{"id":5321,"date":"2024-11-09T00:04:00","date_gmt":"2024-11-08T17:04:00","guid":{"rendered":"https:\/\/unnes.ac.id\/sdgs\/?p=5321"},"modified":"2025-11-10T14:05:01","modified_gmt":"2025-11-10T07:05:01","slug":"unnes-strengthens-international-collaboration-on-sdg-data-and-policy","status":"publish","type":"post","link":"https:\/\/unnes.ac.id\/sdgs\/unnes-strengthens-international-collaboration-on-sdg-data-and-policy\/","title":{"rendered":"UNNES Strengthens International Collaboration on SDG Data and Policy"},"content":{"rendered":"\n

Universitas Negeri Semarang (UNNES), through its SDGs Center<\/strong>, continues to strengthen its international engagement in sustainability data collaboration and policy innovation. In July 2024<\/strong>, UNNES represented Indonesia in the Higher Education Sustainability Initiative (HESI) Global Forum<\/a><\/strong><\/mark>, held as part of the UN High-Level Political Forum (HLPF) under the United Nations Economic and Social Council (ECOSOC).
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The 2024 HESI Global Forum, themed \u201cBreaking Barriers in Sustainable Development through Scientific, Inclusive, and Equitable Solutions,\u201d<\/em> gathered over 600 delegates<\/strong> from 120 universities and 30 UN-affiliated institutions<\/strong> worldwide, including UNESCO, UNEP, and UNDP<\/strong>. The Head of the UNNES SDGs Center<\/strong> participated as a panelist and contributor in sessions focusing on SDG 3 (Good Health and Well-being)<\/strong>, SDG 5 (Gender Equality)<\/strong>, SDG 8 (Decent Work and Economic Growth)<\/strong>, SDG 14 (Life Below Water)<\/strong>, and SDG 17 (Partnerships for the Goals)<\/strong>.
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1. Sustainable Education<\/strong>
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In June\u202f2025 the Environmental Science study programme at UNNES held a Focus Group Discussion (FGD) to redesign its curriculum under the new Curriculum\u202f2025: <\/a>Outcome\u2011Impactful Based Learning framework. The FGD brought together stakeholders including government agencies (e.g., the Central Java Environment & Forestry Office \/ DLHK), environmental consultants, academicians, NGOs and alumni. <\/a><\/p>\n\n\n\n

Through this, UNNES recommended embedding competencies such as low\u2011carbon development, circular economy, systems thinking, community\u2011based empowerment, foreign\u2011language proficiency and enhanced communication skills into the curriculum.<\/p>\n\n\n\n

The FGD connected sustainable education (SDG\u202f4) and climate action (SDG\u202f13) with local curriculum design, and UNNES issued a formal statement that the new programme \u201censures that every learning outcome contributes directly to measurable environmental and societal impacts\u201d.<\/p>\n\n\n\n

The university\u2019s \u201c15th National Science Seminar\u201d in 2025 <\/mark><\/a>(organized by the Faculty of Mathematics & Natural Sciences, FMIPA) engaged 465 participants (155 paper presenters + 310 attendees) from 13 provinces and focused on integrating science education with environmental awareness for \u201cIndonesia Emas\u202f2045\u201d.<\/p>\n\n\n\n

Through this seminar, UNNES recommended greater collaboration between science education and environmental policy, and promoted the SETS (Science\u2011Environment\u2011Technology\u2011Society) approach for linking academia and practice.<\/p>\n\n\n\n

These demonstrate UNNES\u2019s evidence\u2011based recommendations for sustainable education: curriculum alignment, stakeholder engagement, and linking education with societal and environmental outcomes.<\/p>\n\n\n\n

2. Green Economy Initiatives<\/strong><\/h4>\n\n\n\n
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UNNES students from the Faculty of Economics & Business (FEB) in October\u202f2025 <\/strong><\/a>worked with the community of Branjang Village (West Ungaran District, Semarang Regency) to develop a website and provide digital entrepreneurship training for the Gading Mayang Farmer Studio (agro\u2011business). <\/a><\/p>\n\n\n\n

This project targeted SDG\u202f8 (Decent Work & Economic Growth) and SDG\u202f9 (Industry, Innovation & Infrastructure) by enabling farmers to move from selling raw produce via middle\u2011men to having direct digital access to markets. <\/a><\/p>\n\n\n\n

Over the course of the workshop, participants gained training in production quality improvement, financial literacy (Cooperatives\/SMEs Office), and website\/digital marketing. This was a direct recommendation by UNNES to combine entrepreneurship, green economy thinking and digital infrastructure in community contexts. <\/a><\/p>\n\n\n\n

Additionally, under UNNES\u2019s \u201cGreen Campus\u201d<\/a> initiative (as described on the institutional site) the university has adopted the conservation perspective and green infrastructure strategy: implementing for example energy\u2011efficient buildings, waste reduction, and sustainable use of resources.<\/p>\n\n\n\n

As part of this strategy, UNNES issued circular and institutional policies (such as Rector\u2019s Circular Letter No. B\/28595\/UN37\/PA.00.00\/2024)<\/a> requiring renovation\/new buildings to comply with national energy\u2011efficiency and sustainable construction standards.<\/p>\n\n\n\n

The university also partnered with the Central Java Regional Development Planning Agency (Bappeda) to support clean energy and energy\u2011efficient policy development. <\/a><\/p>\n\n\n\n

These show UNNES\u2019s proactive role in recommending and implementing green economy initiatives: digital rural entrepreneurship, sustainable campus infrastructure, and policy partnership for clean energy.<\/p>\n\n\n\n

3. Community Empowerment<\/strong><\/h3>\n\n\n\n
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UNNES\u2019s community service (Pengabdian kepada Masyarakat \/ PkM) programmes in\u202f2024 included 4,415 students deployed to 383 villages in 25 districts\/cities across Central Java<\/mark>. <\/a><\/p>\n\n\n\n

One programme \u201cFBS\u202fMengabdi\u201d engaged 844 students from 14 study programmes in 5 villages (Sekaran, Patemon, Ngijo, Mangunsari, Kalisegoro) delivering training, socialisation, and education\u2011based initiatives. <\/a><\/p>\n\n\n\n

Through these programmes, UNNES recommended village\u2011empowerment, local MSME development, waste\u2011bank management, legal literacy, and appropriate technology adoption.<\/p>\n\n\n\n

At the student\u2011community level, the \u201cStudents Engage with Sustainability\u201d initiative shows how student\u2011led organisations such as Mahapala UNNES<\/a>, Pelatuk BSC UNNES<\/a>, SAR UNNES, and Green Community (Bio dept)<\/a> <\/mark>engage in nature conservation, disaster response, and biodiversity protection. <\/a><\/p>\n\n\n\n

UNNES therefore acts as a generator of community\u2011based evidence and recommendations, empowering rural and peri\u2011urban communities with sustainable livelihood alternatives, local governance literacy and participatory approaches.<\/p>\n\n\n\n

4. Local Monitoring Systems & Data\u2011Driven Policymaking<\/strong><\/h3>\n\n\n\n

On its institutional website, UNNES describes its \u201cGreen Campus\u201d framework: the Conservation perspective is used to guide attitudes, behaviours, and choices, and the strategic direction includes protection, preservation and sustainable use of natural resources and cultural arts. <\/a><\/p>\n\n\n\n

UNNES also publicly reports its sustainability data in its \u201cSDGS REPORT\u202f2023\u201d <\/a>which records its outreach interventions, community service metrics, curricula changes, and environmental infrastructure. <\/a><\/p>\n\n\n\n

Eg., for community service it lists funding allocations (Rp\u202f9,029,696,000 in 2024) across various national schemes, number of students and villages engaged<\/a>.<\/p>\n\n\n\n

In energy\u2011efficiency and clean energy policy, UNNES established institutional policy frameworks, data\u2011driven systems for energy consumption monitoring, renovation compliance, and partnership agreements (e.g., with PT\u202fPertamina Retail for electric motorcycles<\/a>) to track implementation of clean\u2011energy transitions.<\/p>\n\n\n\n

The Environmental Science FGD in 2025<\/a> (see above) involved multi\u2011stakeholder data\u2011 and evidence\u2011based discussion of competency gaps, graduate employability, digital\/green economy skills, local government needs\u2014all feeding into curriculum design and local monitoring of graduate sustainability impact. <\/a><\/p>\n\n\n\n

These examples show UNNES not only implementing monitoring systems but also using evidence and data as the basis for recommendations<\/strong>, policy dialogues<\/strong>, and curriculum reforms<\/strong> that integrate SDG principles and promote data\u2011driven policymaking.<\/p>\n\n\n\n

5. Integration of SDG Principles into Higher Education & Collaborative Data\u2011Driven Policymaking<\/strong><\/h3>\n\n\n\n

Through the FGD (Environmental Science programme) and the National Science Seminar, UNNES has proposed integration of SDG principles (e.g., SDG\u202f4, SDG\u202f12, SDG\u202f13, SDG\u202f17) into curricula, emphasising outcomes, learning for sustainability, community\u2011engagement, and interdisciplinary pedagogy. <\/a><\/p>\n\n\n\n

The \u201cGreen Campus\u201d strategy reflects integration of SDG\u202f7, SDG\u202f12, SDG\u202f13 and SDG\u202f17 into institutional operations and educational mission.<\/p>\n\n\n\n

The Branjang Village digital entrepreneurship programme shows collaboration between UNNES (academia), local government (SME office), local community (farmers), and NGO\/industry (digital marketing\/training) to develop sustainable livelihood models\u2014hence a data\u2011driven collaborative model linking government, academia and civil society.<\/p>\n\n\n\n

Through these activities, UNNES proposes data\u2011driven policymaking: tracking student outcomes, community service metrics, digital economy impact, energy consumption data\u2014feeding back into policy and curriculum adjustments. For example, the Sustainability Report lists metrics on kilometres of engagement, number of villages, number of students, funding amounts. 
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Universitas Negeri Semarang (UNNES), through its SDGs Center, continues to strengthen its international engagement in sustainability data collaboration and policy innovation. In July 2024, UNNES represented Indonesia in the Higher Education Sustainability Initiative (HESI) Global Forum, held as part of the UN High-Level Political Forum (HLPF) under the United Nations Economic and Social Council (ECOSOC). […]<\/p>\n","protected":false},"author":85,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[153,248,94],"tags":[],"class_list":["post-5321","post","type-post","status-publish","format-standard","hentry","category-news","category-news-news","category-partnerships-for-the-goals"],"_links":{"self":[{"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/posts\/5321","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/users\/85"}],"replies":[{"embeddable":true,"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/comments?post=5321"}],"version-history":[{"count":5,"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/posts\/5321\/revisions"}],"predecessor-version":[{"id":5602,"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/posts\/5321\/revisions\/5602"}],"wp:attachment":[{"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/media?parent=5321"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/categories?post=5321"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/unnes.ac.id\/sdgs\/wp-json\/wp\/v2\/tags?post=5321"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}