The new crown epidemic lasted for two years. In addition to hitting the economic and social environment of various places, it has a greater impact on the development of various community service projects in supporting developing countries, including the development of projects, education, health, language, and tourism.
Before the epidemic, every year at the Hong Kong Polytechnic University, professors led students to carry the necessary equipment and materials to implement service learning projects in developing countries, such as installing solar power systems for poor families in Rwanda.
Due to the epidemic situation last year, students could not go to Rwanda to serve in person, but the project did not stop because of this.
After discussion, the professors and students decided to send the assembled modules to the local area, and teach the volunteers to install solar power generation systems in a remote way to provide electricity to the residents.
The epidemic caused restrictions, but inspired changes. Professors and classmates broke through barriers of geographical, communication, and technical levels, illuminating 150 mountainous African families.
Photography: Huang Baoying
Unable to go to the local area to carry out the project, the professor of this subject converted the plan into an online telecommunications project.
First, purchase the necessary materials in Hong Kong, then design and assemble the solar power generation system, and then send the assembled power generation system, components and lights to Rwanda, and then teach local volunteers to install it for the residents in a remote way.
Even if the cost increases, it is necessary to bear the risk of damage to the components during the transportation process, but there is still no hindrance to the implementation of the project.
Dr. Grace Ni, an associate professor in the Department of Computing, who is in charge of the project, pointed out: “There are still a large number of residents in Rwanda without electricity. Even if we can’t go there, we can help if we can help!” However, sending supplies safely is not easy. In fact, Hong Kong and Rwanda are about 10,000 kilometers apart, and the materials on the way must be transported by freight, air transport, transfers, loading and unloading trucks and other transportation checkpoints.
In order to reduce the risk of solar module damage during transportation, professors and students must think about how to reinforce them during assembly, and also how to simplify the final assembly process so that volunteers can smoothly install the system in residents' homes.
The Deputy Director and Associate Professor of the Department of Electrical Engineering, Dr. Lin Guohao (Koko) said that after repeated tests and improvements with the team and classmates, they designed a foldable and stable component, which was sent to the local area for simple assembly before use.
(From left) Dr. Lim Guohao, Deputy Director and Associate Professor of the Department of Electrical Engineering, He Zhaotang, a third-year student of the School of Hotel and Tourism Management, and Dr. Ni Enen, an associate professor of the Department of Computing, participated in the service learning project.
It takes a week to assemble 150 solar power generation systems and it is difficult to communicate through video conferences.
This course accepts all students from all departments. Allen Ho, a third-year student of the School of Hotel and Tourism Management, is also one of the students.
Thirty-eight students are divided into 12 groups. They must learn electricity principles, design and assembly skills in a short period of time. They also need to understand the life and economic environment of the Rwandan villagers, as well as the needs of electricity and lighting, in order to design a suitable system for them .
Most families live in remote villages. Thatched huts, mud huts, or wooden huts are extremely simple, so students need to adjust the design according to the living environment and needs of the recipient family, and calculate the local sunshine track, time and angle of use, so as to make the best use of The best features of solar panels.
Students refer to various materials in their spare time, spend a week, go out early and install modules at night, and devote themselves to the production of 150 solar power systems and send them to Rwanda.
Allen pointed out that due to the distance between the two places, students can only communicate with local volunteers and residents through video conferences. However, not everyone in the area has a smartphone. In addition, the video software is not popular and the network is unstable, making it difficult for them to do so. Instant messaging, “At first they didn’t even understand the microphone and couldn’t hear us. We needed sign language to guide them to use the video software correctly.” In addition, after sending the solar power modules to the local area, the classmates Quality inspections are required. If errors are found, local volunteers must be guided remotely to make immediate corrections, and then they must be taught how to assemble and test solar power systems before they can be installed for residents.
Grace added: "The whole process should be taught step by step, explaining to them the purpose of each button. When encountering difficulties, they will be asked to take a video to let us understand the situation. After installing the solar power system, we must also teach them related maintenance knowledge and skills. In the face of network instability, the students also patiently guided and tried their best to help, showing a mature and professional side."
Classmates perform their duties to accomplish the "impossible" task and are moved to witness the lights on the houses
It is no longer easy to send components and teach installation remotely, and some non-local students who participate in the course cannot participate in the physical classroom.
In spite of the difficulties, Allen and Grace believed that the students tried their best to carry out the project and "complement" each other. For example, those who are familiar with electricians are responsible for designing and installing components, those who are good at communication are responsible for instructing local volunteers, and those who live in other places are mainly responsible for the production. Teaching videos and images, each perform its duties and try to help local residents.
Grace said with emotion: "Students try their best to do their part and give back to the society what they have learned. This kind of devotion makes me feel so deeply." Koko also pointed out that the students are deeply restricted by the epidemic, but strive to overcome various difficulties and implement it wholeheartedly. The project, this spirit moved and inspired the professors who were originally dubious about sending solar modules and remote teaching.
Although not every student can show up in the physical classroom and assemble the solar power system together, Allen deeply feels that everyone will try their best to "complement" each other and make the plan go smoothly.
A solar power system brings a different life to the residents of remote villages.
Through the video conference, I saw the local volunteers successfully installed the solar power system and witnessed the moment when the residents had electricity available. Allen said frankly that he was very excited and felt that all the hardships became worthwhile.
"Seeing the originally dark and invisible home, relying on the solar power system we sent to light up a small light bulb to illuminate the whole house, I instantly felt that all the efforts had become meaningful. The local residents thanked us for helping them. Bringing light so that they don’t have to fall into the night but can only rest. Now they can also do other activities at night.”
Service learning is a compulsory subject for the four-year undergraduate course of Hong Kong Polytechnic University, and it is a teaching method of experiential learning.
The curriculum integrates meaningful social services into learning and students' self-reflection to encourage students to apply professional knowledge and skills, serve the disadvantaged groups, and promote social progress.
Since the implementation of service learning, students have participated in service learning projects held in Hong Kong, Mainland China and overseas.
There are a wide variety of programs, including STEM (science, technology, engineering, and mathematics) education, health care, technology education and development, sustainable community projects, and child and youth development, to cater for students' different strengths and interests.
(Information provided by the customer)