S3.C21.The Bali Awakening: A Bootcamp Prep 10 Teachers - 10 Ambassadors and a 100 Students
Real Life Discussion - Documentary
Chapter 1: The Call That Sparked a Movement
The morning sunlight filtered softly through the trees in Singaraja as Mr. Putu sipped his coffee, thinking about the upcoming school semester. The peaceful moment was interrupted by the buzz of his phone. A video call flashed on the screen — it was David from Fundamental Decisions.
David smiled. “To awaken young minds. We want students to lead, teachers to guide, and the whole community to connect. But we need your full collaboration: ten trained teachers, ten student ambassadors, and an expo event to close it all.”
Mr. Putu glanced at his calendar — August was only three months away.
“Let’s talk,” he said, setting down his cup. Something big was taking shape.
Chapter 1: Building the Ecosystem
DAV79 gathered the international team on a group call.
“Alright, team, let’s look at the big picture. Our goal is to build a resilient learning ecosystem — where schools, teachers, parents, and students work together. We don’t believe in a one-size-fits-all global solution. Every community must have its own signature. We grow locally.”
LIN91 nodded. “Yes, and Bali is no exception. We’re not here to impose an outside system — we’re here to help the local model become stronger. That starts with the bootcamp. It’s not just an event — it’s a milestone.”
DAV79 continued, “Our ecosystem around education rests on four pillars: schools, teachers, parents, and students. Each one matters. But the starting point is mindset. If we change mindset, the rest follows — skills, habits, behaviors.”
LIN91 added, “For the bootcamp, we need 10 teachers and at least 10 student ambassadors. These ambassadors already participate weekly. They’re learning to think critically, reflect, and lead. Now it’s time for them to step up.”
“Exactly,” DAV79 agreed. “They’ll run parts of the bootcamp themselves. It’s peer-to-peer leadership. They’ll influence their friends, manage activities, and showcase their learning. That’s how you strengthen the next generation — by giving them ownership.”
LIN91 smiled, “And on the last day, we’ll hold an expo. Not just a showcase — a stage. Students will present their ideas, projects, and reflections. Some might write, some draw, some pitch innovations. But every voice will be heard: ‘Here’s what I’ve built.’”
DAV79 concluded, “Meanwhile, we support teachers with tools — newsletters, automation, training, and ideation sessions. Parents get ways to engage and support their children better. When teachers improve, parents stay involved, schools get smarter — and students thrive.”
LIN91 chimed in, “We’ve seen so much potential. These students want to be entrepreneurs, designers, leaders. One even joked about opening a villa and inviting us — then turned around and said, ‘Let’s build a business together.’ That spark? That’s the start of transformation.”
The Bali team is already on the Story a Night Program since more than a year with the team and they have shown remarkable improvements. But the Boot camps was another level - totaly…. It meant that some steps were needed to bring them to that level.
The Existing stonger students on the Story a Night was going to be tested to join the Learning Space Expo - the higher level of the Global Citizen track and from there they were going to be trained to be Ambassadors.
We would need other educators and teachers to review the activity and start on with some weekly activity - including reading , commenting on the mindset documents , The good thing is that they are able to do so in their own language.
For those who could did not have access to computer or phone , may be a computer could be made available so that the students could schedule periodic handling and they could respond from logging into their profile. Team Fundamantal Decisions was already exploring this option to help out - but had to review… and this was depending on the commitment and performance of the ecosystem.
Chapter 2: Navigating Questions and Concerns
As the planning continued, practical concerns emerged.
DAV79 said seriously, “Mr. Putu, we’ll need ten teachers and ten student ambassadors. We’ll be pushing them hard — they need to be prepared.”
Mr. Putu nodded thoughtfully. “Okay.”
Putu Linda Sri Susanti raised her hand. “Is it a problem if some students don’t speak English fluently? Are they just supposed to listen and follow along? And do we need to pay any fees for this program?”
DAV79 reassured her. “Good questions, Miss Linda. No, there’s no extra cost. We focus on engagement and learning, not fees.”
Nina Widia added, “Thank you, Mr. David. I have the same concern. My students struggle with English, and we already have a busy schedule. What if they can only join sometimes? Can they catch up online later?”
DAV79 replied, “Miss Nina, we designed this to fit — just two hours a week, mostly in the evenings. It’s not an extra burden; it’s reinforcement. And yes, they can catch up online.”
Nina smiled. “Thank you, Mr. David. This program sounds wonderful. As an English teacher, I want to improve alongside my students.”
DAV79 nodded, “Yes, Miss Nina. It’s not just about language. It’s about shifting mindsets — hard work, ethics, critical thinking.”
Then Mr. Putu raised another crucial point. “In August, school days require permission from the headmaster and the local education office. In Indonesia, anything tied to government needs legal acknowledgment. We may need an official proposal.”
DAV79 responded, “Thank you, Mr. Putu. We respect the process. Could you help check local requirements so we’re prepared?”
Mr. Putu nodded, “Miss Santi, our headmaster, mentioned we’ll need a formal proposal with program dates for government approval. You can provide that, and we’ll use it as a base.”
DAV79 agreed, “Yes, that makes sense. Thank you.”
Chapter 3: Deepening the System
Silvia joined the conversation to clarify the broader system.
“Maybe I’ll explain in Bahasa,” she offered warmly. “In the Fundamental Decisions ecosystem, we focus on mindset and purpose-driven learning. Everyone — students, teachers, parents — builds the ecosystem together. It’s how we support children’s growth and prepare them for future challenges.”
She continued, “If we need more discussion sessions, we’re open. And about the proposal, yes, we’ll prepare a formal version for the local education office to ensure everything runs smoothly.”
Putu Linda shared another concern. “With schools and government regulations, we’re worried that if there’s no formal approval, it might be seen as unauthorized. If it were just a personal program, maybe only parental consent is needed. But because it involves schools, we need official approval.”
Silvia nodded, “Thank you, Miss Linda. Yes, we understand. I’ll bring this to the FD team and work on the proposal.”
Then Nina spoke up again. “I’m new but eager to join. I want my students involved, but we face challenges. Can you explain simply: how many participants, what activities, how long, and what are the benefits? I know it’s valuable, but I need to explain it clearly to my students.”
Silvia smiled, “Thank you, Miss Nina. The Learning Space program has both online and offline parts. Online: Thursday Story Nights, Saturday advanced Expo sessions. Kids can join in a playful, low-pressure way. Offline: the bootcamp, maybe once or twice a year. It’s voluntary, no cost, but it needs commitment. If the children are serious, we’ll train them consistently.”
Nina admitted, “I feel unsure because my students struggle with English and might not stay committed. What happens if they drop out halfway?”
Silvia reassured her, “That’s a good point, Miss Nina. We face the same in Jogja. Many kids aren’t fluent or consistent. That’s why we involve parents and teachers actively. We even have a parent community platform, Super Parents, to encourage engagement. Evening sessions mean they need family support at home. But yes, since it’s voluntary, there’s no guarantee — they join if they’re willing.”
Chapter 4: The Road Ahead
Silvia summarized, “The online sessions happen weekly, but the bootcamp is special — this is the first time we bring it to Indonesia after Jogja, and now Bali. If there are any technical bootcamp details unclear, we’re happy to clarify.”
Nina smiled softly. “Thank you, Kak Silvia. This opportunity is amazing, but the students’ commitment still worries me.”
Silvia nodded warmly, “We understand, Miss Nina. That’s why we build an ecosystem — not just for students, but involving parents and teachers. Everyone’s support is needed.”
DAV79 asked, “Sylvia, any urgent points or final thoughts we should address now?”
Silvia summarized, “We’ve covered the need for government coordination, the challenges teachers face, and how to help students stay committed even if they struggle mid-way. I think that’s all.”
Then DAV79 leaned in thoughtfully. “On the gamification side, we’re designing the program so every small achievement matters — with milestones, playful challenges, rewards, and house-based teams. Not just for students but also for teachers and parents — so everyone feels involved, motivated, and part of something bigger, with a shared purpose.”
He smiled. “It’s like how we would do it in Hanoi — a Hogwarts-style approach. It created a real sense of identity and purpose among participants. Competition drives attention, and when that’s converted into a game, it makes the competition safe and friendly. Of course, we’ll keep monitoring to make sure it stays balanced.”
As the call wrapped up, the Bali team sat quietly for a moment.
Somewhere under the Bali sky, ten students were preparing their stories. Ten teachers were preparing to be trained, ready to build and spread new ways of learning. And an entire community was on the edge of witnessing what happens when mindset meets mission. They had been doing this earlier in other schools and other countries.
Immediate Next Steps
1. Prepare Formal Proposal for Approval [LIN91 / SAHN / DAV79]
The consulting unit, Y Lab Vietnam, will draft and issue a formal proposal addressed to the school headmistress.
This document will outline the goals, timeline, activities, and expected outcomes of the Bali Bootcamp, designed to meet local education authority requirements.
The proposal will include necessary details for submission to Bali’s local education authorities for formal acknowledgment and clearance.
2. School Response and Approval Process [MS SANTI / MS LINA / MS NANI]
The school is requested to review the proposal internally and revert with its approval status within a defined timeframe.
Clear communication of the approval decision will help trigger subsequent phases of preparation.
3. Select and Upgrade Participants [LIN91 / Mr. PUTU]
Once approval is secured, the school and Y Lab team will:
Select and upgrade student members for participation in The Learning Space Expo.
Confirm and train the group of student ambassadors and teachers who will play leadership roles during the bootcamp.
4. Develop Detailed Action Plan [LIN91 / MR. PUTU / DAV79]
If the school grants approval, a detailed action plan will be chalked out, covering:
Ambassador preparation
Teacher training workshops
Pre-camp orientation
Program logistics and resource planning for the Bali Bootcamp.
5. Contingency Path if Not Approved
If the school does not approve the proposal or the local authorities do not clear the event, the organizing team will:
Explore alternative locations or cities for the bootcamp.
Continue the online program version only, focusing on virtual training and canceling on-ground plans for the Bali Bootcamp.
Details on the plan draft for the Bootcamp
Details of the Global Citizen :
PART 1
PART 2
It was truly heartening to connect with such passionate and inspiring teachers from Bali. As a fellow Indonesian working in Yogyakarta, I deeply resonate with the struggles shared: the waning commitment among students, the lack of proper learning facilities, and the fragile support systems surrounding the children. These are challenges we also face, but what gives me hope is the shared spirit we hold—this unwavering belief that we and our children deserve better. Better ways to think, to learn, and to live as compassionate, resilient human beings. What binds us is our collective dream—to see every child thrive, to make education a joyful and purposeful, empowering journey. That’s why I’m so excited to walk this path together through The Learning Space program with FD.
As we prepare for the Bali Bootcamp this August, it’s crucial that we build a strong community-based ecosystem, bringing together teachers, schools, students, and parents. To ensure long-term impact, we also need to begin engaging local government institutions formally: through well-crafted proposals and open meaningful dialogue. This collaboration will not only strengthen the initiative but create a sustainable foundation for future educational change 🌻✨