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2018 | OriginalPaper | Buchkapitel

Mapping Issues, Stakeholders and Actions on Youth Climate Change Communication in Indonesia for the Period 2008–2015

verfasst von : Emilia Bassar, Impron, Paramitha Yanindraputri

Erschienen in: Handbook of Climate Change Communication: Vol. 2

Verlag: Springer International Publishing

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Abstract

This paper aims to synthesize the lessons learned from several climate change communication activities for youth and by youth-focused organizations in Indonesia through mapping the issues, target audiences, using of media, and form of the activities. This research uses qualitative method with a review of secondary data and information collected from various sources. The qualitative synthesis are mainly based on secondary data and information during 2008–2015 compiled from: (i) results of two surveys and ten interactive dialogs between 2011 and 2013 conducted by Indonesia National Council on Climate Change (DNPI), (ii) Indonesia National Strategy on Article 6 of the UNFCCC (Bassar and Impron 2014), and (iii) online media and media monitoring. The analysis indicated that youth has involved, although not many, in climate change communication through various activities in climate change capacity building and awareness campaign. Result of this research could provide baseline to develop future strategies of climate change communication for youth in Indonesia.

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Fußnoten
1
Joint Agreement between the State Minister for Environment and Minister of National Education No. 03/MENLH/02/2010 and No. 01/II/KB/2010 concerning Environmental Education, Article 2 on the scope, stated that “development of the implementation of Education for Sustainable Development (ESD) including education on environment implemented on every channels, ranks and types of education as the vessel or facility in creating change of mindset, attitude and behavior of environmentally cultured human resources.” Based on the agreement, Ministry of Environment formulated a design on curriculum of Environmental Education covering various issues, among others, global warming and climate change.
 
2
Textbook on climate change is not a specific book, but materials containing several subjects for SD or SMP students. In those books some materials on climate change were inserted, adjusted with the core competence (kompetensi inti/KI) and basic competence (kompetensi dasar/KD) of the respective subject (http://​www.​unila.​ac.​id/​buku-materi-iklim-dianggarkan-apbd-2014/​).
 
3
Preparation of teaching modules, teachers’ guidelines, and training guidelines to integrate climate change education into Education Unit Level Curriculum (KTSP). The overall modules consist of 10 teaching models, (i.e.: 1. Teaching Module of Integration of Climate Change Education for Elementary School (SD) at lower level (Grade 1–3), 24. Teaching Module of Integration of Climate Change Education for Grade 4, Grade 5, and Grade 6 of SD, 57. Teaching Module of Integration of Climate Change Education for Junior High School (SMP) Grade 7, Grade 8, and Grade 9, 810. Teaching Module of Integration of Climate Change Education for Senior High School (SMA) Grade 10, Grade 11, Grade 12); 3 Teachers’ Guidelines, (i.e.: 13. Teacher Guidelines: Learning of Climate Change Education for SD, SMP, SMA); and 3 training guidelines for trainers (i.e.: 13. Training Guidelines for Trainers on Learning of Climate Change Education in SD, SMP, SMA).
(Source: Foreword of the Division Head of Research and Development of the Ministry of Education and Culture in Module of Climate Change for Junior High School (SMP), BMKG 2013).
 
4
Climate4Classrooms are program of provision of knowledge and understanding on climate change, as part of the program on instilling values of Education for Sustainable Development. The teaching materials on environment and climate change were prepared by team of experts from the Royal Meterological Society and Royal Geographical Society, England. Integration of those materials into teaching subjects was conducted by the team from British Council in cooperation with Widya Iswara of Kemdiknas and consultants from Environmental Education Network. The targets of this program implementation are teachers of all teaching subjects from the level of kinderganten (TK) to SMA, students from the level of TK to SMA, related school principals, environmental education organizations. The number of schools already received training: 90 schools and 1312 teachers, and 45,360 students.
(Source: Listiawati 2013).
 
5
Bogor Agricultural University (IPB): Centre for Climate Risk and Opportunity Management in Southeast Asia and Pacific (CCROM SEAP)—http://​ccromseap.​ipb.​ac.​id/​; Bandung Institute of Technology (ITB): Center of Climate Change; University of Indonesia (UI): Research Center for Climate Change/RCCC UI—http://​rccc.​ui.​ac.​id/​; Sepuluh Nopember Institute of Technology (ITS): Center of Earth, Disaster, and Climate Change Study; University of Mulawarman: Center of Climate Change Study; University of Mercu Buana (UMB): Center of Climate Change Study; Islamic University of Indonesia (UII): Center of Climate Change and Disaster Study—http://​puspik.​uii.​ac.​id/​; University of Gunadarma: Center of Climate Change Adaptation and Disaster Mitigation Study; Ministry of Forestry: Research and Development Center for Climate Change and Policy—http://​www.​puspijak.​org/​; The Indonesia Climate Change Center (ICCC)—http://​www.​iccc-network.​net/​.
 
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Metadaten
Titel
Mapping Issues, Stakeholders and Actions on Youth Climate Change Communication in Indonesia for the Period 2008–2015
verfasst von
Emilia Bassar
Impron
Paramitha Yanindraputri
Copyright-Jahr
2018
DOI
https://doi.org/10.1007/978-3-319-70066-3_6