The Problem of Education in Developing Renewable Energy
The Indonesian government’s energy development program consists of nine policies, namely, (1) achieving clean, accountable, effective, efficient energy and serving the bureaucracy well, (2) completing the regulations, (3) simplifying licensing and non-licensing, (4) providing incentives, (5) providing energy subsidies, (6) improving coordination with ministries, (7) promoting energy-saving campaigns, (8) renewing new and renewable energy potential data, and (9) strengthening networking.
Of course, it is not easy to realize all these targets. There are many challenges to face. Some of them are the same pattern thinking in the development of new and renewable energy. Some of the buffers for intensive business schemes are not yet optimal and the technology is still dependent on sources abroad; consequently the domestic content is still small. Therefore, at this time renewable energy is still expensive, but in the future this barrier can be overcome. The next challenge is that some people are still resistant to the development of renewable energy. Therefore, here the importance of policy in education needs to be added specifically to socialize new energy for society. Thus, community education for the people is crucial.
This chapter used the following theoretical framework: first, the concept of Bloom’s taxonomy; second, the four education principles of UNESCO; third, the four steps of maintaining energy; fourth, the nine programs of the Indonesian Government about energy.
In the fourth step, the policies are namely (a) implementing intensification, (b) diversification, (c) conservation, and (d) indexation of energy policies. The concept of conservation can make energy durable, to not run out quickly, although in practice this policy is more psychosocial because it involves awareness of community members in future energy needs. Indexation is the policy of selecting the right energy source for a region: for example, solar panels for housing and windmills to run factories. The nine programs were mentioned in the beginning, the Introduction (Chap. 1).
The main problem is whether the Indonesian people as a whole understand the concept of government energy policy in general and how the state of energy is provided for the future, both the existence of socialization or education of awareness for future energy needs because we are no longer dependent on fossil fuels. Therefore, the author is certain that education of the people about energy must be starting now, or we will be too late to do so.
This education about renewable energy should be socialized in formal education or in informal education, then provided also according to the level of education, so it is necessary to arrange education, including the curriculum, according to education level (preliminary, secondary, even university) and formally or informally in daily living. In Indonesia, education and socialization about oil palm issues has already taken place and is completed with more education examples, especially for children. So the understanding of renewable energy must come from an early age. In implementing energy knowledge for rural or urban children, we purpose to include their mothers or their families, to reach more attendants.
KeywordsNine programs Early education Village socialization Education curriculum Focus: Energy Policy in Education
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