Contacting Needs and Knowledge Assessments ___________________________________________________________________________ Deliverable Number: D2.1 Contractual Date of Delivery: 30/03/2019 Actual Date of Delivery: 30/03/2019 Title of Deliverable: Contacting needs and knowledge assessments Work-Package contributing to the Deliverable: WP2 Dissemination Level: IL Nature of the Deliverable: R Author(s): Nanung Fitriyianto University Gadjah Mada (UGM), Vassilios Makrakis Frederick University (FU), Nelly Kostoulas Universty of Crete (UOC), Aravella Zachariou Frederick University (FU), Munirah Ganzali University Science Malaysia (USM) in cooperation with all partners. Version Date Comments & Status Distribution 18/03/2019 initial version Draft 23/03/2019 comments from all project team. Final approval by the Quality Assurance Group 30/03/19. Project Funding Project Full Title: ICT-enabled In-service Training of Teachers to Address Education for Sustainability Project Acronym: ICTeEfS Project number: 598623-EPP-1-2018-1-CY-EPPKA2-CBHE-JP EC Programme: ERASMUS + Agreement number: (2018-3774-001-001) Start date: 15 th January, 2019 Duration: 3 years Budget: € 991.711 Disclaimer The content in this deliverable expresses the views of the authors and the ICTeEfS Consortium and does not necessarily reflect the views of the European Commission. The European Commission is not liable for any use that may be made of the information contained herein.
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The content in this deliverable expresses the views of the authors and the ICTeEfS
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The European Commission is not liable for any use that may be made of the
information contained herein.
Executive Summary
This deliverable reports first on the SWOT (Strengths, Weaknesses, Opportunities and
Threats) analyses carried out in the three partner countries involving the local Regional
Centers of Expertise on Education for Sustainable Development (RCEs on ESD). The data
collection methodology for the SWOT Analyses included personal interviews, workshops,
focus groups, public meetings, surveys, participatory tools and stakeholder panels. This was a
very interesting experience as it connected the higher education with society. RCEs involve a
quite extensive number of local stakeholders. On the basis of the SWOT Analyses and
discussions within the project staff, a summarization of needs and knowledge assessments
has been done, identifying the stakeholders’ needs, the barriers and drivers critical to their
successful engagement in the process of design and development of the ICTeEfS teaching
standards and competences. A number of questions were posed upon which relevant tables
have been formulated in order to identify not only the stakeholders’ strengths, weaknesses,
opportunities and threats. but also, basic objectives and issues to addresses in subsequent
processes and practices. Especially, the knowledge sought from this activity was also
instrumental in developing the instruments for the stakeholders’ surveys (D2.2) and the
development of the ICTeEfS teaching standards and competences framework (D2.3).
SWOT Analysis of Regional Center of Expertise (RCE) Yogyakartaon Education for Sustainable
Development
22-25 February 2019 Frederick University, Nicosia Cyprus
INTRODUCTION
Where is Yogyakarta?• Located in the center of the
island of Java, with 3.7 millionpoppulation
• Smallest province with an area of3.133 km2
• A special status since it isgoverned by Sultan dated fromthe pre colonial era
• Agriculture and farming as themain source of income for mostcommunity
• With more than 100universities→renowned as thecity of learning.
RCE YOGYAKARTA
History of Establishment• Established as a responds of earthquake in
2006 with aimed to rehabilitate the damagepost disaster. Also at the same time torespond the illiteracy reduction program,supporting Small Medium Enterprises SMEsand in line with university commitment forgreen campus and renewable energy
• Date of acknowledgement by UNU-IASDecember 27 2007 Coordinator: Prof Nizamdan Prof. Danang
Aims• To provide education in the field of Sustainable Development
through formal, non-formal and informal education
• To give information, increase awareness, provide space for learningand action as well as community mobilization towards establishingnation with more sustainable future.
• Actively involve and play roles in national and internationalnetworking to share and collaborate in Education for SustainableDevelopment
Collaborations and Partnerships
Secretariat**Formal office address and secretariat:
Our StrengthsIn 263 Study Programs with 4,468 Faculty Members and
47,081 Students
14
➢TRIDHARMA (Three Main Roles) of HE in INDONESIA: Education, Research and Community Service → allhigher education institutions in Indonesia must carryout programs of community service.
➢UGM has a special program of community serviceinvolving lecturers (as supervisors) and students whohave different scientific back-grounds/disciplines →A Student’s Community Service (SCS) that isconducted through a Community EmpowermentLearning (CEL)→ called as SCS-CEL Program.
➢Work in a team of 20-30 students, which is consist offour clusters of study background:➢ Physical infrastructure➢ Socio-economic and culture➢ Community health➢ Agricultural related field
KKN, Education for Student Community Service
Distribution of KKN Students
Distribution of KKN Students
• In a year, 7000 undergraduate student has been deployed to the community
• Initiated in 1971 at UGM
• Compulsory 3 credits
• Mobilize 4th year university students to work with community overcoming the issues related to localproblems
Advantages of Students’ Community Engagement (KKN)
• Students understand the problem of their surroundingcommunities
• Students are able to communicate with the communities
• Students are able to work together in a group toward commonobjectives
• Connecting communities to the university
• Enhance community development
• Feed back to the university for necessary research
What unique knowledge, talent, or resources do
we have to facilitate the integration of education
for sustainability issues supported by ICTs in
teaching and learning processes and practices?
KKN, Education for Student Community Service (2)
• Stay in a community for 2 months (formerly 3 months)
• Solve a real problem existing in a community they are assigned towork and stay in
• SCS program consists of three major elements: individual,institution and community empowerment
• The program functions as media for transfer and transformingknowledge, skill, creativity and innovation obtained by studentsduring their studies for the benefit of community.
• The program were run based on the principles of co-creation, win-win solution, co-finance, sustainability and flexibility.
Some focuses of interest:• Improving education in remote areas
• Community based health policy
• Women's empowerment
• Disaster early warning system andmitigation
• Cultural and local wisdom-based naturalresources conservation
• Rural Governance and Administration
• Law and Political Awareness
• Small and Medium EnterprisesDevelopment
• Sustainable agricultural production
As a Regional Center of Expertise on Education for Sustainable Development what do we do best in relation to integrating sustainability issues such as recycling, poverty, climate change in teaching and learning processes and practices?
• Raise student empathy and care
• Implementing science and technology in the field
• Increase the spirit of teamwork and multidiscipline work
• Educating student as researcher/scientist
• Training student to work collaboratively with various actors(university, government, private sectors, NGOs andcommunity)
• Promoting learning community and communityempowerment
The Objectives of KKN
On the other hands, how Does UGM Contribute to
Education for Sustainable Development through Non-
KKN Program ?
Leading in Community Empowerment Program
The 1st ICCEESD as an effort to improve publicityTheme: Innovating Engagement & Sustainability Society Inclusive WelfarePlace: YogyakartaTime: 7 – 8 November 2018Delegate and Participant: 44 presenters, 120 participantsCounty: Indonesia, Singapura, Jerman, Perancis, Thailand, Australia, Malaysia
UGM, Pioneering Ecosystem Conservation
Wanagama, Universitas Gadjah Mada Teaching Forest , with 600 Hectare in Gunung Kidul
UGM Efforts in Tridharma Have Changed the Critical Land to Become A Forest. It was mentioned by Jokowi President that Wanagama is as the best forest management.
Agro Technology Innovation
Center (PIAT)
35 Hectare in BerbahAnd 165 Hectare in
Mangunan
• Smart Food• Smart Feed• Smart Energy• All UGM Waste is
managed in PIAT• Gen Bank for
IndonesianBiodiversity –Teaching Industryand Research Center
Sustainable Natural Resources and Food Resources
Bioenergy Center di PIAT (Agriculture Technology Innovation Center):
Sinergi Pusat Studi EnergiUGM, Pusat StudiEkonomi KerakyatanUGM, Lakpesdam NU, dan CCES dalam KonsorsiumKemala di KabupatenSolok Selatan (Sumatera Barat) dan KabupatenTanjung Jabung Timur(Jambi)
Pendanaan: HibahKemitraanKemakmuranHijau - Millennium Challenge Account Indonesia 1,5 tahun (selesaiDesember 2017)
Waste To EnergyTPA Piyungan, Bantul
Diolah
Global Warming Potential TURUN 85%
Dibiarkan sajadi TPA Piyungan
Emisi gas rumah kaca darisampah ekuivalen dengan
44.000 ton CO2/hari
Listrik
Kompos
41,11%
27,41%
11,19%
10,24%
6,11% 3,94%
Sampah Taman
Sisa Makanan
Gelas, Plastik, Besi
Kertas
Kayu
Tekstil
Batu Bara Muda: 4.000 – 5.000 kkal/kg
Nilai kalori 4.900 kkal/kg
Partnership:
AGROTECHNO-PARK UGMGAMA GIRI MANDIRI
GIRIREJO, IMOGIRI
Mangunan: Dari Daerah Kering di Tahun 1960 an Menjadi KebunHerbal di Tahun 2010 dan Memasok Sumber Herbal “Gama Giri Mandiri”Demplot, Budidaya, Pengolahan, dan RendemenHerbal Terstandar, dan Produk Obat TersertifikatSudah Dipasarkan oleh PT Kalbe Farma
Integrating Research and Community Services
Results:Critical Land Changed Into Productive Land160 Hectare Area
Agro Teaching Industry – Tea and Cacao
Integration of Education, Research, and Community Services with UGM Teaching
Industry Since 1964
UGM Tea Eastate and Teaching Industry Composed of 1,113 and 4,600 Hectare Area is Known as 100 Biggest Exporter and Ranked 92 as the
Biggest National Devisa Contributor
Technomed Factory –Ground Breaking di Purwomartani
Teaching Factory -Kulonprogo
Digital Innovation Center
Teaching Industry dan Science Techno Parks
Teaching Factory Agrotech – PT Pagilaran Sejak 1953
STRENGTH
• UGM have Center for Academic Innovation→ Support the digitalizationof teaching materials and dissemination of online education system.
• UGM have the Wisdom Park, as a model of education for sustainabledevelopment such as water management and diversity terrestrial as wellas underwater.
• The experience in performing the KKN by the student have been storagein You tube, and share all around the word through the video clips.
• The idea of Sustainability has been developed since 1990s →Seminarsand books on low external input agricultures.
• Master degree on Sustainability under Graduate School on MultidisciplineStudies.
What ICT tools we use to support the integration of
sustainability issues in teaching and learning?
Many Seminars in Sustainability• Agribusiness Sustainability
• ICCEESD
Weaknesses• Key Performance Indicator and impact in performing ESD which
involved the student, teacher, community, and government.
• Publicity of the activities in Scientific Journal.
• Luck of sustainability in developing the community withoutUniversity’s accompaniment
• Reconstructing the University curricula due to the long policy makerdiscussion.
• Low awareness of teacher, student, and community in using ICT as alearning delivery tools.
Opportunities• ESD IN REDESIGN CURICULUM
• ROADMAP FOR ESD PROGRAM TO ACHIVE SDGs
• ESD FIELD LABORATORY
• ESD NETWORKING (REGIONAL, NASIONAL ,INTERNATIONAL)
• INNOVATION ESD FOR GLOBAL LEADERSHIP
• PARTNERSHIP AND COLLABORATION COMMITMENT FROMSTAKEHOLDER
• Application of ICT in lecture→Up to 30% is allowed
• Government policy in
Internet accessibility in Indonesia
UGM is asked bythe government ofRepublic Indonesiato improve the useof internet forcommunityeducation.
Threats
• Less for good communication between the basic education and HE,since in the Government level, the ministry has been separated. Thisis different institution which limit in communication
• Political Issue and support from the government to the educationand research which least which possibly due to the disorientationfor education.
• For young generation, the usage of internet is commonly to get theentertainment rather than for education.
• The diversity of culture all around Indonesia
TERIMA KASIH
ICT-enable In-service Training of Teachers to address Education for
• The position of UPI as the most prominent university in theIndonesian teacher preparation and quality improvement makesit affordable to disseminate the ICT enabled teacher training ofsustainability and other competencies related-to SDGs to otherfaculties of education over the country.
• UPI has opportunity and affordability to provide teachers with atraining program of SDGs through its community service program,either independently or by doing collaboration with the localgovernment’s office of education
• Every UPI’s faculty member has a mandatory function to conducta community service program and this can be fulfilled byorganizing ICT enabled teacher training on sustainabilityeducation
• The organization of ICT enabled teacher training on sustainabilitycan be included in the Professional Teacher Training Program, aswell as being considered as an extra-curricular activity
OPPORTUNITIES
• The policy of UPI that hasalready supported SDGsachievement should bestrengthened by makingcollaboration with the localgovernment
• Digital circumstance at UPIenables its faculty memberto perceive ICT applicationin teacher training as aneed instead of as anobligation
Ways of UPI turn weaknesses into
opportunities
• Integrating sustainability issues in teaching andlearning supported by the use of ICT at UPI canovercome the lack of synergy in the internal systempolicy. This means, the policy maker will haveevidence on the importance of including ICT andSDG’s as important components in its curriculumdevelopment
• The UPI’s faculty members need to be literate in ICTand SDG’s, by being involved in various related-programs, in order to strengthen their competencies
• Concerning the ICT enabled teacher training onsustainability, the UPI faculty members also need tobe involved in the program with regard tostrengthening their related- competencies andinsight
• Policy makers at UPI should have perceived thisprogram as one those demanded
OPPORTUNITIES
A need in UPI that no one is meeting
• There are some UPI’sinstructors who are not literateon ESD and need to improvetheir related-competencies.
• In this case, they are also ableto undertake training on SD byusing ICT.
OPPORTUNITIES
UPI can do today but that isn’t being done
• In order to provide a propertraining program on ICT enabled
teacher training on sustainability, It needs to conduct a need
assessment.
• Develop the training programsystem, including the formulation
of competencies, formulation of training materials and designing
them in the ICT system
• Try out the system of training anddisseminate it at schools in the
university and schools in the localarea
OPPORTUNITIES
• ICT enabled ESD pedagogychanging
• Advantage that UPI cantake of those changes
• ICT enabled pedagogy is nolonger an option, rather, it isa need. This can make ESDpedagogy spread out befaster and make morecomprehensive.
• UPI can play an importantrole in the application of theICT enabled pedagogy in theeducation system inIndonesia.
OPPORTUNITIES
OPPORTUNITIES
Ways the program can be supported
• ICT enable pedagogy can besupported by the availability offacilities and ideas sharing,especially in developing thetraining system.
• This can strengthen UPI inmaking the program sustainable.
WEAKNESSES
1
2
3
4
5
6
Improvement that UPI need in preparing future
and current teachers to cope with integration of
sustainability issues in teaching and learning
supported by ICTs
• UPI still needs to improve itsinternal system policy in regard to
coping the integration of sustainability issues in teaching and
learning processes supported by the use of ICT.
• Among the attempts is done byidentifying the potential
departments which have implemented the integration of
sustainability issues in teaching and learning supported by ICT.
• UPI needs to improve curriculumconcerning teacher preparation byintegrating the sustainability issuesin teaching and learning supported
by ICT.
WEAKNESSES
Knowledge, talent, skills and/or resources that UPI lacking for
that purpose
Although most of the UPI’s faculty member are ICT literates, their degree of competencies in using ICT and their knowledge
on sustainability still varies.
WEAKNESSES
Disadvantagesthat UPI have
By implementing ICTeEfS, the UPI’s faculty members and staff would to do extra work, and prepare extra budget for extra activities
WEAKNESSES
Other people say that UPI don’t do well in relation to
that
Other institutions which use UPI facilities said that UPI cannot accommodate
all request for various training because of the
limitation of time availability.
WEAKNESSES
Areas that UPI need more
training
UPI need more training in the content of sustainability.Particularly to the faculty members who are involved in the professional teacher training programs in regard to improving their competencies, awareness and behavior.
WEAKNESSES
WEAKNESSES
The complaints about the way that UPI are responding to the
integration of ICT enabled pedagogy for ESD
More preparation is needed to face the in-service teacher training program.
Include time organization and human resources.
WEAKNESSES
1
2
3
4
THREATS
Obstaclesthat UPI face
Commitment from all units in the university to
conduct the sustainability education
through this particular training program is
questionable
Component of UPI weaknesses that
prevent from meeting our goals
Supports from the faculty and other
faculty members need to be encouraged and
strengthened
THREATS
Component that might become
problems in the future
Teachers who join the training program
need a significant encouragement to
implement their competencies in
teaching and learning on SD to their
students
THEATS
Standards policies that might negatively
impact of UPI efforts
• Sustainability education training programis not contradictory with regulation. In its
implementation, however there is no standard or policy which gives
recognition to the teachers who are involved in the training
• According to that fact, we need a policyregarding to giving recognition to the
teachers who undertake the sustainability education training
program.
• Sustainability education training programshould follow the existing standards
(number of course hours, instructors, etc.) so it can be recognized by the
related-professional association and the government.
• Raising awareness of Youth about SD: Green product competition,Biodiversity protection, Skill training for Fire and natural disasterprevention
Community services
• Integrating SD in training of community: Disaster risk management,Organic farming techniques, Water resources management under CC
• Collaborate in conducting research and technology transfer toprovinces in Southern Vietnam in SD related themes
7/11/2020 3
ICT
• website, social media, blackboard, Turnitin
Resources
• Collaborate with expert in several field on project basic
• Annual funding from IU for RCE activity
• Facility shared with Schools/Departments in University
• Willingness to participate from local authority and community onproject basic
• Students are getting more aware about SD and willing to take part inSD programs
7/11/2020 4
WEAKNESSEducation
• Have not achieved in integrating SD into syllabus/curriculum
( + syllabus can be flexibly designed, but due to lack of awareness for integrating SD into syllabus
+ Lack of institutional support for integrating of SD into syllabus/curriculum)
Youth and community services
• The collaboration for ESD/research has not reached the whole university staff/lecturers, but small group of interested faculty members
• Students from some fields are not interest in SD7/11/2020 5
Resources
• Lack of full-time staff
• Awareness of lectures on SD is not enough
• Financial support for SD projects is not sufficient (national andinstitutional level)
Networking
• Networking with national and international organization is limited
7/11/2020 6
OPPORTUNITYICT• Available of ICT experts and infrastructure at IU, which can be collaborate
for this project
Education• Flexibility in refined curriculum/syllabus → Chance for raising awareness to
support change from each lecturers• ICT enabled education is supported and encourage by central government,
especially at school levels. This project can be a good model to bedisseminated
• Achieved AUN accreditation at program and institution levels in February2019, and approaching to ABET → social responsibility is one of requiredlearning outcome for graduates
7/11/2020 7
Youth and community service
• IT students can join in the project to support ICT coordinator at school
• Connecting higher education with schools
7/11/2020 8
THREAT
ICT
• ICT capacity may different between schools/teachers
Education
• Willingness to change (both for ICT enable and ESD) from school levelmay also different
• Commitment may not long-term, end with the end of project
7/11/2020 9
CORE VALUES
CREATIVITY
LEADERSHIP
RESPONSIBILITY
FACULTIESINDEPENDENT
DEPARTMENTS
1. Faculty of Philosophy
2. Faculty of History
3. Faculty of Journalism and Communication
4. Faculty of Geography
5. Faculty of Oriental Studies
6. Faculty of Sociology
7. Faculty of Education
8. Faculty of Vietnamese Studies
9. Faculty of International Relations
10. Faculty of Anthropology
11. Faculty of Cultural Studies
12. Faculty of Literature
13. Faculty of Library and Information Science
14. Faculty of English Linguistics and Literature
15. Faculty of French Linguistics and Literature
16. Faculty of Chinese Linguistics and Literature
17. Faculty of German Linguistics and Literature
18. Faculty of Russian Linguistics and Literature
19. Faculty of Urban Studies
20. Faculty of Social Work
21. Faculty of Psychology
22. Faculty of Korean Studies
23. Faculty of Japanese Studies
1. Department of PhysicalEducation
2. Department of SpanishLinguistics and Literature
3. Department of Italian Linguisticsand Literature
4. Department of Archival Studiesand Office Management
5. Department of Tourism
6. Department of Linguistics
Educational Philosophy
Core Values
Open-mindedness
Creativity
Collaboration
Responsibility
Strengths Weaknesses
1. What do we do best in preparing futureteachers and in-service teachers to cope withICTeEfS?- Alignment between ESD and USSH’s and FoE’s
philosophy and core values.- Applying beyond FoE.- Our Master students- school leaders prepared tohave deep understanding about ESD, will be thekey persons to bring the ideas of ESD to schoolsector, to implement the integration of ESD.
2. What unique knowledge, talent, or resources dowe have to cope with ICTeEfS?Faculty members have good knowledge and skillsin active teachingLecturers are insightful and quick to update thenew things.Projects funded by VNU-HCM for ICTs’ pedagogyimplementation.
1. What could we improve inpreparing future and current teachersto cope with integration ofsustainability issues in teaching andlearning supported by ICTs?- Strenghthen deep understandingand practices in ESD for facultymembers.- More training about ICTs’ skills(MOOCs…) for faculty members.
2.What knowledge, talent, skills and/or resources are we lacking for that purpose?- Need more improvement of
infrastructure for ICTs’ pedagogy.- Trainings related to ICTs, ESD,
Strengths Weaknesses
3. What advantages do we have to respondto ICT enabled pedagogy for ESD in ourFaculty?- Knowledge and skills in pedagogy- Enthusiasm, ready to innovate in teachingand learning.- Administration support for ICTs pedagogy’simplementation.
4. What do other people say we do well inrelation to this pedagogy?- Responsibility, collaboration, initiative.Lecturer – student relationship is close andsupportive.Students are interested in teaching with ICTs.
3. What disadvantages do we have?- Heavy workload among lecturers.- No program for pre-service teachersyet.
4. What do other people say we don’tdo well in relation to that? NA.
5. In what areas do we need moretraining?- ESD and ICTs
Strengths Weaknesses
5. What resources do we have available for that?- Facilities (computer, smartphone, internet…),- Human resource (enthusiastic and open-minded lecturers, experiences in using ICTs), - Finance (projects of VNU-HCM).
6. What is our greatest achievement in relation to ICT enabled education for sustainability pedagogy? - Leading in teaching ESD with ICTs based pedagogy. - Changing lecturer and student’s awareness about ESD and its approach.- Improving lecturer’s ICT competency and their capability in managing and implementing project (both national and international projects). - Spread the ideas of ESD to stakeholders and community which promotes their well-being.
6. What are the complaints about the way we are responding to the integration of ICT enabled pedagogy for ESD? FoE: NA. Schools: lack of time, work overload.
Opportunities Threats
1. How can we turn our strengths intoopportunities?- Initiative and enthusiasm to integrate ESDwith ICTs’ pedagogy.
2. How can we turn our weaknesses intoopportunities?- Applying the integration of ESD with
ICTs pedagogy in different programs(BA., MA., short courses)
3. Is there a need in our Faculty that no oneis meeting? NA
4. What could we do today that isn’t beingdone?- Integration of ESD into curriculum.
- ESD expansion to schools.
1. What obstacles do we face?- Part of school teachers don’t
perceive ESD’s importance).- Some school’s infrastructure
and facilities don’t meet theESD with ICTs basedrequirements.
- Cooperation of some teachersat school sector due to theirbias towards project, program.
- Sustainability of the integrationof ESD in teaching and
learning at schools.
Opportunities Threats
5. How is ICT enabled ESD pedagogychanging? How can we take advantage ofthose changes?- Giving more opportunity to shareinformation and collaborate with others.
- Diversity in teaching and learningactivities.
- Support of school leaders in using ICTs.- Chance for school leaders to use externalresources for teacher’s professionaldevelopment, teaching innovation.6. How can be supported?- Professional development for faculty
members, schools leaders andteachers.
- Improvement of infrastructure.
2. Could any of our weaknessesprevent our school from meetingour goals?- Schools: work overload.
3. Who and/or what might cause usproblems in the future? How?- USSH: NA
- Schools: change of school
leaders, no support forintegrating ESD.
4. Are there any standards, policieschanging that might negativelyimpact our efforts?- USSH: NA
- Schools: limited in autonomy.
RCE PenangSWOT Analysis
ICTeEfS SWOT Activity Toolkit in Partners’ RCEs on ESDby
RCE PENANG
FORMAL, INFORMAL,
NON FORMAL,
VERTICAL,
HORIZONTAL
168 RCEs~Feb 2019
45 ASIA
PACIFIC
RCES
2005: 7 RCE
2005: DESDUNU-IAS7 RCE
RCE PENANG
Transforming and Empowering Communities for a Sustainable Future through Education and Learning
•Develop and promote sustainable development training
opportunities for teachers, teacher educators and school
administrators.
•Develop an ESD strategy guide for local authorities
•Increase volunteer opportunities around sustainable development
•Coordinate the compilation of current ESD practices across Penang and
neighboring states in order to share and generate regional ESD good
practices
•Cultivate sustainable development competencies in the existing
workforce
3
GOALS & OBJECTIVES
VISION
Vision, Goals and Objectives (LFA, 2nd Global RCE Conference 2007)
1
2
3
4
CollaborationAddressing the engagement of actors from alllevels of formal, non-formal and informaleducation
Research & DevelopmentAddressing the role of research and its inclusion in RCE activities,as well as contributing to the design of strategies for
collaborative activities, including those with other RCEs
Transformative education Contributing to the transformation of the current education and training systems to satisfy ambitions of the region regarding sustainable living and livelihood.
GovernanceAddressing issues of RCE management and leadership
Goals & Key Elements outlined by RCE
RCE PENANG UNITSRegional Sejahtera ESD Network (RSEN)Sejahtera ClubRCE Sejahtera Youth ( to be launched on 2017)-tentative
RSEN
Sejahtera Club
RCE Sejahtera
Youth3.
Networking & Research
Training & Teaching
Training and Teaching
Research
6
Regional Sejahtera ESD Network
(RSEN)
• Networking & Collaboration (60
RSEN members: NGOs, Government sector, Schools)
• Annual program:
• RSEN Council Meeting
RSEN Roundtable Discussion
4 SIG’s: Climate Change Education;
Local Knowledge & Ecosystem; Healthy/Sustainable Lifestyle; Water
RSEN Carnival (SDGs)
JMA, UNESCO IHP, UNESCO HTC, Schools
Opportunities, impact and Challenges
PROGRAM FOR STUDENTS:7TH MALAYSIAN INTERNATIONAL YOUNG INVENTORS OLYMPIAD (MIYIO) -SMS SULTAN MOHAMAD JIWA
PROGRAM FOR STUDENTS:KICK-OFF CEREMONY FOR REFORESTATION PROGRAM AT MERBOK MANGROVE RESERVE,KEDAH MALAYSIA
Overseas Training Course in collaboration with Japan Malaysia Association and Environmental Restoration
Conservation Agency (ERCA) Japan
PROGRAM FOR TEACHERS:BENGKEL INTEGRATED GREEN GARDEN FOR PRE-SCHOOL TEACHERS ,
SEJAHTERA CLUB
Develop school students’ leadership capabilities
in the area of ESD
Support schools and teachers in developing their own
capacities on ESD
Provide a networking platform for schools in Penang to exchange ESD experiences
and initiatives
Opportunities, impact and challenges
Introduce and promote Education for Sustainable Development (ESD) to youth
Establishing networks between youth who are discerning in sustainability through partnership projects on Education for Sustainable Development at the national and international levels
Develop and connect youth and stakeholders (stakeholders) with local communities through programs of Education for Sustainable Development and the selected communitiesFostering leadership among the youth, especially based on the agenda of Education for Sustainable Development from various fields of expertise
• Resources: Highspeed bandwidth internet connection
• Talent: majority of RCE fellows at USM are competent and knowledgeable in applying ICTs in teaching and learning & competent to design Learning Management System LMS (micro credential courses)
5. ADVANTAGES TOLEARNERS/TEACHERS :• Knowledge and
expertise toimplement ICT inteaching and learning
6. INTEGRATINGSUSTAINABILITY ISSUESIN TEACHING ANDLEARNING• RCE fellows are from
multidisciplinary areas in USM including education, language, pharmacy, bio, chemistry, social science, communication, ICT
SWOTANALYSIS
ICTeEfS SWOT Activity Toolkit in Partners’ RCEs
on ESDby
RCE PENANG
SW
STRENGTHS
WEAKNESSES
6. THE WAY WE ARERESPONDING TOINTEGRATINGSUSTAINABILITYISSUES• NA