Institutional capacity building for green growth towards a national curricula by Green Growth Program

National Capacity Building Curriculum Report â&#x20AC;&#x201C; March 2015

Institutional Capacity Building for Green Growth: Towards a National Curricula Final internal report March 2015

Government of Indonesia - GGGI Green Growth Program

National Capacity Building Curriculum Report – March 2015

GoI-GGGI Green Growth Program Our joint Government of Indonesia (GoI) and Global Green Growth Institute (GGGI) goal “To promote green growth in Indonesia that recognizes the value of natural capital, improves resilience, builds local economies and is inclusive and equitable”. To achieve this, GGGI provides technical support, research and capacity building that is in line with GoI’s vision and direction Our objectives The specific objectives of the GoI-GGGI Green Growth Program are: 1. To ensure the green growth vision matches or exceeds existing development targets; 2. To track the green growth priorities of Indonesia by providing relevant targets and indicators; 3. To evaluate the implications of the country’s current development path against green growth targets and indicators and assessing projects and potential policy and investment interventions against this baseline; 4. To identify the key sectors and high potential green growth projects and investment interventions that will help deliver green growth development; 5. To harness private sector engagement and investment in support of delivering green growth opportunities in Indonesia; 6. To undertake economic modeling to analyze each project showing their financial returns and identifying any gaps in the incremental spend required to secure green projects. How GoI and GGGI will meet these objectives The program has three complementary work components: “To mainstream green growth within Indonesia’s economic and development planning processes”

Greening the planning process

REDD+ for green growth

“To support the development of a funding mechanism that disburses REDD+ finance to catalyze green growth”

Regional engagement

“To support key provincial governments in prioritizing and implementing green growth.

“To increase the use of green technology and increase capital investment in green industry” (GIMS)

The combined work of these components will help to achieve the objectives and the overarching goal of GoI and GGGI.

National Capacity Building Curriculum Report – March 2015

Contents 1

INTRODUCTION.............................................................................................................................. 5

1.1

The Program.............................................................................................................................................. 5

1.2

Integrating green growth into government training curricula ................................................................... 5

1.3

Progress of the Program in 2013 and 2014 ................................................................................................ 6

2 STRATEGY FOR INTEGRATING GREEN GROWTH INTO THE NATIONAL CURRICULUM .......................................................................................................................................... 6 2.1

The mandates and roles of different agencies ........................................................................................... 6

2.2

How the three agencies complement each other ...................................................................................... 7

2.3

Opportunities for integrating green growth into existing training at LAN .................................................. 9

2.4 Bappenas and LHK support to LAN training ............................................................................................. 13 2.4.1 Bappenas’s input into LAN’s training .........................................................................................................13 2.4.2 LHK’s input into LAN’s training ...................................................................................................................14

PUTTING THE STRATEGY INTO ACTION ............................................................................. 15

3.1 The Planning Stage 2015-2017................................................................................................................. 15 3.1.1 Empowering the trainers and coaches .......................................................................................................21 3.1.2 Pilot Training ..............................................................................................................................................22 3.1.3 Meeting administrative and legal standards required for government training .......................................23

IMPLEMENTATION STAGE: 2018-2020 ............................................................................... 23

4.1

Priorities for implementation in 2018-2020 ............................................................................................. 23

4.2

Key expertise needed in curricula and training development .................................................................. 24

4.3

Target audiences for green growth modules and materials: Policymakers, Technical Team, Professional 24

National Capacity Building Curriculum Report â&#x20AC;&#x201C; March 2015 List of Annexes 1

Steps of LANâ&#x20AC;&#x2122;s existing Leadership Training agenda

Format of Reform Leaders Academy

Letter from Deputy I LAN on Education and Training for State Apparatus

Summary of meetings with LAN

Summary of meetings with Bappenas

Summary of meetings with LHK

Engagement progress and approach

The progress of stakeholder engagement (October 10, 2014)

National Capacity Building Curriculum Report – March 2015

1 Introduction The Government of Indonesia (GoI) recognizes the green growth opportunities for the country and the potential for sustainable economic growth, job creation and poverty reduction. What is required to achieve these opportunities is a systematic approach with concrete steps that moves the country from where it is now to where it needs to be to achieve its vision for sustainable economic prosperity. Green growth represents these concrete steps and is an important part of the process that will help deliver sustainable development for Indonesia.

1.1

The Program

The Government of Indonesia – Global Green Growth Institute Green Growth Program (the Program) was launched in June 2013 with the overarching objective of mainstreaming green growth planning into the country’s key economic and development planning processes. To achieve this, the Program has produced four specific outputs:    

The Roadmap The Green Growth Framework (GGF) The Green Growth Assessment Process (GGAP) Extended Cost Benefit Analysis (eCBA)

The above are explained in more detail in the Roadmap1. Each output requires a level of technical understanding or capability. A capacity building program has therefore been designed to equip policy makers with the relevant skills to understand and implement green growth using the outputs of the Program. Very early capacity building has been achieved with those government officials involved in the Program. This has been achieved through on-the-job style review of work and participation in workshops and focus groups. Beyond this, a long term investment is necessary to provide the government with the opportunity to implement green growth. Ultimately, the goal of the Program would be for green growth to be integrated into the strategic government official training center as a recurring component of the curricula for policy makers.

Goal To integrate green growth into the strategic government training center, providing the future policy makers and technical teams with the knowledge and skills to achieve sustainable development in Indonesia

1.2

Integrating green growth into government training curricula

The process of integrating green growth is defined by: - which government agency has the mandate for government training - the existing competency of government officials, - the existing format of training used, and - the administrative and legal standard required before a new criteria can be accepted. The approach taken here focuses initially on adding green growth elements to existing training curricula where relevant. In the medium term however, distinct green growth curricula is proposed. The institution(s) responsible for the training would be required to: 1

GoI-GGGI Green Growth Program, Delivering Green Growth in Indonesia: A Roadmap for Policy Makers, 2015

National Capacity Building Curriculum Report – March 2015 -

develop new training curricula, develop materials (for example modules, reports and presentations, case studies and role plays), be able to understand and adapt to the needs and challenges of policy makers both now and in the future, and empower trainers and coaches.

As shown in this report, the involvement of supporting institutions is important to cover the skills required for this support and appropriately address the requirements for integrating green growth into training curricula.

1.3

Progress of the Program in 2013 and 2014

Under the GGGI-GoI Program there have been a series of formal and informal meetings, workshops and focus group discussions over the past two years. In doing so, it has established the following understanding which it has used to inform this plan for integrating capacity building into government curricula over the coming years: 

  

The three strategic government training institutions most suited to supporting the capacity building element of the Program are likely to be Lembaga Administrasi Negara or LAN (Public Administration Agency that is part of the Ministry for State Apparatus Empowerment and Bureaucratic Reform or PAN), the Center for Education and Training at Ministry of Environment and Forestry (Pusdiklat LHK) and the Center for Fostering, Education and Training of National Development Agency (Pusbindiklatren Bappenas). In some cases a terms of reference or memorandum of understanding has been agreed to stipulate a partnership with the capacity building element of the Program. Existing curricula have been identified where green growth can be integrated in the short term in parallel to designing distinct new curricula for implementation in the medium term. The right target audience for training has been identified in the national and sub national level governments across ministries. The process for green growth integration and the required administrative and legal standards are understood

2 Strategy for integrating green growth into the national curriculum The Program has developed a strategy that draws on the most relevant skills and access of ministries to achieve the goal of green growth capacity building in government. Below we set out the mandates of each of the three agencies, followed by how they could potentially contribute to institutional green growth capacity building.

2.1

The mandates and roles of different agencies

Lembaga Administrasi Negara (LAN) is the government agency which has the mandate to educate and train all government officials or civil servants (Law no 5/2014). 6

National Capacity Building Curriculum Report – March 2015 All government officials receive training from LAN before they start their service and periodically throughout their service. This includes training across each “echelon”, or "pejabat structural", of government for example in preparation for promotion or training for “functional” officials, or "pejabat fungsional", that includes more practical skills. LAN certifies the trainers eligible for running courses for government officials and defines the standards for training in each ministry at the national level (Pusat Pendidikan dan Pelatihan or Pusdiklat) and at the sub national level (Badan Pendidikan dan Pelatihan or Bandiklat). Pusdiklat provides training to match the needs of government officials at the ministry level. Bandiklat provides regular training for local government officials which account for local context, including administration, technical skills and protocols. A number of Bandiklat can also deliver Pusdiklat training by gaining accreditation from LAN first. The training centres provide a variety of courses across ministries and levels of government, i.e. province, district or city. The training can be done to degree level or non-degree level and conducted in partnership with universities or training institutions depending on the requirements. Such courses are quality assured by LAN. Pusbindiklatren Bappenas has the mandate for country development planning. Because of the nature of development in Indonesia, the mandate of Bappenas spans ministries, national and sub-national levels and involves policy makers. It follows that integrating green growth into existing training could effect change on a broad scale. It is also relevant for Bappenas’s curricula to include detailed sector specific training for different ministries, such as the ministry of Public Works or Ministry of Transportation, where policy and project ideas are born. Pusdiklat LHK has the mandate to govern the development of institutional capacity in managing natural resources and to ensure coordination and partnership between economic and environmental actors. LHK has long had a focus of sustainable development and therefore is already technically advanced in green growth issues. This provides an opportunity to integrate green growth with the existing agenda of sustainable development, but also a possible source of trainers, coaches and partners that could support the development and implementation of green growth training.

2.2

How the three agencies complement each other

LAN is suited to leading the integration of green growth into national training curricula. LAN has shown a strong interest in incorporating green growth into its regular training under Deputy I Education and Training for State Apparatus, Muhammad Idris2. LAN has now requested a more formal partnership with GGGI for developing a capacity building program for green growth, and a terms of reference for the partnership is included in the annexes to this document. It follows that LAN could lead the development of the criteria, with policy and sector direction from Bappenas and technical input from LHK.

Please see letter from Muhammad Idris, Deputy I LAN, on Education and Training for State Apparatus.

National Capacity Building Curriculum Report – March 2015 The table below summarizes proposed roles and responsibilities of each of the agencies for the implementation of institutional green growth capacity building. Figure 1: Proposed activities, outputs and outcome for a national green growth curricula Institution Activities

Outputs

LAN

• Introduction of GGGI-GoI Program to key staff • Raise funding • Agree official MoUs • Hold FGDs • Identify audience of policy makers and technical teams • Identify existing curricula for green growth integration • Understand the process for green growth integration • Develop materials • Identify and train trainers from LHK • Run pilot capacity building

• MoU expressing LAN approval of green growth training and strategy for its introduction • Specification of audience, existing curricula for green growth integration and institutions for collaboration • Green growth training materials • Green growth training curricula integrated into existing curricula • New green growth training curricula

Bappenas

• Identify audience of policy makers • Identify existing curricula for green growth integration • Identify institutions for collaboration • Receive pilot training

• MoU expressing Bappenas approval of green growth training and its supporting role • Specification of audience, existing curricula for green growth integration and institutions for collaboration • Results from evaluations of trainees • Feedback to LAN on training materials

LHK

• Introduction of GGGI-GoI Program to key staff • Hold FGDs • Identify audience of policy makers and technical teams • Identify existing curricula for green growth integration • Identify institutions for collaboration • Understand the process for green growth integration • Support in developing materials • Receive training for trainers from LAN • Run pilot capacity building for Bappenas

• MoU expressing LHK approval of green growth training and its supporting role • Specification of audience, existing curricula for green growth integration and institutions for collaboration • Inputs to training materials • Green growth trainers • Feedback to LAN on training materials

Outcome

• Future policy makers from across ministries and technical teams have the knowledge and skills to achieve sustainable development in Indonesia.

National Capacity Building Curriculum Report â&#x20AC;&#x201C; March 2015

2.3

Opportunities for integrating green growth into existing training at LAN

LAN offers three existing mandatory and regular training programs into which green growth can be integrated: Leadership Training, Technical Training and Reform Leader Academy. Through these programs knowledge accumulates from an introductory and overview level, to techniques and on to application. Figure 2: Existing training programs at LAN where green growth could be integrated

1. Leadership Training Basic Training Goal Gain a basic understanding of green growth, its cross-cutting implications and economic, social and environmental aspects Target Audience Echelon 1 to 4 National and Sub National, cross ministry Policy makers

2. Technical Training In Depth Training Goal Achieve in-depth, sector specific where relevant, training on green growth techniques for policy and project planning. Target Audience Echelon 1 to 4 National and Sub National, cross ministry Policy makers, technical teams, sector specialists and other professionals

3. Reform Leader Academy Change Project - Application Goal Ability to apply the knowledge and skills to actual projects and policies according to position Target Audience Echelon 1 to 4 National and Sub National, cross ministry Policy makers

Each program is described in more detail below, along with an explanation of the opportunity for integrating green growth. Leadership training Background: Leadership Training provides the background knowledge and concepts and is open to ministries and government institutions at the national and sub-national level. It applies from the lowest echelon (echelon 4) to the highest (echelon 1) and has different standards that should be achieved at each level. This gives the training the broadest scope of the three programs. Attendees are grouped according to their position and training is provided to each group over a three month period. Budget for Leadership Training is secured each year and approximately 25,000 government employees attend. Opportunity: 9

National Capacity Building Curriculum Report â&#x20AC;&#x201C; March 2015 The Leadership Training provides an opportunity to mainstream green growth concepts into policy and planning decision making. This is a priority because it represents a structural intervention that would affect national economic, environment and social strategies. The audience is broad and would therefore provide excellent coverage of green growth. Content: At this level green growth concepts, definitions and an understanding of the tools and methods available would be most appropriate. The Roadmap of the Program provides a good representation of the level of detail expected to be covered at this level. This may be conveyed using tailored case studies, presentations of macro tools and related information on policy enablers and impacts. The training would not go into sector specific details at this level, although certain sectors may be case studies to illustrate key concepts. Technical training Background: The Technical Training can build on the Leadership Training, but focusing on specific technical methodologies or tools. These are often specific to roles or sectors of participants. On completing the training, the attendees should have acquired the skills to the level of being able to apply them in their regular jobs. New competencies are often required and new training materials introduced to adapt for future challenges. Programs tend to be tailored and are therefore not mandatory for all government officials. The audience can be policy makers or technical teams across echelons. It is important that sector specialists are trained in order to apply green growth methods at the most detailed level. Opportunities: Technical Training presents an opportunity for more in depth capacity building on green growth assessment and analysis. It is also a more flexible program that can be adapted by topic, meaning it can be tailored to green growth content and its audience and trainers can be selected appropriately. The training would need to be aligned with the priorities of institutions, competency required and anticipated future challenges. Green growth technical aspects of training, or new green growth curricula, could potentially be agreed with LAN in the future and introduced as a mandatory program for appropriate sets of government officials. GGGI could provide support to the specification and its associated budget requirements.

Combining the Technical Training with the Leadership Training provides a good model for green growth. It allows leaders to understand the concepts and provide direction, while supporting detailed analysis can be undertaken and interpreted in the right way. It is important that a combination of policy makers and technical experts would be involved in Technical Training to provide overlap with Leadership Training. Content: 10

National Capacity Building Curriculum Report â&#x20AC;&#x201C; March 2015

The specific opportunities for the Technical Training are the application of green growth tools and methods such as the Roadmap, GGF, GGAP and eCBA as well as Strategic Environmental Assessment, Social Impact Assessment and Environmental Impact Assessment. Like the leadership training, this could be integrated using case studies that demonstrate green growth tools in practice. Separate modules could cover different tools, for example eCBA could be covered in a module involving worked examples of actual projects where eCBAs have been conducted. Significant budget has to be assigned to build the new training curricula. Reform Leaders Academy Background: Reform Leaders Academy (RLA) Training is the application stage of training and provides a chance for government officials to use the knowledge, skills or techniques learnt elsewhere. It is a 150 day program in which 40 participants implement change in their respective departments and are assessed against the impact of their intervention. The projects are budget dependent, and take place over a 6 month period, including some time off-site. The interventions are real changes made in their departments, typically centered on adapting to future challenges they are facing. Successful interventions can form the basis for promotion cases. Its audience covers all four echelons, national and sub-national and cross ministry but is focused around those that make policy and planning decisions. It encourages innovation, requiring participants to apply new values, knowledge and skills. Opportunities: This format of training allows the implementation of green growth most directly and will provide a framework for monitoring and evaluating the success and challenges of an intervention. Content: The Program could propose a theme or project for a department or sector for which participants could implement change using green growth methods and approaches. As in leadership and technical training, this could use tools and case studies to support innovative and holistic thinking. This could be a powerful way to demonstrate green growthâ&#x20AC;&#x2122;s applicability to the current challenges in Indonesia.

National Capacity Building Curriculum Report – March 2015

Figure 3: Summary of existing training and opportunities for green growth interventions Training

Leadership Training

Technical Training

Target Group

Goal

Intervention

Echelon 1 to 4 Policymakers and Technical Team

Changing the mindset Basic understanding of green growth. Mainstreaming green growth concept and tools

Incorporate green growth into existing curriculum, following the Learning Agenda of Leadership Training. For example: case study on the issue of environmental vulnerability and possibility to enhance economic, social and environmental resilience in long term. To have a full scheme of integrated green growth curriculum development both to policymakers and technical team

National and Sub National level Cross Ministry/Division

Group 1: Policymakers (echelon 1 and 2) Group 2: Technical Team (echelon 3 and 4) Group 3: Functional Position or the Professional. Combination of Group 1,2,3 to provide overlap if needed

To be mandatory training with indepth training for policymakers (Pusbindiklatren Bappenas) and indepth training for technical team (Pusdiklat LHK)

Benefits 



Mandatory training that will cover policymakers and technical team Access to government officials at all level, national and subnational level Potential to be cross-ministry and deputies Secured budget

More flexibility to design green growth curriculum within the context of LAN mandate To target strengths of Bappenas and LHK with different technical modules to ensure effective training

Example: Technical Training with participants from Bappeda and selected local government workers and researchers

National Capacity Building Curriculum Report – March 2015

Reform Leader Academy

2.4

Echelon 1 to 4, Structure Government Official. Selected high competent participants who meet the standard. Homogenous or mixed participants. If homogenous participants: similar positions need to be kept together

Apply GGF and tools to Change Project proposed by each participant which will be reviewed for its first stage application. RLA to determine the passing grade. The result can be used for career promotion.

Incorporate green growth into existing training format: starting with diagnosing change session through to change project and evaluation by green growth experts.



Use of existing change project process to trial an application of green growth and monitor its impact Target group can be selected to ensure competency and relevance to the theme of RLA (i.e. Green Investment or Green Infrastructure)

Bappenas and LHK support to LAN training

The diagram below shows how LAN is most appropriate to integrate green growth into its Leadership Training and Reform Leaders Academy curricula, but Bappenas and LHK could contribute elements to integrating green growth into existing and new Technical Training. Figure 4: Specific support by the three key agencies to existing training programs

Leadership Training: LAN suited to lead Mainstreaming green growth and an integrated approach to economic, environmental and social issues policymakers and technical team Technical Training: Bappenas and LHK suited to lead some elements In-depth Training for Policymakers could be led by Bappenas and In-depth Training for Technical Team could be led by Pusdiklat LHK

Reform Leaders Academy: LAN suited to lead

LAN could lead the change project

2.4.1

Bappenas’s input into LAN’s training

Bappenas has the existing training programs3 below that could form part of the Technical Training program at LAN: 1. Development Planner at Bappenas as career path 3

Please see Booklet, Pusbindiklatren Bappenas 2014, page 139.

National Capacity Building Curriculum Report – March 2015 2. Local Development Planning and Mid Term Regional Development Planning 3. Public and Private Partnership 4. Green Economy Programs 1 and 2 above are suited to policy makers, and could therefore be used for Technical Training of groups of echelon 1 and 2 participants. For example, this would make the most of Bappenas’s expertise in developing policy and planning documents and training for Mid Term Regional Development Planning. The materials that could support this training are likely to be the Roadmap, GGF and GGAP. Programs 3 and 4 above are suited to functional or technical teams and could therefore be used for Technical Training of echelons 3 and 4. The focus of this training will be more on green growth incentives, such as investment analysis and making the case for public intervention. This training may also need to take on sector specific modules, focussing on tackling challenges related to mining, industry agriculture and forestry for example. Figure 5: Integrating Bappenas’s skills and existing training into LAN’s programs

Pusbindiklatren Bappenas

LAN Training

Development Planner Training

Local Development Planning and Mid Term Development Planning Training Public Private Partnership Training (investment analysis) Pusbindiklatren Bappenas Green Economy Training (mining, agriculture, energy)

2.4.2

LAN Technical Training In depth training for Policymakers echelon 1 and 2 Relevant Functional Government Official LAN Technical Training In depth training for Technical Team echelon 3 and 4 Relevant Government Official

LHK’s input into LAN’s training

LHK currently provides training on4: 1. Understanding the economic value of natural capital 2. Understanding the environmental impacts of development activities the various forms of impact assessment (SEA, SIA, and EIA) or, sustainable consumption and production and Green GDP. This has a natural fit with the Technical Training on green growth assessment tools developed under the Program such as GGAP and eCBA. Because of its more technical nature, such tools could be targeted at echelons 3 and 4 at the national and sub-national levels. In addition, other staff with

Please see Annex 3 on Pusdiklat LHK, Ministry of Environment and Forestry

National Capacity Building Curriculum Report – March 2015 relevant responsibilities for the environment, such as Biro Lingkungan Hidup or the Bureau of Environment at Local Government Offices, are the target audience for this training. Figure 6: Integrating KLH’s skills and existing training into LAN’s programs

Pusdiklat KLH Economic Environmental Valuation (eCBA) Impact Assessment (eCBA, EIA, SIA, SEA) Green GDP Sustainable Consumption and Production

LAN Training Technical Training Green growth in-depth training for Technical Team

3 Putting the strategy into action The strategy could be implemented in two stages: i) planning which would take place between 2015 and 2017, and ii) implementation which would take place between 2018 and 2020.

3.1

The Planning Stage 2015-2017

In 2015-2016 the outputs of the planning stage could include training curricula, both for integrating into existing programs and development of new curricula. This may involve the process for delivering training as well as supporting materials. In 2017, trainers could be trained and pilot sessions introduced. Once feedback is gathered from pilot sessions, the existing programs where green growth has been integrated can be strengthened even more and a potentially new green growth curricula can be finalized and hopefully ratified by the relevant departments if at that point in time a new curricula on green growth is seen as a valuable addition to all other curricula under LAN. The ratification process will include quality assurance and a formal administrative and legal standard and can ensure that following the green growth curricula becomes mandatory to all government officials. The figure below sets out these steps in more detail.

National Capacity Building Curriculum Report – March 2015 Figure 7: The Planning Stage Main Activities 2015

Integrating green growth into the current training curricula

2016 Develop Modules and Training Materials

Integrated green growth with existing training: -Leadership Training - Reform Leadership Academy

Integrate green growth in Technical Training under the mandate of LAN: - Bappenas to support in depth training for policymakers - LHK to support in depth training for Technical Team

2017 Develop the Trainers and Coaches

Trainers and coaches master the methodology and delivery techniques of Leadership Training and Reform Leaders Academy

E.g.: Case study Short Film Role Simulation Games Site Visit

Assess and initiate processes to develop new overarching green growth training curricula under LAN’s technical training

Trainers and coaches master the methodology and delivery techniques of Technical Training

Pilot Training and Meet the Administrative and Legal Standard

Pilot Training – Quality Assurance  First Trial on Curricula and Training Materials  Apply new methodology for integrated materials Evaluation (feedback) for Improvements Head of LAN issues official regulation for legal status of green growth modules in Leadership Training and Reform Leader Academy Pilot Training – Quality Assurance  First Trial on Curricula and Training Materials  Apply new methodology for integrated materials Evaluation (feedback) for Improvements

Technical Training to become mandatory training for government officials Green growth curricula and modules become mandatory for government officials

The immediate priorities of the planning stage are therefore:  To integrate green growth materials in current curricula and training programs and develop training materials that complement relevant existing training curricula and meet LAN’s process requirements and standards and are appropriate for the different target audiences. Modules will need to be adapted for: o echelons 1 and 2, o echelons 3 and 4, o national or sub national officials, and o functional government officials.  Develop new curricula for green growth where necessary that is also adapted to different audiences as needed.

National Capacity Building Curriculum Report – March 2015 

Anticipate the future challenges and risks and demonstrate how green growth knowledge and skills can mitigate these.

The priority activities during the planning stage include:  Where possible, coordinate with LAN, Bappenas and LHK to build joint funding commitments, expert teams, training materials, trainers and coaches.  Agree official Memorandum of Understandings between GGGI and each institution that sets out roles, staffing, responsibilities and timelines for the planning stage  Clearly identify the needs for green growth training and articulate its benefits for different government departments. This will show target areas where there is a lack of understanding and the complementarities of green growth to existing curricula. This should take account of government department mandates, existing capacity and current and future legislative change. This will address the demand for skills appropriately and be in line with the processes for integrating training and gaining its ratification. The specific priorities for each agency are:  Further meetings with LAN will help scope and budget the planning stage. Once this is determined, workshops could take place to discuss detailed actions for integrating green growth into existing training and working with Bappenas and LHK.  Further meetings are needed with Pusbindiklatren Bappenas to explore its partnerships with external institutions. These external institutions often provide training to Bappenas, and further meetings will help to define where green growth can contribute.  Pusdiklat LHK has recently been re-organized due to the outcome of the 2014 elections. It is envisaged that there will be an initial progress update but thereafter discussion of its potential for contributing to the Technical Training and providing expertise and trainers can be discussed. Developing specific activities and materials to integrate into training curricula Leadership Training The leadership training at LAN emphasizes the importance of policy makers having a strong sense of nation building (wawasan kebangsaan) that will maintain the country’s national sovereignty. Therefore, the new curricula, which would include green growth, would be adapted by LAN to meet these requirements. The key content that could be included is summarized in the table below, along with suggested activities for its integration.

National Capacity Building Curriculum Report – March 2015 Figure 8: Key content and suggested activities for integrating green growth into Leadership Training Key content:

BAU versus green growth: changing the mindset of policy makers. Integrate with existing “Nation Building” section by setting out the national strategic issue of medium to long term vulnerability from BAU

Green growth in the policy and planning process (Roadmap, GGF and GGAP) and international green growth examples

Green growth at the project level covering GGAP and concepts and methodology of eCBA but not its techniques

Feedback

Suggested activities:  Presentation with details of BAU consequences, drawing on case studies and reputable historic data and projections. Demonstrate benefits of green growth approach again drawing on real examples and opportunities in Indonesia, using content from the Roadmap.  Overview of parts of planning process where green growth could be integrated, including green public procurement.  Discussion and question and answer session required with participants to clarify concepts, for example how green growth fits with sustainable development.  Role Play/Short Film may be appropriate to support and teach green growth approach and benefits.  Cover interdependencies of issues to address all ministries in the room: use the Roadmap and other GGGI and nonGGGI supporting documents that discuss Sustainable Development, Ecological Carrying Capacity, Ecological Footprints, Biodiversity Indonesia and its Economic Potential, Biodiversity for Food Security, Renewable Energy and Strategic Resources for Indonesia’s Energy Security.  Discuss overlaps between public, private and civil society sectors.  Presentation, including possible international experts and GGGI guest speakers to talk through international examples of green growth policy.  To be followed by discussion and question and answer session.  Facilitated case study session to stimulate analytical thinking using findings from GGAP and eCBA.  Encourage audience participation, audience generated solutions and new ideas on project and policy factors.  Guest speaker may be appropriate to demonstrate an existing green growth intervention.  Demonstrate the potential of Green Investments, Green Production/Green Industry, and Eco Labelling for new green markets, Eco Tourism and Green Construction and Green Procurement.  Discussion and question and answer  Evaluation forms to gauge participant understanding

National Capacity Building Curriculum Report – March 2015

Technical Training Within technical training there is more flexibility to introduce new structure and modules. From a capacity building needs assessment carried out in 2013 and 2014 of the Program, valuation of externalities was an area that Technical Training could develop, potentially in partnership with GGGI to draw on eCBA methodologies. Activities can focus on three groups: 1. Echelons 1 and 2 policy makers from different ministries and both the national and sub-national levels 2. Echelons 3 and 4 technical teams to learn green growth approaches 3. Functional positions or professionals that take on both technical approaches and policy making training Bappenas is well suited to support group 1 and LHK group 2. All agencies could design activities for group 3. LAN would ultimately be the most appropriate agency to have oversight of the specific activities to ensure they are constructive for its mandate. Developing creative and innovative materials to support worked examples, such as case studies, role plays, short films, games and site visits, will be important to the effectiveness of the technical training. Key content: Green growth in the policy and planning process (Roadmap, GGF and GGAP) and international green growth examples Valuation of externalities, particularly negative environmental and social Environmental and social outcomes, including issues of ecological carrying capacity, energy and food security Feedback

Suggested activities:  As in Leadership Training, the same modules and materials could be used in technical training.  Addition of sector specific examples, for example assessment of project green growth credentials within a sector using GGAP.  Worked examples that use the existing eCBA training toolkit developed under the Program  Sector specific examples  Application of eCBA and case studies on the benefits of rich biodiversity utilized at the optimum level for social welfare, water supply threats and options, illegal logging impacts and trends, the link between natural resources and social tension.  Discussion and question and answer  Evaluation forms to gauge participant understanding

Reform Leader Academy To integrate green growth into the Reformed Leaders Academy, themes need to be provided to encourage the target groups to come up with appropriate change projects that apply green growth leadership and technical training. The process is a hybrid of classroom and off-site activities. During classroom activities participants learn the new knowledge and skills that can then be applied as part of change projects in participants’ daily roles. 30 days are usually spent in class, while 120 are spent in participants’ usual roles. At the

National Capacity Building Curriculum Report – March 2015 assessment stage, green growth experts could evaluate the design change from a green growth perspective. This will encourage collaboration across teams and allow more complete solutions. Classroom content and activities will be similar to those specified in the Leadership and Technical Training. However, to create specific themes that are taken up by participants, the content may need to be focused on imminent or predicted challenges. In some cases these may need to be sector specific. The specific content and activities of the change project will be determined as part of the decision to pursue a change project and its planning stages, but below we show the format of the Reform Leader Academy training and possible activities. Example theme for Reform Leaders Academy Project Geothermal Energy Expansion PT Wayang Windu Star Energy, West Java, Stage 2 Theme

Public Private Green Investment for Geothermal Expansion in West Java

Potential Participants:

PT. Wayang Windu Star Energy (WWSE) and State Electricity Company (PLN) Level of participants: PLN Echelon 1 and 2 & Key Relevant Staff from WWSE

Possible Change Project:

Move from single funding by WWSE to joint funding based on green growth investment and impact analysis. PLN reallocate previous capital for geothermal electricity energy expansion to distribute the geothermal power to supply demand in wider areas.

Training material design In order to be consistent with existing training materials and programs they should follow the following principles.  Where possible materials such as tailored case studies, tools can be directly integrated under existing training programs  Specific green growth relevant modules can be designed and specific materials developed to support it.  Sessions should follow a systematic flow.  Materials can include toolkits, handbooks, guidelines, short films, case studies, exercises, role plays, games and site visits.  Sessions should be run in an interactive and lively way to encourage participation, critical thinking and creative discussion.  Content should be applicable to the audience and the local context.

Tailoring case studies Case studies should be tailored according to:  

The target audience. For example, national/sub national level, ministry or ministries/province/distinct/city, echelon (echelon 1 may be more focused on policy formulation and echelon 2 on development strategy) and experience level. The issues to uncover. For example, a critical thinking case study could focus on analytical skills, a case study could identify the most effective ways to solve problems, a dilemma case study could show the reality of decision making and experiences of difficult choices

National Capacity Building Curriculum Report – March 2015



3.1.1

The local context. For example, ethnicity of stakeholders, ecosystem and heritage, geography, religion and culture.

Empowering the trainers and coaches

Trainers are those who share the knowledge and skills mostly in class through discussion, while coaches are available to train on an ongoing basis outside of formal classes – this is more closely linked to on the job training. Technical capacity building, such as GGAP and eCBA, is more effectively delivered through coaching methods. Trainers The master trainers have to be trained so they have the appropriate skills to work with targeted government officials. This involves setting a required standard for master trainers, and allocating them certain modules of the curricula. Supporting materials for the trainers also need to be developed. The new trainers would need to become familiar with the modules and training materials. Different materials and audiences would require the trainer to learn the appropriate delivery methods. For example, the policy maker participants from urban and rural areas will have different requirements that need to be met. In most cases, trainers of LAN, Pusbindiklatren Bappenas and LHK are certified by LAN or the associated Ministries’ training departments (Pusdiklat). For non-degree level training at Bappenas however, leading third party universities provide some of the training which does not require Bappenas or LAN certification. At LAN there are 940 trainers (widyaiswara) throughout Indonesia to train around 2400 officials each year. Suitable green growth trainers would be selected to be master trainers dependent on their existing capability. The trainers from Pusbindiklatren Bappenas who undertake training of a similar nature to green growth at the moment tend to be from third party university institutions. Therefore, it is important to have the permission from Pusbindiklatren Bappenas to include these institutions in the partnership with LAN. Coaches The Coach would be trained to assist the participant in applying green growth approaches in their job. This allows the participant to gain real experience of using the training, and hopefully will accelerate the participant’s development to being able to apply what they have learnt on their own. Coaching can take various forms, for example, using online tools or discussions, personal/group discussion or more intensive one on one discussions to ensure that the participants are mastering the training topic and able to apply it. Each coach should be responsible for approximately 10 participants. Process for inducting trainers and coaches

National Capacity Building Curriculum Report – March 2015 A specification of the skills should be defined to match the needs of being able to deliver specific modules and training materials. Recruitment of trainers would be from the agencies themselves or universities where they have the relevant skills, such as centers for environmental studies. Two sets of guidelines would then need to be set up for the trainer: content and delivery. The content guidelines provide the trainer with the proposed modules and references to supporting training materials. The delivery guidelines propose how the training should be delivered, for example by discussion or worked example, and also references supporting materials. Example areas covered by the guidelines for training implementation: • • • • • • •

The goal The competency it will build Human resources required to perform the training Facilities needed Budget allocation to finance the training implementation (schedule, period of each session, the implementing institution) Evaluation (for the participants, to the trainers, to the implementing agency) Requirements for certificates and award

Once the trainer and guidelines are in place, pilot training sessions are run to allow the trainer to gain feedback and master the content and its delivery. An evaluation process would be conducted with a detailed interview by the reviewer before a trainer is formally adopted for delivering the modules. Once trainers are identified, a program of training the trainers is required to maintain standards and keep content and delivery up to date. Figure 9: Likely sources of trainers and coaches

Trainer from LAN (widyaiswara)

3.1.2

Trainer from Pusbindiklatren Bappenas & Partner Institution

Trainer and Coach from Pusdiklat LHK (widyaiswara)

Back Up Trainer/Coach from PSLH, University, Leading Training Institution

Pilot Training

A strong emphasis is placed on quality assurance for training modules and materials and the trainers themselves. To meet the administrative and legal requirements, an evaluation of pilot sessions allows an assessment of what went well, the weaknesses and difficulties encountered and whether the trainer mastered the content and delivery method and the trainees learned what was intended. 22

National Capacity Building Curriculum Report â&#x20AC;&#x201C; March 2015 Participants of the pilot provide genuine, detailed feedback on the substance of the new training (both module and materials) and the capacity of the trainers. Experts in sustainable development, green growth, policy making, environmental economics, pedagogy and other key staff would also review the session via a structured evaluation questionnaire. Experts may be required from LAN, Pusbindiklatren Bappenas and Pusdiklat LHK in the pilot programs. 3.1.3

Meeting administrative and legal standards required for government training

Each strategic education and training institution has an administration standard that is required before curricula can be implemented. At LAN, new training curricula have to be tested and officially accepted before becoming part of the mandatory training for government officials. There has to be new regulation signed by the Head of LAN before training becomes official and mandatory. It follows that the priorities over the next two years are to assess and initiate processes to develop new overarching green growth training curricula under LANâ&#x20AC;&#x2122;s technical training. This allows sufficient time to ensure it is up to standard and can become mandatory for government officials.

4 Implementation Stage: 2018-2020 After the Planning and quality assurance stages the full implementation would start in 2018. As stated above, Leadership Training happens each year and budget is always allocated. Technical Training and Reform Leader Academy programs are planned year on year according to demand and budget.

4.1

Priorities for implementation in 2018-2020

The number of government officials to be trained depends on the availability of trainers and budget to finance training implementation. Given resources are likely to be limited, below we set out potential priorities for the delivery of training for each department. Figure 10: Prioritization of different audiences for different departments 2018

2019

Policy makers (Echelons 1 and 2)

National Level: Cross Ministry, Selected most strategic Ministries Sub national Level: Selected most strategic Province, District, City

National Level: Selected 2nd most strategic Ministries Sub National Level: Selected 2nd most strategic Province, District, City

Technical team (Echelons 3 and 4)

National Level: Selected most strategic Ministries Sub National Level: Selected most strategic Province, District, City

National Level: Selected 2nd most strategic Ministries Sub National Level: Selected 2nd most strategic Province, District, City

2020 Sub National Level: 3rd most strategic Province, District, City

Sub National Level: 3rd most strategic Province, District, City

National Capacity Building Curriculum Report – March 2015

Policymakers & Technical Team (Echelon 1 to 4) and Professionals

4.2

National and Sub national Level: selected combination of echelons 1 to 4, plus Professionals (researchers, expert in various field, etc.). Most strategic institutions.

National and Sub national Level: selected combination of echelons 1 to 4, plus Professionals (researchers, expert in various field, etc.). 2nd most strategic institutions.

Sub National Level: 3rd most strategic Province, District, and City.

Key expertise needed in curricula and training development

Some of the key roles required are listed below: 



4.3

Expert in Curricula Development can be independent to the technical areas of green growth but with extensive experience in curricula design. This should include the ability to set out a progressive set of modules within curricula, supported where appropriate by tools. The curricula should be focused on achieving green growth capacity and the expert should therefore be effective in evaluating changes in trainees understanding of the subject matter. It will be important for this role to have the ability to change and adapt curricula both to match its audience but also to keep pace with the rapidly advancing methods and sectors of green growth. Expert in Module development to design training for different audiences. Again, this expert may not be required to have deep technical green growth knowledge, but knowledge in methods to educate discrete topics effectively and in a progressive manner. This may involve using case studies or tools where appropriate to support the trainees. Expert in Material Development to produce a range of engaging and accessible training materials. Relevant experience includes producing case studies, exercises, discussion documents, role-play simulations, short films, and site visits. Technical knowledge may be required for certain modules, for example where green growth analysis is taught. Expert in Delivery Methods in training to facilitate learning with audience participation, critical debate thinking and problem solving. Relevant experience also includes having capacity to build the skills in others through “on the job training” and to assist government officials in the application of green growth tools. Expert in green growth content with experience in the fields of sustainable development, green economy, low-carbon economy, the economic value of biodiversity, spatial planning, green production and green investment.

Target audiences for green growth modules and materials: Policymakers, Technical Team, Professional

Example target ministries for green growth capacity building are: Bappenas, LHK, Coordinating Ministry for Economy, Ministry of Finance, Energy and Mineral Resources (ESDM), Maritime, Public 24

National Capacity Building Curriculum Report – March 2015 Works, Ministry of Domestic Affairs and the Indonesia Investment Coordinating Board (Badan Koordinasi Penanaman Modal/BKPM). Listed below are the key positions of government officials for which capacity building on green growth would have maximum impact. Target participation levels The estimation of participants of Echelon 1 to 4, from national and sub national level is as follow: Echelon 1: 100 Echelon 2: 700 Echelon 3: 6,000 Echelon 4: 18,000 – 25,000 Policy makers: Structure echelon 1 and 2 across ministries in Leadership Training and Reform Leader Academy At the national level  Targeted Ministries, tailored to their specific mandates  Cross cutting Ministries, including Ministry of Finance – with additional training sessions on coordination Provincial level: Governor, and Vice Governor, Local Secretariat District level: The Head of the District, the Vice Head of the District City level: The Head of the City (Mayor) and the Vice Head of the City Pusbindiklatern Bappenas could relay training on the Roadmap and GGF to Bappeda (Local Development Planning Agency). Both the national and sub national levels target Functional Government Officials for both Leadership Training and Technical Training. These professionals will therefore learn the full spectrum of policy maker training and technical training, and will provide an important backbone to government on green growth. Technical team, echelon 3 and 4 across ministries and across division (national and sub national level) in Leadership Training and Reform Leaders Academy Training Initial priorities at the sub national level, the provinces, districts and cities chosen could be those where eCBAs have already been conducted, or good stakeholder buy in to the Program exists. Officials with responsibilities for development and specialisms on the environment would be a priority target audience. This audience may include officials under the title of Local Government Working Force (Satuan Kerja Perangkat Daerah, SKPD) within specific sectors, Biro Lingkungan Hidup (BLH) staff or others in similar positions in provinces, districts and cities. Functional Government Officials (Professionals) across ministries and across division (national and sub national)

National Capacity Building Curriculum Report â&#x20AC;&#x201C; March 2015 The professionals at government institutions include development planners, researchers in certain fields and sector specialists. They are a suitable target audience for Technical Training as they have the knowledge and skills which are relevant to green growth. This new capacity would provide strategic support to policymakers through detailed technical analysis.

National Capacity Building Curriculum Report – March 2015

Annex 1: Steps of LAN’s existing Leadership Training agenda Leadership Training follows LAN’s learning agenda which evaluates participants based on their performance in five topics: 1. Self-mastery 2. Diagnostic reading 3. Innovation 4. Effective team 5. Reformation A brief description of each is outlined below. 1. Self-Mastery Includes topics such as: Integrity, Nation Building (National Strategic Issue in Politics, Law, Economy and Social Welfare), Nation Pillars, State Administration of the Republic Indonesia and Public Ethics Standard. 2. Diagnostic Reading Diagnostic Reading and High Organizational Performance. 3. Innovation Including topics such as: Innovation, Innovation and Creative Thinking, Working Culture in Effective Leadership and Benchmarking Best Practices. GG Potential Integration suggestion 4. Effective Team Work Including topics such as: Developing Effective Team Work, Networking, Coordination and Collaboration and Emotional Intelligence. GG Potential Suggestions 5. Reformation - Policy Formulation Including topics such as: Breakthrough Change, Designing Change Project, Seminar of Change Project, Thoughts for the Change Project Implementation, Seminar of Project Implementation (Laboratories) and Leadership Evaluation.

National Capacity Building Curriculum Report – March 2015

Annex 2: Format of Reform Leaders Academy

Reformer s Change Leaders Step V

Step 4 Step 3

Step 2

Step1 Diagnosing Change

Breakthrough I Taking Ownership

Designing Change and Build Coalition

Breakthrough II Leadership Laboratory

Evaluation 4 Days

120 Days

16 Days

5 Days

Step 1: Diagnosing Change for 5 days – introduce new concepts and make changes Participants learn why changes are needed to prepare for future challenges. A conceptual framework explains new concepts, how they differ from the old, the benefits, how to implement changes/innovation, examples of successful changes, the challenges and the potential solutions. Green growth concepts such as the Roadmap, GGF, GGAP and eCBA could be introduced here. Step 2: Breakthrough 1 – taking ownership – 5 days The participants come up with change/reform ideas that they would like to see in their job/project based on the knowledge gained in Step 1. Each participant has his/her own innovation to solve the problem using the new concept. The basic idea of the reform innovation can be formulated and tested during the year for initial results. Step 3: Designing Change and Build Coalition – 16 days The innovative idea is formulated into a detailed strategy. The reform idea selected is the one that is a solution to a current problem, is workable under the circumstances, has buy-in from the supervisor/peer group, and involves positive collaboration. Interventions, such as policy or project re-designs to maximize the green growth outcomes, could be integrated here. Step 4: Breakthrough 2 – Leadership Laboratory – 120 days This is the period where participants exercise leadership to bring about changes. Participants are required to take the lead, mobilize support and implement the designed strategy that takes the idea of innovation into reality. Successful leadership will stand up for the reform, using the new concept with the right strategy. Step 5: Evaluation – 4 days After having implemented the reform idea, the participants learn from the journey. Participants assess what went well and what could be improved. From here, they judge what aspects should be scaled up and what aspects should be stopped, and if a new strategy is needed to overcome the challenges. In green growth assessments, policy or project re-designs may be identified at this stage for future implementation.

National Capacity Building Curriculum Report â&#x20AC;&#x201C; March 2015

Annex 3: Letter from Deputy I LAN, Education and Training for State Apparatus

National Capacity Building Curriculum Report – March 2015

Annex 4: Summary of meetings with LAN The Mandate LAN has the authority to educate and train of all government officials, at national and sub national level. Training at LAN is under the Deputy of Education and Training, Dr. Muhammad Idris. MSi, who reports to the Head of LAN. The Law of Civil Servants Undang-Undang Aparatur Sipil Negara ate ASN, No 5 Year 2014, Article 43, mentions that LAN has the mandate in “developing standard of quality in education and training of government officials” and Article 44 functions stated one of LAN role “to nationally supervise and to implement education and training of government officials based on competency, and to plan and monitor the needs of education and training.” Key responsibilities of Deputy II (Head of Center for Developing Training Program and Fostering Training Institution): • Formulate and implement policy in the area of education, training of state departments • Supervision and quality assurance of trainers (widyaiswara). • Deliver facilitation of education and training events for state departments • Coach the trainers (widyaiswara) The structure of Deputy II: • Center of Program Development and Coaching on Education and Training • Center of Trainers Supervision • Center of Education and Training on Leadership Training of the national state departments. • Center for Technical and Functional Education and Training Objectives of capacity building LAN could provide regular training sessions on green growth leadership for all positions at all levels. A particular emphasis may need to be placed on echelon 1 and 2 officials, who would be involved in green growth policy planning and strategy. The objective is to appeal to them with a new mind-set of green growth which can be integrated into their existing objectives and plans. Based on the advice from Deputy Program Development and Diklat Aparatur Negara, Mr. Basseng, the green growth leadership training session could be integrated into the current training on “Reform Leader”. This would allow policy makers to introduce green growth innovations for development policy and strategy by adopting the Roadmap and its supporting green growth tools (GGF, GGAP and eCBA). The Opportunity for green growth integration See main body of report which described LAN’s role as leading the integration of green growth training. See annexes 1 and 2 for a description of LAN’s existing training programs.

National Capacity Building Curriculum Report – March 2015

Annex 5: Summary of meetings with Bappenas The Mandate Pusbindiklatren Bappenas aims to enhance and develop the role of development planners (jabatan fungsional perencana pembangunan). The main function of Pusbindiklatren Bappenas is to implement education and training for the government officials of Bappenas at the national and sub national levels. It is also to enhance the capacity of the planning institution as a whole, from the national level to the local level. Because of its nature as a cross cutting, development planning department, successfully integrating green growth within Bappenas would be powerful in supporting the existing goals of sustainable development in Indonesia. Objectives of capacity building The objectives of capacity building at Pusbindiklatren Bappenas are outlined below. For objective 1, Pusbindiklatren Bappenas are well suited to being tasked with mastering this in-depth training. For objectives 2 and 3, Pusdiklat KLH could assist Pusbindiklatren Bappenas at the implementation stage to deliver in-depth training to the technical team. 1.

To conduct in depth green growth training for the development planners responsible for writing the development planning documents at national and sub national levels

Bappenas is the center for initiating, designing and monitoring development planning in Indonesia. Integrating green growth into development planning at its early stages would align development and green growth objectives and integrate it with the framework for measuring progress. 2. To integrate GGAP and eCBA results into the technical team’s project planning processes Bappenas can train its staff to use eCBA results and GGAP to identify and prioritize development projects. This would lead to a standardized assessment format that supports sustainable development goals. 3. To conduct training for the technical team on monitoring the performance of projects The GGF, GGAP and eCBA provide a structure and indicators for monitoring the performance of ongoing projects. Based on progress, recommendation may be made to redesign projects or provide incentive mechanisms to encourage green growth investments. The Process of green growth Integration into the Institution The Opportunities to integrate green growth

There are two opportunities for institutionalizing green growth into Pusbindiklatren: 1. To develop and deliver green growth training as a new “topical training”. This would be a new module on the theme of: green growth to achieve sustainable development 2. To integrate green growth into the existing relevant training modules, creating a new overall curricula and materials

National Capacity Building Curriculum Report – March 2015 GGGI is seeking advice from Pusbindiklatren Bappenas on which opportunity would be preferred and most effective. Existing training at Bappenas

Based on Pusbindiklatren Bappenas Booklet 2013 there are four existing non-degree training areas where green growth materials could be integrated. These are presented below. 1. Development Planner, senior position curricula includes:  National and Regional Public Policy Analysis  Agenda of Public Policy: at National and Regional Level  Public Administration and Process for Public Policy  Spatial Planning  Case Study  Institution in charge: MPKD UGM, LPEM UI 2. Local Development Planning curricula includes:  Basic Concept of Local Development Planning  Analysis of Local Potential and Needs  Indicators and Technical Local Macro Planning (including: Macro Economic Model and Local Economic Development Projection)  Sector based regional planning  Field study and exercises  Institution in charge: LPEM UI, MPKD UGM 3. Mid Term Regional Development Planning – RPJMD (in relations with RPJMN) curricula includes:  Conceptual framework of Development  Procedure to develop Budget Planning and Evaluation of Regional Development Planning (PP no 8/200, Permendagri 58/2010)  Performance Management  Regional Budget Planning  Analyses and Identification of Strategic Environmental Issues  Methodology and Analysis on Local Finance  Institution in charge: LPEM UI, MEP UNPAD 4. Public and Private Partnership (PPP) curricula includes:  Basic principles of PPP (concept, rationale and contractual options)  Project Appraisal and Feasibility Studies  Project Finance and Investment Analysis  The procurement process  Communication and stakeholder relations  Contract management, Monitoring Evaluation  Institution in charge: ITB, MPKD UGM 5. Green Economy with new focus in the following areas:  Mining/Energy  Agriculture  Industry 32

National Capacity Building Curriculum Report – March 2015  

Transportation Biodiversity (note: as mentioned by Wahyuningsih Darajati – Director on , see minutes meeting on meeting August 15, 2014).

No curricula have been formulated as these new themes are new. The old theme is in Climate Change. Green growth could be integrated into the first three curricula. For example, development planners at the national and local level, Bappenas and Bappeda or Local Development Planning Offices, could benefit from adopting parts of the Roadmap and GGF. The fourth current training encourages green growth to be integrated with PPP, which has direct parallels to eCBA. The existing non-degree training is undertaken by Pusbindiklatren partners, prestigious universities or research/education-training institutions. Therefore, to integrate green growth into Pusbindiklatren, GGGI would work with these organizations. Developing green growth capacity building in Bappenas

The information and assessment here is based on publications and website information that GGGI has access to. When LAN becomes the leading agency in GG Integrated National Curriculum, the partnership from LAN may likely to be easier as it has the authority to work with Pusbindiklatren Bappenas, and these tasks can be carried more effectively by LAN. On the other hand, GGGI can have more intensive discussion with Pusbindiklatern to encourage its role as the institution to build in depth training for policymakers as Bappenas is the one has the authority and expertise to develop policy and planning document. The is a very strategic role for Pusbindiklatren to support LAN in Technical Training, and be key player to train structural government official as well as functional government officials in GG for policy and planning (i.e. Local Development Planning at provincial level/Bappeda). Pusbindiklatern Bappenas work in partnership for its non-degree training implementation with external parties, especially high reputation universities. It depends on Pusbindiklatren Bappenas if GGGI needs to collaborate directly with Pusbindiklatren Bappenas or with its partners. Whoever will be assigned to involve in GG Integrated National Curriculum in developing curricula, training materials and trainer as well as coach, LAN as leading agency, could work closely with Bappenas. If GGGI is to provide a new training topic, it would require the right reputable delivery partner.

Minutes of Meeting with Pusbidiklatren Bappenas, 21 October 2014

GGGI organized meeting GGGI organized workshop External organized workshop External organized conference/forum

v □ □

(Select most appropriate)

National Capacity Building Curriculum Report – March 2015 Item

Detail

Location

Meeting Room, Pusbindiklatern Bappenas, Jl. Proklamasi, JakPus

Dates Attendees

October 21, 2014 Yahya Rachmana Hidayat, Head of Center for Planners , Development, Education and Training, Bappenas, Rizal Primana, Senior Planner, Director of Energy, Mineral Resources, and Mining Darwina, ICB Expert Trust Building stage To identify the opportunity in integrating GG into current training or to develop standalone training.(confirmation of Booklet 2014 info).

Objectives

Key Messages The opportunities 1) to be standalone training of GG, 2) to be part of the current training of the following non degree training: a) Green Economy which focuses in agriculture, mining and forestry or to be blended b) Development Planner (senior position), c) Local Degvelopment Planning, Mid Term Regional Development Planning (RPJMD in relations with RPJMN) d) Public Private Partinership: Bpk Yayhya thought that Green Economy training is the most appropriate training to be blended with GG. However, he is also open to other opportunity since he has not been exposed further on what is actually GG from GGGI. The next steps would be to explain GG as Introduction to Pusbindiklatren. However, the participants of the introduction may include partner institution’s experts which need further thought., or it may include Bappenas trainers (widyaiswara). Furthermore, the final decision to include GG into Pusbindiklatren has to come from Deputy Natural Resources and Environment via the person in charge, Rizal Primana. To cover training at sub national level there are regular training conducted by partner insitutions as follows: 1) Jakarta - LPEM 2) Bandung – UNPAD 3) Semarang - UNDIP 3) Medan – UN Syiah Kuala 4) Madura – UN Trunojoyo 34

National Capacity Building Curriculum Report â&#x20AC;&#x201C; March 2015

The training target group includes government officials which involves in deveopment planing and strategy.

Action Points 1. Waiting for the new government structure before having GG Introduction, to hava a clear postion on who are in charge for GGGI Partnership . 2. Having a GG Introduction (note: 2014 if possible). 3. Having analysis and plan after GG Introduction on the process of the curricula development, material development and ToT .

National Capacity Building Curriculum Report – March 2015

Annex 6: Summary of meeting with LHK The Mandate The mandate of the MoE is to preserve and manage the environment. It achieves this through the specific responsibilities below: 1.

To be responsible for the policy for the management natural resources and environment in an integrated way to achieve sustainable development 2. To ensure coordination and partnership between economic and environmental actors 3. To prevent the destruction of natural resources and to control pollution to preserve the ecosystem services 4. To govern the development of institutional capacity in managing natural resources Objectives of capacity building Our objectives for the MoE’s Education and Training Center (Pusdiklat KLH) as a strategic education and training centre for green growth would be: 1. To train master trainers on the new curricula that will include green growth aspects 2. To specialise in providing in-depth training for the technical teams who will use GGAP and eCBA 3. To be the agent of change by building awareness within MoE, other government agencies, legislative bodies and the general public on the importance of green growth and sustainable development, focus on policymakers. LHK’s role as a provider of trainers

Trainer and Coach for Policy makers and Technical Team

Agent of Change & Specialization

Target Group

Master Trainer

Trainer for GGF and its benefits

Policy makers: Build awareness in government agencies

Policy makers: Build awareness in legislative bodies and general public

Coach for In-Depth GGAP and eCBA work

Technical team: Build ability to use GGAP and eCBA

Because of its mandate and existing training program, it is assumed that Pusdiklat KLH has trainers who are familiar with green growth concepts. This provides an opportunity to quickly train up trainers within KLH.

National Capacity Building Curriculum Report â&#x20AC;&#x201C; March 2015 Pusdiklat KLH could also use its contacts to recruit trainers from other leading experienced institutions as required. These may be the university, Pusat Studi Lingkungan Hidup (PSLH) and research institutions (such as Lembaga Penelitian Ekonomi Universitas Indonesia (LPEM). The trainers will be specialized into conventional trainer and coach. Conventional trainers will be more suited to the awareness building whilst coaches can focus primarily on detailed GGAP and eCBA capacity building with the technical teams. The Process of green growth Integration into the Institution The Opportunities to integrate green growth

There are two opportunities for green growth to be integrated into Pusdiklat KLH: 1.

New training to complement existing training curricula and target specific needs. Green growth training could be integrated into existing similar and related training, and can be developed as part of new curricula with new topics. This would go through thorough review to ensure it is sufficiently targeted at the MoE competency requirements. New training which is an integration of GG with existing training may have the opportunity to be mandatory, as it meets the competency needed by the policymaker, especially to encounter the future challenges. Therefore, develop GG Integrated National Curricula becomes the priority through developing new training.

2. Topical Training, standalone training Green growth would be a standalone training course covering the Roadmap, Policy Planning, GGF and an overview of GGAP and eCBA. Green growth training can be offered by Pusdiklat KLH, however, there would be no guarantee that it will be a mandatory and it is not part of wider curricula. This opportunity is not considered a priority at this stage. Under option 1 above, we would look to develop the new curricula with MoE during the Planning stage. Develop the new curricula and module

In addition to the steps described in phase 1 of the planning stage, KLH would hold a workshop with a collection of stakeholders to gain feedback on the curricula. The workshop would involve other government agencies, experts and practitioners, the business community, academics, civil society and media. The workshop would seek to address issues highlighted in focus group discussions between KLH and GGGI. It was found that the basic understanding of the value of environmental services can be improved, and that the role of government to preserve and to manage natural capital needs to be more effective. It follows that areas of initial focus could include the concept of sustainable development, the ecological carrying capacity, the ecological footprint and the degradation of the environment from human behavior. Training materials need to be relevant to the local context so that people can relate to the environmental concerns. Once these areas are covered, the training can move on to green growth.

National Capacity Building Curriculum Report – March 2015 Reviewing the Existing Training There are a number of existing training modules at Pusdiklat KLH with parallels to green growth. The titles of the training areas are provided below.    



Environmental Impact Analysis (Analisa Dampak Lingkungan), Basic Amdal, Amdal Evaluation, Amdal Formulation Strategic Environmental Assessment (SEA) Green GDP Environmental Economic Valuation • Environmental/Natural Resources Economic Valuation • Environmental Economics and Sustainable Development • Various Ecosystem Functions from an Economic Perspective • Basic Environmental Economic Valuation • Methodologies for Economic Valuation Sustainable Natural Resources Management • Concept of Sustainable Natural Resources Management for various Natural Resources (organic, non-organic, renewable, non-renewable, stocks and flows) • The natural resources utilization and conservation

The existing training areas below also complement green growth, but could benefit from review.      

Index Information on Environmental Quality Climate Change: Commitment to GHGs Sustainable Consumption and Production Environmental Management Geographical Information Systems Natural Resource Conservation and Environmental Degradation Control

Adjustment to the existing program at MoE Green growth training modules for other ministries may wish to draw on the MoE programs below.               

Environmental Impact Analysis Regional Policy and Sector Analysis Vulnerability Data Inventory and System Adaptation to Climate Change GHG Inventory Standardization and Technology Environmental Economy Environmental Economy Valuation Land and Biodiversity Destruction Data and Information Index Environmental Quality Pollution Control Waste Management Sustainable Consumption and Production Strengthening Institutional Capacity on Environment 38

National Capacity Building Curriculum Report – March 2015 Developing new materials

Through the focus group discussions, GGGI have been able to draft outline guidelines for training for awareness building, advanced awareness building and technical training. These are presented below. Outline training guidelines

Policy makers Awareness Building (1 hour) – basic training Goal: To understand the Roadmap, GGF and the concepts of GGAP and eCBA. For each, participants should understand how they fit together, their values and contribution to achieving sustainable development Target Group Policy makers: Echelon 1 and echelon 2 

National Level (Ministry and other Government Agency):  Minister, Vice Minister, Deputy  Head of Government Agency (Kepala Pemerintahan) and Vice Head of Government Agency (not necessarily echelon 1, necessary due to job responsibility)



Sub National Level  Governor, Vice Governor, Head of District/City, Vice Head of District/City  Local Secretary, Head of Local Development Agency Content/Material    



Sustainable Development: history, principles, and its development (Sustainable Development Goals), The Future We Want BAU: the lessons learnt from the failures of Economic Growth (theory) with case study and data (facts) Current training/tools: the purpose, how they work and how they relate to green growth Green growth: what it is, why it is important, how it will bring benefits as a new development approach and how it leads to sustainable development. Basic principles of the Roadmap, GGF, GGAP and eCBA:  The importance and benefits of these green growth approaches compared to existing practices  The benefits of using GGAP and eCBA in planning, redesigning and monitoring  GGAP and eCBA - what they are, what is the difference between GGAP and eCBA, the concept of how they are used and the challenges and solutions in using them Policy makers: understanding of how to critique and use the results from GGAP and eCBA, what they can be used for (planning, redesign, monitoring tools) and the implications of moving towards a green growth pathway

Additional activities: 1 hour simulation – critical thinking (case study BAU versus sustainable development from green growth in the local context) Participants to take active roles in exercises (depends on the events), The material can be adjusted to target the public in general. This would cover why green growth is important, its benefits, examples of simple BAU versus green growth, and more visual presentation with less focus on GGAP, eCBA and policy.

Advance Level Training (half day including discussion max 4 hours) Goal

National Capacity Building Curriculum Report – March 2015 To understand the Roadmap, GGF and the concepts of GGAP and eCBA. For each, participants should understand how they fit together, their values and contribution to achieving sustainable development. This session will also discuss decision making, challenges and solutions Content/material     

Cover same material as awareness raising level to provide context Current training/tools: the purpose, how they work and how they relate to green growth The process of developing the Roadmap, the stakeholders communication, GGAP and eCBA in brief Policy decision making case study: macro level and project level simulation process – points for discussion Understanding the planning process at national level and local level, and the green growth vision and pathway

Additional material for policy makers:     

Research Based Policy (why it is important, how to use data and be transparent) Ethical Decision Making (how to deal with political challenges in decision making) Coordination: using a multidisciplinary approach, developing programs and budgeting together (case study: how to negotiate and build consensus among divisions) Ecological Carrying Capacity Ecological Footprint

Additional exercises: Project planning using BAU assumptions, How green growth can influence the planning process and bring comprehensive long term positive impacts.

Technical Team Introductory and advanced level Goal (introductory) To understand the Roadmap, GGF and the concepts of GGAP and eCBA. For each, participants should understand how they fit together, their values and contribution to achieving sustainable development. Specifically, how these processes can be applied in planning, redesigning, and monitoring projects and policies, the indicators to use and how to weight their importance. Goal (advanced) To understand GGAP and eCBA in detail, be able to collect data with the right indicators, apply GGAP and eCBA on real projects and analyze the results to make recommendations to policy makers Target Audience: Introductory National Level - Echelon 3: Ministry/Government Agency (Lembaga Pemerintah) Sub National: Bappeda Staff, Heads of SKPDs

Advanced: Echelon 3 (optional) and Echelon 4 at province, district/city Head of SKPD and SKPD Staff (province, district/city) Selected experts from Pusat Studi Lingkungan Duration Introductory training: 1 day

National Capacity Building Curriculum Report – March 2015 Advanced training: 5+ days On the Job Training (assigned staff, functional government officials) Goal: Develop the capacity to use GGAP and eCBA and relate it to other capacities which are complementary to green growth in a number of different contexts. Develop a comprehensive range of outputs to inform different recommendations. Content  Similar to Advance level with additional independent work on real projects under monthly supervision  Stakeholder Involvement and workshops  Understanding impact pathways of projects  Advance complex training exercises  Apply GGAP and eCBA for real project selection and analysis  Able to use findings to make recommendations to policy makers Duration: 10 days and additional homework using eCBA method over 3 months, with monthly visit by mentor for coaching and supervision Develop the Trainers and Coaches

Widyaiswara from Pusdiklat KLH (Center for Education and Training, Ministry of Environment) and from Pusat Studi Lingkungan Hidup/PSLH (Center for Environmental Study at the university) are most familiar with sustainable development and green growth as they have experience of providing training on a number of related topics such as Amdal (Environmental Impact Assessment), Strategic Environmental Assessment (SEA), Environmental Economic Valuation and Green GDP. If needed, leading universities and NGOs can provide master trainers to support Pusdiklat KLH and PSLH and train other trainers. Below we indicate the steps required to develop Pusdiklat KLH trainers into Master Trainers for the green growth curricula: 

Build the criteria to recruit the 35 trainers and coaches from Pusdiklat KLH (10 persons) and from Pusat Studi Lingkungan Hidup at the University (15 persons) and other universities or reputable training centers (10 persons). The selected trainers would have to sign Codes of Ethics as trainers and would be responsible for training all of the audiences at national and sub national level  These trainers would then need training on the new curricula, supporting materials and delivery of the training (participatory, critical thinking, problem solving and a challenge situation)  Trainers would need experience in applying the training to real projects and planning decisions A selection process would be needed to determine trainers for policy makers and coaches for technical. Pusdiklat LHK to build internal capacity to be the agent of change Within LHK itself this GG Integrated National Curricula could be introduced to echelon 1 to 4, with expectation they would be the ones to develop awareness within other government institutions, legislative body, and public in general through their work. This is in line with LHK mandate, to ensure there is a coordination and partnership between economic and environmental actors. The

National Capacity Building Curriculum Report â&#x20AC;&#x201C; March 2015 suggestions to develop GG Awareness material can be a start to be used widely, while the advance GG material could be used more for internal capacity building. Pusdiklat LHK to be the partner of LAN as leading agency in GG Integrated National Curriculum To involve in GG Integrated National Curriculum the role of Pusdiklat LHK especially in providing Master Trainers especially in the application of GG Tools for project selection and project intervention (enhance the benefits over costs). In LAN, under Technical Training, Pusdiklat LHK could be responsible for providing in-depth training especially for technical teams. Pusdiklat LHK becomes important resource institution for trainer and coach empowerment. This is due the expertise of Pusdiklat LHK familiar with training which related to GG Tools. Master Trainer might likely from Pusdiklat LHK. Another opportunity for Pusdiklat LHK to assists Reform Leader Academy training to bring feedback to Change Project as it has the experience in Amdal and Strategic Economic Assessment.

Further discussion with LAN to provide trainer and coach for GG Integrated National Curriculum is needed when the collaboration between LAN and GGGI takes place.

National Capacity Building Curriculum Report – March 2015

Annex 7: Engagement progress and approach To support green growth into the long term, the engagement approach has been to consider not only providing government officials with green growth skills, but also to build a more structural presence and commitment to green growth. This leads to green growth being a subject that is owned by and integrated into GoI, with a team of trainers and coaches supported by experts from outside government as required. The following process is envisaged to achieve this:

Step 1. Trust Building

Step 2.

Step 3.

Sense of Ownership

The Commitment

Step 4. Joint Team

Step 1 Trust Building Since the strategic government training center identified, the key strategic government officials within target institution are identified: the ones who have the authority; those who have similar values toward GG; or through the those who have regular standing with the target institution who can be the access for GGGI to meet the key government officials, to know who are the right persons, and has the knowledge whether mainstreaming GG and ICB can work or will have the challenges, and how to have the official meetings. The first meetings ideally an informal meeting if possible by having off the office venue and have coffee-tea/meals or meet in the same event and try to have side meeting. The goal is to get the sense if the idea of ICB can work, what are the requirements, what are the challenges, what are the process that need to go through, and who can be an ally. • • •

Identify key strategic government officials to promote GGGI/GG/ICB Have small-informal meeting - soft approach for substantial discussion/ informal meeting Buy-in : this situation happens when there is official meetings for GGGI/GG presentation

Expected Output: willingness to have official meeting to learn more about GGG or to give an opportunity for GGGI to learn more about the institution. There is no rejection or major challenges to the goal of ICB as the target institution has the first trust to GGGI credibility. Status: LAN and Pusdiklat KLH completed. Bappenas: in waiting. Step 2 Sense of Ownership 43

National Capacity Building Curriculum Report – March 2015

As the trust to GGGI is there, the next level is to build the sense of ownership to ICB as ICB becomes the interest to both instruction. The sense of ownership from the target institution supports a stronger commitment. Therefore, GG is not something that GGGI only who plays a role, but it creates a room for target institution to also involve in GG integration approach. • •

•

Identified the opportunity for GG Integration in new training within the target institution through: Workshop/FGD to integrate GG: develop curricula (consider current training, target profile and competency, relevancy to the job, to encounter the future challenges), develop training materials and develop trainers, trials/pilot project, meet the standard of administrative and legal. If workshop/FGD does not take place: intensive discussion, reading through secondary data, information from website can provide similar information Expected Output: New identified curricula development process - training material development and trainers development by target institution, administrative and legal standard to meet. Status: LAN and Pusdiklat KLH have showed sense of ownership by actively contributing to the workshop on the process of GG integration (Pusdiklat KLH), or by giving resourceful information on the existing curriculum structure and training format (LAN).

Step 3 The Commitment The following information reflects commitment for the new training and the intention to have official collaboration • Workshop/FGD/Discussion to identify the activities and Planning Stage 2015-2016 and involvement of key staff in the Planning Stage • Indication of basic action plan beyond 2016 • Formulate ToR of partnership with GGGI or • Letter of endorsement for partnership for resource mobilization Expected Output: Planning Stage 2015-2016, Action Plan 2017-2019, identified activities and Proposed ToR signed by both organizations (expected) Status: Both LAN and Pusdiklat KLH have identified activities in Planning Stage 2015, Action Plan 20172019 (more detail by Pusdiklat KLH) and draft of ToR submitted to be reviewed by GGGI. Bappenas: no progress yet on ToR, only confirmation of potential training to be integrated with GG. Step 4 Committed Joint Team As the result of strong commitment at step 3, both organization develops joint team to work on the Planning Stage to integrate GG into new curriculum, new training materials, new trained trainers that meet administrative and legal standard to ensure high quality: • Joint team developed: to integrate GG and to mobilize resources • Joint team of various experts to work on the Planning Stage 2015-2016 44

National Capacity Building Curriculum Report â&#x20AC;&#x201C; March 2015 Expected output: New training could be developed for policymakers and technical teams by a joint team (GGGI and Counterpart team), official assignment by the counterpart. Status: LAN and Pusdiklat KLH waiting for ToR to be signed, and the promising funding in the coming years is on the table, a joint team could be developed once the financial resources is there to support Planning Stage activities (Phase 3).

National Capacity Building Curriculum Report – March 2015

Annex 8: The progress of stakeholder engagement (October 10, 2014) Time

Activities

Main Results LAN

Meeting with Vice Minister Eko Prasojo, Ministry PANRBphase 1 Attended: Anna van Paddenburg and Darwina Meeting with the Head of LAN, Agus Dwiyanto – phase 1 Attended: Anna vP and Darwina

Step 1 Trust Building

Observes training of PIM 1 –meeting with Army Winarti, Head of Academic Division and Fostering Alumni - phase 1 Attended: Darwina

LAN accepts the intention of ICB to integrate GG in LAN’s training and open the door. Opportunities: GG to be embedded into the existing training 1. Reform Leader training 2. Leadership Training PIM 1 to 4 3. Pre Service Training

Meetings Phase 2: Dr Muhammad Idris, Deputy Chairmen for Education and Training for Government Apparatus and his key staff: Dr. Basseng, Med, Head of Center for Developing Training Program and Fostering Training Institution Dr. Andi Taufik MSi, Director of Technical and Functional Education and Training Center Erfi Muthaiman, Head of Division, Teaching Planning and Evaluation Attended: Tim Jessup (GGGI) and Darwina (Expert in ICB) Meeting with Dr Basseng, Head of Center for Developing Training Program and Fostering Training Institution and Hari Budimawan, staff from Technical and Functional Education and Training Center. Attended: Anna van Paddenburg (Country Rep GGGI Indonesia) Darwina Widjajanti (ICB Expert)

Step 2: Sense of Ownership

With Hari Budimawan The structure of LAN curriculum, format of leadership training, administrative and legal standard, has been identified and explained in detail with all regulations. Leadership training and structure. Workshop I GG Introduction to LAN Trainers and Key Staff. Attended: Darwina Emails and SMS regarding MoM and secondary data on LAN training, administrative & legal standard, draft ToR , and workshop I for GG Introduction

Encouraged GGGI to be in action, starts with GG Introduction to Trainers, and Case Study to merge with existing training – for immediate needs and intermediate plan. Long Term Plan: new training development according to LAN mandate and standard in Leadership Training. LAN explained the training where GG can be integrated for Policymaker (echelon 1 and 2) and for Technical Team (echelon 3 and 4). Structure of Training, LAN regulations for training echelon 1 to 4. Integrated Training with Pusdiklat KLH and Bappenas. ToR from LAN to be formulated, subject to review by GGGI.

Proposed ToR submitted by LAN to be reviewed

National Capacity Building Curriculum Report – March 2015

Step 3: The Commitment

Step 4: The Joint Team

List of MoM

Workshop of GG Introduction for LAN to be conducted by December 15-18, 2014 (to confirm), in plan: key note speaker Agus Widayanto (Head of LAN). Letter from Deputy I to request for GGGI ICB, dated November 28, 2014. GG Road Map Presentation at Innovation Forum (internal) by Tim Jessup. Discussion via Phone and Email

First Commitment shown in draft of TOR to be reviewed by GGGI Having GG Introduction to Widyaiswara and LAN Key Staff

Next steps: to build joint team, for resource mobilization and planning stage Tentative team from LAN: Idris, Basseng/successor Reni, Erfi, Andi/Hari Workshop 1 Introduction to GG (undecided for timing) Vice Minister of PANRB Eko Prasojo, February 21. 2014 Head of LAN, Agus Dwiyanto, March 4, 2014 Head of Academic Division and Fostering Alumni, March 14, 2014 Deputy II LAN, Muh. Idris and Key Staff, September 3, 2014 Staff of Technical and Functional Education and Training, Hari Budimawan, September 19, 2014 Staff of Technical and Functional Education and Training, Hari Budimawan, October 10, 2014. Deputy Tri Widodo, Public Administration Innovation Center, November 21, 2014 Head of State Innovation, Basseng (new position) Head of Institution Innovation, Haris Faozan Head of Innovation in Public Services, Kania Damayanti Deputy 1, Muh. Idris, Education & Training, November 24, 2014

Bappenas Meeting with Fithria – staff at Pusbindiklatren Bappenas – cancelled two times (25 of Feb 2014) – phase 1

Meeting with Ibu Endah, Deputy Environment and Natural Resources, July 2, 2014 – no time to discuss ICB due to limited time that Ibu Endah had, and priority went for discussion on GG Vision for Indonesia

Step 1 Trust Building

Email on August 28, 2014, to Ibu Endah to share GG Tools, materials to disseminate on Workshop MP3EI August 1920, 2014, Bandung and to ask her advice to go to Pusbindiklatren. Email to Mizhar Marizi, Sept 3, 2014. invitation to FGD 2 To update with progress on ICB. Meeting with Wahyuningsih Darajati to explore on what are the priority of training at Bappenas, whether it is time to do to Pusbindiklatren, and training implementation at Bappenas. September 15, 2014. Meeting with Yahya Rachmana Hidayat, Head of Center for Planners , Development, Education and Training, Bappenas, Rizal Primana, Senior Planner, Director of Energy, Mineral Resources, and Mining. October 21, 2014.

Had publications on training available at Pusbindiklatren: degree and nondegree, scholarship for government officials. Not enough time for discussion. Note: Ibu Endah mentioned that the burden of training can come to her (i.e. Green Economy training at Bappenas). No response

No attendance of Bappenas representatives. New priority for Green Economy training that will focus on energy, and biodiversity and not only GHG Emission. Trainer of Bappenas seconded to LAN. Yahya, Head of Pusbindiklatren may not be resourceful, as training developed and delivered by outside institutions (accredited).

Conclusion: ICB may not be priority compared to other GGGI Program within Bappenas, momentum is not right as Bappenas has other more important job in time of RJMN/RAPBN and transition to the new government.

National Capacity Building Curriculum Report – March 2015 Anna has to take the leading to make ICB more visible as Bappenas is the focal point for GGGI Program in Indonesia. ICB: identified current non-degree training at Pusbindiklatren that are potential for GG to be integrated, especially for Development Planners, Planning Document (RPJMD and RPJMN), Local Development Planning, Green Economy and Public Private Partnership. These training delivered by Bappenas partners: university and research institution. First meeting confirmed on the existing training appropriate for GG Integration.

LHK

Step 1 Trust Building

Step 2 Sense of Ownership

Meeting with Susy Sadikin, Head of Division – informal meeting exploring opportunity to work on ICB for GG Integration into Pusdiklat KLH Meeting with Heru Waluyo (Head of Pusdiklat KLH),, Susi Sadikin, Asri ( Head of Division Curricula Development & Competency) Meuthia (Widyaiswara) - informal meeting, to see the interest of Pusdiklat KLH Agreed to have FGD 1 on July 10, 2014 to identify current training similar to GG, and to identify competency needed within MoE if possible. FGD 1 on July 10, 2014. Exploring Opportunities to embed GG at Pusdiklat and support sustainable development. Discussion on: target current training similar/have substance alike GG, group profile and training needed where GG can be a contribution (echelon, policymakers/technical team, introduction/advance level, national/sub national), Technical Unit which have similarities with GGGI Program, activities for Planning stage 2015-2016. Attended by MoE related staff, Pusdiklat KLH staff, Trainers/Widyaiswara – 14 participants. Tim J, Ratna, Darwina Intention to have trainer recruitment 35 people to train, from PSLH and leading academic institutions. Specialization of Trainer and Coach. Discussion in detail for Planning Stage 2015-2016, Substance Training for Policymakers as Introduction and Advance Level, for Technical Team GG Introduction and Advance Level.

Step 3 The Commitment Step 4 Joint Team

Identified current training, first activities for Planning Phase to develop new training (integration of GG and current training, and competency needed), develop materials, and develop trainers – first draft.

FGD 2 on Sept 4-5, 2015. Detailed information for Planning Stage 20152015 and Action Plan 2017-2019.

Action Plan for 2017-2019 Pusdiklat KLH select the ToR format for discussion, to be reviewed by GGGI as the basis for partnership.

ToR available to be reviewed. Once approved by to institutions, this would be the basis for partnership. Expected: the two organizations to sign the ToR to create a joint team to be assigned for resource mobilization and for new training development. • • • •

List of MoM and FGD

Pusdiklat KLH perceived ICB intention as the time to integrate similar training and to develop new curricula. Sustainable development might be the umbrella of the existing training and GG.

• •

Meeting 1 with Susy Sadikin, Head of Cooperation and Accreditation, Pusdiklat KLH, June 13, 2014 Meeting 2 with Heru Waluyo, Head of Pusdiklat KLH, and Susy Sadikin, Head of Cooperation and Accreditation, June 23, 2014 FGD 1, attended by 14 MoE and Pusdiklat KLH staff, July 10, 2014 Meeting 3, attended by 6 Core Pusdiklat Staff, July 16, 2014 Steps to develop new Curricula, opportunities to integrate with current curricula Meeting 4, attended by 6 Core Pusdiklat Staff, July 23, 2014 for FGD 2 Agenda and Tentative Participants. Meeting 5, attended Asri Tresnawati (Head of Curricula Development and Accreditation) by Final Agenda and Participants, August 12, 2014

National Capacity Building Curriculum Report – March 2015 • •

FGD 2, attended by 15 MoE and Pusdiklat KLH staff on Sept 4, 2014, and attended by 12 Pusdiklat staff on Sept 5, 2014. Meeting 6, Asri and Windarti (Head of Sub Division on Cooperation and Accreditation): list of target group echelon 1 to 4 at MoE, the example of ToR for GGGI to review, September 26, 2014.