Usrah in Action

Learners begin by crafting profiling proposals to acclimate themselves to the community. Subsequently, they embark on executing these projects, a vital aspect of their coursework. A Following this, a comprehensive situational analysis ensues afterwards,. This stage is marked by the diligenta rigorous conduct of professional surveys and interviews with potential stakeholders closely linked to the project’s objectives.relevant stakeholders.

Each semester, learners immerse themselves in the community surrounding the campus, such as the 24 makeshift houses settlement comprising 24 houses adjacentoutside to the university gates. The ese residents of this community endure dire living conditions, highlighted by the absence of basic amenities like water and electricity. Over the past five semesters, learners have consistently engaged with this community, gaining profound insights into their struggles. For many, it is an eye-opener revelation –; to stepping into homes devoid of such such essentials is a stark departure from their accustomed environment. The significance of this experiential learning is underscored by the reflection of the learners; learners’ reflections. mMany learners express astonishment, admitting that despite years of academic pursuit, this is the first time they have interacted intimately with such marginalized groups. Such experiences serve as a poignant reminder of the realities faced by those on the fringes of society within theour Ggreater Gombak community. 

Table. Learning Aspects 

The project is made possible given theis aligned with the policy requirement at the Ministry level (Ministry of Higher Education of Malaysia) to nurture balanced and holistic learners, which states .  The policy implies that learners must be exposed to an education process that will instil knowledge, attitude, values and skills necessary to contribute and function as members of a community or society at large. The policy also requires learners to undergo a certain period of timespend time with or come up with aor a project forwith the community for the same purposes. Theis policy is in synergy with synergises well with the local level initiatives which welcome any project that engages with the engaging the local community, and in helping them either inaddress environmental issues or empowering the community to addressm in socio-economic problemsstruggles. 

The project serves as an evidence and showcase to highlights the importance of changing enhancing the delivery of the current education – to go beyond learning in the classroom and be more towardsmore experiential learning.  oriented in comparison to classroom-based education. The projectIt is also demonstratesproving the importance of top-down support for the successful implementation of Education for Sustainable Development.hat education for sustainable development requires top-down support in order for it to be successfully implemented.

Theis course courses areis compulsory course for all undergraduates of IIUM; around . The implementation of the course involves around 3,000 students from all IIUM faculties (Kulliyyah) are enrolled in the courses for each semester., coming from all faculties (Kulliyyah) in IIUM.

Evaluation methods include project-based assessments, survey and interviews from the community, and feedback from community partners.

In three semesters of its implementation, RCE Greater Gombak has witnessed significant results on the ground. To date, the Ursah in Action class has generated 217 community engagement projects involving 5258 learners and 230 voluntary instructors, reaching the hearts of thousands in local communities. Each semester, learners showcase their semester-long work in a one-day Symposium held during the last week. These projects address environmental, economic, and social issues, encompassing various target communities such as indigenous peoples, marginalized groups, single mothers, youth, refugees, school learners, and more. Presentations are evaluated by juries comprising members from academia, industry, NGOs, banks, community leaders, and foundations. The event is attended by the entire IIUM community and a public audience.

Starting with a small scale of 60 community engagement projects around the district of Gombak during the beginning of mandatory Usrah in Action courses in 2021, Usrah in Action it has produced now expanded more than 400 community engagement projects which have reached 6,000 community members across Peninsular Malaysia (particularly Klang Valley, Pahang, and Johor), many of whom belong to indigenous communities, are marginalised or vulnerable due to disability or poverty. on equal footing with the communities with 8,640 studentsLikewise, Usrah in Action has engaged 8,640 students and , almost 300 voluntary instructors consisting of IIUM faculty, members of  that come from all faculties at IIUM and from local businesses and community organisations.  have reached 6,000 community members, many of them Indigenous, marginalised, or vulnerable due to disability or poverty across Peninsular Malaysia, particularly Klang Valley, Pahang and Johor. The community engagement projects are monitored and documented using Google  documented in an interactive Google Earth,  which will be updated every semester and . It is accessible for public view and published on the Sejahtera Centre website. The link is accessible here: UIA Project Mapping 

Usrah in Action exemplifies the university’s shift from traditional community service to a more structured, long-term approach aimed at empowering and transforming communities. This engagement is meticulously documented to serve as a model of good practice for other higher education institutions, both nationally and globally. At the end of each semester, students present their findings and projects to a diverse panel of jurors representing academia, industry, government agencies, NGOs, and the community, highlighting a pentahelix model of collaboration.

The University in Action Symposium has evolved into a significant platform, not only for showcasing student projects but also for connecting communiversity practitioners throughout Malaysia. The 4th University in Action Symposium, in particular, drew the attention of international delegates and subject matter experts, who participated as members of the panel of judges.

With all the projects on the ground in place, this has contributed to the changing impression on roles of universities by the community members where universities are not seen as just learning places but also an active community members. The showcases of the projects and their impact has successfully attracted a number of organisations and philanthropists to support and work together for the same cause. Usrah in Action has also contributed to the identification of complex nature of equities and diversities that need to be recognised and addressed inter and intra community members.

The Usrah in Action course at IIUM is a unique and dynamic program designed to integrate Islamic values with real-world community engagement. Throughout the course, students actively participate in various initiatives that address local community needs, ranging from educational outreach and environmental conservation to social welfare projects. These activities not only foster a sense of social responsibility but also empower students to apply theoretical knowledge in practical settings. Guided by their instructors, students work closely with community members, identifying challenges, developing solutions, and implementing projects that contribute to sustainable development. This hands-on approach ensures that students are not only academically enriched but also become compassionate leaders committed to serving humanity.

IIUM Sejahtera Centre. “IIUM Sejahtera Centre.” Accessed December 2, 2024. https://centre.iium.edu.my/sejahtera/?page_id=1509.