Many efforts have been done by Ministry of Education and Culture (MoEC) in Indonesia in redesigning curriculum in primary schools as well as secondary schools related to peace education as requirements in implementing sustainable development goals (SDGs). The purpose of this paper is to (1) unpack some concepts and theoretical point of views on global education and peace education in the context of education sustainable development (ESD); (2) discuss policies and programs lead by MoEC in Indonesia in redesigning soft skills on peace education in the context of education sustainable development (ESD); (3) identify indigenous aspects in supporting and enriching teaching learning activities on peace education in the context of education sustainable development (ESD). Based on analyses conducted for this study, three points are noteworthy: (1) policies and programs concerning with the implementation of new curriculum that give more spaces on peace education in the context of education sustainable development (ESD); (2) some indigenous aspects in supporting and peace education in the context of education sustainable development (ESD); and (3) schools efforts in developing peace education program andresolution on conflicts in terms of core curriculum as well as extra curriculum in order to avoiding conflicts and meet with the challenge of living global citizenship in 21st century and changing technological, social, economic, national and global environment.

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This study investigated understanding of agricultural vocational school teachers about green skills and its entity in the curriculum. Data were gathered through survey of teachers from fifteen agricultural vocational high school of agricultural food processing technology study program in West Java Province, Indonesia regarding their understanding about green skills. The results showed that the teachers had less knowledge of green skills, limited to environmental issues. However, they agreed that students needed to be equipped with green skills. The entity of green skills has not been stated explicitly in the curriculum of agricultural vocational school. However, the teachers argued that green skills could be embedded in the subjects of the existing curriculum. The findings of this preliminary study indicated the need to increase teacher understanding of green skills and curriculum development in agricultural vocational schools to meet industrial needs in order to support sustainable development in accordance with the UNESCO strategy for vocational education.

One of the global issue trends in vocational education is greening to support the achievement of sustainable development. Industry as one of the main stakeholders of vocational schools needs to know their views regarding the skills of prospective workers they need. This study aims to identify industry perceptions on the necessity of green skills in agribusiness vocational graduates. Five elements of green skills studied here are environmental awareness, innovation skills, communication skills, adaptability, and management of waste. A descriptive research design with quantitative approach was used in this research. Data was be gathered through a questionnaire involving fifty practitioners from various types of food industries. The result showed that the industry practitioners agreed that green skills is required by agribusiness vocational graduates. This finding can be used as a guide in integrating green skills into the agribusiness vocational curriculum by considering the skills most needed based on industry perceptions.

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Building on a serious concern over excessive increase ofproduction garbage waste from one year to another, this articleargues that the garbage waste produced by cities around the globehas led to an environment crisis and the planet earth has faceddesertification, drought, and degradation. Within this scenario, itis high time we brought this awareness by teaching environmentliteracy. To this end, the article discusses climate change as aninconvenient scenario, key challenges, tale of two dying rivers,education for sustainable development, and then approaches toenvironmental education.