Grants:Programs/Wikimedia Community Fund/Rapid Fund/Wiki for Human Rights:Documentation and Training for Empowering Rural Women through Sustainable Organic Practices in Indonesia (ID: 22949819)/Final Report
Application type: Standard application
Part 1: Project and impact
1. Describe the implemented activities and results achieved. Additionally, share which approaches were most effective in supporting you to achieve the results. (required)
During the home-based environmental awareness program, we conducted three training sessions on food waste processing for 30 village mothers on June 21, 22, and 29, 2025. During the training, participants received materials and practical training on how to process organic waste into compost using EM4 and molasses as the main ingredients. Furthermore, we also discussed the sustainability of the program by establishing a village Organic Waste Bank and coordinating with local village officials to ensure the movement is officially recognized and, of course, shared. Along with the program, we processed approximately 5-10 kg of organic waste, which was then used to plant 30 seedlings (strawberries and celery).
Furthermore, we formed a community of 30 local village mothers to actively participate in continuing the environmental movement. During the activity, we realized that the most effective approach was to use a hands-on training method, which made it easy for participants to understand the process of sorting and processing organic waste, as well as understanding the purpose of such waste management. The role of local village stakeholders also helped us to speed up the mobilization and monitoring process, so that not only the committee had high enthusiasm for the activities being carried out, but also the participants had a sense of ownership of the activities.
Then, on August 2, 2025, we continued our project journey to conduct editing training, incorporating the results of our fieldwork in Jember into the Wikimedia platform. In Malang, we collaborated with a community of people with disabilities called Lingkar Sosial. The event ran from 9 a.m. to 4 p.m., involving 25 participants, six internal organizers, and five volunteers from Lingkar Sosial Malang. The training focused on editing relevant articles in the organic and humanitarian fields, as well as uploading image documentation to Wiki Commons. For documentation of activity can be accessed through https://docs.google.com/spreadsheets/d/1A26qmm53InunmqOaxWUL6-yB_2PUFUnE1BZEFI_IEkk/edit?gid=2091627128#gid=2091627128
The form of support that can be provided, especially for participants with disabilities, is having assistants accompany them to the training room. Before the training activities begin, we provide two volunteers downstairs to welcome and escort participants to the room. This support is especially necessary for blind participants who may be slightly confused about the location of the workshop. During the training activities, one assistant is needed for a maximum of two participants. This is because participants with disabilities require a considerable amount of patience to ensure they can successfully follow the training to completion and not fall behind on the material.
2. Documentation of your impact. Please use space below to share links that help tell your story, impact, and evaluation. (required)
Share links to:
- Project page on Meta-Wiki or any other Wikimedia project
- Dashboards and tools that you used to track contributions
- Some photos or videos from your event. Remember to share access.
You can also share links to:
- Important social media posts
- Surveys and their results
- Infographics and sound files
- Examples of content edited on Wikimedia projects
Below are several links that collectively document the activities, impact, and evaluation of our project. These materials include photo and video documentation, participant testimonials, evaluation notes, and supporting files compiled throughout the program. The complete activity archive can be accessed through the dedicated documentation folder: https://drive.google.com/drive/folders/1f-tXd-PEM-MxU9oA4JSmXh_pnRXFivvh?usp=drive_link . All project updates, activity reports, and narrative documentation have also been organized on our Meta page: https://meta.wikimedia.org/wiki/WikiInklusi
Additionally, visual documentation has been categorized under the WikiInclusion collection on Wikimedia Commons: https://commons.wikimedia.org/wiki/Category:WikiInklusi . Training materials used during sessions—including those adapted for accessibility needs—can be accessed through: https://drive.google.com/drive/folders/1kIiJyp_bJyEU9_1cpVxDb0LSM6IBtbUy . Several outputs have also been published on Wikibooks as part of the knowledge sharing and documentation component of our project. These include:
Ebook 1 – Praktik Pertanian Organik dan Pengolahan Limbah di Pedesaan, consisting of: Chapter 1. Introduction Chapter 2. Organic Farming: Definitions and Basic Principles Chapter 3. Local Practices in Padomasan Village, Jember Chapter 4. Traditional Recipes for Organic Fertilizers and Pesticides Chapter 5. Case Study: The Success of Rural Women in Reducing Waste Chapter 6. Challenges and Future Development Opportunities Chapter 7. Conclusion and Call for Documentation Accessible through: https://id.wikibooks.org/wiki/Praktik_Pertanian_Organik_dan_Pengolahan_Limbah_di_Pedesaan
Ebook 2 – Inklusi Digital – Perempuan Pedesaan dan Akses Pengetahuan Bebas https://id.wikibooks.org/wiki/Inklusi_Digital_%E2%80%93_Perempuan_Pedesaan_dan_Akses_Pengetahuan_Bebas
Ebook 3 – Keadilan Lingkungan, Perempuan, dan Difabel dalam Krisis Iklim https://id.wikibooks.org/wiki/Keadilan_Lingkungan,_Perempuan,_dan_Difabel_dalam_Krisis_Iklim
These links collectively illustrate our project’s outcomes, the community impacts generated, and the knowledge contributions made through Wikimedia platforms.
Additionally, share the materials and resources that you used in the implementation of your project. (required)
For example:
- Training materials and guides
- Presentations and slides
- Work processes and plans
- Any other materials your team has created or adapted and can be shared with others
Materials and resources used: Training slides, administrative documents, printed materials Logistics support Household plastic waste used as plant pots, waste processing tools, organic waste Human resources, including project teams, volunteers, participants Documentation tools
3. To what extent do you agree with the following statements regarding the work carried out with this Rapid Fund? You can choose “not applicable” if your work does not relate to these goals. Required. Select one option per question. (required)
| A. Bring in participants from underrepresented groups | Strongly agree |
| B. Create a more inclusive and connected culture in our community | Strongly agree |
| C. Develop content about underrepresented topics/groups | Strongly agree |
| D. Develop content from underrepresented perspectives | Strongly agree |
| E. Encourage the retention of editors | Strongly agree |
| F. Encourage the retention of organizers | Strongly agree |
| G. Increased participants' feelings of belonging and connection to the movement | Strongly agree |
| F. Other (optional) |
Part 2: Learning
4. In your application, you outlined some learning questions. What did you learn from these learning questions when you implemented your project? How do you hope to use this learnings in the future? You can recall these learning questions below. (required)
You can recall these learning questions below: Through this project, we aim to understand how community-based environmental initiatives can be documented and shared effectively on Wikimedia platforms while also empowering the local community, particularly women in Padomasan Village. One of the key aspects we want to explore is how community-based waste management practices can be systematically documented and made useful for the open knowledge ecosystem. We hope to identify the best methods for capturing, categorizing, and presenting waste management practices so they can be widely accessed on Wikimedia Commons, Wikibooks, and Wikipedia.
We also seek to understand the most effective strategies for encouraging rural communities, especially women, to contribute to open knowledge. By examining their motivations and the challenges they face, we hope to develop more inclusive and relevant training and participation approaches for local communities. Additionally, we aim to assess the extent to which structured access to knowledge on waste management can influence people’s attitudes and behaviors toward environmental sustainability.
Furthermore, this project aims to explore how integrating the Wiki for Human Rights campaign with local sustainability initiatives can enhance community participation and advocacy. By linking environmental issues with human rights, we want to see if this approach can increase awareness that proper waste management is part of the right to a healthy environment.
Lastly, we aim to understand the challenges rural communities face in adopting digital skills for knowledge sharing and to find practical solutions for increasing their participation in Wikimedia projects. Through these learnings, we hope to develop more effective strategies for engaging marginalized communities in the open knowledge ecosystem and contribute to broader discussions on inclusivity within the Wikimedia movement.
Through our collaborative project implementation journey, we've gained many answers to the learning questions we posed at the outset. First, regarding documentation, we learned that community-based environmental initiatives can be more effectively documented when the information-gathering process is made simple, visual, and easy to access. This approach not only strengthens the clarity of the materials produced but also builds participants’ confidence to actively contribute, seeing that their experiences in waste management hold real value for broader audiences.
We also recognized that digital training must be delivered gradually, using contextual language and relatable examples so that communities can better understand how knowledge is organized, categorized, and shared on Wikimedia platforms. From this experience, we observed that motivation to contribute grew when participants realized that their stories and practices could inspire similar environmental efforts beyond their village. Additionally, linking environmental issues with the right to a healthy environment broadened their perspective, waste management was no longer perceived merely as an occasional activity, but as a foundation of quality of life, dignity, and local sustainability. These insights will guide us in designing more inclusive activities, building replicable documentation models, and strengthening engagement from various communities in the open knowledge ecosystem.
Meanwhile, activities in Malang involving disability groups provided some of the most valuable learnings in this project. We found that training materials and teaching methods must be adapted to the diverse needs of contributors. For blind participants, for example, materials needed to be provided in PDF format rather than PPT, because PDFs are more compatible with screen-reader technologies. This adjustment, though simple, significantly improved their participation, as they rely entirely on listening to access information. We also learned that internal links within Wikipedia pages are not easily accessible for blind users, as screen readers often fail to navigate them in an orderly manner.
During the same training, we discovered that deaf participants used an application called Hear Me to convert spoken content into accessible formats. This insight encouraged us to reconsider how verbal explanations, instructions, and real-time communication should be delivered to ensure no one is left behind during learning sessions. From a broader perspective, we found that while Wikipedia is technically accessible, its interface is still not fully user-friendly for persons with disabilities. The UI/UX structure, especially in the editing environment, tends to be complex, causing screen readers to jump across sections in ways that disorient visually impaired contributors. This means that accessibility is not only about compatibility, but also about intuitive design and contributor experience.
These lessons have deepened our understanding of the digital barriers faced by rural communities and disability groups. Moving forward, we hope to use what we learned to create more inclusive training frameworks, improve accessibility in future documentation efforts, and contribute to broader conversations on equity and participation within the Wikimedia movement.
5. Did anything unexpected or surprising happen when implementing your activities? This can include both positive and negative situations. What did you learn from those experiences? (required)
During the implementation of our activities, several unexpected situations emerged, some surprisingly positive, others presenting meaningful challenges that helped us refine our approach. One positive surprise was the exceptionally high enthusiasm shown by the 30 participants. At first, we anticipated varying levels of engagement due to household responsibilities. However, participants consistently showed strong interest and even initiated discussions about the continuation of earlier sessions. Another pleasant surprise was how quickly participants grasped the decomposition process. From the types of waste they brought and the way they practiced directly during the sessions, we learned that hands-on, experiential methods were far more effective than theoretical explanations alone, especially in empowerment-focused programs.
Alongside these positive outcomes, we also encountered unexpected challenges. One of them was the inconsistency of tools and materials brought by participants. Their enthusiasm, while encouraging, also highlighted the importance of providing clearer instructions and more consistent monitoring regarding what should be prepared in each session. Additionally, we observed variations in the success rate of the decomposition process, largely due to different moisture levels in the organic waste collected. This taught us the need for a simple pre-processing guide to help standardize materials and ensure better quality results across participants.
Meanwhile, during our activities in Malang, we also encountered several unexpected situations, particularly in sessions involving disability groups. One of the most surprising findings was the degree to which format and accessibility tools influenced participant engagement. For instance, our initial use of PPT files turned out to be incompatible with screen readers used by blind participants. This was unexpected because we assumed the material format would not be a major barrier. The situation taught us that even small technical decisions, like choosing PDF over PPT, can determine whether blind participants are fully included. Another unexpected moment came when we realized that internal links on Wikipedia pages were difficult for blind users to navigate, as their screen readers often skipped between sections in a disordered way. This helped us recognize that accessibility is not only about whether a platform is “technically accessible,” but whether it is practically usable for people with diverse needs.
We were also surprised to learn that deaf participants relied heavily on a tool called Hear Me to follow verbal instructions. This insight pushed us to adjust our facilitation style in real time, ensuring that explanations, demonstrations, and interactions remained accessible to deaf contributors. All these experiences in Malang made us more aware that while platforms like Wikipedia are generally accessible, their UI/UX still poses significant challenges for disability groups, something we had not fully anticipated at the start of the project.
Collectively, these unexpected experiences, both positive and challenging, have given us valuable lessons. They taught us the importance of flexibility, clear communication, and proactive adaptation during community engagement. They also strengthened our commitment to designing future programs that are more inclusive, better structured, and more responsive to the diverse needs of participants, ensuring the sustainability and impact of the project in its next stages.
6. What is your plan to share your project learnings and results with other community members? If you have already done it, describe how. (required)
To ensure that our project learnings and results are shared widely with other community members, we have implemented several approaches during and after the activities. Throughout the program, we provided a space for participants to share reflections, impressions, and messages through digital platforms such as WhatsApp groups. We also distributed documentation, including photos, videos, and testimonials, through publicly accessible drive folders and social media channels. This helped participants revisit the learning materials, share them with their networks, and build a sense of collective ownership of the project outcomes.
Beyond that, we are committed to sharing our learnings with communities and partners outside the village. By engaging broader networks, we aim to encourage the adoption of simple circular economy models, particularly in the establishment of an effective organic waste bank system. These learnings will also be carried forward through the ANG Green Community in collaboration with Lingkar Sosial Indonesia, allowing the knowledge and methods developed in this project to be adapted and implemented in different regions.
From the activities in Malang, especially with disability groups, we gained valuable insights on accessibility and inclusive training design. We plan to document these findings more systematically and share them with Wikimedia communities, disability advocacy groups, and related partners. This includes highlighting practical adjustments such as the use of PDF materials for blind participants, the importance of audio and caption tools like Hear Me for deaf contributors, and observations regarding Wikipedia’s interface challenges for screen-reader users. We hope that by sharing these experiences, other communities can better prepare inclusive training modules and advocate for improved accessibility features within Wikimedia platforms.
In the future, we also plan to compile these project learnings into easily accessible formats, such as articles, training guides, or short reports, that can be published on Wikimedia Commons, community forums, and our partner channels. Through these efforts, we aim to ensure that the knowledge generated from this project not only benefits the original participants but also contributes to broader conversations on sustainability, inclusivity, and community-driven knowledge sharing within and beyond the Wikimedia movement.
Part 3: Metrics
7. Wikimedia Metrics results. (required)
In your application, you set some Wikimedia targets in numbers (Wikimedia metrics). In this section, you will describe the achieved results and provide links to the tools used.
| Target | Results | Comments and tools used | |
|---|---|---|---|
| Number of participants | 30 | 92 | |
| Number of editors | 4 | 4 | |
| Number of organizers | 3 | 13 |
| Wikimedia project | Target | Result - Number of created pages | Result - Number of improved pages |
|---|---|---|---|
| Wikipedia | 15 | 21 | 18 |
| Wikimedia Commons | 60 | 155 | 155 |
| Wikidata | |||
| Wiktionary | |||
| Wikisource | |||
| Wikimedia Incubator | |||
| Translatewiki | |||
| MediaWiki | |||
| Wikiquote | |||
| Wikivoyage | |||
| Wikibooks | 3 | 3 | 3 |
| Wikiversity | |||
| Wikinews | |||
| Wikispecies | |||
| Wikifunctions or Abstract Wikipedia |
8. Other Metrics results.
In your proposal, you could also set Other Metrics targets. Please describe the achieved results and provide links to the tools used if you set Other Metrics in your application.
| Other Metrics name | Metrics Description | Target | Result | Tools and comments |
|---|---|---|---|---|
9. Did you have any difficulties collecting data to measure your results? (required)
No
9.1. Please state what difficulties you had. How do you hope to overcome these challenges in the future? Do you have any recommendations for the Foundation to support you in addressing these challenges? (required)
Part 4: Financial reporting
[edit]10. Please state the total amount spent in your local currency. (required)
80695209
11. Please state the total amount spent in US dollars. (required)
4830.6
12. Report the funds spent in the currency of your fund. (required)
Provide the link to the financial report Financial report: https://docs.google.com/spreadsheets/d/16KPuCecsooxxehCgOikgWn7_r6zY7TP83vSps5XvCm8/edit?gid=867803858#gid=867803858
12.2. If you have not already done so in your financial spending report, please provide information on changes in the budget in relation to your original proposal. (optional)
The remaining budget of Rp. 163,791.00 is allocated as waste savings for village mothers who are interested in joining in developing the project in the near future.
13. Do you have any unspent funds from the Fund?
No
13.1. Please list the amount and currency you did not use and explain why.
N/A
13.2. What are you planning to do with the underspent funds?
N/A
13.3. Please provide details of hope to spend these funds.
N/A
14.1. Are you in compliance with the terms outlined in the fund agreement?
No
14.2. Are you in compliance with all applicable laws and regulations as outlined in the grant agreement?
No
14.3. Are you in compliance with provisions of the United States Internal Revenue Code (“Code”), and with relevant tax laws and regulations restricting the use of the Funds as outlined in the grant agreement? In summary, this is to confirm that the funds were used in alignment with the WMF mission and for charitable/nonprofit/educational purposes.
No
15. If you have additional recommendations or reflections that don’t fit into the above sections, please write them here. (optional)
Programs aimed at people with disabilities, especially in content development, will be more aligned and easier if directed toward Wikibooks or Wikimedia Commons, and adjusted to the interests of the participants who attend.