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Many people in the world have been paying more attention and concern on issues in environmental field since a significant climate and environmental changes happens. The global warming phenomenon which is relevant to greenhouse effect, ozone layers destruction, coral reef bleaching, and floods, became alarm clock which awaking global world citizens to think and take actions to prevent human beings from worse situation. As human beings, we have to consider that our earth is not only for our generation, but also for our next generations. It is important to shift the common perception that this earth is treasure from our ancients to the perception that this earth is like a “loan” from our children and grandchildren. So that, it is very important to maintain the balance of using the natural resources on the one hand, and keeping ecosystem good for all creatures on the other hand. Responding this condition, UNESCO has been initiating a program entitled Education for Sustainable Development (ESD) since 1990s. Indonesia as a part of global world citizen has been supporting this program through the government policies. “New curriculum” of 2013 has been established in schools in Indonesia. Despite the controversy of new curriculum policies and problems, the character of 2013 Curriculum could be very potential to drive ESD in action. This curriculum put more attention to affective and psychomotor aspects compare to the formers. It is hoped that integrating ESD into 2013 curriculum would prepare students not only the knowledge of environment responsibility, but also participating in that responsibility. However, the implementation of the curriculum is “trapped” in cognitive area, while the environment is urgently in need of real actions. This paper presents a preliminary stage of a three-year project on environmental education in South Tangerang, Indonesia. It discusses an alternative curriculum of environment education in junior high schools. The curriculum includes the scopes of themes and outcome competencies that showing students’ participation. This curriculum has national curriculum and Tbilisi Declaration (1977) as main references.

Reframing The Curriculum: Making Education for Sustainable Development (ESD) in Action