The Journey of Education for Sustainable Development in … ESD LSM inggris.pdf · 2020. 4. 1. ·...

TheJourney

ofEducationforSustainableDevelopmentinIndonesiafromNGOPerspectiveTowardsTheEndingofTheDecadeofESD(2005-2014)

Writtenby

NGOsWorkingGrouponEducationforSustainableDevelopmentinIndonesia

TheJourney


Writtenby



2014

Redactor

MohammadSaleh–BioComm,Bandung

MariaMumpuniPurboningrum-BenihMatahari,Malang

RetnoSetiyaningrum-WWFIndonesia,Jakarta

RinaKusuma–KEHATI,Jakarta

RiniR.Adriani-WWFIndonesia,Jakarta

StienJ.Matakupan–FakultasPendidikan-USBI,Jakarta

Contributor

AmaliaHamidi,Bogor

AgusSugito-HIJAUGPL,Yogyakarta

DiahR.Sulistiowati-WWFIndonesia,Jakarta

DianMuhammadTasrif-PPLHPuntondo,Takalar

EdyJuspar–STB,Makassar

HerniFriliaHastuti-PPLHBali,Denpasar

IndraHatasura–RMI,Bogor

MardikoSaputro–WYDII,Surabaya

MuhammadAdiPrasetio-K.A.K,Pontianak

Novita-WWFIndonesia,Jakarta

QodirulAini–PWEC,Malang

Editor:

IsrarArdiansyah

Design&Layout

BambangParlupi

RoyCandraYudha

Frontcoverphoto

BambangParlupi/WWFIndonesia-ESDUnit

TheJourney


Writtenby


TheJourney

ofEducationforSustainableDevelopment

inIndonesiafromNGOPerspective

TowardsTheEndingofTheDecadeofESD(2005-2014)

Writtenby


Redactor

MohammadSaleh–BioComm,Bandung

MariaMumpuniPurboningrum-BenihMatahari,Malang

RetnoSetiyaningrum-WWFIndonesia,Jakarta

RinaKusuma–KEHATI,Jakarta

RiniR.Adriani-WWFIndonesia,Jakarta

StienJ.Matakupan–FakultasPendidikan-USBI,Jakarta

Contributor

AmaliaHamidi,Bogor

AgusSugito-HIJAUGPL,Yogyakarta

DiahR.Sulistiowati-WWFIndonesia,Jakarta

DianMuhammadTasrif-PPLHPuntondo,Takalar

EdyJuspar–STB,Makassar

HerniFriliaHastuti-PPLHBali,Denpasar

IndraHatasura–RMI,Bogor

MardikoSaputro–WYDII,Surabaya

MuhammadAdiPrasetio-K.A.K,Pontianak

Novita-WWFIndonesia,Jakarta

QodirulAini–PWEC,Malang

Editor:

IsrarArdiansyah

Design&Layout

BambangParlupi

RoyCandraYudha

Frontcoverphoto

BambangParlupi/WWFIndonesia-ESDUnit

TheJourney


Writtenby


TheJourney

ofEducationforSustainableDevelopment



Writtenby


ii iiiTheJourneyofEducationforSustainableDevelopmentinIndonesiafromNGOPerspective


TheJourneyofEducationforSustainableDevelopmentinIndonesiafromNGOPerspective


TableofContents

Table-1 EducationalSystemofIndonesia

Table-2 Year2010-2012PISAscoreforIndonesia

Table-3 DESDKeyActionThemes

Table-4 ESDMainIssuesinAsiaPacific

Table-5 SampleofEntryFieldsMatrixforESDAchievementIndicators

Table-6 EightIndicatorsforESDProgramAchievement

Table-7 StatusofESDImplementationandPolicyReviewinIndonesia

Table-8 StatusofImplementationandStudyofEducationOrganizationforESDin Indonesia

Table-9 StatusofImplementationandreviewforESDCapacity ImprovementinIndonesia

Table-10 StatusofImplementationandReviewfortherolesofPrivateSector, PartnershipandDonoronESDinIndonesia

Table-11 StatusofImplementationandReviewoftheInformationSystemandESD PublicationinIndonesia

Table-12 StatusofImplementationandReviewoftheESDNetworksin Indonesia

Table-13 AchievementandLesson-Learned

ListofAcronyms

BLH

CSR

DESD

EE

ES

ESD

FGD

HIV/AIDS

ICT

JPL

KKG

KLH

KTSP

LPMP

LPTK

LSM

MKKS

MGMP

NGO

Perda

PKBM

PKLH

PusLitJakNovKemendikbud

Pu3PB

P4TK

REDD

Renstra

RPJPN

RPP

UN

UN-DESD

UU

UNESCO

BadanLingkunganHidup(LocalEnvironmentalAgency)

CorporateSocialResponsibility

DecadeofEducationforSustainableDevelopment(inIndonesia“DPPB”)

EnvironmentalEducation(inIndonesia“PLH”)

GreenSchool(SekolahBerwawasanLingkunganorSBL)

EducationforSustainableDevelopment

FocusGroupDiscussion

HumanImmunodefficiencyVirusinfection/AcquiredImmuneDefficiencySyndrome,sindrom/

InformationandCommunicationsTechnology

JaringanPendidikanLingkungan(EnvironmentalEducationNetwork)

KelompokKerjaGuru(TeacherWorkingGroup)

KementrianLingkunganHidup(MinistryofEnvironment)

KurikulumTingkatSatuanPendidikan(SchoolLevelCurriculum)

LembagaPenjaminMutuPendidikan(EducationQualityAssuranceAgency)

LembagaPendidikanTenagaKependidikanorLPTK(EducationInstitutionforEducationPersonnel)

LembagaSwadayaMasyarakat(NonGovernmentOrganizations)

MusyawarahKerjaKepalaSekolah(SecondaryPrincipalWorkingGroup)

MusyawarahGuruMataPelajaran(TeacherMeetingonEducationSubjects)

Non-GovernmentalOrganization

PeraturanDaerah(RegionalRegulation)

PusatKegiatanBelajarMasyarakat(CenterforSocietyLearningActivities)

PendidikanKependudukandanLingkunganHidup(DemographyandEnvironmentalEducation)

PusatPenelitianKebijakandanInovasipadaKementerianPendidikandanKebudayaan

(CenterforPolicyResearchandInovationofMinistryofEducationandCulture)

PendidikanuntukPerkembangan,Pengembangandan/atauPembangunanBerkelanjutan(EducationforImprovement,Developmentand/orSustainableDevelopment)

ReducingEmissionfromDeforestationinDevelopingCountries(was“ReductingEmissionfromDeforestationandDegradation”before2007COPSummitinBali)

RencanaStrategis(StrategicPlan)

RencanaPembangunanJangkaPanjangNasional(NationalLong-termDevelopmentPlans)

RencanaPelaksanaanPembelajaran(LessonPlan)

UnitedNations

TheUnitedNationsDecadeofEducationforSustainableDevelopment

UndangUndang(Law)

UnitedNationsEducational,ScientificandCulturalOrganization

ii iiiTheJourneyofEducationforSustainableDevelopmentinIndonesiafromNGOPerspective




TableofContents

Table-1 EducationalSystemofIndonesia

Table-2 Year2010-2012PISAscoreforIndonesia

Table-3 DESDKeyActionThemes

Table-4 ESDMainIssuesinAsiaPacific

Table-5 SampleofEntryFieldsMatrixforESDAchievementIndicators

Table-6 EightIndicatorsforESDProgramAchievement

Table-7 StatusofESDImplementationandPolicyReviewinIndonesia

Table-8 StatusofImplementationandStudyofEducationOrganizationforESDin Indonesia

Table-9 StatusofImplementationandreviewforESDCapacity ImprovementinIndonesia

Table-10 StatusofImplementationandReviewfortherolesofPrivateSector, PartnershipandDonoronESDinIndonesia

Table-11 StatusofImplementationandReviewoftheInformationSystemandESD PublicationinIndonesia

Table-12 StatusofImplementationandReviewoftheESDNetworksin Indonesia

Table-13 AchievementandLesson-Learned

ListofAcronyms

BLH

CSR

DESD

EE

ES

ESD

FGD

HIV/AIDS

ICT

JPL

KKG

KLH

KTSP

LPMP

LPTK

LSM

MKKS

MGMP

NGO

Perda

PKBM

PKLH

PusLitJakNovKemendikbud

Pu3PB

P4TK

REDD

Renstra

RPJPN

RPP

UN

UN-DESD

UU

UNESCO

BadanLingkunganHidup(LocalEnvironmentalAgency)

CorporateSocialResponsibility

DecadeofEducationforSustainableDevelopment(inIndonesia“DPPB”)

EnvironmentalEducation(inIndonesia“PLH”)

GreenSchool(SekolahBerwawasanLingkunganorSBL)

EducationforSustainableDevelopment

FocusGroupDiscussion

HumanImmunodefficiencyVirusinfection/AcquiredImmuneDefficiencySyndrome,sindrom/

InformationandCommunicationsTechnology

JaringanPendidikanLingkungan(EnvironmentalEducationNetwork)

KelompokKerjaGuru(TeacherWorkingGroup)

KementrianLingkunganHidup(MinistryofEnvironment)

KurikulumTingkatSatuanPendidikan(SchoolLevelCurriculum)

LembagaPenjaminMutuPendidikan(EducationQualityAssuranceAgency)

LembagaPendidikanTenagaKependidikanorLPTK(EducationInstitutionforEducationPersonnel)

LembagaSwadayaMasyarakat(NonGovernmentOrganizations)

MusyawarahKerjaKepalaSekolah(SecondaryPrincipalWorkingGroup)

MusyawarahGuruMataPelajaran(TeacherMeetingonEducationSubjects)

Non-GovernmentalOrganization

PeraturanDaerah(RegionalRegulation)

PusatKegiatanBelajarMasyarakat(CenterforSocietyLearningActivities)

PendidikanKependudukandanLingkunganHidup(DemographyandEnvironmentalEducation)

PusatPenelitianKebijakandanInovasipadaKementerianPendidikandanKebudayaan

(CenterforPolicyResearchandInovationofMinistryofEducationandCulture)

PendidikanuntukPerkembangan,Pengembangandan/atauPembangunanBerkelanjutan(EducationforImprovement,Developmentand/orSustainableDevelopment)

ReducingEmissionfromDeforestationinDevelopingCountries(was“ReductingEmissionfromDeforestationandDegradation”before2007COPSummitinBali)

RencanaStrategis(StrategicPlan)

RencanaPembangunanJangkaPanjangNasional(NationalLong-termDevelopmentPlans)

RencanaPelaksanaanPembelajaran(LessonPlan)

UnitedNations

TheUnitedNationsDecadeofEducationforSustainableDevelopment

UndangUndang(Law)

UnitedNationsEducational,ScientificandCulturalOrganization

BehindtheScene

“TheJourneyofEducationforSustainable

DevelopmentinIndonesiafromNGOPerspective”

RepublicofIndonesiaisoneofthemostpopulousnationsintheworldwithapopulationof235

million(2013).ItshugeareaofthelandandseaterritoryhasalsoputIndonesiaintheworld's20

largestcountries.

Indonesianlandscapeconsistingofocean,islands,andmountains,initsdevelopmentovertimeshas

generatedalotofimpact.Someoftheimpactsarepositiveandsomeothersarelesspositivethatcan

impactonthegapsofthelivesofmostpeople.Theseconditionsprovidespacefornon-governmental

organizations(NGOs)toplayitsroleinagrassrootsmovementtoandfromthecommunityinorder

toachieveabetterandsustainablelivelihood.

Inafairlylongjourney,anumberofNGOsinsomeareasbuildspartnershipwiththegovernmentin

theirrespectiveareasaswellasotherrelatedparties.Ingeneral,thepresenceofNGOsinsocietyand

governmentisacceptedandacknowledgedforitspositiveimpactandresults.

Inthedevelopmentandimplementationofeducationforsustainabledevelopmentprogramoralso

knownasESD,anumberofstakeholdersincludingcivilsocietyorganizations/NGOsalsoplayan

importantrole.

TowardstheendofUnitedNationsDecadeofESD](2005-2014),asproclaimedbyUNESCOnearly

tenyearsago,anumberofESDdrivingforce/NGOactivistsstirredtoseetheextenttowhichESDis

known,understood,andimplementedinIndonesia.ThejourneyofESDprogramsinIndonesiaand

theNGOassistanceneedstoberecordedanddocumentedasaninputandasthelearningsource.It

setoffthemakingof"TheJourneyofEducationforSustainableDevelopmentinIndonesiafromNGO

Perspective".ThisreportisintendedtoprovideinformationontheimplementationofESDinvarious

formsandinterpretationsatthefieldlevelinanumberofregionsinIndonesia.

Inordertogatherthesupportingdataforthisreport,inthesecondsemesteroftheyear2012,several

NGOsconductedFocusGroupDiscussion(FGD)insevencitiespartneringwithteachers,principals,

DepartmentofNationalEducation,Local ,andotherNGOs.AtthenationalEnvironmentalAgency

level,inDecember2012,IndonesianNetworkingofESDandWorldWideFund(WWF)Indonesia

conductedanESDPolicyWorkshopattendedby150peoplewhorepresentedthegovernmentin

nationallevelandorprovinceanddistrictlevel,theprincipalsasdecision-makersinschoolsanda

numberofpartnerprograms.ThisESDPolicyWorkshopbecamethestartingpointofaformationfor

theworkinggroup:SocializationofRecommendationsofESDPolicyWorkshopResultsandReport

for“TheJourneyofEducationforSustainableDevelopmentinIndonesiafromNGOPerspective"

1TheJourneyofEducationforSustainableDevelopment


TowardsTheEndingofTheDecadeofESD(2005-2014)ivTheJourneyofEducationforSustainableDevelopmentinIndonesiafromNGOPerspective


Contents

ListofAcronyms........................................................................................................................................................................................

TableofContents.......................................................................................................................................................................................

BehindtheScene“TheJourneyofEducationforSustainableDevelopmentinIndonesia fromNGOPerspective”....................................................................................................................................

IndonesiaandChallengesofEducationforSustainableDevelopment................................................................................

ChapterI. Introduction.................................................................................................................................................................

HistoryofDevelopmentofEnvironmentalandSustainableDevelopmentEducationin Indonesia......................................................................................................................................................................

ChapterII. LegalBasisofESD.....................................................................................................................................................

ChapterIII. ESDImplementationStatusinSeveralRegionsinIndonesia...................................................................

TheAppliedAchievementIndicatorandItsJustification..........................................................................

StatusofESDImplementationinSomeAreasDistribution.......................................................................

ChapterIV. AchievementandLessonLearnedonESDinIndonesia............................................................................

ChapterV. GeneralConclusionsandRecomendation

Reference.....................................................................................................................................................................................................

Attachment-1:ESDLegalBasis...........................................................................................................................................................

Attachment-2:UmbrellaPolicyLawforESDinSeveralRegions............................................................................................

Attachment-3:AssistedSchoolsinIndonesia..............................................................................................................................

Attachment-4:ESD-relatedActivitiesfromSeveralNGOsinIndonesia...........................................................................

Attachment-5:CompilationodDataAnalysiszActivities.......................................................................................................

Attachment-6:ProfileofNGOsWorkingGroupforESDinIndonesia.................................................................................

iii

ii

1

2

6

9

11

13

13

15

29

32

35

37

40

46

47

48

50

BehindtheScene

“TheJourneyofEducationforSustainable

DevelopmentinIndonesiafromNGOPerspective”

RepublicofIndonesiaisoneofthemostpopulousnationsintheworldwithapopulationof235

million(2013).ItshugeareaofthelandandseaterritoryhasalsoputIndonesiaintheworld's20

largestcountries.

Indonesianlandscapeconsistingofocean,islands,andmountains,initsdevelopmentovertimeshas

generatedalotofimpact.Someoftheimpactsarepositiveandsomeothersarelesspositivethatcan

impactonthegapsofthelivesofmostpeople.Theseconditionsprovidespacefornon-governmental

organizations(NGOs)toplayitsroleinagrassrootsmovementtoandfromthecommunityinorder

toachieveabetterandsustainablelivelihood.

Inafairlylongjourney,anumberofNGOsinsomeareasbuildspartnershipwiththegovernmentin

theirrespectiveareasaswellasotherrelatedparties.Ingeneral,thepresenceofNGOsinsocietyand

governmentisacceptedandacknowledgedforitspositiveimpactandresults.

Inthedevelopmentandimplementationofeducationforsustainabledevelopmentprogramoralso

knownasESD,anumberofstakeholdersincludingcivilsocietyorganizations/NGOsalsoplayan

importantrole.

TowardstheendofUnitedNationsDecadeofESD](2005-2014),asproclaimedbyUNESCOnearly

tenyearsago,anumberofESDdrivingforce/NGOactivistsstirredtoseetheextenttowhichESDis

known,understood,andimplementedinIndonesia.ThejourneyofESDprogramsinIndonesiaand

theNGOassistanceneedstoberecordedanddocumentedasaninputandasthelearningsource.It

setoffthemakingof"TheJourneyofEducationforSustainableDevelopmentinIndonesiafromNGO

Perspective".ThisreportisintendedtoprovideinformationontheimplementationofESDinvarious

formsandinterpretationsatthefieldlevelinanumberofregionsinIndonesia.

Inordertogatherthesupportingdataforthisreport,inthesecondsemesteroftheyear2012,several

NGOsconductedFocusGroupDiscussion(FGD)insevencitiespartneringwithteachers,principals,

DepartmentofNationalEducation,Local ,andotherNGOs.AtthenationalEnvironmentalAgency

level,inDecember2012,IndonesianNetworkingofESDandWorldWideFund(WWF)Indonesia

conductedanESDPolicyWorkshopattendedby150peoplewhorepresentedthegovernmentin

nationallevelandorprovinceanddistrictlevel,theprincipalsasdecision-makersinschoolsanda

numberofpartnerprograms.ThisESDPolicyWorkshopbecamethestartingpointofaformationfor

theworkinggroup:SocializationofRecommendationsofESDPolicyWorkshopResultsandReport

for“TheJourneyofEducationforSustainableDevelopmentinIndonesiafromNGOPerspective"



TowardsTheEndingofTheDecadeofESD(2005-2014)ivTheJourneyofEducationforSustainableDevelopmentinIndonesiafromNGOPerspective


Contents

ListofAcronyms........................................................................................................................................................................................

TableofContents.......................................................................................................................................................................................

BehindtheScene“TheJourneyofEducationforSustainableDevelopmentinIndonesia fromNGOPerspective”....................................................................................................................................

IndonesiaandChallengesofEducationforSustainableDevelopment................................................................................

ChapterI. Introduction.................................................................................................................................................................

HistoryofDevelopmentofEnvironmentalandSustainableDevelopmentEducationin Indonesia......................................................................................................................................................................

ChapterII. LegalBasisofESD.....................................................................................................................................................

ChapterIII. ESDImplementationStatusinSeveralRegionsinIndonesia...................................................................

TheAppliedAchievementIndicatorandItsJustification..........................................................................

StatusofESDImplementationinSomeAreasDistribution.......................................................................

ChapterIV. AchievementandLessonLearnedonESDinIndonesia............................................................................

ChapterV. GeneralConclusionsandRecomendation

Reference.....................................................................................................................................................................................................

Attachment-1:ESDLegalBasis...........................................................................................................................................................

Attachment-2:UmbrellaPolicyLawforESDinSeveralRegions............................................................................................

Attachment-3:AssistedSchoolsinIndonesia..............................................................................................................................

Attachment-4:ESD-relatedActivitiesfromSeveralNGOsinIndonesia...........................................................................

Attachment-5:CompilationodDataAnalysiszActivities.......................................................................................................

Attachment-6:ProfileofNGOsWorkingGroupforESDinIndonesia.................................................................................

iii

ii

1

2

6

9

11

13

13

15

29

32

35

37

40

46

47

48

50

0-3

4-6

7-12

13-15

16-18

>19

toGodAlmighty,noble,healthy,educated,skillfull,creative,independentandresponsibleaswellas

democraticcitizen.Tofacilitatethisgoal,Indonesiahasavowednineyearsofcompulsoryeducation

program

DecisionforacompulsoryeducationgivesapositiveimpactonschoolenrollmentratesinIndonesia,

whichincreasedfrom94.06%in1994to97.88%in2012forchildrenaged7-12years.Forchildren

aged13-15years,thepercentagealsoincreasedfrom72.39%in1994to89.52%in2012(Central

Bureau of Statistics, 2014). Ministry of National Education andMinistry of Religious Affairs is

responsibleforthemanagementofeducationinIndonesiathroughthestructureasinTable1below:

2 3TheJourneyofEducationforSustainableDevelopmentinIndonesiafromNGOPerspective




Table-1:EducationalSystemofIndonesia

SchoolEducationOutsideSchoolEducation

Nonformal InformalAge

Pre-School:

Kindergartens,RaudatulAthfal(RA)

oranyothersimilarformsofschooling.

ElementaryEducation:st thElementary(1 to6 Grade)andMadrasah

Ibtidaiyah(MI)oranyothersimilarforms

ofschooling.

PlayGroup(KB);Child

Daycare,oranyothersimilar

groupoflearning

Educationinrelationto

lifeskills,children,young

generations,women

empowerment,literacy,

skillandjobtraining,

egalitarianism,andother

typeofcapacitybuilding

education.

Thenonformaleducation

unitconsistsof

vocationalinstitute,

traininginstitute,learning

group,centerof

communitylearning

activitiesand

assemblies,andother

similareducation.

FamilyandEnvironmental

Education

ElementaryEducation:

JuniorHighSchoolandMadrasah

Tsanawiyah(MTs),oranyothersimilar

formsofschooling.

SecondaryEducation:

HighSchool,MadrasahAliyah(MA),

VocationalSchool(SMK),danVocational

SchoolofMadrasahAliyah(MAK),orany

othersimilarformsofschooling.

HigherEducation:

Apost-secondaryschoolingcanbeformed

asacademies,instituteoftechnologies,

colleges,seminariesoruniversities.

ReligiousEducation

DistanceLearning

SpecialEducationandSpecialEducation

Services

MissionariesEducation

Photo:PPLHBali

Theworkinggroupconsistingof12NGOsandweredividedinto:1)RegionalNode,formedtoenable

researchinformationreachingalmostallareasinIndonesia;and2)Theredactionteam,responsible

for compilingandproviding thebasic theoriesand ideasonavarietyof informationaboutESD

implementationinvariousregionsinIndonesia.

National reporting framework is organized jointly between the node region and contributing

authors,whowerethenpresentedtotheESDrelevantpartiesatthecentrallevel,thecontributors

andNGOrepresentativesfromsomelocationsotherthanthenoderegion.Thisisveryimportantas

thelaststageincompletingESDNationalReportforNGO'sversion.

TheimplementationstatusandreviewofESDinthisreportwasobtainedbasedonthecollectionof

ESDbestpracticesfrom22NGOsin11regions/provincesinIndonesia.Datacollectionwithsuch

limitedtimeandresourceswillnotcopeandrepresenttheentirecountry;however,itisexpectedto

overview the implementation of ESD in Indonesia. The preparation of this report provides

contributiontothesustainabilityoftheframeworkfromtheviewpointandperspectiveoftheplayers

atthegrassrootslevelinseveralregionsinIndonesia.

IndonesiaandChallengesofSustainableDevelopment

inEducationSector

PreambleoftheConstitutionofRepublicIndonesiaYear1945mandatesthegovernmenttocarryout

anationaleducationsystemastoimprovefaithanddevotiontoGodAlmightyandnoblecharacter

thatisgovernedbyIndonesianAct.

The1945ConstitutionofRepublicofIndonesia,onitspreamble,instructsthegovernmenttoputan

effortandtohaveonenationaleducationsystemwhichimprovesfaith,faithfulnesstoGodAlmighty

aswellasthenoblebehaviorinanationruledbyLaw.Inadditiontothat,LawNo.20Year2003

regardingnationaleducationsystemalsostatesfirmlythatnationaleducationfunctionsasacapacity

buildingandcharacterbuildingthusadignifiedcivilizationinthecontextofcreatingtheintellectual

lifeofthenation,inordertodevelopthestudentpotentialtobecomeamanwithfaithandfaithfulness

0-3

4-6

7-12

13-15

16-18

>19

toGodAlmighty,noble,healthy,educated,skillfull,creative,independentandresponsibleaswellas

democraticcitizen.Tofacilitatethisgoal,Indonesiahasavowednineyearsofcompulsoryeducation

program

DecisionforacompulsoryeducationgivesapositiveimpactonschoolenrollmentratesinIndonesia,

whichincreasedfrom94.06%in1994to97.88%in2012forchildrenaged7-12years.Forchildren

aged13-15years,thepercentagealsoincreasedfrom72.39%in1994to89.52%in2012(Central

Bureau of Statistics, 2014). Ministry of National Education andMinistry of Religious Affairs is

responsibleforthemanagementofeducationinIndonesiathroughthestructureasinTable1below:





Table-1:EducationalSystemofIndonesia

SchoolEducationOutsideSchoolEducation

Nonformal InformalAge

Pre-School:

Kindergartens,RaudatulAthfal(RA)

oranyothersimilarformsofschooling.

ElementaryEducation:st thElementary(1 to6 Grade)andMadrasah

Ibtidaiyah(MI)oranyothersimilarforms

ofschooling.

PlayGroup(KB);Child

Daycare,oranyothersimilar

groupoflearning

Educationinrelationto

lifeskills,children,young

generations,women

empowerment,literacy,

skillandjobtraining,

egalitarianism,andother

typeofcapacitybuilding

education.

Thenonformaleducation

unitconsistsof

vocationalinstitute,

traininginstitute,learning

group,centerof

communitylearning

activitiesand

assemblies,andother

similareducation.

FamilyandEnvironmental

Education

ElementaryEducation:

JuniorHighSchoolandMadrasah

Tsanawiyah(MTs),oranyothersimilar

formsofschooling.

SecondaryEducation:

HighSchool,MadrasahAliyah(MA),

VocationalSchool(SMK),danVocational

SchoolofMadrasahAliyah(MAK),orany

othersimilarformsofschooling.

HigherEducation:

Apost-secondaryschoolingcanbeformed

asacademies,instituteoftechnologies,

colleges,seminariesoruniversities.

ReligiousEducation

DistanceLearning

SpecialEducationandSpecialEducation

Services

MissionariesEducation

Photo:PPLHBali

Theworkinggroupconsistingof12NGOsandweredividedinto:1)RegionalNode,formedtoenable

researchinformationreachingalmostallareasinIndonesia;and2)Theredactionteam,responsible

for compilingandproviding thebasic theoriesand ideasonavarietyof informationaboutESD

implementationinvariousregionsinIndonesia.

National reporting framework is organized jointly between the node region and contributing

authors,whowerethenpresentedtotheESDrelevantpartiesatthecentrallevel,thecontributors

andNGOrepresentativesfromsomelocationsotherthanthenoderegion.Thisisveryimportantas

thelaststageincompletingESDNationalReportforNGO'sversion.

TheimplementationstatusandreviewofESDinthisreportwasobtainedbasedonthecollectionof

ESDbestpracticesfrom22NGOsin11regions/provincesinIndonesia.Datacollectionwithsuch

limitedtimeandresourceswillnotcopeandrepresenttheentirecountry;however,itisexpectedto

overview the implementation of ESD in Indonesia. The preparation of this report provides

contributiontothesustainabilityoftheframeworkfromtheviewpointandperspectiveoftheplayers

atthegrassrootslevelinseveralregionsinIndonesia.

IndonesiaandChallengesofSustainableDevelopment

inEducationSector

PreambleoftheConstitutionofRepublicIndonesiaYear1945mandatesthegovernmenttocarryout

anationaleducationsystemastoimprovefaithanddevotiontoGodAlmightyandnoblecharacter

thatisgovernedbyIndonesianAct.

The1945ConstitutionofRepublicofIndonesia,onitspreamble,instructsthegovernmenttoputan

effortandtohaveonenationaleducationsystemwhichimprovesfaith,faithfulnesstoGodAlmighty

aswellasthenoblebehaviorinanationruledbyLaw.Inadditiontothat,LawNo.20Year2003

regardingnationaleducationsystemalsostatesfirmlythatnationaleducationfunctionsasacapacity

buildingandcharacterbuildingthusadignifiedcivilizationinthecontextofcreatingtheintellectual

lifeofthenation,inordertodevelopthestudentpotentialtobecomeamanwithfaithandfaithfulness

Photo:LembagaJARI–JuangLautLestari

Photo:YAPEKA

WorldBankJakarta(2010)citedtheresultsofHanushekandWőβmanresearch,forstudentswhoth rdhavepassedthe9 gradeor3 gradeonJuniorHigh,whichisthelastgradeof“mandatory9years

schooling”,only46%ofthestudentsthathaveagoodbasicliteracy(WorldBank,2010).

Inordertoimprovethelearningqualityandtoacceleratebetweenlearningprocessandcommunity

growthlocally,nationallyandglobally,andatthesametimeastoachievethenationaleducation

purposeandgoals,thenin2013,thegovernmenthasrevisedthenationalcurriculumandofficially

enact it through Government RegulationNo. 32 Year 2013 for the Amendment of Government

RegulationNo.19Year2005forNationalEducationStandards.

And to improve teachersquality, in2005 the government releasedLawNo. 14onTeacher and

Lecturerstatingthatteachersandlecturerareprofessionaleducatorswhoarecertifiedbyacademic

qualification,competency,educatorcertification,physicallyandspirituallyhealthy,andhavethe

capabilitytoworktowardsnationaleducationalgoals. Academicqualificationmeansforgraduate

or bachelor degree or diploma IV.While educator certificate may be obtained bymeeting the

followingrequirements:(1)Minimumbachelordegree;(2)followingtheprofessionaldevelopment

training;and(3)Teachingminimumtwenty-fourhours/week.Expectationfromthiscertification

programisby2015onlycertifiedteacherswhocanteachinIndonesia.





Tabel-2:Year2010-2012PISAscoreforIndonesia

ReadingLiteracy

MatchLiteracy

ScienceLiteracy

FieldofStudy 2000

371

367

393

2003

382

360

395

2006

393

391

393

2012

396

375

382

Asalargepopulationandvastarchipelagocountry,therearevariousconstraintsfacedbyIndonesia

initseffortstoachievenationaleducationgoals.Onesuchobstacleisthequalityofteachersand

educators.AccordingtodatafromtheMinistryofEducationandNationalCulture,thenumberof

teachersinvolvedintheprocessofformaleducationisnearly2.92millionpeople.Ofthese,theresults

ofpopulationcensusin2006showedthatonly36percentofteacherswhohaveabachelordegree,

while26percentarehighschoolgraduatesorevenlessthanthat.Knowledge,pedagogicalabilities,

and academic knowledge of Indonesian teachers has become a serious concern to the current

government.

In2004,theMinistryofNationalEducationheldacompetencytestforelementaryandsecondary

teachers to get a general idea of Indonesian teacher competence. The study shows the average

percentageofcorrectanswersforprimaryschoolteachers is38percent,whiletheaveragehigh

schoolteacherachieved,fromtwelvesubjectstestedwasonly45percent,withanaveragevalueof

Physics,Mathematics,andEconomicsis36%orless(TheWorldBankOfficeJakarta,2010).

Additionally,PISA(ProgrammeforInternationalStudentAssessment),aninternationalstudyfor15-

year-oldstudentsachievementinreadings,mathandscienceorganizedbyOECD(Organisationfor

EconomicCo-operationandDevelopment)inParis,showsthatoutcomesforIndonesianstudentsis

stillbelowaverage.Thetestsmeasurestudent'sproficiencyinimplementingproblemsinreallife.

Indonesiatakesthistestsince2000(seeIndonesiaTableScoresinPISAtests).Whencomparingthe

results with other countries' results, from year to year, Indonesia's score is always below the

internationalaveragescore(500).In2012test, Indonesiawasranked64outof65participating

countries,a littlebetter thanPeruandwellbelowneighboringcountries,suchasMalaysia(52),

Thailand(50),Vietnam(17),Singapore(2).

Photo:LembagaJARI–JuangLautLestari

Photo:YAPEKA

WorldBankJakarta(2010)citedtheresultsofHanushekandWőβmanresearch,forstudentswhoth rdhavepassedthe9 gradeor3 gradeonJuniorHigh,whichisthelastgradeof“mandatory9years

schooling”,only46%ofthestudentsthathaveagoodbasicliteracy(WorldBank,2010).

Inordertoimprovethelearningqualityandtoacceleratebetweenlearningprocessandcommunity

growthlocally,nationallyandglobally,andatthesametimeastoachievethenationaleducation

purposeandgoals,thenin2013,thegovernmenthasrevisedthenationalcurriculumandofficially

enact it through Government RegulationNo. 32 Year 2013 for the Amendment of Government

RegulationNo.19Year2005forNationalEducationStandards.

And to improve teachersquality, in2005 the government releasedLawNo. 14onTeacher and

Lecturerstatingthatteachersandlecturerareprofessionaleducatorswhoarecertifiedbyacademic

qualification,competency,educatorcertification,physicallyandspirituallyhealthy,andhavethe

capabilitytoworktowardsnationaleducationalgoals. Academicqualificationmeansforgraduate

or bachelor degree or diploma IV.While educator certificate may be obtained bymeeting the

followingrequirements:(1)Minimumbachelordegree;(2)followingtheprofessionaldevelopment

training;and(3)Teachingminimumtwenty-fourhours/week.Expectationfromthiscertification

programisby2015onlycertifiedteacherswhocanteachinIndonesia.





Tabel-2:Year2010-2012PISAscoreforIndonesia

ReadingLiteracy

MatchLiteracy

ScienceLiteracy

FieldofStudy 2000

371

367

393

2003

382

360

395

2006

393

391

393

2012

396

375

382

Asalargepopulationandvastarchipelagocountry,therearevariousconstraintsfacedbyIndonesia

initseffortstoachievenationaleducationgoals.Onesuchobstacleisthequalityofteachersand

educators.AccordingtodatafromtheMinistryofEducationandNationalCulture,thenumberof

teachersinvolvedintheprocessofformaleducationisnearly2.92millionpeople.Ofthese,theresults

ofpopulationcensusin2006showedthatonly36percentofteacherswhohaveabachelordegree,

while26percentarehighschoolgraduatesorevenlessthanthat.Knowledge,pedagogicalabilities,

and academic knowledge of Indonesian teachers has become a serious concern to the current

government.

In2004,theMinistryofNationalEducationheldacompetencytestforelementaryandsecondary

teachers to get a general idea of Indonesian teacher competence. The study shows the average

percentageofcorrectanswersforprimaryschoolteachers is38percent,whiletheaveragehigh

schoolteacherachieved,fromtwelvesubjectstestedwasonly45percent,withanaveragevalueof

Physics,Mathematics,andEconomicsis36%orless(TheWorldBankOfficeJakarta,2010).

Additionally,PISA(ProgrammeforInternationalStudentAssessment),aninternationalstudyfor15-

year-oldstudentsachievementinreadings,mathandscienceorganizedbyOECD(Organisationfor

EconomicCo-operationandDevelopment)inParis,showsthatoutcomesforIndonesianstudentsis

stillbelowaverage.Thetestsmeasurestudent'sproficiencyinimplementingproblemsinreallife.

Indonesiatakesthistestsince2000(seeIndonesiaTableScoresinPISAtests).Whencomparingthe

results with other countries' results, from year to year, Indonesia's score is always below the

internationalaveragescore(500).In2012test, Indonesiawasranked64outof65participating

countries,a littlebetter thanPeruandwellbelowneighboringcountries,suchasMalaysia(52),

Thailand(50),Vietnam(17),Singapore(2).

Chapter36ofAgenda21outliningthefollowingfourmainissuesinESD:

Promotionandimprovementofthequalityofbasiceducation

Reorientationofeducationatalllevelsforsustainabledevelopment

Increasepublicawarenessandunderstandingofsustainability

Training

ChapterI.

Introduction

“Ifyouareplanningforayear,sowrice;

Ifyouareplanningforadecade,planttrees;

Ifyouareplanningforalifetime,educatepeople.(Chineseproverbs)”

Theabovequoteillustratesclearlythecloseconnectionbetweeneducationandplanningthefuture

ofmankind.Indeed,in2002UNESCOclearlystatesthateducationinalllevelsplayaroleinforming

thefollowingday. Educationplaysaroleinprovidingindividualsandcommunitieswiththeskills,

perspectives,knowledgeandvaluestolivesustainably.

Evenso,thereisnodoubtthattheproblemsofveryfastpopulationgrowthratehaveaskedformore

spaceandnaturalresources.Globalwarming, foodcrisis,culturalconflict, theproblemofwaste,

resource conflicts, and human rights violations, generate the human life supporting systems to

becomemoreunaccommodatingtherealizationofsustainabledevelopment.DavidOrr,Professorof

environmental science at Oberlin College-USA, in his writings about the six traits of modern

educationdeclaredthatenvironmentaldamageandsocialconflictsthatoccuratthistimeduetothe

factmanypeoplearehighlyeducatedandholdsacademic

Astheenvironmentalanddevelopmentalissueshavebecomeincreasinglycomplexandneedstobe

addressedglobally, in1987theUnitedNations(UN)begantoexploretheconceptofsustainable

developmentthroughtheWorldCommissiononEnvironmentandDevelopment(WCED). WCED

producedanimportantreporttitled"OurCommonFuture"whichisalsoknownbyanothername

"Brundtland Report", referring to the name of the WCED Chairman at that time, Gro Harlem

Brundtland. For the first time, this report defines the concept of sustainable development as

"developmentthatmeetshumanneedsofthepresentwithoutcompromisingtheabilityoffuture

generationstomeettheirownneeds"WorldCommissiononEnvironmentandDevelopment,1987,p

43).

Thenin1992,theUnitedNationsheldaconferenceonEnvironmentandDevelopment(UNCED)in

RiodeJaneiro,Brazil,whichwasattendedbyrepresentativesofgovernmentsaroundtheworld,

NGOsandothercommunityorganizations.Theconferencesuccessfully formulatedan important

documentknownas"Agenda21",anactionplantoaddressglobalchallengesandglobalplanningto

facethe21stcentury.DocumentofAgenda21containsguidancetogovernmentsandcommunity

1Inhiswriting,DavidorpointoutthatmanypeoplewhohadBA,BSc,LLB,danPhDdegrees





Tabel-3.DESDKeyActionThemes

Kesetaraangender

Memajukankesehatan

Lingkungan

Pembangunanpedesaan

Keragamanbudaya

Perdamaiandankeamananumatmanusia

Urbanisasimenerapkanprinsipkelestarian

Konsumsimenerapkanprinsipkelestarian

·GenderEquality

·HealthPromotion

·Environment

·RuralDevelopment

·CulturalDiversity

·PeaceandHumanSecurity

·SustainableUrbanization

·SustainableConsumption

KeyActionThemes IndonesianTerms

organization in implementing theprinciples of sustainable development in variouspolicies and

programs.

Inchapter36ofAgenda21,itisexplicitlystatedthateducationplaysanimportantroleinachieving

sustainabledevelopment.Thisistheinitialformulationoftheconceptofeducationtosupportthe

effortstowardssustainabledevelopment.

Educationforsustainabledevelopmentisadynamicconceptthatgivesdirectiontothenewvisionof

educationworld,whichempowerspeoplefromallgroupofagestotakeresponsibilityincreatingand

enjoyingasustainablefuture.

OnDecember20,2002,theUNGeneralAssemblyissuingaconsensuswhichdefinetheyearof2005

to2014asaneducationaldecadeforsustainabledevelopmentandchooseUNESCOastheUNagency

toleadtheawarenessofthedecadeandplayanimportantroleintheimplementationofESD. ESD

implementation requires participation from government, academia, the scientific community,

teachers,NGOs,localcommunitiesandthemedia,toprovideeducationaldirectionastobringallto

thesameunderstandingthatweallhavethesamedestinyandcommitmenttoabetterfuturefor

mankindandtheplanet. TheESDDecade(DESD)haseight(8)keyactionsprovidedonTable-3

below.

Chapter36ofAgenda21outliningthefollowingfourmainissuesinESD:

Promotionandimprovementofthequalityofbasiceducation

Reorientationofeducationatalllevelsforsustainabledevelopment

Increasepublicawarenessandunderstandingofsustainability

Training

ChapterI.

Introduction

“Ifyouareplanningforayear,sowrice;

Ifyouareplanningforadecade,planttrees;

Ifyouareplanningforalifetime,educatepeople.(Chineseproverbs)”

Theabovequoteillustratesclearlythecloseconnectionbetweeneducationandplanningthefuture

ofmankind.Indeed,in2002UNESCOclearlystatesthateducationinalllevelsplayaroleinforming

thefollowingday. Educationplaysaroleinprovidingindividualsandcommunitieswiththeskills,

perspectives,knowledgeandvaluestolivesustainably.

Evenso,thereisnodoubtthattheproblemsofveryfastpopulationgrowthratehaveaskedformore

spaceandnaturalresources.Globalwarming, foodcrisis,culturalconflict, theproblemofwaste,

resource conflicts, and human rights violations, generate the human life supporting systems to

becomemoreunaccommodatingtherealizationofsustainabledevelopment.DavidOrr,Professorof

environmental science at Oberlin College-USA, in his writings about the six traits of modern

educationdeclaredthatenvironmentaldamageandsocialconflictsthatoccuratthistimeduetothe

factmanypeoplearehighlyeducatedandholdsacademic

Astheenvironmentalanddevelopmentalissueshavebecomeincreasinglycomplexandneedstobe

addressedglobally, in1987theUnitedNations(UN)begantoexploretheconceptofsustainable

developmentthroughtheWorldCommissiononEnvironmentandDevelopment(WCED). WCED

producedanimportantreporttitled"OurCommonFuture"whichisalsoknownbyanothername

"Brundtland Report", referring to the name of the WCED Chairman at that time, Gro Harlem

Brundtland. For the first time, this report defines the concept of sustainable development as

"developmentthatmeetshumanneedsofthepresentwithoutcompromisingtheabilityoffuture

generationstomeettheirownneeds"WorldCommissiononEnvironmentandDevelopment,1987,p

43).

Thenin1992,theUnitedNationsheldaconferenceonEnvironmentandDevelopment(UNCED)in

RiodeJaneiro,Brazil,whichwasattendedbyrepresentativesofgovernmentsaroundtheworld,

NGOsandothercommunityorganizations.Theconferencesuccessfully formulatedan important

documentknownas"Agenda21",anactionplantoaddressglobalchallengesandglobalplanningto

facethe21stcentury.DocumentofAgenda21containsguidancetogovernmentsandcommunity

1Inhiswriting,DavidorpointoutthatmanypeoplewhohadBA,BSc,LLB,danPhDdegrees





Tabel-3.DESDKeyActionThemes

Kesetaraangender

Memajukankesehatan

Lingkungan

Pembangunanpedesaan

Keragamanbudaya

Perdamaiandankeamananumatmanusia

Urbanisasimenerapkanprinsipkelestarian

Konsumsimenerapkanprinsipkelestarian

·GenderEquality

·HealthPromotion

·Environment

·RuralDevelopment

·CulturalDiversity

·PeaceandHumanSecurity

·SustainableUrbanization

·SustainableConsumption

KeyActionThemes IndonesianTerms

organization in implementing theprinciples of sustainable development in variouspolicies and

programs.

Inchapter36ofAgenda21,itisexplicitlystatedthateducationplaysanimportantroleinachieving

sustainabledevelopment.Thisistheinitialformulationoftheconceptofeducationtosupportthe

effortstowardssustainabledevelopment.

Educationforsustainabledevelopmentisadynamicconceptthatgivesdirectiontothenewvisionof

educationworld,whichempowerspeoplefromallgroupofagestotakeresponsibilityincreatingand

enjoyingasustainablefuture.

OnDecember20,2002,theUNGeneralAssemblyissuingaconsensuswhichdefinetheyearof2005

to2014asaneducationaldecadeforsustainabledevelopmentandchooseUNESCOastheUNagency

toleadtheawarenessofthedecadeandplayanimportantroleintheimplementationofESD. ESD

implementation requires participation from government, academia, the scientific community,

teachers,NGOs,localcommunitiesandthemedia,toprovideeducationaldirectionastobringallto

thesameunderstandingthatweallhavethesamedestinyandcommitmenttoabetterfuturefor

mankindandtheplanet. TheESDDecade(DESD)haseight(8)keyactionsprovidedonTable-3

below.

(Source:CorePPBIssuesintheAsia-Pacific(UNESCOAsiaandPacificRegionalBureauforEducation,2005b,p.4).





Asthemainstructureofthisreportdrafting,thereareeleven(11)mainissuesusedasaguidelinefor

eachorganizationtomaptheimplementation.ESDDecadeinIndonesiareferstotheUNESCOAsia

andPacificRegionalBureauforEducation(2005).TheseelevenissuesareexplainedonTabel-4

below.

TheimplementationofESDinIndonesiaconductedbyeachofstakeholderbasedonconceptand

directionprovidedbyUNESCO.Untilnow,thereisnospecificconceptrelatedtoESDdevelopmentin

Indonesiaisjointlyissuedbythestakeholders.

In2009theCenterofPolicyandInnovationResearchMinistryofEducationandCultureissuedan

ESDGuidelineforSchools. Numbersofschoolmodelswereinvolvedinthepilotproject. However,

someofNGOswhoassistedtheschoolsinseverallocationsinIndonesiafeltthattheauthoritydidnot

giveenoughsocializationforthisguideline.Insomeareas,evensomeoftheauthoritiesinchargedid

nothavecompleteknowledgefortheconceptofsustainabledevelopmentaswellasESD.

HistoryofEnvironmentalEducationandEducationforSustainable

DevelopmentinIndonesia

InIndonesia,EnvironmentalEducation(EE)wasofficiallyacknowledgedinthenational levelon

1987.At that time,EEwascarriedout inschoolsunderPKLH(DemographyandEnvironmental

Education) learningmaterials. In thepassageof time, this learningmaterial isno longer in the

curriculum.

In1990,someNGOsre-echoedthisEElessonanditjogsthememoryofPKLHLessontotheschools

andthegovernment.TheEnvironmentalEducation(EE)isdynamicallydevelopedoutsideschool

curriculum.SchoolsinthecooperationwithNGO,carryonEEactivitiesasanextracurriculumorfield

activityandconsideredasacomplimentarytoschoollearningprocess. Localandnationaltraining

activitiesandseminarsforteachersarealsodeveloping.

NGO organized almost all of EE activities for teachers as it is not well known to the district

governmentandcentralgovernment.Inthemeantime,groupofenvironmentaleducationactivities

forstudentsareflourishing,assistedbyNGO. Someoftheactivitiesincludemonitoringtherivers,

managingtheemptyland,varioussimpleresearchesatstudentlevels. Somestudentprojectsare

raisedtotheinternationallevel.

Environmental education dynamic is increasing during the establishment of Environmental

EducationNetworkorjaringanPendidikanLingkungan(JPL)initiatedmainlybyNGO,inNovember

1997 at Situ Gunung, West Java. The network was formed to accommodate the different

requirements among EE activists. The different requirements relate to the extensive areas of

Indonesia and diversity of Indonesian society. Society development in every place has several

differences,whileinfrastructureineveryregionisalsovaried.

Table-4:MainIssuesforESDDecadeinAsiaPacific

� InformationandAwareness(e.g.ecomedia,medialiteracy,ICT)

� KnowledgeSystems(e.g.learningforlocalandindigenousknowledge,integrating

traditionalandmoderntechnologies

� EnvironmentalProtectionandManagement(e.g.biodiversity,climatechange,natural

resources,conservation)

� PeaceandEquity(e.g.conflictresolution,peace,equity,appropriatedevelopment,

democracy)

� LocalContext(e.g.communitydevelopment,empowerment)

� Transformation(e.g.ruraltransformation,urbanization,sustainablehabitat,water,

sanitation,publicinfrastructure)

� Culture(e.g.diversityandintercultural/interfaithunderstanding)

� Cross-cuttingIssuesandThemes(e.g.humanrights,citizenship,genderequality,

sustainablefutures,holisticapproaches,innovation,partnerships,sustainable

production&consumption,governance)

� Health(e.g.HIV/AIDS,malaria)

� EnvironmentalEducation(e.g.integratedpestmanagement,environmentalawareness,

communityrecyclingprogrammes)

� EngagementofLeaders(e.g.professionaltrainingcourses,executive

education,partnerships,networking)

ESDCoreIssuesinAsiaPacific

(Source:CorePPBIssuesintheAsia-Pacific(UNESCOAsiaandPacificRegionalBureauforEducation,2005b,p.4).





Asthemainstructureofthisreportdrafting,thereareeleven(11)mainissuesusedasaguidelinefor

eachorganizationtomaptheimplementation.ESDDecadeinIndonesiareferstotheUNESCOAsia

andPacificRegionalBureauforEducation(2005).TheseelevenissuesareexplainedonTabel-4

below.

TheimplementationofESDinIndonesiaconductedbyeachofstakeholderbasedonconceptand

directionprovidedbyUNESCO.Untilnow,thereisnospecificconceptrelatedtoESDdevelopmentin

Indonesiaisjointlyissuedbythestakeholders.

In2009theCenterofPolicyandInnovationResearchMinistryofEducationandCultureissuedan

ESDGuidelineforSchools. Numbersofschoolmodelswereinvolvedinthepilotproject. However,

someofNGOswhoassistedtheschoolsinseverallocationsinIndonesiafeltthattheauthoritydidnot

giveenoughsocializationforthisguideline.Insomeareas,evensomeoftheauthoritiesinchargedid

nothavecompleteknowledgefortheconceptofsustainabledevelopmentaswellasESD.

HistoryofEnvironmentalEducationandEducationforSustainable

DevelopmentinIndonesia

InIndonesia,EnvironmentalEducation(EE)wasofficiallyacknowledgedinthenational levelon

1987.At that time,EEwascarriedout inschoolsunderPKLH(DemographyandEnvironmental

Education) learningmaterials. In thepassageof time, this learningmaterial isno longer in the

curriculum.

In1990,someNGOsre-echoedthisEElessonanditjogsthememoryofPKLHLessontotheschools

andthegovernment.TheEnvironmentalEducation(EE)isdynamicallydevelopedoutsideschool

curriculum.SchoolsinthecooperationwithNGO,carryonEEactivitiesasanextracurriculumorfield

activityandconsideredasacomplimentarytoschoollearningprocess. Localandnationaltraining

activitiesandseminarsforteachersarealsodeveloping.

NGO organized almost all of EE activities for teachers as it is not well known to the district

governmentandcentralgovernment.Inthemeantime,groupofenvironmentaleducationactivities

forstudentsareflourishing,assistedbyNGO. Someoftheactivitiesincludemonitoringtherivers,

managingtheemptyland,varioussimpleresearchesatstudentlevels. Somestudentprojectsare

raisedtotheinternationallevel.

Environmental education dynamic is increasing during the establishment of Environmental

EducationNetworkorjaringanPendidikanLingkungan(JPL)initiatedmainlybyNGO,inNovember

1997 at Situ Gunung, West Java. The network was formed to accommodate the different

requirements among EE activists. The different requirements relate to the extensive areas of

Indonesia and diversity of Indonesian society. Society development in every place has several

differences,whileinfrastructureineveryregionisalsovaried.

Table-4:MainIssuesforESDDecadeinAsiaPacific

� InformationandAwareness(e.g.ecomedia,medialiteracy,ICT)

� KnowledgeSystems(e.g.learningforlocalandindigenousknowledge,integrating

traditionalandmoderntechnologies

� EnvironmentalProtectionandManagement(e.g.biodiversity,climatechange,natural

resources,conservation)

� PeaceandEquity(e.g.conflictresolution,peace,equity,appropriatedevelopment,

democracy)

� LocalContext(e.g.communitydevelopment,empowerment)

� Transformation(e.g.ruraltransformation,urbanization,sustainablehabitat,water,

sanitation,publicinfrastructure)

� Culture(e.g.diversityandintercultural/interfaithunderstanding)

� Cross-cuttingIssuesandThemes(e.g.humanrights,citizenship,genderequality,

sustainablefutures,holisticapproaches,innovation,partnerships,sustainable

production&consumption,governance)

� Health(e.g.HIV/AIDS,malaria)

� EnvironmentalEducation(e.g.integratedpestmanagement,environmentalawareness,

communityrecyclingprogrammes)

� EngagementofLeaders(e.g.professionaltrainingcourses,executive

education,partnerships,networking)

ESDCoreIssuesinAsiaPacific

Photo:GPLHijau-Yogyakarta

Photo:YayasanKanopiIndonesia-Yogyakarta





MovementsetoffbyJPLproducedaconceptofEnvironmentalBasedSchool. Starting2006itwas

undersupervisionofMinistryofEnvironmentandhascurrentlyimprovedandbecomeanofficial

nationalprogramfromthegovernment.Theprogramselectsanumberofschoolsfromdifferent

regionstobeamodelandreceive"AdiwiyataSchool"predicateoraward.

AsidefromvariousinterpretationandimplementationofEEinseveralregions,AdiwiyataPogram

turnsEEintoaninterestingsubjecttotheschoolsandbeingpursuedbythem. Thisprogramalso

createsharmonybetweenNGOandgovernmentat thedistrict tocentralgovernment level, and

encouragescooperationamongrelevantgovernmentagenciesinthearea.

WhilstEEisafavoriteinIndonesia,attheinternationallevelESDhasactuallybeenimplementedat

severalschoolsinseveralcountriessincetheendof1990.Evenafterseriesofactionsstartingfrom

ESD Decade establishment in 2005, Memorandum of Understanding (MOU) for EE by the

Governmentin2005anditsrevisionin2010,ESDisstillnotgenerallyknowninIndonesia. Onlya

fewNGOswhichthenmovelocallytoimplementESDinvariousformsbasedonUNmainprinciples.

However,integrationorinterconnectednessastheUNmainprinciplesbecomesamajorchallenge

sincetheprocessofintegrationisstillathingthatisrarelydonebytheteacherinthelearningprocess

andasaresult,theapplicationofESDstillneedsmoretime.

ChapterII:

LegalBasisofESD

ESD is not a new issuewith sudden appearance in Indonesia. The UN values are shown to be

accommodatedinvariousregulations,althoughitisnotexplicitlymentionedaboutESDsetting.Part

ofthispaperwillexplainthefollowingintegrationof6ESDfoundationsintovariouslaws:

1. LifelongLearning

2. Learnerinfocus

3.HolisticApproach

4.Democraticworkmethods

5. Reflection

6.Differentperspectives

Six(6)UNfoundationsforESDhavebeenintegratedintoseverallegislations,fromConstitution,Law

aswellasregulationstomemorandumofunderstandingfromseveralministries.Astheruleoflaw

operation,thosesixUNfoundationsarealsoroledinseveraldistrictrulesandregulationsinregards

toeducation.1945ConstitutiongivesamandatetotheimplementationofESDbasedonArticle31(3),

thatsays:“Thegovernmentorganizesandimplementsanationaleducationsystem,toberegulated

bylaw,thataimsatenhancingreligiousandpiousfeelingsaswellasmoralexcellencewithaviewto

upgradingnationallife”

ThismandateisthencarriedoutnotonlybytheActNo.20Year2003onNationalEducationSystem,

butalsobytheActNo.32Year2009onProtectionandManagementoftheEnvironmentaswellasthe

ActNo.17Year2007onNationalLongTermDevelopmentPlan2005-2025.

Withthislegalbasisonthelawofnationaleducationsystem,itshowsthatESDhasbecomepartof

nationaleducationsystemand ithasalsobeen integrated in thegovernmentdevelopmentplan.

Moreover,itcanevidentlybeseenontheArticle65(2)thatESDisapriviledgetoeverybody.

“All citizens are entitled to have environtmental education, access to information, access to

participate,andequalaccessingettingtheirrightofbetterenvironmentandhealtyliving”.

The government was later generate the mandate into several operational regulations such as

MinistryofNationalEducationRegulationNo.44Year2010onAmendmentofPermendiknasNo.2

Year2010onMinistryofNationalEducationStrategicPlanYear2010-2014,RegulationofMinistry

ofNationalEducationNo.48Year2010onStrategicPlanforNationalEducationDevelopmentYear

2010-2014, and Memorandum of Understanding between State Ministry of Environment and

Ministry of National Education No. 03/MENLH/02/2010 and No. 01/II/KB/2010 regarding

EnvironmentalEducation.TheseregulationsconcerningESDcanbefoundonAttachment-1.

Photo:GPLHijau-Yogyakarta

Photo:YayasanKanopiIndonesia-Yogyakarta





MovementsetoffbyJPLproducedaconceptofEnvironmentalBasedSchool. Starting2006itwas

undersupervisionofMinistryofEnvironmentandhascurrentlyimprovedandbecomeanofficial

nationalprogramfromthegovernment.Theprogramselectsanumberofschoolsfromdifferent

regionstobeamodelandreceive"AdiwiyataSchool"predicateoraward.

AsidefromvariousinterpretationandimplementationofEEinseveralregions,AdiwiyataPogram

turnsEEintoaninterestingsubjecttotheschoolsandbeingpursuedbythem. Thisprogramalso

createsharmonybetweenNGOandgovernmentat thedistrict tocentralgovernment level, and

encouragescooperationamongrelevantgovernmentagenciesinthearea.

WhilstEEisafavoriteinIndonesia,attheinternationallevelESDhasactuallybeenimplementedat

severalschoolsinseveralcountriessincetheendof1990.Evenafterseriesofactionsstartingfrom

ESD Decade establishment in 2005, Memorandum of Understanding (MOU) for EE by the

Governmentin2005anditsrevisionin2010,ESDisstillnotgenerallyknowninIndonesia. Onlya

fewNGOswhichthenmovelocallytoimplementESDinvariousformsbasedonUNmainprinciples.

However,integrationorinterconnectednessastheUNmainprinciplesbecomesamajorchallenge

sincetheprocessofintegrationisstillathingthatisrarelydonebytheteacherinthelearningprocess

andasaresult,theapplicationofESDstillneedsmoretime.

ChapterII:

LegalBasisofESD

ESD is not a new issuewith sudden appearance in Indonesia. The UN values are shown to be

accommodatedinvariousregulations,althoughitisnotexplicitlymentionedaboutESDsetting.Part

ofthispaperwillexplainthefollowingintegrationof6ESDfoundationsintovariouslaws:

1. LifelongLearning

2. Learnerinfocus

3.HolisticApproach

4.Democraticworkmethods

5. Reflection

6.Differentperspectives

Six(6)UNfoundationsforESDhavebeenintegratedintoseverallegislations,fromConstitution,Law

aswellasregulationstomemorandumofunderstandingfromseveralministries.Astheruleoflaw

operation,thosesixUNfoundationsarealsoroledinseveraldistrictrulesandregulationsinregards

toeducation.1945ConstitutiongivesamandatetotheimplementationofESDbasedonArticle31(3),

thatsays:“Thegovernmentorganizesandimplementsanationaleducationsystem,toberegulated

bylaw,thataimsatenhancingreligiousandpiousfeelingsaswellasmoralexcellencewithaviewto

upgradingnationallife”

ThismandateisthencarriedoutnotonlybytheActNo.20Year2003onNationalEducationSystem,

butalsobytheActNo.32Year2009onProtectionandManagementoftheEnvironmentaswellasthe

ActNo.17Year2007onNationalLongTermDevelopmentPlan2005-2025.

Withthislegalbasisonthelawofnationaleducationsystem,itshowsthatESDhasbecomepartof

nationaleducationsystemand ithasalsobeen integrated in thegovernmentdevelopmentplan.

Moreover,itcanevidentlybeseenontheArticle65(2)thatESDisapriviledgetoeverybody.

“All citizens are entitled to have environtmental education, access to information, access to

participate,andequalaccessingettingtheirrightofbetterenvironmentandhealtyliving”.

The government was later generate the mandate into several operational regulations such as

MinistryofNationalEducationRegulationNo.44Year2010onAmendmentofPermendiknasNo.2

Year2010onMinistryofNationalEducationStrategicPlanYear2010-2014,RegulationofMinistry

ofNationalEducationNo.48Year2010onStrategicPlanforNationalEducationDevelopmentYear

2010-2014, and Memorandum of Understanding between State Ministry of Environment and

Ministry of National Education No. 03/MENLH/02/2010 and No. 01/II/KB/2010 regarding

EnvironmentalEducation.TheseregulationsconcerningESDcanbefoundonAttachment-1.

Photo:STB(SokolaTanpaBatas)-Sulawesi





-Providedonsection1.2.5inregardstoEducationParadigmtoDevelop,Enhanceand/orSustainableDevelopment(PUP3B)

-Providedonsection1.2.dinregardstoEducationParadigmtoDevelop,Enhanceand/orSustainableDevelopment(PUP3B)

-CanbeseenonArticle2

ChapterIII.

ESDImplementationStatusinSeveralRegionsinIndonesia

Aproperimplementationprogramcertainlyrequiresanaccurateevaluationtoolsbasedonagood

understandingontheexsitingproblems. Byusingatableofindicatorsofachievement,wecanget

informationonthestatusofESDimplementationinseveralprovincesinIndonesia.

TheAppliedAchievementIndicatorandItsJustification

ESD Table Framework of Education for Sustainable Development Toolkit (Version 2/2002) by

RosalynMcKeown,Ph.D.isusedasareferencetoobservecollectedprograms,emphasizingmoreon

ESDbasedorfocusingmoretoaparticularaspectorissue.

TodevelopaprogrambasedonESD,executantneedstoidentifytheknowledge,issues,perspectives,

skills, andvaluesof central sustainabledevelopment in their respective fieldsofenvironmental,

economic,andcommunity/social.Everythingshouldbeincludedinthecurriculumorasustainable

program.Table5showstheaspectofknowledge, issues,capabilities,perspectives,andvaluesof

thesethreeareasisessentialtodemonstratetheinteractionandrelationofcause-effectrelationship

betweenmanandnature-environment.

OncetheprogrammeetsthestandardofESDframeworkbasedontheabovetable(includesprogram

achievementfrominitialcondition,processesuntillessonlearnedfromitsapplication)theresultis

described into 8 achievement indicators using “Monitoring and Assessing Progress during the

UNDESDintheAsia-PacificRegion: AQuickGuidetoDevelopingNationalESDIndicators”. The

indicatorsarefurtherdescribedinthefollowingTable-6.

Table-5:EntryFieldsMatrixExampleforESDAchievementIndicators

INDICATORSECOLOGY

ENVIRONMENTECONOMICS SOCIAL

Knowledge

Issues

Skills

Perspective

Values

Photo:STB(SokolaTanpaBatas)-Sulawesi





-Providedonsection1.2.5inregardstoEducationParadigmtoDevelop,Enhanceand/orSustainableDevelopment(PUP3B)

-Providedonsection1.2.dinregardstoEducationParadigmtoDevelop,Enhanceand/orSustainableDevelopment(PUP3B)

-CanbeseenonArticle2

ChapterIII.

ESDImplementationStatusinSeveralRegionsinIndonesia

Aproperimplementationprogramcertainlyrequiresanaccurateevaluationtoolsbasedonagood

understandingontheexsitingproblems. Byusingatableofindicatorsofachievement,wecanget

informationonthestatusofESDimplementationinseveralprovincesinIndonesia.

TheAppliedAchievementIndicatorandItsJustification

ESD Table Framework of Education for Sustainable Development Toolkit (Version 2/2002) by

RosalynMcKeown,Ph.D.isusedasareferencetoobservecollectedprograms,emphasizingmoreon

ESDbasedorfocusingmoretoaparticularaspectorissue.

TodevelopaprogrambasedonESD,executantneedstoidentifytheknowledge,issues,perspectives,

skills, andvaluesof central sustainabledevelopment in their respective fieldsofenvironmental,

economic,andcommunity/social.Everythingshouldbeincludedinthecurriculumorasustainable

program.Table5showstheaspectofknowledge, issues,capabilities,perspectives,andvaluesof

thesethreeareasisessentialtodemonstratetheinteractionandrelationofcause-effectrelationship

betweenmanandnature-environment.

OncetheprogrammeetsthestandardofESDframeworkbasedontheabovetable(includesprogram

achievementfrominitialcondition,processesuntillessonlearnedfromitsapplication)theresultis

described into 8 achievement indicators using “Monitoring and Assessing Progress during the

UNDESDintheAsia-PacificRegion: AQuickGuidetoDevelopingNationalESDIndicators”. The

indicatorsarefurtherdescribedinthefollowingTable-6.

Table-5:EntryFieldsMatrixExampleforESDAchievementIndicators

INDICATORSECOLOGY

ENVIRONMENTECONOMICS SOCIAL

Knowledge

Issues

Skills

Perspective

Values

Table-6:EightofESDProgramAchievementIndicators

Indicator Description

BaselineGeneraldescriptionofecologicalaspect–social–economy–

ESDimplementationkeyareasbeforetheprogramisdone.

Context AsupportingsystemfortheimplementationofESD

Process ProcessesofESDActivities

Learning LessonlearnedandreflectionfromESDprocesses

Output Theresultsachievedaftertheprogram

OutcomeTransformationorimprovementthatisresultedupon

thecompletionofthewholeseriesofESDprogram

Impact ImpactresultedfromESDprogram

Performance Generaltransformationuponcompletionoftheprogram

Photo : Lembaga Konservasi - Lampung





StatusofESDImplementationinSomeAreasDistribution

ThefollowingisanNGOreviewtothestatusofESDimplementation. Thisreviewisexpectedto

become a reference for NGOs to anticipate future ESD development program in Indonesia.

GeographicaldistributionareasofESDimplementationprogramcoveredinthisreportisattached.

Table-7:StatusofImplementationandESDPolicyReviewinIndonesia

ImplementationStatus Review

ESDPolicyinIndonesia

· In national level, the Article 31 No. 3 of

1945Constitutionhasclearlyreferredto

the sustainable development and it is

further detailed on the LawNo. 17 Year

2007 about the objectives of national

educationemployment.

· Policyandnationalstrategyofsustainable

developmenthasalsobeenexposedonthe

RPJPNmissionyear2005-2025.

· Other policy document that relates to

sustainabledevelopmentareLawNo.32

Ye a r 2 0 04 r e g a rd i n g Re g i o n a l

Government,GovernmentRegulationNo.

38 regarding dissection of government

affairs between Regional and District

Governments,GovernmentRegulationNo.

19 Year 2005 regarding National

EducationStandard,LawNo.32Year2009

(article 1 paragraph 3) regarding the

p ro te c t i on and managemen t o f

environment,NationalEducationMinistry

Strategic Plan Year 2010-2014; and

MemorandumofUnderstandingbetween

State Ministry of Environment and

National Education Ministry No.

0 3 / M E N L H / 0 2 / 2 0 1 0 a n d N o .

01/II/KB/2010regardingEnvironmental

Education

· Studies conducted by the Center for Policy

Research and Educa t ion Innova t ion

(Puslitjaknov) Ministry of Education and

Culture(MoNE)regardingESDImplementation

i n I n d o n e s i a , f o u n d t h a t t h e E SD

implementation in Indonesia has not been

explicit and optimal. This is shown by

theinexistency of rules, policies, programs

which explicitly directed to implement ESD,

from the central, regional, to educational

units,inaccordancetothemandateoftheESD

Decade.

· Resulted impacts are weaknesses of the

coordinationandsynergyfromcentertoeachof

educationalunits,andreceptionweaknessesof

thestakeholdersregardingESDandsustainable

development.

· ESDtermiscommonlyknownbyenvironmental

NGOandat themoment there isnosurvey to

moni tor ESD recept ion to the non-

environmentalNGOs.

· NGOwill generally osbserve the international

progressionofitsrelevantsubject.Eventhough

NGOstaffandmembersaregenerallyawareof

thetopical issuesrelatedtotheirorganization

fieldofwork,onlyfewofthemthatpayattention

to the policy in force for such issues. For

Table-6:EightofESDProgramAchievementIndicators

Indicator Description

BaselineGeneraldescriptionofecologicalaspect–social–economy–

ESDimplementationkeyareasbeforetheprogramisdone.

Context AsupportingsystemfortheimplementationofESD

Process ProcessesofESDActivities

Learning LessonlearnedandreflectionfromESDprocesses

Output Theresultsachievedaftertheprogram

OutcomeTransformationorimprovementthatisresultedupon

thecompletionofthewholeseriesofESDprogram

Impact ImpactresultedfromESDprogram

Performance Generaltransformationuponcompletionoftheprogram

Photo : Lembaga Konservasi - Lampung





StatusofESDImplementationinSomeAreasDistribution

ThefollowingisanNGOreviewtothestatusofESDimplementation. Thisreviewisexpectedto

become a reference for NGOs to anticipate future ESD development program in Indonesia.

GeographicaldistributionareasofESDimplementationprogramcoveredinthisreportisattached.

Table-7:StatusofImplementationandESDPolicyReviewinIndonesia


ESDPolicyinIndonesia

· In national level, the Article 31 No. 3 of

1945Constitutionhasclearlyreferredto

the sustainable development and it is

further detailed on the LawNo. 17 Year

2007 about the objectives of national

educationemployment.

· Policyandnationalstrategyofsustainable

developmenthasalsobeenexposedonthe

RPJPNmissionyear2005-2025.

· Other policy document that relates to

sustainabledevelopmentareLawNo.32

Ye a r 2 0 04 r e g a rd i n g Re g i o n a l

Government,GovernmentRegulationNo.

38 regarding dissection of government

affairs between Regional and District

Governments,GovernmentRegulationNo.

19 Year 2005 regarding National

EducationStandard,LawNo.32Year2009

(article 1 paragraph 3) regarding the

p ro te c t i on and managemen t o f

environment,NationalEducationMinistry

Strategic Plan Year 2010-2014; and

MemorandumofUnderstandingbetween

State Ministry of Environment and

National Education Ministry No.

0 3 / M E N L H / 0 2 / 2 0 1 0 a n d N o .

01/II/KB/2010regardingEnvironmental

Education

· Studies conducted by the Center for Policy

Research and Educa t ion Innova t ion

(Puslitjaknov) Ministry of Education and

Culture(MoNE)regardingESDImplementation

i n I n d o n e s i a , f o u n d t h a t t h e E SD

implementation in Indonesia has not been

explicit and optimal. This is shown by

theinexistency of rules, policies, programs

which explicitly directed to implement ESD,

from the central, regional, to educational

units,inaccordancetothemandateoftheESD

Decade.

· Resulted impacts are weaknesses of the

coordinationandsynergyfromcentertoeachof

educationalunits,andreceptionweaknessesof

thestakeholdersregardingESDandsustainable

development.

· ESDtermiscommonlyknownbyenvironmental

NGOandat themoment there isnosurvey to

moni tor ESD recept ion to the non-

environmentalNGOs.

· NGOwill generally osbserve the international

progressionofitsrelevantsubject.Eventhough

NGOstaffandmembersaregenerallyawareof

thetopical issuesrelatedtotheirorganization

fieldofwork,onlyfewofthemthatpayattention

to the policy in force for such issues. For





ImplementationStatus ImplementationStatusReview Review

ESDPolicyinIndonesia ESDPolicyinIndonesia

· ThereareseveralpoliciesattheRegional

level,CityorDistrict:

o Regional Regulation of Kebumen

District No. 22 Year 2012 about

School/EducationOperation.

o RegionalRegulationofSurabayaCity

N o . 1 6 Y e a r 2 0 1 2 a b o u t

School/EducationOperation.;and/or

Regional Regulation of Badung

District No. 5 Year 2008 regarding

School/Education Operation System;

and

o Reg iona l Regu la t i on o f Eas t

Kalimantan No. 03 Year 2012

r e g a rd i n g s c h oo l / edu c a t i o n

management and operation of East

Kalimantan.

Nevertheless, not every region, city and

district in Indonesia havepolicy related to

ESD. Ussually, NGOs are not involved in

formingnorreviewinggovernment'spolicy

for ESD. NGOs' minimum knowledge for

government's policies impacted to NGOs'

interest to the existing policy and to

participateinlocalornationalpolicyreview.

example, the awareness to the existence of

MoU between Ministry of Education and

MinistryofEnvironment for environmental

education operation. NGOs are usually

more focus to the pro jec t and i t s

implementation rather than involving in a

policymatter.Tothatpoint,NGOissuggested

to increase their awareness in regards to

policymatter as to enable them to actively

participate in helping the government to

develop, execute and review the policies

relatedtoESD.

· A s t ronger coord ina t i on be tween

environmentalNGOandNGOforeducationis

alsorequiredinordertohaveanintegrated

ESDimplementation.

· NGO a c t ive p a r t i c i p a t i on t o E SD

implementation in its cooperationwith the

government can obviously be found on the

regionsthatalreadyhasESDandEEpolicies.

RegionswithESD/EEpoliciesaregenerally

moreopentopartnershipwiththeNGO.This

policyunveilstheopportunityforNGOtobe

act ively involved in several pol icy

assessments, together with the governmet.

NGOsinEastJavaandJabardanBaliaregood

examples of how policies effecting

partnershipbetweengovernmentandNGOs.

In some other regions, they have similar

policy as EastKalimantan, but do not have

any progress on par tnersh ip and

coordination between organization and

stakeholders,includingNGO,intermsofESD

implementation.

Table-7:StatusofImplementationandESDPolicyReviewinIndonesia Table-7:StatusofImplementationandESDPolicyReviewinIndonesia

· Ingeneral,localgovernmentoftheprovinces

that have sustainable development related

policy,havenotprovideafullaccesstoNGOs

to report their development activities and

facilitate them to play an active role in

supportingsustainabledevelopment.

Ingeneral,theregionalgovernment,include

provincesorthedistrict/city,doesnothave

rulesorpoliciesthatdescribespecificactivities

ofESD,butonlyintheformofactivities

management,protectionandenvironmental

education.

Table-8:StatusofImplementationandStudyofESDEducationOrganizationinIndonesia


ESDEducationalBodiesinIndonesia

· Application of ESD by NGO starts with

trainings to improve understanding of

various ESD aspects, from conceptual

level, learning methodology up tp the

wholeschoolapproach.

· ESD application for formal education

startedin2005duringthe launchingof

Adiwiyata Program by the Ministry of

Environment (KLH). In its application,

K L H , i n c o l l a b o r a t i o n w i t h

EnvironmentalEducationNetwork(JPL),

assisted10pilotschoolsinimplementing

a comprehensive approach to school

(Whole School Approach), which

· Adiwiyata Program is practically an

application of ESD. However, in its

application, Adiwiyata Program becomes a

competitionpitchtomostschools,inorderto

obtainAdiwiyataSchoolaward/title.Schools

stillbelievethatfacilitiesandinfrastructure

are the successive benchmark of that

program.

· Educators have a relatively high workload,

especiallyforteacherswhoteachmorethan

one subject, especially for primary school

level. For that reason, any additional/new

issues including ESD - will become a new

burden.

FormalEducation(refertocurriculum,managementandintegratedapproach)





ImplementationStatus ImplementationStatusReview Review

ESDPolicyinIndonesia ESDPolicyinIndonesia

· ThereareseveralpoliciesattheRegional

level,CityorDistrict:

o Regional Regulation of Kebumen

District No. 22 Year 2012 about

School/EducationOperation.

o RegionalRegulationofSurabayaCity

N o . 1 6 Y e a r 2 0 1 2 a b o u t

School/EducationOperation.;and/or

Regional Regulation of Badung

District No. 5 Year 2008 regarding

School/Education Operation System;

and

o Reg iona l Regu la t i on o f Eas t

Kalimantan No. 03 Year 2012

r e g a rd i n g s c h oo l / edu c a t i o n

management and operation of East

Kalimantan.

Nevertheless, not every region, city and

district in Indonesia havepolicy related to

ESD. Ussually, NGOs are not involved in

formingnorreviewinggovernment'spolicy

for ESD. NGOs' minimum knowledge for

government's policies impacted to NGOs'

interest to the existing policy and to

participateinlocalornationalpolicyreview.

example, the awareness to the existence of

MoU between Ministry of Education and

MinistryofEnvironment for environmental

education operation. NGOs are usually

more focus to the pro jec t and i t s

implementation rather than involving in a

policymatter.Tothatpoint,NGOissuggested

to increase their awareness in regards to

policymatter as to enable them to actively

participate in helping the government to

develop, execute and review the policies

relatedtoESD.

· A s t ronger coord ina t i on be tween

environmentalNGOandNGOforeducationis

alsorequiredinordertohaveanintegrated

ESDimplementation.

· NGO a c t ive p a r t i c i p a t i on t o E SD

implementation in its cooperationwith the

government can obviously be found on the

regionsthatalreadyhasESDandEEpolicies.

RegionswithESD/EEpoliciesaregenerally

moreopentopartnershipwiththeNGO.This

policyunveilstheopportunityforNGOtobe

act ively involved in several pol icy

assessments, together with the governmet.

NGOsinEastJavaandJabardanBaliaregood

examples of how policies effecting

partnershipbetweengovernmentandNGOs.

In some other regions, they have similar

policy as EastKalimantan, but do not have

any progress on par tnersh ip and

coordination between organization and

stakeholders,includingNGO,intermsofESD

implementation.

Table-7:StatusofImplementationandESDPolicyReviewinIndonesia Table-7:StatusofImplementationandESDPolicyReviewinIndonesia

· Ingeneral,localgovernmentoftheprovinces

that have sustainable development related

policy,havenotprovideafullaccesstoNGOs

to report their development activities and

facilitate them to play an active role in

supportingsustainabledevelopment.

Ingeneral,theregionalgovernment,include

provincesorthedistrict/city,doesnothave

rulesorpoliciesthatdescribespecificactivities

ofESD,butonlyintheformofactivities

management,protectionandenvironmental

education.




· Application of ESD by NGO starts with

trainings to improve understanding of

various ESD aspects, from conceptual

level, learning methodology up tp the

wholeschoolapproach.

· ESD application for formal education

startedin2005duringthe launchingof

Adiwiyata Program by the Ministry of

Environment (KLH). In its application,

K L H , i n c o l l a b o r a t i o n w i t h

EnvironmentalEducationNetwork(JPL),

assisted10pilotschoolsinimplementing

a comprehensive approach to school

(Whole School Approach), which

· Adiwiyata Program is practically an

application of ESD. However, in its

application, Adiwiyata Program becomes a

competitionpitchtomostschools,inorderto

obtainAdiwiyataSchoolaward/title.Schools

stillbelievethatfacilitiesandinfrastructure

are the successive benchmark of that

program.

· Educators have a relatively high workload,

especiallyforteacherswhoteachmorethan

one subject, especially for primary school

level. For that reason, any additional/new

issues including ESD - will become a new

burden.










· The successful implementation of ESD for

formaleducationinvariousplacesarestrongly

supported by capacity building programs in

the form of training, workshops, and a

comparativestudyfortheschoolcommunity

aswellasthepoliciesofstakeholders(Schools

andtheDepartmentofEducation).

· BasedonNGOs'experience,intensivesupport

isakeyfactorforasuccessfulimplementation

of ESD in formal education. Through

mentoring,motivationandcommitment,and

the monitoring and evaluation process is

carried out on a regular basis, is proven to

increasetheeffectivenessofsuchassistance.

· One o f the cha l l eng ing fac tors in

implementingESDat school is the teachers'

limited capacity and experience in the

learning-teaching process of ESD related

subject. It requires the role of Teachers

TrainingInstitutiontobroadertheapplication

ofESD,andsubsequentlyrequiringESDtobe

includedinitscurriculum.

· There is no information of progress report

fromtheAcademicandInstitutionalResearch.

· As there is insufficient learningmaterial for

t e a c h e r s a n d s t u d e n t s f o r E S D

implementation, thecomprehensionofbook

writersinordertodevelopandinternalization

ESD on the teachning materal is certainly

required.

i n c l u d e s p o l i c i e s , c u r r i c u l um ,

infrastructureandparticipatoryactivities.

Three years afterwards, these schools

receivedanIndependentAdiwiyataAwards

fromMinistryofEnvironment.

· ConceptofAdiwiyataProgramisassumed

tobeanuneasyprogramtobeunderstood

and immediately implemented to formal

education, and therefore requires

assistancies to apply comprehensive

approach exercises at school.Fairly

intensive mentoring has provided

significantchangeandsuccess.Mentoring

or assistancy process are performed

through self assessment process ,

formation of School Strategic Planning,

integration of ESD to curriculum by

integrating local contain to The Tutorial

Material as per The National Curriculum

(KTSP), arranging the environment and

improv ing s choo l s t ruc ture and

infrastructure, thus involving the

community.

· SomeuniversitiessuchastheUniversityof

Malang(UNM),SemarangStateUniversity

(UNNES), Bogor Agricultural University

(IPB),theUniversityofGajahMada(UGM),

the Policy Research Center of Ministry

EducationandCulture,andRCE(Regional

Centre of Expertise on ESD) have

conductedresearchonvariousaspectsof





NonFormalEducationplusLocalKnowledgeandCommunityParticipation

· ThesustainableprocessofESDapplicationat

theformaleducationisverydeterminedbythe

capability of its leaders, from teacher,

principal,regionsoperationalunits,Education

Division, Head of Regions, to Minister of

Education or ESD national focal point

UNESCO,whohadthecapability totranslate

ESDinaformaleducationcontext.

· Schools and community cooperation is very

important for learning and skills exchange,

andtosupportacompleteapplicationofESD.

ESD.However,resultsofthoseresearches

arenotappliedasareflectionmaterialto

improve the effectiveness of ESD

application.

NGO performs nonformal education at

various community groups as per its

respective field ofworks, such as health,

economic improvement, organic farming,

andsoon.Severalprogramsaredeveloped

as per on site requirement, which then

relate it to the vision andmission of the

organization. Therearealsoprogramsfor

childrenwhichduetocertainextentitisyet

coveredatschool. SeveralNGOperforms

informaleducationprogramforschool-age

childrenasthatprogramframeworksare

not included in the curriculum and

learningprocessesatschool.









· The successful implementation of ESD for

formaleducationinvariousplacesarestrongly

supported by capacity building programs in

the form of training, workshops, and a

comparativestudyfortheschoolcommunity

aswellasthepoliciesofstakeholders(Schools

andtheDepartmentofEducation).

· BasedonNGOs'experience,intensivesupport

isakeyfactorforasuccessfulimplementation

of ESD in formal education. Through

mentoring,motivationandcommitment,and

the monitoring and evaluation process is

carried out on a regular basis, is proven to

increasetheeffectivenessofsuchassistance.

· One o f the cha l l eng ing fac tors in

implementingESDat school is the teachers'

limited capacity and experience in the

learning-teaching process of ESD related

subject. It requires the role of Teachers

TrainingInstitutiontobroadertheapplication

ofESD,andsubsequentlyrequiringESDtobe

includedinitscurriculum.

· There is no information of progress report

fromtheAcademicandInstitutionalResearch.

· As there is insufficient learningmaterial for

t e a c h e r s a n d s t u d e n t s f o r E S D

implementation, thecomprehensionofbook

writersinordertodevelopandinternalization

ESD on the teachning materal is certainly

required.

i n c l u d e s p o l i c i e s , c u r r i c u l um ,

infrastructureandparticipatoryactivities.

Three years afterwards, these schools

receivedanIndependentAdiwiyataAwards

fromMinistryofEnvironment.

· ConceptofAdiwiyataProgramisassumed

tobeanuneasyprogramtobeunderstood

and immediately implemented to formal

education, and therefore requires

assistancies to apply comprehensive

approach exercises at school.Fairly

intensive mentoring has provided

significantchangeandsuccess.Mentoring

or assistancy process are performed

through self assessment process ,

formation of School Strategic Planning,

integration of ESD to curriculum by

integrating local contain to The Tutorial

Material as per The National Curriculum

(KTSP), arranging the environment and

improv ing s choo l s t ruc ture and

infrastructure, thus involving the

community.

· SomeuniversitiessuchastheUniversityof

Malang(UNM),SemarangStateUniversity

(UNNES), Bogor Agricultural University

(IPB),theUniversityofGajahMada(UGM),

the Policy Research Center of Ministry

EducationandCulture,andRCE(Regional

Centre of Expertise on ESD) have

conductedresearchonvariousaspectsof






· ThesustainableprocessofESDapplicationat

theformaleducationisverydeterminedbythe

capability of its leaders, from teacher,

principal,regionsoperationalunits,Education

Division, Head of Regions, to Minister of

Education or ESD national focal point

UNESCO,whohadthecapability totranslate

ESDinaformaleducationcontext.

· Schools and community cooperation is very

important for learning and skills exchange,

andtosupportacompleteapplicationofESD.

ESD.However,resultsofthoseresearches

arenotappliedasareflectionmaterialto

improve the effectiveness of ESD

application.

NGO performs nonformal education at

various community groups as per its

respective field ofworks, such as health,

economic improvement, organic farming,

andsoon.Severalprogramsaredeveloped

as per on site requirement, which then

relate it to the vision andmission of the

organization. Therearealsoprogramsfor

childrenwhichduetocertainextentitisyet

coveredatschool. SeveralNGOperforms

informaleducationprogramforschool-age

childrenasthatprogramframeworksare

not included in the curriculum and

learningprocessesatschool.





LocalIssues

Therearenumbersoflocalissuesarisein

the ESD Framework, depend on

c ommun i t y c i r c ums t an c e s a nd

geographical conditions of their living

spaceasasourceoflifeandlivelihood.

Some very specific issues such as the

coastalregionsgenerallyraisetheissueof

fresh water availability, poverty, or sea

transport that rely on wave conditions;

mountainousandforestregionsraisethe

issueoflandconversion,biodiversity,etc.;

rural and urban areas mostly raise the

issue of pollution, water quality, and

transportation.

LocalIssues

It requires several stages tomake local issues

part of the ESD concept,using the sustainable

livingframework.Thestagesare:1)explorethe

issuebasedonitsassociationwithotherareasof

socio-cultural-economic-ecological;2)lookat

local issues in a global perspective; and 3)

mapping aspects of knowledge, values, skills-

abilityandperpectiveofeachfield.

Toolsandhowtomeasuretheachievementof

program-relatedlocalissues,dependingonthe

program implementers. So theachievement is

very diverse in accordance to individual

assumptions.




NonformalEducationplusLocalKnowledgeandcommunityparticipation

CommunityParticipation

The applicationof ESD in community requires

morecomplicatedplanningthaninschool.The

diversity of character, occupation, dynamics of

life, and the socio-economic and natural

conditionsineachareainfluencetheaccuracyof

strategyandapproach.

Economics became one of the strategic

approaches to invitepeople to change theirlife

pattern to amore sustainability insight. In the

future,itisrequiredtohaveadefinitionofgreen

economy model or sustainable development

insight that is more precise and easy for the

communitytounderstand.

Continuous Involvement and collaboration

betweenthestakeholdersisanimportantthing


In general, most of the NGOs who are

doing activities with the communityare

using approaches that can increase

incomeorimprovehealthastheentrance,

andconsequentlybringapositiveeffectto

nature conservation, such as organic

farming, forest or marine conservation.

The increament of income was also

interpretedbyreducingexpenses.

NGOswho are doing activitieswith the

communityonissuesthatarenotrelated

tonatureconservationorenvironmental

education,arenotfamiliarwiththeESD

concept , although Node Regional

assumed it has ESD implication in

reference to the balance of economic-

ecological-cultural

KnowledgeandLocalCulture

Almost every region has culture and local

knowledge that is embedded to natural

conditions of the area. The activities and

local knowledge also give an impact to a

continuous living source. For example,

SubakBali,HamemayuHayuningBawono,

SedekahBumi,AdatLaot,andothers.Allof

those have been proceed before the

sustainable development concept at

internationallevel. However,theseculture

and local knowledge has slightly changed

andreplacedbymodernisation,asitisnot

tooappealingtotheyoungsters.

to be built during ESD activities with the

community.

Community development programs of the

government such as PNPM, promote the

fulfilment of community needs that can be

managedindependentlybythepeopleinthelocal

area.Thefulfilledneedsaregenerallymoretothe

public needs in physical form. Management of

this program is also depends highly on the

capabilityof localcommunityandfacilitators in

thearea.


Indonesian society has had the concept of

continuity of life and livelihood in accordance

with natural conditions and individual

approach.Theconcepthas tobe inheritedasan

applicationofESDinthecommunity,soitcanbe

meaningfultorevivelocalknowledgeandculture

whichinfacthaveapositiveimpacttothenature

andtosustainthelocalcommunity'seconomical

condition.

Local culture is a very crucialprospectiveto be

associatedandreflectedtotheconceptsraisedat

agloballevel.Thisisoneoftheapproachesthat

shouldcomeintoconsiderationtoattractyoung

peopletorespectandmaintaintheirlocalidentity

aspartofaglobalcommunity.

Local knowledge that already has a global

perspective should be widely promoted by the

media,asawaytoelevatethesenseofbelonging

and to retain the ownership of such assets of

Indonesia.









LocalIssues

Therearenumbersoflocalissuesarisein

the ESD Framework, depend on

c ommun i t y c i r c ums t an c e s a nd

geographical conditions of their living

spaceasasourceoflifeandlivelihood.

Some very specific issues such as the

coastalregionsgenerallyraisetheissueof

fresh water availability, poverty, or sea

transport that rely on wave conditions;

mountainousandforestregionsraisethe

issueoflandconversion,biodiversity,etc.;

rural and urban areas mostly raise the

issue of pollution, water quality, and

transportation.

LocalIssues

It requires several stages tomake local issues

part of the ESD concept,using the sustainable

livingframework.Thestagesare:1)explorethe

issuebasedonitsassociationwithotherareasof

socio-cultural-economic-ecological;2)lookat

local issues in a global perspective; and 3)

mapping aspects of knowledge, values, skills-

abilityandperpectiveofeachfield.

Toolsandhowtomeasuretheachievementof

program-relatedlocalissues,dependingonthe

program implementers. So theachievement is

very diverse in accordance to individual

assumptions.






The applicationof ESD in community requires

morecomplicatedplanningthaninschool.The

diversity of character, occupation, dynamics of

life, and the socio-economic and natural

conditionsineachareainfluencetheaccuracyof

strategyandapproach.

Economics became one of the strategic

approaches to invitepeople to change theirlife

pattern to amore sustainability insight. In the

future,itisrequiredtohaveadefinitionofgreen

economy model or sustainable development

insight that is more precise and easy for the

communitytounderstand.

Continuous Involvement and collaboration

betweenthestakeholdersisanimportantthing


In general, most of the NGOs who are

doing activities with the communityare

using approaches that can increase

incomeorimprovehealthastheentrance,

andconsequentlybringapositiveeffectto

nature conservation, such as organic

farming, forest or marine conservation.

The increament of income was also

interpretedbyreducingexpenses.

NGOswho are doing activitieswith the

communityonissuesthatarenotrelated

tonatureconservationorenvironmental

education,arenotfamiliarwiththeESD

concept , although Node Regional

assumed it has ESD implication in

reference to the balance of economic-

ecological-cultural


Almost every region has culture and local

knowledge that is embedded to natural

conditions of the area. The activities and

local knowledge also give an impact to a

continuous living source. For example,

SubakBali,HamemayuHayuningBawono,

SedekahBumi,AdatLaot,andothers.Allof

those have been proceed before the

sustainable development concept at

internationallevel. However,theseculture

and local knowledge has slightly changed

andreplacedbymodernisation,asitisnot

tooappealingtotheyoungsters.

to be built during ESD activities with the

community.

Community development programs of the

government such as PNPM, promote the

fulfilment of community needs that can be

managedindependentlybythepeopleinthelocal

area.Thefulfilledneedsaregenerallymoretothe

public needs in physical form. Management of

this program is also depends highly on the

capabilityof localcommunityandfacilitators in

thearea.


Indonesian society has had the concept of

continuity of life and livelihood in accordance

with natural conditions and individual

approach.Theconcepthas tobe inheritedasan

applicationofESDinthecommunity,soitcanbe

meaningfultorevivelocalknowledgeandculture

whichinfacthaveapositiveimpacttothenature

andtosustainthelocalcommunity'seconomical

condition.

Local culture is a very crucialprospectiveto be

associatedandreflectedtotheconceptsraisedat

agloballevel.Thisisoneoftheapproachesthat

shouldcomeintoconsiderationtoattractyoung

peopletorespectandmaintaintheirlocalidentity

aspartofaglobalcommunity.

Local knowledge that already has a global

perspective should be widely promoted by the

media,asawaytoelevatethesenseofbelonging

and to retain the ownership of such assets of

Indonesia.








Footnote:

CONVENTION ON THE PROTECTION AND PROMOTION OF THE DIVERSITY OF CULTURAL

EXPRESSIONS(UNESCOParis,October20,2005)remindsseveralthingsregardingcultureand

localknowledge,oneofthemistorealizethatculturaldiversitycreatesarichandvariedworld.

Tobemoreprecisethefollowingsentenceisquotedfromtheconvention:

“Beingawarethatculturaldiversitycreatesarichandvariedworld,whichincreasestherangeof

choicesandnurtureshumancapacitiesandvalues,andthereforeisamainspringforsustainable

developmentforcommunities,peoplesandnations.”

Article2.6andarticle13emphasizingcultureasacrucialpartofsustainabledevelopmentfor

presentandfuturegenerations.

Article10and11statedtheimportanceofcommunityparticipation,theroleofeducationand

publicawarenesstostrengthenthepresenceofculturaldiversityasaguaranteeofthe

sustainabilityoflifeandlivelihoods.

Table-9:ImplementationStatusandResearchforESDCapacityImprovementinIndonesia

ImplementationStatus Study

CapacityImprovement

· Application of ESD in various sectors of

educations,beginswithtraining,include

trainingfortrainers.

· Multileveltrainingmodelhasmultiplied

theESDawareness. Thistrainingisheld

by teachers/principles/UPTD in several

regions who have had the training and

givetrainingtoanotherschool.

· Inyear2010/2011EducationalQuality

· Year 2010/2011 Education Quality

Assurance Institute-Pronvicial level

(LPMP)ineachprovinceheldtrainingfor

facilitatorsandteachersinlimitedseats,

knownasEducationforEnhancementof

SustainableDevelopment(PUP3B).

· Some practitioners from Indonesia

receive a training held by several

countries such as Sweden (Ramboll),

India (CEE) and Thailand (Atkinsons

Asia)whichincreasesthecompetencyof

ESDpractitioners.

Otherthantraining,thereareseveral

comparativeactivitystudy,workshop

andseminar.Programswhichare

implementedalongbyanintensive

mentoringbringabigimpacttothe

successofESDimplementation.

· Seriousness and commitment of the

government, in this case the Ministry of

NationalEducationasafocalpointatnational

level, does not make prioritize to ESD and

therefore, the capacity of improvement

program for educators and school

practitioners could not attract enough

attention.Thisconsequentlyimpacttoalack

ofunderstandingofESD.

· Duetominimumresources(humanresources

andsupportingincome)toconductextensive

trainingforbroaderparticipantseventlyand

systematically,causingalimitedawarenessof

ESD only to thosewho have had a training.

Thisiswhycooperationwithmultipartiesis

important,includingwiththeprivatesectors.

· In order todisseminateESDawareness and

gainmoresupporttotheimplementationof

ESD,atrainingmodelthatutilizingnetworks

through capacity building activities such as

LPTK, Universities, P4TK, LPMP, NGO

networks,devoteecommunityforeducation,

isrequired.

Thecollectionofcentralizedmentoring

baselinedatahelpsthemonitoringand

evaluationprocessesthusbecomeasource

ofinformationfornetworksand

stakeholders.








Footnote:

CONVENTION ON THE PROTECTION AND PROMOTION OF THE DIVERSITY OF CULTURAL

EXPRESSIONS(UNESCOParis,October20,2005)remindsseveralthingsregardingcultureand

localknowledge,oneofthemistorealizethatculturaldiversitycreatesarichandvariedworld.

Tobemoreprecisethefollowingsentenceisquotedfromtheconvention:

“Beingawarethatculturaldiversitycreatesarichandvariedworld,whichincreasestherangeof

choicesandnurtureshumancapacitiesandvalues,andthereforeisamainspringforsustainable

developmentforcommunities,peoplesandnations.”

Article2.6andarticle13emphasizingcultureasacrucialpartofsustainabledevelopmentfor

presentandfuturegenerations.

Article10and11statedtheimportanceofcommunityparticipation,theroleofeducationand

publicawarenesstostrengthenthepresenceofculturaldiversityasaguaranteeofthe

sustainabilityoflifeandlivelihoods.

Table-9:ImplementationStatusandResearchforESDCapacityImprovementinIndonesia

ImplementationStatus Study

CapacityImprovement

· Application of ESD in various sectors of

educations,beginswithtraining,include

trainingfortrainers.

· Multileveltrainingmodelhasmultiplied

theESDawareness. Thistrainingisheld

by teachers/principles/UPTD in several

regions who have had the training and

givetrainingtoanotherschool.

· Inyear2010/2011EducationalQuality

· Year 2010/2011 Education Quality

Assurance Institute-Pronvicial level

(LPMP)ineachprovinceheldtrainingfor

facilitatorsandteachersinlimitedseats,

knownasEducationforEnhancementof

SustainableDevelopment(PUP3B).

· Some practitioners from Indonesia

receive a training held by several

countries such as Sweden (Ramboll),

India (CEE) and Thailand (Atkinsons

Asia)whichincreasesthecompetencyof

ESDpractitioners.

Otherthantraining,thereareseveral

comparativeactivitystudy,workshop

andseminar.Programswhichare

implementedalongbyanintensive

mentoringbringabigimpacttothe

successofESDimplementation.

· Seriousness and commitment of the

government, in this case the Ministry of

NationalEducationasafocalpointatnational

level, does not make prioritize to ESD and

therefore, the capacity of improvement

program for educators and school

practitioners could not attract enough

attention.Thisconsequentlyimpacttoalack

ofunderstandingofESD.

· Duetominimumresources(humanresources

andsupportingincome)toconductextensive

trainingforbroaderparticipantseventlyand

systematically,causingalimitedawarenessof

ESD only to thosewho have had a training.

Thisiswhycooperationwithmultipartiesis

important,includingwiththeprivatesectors.

· In order todisseminateESDawareness and

gainmoresupporttotheimplementationof

ESD,atrainingmodelthatutilizingnetworks

through capacity building activities such as

LPTK, Universities, P4TK, LPMP, NGO

networks,devoteecommunityforeducation,

isrequired.

Thecollectionofcentralizedmentoring

baselinedatahelpsthemonitoringand

evaluationprocessesthusbecomeasource

ofinformationfornetworksand

stakeholders.





During the last couple of years,

cooperation within NGO and related

governmentdivisionareincreasingand

it is an advantage to both parties in

achieving their own goals. The

governments include the Education

Division, Environment Division, Health

Division,MarineDivision,FoodControl,

etc.

IssueofCorporateSocialResponsibility

(CSR) triggers the company to work

together with NGO as a program

operator at site. This can optimize the

accomplishment pace of the social

welfareimprovementgoals.

Programs based on ESD concept or

SustainableDevelopmentismuchrelied

on program in i t ia tor or donor

organization.

Partnership

NGOs that are often assisting schools and

communitiesinaregionalconditionedtofind

creativestrategiesofcooperationanddivision

ofroleswithseveralstakeholders.

Substitution of personnel and related

regulationrequiresNGOtoalwaysbeprepared

withtherightstrategy.

Partnership becomes one of main ESD

principles. So when ESD becomes more

popular in Indonesia in recent years, the

partnership developed by NGO can grow

smoothly, eventhough there are still many

c h a l l e n g e s a n d o b s t a c l e s i n t h e

implementationofthepartnershipinorderto

really encourage active involvement in

accordance with their capacities and

respectiveroles.

PrivateSectorandDonor

Donor is very influential to the project

framework and activities carried out by the

recipientparty.

ISO26000Year2007describesroleofprivate

sector throughCSRProgram, in reference to

Guidance on Social Responsibility. It is

basicallytheresponsibilityofanorganization

to the effect of decision and activities on

society,which can be formed into an ethical

behavior of transportation along with the

sustainable development and community

welfare;aswellastoconsidertheexpectation

ofstakeholderswhichareinlinetotheexisting

Table-10:StatusofImplementationandReviewofTheRolesofPrivateSector,PartnershipandContributortoESDinIndonesia

Table-10:StatusofImplementationandReviewoftherolesofPrivateSector,PartnershipandContributortoESDinIndonesia

ImplementationStatus ImplementationStatusStudy Study

RoleofPrivateSector,PartnershipandContributor RoleofPrivateSector,PartnershipandContributor

law and to the norms of international behavior;

whilsttobefullyintegratedtotheorganization.

InthebeginningtheCSRprogramformsasacharity

andconductedbythecompany.Inrecentyears,itis

slightlychangebypartneringtheactivitywithNGO,

as for example, an educational or capacity

improvement programs for school and/or

community.

Programs supported by CSR need to be

independently prepared for the sustainable

program.Itisverycommonforacompanytoaltera

guidelineandaprogram.AndthisisnotonlyforCSR

programbutalsoprogramssponsoredbydonor.

Therearealsomanycompaniesmanagetheirown

CSR program without partnering with other

organization,andthiswillultimatelybeeffectingthe

organization.

Oneindicatorofthecompany'sinvolvementinthe

environmental preservation can be seen in the

PROPER program of theMinistry of Environment

which categorizes corporate responsibility to the

environmentinitsbusinessoperations.Companies

thatdevelopprogramsrelatedtoESDorSustainable

Developmentcanimprovecompany'sassessmentin

ordertogetaPROPERranking.

Sustainable Responsible Investment (SRI) Index

KEHATIisanindexthatcanbeusedbyinvestorto

invest on a company that applies Sustainable

Development and has a good Company

Management. Company who applies an ESD or

Sustainable Development related program can

elevatecompany'sassessmenttobeincludedinthe

25companiesofSRIIndexKEHATIwhicharebeing

assessedregularly.





During the last couple of years,

cooperation within NGO and related

governmentdivisionareincreasingand

it is an advantage to both parties in

achieving their own goals. The

governments include the Education

Division, Environment Division, Health

Division,MarineDivision,FoodControl,

etc.

IssueofCorporateSocialResponsibility

(CSR) triggers the company to work

together with NGO as a program

operator at site. This can optimize the

accomplishment pace of the social

welfareimprovementgoals.

Programs based on ESD concept or

SustainableDevelopmentismuchrelied

on program in i t ia tor or donor

organization.

Partnership

NGOs that are often assisting schools and

communitiesinaregionalconditionedtofind

creativestrategiesofcooperationanddivision

ofroleswithseveralstakeholders.

Substitution of personnel and related

regulationrequiresNGOtoalwaysbeprepared

withtherightstrategy.

Partnership becomes one of main ESD

principles. So when ESD becomes more

popular in Indonesia in recent years, the

partnership developed by NGO can grow

smoothly, eventhough there are still many

c h a l l e n g e s a n d o b s t a c l e s i n t h e

implementationofthepartnershipinorderto

really encourage active involvement in

accordance with their capacities and

respectiveroles.

PrivateSectorandDonor

Donor is very influential to the project

framework and activities carried out by the

recipientparty.

ISO26000Year2007describesroleofprivate

sector throughCSRProgram, in reference to

Guidance on Social Responsibility. It is

basicallytheresponsibilityofanorganization

to the effect of decision and activities on

society,which can be formed into an ethical

behavior of transportation along with the

sustainable development and community

welfare;aswellastoconsidertheexpectation

ofstakeholderswhichareinlinetotheexisting

Table-10:StatusofImplementationandReviewofTheRolesofPrivateSector,PartnershipandContributortoESDinIndonesia

Table-10:StatusofImplementationandReviewoftherolesofPrivateSector,PartnershipandContributortoESDinIndonesia


RoleofPrivateSector,PartnershipandContributor RoleofPrivateSector,PartnershipandContributor

law and to the norms of international behavior;

whilsttobefullyintegratedtotheorganization.

InthebeginningtheCSRprogramformsasacharity

andconductedbythecompany.Inrecentyears,itis

slightlychangebypartneringtheactivitywithNGO,

as for example, an educational or capacity

improvement programs for school and/or

community.

Programs supported by CSR need to be

independently prepared for the sustainable

program.Itisverycommonforacompanytoaltera

guidelineandaprogram.AndthisisnotonlyforCSR

programbutalsoprogramssponsoredbydonor.

Therearealsomanycompaniesmanagetheirown

CSR program without partnering with other

organization,andthiswillultimatelybeeffectingthe

organization.

Oneindicatorofthecompany'sinvolvementinthe

environmental preservation can be seen in the

PROPER program of theMinistry of Environment

which categorizes corporate responsibility to the

environmentinitsbusinessoperations.Companies

thatdevelopprogramsrelatedtoESDorSustainable

Developmentcanimprovecompany'sassessmentin

ordertogetaPROPERranking.

Sustainable Responsible Investment (SRI) Index

KEHATIisanindexthatcanbeusedbyinvestorto

invest on a company that applies Sustainable

Development and has a good Company

Management. Company who applies an ESD or

Sustainable Development related program can

elevatecompany'sassessmenttobeincludedinthe

25companiesofSRIIndexKEHATIwhicharebeing

assessedregularly.





Table-11:StatusofImplementationandReviewofTheInformationSystemandESD

PublicationinIndonesia



InformationSystemandPublication InformationSystemandPublication

· To date, the information/publicationmedia

for the learning process conducted by

educationpractitionersarestillconventional.

Theeducationpractitionersarestillusinga

conventional Information media or

publication in their learningprocess. They

normally use films prepared by the

supervising NGO or films given by the

education department through district

education division. These films are very

useful in the teaching-learning activities,

however, not every school have the

appropriate tools or movie players and

especiallyareaswhohad limitedsourcesof

electricity.

· Learningactivityandteachingtheobligation

toreadatthelibraryisneededtohabituateor

encourage the culture to love reading, for

studentandeducators.Generally,schooland

localcommunityhavenotoptimallyutilized

theschool'slibrary.

· Internetgoestovillageprograminitiatedby

MinistryofCommunicationandInformation

is a good starting point. However many

communications tools which have been

prepared can not be used optimum by

community.Damaging tools, the availability

ofinstrument'soperator,andthehighpriceof

credit are general factors caused this

problem.

· Althoughithasbeentherapidadvancement

of technology and media for information

· Therehavebeennumbersof filmswith

environmental themes are produced in

Indonesia.

· Schoollibrarybecomeslearninghomefor

schoolresidentsandcommunity.

· Evenso,itcannotbringastrongeffectto

i ts publ icat ion where only few

organizationorforumofsimilarfieldof

workthatknows.

· An adequate information system has

been formed as a terms of ESD

distribution program, by having an

internetprogramatthedistrict,however,

localpeopledoesnotknowhowtouseit

andtheydonothaveanoperator.

· Severalactionsandpublicationstoward

thestandardizationofESDintroductory

concepthavebeenproducedby several

organizationssuchas“Banir”Newsletter

attheHOBareas,PustakaBorneositeand

EE Book, and the formation of

Musyawarah Guru Mata Pelajaran or

MGMP (Teacher Meeting on Education

Subjects)forEE.


dissemination through publication, but

considering the lack of communications

networkespeciallyinremotearea,thenprinted

material/mediaisremainessential.

· InpromotingESD,utilizationTeacherWorking

Group (KKG) and Teacher� Meeting� on�Education� Subjects (MGMP) is consideredeffective for training and sharing among

educators.

· Makinginformationmediaandpublicationsare

generallyobtainedfrom:

· Developsolelybytheinstitution

· MassMedia

· Sharingexperiences/fromthediscussion

· Optimizingnetworkfunctions

Photo:YayasanPembangunanBerkelanjutan









InformationSystemandPublication InformationSystemandPublication

· To date, the information/publicationmedia

for the learning process conducted by

educationpractitionersarestillconventional.

Theeducationpractitionersarestillusinga

conventional Information media or

publication in their learningprocess. They

normally use films prepared by the

supervising NGO or films given by the

education department through district

education division. These films are very

useful in the teaching-learning activities,

however, not every school have the

appropriate tools or movie players and

especiallyareaswhohad limitedsourcesof

electricity.

· Learningactivityandteachingtheobligation

toreadatthelibraryisneededtohabituateor

encourage the culture to love reading, for

studentandeducators.Generally,schooland

localcommunityhavenotoptimallyutilized

theschool'slibrary.

· Internetgoestovillageprograminitiatedby

MinistryofCommunicationandInformation

is a good starting point. However many

communications tools which have been

prepared can not be used optimum by

community.Damaging tools, the availability

ofinstrument'soperator,andthehighpriceof

credit are general factors caused this

problem.

· Althoughithasbeentherapidadvancement

of technology and media for information

· Therehavebeennumbersof filmswith

environmental themes are produced in

Indonesia.

· Schoollibrarybecomeslearninghomefor

schoolresidentsandcommunity.

· Evenso,itcannotbringastrongeffectto

i ts publ icat ion where only few

organizationorforumofsimilarfieldof

workthatknows.

· An adequate information system has

been formed as a terms of ESD

distribution program, by having an

internetprogramatthedistrict,however,

localpeopledoesnotknowhowtouseit

andtheydonothaveanoperator.

· Severalactionsandpublicationstoward

thestandardizationofESDintroductory

concepthavebeenproducedby several

organizationssuchas“Banir”Newsletter

attheHOBareas,PustakaBorneositeand

EE Book, and the formation of

Musyawarah Guru Mata Pelajaran or

MGMP (Teacher Meeting on Education

Subjects)forEE.


dissemination through publication, but

considering the lack of communications

networkespeciallyinremotearea,thenprinted

material/mediaisremainessential.

· InpromotingESD,utilizationTeacherWorking

Group (KKG) and Teacher� Meeting� on�Education� Subjects (MGMP) is consideredeffective for training and sharing among

educators.

· Makinginformationmediaandpublicationsare

generallyobtainedfrom:

· Developsolelybytheinstitution

· MassMedia

· Sharingexperiences/fromthediscussion

· Optimizingnetworkfunctions

Photo:YayasanPembangunanBerkelanjutan





ChapterIV:

AchievementandLessonLearnedonESDinIndonesia

ImplementationofESDDecade(2005-2014)inIndonesiawasbeingdoneasdescribedearlierinthis

report.SeveralachievementandlessonlearnedhavebeensummarizedinTable-12tohaveabetter

understandingforthecurrentESDsituationinIndonesia.

Table-13:AchievementandESDLesson-LearnedinIndonesia

TheFiveGoalsofInternationalFrameworkUNDESDImplementationScheme

GuidelinetoESDNational

DevelopmentIndicatorinAsiaPacific

AchievementandLesson-Learned

1.Facilitatingthenetworking,exchanges

andinteractionbetweentherespected

ESDparties.

1.Facilitatingtheconnectionandnetworking,

interactionandexchangesbetweenthe

respectedESDparties.

Networking

Networkingisoneoftheeffectivetoolstoacceleratethedisseminationofinformationandincrease

thecapacityofindividualsandinstitutions.Untilnow,itstillrequirestheabilitytomanageanduse

thenetworktoamovementofeducationforsustainabledevelopment.

RoleofPrivateSectors,Partnership,Donor

Numberofpartnershipsbetweenvariouspartnersisgrowingquantitatively.Butstillneedtoimprove

the quality of engagement and role of each party in correspond to their capacity. Partnership

betweengovernment,privatesectors(CSRprogram)andNGOhavebeenstartedtogrowwithinone

ESDdecade.

TheexistencyofESDspiritorsustainabledevelopmentshalldependonthecapabilityofESDand

sustainabledevelopmentofthestakeholderswhichgreatlyaffecttotheprogram.Thismattercanbe

shownbyfactualnumbersofprivatesectorsthatareorientedtoshorttermsprogramapplication,

involving many people and covered by media, while ESD is more to a proses and pogram

sustainabilityorientation.

Ontheotherhand,properpreparation foran independentplanning inprogramsustainability is

essentialtofosteractiveinvolvementofthebeneficiaries,inordertoavoiddependencytothedonors.

FindingsindicatethatNGOsmakeasignificantcontributioninthedevelopmentofESDinIndonesia,

sointhefuturethereneedstobeanincreaseinpartnershipsbetweengovernment,privatesector,

NGOsandothercommunitygroups.

Table-12:StatusofImplementationandReviewoftheESDNetworksinIndonesia

Review

Networks

· Those networks are organized according to

each method. However, Indonesia's

differencesoninfrastructure,geographicand

cultural diversity became a barrier to a

smooth coordination and communication,

and the ability to utilize Information

Technology and Communication between

networksmembers. Thisconditionaffecting

alottothenetworkingjourney.

· In addition to that, it is required to have

capacity improvement in organizing and

operating the network. This affects the

dynamic in networking and to the

organizationsustainability.

· Communicationbetweennetworkmembers

also requires balancing the delivery of

information on the internal organization as

wellastotheadjacentareas.

· Issues-basednetworksaresodependingon

the trend of the issue, as well as the

consistency of the network members on

emergingissues.

1. There are many networks which are

formed by individual purposes, locally,

nationally,andinternationally.

2. Those networks are formed and

performedbytheeachmembers'mission

andactivityfield,suchasorganicfarming,

indigenous community, environmental

education, health, fair trade, human

rights, and also gender issue (further

detail on members of the network is

attached)

ImplementationStatus

Photo:YayasanKEHATI





ChapterIV:

AchievementandLessonLearnedonESDinIndonesia

ImplementationofESDDecade(2005-2014)inIndonesiawasbeingdoneasdescribedearlierinthis

report.SeveralachievementandlessonlearnedhavebeensummarizedinTable-12tohaveabetter

understandingforthecurrentESDsituationinIndonesia.

Table-13:AchievementandESDLesson-LearnedinIndonesia

TheFiveGoalsofInternationalFrameworkUNDESDImplementationScheme

GuidelinetoESDNational

DevelopmentIndicatorinAsiaPacific


1.Facilitatingthenetworking,exchanges

andinteractionbetweentherespected

ESDparties.

1.Facilitatingtheconnectionandnetworking,

interactionandexchangesbetweenthe

respectedESDparties.

Networking

Networkingisoneoftheeffectivetoolstoacceleratethedisseminationofinformationandincrease

thecapacityofindividualsandinstitutions.Untilnow,itstillrequirestheabilitytomanageanduse

thenetworktoamovementofeducationforsustainabledevelopment.

RoleofPrivateSectors,Partnership,Donor

Numberofpartnershipsbetweenvariouspartnersisgrowingquantitatively.Butstillneedtoimprove

the quality of engagement and role of each party in correspond to their capacity. Partnership

betweengovernment,privatesectors(CSRprogram)andNGOhavebeenstartedtogrowwithinone

ESDdecade.

TheexistencyofESDspiritorsustainabledevelopmentshalldependonthecapabilityofESDand

sustainabledevelopmentofthestakeholderswhichgreatlyaffecttotheprogram.Thismattercanbe

shownbyfactualnumbersofprivatesectorsthatareorientedtoshorttermsprogramapplication,

involving many people and covered by media, while ESD is more to a proses and pogram

sustainabilityorientation.

Ontheotherhand,properpreparation foran independentplanning inprogramsustainability is

essentialtofosteractiveinvolvementofthebeneficiaries,inordertoavoiddependencytothedonors.

FindingsindicatethatNGOsmakeasignificantcontributioninthedevelopmentofESDinIndonesia,

sointhefuturethereneedstobeanincreaseinpartnershipsbetweengovernment,privatesector,

NGOsandothercommunitygroups.

Table-12:StatusofImplementationandReviewoftheESDNetworksinIndonesia

Review

Networks

· Those networks are organized according to

each method. However, Indonesia's

differencesoninfrastructure,geographicand

cultural diversity became a barrier to a

smooth coordination and communication,

and the ability to utilize Information

Technology and Communication between

networksmembers. Thisconditionaffecting

alottothenetworkingjourney.

· In addition to that, it is required to have

capacity improvement in organizing and

operating the network. This affects the

dynamic in networking and to the

organizationsustainability.

· Communicationbetweennetworkmembers

also requires balancing the delivery of

information on the internal organization as

wellastotheadjacentareas.

· Issues-basednetworksaresodependingon

the trend of the issue, as well as the

consistency of the network members on

emergingissues.

1. There are many networks which are

formed by individual purposes, locally,

nationally,andinternationally.

2. Those networks are formed and

performedbytheeachmembers'mission

andactivityfield,suchasorganicfarming,

indigenous community, environmental

education, health, fair trade, human

rights, and also gender issue (further

detail on members of the network is

attached)

ImplementationStatus

Photo:YayasanKEHATI





3.Assistinimprovingthequalityofteaching

andlearninginESD

4.Assistinimprovingthequalityof

teachingandlearninginESD

FormalEducation

ThetranslationofconceptsandframeworksofESDneedstobeinlinewiththeapplicablenational

curriculumtobeeasilyunderstood.Therefore,mentoring isastrategickeytothesuccessofa

programattheoperationallevelwithincertaintimeperiod.InvolvementofLPTKandUniversities

whoproducedteachersarealsorequired,inordertoincludeESDintheirlearningcurriculum.

Partnership process within educational institution is required as a learning and experience

exchangemediaforallparties.Developapropersystem/managementatschoolorganization.

4.Toassistcountriesinreachingimprovement

relatedtoMillenniumDevelopmentGoals

throughESDimplementation.

5. TodevelopstrategyofESDrelated

capacityimprovementatalllevel.

Policy

NGOsshouldfurtherenhancetheirunderstandingoftherelevantpoliciesinordertoactively

participateinassistingthegovernmentforESDrelateddevelopment,implementationandpolicy

review.

ThenecessityofunderstandinglevelofthestakeholdersonsustainabledevelopmentandESD,as

wellastoanyofficialchangesoccuredattheinternationallevel.

CapacityBuilding

SincethegovernmentdoesnotputprioritizeonESDissues,attentiontothecapacitybuildingof

theteachersandothereducationpractitionersisverylittle. Thisshowstheseriousnessand

commitmentofthegovernment,inthiscasetheMinistryofNationalEducationasafocalpointat

thenationallevel.ThatcausinglackofunderstandingofthepartiesregardingESD.

Itisstillachallengetohaveanaccuratemechanismofthecapacitybuildinganddistributionof

capacityfromcentraltodistrictareas,duetoIndonesianlargeareaandimbalanceinfrastructure.


InformationandCommunicationSystems

Infrastructurerelatedtothedistributionofinformationandcommunicationisstillanobstacle,such

asexistingelectricityandinformationcenter,updatinginformationthatrequirespropersolution

complementingrelevantconditionsandcharacterofeachregions.

ReadingcultureisindispensableforESDimprovementanddevelopment.Insomeareas,itisstilla

challengebothinformaleducationandinthecommunity.

ESD related information via shortmessages services need to be developed knowing that this

telecommunication tool has commonly been used by the educators. Radio community (TV

community)canalsobeusedtospreadtheinformationrelatedtoESD.

Routine activities of District's Education Department such as Teacher Working Group

(KKG),Teacher Meeting on Education Subjects (MGMP), Secondary Principal Working Group

(MKKS)arequitestrategictothedistributionofinformationandcapacity.Nevertheless,itrequires

astrongernetworkforKKG,MGMP,LPTK(Universities).TherectorforumandotherswithESD

materialsoraccompanyingorganizationcanaccompanythatnetwork.

NonFormalEducation

Non-formaleducationprogramsplayanimportantroleasasupporteroftheimplementationof

formaleducationandcommunitycapacitybuildingandproceedtohaveadiscoursebasedonESDas

wellassustainabledevelopment.

CommunityParticipationandLocalKnowledge

Due to the diversity of life and livelihood conditions in every region in Indonesia, issues that

emergedlocallyarealsodifferentonetoanother.Itisimportanttoincreasethecapacitytoanalyze


2.Providenewopportunitiesand

countriestoincludetheGovernment

Regulationforeducationreformation.

2.Provideanimprovementprofilefor

educationalsectorandtheincreasing

roleofknowledgeinachieving

sustainabledevelopment.

3.Providespaceandopportunityto

updateandpromotethevisionof

sustainabledevelopmentthroughvarious

formsofeducationandpublicawareness

PartnershipwithEducation Institution forEducationPersonnel(LPTK) isalsoapart thatneeds

attention,becausewhenaprospectiveteacherhashadtheawarenessandactivelyparticipatein

ESDmovement,thesustainabledevelopmentinthefuturewillbeverypromising.





these local issues under ESD framework and global perspective.While, public education and

managementofgroupsinthecommunityisalsoimportanttobecomepartofESDprogram.

Actually, there are some numbers of areas in Indonesia that already have knowledge, local

knowledgeandlocalculturerootedtothesustainablelifeandlivelihood.However,toincreasethe

senseofbelongingofyoungpeople,astheassetsownonlybyIndonesia,itrequiresmorestudyand

exploration,aswellasascientificexplanationoranattractivepackagingfortheyoungsters.

3.Assistinimprovingthequalityofteaching

andlearninginESD

4.Assistinimprovingthequalityof

teachingandlearninginESD

FormalEducation

ThetranslationofconceptsandframeworksofESDneedstobeinlinewiththeapplicablenational

curriculumtobeeasilyunderstood.Therefore,mentoring isastrategickeytothesuccessofa

programattheoperationallevelwithincertaintimeperiod.InvolvementofLPTKandUniversities

whoproducedteachersarealsorequired,inordertoincludeESDintheirlearningcurriculum.

Partnership process within educational institution is required as a learning and experience

exchangemediaforallparties.Developapropersystem/managementatschoolorganization.

4.Toassistcountriesinreachingimprovement

relatedtoMillenniumDevelopmentGoals

throughESDimplementation.

5. TodevelopstrategyofESDrelated

capacityimprovementatalllevel.

Policy

NGOsshouldfurtherenhancetheirunderstandingoftherelevantpoliciesinordertoactively

participateinassistingthegovernmentforESDrelateddevelopment,implementationandpolicy

review.

ThenecessityofunderstandinglevelofthestakeholdersonsustainabledevelopmentandESD,as

wellastoanyofficialchangesoccuredattheinternationallevel.

CapacityBuilding

SincethegovernmentdoesnotputprioritizeonESDissues,attentiontothecapacitybuildingof

theteachersandothereducationpractitionersisverylittle. Thisshowstheseriousnessand

commitmentofthegovernment,inthiscasetheMinistryofNationalEducationasafocalpointat

thenationallevel.ThatcausinglackofunderstandingofthepartiesregardingESD.

Itisstillachallengetohaveanaccuratemechanismofthecapacitybuildinganddistributionof

capacityfromcentraltodistrictareas,duetoIndonesianlargeareaandimbalanceinfrastructure.


InformationandCommunicationSystems

Infrastructurerelatedtothedistributionofinformationandcommunicationisstillanobstacle,such

asexistingelectricityandinformationcenter,updatinginformationthatrequirespropersolution

complementingrelevantconditionsandcharacterofeachregions.

ReadingcultureisindispensableforESDimprovementanddevelopment.Insomeareas,itisstilla

challengebothinformaleducationandinthecommunity.

ESD related information via shortmessages services need to be developed knowing that this

telecommunication tool has commonly been used by the educators. Radio community (TV

community)canalsobeusedtospreadtheinformationrelatedtoESD.

Routine activities of District's Education Department such as Teacher Working Group

(KKG),Teacher Meeting on Education Subjects (MGMP), Secondary Principal Working Group

(MKKS)arequitestrategictothedistributionofinformationandcapacity.Nevertheless,itrequires

astrongernetworkforKKG,MGMP,LPTK(Universities).TherectorforumandotherswithESD

materialsoraccompanyingorganizationcanaccompanythatnetwork.

NonFormalEducation

Non-formaleducationprogramsplayanimportantroleasasupporteroftheimplementationof

formaleducationandcommunitycapacitybuildingandproceedtohaveadiscoursebasedonESDas

wellassustainabledevelopment.

CommunityParticipationandLocalKnowledge

Due to the diversity of life and livelihood conditions in every region in Indonesia, issues that

emergedlocallyarealsodifferentonetoanother.Itisimportanttoincreasethecapacitytoanalyze


2.Providenewopportunitiesand

countriestoincludetheGovernment

Regulationforeducationreformation.

2.Provideanimprovementprofilefor

educationalsectorandtheincreasing

roleofknowledgeinachieving

sustainabledevelopment.

3.Providespaceandopportunityto

updateandpromotethevisionof

sustainabledevelopmentthroughvarious

formsofeducationandpublicawareness

PartnershipwithEducation Institution forEducationPersonnel(LPTK) isalsoapart thatneeds

attention,becausewhenaprospectiveteacherhashadtheawarenessandactivelyparticipatein

ESDmovement,thesustainabledevelopmentinthefuturewillbeverypromising.





these local issues under ESD framework and global perspective.While, public education and

managementofgroupsinthecommunityisalsoimportanttobecomepartofESDprogram.

Actually, there are some numbers of areas in Indonesia that already have knowledge, local

knowledgeandlocalculturerootedtothesustainablelifeandlivelihood.However,toincreasethe

senseofbelongingofyoungpeople,astheassetsownonlybyIndonesia,itrequiresmorestudyand

exploration,aswellasascientificexplanationoranattractivepackagingfortheyoungsters.

Basedonobservationsinthefield,insomecases,schoolsdonothavetoapplyEEpriortoimplement

ESD;itreallydependsonwheretheschoolislocatedandtheneedsofthecommunityinthearea.

RedactionteamconcludesthatESDframeworkisappropriatetothedevelopmentparadigm,lifestyle

andsustainablelivelihood. ESDframeworkthatisabsorbedfromtheinternationalworld,provide

educationlogicalbasesothatschoolandcommunityareapplyingsustainabledevelopmentconcept

thathavebeenexistedinvariouscultureinIndonesia,andpreservingthatculture.

Additionally,ESDframeworkcanbeacommonframeworkthatcanbeadaptedtotheworldofformal

and informal education, and thus it remains to use the educationpillars guideline to teach the

principlesoflifeandanaturalharmonylivelihoodwhichalreadyexistinIndonesia.

Nevertheless,redactionteamunderstandsthatitrequiresgovernment'sunderstandingandacumen

from central to district level, as a legal protection to the implementation of the international

agreement.

Photo:PuteraSampoernaFoundation-SchoolDevelopmentOutreach





ChapterV.

GeneralConclutions&Recomendation

A.GeneralConclusions

ThevarietyofIndonesianethnicsbringsdiversityofcultureinseveralregions.Somecultureshavea

concept of life and living in harmonywith nature, in accordance to the concept of Sustainable

Development(SD).

InanalyzingtheESD-relatedprograms,contributingauthor(redaction)teamusesaframeworktable

of Education for Sustainable development (ESD) that brings together aspects of Sustainable

Development (Ecological - Socio-Cultural - Economics) with pillars of education

(knowledge/cognitive-behavioralandskills/psychomotor-valuesandattitudes/affective),andfor

ESD to also consider the pillars of perspectives and issues. The eight ESD Indicators of

Achievementisalsoused. Allofthesemeasurementtoolsrefertothe"AQuickGuidetoDeveloping

NationalESD"document.

ESDDecade that isaimed for theyear2005-2014hasbeen fairly comprehendedby thecentral

government,according to thestudyofNGOTeamwork forESD in Indonesia. Unfortunately, the

discourseofCPDfromthecentrallevelisnotgoodenoughtoreachtheregionallevel.However,some

rules and policies at the central to district levels have integrated the awareness of sustainable

developmentandESDprinciples.

InthisNationalReport,thedraftingteamdidreasoningimplementationofESDtoseethestatusof

implementationingeneralandconductastudytogetheronthefollowingpoints:

1) Policy

2) FormalEducation

3) NonformalandInformationEducations

4) Partnership,donorandprivatesectors

5) Networking

6) Publication

Upon completion to the above, redactionteam jointly made an assessment to the compiled

implementationconditionsandreviews,inordertohavethelearninglessonandrecommendation.

Basedonthelessonslearnedfromthisreport,itappearsthatinmanyareasofunderstandingofESD,

itisstillinfluencedbyEEframework.Meanwhile,mostoftheschoolswhoareaccompaniedbyNGO

alsotooktimetoimplementESDbecauseatthattimetheyhadjustbeguntoknowEE.

Basedonobservationsinthefield,insomecases,schoolsdonothavetoapplyEEpriortoimplement

ESD;itreallydependsonwheretheschoolislocatedandtheneedsofthecommunityinthearea.

RedactionteamconcludesthatESDframeworkisappropriatetothedevelopmentparadigm,lifestyle

andsustainablelivelihood. ESDframeworkthatisabsorbedfromtheinternationalworld,provide

educationlogicalbasesothatschoolandcommunityareapplyingsustainabledevelopmentconcept

thathavebeenexistedinvariouscultureinIndonesia,andpreservingthatculture.

Additionally,ESDframeworkcanbeacommonframeworkthatcanbeadaptedtotheworldofformal

and informal education, and thus it remains to use the educationpillars guideline to teach the

principlesoflifeandanaturalharmonylivelihoodwhichalreadyexistinIndonesia.

Nevertheless,redactionteamunderstandsthatitrequiresgovernment'sunderstandingandacumen

from central to district level, as a legal protection to the implementation of the international

agreement.

Photo:PuteraSampoernaFoundation-SchoolDevelopmentOutreach





ChapterV.

GeneralConclutions&Recomendation

A.GeneralConclusions

ThevarietyofIndonesianethnicsbringsdiversityofcultureinseveralregions.Somecultureshavea

concept of life and living in harmonywith nature, in accordance to the concept of Sustainable

Development(SD).

InanalyzingtheESD-relatedprograms,contributingauthor(redaction)teamusesaframeworktable

of Education for Sustainable development (ESD) that brings together aspects of Sustainable

Development (Ecological - Socio-Cultural - Economics) with pillars of education

(knowledge/cognitive-behavioralandskills/psychomotor-valuesandattitudes/affective),andfor

ESD to also consider the pillars of perspectives and issues. The eight ESD Indicators of

Achievementisalsoused. Allofthesemeasurementtoolsrefertothe"AQuickGuidetoDeveloping

NationalESD"document.

ESDDecade that isaimed for theyear2005-2014hasbeen fairly comprehendedby thecentral

government,according to thestudyofNGOTeamwork forESD in Indonesia. Unfortunately, the

discourseofCPDfromthecentrallevelisnotgoodenoughtoreachtheregionallevel.However,some

rules and policies at the central to district levels have integrated the awareness of sustainable

developmentandESDprinciples.

InthisNationalReport,thedraftingteamdidreasoningimplementationofESDtoseethestatusof

implementationingeneralandconductastudytogetheronthefollowingpoints:

1) Policy

2) FormalEducation

3) NonformalandInformationEducations

4) Partnership,donorandprivatesectors

5) Networking

6) Publication

Upon completion to the above, redactionteam jointly made an assessment to the compiled

implementationconditionsandreviews,inordertohavethelearninglessonandrecommendation.

Basedonthelessonslearnedfromthisreport,itappearsthatinmanyareasofunderstandingofESD,

itisstillinfluencedbyEEframework.Meanwhile,mostoftheschoolswhoareaccompaniedbyNGO

alsotooktimetoimplementESDbecauseatthattimetheyhadjustbeguntoknowEE.

B.Recommendations

Ingeneral,theimplementationofESDDecade(DecadeofESD2005-2014)inIndonesiaisstill

sporadic.TheroleofNGOsisquitevitalintheimplementationofESDinIndonesiabecausemany

NGOsareworkingtogetherwiththeschool.

BasedontheperformanceduringtheESDDecade(2005-2014)inIndonesiaasitwasreviewedin

thepreviouschapters,aswellasthefactthatinIndonesiaitselfthereareavarietyofongoing

interpretationsofsustainablelifethatalignswiththeESD,theNGOWorkingGroupforESDin

IndonesiarecommendsanumberpointtobefolloweduptocontinuetheimplementationofESD

andasaselfpreparationtoentertheeraofpost-DecadeofESD:

1) Intensifycoordinationandcooperationbetweenstakeholders

2) Strengtheningthecapacityofeducation institution for teachers(education institution for

teachergrounding,traininginstitutionforactiveteachers).

3) Strengtheningschoolmanagementtosupporttheprogramsustainabilityanddistribution.

4) StrengtheningtheschoolnetworkwhichmembersarefromschoolgroupssuchasTeacher

WorkingGroup(KKG),TeacherMeetingonEducationSubjects(MGMP),SecondaryPrincipal

WorkingGroup(MKKS)aswellasreformationoftheexistingactivitygroup.

5) Impartiality of teacher's capacity building in one schooling order tomaintain program's

sustainability.

6) Fixingupbasiceducationsuchas“ReadingLiteracy”byprovidingmorebooksrelatedtoESD

inaproperIndonesianlanguage

7) Utilizingtheresearchresultsasitcanbeeasilyappliedandimplementedatsite.

8) Strengtheningexchangeof informationbetweenteachersthroughinformationtechnology

media.

9) Strengtheningthepublicationwritingandcapacitybuildingformass-mediaincorrespondto

ESD.

10)BuildingNGOcapacityatESDpoliciesandencouragethemtobemoreproactiveinconducting

advocacy.

References

BetterPoliciesforBetterLives.PISA2012Results.RetrievedFebruary16,2014fromBetter

PoliciesforBetterLiveswebsite:http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm

ResearchandDevelopmentoftheMinistryofEducationandCulture.InternationalPisaSurvey.

RetrievedFebruary16,2014fromResearchandDevelopmentoftheMinistryofEducationand

Culturewebsite:http://litbang.kemdikbud.go.id/index.php/survei-internasional-pisa

LawNo.20Year2003RegardingNationalEducationSystem.StateSecretary,Jakarta.

Statistic,B.P.S.(n.d.).Educationindicator.RetrievedFebruary16,2014,fromCentralBureauof

StatisticsIndonesia,website

http://www.bps.go.id/eng/tab_sub/view.php/excel.php?id_subyek=28¬ab=1

TheWorldBankOfficeJakarta(2010).TransformingIndonesia'sTeachingForceVolumeI:

ExecutiveSummary.Jakarta:TheWorldBankIndonesia.





B.Recommendations

Ingeneral,theimplementationofESDDecade(DecadeofESD2005-2014)inIndonesiaisstill

sporadic.TheroleofNGOsisquitevitalintheimplementationofESDinIndonesiabecausemany

NGOsareworkingtogetherwiththeschool.

BasedontheperformanceduringtheESDDecade(2005-2014)inIndonesiaasitwasreviewedin

thepreviouschapters,aswellasthefactthatinIndonesiaitselfthereareavarietyofongoing

interpretationsofsustainablelifethatalignswiththeESD,theNGOWorkingGroupforESDin

IndonesiarecommendsanumberpointtobefolloweduptocontinuetheimplementationofESD

andasaselfpreparationtoentertheeraofpost-DecadeofESD:

1) Intensifycoordinationandcooperationbetweenstakeholders

2) Strengtheningthecapacityofeducation institution for teachers(education institution for

teachergrounding,traininginstitutionforactiveteachers).

3) Strengtheningschoolmanagementtosupporttheprogramsustainabilityanddistribution.

4) StrengtheningtheschoolnetworkwhichmembersarefromschoolgroupssuchasTeacher

WorkingGroup(KKG),TeacherMeetingonEducationSubjects(MGMP),SecondaryPrincipal

WorkingGroup(MKKS)aswellasreformationoftheexistingactivitygroup.

5) Impartiality of teacher's capacity building in one schooling order tomaintain program's

sustainability.

6) Fixingupbasiceducationsuchas“ReadingLiteracy”byprovidingmorebooksrelatedtoESD

inaproperIndonesianlanguage

7) Utilizingtheresearchresultsasitcanbeeasilyappliedandimplementedatsite.

8) Strengtheningexchangeof informationbetweenteachersthroughinformationtechnology

media.

9) Strengtheningthepublicationwritingandcapacitybuildingformass-mediaincorrespondto

ESD.

10)BuildingNGOcapacityatESDpoliciesandencouragethemtobemoreproactiveinconducting

advocacy.

References

BetterPoliciesforBetterLives.PISA2012Results.RetrievedFebruary16,2014fromBetter

PoliciesforBetterLiveswebsite:http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm

ResearchandDevelopmentoftheMinistryofEducationandCulture.InternationalPisaSurvey.

RetrievedFebruary16,2014fromResearchandDevelopmentoftheMinistryofEducationand

Culturewebsite:http://litbang.kemdikbud.go.id/index.php/survei-internasional-pisa

LawNo.20Year2003RegardingNationalEducationSystem.StateSecretary,Jakarta.

Statistic,B.P.S.(n.d.).Educationindicator.RetrievedFebruary16,2014,fromCentralBureauof

StatisticsIndonesia,website

http://www.bps.go.id/eng/tab_sub/view.php/excel.php?id_subyek=28¬ab=1

TheWorldBankOfficeJakarta(2010).TransformingIndonesia'sTeachingForceVolumeI:

ExecutiveSummary.Jakarta:TheWorldBankIndonesia.








Attachment-1:ESDLegalBasis

NationalLegalShelter Articles/Section

1945Constitution

LawNo.20Year2003

regardngNational

EducationSystem

LawNo.17Year2007

regardingRPJPNYear

2005-2025

Article 31, paragraph 3: The government organizes and

implementsanationaleducationsystem,toberegulatedbylaw,

thataimsatenhancingreligiousandpiousfeelingsaswellas

moralexcellencewithaviewtoupgradingnationallife

Article3:

The National Education functions to develop the capability,

character, and civilization of the nation for enhancing its

intellectual capacity, and is aimed at developing learners'

potentialsso that theybecomepersons imbuedwithhuman

valueswhoare faithfulandpious tooneandonlyGod;who

possess morals and noble character; who are healthy,

knowledgeable, competent, creative, independent; and as

citizens,aredemocraticandresponsible

Article4,paragraph1:

Education is conducted democratically, equally and non-

discriminatorily based on human rights, religious values,

culturalvalues,andnationalpluralism


Education is conducted as a life-long process of inculcating

culturalvaluesandfortheempowermentoflearners


Education isconductedbasedontheprinciplesofmodeling,

motivationandcreativityintheprocessoflearning

Policy and national strategy of sustainable development is

reflected in theMissionofRPJPNYear2005-2025: createa

righteous society, with moral, ethics, cultured and civilized,

based on the philosophy of Pancasila; as well as to have

Indonesiaanaturalharmonyandpreservedbyimprovingthe

operational management of development that can keep

balance between exploration, sustainable, existence and

36TheJourneyofEducationforSustainableDevelopmentinIndonesiafromNGOPerspective


AttachmentAttachment-1:ESDLegalBasis

Attachment-2:UmbrellaPolicyLawforESDinSeveralRegions

Attachment-3:AssistedSchoolsinIndonesia

Attachment-4:ESD-relatedActivitiesfromSeveralNGOsinIndonesia

Attachment-5:CompilationodDataAnalysiszActivities

Attachment-6:ProfileofNGOsWorkingGroupforESDinIndonesia




Attachment-1:ESDLegalBasis


1945Constitution

LawNo.20Year2003

regardngNational

EducationSystem

LawNo.17Year2007

regardingRPJPNYear

2005-2025

Article 31, paragraph 3: The government organizes and

implementsanationaleducationsystem,toberegulatedbylaw,

thataimsatenhancingreligiousandpiousfeelingsaswellas

moralexcellencewithaviewtoupgradingnationallife

Article3:

The National Education functions to develop the capability,

character, and civilization of the nation for enhancing its

intellectual capacity, and is aimed at developing learners'

potentialsso that theybecomepersons imbuedwithhuman

valueswhoare faithfulandpious tooneandonlyGod;who

possess morals and noble character; who are healthy,

knowledgeable, competent, creative, independent; and as

citizens,aredemocraticandresponsible


Education is conducted democratically, equally and non-

discriminatorily based on human rights, religious values,

culturalvalues,andnationalpluralism


Education is conducted as a life-long process of inculcating

culturalvaluesandfortheempowermentoflearners


Education isconductedbasedontheprinciplesofmodeling,

motivationandcreativityintheprocessoflearning

Policy and national strategy of sustainable development is

reflected in theMissionofRPJPNYear2005-2025: createa

righteous society, with moral, ethics, cultured and civilized,

based on the philosophy of Pancasila; as well as to have

Indonesiaanaturalharmonyandpreservedbyimprovingthe

operational management of development that can keep

balance between exploration, sustainable, existence and



AttachmentAttachment-1:ESDLegalBasis




Attachment-5:CompilationodDataAnalysiszActivities


RegulationofNational

EducationMinistryNo.

48Year2010regarding

StrategicDevelopmentof

NationalEducationYear

2010-2014

Memorandumof

Understandingbetween

theMinistryof

Environmentandthe

MinisterofNational

Education

No.03/MENLH/02/2010

andNo.01/II/KB/2010

regardingEnvironmental

Education






Thisparadigmalsorequiressustainabilityofenvironmental

health by maintaining the sustainability of ecosystem

functions,preservingthecomponentsoftheecosystem,and

maintainingthebalanceofinteractionsbetweencomponents

oftheecosystem.

In addition, any form of human intervention on both the

balanceoftheecosystemthroughthedevelopmenteffortsof

low-dose intervention until the development of high-dose

intervention must be carried out within the limits of the

carrying capacity of the environment, do not threaten the

sustainabilityofrenewablenaturalresourcesandlowerthe

consumptionofunrenewablenaturalresources.

1.2.d. Education for Progressing, Developing, and/or

Sustaining Development (PuP3B). This paradigm

encouragespeopletoconsiderthesustainabilityoftheearth

andtheuniverse. Educationhastogrowanunderstanding

about the importance of sustainable and balance of the

ecosystem,whichistheunderstandingthathuman,ispartof

ecosystem. Educationhastogiveunderstandingaboutthe

values of social and nature responsibilities, to provide the

studentwith a description that they are part of the social

system which has to live in harmony with nature and all

residentoftheuniverse.

By having those values, critical understanding regarding

environment(socialandnatural)willariseaswellasallkind

ofinterventiontothegoodandbadofthenature,including

development.

Article2:ThisMoUcovers:

a. Expansion of implementation of education for

sustainable development (ESD), including the

implementation of environmental education in all

stripes, level and type of education as a tool or a

meansofcreatingchangeinmind-set,attitude,and

behaviorofculturedhumanenvironment;

b. Coordination and synergy in the preparation of

environmentaleducationprogramofshort,medium

andlongterms,aspartoftheESD.


38

functioningnaturalresourcesandenvironmentthuskeeping

itsfunction,carryingcapacityandcomfortintocurrentand

futurelivelihood.

Thesecondmidtermsdevelopment(2010-214)directingthe

goals of sustainable development, natural resources

management and preservation of environmental functions

has to be developed through an institutional strengthening

and improvement for community awareness, rehabilitation

proses and, conservation of natural resources and

environment accompanied by the strengthening of

communityactiveparticipation; thepreservedbiodiversity

andotherspecifictropicalnaturalresourceswhichareusedto

give an addedvalue, nation's competitive ability, aswell as

nationaldevelopmentcapitalinthefuture.


Everybody shall be entitled to proper and healthy

environmentaspartofhumanrights.


Everybody shall be entitled to environmental education,

informationaccess,participationaccessandjusticeaccessin

fulfillingtherighttoproperandhealthyenvironment

Article66:

Everybody struggling for a right to proper and healthy

environmentmaynotbechargedwithcriminalorciviloffense

Article67:

Everybody shall be obliged to preserve the environmental

functionsaswellascontrolenvironmentalpollutionand/or

damaged

Education Paradigm: 1.2.5. Education for Progressing,

Developing,and/orSustainingDevelopment(PuP3B). This

paradigm urges people to think about the sustainability of

planetearthandtheentireuniverse.

LawNo.32Year2009

regardingProtectionand

Managementof

Environment

RegulationofMinistryof

NationalEducationNo.44

Year2010regarding

StrategicPlanofNational

EducationMinistryYear

2010-2014

RegulationofNational

EducationMinistryNo.

48Year2010regarding

StrategicDevelopmentof

NationalEducationYear

2010-2014

Memorandumof

Understandingbetween

theMinistryof

Environmentandthe

MinisterofNational

Education

No.03/MENLH/02/2010

andNo.01/II/KB/2010

regardingEnvironmental

Education






Thisparadigmalsorequiressustainabilityofenvironmental

health by maintaining the sustainability of ecosystem

functions,preservingthecomponentsoftheecosystem,and

maintainingthebalanceofinteractionsbetweencomponents

oftheecosystem.

In addition, any form of human intervention on both the

balanceoftheecosystemthroughthedevelopmenteffortsof

low-dose intervention until the development of high-dose

intervention must be carried out within the limits of the

carrying capacity of the environment, do not threaten the

sustainabilityofrenewablenaturalresourcesandlowerthe

consumptionofunrenewablenaturalresources.

1.2.d. Education for Progressing, Developing, and/or

Sustaining Development (PuP3B). This paradigm

encouragespeopletoconsiderthesustainabilityoftheearth

andtheuniverse. Educationhastogrowanunderstanding

about the importance of sustainable and balance of the

ecosystem,whichistheunderstandingthathuman,ispartof

ecosystem. Educationhastogiveunderstandingaboutthe

values of social and nature responsibilities, to provide the

studentwith a description that they are part of the social

system which has to live in harmony with nature and all

residentoftheuniverse.

By having those values, critical understanding regarding

environment(socialandnatural)willariseaswellasallkind

ofinterventiontothegoodandbadofthenature,including

development.

Article2:ThisMoUcovers:

a. Expansion of implementation of education for

sustainable development (ESD), including the

implementation of environmental education in all

stripes, level and type of education as a tool or a

meansofcreatingchangeinmind-set,attitude,and

behaviorofculturedhumanenvironment;

b. Coordination and synergy in the preparation of

environmentaleducationprogramofshort,medium

andlongterms,aspartoftheESD.


38

functioningnaturalresourcesandenvironmentthuskeeping

itsfunction,carryingcapacityandcomfortintocurrentand

futurelivelihood.

Thesecondmidtermsdevelopment(2010-214)directingthe

goals of sustainable development, natural resources

management and preservation of environmental functions

has to be developed through an institutional strengthening

and improvement for community awareness, rehabilitation

proses and, conservation of natural resources and

environment accompanied by the strengthening of

communityactiveparticipation; thepreservedbiodiversity

andotherspecifictropicalnaturalresourceswhichareusedto

give an addedvalue, nation's competitive ability, aswell as

nationaldevelopmentcapitalinthefuture.


Everybody shall be entitled to proper and healthy

environmentaspartofhumanrights.


Everybody shall be entitled to environmental education,

informationaccess,participationaccessandjusticeaccessin

fulfillingtherighttoproperandhealthyenvironment

Article66:

Everybody struggling for a right to proper and healthy

environmentmaynotbechargedwithcriminalorciviloffense

Article67:

Everybody shall be obliged to preserve the environmental

functionsaswellascontrolenvironmentalpollutionand/or

damaged

Education Paradigm: 1.2.5. Education for Progressing,

Developing,and/orSustainingDevelopment(PuP3B). This

paradigm urges people to think about the sustainability of

planetearthandtheentireuniverse.

LawNo.32Year2009

regardingProtectionand

Managementof

Environment

RegulationofMinistryof

NationalEducationNo.44

Year2010regarding

StrategicPlanofNational

EducationMinistryYear

2010-2014

Articles





DistrictRegulation

RegulationofSurabayaCity

No.16Year2012regarding

EducationOperation

RegulationofKebumen

RegencyNo.22Year2012

regardingEducation

Operation

RegulationofBadung

RegencyNo.5Year2008

regardingSystemof

EducationOperation.



EducationOperation.

c.Mastering,exploit,developanddisseminatescience,

technologyandart.

d.Participatinginthetransferofscienceandtechnologyin

utilizingandconservingnaturalresourcesavailable.

e.Highlycompetitive,hasnationpersonalityandsocial

integrity,andabletoanswerthechallengesofthetimes.

f. Supportingthedevelopmentconceptandstrategyof

EastKalimantan.

g. Competinghonestly,cooperatingingoodwill,

independencyandresponsibility.

Article3,paragraph3:Educationisperformedor

operatedasacontinuosacculturationprocessand

empowermentwhichlastsalifetime.

Article2,pointd:Educationisperformedasavalue

transferprocess(hereditary)andempowermentofstudent

whichlastalifetime.

Article3,paragraph3:Educationisperformedasa

hereditaryprocessandcontinuousempowermentwhich

lastalifetime.

Article3,paragraph5:Educationisoperatedina

pleasantambiance,challenging,educatingandcompetitive,

basedongoodexemplary.

LifetimeLearning

FocusingonEducators

DistrictRegulation Articles

40


RegulationofSurabaya

RegencyNo.16Year

2012regarding

EducationOperation

RegulationofKebumen

RegencyNo.22Year

2012regarding

EducationOperation

RegulationofBandung

RegencyNo.5Year2008

regardingEducation

OperationSystem

RegulationofKalimantan

EastProvinceNo.03

Year2012regardingthe

educationmanagement

andoperationinEast

KalimantanProvince

ArticlesCoveringallESDElements.Article2:education

servestodevelopcapabilityandtoformacharacteraswell

asthedignifiedcivilizationofthenation,aimedat

developingthepotentialofstudentstobecomeamanoffaith

andfearofGodAlmighty,noble,healthy,knowledgeable,

resourceful,creative,independentandaresponsibleand

democraticcitizen.

Article4:Thegoalsofeducationoperationisthe

developmentofstudent'spotentialtobecomeamanoffaith

andfearofGodAlmighty,nobleandcourteous,

knowledgeable,resourceful,critic,creative,innovative,

healthy,independent,confident,tolerant,sociallysensitive,

democraticandresponsible,civilized,greenmind,lovethe

country,nationals,andmorallybasedonPancasila,and

globalmind.

Article2:Educationservestodevelopskillandtoforma

characterofthecitizenthatisintelligentandrespectfulto

makeacivilizedlife,aimingtodevelopstudent'spotentialto

becomeamanoffaithandfearofGodAlmighty,noble,

healthy,educated,resourcefulness,creative,independent,

abilitytocompeteonanationalandinternationalleveland

becomeademocraticandresponsiblesociety.

Article2:Theeducationoperationintheregionaimsto

produceoutputoftheeducationalunitthatiscapableof:

a.Behavingwiselybasedonthevalueoffaithanddevotion

toGodAlmighty.

b.Valuingdiversityofreligion,ethnicity,nation,cultureand

statusindemocraticlife.

CoveringallESDElements

Articles





DistrictRegulation



EducationOperation

RegulationofKebumen


regardingEducation

Operation

RegulationofBadung

RegencyNo.5Year2008

regardingSystemof

EducationOperation.



EducationOperation.

c.Mastering,exploit,developanddisseminatescience,

technologyandart.

d.Participatinginthetransferofscienceandtechnologyin

utilizingandconservingnaturalresourcesavailable.

e.Highlycompetitive,hasnationpersonalityandsocial

integrity,andabletoanswerthechallengesofthetimes.

f. Supportingthedevelopmentconceptandstrategyof

EastKalimantan.

g. Competinghonestly,cooperatingingoodwill,

independencyandresponsibility.

Article3,paragraph3:Educationisperformedor

operatedasacontinuosacculturationprocessand

empowermentwhichlastsalifetime.

Article2,pointd:Educationisperformedasavalue

transferprocess(hereditary)andempowermentofstudent

whichlastalifetime.

Article3,paragraph3:Educationisperformedasa

hereditaryprocessandcontinuousempowermentwhich

lastalifetime.

Article3,paragraph5:Educationisoperatedina

pleasantambiance,challenging,educatingandcompetitive,

basedongoodexemplary.

LifetimeLearning

FocusingonEducators


40



RegencyNo.16Year

2012regarding

EducationOperation

RegulationofKebumen

RegencyNo.22Year

2012regarding

EducationOperation

RegulationofBandung

RegencyNo.5Year2008

regardingEducation

OperationSystem

RegulationofKalimantan

EastProvinceNo.03

Year2012regardingthe

educationmanagement

andoperationinEast

KalimantanProvince

ArticlesCoveringallESDElements.Article2:education

servestodevelopcapabilityandtoformacharacteraswell

asthedignifiedcivilizationofthenation,aimedat

developingthepotentialofstudentstobecomeamanoffaith

andfearofGodAlmighty,noble,healthy,knowledgeable,

resourceful,creative,independentandaresponsibleand

democraticcitizen.

Article4:Thegoalsofeducationoperationisthe

developmentofstudent'spotentialtobecomeamanoffaith

andfearofGodAlmighty,nobleandcourteous,

knowledgeable,resourceful,critic,creative,innovative,

healthy,independent,confident,tolerant,sociallysensitive,

democraticandresponsible,civilized,greenmind,lovethe

country,nationals,andmorallybasedonPancasila,and

globalmind.

Article2:Educationservestodevelopskillandtoforma

characterofthecitizenthatisintelligentandrespectfulto

makeacivilizedlife,aimingtodevelopstudent'spotentialto

becomeamanoffaithandfearofGodAlmighty,noble,

healthy,educated,resourcefulness,creative,independent,

abilitytocompeteonanationalandinternationalleveland

becomeademocraticandresponsiblesociety.

Article2:Theeducationoperationintheregionaimsto

produceoutputoftheeducationalunitthatiscapableof:

a.Behavingwiselybasedonthevalueoffaithanddevotion

toGodAlmighty.

b.Valuingdiversityofreligion,ethnicity,nation,cultureand

statusindemocraticlife.

CoveringallESDElements

ArticlesDistrictRegulation

Article3,paragraph4:Educationisperformedfairly,

democraticlyandindiscriminativebyupholdinghuman

rights,valueoflocalcultureanddiversity.

Article 3, paragraph 7: Education is performed by

empowering thewholecomponentof localgovernmentand

community as well as to give opportunity to the people to

participate in the operation and improvement of education

quality.

Article2, pointb: Educationisperformeddemocratically

and fairly aswell as non-discriminatively, by upholding the

humanrights,religiousvalues,eticvalues,socio-culturaland

diversityofthenation.

Article2, pointg: Educationisperformedbyempowering

the whole component of community through participating

equallyandbalanceintheoperationandcontrolofeducation

quality.

Article 3, paragraph 4: Education is performed fairly,

democraticallyandindiscriminativelybyupholdingthehuman

rights,religiousvalues,valuesoflocalcultureanddiversity.


empowering the whole local government component and

communityaswellastoprovideopportunitytothepeopleto


quality.

Article11,paragraph1: Learningprocessinaneducation

unit is performed in an interactive, inspirative, pleasant,



EducationOperation.

RegulationofKebumen


regardingEducation

Operation.

RegulationofBandung

RegencyNo.5Year2008

regardingOperation

System.

RegulationofCenter

KalimantanProvinceNo.

10Year2012regarding

VariousDemocraticWorkMethods






RegulationofKebumen


regardingEducation

Operation.

RegulationofBadung

RegencyNo.5Year2008

regardingEducation

OperationSystem

RegulationofMiddle

KalimantanNo.10Year

2012regardingEducation

Operation.


CityNo.16Year2012

regardingEducation

Operation.

RegulationofKebumen


regardingEducation

Operation.

RegulationofBadung

RegencyNo.5Year2008

regardingEducation

OperationSystem.

Article2,pointe:Educationisperformedbygiving

exemplary,buildingspiritanddevelopingcreativityofthe

studentinalearningprocess.

Article3,paragraph5:Educationisperformedinapleasant

ambiance,challenging,educatingandcompetitive,basedon

goodexemplary.

Article11,paragraph1:Learningprocessinaunitof

educationisperformedinaninteractive,inspirative,pleasant,

challenging,motivatingthestudenttoactivelyparticipate,

alsoprovidingenoughspaceforanidea,creativity,

independencyandexemplary.

Article11,paragraph3:Learningprocessiscentredtothe

student,teacheractsasafacilitator,mediatorandrolemodel.

Article3,paragraph2:Educationisperformedasawhole

system,withanopensystemandmultiplemeanings.

Article2,pointc:Educationisperformedasawholesystem

withanopensystemandmultiplemeanings.


systemwithanopensystemandmultiplemeanings.

HolisticApproach

42


Article3,paragraph4:Educationisperformedfairly,

democraticlyandindiscriminativebyupholdinghuman

rights,valueoflocalcultureanddiversity.


empowering thewholecomponentof localgovernmentand

community as well as to give opportunity to the people to


quality.

Article2, pointb: Educationisperformeddemocratically

and fairly aswell as non-discriminatively, by upholding the

humanrights,religiousvalues,eticvalues,socio-culturaland

diversityofthenation.

Article2, pointg: Educationisperformedbyempowering

the whole component of community through participating

equallyandbalanceintheoperationandcontrolofeducation

quality.

Article 3, paragraph 4: Education is performed fairly,

democraticallyandindiscriminativelybyupholdingthehuman

rights,religiousvalues,valuesoflocalcultureanddiversity.


empowering the whole local government component and

communityaswellastoprovideopportunitytothepeopleto


quality.

Article11,paragraph1: Learningprocessinaneducation




EducationOperation.

RegulationofKebumen


regardingEducation

Operation.

RegulationofBandung

RegencyNo.5Year2008

regardingOperation

System.

RegulationofCenter


10Year2012regarding

VariousDemocraticWorkMethods






RegulationofKebumen


regardingEducation

Operation.

RegulationofBadung

RegencyNo.5Year2008

regardingEducation

OperationSystem

RegulationofMiddle

KalimantanNo.10Year

2012regardingEducation

Operation.


CityNo.16Year2012

regardingEducation

Operation.

RegulationofKebumen


regardingEducation

Operation.

RegulationofBadung

RegencyNo.5Year2008

regardingEducation

OperationSystem.


exemplary,buildingspiritanddevelopingcreativityofthe

studentinalearningprocess.


ambiance,challenging,educatingandcompetitive,basedon

goodexemplary.

Article11,paragraph1:Learningprocessinaunitof


challenging,motivatingthestudenttoactivelyparticipate,

alsoprovidingenoughspaceforanidea,creativity,


Article11,paragraph3:Learningprocessiscentredtothe

student,teacheractsasafacilitator,mediatorandrolemodel.


system,withanopensystemandmultiplemeanings.

Article2,pointc:Educationisperformedasawholesystem

withanopensystemandmultiplemeanings.


systemwithanopensystemandmultiplemeanings.

HolisticApproach

42






RegulationofKebumen


regardingEducation

Operation.

RegulationofBadung

RegencyNo.5Year2008

regardingEducation

OperationSystem.

RegulationofCentral

KalimantanProvinceNo.10

Year2012regarding

EducationOperation.


exemplary,buildingspiritanddevelopmentcreativityofthe

studentsinthelearningprocess.


ambiance, challenging, educating and competitive, based on

exemplary.

Article 11, paragraph 1: Learning process in a unit of


challenging,motivatingthestudenttoactivelyparticipate,as

well as to provide enough space for any ideas, creativities,


Photo:WWFIndonesia-ESDUnit


EducationOperation.


CityNo.16Year2012

regardingEducation

Operation.

RegulationofKebumen


regardingEducation

Operation.

RegulationofBadung

RegencyNo.5Year2008

regardingEducation

OperationSystem.

RegulationofMiddle


10Year2012regarding

EducationOperation.


CityNo.16Year2012

regardingEducation

Operation.

challenging, motivating process for the student to actively

participate,andprovideenoughspaceforanidea,creativity,


Article3, paragraph5:Educationisperformedinapleasant

ambiance, challenging, educating and competitive, basedon

exemplary.

Article 2, point e: Education is performed by giving

exemplary, spirit building, and encouraging student's

creativityinthelearningprocess;


ambiance, challenging, educating and competitive based on

exemplary.

Article11, paragraph1: Learningprocessinaneducation



well to provide enough space for any ideas, creativities,




exemplary.

ThinkingThouroughly

VariousDifferentPerspectives

44






RegulationofKebumen


regardingEducation

Operation.

RegulationofBadung

RegencyNo.5Year2008

regardingEducation

OperationSystem.

RegulationofCentral

KalimantanProvinceNo.10

Year2012regarding

EducationOperation.


exemplary,buildingspiritanddevelopmentcreativityofthe

studentsinthelearningprocess.


ambiance, challenging, educating and competitive, based on

exemplary.

Article 11, paragraph 1: Learning process in a unit of



well as to provide enough space for any ideas, creativities,


Photo:WWFIndonesia-ESDUnit


EducationOperation.


CityNo.16Year2012

regardingEducation

Operation.

RegulationofKebumen


regardingEducation

Operation.

RegulationofBadung

RegencyNo.5Year2008

regardingEducation

OperationSystem.

RegulationofMiddle


10Year2012regarding

EducationOperation.


CityNo.16Year2012

regardingEducation

Operation.

challenging, motivating process for the student to actively

participate,andprovideenoughspaceforanidea,creativity,


Article3, paragraph5:Educationisperformedinapleasant


exemplary.

Article 2, point e: Education is performed by giving

exemplary, spirit building, and encouraging student's

creativityinthelearningprocess;


ambiance, challenging, educating and competitive based on

exemplary.

Article11, paragraph1: Learningprocessinaneducation



well to provide enough space for any ideas, creativities,




exemplary.

ThinkingThouroughly

VariousDifferentPerspectives

44





NGO'sESDTrainingsandWorkshop(2005-2013)

TotalofESD-relatedActivitesfromNGO2005-2013

PPLHPuntondo

PWEC

YPAL

WWF

GPLHijau

SF

SokolaTanpaBatas

WYDII

BenihMatahari

PPLHBali

RMI

PanduPertiwi

K.A.K&SUAR

CapacityBuildingInternalLSM(Lokal,Nasional,Internasional)

10

1043

3

7

2

2

2

86

63

3

LocalTraining

NationalTraining

LocalandNationalSeminars

LocalandNationalWorkshop

NationalTraining

LocalTraining


1. YogyakartaProvincehasthemostdiverseassistantshipwhichincludesuniversities,companies's

CSR,government,NGOandindividual.

2. WestSulawesiProvincehas the largestnumberof individualassistantship,which includes8

people.

3. Sixprovinces;Lampung,Riau,WestJava,Jakarta,YogyakartaandEastKalimantan,areassistedby

companies,thatarecorrelatedwithNGOorindividuals.

4. BaliProvinceistheonlyonethatisassistedbyindependentcompanywithoutcollaboratingwith

NGO,individualorGovernment.

5. SouthSulawesiProvinceistheonlyprovincethathadteacherstoassist.

6. YogyakartaProvinceistheonlyprovincethathasuniversitytoassist.

MappingofIssuesRaisedinTheAssistedSchools

1. IssuesonEnvironmentalEducation(EE)areraisedby10provinces: WestSulawesi,Bali,

Lampung,Riau,WestJava,Jakarta,Yogyakarta,WestNusaTenggara,SouthSulawesi,and

EastKalimantan.

2. Issuesonhealthyfoodsuchashealthycanteenareraisedby7provinces.

3. OceanicandlibraryissuesareonlyraisedbyWestNusaTenggara.

4. ESDorsustainabledevelopmentissuesareraisedbySouthSulawesiandWestSulawesi

5. EducationIssuelawregarding2013curriculuminspecific,isonlyraisedbyEastJava.

6. Health issues, such as immunitation and School's Health Unit, are only raised by Bali

Province.

AnotherraisedissueinBaliisaboutcompany'spromotionalproduct.







NGO'sESDTrainingsandWorkshop(2005-2013)

TotalofESD-relatedActivitesfromNGO2005-2013

PPLHPuntondo

PWEC

YPAL

WWF

GPLHijau

SF

SokolaTanpaBatas

WYDII

BenihMatahari

PPLHBali

RMI

PanduPertiwi

K.A.K&SUAR

CapacityBuildingInternalLSM(Lokal,Nasional,Internasional)

10

1043

3

7

2

2

2

86

63

3

LocalTraining

NationalTraining

LocalandNationalSeminars

LocalandNationalWorkshop

NationalTraining

LocalTraining


1. YogyakartaProvincehasthemostdiverseassistantshipwhichincludesuniversities,companies's

CSR,government,NGOandindividual.

2. WestSulawesiProvincehas the largestnumberof individualassistantship,which includes8

people.

3. Sixprovinces;Lampung,Riau,WestJava,Jakarta,YogyakartaandEastKalimantan,areassistedby

companies,thatarecorrelatedwithNGOorindividuals.

4. BaliProvinceistheonlyonethatisassistedbyindependentcompanywithoutcollaboratingwith

NGO,individualorGovernment.

5. SouthSulawesiProvinceistheonlyprovincethathadteacherstoassist.

6. YogyakartaProvinceistheonlyprovincethathasuniversitytoassist.

MappingofIssuesRaisedinTheAssistedSchools

1. IssuesonEnvironmentalEducation(EE)areraisedby10provinces: WestSulawesi,Bali,

Lampung,Riau,WestJava,Jakarta,Yogyakarta,WestNusaTenggara,SouthSulawesi,and

EastKalimantan.

2. Issuesonhealthyfoodsuchashealthycanteenareraisedby7provinces.

3. OceanicandlibraryissuesareonlyraisedbyWestNusaTenggara.

4. ESDorsustainabledevelopmentissuesareraisedbySouthSulawesiandWestSulawesi

5. EducationIssuelawregarding2013curriculuminspecific,isonlyraisedbyEastJava.

6. Health issues, such as immunitation and School's Health Unit, are only raised by Bali

Province.

AnotherraisedissueinBaliisaboutcompany'spromotionalproduct.



Forest

Ecosystem

Servicesin

BBSNP

PILIGreen

Network

Community

BukitBarisan

SelatanNational

Park,Lampung

Community

assistance

Rehabilitationoflandand

forestecosystemservices

Socialchangesofthe

offensebecomeslegalon

publicorder

Livelihooddiversification

andindependent

economicenterprises

Recoveryparadigmandorderinthe

communityrelatedtothe

managementofthearea

Bridging

Leadership

Program

YPBB

Community

Village

Aceh

Leadership

trainingto

managethe

post-tsunami

villagesmore

sustainable

Developmentandsupport

ofthephysicalandnatural

Managementissuesofequal

accesstoqualityecological

Thepatternof

consumption/

productionaccordingto

thecarryingcapacityof

thenatural

Understandingtheissueof

sustainabilityandleadershipasa

preparationforwork

Animaland

forest

conservation

PWEC

Schoolsand

community

WestJava

Programfor

teachers,pupils

anduniversity

students

Wildlifeashunting,

tradeandmaintenance

forestconservation

Maintenanceofwildlifeasa

lifestyle,asSDApride

Wildlifeandforestsas

stateassets

Animalconservationissuesand

conveyedinprocessesoflearningin

formaleducation

ModelTeacher

LearningCenter

Schoolsand

community

Putra

Sampoerna

SchoolOutreach

Lumajang,

WestJava

Educators

trainingfor

school

management

andlearner

Principle,ESDperspectivesrelatedformaleducationanddailylearning

Studentsthinkgloballyandact

locallyproducedbyeducatorswho

implementESD

TeensgoGreen

KEHATI

Studentsincity

CiliwungRiver

area

Students

program

Studentsprogram

Greenlifestye

Consumptionpatterns

increasethevolumeof

garbage,andtrash

impactonecology

Publiccampaignprogramby

students

Watershed

Management

area

RMI

Schoolsand

community

Caringindan

Cigombong,

BogorDistrict

Strenghtening

community

group

Environmentalconditions

affectthewatershed

upstreamofurbanareas

Unemploymentof

productiveage,resilience

andsocialcapital

Consumptivelifestyleand

localeconomypotency

Changeofmindsetmorecriticaland

communitygroupswhoareableto

relatetheactivitiesoftheeconomic

aspects-social-environment.

Riverastourist

attraction

HIJAU

Village

community

Banjarasri,

Jogjakarta

Community

mentoring

collectivelyfor

travel

management

Theconceptofupstreamto

downstreamanddecreased

springdischarge

Interprettheconceptof

localHamemayuHayuning

Bawana

Riverastourist

attraction,manageby

community

Increasedtourismmanagementby

thecommunityasawholeand

protectupstream-downstream

Petani

peternak,

sekolah

Conservation

slopesofMount

Merapi

Kanopi

Farmer,rancher

andschool

SlemanDistrict,

CentralJava

Theroleo

forest

TrainingforFarmer,

rancherandschool

Interestinlocalwisdomon

diminishingnatural

Activityintheforestto

grazecattle,thesocial

marketing

Alternativeprovisionoffodder

impactontheprotectionofforest

Watervillages

adoption

ECOTON

Schoolsand

community

WestJava

Programfor

teachers,pupils

anduniversity

students

Wildlifeashunting,trade

andmaintenanceforest

conservation



GuidingEcotourismand

distributionchannelfor

hazelnut,coffee,andhoney

Utilizationofspringsasatouris,

forestexpansion

IndicatorOutcomes

Inst

itution

Pro

gra

mLoca

tion

Eco

logi

Social

Eco

nom

i

Bala

nce

Targ

et

Gro

up

Learn

ing

Pro

cess

Indicato

rOutcom

es

Environmental

educationfor

elementary

schools

Lembaga

Konservasi21

School

Kab.Lampung

Barat

Schoolgardens,

conservation

camp,

competitions

Forestconservationas

waterprovider

Schoolgardensand

communication

betweenteacher-

parent-student

Schoolgardenthat

producetosupport

parentscoffee

plantations

Otherprincipalwillsupportand

facilitatetheactivitiesandother

partnersmakeitworks





Cendrawasih

BayNational

Park

Riveraspartof

dailyactivities

Developmentof

Renewable

Energy

Rubberplants

Capacity

buildingwithan

integrated

learning

Coralreef

conservation

SeedSavingfor

Sustainable

Agriculture

Seaisourfriend

IDEP

WWF

Indonesia/

TNTC

JARI

PPLHBali

YAPEKA

SuarInstitute

SkholaEBG

PPLHPuntondo

Schoolsand

community

Schoolsincity

Village

community

Village

community

Communities

andnon-formal

educationin

subdistrict

Village

community

Farmerinthe

villages

Schoolsin

subdistrict

Cendrawasih

Bay

Denpasar

WaringinBarat

District

NangaPinoh,

MelawiDistrict

BoneDistrict

TakalarDistrict

Bali

Mataram,

Lombok

Teacher

Training

River

conservation

through:

movies,green

maps,social

journalismand

researcher

Utilizationof

manureasa

renewable

energy

Community

assistance

English

language

trainingin

community

gro

up

Community

assistance

Siteactivitiesin

coastalandsea

Utilizationand

managementmarineand

terresterialnatural

reso

urce

s

Waterpollutionandriver

biodiversity

Theuseofrenewable

energy,thebenefitsof

cowdung

RasauSebajuforestas

peatlands

Environmentaslearning

media

Restorationofcoralreefas

seabiodiversityhabitat

Conservationofseaand

coastalarea

Probleminremoteareathat

lackofinformationand

poor(public)

transportation

Religioussitesandlocal

wisdom,andthe

availabilityofcleanwater

biogasprocessflowand

utilizationofbiogas

Indigenousforestsand

IndigenousSystems

Englishlanguageasmedia

forcommunicationand

openfornewknowledges

Socialinteractionbetween

coastalcommunity

Habittothrowwasteinto

theocean,localrulesfor

conservationofemarine

naturer

eso

urc

e

Thelimitationsofthe

market,thelowselling

price,andseafood

processing

Riveraspartofasmall

industrialeconomy

Increasedrevenue

throughareductionin

householdspending

Alternativelivelihood

Englishskilltopropose

forjobbutexpensivefor

thetraining

People'slivelihoodis

fisherman

Ecotourismthat

responsibletonature

Patternsoflearninginschools

integratethesocio,economic

andecologytoeducateand

awarenessinTNTC

Badungriverasamediumof

learningforthecommunityand

schoolstomaintainwater

quality

Managementofthebiogasby

thecommunityindependently

andutilizationofcowdung

Reducingtheheightoftheflood

withIndigenousforest

pre

serv

atio

n

Parentsandchildrenenjoys

communityactivitiestoincrease

theircapacity

Coralreefconservationby

community

Sustainableagricultureimpact

onnatureandhumanhealth,

andindependentforagriculture

needs.

Farmersimplementing

sustainableagriculture

Schoolsinvolvedinmarineand

coastalconservationprograms,

andincludeforparentsand

UPTD

ESDinHoB

Area

WWFIndonesia

Schools

Kalimantan

Trainingand

schools

asistance

Environmental

Management,biodiversity,

andnaturalresources

Cultureandlocalwisdom,

consumptiveandsocial

inequality(poverty)

Businessenvironment,

livelihoodofcommunity

Diverseandcreativelearningfor

students

R-3

Greenna

Womens

Kampung

Cisalopa

Women

assistance

Wastemanagement

Barterdaylyneedswiththe

waste,thesolutionofsocial

problemswiththeprofit

circulatesystem

Makingnewproducts

withrawmaterialsfrom

waste

Communityfeeltheimpactof

environmental,social,and

economicofwastemanagement

Attach

ment-5.C

om

pilationofData

AnalysisAct

ivitie

s

Indi

cato

r O

utco

mes

Inst

itution

Pro

gra

mLoca

tion

Eco

logi

Social

Eco

nom

i

Bala

nce

Targ

et

Gro

up

Learn

ing

Pro

cess

Indicato

rOutcom

es

Management

andprocessing

organicfarming

system

Consumptionpatterns,

familyfoodstocksand

farmingculture

Seedstoringsystem

.

Sustainablefarming

systemgiveimpactto

naturequality

Conservationoflocalseed

plant

Fightagainstpoverty,

socialbusiness

Processingand

managementseedselling

48

Forest

Ecosystem

Servicesin

BBSNP

PILIGreen

Network

Community

BukitBarisan

SelatanNational

Park,Lampung

Community

assistance

Rehabilitationoflandand

forestecosystemservices

Socialchangesofthe

offensebecomeslegalon

publicorder

Livelihooddiversification

andindependent

economicenterprises

Recoveryparadigmandorderinthe

communityrelatedtothe

managementofthearea

Bridging

Leadership

Program

YPBB

Community

Village

Aceh

Leadership

trainingto

managethe

post-tsunami

villagesmore

sustainable

Developmentandsupport

ofthephysicalandnatural

Managementissuesofequal

accesstoqualityecological

Thepatternof

consumption/

productionaccordingto

thecarryingcapacityof

thenatural

Understandingtheissueof

sustainabilityandleadershipasa

preparationforwork

Animaland

forest

conservation

PWEC

Schoolsand

community

WestJava

Programfor

teachers,pupils

anduniversity

students

Wildlifeashunting,

tradeandmaintenance

forestconservation



Wildlifeandforestsas

stateassets

Animalconservationissuesand

conveyedinprocessesoflearningin

formaleducation

ModelTeacher

LearningCenter

Schoolsand

community

Putra

Sampoerna

SchoolOutreach

Lumajang,

WestJava

Educators

trainingfor

school

management

andlearner

Principle,ESDperspectivesrelatedformaleducationanddailylearning

Studentsthinkgloballyandact

locallyproducedbyeducatorswho

implementESD

TeensgoGreen

KEHATI

Studentsincity

CiliwungRiver

area

Students

program

Studentsprogram

Greenlifestye

Consumptionpatterns

increasethevolumeof

garbage,andtrash

impactonecology

Publiccampaignprogramby

students

Watershed

Management

area

RMI

Schoolsand

community

Caringindan

Cigombong,

BogorDistrict

Strenghtening

community

group

Environmentalconditions

affectthewatershed

upstreamofurbanareas

Unemploymentof

productiveage,resilience

andsocialcapital

Consumptivelifestyleand

localeconomypotency

Changeofmindsetmorecriticaland

communitygroupswhoareableto

relatetheactivitiesoftheeconomic

aspects-social-environment.

Riverastourist

attraction

HIJAU

Village

community

Banjarasri,

Jogjakarta

Community

mentoring

collectivelyfor

travel

management

Theconceptofupstreamto

downstreamanddecreased

springdischarge

Interprettheconceptof

localHamemayuHayuning

Bawana

Riverastourist

attraction,manageby

community

Increasedtourismmanagementby

thecommunityasawholeand

protectupstream-downstream

Petani

peternak,

sekolah

Conservation

slopesofMount

Merapi

Kanopi

Farmer,rancher

andschool

SlemanDistrict,

CentralJava

Theroleo

forest

TrainingforFarmer,

rancherandschool

Interestinlocalwisdomon

diminishingnatural

Activityintheforestto

grazecattle,thesocial

marketing

Alternativeprovisionoffodder

impactontheprotectionofforest

Watervillages

adoption

ECOTON

Schoolsand

community

WestJava

Programfor

teachers,pupils

anduniversity

students

Wildlifeashunting,trade

andmaintenanceforest

conservation



GuidingEcotourismand

distributionchannelfor

hazelnut,coffee,andhoney

Utilizationofspringsasatouris,

forestexpansion

IndicatorOutcomes

Inst

itution

Pro

gra

mLoca

tion

Eco

logi

Social

Eco

nom

i

Bala

nce

Targ

et

Gro

up

Learn

ing

Pro

cess

Indicato

rOutcom

es

Environmental

educationfor

elementary

schools

Lembaga

Konservasi21

School

Kab.Lampung

Barat

Schoolgardens,

conservation

camp,

competitions

Forestconservationas

waterprovider

Schoolgardensand

communication

betweenteacher-

parent-student

Schoolgardenthat

producetosupport

parentscoffee

plantations

Otherprincipalwillsupportand

facilitatetheactivitiesandother

partnersmakeitworks





Cendrawasih

BayNational

Park

Riveraspartof

dailyactivities

Developmentof

Renewable

Energy

Rubberplants

Capacity

buildingwithan

integrated

learning

Coralreef

conservation

SeedSavingfor

Sustainable

Agriculture

Seaisourfriend

IDEP

WWF

Indonesia/

TNTC

JARI

PPLHBali

YAPEKA

SuarInstitute

SkholaEBG

PPLHPuntondo

Schoolsand

community

Schoolsincity

Village

community

Village

community

Communities

andnon-formal

educationin

subdistrict

Village

community

Farmerinthe

villages

Schoolsin

subdistrict

Cendrawasih

Bay

Denpasar

WaringinBarat

District

NangaPinoh,

MelawiDistrict

BoneDistrict

TakalarDistrict

Bali

Mataram,

Lombok

Teacher

Training

River

conservation

through:

movies,green

maps,social

journalismand

researcher

Utilizationof

manureasa

renewable

energy

Community

assistance

English

language

trainingin

community

gro

up

Community

assistance

Siteactivitiesin

coastalandsea

Utilizationand

managementmarineand

terresterialnatural

reso

urce

s

Waterpollutionandriver

biodiversity

Theuseofrenewable

energy,thebenefitsof

cowdung

RasauSebajuforestas

peatlands

Environmentaslearning

media

Restorationofcoralreefas

seabiodiversityhabitat

Conservationofseaand

coastalarea

Probleminremoteareathat

lackofinformationand

poor(public)

transportation

Religioussitesandlocal

wisdom,andthe

availabilityofcleanwater

biogasprocessflowand

utilizationofbiogas

Indigenousforestsand

IndigenousSystems

Englishlanguageasmedia

forcommunicationand

openfornewknowledges

Socialinteractionbetween

coastalcommunity

Habittothrowwasteinto

theocean,localrulesfor

conservationofemarine

naturer

eso

urc

e

Thelimitationsofthe

market,thelowselling

price,andseafood

processing

Riveraspartofasmall

industrialeconomy

Increasedrevenue

throughareductionin

householdspending

Alternativelivelihood

Englishskilltopropose

forjobbutexpensivefor

thetraining

People'slivelihoodis

fisherman

Ecotourismthat

responsibletonature

Patternsoflearninginschools

integratethesocio,economic

andecologytoeducateand

awarenessinTNTC

Badungriverasamediumof

learningforthecommunityand

schoolstomaintainwater

quality

Managementofthebiogasby

thecommunityindependently

andutilizationofcowdung

Reducingtheheightoftheflood

withIndigenousforest

pre

serv

atio

n

Parentsandchildrenenjoys

communityactivitiestoincrease

theircapacity

Coralreefconservationby

community

Sustainableagricultureimpact

onnatureandhumanhealth,

andindependentforagriculture

needs.

Farmersimplementing

sustainableagriculture

Schoolsinvolvedinmarineand

coastalconservationprograms,

andincludeforparentsand

UPTD

ESDinHoB

Area

WWFIndonesia

Schools

Kalimantan

Trainingand

schools

asistance

Environmental

Management,biodiversity,

andnaturalresources

Cultureandlocalwisdom,

consumptiveandsocial

inequality(poverty)

Businessenvironment,

livelihoodofcommunity

Diverseandcreativelearningfor

students

R-3

Greenna

Womens

Kampung

Cisalopa

Women

assistance

Wastemanagement

Barterdaylyneedswiththe

waste,thesolutionofsocial

problemswiththeprofit

circulatesystem

Makingnewproducts

withrawmaterialsfrom

waste

Communityfeeltheimpactof

environmental,social,and

economicofwastemanagement

Attach

ment-5.C

om

pilationofData

AnalysisAct

ivitie

s

Indi

cato

r O

utco

mes

Inst

itution

Pro

gra

mLoca

tion

Eco

logi

Social

Eco

nom

i

Bala

nce

Targ

et

Gro

up

Learn

ing

Pro

cess

Indicato

rOutcom

es

Management

andprocessing

organicfarming

system

Consumptionpatterns,

familyfoodstocksand

farmingculture

Seedstoringsystem

.

Sustainablefarming

systemgiveimpactto

naturequality

Conservationoflocalseed

plant

Fightagainstpoverty,

socialbusiness

Processingand

managementseedselling

48





CenterofBaliEnvironmentalEducation(PPLHBali)Establishedin1997

Address:JalanLetdaRetaNo.90Yangbatu,Denpasar80236,Bali–Indonesia

Vision:

“Properouscommunitywithaprudentandsustainableenvironmentalmanagement.”

Mission:

Improveunderstandingoftheimportanceofenvironmentalconservationmanagement,

Conductactualexercisesoneducationandcommunityguidancewhichareinaccordanceto

Prudencyoflocalculture

Cooperatingwithvariouslevelofsociety,includeentrepreneursandgovernment.

ActivityDescriptions:

PPLHBaliisanon-governmentalinstitutionfocusingonanenvironmentaleducationandcommunityempowerment.

PPLHBaliProgramisperformedtoimprovetheunderstandingofthecommunityinrelationtoenvironmentwithall

relatedaspects.Itisexpectedtobeperformedinlinewiththeimprovementofawareness,empathyandresponsibility

tonurseandpreservetheenvironment.Urban,villageandcoastalarePPLHBali'sworkareas.School,variousageof

students, teachers community, communityand teenagersare its target.FundmanagedbyPPLHBali came from

independentorganizationandindividualdonations(localandinternational).PPLHBalimaintainrelationshipwith

variouslevelofsocieties,governmentandprivateinstutionsinordertosmoothenitsprogramimplementation.

PuntondoCenterofEnvironmentalEducation(PPLHP)thEstablishedonOctober15 ,2001(activesince1998)

Address:JalanSerigalaNo.135,Makassar,90135

www.pplhpuntondo.com(new)

Vision:

Encouragetherealizationofcommunitywhoareawareandcaretotheenvironmentinordertoaimaharmonyliving

conditions.

Mission:

1. TobecomeanautonomousandindependentNGO.

2. Toprovidealearningopportunityforgroupsandindividualstounderstandenvironmentalissues.

3. Todistributeenvironmentalinformationtoawidergrouptargets.

4. Tointegratetheenvinronmentaleducationthroughtheformaleducationcurriculum.

5. Toshowanactualandpracticalexamplestofixtheenvironmentalissues.

6. Topromoteanindependentmotivatororindividualtomanagetheirenvironmentandactivities.


CenterofEnvironmentalEducationorsocalled“PusatPendidikanLingkunganHidup”(PPLH)isanongovernmental

organizationworkingintheNon-FormalEnvironmentalEducationfield,whichisunderthePuntondoEnvironmental

EducationFoundation (YPLHP) legal form.ThePuntondoPPLH is situated in the coastal areaofTelukLaikang,

customizelydesignedusingmarineandcoastalbase,andhasbecameasimpleyetpracticalenvironmentaleducation

place.


BimaESW“BenihMatahari”

Establishedin2000

Address:Jl.BendunganBeningNo.23,EastJava65145

Vision:

TheformationofeducationalparadigminIndonesiatoachieveasustainablesociallife.

Activitiesdescription:

“BenihMatahari”worksinthefieldofeducationtosupportimprovementofeducators'capacitybuildingandto

affectthemindsetandbehavioroftheyounggeneration,whoareresponsivetothechangeandsustainability-

minded.OurworkmethodisbasedonpartnershipandworktogetherwithNGOthatareactiveatschoolsin

severalregions.Weapplyacombinationofframeworksbetweentraining–workshop–companionshipfor

teacher/school/educatorwherethecompanionshipplaysanimportantroletomakesurethattheywillstilluse

anddevelopthenewknowledgeandcapabilityinperson.

PetungsewuWildlifeEducationCenter(P-WEC)Establishedin2003

Address:JalanMargasatwaNo.1DSPetungsewu,KecamatanDau,KabupatenMalang

Vision:

PeopleofIndonesiahavetheawarenessofandconcernfortheconservationofnature.

Mission:

a. DevelopP-WECasacenterofinformationandinformationeducationforconservationofnature.

b. DevelopP-WECasoneofthefundraisingalternativeforforestsandwildlifeconservationorganizedbyProFauna

Indonesia.

c. Develop partnership with community, government, other organization and entrepreneurs, to encourage

communityawarenessfortheimportanceofnatureconservation.


PetungsewuWildlifeEducationCenter(P-WEC)isacenterofeducationinformationregardingtonatural

conservation.EstablishedbyProFaunaIndonesiabytheendof2003,P-WECwasformedwiththepurposeof

providingopportunitytothecommunitytogaininformation,knowledgeandunderstandingregardingtonatural

conservation,aswellastoelevatethecommunityawarenessandactiveparticipationoftheconservationof

nature.P-WECactivityisaConservationEducation,CommunityDevelopmentandFundRaising.Activityfor

ConservationEducationisnotonlyheldattheP-WECfacilitybutalsoheldoutsideofthefacilitysuchasformal

educationalinstitution(schoolanduniversity)andnon-formalgroups.P-WECalsohasregulareducational

programssuchasseminar,workshops,trainings,campaignandothers.P-WECalsomakesfundraisingactivities

throughoutdooreducationalprograms,outboundandadventures.Fundraisedfromtheactivitiesaretosupport

theconservationoperationofwildlifeandforestorganizedbyP-WECandProFaunaIndonesia.

50





CenterofBaliEnvironmentalEducation(PPLHBali)Establishedin1997

Address:JalanLetdaRetaNo.90Yangbatu,Denpasar80236,Bali–Indonesia

Vision:

“Properouscommunitywithaprudentandsustainableenvironmentalmanagement.”

Mission:

Improveunderstandingoftheimportanceofenvironmentalconservationmanagement,

Conductactualexercisesoneducationandcommunityguidancewhichareinaccordanceto

Prudencyoflocalculture

Cooperatingwithvariouslevelofsociety,includeentrepreneursandgovernment.


PPLHBaliisanon-governmentalinstitutionfocusingonanenvironmentaleducationandcommunityempowerment.

PPLHBaliProgramisperformedtoimprovetheunderstandingofthecommunityinrelationtoenvironmentwithall

relatedaspects.Itisexpectedtobeperformedinlinewiththeimprovementofawareness,empathyandresponsibility

tonurseandpreservetheenvironment.Urban,villageandcoastalarePPLHBali'sworkareas.School,variousageof

students, teachers community, communityand teenagersare its target.FundmanagedbyPPLHBali came from

independentorganizationandindividualdonations(localandinternational).PPLHBalimaintainrelationshipwith

variouslevelofsocieties,governmentandprivateinstutionsinordertosmoothenitsprogramimplementation.

PuntondoCenterofEnvironmentalEducation(PPLHP)thEstablishedonOctober15 ,2001(activesince1998)

Address:JalanSerigalaNo.135,Makassar,90135

www.pplhpuntondo.com(new)

Vision:

Encouragetherealizationofcommunitywhoareawareandcaretotheenvironmentinordertoaimaharmonyliving

conditions.

Mission:

1. TobecomeanautonomousandindependentNGO.

2. Toprovidealearningopportunityforgroupsandindividualstounderstandenvironmentalissues.

3. Todistributeenvironmentalinformationtoawidergrouptargets.

4. Tointegratetheenvinronmentaleducationthroughtheformaleducationcurriculum.

5. Toshowanactualandpracticalexamplestofixtheenvironmentalissues.

6. Topromoteanindependentmotivatororindividualtomanagetheirenvironmentandactivities.


CenterofEnvironmentalEducationorsocalled“PusatPendidikanLingkunganHidup”(PPLH)isanongovernmental

organizationworkingintheNon-FormalEnvironmentalEducationfield,whichisunderthePuntondoEnvironmental

EducationFoundation (YPLHP) legal form.ThePuntondoPPLH is situated in the coastal areaofTelukLaikang,

customizelydesignedusingmarineandcoastalbase,andhasbecameasimpleyetpracticalenvironmentaleducation

place.


BimaESW“BenihMatahari”

Establishedin2000

Address:Jl.BendunganBeningNo.23,EastJava65145

Vision:

TheformationofeducationalparadigminIndonesiatoachieveasustainablesociallife.

Activitiesdescription:

“BenihMatahari”worksinthefieldofeducationtosupportimprovementofeducators'capacitybuildingandto

affectthemindsetandbehavioroftheyounggeneration,whoareresponsivetothechangeandsustainability-

minded.OurworkmethodisbasedonpartnershipandworktogetherwithNGOthatareactiveatschoolsin

severalregions.Weapplyacombinationofframeworksbetweentraining–workshop–companionshipfor

teacher/school/educatorwherethecompanionshipplaysanimportantroletomakesurethattheywillstilluse

anddevelopthenewknowledgeandcapabilityinperson.

PetungsewuWildlifeEducationCenter(P-WEC)Establishedin2003

Address:JalanMargasatwaNo.1DSPetungsewu,KecamatanDau,KabupatenMalang

Vision:

PeopleofIndonesiahavetheawarenessofandconcernfortheconservationofnature.

Mission:

a. DevelopP-WECasacenterofinformationandinformationeducationforconservationofnature.

b. DevelopP-WECasoneofthefundraisingalternativeforforestsandwildlifeconservationorganizedbyProFauna

Indonesia.

c. Develop partnership with community, government, other organization and entrepreneurs, to encourage

communityawarenessfortheimportanceofnatureconservation.


PetungsewuWildlifeEducationCenter(P-WEC)isacenterofeducationinformationregardingtonatural

conservation.EstablishedbyProFaunaIndonesiabytheendof2003,P-WECwasformedwiththepurposeof

providingopportunitytothecommunitytogaininformation,knowledgeandunderstandingregardingtonatural

conservation,aswellastoelevatethecommunityawarenessandactiveparticipationoftheconservationof

nature.P-WECactivityisaConservationEducation,CommunityDevelopmentandFundRaising.Activityfor

ConservationEducationisnotonlyheldattheP-WECfacilitybutalsoheldoutsideofthefacilitysuchasformal

educationalinstitution(schoolanduniversity)andnon-formalgroups.P-WECalsohasregulareducational

programssuchasseminar,workshops,trainings,campaignandothers.P-WECalsomakesfundraisingactivities

throughoutdooreducationalprograms,outboundandadventures.Fundraisedfromtheactivitiesaretosupport

theconservationoperationofwildlifeandforestorganizedbyP-WECandProFaunaIndonesia.

50





TheCommunityofScholatanpabatasEstablishedin1991

Address:JalanHajiKallaNo.73A,KelurahanPanaikang,KecamatanPariakkukang,

Makassar,SulawesiSelatan.90231

Vision:

Educationforall(“topadamacca”)

Mission:

Developindependency,localambiencesupremacyandhumanitarian.


Skhholatanpabatasisacommunityengaginginempoweringyouthintheeducationalfield,environmentalhealth

andenvironment,providingchancetothemale/femalegenerationtobeinvolvedinteachingorsharingactivities

inthelocationunderSkholatanpabatas'ssupervision.Theselocationsareinvariouscommunitiessuchaslocal

communities,orphanagesandschools.Assistedorsupervisedcommunitieslocatedinurbancities(Makassarand

Kendari),coastal(MakassarandPinrang),andmountains(Lapri,Bone).TheorphanageislocatedinMakassarand

Manado.TheassistedschoolsareinMarosandMakassar.Communitiesandschoolagechildrensarethetargetof

thisassistancies.Theteachingorsharingmaterialareincludesdancing,Englishlanguage,writingandreading,

handicraft,environment,andselfdevelopment.Learningmaterialisbeingdeliveredasanintegrationtolocal

values.Otherprogramsaretotrainandassistthirdpartyinacollaborationactivity,ortohaveSkholatanpabatas

assistanceorinvolvementintheinternalschoolactivities.

WWFIndonesiaEstablishedin1962

th thAddress:GrahaSimatupang,Tower2UnitC,7 –11 Floor.

JalanLetjenTBSimatupang,Jakarta12540

www.wwf.or.id

Vision

PreservationofIndonesia'sbiodiversityfortheprosperityofcurrentandfuturegenerations.

Mission

Promotingasturdyethicsofconservation,awareness,aswellasactionsbyIndonesiancommunity.

Facilitingmulti-partiesfortheirefforttopreservebiodiversityandecologicalprocesswithinecologicalscale.

Performingadvocacyforanyconservationsupportedpolicy,lawandlawenforcement.

Promotingtheconservationforcommunity'swelfarebyutilizingnaturalresourcesinasustainablemanner.

ActivitiesDescriptions:

WWFIndonesiaisthebiggestenvironmentalconservationorganizationinIndonesiawhichwasestablishedin

1962.Since1998,theorganizationwaslegallyformedasaFoundation(Yayasan)wheretoday,WWFIndonesia

worksat28districtofficeswidelyspreadfromAcehtoPapua,andsupportedbymorethan400employees.Since

2006,WWFIndonesiaalsoreceived54,000supportersfromalloverthenations.Pleasevisitwww.wwf.or.id.

52

RMI–RimbawanMudaIndonesiaEstablishedon1992

Address:JalanSempurNo.55,Bogor,WestJava

Vision

Theabsolutepowerofmenandwomenoverlandandnaturalresourcestowardsasustainablelivelihoodsystem.

Mission

· Empowermenandwomen,andgroupof farmersto fight for therightof landandnaturalresources towards

sustainableliving.

· Raisecollectiveactionstoobtainacknolwedgementandassurancefortherightsofpeople,womenandmen,over

landandnaturalresources.

· Developknowledgemanagementsystemthroughanaccelerationoflearningprocessthatiscapableofcrossing

theboundariesbetweenknowledgeandaction.


RMIperformssocietycompanionshipactivities,especiallyintheecosystemareasofHalimunSalakMountainand

GunungGedePangrangoinWestJavaandBantenProvinces,andgenerallyinotherplacesinIndonesia.This

activitiesareperformedviacriticaleducationwhichisintendedtoempowerthecommunityandtheir

participationinmanagingthenaturalresourcesforsustainableliving.

FacultyofEducation

UniversitasSiswaBangsaInternasional

(TheSampoernaUniversity)Establishedin2009

Vision

USBI'svisionistobecomeasustainable,internationally-recognizeduniversity,inspiredbythephilosophyofthe

PuteraSampoernaFoundation,whichwillhelptobuildabetterfutureforIndonesia.

Mission

USBI's mission is to educate future leaders who possess the distinctive USBI characteristics of leadership,

entrepreneurship, and social responsibility, and are committed to giving back to Indonesian society through a

lifelongengagementwiththeworkofthePuteraSampoernaFoundation.

ActivityDescriptons:

TheFacultyofEducationaimstoprepareanewgenerationofhighlyqualifiedIndonesianeducatorswiththe

attitudes,skills,andknowledgetomeetIndonesia's21stcenturyeducationchallengesandopportunities.Not

onlywillstudentsbecompetentandacademicallyworthy,buttheywillalsodemonstrateapassionforeducation

andadispositiontowardssocialresponsibility.TheFacultybenchmarksitscurriculumtointernationalstandards

andcollaborateswithstrategicpartnerstoensureitscommitmenttobecomingthepremiereducationinstitution

inIndonesia.Eachstudyprogramcurriculumisdesignedtobeinterdisciplinary,multi-entryandmulti-exit,

allowingforflexibilitybasedonstudentneeds.





TheCommunityofScholatanpabatasEstablishedin1991

Address:JalanHajiKallaNo.73A,KelurahanPanaikang,KecamatanPariakkukang,

Makassar,SulawesiSelatan.90231

Vision:

Educationforall(“topadamacca”)

Mission:

Developindependency,localambiencesupremacyandhumanitarian.


Skhholatanpabatasisacommunityengaginginempoweringyouthintheeducationalfield,environmentalhealth

andenvironment,providingchancetothemale/femalegenerationtobeinvolvedinteachingorsharingactivities

inthelocationunderSkholatanpabatas'ssupervision.Theselocationsareinvariouscommunitiessuchaslocal

communities,orphanagesandschools.Assistedorsupervisedcommunitieslocatedinurbancities(Makassarand

Kendari),coastal(MakassarandPinrang),andmountains(Lapri,Bone).TheorphanageislocatedinMakassarand

Manado.TheassistedschoolsareinMarosandMakassar.Communitiesandschoolagechildrensarethetargetof

thisassistancies.Theteachingorsharingmaterialareincludesdancing,Englishlanguage,writingandreading,

handicraft,environment,andselfdevelopment.Learningmaterialisbeingdeliveredasanintegrationtolocal

values.Otherprogramsaretotrainandassistthirdpartyinacollaborationactivity,ortohaveSkholatanpabatas

assistanceorinvolvementintheinternalschoolactivities.

WWFIndonesiaEstablishedin1962

th thAddress:GrahaSimatupang,Tower2UnitC,7 –11 Floor.

JalanLetjenTBSimatupang,Jakarta12540

www.wwf.or.id

Vision

PreservationofIndonesia'sbiodiversityfortheprosperityofcurrentandfuturegenerations.

Mission

Promotingasturdyethicsofconservation,awareness,aswellasactionsbyIndonesiancommunity.

Facilitingmulti-partiesfortheirefforttopreservebiodiversityandecologicalprocesswithinecologicalscale.

Performingadvocacyforanyconservationsupportedpolicy,lawandlawenforcement.

Promotingtheconservationforcommunity'swelfarebyutilizingnaturalresourcesinasustainablemanner.

ActivitiesDescriptions:

WWFIndonesiaisthebiggestenvironmentalconservationorganizationinIndonesiawhichwasestablishedin

1962.Since1998,theorganizationwaslegallyformedasaFoundation(Yayasan)wheretoday,WWFIndonesia

worksat28districtofficeswidelyspreadfromAcehtoPapua,andsupportedbymorethan400employees.Since

2006,WWFIndonesiaalsoreceived54,000supportersfromalloverthenations.Pleasevisitwww.wwf.or.id.

52

RMI–RimbawanMudaIndonesiaEstablishedon1992

Address:JalanSempurNo.55,Bogor,WestJava

Vision

Theabsolutepowerofmenandwomenoverlandandnaturalresourcestowardsasustainablelivelihoodsystem.

Mission

· Empowermenandwomen,andgroupof farmersto fight for therightof landandnaturalresources towards

sustainableliving.

· Raisecollectiveactionstoobtainacknolwedgementandassurancefortherightsofpeople,womenandmen,over

landandnaturalresources.

· Developknowledgemanagementsystemthroughanaccelerationoflearningprocessthatiscapableofcrossing

theboundariesbetweenknowledgeandaction.


RMIperformssocietycompanionshipactivities,especiallyintheecosystemareasofHalimunSalakMountainand

GunungGedePangrangoinWestJavaandBantenProvinces,andgenerallyinotherplacesinIndonesia.This

activitiesareperformedviacriticaleducationwhichisintendedtoempowerthecommunityandtheir

participationinmanagingthenaturalresourcesforsustainableliving.

FacultyofEducation

UniversitasSiswaBangsaInternasional

(TheSampoernaUniversity)Establishedin2009

Vision

USBI'svisionistobecomeasustainable,internationally-recognizeduniversity,inspiredbythephilosophyofthe

PuteraSampoernaFoundation,whichwillhelptobuildabetterfutureforIndonesia.

Mission

USBI's mission is to educate future leaders who possess the distinctive USBI characteristics of leadership,

entrepreneurship, and social responsibility, and are committed to giving back to Indonesian society through a

lifelongengagementwiththeworkofthePuteraSampoernaFoundation.

ActivityDescriptons:

TheFacultyofEducationaimstoprepareanewgenerationofhighlyqualifiedIndonesianeducatorswiththe

attitudes,skills,andknowledgetomeetIndonesia's21stcenturyeducationchallengesandopportunities.Not

onlywillstudentsbecompetentandacademicallyworthy,buttheywillalsodemonstrateapassionforeducation

andadispositiontowardssocialresponsibility.TheFacultybenchmarksitscurriculumtointernationalstandards

andcollaborateswithstrategicpartnerstoensureitscommitmenttobecomingthepremiereducationinstitution

inIndonesia.Eachstudyprogramcurriculumisdesignedtobeinterdisciplinary,multi-entryandmulti-exit,

allowingforflexibilitybasedonstudentneeds.

KehatiFoundationEstablishedin1994

Address:Jl.BangkaVIIINo.3B,PelaMampang,Jakarta

Selatan12720

Vision:

Beingareliableandinfluentialreformationagentinsupportingtheconservationandafairyetsustainableuseof

biodiversityandenvironment.

Mission:

· Improveawarenessandunderstandingtopromotethebehaviouraltransformationofpeople.

· Collection,managementanddistributionofresources.

· Communityorganizationempowerment.

· Supportingthegrowthofeconomywitharebasedonrenewablenaturalresources.

· PromotingthecreationoflocalandnationalpublicpoliciestopreservetheIndonesianbiodiversity

BioCommunicafoundationForLifeandaSustainableFuture

PuriCipageranIndahIIC5-1

BandungBarat40552

Phone:+622286600544

Mobile:+6285794111963

Email:[email protected]

Activities:

Training,FacilitationandAssistanceEducationforSustainableDevelopmentactivities.





WomenandYouthDevelopment

InstituteofIndonesia(WYDII)Surabaya-EastJava

Vision:

WYDIIaimstothecreationofrepresentationandactiveparticipationfromallinthedecision-makingprocess,asto

theestablishmentofademocraticandhumanelygovernment.

Mission:

1. Encouragetheestablishmentoftheconceptofparticipatoryleadershipamongyouthandwomen;

2. Createmoreroomsforformalcommunicationwithgenderorientation,betweenwomenandyouthwhich

cansimultaneouslyaffectingthegenderreconceptualizationwithinthem.

3. Improveyouthandwomen'scapabilityandpotentialwithgenderbasis,astobemoreactivelyparticipatein

democracyanddevelopment;

4. Continuouslyparticipateinpreservingtheenvironmentalsustainabilitywhichcanlaterbeinfluencingtoa

widercommunitywithideasofsavingtheenvironment.

WYDIIempoweringthecommunityby:

1. Aimingtothecreationofgenderequalityinvariousfieldsofsocial,culturalandpolitical.

2. Promotingwomenleadersandpolitics,forwomenandteenagegirlsthroughtraining.

3. Providing advocacy of underage marriage within teenagers.

4. Providing advocacy to get righteousness of issues caused by natural resources exploitation,through obligation

development to nurture and take care of the environment.

5. Promoting female figures to become social actor that are capable of fulfilling advocacy for women's basic need by

fighting for women's rights in terms of health, food, energy and space for open participation.

6. Improving education and developing women awareness to a policy drafting and development of women's norms base

on religion.

YayasanHijauGPLEstablishedin1999

Address:JalanAmriYahyaNo.1,Gampingan(JogyaNationalMuseumArea),

Wirobrajan,Jogjakarta55253,DIY.

VisionandMission:

Havinganenvironmentalfriendlypeoplestructurewhichisinlinetolocalculturalwisdom.


Developactivitiesthroughartandculturetogainenvironmentalawarenessandknwoledgebyspreadingseedsof

lovetotheenvironmenttotheschoolagechildren,teacherandfamily.

54

KehatiFoundationEstablishedin1994

Address:Jl.BangkaVIIINo.3B,PelaMampang,Jakarta

Selatan12720

Vision:

Beingareliableandinfluentialreformationagentinsupportingtheconservationandafairyetsustainableuseof

biodiversityandenvironment.

Mission:

· Improveawarenessandunderstandingtopromotethebehaviouraltransformationofpeople.

· Collection,managementanddistributionofresources.

· Communityorganizationempowerment.

· Supportingthegrowthofeconomywitharebasedonrenewablenaturalresources.

· PromotingthecreationoflocalandnationalpublicpoliciestopreservetheIndonesianbiodiversity

BioCommunicafoundationForLifeandaSustainableFuture

PuriCipageranIndahIIC5-1

BandungBarat40552

Phone:+622286600544

Mobile:+6285794111963

Email:[email protected]

Activities:

Training,FacilitationandAssistanceEducationforSustainableDevelopmentactivities.





WomenandYouthDevelopment

InstituteofIndonesia(WYDII)Surabaya-EastJava

Vision:

WYDIIaimstothecreationofrepresentationandactiveparticipationfromallinthedecision-makingprocess,asto

theestablishmentofademocraticandhumanelygovernment.

Mission:

1. Encouragetheestablishmentoftheconceptofparticipatoryleadershipamongyouthandwomen;

2. Createmoreroomsforformalcommunicationwithgenderorientation,betweenwomenandyouthwhich

cansimultaneouslyaffectingthegenderreconceptualizationwithinthem.

3. Improveyouthandwomen'scapabilityandpotentialwithgenderbasis,astobemoreactivelyparticipatein

democracyanddevelopment;

4. Continuouslyparticipateinpreservingtheenvironmentalsustainabilitywhichcanlaterbeinfluencingtoa

widercommunitywithideasofsavingtheenvironment.

WYDIIempoweringthecommunityby:

1. Aimingtothecreationofgenderequalityinvariousfieldsofsocial,culturalandpolitical.

2. Promotingwomenleadersandpolitics,forwomenandteenagegirlsthroughtraining.

3. Providing advocacy of underage marriage within teenagers.

4. Providing advocacy to get righteousness of issues caused by natural resources exploitation,through obligation

development to nurture and take care of the environment.

5. Promoting female figures to become social actor that are capable of fulfilling advocacy for women's basic need by

fighting for women's rights in terms of health, food, energy and space for open participation.

6. Improving education and developing women awareness to a policy drafting and development of women's norms base

on religion.

YayasanHijauGPLEstablishedin1999

Address:JalanAmriYahyaNo.1,Gampingan(JogyaNationalMuseumArea),

Wirobrajan,Jogjakarta55253,DIY.

VisionandMission:

Havinganenvironmentalfriendlypeoplestructurewhichisinlinetolocalculturalwisdom.


Developactivitiesthroughartandculturetogainenvironmentalawarenessandknwoledgebyspreadingseedsof

lovetotheenvironmenttotheschoolagechildren,teacherandfamily.

54

TheJourney

ofEducationforSustainableDevelopmentinIndonesiafromNGOPerspective



2014

Date post:	11-Aug-2021
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

The Journey of Education for Sustainable Development in … ESD LSM inggris.pdf · 2020. 4. 1. ·...

Documents