Climate Education and Awareness

 

Public awareness and education is an essential part of the effort to address environmental problems, from disaster risks to biodiversity conservation. Recent environmental disasters (floods, mud, fires, and erosion) have stimulated greater environmental concern, also in Indonesia. However, in Indonesia’s society, at a broader level, environmental values are not yet deeply embedded leading to undervaluation of natural resources and environmental services. It is therefore essential to improve awareness and secure profound understanding of the Indonesian public, especially the youth, concerning the different aspects of (global) climate change and its impact on the environment. This is likewise crucial to achieve a favorable political and social environment to combat climate change in Indonesia.  

Our Green School program - in cooperation with Ministry of Environment and Forestry (MoEF) and Ministry of Education and Culture (MoEC) - aims at raising climate literacy among the Indonesian youth and at the same time turning learning facilities into climate and environmental friendly places that contribute to resource savings and emission reductions. Climate change issues are integrated into the day-to-day school life, materializing in out-of-class activities. Activities encompass at the one hand school environmental audits (“Ecomapping”, focusing mainly on waste, energy, water, biodiversity, and sustainable consumption) that are conducted by the students as integral part of “normal” subjects which demonstrates an innovative outcome-oriented teaching method. And at the other hand, parallel, cross-cutting issues such as Climate Change are integrated into curricula implementation on ground level. Within this overall approach (“eco-mapping process”) we develop practical Modules, are focusing on Teachers Training; as well as on capacity building for Learning Centers as potential regional coordinators, also beyond school communities.

We are using simple-to-use methods of measuring and reducing carbon footprint by looking into energy flows of electrical power and heat, use of private and public transport for commuting and industrial supply chain of goods and services that are being used in schools but also surrounding community groups. The ‘whole-school’ approach to carbon reduction emphasizes good housekeeping, low-, no-, or marginal-cost efficiency measures and involves pupils, teachers, governors, site-management staff and parents, as well as scouts, the existing national green school (Adiwiyata) infrastructure and community groups. PAKLIM aims to create a safe and healthy environment in which to grow and learn, that encourages children and juveniles to become creative, critical and reflective thinkers. Moreover, the education methods in so called green schools, seen as a reform of teaching and learning, are especially: out of school environment education, next to project work and team-teaching - including working with communities. Therefore, it is a main objective to link and involve local communities in order to establish environmental education beyond the school system.