SDGs 4: “Quality Education”

Vina Aulia, a Cultural Anthropology student from the Faculty of Cultural Sciences, Universitas Gadjah Mada had the opportunity to participate in a student exchange program at the University of Naples “L’Orientale” for one semester through the Erasmus+ program. This program, initiated by the European Union, provides funding for students, educators, and higher education institutions to develop international cooperation, enhance educational quality, and promote intercultural understanding.

Living far away from Indonesia was a new experience for her, especially as it was her first time traveling to a country with a culture vastly different from Indonesia. Through this article, she aims to share her amazing student exchange experience in a country often referred to as the Land of Pizza and Gelato.

In the first few weeks, she experienced culture shock due to various customs and different cultures. In Indonesia, rice is easily found, unlike in Italy, where bread, pasta, and pizza are the staple food. Rice is hardly found, and its prices are expensive. One of Napoli’s famous dishes is Pizza Margherita. Interestingly, the three main components of this pizza, namely tomato sauce, mozzarella, and basil leaves, symbolize the Italian flag’s colors of red, white, and green. Additionally, this food is associated with the symbolic identity of the unity of Italy.

Talking about seasons, she had to adapt to the temperature differences compared to her life in Indonesia. When she arrived in February, Italy was still in winter. Although not as cold as in other northern Italian cities, she found it quite freezing. In the morning, the temperature could drop to 5 degrees Celsius, requiring Vina to layer her clothing every day.

For many, Napoli is often associated with being a dirty, poor city with high crime rates. However, living there for an extended period made her realize that Napoli also serves unique aspects rarely found in other cities. The friendly locals with their distinctive high-pitched intonation, authentic pizza Margherita, narrow streets adorned with Napoli football club ornaments, the ever-present Mount Vesuvius, and the ancient architecture left her in awe. The unique blend of European and Mediterranean cultures even earned Napoli recognition as a UNESCO World Cultural Heritage site.

While accustomed to living in a predominantly Muslim country, Vina experienced life as a minority in Napoli, where the majority of the population is Christian-Catholic. She learned that Napoli has at least 500 churches from over centuries, with mosques being scarce, and small prayer rooms mostly visited by immigrants from Bangladesh or India. Despite being a Muslim minority, she never faced discrimination. On the contrary, locals often praised her for wearing a hijab and having an exotic Asian appearance. She also built friendships with many Indonesian priests and nuns serving in Napoli, considering them as part of her extended family.

Another remarkable experience that left a lasting impression on her was Napoli’s local football club celebration culture, known as “scudetto,” a celebration for Italian football clubs winning the Serie A trophy. Last year, Napoli emerged victorious after 33 years. Attending the scudetto celebration with her Indonesian friends, she witnessed not only the joy of the Napoli community but also an indescribable atmosphere of happiness and emotion. From children to the elderly, everyone celebrated the scudetto with joy. That night, the entire city of Napoli felt warm with happiness, and full decorated by red-flaming fireworks and sparklers.

Living in Italy became one of the most precious experiences in her life. She also had the opportunity to visit various other European countries, including Hungary, the Czech Republic, Switzerland, and Austria. In terms of tourism, Europe provided many benefits to students, such as discounted train tickets and free tickets to museums and historical sites. Living in Europe taught her to appreciate the cultural differences and diverse characteristics of people. She learned new perspectives from friends originating from different countries. The initial culture shock allowed her to better understand the importance of cultural adaptation for survival. Vina is grateful for this unforgettable experience and hopes that readers will also have the same opportunity.

SDGs 4: Quality Education

Interacting with others is an important aspect of human life, and language serves as the primary instrument enabling communication. Language, whether in oral or written form, provides a platform for the exchange of information, eliciting responses, and facilitating the transfer of knowledge. Even in nonverbal communication, sign language plays a crucial role. The diversity of languages in various regions reflects the complexity of human interactions. Therefore, mastering multiple languages brings numerous benefits that should not be overlooked.

First and foremost, language diversity provides broader access to information. By mastering various languages, an individual can explore and understand various content that may not be accessible with just one language. Consequently, multilingual skills open the door to deeper and diverse knowledge.

Secondly, the languages one masters also influence their social environment. Each language is often closely associated with a specific community. By mastering the languages used in that environment, an individual can more easily engage in social interactions, build closer relationships, and understand the nuances of the local culture. For example, by mastering a regional language, one can become closer to the local community and foster better emotional connections.

Thirdly, another advantage of mastering multiple languages is increased access to knowledge. With proficiency in numerous languages, an individual can access literature, research, and educational resources in various languages. This opens the door to broader and more profound insights, allowing for a richer intellectual development.

In conclusion, mastering multiple languages not only enhances communication skills but also opens up extensive opportunities in terms of knowledge, social interaction, and cross-cultural understanding. Therefore, investing in learning various languages will yield significant benefits in one’s life journey. At the Language Center of the Faculty of Cultural Sciences, Universitas Gadjah Mada (UGM), various foreign language courses are available for enrollment in each period. Currently, the Language Center of the Faculty of Cultural Sciences, UGM is accepting registrations for foreign language courses for the March to April 2024 period, with the registration closing at the end of February 2024. So, what are you waiting for? Register yourself now for broader relations and insights!

SDGs 4: Quality Education | SDGs 17: Partnerships for the Goals

On Tuesday, February 6, 2024, Leiden University conducted a significant visit to the Faculty of Cultural Sciences, Universitas Gadjah Mada (UGM) to discuss the potential collaboration in a double degree program. Previously, Leiden University had established cooperation with the Department of Archaeology at UGM for the master’s program in archaeology, and this time, the focus shifted to the Department of Anthropology. Additionally, they proposed collaboration with the Language, Literature, and Javanese Cultural Studies Program, particularly in the field of philology.

The double degree program is seen as an initiative to enrich students’ academic experiences, providing them with the opportunity to earn degrees from two leading universities simultaneously. By further collaborating with the Faculty of Cultural Sciences at UGM, Leiden University aims to create broader and high-quality educational opportunities.

In this discussion, academics and representatives from both sides shared their perspectives and ideas, establishing a strong foundation for sustainable collaboration. This collaborative plan is expected not only to benefit students but also to enhance research and publications at both universities.

The collaboration between Leiden University and the Faculty of Cultural Sciences at UGM is envisioned to serve as a model inspiring cross-border cooperation in higher education. The deepening of this relationship holds great promise for further developing academic, cultural, and research potential between the two universities committed to creating an inclusive and innovative learning environment.

SDGs 4: Quality Education | SDGs 16: Peace, Justice, and Strong Institutions | SDGs 10: Reduced Inequalities | SDGs 5: Gender Equality

Ramayda Akmal, an Indonesian Literature lecturer at the Faculty of Cultural Sciences, Gadjah Mada University, is a figure who has achieved numerous accomplishments through captivating literary works that contribute positively to societal understanding. Born with exceptional literary talent, Ramayda Akmal has created books that not only garnered awards but also provided profound insights into the complex reality of Indonesian life.

Recently, Ramayda’s work titled ‘Jatisaba’ has been reprinted. This novel was first published in 2009. The book serves as evidence of his enduring commitment to literature and acts as a platform for his critical ideas and thoughts on various social issues in Indonesia. In ‘Jatisaba,’ Ramayda Akmal addresses several key points that are the main focus of his discussion. One of them is the issue of human trafficking and the fate of Indonesian migrant workers (TKI). This work vividly depicts the challenges and suffering faced by TKI, giving a voice to those often marginalized in social narratives. Additionally, the book also delves into the political life of villages in Indonesia in the early 2000s, creating an authentic representation of the political dynamics at the local level. Ramayda Akmal carefully portrays the fate of TKI and migrant labor, opening the eyes of readers to the sometimes grim realities of life. The importance of women’s roles in society is also a focal point in ‘Jatisaba.’ Ramayda Akmal sharply highlights the position of women, depicting the challenges and inequalities they still often face across various societal layers.

Ramayda Akmal’s motivation for writing this book goes beyond academic purposes; it is rooted in real-life events that occurred in his own surroundings. His sensitivity to the social reality around him gives his works a strong humanitarian dimension.

In his closing words, Ramayda Akmal states, “Literature is a tool to elevate the complexity of real life, beyond mere black and white.” This expression reflects his belief that literature has the power to open eyes and raise awareness of the often overlooked complexities of life.

With the achievements and significant contributions to the world of Indonesian literature, Ramayda Akmal stands as a figure worthy of appreciation and inspiration for future generations of literary enthusiasts.

Through assistive technology devices and special learning software, students can access learning materials more easily and effectively. This ensures that no student is left behind in the quest for quality education for all.

Technology also has great potential in supporting and advancing education at various levels, and can contribute to achieving various Sustainable Development Goals (SDGs).

Universiti Teknologi Mara (UiTM) collaborated with FIB Gadjah Mada University (UGM) on Wednesday, January 31 2024, introduced a learning tool called LASSI as an assessment tool design in the form of a survey format used to identify areas of strength and areas which requires improvement in students’ study habits and attitudes toward learning.

Assoc. Prof. Dr. Kamisah Arifin in the discussion forum explained that through a research plan entitled “Utilising Learning and Study Strategies Inventory (LASSI) as a Predictive Tool for Strategic Prediction of ESL/EFL Student Performance”, there are 9 components in the assessment in LASSI to identify learning problems that arise faced by students include, Self-Regulation, Study Aids, Motivation, and Time Management. Then in this research it is hoped that LASSI can be used to assess the effectiveness as a predictive tool for ESL/ EFL student performance, as well as identifying the key factors and study strategies measured that correlate most strongly with ESL/ EFL student success.

Furthermore, there are various responses from Dr. Suhandano, Dr. Sailal Arimi, Dr. Ni Gusti Ayu Roselani and other FIB lecturers regarding the use of LASSI which might be implemented in various language teaching, not only English but Indonesian, Javanese and so on.

A joint research plan between UiTM and FIB UGM through other fields of Linguistics such as Sociolinguistics and Corpus Linguistics was formulated to examine more deeply the discourses in Indonesian and Malaysian News relating to the environment and language variations. This is an example of collaboration between educational institutions to achieve the Sustainable Development Goals (SDGs) which are in accordance with the 4th pillar, namely quality education to strengthen solidarity and partnership.