The EduCare’s fun learning method is based on an approach that not just touching the mind of the students, but also their body, emotions, and spirit. A standard EduCare session consisted of guided imagination session, English language session, games, story telling, and story acting. With all these activities, the students are not only knowing, but also acting and living out their learning subject. These are some explanations about EduCare’s activities:

Session 1: Imagination
Imagination is the first session and has important role in creating the atmosphere of the class. Because when students come to their school, absolutely they have different feeling from one student to another student. So for making the class feel comfortable we should bring imagination session before starting the other sections of EduCare program.
The facilitator will play an instrument as a background sound with a computer sound system, and another facilitator will read a text which is contained imagination story with a fun theme. All students should close their eyes and sit down in the circle. After finishing imagination’s story, students will be divided into three small circles for sharing their imagination or their feeling. And beside that, facilitators can give affirmative like “Saya Berani!”, “Saya Bisa!. So before students delivered their feeling, they should say the affirmative sentence. Affirmative sentence can give big effect in making students braver.
Indicator:
- Participants are able to identify their feelings and values they are bringing.
- Participants are able to contribute ideas and actively listen to each other.
Time Allocation: 20 minutes.


Session 2: English Teaching
English teaching is the main session. The material is contained of basic of English, which is suitable for third, fourth, fifth and sixth graders. EduCare have designed interesting teaching method. In the learning process, usually facilitator came up with charts or other visual aids and gave response to them by giving some statements. For example, when the topic was about noun, the facilitator would take a book, and said “this is a book”. Then, facilitator would take another aid, such as pen, put it on the table and said “that is a pen”. Facilitator would do it to the other visual aids but still in the same manner. In this way, the students would analyze and discover the sequence between the visual aid and the statement. In each period of EduCare Program, they have guest from foreign country. That’s making our program stronger, especially in giving example of English words in correct pronunciations to the students.
Indicator:
- Participants are able to speak, listen, write, and read basic English.
Time Allocation: 90 minutes.


Session 3: Games
Games are very important part, and have a big role in EduCare’steaching method. Because after following English teaching section, most of students will feel bored and tired. And it is the right time to play games. Facilitators brought games with English knowledge and moral education values. The theme of the games is changing week by week according to English teaching section, for example when we are teaching about alphabets and how to pronounce them. Facilitators will bring Alphabets cards for showing to the students and also practicing in games section.
Indicator:
- Participants are able to move courageously.
- Participants are able to work in a team.
Time Allocation: 15 minutes


Session 4: Story Telling
Students will be divided into three groups, and there is a facilitator in each group. Facilitator in each group will narrate a story; absolutely the story is in Indonesian language. Mostly the story is containing moral and education values. A week later, students will act according to the story. Commonly students in rural village will create their custom and equipments for drama creatively, that’s make drama more interesting.
Indicator:
- Participants are able to identify positive values that they could apply into their daily interaction.
Time Allocation: 35 minutes


Session 5: Diary Writing
Diary writing is the fifth section of EduCare Program. This activity is purposed for students in expressing their feeling of the day after following EduCare Program. The expression could be in writing and drawing. Students will sit down on the floor and make a circle, and facilitators will facilitate students with color pencils and papers. Usually students will write their feeling and experience of that day.
Indicator:
- Participants are able to write with freedom about their feelings.
Time Allocation: 10 minutes


Session 6: Reflection
Reflection is a closing session of EduCare program. Reflection is for reflecting us, especially students for saying thank you to him or herself and to facilitators about everything that have happened in that day. Students do reflection as same as they did imagination session, sit down in a circle on the floor. And facilitators will narrate thank you statement or poetry with live music background that is presented by Mr Perdana Scholastika with guitar and harmonica, make the situation more meaningful. After that, students can open their eyes, and we sing “The Power of Good Bye” together.
Indicator:
- Participants are able to feel their gratitude and reconnect to each other as one big team.
Time Allocation: 10 minutes

After knowing all activities of EduCare, for some people it will look a little bit strange. Why there are a lot of sessions besides English teaching? We can compare EduCare program with a composition of healthy food “4 Sehat 5 Sempurna”, as we know four healthy foods is consisted of rice as a carbohydrate, fish/meat as a protein and omega 3 fatty acids, vegetable as a vitamins A and C, and for make it perfects we should have milk which is contained of primary source of nutrition/complete nutrition for the body. In Educare there a lot of sessions like, imagination, English teaching, games, story telling/story action, diary writing, and reflection. Almost same with a healthy food composition, each session of EduCare has a function and it will gives positive effects for students.

English teaching is the main session of EduCare, we can compare it with a rice in a healthy food composition. If EduCare just delivered English, it would like a school activity and students will feel bored. That is why, EduCare map out different session with school standards. The other sessions of EduCare are like meat and vegetable, which have function as side dishes. Based on experience in the field work that has been done by the writer, the EduCare program gives another experience to students and it really works in motivating them in learning process. Imagination session has basic competence to imagine good atmosphere and values which are read when participants/students are sitting silently, music is played to support the atmosphere creation. After getting a good atmosphere, facilitators start to give English material with interactive method. It means, it really different with English material they’ve got from school. Firstly, facilitators will brainstorm to students about a new topic, which they will learn.

Of course all students will feel bored after concentration in learning English during ninety minutes, that’s why EduCare puts games session after the English teaching session. The function of games is for refreshing their mind and gives them spirit for following the next session. According to educational psychology theory, games is part of psychomotor learning, that is demonstrated by physical skills such as movement, strength, coordination and the other aspects. Games are very important train students’ motor skills because a lot of activities involving their arms, hands, fingers, and feet.

The following session is story telling. It has functions for remembering newly incoming information, in this case is a story which is narrated by the EduCare’s facilitator. Usually the story is contained moral and education values. After delivering the story, facilitators will give questions to students about the values. According to educational psychology theory, it is a part of cognitive learning, because the students can learn efficiently by observation, distinguish good and bad attitudes of the story characters, and taking the values of the story. Entering the next session is diary writing; this activity has function for training their emotion of that day, especially after joining all EduCare’s session. Facilitators will give papers to the students and they can express their emotion by drawing or writing. This activity is part of affective learning; it is a study of the nature of feeling, mood, and decision making for students.

The closing session of the EduCare Program is reflection, it has function for reflecting us, especially students for saying thank you to him or herself and to facilitators about everything that have happened in that day. How to do reflection session is the same way as do the imagination session. All students will sit down in a circle on the floor, and the facilitators will narrate/read a thank you statement or poetry with live music background that is presented by Mr Scholastika. In common school, it is like praying to the God after school.

Reviewed by: Hendra K

Based on census year 2006, Bali has been populated by 3.431.585 people. It means that life is getting more and more competitive in this small island. In fact, the competition is actually happening in all walks of life, even in education. However, there seems to be some places which do not have adequate access on education. Therefore, those who concern about making a better world should really hold hands and do something. In this case, Karuna Bali Foundation works together with Campuhan College to create a service-based program, known as Rural Village EduCare Program.

Karuna Bali foundation is a non-profit, non-sectarian, non-religious Indonesian organization, created to assist in providing education and individual growth opportunities to the people of Bali and elsewhere. Karuna Bali foundation is founded by I Wayan Rustiasa. The operational centre for Karuna Bali is located on the main Campuhan-Sanginggan highway into Ubud opposite the Indus restaurant. Fourteen full time Indonesian employees work in administration, project management, marketing and the teaching faculty. Karuna Bali goes beyond traditional teaching of its students. Based on the conviction that each student carries within himself and herself an innate knowing of their natural skills and creativity, our intention is to offer them the opportunity to direct their energy into these areas and thereby grow into their full potential.

EduCare Program is one of the Karuna Bali education programs that serve the rural village school through education by giving a computer and English training for teachers and students. EduCare Program is founded by Made Perdana Skolastika. It started by giving a computer training to 35 teachers in Tegalalang district started 1st November 2007 and finished on 15 February 2008. All the teachers will be given a certificate of completion for the office application on the 25th of April 2007. The second is in Jatiluwih Village, a village that is located in a very remote place where they don’t have any English teachers. EduCare sent ten of one year sponsored students of Campuhan College to do their community project, to enable them to apply the skills and the knowledge that they have received at Campuhan College and to build their awareness of constant giving and receiving. A special English program was designed by our students to enable the children to learn in very relaxing situation, interactive and fun way where they no longer feel that learning is hard and a burden. In the third season of the EduCare program, which is the writer involved in it, EduCare has changed its teaching method. That is also founded by Made Perdana Skolastika, and the teaching method is used until now. So far EduCare Program has served 265 students in seven schools and the program will continue to another schools.

Three Elements make EduCare program unique:
A) It has interesting learning composition such as English teaching, story telling, leadership activities, diary writing, as well as regular reflection. All these ingredients lead us to have heart to heart teaching and learning process.
B) The volunteers are mostly recruited from Campuhan College’s One Year students who get scholarship to study at the college, so they pay foreword through this EduCare Program.
C) Volunteering opportunities are also given to university students or people who would like to have a real teaching experience in rural schools. This system brings sustainability to the program.

I have had the privilege of being able to volunteer at Karuna Bali for the past 6 weeks.
During that time i have had some of the most rewarding, humbling and life changing experiences of my life. My role as a volunteer involved my attendance at a number of English classes at Campuhan College, with students of varying levels of language ability. Having no teaching experience aside from a TESOL basic skills course, I was nervous about the idea of teaching and unsure of my abilities. However, any fears I had were soon put at ease. Primary age students were receptive, confident and a delight be around. I love their energy and was constantly amazed by their ability to be still, relax, imagine and dream. The students here are encouraged in their individuality, opinions and creativity; things I have learn are uncommon in traditional Indonesian schooling. The environment created by the staff here is one of love, fun, support and acceptance. In six weeks, I heard not one raised voice, or witnessed any kind of punishment. It is simply just not the way things are done here. The students are treated with dignity and their behavior reflects that in turn.

I was also able to spend time with an amazing group of students on a one-year scholarship program. These students have already completed senior high school but are from poorer backgrounds, unable to afford university or further training. Campuhan College provides these students with extended English studies and also computer skills focusing on graphic design, desktop publishing and media production. I have been impressed again and again with their commitment and grace. Some of them had moved out of their family homes, staying with relatives or friends to be closer to the college and some still travelling over and hour every day. I had so much fun with them, not only sharing about our different cultures and experiences but also getting to know them all individually, creating strong friendships and many unforgettable memories. These are the people I will miss the most.They are the family that have made me feel welcome and given me a feeling of home in Bali. My favorite experiences in Bali have been spent with these students. I feel so blessed to have met them and I know it will not be long until we meet again.

The best of these memories with the scholarship students were spent on weekends, when I took part in the EduCare program. I accompanied a group made up of scholarship students, previous Campuhan College graduates and volunteers from Balinese universities to a rural village school with limited funds and resources. We would spend each Saturday in preparation and each Sunday at the school. In a class of around 50, I was once again amazed by the demeanor of the children. Once again the children were allowed and encouraged to express their personality and creativity and specific times were set aside for 'Imagination' and 'Reflection'.We taught them English, played games, talked about values, told stories, let them act out stories. On my first visit, I could see how much they were enjoying having us there, but it wasn’t until we went to leave that I really gathered some perspectives. All 50 of them gathered around the car, reluctant to let us leave. When we managed to finally get the car free of them, they chased us down the road until we were out of sight. This routine was again repeated each time we visited the school. On my final visit, I was moved to tears by the appreciation of the teachers and the students. I did not realize how much I would be missed after only a short time. There was not a dry eye in the whole school! I’m not sure I can put into words exactly what I felt that day, I’m just so grateful to have been part of such an amazing team, they are all truly inspirational.

When I first arrived in Bali I was shocked and overwhelmed. Ignorantly, I was surprised by
the level of poverty here, and I did not expect to see the conditions that some people live
in with little hope of change. However, there is change here, and it’s happening at Karuna Bali with Campuhan College and the Educare program. Where Bali appears to lack in wealth and possessions; acceptance, joy, love, peace, family and community are overflowing in abundance. I leave Bali with a heart that is truly happy and completely different outlook on life.
Bali has taught me to love more freely and appreciate what is really important.

If you think you can't make a difference, you are wrong. There is no gift more worthwhile than time, and no gift that is easier to give, and no gift is too small.

Jemila Rushton
Volunteer

For the last 3 years EduCare has been giving education assistant to some rural elementary schools in Bali and up to now there are seven schools have been benefited through this program and another 33 schools are in the waiting list. At present EduCare has received tremendous appreciation from teachers, students and department of Education and it has become highly recommended program to be adopted by primary schools where the foundation of education begin here.

The benefit of EduCare is extended not only to teachers and students of elementary schools but also to the volunteers who mainly are universities students studying to become teachers. Introducing this model of education approach at this stage is critically important as they the ones who will be the future teachers who will extend this model of education to their future students.

EduCare has given profound transformational experiences to every individual involved; they gained more self confident, more self respect and self worth in very short time. Based on the report given by the teachers at the universities whose students joined EduCare, the positive impacts on those students is outstanding. At present, EduCare has become well recognized program in several universities in Bali and on the 25th of June 2010 a MOU of cooperation between Karuna Bali and University of STIBA Mahasaraswati Denpasar was signed. This is truly a new chapter for EduCare, providing us with abundant of opportunities to improve the quality education in Bali. We believe providing the optimum learning environment that is supporting will inspire everyone to express their values and hidden potentials and allow them to shine.

I Wayan Rustiasa
Co-Founder

Karuna Bali — Rural Village EduCare Program
A Volunteer's Perspective

It is Saturday morning and I have been invited to attend a preparatory meeting at Campuhan College in Ubud, Bali, for the Rural Village Educare Program. The meeting starts at 10:30am sharp. When I arrive at the college, the place is silent. Not knowing what to think, I sneak quietly up the stairs to the upper hall to find about 18 college students in meditation. This is how they start their meetings and I'm impressed!

Ten minutes later, and the students are designing a program for the next day, Sunday, that they will bring to youngsters in a school in some remote village called Jatiluwih. The director of the program, a visionary young man of 25 called Scholastica, has come up with the basic design for the program to address the body, mind and spirit. This, he explained, creates and maintains balance within.

This Saturday morning is like any other Saturday morning for these 19 - 23 year Campuhan College students. Students decide what team they want to be on: the English language team (addresses learning and therefore the mind), the games team (which moves the body), the story telling team where the youngsters get to act out the story (which addresses the creative aspect of the mind), the art team (which makes use of the mind and spirit) and the reflection team (which is a guided meditation and addresses the spirit). Great detail is given to the design of each team's program - what will be taught in the English language and how, what games will be played, what story will be told, and what guiding meditation will be given. Everyone is invited to comment until everyone is in agreement. This planning process takes two to three hours.

6:45 Sunday morning - the hour everyone has agreed to meet again at Campuhan College. The students arrive promptly one after another on their motor bikes. Video and camera equipment is picked up from the office upstairs and we're on our way. About one and a half hours later, we arrive at a small town in the hills of Bali, called Jatiluwih. The area is breathtakingly beautiful and almost has an atmosphere of otherworldliness about it.

We climb off our motorbikes and are greeted enthusiastically by a group of ten year old kids. They are neatly dressed in clean clothes, barefoot with great big smiles from their hearts on their faces. Their enthusiasm is contagious and a deep gratitude to be able to spend the day with these beautiful children, fills my heart. As soon as they see us they get busy - clearing the class room where we will spend the morning with them. They pick up brooms which are tiny and have very little brush left on them and start sweeping the floors. Furniture is moved to the walls to make space in the centre. Everything is done with a smile. They are like beautiful butterflies, these children.

Nine o'clock sharp, and we begin the morning with a song "I am a peaceful star, I am". It is sung with all the open hearted enthusiasm that I so love about these kids.

This is followed by a lesson in English language. One of the college students writes the days of the week on the blackboard, which isn't that black anymore. 'Monday, Tuesday, Wednesday......' etc. The leader of the team reads out the days in English and the children repeat after her. In unison, their voices are not at all shy but strong and joyful. Then they are taught 'before and after'. Each child is asked to come up to the front of the class and I get to ask each a question: 'What day is before Monday? What day is after Friday?' etc. If the answer is incorrect, the rest of the class helps out. Some are shy, some are proud that they know the answer and respond in a loud and clear voice and everyone of these children is so focussed, eager to learn and to get it 'right'.

After about an hour and a half of English class, we move outside for the games. A string is strung like a wash line between two buildings and pieces of rice crackers are hung on strings from the 'wash line'. At a distance of about 20 yards, a couple of children are blindfolded, turned around and told to move forward towards the rice crackers, under loud guidance from their peers. They have to eat the rice crackers without reaching for them with their hands. One kid hates the taste of the rice cracker and spits it out in disgust after he reached his goal, under loud laughter and applause from his team.

Next, we move into story telling with new team leaders. A story has been translated from English into the Indonesian language by someone of the team and is now narrated in Indonesian. The children get to act out the story and everyone howls with laughter. Then the children are asked what the 'moral' of the story is - sometimes there is more than one lesson and they all get it.

Art is the next item on the agenda of this morning. A bundle of crayons is spread out on the classroom floor. Each child is handed a package, which consists of a red plastic envelope that contains paper, a small notebook/diary, pencil, pen and an eraser. They take out a sheet of paper, move to the center of the floor and begin to draw with the coloured crayons. I am astounded as to the quality of their art for kids this age. One draws a turtle with amazing detail and shades of colour, another draws a typical Balinese farming scene of a farmer and his oxen ploughing a rice paddy, some draw butterflies, etc.

After art, it's time for writing and reflection and everyone takes out the diary from the red envelope and begins to write his/her experiences and thoughts of the morning. This is followed by reflection. All kids sit cross legged on the floor, close their eyes (some boys peek) and the guided meditation begins. 'Imagine you are a star in the big open universe...'

Our morning with these children has flown by. It is almost noon and there is one more thing left to do. One of the team leaders asks for a volunteer to say the closing prayer. A boy eagerly raises his hand and proudly comes up to the front of the classroom. He is handed a paper upon which is written the prayer in the Indonesian language: "Terimah kassi, Tuan", is repeated after each paragraph — "Thank You, Lord", while Scholastica accompanies him softly on the guitar. My heart melts even more - I don't want this morning to end. I am so humbled by these incredible children and my heart is as big and as open as the sky, as the prayer ends. The kids shake hands with each of the team leaders, thanking them for the time spent together. It's been a high energy morning and everyone's had so much fun. The Oneness was palpable, the Joy amazing and the Love incredible and so much.... so much gratitude from these children!!

After our time together comes to an end, the furniture is put back and the classroom is tidied up. We all leave together — the kids go home and the team leaders gather for lunch nearby at a local warung (local restaurant), where delicious lunches are served for about $1.50 a plate. The purpose of this lunch gathering is to discuss any observations that were made during the morning, with the main question: where is there room for improvement? was our purpose — to teach these kids in a fun and loving way — achieved? did we create a 'safe' environment for them to learn? what needs to be done differently? and also - where did we do well? Again, everyone's comments was welcome, including mine.

My admiration is huge — for this project and especially for the Campuhan college students who give freely of their time every weekend in order to facilitate a fun learning experience for these children who live in rural, and often remote, villages and to give these children a chance to expand their lives. The sense of community service, their creativity and genuine Love and care from the hearts of these college students truly is an example to the world.

I Love these students and I Love these children and I will return. I am deeply grateful and honoured to have had the opportunity to learn from these wonderful people that are the future of this country, Indonesia.

Patricia Lawrence, Kauai. Volunteer — March 2009

Rural Village EduCare Program
Empowering people through education

Introduction
Based on census year 2006, Bali has been populated by 3.431.585 people. It means that life is getting more and more competitive in this small island. In fact, the competition is actually happening in all walks of life, even in education. However, there seems to be some places which do not have adequate access on education. Therefore, those who concern about making a better world should really hold hands and do something. In this case, Karuna Bali Foundation works together with Campuhan College to create a service-based program, known as Rural Village EduCare Program.

The Root of EduCare
Program On 2007, Rural Village EduCare Program, which was initially known as Rural Village Education Assistance Program, started to have educational activities in some small villages of Bali. The first rural village was Jatiluwih Village. There were 33 children participating in the program who received a special English learning as its main subject. It soon became children’s favorite program they ever have on every Sunday morning. The second was Kelabang Moding Village. At this Village, there were 33 school teachers who participated in basic computer training.
Three Elements make EduCare Program Unique

A) It has interesting learning ingredients such as English teaching, story telling, leadership activities, diary writing, as well as regular reflection. All these ingredients lead us to have heart to heart teaching and learning process.

B) The volunteers are mostly recruited from Campuhan College’s One Year students who get scholarship to study at the college, so they pay foreword through this EduCare Program.

C) Volunteering opportunities are also given to university students or people who would like to have a real teaching experience in rural schools. This system brings sustainability to the program.

Goals of Rural Village EduCare Program
· Giving English training to rural school children
· Inserting leadership and living values
· Creating an educative Sunday
· Giving opportunities to volunteers to play some roles through this service-based program
· Giving opportunities to local school teachers to know other kind of teaching styles
· Making a difference for a better world

Conclusion
The success of Rural Village EduCare Program is based on the process, result and relationship between each individual involving in the program. In short, sharing and caring could be ways to have positive changes that we want to see in this world.