GENERAL ECHO WORKSHOP · Web viewdan Olahraga (DIKPORA) Moderator Dr. Nanung Agus Fitriyanto Dr. Agus Maryono 16:00-17:00 Sustainability Begins with Teachers in South East Asia -

General Echo WorkshopIntegration of Education For Sustainable Development (ESD) Conception In Curriculum For Higher Education, Teacher Education, and Community Services In IndonesiaYogyakarta – Indonesia, 19 – 20 March 2018

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GENERAL ECHO WORKSHOPINTEGRATION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) CONCEPTION IN CURRICULUM FOR HIGHER EDUCATION, TEACHER EDUCATION, AND COMMUNITY

SERVICES IN INDONESIAYogyakarta – Indonesia, 19 – 20 March 2018

Sponsored bySEAMEO, UNESCO Bangkok, the Government of Japan

andCo-organized by

Directorate of Community Services of Universitas Gadjah Mada


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I. BackgroundEducation for Sustainable Development (ESD) is currently very urgent to be implemented, given the increasingly alarming the local, regional, and global environmental, social and economic quality (UNESCO). Furthermore, the global agreement to achieve 17 goals in SDGs has not shown the results. Therefore, it is necessary to take concrete steps to overcome those problems. Integration the ESD conception into the curriculum of formal and informal education and changing to the ESD paradigms of lecturers, teachers, and students is the strategic way to ensure sustainable development in the future. The role of lecturers and teachers is very important in creating the ESD integrated curriculum and its implementation. The ESD conception can be an integral part of the education process and also community services.

Universitas Gadjah Mada has a long history of community service activities that are always developed dynamically. The integration of the ESD concept in the community service curriculum (Student and Lecture Community Service) can be done since the concept of the UGM community service is already in line with ESD concept, which is also based on the social, economy and environment pillar. UGM is confident that the integration of the ESD concept in the Community Service Curriculum with will accelerate the development of the social, economic and environmental quality. So UGM's goal in community service is empowering people and community to solve the problem comprehensively. Community empowerment based on local resources and education to achieve 17 goals in SDGs. Furthermore, the UGM's experience will be used as reverence by 46 networks of UGM partner universities in Indonesia.

Therefore, one of the initial steps that crucial to be performed is conducting a general echo workshop which will be attended by deans from higher education such as the university that has teacher education and also directorate for community services to synergize the knowledge about the concept of Education for Sustainable Development (ESD). It is hoped that the dean of each faculty can socialize and discuss the concept of ESD on their workplaces in integrating ESD into academic curriculum and curriculum for community services as the outcome of this workshop.

II. Goals and TargetThe primary goal of General Echo Workshop was to make the invited participants understand the significance of integrating Education for Sustainable Development (ESD) concept into academic curriculum and community services as they are the acknowledged influencer in their area of expertise. The workshop further aimed the following:1. Increasing awareness of the participants about 17 Sustainable Development Goals as the

basic knowledge to reach the workshop’s goal2. Introducing the Education for Sustainable Development concept in general3. Understanding the significance of ESD curriculum integration in the university4. Recognizing the importance of ESD concept in programs of community services5. Making an action plan to integrate ESD curriculum in each university6. Developing sustainable agreement to enhance and to implement ESD concept in every

action in the university.


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III. Expected Results of the WorkshopThe expected result of the workshop is to enhance the understanding of all participants about the significance of integrating the Education for Sustainable Development concept into our academic curriculum. The world has 17 Sustainable Development Goals that we’ve known it as Global Goals. These goals are a universal call to action to end poverty, protect the planet and ensure that all people enjoyed peace and prosperity and planned to be successfully achieved in 2030. But of course, for achieving the SDGs, it requires the partnership of governments, the private sector, civil society and citizens alike to make sure we leave a better planet for future generations.Thus, we can see the urgency of our society to learn, understand, and work together to reach the targets set out in SDGs. This General Echo Workshop is designed to give the basic understanding about Education for Sustainable Development for all the participants as they were all coming from the academic background. They are all expected to embrace all that they got from the workshop, transfer, and implement them in their institutions.

IV. ParticipantsThe workshop was well attended. There were 38 participants in the workshop from Day 1 to Day 2 while the workshop was planned only for 23 participants. The participants were invited from representative facilities of five clusters (Social and Humaniora, Science and Technology, Agro, Medical, and Technical) in Universitas Gadjah Mada, also from five universities of education in Yogyakarta, and Office of Education, Sport, and Youth for High Education in Yogyakarta. They were all Deans and the head of the invited institutions since we were expected that they would start to implement the goal of this workshop to integrate the ESD concept in their faculty or institution. The list of the participants is attached as Annexure 2.

One of the lead speakers for the workshop was Dr. Ethel Valenzuela (Deputy Director for Programme and Development SEAMEO Secretariat, Bangkok, Thailand) quoted that ESD integration can be effective by involving efforts in all of the following areas (UNESCO 2005: 13). Some of them are:

1. Ministerial and national level involvement2. Community and regional/provincial involvement3. Changes within institutions of higher education as well as faculties of education.

More about this will be explained in the Contents Session.

The workshop was formally inaugurated by drg. Ika Dewi An, Ph.D., the Vice Rector of Research and Community Services of Universitas Gadjah Mada and Dr. Gatot Hari Priowirjanto as the Director of SEAMEO Secretariat Bangkok Thailand. This workshop was facilitated by Dr. Ethel Valenzuela, Dr. Ushio Miura, Dr. Jess Fernandez, Prof. Suratman, and Dr. Agus Maryono. The completed list of speakers of facilitators will be attached as Annexure 3.

V. MethodologyGeneral Echo Workshop is an initial step to synergize the knowledge about the concept of Education for Sustainable Development (ESD). It is hoped that the dean of each faculty can socialize and discuss the concept of ESD on their workplaces in integrating ESD into academic curriculum and curriculum for community services as the outcome of this workshop. The preparation of the workshop started since early February 2018.


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Firstly, we made the workshop Term of Reference by conducting 4 times of meeting and also decided the national keynote speakers. After that we confirmed the attendances of the speakers and all participants by calling them one by one. The participant’s selection chosen by the consideration that they have the authority in their institution curriculum and would like to start to implement the goal of this workshop to integrate the ESD concept in their faculty or institution. During the period of time before the workshop, we had once a week meeting to make sure every detail needed are ready for the workshop.The workshop was conducted in two days, 19 & 20 March 2018. In the first day, we also had a field trip to Wisdom Park, Universitas Gadjah Mada. All the participants and the keynote speakers went there by campus bike. Wisdom park is part of Education for Sustainable Development (ESD) Center in Universitas Gadjah Mada that started to build in 2013. The management concept of Wisdom Park is “Back to Nature” as it is designed to improve the function of environmental components such as a river, forest, lake, etc.

The participants along with the speakers were riding bike to go to Wisdom Park to see and learn the ESD implementation there


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The second concept of Wisdom Park is Center of Education and Entertainment where Wisdom Park provides sports facilities, provides a place for recreation, provides an open discussion area for students as well as a student center and a center for field learning. Thus, we decided to go to Wisdom Park as it has a related topic with our General Echo Workshop to show the participants that Wisdom Park is one of implemented Education for Sustainable Development concept in Universitas Gadjah Mada. Beside the field trip and classes, the participants were also invited to give feedback at the end of the workshop section about their problems and solutions in implementing ESD on their institutions to measure their understanding related to ESD after participating in the workshop.

The participants along with the speakers holding their hands together showing their commitment to succeed the Global Goals started from their institutions


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Beside the Lake Wisdom Park, Dr. Gatot is giving a brief insight about ESD to the teachers from High Schools in Yogyakarta

All the participants and facilitators had a little break near the lake after riding the bike and took a picture together

VI. ContentsDuring the workshop, the participants learn about activities related to ESD. There were a lot of topics delivered, such as A Conceptual and Practice Framework for Integration in Pre-Service Teacher Education. This topic was delivered by Dr. Ethel Valenzuela, the Deputy Director of SEAMEO Secretariat. It’s said that the concept of ESD is empowering learners to make informed decisions and responsible actions for environmental integrity, economic viability, and just society, for present and future generations while respecting cultural diversity. This is also about lifelong learning and is an integral part of quality education. ESD is holistic and transformational education which addresses learning content and outcomes. Another topic was delivered by Dr. Ushio Miura. She is the Programme Specialist of UNESCO Bangkok. She talked about


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sustainability that has to begin with the teacher as it requires skills. Education for Sustainable Development is about learning to:

1. respect, value and preserve the achievements of the past2. appreciate the wonders and the peoples of the Earth3. live in a world where all people have sufficient food for a healthy and productive life4. assess, care for and restore the state of our Planet5. create and enjoy a better, safer, more just world6. be caring citizens who exercise their rights and responsibilities locally, nationally and

globally.

Dr. Ushio Miura also added that sustainability in SEA Region begins with the teacher by conducting assessments and designing a change project for ESD integration. There was also the session about Philosophy of Education for the Sustainable Development in Indonesia which were delivered by Prof. Suratman from Universitas Gadjah Mada. In this session, Prof. Suratman talked about five main world problems which are overpopulation, global climate change, wastewater and food, and the environmental problems. These are a basic facts that should be understood by the society. Prof. Suratman also invited the participants to think and map the problems in implementing ESD on their institutions, and what solutions they can provide to overcome those problems.

The speaker from SEAMEO Biotrop, Dr. Jess Fernandez, gave an example by sharing the story about Cihideung Ilir Village in Bogor. The Village is located at the foot of Mount Salak, West Java, Indonesia. It occupies a land area of 170 ha with an estimated 10.000 residents from2.500 households. As it, a rural area, almost half of the population engaged in farming. SEAMEO Biotrop has a general objective in this program to develop a community-based sustainable development model. The program expected to reinforce the SEAMEO Community Involvement Program especially in helping address the SEAMEO 7 Priorities and the Post-2015 Sustainable Development Agenda with its main specific objective is to empower the target village to achieve economic, social, and environmental developments in specific areas where the expertise, services, and products of the SEAMEO Centres in Indonesia are called for and where they could ably facilitate. The program has successfully brought some outputs and outcomes such as:

a. 30 farmers trained on catfish production and sheep feed formulation,b. 35 housewives trained on catfish product development and processingc. 15 housewives, 10 youth and 5 farmers trained on product marketing and

entrepreneurshipd. Farmer groups already earning an average of Rp1,2 billion per catfish cultivation cyclee. Housewife groups are already earning an average of Rp1,2 billion per month from

catfish crispy and nugget and Rp 600,000 from catfish abon and Rp 50,000 per 3-hour processing cycle from smoked catfish.

There was also a topic about ESD Philosophy in Indonesia and UGM. This session was delivered by Prof. Suratman, head of Environmental Clinic and Disaster Mitigation of Faculty of Geography, Universitas Gadjah Mada. Prof. Suratman mentioned that the to understand the ESD concept, we can do it by learning, teaching, and loving. Besides that, there is three basic life of ESD which are; Relationship with God, Relationship with people, and Relationship with nature. Also in this section, Prof. Suratman asked the participants how is the concrete way to develop ESD model in their institutions. So all the participants were invited to think about


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problems of implementing ESD for SDGs in their institutions and how they will overcome and solve those problems. The participants from State Islamic University Sunan Kalijaga, Mrs. Istiningsih, has tried to map the problems in implementing ESD in her institutions. She tried to mention several problems along with the solutions such as:

No. Problems Solutions

1 The Policymaker in the University and Faculties don't seem aware the importance of ESD

Giving them the understanding about the importance of integrating ESD concept in our curriculum and conducting some training and FGD

2 Some of them neglect about it Giving them the understanding about the importance of integrating ESD concept in our curriculum and conducting some training and FGD

3 Supporting financial and other materials to socialize ESD and realizing it a bit difficult

Trying to overcome this problem by finding some resource from sponsorship

4 The limit of knowledge about this ESD concept

Trying to hire some experts

There was also a continuing discussion to open the broadest understanding from all the participants that will be delivered in Follow Up Action Plan Section.

VII. Follow Up Action PlanIn this section, the participants were asked to give an analysis of what to be done in the current situation, by looking at what is the future they want in 2030. On this section, the participants were divided into groups based on their institution and were invited to make a concrete plan about what is to be done in 12 years. Furthermore, they were required to present them in front of all fellow participants. Here are some of the result from participant’s presentations.


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The participants are presenting the action plan


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a. State Islamic University (UIN)A lecturer from UIN Yogyakarta said that at first, they didn’t understand about Education for Sustainable Development Concept. But she was assured that with a little more guidance and help, they would try to start implementing this concept in her institution and even her life. She admitted that by integrating the ESD concept into curriculum would improve the characters of the students. She also told that UIN has Banyan tree as its symbol with the meaning it protects the university environment and reduces campus pollution.

b. Sanata Dharma University (USD)Mrs. Eny, a lecturer of Biological Faculty, Sanata Dharma University explained that ESD has an annual program with the title: Sanata Dharma Menginspirasi which means Inspiring Sanata Dharma. This programme is conducted annually to give insights and idea for the participants such as students and community to have a simple yet meaningful life. This Inspiring Sanata Dharma Programme is an action of community services. The students of Sanata Dharma University is required to do the services for communities to help and work together with them, to transfers and implement what they got from university into the community as a part to empower the community and make them self-sufficient one day.

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Mrs. Eny is presenting her plan and explaining about the recent activities related to SDGs in her institution

c. Education, Youth, and Sports Office, Daerah Istimewa Yogyakarta ProvinceThe Teacher from Vocational High School 6 Yogyakarta, Mr. Rustamaji said that to reach these goals they need support from the governments and companies. The students should be trained by the experts from the industries. He also said that they should prepare the curriculum because they have to start integrating the ESD concept into their syllabus.

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Delegates from Office of Education, Youth, and Sport are doing a brainstorm about their plan in implementing ESD concept in

High Education Currriculum

VIII. ConclusionBased on the the General Echo Workshop: The Integration of Education for Sustainable Development (ESD) Conception in Curriculum for Higher Education, Teacher Education, and Community Services in Indonesia that conducted at University Club Hotel Yogyakarta on 19-20 March 2018, showed a lot of things to be done in implementing the Education for Sustainable Development into Indonesian Academic Curriculum. From all the invited participants, some of them join the workshop with the question in their heads: What ESD is. This ESD concept becomes a new thing and idea for some of them. But, at the end of the workshop, most of the participants confirmed they start to understand it and willing to implement ESD concept into their life in general and especially into their institutions. Thus, this workshop is designed to educate and inform the participants as the milestone to be part of an agent of change and contribute in achieving the Global Goals or 17 Sustainable Development Goals, especially those that related to Quality of Education.


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IX. RecommendationThis General Echo Workshop needs to be regularly conducted and need to be followed by affirmative actions. A lot of the participants are excited to continue learning about Education for Sustainable Development. Some of them are even admitting that the facilitators of this workshop have opened their eyes to be more aware of Sustainable Development Goals. Most of them suggested that workshop like this should be done periodically to see an evaluate the progress of the participants as they are all come from a different institution. As this is the first time for us in conducting the workshop, we believe that there are still a lot of things that need to be fixed and improved. It is hoped that in the next event, there will be practical activities that more real to be executed by the participants and implement things they learn from the field trip in the class sections so that the class can be more alive and vibrant.


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Annexure 1

Date and Venue

Monday - Tuesday 19 – 20 March 2018Sekip Room, University Club HotelJln. Pancasila No.2, Boulevard, Yogyakarta

Tentative Program

Day 1, Monday - 19 March 2018Time Activities Speaker and Facilitator

7:30-8:00 Registration Organizing Committee

8:00-8:15 Welcoming speech Ika Dewi Ana, Ph.DVice Rector of Research and Community Services

8:15-8:30 Integrating ESD in SEA Teacher Education Curriculum of Indonesia

Dr. Gatot Hari Priowirjanto Director of SEAMEO Secretariat Bangkok, Thailand

8:30-8:45 Description about UNESCO Asia-Pacifik Activities Related in ESD

Ms. Ushio Miura Programme Specialist UNESCO Bangkok

8:45-9:00 Introduction and explanation of the workshop programs

Dr. Agus MaryonoLecturer of Magister Technology for Sustainable Development of Universitas Gadjah Mada

9:00-9:30 Framework and ESD integration approaches

Dr. Ethel Agnes ValenzuelaDeputy Director for Programme and Development SEAMEO Secretariat, Bangkok, Thailand

9:30-9:40 Group photo Organizing Committee9:40-11:20 Field visit to Wisdom Park Universitas

Gadjah Mada and Morning RefreshmentTeam:Ir. FX. Pri Joewo Guntoro, Dr. Muhammad Sulaiman, Dr. Atrida Hadianti, S.T., M.Sc., and Surani Hasanati, S.Si., M.Sc.

11:20-11:30 Back to University Club Hotel Organizing Committee11:30-12:00 Education for Sustainable Development

(ESD) Integration into Curriculum in Indonesian Higher Education

Prof. drh. Aris Junaidi Ph.D.Director of Quality AssuranceMinistry of Research, Technology and Higher Education

12:00-13:00 Lunch break13:00-13:55 Situational self-analysis for participants’

institutionFacilitatorDr. Agus MaryonoLecturer of Magister Technology for Sustainable Development of Universitas Gadjah Mada Assisted byRizky Citra Islami, S.T., M.Sc.

13:55-14:15 Philosophy and Conception of Education for Sustainable Development (ESD) in UGM & Indonesia

Prof. SuratmanDirector of Klinik Lingkungan Mitigasi Bencana Faculty of GeographyUniversitas Gadjah Mada Assisted bySurani Hasanati, S.Si., M.Sc.


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Day 1, Monday - 19 March 2018Time Activities Speaker and Facilitator

14:15-14:45 Discussion of ESD Integration into Curriculum

ModeratorDr. Nanung Agus FitriyantoHead of Sub-Directorate for Community Engagement of Universitas Gadjah Mada Dr. Agus MaryonoLecturer of Magister Technology for Sustainable Development of Universitas Gadjah Mada

14:45-15:00 Afternoon refreshment15:00-16:00 Experience ESD Integration in Teacher

Education Curriculum from Universitas Negeri Yogyakarta, Universitas Ahmad Dahlan, Universitas Sanata Dharma, and Universitas Islam Negeri Yogyakarta: what has been done and what to be done?

Site introduction byUniversitas Negeri Yogyakarta (UNY), Universitas Ahmad Dahlan (UAD), Universitas Sanata Dharma (USD), Universitas Islam Negeri Yogyakarta (UIN), Universitas Gadjah Mada (UGM), Dinas Pendidikan, Pemuda, dan Olahraga (DIKPORA)

ModeratorDr. Nanung Agus Fitriyanto Dr. Agus Maryono

16:00-17:00 Sustainability Begins with Teachers in South East Asia- in the context of SDGs and GAP -

Dr. Ethel Agnes ValenzuelaDeputy Director for Programme and Development SEAMEO Secretariat, Bangkok, Thailand

Day 2, Tuesday, 20 March 2018Time Activities Speaker and Facilitators

8:00-8:30 Implementation of ESD projects in Community Services at Universitas Gadjah Mada

Prof. Ir. Irfan D. PrijambadaDirector of Community Services of Universitas Gadjah Mada

8:30-9:00 ESD Programmes of SEAMEO: SEAMEO Star Village

Dr. Jess Fernandez Deputy Director SEAMEO Biotrop

9:00-10:00 ESD Action Planning and Moving Forward

Dr. Agus Maryono Dr. Jess Fernandez

10:00-10:15 Morning Refreshment Organizing Committee10:15-11:00 Feedback on ESD plan developed by the

participantsParticipants:UGM, UNY, UAD, USD, UIN, DIKPORAFacilitator:Prof. Suratman

11:00:11:30 Wrap-up and Closing remark Prof. Ir. Irfan D. PrijambadaDirector of Community Services of Universitas Gadjah Mada

11:30-12:00 Lunch Organizing CommitteeNote: Please note that this program is subjected to change if necessary.

English will be mainly used in the workshop.

General Echo WorkshopIntegration of Education For Sustainable Development (ESD) Conception In Curriculum For Higher Education, Teacher Education, and Community Services In Indonesia Yogyakarta – Indonesia, 19 – 20 March 2018

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Annexure 2 Participant ListNo. Name Institution E-Mail

1 Prof. Irfan D. Prijambada Directorate for Community Services [email protected]

2 Dr. Rachmawan Budiarto, S.T., M.T. Directorate for Community Services [email protected]

3 Prof. Dr. Ir. Nizam Dean of Faculty of Engineering UGM [email protected]

4 Ir. Muhammad Waziz Wildan, M.Sc., Ph.D. Vice Dean of Academic and Student Affairs of Faculty of Engineering UGM

[email protected]

5 Prof. dr. Ova Emilia, M.Med.Ed., PhD., SpOG Dean of Faculty of Medicine UGM [email protected]

6 dr. Gandes Retno Rahayu, M.Med.Ed., PhD Vice Dean of Academic and Student Affairs of Faculty of Medicine UGM

[email protected]

7 Prof. Dr. Rer.nat. Muh. Aris Marfa’i, M.Sc. Dean of Faculty of Geography UGM [email protected]

8 Dr. Andri Kurniawan, S.Si., M.Si. Vice Dean of Academic and Student Affairs of Faculty of Geography UGM

[email protected]

9 Dr. Erwan Agus Purwanto, M. Si Dean of Faculty of Social and Politics UGM [email protected]

10 Dr. Wawan Mas'udi Vice Dean of Academic and Student Affairs of Faculty of Social and Politics UGM

[email protected]

11 Dr. Wening Udasmoro, M.Hum., DEA. Dean of Faculty of Cultural Sciences UGM [email protected]

12 Dr. Nur Saktiningrum, S.S., M.Hum. Vice Dean of Academic and Student Affairs Faculty of Cultural Sciences UGM

[email protected]

13 Wikan Sakarinto, S.T., M.Sc., Ph.D Dean of Vocational College UGM [email protected]

14 Agus Nugroho, S.T., M.T. Vice Dean of Academic and Student Affairs of Faculty of Vocational College UGM

[email protected]

15 Dr. Haryanto, M.Pd. Dean of Faculty of Education UNY [email protected]

16 Dr. Sugito, M.A. Vice Dean of Academic Affairs of Faculty of Education UNY [email protected]

17 Dra. Trikinasih Handayani, M.Si. Dean of Faculty of Teacher Training and Education UAD [email protected]

18 Dr. Suparman M.Si. DEA. Vice Dean of Faculty of Teacher Training and Education UAD [email protected]

General Echo WorkshopIntegration of Education For Sustainable Development (ESD) Conception In Curriculum For Higher Education, Teacher Education, and Community Services In Indonesia Yogyakarta – Indonesia, 19 – 20 March 2018

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19 Rohandi, Ph.D. Dean of Faculty of Teacher Training and Education USD [email protected]

20 Pius Nurwidasa P., Ed.D Vice Dean of Faculty of Teacher Training and Education USD [email protected]

21 Prof Dr. H. Hamruni M.Si Dean of Faculty of Teacher Training and Tarbiyah Studies UIN [email protected], [email protected]

22 Dr. Sukiman, S.Ag., M.Pd. Vice Dean of Faculty of Teacher Training and Tarbiyah Studies UIN

[email protected]

23 Drs. Kadarmanta Aji Baskara Head of Education, Youth, and Sports Office of Special Region of Yogyakarta

[email protected]

24 Dra. Triana Purnamawati, MM. Head of High Education -Education, Youth, and Sports Office of Special Region of Yogyakarta

[email protected]

25 Dr. Istiningsih, M.Pd. Faculty of Teacher Training and Tarbiyah Studies UIN [email protected]

26 Dra. Suhartatin Office of Education, Youth, and Sport [email protected]

27 Titin Kurniawati Office of Education, Youth, and Sport [email protected]

28 Munjid Nur Alamsyah Senior High School 8 Yogyakarta [email protected]

29 Setyo Budi S Vocational School 4 Yogyakarta [email protected]

30 Munarsih RRI [email protected]

31 Fauzia Zahra Ova Rosyida Faculty of Geography [email protected]

32 Rustamaji Vocational School 6 Yogyakarta [email protected]

33 Eka Setiaidi Vocaional School 1 Depok Sleman [email protected]

34 Wahyudi SEAQiM Yogyakarta [email protected]

35 Wahid Yunianto SEAQiM Yogyakarta [email protected]

36 Russasmita Sri Padmi SEAQiM Yogyakarta [email protected]

37 Ganung Anggraini SEAQiM Yogyakarta [email protected]

38 Pratikno High School 8 Yogyakarta [email protected]


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Facilitator and SpeakersNo. Name Institution

1 Dr. Ethel Valenzuela Director of Programme of SEAMEO2 Dr. Ushio Miura Specialist Programme of UNESCO Bangkok3 Dr. Jess C. Fernandez Deputy Director of SEAMEO Biotrop4 Prof. Dr. Suratman Worosuprojo, M.Sc. Universitas Gadjah Mada5 Prof. Ir. Irfan D. Prijambada Universitas Gadjah Mada6 Prof. drh. Aris Junaidi Ph.D. Ministry of Research, Technology and Higher Education7 Dr. Nanung Agus Fitriyanto, M.Sc. Universitas Gadjah Mada8 Dr. Ing. Ir. Agus Maryono Universitas Gadjah Mada9 Dr. Puji Astuti. M.Sc., Apt. Universitas Gadjah Mada

10 Dr. Muhammad Sulaiman, S.T., M.T., D.Eng. Universitas Gadjah Mada11 Surani Hasanati, S.Si., M.Sc. Universitas Gadjah Mada12 Ir. FX. Pri Joewo Guntoro Universitas Gadjah Mada13 Rizky Citra Islami, S.T., M.T., M.Sc. Universitas Gadjah Mada

Organizing CommitteeNo. Name Institution1 Marinda Frida Anjasari, S.E. Directorate for Community Services UGM2 Azri Faisal Nabhan, S.S., M.M. Directorate for Community Services UGM3 Widodo, S.Pt., M.Sc. Directorate for Community Services UGM4 Sri Andayani, S.Si. Directorate for Community Services UGM5 Isnani, S.IP. Directorate for Community Services UGM6 Suparna, S.Sos. Directorate for Community Services UGM7 Bima Ardhiansyah, S.E. Directorate for Community Services UGM8 Muhamad Mustaghfirin, S.T. Directorate for Community Services UGM9 Ratri Bilqis Auwibi Directorate for Community Services UGM


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Annexure 3Education for Sustainable Development Integration

Self-Analysis and Desk Evaluation

Participant’s Name :Institution :

1. How about your experience and plan to integrate Education for Sustainable Development into the curriculum for higher education?

Experience/Recent Action PlanSocial

Economy

Ecology

2. How about your recent action/contribution and your future plan related to Education for Sustainable Development for your institution?

SDG’s Goals Action Future Plan□Developing cooperative business (Koperasi)

in the institution

□Empowering society to resilient communities

□Helping communities to fulfill basic needs (home, meals, clothes) using community services scheme of Tri Dharma

□ Others …………………………………………………………………………………………………………………….

□Applying environmental friendly cafeteria by collecting dirty dishes after meals

□Donating for low-level people in the neighborhoods

□ Others ……………………………………………………

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SDG’s Goals Action Future Plan……………………………………………………………….

□Providing health space

□Encouraging safety work induction

□Preparing HSE equipment in the laboratory

□ Others …………………………………………………………………………………………………………………….

□Evaluating curriculum periodically

□Improving lecturer & teaching material quality regularly

□ Others …………………………………………………………………………………………………………………….

□Giving female portion of faculty activities

□ Others …………………………………………………………………………………………………………………….

□Using drinking water fountain

□Build drainage and water absorption in the environment

□Managing waste independently

□Separating the garbage disposal system

□ Others …………………………………………………………………………………………………………………….

□Sticking the energy-efficient sticker on a light switch

□Reducing the use of lights during the day

□Making sure to turn off the light before leaving the room

□ Others …………………………………………………………………………………………………………………….

□Creating creative income based on laboratories

□Providing training to the community about a sustainable economy

□ Others …………………………………………………………………………………………………………………….


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SDG’s Goals Action Future Plan□Making collaboration with industries related

to increasing education quality

□Increasing infrastructure quality in the neighborhood

□Encouraging the innovative and creative student by joining the national/ international competition

□ Others …………………………………………………………………………………………………………………….

□Giving opportunity to disabling become a student

□Providing disable access to use facility services

□ Others …………………………………………………………………………………………………………………….

□Applying reuse, recycle and reduce

□Increasing understanding of disaster response

□Empowering community to play a role in developing infrastructure services

□ Others …………………………………………………………………………………………………………………….

□Giving understanding to the communities related to life cycle product

□ Others …………………………………………………………………………………………………………………….

□Giving understanding to the society about disaster response

□Making facility to mitigate disaster in the neighborhoods area

□ Others …………………………………………………………………………………………………………………….

□Increasing environment awareness for civitas

□ Others …………………………………………………………………………………………………………………….

□Creating green & open space

□Adapting green concept in the campus environment

□ Others ……………………………………………………


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SDG’s Goals Action Future Plan……………………………………………………………….

□Applying the concept of consensus deliberation (Musyawarah Mufakat) in decision making

□Using bottom-up planning to develop the institution

□ Others …………………………………………………………………………………………………………………….

□Collaboration with another national/ international institution to expand networking

□ Others …………………………………………………………………………………………………………………….


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Annexure 4Feedback on Education for Sustainable Development Plan

Participant’s Name :Institution :

3. How about your understanding related to Education for Sustainable Development after join this workshop?

I really don’t get this; I need extra

help

I am starting to understand, but I’m still confused

I can do this with help or an

example to look at

I understand, and I can do this on

my own

I definitely can do this, and I can also teach others

□ □ □ □ □

4. Please map the problem for implementing ESD on your institution related to SDGs and how you solve the problems.

No. Problems How to Solve

1

2

3

4

5

6

7

5. How about your future plan to implement the Education for Sustainable Development’sconcept into the curriculum?

Comment

Suggestion


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Level of Implementation Action Plan

1 Awareness

2 Exploration

3 Infusion

4 Integration

6. Could you please give comment and suggestion for General Echo Workshop?


Annexure 5

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ACTION PLAN TEMPLATE

Name of Institution: Country:Name of Proponent and Contact Details:

Title of Action Plan/Project:Specific

Components/Activities to be Implemented

Objectives Target Beneficiaries

Period of Implementation

Expected Outputs

Expected Challenges you will encounter in implementing your Action Plan:

Possible Partner-Institutions/Funding source in implementing your Action Plan:

Signature: Date:

Please return to Training Secretariat when done.

THANK YOU.


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Annexure 6

Evaluation ResultAfter the workshop, the participants were asked about their understanding of Education for Sustainable Development after joining this workshop. Here is the result of several participants who have spared their time to fulfill the questionnaire. From 10 participants who have filled this out, half of them admitted that they could do this with help or an example to look at, while the others said that they understand about it and can do this on their own and able teach it to others. Although, there are still some participants who still confused about this concept. In conclusion, we can see that this workshop gives some benefits and understanding to the participants to start their attempt to implement ESD concept in academic curriculum even though most of them are still need an example to do that.

1. How is your understanding related to Education for Sustainable Development after join this workshop?

2. Please tell us about your plan to integrate Education for Sustainable Development into the curriculum for higher education from social, economy, and ecology point of views.

We will conduct a workshop, and it must be followed by real action in short program first to make habituation and awareness among the lectures and students

We plan to have a workshop on my university to discuss and motivate them the ESD conception in the curriculum.Next week on 14 April we will have workshop with UIN Jogja.In several occasions of GRSI and GMHI, we will always discuss the ESD.My university will officially implement ESD movement in all university components, both academic and non-academic sides. Such as, in the academic site, the curriculum will be reconstructed based on ESD aspect, Tri Dharma PT especially community services would be society empowerment- oriented. While the non-academic side, UNY will conduct an ESD center office to support all ESD programs.We plan to conduct an internal workshop to disseminate SDGs to SEAQiM staff, followed by analysis on determining which of our short or long-term program are related to SDGs.As we have written in our short-term plan, and we have presented it to the SDG workshop at UC UGM, SEAMEO Qitep plans to create an internal workshop for the institution to disseminate the concept of SDG to all elements of the institution, after which we plan to analyze the institute's programs which can be integrated into the SDG.

Design the learning outcome especially for attitude domain about ESD for three aspects (social, economy, and ecology).Design extracurricular to realize ESD of social economy and ecology points.For examples: Living Values Education Training, Cooperation for economic point, community services in villages.Create the atmosphere of campus responsive to ESD.for examples : provide trash can, plant the tree for green environment


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3. Please tell us about your experience/recent action to integrate Education for Sustainable Development into the curriculum for higher education from social, economy, and ecology point of views.

I think it os a good idea and strongly needed four our next generationWe moved to River Restoration (GRSI) and Rainharvesting (GMHI)We made movement networking covering almost all provinces in Indonesia. We invite all stakeholders to those networks and doing activities and discuss the results every day. We do inspire each other to act in each region.GRSI and GMHI also support the river school and also Rainwater Harvesting in the community and also school. The ESD integration is still in extracurricular matter.Regarding my experience related to ESD, my university (UNY) declares as a green campus, in which all academic activities should consider the ESD aspect. In relation with the ESD program in my university, I integrate it into the lesson plan and lesson activities, such as: integrating the sociocultural aspect, environmental based learning, reducing paper and plastics, and save energy.Our institution main agenda is teacher training, so we did our best to incorporate the element of SGDs into our teacher training curriculum. We develop classroom materials on Disaster Risk Reduction and electronical book (ebook) on the theme of Energy Efficiency, as well as conduct teaching and learning model competition and cross-border lesson study, also on the theme of Energy Efficiency.My institution is a center that has a task to improve the competence of teachers and mathematics education personnel in the regional scope (SEA), under the coordination of SEAMEO or an organization comprising the Ministers of Education of Southeast Asia, and under the Secretariat General of Kemdikbud, the experience for the SDG program is to integrate some of the materials in the teacher training curriculum into some SDG-related activities such as Math Camp, develop mathematical learning models related to, disaster risk and so on

1. Report to Vice Rector of Academic Affairs about ESD from UNESCO2. Report to Dean of Faculty of Tarbiyah about ESD from UNESCO3. Inform students of Bachelor and Master Degree about ESD4. Inform ESD Program to Department of Doctoral Which is right now designing the curriculum5. There will be a seminar for students of Tarbiyah about ESD that will hire one the team member from Gajah Mada University6. Motivate the students to research graduation text and thesis with the ESD topic7. Researching with the title "The Readiness of UIN Sunan Kalijaga and Madrasah in realizing ESD


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4. Please map the problems of implementing ESD on your institution related to SDGs and how will you solve those problems.

Problems Solutions

Lack of awarenessIntegrating the similar program to increase the awareness and the understanding of this program

We have not discussed ESD yet in our institution

We will as soon as possible discuss in the Senat SV topic of ESD

ESD movement in UNY is still partially implemented

Conducting a universities movement among all university resources.

Lack of understanding from stakeholders Conducting a seminar or discussion

The need to disseminate to a larger circle Conducting a seminar or discussion

Difficulties in disseminating the concept of SDG to staff due to various capabilities and background knowledge.

look for some reference related to SDG to be studied together

The Policymaker in the University and Faculties don't seem aware the importance of ESD


Some of them neglect about it


Supporting financial and other materials to socialize ESD and realizing it a bit difficult

We will try to overcome this by finding some resource from sponsorship

The limit of knowledge about this ESD concept We will try to hire some experts

5. Please tell us about your future-plan to implement the Education for SustainableDevelopment’s concept into the curriculum from these following level of implementation.

Awareness Exploration Infusion Integration

Workshop Building campus culture and community around Karangmalang

DIY as ESD Social movement

Discussion in the laboratory

Having student final- work with the theme of ESD

Discussion in my department about ESD and explaining ESD

Integrating the ESD in my lectures

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I will learn and learn about ESD.

I will elaborate ESD by implementing it from the smallest one (learning by doing).

I will infuse both physically and mentally in learning and implementing ESD.

I will integrate ESD into my all academic and non-academic activities.

Conducting an internal workshop for SDGs to the staff or stakeholders.

Identifying the correlation of SDGs to our short or long-term program

Conducting SDGs related program

incorporating the element of SDGs into teacher training curriculum

By integrating the concept of SDG and the experience that has been done in our constitution, I will raise awareness to learn more about matters related to SDG and discuss with the teams at the institutions that follow the workshop at UGM

after the same understanding of the concept of SDG among staff in my institution, an analysis of several programs can be explored to be a real activity in implementing SDG

I will gradually endeavor to instill or flow the SDG-related activities on me and will transmit to other friends, such as energy efficiency in the office, such as electricity, water, and so on

In implementing SDG will not be done alone, so still have to coordinate with other institution, like school, college or business world, and industry.

1. Held a seminar about ESD for the national level.2. Campaign ESD in the Campus and Madrasah.

1. Researching the readiness of UIN and Madrasah in implementing ESD.2. Held Focus Group Discussion with policymaker in UIN and Madrasah about ESD.

1. Doing community services with ESD topic.2. Designing ESD program in University also Madrasah.

1. ESD in the curriculum which is explicit for the subject matter.2. ESD embedded in the Learning process.3. Every policy inspirits ESD.

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Group photo session at the beginning of workshop activities at Day 1


Annexure 7

Notes from the workshop

DAY 1Monday, March 19, 2018 Sekip space, UC Hotel UGM

First speechDrg. Ika Dewi Ana, Ph.D. (FKG)Vice Rector of Research and Community Services

- 1999 University impact for sociality- Gadjah Mada University contribute to industry and humanity and mitigation a disaster- Gadjah Mada University change and keep the spirit in the contribution of technology and

humanity- Gadjah Mada University form a natural leader- At 2016 educators implement 17 ESD set high on the curriculum in any lecture in Gadjah

Mada University to present and future- Educating future in a society that aims to create a better life and more environmentally

friendly.- A team of Dr. Nanung visit to Agat with health problems due to the energy crisis with

problems of vaccine stored only stored in the ice bucket so that students can solve problems using applied technology or high-level technology

- UGM integrate ESD into the process in the tri dharma in the UGM.

Vice Rector for Research and Community Services UGM (Ika Dewi Ana, Ph.D) delivered for Welcome Speech to all attendees


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WelcomeDr. Gatot Hari PriowirjantoDirector of SEAMEO Secretariat, Bangkok, Thailand

- It has 7 priorities in conducting the agenda of implementing ESD.- To enable pre-service Reviews their student teachers to develop teaching skills and

pedagogy- To encourage the pre-service teachers to practice student Reviews their English skills- To allow the pre-service student teachers to gain a broader regional and worldview- Teachers comparasion in Asia and asia comparing to be able to visit in the country.- Integrating ESD in TELS: 1. Education Quality 2. Climate Change 3. Peace 4. Water and energy

5. Equality- Southeast Asia Region has a program 7 and Adopting 21-century skills- Learning Future Trends, set up in the region of Southeast Asia understanding region by

combining the 5 countries in SEA Region.- Networking Inter Countries Universities- ESD connect with industry.- Interconnect with collages in the Southeast Asian region to share educational ESD- Implement Creative Camp in ESD.- Introduce the culture and special features in her hometown each not only in general but in

detail such as stalls and a culture of cooperation- Giving awards and certificates of appreciation to well performed for ESD was run.- STEM (Science, Technology, Engineer, Math)- In the United, STEM has a more inclusive program for the future.- Problems in the government in the country is not giving a clear explanation to the

community programs such as environmental pollution and social problems.- Program in Yogyakarta snowball mash too massive.- Give effect to every 6 to 24 weeks in fulfilling public monitoring.- An alternative solution is to reprocess the coconuts during the growing plants.- Synergy movement SMEO - UNESCO annually runs and invariably increases with ESD.

Director of SEAMEO Secretariat Bangkok, Thailand (Dr. Gatot Hari Priowirjanto) have a session for Integrating ESD in SEA-Teacher Education Curriculum in Indonesia


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Dr. Ushio Miura Program Specialist UNESCO Bangkok Office

- Sustainability begins with a teacher in SEA Region.- Using a GAP (Global Action Program)- Sustainable development needs of the present without compromising the ability of future

generations to meet Reviews their own needs- One of them is to reduce the risk of damage to the environment by reducing the bottles to

be recycled by using small particles.- Think of the future that will come to understand to harm to the environment and

sustainable development.- Basis in sustainable development, namely social, environtmental, and economic.- Education for sustainable development to acquire the skills- ESD is a transformation of education in reorienting societies towards sustainable

development.- 1.Learning to Know 2. Learning to be 3. Learning to do- ESD implement the integration of the teaching and understanding of teachers in education.- Experiential learning,- Action Learning,- Inquiry-Based Learning.- Education and ESD in SDGs in 2030- Millennial Development Goals in 2015 and 2030 is an SDGs- Education in SDGs

Program Specialist of UNESCO Bangkok Office (Dr. Ushio Miura) delivered for Sustainability Begins with Teachers in South East Asia - in the context of SDGs


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- Global Action Program Priority in Areas:1. Advancing Policy2. Transforming Learning and training environments3. Building the capacities of educators and trainers4. Empowering and Mobilizing youth5. Accelerating sustainability

- Sustainability SEA Region begins with teacher conducts Assessment and Design implements a change project for ESD Integration through.Close

Dr. Agus Maryono, the lecturer Of Magister Technology for Sustainable Development of Universitas Gadjah Mada is giving the introduction and explanation about the workshop programmes.


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Dr. Agus MaryonoLecturer of Master of Technology for Sustainable Development of Gadjah Mada UniversityWarm and open the event in the event of general echo workshop.

Prof. Aris JunaidiDirectorate General of Education and Student Affairs - Ministry of Research, Technology and Higher Education

- Strategic Objective and goals to enhance the relevancy quantity and quality of qualified human resources with higher education backgrounds, as well as to empower science, technology, and innovation for improving the competitiveness Indonesia

- World-class professors at Directorate General of Education and Student Affairs - Ministry of Research, Technology and Higher Education.

- Joint research - focusing national research priorities- Innovation incentive programs- Technoentrepreneurship.- Infrastructure Development- IQB (Indonesia Quality Board) with an IQF and Asian Quality RF AQRF better join a

Harmonization and qualification.- Indonesia-ASEAN Engagement- ESD is a to develop the knowledge values and skills to Participate in decisions about the way

we do things, individually- Disruptive Technology (Social Challenges, Social Skills are important)- Indonesian Need a New Literature: 1. Data Technologies Literacy Literacy 2. 3. Human

Literacy.- Human Literacy 1. Skills 2. entrepreneurship 3. Moral Character and Cultural Agility

Profesor. Aris Junaidi from Indoensian Ministry of Research, Technology, and Higher Education is talking about the Strategic Objective and Goals of Ministry of Research, Technology, and Higher Education and how to integrate ESD in to Indonesian education curriculum


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GENERAL WORKSHOP DAY 1AFTERNOON SESSION "FOCUS GROUP DISCUSSION"

Ms. Nursakti NingrumScience and Math Faculty, University of Gadjah Mada

- The Gender QualityNot Only in theory teaching to discriminate by gender equality.With the proposed new building commitment to environmental collections and regulation Build an open space for a cafeteria in building a curriculum in ESD.

Mr. SupamanFrom Faculty Education, Ahmad Dahlan University

- Practice in the institution- Have a stall in the honesty and in all honesty to the campus to teach students.- Green Campus save energy in the classrooms where to turn on the lights or electricity by

using the id card lecturers to save on electricity usage.- International student community has a program to study the appeal to Cambodia, the

Philippines, and Thailand- Preparing students to be ready to work the international arena, students are viable and

competitive with each other.- Doing with less ESD curriculum integration which by combining Skills and Practice for

conceptualizing about ESD.

Prof. Suratman is asking the fellow participants to implement the SDGs in their life


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Ms. IstiningsihUIN Sunan Kalijaga, Faculty Education, and Tarbiyah

- ESD from Google does not know about ESD- Trying to understand about ESD and understanding to- Trusting in God one of the foundations of ESD.- Avoid vandalism against a fellow student- Character education is by habit to make student life patterns and add in the curriculum in

attitude and norm of life.- Development a medium and Development an Environmental- Economic have a clinic and for commercial- Banyan Tree has distinctive features to protect the environment and reduce pollution on a

college campus- Close to campus is the river by keeping the river wall with restoration thus making the river

embankments.- UIN Love Charity is done to help people who are under-resourced with poverty line below.- The curriculum in the Faculty of Education to create a good attitude in students- Has a Woman Research Center- Massage Moral implement to reduce and maintain the surrounding environment.- UIN - Asia Foundation to build and schedule training students of UIN to provide education

and experience in working life and social aspects

Mr. EkaSMK N 1 Depok, Sleman, Dispora Sleman,

- ESD in School with good learning and environment.- School feels like home- It has a minicottage- Gender Quality- ESD in the curriculum has learning subject and content which ready for a class with 50

students- From 6:45 to 15:30 WIB is school learning period- Already choose a lot of activities in performing ESD- Garbage Camp have been performed in the school.


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- Cleaning the classroom for every student before the student return home.- A student with Entrepreneurship Palm Oil, Sugar and others activities important to

communicate with the community in addressing the problem solving and being creative.- Extracurricular Facility (Basketball, Dancing, Batik, and Scout)- Activity had a disaster mitigation Sustainable simulation that earthquakes and eruptions of

Mount Merapi have to coordinate together with the Regional Disaster Management Agency.- Good Health has visited the UKs with each month of the doctors to do medical check-ups for

students and teachers as well as other staff.- Syllabus for running ESD discuss with government- Accounting, Administration, Marketing, Fashion and Hotel Accommodations- Do full support of the University and institutions government agencies.

Ms. Eni SuryantiSanata Dharma University, Faculty of Biology.

- ESD is one of the university’s method to publish and training students- In the classroom, the students perform self-service for food.- Bilingual class in biology education.- Perform curriculum in the content to provide an understanding of ESD- 20 Friendly Environmental Activities- Internship activities in the company has a connection with the rules of the school having

environmental center area.- Can recognize and understand about the center environmental area to other communities.- Cooperating with several colleagues to implement ESD in academic curriculum

Mr. Ali MustadiYOGYAKARTA STATE UNIVERSITY, Faculty of Education

- UNY is currently applying ESD as three dharma university- One of the unique characteristics of UNY is ESD- Focus on building character for a middle school students- Still have the problems of how to develop and running the program- Since 2006 the students already building a teamwork and make a collaboration with other

organizations.- Collaborative Learning to live in biodiversity- 15 Lab School of kindergarten, junior high school, etc- One part of community Services is like help natural disasters such as earthquakes and

the eruption of Merapi.- From Economic aspect, there is moments for the students to display their own products of

as entrepreneurship learning.- Frim Ecological aspect, a Green Campus concept by building academic culture such as re-

using plastic and processed it into something useful and save electricity.

Ms. Hanung AnggrainiDeputy Director SEAMEO, SEQIM

- ESD is combination of economic and social aspect- SEQIM have goals for energy efficiency- Understanding and learning about disaster management- Making a digital Book- Economic workshop about financial accounting.

Deputy Director for Program and Development SEAMEO Secretariat, Bangkok, Thailand (Dr. Ethel Agnes Valenzuela) guided for discussion session


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Mr. Wahid Yulianto, SEAMEO

- Renewable energy by using simple models like Tamiya for example using a dynamo and other raw materials.

- Implementing renewable energy by using a water turbine- Students design a windmill to generate wind energy to produce electricity.- The other models are designed with solar panels to understand and know the capacity of the

power generated by solar panels.- ESD is part of learning about disaster Earthquake, Landslide, Thunder and etc- Produce digital books to minimize paper usage- Monitoring and learning a program.

Dr. Agus MaryonoLecturer of Master of Technology for Sustainable Development of Gadjah Mada University

- With an understanding of ESD then there will be understanding in addressing the problems in the river to determine the concept

- ESD can provide integration with the movement program to generate the spirit of doing things.

- Doing 17 SDGs- Involve; all stakeholders to increase knowledges.- Networking Approach -> connecting each group -> suits for large- E-Communication Approach -> Fast and Cheap- Community-Based Approach -> SDGs- Love Togetherness -> Spirit and Motivation -> Harmony- ESD by doing Angkringan Restoration Economy.- Building a network with each other to facilitate socialization and more.

Dr. Ethel Agnes ValenzuelaDeputy Director for Program and Development SEAMEO Secretariat, Bangkok, Thailand

- Divide in the team of "The Most Energizing moment, a real high from your college/university on ESD?

- Describe your three concrete wishes for the future of your college/university?

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Situational analysis and ESD re-visioning using Appreciative Inquiry Dr. Ethel Agnes ValenzuelaDeputy Director for Program and Development SEAMEO Secretariat, Bangkok, Thailand

The Most Energizing moment, a real high from your college/university on ESD? Describe your three concrete wishes for the future of your college/university?

SMK N 1 Depok, Sleman, Sleman DisporaThe Most Energizing moment, a real high from your college/university on ESD?1. MY SMK has a three concrete is a Shady, Green, Clean2. Teachers are friendly; some are motivators3. Student are obedient and Fully EquippedDescribe your three concrete wishes for the future of your college/university?1. Parents and Student Come - Study Hard - Success depends on you2. Students in any OJL Industrial3. Own Competency CertificateSuccessful Graduate employee

From Faculty Education, Ahmad Dahlan UniversityThe Most Energizing moment, a real high from your college/university on ESD?1. Moral -> Attitude (affective)2. Intellectual Integrity -> Knowledge (Cognitive) + SkillsDescribe your three concrete wishes for the future of your college / university?1. Creative and Innovative2. Critical Thinking and Problem Solving3. Collaboration4. Communication

"UAD BRING TO THE WORLD AND BRING THE WORLD TO UAD"

SEAMEO QITEP IN MATHEMATICSThe Most Energizing moment, a real high from your college/university on ESD?

1. Discovery (Interesting Courses, Inspiring Resources Persons, Highly Motivated Teachers, SEAMEO Center)

2. Dream (a Permanent building, more than 10-15 persons inspiring resources, becoming a leader in maths teacher licensure)

3. Design (Selective Recruiting Candidates, Creating / Producing interesting math activities)4. Destiny (5 More Specialist, 10-15 Graduated high,

Describe your three concrete wishes for the future of your college/university?"Learning Mathematics and meaningfully Joyfully”

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DAY 2Tuesday, March 20, 2018 Sekip space, UC Hotel UGM

Prof. Ir. Irfan Dwidya Prijambada, M.Eng., D.Eng"Implementation of ESD projects in Community Services at the University of Gadjah Mada" Director of Community Services of the University of Gadjah Mada

- History of UGM- Student Development UGM is early 1951-1962- With students early as 1218- Introduce students with guidance to the public in 1961-1964

Smallcapse outbreak in centraljava Dysentery outbrek in centraljava Vaccinated people in Yogyakarta

- Build a monument in an area measuring 160Ha Mangunan located in Yogyakarta to reduce landslide is a natural restoration forest

- Evaluations Activity by UGM students to solve problems by understanding the problems that occurred in masykarat and environment

- Connecting Communities to the university- Enchance community development- Giving back to the community experience by students to student recognition.- KKN UGM began in 1973 by which collaborated with several faculties: Physical

Infrastructure, Social-Economic Culture, Community Health, and Agriculture Field.- Understanding about corruption in UGM is with a program that serves to provide transfer of

knowledge, skills and to more community.- Every year students of KKN UGM sent for delivery throughout Indonesia and all over in

Indonesia, with the cost of local government to identify the weaknesses and shortcomings in the area.

- Teach students about the collaboration with many kinds of institutions that are willing.- Stage in socializing with Awareness and Behavior Formation, Transfer Capability.- Empowerment Principles with collaboration, dynamic, synergistic, process, and has a lot of

steps in the solution- Community Service Learning (CCN) with the target for 4 years for student dilaksnakan by the

year 0: Inspiring Finding, Year 1: Problems and Capability Mapping- Problems and Potential with reference to the description of SDGs to know the constraints

that occur in the community.- Provide counseling and alternatives in advancing the local economy.- General discussion with students to provide input and experience of the problems faced

by the community.- Field with communities provide training to community meal will generate profits earned by

the community with the community relations with international company.- Provide teaching of information technology in a society made in advancing the promotion of

the environment

Director of Community Services of the University of Gadjah Mada (Prof. Ir. Irfan Dwidya Prijambada, M.Eng., Ph.D) delivered a session for "Implementation of ESD projects in Community Services at the University of Gadjah Mada"


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Q: Question (Question) A: Answer (Answer) Dr. Agus MaryonoLecturer of Master of Technology for Sustainable Development of Gadjah Mada UniversityQ : Can Explain the CCN curriculum described?A : Describes how to communicate with the public in a simple to like di Papua example in

diseases which Malaria.Fokus on ESD Educational community thus making a simple way mapping.

Ms. IstiningsihUIN Sunan Kalijaga, Faculty Education, and TarbiyahQ : Concepts in Community Service which relate to the Tri Dharma College?A : Visit a place with a joint evaluation of potential students to know the problems that

occur in lingkungan.Mengetahui impacts from environmental damage by Community Mapping, with the impact of the Economic, Social and Cultural Rights.Provide education and knowledge to the public about the dangers of environmental pollution by providing activities that are beneficial to the community.

Ms. Eni SuryantiSanata Dharma University, Faculty of Biology.Q : How complete identification with UGM pemasalah environment are so great that so

many faculty and student background?A : Every year record location with access to the prior year earlier to know the problems

that occurred in the year before-Previously and determine a theme for that will come in resolving the problem in some groups of CCN.Make proposals that occur within the environmental problems in several stages to evaluate the environment.


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Dr. Jess FernandezDeputy Director "ESD Programs of SEAMEO: SEAMEO Star Village" SEAMEO Biotrop

- SEAMEO STAR VILLAGE program: An Inter-Semao Center Collaboration On Education for Sustainable Development.

- Program Overview in SEAMEO is the commitment and the program's focus on Education and Culture in Indonesia

- Briefed the workshop on Village and bring the agreement to run the SEAMEO- General Objective SEAMEO community the program to develop a community based

development sustanaible could reinforce.- Program Overview SEAMEO is the mutual linking together educational institutions and

community components.- livelihood

* Catfish Production and Processing, Sheep Feed FormulationThe resulting outcome is by petan fish to produce gains from the sale proceeds in collaboration with SEAMEO. Deliver product to provide an attractive product display form

- Education,* Language, Math, ScienceFor elementary, junior high or high schoolProvide education and experience for the teachers to the organization SEAMEO in running a virtual educational materials.

- Health and Nutrition*Food Combination, Balanced DietProviding Training of Trainers on Nutrition for School ChildrenProvide food, nutrition education to find safe food and the conditions that occur in students to eat together every single week in school to learn knowledge of healthy and nutritious food in contributing to the teachers and students

➢ Mental where the organization can generate power to establish communication with others in knowing the advantages and disadvantages.

➢ Evaluation of the SEAMEO each center and overall evaluation program this yeard with the expansion of the program Depending on the evaluation results

Dr. Jess Fernande from SEAMEO Biotrop is talking about SEAMEO Biotrop’s story in empowering a community at Cihiedung Ilir Village Bogor by farming catfish

and process it into some ready-to-eat food such as abon, nugget, and chips to be one of their income resources.

Economic

Social Environmental


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Mr. Ali MustadiYOGYAKARTA STATE UNIVERSITY, Faculty of EducationQ : How to learning a community?A : Has Cultural generated by the group of farmers for participation to determine the best

people in outreach in surveillance to produce a yield. District Head with mendistribukan catfish production that characterizes the area of social media in the run tersebut.Menggunakan practical field to facilitate communication to the public. Provide teachers with the concept of creativity by ektrakulikuler held to create students who are creative and insightful.

Dr. Agus MaryonoLecturer of Master of Technology for Sustainable Development of Gadjah Mada UniversityQ : Creating a school that all interconnected that each class has a special specification

remedy results in a change actors for each region and the program to provide a solution? Each student and the community has a problem-solving with the respective requirements

A : needed by the school kindergarden litetarcy.In Indonesia have community service for teachers where for each month of discussions overcome permaslahan teachers, and other subjects.Teachers do the explanation competence to BIOTROP with functions each provide improvement to their respective work plans in the running guru.Membuat teaching of the students to know and learning development models in the sub-district level. Each school has a theme and a challenge to provide the latest innovations and issuing of community issues Math Learning Materials using ESD concept by the Department of Education in Yogyakarta which can be applied directly to the mathematics education which is held directly. Creating Mathematical modeling with learning materials used and taught by a teacher in the motto enjoy a mathematician.

Ms. Ushio Miura Program Specialist UNESCO Bangkok Office

1. Analyze about ESD (Economic, Social and Environental)

2. How to about your understanding related to education for Sustanaible Development joins after the workshop?

3. Please Map the problem for Implementing ESD on your institutin related to how your SDGs nad solve the problem?

Prof. Dr. Suratman, M.Sc delivered a session with the theme of Philosophy and Conception of Education for Sustainable Development (Esd) in UGM and Indonesia


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Prof. Dr. SuratmanDirector of Clinical Environmental Disaster Mitigation Faculty of Geography Gadjah Mada University

- ESD will be created Jogjakarta Province- The teacher and imitated digugu- Mindsheet build a building to be emulated by the students and the surrounding

community.- The main problem in creating ESD is a network (networking) so we need role models to be

generated.- Changing concepts and principles dilaksanakn to produce results commensurate with the

changing concept of "Alon-alon waton kelakon"- Grandplan build on the Province to ESD in the region of Yogyakarta Province.

GENERAL ECHO WORKSHOP · Web viewdan Olahraga (DIKPORA) Moderator Dr. Nanung Agus Fitriyanto Dr. Agus Maryono 16:00-17:00 Sustainability Begins with Teachers in South East Asia -

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