Institutional Strengthening of Education for Sustainable …new-indonesia.org/.../images/upload/dok/...Analysis-Paper-31032012.pdf · Institutional Strengthening of Education for

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Institutional Strengthening of

Education for Sustainable

Consumption (ESC)

Advancing ESC Policy and Implementation Strategies

Mapping opportunities in Indonesia

By Latipah Hendarti

March 31, 2012

(2nd version)

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Note: This paper was prepared by Latipah Hendarti (DeTara Foundation) and reviewed by Darwina

Widjajanti (YPB -Yayasan Pembangunan Berkelanjutan) and under the program of Institutional

Strengthening of Education for Sustainable Consumption (ESC) : Advancing ESC Policy and

Implementation Strategies. This paper is part of collaboration project between United Nations

Environment Programme (UNEP) and YPB, presenting a research in progress by the author, and

published to elicit comments and further debate.

For more information, please contact [email protected]; [email protected]

Yayasan Pembangunan BerkelanjutanPerumahan Bumi Harum Manis – Rumah Kasarion

Jl. Lebak Bulus I No.62. Lebak Bulus, CilandakJakarta. 12440

T +62(0) 21 7592 1103; +62(0) 21 7658 123F +62(0) 21 7592 1104

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CONTENTS

Table of Contents iiiList of Tables and Figures ivList of Attachements ivList of Acronym v

1. Introduction 11.1. Education for Sustainable Consumption (ESC) 21.2. Institutional Strengthening of ESC: Pilot Project 3

2. Consumption Patterns in Indonesia 5

3. Moving Towards Sustainable Development in Indonesia 7Policy Framework relevant to ESC

4. National Formal Education:Exploring Opportunities for Education for Sustainable Consumption (ESC) in FormalEducation

11

4.1. National Education System in Indonesia 114.2. Opportunity ESC in national education system at primary andsecondary education in Indonesia

15

4.3. Adiwiyata Program as the bridge for accelerating implementation of EnvironmentalEducation, Education for Sustainable Development and ESC in primary and secondaryformal education

18

5. Teacher Training Programmes 205.1. Teachers Spearheading Enviromental Education and Education for SustainableDevelopment

20

5.2. Teacher Training Implementor 23

6. Non-Formal and Informal Education:Initiatives that Promote Environmental Education and Education for SustainableDevelopment

25

7 . Advancing Education for Sustainable Consumption Policy and ImplementationStrategies in Indonesia:Some Opportunities and Challanges

29

7.1. At the national policy level 307.2. At the implementation level7.3. Strategic Approach for better integration of ESC into existing frameworks

3341

8 . References 44

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LIST OF TABLES AND FIGURES

Tables1. Indonesian Consumer Expenditures Average Monthly Expenditure per Person 2010 (US$) 52. Sub competence, and indicator of teacher education under PMPTK 213. Potential for ESC Enhancement in Existing Framework 38

Figures1. Education System in Indonesia 142. The Outlines of the Content (GBIM - Garis-garis Besar Isi Materi) of EE Subject 173. Model SCP Action Plan Indonesia Source: Bastaman H (2011) Mainstreaming of SCP into the

National Development Plan31

LIST OF ATTACHMENTS

1. The Initiatives from NGO, Private Sector and Mass Media in Environmental Education.and Education for Sustainable Development

50

2. Research summary on government policy initiatives and potential to ESC enhancement inIndonesia (policy research with focus primary and secondary education)

56

3. Aspects of environmental education subject in the primary and secondary formal education inIndonesia Ministry of National Education of Republic Indonesia

65

4. Aspects of ESD refer to Manual Education for Sustainable Development, Ministry of NationalEducation of Republic Indonesia

68

5. Aspect of Character Building Curriculum (source: Ministry of National Education, RepublicIndonesia)

71

6. Topics ESC (UNEP) 727. ESC Competencies (UNEP) 74

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Acronyms

3R Reduce, Reuse, and Recycle (Mengurangi, Menggunakan Kembali, MendaurUlang)

AOI Indonesia Organic Alliance (Aliansi Organik Indonesia )BAPEDAL Agency for Environmental Control (Badan Pengendalian Dampak

Lingkungan)BPPT Agency of Assessment and Application Technology (Badan Pengkajian dan

Penerapan Teknologi )BPS Central Agency of Statistics (Badan Pusat Statistik )CAR Classroom Action ResearchCE Consumer Education (Pendidikan Konsumen)CSR Corporate Social Responcibility (Tanggungjawab Sosial Perusahaan)DBE3 Decentralized Basic Education Three (Tiga Pendidikan Dasar Desentralisasi)DESD Decade of Education for Sustainable Development (Dekade dalam

Pendidikan untuk Pembangunan Berkelanjutan)EE Environmental Education (Pendidikan Lingkungan)EIA Environmental Impact Assessment (Penilaian Dampak Lingkungan)ESC Education for Sustainable Consumption (Pendidikan untuk Konsumsi

Berkelanjutan)ESD Education for Sustainable Development (Pendidikan untuk Pembangunan

Berkelanjutan)GBCI Green Building Council Indonesia (Lembaga Konsil Bangunan Hijau

Indonesia)GBHN State Policy Guidelines (Garis-garis Besar Haluan Negara)GBIM Contents Guideline (Garis-garis Besar Isi Materi)GDP Gross Domestic ProductGHG Greenhouse Gas (Gas rumah kaca)IGES Institute for Global and Environmental StrategiesIKIP Teacher and Educational Science Institution (Institut Keguruan dan Ilmu

Pendidikan)IPA Natural Science (Ilmu Pengetahuan Alam)IPS Social Science(Ilmu Pengetahuan Sosial )JPL Environmental Education Network (Jaringan Pendidikan Lingkungan)KPAI Komunikasi Peduli Alam IndonesiaKTSP Curriculum of Level Education (Kurikulum Tingkat Satuan Pendidikan)KWD Village Oriented Entrepreneurship Program (Kursus Wirausaha Orientasi

Desa)KWK City Oriented Entrepreneurship Program (Kursus Wirausaha Orientasi Kota )MDGs Millenium Development Goals (Tujuan Pembangunan Milenium)LPTK Educational Institution and Personal (Lembaga Pendidikan dan Tenaga

Kependidikan)MIC-JICA Mangrove Information Center-Japan International Cooperation Agency

(Pusat Informasi Mangrove-Japan International Cooperation Agency)MoE Ministry of Environment (Kementerian Lingkungan Hidup)MoI Ministry of Industry (Kementerian Perindustrian)

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MoNE Ministry of National Education (Kementerian Pendidikan Nasional)MPR People's Consultative Assembly (Majelis Permusyawaratan Rakyat)NGO Non Government Organization (Organisasi Non Pemerintah)OECD Organization for Economic Co-operation and Development (Organisasi

untuk Kerjasama dan Pembangunan Ekonomi)P4TK The Center for Development and Empowerment of Teacher and Education

Personnel (Pusat Pengembangan dan Pemberdayaan Pendidik dan TenagaKependidikan )

PAIKEM Active, innovative, creative, effective and joyful learning (PembelajaranAktif, Inovatif, Kreatif, Efektif, dan Menyenangkan)

PKN Citizenship Education (Pendidikan dan Kewarganegaraan)PPLH Environmental Education Center (Pusat Pendidikan Lingkungan Hidup)PPPGT The Center of Developing and Training for Technology Teacher (Pusat

Pengembangan dan Penataran Guru Teknologi)PuP3B Education for Growth, Development and/or Education for Sustainable

Development (Pendidikan untuk Perkembangan, Pengembangan dan/atauPendidikan untuk Pembangunan Berkelanjutan)

Puskurbuk The Center of Curricula Development and Book (Pusat Kurikulum danPerbukuan)

Puslitjak The Center Policy Research (Pusat Penelitian Kebijakan)RDA Research Development Agency (Badan Penelitian dan Pengembangan)RPJM Medium Term Development Plan (Rencana Pembangunan Jangka

Menengah)RPJPN National Long Term Development Plan (Rencana Pembangunan Jangka

Panjang Negara)RRI Radio of Republic Indonesia (Radio Republik Indonesia )SBK Art, Culture, and skill (Seni, Budaya, dan Keterampilan )SCP Sustainable Consumption and Production (Konsumsi dan Produksi

Berkelanjutan)SD Elementary/Primary School (Sekolah Dasar )SFTI Sampoerna Foundation Teacher InstituteSMA Senior High School ( Sekolah Menengah Atas )SMP Junior High School (Sekolah Menengah Pertama)TIK Technology, Information, and Computer (Teknologi, Informasi, dan

Komputer )TVRI Television of Republic Indonesia (Televisi Republik Indonesia )UN United Nations (Perserikatan Bangsa-Bangsa)UNEP United Nations Environment Programme (Organisasi Lingkungan

Perserikatan Bangsa-Bangsa)UNSECO United Nations Educational, Scientific, and Cultural Organization

(Organisasi Pendidikan, Ilmu Pengetahuan, dan Kebudayaan PerserikatanBangsa-Bangsa)

USA United States of America (Amerika Serikat)USAID United States of Agency for International Development (Badan

Pengembangan Internasional Amerika Serikat)YLKI Indonesia Consumer Foundation (Yayasan Lembaga Konsumen Indonesia)

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YPB Sustainable Deveopment Foundation (Yayasan PembangunanBerkelanjutan)

YPBB Foundation for Bioscience and Biotechonology Development (YayasanPengembangan Biosains dan Bioteknologi)

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1. Introduction

In the last 50 years, the global population has consumed more goods and services than the combined totalof all previous generations. This growth in consumption has fostered economic growth, environmentaldegradation and improved the quality of life for many. However, consumption patterns differ significantlybetween developed and developing countries, the richest one fifth of the world accounts for 86% ofconsumption whilst the poorest one fifth account for about one percent of consumption (Tillard 2000).As an example, electricity consumption per capita showed that developed countries, such as the UnitedStates of America (USA), Canada, Japan and Germany, consume around more than 10 to 20 timescompared to developing countries such as Indonesia, Laos, Pakistan, Nepal and India. A similar patternalso happens for other goods including energy, food, clothing and so forth. As the world becomes moreglobalized and as population increases, developing countries tend to follow the path of developedcountries.

This path of consumption patterns substantially increases the demand and the exploitation of naturalresources in developing countries. Resource-consuming lifestyles lead to great pressure on theenvironment. At the same time, consumption is a power that remains unevenly distributed, reflectingimbalances between developed and developing countries. Billions in the world, particularly those inpoorer communities, are unable to meet their basic needs for food, health services, shelter and education.Current unsustainable consumption patterns are destroying the environment, depleting stocks of naturalresources, allocating resources in an inequitable manner, contributing to social problems such as poverty,and hampering sustainable development efforts.

Efforts to curb unsustainable consumption patterns began in 1972, when Consumers Internationalrecognized why “collective action to protect the environment can only be achieved when there iswidespread individual awareness of the environmental consequences of consumption”(DSD, 1998, p. 1).This effort also inline with result of Stockholm Conference 1972, which promoted sustainableconsumption. It was followed with the United Nations Guidelines for Consumer Protection issued in1985, which constituted a broad framework for promoting action not only in relation to issues of productsafety and economic efficiency, but also action that generated social justice and economic development.Then, the relationship between consumption, production patterns and development was included inChapter 4 of Agenda 21 at the Earth Summit in 1992. In 1995, the Commission for SustainableDevelopment recommended the incorporation of sustainable consumption as one of its goals (UNESCO,1998).

UNEP and Asia ProEco (2005) emphasize that sustainable consumption gives consumers the opportunityto consume products and services that meet their needs in efficient and effective way, while minimizingthe negative environmental, social and economic impact. The ultimate goal is to improve quality of lifefor all consumers for the present and future generations, while minimizing associated environmentalimpacts. Meanwhile, UNEP’s Here and Now! Education for Sustainable Consumption –Recommendations and Guidelines (2011) highlights the fact that sustainable consumption refers to a newsocial and cultural paradigm resulting from the necessity to rethink definitions of human needs anddesires: principles of moderation and sufficiency become means of curbing social, economic andenvironmental imbalances and of stimulating responsible citizenship, while the oneness of humanity andthe right of all to have their basic needs met remain fully recognized. It is also important to understandthat sustainable consumption does not automatically translate into “less consumption” but rather toamore efficient, better informed and less resource intensive consumption. This is especially true for peopleliving in poverty, having a real need to increase their consumption of products and services. Thus,sustainable consumption is relevant for both developed and developing countries, although it has to beapproached from different directions. The need to strive towards sustainable consumption is thereforeimportant for all countries and all people, both rich and poor.

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The lack of awareness and training, lack of support from the community, government and industry;reluctance to include the true environmental and social costs in the price of goods and services; ingrainedunsustainable thinking and behavior patterns; and lack of alternative sustainable products and services arethe main barriers for sustainable consumption (Tillard 2000). One of the effective tools for achievingsustainable consumption is education. Education is one of the most powerful tools for providingindividuals with the appropriate skills and competencies to become sustainable consumers (OECD, 2008).Education defined in the broadest sense here, refers to both the teaching and learning of knowledge andbehaviors, social, moral and intellectual skills that contribute to the development and socialization ofhuman beings. The United Nations Educational, Scientific and Cultural Organization (UNESCO) focuseson five types of fundamental learning: learning to know, learning to do, learning to be, learning to livetogether, and learning to transform oneself and society. In addition, education does not only entail actionsintegrated to formal education but also refers to professional training and life-long learning as well as toinformation and sensitization of citizens. Education for sustainable consumption is one of the ways ofincreasing the understanding of sustainable consumption through formal and informal education systems.

1.1. Education for Sustainable Consumption

Education for sustainable consumption (ESC) is therefore essential to train responsible citizens andconsumers: individuals need to be aware of their fundamental rights and freedoms, appropriatelyinformed to participate actively in the public debate, oriented towards a rational participation in themarkets. Hence, ESC has become a core component of education for sustainable development and globalcitizenship: “Citizens need training in how to define issues; gather, handle and apply relevantinformation; consult; plan courses of action; make choices; analyze and assess the consequences of theiractions, and reflect upon the effect they have made locally, nationally and in a global context. This isparticularly true in their roles of consumers.”1

ESC can be seen as an integrated approach partly based on the merging of sustainable development andconsumer and citizenship education. Consumer education policies at the national level generally aim atindividual empowerment (consumer rights, household budgeting, and critical thinking skills) but can alsobe aimed at promoting public well being. However, the promotion of public interest through consumereducation generally focuses on social and environmental rather than on political dimensions ofconsumerism. ESC, as a cross-cutting issue, could go further to combine all those aspects and become anew educational paradigm to raise income levels without creating an ever-growing demand for resourcesand consumer goods, to foster responsible individual and collective choices towards the environment andsociety. In this perspective, Here and Now ESC – Recommendations and Guidelines defines ESC asfollows:

“Education for sustainable consumption consists of the acquisition of knowledge, attitudes and skillsnecessary for functioning in today’s society. It is responsibility learning which aims to contribute to theindividual’s ability to manage his own life while also participating in the stewardship of the globalsociety’s collective life.”2 The objective is to empower people so that they are able to responsibly managetheir social and environmental impacts, but also to participate in and stimulate the public debate aboutvalues, quality of life, responsibility and accountability.

1 Consumer Citizenship Network, The Consumer Citizenship Network. Project Report Year 3 2005-2006, Hedmark UniversityCollege, 2006, p.6

2 Marrakech Task force on Education for Sustainable Consumption, Hedmark University College, United Nations EnvironmentProgramme, Here and Now. Education for Sustainable Consumption. Guidelines and Recommendations, 2008, p.3

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ESC incorporates the approach for sustainability inherited in Education for Sustainable Development(ESD): Education for Sustainable Development is promoted as a process to engender a culture that isrespectful to the core principles of sustainable development and is advanced as an important socialprocess. UNESCO defines ESD in three parts:

(i) It means education that enables people to foresee, face up to and solve the problems that threatenlife on our planet.

(ii) It also means education that disseminates the values and principles that are the basis ofsustainable development (intergenerational equity, gender parity, social tolerance, povertyreduction, environmental protection and restoration, natural resource conservation, and just andpeaceful societies).

(iii) Lastly, it means education that highlights the complexity and interdependence of three spheres,the environment, society – broadly defined to include culture – and the economy (UNESCO,2005: 5).

1.2. Institutional Strengthening of Education for Sustainable Consumption (ESC): The Pilot Project

Indonesia, along with Chile and Tanzania, is one of the pilot countries where the United NationsEnvironment Programme’s (UNEP) is implementing a project on theInstitutional Strengthening ofEducation for Sustainable Consumption (ESC). The objective of this project is to support themainstreaming of ESC and lifestyles in formal education curricula and in informal education at thenational and local levels. The project consists of the following four phases:

1) Review and Analysis of existing national policy frameworks and initiatives relevant toESC, sustainable development, SCP and education strategies and/or plans, in order toidentify and to understand what forces and interactions would be the most suitable toadvance ESC.

2) Multi-stakeholder national roundtables discussion with policy-makers and educationexperts, and other stakeholders, to develop best approaches and tools for ESC, includingthe adaptation of UNEP’sHere and Now! ESC Recommendations and Guidelines tonational contexts, priorities and needs to provide inputs on how best to coordinate policyand implementation strategies.

3) Development and dissemination of national guidelines and recommendations onESC among relevant ministries (environment, education, consumer affairs), educationexperts and relevant stakeholders, based on the outcomes of the roundtable discussion, tosupport the development of the necessary policy instruments and a related nationalimplementation strategy on ESC, which will define the necessary steps to cement ESC incurricula and at ground levels (schools, NGOs, etc.) and identify the main actors of ESCimplementation.

4) Monitoring and Evaluation six to twelve months after the finalization of nationalguidelines, recommendations and implementation strategies to monitor and evaluatecountries’ progress.

The project has been developed in the framework of the Marrakech Task Force on Education forSustainable Consumption and as a contribution to the UN Decade of Education for SustainableDevelopment (DESD, 2005-2014). It is implemented with the support of the Italian Ministry for theEnvironment, Land and Sea, and in close cooperation with UNESCO, and other key partners such asPERL and Consumers International. In Indonesia, the project is being implemented by the Yayasan

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Pembangunan Berkelanjutan (YPB), in collaboration with the Institute for Global EnvironmentalStrategies (IGES).

This paper is a policy analysis on education for sustainable consumption in Indonesia throughexploration of the policy initiatives already existed in Indonesia. The analysis is started with presentationof consumption patterns in Indonesia, and followed with the history of concepts and policies ofsustainable development in Indonesia. Part four of this paper explores the opportunity of integratingESC into the national formal education system. Part fifth of this paper is a short review of the teachertraining programs and an assessment of opportunities to integrate ESC into the programs. Subsequentpart of the paper is a review on the initiatives of stakeholders from non formal and informal educationwho have been working for environmental education as well as sustainable development. The last part isour findings and proposals for advancing ESC in formal, non formal and informal education.

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2. Consumption Patterns in Indonesia

Indonesia is the world's largest archipelagic state, spanning approximately 17,000 islands, about 6,000 ofwhich are inhabited, and the fourth most populous country in the world with about 237 million people, asof 2010. Indonesia is also one of the most diverse countries with the richness of its biodiversitysupporting the livelihood of more than 400 local ethnic groups, whose lives directly depend on naturalresources in its terrestrial, marine and coastal areas. The richness of its natural resources such as timber,minerals, oil, and agricultural products are the foundation of Indonesia's economic development.Unfortunately, Indonesia is currently still within the category of a low-middle income country, with percapita income at about US$ 2,000. This level of income is reflected in the number of people living belowthe absolute poverty line, which is significant at about 29 million persons.

The level of income of a household or a country is not only reflected in its level of consumption, but alsoin the pattern of consumption expenditure. It is a well established observation that a higher incomehousehold (or economy) would spend a smaller share of its income for food consumption. For example,British households in 1900 spent 28% of their spending for food consumption, and 11% in 2000(Michaelis 2004), while Indonesian households in 2010 spent 51% of their expenditures forfood commodities. The Indonesian households’ expenditure in 2010 is presented in the following table.

Table 1. Indonesian Consumer ExpendituresAverage Monthly Expenditure per Person 2010 (US$)

US$ %

Monthly total expenditure 54.38 100%

Monthly food consumption 27.97 51%

Monthly non-food consumption 26.41 49%

Non-food Consumption Items:

Housing & household facility 11.07 20%

Various goods & services 9.13 17%

Durable goods 2.8 5%

Clothing, footwear and headgear 1.84 4%

Taxes, insurances, ceremonies & other 1.57 3%Source:BPS-Central Agency of Statistics, Trends of the Selected Socio-Economic Indicators of Indonesia, August 2011(Converted using June 2010 middle exchange rate of US$ 1 = Rp 9,100)

The above table shows that on average, Indonesians spend less than one dollar per day for foodconsumption, yet this amount of spending already takes about half of his total spending.

The Indonesian population is currently growing with an annual growth rate of 1.49%, and becoming moreurbanized. Its economy continues to grow and is increasingly becoming more industrialized. Theincreasingly urbanized society, coupled with the shift towards industrial society, has led to an increase inconsumption for non-food commodities; clothing, housing, clean water and energy consumption. As aresult, on the one hand, the limited supply cannot meet the basic needs for every member of the society,and on the other hand, some groups in society engage in wasteful and unsustainable lifestyles. Limitedquality and quantity of mass transportation in the urban infrastructure continue to encourage the use ofprivate motor vehicles and high fuel consumption. A research conducted by Suliyanti (2009) shows that

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transportation in Indonesia consumes 48% from national fuel consumption. Environmental issues such aspollution, soil degradation, and depletion of natural resources, will likely continue to increase along withunsustainable patterns of production and consumption. Lack of awareness, ingrained unsustainablethinking and behaviours patterns, and lack of alternative sustainable products and services, as mentionedby Tillard (2000), also happen in Indonesia.

As a means of coping with such situations, policy initiatives on sustainable development, education forsustainable development, as well as education for sustainable consumption should be promoted. Forthese reasons, the main part of this paper explores and reviews existing policy initiatives relevant to ESC.

In 1999, after several decades of authoritarian governance, Indonesia embarked on the new path ofdemocratic governance by holding free elections. Subsequently for every five year period, free electionswere held to choose parliament members and government political leaders. Moreover, laws on regionalautonomy had been promulgated before 2004, decentralizing many government authorities to the regionalpolitical leaders and parliaments at the provincial and municipal/district levels. Currently, governance inIndonesia is legislated and conducted by national government, 33 provincial governments, and 497district/municipal governments. These engagement to a more democratic and decentralized governancehave (negatively) affected the capacity of Indonesian governments to formulate nation-wide developmentpolicies and engage in long-term commitments.

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3. Moving Towards Sustainable Development in Indonesia

3.1. Policy Framework relevent to ESC

In Indonesia, the concept of sustainable development emerged in 1972. It was discussed during theNational Seminar on Environmental Management and National Development in Bandung, 15-18 May1972, which was organized by Padjajaran University and the Ministry of National Development Planning.During the seminar, the concept of sustainable development was presented as Eco Development. Thus,the concept was actually been discussed one month ahead of the Stockholm Conference held on 15-18June 1972 (Abdurahman 2003). David Silalahi (1991) and Abdurahman (2003) stated that both NationalSeminar on Environmental Management and National Development and the Stockholm Conference haveaffected various plans, laws and regulations that shape national and regional development in Indonesia,through inclusion of environmental considerations and sustainable development (sustainability) ideas.

The term of sustainable development was offically utilized in the Indonesian parliament – ConsultativeAssembly (MPR-Majelis Permusyawaratan Rakyat) decision No. IV/MPR/1999 on The General Outlineof State Policies (GBHN - Garis Besar Haluan Negara) for the period 1999-2004. This document statedthat sustainable development has been set as a state policy, while the term of sustainable developmentwith environmental perspective was already defined in Law No. 23/1997 on Environmental ManagementArticle 1 (3) 'sustainable development with environmental perspective is a conscious and planned effortwhich integrates the environment, including resources, into development process to ensure capacity,welfare, and quality of life for present and future generations. This law was revised in the Law No.32/2009 on Environmental Protection and Management, which defined in article 1 (3) that; sustainabledevelopment is a conscious and planned effort that blends environmental, social and economic aspectsinto development strategies to ensure the environmental integrity and safety, welfare, and quality of lifethe present and future generation. Through this law, sustainable development is clearly defined.

Legally, the current national development plan is based on the Law No. 17/2007 on the National LongTerm Development Plan 2005 – 2025 (RPJPN 2005-2025). This law performs a legal role as the basicregulation for the present 5-year-plan of national development, and next several of 5-year-plans inIndonesia. Technically, the 2005-2025 was formulated by the Ministry of National DevelopmentPlanning. The Plan’s visions wasto create Indonesia as an advanced, independent, and just country, witheight missions:

1) A society that is morally and ethically noble, and that is cultured, civilized;2) A competitive nation;3) Indonesia that is democratic based on the rule of law;4) Indonesia that is secure, peaceful, and united;5) Development that is more equitable and just;6) Indonesia that is beautiful and sustainable;7) Indonesia as an archipelago nation that is self-reliant, advanced, and strong, and based on the

national interest; and8) Indonesia that has an active role in international relations.

For implemention of development visions and missions mandated by RPJPN, a series of five year plans –the (National) Medium Term Development Plans (RPJM) are formulated. Formally, the Medium TermDevelopment Plan for the period 2004-2009 had been implemented, and currently Indonesia isimplementing the RPJM 2010-2014. The current RPJM contains specific goals and policies to putsustainable development and natural resource and environmental management in the mainstream. ThisMedium Term Development Plan identified 11 national prioties, which include education andenvironment and disaster management

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Through implementation of the second Medium Term Development Plan, the national government haslaunched a green economy progam as part of its sustainable development plan which is pro-growth, pro-job, pro-poor and pro-environment. As part of the green economy program, programs have been drawn upon food resilience by implementing sustainable agriculture, sustainable forestry management, efficiencyand renewable energy usage, clean technology support, waste management, efficient and low carbontransportation management and green infrastructure development. Specific policies include reforms ofsubsidies for electricity producing industries to reduce greenhouse gas emissions, reforms of fuelssubsidies to make them more targeted, new policy instruments for the promotion of renewable energysuch as geothermal and other clean energies, as well as incentives for industries which promoteenvironmental friendly products. Indonesia has voluntarily committed to reducing greenhouse gas (GHG)emissions or carbon intensity per unit of GDP, through reduction of its greenhouse gas emissions by 26%,and up to 41% with international support, by year 2020.

The Ministry of Industry (MoI)Initiatives on sustainable development, in particular on sustainable production, are included in theMinistry of Industry’s Strategic Plan for the period of 2010-2014. This plan includes a mission for moresustainable industries, through development and better management of renewable sources of rawmaterials, better environmental management, as well as having a stronger sense of social responsibility.The Ministry of Industry has also started to launch a green industry program to reduce greenhouse gases.Changing the paradigm of the industrial sector is very important to reduce environmental impacts anddamage. Although Law No. 5/1984 about industry does not put sustainable development in themainstream, a new draft of industrial law contains some engagement in promoting sustainabledevelopment, including promoting green industry that is defined as an environmentally friendly industrythat synchronizes its development with environmental sustainability. Currently, a draft for the new law isunder review by the parliament until the end of 2011.

The Ministry of Environment (MoE)Under the Deputy for Standardization and Technology, the Ministry of Environment is now developingan Action Plan for Sustainable Consumption and Production (SCP Action Plan), by preparing theMilestones of SCP in 2011, having the following targets:(1) Year 2011: Establishment of a National SCP Forum led by MoE;(2) Year 2012 – 2013: Development of Infrastructure for SCP Implementation: SCP National

Single Window(3) Year 2013 – 2014: Enhancement of National Development Plan, Long Term 2005 – 2025

and Mid-term 2015 - 2019.

The Milestones emphasize that mainstreaming of SCP should be in one package with green economy andactions for climate change mitigation and adaptation. During 2011, the national forum has activelyconducted meetings for formulating further policies and strategic plans on SCP in Indonesia. Theactivities has involved multi stakeholder (governments, private sector, NGOs and civil society,universities, etc.). One of the important meetings in formulating the National SCP Action Plan was heldin April 2011. The meeting was organized by the Deputy for Standardization and Technology (MoE), incollaboration with Yayasan Pembangunan Berkelanjutan (YPB). This multi stakeholder meeting alsoinvolved various government agencies (the Ministry of Energy and Mineral Resources, the Ministry ofIndustry, the Ministry of Agriculture, the Ministry of Maritime Affairs and Fisheries, the Ministry ofPublic Works, the Agency of Assessment and Application Technology (BPPT), the Ministry ofCommerce, and the Ministry of Environment), non-governmental organizations (NGOs) (YPB:Sustainable Development Foundation, GBCI: Green Building Council Indonesia, Indonesia OrganicAlliance), and certification institutions such as the YLKI (Indonesia Consumer Protection Foundation),

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universities’ research and development institutions, industries’ association, and so forth. The meetingproduced several important outputs, as follows:

1) SCP important issues in Indonesia are biodiversity including local knowledge for managingbiodiversity, food security and organic farming.

2) The acceleration of the implementation of SCP in various field such as: green building, greenprocurement, eco-office, food security, eco-label, mitigation of green house gases emission withthe implementation of cleaner production, eco technology, environmental competence andmanagement are strongly supported by stakeholders.

3) Developing the SCP resource pool for cleaner production/eco-efficiency; eco-labeling forproducts/services, green procurement in government offices, reduce-reuse-recycle (3Rs), andregistration of competent experts and service providers. The SCP resource pool will be managedby MoE.

4) Engagement with the community: MoE will cooperate closely with relevantenvironmental/development NGOs, community leaders, and others to better understand theeffects of SCP-related programs/activities to targeted community groups.

The Milestone concepts by MoE and SCP forum meetings indicate two important sources for developingeducation for sustainable consumption. The first one is the plan by the Ministry of Environment toprovide education and training materials in their pool of resources of SCP. And the second one is theengagement of communities for better understanding of the effect of SCP in the society. Both theministerial plan and the engagement of communities would be important sources for developing ESC inIndonesia. It is clear that society’sbetter understanding of SCP and society’s behavioral changes in itspractices of consumption and production can be affected through national education system and policy.

In 2006, MoE, through its Deputy on Environmental Communication and Community Empowerment, haslaunched a Report on Strategies for Education on Sustainable Development for 2005-2014. Theformulation of this report was started on the Launching of the Decade of Education for SustainableDevelopment (DESD) on the World Environment Day in 2005 and accompanied by the signing of amemorandum of understanding between the Ministry of National Education and the Ministry of theEnvironment for programs that aims to improve environmental understanding amongst communities andto provide support for communities in addressing environmental and conservation issues. Some of theDESD-related activities conducted by MoE are as follow ;

Launching the Adiwiyata program (Green School). This program is focused onenvironmental education, and also part of ESD promotion into primary and secondaryeducation.

Launching Green Camp program for students at primary school from all parts ofIndonesia.

In 2010 MoE initiated green islamic boarding school (eko pesantren), green campus, andpublished a directory on stakeholders who are working on EE and ESD.

The Ministry of National Education (MoNE)The Strategic Plan 2010-2014 of the Ministry of National Education (MoNE) considers education forsustainable development as an embodiment or an implementation of international conventions such as theWorld Summit on Sustainable Development and Decade of Education for Sustainable Development(DESD). Education development policies associated with ESD is incorporated in the paradigm ofEducation for Growth, and Sustainable Development (PuP3B - Pendidikan untuk Perkembangan,Pengembangan dan/atau Pendidikan untuk Pembangunan Berkelanjutan).The Paradigm invites people to think about the sustainability of the planet earth and the whole universe.Strategic Plan of MONE 2010-2014 mandates that education should foster understanding of the

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importance of sustainability and ecosystem balance, namely the understanding that humans are part ofthe ecosystem. Education should provide insight on the values of natural and social responsibility todemonstrate to learners that they are part of the social system which requires synergy with other humanbeings and part of the natural systems that must work together with nature and all of its contents. Byhaving a critical understanding of the environment (social and natural) and all forms of investment in theenvironment, the good and the bad, including development will be displayed (Kemdiknas Strategic Plan2010-2014).

In line with the national education strategy, the joint agrement between MoNE and MoE No.03/MENLH/02/2010 and Number 01/II/KB/2010 on Environmental Education, appointed MoNE as thesecond party who has responsibility to manage the education system for determining national policy andeducation standards to ensure quality education.

For increasing the quality of education, MoNE has issued Minister Regulation No. 63/2009 on EducationQuality Assurance System (Sistem Penjaminan Mutu Pendidikan), a decree which aims to increase thenational education and improve national standard education in Indonesia. This decree has similar contentswith the MoNE Strategic Plan, adopting the paradigm that emphasize ESD (stated in article 3)

For implementing these policies, Center of Research and Policy (PUSLITJAK - Pusat Penelitian danKebijakan) has developed curriculum guideline on ESD for Primary and Secondary Education consistingof ESD value which are summarized in the 15 components of ESD (Human Rights, Security, GenderEquality, Cultural Diversity and Cross-cultural Understanding, Health, HIV /AIDS, Governance, NaturalResources, Climate Change, Rural Development, Sustainable Urbanization , Prevention and DisasterRelief, Poverty Reduction, Corporate Responsibility (CSR), and the Market Economy). This policyimplementation can be considered as an opportunity for ESC to be integrated both in curriculumdevelopment and teacher education, and furthermore, PUSLITJAK and teacher trainings could beregarded as the main actors for ESC.

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4. National Formal Education: Exploring Opportunities for ESC in Formal Education

4.1. National Education System in Indonesia

The national education system of Indonesia finds its roots in Pancasila (the Five Principles of StatePhilosophy): belief in one God, just and civilised society, national unity, democracy guided by innerwisdom of deliberations among representatives, and social justice for all citizen. The national educationis supposed to create a religious society which is virtous, knowledgeable, skilled, mentally and physicallyhealthy, solid, self-reliant, and possesing social and civic responsibility. Further objectives include theenhancement of comprehension of the rooted value system of the nation's culture and customs in anyaspect of life, and improvement of health standards (Soetaryono 2005).

In order to achive the objectives, national education in Indonesia has gone through several stages ofdevelopment in the last few decades through several legal frameworks of national education. The mostrecent regulation which is analyzed in this paper is Law No. 20/2003 on the National Education System.According to this law (Article 1), education means conscious and well-planned effort in creatinga learning environment and learning process so that learners will be able to develop theirfull potential for acquiring spiritual and religious strengths, develop self-control, personality,intelligence, morals, noble character and skills that one needs for him/herself, for the community, for thenation, and for the State. National education has the function of developing capability, forming nationalcharacter and civilization in the framework of developing the intellectual life of the Indonesian nation,and aiming at developing the students's potentials toward religious and noble human beings who arehealthy, intellegent, smart, creative, independent, democratic and responsible.

This law regulates matters concerned with the foundation, functions and objectives of national education;equal right to obtain education, educational units, pathway, types and kinds of education; pupils, studentsor participants; curricula; educational resources; educational management system and supervision;educational consultative bodies; community participation; and evaluation, acreditation and certification.National education is primarily organized along two different pathways; (1) schools (formal education)and out of schools (non formal and informal education). Formal education is organized in schools throughteaching and learning activities which are gradual, hierarchical and continous.

National Formal education ProgrammesThe structure of the formal education system consists of primary, junior secondary, senior secondary andtertiary levels of education. Primary education level is a six-year education program, junior secondarylevel is a three-year program, and senior secondary level is a three-year program. A Presidential Decreein 1994 issued the Declaration on Universal Nine-Year Basic Education, instructed the implementation ofuniversal nine-year basic education program. Its main objective is to enroll all children between 7 to 15years old in basic education. It implies that parents are obligated to send their seven year old children tobasic education, whereas the government has the duty ot provide necessary education facilities so that allchildren of that age can be enrolled in the basic education institutions. In secondary level, there isvocational education to prepare students for mastering a number of specific vocational skills neededfor employment. There is also special education in the formal education structure, with the aim ofproviding important skills and abilities for students with physical and/or mental disabilities. There is pre-school education, which aims to stimulate physical and mental growth of children outside their familycircle before entering primary education.

In addition to the division outlined above, the education from primary to higher education level can befurther characterised as public/private and religious/secular schools. The goverment supports both public

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and private schools, whether they are religious or secular, although government subsidies to privateschools are much lower than those to public schools. The religious and secular schools have equal statusat each education level. With the implementation of universal basic education, the religion school(particularly Islamic schools, which are called madrasah) academically become more scientificallyoriented, as reflected in their curriculum which allocates 60 percent for non-religion academic subjectsand 40 percent for Islamic subjects. Madrasahs are managed by the Ministry of Religious Affairs throughits local disctric/town offices throughout Indonesia, while public and private primary and secondary aremanaged based on the policies established by the Ministry of National Education and operationallycontrolled by autonomous local/district/town administration.

Higher education in Indonesia includes professional educational institutions such as institutes for teachereducation and training, as well as universities which offer academic programs. Higher education offerdegree and non-degree programs, the degree program consist of strata 1 (S1: a four-year programequivalent to bachelor program), strata 2 (S2: is a two-year program beyond S1 equivalent to masterprogram) and strata 3(S3: Doctoral program which is a three-year program after S2). The non degreeprogram consists of the diploma program. The national education system in Indonesia is presented onFigure 1.

The era of decentralisation in Indonesia began in 1999, and accordingly, the government reformed theeducational system to cope with different and diverse local educational settings. The reform addressedmainly at the management of education at primary and secondary levels. Education authorities, whichformerly rested in central government, are now being shifted to provincial, district or municipalgovernements. Chapter XIV Article 50 (4 and 5) of Law 20/2003 affirm that local governments manageprimary and secondary education, and curriculum units that is based on the local conditions. Thisdecentralization of authority of the educational system is also regulated by Law No.32/2004, GovernmentRegulation No. 25/2000 and Government Regulation No.19/2005.

These regulations also provide local governments and their schools with the authority to develop theircurriculum, as long as they are within the appropriate levels of education unit (KTSP – KurikulumTingkat Satuan Pendidikan) and based on national standards. The national education system has alsobeen implementing the school-based management (SBM-Sekolah Berbasis Manajemen) with the passingof the Law on the National Education System (20/2003) .This concept gives the trust to schools formanaging their schools based on professionalism, and an authority for exploring, developing andimproving their performance, as well as optimalizing their resources to improve the quality of education.Therefore, through this concept of school-based management, it is the schools’challenge to improvequality of education, in particular, and to accomodate the global and local issues as part of the curriculumto achieve visions of education. Indonesia formally adopted a policy of school- based management for allof its public and private schools and madrasah. School-based management requires good leadership, datamanagement, school development planning and the active participation of all stakeholders at the level ofthe school. The achievement of this good practice in Indonesian schools requires a shift in how peoplethink about schooling as well as a significant improvement in the capacity of school principals, teachersand school committees.

Law No. 20/2003 defines curriculum as a set of plans that contains the objectives, the content, and thelearning materials as well as the methods employed, as a guideline in conducting learning activities inorder to achieve the goal of a certain level of education. The present curriculum of primary and secondarylevel of education includes; religious education, citizenship, languages, mathematics, natural science,social science, art and culture, physical education and sport, skills/vocational education, and local content.The curriculum is basically developed based on various principles related to educational unit, regionalpotential, and the learners. The curriculum is developed in the framework of the Unitary State of theRepublic of Indonesia in the efforts to improve religious faith, characters, learners’ potential, intelligence,

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and interest; the variety of regional potential and environment; the demand of regional and nationaldevelopment; the employment demand, the development of science, knowledge, technology, and art;religion, the dynamic of global development, national unity and values.

The basic framework of curriculum and competency for primary and secondary education is clustered intoseveral subjects as follows:

Religion and noble character: this subject is intended to develop learners to become religiouslydevoted individuals who posses noble character. The noble characters consist of ethics, goodconduct in life, or morality as the realization of religious education

Citizenship and personality: This subject is intended to develop learners’ awareness andknowledge with regard to their status, rights, and obligations in the community, state, and thenation; as well as to improve their quality as a human being. The awareness and knowledgeinclude nationality, spirit and patriotism in defending their nation, appreciation of human rights,nation diversity, environment conservation, gender equality, democracy, social responsibility, aswell as the promotion of behaviors against corruption, collusion, and nepotism.

Science and technology: Science and technology at elementary school is intended to introduce,react, and appreciate science and technology, as well as to instill habits of critical, creative, andindependent scientific thinking and behavior for the learner. Science and technology at juniorhigh school is intended to develop basic competency in knowledge and science as well as toenhance the learners’ habit of scientific thinking critically, creatively, and independently.

Aesthetics:This subject cluster is intended to develop learners’ sensitivity as well as ability toexpress and appreciate beauty and harmony. The ability to appreciate and express beauty andharmony consists of appreciation and expression, both in individual life that enable learners toenjoy and be grateful of life, and in community that enables them to create togetherness andharmony.

Physical, sport, and health: This subject cluster at is intended to develop learners’ physicalpotential , implant the spirit of sportsmanship and awareness of healthy life as well as tostrengthen the habits of sportive and healthy life.

The standard competences at the primary and secondary education level are conceived to improveknowledge, awareness, skills, attitudes (including ethic and moral behaviour), capacity to think logically-creatively-critically-innovativelly, team work, eagernerss to read and write, responsibility, and tolerance,within a learning period in one year of schooling of 34-38 weeks.

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Figure 1. Education System in Indonesia

Based on Law 20/2003 the curricula of national education system for primary and secondary educationconsist of :

1) The curriculum at primary school (Sekolah Dasar-SD) consists of Mathematics, Indonesian, English,IPS (social sciences), IPA (natural sciences), Pelajaran Kewargaan Negara (PKN – civics, stateinstitutions and doctrines), Seni Budaya Ketrampilan (SBK - local art and culture), sports and religion andlocal contents (local languages, and environmental education for some school in several provinces wherethe local governments -such as provinces of West Java, Jambi, and Papua- support it).

2) The curricullum at secondary school (Sekolah Menengah Pertama-SMP) is basically the same as with SD.For social sciences there are additional lessons such as economy and history, and additional lessons fornatural science consist of biology and physic.

3) Senior High School (Sekolah Menengah Atas - SMA/MA), currently in the second year, students have tochoose one of three major subject: IPA (natural sciences), IPS (social sciences) or languages. The coresubjects for all majors are: Indonesian, English or other as second (foreign) language, mathematics, PKN(civics, state institutions and doctrine), Teknik Informasi Komputer (computer skills), SKB (local art andculture), sports and religion in their curriculum. IPA has additional lessons including physics, chemistry,biology and mathematics. IPS has additional lessons sociology, economics, geography and history. Thelanguage major consists of some languages (often Mandarin, Japanese and German), anthropology andliterature.

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4) For vocational high school (Sekolah Menengah Kejuruan), in addition to the main lesson, there arespecial lessons which depend on their focus area.

4.2. Identifying opportunities and main entry points for integrating ESC in the national educationsystem at the primary and secondary education levels in Indonesia

Education for Sustainable Consumption (ESC) is not mentioned explicitly in the National Education basiclaw No. 20/2003, nor in the National Education Strategic Planning 2010-2014. Nevertheless, this researchnotes that topics and competencies of ESC, which are described in Here and Now! ESCRecommendations and Guidelines (UNEP 2011), have already been integrated in both primary andsecondary education curricula through environmental education (EE) and education for sustainabledevelopment (ESD), which have been developed in Indonesia.

Environmental Education in Indonesia emerged in the 1970s with the first initiative conducted by theTeacher and Educational Science Institution (IKIP) Jakarta, through a Guideline on the Teaching ofEnvironmental Education in 1975, which has been experimented in 15 schools in Jakarta during theperiod of 1977 and 1978. Starting in the 1980s, the Indonesian government considered that environmentaleducation is fundamental for all learning (Salim 1980 in Soetaryono 2005). It provides elementaryknowledge, skills and motivation for people to participate in the resolution and anticipation ofenvironmental problems, thus making it indispensable for sustainable development and improved qualityof life. Environmental education became an essential component of the national environmentalmanagement strategy. The Indonesian govermnent was determined that it had to be promoted withoutfail into formal, non-formal and informal education. This was followed with policy initiatives as follows:

1) Ministry Decree No. 4/1982 on Environmental Management by the State Ministry ofDevelopment Supervision and Environment, which emphasized that environmental education wasthe key to the success of sustainable development.

2) Goverment Decree No. 29/1986 on Environmental Impact Assessment (EIA). This decreeincreased environmental awareness within Indonesian society.

3) Law No. 2/1989 on the National Education System (which is replaced by Law No. 20/2003)expressed that national education has several roles; developing capacity, forming nationalcharacter and civilization in the framework of developing intellectual life of Indonesia. Thisnational character is elaborated further into education character consisting of 18 values; one ofthese values is environmental awareness.

4) Joint Ministerial Decree No. 0142/U/1996 and 89/menLH/5/1996 between the Ministry ofEducation and Culture and the Ministry of Environment on Developing and ImprovingEnvironmental Education. This decree aimed at raising the understanding of the importance ofenvironmental education for solving environmental problems.This MoU was renewed in 2005and 2010.

5) The Document of Collaboration between Center for Vocational Education Development - Malang(PPPGT-Malang) and Directorate of Institutional Development/Human Resource Development atthe Agency for Environmental Control (BAPEDAL) No. 218/C19/TT/1996 and No. B-1648/I/106/96 about Development of Environmental Education in Vocational Secondary School.

6) The Document of Environmental Education Policy in Indonesia developed by Ministry ofEnvironment in 2004 with some comments from Ministry of Religious, Ministry of InternalAffair and Ministry of National Education. The document has encouraged several localgoverments to formulate environmental education for their regions, such as the Governor of WestJava, which was followed by other provinces in Indonesia such as Jambi, Banten, EastKalimantan, Papua etc.

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7) Law No. 32/1997 (which is replaced by Law No. 32/2009) stated on Article 65 (2) "Everyperson entitled to environmental education, access information, access to participation, andaccess to justice in fullfiling the right to good environment and health".

In the formal education curricula, environmental education can be implemented through three mainstrategies consisting of infusion, integration and as a separate subject. Infusion, inserts environmentaltopics into existing curricula. The infusion involves enriching and expanding existing sillaby and coursematerials. Through this approach, the content of subjects remains the same while the subtance of theexamples changes. The Integration approach breaks down the barriers of the subjects or diciplines, itentails a systematic incorporation of relevant materials into the syllaby. And the third approach is treatingit as a seperate subject. This approach is more appropriate for higher/university education. However, thecomplexity of environmental issues has made environmental education difficult to be implemented. Andenvironmental issues and problems require knowledge and skill from a number of fields if they are to beunderstood properly and acted upon effectively, so no one dicipline or speciality is sufficient to achievethis.

Infusion approach on environmental education has been conducted by schools in Indonesia, althoughmost teachers has difficulties to do this approach, due to lack of knowledge on environmental issues andlack of skill on methodology to apply this approach. Schools should be encouraged to collaborate withNGOs and practioners on environmental education to conduct EE in school. On the other hand, MoNEpromoted more on PAIKEM (active, innovative, creative effective and joyful learning) approach innational education system in Indonesia which encouraged teachers to employ difussion approach.However there are reasons for schools to prefer to conduct infussion approach for implementingenvironmental education, they are described by Leksono (2008) as follows:

No need for additional teacher No competition from other standard competences No need for additional time for the lesson It can be applied although the curriculum has not been formalized yet It encourages learning tranfer for teacher It gives an opportunity for students to learn together for any grade

For example from schools’experiences, delivering biodiversity topics for primary education grade 1-6through infussion approach, in art subject, can be conducted as follow:

1) Student can be asked to draw the local fruits that they can find in their area (traditional market,home garden, school).

2) Teacher can discuss about local fruits, and explain about colors of the fruits3) After completing drawing and coloring, each student can be asked to explain about the fruit, color

and how they mix the color painting to get the real color of the fruit. Teacher can also tell aboutthe rare species of local fruit in Indonesia.

4) Next session can be continued through imagining the leaves of the fruits that were drawnpreviously, and this issue can be continued with functions of leaves for tree, etc.

Currently, the Ministry of National Education is developing the outlines of the content (GBIM - Garis-garis Besar Isi Materi) of environmental education consisting of Human and Environment; NaturalResources; Maintaining Hygiene & Environment; Water, Marine & Coastal; Air; Soil and Land; Energy;Forest; Ozon Depletion, Atmosphere & Global Warming (see Figure 2). It provides greater details on theissues relevant to education for sustainable development and consumption, such as globalization andbehaviour change, climate change, biodiversity, natural disaster - preventive and risks, social relation and

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environment, economic on natural resources management, green consumerism, green lifestyle, 3R, etc. Amore detailed aspects are attached in Attachment 3.

Figure 2. The Outlines of the Content (GBIM - Garis-garis Besar Isi Materi) of EE Subject

Since the 2000s, in addition to environmental education, the Ministry of National Education and Ministryof Environment have been promoting education for sustainable development (ESD) in the formaleducation in particular in primary and secondary education. During the launching of the DecadeEducation for Sustainable Development (DESD) in Indonesia in 2005, the Ministry of Education and theMinistry of Environment signed an agreement to join their works and efforts to promotenational implementation of ESD (UNEP and Ministry of Education, 2006). This event was followedwith the launching of the national report on Strategy of Education for Sustainable Development (January2005 – December 2014) published in 2006 by the Ministry of Environment.

On 21 August 2008, in the Meeting of Socialization of ESD, held by the Ministry of National Education,ESD is stated as the spirit of education, like education for all and the concept of lifelong learning.Although ESD is not explicitly stated within Indonesian laws as environmental education, it follows themissions of the National Education Strategic Plan 2010-2014 to mainstream sustainable development.

The Ministry of National Education under the Center for Policy Research, Research and Developmenthas published several guide books for implementing ESD at primary and secondary education levels suchas :

National Strategy for Implementaion of ESD, published in 2009; Model of ESD through intra curricula, published in 2010; Model of ESD through extra curricula, published in 2010; and Primary of educational materials for sustainable development: Guidelines for the integration of

values of sustainable development into Standards of Competence (SK) and Basic Competence(SD) learning activities, published in 2010.

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These books have become a guideline for teachers and other stakeholders who are engaged inimplementing ESD in the formal education systems through intra curricula and extra curricula activities.For teachers, it is a very important guideline for developing KTSP with integrated ESD aspects. There are30 aspects from the three pillars of sustainable development (social, economic and environment), whichcan be integrated into natural and social science education, and citizen education in the formal educationprogrammes (primary and secondary education) in Indonesia. The aspects of poverty reduction,sustainable livelihood, human rights are very important and relevant to the Indonesia situation, in additionto aspects of product quality and health which are relevant to ESC. The details of the ESD aspects can befound in Attachment 4.

In 2010, the Ministry of National Education also launched character building education to achieve thevisions of Long Term National Development Plan 2005-2025 through improvement and appreciation ofmany values in the Indonesian society way of life. The values for character building have to be part ofnational education which consist of 18 characters (more detailed character values are attached inAttachment 5). The Ministry of National Education under the Directorate of Management Junior HighSchool has also published a guideline, entitled “Guideline: Character Building Education at SecondarySchool” in 2010. Characters such as environmental awareness, responsibility, independence are veryimportant for basic character related with sustainable development as well as sustainable consumption.

4.3. The Adiwiyata Program as the bridge for accelerating implemention of EE, ESD and ESC inprimary and secondary formal education

As an effort to carry out the mandate of Law No. 32/2009 regarding Environmental Protection andManagement, the Ministry of Environment under the Deputy on Environmental Communication andCommunity Empowerment, has been conducting many activities, such as developing material forenvironmental education for primary and secondary education; policy guideline for implementingenvironmental education in the formal, non-formal and informal education; green islamic boardingschools; green schools, to name just a few.

And the Ministry of Environment has taken initiatives to work jointly with the Ministry of NationalEducation for promoting a green school program called Adiwiyata Program. This program wasformalized into a Joint Ministerial Decree between Ministry of Environment and Ministry of NationalEducation No. 7/MENLH/06/2005 and No. 05/VI/KB/2005 in 2006.,It was then renewed in 2010 withJoint Ministerial Decree No. 03/MENLH/02/2010 and No.15/II/KB/2010 about EnvironmentalEducation. The Adiwiyata Program is a holistic approach program to develop sustainable green schoolby:

Encouraging schools to develop and improve environment-based curriculum; Increasing school's attention on environmental protection and management; The development of environmental activities; and The building of partnerships.

The Adiwiyata program aims to encourage school communities in Indonesia to implementenvironmentally friendly behavior through two principles; participation and sustainability. ThroughParticipation, the school’s community is actively involved in school management from planning,implementation and evaluation based on their role and responsibility. Through Sustainability, all schoolactivities should be planned well, comprehensively and continously.

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Since 2006 until 2011, among the 251,415 primary and secondary schools in Indonesia, there are 1,351schools which have been participating in Adiwiyata program and 272 schools received the AdiwiyataAward. Schools who intend to participate in Adiwiyata program are increasing year by year, and thisprogram has been well supported by the President of Indonesia. Every year, during WorldEnvironmental Day celebrations, held on 5th June annually, the President inagurates the winners.

The schools who receive the Adiwiyata Awards have environmental education in their curriculum, andsome Adiwiyata schools have become the site for ESD implementation. Moreover, schools that receivethe Adiwiyata Award are valued as schools that have already implemented character building on theenvironmental aspect. It also becomes school-based models of active community participation and strongpartnership with the community around the schools. Reviewing and improving the Adiwiyata programcan offer a great opportunity for integrating ESC in formal education in Indonesia, without giving anyadditional burden to the schools.

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5. Teacher Training Programmes

5.1 Teachers Spearheading Environmental Education and Education for Sustainable Development

Law No. 14/2005 on Teachers and Lecturers states that teachers are professional educators whose maintasks are educating, teaching, guiding, directing, training, assessing and evaluating the students on earlychildhood in the formal education, including primary and secondary education. Professional teachersmust have at least an academic qualification of bachelor (S-1) or a diploma four (D-IV), mastering therequired competencies (pedagogic, professional, social and personality), possessing certificates ofeducators, physically and mentally healthy, and able to implement the national education.

As professionals, teachers are expected to preserve the dignity of its profession, enhance the role ofteachers as agents of learning, and maintain or improve the quality of national education.Teacher certification is conducted as a continuous effort to improve learning and education quality in asustainable manner.

Since 2003, the Government of Indonesia has been making determined efforts to developthe national standards, especially standards of teachers. For this purpose, several regulations have beenissued, including the following:

- Law No. 20/2003 on National Education System- Law No. 14/2005 on Teachers and Lecturers- Goverment Regulation (PP 19/2005) on National Standards Education- Minister National Education Regulation No. 16/2007 on Teacher Qualifiationa and Competency

Standards- Minister National Education Regulation No 18/2007 about Teacher Certification

Based on these regulations, MoNE encourages LPTK (Institutes for Teachers’Education) to improvethe capacity of Indonesian human resource to be professional teachers. Currently there are about 270LPTK spread out around Indonesia in various types of institution; colleges, universities and othertypes of higher education.

One of oldest LPTK in Indonesia is IKIP Jakarta (Jakarta Institute for Teachers’ Education) which isturned into the Jakarta State University (UNJ-Universitas Negeri Jakarta). This institution has alreadyincluded the environmental education as part of courses on the faculty of biology for bachelor degree(S1). Courses for master degree includes the issue of sustainability including sustainable developmentas part of the major options, and S3 (doctoral degree) includes environmental for students majoring inEnvironmental Management.

Meanwhile faculty of biology in the state funded open/distant learning university (Universitas Terbuka- UT) has also courses on environmental education.3

Based on Law No. 14/2005 on Teachers and Lecturers, MoNE through Directorate General of QualityImprovement of Teachers and Education Personnel (Direktorat Jenderal Peningkatan Mutu Pendidik danTenaga Kependidikan - PMPTK) has formulated the competencies of teachers in Indonesia as follows:

1) Personality Competence2) Pedagogic Competence3) Professional Competenci, and

3 http://student.ut.ac.id/repository/viewer/temp/1334193340/index.html

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4) Social CompetenceThese competencies contain sub competencies described in the following table.

Table 2. Sub competence, and indicator of teacher education under PMPTK

No. Competence Sub competence Essential Indicators

A. PersonalityCompetence

Steadiness and stability of personality Acted with the legal norms Act with social norms Proud as a teacher Has the consistency and act

in accordance with thenorms

Maturity of personality Independence in acting as aneducator

Have the work ethic as ateacher

Wisdom Acting in accordance withthe principle of benefits forstudents, schools, andcommunity

Demonstrate openness inthinking and acting

Authority A positive effect on thebehavior of learners

Behavior of a respectedteacher

Noble and exemplary Acting in accordance withreligious norms

Have exemplary behaviorfor learners

2. PedagogicCompetence

Understanding the individual differences ofstudents

Understanding the cognitivedevelopment of students

Understand and utilize thepersonality development ofstudents

Able to customize learningand teaching materials

Designing learning Understanding theeducational foundation

Applying the theory ofteaching and learning based

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on learner characteristics,competencies to beachieved, teaching materials

Based on the selectedlearning strategy.

Designing and implementing learning Reforming thebackground(setting) oflearning

Implement a conducivesetting for learning

Designing and implementing learningevaluation

Designing and conductingevaluations (assessments)process and learning outcomeson an ongoing basis with avariety of methods

Analyzing the results of theevaluation process todetermine the level ofthoroughness oflearning(mastery learning)

Utilize assessment results toimprove the quality ofteaching learning program

Enabling learners to develop and actualizeall of their potential

Facilitate learners to developtheir academic potential

Facilitate learners to developtheir non-academic potential

3. ProfessionalCompetence

Master the substance of scientific Understand the materialtaught in the schoolcurriculum

Understand the structure, theconcepts, and the scientificmethods within the teachingmaterials

Understand the relationshipbetween different teachingmaterials

Applying scientific conceptsin everyday life

Mastering the structure and the scientificmethod

Mastering the steps ofresearch and studies todeepen the knowledge on

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subject material

4. SocialCompetence

Communication and interact effectivelywith students, the teachers, staff, parents /guardians of students, and surroundingcommunities

Able to communicate andinteract with learnerseffective

Able to communicate andinteract effectively withfellow teachers and

Able to communicate andinteract effectively withparents / guardians ofstudents, and surroundingcommunities

Source : PMPTK in Suparlan 2006

Based on the above regulations, the Minister of National Education under the Directorate General forQuality Improvement and Teachers and Education Personnel currently undertakes an overwhelming taskfor ensuring that around 3,000,000 teachers are already in service, and all new teachers are able to meetthis standard. Various efforts by the governments, and in particular by the Ministry of NationalEducation, have been conducted through in-house trainings, in-service trainings, workhops, seminars,etc. This is not an easy task for a country as big and diverse as Indonesia.

Under the Ministry of National Education, there is an agency called the Agency of Human ResourceDevelopment and Quality Assurance of Education. Among the functions of this agency are; to preparetechnical policies and plans for human resource development program for education; to conduct humanresource education; to monitor, evaluate as well as implement the administration.

5.2. Teacher Training Implementor

Teacher trainings are conducted by The Center for Development and Empowerment of Teacher andEducation Personnel (Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan -P4TKs). It has the responsibility of providing the training and the training materials related to theeducational competency and education methodology of PAIKEM (active, innovative, creative and joyfullearning). P4TKs were established for every level of education from early chilhood education(kindergarten), primary and secondary school including vocational education. For each level of education,P4TKs were developed for each subject. There are 12 P4TKs for Primary and Secondary Education inIndonesia.

Most of the teacher trainings have been carried out in several stages; starting in the national level,followed by trainings at provincial level, and finally at the district/municipal level. And these trainings areconducted using participatory approach.

This research has confirmed that issues related both to the environmental education and the education forsustainable development were already part of the material and subject of teachers’ training conducted byP4TKs. For example:

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P4TK Vocational in Malang (East Java) has been the Center for Development of EnvironmentalEducation for Vocational Secondary Education. P4TK Malang is one of the center which includeenvironmental issues. Various trainings have been conducted with subject such as school basedenvironment, participatory approach as a methodology, learning on environmental education,composting, utilization of alternative energy, etc.

P4TK for Natural Sciences has conducted various training related issues on ESC such as onenergy, nature. and

P4TK Vocational for Business and Tourism has conducted various training related tourism andsustainability, including ecotourism.

P4TK for Social Sciences and Citizenship has developed training on this subject including topicsuch as human right.

Improving Indonesian teachers’ capacityas professional educators is also the concern of many NGOs,universities and international agencies. One of the pioneers of teacher training on environmentaleducation is an NGO called PPLH (Environmental Education Center) in Seloliman, Mojokerto, EastJava. Since 1995, this NGO has provided teacher trainings for local, national and international teachersby using participatory, joyful learning, games, problem base learning, etc. The training covers varioussubjects related to environmental, social and economic aspects, such as the 3Rs (Reduce-Reuse-Recycle)linked with enterpreneurship, organic farming as one of sustainable agriculture topics, water pollution, airpollution linked with the alternative renewable energy, traditional knowledge on local natural resources,sustainable management including promoting local and traditional food. Nomura and Hendarti (2005)stated that PPLH Seloliman has played an important capacity building role in the local community,especially increasing local skills and knowledge for sustainable development, including teacher capacitybuilding. Training conducted by PPLH is voluntary for school, but since the methodology and the subjectare interesting and appropriate for applying in school even they are willing to pay for participation in thetrainings

Other environmental NGOs that are engaged in training activities include PPLH Bali, PPLH Sulawesi,BIMA, WWF Indonesia, RMI, KPAI, YPBB, Cyclop Foundation, Pandu Pertiwi and DeTara Foundation.Currently one foundation leading the way in capacity building for teachers in Indonesia is SampoernaFoundation Teacher Institute (SFTI), which performs teacher trainings programs on ESD and ClassroomAction Research (CAR) to help develop sustainable development curricula at primary schools. Duringthe past three years, SFTI has already trained 14,000 teachers.

International agencies have also been actively involved in promoting and conducting teacher training oneducation in Indonesia. Some of these agencies include the Hanns Seidel Foundation, which providesmaterials and teacher trainings on environmental education; the United States Agency for InternationalDevelopment (USAID) through lifeskills teacher training; the Europa Union through capacity building ofteachers at Primary and Secondary education; and Mangrove Information Center -JICA (MIC-JICA)which has been conducting teacher training in Indonesia since 2002.

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6. Non-Formal and Informal Education Initiatives on Environmental Education (EE) andEducation for Sustainable Development (ESD) in Indonesia

Non-formal and Informal educationLaw No. 20/2003 defines non-formal education as the path ofeducation outside the formal education, which can be implemented in a structured and tiered manner.Non- formal education includes life skills education, childhood early education, youth education, womenempowerment education, literacy education, education and job training skills, equivalency education, aswell as other education which is aimed at developing the ability of learners. The unit level of non formaleducation consists of courses institutes, training institutes, group learning, community learningcenters, and Islamic learning assemblies (majlis taklim), as well as similar educational units. Non-formaleducation aims to provide educational services to communities so people can develop their respectivepotentials with vocational knowledge and skills and professional attitudes and personalities. Non-formaleducation functions as an alternative to and/or complement of formal education to support life-longeducation. A brief of the different types of non-formal education has been developed in Indonesia underMoNE as follows:

Literacy education is designed to help learners to reach literacy competences on three levels:basic literacy, functional literacy and advanced literacy levels. In 2010, there were still 8.3million people aged 15 and above who were illiterate.4 Currently, the government’s Ministry ofNational Education has been combating illeteracy in Indonesia through a program called SUKAM(Literacy Certificate).

Equivalency Education as a dynamic system of compensatory education which has existed inIndonesia since the 1970s and has been promoted as an alternative education to achieve basiceducation since the 1990s. Equivalency Education is a non-formal education program thatincludes Package A equivalent to primary education, Package B equivalent to junior secondaryeducation, and Package C equivalent to senior high education. Equivalency education focuses onmastery of knowledge, functional skills, as well as attitude and personality development. In 2008,there were about a half a million learners who have been served by package A, more than 1.5million who have been served by Package B, and more than 1.0 million served by Package C.

Life skills education is aimed at providing young people with relevant skills, andentrepreneurship training in rural villages and urban areas. Each year, approximately 1.5 millionstudents drop out of school; They require a ‘second chance’ through more flexible non-formaleducation programs to become more employable (Ministry of National Education, 2010).

Income generating training course and lifes skills for adult: various programs have beendeveloped under the Ministry of National Education such us the Village OrientedEntrepreneurship Program (Kursus Wirausaha Desa-KWD). This program serves the villagecommunities to expand their knowledge and life skills competencies, to develop their creativity,innovative, and professional skills, and to also manage and utilize their self potentials andenvironmental resources for improving their quality of life. The courses cover: agriculture,agribusiness, horticultural, fishery, rearing, and other services based on local (village) needs; CityOriented Entrepreneurship Program (Kursus Wirausaha Orientasi Kota-KWK), and so forth.

Women empowering program: since most of the illiterates are women (6,504 million in 2008),the government has introduced education programs for women empowerment such as supportingadult women to get access to literacy programs and equivalency education as needed; providinglife skill programs, through developing models of life skill program for women based on theirneed and resource conditions; conducting workshops and education trainings for women on

4 http://www.paudni.kemdiknas.go.id/berita/20110722170920/Buta-Aksara.html

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vocational skills to enable them to generate income; developing and extending the independententrepreneurship learning unit at sub-district levels.

Early Childhood Care and Education: this program is aimed at achieving the national targetfor 2015, i.e. 75% of young children that receive care and education services.

Other ministries who also develop non formal education include the Ministy of Religion, which has aDirectorate called Pendidikan Dinniyah and Pondok Pesantren (Religious Education) that supports theIslamic nonformal education in pesantren. DBE3 USAID (2006) categorized four providers of nonformal education in Indonesia as follows :

1) Government under the Ministry of National Education such as Vocational Learning Center andunder Directorate Early Childhood Education and Non Formal and In Formal Education;

2) Formal private providers are providers that have formal legalization/certification ofestablishment from government to organize nonformal education provision such as computer,english language, sewing course, etc.;

3) Informal private providers are providers that do not have formal legalization and are usually inthe form of group such as art clubs (sanggar tari); and (4) Religious-based non-formal educationproviders such as pasantren (Islamic boarding school).5

Informal education is education undertaken by the community at large, including family, neighbours andmedia with independent learning activities. One of the informal education channels which is well knownishome schooling. In Indonesia, there are many initiatives education and activities led by non-governmentalorganizations (NGOs) such as education for street children, environmental education programs usingconservation areas, national parks, botanical gardens, and so forth, as well as education delivered throughthe media to raise awareness on various consumer related issues.

Non-formal and informal education in Indonesia is a little bit different than other countries, such as theUnited States of America (USA) where non-formal education is defined as organized education withoutinformal schooling or institutionaliation in which knowledge, skills, values are taught by relatives, peers,or other community members, while informal learning is casual and continues learning from lifeexperiences outside organized formal dan non-formal education, include learning in the family,workplace, social life etc. For futher analysis, this research is focusing to understanding non-formal andinformal based on Indonesia’s Law No. 20/2003.

ESC can be integrated into environmental education (EE) or education for sustainable development(ESD) or consumer education (CE) in non formal education and informal education. Indonesia has beenmarked with quite strong environmental education initiatives led by NGOs since the 1980s and even oneor two environmental NGO established in the 1970s. NGOs are the major providers of non-formalenvironmental education in Indonesia. NGOs are also key actors in promoting environmental education ina collaborative manner with governmental educational authorities, schools, and so forth, and informallearning such as the mass media (Nomura and Hendarti 2005). Education for sustainable developmenthas been prevalent in non-formal education, as the response to strengthening sustainable development asevident in the framework launched at the Earth Summit in Rio de Janeiro, Brazil, in 1992. Environmentaleducation NGOs in Indonesia have been shifting from the topics of nature, conservation and pollution intosustainable development, including poverty reduction, children’s rights, disaster prevention, etc.

For non-formal education, environmental education is delivered in a structured manner, across severalstages, and through a certified education system. This report does not put attention on this type ofeducation as the initiatives are limited and it does not relate to ESC specifically but more on technical

5 Currently in Indonesia, some pesantren follow the formal national education system.

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issues such as environmental management and monitoring environmental impacts at large. However,Pesantren (Islamic School) and the vocational schools offer the opportunities for ESC to be integrated.

Environmental education and education for sustainable development as part of informal education that isconducted by various NGOs can take various schemes of activities. The schemes might be in classtraining, outdoor activities, and actions project. The NGO will often implement these activities by itself,or in partnership with schools, companies, mass media, and others. Public discourse or buildingawareness in many cases can be delivered in the format of training, coaching, workshop, seminar,exhibition, games, posters, stickers, manual books, leaflets, brochures, magazine, newsletters, calendars,banners and various other forms of competition. YPB is the first institution working on ESD, whocprovides various training that help participants to better understand the importance of sustainabledevelopment across all sectors: government, private sector, NGO, academic institutions, and mass media,youth and community leaders.

Since 2000, EE and ESD have been flourishing as part of the Corporate Social Responsibility (CSR)program within the business community. This is primarily because companies would like to avoidstakeholder pressures, to have good public images, or to be good citizens to the communities they serveand the environment. The government encourages companies to have CSR programs to show that thecompanies take responsibilities with strong commitment (note: for a state owned company, budgetallocation for CSR is mandatory). EE or ESD are considered as something that is relatively easy to createand to implement. In addition, toward the late 2000s, EE has become more appealing to the companies asclimate change issues take the attention of the public in general, and the business community in specific.Climate change impacts related to transportation, carbon dioxide emissions, energy saving, sea level rise,extreme weather events, natural disasters, waste management, and eco friendly enterprises are among thetopics that are of interest to the business community.

The establishment of the Teachers Institute, under Sampoerna Foundation (a corporate foundation), hasallowed for the building of capacity of schools to better understand ESD. Throughout the country, thisfoundation has been providing a comprehensive training for teachers and developing curricula program ofESD. This institution is one of the leading foundations that work with formal education on ESD.

NGOs, the donor community and the business community have been implementing initiatives thatencourage the public to take action to help protect and save the environment. Among others, the HeinzSiedel Foundation, the British Council, PT Bayer, and Yayasan Pembangunan Berkelanjutan, are takingthe lead to give special awards to the best initiatives and provide capacity building programs. Forexample, since 2001, Yayasan Keanekaragaman Hayati has been giving out the Kehati Award foractivists at the grass root level who show the best impacts in conserving biodiversity.

ESC in the mass mediaMass media are also playing an active role in educating the public on issues relevant to ESC. Withintensive programs over time, public awareness is easily channeled through a variety of television (TV)program. DAAI TV is the leading TV station that incorporates EE in its programming, while KompasMuda has members of teens throughout urban areas that expose and discuss relevant environmentalissues. With a number of TV channels providing environmental awareness programs, along with theincreasing amount of social network media, environmental issues can generate awareness among the usersand they have great potential to reach out to more citizens. For youth and particularly those living in ruralareas, radio plays an important role as radio reaches both literate and illiterate people on crucialinformation such as environmental issues. Green Radio is the leading radio in Jakarta, which focuses onenvironmental information, and education; there are other radio stations found in different citiesthroughout the country as well, which cover environmental issues. Radio Republic Indonesia (RRI) and

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TV Republic Indonesia (TVRI) are among the pioneers involved in spreading environmental information,while community radio stations in villages raise environmental issues in the local context.

Identifying opportunities for integrating ESC in non-formal and informal education initiativesThere are numerous opportunities in integrating ESC in non-formal and informal education, particularlywithin communities that already have EE, ESD, and CE programs. The issue is how to select a topic thatis relevant in the local context, and ensure that the capacity is available or it has the potential to be furtherdeveloped. For some areas, there are leading NGOs which have EE/ESD/CE programs that have provento be creative, who can adapt ESC, and ensure that it is integrated into existing programs or include ESCin new and future initiatives.

For non-formal education at schools, ESC can be scaled up through the existing extra curricula, andthrough building partnerships with NGOs that have EE/ESD/CE programs, which will allow the schoolsto have ESC included in their extra curricula without adding a burden on them. Some non-formaleducation activities at school have the opportunities to get the support either from donor agencies, thebusiness community, and the mass media, allowing schools to engage in fun learning activities relevant toESC in primary and secondary schools.

The YLKI (Indonesia Consumer Foundation) takes the lead at the national level when it comes to publiceducation for consumers. It fights for consumer rights, defending consumers against false marketing,harmful products, and assists the customer in dispute resolution. There are 102 NGO in consumer rightsthroughout the country. Consumer awareness programs that YLKI has covers the issues of health, healthyfood and products agricultures including organic product, transportation, energy, and products includingproduct toys education for children, etc. YLKI has organized many public speeches on consumer issues,catering to the different groups for example, women groups, entrepreneurs and journalists throughtrainings, developing a module on business ethics and consumer issues for management/business schoolsand law schools to encourage these schools to incorporate consumer issues and consumers law into theircourse curriculum.6

EE starts with a concern of sustainable production. The Integrated Pesticide Management in the mid-1980s to 1990s showed a concern with overdose and wrong practices in using pesticides, which can causethe paddy to become resistant to pest, the extinction of natural predator, and the loss of local paddyspecies, and the pollution of land and water. It is therefore a threat to food security of the country. On theconsumption side, the concern is whether the rice production is safe to consume with so many chemicalsinvolved in the production process. Another concern is with the timber production, as Indonesia is acountry with a huge of tropical forest. When the pulp industry does not practice sustainable forestmanagement, as part of production activities, it will lead to the loss of forests in the country. Therefore,eco labels for timber production are required. Indonesia’s Eco Label was established in 1998 to assist theforest industry including the pulp industry to become responsible industries particularly as far assustainable production and consumption are concerned.

Further information regarding the role of NGO, Private Sector and Mass Media in EE/ESD/CE please seeattachment 2.

6 http://www.ylki.or.id/program

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7. Advancing Education for Sustainable Consumption: policies and implementation strategies inIndonesia - Opportunities and Challenges

For a macro policy issued by a government agency who does not have the arm for implementation, themandate is for the other ministry to implement the policy, or for the local government to take on theinitiatives. This report does not cover the local government’s role in formal and non-formal education.Education for Sustainable Consumption (ESC) can fall under the mandates of several ministries acrossvarious sectors that work on formal education, with Ministry of Education as the leading agency. TheMinistry of Environment has the interest to promote ESC because ESC is closely related to theenvironment. This report does not cover all ministries that might have programs on EE, ESD, CE, andwill only focus to the Ministry of Education and Ministry of Environment.

The report cannot cover all initiatives in the country, due to limited time to do the research and thecomplexities of the two ministries (as the bureaucracy is complex). What is important in the report is thepolicy that has been translated into program for formal education, and the program has been activelyimplemented, showing progress and allowing for opportunities for the integration of ESC in the formaleducation curricula.

The most flexible one is the informal education channel because it does not belong to a complexbureaucratic system, but it does need additional funding to integrate ESC in existing or new programs.The informal education channel allows for creativity and innovation in developing ESC in the mostinteresting manner. However, many of the programs in informal education are short term, and not wellstructured and based on a system that builds on accumulative knowledge.

The role of non-formal education can be very effective to deliver ESC. However, the research did notfocus on non formal education which offers the type of education system which is structured, and hasdifferent levels of education and issues certificates. Vocational training is among the non-formaleducation, which the Ministry of Education also provides.

On the other hand, mass media can also be a valuable channel that is accessible to the public, with theability to reach millions in an effort to strengthen the understanding of the importance of ESC to thegeneral public. As long as the programs are interesting and easy to understand, people can pay attention towhat is being discussed

The youth who are aware of the issues related to sustainable consumption can also be involved in projectsthat bring about solutions. Nonetheless, it can be a learning process to develop new lifestyle, to designnew technologies, to build the tradition of research and experiment.

Based on this review and analysis on the existing education curricula in formal education, and all theEE/ESD/CE activities that have been implemeting both in the formal, non-formal and in formaleducation system in Indonesia, this research highlights only the most relevant policy withimplementation programs which have potential for ESC to be integrated or to be developed into newinitiatives.

7.1 At the national policy level

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1) Legal frameworks for the educational and environmental policies

All of the existing education related to the environment in primary and secondary schools is basedon Law No. 32/2009 on Environmental Protection and Management, and Law No. 20/2003 onNational Education System.

The goal of the national education system in Indonesia is to create a learning environment, todevelop full potential in spiritual and religious values, morals and noble character, intellegenceand life skills to survive and grow in respect the community and the country at large. Meanwhile,the goal of environmental education are to foster awareness and the concern of the environmentalissues that relates to the economic, social, political aspects which require attitude of beingresponsible individuals to the environmental sustainability and human being well being.

As stated in the Long Term National Development Plan 2005-2025, the vision of development isas follows: to create Indonesian as an advanced, independent, and equal country and eightmissions for realizing a society that has noble morals, ethics, and that is cultured and civilized; acompetitive nation; Indonesia that is democratic based on the rule of law; Indonesia that is secure,peaceful, and united; development that is more equitable and just; beautiful and sustainableIndonesia; Indonesia as an archipelago nation that is self-reliant, advanced, strong, and based onthe national interest and realizing Indonesia that has an active role in international relations. Inorder to achieve the vision, Indonesia needs an efficient devleopment policy to urge awarenessand society's behavioral changes to implement sustainable development principles.

ESC opportunity:The spirit of the vision, reflects the same intention of ESC.

2) The new strategy on Sustainable Consumption and Production (SCP) at the Ministry ofEnvironment, which was initiated in 2010, will lead to the development of the SCP Action Plan.This plan will also include public education on SCP and currently, the Ministry of Environment isworking to mainstream the Sustainable Production and Consumption (SCP) Action Plan into theNational Development Plan (Figure 4)..

Under the Deputy for Standardization and Technology, the Ministry of Environment, theGovernment of Indonesia is committed to formulating the SCP strategy and developing the SCPAction Plan through a participatory process. With the support of UNEP, facilitated by theYayasan Pembangunan Berkelanjutan (YPB), a Forum of Stakeholders of SCP was established,and has been used as a channel to involve all sectors to execute the SCP Action Plan. Each sectoris expected to contribute to the Action Plan based on each sector’s responsibility and strengths.

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Figure 3. Model SCP Action Plan IndonesiaSource: Bastaman H (2011) Mainstreaming of SCP into the National Development Plan

The SCP Action Plan consists of:a) The acceleration of the implementation of SCP in various field such as : green building,

green procurement, eco-office, food security, eco-label, mitigation of green house gasesemission with the implementation of cleaner production, eco technology, environmentalcompetence and management

b) Developing the SCP resource pool for; Cleaner production/eco-efficiency, environmentallabelling for products/services, green procurement in government offices, Reduce-Reuse-Recycle (3Rs). This resource pool includes registration of competent experts, serviceproviders, and compilation of SCP related educational/training materials. The SCPresource pool will be managed by MoE;

c) Engagement with the community: MoE will cooperate closely with relevantenvironmental/development NGOs, community leaders, and others to better understandthe effects of SCP-related programs/activities to targeted community groups.

ESC opportunity:ESC can be integrated in the area of the Capacity Building Action Plan, which include publiceducation, to help educate the public, and the business community as well. Moreover, ESCmaterials can be provided within SCP resource pool.

Additionally, as the Deputy for Standardization and Technology is actively involved in the AsianWorking Group for Environmental Education, ESC can be integrated into this discussion, whichcovers the area beyond Indonesia.

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3) Legal Reform of the Industrial Law No. 5/1984 to include Green Industry frameworkThe existing Industrial Law No. 5/1984 does not include sustainability principles and the cycle ofsustainable consumption and production. It’s revision is under review in the national parliament(DPR) and the draft of the proposed revision (version January 2011) contains an emphasis on theframework of the green industry. The proposed revison will include cleaner production, energyefficiency,eco-design, eco-product, the 3Rs (reduce, reuse, and recycle), and low-carbontechnology. The draft also mentions education as part of the process toward green industry, wheretraining centers will be established at the local and national levels. The green industry frameworkwill suport the local economy capacity and promote local products to enhance the resiliency of thecountry’s economy.

ESC opportunity:This is an opportunity for ESC to be integrated into the industrial community and public in general(pro green products and services).

4) Research and Development Agency, Ministry of Education – developing ESCThe Research and Development Agency (RDA) at the Ministry of Education has two importantagencies, which have the authority to develop new initiatives in formal education and non-formaleducation. The two agencies are The Center of Policy Research (PUSLITJAK) and The Center ofCurricula Development and Book (PUSKURBUK) and both have the responsibility for researchon educational policies and to implement technical policy on curriculum development, teachingmethodology education at childhood education level, formal primary and secondaryeducation, nonformal education and informal education.

ESC opportunity:The two agencies can adapt ESC and provide the module as necessary. However, theimplementation of the new initiatives will depend on the needs and request of each school. RDAdoes not impose any new curricula to be implemented. With the decentralization system in thereform era, local schools can determine what is needed beyond the national core curricula.Whenever ESC is requested, RDA can provide the necessary materials.

5) P4TK – Teachers training (under Ministry of Education) – ESC for teachers’ knowledgeP4TK is an institution aimed to strengthen the teachers capacity in education methodology as wellas to provide vocational education related to specific topic, according to the location of the P4TKoffice.

ESC opportunityBased on the theme of vocational education in certain areas, ESC can deliver specific themes thatare relevant to the specific area. ESC here might not be separated from education for sustainableproduction. For example, ESC for P4TK related to handicraft production and tourism industry,where teachers need to understand sustainability in the process of production and services.

6) Joint Ministry Program on ESCOne of the mandates of the Ministry of Environment is to build the capacity of the public ingeneral and the business community to be environmentally responsible. On the other hand, theMinistry of Industry is planning to endorse the Green Industry, which includes educating theindustrial community to be clean in its life cycle production process. Meanwhile, the Ministry ofEducation has the authority in formal education, that includes environmental education and relatedsubjects.

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ESC opportunity:With the same objective of environmental education, the three ministries have the opportunity todevelop a joint program, which educates the public, the business community, and students, on theimportance of sustainable consumption through ESC.

7) Collaboration among sectors to promote ESCThere is an opportunity for each sector to collaborate in formal education, non-formal and informaleducation to promote ESC, at their own interests and strengths. The partnership can act as asynergy towards more effective ESC. For example, the Teacher Training (PT4K) can have apartnerhsip with the Teacher Institutre of Sampoerna Foundation, which has extensive experiencein ESD; the British Council’s module of Climate Change for Classroom can be used widely atschool curricula either in formal or non-formal education; YPB can assist the business communityto shift towards the green industry, and DAAI TV can expose programs on the environment andsustainability, through highlighting the work of various NGOs.

ESC challenge:Such partnerships need to find ways, where ESC can be relevant and workable.

7.2. At the implementation level

7.2.1. Formal Education

These are the opportunities or the potential entry points to integrate ESC in formal education at theprimary and secondary education levels. The following points should be taken into consideration:

1) Integrating ESC into formal education through existing curricula

a) ESC as an enrichment to existing curriculaThe subjects that students currently have to take in formal education are considered “heavy.” Atprimary education, there are nine subjects in each grade, while at secondary education there areten subjects to learn at each grade. Additional subjects may become a burden to students andteachers, except if these subjects fit into the existing curricula. ESC can be applied into curicullathrough infusion approach. ESC could be linked to the subject citizenship, science & technology,and health, noble character, and environmental education. There is a possibility to integrate ESCinitiatives for green industry in the vocational education curricula

The existing management called school-based management, could be linked to ESC through awhole-school sustainability approach in the formal education. For strengthening ESC integration,school-based management of curriculum could allow schools to integrate resource saving andenergy efficiency into school management and to utilize this as a strong learning opportunity. Forimplementing, more guidance on a whole school-management for SD/SC is needed,

b) Local context: make a relevant ESCESC substance has to be adapted into the local context. Indonesia is a diverse country withvarious ethnic groups, each with its own culture, diverse in geography (coastal community,

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forest people or indigeneous people, rural and urban areas, high land population, etc) and insocio-economic class (vary from the very poor to the very rich, from very educated professionalsto the traditional tribes). For ESC to be meaningful and be well understood by the learners, it willneed to be adapted and translated to fit and relect the local context, which will make it morerelevant for the recipients.However, there are general concerns that encompass the differences. The issue of food security,healthy and nutritious food, the local endemic food species sustainability, water supply, andenergy resources, are among the problems that affect every parts of Indonesia and its people .

As local governments have the authority for developing the local curricula, ESC can beintroduced into local (content) curricula. The local content might include ESC with relevanttopics, depending on the geography, the availability of natural resources, and the local knowledgeand culture.

c) The issue of PovertyESC for the poor has a different meaning, it is not about choosing the “green products andservices” because they have limited buying power. Sustainability has a basicneed meaning, andfood consumption is a priority for survival. For the poor who can buy food, they may not havethe buying power for food that is healthy and nutritious, even if they would like to have it.Therefore, ESC needs to be approached in a multi-disciplinary manner, where learners of alleconomic classes can relate to the material and understand the importance of making sustainableconsumption choices.

Based on this research, among the themes where ESC might be integrated in the existing curriculafor primary and secondary level of education in Indonesia are: Life quality : sustainable consumption Consumption and environment : product life cycles and traceability Consumer rights and responsibility : law and norms Health and safety : food safety, labelling and quality control, healthy food,

local food variety Global awareness : poverty, fair trade and crime

Meanwhile the priorities of ESC competencies that can be integrated in the formal educationcurricula at primary and secondary levels are :

The ability to define what one considers to be a good quality of life and to be able to identifythe values upon which this is based.

Understanding of the complexity and often controversial nature of sustainable consumptionissues.

Having the insight into how individual lifestyle will bring many implications to others (socialaspect), economic development, and environment quality.

Knowledge of consumer rights and consumer protection regulation. Basic knowledge of the market system and the role of business: for vocational education. Knowledge of how the product life cycle linked into the sustainable consumption and vice

versa.

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2) In regard with Environmental Education

Since 2007, based on the local government policies, environmental education has been recognized asone of the local curricula for some schools (Governor Decree, such as in Banten, West Java, Jambi,etc.). It consists of seven main topics (forest, soil/land, marine and coastal, air, water, globalwarming, energy and natural disaster) and about 89 generic aspects/topics. To include ESC into EEat primary and secondary education, the topics may include :

Global Warming: adaptation to climate change, and mitigation of CO2. Consumers Education: Green consumer Healthy Products Waste management / 3 R Save the Energy: Renewable Energy as new alternative, Behavior Change in Daily Life (energy efficient) Walk or Bike Understanding Demography and Environmental Capacity: population and supporting

ecosystem, Calculate your Ecological Footprint.

More teaching materials identifying various opportunities for ESC modules is also needed. Modules couldaim at “What students can do for a better environment” and address human/environment relationship.

3) In regard with Education for Sustainable Development

In 2010, the Ministry of National Education has developed the intra curriculum ESD, whichconsisted of 77 generic aspects/topics from three aspects of ESD (social, economic andenvironment). And in 2010, the Ministry of National Education also launched the education forcharacter building consisting of 18 aspects such as Belief (religious, honest); Respect (tolerance,love peace, appreciate, friendly and communicative); Responbilility (responsibility, dicipline, hardwork, creative, love reading, independent and curiosity); Fair (democratic); Concern (environmentaland social awareness); and Citizenship (spirit of nationalism and patriotism).

ESC can be taught as a sub-component or thematic topic of ESD. ESC can provide an importantmovement towards an action-oriented learning approach that aims at engaging students in practicalactions for SC and SD. And ESC should also be linked to other priority educational issues includingsustainable livelihoods, health, food & energy security, and citizenship.

The strategy for integrating ESC: further inclusion of ESC within existing ESD frameworks isneeded, and teaching guideline for ESC is also important, It is necessary not only to promote ESC asa thematic topic, but also to address it as an innovative pedagogy/ teaching approach

4) The Adiwiyata Program, initiated by the Ministry of Environment, and currently a joint programbetween the Ministry of Environment and the Ministry of Education

The Adiwiyata Program, which began in 2006, was launched as a program to encourageenvironmental education, at primary and secondary schools. There are at least four types ofinvolvement: At the policy level, there is the vision and mission of the school. At the curricula level,

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where environmental education can be infused to existing subjects or be integrated to existingcurricula. And involvement in the activities of the students in action program at school, and facilitiesto support environmental education and program. It is a voluntary program, and here ESC can beelevated within school education system without making a burden to students, as long as it willenrich the existing relevant subject.

ESC could provide a strong basis for the Adiwiyata Program’s call for schools to pay more attentionto environmental protection and management. And in doing so, it could provide a basis of school-based environmental activities. The green schools such as Adiwiyata could become pilot models ofwhole-school management for SD/SC. Collecting and disseminating good practices is needed.

Initiatives such as the Adiwiyata program (green school program), which was launched by theMinistry of Environment in 2006 can be a model for implementing ESD including ESC. This areaprovides an entry point for ESC integration.

7.2.2. Teacher Training

Some challenges and opportunities in Teacher Training on ESC : ESC can be developed as part of topics of LPTK. At implementation level, the important point is that ESC module can be developed as part of

P4TK training program for teachers. ESC can be part of education for sustainable education, as a program of capacity building for

the teachers. ESC could be included under EE and ESD modules and themes, adjusted to local context Training on ESD could be strengthened through practical teaching on ESC Research and Development Agency of MoNE (Center for Policy Research and Center of

Curricula Development) could develop ESC teaching materials and module, but only ifrequested by school.

Good methodologies and pedagogy based on educational experience

For strengthening ESC integration through P4TKs & Research and Development Agencies, existingESC teaching materials need to be adaptable to Indonesian context. The infusion approach for certainESC topics can bring this subject across multiple parts of existing curriculum, rather than solely beingan independent module.

7.2.3. Non-Formal and Informal EducationThe opportunity to integrate ESC in non-formal education lie in numerous areas, such as inclusioninto the existing curricula to empower women on topic healthy food, food security , sustainableagriculture, and topic related sustainable livelihood. And the existing curricula for Islamic boardingschools (Pesantren), which covers the relationship between nature and religion. There are many otheropportunities regarding the integration of ESC in non-formal education, which needs to be furtherexplored.

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At informal education, various actors and subject as well as activities/programs can include ESD inthe manner described as follow : With extensive experience to conduct EE and ESD, leading environmental NGOs can adapt ESC

into their respective programs, whether existing programs or new initiatives, paying closeattention to local contexts. Food security and safety is a very important consumer issue thatNGOs can promote into ESC.

The private sector can also explore the opportunities to include ESC into their program ordevelop new programs. Experienced NGOs can assist the private sector in this endeavor and helpthem formulate programs relevant to ESC. Private sector can focus their Coorporate SocialResponsibility (CSR) on ESC

Consumer rights NGOs can be more active in exposing the issues of sustainable consumption,and to prioritize the most urgent problems in sustainable consumption through their education,awareness raising and capacity building activities and campaigns. Develop more consumereducation on sustainable consumption; Providing best practices of ESC /P could be mainstrategy for consumer right NGOs

For the mass media, it can play a crucial role in bringing to the forefront the issues of sustainableconsumption in many ways. What they need is to find the data, analysis the problems, andproduce articles in their newspaper, or to select issues, which are relevant to be on TV channelsand on the radio relevant to environmental issues. Having frequent insightful discussions in theformat of talk shows or features programs is a creative way to engage the youth and generalpublic in sustainable consumption issues. Training for journalists to understand ESC and exposeESC as public education in their articles/program may accelerate the introduction of ESC themesinto the public.

Currently in Indonesia, youth and community groups are actives in environmental isses. Itpresents a good opportunity to include ESC in their activities.

International agencies are actively promoting education program in Indonesia, ESC can beincluded in the existing programs of international agencies

In the strategy to strengthen ESC integration, the Informal Education provides a flexible channel forESC integration. However, informal education is often a short term activity with little cohesive strategy.Following on from a whole-school management approach in formal education, schools can be supportedto be community-learning hubs in non-formal education.

At this stage, people may not realize the impacts of unsustainable consumption and production. However,in the long term, these impacts will be evident and the shift towards more sustainable consumptionpatterns in Indonesia will be crucial. Additional research is crucial to better understand the issues of thelocal context such as food security, alternative energy, water resources, waste management, and healthyfood; these are among the priority within sustainability framework.

Further detail of potential for ESC enhancement in existing framework is described in Table 3.

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Table 3. Potential for ESC Enhancement in Existing FrameworkNational Curriculum Teacher Training Environmental

Education (EE)Education forSustainable

Development (ESD)

Non-Formal Education& Informal Education

SustainableConsumption andProduction (SCP)

RelevantPolicies,Strategies andPlans

Ministry of NationalEducation – startingwith NationalEducation BasicLaw20/2003,decentralization ofauthority foreducation system andthe development oflocally-basedcurriculums

National EducationStrategic Plan 2010-2014

Expectedcompetencies:religion and noblecharacter; citizenshipand personality;science andtechnology;aesthetics; andphysical, sport andhealth

Starting with Law No.14/2005 on Teachersand Lecturers, severalefforts have made todevelop thatcompetencystandards for teachersin Indonesia

Since 1980s,environmentaleducation has beenconsidered afundamental literacyin Indonesia

Joint MinisterialDecree No.0142/U/1996 calls forcooperation betweenMoNE and MoE ondeveloping andimproving EE(renewed in 2005 and2010, with 2010decree stronglypromoting ESD)

Document of EE Policyby MoE (2004)encourages localformulation of EE.

MoE “Report onStrategies for ESD”(2006) includessuggestion for morebaseline data on ESD,prototype ESDdevelopment,partnership building,collect innovativesuccess stories, and aESD resource center.

MoNE – NationalEducation StrategicPlan (2010-2014) andPuP3B includesstrategic plan for ESDand ESC

The Meeting ofSocialization of ESD(Aug 2008) highlightsESD as the spirit ofeducation.

MoNE develops Non-Formal Educationprograms (under LawNo. 20/2003) thatinclude: LiteracyEducation;EquivalencyEducation; Life skillseducation; AdultTraining, Women’sEmpowerment; andEarly Childhood Care

Ministry of Industry’sStrategic Plan (2010-14) calls for moresustainable industries,better environmentalmanagement andsocial responsibility

Ministry ofEnvironment’s ActionPlan for SustainableConsumption &Production

PrimaryActors andResourceCapacities

Ministry of NationalEducation -> withdecentralized powersto local governmentsfor management ofeducation

Local governmentsfor implementinglocalized curriculumand school-basedmanagement

Ministry of NationalEducation (Agency ofHuman ResourceDevelopment andQuality Assurance ofEducation)

The Center forDevelopment andEmpowerment ofTeacher andEducation Personnel.

PPLH – EE Center

Ministry ofEnvironmento Promotion of

AdiwiyataProgram forGreen School (byDeputy ofEnvironmentalCommunicationand CommunityEmpowerment)

Ministry of National

Ministry of NationalEducationo Center for Policy

Research (hasdeveloped severalESD guidebooks)

Ministry ofEnvironment (Deputyon EnvironmentalCommunication andCommunityEmpowerment)

Ministry of NationalEducation

Vocational LearningCenters

Ministry of Religion NGOs, Members of JPL YPB YLKI Private Sector through

CSR programs

Ministry ofEnvironment, Deputyfor Standardizationand Technology

Ministry of Industry Ministry of Energy and

Mineral Resources Ministry of Commerce YPB YLKI

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SampoernaFoundation TeacherInst.

Education

Implementation Structureand SpecificProjects

Following nationalstandards, localgovernments andschools have theauthority to developtheir own curriculum.

Education aims topromote capacity tothink logically-creatively-critically-innovatively andthrough team work.

MoNE initiated“character buildingeducation” in 2010, toincludeenvironmentalawareness,responsibility andindependence.

P4TKs preparetraining materials andconduct training oneducationalcompetencies andeducationmethodologies.

Three P4TKs haveaddressed EE/ESDissues directly: EE inNatural Science, EE byMalang for vocationalsecondary education,and ESD forKindergarten andSpecial NeedEducation.

MoNE undertakes in-service training andworkshops (butcovering 3 millionteachers is difficult)

Three approaches:infusion (adding EEexamples to existingsyllabi), integration(teaching EE asinterdisciplinaryapproach), or as aseparate subject(mainly applied inhigher education)

Subjects: Human &Environment; NaturalResources,Maintaining Hygiene& Environment;Water, Marine &Coastal; Air; Soil andLand; Energy; Forest;Ozone Depletion,Atmosphere & GlobalWarming

Green SchoolApproach.

Center for PolicyResearch, MoNEoNational Strategy

forImplementation ofESD (2009)

oModel of ESDthrough intracurricula (2010)

oModel of ESDthrough extracurricula (2010)

o Primary ofeducationalmaterials for SD(2010)

Guidelines prioritize:poverty reduction,sustainablelivelihoods, andhuman rights

Very diverseimplementation –non-formal is morestructured and hasspecific competencies;while informal can bemore ad hoc.

Link to existingConsumer Educationefforts, such as YLKI(Indonesia ConsumerFoundation).

Mass media alsoprovides anopportunity forpromoting SustainableConsumption.

Ministry of Industrylaunched greenindustry program

SCP Action Plan:National SCP Forum,SCP National SingleWindow, &Enhancement ofNational DevelopmentPlan

Initiatives includegreenbuilding/construction,green procurement,eco-label, foodsecurity, cleanerproduction, and eco-offices

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ESC EntryPoints

School-basedmanagement couldbe linked to ESCthrough a whole-school sustainabilityapproach.

ESC could be linked tonoble character,citizenship, science &technology, andhealth.

ESC methodologiescould promote thedesired capacitydevelopmentmentioned above.

Training on ESD couldbe strengthenthrough practicalteaching approacheson ESC

Research andDevelopment Agencyof MoNE (Center forPolicy Research andCenter of CurriculaDevelopment) candevelop ESC teachingmaterials and module,but only if requestedby school.

Good methodologiesand pedagogy basedon experientialeducation

ESC could provide astrong basis for theAdiwiyata Program’scall for schools to paymore attention toenvironmentalprotection andmanagement, and indoing so couldprovide a basis ofschool-basedenvironmentalactivities.

Modules could aim at“What students cando for a betterenvironment” andaddresshuman/environmentrelationship.

ESC can be taught as asub-component orthematic topic of ESD

ESC can provide animportant movementtowards an action-oriented learningapproach that aims atengaging students inpractical actions forSC and SD.

ESC should also link toother priorityeducational issuesincluding sustainablelivelihoods, health,food & energysecurity, andcitizenship

ESC could beaddressed in life skillseducation andwomen’sempowermentprogrammes.

Food security andsafety is a veryimportant consumerissue

The private sector isinterested in issuesrelated to climatechange,transportation, energysaving, wastemanagement and eco-products/services

Important issues are:biodiversity, localknowledge, foodsecurity, and organicfarming

Engagement withcommunity

Develop SCP resourcepool that can provideESC materials

Strengthen ESC in theSCP action plan

ESC could also belinked to the GreenIndustry framework

Consumer awarenessraising for SC

Requirementsforimplementingeffective ESC

From the NationalEducation BasicLaw20/2003, school-based managementof curriculum couldallow schools tointegrate resourcesaving and energyefficiency into schoolmanagement and toutilize this as a stronglearning opportunity

More guidance on awhole school-management forSD/SC is needed

P4TKs & Research andDevelopmentAgencies need moreexisting ESC teachingmaterials that can beadapted toIndonesian context.

The infusion approachfor certain ESC topicswill help to addressthis subject acrossmultiple aspects ofexisting curriculum,rather than solelybeing a independentmodule.

Linking to pointsunder NationalCurriculum, the greenschools could becomepilot models of whole-school managementfor SD/SC. Collectingand disseminatinggood practices isneeded.

More teachingmaterials identifyingvarious opportunitiesfor ESC modules isalso needed.

Needs furtherinclusion of ESC withinexisting ESDframeworks.

Teaching guidelinesfor ESC is important.

It is necessary notonly to promote ESCas a thematic topic,but also to address itas an innovativepedagogy/ teachingapproach

Informal Educationprovides a flexiblechannel for ESCintegration, but ofteninformal education isshort term with littlecohesive strategy

Following on from awhole-schoolmanagementapproach in formaleducation, schools canbe supported to becommunity-learninghubs in non-formaleducation.

Better linking ofeducational activitiesbetweeninterests/strategies ofMoNE, MoE, andMinistry of Industry.

Linked to the eco-office program, MoEcould also promotesimilar principles ofSCP as an eco-schoolinitiative (and buildingoff their Adiwiyataprogram)

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7.3. Strategic Approach for better integration of ESC into existing frameworks

1) Link ESC to a whole-school management approach (based on green school/eco-school principles)to develop a learning environment managed on principles of resource savings and energyefficiency, etc. in order to create interactive, experiential learning opportunities.

a. Utilizing school-based management approach to curriculum, individual schools can tailorcertain activities to meet the needs of local contexts

b. The Adiwiyata green schools can develop the pilot models for this approach as they havealready initiated activities along similar purpose

c. Linked to this, students can also engage in community-based action research and studentservice learning (which could gain additional support through links to University SSLprograms) to look at and come up with recommendations for local environmental andsustainability challenges.

2) For Formal Education, ESC should be linked to existing activities on Environmental Educationand Education for Sustainable Development which have already made good progress inIndonesia. To do this, ESC should be addressed not as a new subject, but rather as a integrativetheme that can provide linkages between several existing practices including EE, ESD, SCP,Consumer Education, Character Building and Citizenship Education as ESC works to promoteresponsible consumption and responsible lifestyles, it can provide a foundation for noblecharacter development and responsible citizenship.

a. This strategy requires two distinct approaches:i. To address the thematic topics of ESC from a practical, action oriented learning

experience. ESC can address many of the important topics already identified forEE, ESD, and SCP from a practical orientation. Rather than structuring learningfrom a theory driven approach that is top-down, ESC can shift the learningprocess to start with involving students directly in good practice and action forachieving sustainable development, and from this experience students can go onto learn about the theories and principles behind SD and SC.

ii. To address the important pedagogical and methodological approaches thatunderpin ESC, as this provides a progressive educational process for achievingimportant learning skills such as life-long learning and learning to transformoneself and one’s society. This pedagogical approach includes: Student-centred,active learning; Action/experience–oriented learning; Critical reflection andproblem solving; Knowledge production through iterative interaction; Life-longlearning, and; Cyclical process of collective inquiry.

b. The infusion approach for ESC will allow for its inclusion across several existing areas ofthe curriculum and individual syllabi. Though some consideration may want to be givenfor the inclusion of one integrative module on ESC that would provide the foundationsfor its infusion into other areas of learning.

3) Teacher Training – as mentioned above in 2.a.ii, ESC provides important pedagogical andmethodological approaches for teaching that can provide the foundation for teacher trainer onESC with a direct link to the enhancement of EE and ESD teaching.

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a. Teachers should also receive training in regards to a whole-school (green school)management style that utilizes the improved environment management of the physicalschool grounds as a unique and special learning environment to engage students directlyin action-reflection oriented, experiential education.

b. Teachers should also receive training in participatory learning approaches to engagestudents more directly in cooperative problem solving to help build the foundations oflearning to transform oneself and one’s society.

c. Teaching guidelines on the pedagogical and methodological approaches should also bedeveloped for teachers.

4) Teaching Materials and Teacher Guidelines for ESC should be developed, and assuming thatteacher training activities are addressing the pedagogical issues of ESC, then the teachingmaterials should aim to address the aspect mentioned in 2.a.i. and highlight practical modulesthat can be linked to the various thematic topics included under ESC, ESD and EE.

a. Both the P4TKs & the Research and Development Agencies could provide more teachingmaterials for ESC that are adapted to the Indonesian context. However, support is neededto collect best practices in ESC from the international community in order to provide thestimulus for the production of Indonesian materials.

b. As individual schools move towards integrating ESC into their own school-basedmanagement approach and linking to local contexts, it will also become important tocollect and disseminate good-practices from within Indonesia.

5) For Non-Formal Education, develop schools as a community learning hub for sustainableconsumption and sustainable lifestyles

a. Just as public offices provide the model example of eco-office, schools can provide themodel practice of sustainable livelihood models and environmental management

b. Schools can identify and highlight important local environmental and livelihood issues intheir activities to collect, support and enhance local good practices and initiatives; in suchareas as: food security, organic agriculture, disaster risk reduction, energy efficiency,natural resource management, sustainable tourism, traditional/indigenous knowledge,local crafts and trades, etc.

6) Linking ESC to the SCP Action Plan and its inclusion in the National Development Plan; Furtherconsideration is needed for the best ways to properly integrate ESC and not just promote as anadd-on in these areas.

a. In this area, one important aspect to recognize is the various drivers that exist forconsumption practices. Some issues are directly connected to consumer behaviour, whileothers are more deeply rooted in social and cultural practices, and finally severalconsumption practices are locked in placed due to existing market and politicalinfrastructures. Better cooperation between the various ministries working on SCP willallow for recognition if the wider changes that need to occur to support sustainableconsumption, and when specific shifts are the target of new policies and actions, then thisprovides the appropriate point to also utilize informal education channels and consumerawareness raising to ensure that changes in behaviour are coupled with enabling changesfor sustainable consumption.

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*Enabling Factors: It should be noted that the need for teacher training on ESD/ESC and the limitation ofavailable teaching materials are significant barriers to the implementation of ESC (and also ESD) inIndonesia. So any efforts to make sure that ESC is better integrated into existing policy frameworks, mustalso directly address these issues.

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Attachment 1. The Initiatives from NGO, Private Sector and Mass Media in Environmental Education.Education for Sustainable Development

NGO InitiativesThe issue of sustainable consumption and production began in early 1980s, with Dukuh Tapak case, avillage in Central Java, where its paddy production was effected by a factory which polluted the ricepaddy field. The community asked public to boycott the factory’s products. Dukuh Tapak case hasbecome one of first the movements related to sustainable production and consumption in Indonesia. Thiswas a rare case, as the government at that time was very repressive, and movement against businesscommunity was not common.

In mid to late 1980s a movement to protect the agriculture production started to flourish. NGOcommunity was so concern on massive use of pesticide, one input to rice farming, under the governmentprogram BIMAS./INMAS which apparently harm the environment.. The emergence of this movementwas originally spearheaded by environmental NGOs such as WALHI-Friends of the earth Indonesia,PAN-Pesticide Asian Network, Gita Pertiwi etc., who were concern on the impacts of pesticide use to theenvironment. Inappropriate use of massive pesticide will cause the extinction of natural predator, localpaddy species, and it endanger the country food security as pest become immune and can be uncontrolled(the threat of wereng coklat in 1986). The government of Indonesia then issued a Presidential Instructionno 1/1986 to ban the use of various pesticides and launched a program throughout the country, IntegratedPest Management, to ensure that farmers will use pesticide in the right amount and at the right time.*)The public was aware that the rice produced from heavy chemical inputs can be dangerous to health. Asthe implication of the awareness, in early organic agricultural product has been promoted to public, ashealthy product. To ensure organic products quality, official certification is needed. Several nationalagencies set up the standard of organic agricultural products, such BioCert, the first national certificationbody, developed by IOA (Indonesia Organic Association) in 2003.

To produce environmentally safe products and services, various activities emphasize more on sustainableproduction. Among others is as Bina Sarana Bakti is the center for organic agricultural productsdevelopment, established in 1983. It is the first organic farming training center in Indonesia that hastrained more than 10,000 farmers and organizations all over the country who also sell the products as oneof their strategy to educate society. Non Timber Forest Product Network in Indonesia has encouragedlocal communities for producing and promoting local organic coffees from all over Indonesia, IndonesiaSocial Ecology Studies (ISES)in Bogor promotes and train women groups to produce the organic andlocal ingredient (such as local tuber flour such as cassava, sweet potatoes, etc.) One of alumni ofBogor Agriculture University produces cassava cakes from cassava powder to reduce imported wheatflour. Those initiatives are initiatives for sustainable production toward sustainable consumption. Itconcerns on the sustainable agriculture based on endemic species and protect the richness of Indonesia’sbiodiversity.

To protect the forest of Indonesia, in 1998 there is an institution to issue certificate of forest sustainableproducts that indicates the sustainable forest management, Indonesia Eco Label Foundation (LembagaEcolabel Indonesia/LEI). The initiative to establish the foundation was the results from intensive

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discussion and strong commitment from environmental NGO community at that time, such as RMI, Latin,WALHI, YLKI, Indonesia Biodiversity Foundation (KEHATI), led by Dr. Emil Salim, previous Ministerof Environment, who is a life time leader in environmental protection. On the bottom line, the concern onsustainable production takes place, to ensure sustainable consumption.

In 1999, the government launched a new policy, Law No. 8/1999 regarding Consumer Protection, toprotect the consumers from products and services which can endanger, misled the consumer from theright information by “marketing” that aimed to high sales. The policy encourages business responsibilityto produce products and services that will not harm or endanger the consumers, and consumer rights tohave the true information on the products and services in the market, and for the consumer to have theawareness in making the right decision in the consumption of products and services. As the follow up ofthe policy, government and NGO community develop various programs on consumer education.Leading by Indonesia Consumer Foundation (YLKI), established in 1973, as one of the first consumerNGOs with a mission protect the consumer rights, similar mission is running by at least 102 consumerrights NGO. The program cover the area of policy advocacy, raising public awareness on healthyproducts, environmentally products, etc.1.

At the same time, environmental education NGOs were at the front line. Yayasan Indonesia Hijau, PusatPendidikan Lingkungan Hidup Seloliman and the Environmental Education Network in Indonesia (JPL)with more than 100 members (NGO) network has been actively conducting environmental education upto now. The environmental education program and activities covers the topic of food security,biodiversity, ecological impact, organic farming, over fishing, water, air pollution, poverty and conflicton natural resource management, sustainable forest management, right on indigenous community, wastemanagement, energy saving, green consumerism even the issues of life style - green lifestyle that becamethe priority issues in JPL's members meeting in 1999 at PPLH Seloliman2. Those topics have beencovered in environmental awareness at local, national and global level. Related to waste managementseveral member of JPL have actively developed 3R program (Reduce, Reuse and Recycle) activity andtraining in the communities, including training toward social entrepreneurship program. Some NGOsfocusing on 3R and relates it with sustainable consumption and some youth communities group activelyinvolve in building environmental awareness program such as Komunitas Daur Ulang; Posko Hijau;Komunitas Green Lifestyle (with member about 1000 indivuals in 2009 from all over Indonesia), Tunas

Hijau at Surabaya, Teens Go Green senior highs school group in Jakarta. One NGO in Bali namelyBali Fokus is leading NGO on waste management which focus in promote and implementappropriate and low-cost decentralized wastewater treatment for small-scale industries andpig/cow farms in Bali and NTB One of the program has been supporting the community in slumarea in East Java and Bali on managing sanitation.

The first NGO with a mission education for sustainable development is Sustainable DevelopmentFoundation (YPB-Yayasan Pembangunan Berkelanjutan) established 1992. It has various target group toeducate with different approach according to the need and unique character of each group. The program

1 Data published by BPKN - National Consumer Protection Agency2 Proceeding Seminar, Workshop and Exhibition Environmental Education in Indonesia, JPL National Meeting.1999

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includes among others, LEAD (Leadership for Environment and Development) network that promotessustainable development through LEAD Associate (LAT) for mid career professionals; DevelopingSustainable Business (DSB) where YPB assists business community to develop sustainable businessstrategy and sustainability report; Leadership for Integrated Development program for public policymakers that equipped the policy makers with the framework sustainability development in formulatingpolicy; and Bridging Leadership Program to educate community leaders at district/village to become thefuture leaders with sustainable development as the mind set. In 2010, a special program launched foryouth, Climate Smart Leaders (15-19 years), that brings the opportunity for youth to propose actionproject to combat climate change. The finalist of the program can join a Climate CAMP where they learnleadership, sustainable development and climate change, entrepreneurship and project management, andthe winners will have funding to be used for their project implementation and Emil Salim Award (leadingenvironmentalist). Similar program for youth to involve in action for solutions has also initiated byBritish Council that develops modules Climate Change for Class room and various competition for youthleaders and eco enterprises, and PT Bayer Indonesia through Bayer Envoy program which encourageyouth leaders in establishing activities or programs to promote environmental awareness and protectionsince 2004. Those program have raised young generation awareness and initiatives for action project andprovide solutions and become the change agent for the betterment of the environment.

Another NGO that promotes sustainable is Indonesia Center for Sustainable Development also focuses itsprogram on sustainable development, with a special attention to short training mostly for businesscommunity.

The Sampoerna Foundation Teacher Institute has actively running a program on ESD, to develop thecapacity of the teachers and the curricula. During 3 years, the program has been involving 14,000 teachersin their training. This is the only non profit organization that in structured and massive programstrengthen the school, both the teachers and the curricula, related to ESD. Others NGO also work withschools with various program in environmental education. Currently, SFTI become a private universityeducation

YLKI (Indonesia Consumer Foundation) takes the lead at the national level. It fights for consumer rights,defending consumers against false marketing, harmful products, and assists the customer in disputeresolution. There are 102 NGO in consumer rights throughout the country. Consumer awareness programthat YLKI has covers the issues of health, healthy food and products agricultures including organicproduct, transportation, energy, and products including product toys education for children, etc. YLKIhas organized many public speeches on consumer issues, catering to the different groups for example,women groups, entrepreneurs and journalists through trainings, developing a module on business ethicsand consumer issues for management/business schools and law schools to encourage these schools toincorporate consumer issues and consumers law into their course curriculum.3

3 http://www.ylki.or.id/program

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Private Sector

In addition to NGO, private sector is actively involved in environmental education or environmentalprotection program. The companies implement the program with or without partnership with NGO.Among the initiatives are as follows.

A number of private sector in Bali and Lombok islands in cooperation with local NGOs (such asMitra Bali) promotes fair trade.

PT Iglas and PT Maspion glass factories in East Java have regular training for local community toproduce souvenirs made from glass waste (recycled products).

Yayasan Unilever Peduli, the foundation of PT Unilever Indonesia, Yayasan Unilever Peduli, the foundation of PT Unilever Indonesia, has been working with urban

community to produce various stationery and home accessories from the unused Unileverpackages (recycled products). In Surabaya, the program called A Small Step for A Better Future –When the People of Surabaya Opens the World’s Eyes”which has been developing since 2001.

Other companies (Coca cola, Nestle, Fuji Film, Teh Botol Sosro, Danone-aqua and Campina icecream) have supported the environmental education program sponsorship (Budianta in Nomuraand Hendarti 2005).

Sponsorship for environmental education or education for sustainable development programthrough Corporate Social Responsibility Program such as Pertamina Foundation, PT AnekaTambang, PT Coca Cola, PT Bayer, PT Freeport Indonesia and PT. Holcim Indonesia.

Office green life style. Companies start having efficiency program when employees are activelyinvolve such as reduce paper use (type double sides), save the energy campaign, bike to work,car pooling for transportation their employment, waste separation (organic and inorganic) etc.

The Ministry Industry has Green Industry Award to encourage green industries (efficient in using naturalresources, produce environmentally products, and respect people) since 2010. This efforts can inspire thevocational education to learn further about green industry.

UniversitiesThe universities under the Center for Environmental Study (PSL- Pusat Studi Lingkungan) of IndonesiaUniversity, Bogor Agriculture University, Gadjah Mada University, etc has been actively conductingenvironmental management training and course such as Environmental Impact Assessment (EIA) since1980s. Other PSL such as North Sumatra currently is developing green campus as part of implementingESD concept in universities. PSL - University Indonesia is continuing to provide training course on EIA,Waste management, etc.,

Mass MediaThe other important stakeholder who can play important role for promoting ESC in Indonesia is the massmedia. Mass media has the power to do public education, shape public opinion, a pressure institution tothe governments and private sector.

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Electronic media in particular radio has been the most appealing tool for participatory communication anddevelopment.

Radio Republic Indonesia (RRI) has interactive program for development and environmentalissues.

A number of environmental NGOs over Indonesia develop environmental program for radiostations, to raise environmental awareness, discuss environmental problems and provideenvironmental education package such as YASCITA in Kendari,Sulawesi, PPLH Bali in Bali,YPBB in Bandung, RMI in Bogor, WWF Indonesia throughout its offices, etc.

NGOs with program on community based natural resource management, use radio as an effectivemedia to promote the sustainable natural resource management, in Kalimantan, Java, Sumatra,they encouraged the local communities to establish Radio Community,

Other NGOs who are working for gender and human right also use radio as an effective media toraise the awarenes of equality among gender, and the knowledge of human rights.

TV channel has been the most powerful media for public education using for raising and educatingpeople. TVRI who has already program related sustainable development Dari Desa ke Desa (Village toVillage). Recently, the electronic media become the power not just in the world but also in Indonesia toinformm the public on environmental issues at local, national and global context mostly in update news.In many TV Channels they develop special program related to environment such as:

DAII TV has environmental program such as BUMI KU SATU (OUR ONE EARTH) incollaboration with many NGOs)

Metro TV has Eagle Award to promote public on social, economic, and environmental issues foryouth through documentary film.

In Indonesia, since 2007, social media network, facebook, becomes and opportunity to expose theenvironmental issues, knowledge, and solutions. Face book has ecome the most popular media tocommunicate and share informatio. Sustainable development is an issue that is exposed in the socialnetwork such as by Peduli Pembangunan Pedesaan yang Berkelanjutan di Banyuwangi (forum onConcerning Sustainable Rural Development in Banyuwangi, East Java Province); Gerakan PembangunanBerkelanjutan di Kota Cilegon (Sustainable Development Movement at Cilegon, Banten Province),Forum Sumut untuk Pembangunan Berkelanjutan (North Sumatra Forum for Sustainable Development).This is an opportunity when ESC would like to be part of the communication among social medianetwork.

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For non formal education, Ministry of National Education provides education for increasing life skill forempowering women and combat the illiteracy through Pendidikan Luar Sekolah (Non School Education).Other activities have been conducting with NGO collaboration such as gender equality, health issues, andenvironmental problems. Leading NGOs such as Kapal Perempuan has been actively developingeducation program for women, not to mention various women community group across the country.Non-formal education such as Pesantren (Islamic boarding school) such as Yayasan Sumber PendidikanMental Agama Allah (SPMAA) is pondok pesantren established 1961 located in Lamongan, East Java,who has program on environmental education since 1990s including related topic with ESC such asbiodiversity, green lifestyle with Islamic perspective. There are many Pesantren is trying to be moregreen Pesantren, this program is supporting by MoE since 2010 called Eco Pesantren. Those are anotherchannel if ESC would like to be integrated into the existing program.

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Attachment 2. Research summary on government policy initiatives and potential to ESCenhancement in Indonesia (policy research with focus primary and secondaryeducation)

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Attachment 2. (continued)

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Attachment 2. . (continued)

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Attachment 3. Aspects of environmental education subject in the primary and secondary formaleducation in Indonesia Ministry of National Education of Republic Indonesia

A. Human and Environment Soil and Land Environment Understanding/Definition Understanding of environment Soil for life Human as part of the

environment Soil formation

Relationship between humanand environment

Physical characteristic of soil

Human as social beings Air in the soil Understanding human as social

beings Water in the soil

Social relation between human(There is norm)

Soil pollution

Social environment Water Scope of the social environment Understanding The role of individuals in every

social environment Usefulness of water for

human and other livingthings

Globalization and behaviorchanges

Water source

Prevention of negative effect ofglobalization (promiscuity,drugs, etc)

Water cycle on earth

Physical Environment Water quality Air Water pollution Understanding/Composition Physical Environment

Changing Air layer Physical environmental

changing due to the air,water and sunlight

Air for life The types of environmentalchanging

Climate and weather Erosion Local and regional air

sirculation Abrasion

Air pollution Avalanche Flood Recovery efforts changes of

physical environment Reforestation Terracing, etc Prevention damage of

physical environment

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Attachment 3. (Continued)

B. Maintaining hygiene andenvironmental health

D. Water on Earth

Part of the body and their functions Water sources on earth How to maintain limb (bath, brushing teeth,

washing hands, cutting the nails, etc) Water cycle on earth (hydrological

cycle) Physical environment around the home Usefulness' of water for human Healthy environment Water for daily life Unhealthy environment Water for agricultural activities Environmental pollution Water for industrial and economic

activities Water pollution Water for transportation activities Soil pollution Usefulness of water for the other

living things Air pollution Pollution of water bodies Waste management Household water waste Understanding Industrial water waste Classification of waste Impacts of wastewater disposal to

water bodies Utilization of waste through the 3R's

program (Reduce, Reuse, Recycle) Wastewater impacts on health

Maintain environmental cleanliness How to save water Care and maintenance of the home

environment Coastal and marine

Care and maintenance of the schoolenvironment

The types of coastal and marineenvironment

Maintain environmental cleanlinesspractices

Usefulness of coastal and marineenvironment for human

C. Natural Resources Importance of maintaining coastal

and marine environment Understanding of natural resources The types of natural resources Biological resources and non biological

natural resources Biological resources Plant and animal around the school Pets and wild animal Food plants, medicinal plants, and

ornamental plants Processing of biological resources Non biological natural resources Renewable natural resources Non renewable natural resources

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Attachment 3. (Continued)

E. Air H. Forest Air function for living things Function of forest Differences clean air with dirty air Forest and biodiversity Maintain the cleanliness of the air Forest damage Air pollution Prevent damage forest Prevention and mitigation I. Global Warming

F. Soil and Land Understanding/Definition Soil for human life and other living

things Greenhouse gas

The types of soil The impact of global warming onthe environment

Usefulness of soil The impact of global warming onhuman health

Process of soil formation Action to reduce global warming Soil pollution J. Ozon Depletion Soil management Function of the ozone layer

G. Energy Corrosive of the ozone layer Energy sources The impact of damage the ozone

layer for human The types of energy Countermeasures of damage the

ozone layer Energy for daily life Natural Disaster Alternative energy The types of natural disaster Impact of using fossil energy Action for disaster rescue On the environment Natural Disaster Due to Human

Activities On health The types of disaster Environmentally friendly energy Over the function of mangrove

forest Save energy Industrial pollution

Retrieval of sea san Logging in the forest Action for Disaster Rescue

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Attachment 4. Aspects of ESD refer to Manual Education for Sustainable Development, Ministry ofNational Education of Republic Indonesia

A. SOCIO-CULTURE PERSPECTIVE Human Rights Right to life Right to family and continue the descent Right to develop themselves Right to personal liberty Right to security Right to justice Right to participate in the government Right to welfare Rights of women Rights of children Security Living in harmony, peace, compassion,

and mutual help in family, neighborhood,community, nation, and world

Life tolerate each other Be sportsmanship, objectives, and become

role models Humble, polite, and respectful Honest and responsible Unity and integrity of the nation

(Homeland) Gender Equality Awareness of the status of gender and

equal relation between men and women Equal rights to education and health Equal rights to get a job / position Equal rights against the law Equal rights to religion Equal rights for stateless Participation including express the

aspirations, opinion (fight for nature) Equal rights of reproduction

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Cultural Diversity and Cross Cultural Understanding Appreciating the differences of race, religion, race,and inter-group and culture Pillars of pluralism (diversity) and appreciate the characteristics of local culture Co-operation and tolerance between ethnic, religious, racial, and inter-group and culture Provide opportunities in the development of ethnic culture Respect / appreciation of the diversity of works of art of dance, painting, theater, sculpture,

sound, and music Appreciate the diversity of values, norms, rules the local culture. Health Self-awareness for living a clean, healthy body and soul (Knowledge, attitudes, and behavior) Maintain cleanliness and health of the environment HIV / AIDS Understanding of HIV (including the cause) Self-awareness about the dangers of HIV The way to cope HIV Corporate Governance Deliberation and consensus in decision making Services of public life (education, health, welfare, transport etc..) Know the rules that apply in the government (Village, district, regency / city, provincial and

national) and sanctions for noncompliance. Know the structures and institutions of government (village, subdistrict, regency / city,

provincial and national) Maintaining the integrity of Homeland Public Accountability (service, accountability, and abuse of authority, for example. corruption) Cooperation between countries (within the scope of ASEAN, ASIA, ASIA PACIFIC etc.)

B. ENVIRONMENTAL PERSPECTIVE Natural Resources Preservation, conservation, rehabilitation (reforestation) of natural resources Management and utilization of natural resources Exploration and exploitation of natural resources Changes of Weather Knowledge of temperature changes, humidity, wind, and patterns rainfall Causes of changes in temperature, humidity, wind and rainfall patterns The impact of temperature changes, humidity, wind and rainfall patterns of human life,

animals, plants, and the universe

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Sustainable Urbanization Lack of livelihood in the village Uneven Development Safety of life Impact of urbanization (Human resource in the village is reduced, affecting urban planning,

security / crime increased, the damage environment Disaster Prevention and Response Types of natural disasters How to prevent natural disasters Self rescue Empathy for disaster victims Rural Development Potential changes of local natural resources Changes of livelihood Changes of map area Changes in the system of government (autonomy)

C. ECONOMY PERSPECTIVE Poverty Reduction Work ethic Job creation Community empowerment Group of Independent Public Enterprises (MSMEs) Cooperatives and other people's business The provision of mass assistance from the government (Direct Cash Assistance, after work) Corporate Responsibility (CSR) Community empowerment Encourage self reliance community Improving access and quality of community education Improving health Poverty Reduction Market Economy Prices are determined by supply and demand The ability to control the market network Competence of product quality The ability of negotiation and diplomacy Entrepreneurship Mastery of ICT

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Attachment 5 . Aspect of Character Building Curriculum (source: Ministry of National Education,Republic Indonesia)

Religious Honest Tolerance Love Peace Respecting the achievement Friendly/Communicative Responsibility Discipline Hard work Creative Love reading Independent Curiosity Democratic Environmental Awareness Social Awareness Nationality Patriotic

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Attachment 6. Topics ESC (UNEP)

Life quality Lifestyles

Values, needs, desires History of social and economic development

Human rights, ethical codes and spiritualprinciples

History of consumption

Sufficiency and moderation Present social conditions

Sustainable development Present consumption patterns

Sustainable consumption The symbolic roles of consumption

The role of the family

Alternative lifestyles

Resources Economics

Natural Economic models and practice

Human Production and trade

Financial Multinational companies

Technological Social responsibility

Organizational Savings, loans, investments

Interrelatedness of systems and processes Financial services and instruments

Balances and imbalances E-commerce

Consumption and the environment Consumer rights and responsibilities

Product life cycles and traceability Laws and norms

Packaging Agreements and contracts

Recycling, reusing, repairing products Consumer protection policies

Energy Transparency/accountability

Housing Complaints, redress, replacement, reimbursement

Transportation Conflict resolution

Communication

Entertainment

Tourism

Climate, soil and water protection

Biodiversity

Waste management

Ecological impact

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Information management Health and safety

Digital literacy Food safety

Media literacy Gene-modified organisms

Advertising and persuasion Diet and nutrition

Labelling Ecological, organic food

Peer pressure Addictives

Data-based information systems Lifestyle illnesses and epidemics

Consumer support agencies HIV/AIDS

Social services

Product safety

Labelling and quality control

Change management Global awareness

Creativity and innovation Global interdependence

Future perspectives Energy, trade, commerce, agriculture, land use

Active citizenship Poverty

Stakeholder involvement Human rights

Community service Labour rights

Crime

Precautionary principle

Fair trade

Millennium Goals

World citizenship

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Attachment 7. ESC Competencies (UNEP)

The basic learning outcomes of ESC can be defined as attitudes, knowledge, skills and behavior leadingto:

Critical awareness Ecological responsibility Social responsibility Action and involvement Global solidarity.

More specifically, ESC encompasses the following generic competencies:

- Appreciation of nature and of human diversity and multiculturalism- Concern for justice, peace and cooperation- Self-awareness- Concern for quality- Appreciation of the interrelatedness of individuals and society- Capacity for empathy/compassion- Ability to make critical, reflected decisions- Ability to apply knowledge in practice- Ability to cope with one’s emotions- Information management skills- Capacity for generating new ideas- Capacity to adapt to new situations- Willingness and ability to be of service to others- Ability to recognize global perspectives.

ESC subject specific competencies include development of the following attitudes, knowledge and skills:

1) Ability to define what one considers to be a good quality of life and to be able to identify thevalues upon which this is based.

2) Realization of the complexity and often controversial nature of sustainable consumption issues.3) Insight into how individual lifestyle choices influence social, economic and environmental

development.4) Ability to acquire, assess and use information on the consequences of consumption especially on

the environment.5) Knowledge of consumer rights and central consumer protection laws.6) Basic knowledge of the market system and the role of business.7) Knowledge of how the production processes are linked to the consumption system.8) Basic knowledge of the interaction of pricing mechanisms with the consumer’s attitudes and

behaviour.9) Insight into the practicalities of both the supply and demand sides of production and consumption

and their outside-of-the-market relationships to community development.10) Awareness of a commodity’s intangible and symbolic characteristics.11) Ability to recognize, decode and reflect critically upon messages from the media and the market.12) Knowledge of social networks responsible for shaping consumption patterns (peer pressure,

status, etc).13) Consciousness of civil society’s power to initiate alternative ways of thinking and acting.

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14) Individual and collective understanding of consumer social responsibility in relation to thecorporate social responsibility.

15) Ability to manage personal finances (budgeting, saving, investing, taxes and fees).16) Ability to manage physical resources (effective control, maintenance, reuse and replacement).17) Knowledge of conflict resolution in general and in particular in relation to consumer related

situations such as product safety, liability, compensation, redress and restitution.18) Ability not only to envision alternative futures but also to create reasonable paths of action

leading to these.

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