Singapore Tamil Youth Conference 2016 Toolkit Toolkit Final as of 17082016 | Page 41

Overseas Community Involvement Programmes (OCIPs)
Author: Mr. Bhargav Sriganesh
Background
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Community Involvement Programme (CIP) was first
introduced in Singapore in the late 1990s. Students were
required to engage in community service for a stipulated •
duration annually. However, the flipside was that too many
students were participating in episodic activities without
aiming to create a sustainable impact in the lives of
beneficiaries.
In 2000-2001, service-learning was introduced, emphasising
more on the process of needs assessment, preparation for
community service and reflection. Service-learning is an
important and at times mandatory component in the
curriculum of secondary schools and junior colleges. Stated
objectives of service-learning include assistance to
underprivileged communities, greater awareness of citizens’
needs in surrounding countries and development of
empathy to the plight of others (Cheng Chye 2010).
Service-learning projects take place in neighbouring
countries in Southeast Asia, East Asia and South Asia. •
Prominent locations in Southeast Asia include Vietnam,
Cambodia and Laos.
The main type of service-learning projects in these countries
include the teaching of English to students, building
infrastructures like houses and libraries and providing
hospice care to villagers etcetera.
Furthermore, there might be fewer service-learning
initiatives in overseas Tamil communities for the following
reasons:
There are only two very prominent Tamil communities and
these are in India and Sri Lanka. However, there are other
Tamil diasporas around the world as well.
• Sri Lanka's Tamil community was not reached out to for
the longest time due to the civil war and accompanying
security reasons. Kristin Samivelu (Programme Leader
for SINDA Youth Leaders Programme 2014-2015) states
that during SINDA Youth Leaders Programme's last visit
to Sri Lanka in 2015, participants observed many local
and international agencies setting up and conducting
community projects in the north of Sri Lanka which
consists of predominantly Tamil communities.
• The service-learning ties in Southeast Asia might be
stronger because of a more conscious attempt to carve
an ASEAN identity.
There might be a greater tr action to Cambodian and
Vietnamese communities because students might be
interested to know more about a unique culture. Since
there is already a vibrant Tamil community in Singapore,
service-learning in Tamil Nadu might not be a sufficiently
attractive or "exotic" option.
Is the perception that there are stronger service-learning
links with Southeast Asian communities than overseas Tamil
communities true?
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According to Kristin Samivelu (Programme Leader for SINDA
Youth Leaders Programme 2014-2015), this perception is
not true. All overseas community involvement projects
conduct objective needs-based assessments and they tend
to be targeted at rural areas in developing nations.
Topic of Interest: How feasible is it for youths to embark on OCIPs to serve the Tamil communities
abroad?
CASE STUDY: Project Naadi (from Project Naadi webpage)
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Project Naadi (Naadi (நாடி) means “to go in search of”) is a non-profit, inter-faculty community involvement programme
dedicated to serving the needy in the rural communities of Tamil Nadu, India.
Project Naadi's vision is to hone compassion in individuals and develop sensitivity towards the needs of the underprivileged.
In this regard, they provide opportunities for students to learn about giving back, service to the disadvantaged, satisfaction
and higher meanings in life.
With specific reference to Naadi, the aim is to assist the Indian community through tangible or intangible means.
Elampirai Elangovan (Project Naadi Co-ordinator) reiterates that with regards to Naadi, their aim is to serve the greatest needs
of the community.
This includes medical work, construction activities, educational programmes or simply spending time with beneficiaries to find
out more about their lives.
Naadi is increasingly focusing its resources on education to inspire children to make the most of the available opportunities.
Through all their activities, the aim is to fulfil the motto: to see the unseen, hear the unheard and touch the untouched.
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