Dapur Siswa is an initiative within educational institutions aimed at supporting student well-being through both nutritional access and practical learning experiences. This initiative is increasingly relevant in the context of modern higher education as it not only focuses on academic achievement but also emphasizes students’ basic needs, such as adequate and balanced access to food. Generally, Dapur Siswa can be understood from two main perspectives: as a learning space and as a student welfare centre. In the learning context, Dapur Siswa functions as a practical training laboratory, particularly for students in culinary arts, hospitality, or food management programmes. Through this facility, students are able to develop skills in cooking, kitchen management, hygiene control, and food safety in a more systematic and structured environment. From a welfare perspective, Dapur Siswa serves as a food assistance centre or a facility that provides meals or basic food supplies to students in need. This initiative helps reduce the financial burden on students, especially those from low-income groups affected by the rising cost of living. Through its implementation, students are able to access essential food without having to bear high expenses. In addition, Dapur Siswa has a positive impact on students’ physical and mental well-being. Access to sufficient food helps improve concentration in learning and reduces stress caused by financial difficulties. Indirectly, it also contributes to better academic performance and greater participation in campus activities. However, the implementation of Dapur Siswa is not without challenges, such as high operational costs, maintenance requirements for facilities, and the need for effective monitoring of food distribution. Therefore, systematic planning and continuous support from institutions are essential to ensure the effectiveness of this initiative. In conclusion, Dapur Siswa represents a holistic approach that not only supports practical learning but also functions as an important welfare mechanism in ensuring the overall well-being of students within educational institutions.

The Student Affairs Division (BHEP), in collaboration with the Office of the Deputy Vice-Chancellor (Student Affairs and Alumni - HEPA), Universiti Putra Malaysia (UPM), recently conducted the Public Sector Conducive Ecosystem (EKSA) Self-Assessment and Implementation Competition. The program was designed to instill a systematic work culture and create a conducive office environment with a corporate image, aligning with the university's quality objectives. The evaluation was led by invited auditor Mr. Mohamad Cyrill bin Kamal, an Assistant Science Officer from the Faculty of Biotechnology and Biomolecular Sciences, UPM. He meticulously reviewed the EKSA implementation across various competition categories. A major highlight was the Best Zone category, which saw a spirited competition between Zon Anjung Budi and Zon Anjung Bakti. Furthermore, the Best Common Space category was evaluated, focusing on the cleanliness and organization of toilets, pantries, meeting rooms, and reading corners.