A perspective on education for sustainable development: Historical development of environmental education in Indonesia

Nomura, Ko

doi:10.1016/j.ijedudev.2008.12.002

Cited by 47 publications

(31 citation statements)

References 6 publications

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“…ESD is developed in several countries that have local problems which bring impact globally (Segara, 2015). ESD is equivalent to environmental education (Nomura, 2009). According to Suduc, et al, 2014, ESD is an appropriate educational program to educate people early to reduce human dependence on the natural and social environment.…”

Section: Introductionmentioning

confidence: 99%

Habituation Model of Implementing Environmental Education in Elementary School

Zaenuri

Sudarmin

Utomo

et al. 2017

JPII

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The purpose of this study is to analyze the implementation of environmental education in Elementary School. The study was conducted at SDN 1 Kota Banda Aceh. The research subjects are school residents (students, teachers, education personnel, principals, and school committees). This research is designed using a qualitative approach. This study is focused on the implementation of environmental education in primary schools. Data collection uses observation sheet instrument (observation), focused interview, and Focus Group Discussion (FGD). The research data were analyzed descriptively. The results show that the implementation of environmental education can be realized in habituation to maintain personal hygiene, class cleanliness, and worship together according to his beliefs and sports.

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Section: Introductionmentioning

confidence: 99%

Habituation Model of Implementing Environmental Education in Elementary School

Zaenuri

Sudarmin

Utomo

et al. 2017

JPII

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“…The role of gender has become more apparent; whilst the language regarding disability has shifted markedly from one of writing about the -mentally retarded‖ and -handicapped‖ to one of inclusion. Some new issues have also come to the fore, such as the environment, as was noted above, (e.g., Blum, 2008;Nomura, 2009) and post-conflict reconstruction (e.g., Aguilar and Retamal, 2009;Maclure and Denov, 2009). …”

Section: Plus çA Change?mentioning

confidence: 97%

Education and development: Thirty years of continuity and change

McGrath

2010

International Journal of Educational Development

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“…As a joint feature, the ASEAN established ASEAN Guidelines on Eco-Schools for environmentally friendly model schools in the region in order to raise environmental awareness in every aspect of the education system (The ASEAN Secretariat 2013). Indonesia has a long tradition of environmental education, dating back to the 1960s when the first nature lovers group or scout activities started with the official support of the Indonesian government (Nomura 2009). …”

Section: Biodiversity-related Education and Capacity Buildingmentioning

confidence: 99%

A review of biodiversity-related issues and challenges in megadiverse Indonesia and other Southeast Asian countries

Rintelen¹,

Arida²,

Häuser³

2017

RIO

191

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Indonesia is one of the ten member states of the economically and politically diverse regional organization of the Association of Southeast Asian Nations (ASEAN). Southeast Asia comprises four of the 25 global biodiversity hotspots, three of the 17 global megadiverse countries (Indonesia, Malaysia, and the Philippines) and the most diverse coral reefs in the world. All member states are Parties to the Convention on Biological Diversity (CBD). We discuss ASEAN-wide joint activities on nature conservation and sustainable use of biodiversity that do not stop at national borders. The Indonesian archipelago comprises two of the world’s biodiversity hotspots (areas with a high degree of endemic species that are highly threatened by loss of habitats): Its insular character and complex geological history led to the evolution of a megadiverse fauna and flora on the global scale. The importance of biodiversity, e.g., in traditional medicine and agriculture, is deep-rooted in Indonesian society. Modern biodiversity pathways include new fields of application in technology, pharmacy and economy along with environmental policies. This development occurred not only in Indonesia but also in other biodiversity-rich tropical countries. This review summarizes and discusses the unique biodiversity of Indonesia from different angles (science, society, environmental policy, and bioeconomy) and brings it into context within the ASEAN region. The preconditions of each member state for biodiversity-related activities are rather diverse. Much was done to improve the conditions for biodiversity research and use in several countries, primarily in those with a promising economic development. However, ASEAN as a whole still has further potential for more joint initiatives. Especially Indonesia has the highest biodiversity potential within the ASEAN and beyond, but likewise the highest risk of biodiversity loss. We conclude that Indonesia has not taken full advantage of this potential yet. A growing national interest in local biodiversity as a natural resource is a welcome development on one hand, but the risk of too many restrictions for, e.g., the science community (high level of bureaucracy at all project stages from planning phase, visa procedures, field work permits, scientific exchange and project managment issues, governmental budget cuts for basic research and restricted access to international literature for Indonesian researchers) does significantly hamper the internationalization of biodiversity-related science. In the long run, Indonesia has to find a balance between protectionism and sensible access to its national biodiversity to tackle global challenges in biodiversity conservation, health issues, food security, and climate change.

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A perspective on education for sustainable development: Historical development of environmental education in Indonesia

Cited by 47 publications

References 6 publications

Habituation Model of Implementing Environmental Education in Elementary School

Habituation Model of Implementing Environmental Education in Elementary School

Education and development: Thirty years of continuity and change

A review of biodiversity-related issues and challenges in megadiverse Indonesia and other Southeast Asian countries

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