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Introducing ESD to Education Community through the Development of the Mangrove Education e-Guideline: Issues and Challenges
Stien Johanna Matakupan
Avicennia
At present, south east Asia harbours
the largest extent of mangroves on
Earth, i.e. 4.9 million ha or nearly 35
per cent of the world’s total, with
coverage:
• along the coasts of Brunei
Darussalam (0.3 per cent of total
south east Asian area),
• Cambodia (1.3 per cent)
•Indonesia (59.8 per cent)
•Malaysia (11.7 per cent),
The largest mangrove areas in south
east Asia therefore occur in Indonesia
Mangrove Distribution
World
1980
(‘000 km2)
1990
(‘000 km2)
2000
(‘000 km2)
Perubahan tahunan
1980-90 (%)
Perubahan tahunan
1990-00 (%)
198.1 163.6 146.5 -1.9 -1.1
Data and chart: FAO
Coastal Statistic Points Indonesia Asia (excl middle
east World
Length of coastline {a} (km)
95,181 288,459 1,634,701
Area of Mangrove Forest (km2)
23,901 40,330 169,452
Number of mangrove forest protected
33% 27% 13%
Number of mangrove species
45 51 70
Earth trends
70 percent of over 7 million mangrove forests in Indonesia have been heavily
damaged and facing total destruction. In East Java has 85,00o hectare, and
13,000 hectare has been destructed ("Indonesia mangrove forests," 2010).
Mangrove Forest distribution
Supporting service
Habitats/nutrient cycle Soil formation Primary production
Provisioning service
Fuelwood Foodstuff Genetic source Medicinal plants
Regulating service - Climate regulation - Erosion control - Protection of coastal zones from storms and winds - Regulation of water cycle - Treatment of wastes and water cleaning
Cultural service
Education
Eco-tourism Landscape
Safety
-Reduced ecological
-Fresh environment
Supply of materials for local life
Health
Prevention Safe water Nutrients Energy
Observation, study, research and tourism Aesthetic value
Ecosystem services Elements related to life
Wetlands as Buffers
TIMSS 2007 RESULTS: LEVELS OF STUDENT
COGNITIVE PERFORMANCE IN MATH
100 80 60
Advanced (>625) 40 High (550-624) 20 Intermediate (475-549) 0
20 Low (400-474)
40 Under Low (<400)
60 80
100
Source: 2007 TIMSS Results
4
Lesson Content
Average percentage of problems per lesson that were applications
74 80 70
55 60 51 45 50 40
35 34 40 30
16 20 10
0
Source: Indonesia results combined with Hiebert, J. et. al., (2003), page 91
• The goal of the national education is to develop the learner’s potential to be a person who is faithful to God with excellent morals, healthy, knowledgeable, skillful, creative, independent and a responsible democratic citizen.
National Education System
• The learning process should be interactive, inspiring, enjoyable, motivating the learners to be active, creative, and independent according to their talents, interests, and development stage
National Education Standard
Regulations of Ministry of National Education No.19, 2005
• Pedagogy
• Professional
• Personality
• Social
Teachers’ Professional Competencies
• ESD as a platform for student to develop their critical thinking on environmental, social and economy issues. Thinking from different point of view, value clarifications, ethic and moral dilemma
• interdisciplinary links concept.
Feedback from the field
Teachers Continuous Professional Development
Life long learner
Professional and Networked Learning Community
Series of workshops on
Mangrove ecosystem
Respect
Care
Love
Active
participation
National and International Network
International Video Conference Program for Students
Lesson Plan/sharing
resources
Discussion Forum
Mangrove e-guideline
The Needs
National &
International school
Project
Education journal
Professional
Development
worksheets
Discussion forum
Lesson Plan
Mangrove E-Guideline
Samples
assessment
Event
News
Online course
SSE Green Teacher
Research Questions
Opportunities
• What opportunity we have to introduce mangrove education e-guideline?
Challenge
• What challenges faced by Indonesian teacher in developing mangrove education e-guideline?
Grant from UNESCO Asia Pacific and Japan Funds-in – trust
Teoritical Framework • Re-orientering Curriculum for ESD (UNESCO, 2002)
• Communities of practices . Professional communities in which teachers
share understandings about the nature of good teaching and work together to enact them provide particularly conductive settings for
learning to teach is important (Linda Darling-Hammond, 2005)
• Seven key attributes of effective professional learning community which
are: (1) student learning; (2) Shared Purpose; (3) Collaborative teamwork; (3) teacher capacity; (4) Leadership Capacity; (4) Professional development (5) Continuous learning ( Leading Student Achievement Series, 2009).
Palmer (1998) argued that the task for environmental educators in 21st century is to implement EE program that inform our students about the complexities of the environment and development issues in their own lives and provides them with opportunities to be inspired by joys, wonder and mysteries of the natural worlds and human achievement.
Palmer (1998) also emphasis the powerful influence of spiritual and aesthetic experiences; the students talked of such things as being moved by beauty and example; being hurt by injustice; being emotionally challenged by suffering and death; being aware of and reflecting on the meaning of experience, the development of insight and intuition.
Theoretical Framework
Jickling (1994) emphasis that in a rapidly changing world we must enable students to debate, evaluate, and judge for themselves the relative merits o contesting positions
Sarabhai (2000) states that infusion means using all the systems which existed, but through better awareness, through pace setting, through examples.
Model for teaching and learning in environmental education: complete planning framework (Palmer, 1998)
• Indonesia has limited resources to support teachers on Mangrove education or ESD in general
Pedagogical Implications of Mobile
Learning (Corbeil and Corbeil, 2007) Encourage learner to make meaningful connections in the learning process.
Publish their reflections or observations, facilitate learner to become investigator.
Capturing and recalling life events will assist learner in recall and collaborative reflections.
Level of participation in online discussion forum
(Scott Gould , 2010)
Subjects of the Study
• 8 Teachers of Mangrove for Life Program (South East Sulawesi, East Java and Jogjakarta
Source of Data
• Interview
• Observations
• May to October 2011
Documents
• Action Plan
• Lesson Plan
• Participation in Mangrove e-guideline
Opportunities
Indonesian Green School/ESD School Award (Adiwiyata Award)
2004: MOU of 4 Ministries
2006: Green School Award
Year 2011: 226 schools from
1350 applicants
Adiwiyata Award Initial process of embedding EE within Indonesian curricula within Sekolah Adiwiyata setting
School with Environmental Awareness and Environmental Culture
Indicators and Criteria
Development of Environmental Based Curriculum
• Monolithic and or Integrated approach; local and global issues, various teaching methods, extra curricular
Development of Participation Based Activities
• Participation based extra curricular; involvement in community based activities, partnership
Development of School Supporting Facilities
• Clean and healthy; learning resources; saving natural resources (water, electricity) and office supplies, Service quality of healthy food; waste management system
Development of School Policies Vision and mission; teaching and learning; human resources development; efforts of saving natural resources, the creation od clean and Healthy school; allocations of school budget
Adiwiyata Schools
School policies
Environmental based
Curriculum
Participation based
activities
School supporting
facilities
ESD infusion
Government Law
No. 20/2003 about educational system
No 14/2005 about teachers and lecturer, and government regulation
No 19/2005 about
Standard of academic qualification and competence of teachers.
All regulations reflect government’s commitment and concern with improving
educational quality
Teachers Continuous Professional Development
Life long learner Professional
and Networked Learning Community
The needs of
Challenge
Lack of the concept of interdisciplinary links
Various teaching methods such as role-playing, field trip and simulation, which can help pupils examine environmental decision-making and the attitudes
and values influencing these decisions, receive less emphasis from teachers
Spirit of Sharing
Challenge • Didactic and teacher-centred approaches still
predominate in lessons.
• There is a fear by the teachers that the adoption of an infusion approach might lower the pass rate of examinations, as students might not be able to make the necessary intellectual adjustment.
Challenge
National examinations has not emphasized the assessment of
• affective and psychomotor.
• high order thinking skills
• attitudes and values of concern towards the environment
• Most already participating in variety of mobile computing and communications activities at work and recreation, they were not however integrating e-learning/e-forum for their professional development.
Conclusion
• Frequent use of mobile devices doesn’t mean teachers are ready for e-learning forum
• Lack of Interdisciplinary links’ concepts
• Lesson mostly cover cognitive domain only
• Spirit of sharing
Recommendations
Professional Development for teacher should be participatory and
practice based
Professional Development in collaborations between subjects/interdisciplinary
learning
Develop the spirit of sharing
Professional Development in ICT for
engaged learning
Reorienting education in higher education (pre-
service program)
Resources to support action based activities
Skills to reorient education
Recommendations
Thank You