a part of an ice breaking activity.

• Beneficiaries were able to improve their English vocabulary level as they had to use adjectives when describing each other’s first impression without repeating the same words again.

• The module ended with every group leaders leading the team cheers which indirectly boosted everyone’s confidence.

All for One

• To highlight the importance of teamwork in a corporation.

• To develop innovative skills among the participants.

• Beneficiaries learnt to be “resourceful” as they had to work with limited materials (a roll of string and spaghetti sticks and cellophane tape) to build the tallest tower in their group.

• Beneficiaries took charge and divide task among themselves as some of them had to complete a few activities in order to gain Kalsom Dollar to get extra materials while some of them work on the tower.

• This module taught the beneficiaries and facilitators that the purpose of the game was not about being competitive and building the tallest tower but it was more towards working together efficiently as a team.

Finance Acquaintance

• To introduce an effective and efficient way to manage personal finance.

• To encourage financial responsibility and expose the participants on the vitality of financial planning.

• To increase financial literacy among participants

• To emphasize on the value of savings and spending wisely.

• Beneficiaries learnt new terms like assets, liabilities, wealth acquaintance and management principles and managed to apply those knowledge as they complete tasks at each station.

• This module allowed beneficiaries to apply the principles of wealth acquisition on spending wisely.

• Beneficiaries picked up “communication skills” as they have to impress the judges on buying their products by emphasizing on the value of the product at one of the stations.

“Mos Espa” Marketplace

• To allow the participants to experience a competitive business environment.

• To encourage their creativity in marketing and business strategy.

• To enhance their communication and persuasive skills.

• To introduce the concept of profits in operation of business.

• This module gave the beneficiaries hands-on experience on setting up a business to gain profit. Every group used their creativity to develop excellent marketing strategies such as providing delivery service and also delivering positive messages.

• The module leaders created challenging scenarios where the demand of the drinks were affected (such as rainy days) which allowed the beneficiaries to be more adaptive with their business.

• This module enhanced beneficiaries’ decision making skills as they were required to record their profits and buy extra materials (eg : ice cubes) using the profits.

Fit Entrepreneurs

• To get participants and facilitators energized for the day.

• This module acts as a mini roll call to make sure everyone is awake in the morning or if necessary during and between modules.

• This module was a good boost in the early morning as beneficiaries were more active during the day.

• The beneficiaries’ spirits were energised as multiple motivational songs were introduced with specific dance moves relating to the lyrics.

• Games such as “human tic tac toe” and “red elbow” that were played during this module helped to bond the facilitators together with the beneficiaries.

Entrepreneurs’ Planet

• To highlight the importance of the components required in a business corporation. To introduce the concept of scarcity and opportunity cost.

• Beneficiaries learned about the roles of the board of directors in a company (eg: marketing director, production director) which requires them to then decide on its degree of importance.

• Excellent understanding of the beneficiaries can be seen as they mostly had the same explanation when they were asked to present their justifications for 7 board of directors that they would choose out of 15.

Entrepreneurs of the Future

• Use the 4Ps element for marketing mix (Price,Product,Place Promotion).

• To know how to market their product and innovate the existing product.

• To understand the importance of having a sustainable and environmental friendly product.

• To learn the impact of giving some profit for NGOs.

• This module allowed beneficiaries to improve their creativity skills as they managed to think out of the box when they create their product such as transforming plastic bottle and cup into a magic bottle which can be used for ironing and act as torchlight at the same time.

• During the module, beneficiaries were assigned specific roles such as CEO, marketing and sales manager which developed their leadership skills when they work in their own teams.

• Beneficiaries managed to work under pressure as they were given limited time to innovate the product and prepare for the presentation in which they have to include the cost, calculations and elaborate on the ecofriendliness of their product.

Arduino Programming

• To introduce the programming world to students and its importance.

• To expose participants to Arduino software and microprocessor.

• To give students first hand experience to Arduino circuit.

• The beneficiaries worked in team, where one student handles the software while their pair handles the hardware and they did not encounter much problems which shows cooperation among the students.

• This module gave a good exposure to the students as programming is not taught in school and PSC provided a platform where they can always attend programming workshops in PSC to enhance their coding skills.

• Every pair managed to at least complete 2 out of 6 projects including 2 bonus projects. Some even managed to manipulate the code to produce extra effects which impressed the PSC representatives.

Joe-Heart-Ry Window

• To identify beneficiaries predicaments at school/ home and strengthen an empathetic feeling towards other group members.

• Serves as a platform for beneficiaries and facilitators to open up and share their inner challenges or personal struggles.

• To give opportunity for facilitators and beneficiaries to inspire others by sharing success stories or anything that they do to overcome the struggles.

• To highlight the importance of acknowledging others’ hardships/achievements.

• This module strengthened the relationship between the facilitators and beneficiaries as they were comfortable to open up about their personal struggles.

• Facilitators understood that their role is not as therapist but to be there and listen to the struggles faced by the beneficiaries. They realized that lending an ear would positively impact the students’ mental health.

• This module allowed the students to realise that everyone is fighting their own struggles and that the pain they felt is not permanent.

• Beneficiaries were motivated as they learnt about how their facilitators overcome the struggles in order to achieve success.

Orbiting Classroom

• To expose participants on the various pathways after SPM.

• To allow facilitators to share their own personal experience and knowledge.

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• Beneficiaries were more clear of their pathway after SPM as they expressed their interest to their facilitators after they learned about all the pathways.

• Students were inspired by the facilitators when they were showcasing their passion in doing their degree

• Students gained better understanding of the pathways available post SPM as they made a mind map of the pathways together in a group at the end of the module.

Business Toolkit

• To introduce marketing mix (product, price, place and promotion) which is a concept entrepreneurs use when establishing a new product in the market.

• To allow participants to design an effective marketing strategy for their products with reference to marketing funnel.

• To establish digital marketing as a significant tool in promotion of business.

• They were all only given a wooden stick, ribbons and a few colour papers and they managed to come up with innovative ideas such as creating clothes hanger out of the materials provided

• This module allowed students to understand marketing funnel and applied it as they adjusted the price of their product in accordance to their marketing strategy

Toastmasters

• To encourage participants to speak up in a comfortable environment.

• To enhance their communication skills.

• To equip them with necessary skills and techniques for public speaking.

• This module follows a gradient of difficulty starting with the students speaking in front of their own small group, to speaking in front of everyone. Students who were initially shy managed to speak in front of everyone without much stuttering as the flow allowed them to slowly gain confidence and courage.

• At the start of module, beneficiaries worked in groups, then pairs and finally, individually and this empowered the beneficiaries to be more confident with their speaking ability

• Students learned new vocabulary as they had to explain the definition of a word given despite not knowing the meaning. This gave room for students to make mistake before the facilitators explained the real meaning of the word to everyone

Young Inventors

• To instill creativity and innovation among participants.

• To encourage participants to work as a team to solve a problem.

• To provide a platform for the participants to voice out their opinions.

• To introduce concept of SWOT analysis as a business decision-making tool.

• The beneficiaries managed to apply all the financial concept they learnt to create their business and prepare for their business pitch.

• They adopted the SWOT analysis and gained problemsolving skills while creating their business prototype together as a team.

Young Apprentice

• To incorporate all the skills learned by the participants throughout the camp and present their case study from Young Inventors.

• To develop participants’ confidence in presenting a business pitch.

• The beneficiaries gained confidence as they presented their solution in front of external judges who were entrepreneurs.

• Their public speaking skills mastered during the Toastmasters module were also portrayed as they presented their idea with courage.

• The beneficiaries gave all their group members a chance to speak as they all had specific topics they talked about during the business pitch, which portrayed teamwork

• All the groups came up with very innovative ideas to solve the case study that was given (eg problem of public defecation).

The Talkshow

• To inspire and motivate the participants with real life journey of an entrepreneur.

• To make the participants understand that being an entrepreneur has its own challenges and struggles.

• To strengthen the bond between participants and facilitators.

• To mimic a professional networking setting.

• A lot of questions were asked by the beneficiaries to the panellists showing their interest in the panellists’ careers and the struggles in their journey.

• The talkshow successfully given the beneficiaries of an overview of life of various type of entrepreneurs such as retailers, social entrepreneurs and food entrepreneurs.

• Beneficiaries practiced the networking skills as they exchanged business cards with each other under supervision of the facilitators.

• Beneficiaries felt empowered as they got to play a role as real entrepreneurs during the session.

Kalsom Friends

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IMPACT

The average levels of English usage, participation and self-esteem amongst beneficiaries increased by around 2 points from the first day of camp. It is observed that the highest increase occurred during the first three days of camp.

Students who joined the camp largely already have an interest in business and entrepreneurship, with 86% of students stating they agreed with the statement. After the camp, about 98% of students stated they gained more interest in business and entrepreneurship.

Pre-Camp: I have an interest in business and entrepreneurship

Post-Camp: I gained more interest in business and entrepreneurship through this camp

The pre-camp survey had shown that 19% of students have weak knowledge on personal finance. After the camp, this figure decreased to 3% while 43% of the students stated that they have more grip on personal finance.

Pre-Camp: My knowledge on personal finance

Post-Camp: My knowledge on personal finance

Before the camp, only 23% of students claimed to be very confident in public speaking. This figure increased to 61% after the camp. All of the students agreed there is an improvement in English since attending this camp.

Pre-Camp vs Post-Camp: Confidence level in public speaking (% of students)

Before the camp, students on average have low to high levels of knowledge on scholarship opportunities after SPM. On average, the beneficiaries showed that they now have high to very high levels of knowledge on scholarship opportunities after SPM. A majority of the students (52.70%) stated they have high levels of knowledge.

Post-Camp: The facilitators were helpful and caring

Generally, all students stated that the facilitators were helpful and caring during the camp with 82% of students “totally agreeing” with the statement.

Post-Camp: Information shared during the camp was useful

All students agreed that the information shared during the camp was useful, with 61% of students “totally agreeing” with the statement. 65% of them were very willing to teach their friends what they have learned in the camp.

Commonwealth Cultural Programme

Commonwealth Cultural Programme (CCP) is a collaboration between The Kalsom Movement and Bristol Commonwealth Society (BCS) from University of Bristol. For this edition, 8 students from University of Bristol participated from 22nd July to 11th August 2018. This programme runs under the concept of ‘Voluntourism’ which is a combination of volunteering and tourism.

PROGRAMME TIMELINE

VOLUNTEERING

PERTIWI Soup Kitchen:

This year marked the 2nd year of The Kalsom Movement’s collaboration with PERTIWI Soup Kitchen for the Commonwealth Cultural Programme. In this year’s edition, we participated in two Soup Kitchens for the homeless, both in Medan Tuanku and Jalan Tuanku Abdul Rahman in Kuala Lumpur. CCP participant played their roles as volunteers who distributed food and goods supplied by PERTIWI.

Confidence Through English Programme (CEP):

Three CEPs were held this year, with two of them held in Kuala Selangor and the third one in Tasek Gelugor, Pulau Pinang. CCP participants who were module coordinators and facilitators gained exposure on the level of English and educational system in Malaysia especially in underprivileged areas. They were delighted that they helped in improving the students’ proficiency in English and overcame challenges such as language barriers and cultural differences. Quoting Joe Hey who was awarded as best CCP facilitator with the “Peter Leppard Award”, he was amazed that the level of English of beneficiaries were good, especially in terms of writings and that the main thing to be improved was their confidence in using English in conversation and their willingness to talk in front of the crowd.

Projek Kalsom Motivational Camp (PKMC):

This flagship event held in Perak was an amazing experience to CCP participants as they managed to facilitate the camp alongside local facilitators. They had also managed to bond more with beneficiaries compared to CEP as the camp was longer and the modules included more personal development instead of just focusing on English proficiency.

TOURISM

Pendiat Homestay:

This 3 days and 2 nights programme was the highlight of the cultural exchange programme. It involved Malaysian traditional games telematch, and traditional dance class organized by the host . Not to forget, delicious local delicacies were served for all meals. The best part of the programme as described by most CCP participants was when they were invited to ‘Malam Berinai’ in which they were involved in helping the villagers to prepare ‘Bunga telur’ and putting on hennas on the bride. It was indeed a unique cultural experience to all of us including the villagers who helped us in terms of accommodation and activities.

Pangkor Island:

CCP participants loved their short stay in Pangkor Island and it has showcased the beauty of Malaysia in terms of landscape and our peaceful multiracial life.

“Today, I realise what is at stake; education is now a luxury. Some people have the brains but no medium to unleash their full potential. Therefore, The Kalsom Movement plays a pivotal role in promoting education as well as motivation to students all over the country and I am forever grateful be a part of this Movement”

-Ahmad Izzat Ahmad Redza, Best Facilitator Award Recipient

FINANCIAL REPORTS

Fundraising Initiatives

1. Talent for Charity 2017

The event which was held in London was an amazing start to The Kalsom Movement’s fundraising events planned afterwards. The net profit gained from bake sale and artwork auction before and during the event was approximately £100. About 50 to 70 people came from all over the UK and Ireland to evince their passion and skills in makeup, photoshop editing, cosplay, emergency practice and many others. Considering that this was the first event of the 24th series, everybody played an equally important role to ensure it was a success. It was also a stage to create greater awareness among all the bright people who came to the event about the importance of eradicating education inequality in Malaysia.

2. Kalsom Open Mic Night 2018

Kalsom Open Mic Night 2018 happened on the 10th February 2018 in Kuala Lumpur, Malaysia. This was the first time that this event was held and the turn-up was promising for it to be continued in the years to come. It served the objective as a platform to showcase various talents such as poetry, singing and stand-up comedy. Seasonal comedian and poet such as Gajen Nadaesan, Muhammad Zhafir and Jamal Raslan came to support the cause advocated by The Kalsom Movement. Many first-timers even took the courage to sign up to perform with the motivation to raise fund for our movement.

3. Kalsom Global Challenge (KGC)

KGC is a 3-month-long online crowdfunding by which individuals raise fund in the creative way possible from all around the globe. By showcasing their good deeds and powerful practices on social media platforms, they would be able to get their family and friends to donate as an act of support to the fundraisers. In KGC 2018, Syarafina Sabri, who was a committee member of The Kalsom Movement years ago was one of the passionate individuals who managed to collect the highest donation. She received a positive encouragement from public as they believed in her as a strong proponent of kindness and positivity.

4. Kalsom Alumni High Tea 2018

This annual event provided a platform for past facilitators, committee members and beneficiaries to reunite and network with each other. This year, it was held at Disenar Space in Kuala Lumpur, where it was attended by about 80 people. Auctions were carried out to raise funds for the Movement, and a few performers provided entertainment for the attendees. This was also an opportunity for a new Kalsom Alumni Network Committee to be established.

5. Merchandise Sales 2018

This year, the Movement had designed our own merchandise, as it had been highly requested by various members of the alumni. Therefore, the Movement produced two t-shirt designs, button badges and lanyards, which were sold online as well as at our booths and fundraising events.

The Kalsom Movement Statement of financial activities

For the year ended 30 September 2018

Summary consolidated statement of financial activities for the year ended 30 September 2018

2018 RM Note

Incoming resources PK23 forwarded money 56,512.95 Sponsorship 367,798.51 2 Fundraising and contributions 9,666.89 3 Total incoming resources 433,978.35

Resources expended Cost of charitable activities 94,665.70 4 Cultural Commonwealth Programme 12,050.00 5 Kalsom Alumni Network 2,800.00 6 Kalsom Harapan Monitoring Plan 17,180.46 7 Total resource expended 126,696.16

Net incoming resources for the year 307,282.19 Fund balances carried forward at 30 September 2018 307,282.19

The Kalsom Movement Balance sheet as of 30 September 2018

Summary consolidated balance sheet as of 30 September 2018 Debit Credit RM RM

Assets Opening balance 56,512.95 Incoming resources 377,465.41 Total resource expended 126,696.16 Total Cash in hand 307,282.19 433,978.35 433,978.35 Assets Closing balance 307,282.19 Fund Balance 307,282.19

Notes to the Account

2. Sponsorships

Sponsorship RM

Shell 316,607.00

CIMB Foundation 25,000.00 US Embassy 12,391.51 Roche Diagnostics 3,000.00

Commonwealth Cultural Programme Fundraise 10,800.00

Total 367,798.51

3. Fundraising and Contributions

Fundraising and contributions RM

Kalsom Fundraising Launch Event 450.00

Kalsom Open Mic Night 1,200.49

Kalsom Merchandise 2,253.00

Kalsom Global Challenge 534.08 Kalsom Alumni High Tea 2,250.32

Facilitators’ donations 950.00

Individual donations 2,029.00

Total 9,666.89

5. Commonwealth Cultural Programme Breakdown

Commonwealth Cultural Programme RM

Food expenses 5,500.00 Accommodation 4,700.00 Transportation 1,850.00 Total 12,050.00

6. Kalsom Alumni Network Breakdown

Kalsom Alumni RM High Tea Venue 2,800.00 Total 2,800.00

7. Kalsom Harapan Monitoring Plan Breakdown

Kalsom Harapan Monitoring Plan RM

Kalsom Harapan Invigorate Workshop

Facilitator Training Expenses 467.15 Module Expenses 725.46 Venue 2,160.00 Food 982.00 Transportation 3,600.00 Total 7,934.61

Kalsom Harapan Illuminate Workshop

Facilitator Training Expenses 650.00 Module Expenses 773.70 Venue 2,161.00 Food 739.00 Transportation 3,050.00 Kalsom Academy Claims 315.10 Harapan Claims 889.05 Publicity Claims 668.00 Total 9,245.85

“My month with The Kalsom Movement will stay with me forever. I had an incredible time; meeting and making lifelong friends, experiencing new and fascinating cultures, and most importantly, and helping to instil a love of English in the children. The children really were the stars of the show.”

- Joseph Hey, Peter Leppard Award Recipient

Social Media Presence

During The Kalsom Movement 2017/2018 campaign, we focused on recreating our social media image from a youth movement to a more corporate friendly NGO. This involves our publicity material designs, merchandise designs, and engagement with the public through our online platforms. We have continued previous rebranding efforts of changing from Projek Kalsom to The Kalsom Movement on all our platforms, as to emphasise our presence as a wellestablished organization. We also started using our website as our email domain (e.g. vp.finance@kalsom-movement.org) for communications with third parties as well as within the organization.

To encourage approachability, we utilized engagement tools on Twitter and Instagram to better connect with our followers. A few examples of tools we used are:

1. Instagram stories for quick on-the-go or live updates of ongoing activities.

2. Polls on Twitter and Instagram for opinion surveys such as voting for which merchandise our followers would like us to sell.

Number of followers on our social media platform

3. Posing open ended questions on Twitter and Question feature on Instagram stories to generate conversations on topics such as education and volunteering. Social Media Followers by end of 2016/17 tenure Targeted follower for 2017/18

Facebook

We conducted two social media campaigns shortly before the start of the Summer Programmes: The Committee Tag-a-thon campaign and our first Kalsom Giveaway. The objectives of these campaigns are to increase the number of followers on our social media platforms as well as to spread the awareness of our cause. The giveaway was mainly conducted to boost our Instagram and Twitter followers, as our presence on these platforms are relatively new compared to Facebook. Contestants had to follow our page, like the post and tag 3 friends to enter the giveaway. We received 81 entries in total. The winning contestant (@Miadiyya on Twitter) received a t-shirt, lanyard and button badge from the Kalsom Merchandise line.

Throughout these campaigns, we have managed to gain over 200 new followers across all three platforms in the span of two weeks.

Media Appearances

The Star Online, 6 May 2018

• Striving to Bridge the Gap by Sandhya Menon

• Making an Impact

• What Educationists Say

Nine11 on Bernama News Channel, 6 September 2018

• Represented by Engku Fazmie and Iwani Farzana

Datuk N. Siva Subramaniam says the practical method is successful because it studied the students’ background and why they struggle to speak English. “Kalsom is progressing towards the right direction and there is nothing wrong if schools wish to adopt their method. In the past, various steps were taken to improve students’ proficiency in English without understanding the root of the problem.”

(The Star Online, What Educationists Say, 6 May 2018)

Publicity Outreach

Throughout our 2017/2018 campaign, we opened promotional booths at events involving Malaysian students to expand our outreach. These publicity booths are a result of the collaboration between The Kalsom Movement and the organising society of the event. We were also invited to a few events to represent The Kalsom Movement and, in a few cases, deliver a presentation on our initiatives. The following is a list of all events attended by our representatives:

1. UKEC AGM 2017 - Malaysian Embassy, UK - 21/10/2017

2. Ministerial Series - Evening with Minister of Education of Malaysia - 03/11/17

3. Manchester4Rohingya Charity Dinner - St Gabriel’s Hall, Manchester - 25/11/17

4. Bosphorus Summit 2018 - Istanbul, Turkey - 24/01/18 - 28/01/18

5. National Aspiration Leadership Summit (NALS) - PWTC -04/02/18

6. Projek Amanat Negara XV - University of Sheffield - 10/02/18

7. Warwick ASEAN Conference - University of Warwick - 17/02/18

8. Sheffield Games 2018 - University of Sheffield - 18/02/18

9. Manchester Intellectual Debate - 03/03/18

10. ASEAN Chevening Youth Forum - UNITEN Putrajaya - 17/03/18

11. UKEC-Graduan Career Fair - London - 25/03/18

12. Dinner Dialogue with Datuk Iain Lo - Will You Cafe @ Oasis Village - 03/04/18

13. Malaysian Students Global Alliance Summit - Sunway University - 21/7/18

KALSOM ALUMNI HIGH TEA

Date: 12 August 2017 Time: 2 p.m. to 6 p.m. Venue: Disenar Space, Kuala Lumpur Price per entry: RM25 Tickets sold: 76

The Kalsom Alumni High Tea is a networking event for alumni of The Kalsom Movement programmes to come together in celebrating the movement’s achievements throughout these 24 years. As Kalsom Alumni Network is moving towards becoming a more established organization, we held elections for their first official committee during the high tea. One of our esteemed alumni from the first Projek Kalsom, Tengku Dato’ Sri Zafrul Tengku Abdul Aziz, CEO of CIMB Group, also attended the event.

LEARN INSPIRE KALSOM

Learn Inspire Kalsom is a new outreach initiative aimed to give awareness to Malaysian university students worldwide regarding the issues related to education inequality in Malaysia through three modules tailored to give a taste of the Kalsom experience. In the past year, we have conducted two Learn Inspire Kalsom sessions as listed below:

Learn Inspire Kalsom @ Projek Amanat Negara XV

Venue: University of Sheffield, UK Date: 10/02/18 Participants: 89

Learn Inspire Kalsom @ Malaysian Students Global Alliance Summit Venue: Sunway University, Malaysia Date: 21/7/18

Participants: 19

“My passion in innovation started to develop when I felt that I needed to make a positive change in the world. It is not only about increasing work efficiency and innovation, but it is also about empowering social communities to improve the quality of life. This mindset drives me to join The Kalsom Movement.”

- Nurul Husna Yusoff, awarded as World Women Scientist Grand Award and World Gifted Students Grand Award 2017 in Korea

FUTURE DEVELOPMENT

Future Development for The Kalsom Movement

Organisational Conduct- 4-Year Strategic Roadmap (2017-2020) Progress Report 2017/2018

The Kalsom Movement’s 4 Year Strategic Roadmap established in 2017 aims to ensure the process to improve the organisation operations, programmes and impacts undergoes smoothly in the span of 4 years consisting of Intermediate (IT), Medium (MT) and Long Term (LT) goals.

Current Progress Future Development

1. Organisational Conduct

1.1 Development of a standard operating procedure (IT)

• Standard Operating Procedure is currently done on a departmental level.

• Every department has its own SOP that explains roles of each member in the department.

1.2 Professional branding and marketing execution (MT)

• Uniform material design template for publicity for example posters and videos.

• All social media platforms must be updated consistently.

1.3 Financial sustainability (LT)

• Secured a 2-year Diamond Sponsorship from a corporate body and other smaller corporate sponsorship.

• Descent fundraising initiative.

1.4 Development of data analysis and research skills (LT)

• Standard monitoring and evaluation (M&E) framework has been consolidated for flagship programmes to measure the effectiveness of programmes and development of beneficiaries.

2. Programme

2.1 Improved safety and security measures

• Only done in verbally with briefings for all facilitators and beneficiaries regarding health and safety during the programme.

• SOP introduced in a bigger picture.

• SOP for every Kalsom Programmes- educational, fundraising and outreach must also be done in The Kalsom Movement camps, of each committee member being present during the camp.

• Emphasise on a standard design theme/ template throughout the year.

• More financial support for the Creative and Communication team.

• Continue the effort for social media campaigns.

• Better monetary management especially regarding large funds.

• Contingency planning to ensure financial planning could be done effectively.

• Improve on a more effective fundraising initiative.

• Focus on macro data management and human resources.

• A proper outline for health and safety Person in charge to be well prepared for emergency situations.

2.2 Effective and impact driven programmes and modules (MT)

• Module reviews based on impact and research survey have always been done in every programme.

2.3 Solid and integrated Kalsom Harapan plan (LT)

• Two Kalsom Harapan programmes, Invigorate and Illuminate have been conducted.

• Continuing the module reviews in future programmes.

• To collaborate with a professional body for module endorsement.

• Review of the Kalsom Harapan 2017/18 programme will be done and future planning will be based upon that.

3. Impact/Intended Outcome

3.1 Beneficiaries’ English language proficiency and usage (IT)

• This is done by daily students feedback form written by facilitators and beneficiaries (pre and post camp survey).

• Post-camp tracking through school teachers,Kalsom Harapan and Kalsom Academy.

3.2 Beneficiaries producing ripple effect through giving back projects (IT & LT)

• Beneficiaries came up with their own initiative to facilitate their school peers through similar programmes as Kalsom.

• Kalsom Academy was conducted.

3.3 Beneficiaries’ college and university entries (LT)

• Surveys through social media platform was done but the target reach percentage was very low.

• Solidify Kalsom Academy to make it more effective and students-friendly.

• Beneficiaries tracking method under the impact and research department.

3.4 Personal and professional development of university volunteers (IT)

• Facilitator training modules were personally developed by the Head of Department to ensure growth in the university volunteers.

• Strategic partnership with other organisation that can offer professional development course.

3.5 Talent growth and retention through Kalsom Alumni Network (L T)

• Kalsom Alumni Network committee being established

3.6 Addressing Malaysia’s education inequality (LT)

• A breakout session, Learn Inspire Kalsom has been introduced to spread the awareness to the public regarding the issues related to education inequality in Malaysia.

• Kalsom Alumni Network committee organise networking events to connect the current volunteers with the alumni.

• Becoming a platform for students activism in educational sector.

• Becoming the frontliner student organisation in fighting education inequality in Malaysia.

KPI for each department

Department Goal Strategy Used

Strategic

Consoldiate TKM’s reach

9 Devise and review the sustainability plans.

9 Initiate and strengthen strategic partnerships with organisations and companies.

9 Collaborate with Kalsom Alumni Network for networking and fundraising events. 9 Monitor Kalsom Ambassador programme.

Finance

Secure adequate funding 9 Seek funding from corporate sponsors. 9 Manage fundraising initiatives. 9 Promoting the sales of Kalsom merchandise.

Creative & Communication

Module & Programme

Spread awareness of our cause to the wider public and media 9 Increase social media presence on all platforms. 9 Approach press & media

Carry out all the programmes effectively

9 Conduct facilitator training based on guidance and research.

9 Proper planning with the committee and facilitators beforehand.

9 Maintain close relationship with teachers and school admins.

Logistics Ensure smooth logistical planning & execution 9 Follow the planned timeline for all logistical arrangements.

9 Be flexible at pressing circumstances.

Secretariat

Execute secretarial works effectively 9 Obtain approval of KPM, JPN, PPD and schools within the allocated time frame.

9 Manage the registration and certification of the beneficiaries.

9 Ensure the protocols for opening and closing ceremonies.

Impact & Research

Produce reliable data

9 Consolidate standard monitoring and evaluation (M&E) framework for flagship programmes.

9 Measure the effectiveness of programmes and development of beneficiaries.

9 Manage human resources. 9 Organise macro data.

- Khairul Ain Kamarudin, Facilitator for Projek Kalsom Motivational Camp 23 and 24

YOUTH LEADERSHIP DEVELOPMENT

Board of Advisors

• Commonwealth Cultural Programme Advisor

• Trustee of Bristol Commonwealth Society

• Advocate of the Bristol Uni Student Commonwealth Society

• Royal African Society Hon Secretary

Board of Trustees

• The Kalsom Movement Chair of The Board of Trustees

• Founding President of Kelab Belia Kalsom

• Associate Fellow of Royal Commonwealth Society, United Kingdom

• Anders Kirstein Møller, MPhil Oxford University Impact and Research Advisor

• Strategic Consultant of Parami Institute

• Overseas Development Institute Fellow, Ministry of Planning and Finance, Myanmar

• MBChB University of Manchester,

• The Kalsom Movement Trustee

• Projek Kalsom 21 Module Director

• Projek Kalsom 22 President

Dr. Hannah Masturah Nazri DPhil Candidate at Oxford University

Mr. Syed Hadi Arief MBChB University of Manchester,

Janet Kirk, BSc PGCE

Anders Kirstein Møller, MPhil Oxford University

The Committee

PRESIDENT

Mohamed Shaik Firdaus Mohamed Shaik Jamaludin MB BCh BAO Medicine University College Dublin /RCSI & UCD Malaysia Campus

GENERAL SECRETARY

Noor Aishah Zaharah Mohamed Zakhir MEng Electrical and Electronic Engineering University of Southampton, Malaysia Campus

DEPUTY SECRETARY

Iyliana Hiylda Fitri Haron MEng Chemical Engineering University College London

V.P. OF FINANCIAL PLANNING

Meishaleny David BSc Biomedical Science Universiti Putra Malaysia

FUNDRAISING OFFICER

Azznur Azzraf BSc (Hons) Finance, Accounting, and Management University of Nottingham

FUNDRAISING OFFICER

Low Kar Yeen Certificate in Legal Practice Brickfields Asia College

SPONSORSHIP OFFICER

Aidiel Mat Isa

BSc (Hons) Biotechnology with Finance University of Science Malaysia

V.P. OF STRATEGIC & DEVELOPMENT

Nawarzir Ahmad Zuri

MEng (Hons) Mechanical Engineering University of Manchester

STRATEGIC OFFICER

Ahmad Daniel Ibrahim

MB BCh BAO Medicine Royal College of Surgeons Ireland

HEAD OF CREATIVE & COMM.

Nur Diyana Mohd Taib BASc in Geological Engineering University of British Columbia

CREATIVE DESIGNER

Muhammad Khairul Syahman Juhar

MB BCh BAO Medicine University College Dublin

CREATIVE DESIGNER

Yasmin Suraya Noor Safaruddin Diploma in Mass Communication KDU University College

PUBLICITY OFFICER

Arifah Husna Badlishah

Communication and Media Studies UiTM Rembau

PUBLICITY OFFICER

Ekbal Hamid Zakaria

BSc (Hons) Finance, Accounting, and Management University of Nottingham

HEAD OF IMPACT AND RESEARCH

Siti Aishah Mohd Khairi BDS Dentistry University of Glasgow

IMPACT MEASUREMENT OFFICER

Aisyah Saironi BSc Textile Technology UiTM Shah Alam

RESEARCH OFFICER

Jurleo Nataleo Jurit BSc Politics King’s College London

V.P. OF PROGRAMME MANAGEMENT Engku Fazmie Engku Azahan MEng (Hons) Mechanics Engineering University of Bath

HEAD OF MODULE AND PROGRAMME

Nur Izzati Khairuddin M. Education (TESL) Universiti Putra Malaysia

CAMP DIRECTOR PKMC

Nur Iwani Farzana Mohd Rosszi BA Law and Sociology University of Warwick

DEPUTY CAMP DIRECTOR PKMC

Jazlan Hallman MB BCh BAO Medicine University College Dublin

CAMP DIRECTOR EIC

Muhammad Qadri Hanafi Ahmad Zikri BSc Accounting and Finance University of Warwick

DEPUTY CAMP DIRECTOR EIC

Nur Syazana Idris MB Bch BAO Medicine National University of Ireland

CCP DIRECTOR

Nor Lyana Sulaiman MB BCh Medicine Royal College of Surgeons Ireland

CCP DIRECTOR

Nur Syafiyah Nabilah Arman BSc (Hons) Computer Science INTI International University

HEAD OF LOGISTICS

Nor Sakilah Haking BBA in Human Resource Management Universiti Tenaga Nasional

LOGISTICS OFFICER

Nur Raihan Mansor BSc (Hons) Actuarial Science MARA University of Technology

LOGISTICS OFFICER

Rprakash Ramanathan BSc Manufacturing Engineering Universiti Teknikal Malaysia Melaka

KALSOM HARAPAN DIRECTOR

Saidatul Maisarah Faiesall BA (Hons) International Relations with Mandarin University of Nottingham, Malaysia Campus

KALSOM ACADEMY DIRECTOR

Kuhan Pillai Anbalakan BSc Law National University of Malaysia

Facilitators

The facilitators are selected across a broad range of fields of study. This variation is significant and came into use during the Future Fair module (Projek Kalsom Motivational Camp) and Orbiting Classroom module (Entrepreneurship and Innovation Camp). It provides the beneficiaries a platform to explore their interest and suitability in the different fields of study.

The place of study of each facilitator and their preparation programmes were also taken into consideration. This diversity is for the benefit of both the facilitators and beneficiaries. Having facilitators come from 6 different countries allowed them to learn from one another and gain greater insights when working together to construct the modules. Different skill sets and experiences have allowed room for improvisation when facilitating during the camp. This is important in empowering the facilitators.

Furthermore, the beneficiaries benefited greatly from this because they are given the opportunity to learn about the nature, advantages and disadvantages of studying in both local and overseas’ universities. Some even took it as a source of inspiration. This is important because it inculcates the awareness on the importance of education amongst the beneficiaries. Moreover, these facilitators also offer the opportunities for beneficiaries to seek advice when it comes to preparation programmes such as, but not limited to, matriculation, foundation, International Baccalaureate, A-Levels, STPM and ADFP.

The Kalsom Movement also celebrates the cultural diversity in Malaysia. Hence, the facilitators are also comprised of different races such as Malay, Chinese and Indians. After this careful selection, the facilitators attended an introductory meeting. This meeting was to identify their interests, strengths, weaknesses and personality. It serves as a guidance for the facilitators to choose their modules. This is important because it discovers the area in which the facilitators can amplify the impact and unleash their potentials. It also influences the groupings’ allocation. This is significant in determining the dynamic of each group when facilitating the beneficiaries.

KALSOM HARAPAN

Selection Procedure Criteria

Commencement of Online Application

Review

CV/Application

Kalsom Harapan Facilitators

1. Aidiel Mat Isa – Biotechnology, University of Science, Malaysia

2. Aiman Izham bin Ahmad Azam – Mechanical Engineering, National University of Malaysia

3. Ain Najwa Arba’in – Computer Science, Asia Pacific University

4. Aishah Nadia Badrul Hisham – Civil Engineering, University of Bristol

5. Aliana Aziz – Law, International Islamic University Malaysia

6. Amni Abdul Ghapar – Business Economics, Aberystwyth University

7. Aqilah Amanda Ahmad Ridzuan – English Language, University Putra Malaysia

8. Azznur Azzraf Md Sofian – Accounting & Finance, University of Nottingham

9. Farah Hanan – Foundation in Engineering, MARA University of Technology Dengkil

10. Fazirah Azizi – Biomedical Science, University of Sheffield

11. Haliza Halim – Law, Multimedia University Melaka

12. Hasya Nazifashafa Abdul Aziz – Chemical Engineering, Petronas University of Technology

13. Irdina Batrisyia Riza Adami – Business Administration, Tenaga Nasional University

14. Irfan Mustaqim – Pure Science, Hulu Selangor Secondary School of Science

15. Khairul Ain Kamarudin – Medicine, University of Bristol

16. Meriell Leeza Gayongala – Pharmacy, National University of Malaysia

17. Miza Ruhaizan – ACCA, Sunway College

18. Mohamad Adam Mohd Aminuddin – Actuarial Science, Heriott-Watt University Malaysia

19. Mohd Irfan Mohd Azwardi – Medicine, Royal College of Surgeons Ireland

20. Muhammad Najid Md Nangin – Medicine and Surgery, Islamic Science University of Malaysia

21. Muhammad Syahmi Sukeri – Politics and Economics, University of Essex

22. Noor Aishah Zaharah Mohamed Zakhir – Electrical and Electronic Engineering, University of Southampton Malaysia Campus 23. Nur Aisyaton Huda Ton Zalani – Translation with Interpreting, University of Science, Malaysia 24. Nur Elmi Huda Mohamad Ali – Petroleum Engineering, Petronas University of Technology 25. Nur Faarihah Khairuddin – A-Levels, MARA College Seremban 26. Nurul Aisyah Mardiah Arifin – Teaching English as a Second Language, MARA University of Technology 27. Nurul Hannani Ibrahim – Chemical Engineering, Petronas University of Technology 28. Nurul Husna Mohd Yusoff – Chemical Engineering, Heriott-Watt University Malaysia 29. Nurul Shazlina Yazis – Accounting and Finance, University of Birmingham 30. Preveena Murugesu – Finance, Tenaga Nasional University 31. Puteri Nuraaina Balqis Mohd Asri – English with Communications, Sultan Zainal Abidin University 32. Rabiatul Adawiyah Ariffin – Hotel Management, MARA University of Techonology Puncak Alam 33. Sanjay Madhav – Mass Communications, First City University College 34. Syameer Joshua – Business in IT, Asia Pacific University 35. Thiviya Sasidharan – Law, University of Malaya 36. Wan Noor Athirah Wan Idris – ACCA, Sunway College 37. Wan Noor Farah Wan Shamsuddin – University of Auckland

Country of Study

Field of Study

PROJEK KALSOM MOTIVATIONAL CAMP 24

Selection Procedure

Applications via Online Form

Applications from Malaysian students studying in the UK, US, Egypt, Canada, China, France.

201 applications received.

Applicants were asked 4 questions each representing the Kalsom Pillars and to send their CVs.

Assessment Process

The applications were divided into three groups and each group assessed by 2 people from module department (4 camp directors, Head of Module, VP programme).

Participants Finalised

Top 30 are chosen for PKMC and top 25 are chosen for eic. Their age, field of study, area of study, prepatory programme are taken into consideration.

Successful applicants were sent an email.

Projek Kalom 24 Motivational Camp Facilitators

1. Abdullah Iskandar bin Mohammed Alaudin - Accounting, IIUM

2. Ahmad Dzafran bin Mohamad Bustaman - Mechanical Engineering, Kolej Yayasan UEM

3. Aminuddin bin Mohd Zaiki - Economics, City University of London

4. Charis Chan Wei Yenn - Accounting and Finance, HELP University 5. Divaasini Devaraj - Psychology, UCSI University

6. Farhana binti Abd Aziz - A-Levels, Kolej Tunku Ja’afar

7. Fatin Nur Athira binti Ahmad - Biomedical Science, University of the West of England 8. Khairil Husni Azri - Civil Engineering,University of Bristol 9. Khairul Ain Binti Kamarudin - Medicine, University of Bristol

10. Liew Yee Voon - Mechanical Engineering, University of British Columbia

11. Mohamad Kamarul Zafri bin Mohamad Rafi - Chemical and Biological Engineering, University of British Columbia

12. Muhammad Afiq bin Mohd Yuzaidey - Chemical Engineering, Terengganu Advance Technical Institute University College

13. Muhammad Amirul Hakimin bin Hazri - Geology, University of British Columbia 14. Muhammad Azim Haziq bin Radzali - Law, University of Warwick 15. Muhammad Azzam bin Qhaireel Anwar - Philosophy, Politics & Economics, King’s College London 16. Muhammad Haris Danial bin Mohd Anwar - Mechanical Engineering, Imperial College London 17. Muhammad Syahmi bin Sukeri - Politics and Economics, University of Essex 18. Nadine Azalea binti Mohd Faisal - History, University of Chicago 19. Nur Amiera Shafiqah binti Aidi - Pharmacy, University of Bath 20. Nur Farahana binti Mohd Fadzli - Medicine, Mansoura University 21. Nur Liyana binti Nasri - Accounting & Finance, University of Leeds 22. Nur Maisarah binti Mortaza - Mechanical Engineering, University College London 23. Nur Maizatul Fatihah binti Nordin - Medical Science, Management and Science University 24. Qistina Qaisara binti Rosman - Medicine, University College Dublin 25. Raihana Aiman binti Rozhan Anwar - Economics, University of Surrey 26. Raudatul Jannah binti Mohd Yazid Goi - Chemistry, University of Bristol 27. Samantha Khoo Su Yen - International Relations and Modern Languages, University of Essex 28. Wan Mohamad Fawwaz bin Wan Mohd Fadzlullah - Teaching English as a Second Language, MARA University of Technology, Puncak Alam 29. Wan Shah Iman bin Haslee Sharil Lim - Economics and International Economics, University of Nottingham 30. Xahra Batrisyia binti Mohamed Ashraf - Education, Policy & International Development, University of Cambridge

Country of Study

Field of Study

ENTREPRENEURSHIP & INNOVATION CAMP

Selection Procedure

Submission of online applications for Summer Programmes 2018

Applicants were given choice to rank PKMC and EIC according to their preference.

Assessment of essay questions

Three essay questions about applicants’ personal skills, experience, passion and also understanding towards The Kalsom Movement’s pillars were reviewed.

One essay question specifically to gauge applicants’ understanding towards the impact of equipping students with entrepreneurship and innovation skills as a contributor to Malaysia’s economic growth were reviewed. The question was the gold standard in choosing potential applicants who have strong interest towards EIC 2018.

Assessment of CV

CV submitted by the applicants were reviewed to give higher priority to those who had experience in business simulation or entrepreneurship related programme.

Higher priority were also given to those who had volunteering and teaching experiences.

Shortlist of applicants

The scoring system that was standardized among all the potential candidates for EIC (those who put EIC as their first choice and scored above than the average for essays and CV assessment.

Final selection

Potential EIC candidates were chosen carefully to balance local and overseas facilitators and their courses. Higher priority were given to those in social science and humanity courses while still keeping an overall diversity of facilitators.

Entrepreneurship & Innovation Camp 2 Facilitators

1. Ahmad Izzat Bin Ahmad Redza - Engineering, University of British Columbia

2. Alya Sabrina Binti Jamsari - Economics, University College London

3. Aurelia Darinnova - Marketing with Psychology, Management and Science University

4. Danish Hilman Bin Sanusi Azri - Economics & Finance, University of Manchester

5. Farah Hanan Binti Zulkafri - Foundation in Engineering, MARA University of Technology, Dengkil

6. Haziq Iqram Bin Mohammed Shafri - Electrical And Electronics Engineering, University of Bristol

7. Irfan Khalil Bin Ibrahim Seddiqi - Chemical Engineering, University of Sheffield 8. Julian, Jun Feng Tay - Biotechnology, Taylors University

9. Mohamad Irfan Bin Mohamad Azwardi - Medicine, University College Cork

10. Muhammad Naim Bin Muhamad Ali - Mass Communication, MARA University of Technology, Puncak Alam

11. Muhammad Nazirul Mubin Bin Abu Bakar - Medicine, University College Dublin

12. Muhammad Noorafiq Izani Bin Norani - Mechanical Engineering, University of Manchester

13. Muhammad Zakwan Bin Haji Mohtadza - Mechanical Engineering, University of Manchester

14. Munira Binti Chapiti - Mathematics, Operational Research,Statistics and Economics, University of Warwick

15. Nur Amira Hani Binti Zulkifli - Law, University of Birmingham

16. Nur Izzah Syazwani binti Ghani - Accounting And Finance, University of Birmingham 17. Nur Zahirah Binti Zainol - Actuarial Science And Mathematics, University of Manchester 18. Nurul Adibah Qistina Binti Zulkiflee - Accounting, University of Manchester 19. Nurul Ezzaty Binti Hasbullah - Global Health & Anthropology, University of Pennsylvania 20. Nurul Nazihah Binti Zamri - Pharmacy, University College London 21. Nurul Shazlina Binti Yazis - Accounting And Finance, University of Birmingham 22. Nuwairah Iman Binti Muhamad Faris - Accounting, University of Manchester 23. Oleermathi Muthamilselvan - Law, University of Malaya 24. Siti Salwa Binti Abd Rasid - Economics, London School of Economics

25. Syazana Husna binti Othuman Mydin - Aerospace Engineering, University of Science Malaysia

Country of Study

Field of Study

COMMONWEALTH CULTURAL PROGRAMME

Selection Procedure

As the Commonwealth Cultural Programme is in collaboration with the Bristol Commonwealth Society, all the Commonwealth Cultural Programme facilitators are from the University of Bristol. The process of selecting CCP participants was guided by The Kalsom Movement and ran by Bristol Commonwealth Society (BCS).

Application via online forms

Kalsom Ambassador

Kalsom Ambassadors play a vital role as the publicity agents of The Kalsom Movement to expand the reach of this movement to the public by supporting our publicity outreach campaigns and fundraising initiatives. They comprise of Malaysian students, from across various fields of study and countries of study, who were also former facilitators for previous programmes.

JOBSCOPE

1. Main role in publicity activities 2. Support all programmes organized by The Kalsom Movement 3. Follow up with Friends of Kalsom for future events and collaboration

AMBASSADORS

1. Nurul Husna Yusoff - Chemical Engineering, Heriot-Watt University Malaysia 2. Thiviya Sasidharan - Law, University of Malaya 3. Amirah Nadia Nadzir - Law, National University of Malaysia 4. Nur Ain Syafiqah Noordin - English, National University of Malaysia 5. Wan Noor Athirah Idris - ACCA, Sunway College 6. Haliza Halim - Law, Multimedia University, Melaka 7. Praveena Murugesu - Finance, University Tenaga Nasional 8. Fazirah Azizi - Biomedical Science, University of Sheffield 9. Nadiah Munirah Nazri - Mathematics, University of Edinburgh 10. Nur Shazlina Yazis - Accounting, University of Birmingham 11. Putri Serena Anuar Sani - Architecture, University of Brighton 12. Muhammad Syahmi Sukeri - Politics & Economics, University of Essex 13. Khairul Ain Kamarudin - Medicine, University of Bristol 14. Nik Muhammad Arman Nik Azlan - Civil Engineering, University of Cardiff 15. Aida Asyiqin - Medicine, Royal College of Surgeons in Ireland 16. Halizatul Sofia Halim - Mechanical Engineering, University of Zaragoza, Spain

Success Stories

Usha Muthusamy

Crowned as Miss Kalsom of Projek Kalsom Motivational Camp 23, Usha continues to shine through various co-curricular activities. Her proficiency in languages had driven her to emerge as the Tokoh Nilam of Kuala Langat in 2017 and participate actively in several other language competitions. She had proven herself to be as good in other fields by getting a placing in the National Robotics Competition and the SPE National Oil Rig Competition.

Valentina Yip

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 newspaper on Thursday 6 Sept 2012. She is now studying Engineering at Curtin University of Technology, Sarawak.

Nur Nazmin Abdul Rahim

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 New Straits Times Press.

Kevin Khun

A JPA scholar who was also a participant of Projek Kalsom 18 in Miri, Sarawak. He is now studying Chemical Engineering at ENSCR-Ecole Nationale Supérieure de Chimie Rennes, France.

Lukas Ng Jun Wei

A participant of Projek Kalsom 10 in 2008, which was held in Besut, Terengganu. He was from Sekolah Menengah 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).

Hajar Nor Asyiqin

A Projek Kalsom 19 beneficiary who managed to secure the Bank Negara Kijang Emas Scholarship to study Chemistry in Oxford. In a newspaper interview, she mentioned that she obtained information about the scholarship from Projek Kalsom. She also became a facilitator during Projek Kalsom 21 Motivational Camp.

Rprakash Ramanathan

A Projek Kalsom 17 beneficiary when the camp was held in Sg. Udang, Melaka. He joined Projek Kalsom 22 Motivational Camp as an inspiring facilitator and has decided to continue contributing as a committee member of The Kalsom Movement 2016/17. He is now studying Mechanical Engineering in Manufacturing at Universiti Teknikal Malaysia, Melaka.

Ezzatul Khairunisha

The youngest delegate participating in Chili Padi Environmental Leadership Program in Singapore and Jakarta. She carried out her ‘Save Sabah Beach’ campaign by organising what she called the ‘Kalsom Environment Camp’ at her school in Papar, Sabah.

Muhammad Qadri Hanafi Ahmad Zikri

A participant of 2014’s Kalsom Scholarship Workshop held in MRSM Taiping. Inspired by the programme, he obtained the Khazanah Global Scholarship after SPM to pursue a degree in Accounting and Finance in University of Warwick, United Kingdom. He became facilitator for Entrepreneurship and Innovation Camp and then decided to come back as a committee member and direct the next edition of the same camp. He was also the runner-up for Malaysian Public Policy Competition 2018.