My Starfish Foundation - Auction-a-Pearl
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Auction-a-Pearl

Quality Education

SK Dato’ Harun 1 is a school situated in Petaling Jaya. Learners who attend the school are mostly urban poor learners, orphans, and also from the M40s in general. These learners have low confidence, lack English proficiency and communication skills. Based on our interview with their teacher, Ustaz Faizul Razali, they struggle to share their opinions and thoughts due to their surroundings that do not provide them a safe space to speak English. They feel unmotivated and shy to speak when among their friends who are more eloquent. Due to these issues, they function a few levels below their peers when asked to engage in English. Thus, Dr Adelina, our head of project, has created PEARL, a project that aims to help these learners improve their second language acquisition, self confidence, and love for language by providing a safe space for them to acquire the language skills. The volunteers for the project are three B Ed TESL students of Universiti Malaya who are pedagogically trained in teaching and assisting second language learners. Nearby, is a mosque with a nazir who is interested in assisting with the education of these children. The mosque is Masjid Jumhuriyah, Petaling Jaya. The mosque provided a comfortable hall to conduct all the lessons. Learners explore the art of the English language through readers’ theatre, puppetry, games, plays, storytelling and many more. Nevertheless, post-pandemic, the volunteers realised that there is a need to add to the skills that were lacking among these urban poor learners. They were financially illiterate and surrounded by adults who are equally financially illiterate as well. They lack an understanding of many financial aspects. This comprises elements such as saving, investing, budget planning, and many more. They are not able to tell the difference between needs and wants, spending and saving, and investment and wastage. Furthermore, these poor learners are also raised in households which do not emphasise the importance of spending money wisely. For instance, we discovered that the parents of these children often use their money on unnecessary things which they can barely afford. When given an imaginary budget for the learners to make choices on things they would spend on, our team found  that they would rather spend their money on things that they do not need. This further emphasised the importance of teaching financial literacy skills to young learners. This is a concern as in general more cases on youth bankruptcy have been recorded in Malaysia over the past years. Auction-a-Pearl is an extension of the Pearl4PJ Project (MBPJ, 2021) focusing on communicative English through play, drama, poetry etc and Pearly Starfish (My Starfish Foundation, 2022), focusing on English language acquisition through digital literacy.  Auction-a-Pearl aims to help these learners understand their learning needs by exposing them to financial literacy whilst using communicative English. We believe that by helping the learners pragmatically engage with topics related to financial literacy, we are able to provide quality education to the learners while enhancing their knowledge of the English language. As delivery will be through English and using ICT, financial literacy could be potentially developed among the urban poor learners in a 21st Century setting.   

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University/College
Universiti Malaya
RM 330.00
Goal: RM 300.00
Fund Approved by MSF: RM 1,500.00

Overview of Issue / Background

SK Dato’ Harun 1 is a school situated in Petaling Jaya. Learners who attend the school are mostly urban poor learners, orphans, and also from the M40s in general. These learners have low confidence, lack English proficiency and communication skills. Based on our interview with their teacher, Ustaz Faizul Razali, they struggle to share their opinions and thoughts due to their surroundings that do not provide them a safe space to speak English. They feel unmotivated and shy to speak when among their friends who are more eloquent. 

Due to these issues, they function a few levels below their peers when asked to engage in English. Thus, Dr Adelina, our head of project, has created PEARL, a project that aims to help these learners improve their second language acquisition, self confidence, and love for language by providing a safe space for them to acquire the language skills. The volunteers for the project are three B Ed TESL students of Universiti Malaya who are pedagogically trained in teaching and assisting second language learners. 

Nearby, is a mosque with a nazir who is interested in assisting with the education of these children. The mosque is Masjid Jumhuriyah, Petaling Jaya. The mosque provided a comfortable hall to conduct all the lessons. Learners explore the art of the English language through readers’ theatre, puppetry, games, plays, storytelling and many more. 

Nevertheless, post-pandemic, the volunteers realised that there is a need to add to the skills that were lacking among these urban poor learners. They were financially illiterate and surrounded by adults who are equally financially illiterate as well. They lack an understanding of many financial aspects. This comprises elements such as saving, investing, budget planning, and many more. They are not able to tell the difference between needs and wants, spending and saving, and investment and wastage. Furthermore, these poor learners are also raised in households which do not emphasise the importance of spending money wisely. For instance, we discovered that the parents of these children often use their money on unnecessary things which they can barely afford. When given an imaginary budget for the learners to make choices on things they would spend on, our team found  that they would rather spend their money on things that they do not need. This further emphasised the importance of teaching financial literacy skills to young learners. This is a concern as in general more cases on youth bankruptcy have been recorded in Malaysia over the past years.


Auction-a-Pearl is an extension of the Pearl4PJ Project (MBPJ, 2021) focusing on communicative English through play, drama, poetry etc and Pearly Starfish (My Starfish Foundation, 2022), focusing on English language acquisition through digital literacy.  Auction-a-Pearl aims to help these learners understand their learning needs by exposing them to financial literacy whilst using communicative English. We believe that by helping the learners pragmatically engage with topics related to financial literacy, we are able to provide quality education to the learners while enhancing their knowledge of the English language. As delivery will be through English and using ICT, financial literacy could be potentially developed among the urban poor learners in a 21st Century setting. 
 

Project Details (Activities and Tasks)

This project will be ongoing until the month of December 2023.

Every Saturday, learners will undergo lessons to improve their speaking, listening, writing and reading skills while also actively participating in lessons regarding financial literacy. They will be using in-class currency called Pearl Ringgit to simulate the use of money and a sense of responsibility. For instance, the Pearl Ringgit will be given to learners who participate in class activities, and those who correctly answer questions. The Ringgit can later be used to join the auctions conducted by the teachers. This helps us to observe the learners' understanding of saving and spending money wisely. The lessons will mainly focus on the learners’ interests and communication skills as well as embedding technology as a means to improve their acquisition of financial literacy.
 

Expected Project Result & Outcomes

Auction-a-Pearl aims to develop English language acquisition among urban poor learners in Petaling Jaya through exposure to digital and financial literacy. The triple-edged sword plan focuses on Communicative English, Digital Literacy and Financial Literacy. It is important to give the learners a solid foundation in communicative English language and digital literacy. For example, they would need to develop their vocabulary, grammar, reading comprehension, speaking, and listening skills to an age-appropriate level through the use of ICT. The project also embeds within the activities, fundamentals of financial literacy which are made interesting and approachable for these learners. This could entail educating them about money, setting up a budget, saving money, and making basic financial decisions.
Moreover, in the context of financial literacy, the project would place a firm emphasis on the development of money management and financial awareness. Learners would be encouraged to employ their English language abilities and digital skills to analyse financial circumstances, create basic financial plans, and address financial difficulties. Consequently, this initiative can establish sound financial values and behaviours in young children. Learners would gain knowledge about the value of saving, how to make wise financial decisions, and how to tell needs from wants. At the end of the lessons, an auction would be conducted for these learners to critically evaluate the need to purchase, how much they can use for purchase, appropriateness of the purchase, and whether it is an investment or financial risk worth taking. They would use their language skills to communicate their need for purchase too, at this auction.

 


Learners are expected to be able to:
Use in practice financial literacy terms in their daily life such as savings, spendings, investing, credit scores and money responsibility
Identify ways to earn and spend their money.
Produce ideas on how to protect and save their money
Identify the needs and wants in their household
Participate in auctions wisely based on their learning of wants and needs.
 

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RM 330.00

110% of RM300.00 Goal

  15 Supporters
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Project Information

University name   :   Universiti Malaya
Project leader name   :   Naqib Al Hussaini
Instagram link   :   https://www.instagram.com/pearl.project_/
Project implementation date   :   2024-02-10
Location of project held   :   Dewan Rahmat, Masjid Jumhuriyah, Petaling Jaya, Selangor
Beneficiary   :   Students of SK Taman Dato Harun 1
Number of beneficiaries   :   2023: 31, 2024: 50

Section I

  1. Summary of project goals with two sentencess
    1. The Auction-A-Pearl project, an extension of the Pearl 3.0 Project, aims to enhance students' financial literacy, digital literacy, and language literacy. Through weekly auctions, bi-weekly financial literacy sessions, and regular English lessons, the project engages students actively, benefiting around 31 students in 2023 and is expected to grow to 50 students by the end of 2024. 

 

  1. Did other fund-raising efforts contribute to your projects? What were they?
    1. Yes, other fundraising efforts contributed to the Auction-A-Pearl project. These included support from Yayasan Amal Asas, provision of back-to-school vouchers, and awards such as the Active Student Award and the Best Student Award. These initiatives complemented the project's goals by providing additional resources and incentives for student engagement and participation in financial literacy activities.

 

  1. Provide details about how your project actually worked.
    1. The Auction-A-Pearl project operated on a structured schedule, with various activities conducted regularly to achieve its goals. Weekly sessions were dedicated to English lessons, providing students with language skills essential for financial literacy and overall academic success. Every two weeks, comprehensive financial literacy sessions were held to educate students on financial concepts and practices.The class is enhanced by using digital literacy elements, such as projectors and laptops donated during Project for Happiness 2022, which are still being used. This ensures that students have access to up-to-date technology for their learning needs. This structured approach ensured consistent engagement and learning opportunities for participants throughout the duration of the project. Additionally, auctions were conducted during every class session, offering practical opportunities for students to apply their financial knowledge and skills in real-life scenarios.

 

  1. Were there unanticipated difficulties? Budget constraints?
    1. Despite our best efforts, we encountered some unanticipated difficulties during the implementation:
      Seller late deliveries: Despite careful planning, we faced challenges with some sellers delivering materials late, impacting the timeline of certain activities. This posed logistical challenges and required us to adapt quickly to minimise disruption to the project schedule.
    2. Resources for lesson plans, financial literacy, and digital literacy: While we had initially allocated resources for lesson planning and financial literacy materials, unexpected demands arose throughout the project. This necessitated additional resources to ensure the quality and effectiveness of our educational initiatives, requiring us to reallocate funds and seek additional support.
    3. Inconsistent student attendance: Despite our efforts to promote engagement and participation, we faced challenges with inconsistent student attendance. This posed difficulties in maintaining momentum and continuity in our educational programs, requiring us to implement strategies to incentivize attendance and address underlying reasons for absenteeism.
    4. In response to these challenges, we implemented proactive measures such as optimizing communication with sellers to ensure timely deliveries, leveraging partnerships to access additional resources for lesson planning and financial literacy materials, and implementing attendance incentives and support systems to improve student attendance. While these difficulties presented unforeseen challenges, they also provided valuable learning opportunities and reinforced our commitment to adaptability and resilience in the face of adversity.

 

  1. Language or cultural barriers?
    1. No
  2. What worked well? What didn’t work well?
    1. What worked well
      1. Auctions: The inclusion of auctions incentivized student attendance, fostering a higher level of engagement and participation in class activities. The interactive nature of auctions likely contributed to increased enthusiasm among students.
      2. In-Class PEARL Money: The introduction of in-class currency encouraged students to actively participate in class discussions and activities. This gamification strategy likely enhanced student motivation and involvement in learning.
      3. More Handouts: Providing additional handouts resulted in students having more resources for review and reinforcement of learned material outside of class. This approach likely supported better retention of information and facilitated deeper understanding among students.
      4. PEARL Bank: The introduction of Pearl Bank provided students with a platform to practice financial management skills in a simulated environment. This allowed students to apply theoretical knowledge to real-life scenarios, preparing them for responsible financial decision-making in the future.
      5. Theatre@UM: Bringing students to Universiti Malaya to spectate Moonlit Hope theatre productions provided them with exposure to English language in a cultural context. This immersive experience not only improved their language skills but also broadened their cultural awareness.
      6. Storytelling Short Stories: Incorporating storytelling into the curriculum helped students develop their language skills in a creative and enjoyable way. By listening to and retelling stories, students improved their vocabulary, comprehension, and speaking abilities.
      7. Drama! With Financial Lit Elements: Integrating financial literacy elements into drama activities, such as reenacting a market scene from "Jack and The Beanstalk," made learning about financial concepts more engaging and memorable for students. They were able to apply financial knowledge in a fun and interactive setting, reinforcing their understanding of key concepts.
      8. Student of the Week and Student of the Year Awards: Recognizing students for their achievements through awards incentivized positive behavior and academic performance. This fostered a supportive learning environment where students felt motivated to excel and be recognized for their efforts.
  3. How many people benefited or will benefit from your project? Who are these people?
    1. The Auction-A-Pearl project has benefited a growing number of beneficiaries from SK Taman Dato Haron 1, including urban poor learners from neighboring areas in Petaling Jaya, who often lack the time and attention to practice English at school and at home.In 2023, the project successfully reached 31 students from SK Taman Dato Haron 1, providing them with valuable opportunities to improve their English and financial literacy skills. By 2024, the number of beneficiaries from the same school increased to 50, showcasing the project's positive impact and potential for further expansion. This growth indicates the project's effectiveness in reaching and engaging more students over time, potentially leading to broader community impact and improved financial literacy outcomes.
    2. The urban poor learners from neighbouring areas in Petaling Jaya are a significant part of the project's beneficiaries. These students often face challenges accessing quality education and resources, making them particularly vulnerable to falling behind in English proficiency and financial literacy skills. By targeting these learners, the Auction-A-Pearl project aims to bridge the gap and provide them with the necessary support to succeed academically and beyond.


 

  1. What is the long-term impact and sustainability of this project? Is there a future for your project?
  • Donated equipment such as projectors, speakers, and laptops from MSF 2022 continue to be utilised in subsequent project years, indicating the project's ability to maintain essential resources over time.
  • Future plans include expanding the project to other institutions such as Masjid Jumhurriah and SK Sultan Alam Shah, demonstrating a commitment to ongoing community outreach and impact.
  • The project's sustainability is further ensured through the continued use of existing tools like printers and cash registers, as well as the adaptation of English lessons to better suit the needs of students in weekly classes, ensuring relevance and effectiveness in the long run.
  • Overall, these strategies contribute to the project's sustainability and suggest a promising future, with potential for continued growth and positive impact on financial literacy education in the community.

Section II

  1. In several paragraphs, address each of the following questions:
    1. How does or will your project contribute to happiness? Short-term? Long-term?
      1. Our project, Auction-A-Pearl, contributes to happiness in both the short-term and long-term by addressing key areas of English literacy and financial literacy.
        In the short-term, our focus on English literacy results in immediate benefits for students. By providing regular English lessons and creating a supportive environment, students no longer feel afraid to communicate in English. This shift in confidence leads to a more positive learning atmosphere where students feel empowered to express themselves freely. As their proficiency in English increases, students experience a boost in self-esteem and satisfaction with their learning progress. This newfound confidence not only improves their academic performance but also enhances their overall well-being.
        Similarly, our initiatives in financial literacy offer short-term benefits by providing practical and engaging lessons. Through auctions, students gain a deeper understanding of how to use money wisely. These real-life scenarios teach them valuable financial skills while also fostering a sense of accomplishment as they successfully navigate financial decisions. Additionally, our in-class money reward system incentivizes active participation in activities, encouraging students to take ownership of their learning. This immediate sense of achievement motivates students and contributes to their happiness in the short term.
        Looking ahead to the long term, our project aims to create lasting impacts on students' lives. In terms of English literacy, the confidence gained in using English extends beyond the classroom. As students progress through their education and into their careers, their improved English skills enable them to access higher education opportunities and pursue careers where English proficiency is valued. Furthermore, by being able to communicate effectively in English, students can build stronger connections with people from diverse backgrounds, fostering greater social integration and long-term happiness.
        In the realm of financial literacy, the knowledge and skills acquired through our project set students on a path towards financial independence and security in the long term. Understanding the principles of financial management gained from auctions and in-class activities equips students with the tools to make informed decisions about their finances. As they navigate adulthood, these skills help them avoid financial pitfalls and manage their resources effectively, leading to reduced stress and greater overall well-being over the long term.
        In conclusion, our project, Auction-A-Pearl, contributes to happiness by empowering students with essential literacy skills that not only benefit them in the present but also set them on a path towards a brighter and more fulfilling future.
         
    2. Has your project changed the way you think about the world? How has it changed you?
      1.  
  2. Complete this section with a one to two sentence personal statement, suitable for use as a quotation, addressing how and why this project was valuable and what was the most important thing you learned as a result. 
    1. Aish
      “Saya suka auction pada akhir kelas. Duit saya dapat boleh guna untuk beli barang!.”
      Naqib’s mother
      “Anak selalu cerita dapat duit dalam kelas, ingatkan duit betul, rupanya duit boleh guna dalam kelas untuk naikkan semangat belajar”

      Dhiya Aiman
      “Dulu saya selalu suruh abang saya cakapkan untuk saya, sekarang saya dah berani teacher!”
       

Section III

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