Introducing ESD to Education Community through the Development of the Mangrove Education e-Guideline: Issues and Challenges

Stien Johanna Matakupan

stien.matakupan@sampoernaeducation.ac.id

Avicennia

At present, south east Asia harbours

the largest extent of mangroves on

Earth, i.e. 4.9 million ha or nearly 35

per cent of the world’s total, with

coverage:

• along the coasts of Brunei

Darussalam (0.3 per cent of total

south east Asian area),

• Cambodia (1.3 per cent)

•Indonesia (59.8 per cent)

•Malaysia (11.7 per cent),

The largest mangrove areas in south

east Asia therefore occur in Indonesia

Mangrove Distribution

World

1980

(‘000 km2)

1990

(‘000 km2)

2000

(‘000 km2)

Perubahan tahunan

1980-90 (%)

Perubahan tahunan

1990-00 (%)

198.1 163.6 146.5 -1.9 -1.1

Data and chart: FAO

Coastal Statistic Points Indonesia Asia (excl middle

east World

Length of coastline {a} (km)

95,181 288,459 1,634,701

Area of Mangrove Forest (km2)

23,901 40,330 169,452

Number of mangrove forest protected

33% 27% 13%

Number of mangrove species

45 51 70

Earth trends

70 percent of over 7 million mangrove forests in Indonesia have been heavily

damaged and facing total destruction. In East Java has 85,00o hectare, and

13,000 hectare has been destructed ("Indonesia mangrove forests," 2010).

Mangrove Forest distribution

Supporting service

Habitats/nutrient cycle Soil formation Primary production

Provisioning service

Fuelwood Foodstuff Genetic source Medicinal plants

Regulating service - Climate regulation - Erosion control - Protection of coastal zones from storms and winds - Regulation of water cycle - Treatment of wastes and water cleaning

Cultural service

Education

Eco-tourism Landscape

Safety

-Reduced ecological

-Fresh environment

Supply of materials for local life

Health

Prevention Safe water Nutrients Energy

Observation, study, research and tourism Aesthetic value

Ecosystem services Elements related to life

Wetlands as Buffers

TIMSS 2007 RESULTS: LEVELS OF STUDENT

COGNITIVE PERFORMANCE IN MATH

100 80 60

Advanced (>625) 40 High (550-624) 20 Intermediate (475-549) 0

20 Low (400-474)

40 Under Low (<400)

60 80

100

Source: 2007 TIMSS Results

4

Lesson Content

Average percentage of problems per lesson that were applications

74 80 70

55 60 51 45 50 40

35 34 40 30

16 20 10

0

Source: Indonesia results combined with Hiebert, J. et. al., (2003), page 91

• The goal of the national education is to develop the learner’s potential to be a person who is faithful to God with excellent morals, healthy, knowledgeable, skillful, creative, independent and a responsible democratic citizen.

National Education System

• The learning process should be interactive, inspiring, enjoyable, motivating the learners to be active, creative, and independent according to their talents, interests, and development stage

National Education Standard

Regulations of Ministry of National Education No.19, 2005

• Pedagogy

• Professional

• Personality

• Social

Teachers’ Professional Competencies

• ESD as a platform for student to develop their critical thinking on environmental, social and economy issues. Thinking from different point of view, value clarifications, ethic and moral dilemma

• interdisciplinary links concept.

Feedback from the field

Teachers Continuous Professional Development

Life long learner

Professional and Networked Learning Community

Series of workshops on

Mangrove ecosystem

Respect

Care

Love

Active

participation

National and International Network

International Video Conference Program for Students

Lesson Plan/sharing

resources

Discussion Forum

Mangrove e-guideline

The Needs

National &

International school

Project

Education journal

Professional

Development

worksheets

Discussion forum

Lesson Plan

Mangrove E-Guideline

Samples

assessment

Event

News

Online course

SSE Green Teacher

Research Questions

Opportunities

• What opportunity we have to introduce mangrove education e-guideline?

Challenge

• What challenges faced by Indonesian teacher in developing mangrove education e-guideline?

Grant from UNESCO Asia Pacific and Japan Funds-in – trust

Teoritical Framework • Re-orientering Curriculum for ESD (UNESCO, 2002)

• Communities of practices . Professional communities in which teachers

share understandings about the nature of good teaching and work together to enact them provide particularly conductive settings for

learning to teach is important (Linda Darling-Hammond, 2005)

• Seven key attributes of effective professional learning community which

are: (1) student learning; (2) Shared Purpose; (3) Collaborative teamwork; (3) teacher capacity; (4) Leadership Capacity; (4) Professional development (5) Continuous learning ( Leading Student Achievement Series, 2009).

Palmer (1998) argued that the task for environmental educators in 21st century is to implement EE program that inform our students about the complexities of the environment and development issues in their own lives and provides them with opportunities to be inspired by joys, wonder and mysteries of the natural worlds and human achievement.

Palmer (1998) also emphasis the powerful influence of spiritual and aesthetic experiences; the students talked of such things as being moved by beauty and example; being hurt by injustice; being emotionally challenged by suffering and death; being aware of and reflecting on the meaning of experience, the development of insight and intuition.

Theoretical Framework

Jickling (1994) emphasis that in a rapidly changing world we must enable students to debate, evaluate, and judge for themselves the relative merits o contesting positions

Sarabhai (2000) states that infusion means using all the systems which existed, but through better awareness, through pace setting, through examples.

Model for teaching and learning in environmental education: complete planning framework (Palmer, 1998)

• Indonesia has limited resources to support teachers on Mangrove education or ESD in general

Pedagogical Implications of Mobile

Learning (Corbeil and Corbeil, 2007) Encourage learner to make meaningful connections in the learning process.

Publish their reflections or observations, facilitate learner to become investigator.

Capturing and recalling life events will assist learner in recall and collaborative reflections.

Level of participation in online discussion forum

(Scott Gould , 2010)

Subjects of the Study

• 8 Teachers of Mangrove for Life Program (South East Sulawesi, East Java and Jogjakarta

Source of Data

• Interview

• Observations

• May to October 2011

Documents

• Action Plan

• Lesson Plan

• Participation in Mangrove e-guideline

Opportunities

Indonesian Green School/ESD School Award (Adiwiyata Award)

2004: MOU of 4 Ministries

2006: Green School Award

Year 2011: 226 schools from

1350 applicants

Adiwiyata Award Initial process of embedding EE within Indonesian curricula within Sekolah Adiwiyata setting

School with Environmental Awareness and Environmental Culture

Indicators and Criteria

Development of Environmental Based Curriculum

• Monolithic and or Integrated approach; local and global issues, various teaching methods, extra curricular

Development of Participation Based Activities

• Participation based extra curricular; involvement in community based activities, partnership

Development of School Supporting Facilities

• Clean and healthy; learning resources; saving natural resources (water, electricity) and office supplies, Service quality of healthy food; waste management system

Development of School Policies Vision and mission; teaching and learning; human resources development; efforts of saving natural resources, the creation od clean and Healthy school; allocations of school budget

Adiwiyata Schools

School policies

Environmental based

Curriculum

Participation based

activities

School supporting

facilities

ESD infusion

Government Law

No. 20/2003 about educational system

No 14/2005 about teachers and lecturer, and government regulation

No 19/2005 about

Standard of academic qualification and competence of teachers.

All regulations reflect government’s commitment and concern with improving

educational quality

Teachers Continuous Professional Development

Life long learner Professional

and Networked Learning Community

The needs of

Challenge

Lack of the concept of interdisciplinary links

Various teaching methods such as role-playing, field trip and simulation, which can help pupils examine environmental decision-making and the attitudes

and values influencing these decisions, receive less emphasis from teachers

Spirit of Sharing

Challenge • Didactic and teacher-centred approaches still

predominate in lessons.

• There is a fear by the teachers that the adoption of an infusion approach might lower the pass rate of examinations, as students might not be able to make the necessary intellectual adjustment.

Challenge

National examinations has not emphasized the assessment of

• affective and psychomotor.

• high order thinking skills

• attitudes and values of concern towards the environment

• Most already participating in variety of mobile computing and communications activities at work and recreation, they were not however integrating e-learning/e-forum for their professional development.

Conclusion

• Frequent use of mobile devices doesn’t mean teachers are ready for e-learning forum

• Lack of Interdisciplinary links’ concepts

• Lesson mostly cover cognitive domain only

• Spirit of sharing

Recommendations

Professional Development for teacher should be participatory and

practice based

Professional Development in collaborations between subjects/interdisciplinary

learning

Develop the spirit of sharing

Professional Development in ICT for

engaged learning

Reorienting education in higher education (pre-

service program)

Resources to support action based activities

Skills to reorient education

Recommendations

Thank You