3.3.2. promoting environmental education by ngos · pdf filepromoting environmental education...

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3.3.2. Promoting environmental education by NGOs 3.3.2.1. Overall summary Background and objectives

Environmental Education (EE), or Education for Sustainable Development (ESD), is an essential part of building sustainable society. As can be seen from the United Nation’s plan to launch a ‘Decade of Education for Sustainability’, it is increasingly necessary for policy research to promote EE worldwide. In addition to its intrinsic significance, the recent rapid socio-economic and political transitions in Asia, such as globalisation, democratisation, and decentralisation, have increased the significance of capacity building in the region for better environmental governance.

EE by NGOs has been taken up as a sub-theme of RISPO, since the role of NGOs in promoting EE has become increasingly important in Asia due to the growth of NGOs as well as the insufficient resources within the formal education sector. NGOs are important in non-formal education as a major provider of educational activities in the sector. Their activities are especially significant in Asia, where a large proportion of the population is not provided with formal education1. In addition, the fact that they are not affiliated with any particular governments or businesses enable them to collaborate and supplement various actors in the field of EE, and they are thereby considered as an actor to promote EE in an inter-sectoral and comprehensive manner.

This research looks to provide ‘strategic policy options’ (SPOs) to promote EE by NGOs, as

well as ‘good practices’ (GPs) that can be shared among related actors to improve their programs. In recognition of the above-mentioned NGO characteristics, this research aims to produce outputs to promote EE in an inter-sectoral manner, while focusing on NGO activities.

Research during the first and the second years focused on the case of Indonesia. The first reason for this is that the nature of education requires qualitative and focussed research rather than survey-type studies. A further reason is that Indonesia epitomises the recent transition to democratisation and decentralisation occurring in this region, thus serving as a model case—the research results of the Indonesian case study can be beneficial to other countries in the region. Importantly, in addition, NGOs are very active in Indonesia, especially in the field of EE. There are many good EE practices by Indonesian NGOs, and analysis of these is significantly important. Having said that, for comparison purposes, this research makes the most of existing materials on cases relating to this topic in other countries and, if necessary, will extend its geographical scope in the third year.

1 Vast numbers of the school children drop out before the end of the primary cycle in South and East Asia. According to a report published by the UNESCO Institute for Statistics, 46 million children are out-of-school in the region, making it account for the world’s largest share of out-of-school children. See South and East Asia: Regional Report, UNESCO Institute for Statistics, Montreal, Canada, 2003; UNESCO News Release, ‘Forty-six million children out-of-school in South and East Asia’, Paris, February 10, 2004. (Both of them are downloadable at www.uis.unesco.org)

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Research activities in FY 2003

The priority in the second year was to conduct research to collect Good Practices (GP) and prepare a framework of Strategic Policy Options(SPO). In parallel, background papers were also being prepared.

The research activities continued during the second year were as follows.

• Literature review • Case studies • Field studies • Making the content and the structure of the Good Practices Inventory more

substantial • Drafting the Framework of Strategic Policy Options

In addition, the following research activities were carried out.

• RISPO Workshops/ Meetings

*Research Team Meeting (November, Bangkok) -Discussed the framework of SPOs and coordination with the other research teams.

*RISPO Plenary Workshop -Shared the interim outcome -Examined preliminary proposals of SPOs -Discussed other RISPO research activities (e.g. Overall research)

• Sub-theme Research Team Meetings in Indonesia *Research Team Meeting (December, Jakarta)

-Discussed the progress of background papers and the framework of SPOs

As a result, seven GPs have been collected and the overall SPO framework of this sub-theme

‘Environmental Education by NGOs’ (EE by NGOs) has been prepared. Good practices

The good practices collected can be categorised as follows: Formal Education and NGOs (3 practices); Informal Education and NGOs (2 practices); Others (1 practice). The geographical distribution is as follows: West Java (3 practices); East Java (2 practices); and Sulawesi (1 practice). Strategic Policy Options Framework

Based on good practices, three strategies have been identified for the promotion of EE: for formal education (Enhancing Formal Education with Non-governmental Resources); for non-formal education (Promoting Non-formal Education by NGOs); and for informal learning (Promoting

Interview with village people (Gunung Halimun National Park, Indonesia)

Photo by Latipah Hendarti (RMI)

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Informal Learning (of the General Public) through the Media). Within the formal education sector, two major actors are identified: primary/secondary schools and tertiary schools. NGOs and the media are identified as key actors in non-formal and informal education respectively.

Two to four SPOs are to be made within each strategy (see the table below). The SPOs itemised

(a) supplement or address weaknesses in each sector; (b) promote the strengths of the sector. Qualitative research has been conducted in the process of developing these SPOs in addition to the use of fundamental numerical data.

Preliminary Proposals

Preliminary proposals have been prepared for 2 SPOs. The first is ‘SPO for Supporting Extra-curricular Activities’ within the Strategy ‘Enhancing Formal Education with Non-governmental Resources’. This is an SPO that supports extra-curricular activities (especially outdoor education that is especially significant in EE), which tend to be insufficient in school education.

The second is ‘SPO for Strengthening the

Capacity of NGOs for promoting EE’ in the Strategy ‘Promoting Non-formal Education by NGOs’. This is an SPO that addresses the insufficient capacity of NGOs—a problem in non-formal education sector —by establishing NGO networks and implementing related policies.

The remainder of the SPOs will be developed and finalised during FY 2004.

Research plan in FY 2004

The priority in the third year is to finalise the Strategic Policy Options (SPO) and Good Practices Inventory (GPI). Background papers will also be compiled, analysed and edited. Activities during FY 2004 will include:

Table 3-14. Framework of Strategies and Strategic Policy Options

Strategies Strategic Policy Options

Enhancing Formal Education with Non-governmental Resources

*Primary/Secondary Education (a) SPO for Supporting Extra-curricular Activities (b) SPO for Enhancing In-curricular Teaching *Tertiary Education (a) SPO for Enhancing Environmental Expertise at Universities (b) SPO for Promoting Environmental Contribution to Local Society

by Universities

Promoting Non-formal Education by NGOs

(a) SPO for Strengthening the Capacity of NGOs for promoting EE (b) SPO for Facilitating the dissemination of EE by NGOs

Promoting Informal Learning (of the General Public) through the Media

(a) SPO for Increasing Opportunities for EE in the Media (b) SPO for Utilising Traditional Art for Raising Environmental

Awareness through the Media

Outdoor education by NGO staff (Bogor, Indonesia)

Photo by Ko Nomura (IGES)

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• Continued literature review • Continued collection of good practices • Continued case studies • Continued field studies • Local research team meeting • Finalisation of GPI • Finalisation of SPOs • Finalisation of Background Papers • Contribution to RISPO plenary activities (e.g. workshops, etc.)

Research collaborators RMI- Indonesian Institute for Forest and Environment, Indonesia

Latipah Hendarti Other local research collaborators in Indonesia include: Universities (University of Indonesia and University of Gadjah Mada), Business (Yayasan Sehabat Aqua), NGOs, the Ministry of Environment and the Ministry of Education.

Also, in this fiscal year, Prof. Osamu Abe (Rikkyo University/ IGES Environmental Education Project Leader) will assist with research activities as an advisor to this research team.

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Figure 3-14. Year of the establishment of NGO members - Environmental Education Network of

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3.3.2.2. Summary of research progress in selected countries A. Indonesia Summary of research activities in FY 2003

Considering the nature of educational activities, research has been conducted using a qualitative approach. RMI, in collaboration with IGES, has established a local research team in Indonesia, consisting of around ten researchers from Universities, NGOs and businesses to conduct research on this wide topic in this large country. The research team holds an average one research team meeting per year to discuss the background papers, the framework of SPOs, and GPs. The background papers are to be written by the members of the local research team in addition to RMI and IGES. The actual collection of the data for GPs has been and will be collected by related NGO staff as well as the research team members.

In FY 2003, in addition to the common research such as literature review and case studies, a

local research team meeting was held in Jakarta in December, where the progress of background papers and the framework of SPOs were discussed. Background information in Indonesia

Indonesia has an extensive land area with varied living conditions. It is the world’s largest archipelagic nation, consisting of more than 17,000 islands, extending over 5,200 kilometres (km) from east to west, and 1,900 km from north to south. Its total land area is approximately 1,900,000 square kilometres, with a population of over 200 million. Indonesia is a developing country whose 1998 per capita gross national product (GNP) was U.S.$680. Indonesia is a multi-ethnic nation, comprising over 250 ethnic groups, and more than eighty percent of the population speaks a language other than Indonesian, the official national language, in everyday life. There are about 580 different languages spoken in Indonesia.

EE activities by NGOs in Indonesia started when the WWF began education activities focusing on biota conservation in 1974. In 1978, the first Indonesian environmental NGO, Yayasan Indonesia Hijau (Green Indonesia Foundation), or YIH, was established. It was the first NGO to begin operations with the goal of promoting ‘environmental’ education from a holistic perspective. YIH expanded its activities, resulting in the establishment of Klub Indonesia Hijau (Green Club Indonesia), or KIH, throughout the country. At the beginning of the 1990s, the seeds spread nationwide by YIH activities began growing in every corner of Indonesia. The number of NGOs working in EE increased. Figure 3-13, above, shows that about eighty percent of the existing JPL member organisations were established and began promoting the EE movement in the 1990s2.

Jaringan Pendidikan Lingkungan (JPL/ Environmental Education Network) is the national NGO network for EE, and currently has more than 100 members nationwide. Since EE for sustainable 2 See Nomura (2000) Present State of Environmental Education Network in Indonesia- Questionnaire Results and Related Analysis-, IGES Working Paper, IGES/EE/Working Paper P5-E.

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development in formal education is extremely insufficient in Indonesia for various reasons such as a lack of resources, NGOs play a key role in promoting EE in Indonesia. Recognising its importance, the government (e.g. Ministry of Environment) consults with members of JPL and involves JPL in the development of national EE policy. JPL has been playing an important role in the establishment of a national EE board to act as a glue between the different ministries (Ministry of Environment, Ministry of Education, Ministry of Forestry, etc.), businesses, the academic community and other concerned parties.

Partly because many of the members focus on conservation education, most of the JPL members

are familiar with the skills of outdoor education, lacking in the formal education sector. In this sense, in addition to their political role, NGOs are able to supplement the EE curriculum substantially and practically.

Most NGOs in Indonesia have a legal status called Yayasan (foundation), which can be obtained

relatively easily by registering notaries and paying a small fee. This simple procedure has facilitated the growth of the NGO sector in Indonesia. NGOs in Indonesia are diverse in scale and expertise, and NGOs in the field of EE are no exception. By and large, however, NGOs in the EE field in Indonesia are small- and medium sized groups, with three to five full-time staff members3. Good practices identified

IGES and RMI identified the following good practices in FY 2003. a. Radio Campaign for Disseminating Environmental Information

Yayasan Pengembangan Biosains dan Bioteknologi (YPBB), an NGO in Bandung, conducted a radio campaign for EE purposes. The campaign consisted of adlibs (short messages read by DJs/ announcers during and between programmes) and talk shows (conversation/discussion between resource persons and DJs). A number of features of the campaign, including the substantial number of volunteers involved, mean that this practice is considered to have contributed to raising environmental awareness and public participation. b. Environmental Education Radio Programme (SIKLUS)

RMI-The Indonesian Institute for Forest and Environment, an environmental NGO in Bogor,

aired a radio programme called SIKLUS (Siaran Khusus Lingkungan Sekitar/Special Programme on Our Surrounding Environment) with the aim to deliver information about environmental issues; to motivate and encourage people to take care of the nature around them and actively participate in environmental conservation; and to provide communication media among people for discussing environmental issues in their daily life. Using a suitable combination of on-air and off-air activities, SIKLUS is considered to have achieved these aims. c. Knowledge Enhancement through Action-oriented Learning in the Environment

ECOTON (Ecological Observation And Wetlands Conservation), an NGO in Surabaya, conducts

a programme called ‘Environmental Detective’. The objectives of the programme are, primarily, to develop children’s awareness of the relationship between environmental and health conditions, and to develop the children’s’ capacity to express their own thoughts and feelings on pollution problems in various ways through field studies. With junior high school students as the target audience,

3 According to a questionnaire survey of JPL members, the median and the mode of the number of staff of JPL member organisation are 5 and 3 respectively. See Nomura (2000) Present State of Environmental Education Network in Indonesia- Questionnaire Results and Related Analysis-, IGES Working Paper, IGES/EE/Working Paper P5-E.

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ECOTON provides the opportunity to take part in field studies in the Surabaya River. Coupled with opportunities for expression such as poetry, paintings, and songs, it is considered that the programme has improved children’s understanding of environmental problems in the river and its impact on their lives. d. Environmental Education ‘in’ the Environment for Children in the Urban Areas

Yayasan Pengembangan Biosains dan Bioteknologi (YPBB), an NGO located in Bandung,

began a ‘nature immersion programme’ to sensitise people (especially from urban areas) to nature using activities in the environment. There are three components to the programme that are combined as appropriate to the situation: Nature Immersion Camp Programme (five day programme in the forest for urban people); One-day Visit Programme (for people from the suburbs who cannot afford to join the Camp Programme); and City Park Programme (for people from urban area to get close to the natural environment by utilising city parks). By combining these different programmes according to the situation of the participants, YPBB is considered to have been successful in bringing the nature to people in urban areas/ suburbs. e. Linking Schools across Borders with ICT for Environmental Education

Benih Matahari, an NGO in East Java (Indonesia), with partners in the Netherlands and

Zimbabwe, is implementing a project called 'This is a Journey'; a project aiming at connecting students worldwide to discuss the future of the earth and its people, using information and communication technology (ICT). Students develop an action plan, based on research on topics related to sustainable development. Then, they present the plan to students worldwide using ICT. By integrating on-line and off-line activities, this project is considered to have successfully supplemented school education. f. Community Awareness Education for National Park Management

The Nature Conservancy (TNC) Indonesia used Lore Lindu National Park in central Sulawesi to

demonstrate that EE is an effective tool in the promotion of collaborative national park management. TNC used a ‘Teacher’s Handbook’, ‘Teaching Modules’ and ‘Flipchart’ for school children and held workshops and provided entertainment such as puppet shows and music for the general public to enhance support for national park management.

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Strategic Policy Options developed

RMI developed the zero draft of the SPO for Formal Education to address the weaknesses of primary and secondary schools/ SPO (F)1. This SPO supplements the lack of field experience and outdoor education—a major weakness of school education. Education ‘in’ the environment is considered as important in sensitising school children to the natural environment and developing a ‘sense of wonder’, which is considered a core part of EE. It also provides knowledge and understanding about the environment through hands-on experience. An extra-curricular programme of school education can be used for this purpose, but schools tend to have insufficient expertise, experience and resources.

There has been an increase in NGOs developing environmental education programmes/activities

in this field. Their expertise and resources can be mobilised to address the weaknesses of school (formal) education. In fact, there are good practices of this kind in Indonesia, on which this SPO will be based.

This SPO aims to provide policies for the concerned parties – NGOs, governments, schools,

funding agencies, etc- to promote collaboration between NGOs and schools in this field. Suggestions on research plan in Year 3

In addition to identifying further GPs and producing SPOs, a research team meeting has been proposed for a point mid way through the fiscal year to finalise the background papers and improve SPOs. Dissemination meetings will also be held as necessary in collaboration with the other sub-themes.

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3.3.2.3. Good Practices collected in FY 2003

1. Radio Campaign for Disseminating Environmental Information (Bandung, Indonesia)

2. Environmental Education Radio Programme (Bogor, Indonesia)

3. Environmental Education ‘in’ the Environment for Children in the Urban Areas (Bandung, Indonesia)

4. Knowledge Enhancement through Action-oriented Learning in the Environment (Surabaya, Indonesia)

5. Linking Schools across Borders with ICT for Environmental Education (Surabaya, Indonesia)

6. Community Awareness Education for National Park Management (Sulawesi, Indonesia)

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Asia-Pacific Environmental Innovation Strategies (APEIS) Research on Innovative and Strategic Policy Options (RISPO)

Good Practices Inventory

Radio Campaign for Disseminating Environmental Information

Keywords: Media, Radio Strategy: Promoting environmental education by NGOs Environmental areas: Ecosystem and biodiversity conservation, Urban environment Critical instruments: Awareness/capacity building, Organisational arrangements, Technologies Country: Indonesia Location: Bandung (West Java, Indonesia) Participants: Bandung City Inhabitants (Middle-class and above) Duration: 1997 - now Funding: Indonesian Biodiversity Foundation (KEHATI), Donation from Individuals, and Sponsors of Earth Day Celebration1 Background: One of the prime factors that shaped human behaviour is its “information milieu”. It has shaped our knowledge, our perception, and in turns our behaviour. Various parties try to influence it with diverse information through various communication media, ranging from traditional to modern electronic one. The fast progress of modern communication technology has made information flow to this “information milieu” much more intense than before. All the people are immersed there so that it can influence a large number of people at once. It has become one of the main battlegrounds of many parties to control “the mass” for their own interests. Advertising is one strategy to use communication technology to influence our “information milieu”. Considering its strategic approach, current advertisement has become one of the most powerful tools to shape people’s (the mass) behaviour, which is a strong force to produce environmentally friendly/ unfriendly behaviour. There are a lot of environmentally negative information wandering on the air such as information to bring people to over-consume natural resources, promote environmental unfriendly product, and etc. Due to its massive financial resources, such commercial information is delivered in a sophisticated manner that makes them even more powerful on shaping human behaviour. This problem has become one of the nuisances to the efforts in implementing environmental education. It is difficult to change the people effectively, even with most powerful educational method, if the “information milieu” is not supportive. Therefore, some kind of intervention is needed to increase the competitiveness of environmentally friendly information at “information milieu”. This approach is not meant to replace the face to face environmental education activity. Both should go hand in hand. Intervention at “information milieu” is meant to produce more supportive environment. Objectives: To deliver environmentally friendly information to the people by using appropriate communication media.

1 Earth day celebration is yearly celebration that held at every 22 of April to promote awareness about the fate of the earth and the importance of doing something about it. More specifically, the earth day celebration want to promote that ordinary citizen can produce significant change to save the earth. More information could be read at www.earthday.net. YPBB has celebrated earth day since 1998, and to integrate it more to YPBB mission, since 2001 it has celebrated as City Park Festival. More information could be read at http://ypbb.terranet.or.id/

Summary of the Practice

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Description of the activity: Yayasan Pengembangan Biosains dan Bioteknologi(YPBB), an NGO in Bandung, has conducted a radio campaign to for an environmental educational purpose. YPBB chose the radio among other media from the viewpoint of cost-effectiveness, for example:

1. Radio is one of the most popular media, beside television, for middle up income people (especially FM radio wave), because :

a. It suits the characteristics of most Indonesian people, which is auditory. This makes radio more effective than printed media.

b. Listeners do not have to give full attention. They can use it as a “side job” and entertainment source, which fits business people, it can be used while working or commuting.

2. the production cost of information/advertisement in radio is much lower than that in television. This makes the programme much more flexible, and possible to deliver various type of information with diverse delivery method.

YPBB held radio campaign either as special programme or integrated to other programmes, e.g. earth day celebration. It started as a cooperation programme with OZ Radio (one of the most popular radio stations in Bandung) in 1996. YPBB uses two methods on delivering information to radio:

1. adlibs : short messages read by DJs/ announcers. This is different with “insert”, which is a recorded message, just like television commercial but produced without picture

2. talk show

Adlibs ‘Adlibs’ are short messages read by radio DJs/ announcers, which usually have commercial purposes. They are made in a simple process: a copywriter write the messages based on requests from clients, and give them to radio programme manager. The DJs/ announcers then read the messages according to the schedule from the programme manager. Adlibs were already used widely in Radio Station at Bandung, as a “cheap” type of advertising. YPBB chose adlibs for its media campaign due to the following reasons:

1. Low cost: Considering the budget constraints, this is important. The main costs are research, copywriting and broadcast operation cost. The copywriters are YPBB staffs and volunteers2.

2. Short: There are many alternative radio stations available in Bandung. If the audience do not like the programme, they can find alternatives easily. Adlibs are so short (1-1.5 min.) that they can be inserted in any kind of programme, which makes them reach audiences with various interests. This means that ‘Adlibs’ is suited to reach people who do not prefer to tune in environmental programmes. YPBB calls it “sneak and catch” tactic.

3. Informative: Although they are short, they can deliver large quantity of information with relatively low cost, since only written scripts are needed. Since this is short, they can be repeatedly put on the air, which makes it easier for the readers to get relatively large quantity of information3.

To increase its cost effectiveness, YPBB has persuaded radio station and DJs/announcers to broadcast the adlibs without cost in the following manners:

1. Barter promotion deal: this was done mainly when YPBB held event such as earth day celebration. The radio stations get promotion space on YPBB’s events promotion brochure and banner and YPBB get schedule to produce its adlibs.

2. Persuade the DJs/announcers to broadcast the adlibs voluntarily: there are quite many spaces when DJs/announcers have opportunity to speak without much restriction. This is an opportunity to get some “free” spaces. The challenge is to increase their awareness about environmental problems. This strategy needs some promotional tools to attract them. They

2 YPBB staffs rate are quite much lower than radio station staff. 3 For example, one slip includes information as follows in a story-telling manner: rattan provides Indonesia with more than 200 million US$ per year; various products were made from rattan (with examples); Indonesia is the leading country to produce rattan in the world; rattan can only be obtained from natural forests.

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should stimulate DJs/announcers’ interests. For example, YPBB created promotional kits between 1997 and1999 with the funds from Indonesian Biodiversity Foundation. The characteristics of this information kit is summarised below:

The kit was designed to be placed at studio where the DJ’s/ announcers could see and reach it easily. To encourage the radio station to place it at strategic place, YPBB designed the kit as a pen case.

To stimulate broadcasters’ interest, YPBB designed the kit to be attractive visually and playful, for example, as a tree where its leaves contain the specific information to be read (Pic.1).

To stimulate broadcaster awareness about the issue YPBB also designed background information about the importance of conserving local biodiversity. This information was put both at information kit and as separate brochure. Each radio station gets one information kit and some brochures.

The information kit was distributed at eighteen radio stations, which has middle-class and up people as target audience. Distribution of the same information kit to many radio stations is possible since its “non-commercial” character. Their uses even do not have any time restriction, which means that the same kit could be reused to other radio station. Its replicability adds on its cost effectiveness.

Talk Show Talk show is a more information intensive radio programme which involves discussion between DJs/announcers and resource persons. Therefore talk show is targeted at people who have more special interests in environmental issues. YPBB staff have been involved in radio talk show in many radio station since 1998. A special effort to promote radio talk show has been implemented in conjunction with earth day celebration in 2000. The characteristics of YPBB’s radio talk show programme are:

1. volunteers involvement : this is related to the mission of earth day celebration to promote the role of ordinary citizens. YPBB organised special training for volunteers that become speakers at talk shows. The volunteers always accompanied by YPBB staff.

2. Concentration of implementation: YPBB usually organise nearly ten talk shows with the same theme in two weeks, which means nearly one talk shows every day. This is intended to increase its visibility within the limited resources. This is also related to capacity of the organisation, that easier for us to organise an intensive event in short time rather a regular programme.

Thus, by having two different approaches, Adlibs and Talk Show, YPBB targets at two kind of audiences:

1. Audience who have little interest in environmental issues: it is important to stimulate their environmental awareness in the programme. Too much or complicated information would make them change the channel. This target audience is addressed by ‘Adlibs’.

2. Audience who already have some level of environmental awareness: for those people the programme is provided to strengthen their awareness and expand their understanding about environmental issues. This was done through radio talk shows. Good research is needed to increase learning motivation of audiences. Volunteers in the talk shows can also motivate the audience to do something for environment.

Overview There are three major critical instruments in this practice: (1) awareness/capacity building for audience, volunteers and announcers; (2) organisational arrangements for effective involvement of volunteers in the programme and necessary actions accompanied to it; and (3) appropriate choice of technologies. The details of these three instruments are as follow.

Critical Instruments

Pic. 1

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Awareness/capacity building

The success of YPBB’s programme largely depends on raising awareness and capacity of the following people:

1. Awareness raising to radio audience: they are not only the main target audience, but also future volunteers to the programme.

2. Awareness raising and capacity building to volunteers: volunteers have reduced the financial burden for the programme. Also, they have attracted the audience since there are people “like them” in the programme, doing something for the environment.

3. Awareness raising to DJs/announcers: They have become YPBB’s contact persons at the radio station (beside radio station managers) and often help us to lobby the radio management. Also, the changes in the awareness, knowledge and attitude of them increase the quality of the programmes and enhance the impact on the listeners. Besides, they can voluntarily provide environmental information in their other programmes.

In the context of awareness raising, volunteer involvement has two roles :

1. To motivate radio audience since they are present as ordinary citizens who act for the environment

2. To motivate and expand understanding of the volunteers themselves. For us voluntary programme is not just to decrease the financial cost, but also to enhance the educational impact on the target audience. Adult learning characteristic is more functional, therefore ‘learning by doing’ process or education that follow-up with action oriented programme is important. Training and assistance process is not just to prepare the volunteers as resource person in talk shows, but as an educational opportunity also.

The key is training, supervision and good guideline to empower and increase confidence of the volunteers to become effective campaigners.

Organisational arrangements Volunteer’s involvement is important to increase the organisational impact with relatively little (financial) budget. This approach is substantial since human resources are the main resources in environmental awareness work. Implementation of an effective voluntary programme needs some new functions in the organisation. Staff’s main job description involves assistance and co-ordinator of volunteers. Personal relation is important in working with volunteers. Therefore, leadership as well as friendliness has become important skill for the staff. Investment to install new activities is important such as : producing clear guideline (written, most of the time), training and consultation service for volunteers. Working with volunteers needs strong commitment, to keep and enhance their motivation. This cannot be done if there is no vision that all of voluntary activity is integrated into the programme. In other words, we should not take volunteer management work as side job.

Technologies Appropriate choice of technology to deliver information is important to the success of this programme. The implementing organisation must consider the characteristic of information to be delivered, that of audience, local context, and the organisational condition. Without that, the programme would not be sustainable and/or cannot reach the audience effectively. Selection of the appropriate technology should be accompanied with appropriate method, by considering all aspect mentioned above. For example, don’t expect to reach audience with low environmental awareness by talk show. The characteristic of radio technology can make the audience easily move to another radio station.

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Impact on audiences Since this programme targeted a mass of audiences, evaluation needs statistically valid process with large sample, which is beyond its budget. However, the increase in the two items below were observed. 1. Audience participation on talk shows: This is could be measured by number of phones and waiting

time between announcement of participation (from broadcaster) and the phone call. 2. A number of people that come to the earth day celebration after getting information from the adlibs

and talk shows. As a result, YPBB considers that quite high percentage of population have listened to the talk show and adlibs. Impact on the volunteers Volunteering at radio talk shows has become one of the popular activities. Responsibility as resource person at talk show has motivated them to learn more about environment. They say they have got many new understanding about the environment after participating as volunteer at radio talk shows. This has become one of the effective learning by doing programme, an effective environmental education method for adult. Impact on radio station and broadcasters Most of the broadcasters YPBB surveyed said that they announce the adlibs voluntarily after read the brochure and information kit. That means that the information kit and brochure has enhanced their environment awareness and motivates them to announce the information. Some radio stations currently become the regular partners to hold environmental related programme. This is also caused by constant activities with radio station every earth day celebration.

Good Research A good radio programme needs good research, especially about local environmental issues. This kind of information will attract more interest and stimulate discussion. In the case of YPBB, volunteers as well as YPBB staff spend considerable amount of time for this. To research local environmental issues, it is necessary to have a good database and relation to local environmental research institutes, since not much local information could be retrieved from internet. In this context, relationship with such institutes is important. Relation with radio station and DJs/announcers A good and consistent relation with DJs/announcers and radio station managers is important. Most of the time, personal contact is maintained even after they move to other radio station. Events as eye catcher If the relation with radio station is still not developed well (and if the organisation has not had high reputation yet) , the implementing organisation has to consider something interest them. YPBB tied its radio programme (along with other media) to yearly Earth Day Celebration. This has made easier for them to enhance its image to radio station and also to recruit volunteers. Volunteer involvement through enough Training and Supervision Tied with earth day celebration, since year 2000 YPBB have involved volunteers in radio talk shows. The volunteers have taken roles in contacting radio stations, negotiating schedule and acting as resource persons at talk show. YPBB’s experiences have shown that it is possible for the volunteers to take above roles if the implementing organisation can provide clear guidelines and supports. YPBB has provided proposal kit,

Impacts

Lessons Learned

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ID card and manual for the volunteers to contact and negotiate with the radio station. YPBB staff have also themselves available to provide consultation and any kind of help to the volunteers. Information kits and training are also provided to help volunteers on mastering the issue. This will increase their confidence and ability to take a bigger role at talk shows. YPBB staff also accompany them in the talk show mainly to give moral support, representing YPBB and give on site help. Sometime YPBB staff talk if “deeper” information on environmental issues is needed, but YPBB tries to minimise this by developing talk show script that avoid the team to talk deeper about the issue. This process has motivated the volunteer to increase their understanding about environmental issue.

YPBB’s radio programme is quite easily implemented with relatively low financial resources, especially if the implementing organisation can invite voluntary support and cheap or free space from radio stations (for example through barter promotion). This has made possible for small and grassroots organisations to implement this programme. The information kit could be produced as many as demanded. If it can develop network of information kit producer and organise exchange programme, it can increase information delivery intensity with low cost for each producer. The talk show could be recorded and broadcasted by community radio (through approval from the original radio). To enhance information quality, organisation with better human resources can provide research support and produce better-researched information kits. The smaller organisation then can reuse the existing products.

David Sutasurya Jl. Awiligaria II no 1 Bandung - 40191 Tel/Fax: (062-22)2505881 and E-mail : [email protected], URL : http://ypbb.terranet.or.id/

Case reviewer: David Sutasurya (YPBB), Latipah Hendarti(RMI), Ko Nomura (IGES) Information date: 18, February, 2004. (‘Pic 1’ was taken by Ko Nomura (IGES). Used with permission.)

Potential for Application

Contact

References

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Environmental Education Programme on the Radio (SIKLUS)

Keywords: Radio, Environmental Education, Informal Education, Urban. Strategy: Promoting Environmental Education by NGOs Environmental areas: Urban environment; Ecosystem and biodiversity conservation, forest conservation, Critical instruments: Awareness/capacity building Country: Indonesia Location: Urban Area (Bogor and Jakarta) Participants: Adult people (age 18 up) Duration: June 1994 – 1998, 2002 Funding: The World Wide Fund for Nature (WWF); Program PEDULI Aqua; Yayasan KEHATI and 103,3 Pro FM - PT. Suara Antara Mas Background: Indonesia is experiencing degrading quality of environment. People are neither sufficiently exposed to information, knowledge on environmental issues, nor aware of environmental problems. It can be seen through the simplest thing found in their daily life in which there are still many people littering, throwing garbage to rivers, and even to the streets. People, in their daily life, are hardly concerned with environmental problems. The increasing scarcity of drinking and clean water supply in urban areas has not triggered any massive community environmental movement. On the other hand, information that can be accessed by the people are very limited as a result of illiteracy, an obstacle to disseminate information on environment in writing materials, although there have been a quite number of local and national newspapers publishing environmental issues. In addition, reading does not seem to be rooted habit in Indonesia so that information and knowledge are obtained only by certain few groups of people. Knowing such conditions, since 1994 RMI (an environmental NGO in Bogor) has tried to choose radio as a media to disseminate information regarding environmental issues, because radio can reach wider target groups and the listeners get the information without having to leave their daily routines. Radio is also a cheap media, in which today almost all Indonesian families have a radio. If they don’t have a radio, they can go to their neighbour to listen to radio programmes. SIKLUS (Siaran Khusus Lingkungan Sekitar/Special Programme on Our Surrounding Environment) is one of the radio programmes that is aimed at inviting people to be aware of and understand the existing environmental problems. By knowing and understanding their environment and its problems, people are expected to be involved in the preservation efforts based on their capability.


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Objective: • to deliver information about environmental issues and its problems • to motivate people to care their nature and encourage people to actively participate in

environmental conservation • to provide communication media among people for discussing any environmental

issues in their daily life Description of the activity: SIKLUS was run from October 1994 until June 1998 and is released again on 2002. The programme consisted of ON-AIR and OFF-AIR activities with collaboration with a radio station (103.3 PRO FM- one of the most famous radio stations in Bogor). There are some preparatory stages before RMI conducts the SIKLUS:

1) Collect information and opinion from listeners of the radio station about the appropriate time to be on air and format of the on the air programme.

2) Make comparative study to get information from other radio stations 3) Gather materials for the topics of on- air programme 4) Hold workshop to get feedback from NGOs, other radio stations, governments,

communication experts and public in general. (It was conducted on August 29, 1994 in Bogor )

After 4 months preparation, RMI and 103.3 Pro FM decided to start ‘on the air programme’ as well as ‘off the air programme’. 1) ON-AIR PROGRAMME ON-AIR programme was conducted once a week consisting of talk show, dialogue with audience by phone, public service announcement (PSA), and quiz. Talk show is an interactive discussion among DJs/announcers, resources persons and audience/listeners. It targets at people who are interested in environmental issues. It is hoped that the audience share the information with their family, neighbours and colleagues so that it result in stimulating their environmental activities. The examples of the resource persons SIKLUS presented are as follows: Prof. Dr. Emil Salim(Former Minister of Environment), Mr. Sarwono Kusumaatmadja (then Minister of Environment); Mr. Zukri Saad (Director of WALHI-NGO); Mayor of Bogor City; and other public figures who made listeners interested to listen to the programme. There are various issues highlighted in the shows ranging from general to specific environmental issues such as forest fire, air pollution, organic farming, biodiversity problems, eco-tourism, green consumerism, etc. The talk show is combined with dialogue with listeners by phone and quiz. Public Service Announcement (PSA) was another way of disseminating information on environment and its problems. PSA is presented by public figures (e.g. artists, singers, etc.) in order to attract listeners and encourage them to make efforts to preserve and improve conditions of their environment in their daily life. From 1994 to 1998 there were almost 400 talk shows with wide range of issues broadcast. The result of the evaluation by listeners shows that the programme attracted a big deal of attention from not only the general public but also the local government (Bogor Municipality) that used SIKLUS as a media to give information about the surrounding environment in Bogor.

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2. OFF AIR Off air programme is aimed at promoting and disseminating information on SIKLUS On Air Programme and to facilitate listeners to conduct environmentally-friendly activities through publishing leaflets, bulletin-synopsis and environmentally-friendly activities (such as utilization of waste for handy craft making, planting trees etc.). Some off-air activities were conducted based on the inputs from the listeners, such as gathering among SIKLUS listeners in 1996 in Bogor Botanical Garden and practice of making recycle paper.

Overview The SIKLUS programme has innovative aspects in increasing awareness and capacity building, as well as partnerships.

Awareness /Capacity Building

Using Radio to disseminate information on the environment The radio is an effective media to increase people’s awareness of environment and its problems. The radio can promote people’s involvement in efforts to improve the environment. Having acknowledged the effectiveness, other radio stations such as radio RRI (Radio Republik Indonesia) Bogor started similar kinds of efforts, asking RMI to help design a programme. The key to success of SIKLUS is to combine different types of programmes and components, such as talk shows, quiz, and public service announcement. It has made the programmes enjoyable and reach a diverse of people. Capacity building and awareness raising of broadcasters and volunteers Participatory approach in making and providing SIKLUS has increased the capacity of people involved, which in turn has increased the quality of the programme. Broadcasters of SIKLUS has increased their awareness, knowledge and skills for involving audience to do environmental friendly activities through involvement in RMI’s teamwork to design the scenario of the programme, such as designing questions to resource person, making quiz and Public Service Announcement contents. Some of RMI volunteers who were involved in SIKLUS programmes raised their ability to conduct Off Air programme such as facilitating recycling paper activities to students at senior high school and house wife group.

Partnership Partnership with Radio Station Partnership with the right radio station is one of the factors making the programme success. Station Radio 103.3 Pro FM is one of the most popular radio stations among high school and university students in Bogor. Partnership with Station Radio 103,3 Pro FM has also made other stations interested in cooperating with RMI (among others RRI Bogor). Partnership with High School and University students Because many of the listeners of SIKLUS are high school and university students, there have been many students who wanted to be involved in RMI activities especially SIKLUS. Taking this opportunity, RMI collaborated with high schools in Bogor to conduct environmental activities as off-the-air programmes, which has been effectively increased students’ environmental awareness and knowledge..


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Partnership with other NGOs RMI has tried to enhance the partnership with other NGOs since the beginning of the programme. For developing methodology and materials of the SIKLUS, RMI has discussed with many of major NGOs in Bogor and Jakarta, including WWF Indonesia Programme, Wetland International Indonesia Programme, and Birdlife International Indonesia Programme. RMI also has involved other environmental NGOs at Bogor to get feedback for improving SIKLUS programme. This has enhanced the NGO network, improved the quality of the programme and increased supports to their programmes as a result of socialisation of their activities on the wave.

Impact on target group (Listeners) The programme has had significant impact to listeners according to some data including the questioner1 distributed to the listeners in Bogor and Jakarta. It suggests that SIKLUS was successful in raising listeners’ awareness and motivating them to do environmental activities. Based on observation many listeners have contacted RMI by phone and visited RMI’s office to get information about environment and wanted to get involved in environmental activities such as to be a facilitator of Environmental Education Route Programme at Bogor Botanical Garden which has been developed RMI since 1993. Impact on the Radio

1) Pro-FM is known as the first radio station to have environmental programmes in the City of Bogor. SIKLUS became one of the most interesting programmes and received a great deal of attention from listeners. Based on the result of the evaluation, SIKLUS increased the rating of the listeners and improve the image of the radio station.

2) According to the information given by the SIKLUS host, it also got attention from other sponsors that wanted to support this radio programme.

Impact on Implementing Organization

1) Through the programme, RMI has directly or indirectly socialized its environmental programmes

2) The programme has made it easier for RMI to influence the policy on environmental issues at local level by enhancing its name value. (for example, at the Bogor Municipality government, especially since the time when the mayor was invited to be the resource person in the programme). He became to concern more about environmental problems in Bogor. One of his action was to support RMI’s idea of creating city forest by planting trees along some streets in the city of Bogor.

3) It has motivated RMI to create the programmes and activities that can provide space for the public to participate in environmentally friendly activities. One of them was a seminar on water management conducted in 1998, and the making of recycled agriculture waste handy crafts that was followed by mothers and children around Bogor.

1 The questionnaire survey was conducted each year from 1994. The most recent survey shows that 100 percent out of 103 respondents find the programme interesting and attractive. More than half of them answered that they are satisfied with the on-air time and questions. Apart from the survey, RMI also collected data on the increase in the number of listeners who gave a call to the radio station during the programme: in 1994 it was 69, while it became 276 in 1997. This suggests the increase in the popularity of the programme.

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4) RMI received an offer to develop programmes in other radio stations, such as the one in Radio Radio Republik Indonesia (RRI) Bogor in 2001, for 1 month, to commemorate Bogor anniversary

Impact on other Environmental NGOs

1) Being a resource person in the programme, our fellow NGOs has also been able to socialize their programmes through SIKLUS.

The effectiveness of radio programme: Radio programme is an effective media to disseminate environmental information and NGO activities, which can promote environmental activities of the public. In line with the culture and habit of Indonesian people, who prefer listening (conversation) than reading when picking up information, information provided by the radio can be more easily absorbed in the people. Besides, illiteracy rate is very high in Indonesia. In addition, many Indonesian people can not afford to subscribe newspapers or to buy television. It makes radio an essential media for the public to get entertainment and information. We can say that radio can be easily accessed and is cheaper so that information on environment can be easily given to public. Importance of combination: In the programme targeted at people interested in environmental issues, talk show is combined with interactive dialog and quiz so that listeners can enjoy having environmental information in a participatory manner. Unique prizes of quiz such as plants has also promoted environmental awareness. There have been many quiz winners who joined RMI and other NGOs later on to engage more in environmental issues. For the general public who may not be interested in environmental issues, public service announcement has been very effective. By combining different types of programmes and components, SIKLUS has shown that the radio can be one of the most influential media on the public towards environmental issues. Importance of appropriate on-air time: The right broadcast hours based on the inputs given by listeners contributed to the success of SIKLUS. It was broadcast in the evening with a purpose that those working during the day outside Bogor could still listen to it and get involved in SIKLUS. Inviting resource persons from public figures and leaders, as well as environmentalists, is a strategy that can raise listeners’ interest.

This programme could be applied at any station radio with the low cost, especial for PSA (public support announcement) activities. Every radio station can conduct PSA with various issues related environment to give information to the public widely.

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Ms. Latipah Hendarti Jl. Sempur No. 55 BOGOR 16154 Tel: +62-251-311097; Fax: +62-251 320253; E-mail : [email protected] Case reviewer: Latipah Hendarti (RMI); Ko Nomura(IGES) Information date: 30 December 2003

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Environmental Education ‘in’ the Environment for Children in the Urban Areas

Keywords: National park, Forest, Nature games Strategy: Promoting environmental education by NGOs Environmental areas:Ecosystem and biodiversity conservation, forest conservation, urban environment Critical instruments: Awareness/capacity building Country: Indonesia Location: Urban Area (Bandung) and National Park (Gunung Gede Pangrango, West Java) Participants: Children from Bandung and around Gede Pangrango National Park Duration: 1995 - now Funding: Indonesian Forestry Department, British Council, British Embassy, GEF-SGP, DFID, Community/participant donation Background:

The urbanisation, a fundamental characteristic of modernisation, and its accompanying process has becoming major forces in the world. Globally, more than two billion people or more than 50% of world population live in urban areas. This is more than 40 times increase in 190 years. In 2025 the urban population is projected to amount to 61% of world population.

The increase in the city dwellers is more prominent in less developed regions such as in Asia. Nineteen out of 25 world megacities currently is located in less developed world. Twelve of them, or nearly 50%, are located in Asia. It is projected to increase up to 19 or nearly 60 % of world megacities in 2015.

Like other Asian countries, Indonesia is also facing massive urbanisation. Since 1994, Jakarta has become one of fifteen largest cities in the word. Its rank has risen from 11 in 1994 to 8 in 2000, and project to reach 5th position in 2015.

Urbanisation has made people more and more detached from the nature, physically and perceptually. This happens basically because of less contact to natural areas, due to the increase in artificial landscapes and artificial lifestyles, and bigger role of intermediaries (i.e. market system components) in delivering natural resources into people hands. This process has made people losing their attachment to nature that in turn made them alienated to nature. This process has lead to change on people behaviour towards nature.

This situation is a fundamental cause to make people develop destructive and exploitative behaviour towards nature. Many adventurers come not to experience the nature but to conquer it. This situation has made even more difficult to raise support for nature conservation.

On the other hand, cities not only become agglomeration of people but also agglomeration of financial and human resources. They also have highest access to information and policy formulation process. This has made city people become the most powerful actors that will lead this world to either good or bad situation. Urban people are responsible for most of natural destruction in Indonesia, but at the same time have most power to solve environment problem in a short time. The point is how to increase their willingness to put efforts and resources to do this Objectives: Based on such recognition, Yayasan Pengembangan Biosains dan Bioteknologi (YPBB), an NGO located in Bandung, started ‘nature immersion programme’. It has twofold objectives:

1. Raise people’s awareness toward nature, especially urban people, to increase their support to nature conservation activities.

2. Make education methods to redevelop human-nature connection to nature.


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The process to redevelop human relationship with the nature should start from emotional level. Just to provide environmental facts will just make people understand cognitively but does not produce significant changes in their behaviour. This explains why conflicting situation between knowledge and behaviour happens. YPBB’s approach is based on the assumption that:

1. the positive feeling about the nature is embedded in human nature. 2. this innate positive feeling is suppressed by cultural and social conditions and lack of

interaction with the nature. Therefore YPBB’s approach is basically providing opportunity to the participants to interact with nature. Using Steve Van Matre1 word, this is basically an immersion of a person in nature. Through this process, participants can have opportunity to develop their sensitiveness and empathy to nature. Description of the activity: There are three components in the ‘nature immersion programme’, which are mixed appropriately according to the situation. Nature Immersion Camp Programme This is a five day programme (in most of the cases). Participants camp near a forest and spent time interacting with the forest. This is YPBB’s oldest programme and still its most powerful programme for rebuilding children’s emotional connection to nature. This activity was developed firstly in cooperation with Gede Pangrango National Park from 1995 until 1998, through yearly Conservation Camp project. Then their cooperation stopped because of funding problems. And in 2002 YPBB started the camp again through Environmental Education Outreach programme funded by Australia New Zealand Association (ANZA). This programme provides YPBB with opportunities to develop a holistic immersion process. The participants interact with the nature not only in formal but also in informal settings. This is a 24 hours immersion process. Most of the activities are taken place in the forest and river, where YPBB provides many activities for participants to interact with nature. YPBB start with activities to make them comfortable in the nature and open their perception to new understanding about the nature. Then activity to increase their nature observation sensitivity followed. YPBB also provide debates and art project to enhance the learning process (reinforcement). The children spent entire daily activities close to the nature. They sleep in a tent, where participants can hear sound of nocturnal animal before sleep. Meals are sometimes prepared to enhance their interaction with the nature, such as serving some example of food from the forest. Information on these foods are also provided to enhance their understanding on the human impact on the forest. One-day Visit Programme The activity started in 1998. The nature immersion camp is designed for intensive immersion process, which is highly successful. YPBB design one-day visit to forest to get more massive programme (nearly 7000 children has followed this activity since 1998). The target audience is the children in the suburbs, as short immersion process is considered good enough for them. The programme starts with 'perception opening' activities and then followed by nature interaction process. For a 'quick learn' group, short activities are also prepared to increase their observation skill. The participants deepen their awareness by following successive one-day activities. New participant have to follow introductory activities that designed to open their perception and make them comfortable with nature. And then each school can choose some thematic one-day programme when the children join YPBB’s activity again next time.

1 The Chair of international NGO ‘the Institute for Earth Education’ , who is also known as the author of ‘Earth Education’ .

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City Park Programme Since 1998 YPBB has implemented nature immersion programmes in the urban environment. The reasons are : 1. While the urban people is the most important target of nature immersion programme, bringing them

to forest takes much time and money. A compromise solution is required. Therefore YPBB started to search alternatives sites in urban nature areas.

2. The ultimate objective of YPBB’s programme is to bring nature to human mind. The most powerful way is to bring the nature to urban everyday life. Since only 10 percent of Java Island is forested, it is often difficult to bring city people to the forests. In the mean time city parks as city natural areas threaten by city development. Using city parks for education is a way to advocate their importance for city inhabitants.

These three components can be divided into two categories.

1. Nature based programme, which consists of ‘Nature Immersion camp’ and ‘one day visit’ to the forests

2. Urban based programme, which consists of ‘Pelita Kota’ programme (Pendidikan Lingkungan di Taman Kota or Environmental Education at City Parks)

Overview YPBB has three different components within nature immersion programme depending on the needs and constraints of the participants: city park programme, one-day visit programme, and camp programme. This alternativeness is one of the critical factors for it to be successful. In addition, it has to be noted here that YPBB has made the most of public space such as national parks as well as city parks for educational media through which children can get in touch with the nature. Another critical factor is its emphasis on educational methods. The points are as follow.

Awareness and Capacity Building Investing energy on developing appropriate method

Most of environmental educators (at least in Indonesia) concern two things: 1. how to maximise participant quantity 2. The management of the environmental education.: centre development, financial related mater,

human resources (including people participation), partnership etc. However, attention to educational method development is often insufficient. Reaching many participants or good project implementation without thinking deeply enough on method could result in wasting resources or going to wrong direction. YPBB’s experiences have shown that nature immersion programme needs careful design; therefore good understanding on method is critical. In terms of method, while most Environmental Educators implement mass communication strategy, immersion process needs personal touch. This is not a process to deliver information but to help people get personal experience with nature.

Providing appropriate activities and conducive environment for participants At least there are three things we account for when developing an immersion activity: 1. Appropriate activities: YPBB use games and challenges to facilitate interaction between

participants and nature. However, it is important to note that every activity or game should have a purpose. We should minimise using games just for fun. It is wasting valuable time and can create confusion.

2. Flow of activities: The activities should be laid out carefully in an appropriate order to maximise the impact. Usually YPBB start with sensory awareness activities. Then they continue activities to expand participants understanding about biodiversity and forest and increase their observation skill. This in turn will deepen their awareness and empathy to nature.


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We should also carefully design the "micro-flows" of activity, such as the arrangements and composition of fun activities, sensitive activities, challenge etc.

3. Environment: conditions of place to conduct activities are another important thing to consider. Nature immersion programme is intended to provide experience with good natural environment. Therefore, good old forest is the best. There is no point of conducting this programme in artificial landscape (of course, except if we have clear reasons). To maximise the result we should think more detail and use either formal or informal setting. Camp activities where participant spent their everyday lives close to nature, sleep in a tend, is one of ideal setting.

Impact on participants The immersion programme has helped YPBB to achieve what they think as the most important and difficult step: rebuilding participant emotional relation with nature. After following an immersion programme the participants get more relaxed in nature. This makes other activities more effectively. Urban children need intensive immersion programme, i.e. nature immersion camp. After follow the five-day programme, the participant already really enjoy nature that makes many of them do not want to go home. After the programme many of them voluntarily do more visits to forest or even join environment organisation near their home. Some participants have already become teachers in local schools. They have become active participants of YPBB’s teacher training and networking programme. Impact on the mentors/facilitators Each programme is a good learning experience for the mentors. This is the reason why we always ask mentors to actively join every activity with the participants. As a new activity, it is impossible to find experienced mentors. Therefore YPBB recruit volunteers and train them, even if they are do not have experience of this kind before. This approach, which at first is a compromise solution to the lack of human resource, has produced interesting result. Many of the volunteer have experienced personal changes of their attitudes with nature.

Training, Supervision and Quality Control of facilitators/mentors Facilitators are a most important resource for the success of the programme. Their effectiveness in implementing a nature immersion programme depends at least on two factors: 1. Their understanding on the concept/method: YPBB’s experiences have shown that first hand

experience is critical. Therefore YPBB usually starts the training by letting the mentors be a participant and feel the impact of every activity by themselves. After that, discussion about conceptual background of the activities could follow.

2. Level of their appreciation to nature: this means that it is important for mentors to deepen their own appreciation to nature by, for example, personal meditation in nature. It is important also to use every experience of working with participant to deepen our awareness with nature.

Reinforcement of concept after the training is very important. The mentors correlate the concept to direct interaction with the participants. This process takes place in evaluation session after each activity. Where possible, YPBB also dispatch a more experienced mentors to follow an activity to observe how actually the activity run. The degradation of programme quality is related to inconsistency of supervision. This situation is called "activity entropy", i.e. the ignorance of the important detail of activity and conceptual background of activity of programme.

Lessons Learned

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Another aspect of this programme to provide learning experiences for facilitators/ mentors also shows the significance of the training for facilitators/mentors. Therefore, organisations manage projects of this kind should pay considerable attention to facilitator training.

Follow up activities Immersion programme is a critical first step of environmental education process. However, the enthusiasm to the nature easily disappear when the participants enter their daily lives. Therefore, an appropriate follow up activities is important to help participants to implement their care for nature. In this context, YPBB has implemented a programme called environmental education outreach programme since 2001, which consists of environmental school club development and working with teachers to implement environmental education in classes. Accordingly, communication with school teachers is essential.

Making Most of Public Spaces YPBB has made the most of public spaces such as national and urban parks as educational media through which children can get in touch with the nature. By establishing good relationship with related authorities and making efforts to improve programmes, YPBB has shown that NGOs can provide good opportunities of education ‘in’ the environment to the urban people.

The nature immersion programme is recommended as a first step is environmental awareness programme. Without education ‘in’ the environment, it would be difficult to hope that participant will internalise environmental friendly value and change their attitude in their daily life. This programme is best implemented if there is a good access to an intact natural environment. It is also recommended using as much local culture as possible. Local culture has a close interaction with the nature. Therefore many arts and rituals have been developed as an expression of their closeness to the nature. This approach hopefully will make nature immersion programme more effective.

David Sutasurya Jl. Awiligaria II no 1 Bandung - 40191 Tel/Fax: (062-22)2505881 and E-mail : [email protected], URL : ypbb.terranet.or.id Case reviewer: David Sutasurya; Latipah Hendarti (RMI); Ko Nomura(IGES) Information date: 13, December 2003


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Knowledge Enhancement through Action-oriented Learning in the Environment

Keywords: Water Pollution, Children, Expression, Field study. Strategy: Promoting Environmental Education by NGOs Environmental areas: Ecosystem and Biodiversity Conservation, Water Resources Management, Urban Environment Critical instruments: Awareness/capacity building Country: Indonesia Location: Surabaya River – East Java Participants: Junior High School Student Duration: 2000 – on going Funding: UNICEF, Unilever Indonesia, East Java Bapedal (Regional Environmental Agency) Background: Surabaya River is main source of drinking water in the region. The water of Surabaya River is getting polluted by heavy metals and they can be accumulated in the estuary of Surabaya East Coast. Heavy metal poisoning puts children in the higher risk and it can seriously impair normal development. Their growing bodies are more vulnerable to be harmed by the environment pollution. Small amount of water pollution that may have little or no influence in adult’s health can make children, especially newborn, seriously ill. Children are at greater risk than adult for exposure to and possible illness from environmental hazards due to their immune system to detoxify substance is not fully developed; in turn it will have impact on children due to their greater sensitivity during development and growth process. A report shows that 80 % children at first and second grade at elementary level were categorized as slow learner student at the estuary of Surabaya River, (Yuliandari, Triwijati & Suhardono, 2000). Considering the circumstances, this condition can be linked with the food they consumed much i.e fish that contaminated by heavy metal pollution. According to BTKL (1997) the fishermen and their family have risk to be contaminated by heavy metal 7.8 times greater than non-fisherman does. The fish that they consume is contaminated with heavy metal such as; cadmium, plumbum and mercury. The environmental effects on environmental degradation cause lowered learning capacity as a result of lead exposures cannot be reserved no matter how high the future investment to improve it. The UN Convention on the Right of the Child, article 6 about survival & development, point out that the child’s inherent right to life; the state should ensure the survival and maximum development of the child. Regarding this article, a conducive environment for the child‘s development is one of the requirements. We all hope for our children to grow up healthy and happy. We wish them to live in a productive and stimulating life. We expect them to live in an environment which is safe from all kinds of contamination and exploitation. Every individual has the right to basic health knowledge and health care. The health in a community depends to a very great degree upon whether the citizens are passive or active towards their own health condition. To live healthily, we have to live in an unpolluted environment. It can be started through empowering the children to recognize the life style of their surrounding, and that they can participate to make changes happen. For that, space should be opened for children to be able to see alternative pathways to live. They should have a chance to get involved in activities with their peers to protect their own health and their own environment. Through doing a kind of action research to their local environment, children will


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get pure ecological understanding and how it relates to the health condition of their relevant surrounding. Local action may lead the children to conclude that the solution to a local environmental problems lies beyond changes in their own environmental action and requires them to build network with another group or to raise environmental awareness and mobilize others. Objectives: Based on such recognition, ECOTON(Ecological Observation And Wetlands Conservation), an NGO in Surabaya, started a programme called ‘Environmental Detective’. Its objectives are as follow.

1. To grow children’s awareness towards their right to enjoy standard of living which enable them to live healthy physically, mentally and socially.

2. To develop awareness towards the relationship between environmental and health conditions

3. To raise children‘s awareness towards the right to express their thoughts and feelings through many ways.

4. To establish non-discriminative awareness, inter-gender, religion and ethnic. 5. To build strong confidence on their ability to take a role in socialising the knowledge,

understanding and spirit to their peers in the society. Description of the activity: The target of this programme is junior high school students in Surabaya and Gresik Municipality. The students were selected by the teacher to participate in the extracurricular programme. The criteria of the selection are their leadership, big attention to the environment, and their intelligence. At the first meeting there are 6 students from each school that will attend the students 3 days workshop and after the workshop they have to invite at least 1 friend to join the extracurricular meeting at school. On the next meeting the participants should invite another friend, so that the students join the programme increase 1 . They act as ‘environmental detectives’. They first observe the river and then some knowledge about river ecosystem is given. Then they arrange regular observation of the river condition to detect the evidences to show the river conditions. The students then asked to express their knowledge and their hope about the river. It can take any kind of form such as letter, poetry, paintings, song, etc. They are presented in cultural exhibition. Taking account of the needs of the participants (e.g. what they learn at schools), ECOTON flexibly organise the programme.

Overview ECOTON has various ideas to make this programme attractive, which result in the active participation of the children. One of them is the name of the programme-‘environmental detective’, in which children play the role of detectives and enjoy investigating the environment. Also, ECOTON has combined input (field study) and output (self-expression) in the same process, which seems to be another critical factor to make this programme successful. Details are described below.

1 In 2003, 100 students participated in the detective programme from 8 schools in Surabaya and Gresik.

Children’s fieldwork (1)


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Awareness/capacity building Field Study

Field study is a powerful instrument to enhance awareness and knowledge. The children make direct interaction with the river and the people near the river to know the ecosystem condition and human activities that give impact on it. They are trained to conduct water quality monitoring and make assessment on biodiversity of benthic macroinvertebrate. They also investigate the pollution source of the river and how should the pollution source be managed. They have knowledge about environment at earlier stage that will be developed more an more at the next stage of their life so they expected to have bigger awareness to protect their environment at earlier stage.

Most of the student gain knowledge about the nature only by lectures without direct observation. It is mainly because lack of awareness, motivation, and capacity of the teachers at schools. Mobilising non-governmental resources, especially NGOs, is one effective solution as many of them have those lacking in formal education sector. The river investigation optimize the use of their senses i.e. hearing, sight, smell and feel the river, They can touch and feel the river directly, which will make them attached to the river. They can see beautiful birds, amazing insects and human activity that polluted the river and they know that something wrong and they have to say or do something about it.

Self- Expression

Input alone cannot bring about a long-lasting impact of educational activities. Output process can make the educational impacts embedded in participants of the programme. This programme encourage the children to express their feeling about the environment especially river in any form. They can express their knowledge and hope by making song, poetry, paintings, poster, letter to the government and the mass media or they can looking for answer of their curious through doing research. This reveals what the children want about their environment, which receives more attention from their parents and the governments. Their expression show that the children are aware of their environment, which suggests the adults should be more aware and should support the their environment.

Impact on the participants: 1. Increase and disseminate knowledge: The children have increased their understanding

and knowledge about the environment (especially on the causes and effects of river pollution) through their experiences of river investigation and information from programme facilitator. They have also disseminated their knowledge to friends and family, and ask them to monitor and protect the river

2. Stimulate children’s environmental activities(1): The children have created ‘river guard teams’ that monitor the river condition and disseminated the information to the network between schools and ECOTON

3. Stimulate children’s environmental activities(2): the children have had confidence to express what they feel and what they want in a letter to local newspaper and they protest the government policy that give priority to economic development without give appropriate priority to the environmental protection

4. Stimulate children’s environmental activities(3): The children have made efforts to protect the environment through implementing activity in an environmental friendly way such as reduce garbage, use the water efficiently, reuse things etc.

Children’s fieldwork (2)

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Impact on the schools: 1. Many schools started similar extracurricular programmes after this programme

finished in consultation wit ECOTON 2. Many schools actively join other environmental programmes.

Impact on ECOTON: 1. The school network helps ECOTON in monitoring the river. As the information about

river pollution will be obtained right after the pollution happens through the network, it will be easier to trace the pollution source.

Some lessons to be learned from this programme. Support from school is important component of this programme since this extracurricular

activity need time of the students that might have planned for other school programmes such as final examination preparation etc.

Field interpretation is an effective method for environmental education: The observation to the real environment allow the children to observe, to touch and feel the environment. They can study in the natural laboratory and enjoy to play with friends in their team. They study in a relax condition because they study through nature games and play as detective who make investigation on environmental pollution case,.

The education material should be designed to be easily understood by the children. Some difficult terms in environmental material should be simplified and described with some examples that the children familiar with. The material should also be limited to assure that all of the information are absorbed by the children. They already have too many lessons they have to study, so this extracurricular activity should not give more burden to the children. They should do more observation and they take lesson from the nature not from the theory.

Facilitators play an important role for the success of the programme: Increasing the capacity of facilitators is important, considering the role they play in the programme.

Using visualized educating media such as video and posters to give more realistic description to the children is really helpful

This programme could be applied to any school with various topics- not limited in river ecosystem. The emphasis should be given to direct observation to the natural ecosystem to let the children take lessons from nature to stimulate their curiosity to learn more about the environment.

Prigi Arisandi (Executive Director of ECOTON) Address: Jl Raya Bambe 115 Driyorejo Gresik East Java Indonesia 61177 Telephone: 62-31-7508837 E-mail: [email protected] Website: www.ecoton.or.id

Lessons Learned


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BTKL (Balai Teknis Kesehatan Lingkungan or Environment Health Technical Centre; an official laboratory from Ministry of Health in Indonesia.) (1997) Personal communication with Prigi Arisandri. Date unknown. Yuliandari, Triwijati & Suhardono (2000) Study report in Kenjeran Beach. Unpublished. (For further information on the above two sources, contact Prigi Arisandi.) Case reviewer: Prigi Arisandi(ECOTON), Latipah Hendarti(RMI), Ko NOMURA(IGES) Information date: 13, December 2003 (Photos here were taken by Prigi Arisandi of ECOTON; Used with his permission.)

References

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Linking Schools across Borders with ICT for Environmental Education

Keywords: School, Daily Life, Sustainable Development, Information and Communication Technology (ICT) Strategy: Promoting environmental education by NGOs Environmental areas: Water resources management, Urban environment, Rural environment Critical instruments: Awareness/capacity building Country: Indonesia, Netherlands and Zimbabwe Location: Surabaya, East Java Participants: Student (Junior and Senior High School) Duration: 2000- on going Funding: Financial sharing: Alice-O, School Participant, Benih Matahari Organization (This programme adopt financial sharing to develop independence and self responsibility concept) Background: On-going globalisation has increased a need of enhancing international aspect in environmental education, as causes and impacts of environmental problems have become more international. Especially, it is important to enhance the knowledge of North-South problems in this context. ‘This is a Journey’ is a project that aims at connecting students in worldwide to discuss the future of the earth and it’s people, using information and communication technology (ICT). Students will develop an action plan, based on research on topics related to sustainable development and their own world, and will present that plan for improvement to students worldwide. These plans can be local and/or global, depending on the interest and findings of the students. The World Wide Web, email and other developments in Information and Communication technology present us new and challenging ways to develop international educational projects such as ‘This is a Journey online’, which is conducted by Benih Matahari, an NGO in East Java (Indonesia) with its partners in Netherlands and Zimbabwe in 2001. This is a Journey Online deals with the development of a completely new version of the Journey on the Internet. There are several reasons to develop such a project. 1. There is a growing need to develop educational material on the Internet that serves the pedagogical

needs of teachers and students. 2. The information can be adjusted easily and new standards and developments in the countries

involved. This means that it is also possible to integrate more countries. 3. An Internet version makes it possible for students to communicate directly with students in the

countries involved. Using the Internet also gives students the opportunity to practice with Information and Communication Technology in a sensible context.

4. There is a growing acknowledgement worldwide for the need to educate students for sustainable development. This results in a change in curricula worldwide.

There is a need of such initiative in Indonesian context. Environmental education has been introduced to formal education by incorporating into existing subjects at school. Yet, formal education system in Indonesia has never been a fertile enough to develop creative and critical thinking necessary in environmental education. This is partly the legacy of centralised and autocratic style of the old regime, which had provided education in a top-down manner as a part of a national policy. Enhancing teacher’s capacity to embrace change and acquiring new skills to deliver environmental education are


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consequently becoming paramount. Benih Matahari is committed to support the betterment of teacher’s quality through introducing critical and creative environmental education. Objectives: To provide young people with new knowledge, skills and attitudes that will enable them to make a contribution to sustainable development, both locally and globally. To give young people the opportunity to communicate in a meaningful way with young people in other countries. Description of the activity: The process of his on-line programme is as follows (see www.thisisajourney.net for more information). 1. Print out the introduction worksheet and fill it in to understand the structure and the navigation on the site. 2. Go to the topics(themes) and just surf through the information. Choose one you wish to learn about in your own country and one of the other countries. You can ask your fellow students in other countries for help by asking and answering questions in Ask and Answer (A&A). At the end of the Journey you will make your presentation on this topic. 3. Write a small story on your topic. Make sure it is a story with a personal touch: what do you think about the topic, why do you think it is interesting, what do you want to tell to other students in different countries. This story is published on-line. 4. Read all about your topic. Compare your country with another country. Try and find differences and similarities. Your topic has a number of tasks. Print the worksheet with tasks and fill it in. You can ask your fellow students for help through Ask and Answer 5. Give presentation. It should be a plan for some action on the topic. What would you like to change or improve for a sustainable future? How can this be done? Who should be involved? Who should now about your plan?

1. Introduction

3. Teacher Download Print version

Teachers

Message board

6. Plan of Action

How to make a plan of action

Template for a concrete plan of action

Hall of fame All plans of action

5. Country-Files

Indonesia

Geography

History

Economy

Netherlands

Zimbabwe

4. THEMES - intro

Theme 1 Housing

Write your story

Ask and answer

Theme 2 - Land

Theme 3 – Life Style

Theme 4 - Water

Theme 5 - Communication

Theme 6 – Transportation and Infrastructure

Info sources: Diagram Graphics Maps Texts Links Diagram

Graphics Maps Texts Links

2. Explanation of the Project

General

Figure: Structure of the Programme

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• Student activity: off- the- line Students choose one theme from various choices. Themes in the website are developed based on the suggestions from participants/students. Along the guideline in these themes, students create local activities. Local activities include:

- observation - simple research - field work - publishing information - discussion forum

Teachers play an important role in the local off-the-line activities. The activities can be integrated in each subject at school (formal education). The activities are followed by meetings among local schools. At the meetings discussion is made on the applicable action plan from their programmes. The schools need full facilitation for applicable project and action plan from students. Benih Matahari facilitates teachers and students in an appropriate manner, especially in making applicable programme and action plan at local level.

Overview This programme is unique in that it combines web- based communication with field activities for students to think how to contribute to the problems in an action oriented manner. To implement this programme, however, partnership with schools is essential.

Partnership Partnership with school

Partnership with school is the important to make this programme successful. To enhance partnership, this programme has made some efforts as follows. Involvement of schools This programme started with 2 schools from Indonesia, 3 schools from Netherlands and 3 schools from Zimbabwe. After 2 years, there are 7 schools in Surabaya (East Java) that follow this programme. To increase the participants, the programme has a few steps:

1. Teachers from some schools are invited to a meeting where the programme has been introduced.

2. Teachers are also invited to a meeting where experiences are shared among teachers, who have already participated.

3. Give opportunities for trial at their schools Teacher Meeting Teacher meeting is held to monitor and evaluate the progress. Experiences are also shared to improve activities at their own schools. Publishing material and continuing programme For promotion of the project, Benih Matahari published a brochure and implementation guideline of the project in Indonesian language. It has been disseminated to teachers and schools. Also a CD-ROM of this project was made as an offline material, as not every school has an access to the Internet.

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Through communication on the web, students and teachers can share the result of off-the-line activity of schools in other countries. Discussion is facilitated here to move deeper on the topic, which enhances the global viewpoint of the students. The impacts of the programme can be categorized into that on teachers and students respectively. Impact on Teachers

Increased teaching materials. Helped teachers to get new information (environmental issue and culture) that support their

teaching materials and skills/theories Developed their creativity and critical thinking Increased other skills (e.g. English and computer) and environmental awareness Involve them into various educational initiatives at local, national and international level.

Impact on Students

Developed their creativity and critical thinking Helped students to improve their English Promoted action- and problem solving- oriented learning. Helped students to gain knowledge on the followings:

o their own environmental surroundings; o local-global relationship on the environmental issues; o environment- development dilemmas; o how their own daily life influences that of (young) people in other countries;

Helped students to gain following skills: o to communicate with young people of their own age on related matters; o to find concrete information from different sources; o to conduct research through action- oriented learning; o to formulate concrete solutions; o to use ICT as a tool for successful communication and for finding information.

Changed the attitudes of the students so as to: o respect and understand other cultures with different values and perspectives; o see how their lives are influenced by developments in countries around the world; o to see how their way of life influences other people around the world; o to see the need to contribute to sustainable development.

Based on Benih Matahari’s experiences in developing ‘This is a Journey’ project for 2 years, there are some lessons to be learned:

a. ICT is a powerful tool to deepen students’ knowledge of environmental issues from an international perspective.

b. ICT is a powerful tool to enhance students’ skills for problem-solving. It can also stimulate students’ action-oriented learning.

c. Materials (topic) have to be chosen by local participants so they can be used in accordance with existing curriculum.

d. Partnership with school is an important factor. If one can animate teachers, student become active too.

Impacts

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The materials that use in this programme are considered to have relation with existing curriculum to some extent. It is highly applicable to the other places within and outside Indonesia. In the period of decentralisation, local governments or schools themselves have much more authority in deciding teaching methods/ materials. This ICT based programme can provide lots of useful information to them.

Benih Matahari Organization Jl. Rungkut Mapan Barat IV Blok BC-20 Surabaya 60293, East Java INDONESIA Phone: +62 031 8713481; Fax: +62 031 8713481 E-mail: [email protected] Web: www.thisisajourney.net

Benih Matahari Report on ‘This is a Journey’ programme 2001 Benih Matahari Report on ‘This is a Journey’ programme 2002 SLTPK St. Stanislaus 1 Surabaya Report 2001 SLTPK St Stanislaus 1 Surabaya Report 2002 SMU Muhammadiyah 3 Surabaya 2001 SMU Muhammadiyah 3 Surabaya 2002 Mosaic of Education: Escaping the Labyrinth (2003). Polygone Case reviewer: Maria Mumpuni Purboningrum and Ni Ketut Sekar Santi (Benih Matahari Organization) Information date: June 2003


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References

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Community Awareness Education for National Park Management

Keywords: Community Conservation Agreement, Conservation Awareness Campaign Strategy: Promoting Environmental Education by NGOs Environmental areas: Ecosystem and biodiversity conservation, Water resource management, Forest conservation Country: Indonesia Location: Palu and Villages around Lore Lindu National Park, Central Sulawesi Participants: Students / The Public Duration: 1998 – on going Funding: NRM-USAID (1998)/ The Nature Conservancy Critical instruments: Awareness/capacity building, Design Planning and Management, Organisational arrangement, Partnerships Background: Lore Lindu National Park (LLNP) was formally established with the Forestry Ministry Decree No. 464/Kpts-II/1999 at 217,991.18 ha. LLNP has many unique features-including both very high endemic biodiversity and unique cultures. This is reflected in its nomination by WWF as a Centre for Plant Diversity, by Birdlife as an Endemic Bird Area, and by UNESCO as a Man and Biosphere Reserve. Nevertheless, like other reserves, LLNP is experiencing serious threats. An analysis of change in forest cover based on satellite imagery shows that the rate of deforestation has increased from 75 ha per year between 1983-1999, to 223 ha per year between 1999-2001. Much of this deforestation is due to small scale farming activities by individual households. This indicates that a comprehensive solution to forest loss must be inclusive of local communities. During 2001, The Nature Conservancy(TNC) held a series of in depth consultations with communities around the Park, which established that local communities were dissatisfied with their exclusion from traditional lands, yet the LLNP Management authority (BTNLL) does not have capacity to manage the park alone. To achieve the vision statement for the park “Lore Lindu Conserved, Community welfare achieved” some of collaborative management is the most feasible option, as laid out in the 25-year management plan for Lore Lindu. Still in the frame of collaborative management effort that during the process of establishing Lore Lindu NP, there was very little, if any, community consultation or involvement. Since that time several problems, including cash cropping, poaching of rattan, and hunting of animals, have risen to critical levels, threatening the long-term viability of the Park’s remaining natural ecosystems. While communications between Park Authorities and local people are generally amicable, serious disputes have, on occasions, arisen. Problems within the Park can be difficult to address because of a lack of dialogue between the two sides. A Community Awareness Education Programme could help to remedy the situation by bringing together local people and Park staff in discussions on pertinent issues. Objectives: In the frame of conservation effort in order to achieve the park vision statement “Lore Lindu Conserved and Community Welfare Achieved” The objective of education programme is to promote collaborative management of the national park.


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Description of the activity: (1) Collaborative Management There are a variety of interpretations of Collaborative Management, but it must include some degree of cooperation between stakeholders, particularly between the National Park Management Authority (BTNLL), rural communities and local government. Involvement of local stakeholder means that the BTNLL must relinquish some authority and responsibility – over control of resources. In this they have established three basic principles: 1) the conservation area is maintained as state land, 2) conservation of function (ecological, hydrological), and 3) conservation of species, which does not allow introduction of new species to the Park, but only limited utilisation of traditional resources. Many of the communities around Lore Lindu National Park retain strong cultures of communal responsibility and traditional laws. Communities have agreed that there can be no sale of park land or resources access rights. Which remain communal rather than individual in nature. Collaborative management at the village level includes planning, implementation, monitoring, and adaptive decision making which involves rural communities and the BTNLL. To achieve this not only must the process be based on commonly agreed principles, like communal rights outlined above, but it must also accommodate differences between villages and locations, whether in management decisions or in enforcement of local regulations. Over the past two years, TNC has been working with communities to develop agreements between the communities and the National Park. These Community Conservation Agreements (CCA) are now (January 2003) in place in 5 villages in Lore Utara Sub-district, and villagers are expanding to include remaining 5 villages. Briefly, the process used includes;

1. Participatory Conservation Planning which establishes the relations between villagers and the Park, valued resources, and strategies for their long-term management and conservation.

2. Documentation of village history, existing resource uses, and traditional knowledge and laws. 3. Village mapping, which outlines areas within the Park covered by Conservation agreement. 4. Drafting of outline conservation agreements by communities which commit them to general

principles and management responsibilities. Legal advice was sought to give these conservation agreement standing in law.

5. Formation of village conservation councils, or strengthening of existing adat (traditional) institutions – the councils function to plan and manage, with adat institutions taking a judicative role in enforcement of rules.

6. Detailed planning to specify resource access rights and management processes. Planning is carried out annually.

FORUM

Advisory Board

Village level

Sub-District level

District/Provincial level

FORUM

FORUM

FORUM

FORUM

FORUM

FORUM

Lore Lindu Advisory Board

Rangers Section H eads Park H ead

NATIONAL PARK AUT HO RITY (BTNLL)

Figure 1.: Representation of Collaborative M anagem ent Fram ework

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7. Finalising the agreements with BTNLL. Compatible Enterprise Development was held to support CCA process, economic development within it arranged to reduce the threat to conservation area on CCA process. It is also an effort to achieve community welfare. (2) Community Awareness Education The future of the park depends very much on strong community support, both now and in the future. To attain this support, TNC’s initial education campaign focussed on the next generation of young people living around the park. In 1995 TNC-Palu Field Office identified a lack of teaching materials as major constraint. In response, they developed and distributed a ‘flipchart teaching aid’. The flipchart has large black and white illustrations of the flora and fauna of the Park, of community- forest interactions, and of more general environmental issues such as water cycle. It was field tested by local NGO before final production. A hundred flipchart were distributed to schools around the Park. Later a second edition was printed for wider distribution. A large, colored educational poster on Maleo bird, a species endemic to Sulawesi, was printed and given out to schools around the Park and in the provincial capital of Palu. Since 1998, Conservancy has continued the schools’ education programme, working with primary school teachers, to redesign and add to flipchart. Conservation- based teaching material now comprise the ‘Teacher’s Handbook’, ‘Teaching Modules’ and ‘Flipchart’ and are being used in 50 primary Schools around the park. Conservation education has been accepted as “local content” in the school curriculum. Although education about conservation in schools will be valuable in the future, the issues facing the Park must be resolved by this generation. The Conservation Awareness Programme was designed at co-hosted workshop run by the RARE Center for Species Conservation. This is aimed at raising the awareness of the provincial decision makers towards the Park and the environment. As a first step, this workshop chose the Sulawesi Hornbill, or Allo as the Park’s mascot and proceeded to develop a number of marketing themes around this bird. Giant Billboard were placed strategically around Palu. Allo costumes were designed and worn to conservation events. A puppet show was designed, and performed in front of the provincial Governor by local schoolchildren. Several songs were written about the Park and its wildlife, and performed over local radio and in schools. Press releases were written at the workshop, and material collected for a school comic/activity book – “Allo Allo”

Education Programme has proved to be an effective tool to promote collaborative national park management, which has become significant in managing conservation areas. The case of Lore Lindu National Park has shown there are some factors for educations programmes to be successful as follow.

Awareness /Capacity Building - Dynamic campaign and the use of the media - Compatible Enterprise Development

Partnership - Partnership with National Park Officer - Partnership with Local Communities - Partnership with NGO’s - Partnership with school

Design, Planning and Management - Participatory Conservation Planning - Documentation of village history, existing resource uses, and traditional knowledge and laws - Village mapping - Conservation agreement

Organisational arrangements - Village Conservation Councils


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Collaborative Management At village level Co-Mgt has put significant impact on preserving LLNP with its community conservation agreement (CCA) managed by village conservation council and also sub-district with in area. The conservation activities have higher level compared to villages with no CCA. Co-mgt at provincial level is under construction. Conservation Awareness Education Programme Since the conservation awareness programme activities were applied, conservation activities become interesting and widely raised community support. It has also raised the status of environmental issues particularly at Lore Lindu National Park. LLNP widely known on rural and urban communities. These helped to enhance and promote collaborative management of the national park.

Importance of Collaborative Management This is a new approach to the dilemma of resource use and conservation areas in Indonesia, which sets out to establish formalised systems with clear processes, and most importantly, clear responsibilities of all parties. This approach need dedicated personnel- at least one per village In the frame of Collaborative Management effort;

1. Regulations need to be enacted by central government (forestry department) and provincial government to provide a legal framework.

2. Clear and transparent guidelines need to be established across the whole park, which is found in two separate administrative districts.

3. Medium term funding to support the process needs to be located. If successfully established, government support is likely in the long term.

Mixed Approach to Raise Community Awareness Dynamic campaign has had an impact on the public consciousness in Palu and around the Park. Informal education such as puppet shows, song performance, and press releases have been effective. ‘Teacher’s Handbook’, ‘Teaching Modules’ and ‘Flipchart’ have supported formal education to achieve the objective. Such mixed approach of formal and informal education seems to be important in problem-solving oriented programme like this. A local understanding of conservation, and of the importance of maintaining key environmental functions, such as water supply, is vital to provincial development. The awareness programmes described here go some way to ensure that the forest of Central Sulawesi are not lost through a tragic lack of knowledge.

The Nature Conservancy- Palu Field Office Jl. Rajawali 9 Palu, 94112 INDONESIA Phone: +62-451-456876/7 ; Fax: +62-451-423544 Email: [email protected]; [email protected]

Awareness & Education Lore Lindu National Park, Indonesia Program Information sheet (2000)

Impact

Lessons Learned

Contact

Reference

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Collaborative Management Initiative at Lore Lindu National Park Central Sulawesi Indonesia, (2002). Information sheet. Case reviewer: Ismet Khaeruddin (TNC-PFO); Fitria Rinawati (TNC-PFO) Information date: September 13, 2003

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3.3.2.4. Strategic Policy Options developed in FY 2003

I. Enhancing Formal Education with Non-governmental Resources

I-1. Supporting Extra-curricular Activities

II. Promoting Non-formal Education by NGOs

II-1. Strengthening the Capacity of NGOs for promoting EE

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First Draft Asia-Pacific Environmental Innovation Strategies (APEIS)

Research on Innovative and Strategic Policy Options (RISPO) Strategic Policy Options

I. Title of sub-theme: Promoting Environmental Education (EE) by NGOs II. Title of strategy: Enhancing EE in Formal Education with Non-governmental Resources III. Title of strategic policy option: Supporting Extra-curricular activities IV. Brief description of the policy option (Summary) Extra-curricular activities in primary-secondary schools can play an important role in sensitising and increasing awareness of the students towards environmental issues. Especially the outdoor education, which is a major part of extra-curricular programmes, is considered as significant in EE, as it provides children with valuable experiences in getting closer to the natural environment. Such extra-curricular programmes are also meaningful when considering the current status of in-curricular education in the class room, which tends to focus merely on enhancing the knowledge of the school children. Regardless of its importance, however, schools often have insufficient expertise, experiences and resources for such extra-curricular programmes. On the other hand, there is an increase in civil society groups/ individual experts who have developed EE programmes/activities that can be applied to extra-curricular programmes of the schools. Therefore, collaboration between NGOs and schools are becoming more important. Such collaborative efforts can be made by institutionalising appropriate organisations/ systems. The major initiative to be taken is to institutionalise a ‘green club’ at each school with some supporting systems, as it can be an entry point for the public into school education. Junior Eco-Club in Japan and (Boy/Girl) Scout system in Indonesia are good examples of this kind. They have proved that such a system can help to make the most of the non-governmental or civil society resources to support school education. Also, as Indonesian cases show, partnership between educators/ facilitators and public spaces, schools, and other NGOs are a key to the success of the extra-curricular (especially outdoor education) programmes, in addition to the capacity building of the educators/ facilitators.

- Objectives (what): to promote extra-curricular programme for education “in” the environment

- Environmental Areas: Ecosystem and biodiversity conservation, air pollution, forest conservation, urban environment

- Applicable geographic area and socio-economic conditions (where): Geographical conditions

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Have an access to natural surroundings with high biodiversity both in terrestrial and coastal area, such as botanical gardens, national parks, city parks, etc.

Socio-economic conditions There are NGOs with experiences of developing environmental programs/

activities ‘in’ the nature/ environment.

- Stakeholders (by whom, for whom): by whom: NGOs, Government officials, school teachers for whom: Primary-secondary schools/ school children

- Time span (by when): Extra-curricular programmes of primary-secondary school can be formulated in a few months in collaboration between schools and civil society groups/ individuals. Policy to set up institutions/ systems such as Junior Eco-Club and Scouts may take one to a few years for preparation.

- Expected impacts: Students at primary-secondary school are provided with EE “in” the environment by the supports from non-governmental resources.

V. Background (Rationale) Extra-curricular activities in primary-secondary schools can play an important role in increasing awareness of the students, especially in the early educational stages. Especially the outdoor education, which is the major part of extra-curricular activities, is considered as significant in EE, as it provides children with valuable experiences in getting closer to natural environment, which sensitise them towards the environmental issues. In the context of lifelong learning/education and EE, Abe argued that the importance of education ‘in’ the environment for pre-school and school age children (see Fig. 1)1 . Providing outdoor education in extra-curriculum is significant, as in-curricular education in the class room tend to focus on enhancing the knowledge of the school children in a systematic manner. In fact, the current educational system is biased towards a mere delivery of knowledge. A study of status of environmental education in 36 countries in Asia describe the problems as follows:

Existing curricula are book-based and examination-oriented. Further, the curricula are not oriented towards a sustainable society…Classroom instruction is geared toward preparing for examinations, resulting in students who achieve high scores on final examinations, but who have not developed skill and competency in the subject manner….The pedagogy is mostly the ‘chalk- and talk’ method, and learning is based on the rote method and spoon-feeding. Because of this, students are not able to look at the problems critically(Bhandari and Abe, 2001: pp67-68).

This situation is a problem from the viewpoint of EE.

1 The vertical axis of the figure shows the degree of emphasis on each type of education by the age.

Fig 1. Lifelong Education and Environmental EducationSource: Abe(1992)

Preschool School Age Adult

Education ‘in’the Nature/Environment

Education ‘about’-

Education ‘for’-

Preschool School Age Adult

Education ‘in’the Nature/Environment

Education ‘about’-

Education ‘for’-

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However, schools tend to have insufficient expertise, experiences and resources for such extra-curricular programmes. It is widely observed that the ‘limited resources’ is a major challenge in expanding formal education, especially at primary level2. The international community declared ‘no government seriously committed to achieving Education for All will be thwarted in this achievement by lack of resources’(UNESCO, 2001). On the other hand, there is an increase in civil society groups/ individual experts who have developed EE programs/activities that can be applied to extra-curricular programmes of the schools. In Indonesia, more than 80 percent of NGOs conducting EE activities include primary and secondary school students in their target, and more than half of them implement their activities in nature surroundings such as conservation areas and botanical gardens (Nomura, 2000). Therefore, collaboration between civil society/ NGOs and schools are becoming important to develop and improve extra-curricular EE activities for sensitising young generation for environmental issues. VI. Critical instruments

Organisational arrangements Extra curricular activities can be promoted by institutionalising appropriate organisations/ systems. The major initiative to be taken is to institutionalise a kind of green club at each school, such as Junior Eco-Club (Kodomo Eco-Club) in Japan and (Boy/Girl) Scout system (Pramuka) in Indonesia3. Such clubs can be an entry point for the public into extra-curricular programmes of the school and thus facilitate to mobilise the non-governmental resources to support school education. As the example of Junior Eco-Club shows, to facilitate each club activities, it is suggested to have the following organisational arrangements. • Secretariat at local/ national level and some key positions While voluntary actions of each club/ children and local initiatives are better to be respected and emphasised in extra-curricular programmes, local/ national level secretariat can coordinate, facilitate, and promote diverse activities. In the case of Junior Eco-Club in Japan, the Japan Environment Association, a non-profit organisation established by the initiative of the government, has played as the national secretariat of Junior Eco-Clubs. It gives necessary information, kits, advice, guidance, and ‘ecological training’ to the clubs as well as conducts secretarial jobs. It also coordinates related parties at national level. Local secretariat, which is installed into local governments/ municipalities, recruits and trains ‘coordinators’ as well as coordinate related parties at local levels as well as between local and national levels. ‘Coordinators’ provide logistic support to the clubs to run their

2 UNDP considers it as a major challenge in achieving Millennium Development Goals. See UNDP (2003). 3 Related good practices in Indonesia, such as RMI’s REPLING (‘REPLING – Environmental Education Route Program’) have utilized this Scout system for their activities for school children.

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activities smoothly. They also support club activities by holding training seminars for ‘supporters’ as well as performing clerical work such as recruitment, registration and distribution of member's kits. The representative of each Eco-Club is called ‘supporter’, who is an adult - in many cases parents and school teachers of the children. Supporters provide advice and guidance to children for their activities and handle clerical work, which includes distributing kits such as members' guidebook and the newsletters from the national secretariat. • System to mobilise and make the most of local/ non-governmental resources Extra-curricular programmes are better to be conducted with local people. This approach is also significant when considering the limited resources available for schools. In the case of Junior Eco-Club, ‘Junior Eco-Club Supporting Group’ (Kodomo Eco-Club Ouen-Dan) was set up for this purpose. This system has facilitated the participation of the local experts in the extra-curricular programmes. There is a database of the local experts which is open to all the clubs. It is basically individual base in the case of Junior Eco-Club, however, it can be expanded to cover the organisations (i.e. NGOs) when considering the conditions in developing countries.

Partnership In order for above organisational arrangements to result in increasing and enhancing extra- curricular programmes, partnership between concerned parties is important.

• Partnership between educators/facilitators with possible outdoor educational sites: Educators / facilitators of extra-curricular programmes such as NGOs and individual experts need to establish good partnership with the parties in charge of the possible (outdoor) sites for EE- botanical garden, city park, national park, and other areas rich in natural surroundings. Educators/ facilitators are required to gain their trusts for letting them use these places for the educational activities (ideally for free of charge). It is better to have such relationship with as many sites as possible, because the needs and availability of schools/ children vary as the case of YPBB (Bandung) shows. Since these are public areas in many cases, some sort of guidance from the governments may be advisable to open these places for such educational activities.

• Partnership with school : Out-of –school educators (e.g. NGOs) need to establish

good relationship with schools. Such partnership or trust will lead to the success of the extra-curricular programmes. NGOs such as RMI (Bogor) ECOTON(Surabaya) have established networks with local teachers, and conducted meetings to discuss methodology and activities of EE programmes at school. These efforts not only build the capacity of teachers but also enhance their participation in and the effectiveness of the programme. It can also help NGOs to prepare appropriate programmes for school children in consideration of the curriculum and progress. As the case of ECOTON shows, the follow-up activities of outdoor experiences (e.g. self-expression through paintings, etc) can enhance the children’s awareness, knowledge and understanding of the environment. As the partnership between schools and out-of-school educators becomes enhanced, the better follow-up activities can be designed.

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• Partnership with other NGOs: In order to respond to various needs of schools, out-of school educators (e.g. NGOs) need to establish good relationship with other NGOs with various expertises. This can, in turn, bring about the capacity building of the NGOs as the case of REPLING by RMI (Indonesia) shows.

Awareness/capacity building: As a matter of course, out-of-school educators have to be ready for providing good quality educational programmes to the school children. The following point needs to be taken into account. • Quality Control of Facilitator : Most of outdoor EE programmes are conducted with

guiding interpretation in which facilitators play an important role. Not to mention, therefore, it is important to raise the capacity of facilitators. RMI (Bogor), for example, has systemised training course for facilitators. It has developed textbooks for this purpose so that the knowledge and experiences can be shared among concerned parties.

VII. Impacts of the policy option

a. Achievement

Extra-curricular education, especially outdoor activities, is promoted through appropriate organisational arrangements, partnership and capacity building. This policy option can address the biggest obstacle for promoting extra-curricular/ outdoor education, which is the lack of resources with schools, by making the most of non-governmental resources.

b. Impacts on the driving forces for environmental degradations

Since outdoor activities are an important part of EE especially for primary/ secondary school children, this policy option can result in sensitising and raising awareness of them towards environmental issues.

c. Impacts on the environment and socio-economic conditions

Many schools/ school children have regularly participated in such extra-curricular activities. At least more than 20 schools have been participating in RMI’s programme called Repling. Eco-Club has gained significant popularity in Japan. Currently there are 4,300 clubs with 82,300 elementary and junior high school students registered4

VIII. Evaluation of the policy option - Analysis A –

a. Sustainability (whether the impacts can be sustained for a long period): The length and continuity of the good practices related to this policy option suggest its high sustainability.

b. Equity: This policy benefits equally to school children regardless of income of parents. c. Efficiency: This policy option is highly efficient due to its use of external resources to

formal education sector rather than relying on the increase in the internal resources d. Effectiveness: While it is almost impossible to identify the actual educational impact of

this policy option, the popularity gained by the good practices reviewed suggest the high demand and appreciation of the effectiveness of this policy option.

4 As of fiscal year 2003. FY 2003. http://www.env.go.jp/kids/ecoclub/guide/index.html (Accessed on 28, April, 2004).

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e. Relevance: Considering the limited resources available for schools(human resources, financial resources, expertise, experiences, etc), this approach to make the most of non-governmental resources is highly relevant to promote education ‘in’ the environment.

IX. Implementation Issues (resources required): Although this will not be a problem in most of cases, there need to be interested citizens/ NGOs to help extra-curricular activities of school education. They also need to be capable in providing appropriate activities. Places that are rich in natural environment (parks, etc) are also required for outdoor education. X. Applicability and limitation (necessary conditions and precautions for successful

implication): As long as the required resources are available, this practice will not have significant limitation on application to the other areas. XI. Related Good Practices

Environmental Detective: Education ‘about’ the Environment ‘in’ the Field Nature Immersion Programme: Environmental Education ‘in’ the Environment for Children

in the Urban Areas REPLING – Environmental Education Route Program Promoting Extra-curricular Leaning: Junior Eco-Club (not yet finalised)

XII. Related Analytical Background Paper(s) (- Analysis B -):

References Abe, O. (1992) Kankyo Kyoiku no Kokusaiteki Doko (International Trend of Environmental

Education), in Shogai Gakushu to Shiteno Kankyou Kyouiku Jissen Handbook: 21 Seiki ni Mukete no Chiiki no Yoriyoi Kankyo Zukuri no Tameni (Handbook for Environmental Education as Lifelong Learning: Community Building for 21st Century) , Kankyo Kyoiku Suishin Kenkyukai ed., Daiichi Publishing Ltd. Tokyo, 1992.

Bhandari, B and Abe, O. eds (2001) Environmental Education in the Asia-Pacific Region: Status, Issues and Practices, a condensed version, Institute for Global Environmental Strategies, Hayama, Japan: pp67-68.

RMI the Indonesian Institute for Forest & Environment. Report on REPLING Program 1994 – 2002 (unpublished)

UNDP(2003) Human Development Report 2003. Oxford University Press, New York, 2003 UNESCO(2001) The Global Initiative Towards Education for All- A Framework for Mutual

Understanding. http://www.unesco.org/education/efa/global_co/working_group/global_contents.shtml, (Accessed on April 28, 2004.)

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First Draft Asia-Pacific Environmental Innovation Strategies (APEIS)

Research on Innovative and Strategic Policy Options (RISPO)

Strategic Policy Options I. Title of sub-theme: Promoting Environmental Education by NGOs II. Title of strategy: Promoting Non-Formal Education by NGOs III. Title of strategic policy option: Strengthening the capacity of NGOs for promoting EE IV. Brief description of the policy option (Summary)

There are various constraints on promoting environmental education in civil society sector. One of them is the lack of capacity of the key actors such as NGOs. Another is the insufficiency of related information and knowledge. Unfavourable political conditions and the diversity of the problems are also included. An established NGO network helps to address these constraints by promoting the flow of information and resource sharing.

This has to be accompanied by actions of related actors to stimulate this non-governmental initiative. Governments are advised to make policies to assist the acquisition of legal status for NGOs so that each member group’s activities will be facilitated. It is also advisable to liberalise the foreign as well as domestic funds to civil society activities if there are some restrictions or constraints (such as taxes). International aid/ funding organisations are encouraged to provide support to the establishment and consolidation of network in financial (e.g. grants) as well as technical (e.g. trainings) terms.

- Objectives (what): • Establishment of NGO Environmental Education Network at National Level

- Environmental Areas:

(Please use the same categories as the GPI, i.e. climate change, air pollution, water resources management, ecosystem and biodiversity conservation, urban environment, rural environment, waste management, forest conservation)

- Applicable geographic area and socio-economic conditions (where): Geographical conditions

• There is no specific geographical condition for this SPO, while the significance of the network increases in extensive countries as the geographical constraints would be more serious there.

Socio-economic conditions

• There is no specific socio-economic condition except the existence of civil society groups that are interested in Environmental Education.

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- Stakeholders (by whom, for whom): by whom:

NGOs, funding (aid) organisations, governments (esp. educational authorities). for whom:

NGOs, any actors in the field of Environmental Education, and the general public (as a recipient of NGOs’ EE activities)

- Time span (by when):

2~3 years.

- Expected impacts: • Establishment of the network and increase in its membership. • Increase in the capacity of members • Improvement in the member activities • Increase in the resources available for members (including the external resources to

the network, such as increase in the funding and collaborative projects)

V. Background (Rationale) - Rationale

Review of the status of EE in 36 Asian countries (Bhandari and Abe, 2001) and in-depth analysis of the case in Indonesia (Nomura and Abe, 2001(a), (b)) have revealed various constraints on the promoting of EE in civil society, especially by non-governmental groups, in the region. They can be categorised into the following four.

(1) lack of capacity, including: - lack of organisational management skills - lack of EE skills/knowledge - lack of human resources - inadequate funding/ dependence on funding agencies

(2) insufficient information-dissemination system, including: - shortage of materials - concentration of materials on capital and large cities

- environmental information disparity between urban and rural/ large cities and local towns (3) unfavourable political conditions, including:

- unfavourable attitudes or policies governments concerning NGO activities (4) diversified problems involved in nation’s social/ economic development stages1, resulting in:

- lack of coordination/ duplication of activities among NGOs and concerned parties An established NGO network can address these constraints. Established NGO network can,

fundamentally, facilitate member’s gathering, accumulating, disseminating and sharing of resources such as information and knowledge, which results in the increase in the effectiveness and efficiency of their activities at macro as well as micro level. Almost by definition, therefore, it can address (2) above.

Improved communication and resource sharing result in organising and optimising the activities

1 Most of the countries in the region are developing countries, where ‘environmental’ education needs more extensive scope covering ‘sustainable development’, which results in involving many components in educational activities.

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done by each NGO individually at local level by orientating them in an appropriate direction; thus it can address the (4) above. Also, capacity building of each member can also be brought by sharing resources such as information, experiences, know-how, teaching materials, and human resources.

In addition, network can improve external relations by promoting themselves through increasing transmitted and received information as well as legitimacy of the members vis-à-vis external actors. It can result in increased access to the support (e.g. funds) to member’s activities as well as various opportunities. This benefit of network can help address the constraints listed above, especially (1)-capacity building. Also, increase in the influence by networking would bring about the (3) improvements in socio-political environment for member activities. VI. Critical instruments

Design, planning and management • Horizontal structure and NGO initiatives

Establishing this sort of network should be done by NGO/ civil society initiatives. The role of the other parties is supporters. The structure of the network should avoid centralised one to provide a leeway to each member in network activities.

Jaringan Pendidikan Lingkungan (JPL), a good practice of this kind in Indonesia, has a secretariat and steering committees to coordinate network activities; the structure of JPL is, however, rather horizontal than vertical. The secretariat and steering committees just facilitate the free flow of information and resources. JPL was started by NGO initiatives, which makes it possible to collaborate with various parties. Partnership

• Annual Meeting Network functions better when internal partnership is solid. Face to face meeting is

important in this context as it makes it possible to have intense discussions as well as to enhance personal ties. Such a meeting can be held, for example, once a year at national level and maybe more in each region.

Since 1998, JPL has conducted national JPL meeting. It has promoted information sharing and communication, which is the core of networking. At each annual meeting, topics such as strategic/ action plans are discussed. It has also been served as a opportunity for external actors such as funding agencies to get to know NGOs in EE sector.

• Directory & Website & E-mailing List For usual communication, ICT plays an important role as meetings at regional/ national

level require a considerable amount of cost and time. In other words, face to face meeting and ICT based communication are supplementary to each other.

In the case of JPL, member’s directory, e-mailing list, and the website have been established for daily communication tools. They have enhanced the relationship not only inside JPL but also with external actors. Many of funding /aid implementing agencies have utilised them to enhance the partnership with JPL members.

• Training (in collaboration with external parties) Training plays critical part in capacity building. In addition to the internal resources within

the network, supports from external actors are highly encouraged for the purpose.

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Some foreign agencies, such as JICA and FSC, have conducted training for JPL, which resulted in the capacity building of the member NGOs. Such collaborative works with international agencies are regarded as a key instrument to make JPL successful2.

• Partnership with external parties In order to realise the maximum benefit of the network, other basic supports from external

parties are also required. Major supports seem to be the economic as well as political supports by funding/aid agencies as well as related government authorities. See ‘Economic instruments’ and ‘Regulatory instruments’ below.

Economic instruments

• Funding There needs fund for any kind of civil society activities. Unlike governments and

businesses who can cover the operational cost by taxes and profits, civil society organisations have to draw on grants, donations, and other kinds of financial assistances. NGOs conducting EE activities are not exceptional of course. Donation to NGOs in Asia is not exempted from tax except only for a small number of NGOs. Also, there are some countries with conditionality (or restrictions) to foreign funds to NGO activities in the region. Governments and related sectors should try to remove these constraints and promote philanthropic activities in the region for EE in civil society. In the case of JPL, a coordinated foreign supports (e.g. by JICA, MoFA Japan, DFID, and Hanns-Seidel Foundation of Germany) played an important role in establishing and developing JPL. Many lessons can be learnt from this case.

Regulatory instrument

• Legal status Voluntary civil society activities can be sporadic and ephemeral. In order to make them

continuous and sustainable, institutionalisation of the activities is essential. In this context, government should facilitate granting legal status to civil society groups. In the case of Indonesia, the status called ‘yayasan’ is easily obtained by registration at notary with small fee. Promulgation of NPO law in 1998 facilitated NGO activities in Japan. Such initiatives should be considered by each government in the region.

VII. Impacts of the policy option

a. Achievement JPL in Indonesia was established in 1996 with 27 organisations and has developed its membership to more than 100 in four years, which has made it the nation-wide NGO EE network. b. Impacts on the driving forces for environmental degradations Increase in the resources available to NGOs: JPL can be considered to have contributed to

2 Also, a scholarship for NGO staff to study abroad as well as at domestic institutes can motivate the network members, as only a limited number of chances are given to them to study on the topic at higher education levels.

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the increase in the international support to NGO EE activities (see Nomura and Abe 2001a, 2001b for details). According to a questionnaire survey, most of the members feel that JPL has helped to increase the activities of each member organisation (Ibid). It resulted in the increase in the membership and resources of JPL, which expanded JPL’s contribution to promote EE movement. The budget of JPL has increased from 407,000 in 1996 and 3,205,000 in 1997 to 178,031,500 in 1999 (in rupiah). This benefit of JPL- improved external relations or increase in the resources- has made a significant contribution to the promotion of EE by NGOs in Indonesia (Ibid). Facilitated communication and resource sharing among NGOs: JPL has contributed to improve internal relations such as communication and resource sharing. According to the questionnaire survey, more than 70 % of JPL members feel the improvements in communication and sharing of resources among members. This benefit has increased the quantity and quality EE activities by NGOs (Ibid). These impacts have seemingly had impacts on capacity building of non-governmental sector in promoting EE. c. Impacts on the environment and socio-economic conditions

VIII. Evaluation of the policy option - Analysis A – a. Sustainability:

When functions well, a network can mobilise external as well as internal resources for its development. As long as some initial cost is prepared by external sources, such as international funding/aid agencies, the network can continue in a sustainable manner to contribute to the promotion of EE in civil society.

b. Equity: The network is basically open to any civil society groups interested in EE. There is no inequity in the benefits that members receive from the networks. In addition, national level network can remedy the regional gap in information and resources..

c. Efficiency: Considering its low cost and national scale impact, this SPO can be considered as highly efficient.

d. Effectiveness: JPL has proved to be able to achieve the expected outcomes.

e. Relevance: JPL has proved to be a relevant project in strengthening the capacity of non-governmental sector in EE.

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IX. Implementation Issues (resources required):

Resources required for employing critical instruments are as below. • Design, planning and management (Horizontal structure established by NGO

initiatives) • Economic instruments (funding) These two instruments go hand in hand with each other in a sense that funding agencies support NGO initiatives. Or, funding agencies can even stimulate voluntary actions by calling for a plan/ application from NGOs. • Partnership(Annual Meeting, Directory & Website & E-mailing List) Nomura and Abe (2001c) estimated the initial cost of these instruments including cost for secretariat as 20,000~30,000 US$ in the countries with the same economic level as Indonesia. • Training (in collaboration with external parties) Training for this purpose should be expanded. Regardless of its importance and the considerable number of the people concerned, training of this kind is very limited. It is highly recommended to international funding/aid organisations to expand the activities of this kind.

The above mentioned instruments and activities may be implemented in the following steps (Ibid).

First step: Needs assessment and the establishment of network - Hold Meeting(s) (national level) to assess the needs and to discuss the vision and mission of the network)

-Hold Workshop(s) (for capacity building; to attract participants) -Establish ICT based communication network -Issue newsletters

Second step: Development of network - Hold Meeting(s) (national level) to make action plans to promote EE by NGOs - Implement Training Course

Third step : Consolidation of network - Review the activities in previous steps. - Promote regional activities - Promote collaborative project with external actors.

X. Applicability and limitation (necessary conditions and precautions for successful

implication): This activity is highly applicable to any part of the region as long as the above mentioned ‘applicable geographic area and socio-economic conditions’ are taken into account.

XI. Related Good Practices NGO Environmental Education Network in Indonesia

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XII. Related Analytical Background Paper(s) (- Analysis B -): References Ko NOMURA and Osamu ABE (2001a) 'The Role of Networks in Promoting Environmental Education by NGOs in Asia: From a Viewpoint of International Cooperation', in International Review for Environmental Strategies, Vol. 2, No. 1, Summer 2001. Ko NOMURA and Osamu ABE (2001b) Overseas Assistance to Environmental Education by NGOs -With reference to a project by the Common Agenda Round Table-, Journal of International Development Studies, Vol. 10, No. 2, November, 2001 Ko NOMURA and Osamu ABE (2001c) Evaluation of Environmental Education Project in Indonesia by the Japan-US Common Agenda Round Table. IGES. Profil Anggota -Jaringan Pendidikan Lingkungan Indonesia (Members’ Profile- Environmental Education Network of Indonesia):1999 – 2000 Website of JPL: www.jpl.or.id

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