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SSEEAAMMEEOO--JJaappaann EESSDD AAwwaarrdd Supporting Partner:

Submission Form of 2014 SEAMEO-Japan ESD Award Theme: Fostering Global Citizenship for Sustainable Future

The last day for submission of entries: 15 September 2014

To participate in the 2014 SEAMEO-Japan ESD Award, please submit the information of your school’s project/programme on “Fostering Global Citizenship for Sustainable Future” by using this Submission Form.

The digital format of this Submission Form can be downloaded from the SEAMEO website: www.seameo.org or requested by sending an email to: seameojapan.award@seameo.org.

The guidelines for submission of entries and the judging criteria are detailed in page 13-15 of this document.

Schools must ensure that the SEAMEO Secretariat receives their entries by Monday 15 September 2014.

More information, please contact the SEAMEO Secretariat, Bangkok (telephone number: +662 391 0144, fax number: +662 381 2587 and email address: seameojapan.award@seameo.org)

PART I: Details of Your School

1. Name of your school: SD N 2 Jambu (Elementary School)

2. Full address: Jalan H. Karmani Jambu Mlongg – Jepara, Jepara Regency, Central Java

3. Postcode: 59452

4. Country: Indonesia

5. School’s telephone number (country code+city code+telephone number): (+62 291) 599251 / +62 82111891733

6. School’s fax number (country code+city code+fax number): -

7. School’s email Address: sdn2jambu@yahoo.co.id

8. Name of the Head Master/ Principal/ School Director: Hj. Titik Susilawati, S.Pd

9. Name of Teacher Coordinator: Achmad Solikhin

10. Email address of the Coordinator: moslemtttlovemom@gmail.com / achmad.solikhin1991@gmail.com

11. School website (if available): -

12. Educational level (Such as Kindergarten 1 to Grade/Year 9): Elementary School from Grade 1 to Grade 6

13. Number of teachers in your school: 16 teachers

14. Number of teachers participated in this programme: 10 teachers

15. Number of students in your school: 182 students

http://www.seameo.org/mailto:seameojapan.award@seameo.orgmailto:seameojapan.award@seameo.orgmailto:sdn2jambu@yahoo.co.idmailto:moslemtttlovemom@gmail.commailto:achmad.solikhin1991@gmail.com

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PART II: Information about the School’s Programme

The information of part II from no.1 to 13 should be no longer than nine (9) pages long of A4 in

total. The information should be written in Times New Roman font, 11-12 point size.

1. Title of the school’s programme Eco-education Based Agrosilvofishery Development

2. Summary of the programme (a half to one page A4) The Eco-education Based Agrosilvofishery Development is an environmental programme for

agriculture, forestry and fishery development in Indonesia which is initiated by SD N 2 Jambu in

collaboration with the Indonesian Green Action Forum (IGAF) with engaging 340 participants including 120

active students and 60 alumnus of SD N 2 Jambu, 110 students from 25 other schools outside SD N 2 Jambu,

15 students from SMA N 1 Bangsri, 18 local communities, 10 teachers and 7 IGAF standing boards. Like the

above explanation, besides students of SD N 2 Jambu, the programme urges students outside SD N 2 Jambu

in which most of the students come from 1st Supervised Elementay School Zone (DABIN 1/Daerah Binaan I)

amounted 25 schools. Furthermore SD N 2 Jambu engages local communities and volunteer from SMA N 1

Bangsri. The programme has been done for 4 years starting from 2011 to 2014. The programme has been

integrated into curriculum and school management plan so that the sustainability can be acquired. All

core competencies about global citizenship especially that exsist in Agrosilvofishery programme have

been integrated into school curriculum. Furthermore, head master and teachers of SD N 2 Jambu have

agreed to insert eco-courses of each project in the programme into teaching and learning activities. The objectives of the programme are: 1) to educate early students about environment problems and its

solution especially ensuing in Indonesia; 2) to impart knowledge and innovation for fostering global

citizenship of students by developing agrosilvifishery projects; 3) to cope with agriculture, forestry and

fishery challenges confronted Indonesia through green initiative based projects developed by students. The

expected outcomes of the programme execution are 1) to increase environmental awareness of students

towards environment especially agriculture, forestry and fishery; 2) to escalate ability, willingness and

courage of students on implementing eco-projects; 3) to create better generations who can counterbalance

academic and non-academic endeavors with preceding the achievement of better global citizenship.

The Eco-education Based AgroSilvoFishery Development comprises five environmental projects such as

Agroforestry Education, Eco-education, Jepara’s Biocomposite, Mangrove Forest Rehabilitation at Blebak

Beach-Jepara Regency and Climate Smart Agriculture Project. Most of these projects consist of seven

consecutive agenda which are: eco-courses, field observatories, plantings, eco-creativity and games, project

sustaining, reviewing and reporting. Projects based field observatory are executed in certain sites, e.g.

degraded and abandoned lands, coast, marginal lands and furniture industries at Jepara Regency, Central

Java. In fact, these projects are not only shoving students, but also these are engaging youth and local

community around the sites. These agendas are deemed and arranged maturely which suit with school

curriculum.

In executing the programme, obstacles and hurdles always impede. For instance: team management,

student handling, time management and project plan are quite difficult to be handled as well as finance are

limited. However, SDN 2 Jambu and IGAF always collaborate and get together to overcome these obstacles.

Other imperative things are commitment and responsibility to environment sustainability which always

remain spirit to sustain and succeed the programme. The completion and successful programme can be

reviewed from three pillars of sustainable development which are economic, social and ecological benefits.

Although the area of execution are small but the impacts got are benefical for future generations.

3. Background information or reasons why the school created this programme Indonesia is one of the highest tropical forests with huge biodiversity, an archipelago and agriculure

country which is threatened various environmental issues especially in the realm of agriculture, forestry and

fishery. Unecofriedly agricultural system, shifting cultivation, deforestation, forest degradation, illegal

fishing, loss of biodiversity, degraded sea ecosystem always confronts Indonesia with the complexity of

problems. Apparently, these problems still persist yet with generating thousands negative influences. These

effects not only exacerbate the environment, but also these bring about the negative impacts to economic and

social realms.

One of the cities in Indonesia which is well-known as the World Carving Centre is Jepara Regency in

which the city also faces many more the above environmental problems particularly in agriculture, forestry

and fishery realms. Mostly, humans living in the city are identified as the environmental destructors

unnaturally. And, a view of anthropogenic, they play roles directly and indirectly without counterbalancing

the next, present, and future influences for the future generations. Addressing these environmental problems

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in Jepara Regency globally in Indonesia is not easily like turning hands.

The destructors of the environment in Jepara Regency are industrialists, adults, youth and children.

Children are factually proven as one of the cause of environmental degradation in Jepara Regency. The

phenomenom ensues due to lack of early education of children. For instance, they throw rubbish everywhere,

pollute the environment, dislike plant seedlings and do green activities and are so vurnerable to imitate bad

attitudes of parents. Furthermore, most elementary schools in Jepara don’t teach ecological education for

their students. So, the best way to settle these problems is by educating them early about the environment.

From the above, SD N 2 Jepara in collaboration with the Indonesian Green Action Forum attempts to

create an eco-education. The education is familiarly known as the Eco-education Based AgroSilvoFishery

Development. This education focuses on the development of agriculture, forestry and fishery in Indonesia

especially in Jepara Regency.

4. Objectives/goals of the programme

The objectives of the programme are: 1) to educate early students about environment problems and its

solution especially ensuing in Indonesia; 2) to impart knowledge and innovation for fostering global

citizenship of students by developing agrosilvifishery projects; 3) to cope with agriculture, forestry and

fishery challenges confronted Indonesia through green initiative based projects developed by students. The

expected outcomes of the programme execution are 1) to increase environmental awareness of students

towards environment especially agriculture, forestry and fishery; 2) to escalate ability, willingness and

courage of students on implementing eco-projects; 3) to create better generations who can counterbalance

academic and non-academic endeavors with preceding the achievement of better global citizenship.

5. Core competencies of students (e.g. knowledge and understanding, cognitive skills, non-cognitive skills and behavioural capacities) that the school aims for within the programme.

There are five indicators which will be utilized to measure core competencies of the programme especially

students got during and after project execution. These indicators are knowledge and understanding, cognitive

skills, psyco-motoric value, behavioural competency, religious value and project sustainability evaluation.

The detail explanations are as follows:

Knowledge and understanding: Global knowledge and understanding gained by students are in form of environmental problems (agricultural system, shifting cultivation, deforestation, forest

degradation, illegal fishing, loss of biodiversity, degraded sea ecosystem; lignocellulic wastes) and

solutions; sustainable agriculture, forest and fishery management; non-gender disparity; peace

culture and religious value to the environment. Knowledge acquired by students will be used to

measure how students ascertain the trends and environmental issues happening in Indonesia and

Jepara in particular.

Cognitive skills: Expected skills of the programme are creative, innovative, critic, logic and problem solving. These skills are core values to measure environmental cognition of students.

Psycho-motoric values: These values are necessary to be involved in core compencies of the programme because it will allow teachers and parents to know the psychology of students. Values

gauged are by leadership, teamworks and networkings. These values are caring, commitment,

responsibility, couraging, respectness, awareness, honesty and trustworthiness.

Behavioural competency: Behaviour competency is used by teachers and volunteer of the projects to test attitudes of students during and after project execution. It includes active, braveness, good

communication, and responsiveness to the environment.

Religious values: Behaviors obtained by students are evaluated by religious aspect such as commitment, responsibility, honesty, and so forth. The programme has educated students of being

good in which most students have agreed and known that the environment is as integral part of lives.

The environment and religion are not separated. For instance: Muslims can not destroy the

environment because humankinds are ‘khalifah’ or leaders for the earth who must sustain and keep

the environment.

Project sustainability evaluation: Another indispensable thing of core competency in the programme is project sustainability evaluation. The sustainability of the programme is solely able to be gained as

considering economic, social and the environment. From this programme, SD N 2 Jepara and IGAF

always suit the programme with Education for Sustainable Development (ESD).

6. Period of the time when the programme was or has been implemented The programme has been executed from February 2011 to now (4 years), proceded with the Agroforestry

Education Project to Climate Smart Agriculture Project. These projects have been sustained and scaled up. In

other hand, SD N 2 Jambu and IGAF always attempts to develop and initiate new innovative projects based

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the environment.

7. Activities (Actions and strategies of implementation) The programme consists of some environmental projects including Agroforestry Education, Eco-

education, Jepara’s Biocomposite, Mangrove Forest Rehabilitation at Blebak Beach-Jepara Regency and

Climate Smart Agriculture Project. As a concise strategy used by SD N 2 Jambu, SD N 2 Jambu and IGAF

develop innovative projects to be executed, and enter these projects as part of compulsory curriculum. All

core competencies about global citizenship especially that exsist in Agrosilvofishery programme have

been integrated into school curriculum. Furthermore, stakeholders of SD N 2 Jambu have agreed to

insert eco-courses of each project in the programme into teaching and learning activities. These projects are the annual projects which are always repaired and scaled up of being better. In other hand, other

innovative projects should be deemed previously before entering to curriculum.

There are some activities done in the above projects which constitute different strategies and actions:

1. Agroforestry Education: This project is a forestry education which is addressed to tackle deforestation and

to educate students on how implement eco-friendly agriculture system. This project is in partnership with

the IGAF, UNESCO, Tunza Eco-generation, Department of Forestry and Plantation Jepara Regency in

getting financial support and promotional goods. Activities which are done in this project are agroforestry

course, rehabilitating, eco-games and eco-funny drawing. There are 105 students involved in which they

are comprised 30 students from 1st Agroforestry project and 75 students for 2

nd Agroforestry project. As

concise explanation, students are imparted knowledge about agroforesty – system combaining agriculture

and forestry – especially tropical agroforestry. After educating them, IGAF standing boards direct

students to observe degraded and abandoned lands to be rehabilited with agroforestry. Students are

encouraged to plant fast growing tree species, multipurpose tree species and agricultral plants. For

rehabilitating, students rehabilate these lands firstly by using 170 trees which are able to purify the

contaminated lands such as albizia and acacia. After that, students are persuaded to follow eco-games and

eco-funny drawing. These activities help students to refresh their minds to enjoy with the environment by

interesting games and drawing.

2. Eco-education: This project is an envionmental education to students about agriculture, forestry and

fishery problems, pollution, climate change and global warming. This education aims to educate students

especially for 4 to 6 grades about these problems and the solutions. This project is supported financially

and non-financially by IGAF, UNESCO, UNEP TUNZA SEAYEN, Eubios Ethics Institute, Tunza Eco-

generation, Department of Forestry and Plantation Jepara Regency. These partners link strategic

cooperation mutually. In this project, SD N 2 Jambu has involved 110 students from SD N 2 Jambu and

outside of SD N 2 Jambu and 15 voluntarily students from SMA N 1 Bangsri. The participants outside of

SD N 2 Jambu are from 25 elementary schools in Mlonggo District, Jepara Regency. This project consists

of four agendas which are eco-courses, seedling plantings, eco-creativity and games. Eco-courses given to

educate students informally, in which the courses include ecofriendly agriculture system, deforestation

and forest fire, seaweed and seagrass benefits, slimate change and global warming. The next activity is

seedling plantings where students are engaged to plant seedlings with species albizia, acacia, teak,

manggo, jabon and mahogany in degraded and marginal lands. An important strategy to encourage

students of being interested is by adding eco-creativity and games. These actions are addressed to avoid

the neglectness of students feeling towards environmental project.

3. Jepara’s Biocomposite: This project is different other projects developed by SD N 2 Jambu because the

project is based on small enterprises in which is supported by IGAF, GEF Small Grants Programme

UNDP, UNEP TUNZA SEAYEN, YUNGA UN FAO, and TUNZA Eco-generation. This innovative

project focuses on managing wood waste in Jepara furniture industries with Biocomposite Technology.

This project is a pioneer project executed in Jepara with engaging students to be educated. This project is

involved 75 students and 2 local communities. Wood wastes obtained from furniture industries are

converted into laminated wood panel which are able to product furniture products. Here, participated

students are educated consecutively by 2 sophisticated local communities about biocomposite technology

and how to optimize wood waste to be utilized as beneficial furniture products. Activities done in this

project are education and training as well as Question&Answer Session. Most of students involved are so

interested to inquire question especially on how to make woody toys from wood wastes.

4. Mangrove Forest Rehabilitation at Blebak Beach-Jepara Regency: This project is in collaboration with

IGAF, UNESCO Sandwatch Foundation and YUNGA UN FAO. The aims of the projects are to increase

students’ awareness about the importance of mangrove forest to sustainable beach management, and to

rehabilate degraded mangrove area in Blebak Beach-Jepara. This project engages 8 students, 7 local

communities and 3 IGAF volunteer. This annual project is done with planting more than 150 mangrove

seedlings of Rhizopora sp along green belt of coast area. Besides planting mangrove seedlings, all

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students are engaged to maintain the seedlings and to clean up rubbish thrown away along the beach. Yet,

most of seedlings planted successfully have been well-grown in the beach and local communities have

voluntarily assisted our project of being sustainable. And, SD N 2 Jepara and IGAF realize that local

communities are indispensable aspcet that will help achieve the success or completion of the project.

5. Climate Smart Agriculture (CSA) Project: This project is initiated by IGAF in collaboration with SD N 2

Jambu. This project concerns on executing and implementing ecofriendly agricultural system in the field

for farmers. CSA concept firstly introduced by UNFAO is used by SD N 2 Jambu to educate children

about the correlation of agriculture and climate change and on how to tackle climate change by

agriculture system ecofriendly. There are 20 targeted students who are addressed to be educated what

Climate Smart Agriculture is. In this project, there are three initial activities developed which are CSA

education, Let’s farm!, and eco-agrigames. CSA education is aimed to educate students what CSA is and

to increase the awareness of students about the importance of agriculture to mitigate climate change. In

this education, all material courses given to students must be funny and interesting to persuade students of

loving agriculture. Let’s farm is an interesting part of the project consisting of funny activities about

agriculture project. For instance organic farming and vertical garden are introduced to students where

students can actively cultivate agriculture plants on unused bottles. The last activity is eco-agrigames

where students are challeged to answer questions about agriculture issues. Students who are able to

answer the questions well, they will gain presents and award from IGAF and SD N 2 Jambu.

The programme comprising of the above projects is emphasized and incorporated into curriculum (teaching

and learning programme). The programme is planned and executed annualy with engaging students of SD N

2 Jambu and students outside of SD N 2 Jambu, teachers, local community, IGAF standing boards and

volunteers. The programme is inserted in curriculum in which all of teaching and learning materials will be

given positively to students. Eco-courses are the form of teaching and learnin material given. All core

competencies - including knowledge and understanding, cognitive skills, psyco-motoric value, behavioural

competency, religious value and project sustainability evaluation – can encourage the development of global

citizenship competencies that contribute to the promotion of sustainable development. The methods used to

conduct the programme are: 1) formal courses, 2) student participatory and 3) field project and project

execution. There are enough natural and human resources provided. All human resources are from teachers,

IGAF standing boards and volunteers, and sophisticated local communities. Due to annual programme,

monitoring and evaluation mechanisms are done by teachers, IGAF standing boards and volunteers, local

communities and students. Technical, economic, social and ecological aspects are always considered as the

key determination of project sustainability.

8. Teaching and learning methodologies that the school applies for promoting the core competencies as identified in number 5

In executing the programme, SD N 2 Jambu applies teaching and learning methodologies which is used

to promote core competencies. These methodologies used are not different each other in which it must be

suited to projects that will be executed. These methologies are inserted into school curriculum as annual

programme executed for 2-3 times per year. There are three systems used to the programme which are 1)

formal courses, 2) student participatory and 3) field project and project execution. Formal courses are given

with aim to educate generally what environmental issues ensuing are. For instance: climate change and

global warming – such the latest issues in the world – will be explained in detail to students. Student

participatory is a gateway to allow student in improving skills, communication, and networking through

active discussion and workshop. All student involved are challenged to discuss particular themes about the

environment issues and solutions. Students are then given times to present the discussion results. The last is

field project and project execution which are defined as real actions to be implemented in the field. The

actions have been planned by teachers and the executors of the progammes will engage students, beside of

teachers, volunteers, IGAF members and local communities.

There are unique participatories of the programme which are the involvement of volunteers and local

communities. They are available to be involved in the programme due to mutual benefits gained. Volunteers

get great experiences and skills with handling the programme. In addition, volunteers will be given

certificates from IGAF. Meanwhile, local communities have been incentivised and supported financially to

establish small environmental enterprises are obligated to assist the programme of SD N 2 Jambu. According

to point 5, core competencies of the programme include are knowledge and understanding, cognitive skills,

psyco-motoric value, behavioural competency, religious value and project sustainability evaluation. These

competencies are integrated into a programme entitled the Eco-education Based AgroSilviFishery

Development. The programme is an annual programme which is included into school curriculum.

During the implementation of the programme, methologies used in the programme – formal courses,

student participatory and field project as well as project execution – are effective ways to teach students on

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how to sustain the environment especially agriculture, forestry and fishery realms. It could be proven through

some questions and active involvement of students to be proposed to teachers, IGAF members and

volunteers. In other hand, projects of the programme still exist due to students’ interest. Furthermore, most of

alumnus students involved revealed that they were happy and enjoy participating in the programme.The

knowledge and understanding about global citinzenship are imparted to students early, especially

environmental problems (agricultural system, shifting cultivation, deforestation, forest degradation, illegal

fishing, loss of biodiversity, degraded sea ecosystem; lignocellulic wastes) and solutions; sustainable

agriculture, forest and fishery management; non-gender disparity; peace culture and religious value to the

environment. Other core competencies about global citizenship - which are valued from cognitive skills,

psyco-motoric value, behavioural competency, religious value and project sustainability evaluation -

focussing on the environment are also instilled to students. In the programme, another important thing which

directly helps is social media used to publishing the programme. SD N 2 Jambu always report the

programme to the partners like IGAF, UNESCO Sandwatch Foundation, UNEP TUNZA SEAYEN and

TUNZA Eco-generation. The partners promote projects of the programme actively via Facebook, Fanpage

Facebook, Twitter, Website and Educational Report (brief summary, journal and concise report).

9. Partnership, community participation and international connection (Details of partners, their roles and activities that they have involved)

There are two national partners, local community and volunteers which are involved directly to the

programme. In addition, due to IGAF as the major partner, SD N 2 Jepara has good international

connection with some certain youth-based organizations although the connection is inderactly

networked. The partners are as follows:

1. Indonesian Green Action Forum (IGAF): This national organization is a strategic environmental

networking partner concerning on the environmental action based projects with engaging

children, youth and local community. The organization plays role to provide financial support,

trainings and certain courses to students. IGAF members actively help publish and promote the

projects done by using social media as well.

2. Department of Plantation and Forestry, Jepara Regency: This is a governmental organization

under auspices of Government of Jepara and the Ministry of Forestry, Republic of Indonesia.

This department always collaborate with local communities and school well especially SD N 2

Jambu. SD N 2 Jambu gets free more than 1500 seedlings of tree to be planted such as albizia,

acacia, teak, mahogany, coconut, manggo, guava, gmelina and jabon. SD N 2 Jambu plans to

rehabilite degraded, marginal and abandoned lands; and to dissiminate these seedlings to students

and local communities around the school. Most of projects executed is in accordance with the

mission of the Ministry of Forestry-Indonesia, namely ONE BILLION PLANTING Programme.

3. Volunteers of SMA N 1 Bangsri: There are 15 voluntarily students from SMA N 1 Bangsri. SMA

N 1 Bangsri is one of the prominent senior high schools in Jepara Regency concerning on

education. IGAF and SD N 2 Jambu engage the students of the school to participate help the

programme. The roles of the students are to help organize project events, to handle students and

to prepare eco-courses materials given to students. In other hand, they help the execution of field

projects by transporting seedlings to some distictive sites.

4. Local Communities around SD N 2 Jambu: There are 18 local communities engaged especially

sophisticated people who are experts to the environment and wood waste management. The roles

of local communities are to help educate students on how to nurture and maintain forest and

beach, to educate students of how to optimize wood waste of being economical products, and to

educate students about biocomposite technolgy.

5. UNESCO: UNESCO is one of the prominent United Nations agencies which focuses on

education, culture, and science. This organization grants IGAF with financial support to execute

the IGAF eco-projects at SD N 2 Jambu. One of the examples of the projects is the Eco-

education.

6. YUNGA UN FAO: This is an international organization based children and youth under auspices

of the Food and Agriculture Organization of the United Nations. This organisation welcomes to

collaborate with IGAF and SD N 2 Jambu in which this organization provides more than 500

badges or handbooks. The badges are themed agriculture, forest, biodiversity and water with

different languages (Spanish, English, Italian and French). These badges have been spreaded to

students and library.

7. UNEP TUNZA SEAYEN: UNEP TUNZA SEAYEN is an environmetal organization for young

leaders representing ASEAN countries. This platform is under auspices of UNEP, UNEO

TUNZA and NYAAC. This platfrom helps and supports the projects by publishing some photos

https://www.facebook.com/IndonesianGreenActionForum/http://dishutbun.jeparakab.go.id/http://sman1bangsri.blogspot.com/2013/09/sejarah-sma-n-1-bangsri.htmlhttp://portal.unesco.org/geography/en/ev.php-URL_ID=16350&URL_DO=DO_TOPIC&URL_SECTION=201.htmlhttp://yunga-youth.weebly.com/http://seayen.org/photo-gallery.html

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and related documents.

8. Flagship UNESCO Sandwatch Programme: This organization is also well-known as Sandwatch

Foundation and under auspice of UNESCO. This organization focusses on preserving the

environment sustainably in which it promotes on how manage coast and beach areas by projects.

9. TUNZA Eco-generation: TUNZA Eco-generation is an environmental networking platform

engaging children and youth. This platform is supported by UNEP and Samsung Engineering. In

the programme, TUNZA Eco-generation assists SD N 2 Jambu by sending promotional goods

from Korea such as erasers, books, broshures, pamflets, pencils, T-shirt and eco-VCDs. These

promotional goods are very interesting, and have helped students to know the environment in

detail. In addition, the platform helps publish the programme result through social media and

website.

10. Eubios Ethics Institute: This partner assists indirectly the completion of the programme. This

institution has guided IGAF members to ascertain culture of peace and to mentor the success of

action plan completion. In the programme, IGAF help directly campaign peace of culture taught

by the Eubios Ethics Institute.

10. Monitoring and evaluation mechanisms and summary of results

Monitoring and evaluation mechanisms:

Monitoring and evaluation mechanisms are committed by teachers and students of SD N 2 Jambu,

IGAF standing boards and members, volunteers and local communities. Their involvements are very

helpful for the sustainability of the programme. There are some mechanisms of monitoring and

evaluation which are based fields and based schools. Projects based schools are every project in form of

courses which is conducted in school, and pertain academic endavours because the projects are included

to curriculum. Projects based fields are some environmental projects in form of planting trees,

rehabilitating lands, maintaining field projects, managing wood wastes and cultivating agricultural

crops.

All projects are based on school so that teachers, students and IGAF as well as volunteers are

responsible to monitor and valuate. In other hand, there are three projects based field which are

Agroforestry Project, Eco-education, Jepara’s Biocomposite, Mangrove Forest Rehabilitation at Blebak Beach-Jepara Regency. These projects will be monitored and evaluated by teachers of SD N 2 Jambu, IGAF

and local communities. Assingnments and tasks for monitoring and evaluation are specialized by background

and capability of each person. For instance: sophisticated people on biocomposite technology will be tasked

to monitor and evaluate the sustainability of Jepara’s Biocomposite project. The successful projects will be

evaluated based on indicators determined. These indicators are technical indicators (how to use appropriate

technology, appropriate rules and appropriate application), social indicators (impacts for students, local

community and all related stakeholders), economic indicators (impacts for local communities) and ecological

indicators.

Summary of results:

The programme entitled the Eco-education Based AgroSilvoFishery Development consists of five environmental projects which are: Agroforestry Education, Eco-education, Jepara’s Biocomposite,

Mangrove Forest Rehabilitation at Blebak Beach-Jepara Regency and Climate Smart Agriculture

Project.These projects are successfully executed every year with engaging 390 participants including 120

active students and 60 alumnus of SD N 2 Jambu, 110 students from 25 other schools outside SD N 2 Jambu,

15 students from SMA N 1 Bangsri, 18 local communities, 10 teachers and 7 IGAF standing boards. The

programme initaited by SD N 2 Jambu is supported directly and indirectly by IGAF, UNESCO, YUNGA

UN FAO, UNEP TUNZA SEAYEN, GEF Small Grants Programme UNDP, Flagship UNESCO Sandwatch

Programme, TUNZA Eco-generation and Eubios Ethics Institute.

There are some sequential activities of projects execution which are eco-courses, field observatories,

plantings, eco-creativity and games, project sustaining, reviewing and reporting. Yet, the programme has

been included into curriculum and gotten positive responses from Department of Education and Sport, Jepara

Regency. There are some positive impacts gained of the programme which are as follows: 1) environmental

awareness of each people involved starts to increase; 2) students have knowledge, experiences and skills to

know on how to protect the environment through agriculture, forestry and fishery projects; 3) there are

increasing of participants involved in the programme early; 4) three pillars of sustainable development

(economical, social and ecological benefits) can be achieved through the programme for students, local

communities, volunteers, schools and IGAF members; 5) the projects which are implemented in the

programme are so beneficial and effective to foster global citizenship for students as the next generations; 6)

the programme successfully generate positive responses from certain governmental organizations such as

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Department of Education and Sport, Department of Plantation and Forestry and other departments in Jepara

Reency; 7) the programme is not only beneficial for increasing knowledge and understanding, cognitive

skills, psyco-motoric value, behavioural competency and project sustainability evaluation but also that is

beneficial for accelerating religious values in the school; 8) SD N 2 Jambu is a forefront and pioneer school

in Jepara Regency which applies the education of Agrosilvofishery into school curriculum.

There are challenges as executing the programme. For instance: team management, student handling,

time management and project plan are quite difficult to be handled as well as finance are limited. However,

these challenges can be overcome by planning and team coordination in which the team must be

commitment and responsible to the programme especially to the environment. Yet, the programme still

persists, and is exepected to be sustainable for future generations.

11. Resources used for programme implementation

Resources used for programme implementation are very important and helpful. Resources used of the

programme include human resources, financial support, tree seedlings, badges or environmental

guidebook, supporting goods (promotional goods), partners/networks and technologies. Here we will

elaborate in detail these resources:

a. Human resources: It includes teachers, skilled/sophisticated people in wood waste management, volunteers, IGAF standing boards and members (young agriculture and forestry academicians).

For detail, SD N 2 Jambu persuade 10 teachers, 3 wood carvers who are sophisticated on

biocomposite technology, 15 skilled people for mangrove maintenace, 15 volunteers from SMA

N 1 Bangsri, 2 young foresters and 5 young agriculturists.

b. Financial support: This support is granted by IGAF in which IGAF is granted by UNESCO and the GEF Small Grants Programme to conduct eco-projects in SD N 2 Jambu. IGAF supports

financially for projects execution of the programme.

c. Tree seedlings and agricultural plants: Various species of tree seedlings are from Department of Plantation and Forestry-Jepara Regency, and IGAF. Yet, Department of Plantation and Forestry

has distributed more than 1500 tree seedlings whereas IGAF has disseminated 150 mangrove

seedlings of Rhizopora sp and agriculture plants.

d. Badges or Environmental Handbooks: These resources are in form of badges or handbooks with various themes such as agriculture, forestry, biodiversity and water. These badges are given and

sent by YUNGA UNFAO to IGAF in which IGAF distributes these badges to SD N 2 Jepara.

There are more than 500 badges received IGAF which will be given to students and library of

SD N 2 Jepara and other schools.

e. Supporting goods (promotional goods): Supporting goods or promotional goods are very useful goods to escalate the willingness of students to take part in the programme. SD N 2 Jambu

always receives these goods from TUNZA Eco-generation including erasers, books, broshures,

pamflets, pencils, T-shirt and eco-VCDs.

f. Networks/partners: Partners are very important tool to sustain the programme. Most of partners play roles directly and indirectly in which partners give support in form financial and non-

financial. The partners of the programme are IGAF, Department of Plantation and Forestry,

Jepara Regency, local community, volunteers of SMA N 1 Bangsri, UNESCO, GEF Small

Grants Programme, UNEP TUNZA SEAYEN, YUNGA UNFAO, Flagship UNESCO Sandwatch Programme, TUNZA Eco-generation and Eubios Ethics Institute.

g. Technologies: In the programme, technologies used are biocomposite technology and computer science. Biocomposite technology is used to manage wood waste in Jepara’s Biocomposite

Project whereas computer technology is used to promote and publish report of the programme,

and to assist the projects execution.

12. Benefits/Impacts/ positive outcomes of the programme to students, school and community

Benefits or positive outcomes of the programme are reviewed from students, school and community.

The details are depicted as follows:

Students: 1) students get knowledge, understanding, skills and experiences of how to sustain the environment by executing projects based Agrosilvofishery programme; 2) the programme has

assisted to foster global citizenship for students as the next generations; 3) other students outside

SD N 2 Jambu can gain new knowledge and understandings in which they have not yet received

in their respective schools; 4) students can develop environmental projects based

agrosilvofishery from their innitiatives they have; 5) students can aspire their creativities and

innovations in the programme such as by eco-creativity and games; 6) the programme is not

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monotone and boring so that many students who are interested to participate; 7) students can

expand their networkings and relations by knowing each other (volunteers, local communities,

and IGAF standing boards and members).

Schools: 1) SD N 2 Jambu can develop and improve current Education for Sustainable Development programmes especially focussiong on the environment; 2) SD N 2 Jambu becomes

forefront and pioneer of the programme in Jepara Regency; 3) SD N 2 Jambu can expand the

networks and partners both national and international level; 4) SD N 2 Jambu get directly and

indirectly financial and non-financial support to conduct the programme; 5) SD N 2 Jambu gain

good credibility, and is well recognized from society in helping students to know the importance

of the environment to lives; 6) SD N 2 Jambu can achieve and fill out their commitment and

responsibility of programme sustainability in the school curriculum.

Community: 1) local communities can be more aware about the importance of the environment and the importance of education for sustainable future; 2) local communities can promote and

introduce their products (i.e. Jepara’s Biocomposite) and their technology to all participants

involved especially for society; 3) degradated environment and environmental destruction can

be rehabilitated by eco-friendly programme; 4) local community can gain knowledge, skill and

experiences on how to farm ecofriendly and to rehabilate degraded mangrove forest; 5) local

communities can improve their income indirectly by promoting their products; 6) local

communities can gain some financial and non-financial support of IGAF and SD N 2 Jambu as

well as the partners of IGAF.

13. Plan for sustainability and plan for the future

Plan for sustainability:

SD N 2 Jambu has demonstrated a clear future plan on how to sustain the programme by rearranging

curriculum and managing planning. The programme has been integrated into curriculum and school

management plan so that the sustainability can be acquired. In addition, all core competencies about

global citizenship especially that exsist in Agrosilvofishery programme have been integrated into school

curriculum. Furthermore, head master and teachers of SD N 2 Jambu have agreed to insert eco-courses

of each project in the programme into teaching and learning activities. Other indispensable things which

support the sustainability of the programme are: human resources, financial support and partners.

Ceative and innovative projects, maintenace and scaling up the projects and evaluation scientifically

which are in accordance with three pillars of Sustainable Development are necessary for the

sustainability of the programme as well. For instance: creative and innovative projects will be deemed

maturely to be inserted to the programme, and then applied to curriculum.

Plan for the future:

SD N 2 Jambu and IGAF will collaborate annually to plan the next project of the programme

executed. The existing projects can be sustainedand altered for better after considered together. We

emphasize that the programme will be sustained because it has been integrated to curriculum and

management plan. However, the projects of the programme can be revised and improved for better. In

the short time, SD N 2 Jambu and IGAF will collaborate to establish small student activities which will

focuses on achieving Sustainable Forest and Environmental Management. The community will be

recognized as Child Foresters School and Eco-library. These new activities will be inserted into the Eco-education Based Agrosilvofishery Development. Other plannings are: we, SD N 2 Jambu and IGAF, will

scale up these projects and engage more local communities and students outside SD N 2 Jambu. Another

importing thing is expanding the networks and look for potential partners for assisting our projects.

14. List of attachments such as a copy of the school operational plan, learning/ teaching materials, samples of student worksheet, manual, etc. If the attached materials are in the local language, please

provide a brief description in English language.

Attachment 1) Operational plan of SD N 2 Jambu: 5th Grade

Attachment 2) Samples of student worksheet of SD N 2 Jambu

Attachment 3) Power point sample of eco-course material

Attachment 4) Sample of environmental guidance book for teacher

Attachment 5) Supporting photos of the programme

Attachment 6) Letter of cooperation of IGAF to SD N 2 Jambu

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15. Photos related to the activity/programme (Maximum of 6 photos with captions in English)

Photo1

(Agroforestry Education: after field execution for rehabilitating abandoned land)

Photo 2

(Agroforestry Education: All paticipants taught agroforestry and climate change course)

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Photo 3

(Eco-education: environmental course and creativity development)

Photo 4

(Jepara’s Biocomposite: biocomposite technology education/wood waste management explanation)

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Photo 5

(Mangrove Forest Rehabilitation at Blebak Beach-Jepara Regency: mangrove seedlings planting)

Photo 6

(Climate Smart Agriculture Project: Let’s farm!)

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SSEEAAMMEEOO--JJaappaann EESSDD AAwwaarrdd Supporting Partner:

Guidelines for Submission of Entries SS

1. Schools can submit information about the school’s programme/project/activity related to the theme “Fostering Global Citizenship for Sustainable Future” between 25 May to 15 September 2014. The

deadline of entry submission is on Monday 15 September 2014. (The schools much ensure that the SEAMEO Secretariat receives their entries by 15 September 2014.)

2. Each school can submit only one entry.

3. The submission of the school’s programme must be done through the template “Submission Form of 2014 SEAMEO-Japan ESD Award”. The Submission Form can be downloaded from the SEAMEO website: www.seameo.org or requested by sending an email to the email address: seameojapan.award@seameo.org.

4. Details about the submission of information about the school must adhere to the following format as in the Submission Form:

a) Part I - Information about the school;

1) School name and contact details

2) Brief information about the school such as number of teachers and students and educational level

3) Contact details of the coordinator

b) Part II - Information about the school’s programme;

1) Title of the school’s programme

2) Summary of the programme (An half page of A4)

3) Background information or reasons why the school created this programme

4) Objectives/goals of the programme

5) Core competencies of students (e.g. Knowledge and understanding, cognitive skills, non cognitive skills and behavioural capacities) that the school aims for within the programme

6) Period of time when the programme was/has been started

7) Activities (Actions and strategies of implementation)

8) Teaching and learning methodologies that the school applies for promoting the core competencies as identified in number 5

9) Partnership, community participation and international connection (Details of partners, their roles and activities that they have involved in the programme.)

10) Programme monitoring and evaluation mechanisms, and summary of results

11) Resources used for programme implementation

12) Benefits/impacts/positive outcomes of the programme to students, school and community

13) Plan for sustainability and plan for the future

http://www.seameo.org/

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14) List of attachments such as a copy of the school operational plan, action plan of global citizenship programme, learning/teaching materials, samples of student worksheet, manuals, etc.

15) Photographs related to the school programme (maximum of 6 photographs with captions in English)

5. Information about the school programme (Part II as above) should not be over nine (9) pages of A4 in total. The information should be written in Times New Roman font, 11-12 point size. (A half-to-one page A4 sheet about the project overview should be included.)

6. Information about the school project and the photo captions must be in English. The teaching and learning materials can be in local languages, however a brief translation in English should be provided.

7. All submissions should include related photos. (Maximum of 6 photographs with captions in English)

8. Schools can submit the "Submission Form of 2014 SEAMEO-Japan ESD Award" and materials to the SEAMEO Secretariat by

a) Email: seameojapan.award@seameo.org and/or b) Send a Compact Disc (CD) or handy drive containing the digital files of submission form and supporting documents to the following address by post. To avoid that the CD may be damaged, the printed version of the submission form should be included in the mailing package. SEAMEO-Japan ESD Award SEAMEO Secretariat 920 Sukhumvit Road Klongtoey District, Bangkok 10110, THAILAND.

9. All entries submitted to the SEAMEO Secretariat will be acknowledged. If the school has not received an acknowledgement of receipt from the SEAMEO Secretariat within one week after the submission, please contact the SEAMEO Secretariat (Email: seameojapan.award@seameo.org).

Judging Criteria The judging committee will consider the following criteria in selecting the winning schools: 1. Strategy/ Modality of Implementation

- Promotion of global citizenship is emphasized and incorporated into school policies, management plans, and teaching and learning programmes within the school.

- The entry indicates that the school has promoted/encouraged the development of global citizenship competencies that contribute to the promotion of sustainable development.

- The school has demonstrated the use of participatory processes – involving students, teachers, parents and/or communities – in planning and implementing the programme.

- Appropriate and effective methods and resources are used to implement the programme.

- Monitoring and evaluation mechanisms or processes are identified to safeguard the immediate and long-term outcomes of the programme.

2. Innovation and Creativity

- The school’s programme has demonstrated innovative practices in promoting global citizenship competencies for sustainable development.

- The entry is a new idea/concept or an improved/adapted version of existing activities.

3. Teaching and Learning Methodologies

mailto:seameojapan.award@seameo.orgmailto:seameojapan.award@seameo.org

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- Core competencies, as identified in the entry, have been integrated into subjects and the curriculum.

- The school has demonstrated effective teaching and learning methodologies that have been applied to instill global citizenship core competencies such as participatory teaching and learning methodologies, and the use of effective ICT or other multi-media technologies within the programme.

4. Partnership, Community Participation and International Connection

- The school has demonstrated a determined effort to create a mechanism of networking and partnership with different partners within the community and/or among other communities to co-implement the school programme.

- The school has demonstrated a mechanism to create a linkage for an international connection, such as an association with other schools in different socio-cultural contexts, or in other countries.

- The school has shown that the programme has strengthened student involvement in local and international communities.

5. Sustainability

- The school has demonstrated a clear future plan on how to sustain the programme.

- The school has integrated the concept of global citizenship within the school management plan and teaching and learning activities across subjects for long-term actions.

6. Impact

- Results, after/during implementation, have revealed the effectiveness and benefits of the school programme to students, teachers, parents and the wider community.

- The programme implemented by the school has had a positive effect on the surrounding areas and communities.

Contact Information For enquiry, please contact: SEAMEO-Japan ESD Award SEAMEO Secretariat 920 Sukhumvit Road, Klongtoey District, Bangkok 10110, THAILAND

Email: seameojapan.award@seameo.org Website: www.seameo.org Tel: +662 391 0144 Fax: +662 381 2587

mailto:seameojapan.award@seameo.orghttp://www.seameo.org/