iii
PUBLIC PARTICIPATION ON SUSTAINABLE DEVELOPMENT
– Investigation of the Level of Sustainable Environmental Development
Understanding and Awareness
SAMSULKAMAL BIN SUMIRI
A project report submitted in partial fulfilment of the
requirements for the award of the degree of
Master of Science ( Construction Management )
Faculty of Civil Engineering
Universiti Teknologi Malaysia
May 2008
v
Dedicated to my loving family - wife, daughters and son,
my mother, brothers and sister,
my master’s project supervisor,
and to all Muslims,
may Allah bless us and always be with us
vi
ACKNOWLEDGEMENT
Grateful thoughts and zillion thanks go to Almighty Allah (S.W.T) for giving
me guidance and good health to complete this project report.
In preparing this report, I was in contact with many people, teachers, students
and friends.
They have contributed towards my understanding and thoughts. In
particular, I wish to express my sincere gratitude and appreciation to my project
supervisor, Dr Rozana binti Zakaria, for her help, advice, motivation, encouragement,
guidance, critics and friendship. I am also very thankful to my friends, En Roslan, En
Shamsudin Ali, En Mat Gani, and Cik Nur Aida Rahmat. Without their continued
support and interest, this project report would not have been the same as presented
here.
My fellow postgraduate students, especially En Zaim Basiran, should also be
recognised for his support. My sincere appreciation also extends to all my colleagues
and others who have provided assistance at various occasions. Their views and tips
are useful indeed. Unfortunately, it is not possible to list all of them in this limited
space.
I am grateful to all my family members, especially my wife Pn Zailila binti
Hassan, my daughters Noor Syamila and Noor Sakinah, and my son Muhammad Afif
for their support, understanding and patience.
Finally, thanks also to all who have, in one way or other, directly or indirectly,
contributed to me for their invaluable help, assistance and advice.
vii
ABSTRACT
Sustainable development is not a new concept in the scenario of our life as it
has been discussed widely in United Nation conferences such as Agenda 21 and
Habitat Agenda before been introduced in Malaysia. These development policies
encompass three general policy areas: economic; environmental; and social. Malaysia
has affirmed its policy on sustainable development in the 7th Malaysia Plan in
response to the Agenda 21. This 7th Malaysia Plan describes Malaysia’s ability to
develop in sustainable manner. Although there are many policies and campaigns
being introduced and implemented, environmental problems still persist and a healthy
environment is still continuing detrimental. This research, therefore, deliberated a
focus on public participation in sustainable development. The objectives of this
research were to identify the level of sustainable environmental understanding and
awareness among Malaysian citizens and to identify the barriers that caused the lack
of public participation in contributing to development sustainability.
The
communities of formal education institutions in the state of Johor were approached to
get their responses towards the persistence of the sustainable understanding and
awareness problems by questionnaires survey. The findings of this research identified
the causes of the problems and the proposed solutions from the level of awareness and
understanding of the respondents.
The recommendation listed provides further
enhancement in sustaining Malaysia urbanisation problems. Thus, it would help the
concerned parties to take matters into consideration.
viii
ABSTRAK
Pembangunan mapan bukanlah suatu konsep yang baru dalam senario
kehidupan kita seperti yang telah dibincangkan dengan panjang lebar di persidanganpersidangan Bangsa-bangsa Bersatu seperti Agenda 21 dan Habitat Agenda sebelum
diperkenalkan di Malaysia. Polisi-polisi pembangunan ini merangkumi tiga ruang
polisi yang umum: ekonomi; alam sekitar; dan kemasyarakatan.
Negara kita,
Malaysia, telah mengesahkan penggunaan polisi-polisi ini dalam Rancangan Malaysia
ke 7 sebagai tindakbalas kepada saranan Pertubuhan Bangsa-bangsa Bersatu dalam
Agenda 21.
Rancangan Malaysia ke 7 menerangkan keupayaan Malaysia untuk
membangun secara mapan. Walaupun terdapat banyak polisi dan kempen diperkenal
dan dilaksanakan, masalah-masalah alam sekitar masih berlaku dan persekitaran yang
sihat semakin merosot. Oleh itu, penyelidikan ini dikhususkan kepada penglibatan
masyarakat dalam pembangunan mapan. Penyelidikan ini mempunyai objektif untuk
mengenalpasti aras kefahaman dan kesedaran warganegara Malaysia terhadap
pembangunan mapan, dan juga untuk mengenalpasti kekangan atau halangan yang
menyebabkan kurangnya penglibatan masyarakat dalam melaksanakan pembangunan
mapan.
Warga-warga institusi pendidikan formal dihampiri untuk mendapatkan
maklumbalas terhadap kefahaman dan kesedaran pembangunan mapan menggunakan
soal selidik. Dari dapatan penyelidikan ini, sebab-sebab permasalahan dan cadangancadangan penyelesaian telah dikenalpasti tentang tahap kesedaran dan kefahaman
pembangunan mapan. Saranan yang disenaraikan memberikan panduan permurnian
lanjut dalam memapankan bandar di Malaysia. Ini secara tidak langsung membantu
pihak-pihak terlibat mengambil kira pembangunan mapan dalam soal pembangunan.
ix
TABLE OF CONTENTS
CHAPTER
1
TITLE
PAGE
DECLARATION OF THE STATUS OF THESIS …………..........
i
SUPERVISOR’S DECLARATION .……………………...………...
ii
TITLE PAGE ……………………………………………………….
iii
DECLARATION OF ORIGINALITY AND EXCLUSIVENESS ..
iv
DEDICATION ……………………………………………………...
v
ACKNOWLEDGEMENTS ...……………………………………...
vi
ABSTRACT (ENGLISH) ...………………………………………..
vii
ABSTRAK (BAHASA MELAYU) ………………………………...
viii
TABLE OF CONTENTS .………………………………………...
ix
LIST OF TABLES ..……………………………………………….
xii
LIST OF FIGURES ..………………………………………………
xiii
LIST OF APPENDICES ..…………………………………………
xv
INTRODUCTION
1.1 Background of the Research ..………………………………
1
1.2 Problem Statement …………………………………………
3
1.3 Aim of the Research ……………………………………….
4
1.4 Objectives of the Research ..……………………………….
4
1.5 Brief Research Methodology .……………………………..
5
1.6 Scope of Study …………………………………………….
6
1.7 Outline of the Thesis ………………………………………
6
1.8 Summary ..…………………………………………………
7
x
2
3
LITERATURE REVIEW PART I
2.1 Sustainable Development ...………………………………..
8
2.2 Elements of Sustainable Development ..…………………..
12
2.2.1
Economic Aspects …………………………………
13
2.2.2
Social Aspects .……………………………………
14
2.2.3
Environmental Aspects ……………………………
17
LITERATURE REVIEW PART II
3.1 Environmental Sustainable Development (ESD) ………….
18
3.1.1
“Love Our Rivers” Campaign …………………….
20
3.1.2
“Open Burning Ban” Campaign ………………….
22
3.1.3
“Recycle” Campaign .…………………………….
23
3.2 Collaborative Environmental Planning (CEP)……………..
26
3.2.1
Elements Relevant to Collaborative Planning……..
28
3.3 The Stakeholders Involves in Development Sustainability…
28
3.4 Capacity-Building through Education, Training and Public
Awareness…………………………………………………..
3.5 Summary
4
29
31
METHODOLOGY
4.1 Introduction ……….…………………………………….....
32
4.2 Literature Review ………………………………………….
33
4.3 Questionnaire Survey ………………………………………
34
4.3.1
The Profile of Respondents ..……………………..
35
4.4 Analysis of Data ..…………………………………………..
42
4.4.1
Average Index .…………………………………..
43
xi
5
ANALYSIS AND RESULT FINDINGS
5.1 Introduction ……………………………………………....
45
5.2 Demographic Information ……………………………….
46
5.3 The Level of Awareness of Sustainable Environmental
Development .…………………………………………….
48
5.4 The Level of Understanding of Sustainable Environmental
Development ...………………………….
49
5.5 The Barriers That Caused Lack of Public Participation in
Sustainable Environment ……………………………..
52
5.6 Suggestions to Improve Public Sustainable Environmental
Development Understanding and Awareness .......................
6
54
CONCLUSIONS AND RECOMMENDATIONS
6.1 Conclusion ..………………………………………………
57
6.2 Recommendations for Future Studies .………………..
59
REFERENCES
61
APPENDICES
Appendix A – E (ii)
66 - 88
xii
LIST OF TABLES
TABLE NO.
Table 4.1
TITLE
PAGE
Numbers of Form 4 and Form 5 Upper Secondary School
Students in the Five Selected Secondary Schools; and the
Calculated 40% for the Distribution of Questionnaires ………….
Table 4.2:
36
Percentage of Returned Questionnaires from Form 4 and Form 5
Upper Secondary School Students in the Five Selected Upper
Secondary Schools ……………………………………………….
Table 4.3:
Percentage of Returned Questionnaires from Upper Secondary
School Teachers in the Five Selected Secondary Schools ……….
Table 4.4
37
Percentage of Returned Questionnaires from Preschool Teachers
in the District of Kota Tinggi …………………………………….
Table 5.1
37
39
The Suggestions from the Respondents to Improve the
Sustainable Environmental Development Understanding and
Awareness ………………………………………………………..
55
xiii
LIST OF FIGURES
FIGURE NO.
Figure 2.1
TITLE
Scheme of Sustainable Development – At the Confluence of
Three Preoccupations ……………………………………………
Figure 2.2
PAGE
10
Sustainable Development Triangle – Key Elements and Links
(Corners, Sides, Center) …………………………………………
11
Figure 4.1
The Percentage of Distributed Questionnaires ……..……………
39
Figure 4.2
The Percentage of Returned Questionnaires …………………….
40
Figure 4.3
The Respondent’s Response Distribution ……….……….………
41
Figure 4.4
The Comparison between Male and Female Respondens.............
41
Figure 4.5
Five Ordinal Measures of Agreement of Likert Scale .…………..
42
Figure 5.1
Percentage of Location of School in Which Gaining Education ...
46
Figure 5.2
Percentage of Location of Living Place ..………………………...
46
Figure 5.3
The Level of Education of Respondents’ Parents (All Levels) ….
47
Figure 5.4
The Level of Education of Mother and Father .………………….
47
xiv
LIST OF FIGURES ….. continued
Figure 5.5
The Respondent’s Level of Awareness of Sustainable
Environmental Development Activities.........................................
Figure 5.6
48
The Respondent’s Level of Understanding of Sustainable
Environmental Development .……………………………………
50
Figure 5.7
The Respondent’s First Tickle of Environmental Awareness …..
50
Figure 5.8
The Respondent’s Response of the Type of Teaching of
Environmental Education in School .…………………………….
Figure 5.9
The Respondent’s Level of the Barriers that Caused Lack of
Public Participation in Sustainable Environmental Development .
Figure 5.10
51
52
The Respondent’s Response of the Implementation of ‘Recycle’
Campaign Not Done Thoroughly ………………………………..
53
xv
LIST OF APPENDICES
APPENDIX
TITLE
Appendix A
Questionnaire Form ……………………………………………...
66
Appendix B
Borang Soal Selidik (A Bahasa Melayu Translated Version) ……
76
Appendix C
Authorisation Letter .……………………………………………..
85
Appendix D
List of Upper Secondary Schools in the District of Kota Tinggi,
Johor .……………………………………………………………..
Appendix E (i)
86
List of Pre-schools in the District of Kota Tinggi, Johor
(DUN Johor Lama) .……………………………………………...
Appendix E (ii)
PAGE
87
List of Pre-schools in the District of Kota Tinggi, Johor
(DUN Sedili) …..………………………………………………..
88
CHAPTER 1
INTRODUCTION
1.1
Background of the Research
The concept of sustainable development has been introduced by the
government since 1996 in Malaysia after realising that problems with pollution have
spread all over the country. The developments impact in the country appears are not
adhering the guidelines imposed by the authorities as the air, water and land quality
were left in poor state. This detrimental of natural resources in long run impacts to
the socio-economy and quality of life for Malaysian. Few campaigns have been
introduced like ‘Love Our Rivers’ (Cintailah Sungai Kita) and ‘Recycle’ (Kempen
Kitar Semula). Most of the campaigns are focusing on the natural resources such as
rivers, forests and air quality that regarded to environmental sustainability.
Environmental problems still persist in Malaysia, although having environmental
policies and campaigns introduced and implemented to the public. The doubt arising
at how far the above campaigns effectively affects to Malaysian positive attitude to
response into this issues. The implementation of the policies has to be queried as
whether which the human activities consumption and production patterns were not
considered in a proper manner or ineffective ways.
2
Environmental problems are caused directly or indirectly by the patterns of
production by industries, patterns of consumption and behaviour of the consumers.
Mat Said A. et. al. (2003) identified that shaping of attitude and values, commitment
and skills are needed to preserve and protect the environment begins at an early age.
In ensuring the nation implies with sustainable environmental development, Malaysia
is facing tremendous challenge which urban air quality, river water quality,
deforestation, household wastes and hazardous wastes are some of the examples of
environmental issues faced by the nation (Mat Said A. et. al., 2003). Various policies
and strategies are currently developed and implemented by the government in
accordance to ensure the sustainable development of the nation.
Shamsudin (2000) has argued the planning processes in Malaysia are largely a
one-way communication process. No way could participants know how their views
are being interpreted and evaluated, less still being informed of their outcome. This
argument reinforces the need for a belief of the importance of public participation in
the development of shared visions. Public ideas are needed to direct the political and
economic debate, so that it will result in the new initiatives to conceives and promote
sustainable living solutions (Zakaria, 2006).
Malaysia needs to work towards
sustainable planning by evolving development guidelines and policies with two-ways
roles of attention i.e. from government and community.
The City of Sydney (City of Sydney, 2005) in Australia for example,
implemented its development control plan to ensure that public participation with
regards of development application and related matter is facilitated in orderly and
transparent manner. This development control plan outline procedures for the
notification and advertisement of the development applications, applications to
modify development consent and the review of development consent; provide an
opportunity for public participation in the development application process and invite
comments; establish a communication process in relation to the assessment of
development applications and related matters; increase public awareness of the
development application process, specify circumstances when notification of the
development application is not required; identify development applications that will
be notified and those persons who will be notified; ensure there is consistency in the
3
notification of similar applications; and facilitate the efficient processing of
applications without compromising the opportunity for public participation.
These examples above provide an indication of how appropriate planning can
facilitate sustainable development, and furthermore, how public participation might
be encouraged in order to influence the planning process itself. This paper, therefore,
was inspired by the questions include: The level of understanding and awareness of
Malaysian citizens in response to sustainable environmental development and barriers
to get positive attitude citizens that responsible for sustainable development.
1.2
Problem Statement
The research will endeavour to focus on Malaysian readiness to participate in
Malaysia’s sustainable planning and development. The following questions arise in
inspiring the research problem:
1.
What are the level of understanding and awareness of Malaysian citizens
in response to sustainable environmental development?
2.
What are the barriers to get positive attitude citizens that responsible for
sustainable environmental development?
3.
What are the measures should be put in place to improve Malaysian
education and awareness on sustainable environmental development?
4
1.3
Aim of the Research
The aim of this study is to investigate the level of sustainable environmental
development understanding and awareness among Malaysian citizens.
1.4
Objectives of the Research
The research objectives essentially three areas of sustainable development in
order to answer the problems as stated above. The objectives of this study are listed
as follows:
i)
To identify the level of understanding of sustainable environmental
development among Malaysian citizens
ii)
To identify the level of awareness of sustainable environmental
development among Malaysian citizens
iii) To identify the barriers that caused lack of public participation in
sustainable planning and development.
5
1.5
Brief Research Methodology
This study will be conducted through several phases that will include literature
review, data collection, data analysis, findings, and recommendations. After having
the literature review determined as a framework for the research questions or
hypotheses, a type of conclusive research is selected to get information that is useful
in decision-making process or reaching conclusion.
Method of collecting data will be conducted by questionnaire survey. This
method of questionnaire survey will be targeted public respondents.
The questionnaire form will be structured in five sections:
i)
Section A:
Demographic Information
ii)
Section B:
The Level of Public Awareness of Sustainable
Environmental Development
iii)
Section C:
The Level of Public Understanding of Sustainable
Environmental Development
iv)
Section D:
The Barriers or Constraints that Causes Lack of Public
Participation in Sustainable Planning and Development
v)
Section E:
Students and Teachers’ Views in Improving Public
Sustainable Development Understanding and
Awareness
The analysis of the result will be applied by using the Statistical Packages for
Social Science (SPSS), version 11.0 and a descriptive analysis.
6
1.6
Scope of Study
Students and teachers will be approached to take their views, perceptions and
suggestions towards the problems. The targeted respondents in the area of Kota
Tinggi, Johor are chosen due to close proximity for researcher and limited study time
and budget. Method to be used in data collection is questionnaire survey.
1.7
Outline of the Thesis
This report consists of six Chapters. A brief summary of each is outlined
below:
Chapter 1 comprises the introductory section which develops the reason for
the direction of this investigation. It also states the background of the research, the
research problems, the aim of the research, the objectives of the research, a brief
discussion on research methodology, the scope of the research study, and the outline
of the thesis in each chapter.
Chapter 2 describes the key terms used in this research. In the first part of the
literature review, this chapter defines the words used in ‘sustainable development’.
Various means have been used to get the suitable, acceptable and nearest meanings of
the terms used in this research.
Also, the three key elements of sustainable
development; social, economic and environmental, are explained elaborately in order
to get the total understanding in doing the research.
Chapter 3 explains the situation and condition of sustainable development in
Malaysia. There are a few examples of the environmental sustainable development
campaigns conducted by the Malaysian government in order to follow the directives
and guidelines provided by the United Nation as stated and described in Agenda 21.
7
Also, the stakeholders involved in the sustainable development programmes are stated
in this chapter.
Chapter 4 presents the research design and methodology, including the
research plan, the method of data collection, the participants involved in this research,
the reliability and validity of the data collected from the survey, and the methods of
data analysis to be employed.
Chapter 5 comprises the results of the questionnaire survey and the analysis
of the results. It explains the outcomes of the survey in obtaining the feedback from
the respondents regarding the level of sustainable development awareness and
understanding of the public and the barriers or constraints that causes lack of public
participation in sustainable planning and development. Also, the suggestions and
views from the students and teachers to improve the sustainable development
understanding and awareness are taken, accepted and to be considered.
Chapter 6 presents the conclusions and recommendations for the future study
of this research.
1.8
Summary
This chapter has just started the beginning of the research thesis. It has
introduced the research problem and the research questions. The background of the
Malaysian conditions has been described, the methodological approach has been
introduced, the scope of study has been identified, and the format of the report has
been outlined. With this foundation, the thesis can proceed with a detailed description
of the research.
8
CHAPTER 2
LITERATURE REVIEW
PART I
2.1
Sustainable Development
The word ‘to sustain’ as defined in Dictionary of Current English (Oxford,
1998) is to support or to bear weight of something for a long period, to endure or to
stand, or to maintain. In the Longman Active Study Dictionary (Longman, 2001), the
meaning of the word ‘to sustain’ is to make something continue to exist. In the Funk
& Wagnalls Standard Desk Dictionary (Harper & Row, 1984), the word ‘to sustain’
means to keep from sinking or falling, to uphold, to endure without yielding, or to
keep up the courage, resolution, or spirits of. Also in the thesaurus of education in
yahoo.com, the word ‘to sustain’ means to keep in existence, to maintain, to
encourage, to withstand, or to keep up something competently.
In the Funk & Wagnalls Standard Desk Dictionary (Harper & Row, 1984), the
word ‘development’ means the act of expanding or bringing out the potentialities or
capabilities of something to be done.
While in Dictionary of Current English
(Oxford, 1998), the ‘development’ gives the meaning of the act of making or
becoming bigger, fuller and more elaborate; the act of bringing or coming to an
active, visible or mature state; and the stage of growth or advancement.
9
By combining these meanings of two words, ‘to sustain’ and ‘development’,
there are many definitions of the term "sustainable development" have been
introduced over the years. In the McGraw-Hill Dictionary of Scientific and Technical
Terms (McGraw-Hill, 2003), the term "sustainable development" is the development
of industrial and natural resources that meets the energy needs of the present without
compromising the ability of future generations to meet their needs in a similar
manner.
Also, the term refers to a systematic approach to achieving human
development in a way that sustains planetary resources, based on the recognition that
human consumption is occurring at a rate that is beyond Earth's capacity to support it,
as defined in the Encyclopaedia of Public Health (The Gale Group, 2002).
Wikipedia.com (2007) explains that sustainable development is a collection of
methods to create and sustain development which seeks to relieve poverty, create
equitable standards of living, satisfy the basic needs of all peoples, and establish
sustainable political practices all while taking the steps necessary to avoid irreversible
damages to natural capital in the long term in turn for short term benefits by
reconciling development projects with the regenerative capacity of the natural
environment.
Specifically, the term “sustainable development” emerged from the World
Commission on Environment and Development established by the United Nations in
1983.
Known as the Bruntland Commission, Gro Harlem Bruntland, the Prime
Minister of Norway chaired the conference which convened to discuss the critical
issues of ecological degradation and Third World development. The most commonly
cited definition or concept of sustainable development which emerged from the
Conference that was popularized in 1987 with the report Our Common Future in the
publication of the “Brundtland Report” – the Report of the World Commission on
Environment and Development, states that sustainable development is a development
that "meets the needs of the present without compromising the ability of future
generations to meet their own needs” (WCED, 1987, p. 8).
One of the most common interpretations of the concept is based on the
analogy of a three-legged stool. Sustainable development requires the simultaneous
achievement of sustainability in three general policy areas which can be seen as three
bottom-line spheres: economic, environmental and social. In support of this, several
10
United Nations texts refer to the "interdependent and mutually reinforcing pillars" of
sustainable development as economic development, social development, and
environmental protection (Wikipedia.com). (See Figure 2.1)
Social
Bearable
Equitable
Sustainable
Environment
Economic
Viable
Figure 2.1: Scheme of Sustainable Development – At the Confluence of Three Preoccupations
(Wikipedia.Com)
Five years later, in 1992, the United Nations Conference on Environment and
Development (UNCED) met in Rio de Janeiro to discuss the planet’s dwindling
resources in the face of unrestrained economic growth and the failure of humankind to
achieve equitable development. The “Earth Summit”, as the UNCED came to be
known, resulted in countries agreeing to the Rio Declaration setting out 27 principles
for achieving sustainable development and complemented by Agenda 21, a guiding
document for sustainable development.
11
•
•
•
growth
efficiency
stability
Economic
• Intra-generational equity
• Basic needs/livelihoods
Social
•
•
•
Poverty
Equity
Sustainability
Climate Change
• Inter-generational equity
• Values/culture
empowerment
inclusion/consultation
institutions/governance
• Valuation/internalisation
• Incidence of impacts
Environmental
•
•
•
resilience/biodiversity
natural resources
pollution
Figure 2.2: Sustainable Development Triangle – Key Elements and Links
(Corners, Sides, Centre).
Source: Adapted From Munasinghe, 1992, 1994
Also, with the current thinking on the concept of sustainable development in
three major points of view: economic, social and environmental, Prof. Mohan
Munasinghe, the chairman of Munasinghe Institute of Development (MIND) had
proposed a widely-accepted concept of the sustainable development triangle (Figure
2.2) in the conference. Each viewpoint corresponds to a domain (and system) that has
its own distinct driving forces and objectives. The economy is geared mainly towards
improving human welfare, primarily through increases in the consumption of goods
and services. The environmental domain focuses on protection of the integrity and
resilience of ecological systems. The social domain emphasizes the enrichment of
human relationships and achievement of individual and group aspirations
(www.eoearth.org, 2007).
12
Historically, the development of the industrialised world focused on material
production. Most industrialised and developing nations have pursued the economic
goal of increasing output and growth during the twentieth century. Thus, traditional
development was strongly associated with economic growth, with some social aspects
as well. By the early 1960s the lack of ‘trickle-down’ benefits to the growing
numbers of poor in developing countries, resulted in greater efforts to improve
income distribution directly.
Consequently, the development paradigm shifted
towards equitable growth, where social objectives were recognized to be as important
as economic efficiency.
By the early 1980s, a large body of evidence had
accumulated that environmental degradation was a major barrier to development, and
new proactive safeguards were introduced.
Thus, protection of the environment
became the third major element of sustainable development (Munasinghe, 2007).
The goal of achieving sustainable development is arguably the greatest
challenge mankind has ever faced, requiring a concerted joint effort among
consumers, business and government.
It can be argued that if sustainable
development is indeed to be achieved, then the upshot is the education of the
emerging business elite in the fundamental principles of sustainable development, for
only with the active engagement of the business community is there any realistic hope
that our economic, social, and ecological systems can achieve sustainability.
2.2
Elements of Sustainable Development
Generally it has been accepted that achieving sustainable development will
require balancing environmental, societal, and economic considerations in the pursuit
of development and an improved quality of life. A number of ideals and principles
underlying sustainability have been identified.
There are three elements of
sustainable development to be discussed further in this paper; economic, social and
environmental aspects.
13
2.2.1 Economic Aspects
Economic progress is often evaluated in terms of welfare – measured as
willingness to pay for goods and services consumed (Munasinghe, 2007). Thus,
many economic policies typically seek to enhance income, and induce more efficient
production and consumption of goods and services. The modern concept underlying
economic sustainability seeks to maximize the flow of income that could be generated
while at least maintaining the stock of assets (or capital) which yields these beneficial
outputs. Fisher (1965) had defined capital as a stock of instruments existing at an
instant of time, and income as stream of services flowing from this stock of wealth.
In 1946, Hicks argued that people’s maximum sustainable consumption is the amount
that they can consume without impoverishing themselves. Economic efficiency plays
a key role in ensuring optimal consumption and production. Economic efficiency
helps maximize income. It plays a key role in ensuring optimal consumption and
production. Problems arise in identifying the kinds of manufactured, natural, human
and social capital to be maintained and their substitutability. Often, it is difficult to
value these ecological and social assets and the services they provide. Even key
economic assets may be overlooked, especially in situations where non-market based
transactions are important.
Meanwhile, the equation of welfare with monetary
income and consumption has been challenged for many years (Munasinghe, 2004).
In Malaysia, under the international cooperation of capacity-building,
education, training and awareness-raising programmes are being organised by the
Malaysian Technical Cooperation Programme and the National Institute of Public
Administration to train officials from other developing countries on economic and
environmental management.
Then, the Department of Environment (DOE) was
established to deal with environmental matters as the coordinating bodies that oversee
the implementation of the Common Effective Preferential Tariff Scheme (CEPT).
Various domestic governmental and non-government agencies participate in
consultations on the feasibility and national implications of an international timber
certification scheme.
14
The national legislations and regulatory regime in Malaysia has been
strengthened to minimize the negative impacts of trade and investment on the
environment. Environment impact assessment is now a mandatory requirement for
certain industries and activities. As member of ASEAN, Malaysia favours liberal
trade policies and is working towards the greater liberalization of international trade.
A priority is to increase trade regionally and internationally that includes increased
foreign investments and shifting the economy to manufacturing and export-oriented
trade.
Other priority concerns include the stockpiling of certain commodities,
imposition of high tariffs on value-added or finished products and commodity pricing
strategies which do not reflect true costs of production (Munasinghe, 1992).
Structural adjustment programmes have been implemented to change the
economic base from resource-intensive to manufacturing and export-oriented trade.
There is a lack of clarity on the linkages between international trade, local industrial
development and the environment among all levels of government. Work is in
progress to improve techniques for assessing the linkage between trade and the
environment.
Capacity-building
priorities
include
improving
environmental
accounting skills, policy analysis and centralized planning and evaluation skills.
2.2.2 Social Aspects
Social development usually refers to improvements in both individual wellbeing and overall social welfare resulting from increases in social capital – typically,
the accumulation of capacity enabling individuals and communities to work together
(Munasinghe, 2007).
The quantity and quality of social interactions underlying
human existence determine the stock of social capital. Thus, social capital grows with
greater use and erodes through disuse, unlike economic and environmental capital,
which are depreciated by use. Social capital is the resource which people draw upon
in pursuit of their aspirations and is developed through networks and connectedness,
membership of more formalised groups and relationships of trust, reciprocity, and
exchanges (Munasinghe, 2007).
15
There is also an important element of equity and poverty alleviation. Thus, the
social dimension of development includes protective strategies that reduce
vulnerability, improve equity and ensure that basic needs are met. Future social
development will require socio-political institutions that can adapt to meet the
challenges of globalisation.
From the poverty perspective, social capital may be classified into three basic
types that overlap in practice: bonds, bridges, and links. Bonding social capital is
centred on relations of trust and common activities among family, friends and groups
within the same community. It helps to create broad-based social solidarity, meet the
daily needs of the poor, and reduce their risk vulnerability. Bridging social capital
relies on individuals and local groups building connections with nearby communities,
as well as regional and national organizations, which share similar values or interests.
Such bridging has facilitated the emergence of many non-governmental and civil
society organizations. Linking social capital is built on influential associations, for
example having access to powerful people or organizations like government
ministries and international agencies. Such links are useful to facilitate access to
benefits (loans, jobs, help with small enterprise development, etc.) and lift people out
of poverty.
Trust, power and security are also important elements of cognitive social
capital. Levels of trust in individuals, groups or institutions provide an indication of
the extent of cooperation. Where networks are weak, people generally have lower
levels of trust. Power is usually equated with influence and connections. If leaders are
distant and do not deliver beneficial changes, people do not recognize them as
powerful. Leaders often fail to link with the poorest groups, thereby disempowering
them further. Secure relationships play a key role in good governance. Analysis of the
dynamics of community relations provides a social map that allows practitioners to
tailor specific programmes to targeted groups, thereby creating better opportunities
for the poor to participate in decision making.
In Malaysia, the formulation of poverty alleviation policies and programmes
has been led and coordinated by the Economic Planning Unit, Prime Minister's
Department as the coordinating bodies. The task of coordinating and monitoring the
16
implementation of various anti-poverty programmes has been assigned to the Ministry
of Rural Development. The process has been a multi-tiered one, involving village
leaders at the bottom, the federal, state and local levels of the public service
machinery, the Cabinet and, at the very top, Parliament. In addition to the
government, non-governmental organizations (NGOs) and the state-based Poverty
Eradication Foundations, with the support of the private sector, they have also
voluntarily involved themselves in helping to reduce poverty in Malaysia.
While attention will continue to be given to direct welfare assistance,
attitudinal change and the provision of basic amenities, poverty eradication
programmes will place primary emphasis on income-generating projects. Among
others, the income-generating projects include cash crop cultivation, livestock rearing,
aquaculture, petty trading and cottage industries.
In alleviating poverty, the Government implemented various programmes and
projects aimed at rural and agricultural households. Among others, the poor
participated and benefited from projects such as the Integrated Agricultural
Development Projects, the provision of agriculture infrastructure, replanting schemes,
land consolidation and rehabilitation, and support services. In addition, greater
employment opportunities from off-farm and non-farm activities helped to increase
income of poor households. Anti-poverty programmes will be targeted towards
eradicating poverty in areas and among groups with high incidence of poverty.
Priority will be given to the poorest states and districts as well as the Orang Asli
(aboriginal people of Peninsular Malaysia) community and the urban poor. In the
capacity-building, education, training and awareness-raising programmes, some issues
have been included in terms of attitudinal change as well as the application of
improved production technology and small-scale industry among agricultural
households, and general education for children of poor households, especially in rural
areas.
17
2.2.3 Environmental Aspects
Development in the environmental sense is a recent concern relating to the
need to manage scarce natural resources in a prudent manner – because human
welfare ultimately depends on ecological services. Ignoring safe ecological limits
could undermine long-run prospects for development (Munasinghe, 2007).
Environmental sustainability focuses on overall viability and normal
functioning of natural systems. For ecological systems, sustainability is defined by a
comprehensive, multi-scale, dynamic, hierarchical measure of resilience, liveliness
and organization. Resilience is the ability of ecosystems to persist despite external
shocks or disturbance, i.e., the amount of disruption that will cause an ecosystem to
switch from one system state to another. An ecosystem state is defined by its internal
structure and set of mutually reinforcing processes. Liveliness is associated with the
primary productivity or growth of an ecosystem. Organization depends on both
complexity and structure of the system.
Natural resource degradation, pollution and loss of biodiversity are detrimental
because they reduce resilience, increase vulnerability, and undermine system health.
The notions of a safe threshold and carrying capacity are important, to avoid
catastrophic ecosystem collapse. Sustainability may be also linked to the normal
functioning and longevity of a nested hierarchy of ecological and socioeconomic
systems, ordered according to scale – e.g., a human community would consist of
many individuals, who are themselves composed of a large number of discrete cells
(Munasinghe, M., & Adil Najam, 2007).
Sustainable development is not necessarily synonymous with maintaining the
ecological status quo. A coupled ecological-socioeconomic system could evolve,
while maintaining levels of biodiversity that guarantee resilience of ecosystems on
which future human consumption and production depend. Sustainable development
demands compensation for opportunities foregone by future generations, because
today’s economic activity changes biodiversity in ways that will affect the flow of
vital future ecological services.
18
CHAPTER 3
LITERATURE REVIEW
PART II
3.1
Environmental Sustainable Development (ESD)
The word of ‘environment’ as defined by the American Heritage® Dictionary
(2007) is the circumstances or conditions that surround one; the combination of
external physical conditions that affect and influence the growth, development and
survival of organisms; or the complex of social and cultural conditions affecting the
nature of an individual or community. The Funk & Wagnalls Standard Desk
Dictionary (Harper & Row, 1984) defines ‘environment’ as the external
circumstances, conditions and things that affect the existence and development of an
individual, organism or group.
The protection of the environment has become the third major element of
sustainable development (Munasinghe, 2007). As in the early 1980s, a large body of
evidence had accumulated that environmental degradation was a major barrier to
development, and new proactive safeguards were introduced.
Environmental
problems are caused directly or indirectly by the patterns of production by industries,
patterns of consumption and behaviour of the consumers. Environmental degradation
is a global concern for its effects are borderless and the quality of life of the present
19
and of future generation depends on the protection and preservation of ecosystems
(Mat Said, A. et al., 2003).
The world is currently facing complex environmental problems that have
resulted in environmental degradation.
The consequences of environmental
degradation have caused, among other things, global warming, depletion of
stratospheric ozone layer, pollution of sea and rivers, noise and light pollution, acid
rain and desertification (Mat Said, A. et al., 2003). Environmental problems have
been recognized and acknowledged at the United Nations Conference held in Rio de
Janeiro in 1992, which culminated in Agenda 21. However a review by the United
Nations Environment Programme (UNEP, 1999) seven years later asserted that the
global system of environmental management is moving in the right direction but
much too slowly. Also despite much effort in these and other areas, reports prepared
by countries for the World Summit on Sustainable Development (WSSD) in
Johannesburg in 2002, the ten-year review of Agenda 21 revealed that the goals laid
out in Rio were still a long way from becoming reality.
Malaysia, which is at an intermediary stage of development, is facing
tremendous challenge in ensuring sustainable development. Urban air quality, river
water quality, deforestation, household wastes and hazardous wastes are some of the
examples of environmental issues faced by the nation. Accordingly, various policies
and strategies are currently developed and implemented by the government in order to
ensure sustainable development of the nation. The shaping of attitude and values,
commitment and skills needed to preserve and protect the environment begins at an
early age.
There are many campaigns that have been done in order to curb or reduce the
environmental issues of degradation.
Among them are the “Love Our Rivers”
campaigns, “Open Burning Ban” campaign and “Recycle” campaign.
20
3.1.1 “Love Our Rivers” Campaign
Rivers have been on the receiving end for the last 30 years. This situation
does not only occur in Malaysia but all over the world. With the tremendous rate of
development, every single person involved is grappling with the problems of finding
out what the real situation is like. In view of this, the Department of Irrigation and
Drainage launched the “Love Our Rivers” campaign on 20th of February 1993 by the
Prime Minister of Malaysia Dato’ Seri Dr Mahathir bin Mohammad. There were a
few objectives to be achieved for the first phase. The first objective involved a
campaign to create awareness among the general public on the present state of our
rivers, the importance of rivers, the need for all quarters to cooperate and to prevent
further deterioration of the rivers, and the roles they play in the lives of each
individual so as to create empathy to love and conserve the rivers. Also, the general
publics need to be introduced to the steps and practices that can contribute towards the
conservation and preservation of rivers.
The knowledge on river management
techniques also need to be improved among relevant agencies responsible for river
management to ensure harmonious and sustainable development.
In the second
phase, emphasis is given on the enforcement and technical capacity of the agencies
entrusted with the job.
But after a few years the campaign has been declared a failure because most
people were too busy loving the riverbanks by landscaping and beautifying them
rather than the river itself. In “the Star” newspaper dated on 25th of April 2002, the
Natural Resources and Environment Minister Datuk Seri Azmi Khalid said that the
“Love Our Rivers” campaign was a failure and there are plans to launch a new RM10
million campaign to educate the public about protecting rivers in the country.
Consequently, the Department of Irrigation and Drainage (JPS) had come up
with some programmes to get the community involved in the campaign. A few
examples of activities by department can be listed here (Department of Irrigation and
Drainage, 2004);
21
In collaboration with the National Service Training Department, JPS have
organised a River Cleanliness Awareness Programme and a ‘Gotong
Royong’ Programme for the National Service trainees under their
Community Service Module. These activities were performed based on
the respective training schedules of the various centres.
Hawkers Awareness Workshop-Food Waste Management was held on 29
June 2004 at JPS Malaysia Training Centre, Ampang. Among the papers
presented were ‘River Pollution’ by Department of Environment, ‘Food
Waste Management in Local Government Area’ by Department of Local
Government, Ministry of Housing and Local Government and ‘Food
Waste and Water Management’ by JPS itself.
The Cleanliness Awareness Programme/Gotong Royong of Sg. Bertam
was conducted on 21 till 22 April 2004. A briefing entitled "The Use of
Erosion and Siltation Control Plan" was held in Cameron Highlands on
the same date. A separate project briefing was held at the Blue Valley
Agriculture Project Office.
Among other activities organised were ‘gotong-royong’ at Sungai Bertam
recreational area and a technical visit to the Blue Valley Agriculture
Project and the Agro-Technology Park, Malaysian Agricultural Research
and Development Institute (MARDI) which was attended by 45
participants comprising technical and non-technical staffs to introduce
them to erosion control management techniques through ‘gotong-royong’
activities.
Love Our Rivers Awareness Workshop and prize giving for National
Level Adopt a River Competition Programme were held in Cameron
Highlands. This workshop is to increase the community awareness on
the importance of caring for our rivers. Among the papers presented were
‘Review of the 10 years of Love Our Rivers Campaign’ and ‘Applying
Best Practices’ by JPS, ‘River Pollution and Its Effect on Water Quality’
22
by Pahang Health Department and ‘Sungai Nenggiri River Basin
Conservation Programme’ by Global Environment Centre.
Launching Ceremony for "Malaysia 2004 Environmental Week" and
Love Our Rivers Campaign Award was held on 2 December 2004 at the
Forest Research Institute Malaysia (FRIM), Kepong, Selangor. The
Adopt a River Competition was a continuing programme under this
activity. The competition was divided into three categories namely the
Security and Development Committees (JKKK), Schools and Recreation.
The prize-giving ceremony for winners of the Adopt a River Competition
was held during this event.
3.1.2 “Open Burning Ban” Campaign
Malaysia has banned most forms of open burning, including camp fires and
outdoor cooking, in a desperate measure to ease the stifling haze blanketing
Malaysian cities and surrounding areas due to smoke from forest fires in neighbouring
Indonesia. The campaign of "No-burning" ban has been imposed by the Government
on the 9th of July 2001 to protect the country against forest fires.
The Natural Resources and Environment Ministry said in a statement received
that the air in seven areas including the capital Putrajaya and the country's largest city
Kuala Lumpur has become unhealthy from the haze. The dirty white acrid haze has
hung over the Klang Valley which comprises Kuala Lumpur for the past one week,
reducing visibility to as low as 1 kilometer (a half mile) and making it unhealthy to
walk outdoors. Doctors have reported a rise in the number of patients suffering from
sore throats and nasal congestion.
To ensure that the air quality doesn't deteriorate further, the government
imposed a ban on open burning in Klang Valley and extended the ban to the central
Selangor state. The order has been extended to other parts of the country as to
prevent the Air Pollution Index worsens. The ban includes burning of animal and bird
23
carcasses, solid fuels, diseased plants, camp fires, leaves, tree branches, yard
trimmings, industrial inflammable gases and structures for fire control training.
However, outdoor grills, barbecues and burning of articles as part of religious rites are
permitted. Those engaged in open burning could face a maximum fine of RM500,000
and five years' jail.
The fires did not start by accident. Most were set deliberately, and often
illegally, to clear land for planting, to cover up illegal logging, sometimes to open up
land for development and carelessly discarded cigarettes (WWF Malaysia, 2001).
The forest fires turn previously moist forests into drier habitats, that burn more easily
as global warming begins to bite. Carbon dioxide and other gases released from fires
add to the greenhouse effect. Fires in parts of South East Asia have in the past set
peat deposits on fire which remain burning deep underground for months or even
years. Such fires can flare up again in the next dry season, which can only worsen the
high human and ecological cost of this season's fires.
3.1.3 “Recycle” Campaign
Everybody who lives in this world, the environmentalist, the academician, the
politician or even corporation, is concerned about the sustainable development; a
system that most people would agree is essential for the well-being of humankind,
although the purposes and intentions may be different from each other (Ministry of
Housing and Local Government (KPKT), 1992). But are we really taking part in the
call of the sustainable development?
On the simplest level, take the food we eat. Are we eating local food or does
much of our diet consist of imported produce? Those who consume large amounts of
imported foods should realise that the packing, storage and long-range transportation
of every imported food item involves great expense and a depletion of the Earth's
resources. Are we eating what we need, or are we yielding to greed - and putting on
weight in the process? This may seem like a personal problem, but like most things in
life, it directly affects your community and the whole issue of sustainable
24
development as well. The more we consume, the more we deplete the Earth's limited
resources. Every extra slice of bread or bowl of rice means that much more land used
up, fertilisers used, pesticides sprayed, water utilised and energy consumed. Multiply
this by the thousands of days we live, and we will begin to see the impact that one
person can have on the environment. As factor in the costs and resources involved in
the medical and social effects of widespread obesity, overeating can affect sustainable
development, not just in the community but also on a global scale. Do our
consumption patterns reflect a tendency to waste? Do we discard leftovers regularly?
This further depletes the Earth's limited resources and causes yet another significant
problem: solid waste disposal.
Right now, Malaysia is running out of space to dispose of the urban waste
generated daily by wasteful consumption.
According to Housing and Local
Government Minister Datuk Seri Ong Ka Ting, 80% of the country's landfills will be
full in two years (KPKT, 1992). In fact, landfills themselves cause many serious
environmental problems for us and future generations. If every individual reduces the
amount he or she wastes, we will make a major contribution towards sustainable
development.
Another important factor to think: the packaging of the food we
consume. Do we really need that pink plastic bag to carry the loaf of bread that is
itself wrapped in plastic bag? If we take our own bag to the shop, we may end up
reducing the use of hundreds of these messy little pieces of litter that are not
biodegradable. The same principle applies to aluminium, glass, Styrofoam and other
materials that are difficult or impossible to dispose of in an environmentallysustainable way. The use of Tiffin carriers to ta pau (take away) food back to our
homes and offices, for example, will dramatically reduce the amount of plastic and
Styrofoam waste generated every day in our local community, and in the country as a
whole.
That is why we need to consider the “Recycle” campaign as we produce over
15,000 tons of rubbish everyday. Recycling means using things that have already
been used to make new things. It also includes reusing things as they are, and giving
things you no longer need for other people to use. The importance of recycling is
needed to be shared with all Malaysians. Learning about recycling in one thing, doing
25
it is another. The government is trying to inculcate the habit of waste separation
among Malaysians to promote sustainable development and deal with all this waste.
There are many advantages of doing recycling. Recycling reduces waste,
which in turn reduces the need for landfills and dumpsites. It is cheaper in the long
run compared to maintaining landfills and other systems.
When recycling
programmes become more efficient, there will be less rubbish to dispose of. Also,
recycling reduces pollution and saves energy. Making products from virgin or raw
materials results in pollution and uses more energy. Recycling creates up to 5 times
more jobs than waste disposal alone. It will create jobs for engineers, machine
specialists, environmental personnel, general workers and many more. And recycling
also improves cleanliness and quality of life.
Normally, there are four items that we encourage people to recycle; glass,
plastic, paper and aluminium. But there are only three colours of recycle bins, brown,
orange and blue, have been created to be filled by the community in certain places.
All coloured and clear glass, including drink bottles, food containers, vitamin bottles
and cosmetic jars can be recycled into brown recycling bin. All types of aluminium
and steel cans like drink cans and food cans, aluminium foil, and other scrap metals
are recyclable. Also, all coloured and non-coloured plastics such as shopping bags,
supermarket bags, plastic drink bottles, food wrappings, plastic mineral water bottles,
drink containers, plastic food containers, detergent containers, ice cream boxes and
vitamin containers can be recycled. There is abundance of plastic that we can recycle.
Everything from detergent bottles and others are recyclable. All metal and plastic
products can be recycled into orange recycling bin. All coloured and non-coloured
paper, newspaper, magazines, books, paper scraps, telephone books, catalogues,
pamphlets, calendars, cards, envelopes, corrugated containers or cardboard and carton
boxes are recyclable. All paper items go into the blue recycling bin. Most types of
paper are recyclable. Office paper is usually collected in two grades: "high-grade"
and "mixed" paper. All paper products can be recycled into blue recycling bin.
But still, after having all the policies and campaigns introduced and
implemented, environmental problems still persist and a healthy environment is still
out of context. Is it the problem with the official government policies or public
26
awareness or public concern for environment? Or may be the implementation of the
policies are not done in a proper manner and full-hearted? Although, the causes of
environmental problems are related to human activities, consumption and production
patterns, are there no room for improvements?
Traditionally, environmental planning has been based predominantly on the
interdisciplinary study of environmental systems. Some researchers believe that this
approach does not capture the wide range of societal values and concerns about the
environment.
They are suggesting a more multi-disciplinary approach that
emphasizes long-term resource management and sustainability. New approaches are
emerging that combine interdisciplinary science, ecological economics, and social
sciences. Most importantly though are the collaborative processes which aim to
integrate a wide range of values and perspectives in environmental management. The
ecosystem approach focuses on a new scientific framework from which to examine
environmental problems, it focuses on an expanded definition of ecosystem.
Collaborative Environmental Planning (CEP) is the broader knowledge and
value framework from which to examine environmental problems. Not only are
issues studied from this new scientific perspective, but non-scientific considerations
are included as well.
3.2
Collaborative Environmental Planning (CEP)
Collaborative Environmental Planning is simply defined as a process through
which parties who see different aspects of a problem can constructively explore their
differences and search for solutions that go beyond their own limited vision of what is
possible (Holmberg, J. (Ed.), 1992). It is evident that collaborative decision-making
is no small task; however it is being applied to environmental planning and
management.
27
It is a complex process, consuming of time and resources, and often involves
intense conflict. However, as Collins and Dukes (1998) emphasize: "Conflict is a
natural part of community life. It can give rise to productive dialogue, increased
understanding among community members, problem resolution, and improvements in
community life." This revelation about conflict illustrates the power of collaboration
as a problem-solving tool. It can take that inherent conflict and create a dialogue,
which in turn produces new perspectives for examining and solving problems.
CEP differs from traditional problem solving methods in several critical ways.
It goes beyond economics and science, incorporating values and norms.
Collaborative planning views problems not as belonging to a single discipline, but
rather in a holistic, multi-disciplinary manner. In addition, collaborative approaches
focus on the process of problem solving, which means involving all stakeholders--in
an effort to produce better solutions.
This necessitates incorporating various
competing interests from the beginning, thus framing problems in a different manner.
By allowing stakeholders to participate and contribute their perspectives means that
problems are defined differently, and likely more completely than if one or two
"experts" were to look at the same situation. It means that the problems and the
solutions are not necessarily defined by the "experts" or agencies but rather from the
community. Currently, we see this practice manifest in many community initiatives
and it seems to be spreading.
State and federal agencies are participating in
collaborative partnerships as well, and the idea of collaborative planning is infusing
into the mainstream of policy and planning.
One area of particular interest with regards to CEP is rural resource-based
economies. Many of these locales have many inherent features, such as strong ties to
the land that can create a successful platform from which to launch collaborative
efforts. Many such communities suffer from resource depletion, loss of economic
base, environmental degradation, and a host of other resource issues, thus facing a
rather unique situation. These communities depend on the environment in a way that
urban areas do not. For rural resource-based economies, the environment provides
their livelihood and they must change the way that they interact with that
environment.
These areas must view environmental protection and economic
development as one in the same, rather than as two irreconcilable goals. CEP is using
28
resources, which exist within rural communities to create a new problem-solving
framework in an effort to create self-sufficiency and positive change. There are
however, some elements that seem to be relevant to collaborative efforts. These
elements are not mutually exclusive, but instead each encompassing the others.
3.2.1 Elements Relevant to Collaborative Planning
The collaborative process is an iterative one; there is no formula or linear
progression of events. In addition, there may be other unique local factors that affect
collaborative planning.
The following discussion does not attempt to provide a
complete, theoretical conceptualization of collaboration, but rather to discuss
elements of the approach which manifest themselves in this research. These elements
have been divided into three relatively broad categories: engagement issues, process
issues, and outcome issues. Engagement includes those elements -- stakeholder
participation, learning through collaboration, and capacity building -- which involve
developing relationships. These elements seemed to be most critical to the success of
the collaborative efforts examined in the case of study. The next category, process
issues, includes goals and vision, effective leadership and organization, and building
partnerships. These are elements, which involve the institutions and arrangements
necessary to engage in collaborative planning. Finally, there are the outcome issues.
This group includes elements such as innovative solutions and how to measure
success, which focuses on the outcomes of the collaborative planning effort.
3.3
The Stakeholders Involves in Development Sustainability
As in the Wikipedia, (2007), the free encyclopaedia, there are some
stakeholder groups that hold key responsibilities in implementing the environmental
sustainability development. They are the main figures in the society and they cannot
29
execute the planned programmes by themselves unless have to work together side by
side to each other. These include:
•
Governments and intergovernmental bodies
•
Mass media
•
Civil society and non-governmental organizations
•
The private sector
•
Formal education institutions
This research approached the upper secondary school teachers and students
and kindergarten teachers from formal education institutions. Teachers were selected
in this paper as they play a significant part in determining the successful
implementation of environmental education among the young. It was demonstrated
that teacher's attitude, knowledge and behaviour towards the environment affect and
influence the students' attitude (Mat Said, A. et al., 2003). Students were included in
the survey as they are the future generation of leaders and occupants of this planet and
also they are involved in the current curriculum of learning education in school.
Accordingly, the objectives of the study were to determine the level of environmental
knowledge, concern, ecologically conscious consumer behaviour and the extent of
involvement in nature-related activities of the teachers and students.
3.4
Capacity-Building through Education, Training and Public Awareness
The importance of education, training and public awareness for capacitybuilding, with particular emphasis on the needs and roles of young people, as the
successor generation of sustainable development, was stressed. Related to this is the
need to have a well-informed media and public communications network that
promotes public awareness, informs and educates the public about key sustainable
development issues. Further dialogue, research and focus on science and knowledge
for sustainable development are particularly important.
30
The academic institutions of the world should launch a broad-based dialogue
on science for sustainable development, with the active participation of scientific
institutions of the East Asia and Pacific and other regions of the world to enhance the
understanding of the dynamic interactions between nature and society.
In this
context, a regional symposium on science for sustainable development should be
organised. Also, the custodians of traditional knowledge have much to offer learning
about sustainability, but its incorporation into academic research and public policy
must be carefully regulated by governments to ensure the interests and intellectual
property rights of indigenous peoples.
Then, East Asia and Pacific countries should jointly develop higher education
courses and research programmes at the regional level to advance the knowledge of
young people on the concept of science for sustainability and its application to the
conditions and requirements for sustainable development in the region. The
international and national funding schemes should be reformed to better finance
interdisciplinary research on science for sustainable development. In this regard, it
was suggested to establish partnerships between the private sector and academic
institutions, where the private sector would finance scholarships and workshops,
while the scientific sector would provide training in science for sustainable
development to the private sector.
All countries should actively pursue the integration of the concept of
sustainable development in the curricula for primary, secondary and tertiary education
to promote more sustainable consumption and life styles and to raise people’s
awareness of environmental protection and sustainable development through formal
and non-formal education, e.g. school education, tertiary education, popular
education, family and community education. In this context, the concept of science
for sustainable development should become an integral part of the curricula in schools
and institutions for higher education. Indigenous knowledge, values and lifestyles
should be part of the science for sustainable development concept.
Also, awareness-raising campaigns should be launched to mobilize public
support for sustainable development actions, including the use of environmentally
31
friendly means of transportation, such as bicycles, as well as planting trees and
protecting the environment.
The governments should ensure a free flow of
information on sustainable development to the public and the media to contribute to
education and awareness rising and facilitate the important functions of the media, in
this regard.
3.5
Summary
The protection of the environment has become the third major element of
sustainable development as the world is currently facing complex environmental
problems that have resulted in environmental degradation. All these environmental
problems are caused directly or indirectly by the patterns of production by industries,
patterns of consumption and behaviour of the consumers. In Malaysia, which is at an
intermediary stage of development, the urban air quality, river water quality,
deforestation, household wastes and hazardous wastes become the environmental
issues that need to be entertained by the government to follow the guidelines
recognized and acknowledged by the United Nations in Agenda 21. Accordingly,
various policies and strategies are currently developed and implemented by the
government in order to ensure sustainable development of the nation such as the
“Love Our Rivers” campaigns, “Open Burning Ban” campaign and “Recycle”
campaign. There are some stakeholder groups in implementing the environmental
sustainability development; they have to collaborate with each other and cannot
execute the programmes by themselves.
32
CHAPTER 4
METHODOLOGY
4.1
Introduction
The methodological procedure is to ensure that the information obtained for
this study is rigorously obtained, relevant and capable of scientific evaluation. The
data necessary for statistical analysis for this study could not be found from the
literature review. To identify the level of sustainable environmental understanding
and awareness among Malaysian citizens and to identify the barriers that caused the
lack of public participation in contributing to development sustainability, therefore,
primary data collection had to be carried out.
The literature review found that the primary data could be collected in several
ways. Classifying an approach as quantitative or qualitative, ethnographic, survey,
action research or whatever, does not mean that once an approach has been selected,
the researcher may not move from the methods normally associated with that style.
Each approach has it strengths and weaknesses and each is particularly suitable for
particular context. The approach adopted and the methods of data collection selected
will depend on the nature of the inquiry and the type of information required (Judith,
1999). After having the literature review determined as a framework for the research
questions or hypotheses, a type of conclusive research was selected to get information
33
that is useful in decision-making process or reaching conclusion. Under qualitative
research techniques, one main methods of collecting data, questionnaire, was
conducted.
The questionnaire survey research methodology was adopted by the
author to collect original data that may be capable of statistical analysis. Then the
data of questionnaires were analysed by using SPSS package and average index
analysis.
Mainly,
the
methodology
used
for
this
research
consisted
of
three steps as follows:
1. Literature review
2. Questionnaire survey
3. Analysis of data
4.2
Literature Review
A literature review was carried out to establish some knowledge of the
research topic. It was undertaken to obtain the general view of the investigation
carried out by the author that are relevant to the research as well as to help the
researcher meet the objectives highlighted. Through the literature review, a clearer
framework of the research was established. In the literature review, the primary data
were obtained, sourced and collected in several ways; from the published books and
magazines, information from the internet, articles in journals and papers, and also
some other published and unpublished research works. There are several types of
approaches; quantitative, qualitative, ethnographic, survey, action research and others.
For this research paper, the qualitative research techniques has been used and one
main method of collecting data, questionnaire, was conducted.
After having the literature review determined as a framework for the research
questions or hypotheses, a type of conclusive research was selected to get information
that is useful in decision-making process or reaching conclusion.
Fred (2000)
34
highlighted that the mass of literature is physically imposed to read, let alone
assimilate. Furthermore, over-saturation may reduce the possibility of developing
new perspectives. Therefore, the objective of this paper will be achieved through
undertaking a comprehensive literature search to adequately identify:-
i)
The level of understanding of sustainable environmental development
among Malaysian citizens
ii)
The level of awareness of sustainable environmental development
among Malaysian citizens
iii)
The barriers that caused lack of public participation in sustainable
planning and development.
4.3
Questionnaire Survey
A questionnaire is a written or printed form comprising a series of questions
submitted to a number of people to obtain data for a survey or report (Harper & Row,
1984).
In order to distribute the questionnaire to the target population, the
questionnaire was piloted. A pilot questionnaire, drafted from the findings of
literature and the opinions from a group of working colleagues was used prior to
developing the final questionnaire. The purpose of piloting was to make sure that the
questions are clear and easily understood and will provide the required data. The
questionnaire was first been gone through and edited by different groups, including
the researcher’s supervisor, colleagues who are related to the disciplines and some of
the potential groups of respondent.
The questionnaire form was structured in five sections:
i)
Section A:
Demographic Information
35
ii)
Section B:
The Level of Public Awareness of Sustainable
Environmental Development
iii)
Section C:
The Level of Public Understanding of Sustainable
Environmental Development
iv)
Section D:
The Barriers or Constraints that Causes Lack of Public
Participation in Sustainable Planning and Development
v)
Section E:
Students and Teachers’ Views in Improving Public
Sustainable Development Understanding and
Awareness
The sample of questionnaire used for the survey in this research is shown in
Appendix A.
This method of survey was prepared for certain targeted respondents to fill in
the form. The upper secondary school teachers and students, and kindergarten
teachers from formal education institutions in the state of Johor that included as the
subject pool were approached for their views, perceptions and suggestions towards
these problems. The respondents were selected from five upper secondary schools and
nineteen pre-schools in Kota Tinggi, Johor. These targeted respondents were chosen
due to close proximity of the researcher to the targeted respondents’ area and also due
to limited study time and budget. The questionnaire was translated to Bahasa Melayu
in order to make the surveying easier for the respondents to fill in with their native
language (refer to Appendix B).
4.3.1 The Profile of Respondents
In the district of Kota Tinggi, Johor in which the research was conducted;
there are altogether 21 secondary schools with six of them are located in the urban
area and fifteen are located in the rural area (refer to Appendix D). Out of the twenty-
36
one secondary schools in the district, five schools were chosen by the researcher to
get the teachers and students’ views, perceptions and suggestions towards the
sustainable development problems. The five schools were selected or chosen in the
research as the targeted respondents in the schools were hopefully matched the
objectives of the research paper.
Also there were a few teacher friends as
correspondents of the researcher in the schools that were contacted and explained
about the aim and objectives of the research paper. Then, a total of 40 percent of the
enrolment of Form 4 and Form 5 students were calculated in order to distribute the
questionnaire. The time duration for the respondents to fill in the questionnaire was
up to the respective correspondent as long as they return them back. Before the
questionnaires were able to be distributed to the upper secondary schools, the
researcher had to obtain an authorisation letter from the Faculty of Civil Engineering,
University Teknologi Malaysia in order to do the research in the schools as required
by school regulations (Appendix C). The number of respondents for the questionnaire
is shown in Table 4.1.
Table 4.1: Numbers of Form 4 and Form 5 upper secondary school students in the five
selected secondary schools; and the calculated 40% for the distribution of questionnaires
Student
No
Name of School
Teacher
Location
(Urban/Rural)
Form4
Form5
Total
40%
Total
40%
1
SMK Bandar Easter
Rural
183
157
340
136
65
26
2
SMK Linggiu
Rural
70
90
160
64
32
13
3
SM Teknik Kota Tinggi
Urban
454
475
929
372
102
41
4
SMK Laksamana
Urban
289
223
512
205
76
30
5
SMK Tmn Sri Saujana
Urban
133
110
243
97
40
16
1129
1055
2184
874
315
126
Total
37
Table 4.2: Percentage of returned questionnaires from Form 4 and Form 5 upper secondary
school students in the five selected upper secondary schools
Form 4 and Form 5 Students
No
Name of School
Location
(Urban/Rural)
Distributed
Returned
Percentage
1
SMK Bandar Easter
Rural
136
98
72.1%
2
SMK Linggiu
Rural
64
50
78.1%
3
SM Teknik Kota Tinggi
Urban
372
290
78.0%
4
SMK Laksamana
Urban
205
102
49.8%
5
SMK Tmn Sri Saujana
Urban
97
68
70.1%
874
608
69.6%
Total
Table 4.3: Percentage of returned questionnaires from upper secondary school teachers in
the five selected upper secondary schools
Upper secondary School Teachers
No
Name of School
Location
(Urban/Rural)
Distributed
Returned
Percentage
1
SMK Bandar Easter
Rural
26
12
46.2%
2
SMK Linggiu
Rural
13
6
46.2%
3
SM Teknik Kota Tinggi
Urban
41
34
82.9%
4
SMK Laksamana
Urban
30
14
46.7%
5
SMK Tmn Sri Saujana
Urban
16
7
43.8%
126
73
57.9%
Total
38
Table 4.2 and Table 4.3 above show the percentages of returned
questionnaires by the Form 4 and Form 5 upper secondary school students and also by
the teachers from five selected upper secondary schools, respectively. The high
percentages of returned questionnaires from the students are due to the supervision
and help of the correspondents in the selected schools.
But the percentages of
returned questionnaires from the upper secondary school teachers are considered low
due to teachers’ tight schedule in teaching students and preparing the materials for
teaching and learning activities, or either forgot to fill in or misplaced the
questionnaires forms. The only high percentage of returned questionnaire is from
Sekolah Menengah Teknik Kota Tinggi as it is the working place of the researcher
(the researcher had the opportunity to follow-up and collected back the questionnaires
by himself).
When referring to Appendix E (i) and Appendix E (ii), there are a total of 26
pre-schools under the supervision of Jabatan Kemajuan Masyarakat (KEMAS) in the
district of Kota Tinggi; in which there are two areas of State Assembly (DUN); DUN
Johor Lama and DUN Sedili. In Johor Lama Area, there are 10 pre-schools with 14
teachers and in Sedili Area, there are 16 pre-schools with 30 teachers.
The
distribution and the return of questionnaires from the pre-school teachers are shown in
Table 4.4. The percentage of returned questionnaire for the area of Johor Lama is
64.3% as the teachers were able to submit the questionnaires to a representative of the
pre-school teachers in the town of Kota Tinggi. Meanwhile for teachers of the Sedili
area, the chances that they could meet their representative are quite small since their
places of work and living are quite remote.
39
Table 4.4: Percentage of returned questionnaires from pre-school teachers in the district of
Kota Tinggi
Pre-school Teachers
No
Area
1
DUN Johor Lama
2
DUN Sedili
Total
Location
(Urban/Rural)
Distributed
Returned
Percentage
Urban &
Rural
14
9
64.3%
Rural
30
12
40.0%
44
21
47.7%
There were altogether 1044 sets of questionnaires randomly distributed to the
target pool which include teachers from secondary and pre-schools, and students of
form 4 and 5 of upper secondary schools. Out of 1044 sets of distributed
questionnaires, 872 sets were given to Form 4 and Form 5 in five selected upper
secondary schools which comprised 83.5% of the distribution, 127 sets to upper
secondary school teachers from five selected secondary schools (12.2%) and 45 to
pre-school teachers (4.3%) (Refer to Figure 4.1).
secondary school
teachers, 12.2%
pre-school
teachers, 4.3%
F4 & F5 students,
83.5%
Figure 4.1: The percentage of distributed questionnaires
40
From the total of 1044 sets of questionnaires distributed, 608 students
responded and returned the questionnaires, 73 sets of questionnaires were received
from the upper secondary school teachers, and also 21 sets were received from the
pre-school teachers. Figure 4.2 shows the percentages of returned questionnaires by
the targeted respondents; 69.7% from Form 4 and Form 5 students, 57.5% from upper
secondary school teachers and 46.7% from pre-school teachers.
Percentage of Replied Questionnaire
Respondents
80.00
69.72
Percentage (%)
70.00
57.48
60.00
46.67
50.00
40.00
30.00
20.00
10.00
0.00
F4 & F5 students
sec school teachers
pre-school teachers
Respondents
Figure 4.2: The percentage of returned questionnaires
By referring to Table 4.2, Table 4.3 and Table 4.4, 702 (67.2%) responses to
the questionnaires survey were received with the distribution of 608 (87%) from Form
4 and Form 5 students, 73 (10%) from upper secondary school teachers, and 21 (3%)
from pre-school teachers. The composition of respondents is shown in Figure 4.3.
The respondents comprised of 366 male (52.1%) and female 336 (47.9%) as shown in
Figure 4.4.
41
The Composition of Respondents
Pre-school
teachers
3%
Secondary
school teachers
10%
F4 & F5 students
87%
Figure 4.3: The respondent’s response distribution
Comparison of male and female respondents
female
48%
male
52%
Figure 4.4: The comparison between male and female respondents
42
4.4
Analysis of Data
All the collected data from the questionnaires were applied and analysed in
two steps or methods. They are Frequency Analysis and Average Index. Frequency
analysis is used as preliminary analysis. This method will show the frequency and the
percentage. In order to generate the result, the researcher had used the Statistical
Packages for Social Science (SPSS), version 11.0 and average index analysis. It
generated the frequencies and percentages in the form of tables and pie charts.
In analysing the data, Likert’s scale of five ordinal measures of agreement
ranging from strongly disagree (1) to strongly agree (5) has been used in the
questionnaires. Ordinal scale 1 to 5 was used in ascending order to show the degree
of agreement.
Ordinal scale 1 to 5 in ascending order
1
2
3
4
5
Increasing Degree of Agreement
Figure 4.5: Five ordinal measures of agreement of Likert's scale
Each scale represents the following rating:
1 = Very low degree of agreement
2 = Low degree of agreement
3 = Neutral of agreement
4 = High degree of agreement
5 = Very high degree of agreement
43
4.4.1 Average Index
The average index was calculated as follows (Al-Hammad et al., 1996):∑ aixi
Average Index =
∑ xi
Where,
ai= index of a class; constant expressing the weight given to i
xi= variable expressing the frequency of response
for i = 1, 2, 3, 4, 5
Based on the assumed values stated earlier;
x1 = frequency of the “not important” or “not satisfied” and
corresponding to a1 = 1,
x2 = frequency of the “less important” or “less satisfied” and
corresponding to a2 = 2,
x3 = frequency of the “moderately important” or “fair” and
corresponding to a3 = 3,
x4 = frequency of the “important” or “satisfied” and
corresponding to a4 = 4; and
x5 = frequency of the “very important” or “very satisfied” and
corresponding to a5 = 5,
44
Based on the frequency analyses, the average index was then calculated. The
classification of the average index for this study has been rated into five levels of
achievements, which were (Abd Majid and McCaffer, 1997):
‘Extremely Disagreed’
= 1.00 ≤ average index < 1.50
‘Disagreed’
= 1.50 ≤ average index < 2.50
‘Moderately Agreed’
= 2.50 ≤ average index < 3.50
‘Very Agreed’
= 3.50 ≤ average index < 4.50
‘Extremely Agreed’
= 4.50 ≤ average index ≤ 5.00
45
CHAPTER 5
ANALYSIS AND RESULT FINDINGS
5.1
Introduction
A total of 1044 sets of questionnaires were randomly distributed to the target
pool which included teachers from upper secondary and pre-schools, and students of
form 4 and 5 of upper secondary schools.
All the collected data from the
questionnaires were analysed using frequency analysis as preliminary analysis. This
method shows the frequency and the percentages.
The frequencies are then
represented in the form of tables and pie charts. In order to generate the results, the
researcher used the Statistical Packages for Social Science (SPSS), version 11.0.
From the collected and returned sets of questionnaires, 702 (67.2%) responses were
received with the distribution of 608 (87%) from form 4 and 5 students, 73 (10%)
from upper secondary school teachers, and 21 (3%) from pre-school teachers.
.
46
5.2
Demographic Information
Demographic information of the respondents further explained by 64% of the
respondents that are gaining education in town where the location of their schools are
in the urban area (Figure 5.1), and 67% of them were actually came from the rural
areas (Figure 5.2). Although the higher percentages of respondents are schooling in
urban area, most of them are coming from the rural area and living in the hostels.
rural
36%
The Percentage of Location of School
urban
64%
Figure 5.1: Percentage of Location of School in Which Gaining Education
The Percentage of Location of Living Place
rural
67%
Figure 5.2: Percentage of Location of Living Place
urban
33%
47
When referring to the Figure 5.3, the number of respondents’ parents having
higher education above the Sijil Pelajaran Malaysia (SPM) level is quite low when
compared to the lower level, both for the mothers and fathers. It means that most of
the respondents’ parents were only at the highest level of education of Sijil Pelajaran
Malaysia with the proportions of mother (90.53%) and father (86.32%) as shown in
Figure 5.4.
The Level of Education of Respondents' Parents
350
No. of Respondents
300
250
200
mother
150
father
100
50
0
0
drj6
srp
spm
sijil/dip
ijazah
phd
Level of Education
Figure 5.3: The Level of Education of Respondents’ Parents (all levels)
The Level of Education of Respondents' Parents
100.00
Percentage
80.00
90.53%
86.32%
spm or less
60.00
spm and above
40.00
20.00
13.68%
9.47%
0.00
mother
1
Level of Education
father
2
Figure 5.4: The Level of Education of Mother and Father
48
5.3
The Level of Awareness of Sustainable Environmental Development
The questionnaire survey provided data of the level of awareness of
sustainable environmental development. The following Figure 5.5, shown the results
obtained from the questionnaire. The respondents were aware and agreed that they
needed the nation physical development (4.08); furthermore they also agreed that
development could cause pollution (4.09).
The Level of Awareness Of Sustainable Development
4.89
5.00
4.50
4.64
4.31
4.08
4.09
4.08
4.05
3.94
4.00
3.56
3.36
Average Index
3.50
3.14
3.00
3.35
3.09
2.76
2.50
2.19
2.00
1.50
1.00
0.50
realise the inhaling the dirty air
sensitiveness of air quality index
sensitiveness of the open burning activities
"NOP' succeeds in controlling air quality
always practice 'Recycle' campaign
"Recycle' campaign succeeds
realise that water use comes from river
"LYR' campaign succeeds in river
preservation
not involve in 'LYR' campaign because not
using river
All campaigns are for environment
preservation
government always conscious
SD balances the development and
preservation
environment should be preserved
development causes pollution
development is needed
0.00
List of Inquiries
Figure 5.5: The respondent’s level of awareness of sustainable environmental development
activities
49
The respondents marked a score of 4.89 which showed the high level of
agreements that the environment has to be preserved; while a score of 4.31 showed a
highly agreed response that sustainable development initiates act in balancing the
development and environmental preservation. Also, a higher number of respondents
responded that the government is always conscious on environmental issues (4.08),
and also agreed that the government keeps on campaigning about the environmental
preservation (4.04). The respondents realised that the water resources come from the
river (4.05). The level of sensitivity towards the levels of air quality index was high
(3.56), while a score of 3.94 indicates that the respondents were aware that they
inhaled polluted air when the air quality index is low.
Neutral responses were obtained for ‘No Open Burning’ (3.09) and ‘Love
Your Rivers’ (2.76) campaigns, which showed the medium level of agreement that
these campaigns were succeeded as an instrument for environmental preservation.
The ‘Recycle’ campaign was also found at neutral level (3.14) as whether it has
succeeded in controlling waste productions. A neutral score of 3.36 was obtained
regarding the practising of waste recycling in daily life. This study also found that the
respondents disagreed (2.19) that they are not sensitive with ‘Love Your Rivers’
campaign which affirmed their understandings that the water resource is generated
from raw river water.
5.4
The Level of Understanding of Sustainable Environmental Development
The levels of understanding of sustainable environmental development among
Malaysian citizens were obtained as shown in Figure 5.6. Almost all respondents
fully agreed (4.81) that environment preservation is important in our life. 41% of
respondents responded that the first tickle of environmental awareness started when
seeing the occurrence of pollutions, 31% gained awareness from school and 23%
gained awareness from home. A small percentage gained the environmental
50
understanding from campaign posters (4%) and only 1% considered ‘don’t care’ (See
also Figure 5.7).
The Level of Public Education of SD
5.00
4.81
4.49
4.11
Average of Index
4.50
4.00
3.64
4.13
3.54
3.06
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
List of Inquiries
Figure 5.6: The respondent’s level of understanding of sustainable environmental
development
The Place Where the Environmental Awareness Starts
w hen seeing many
pollutions occurred
41%
do not care
1%
w here the poster
placed
4%
school
31%
home
23%
Figure 5.7: The respondent’s first tickle of environmental awareness
51
The Teaching of Environmental Preservation in School
a literature
1%
do not care
3%
a subject
7%
a specific topic
16%
a moral value
73%
Figure 5.8: The respondent’s response of the type of teaching of environmental education in
school
Sustainable education taught in school was accepted as a moral value (73%),
rather than as a subject (7%) or a specific topic (16%) as shown in Figure 5.8. A
score of 4.11 showed the respondents agreed that unpleasant smokes and noises were
generated from vehicles. This survey also identified that unethical rubbish dumping
into the drain (4.13) was due to the insensitive of community attitude towards
sustainable environment. Neutral score of 3.06 was obtained which affirmed that
school educations are the effective channel in providing sustainable environmental
awareness among Malaysian citizens. A score of 3.64 showed that school education
is able to create the sensitivity towards environment. Most of the respondents agreed
(4.49) that the teachers and students in school have to be encouraged to get involved
and participate in the environmental awareness programmes from time to time. The
respondents (87%) also responded that the authorised departments or the responsible
ministries should organise awareness programmes in schools.
52
5.5
The Barriers That Caused Lack of Public Participation in Sustainable
Environment
The barriers that caused lack of public participation in sustainable
environment were predetermined in order to set the questionnaires. The following
Figure 5.9 showed the results obtained from the survey. The respondents agreed that
there is no assertiveness in implementing the programmes (3.54), and lack of
promoting activities and enforcements (3.76) by the authorised departments or
ministries in sustainable environmental development programmes.
The Barriers that Caused Lack of Public Participation in Sustainable
Development
4.50
4.21
4.03
3.55
3.26
3.28
3.29
Som e s c hools are not aw are of SD
c onc ept
3.54
3.71
4.06
3.88
Learning c urric ulum not k een to
env ironm ent pres erv ation
3.45
N o as s ertiv enes s in im plem entation
3.50
N o c olloboration am ong departm ents
inv olv ed
A verag e o f In d ex
4.00
3.76
3.00
2.50
2.00
1.50
1.00
"R ec y c le' c am paign are not done
thoroughly
Aw arenes s program s are not m ain
agenda in departm ent inv olv ed
People think ow n benefits w hen c utting
fores t
A few people throw rubbis h into the
drainage
Public attitudes tak e on ow n c ar
c leanlines s rather than env ironm ent
Soc iety 's c ulture not pay ing attention to SD
N o or les s ov ers eeing ac tiv ities and
enforc em ents
0.00
An attitude of c om m unities that rejec ts
c hanges
0.50
List of Inquiries
Figure 5.9: The respondent’s level of the barriers that caused lack of public participation in
sustainable environmental development
53
Also, no collaboration among the respective departments (3.45) in
environmental programmes implementation falls in natural responses. As stated in the
Chapter 3, the departments and ministries involved in sustainable development are
Department of Environment (DOE), Ministry of Health (MOH), Drainage and
Irrigation Department (JPS), Ministry of Housing and Local Government (KPKT),
and local authorities, and State Assembly Member (ADUN) Johor Lama Area of Kota
Tinggi district.
A higher number of responses indicated that some of the programmes
implemented were not done thoroughly, for example in "Recycle” campaign, (4.03)
where the recycling bins can only be found in certain areas. 43.3% of them strongly
agreed to the statement, 31.6% agreed, 14.0% moderately agreed and only 11.1% not
agree (Figure 5.10).
strongly agree
43%
strongly
disagree
4%
disagree
7%
moderately
agree
14%
agree
32%
Figure 5.10: The respondent’s response of the implementation of ‘Recycle’ campaign not
done thoroughly
54
In terms of public participation, the respondents viewed that some of
Malaysian citizens were senseless or had pay no attention attitudes on sustaining
environmental issues (3.71). The level of agreements (3.88) for the example of the
public usually throw out rubbish from the car to keep clean their own car without
considering the impact to the environment was presented. Some of the public also
take a short cut by dumping rubbish into the drainage system (4.06).
Further
examples were related to over logging activities (4.21) that causing damage to air
quality and pollution to the river. The attitude of rejection to changes (3.55) also
contributed to the lack of public participation in sustainable development.
In the aspects of education, neutral responses (3.28) were received to the
statement that the learning curriculum in school is not keen to sustainable
environmental development. Furthermore, there are some schools in this survey were
not aware of sustainable development concept (3.29).
The respondents also
responded that the sustainable environmental development awareness programmes
were not included in the main agenda of the school curriculum (3.26).
5.6
Suggestions to Improve Public Sustainable Environmental Development
Understanding and Awareness
When referring to the suggestions to improve the sustainable environmental
development understanding and awareness in Table 5.1, there is a list of wishes and
hopes of the respondents to see the improvements to be made to the system of
handling the sustainable environmental understanding and awareness. Most of the
responses to the suggestions inquired to them give a considerably high degree of
agreements as 9 out of 13 suggestions have scored more than 4 points in the average
index and all 13 suggestions are classified as ‘agreed’ in the combined levels of
achievements.
55
Improve awareness activities in local communities
Environment training centres need to be built
Community should be involved in local planning
Comment and voice of community should be heard
Awareness campaigns as main agendas in mass media
Learning of environment preservation as a subject
Inculcations of environmental awareness in kindergarten
Create lifetime learning of environment awareness
Use contextual environmental themes learning
Teach teachers and students regularly the environment awareness
Awareness campaigns should be begin at home
The concept of SD must be understood by all parties
e1
e2
e3
e4
e5
e6
e7
e8
e9
e10
e11
e12
e13
strongly
disagree
9
4
6
4
1
2
26
6
7
5
8
8
3
disagree
19
6
8
23
5
9
45
12
14
15
15
7
10
moderately
agree
112
51
139
152
87
112
283
98
186
189
129
104
55
agree
225
271
297
297
253
300
210
232
284
340
309
257
184
strongly agree
337
370
252
226
356
279
138
354
211
153
241
326
450
Total
702
702
702
702
702
702
702
702
702
702
702
702
702
Average Index
4.23
4.42
4.11
4.02
4.36
4.20
3.55
4.30
3.97
3.88
4.08
4.26
4.52
Description of issue
"Recycle' campaign can be done thoroughly
Table 5.1: The suggestions from the respondents to improve the sustainable environmental
development understanding and awareness
The suggestion that the "Recycle” campaign should be done more thoroughly
gives a high of 4.23 in average index, while 4.42 goes to suggestion of improving the
awareness activities in local communities. More environment training centres need to
be built indexed at 4.11, the community should be involved in local planning (4.02),
and also the comments and voices of community should be heard (4.36) were
56
suggested by the respondents. Further suggestions including to regard the awareness
campaigns as main agendas in mass media at 4.20 in average index and to begin at
home indexed at 4.26.
A very high average index of 4.52 indicated that the
communities welcomed the concept of sustainable development must be understood
by all parties in order to see such programmes and campaigns implemented. All the
suggestions mentioned above indicate that the community or public is willing to
accept the responsibility of sustaining the environmental development if the
highlighted suggestions are seriously taken into consideration by the involved
authorised parties.
With regards to education, the suggestions to the learning of environment
preservation taught as a subject in school indexed at 3.55, meanwhile to create
lifetime learning of environment awareness either in school or any place indexed
slightly higher at 3.97, and also to use the contextual environmental themes learning
in school was at 3.88. The above indexes are less than 4 because most of respondents,
87% of them, were the form 4 and form 5 upper secondary school students as they felt
that the present loads of learning in school is heavy enough for them. However, most
of respondents agreed to the suggestions that regular training of teachers and students
regarding the environment awareness should be held (4.08). Even higher index of
4.30 suggests that the inculcations of environmental awareness should be taught as
early as in kindergarten.
57
CHAPTER 6
CONCLUSIONS AND RECOMMENDATIONS
6.1
Conclusion
The three main objectives of this project report perceived aim of this research.
The level of understanding and awareness of sustainable environmental development
among Malaysian citizens and the barriers that caused lack of public participation in
response of sustainable issues has been identified from this study. Although most of
the respondents came from the rural areas, they were found having some
understanding and awareness of sustainable environmental development. With the
parent’s level of education only up to Sijil Pelajaran Malaysia, the above survey
resulted that the public understood about the degradation of the environment. The
respondents are also aware on government campaigns as initiatives to make improve
and sustain the environmental conditions. This study, however, resulted in natural
responses on issues related to public participation on campaigns such as recycling of
waste, loving our rivers and banning of open burning.
Most of the respondents seem to agree with all the questions and suggestions
given. They are really aware of the importance of sustainable development with
regard to the environmental preservation and also understand that the development
can cause pollution. They even realise that the water they use daily comes from the
58
river and would inhale dirty air when the air quality is poor. The respondents also
agreed and realised that government keeps campaigning on the environmental
preservation, but somehow they see the programmes implemented are not fully
succeeded towards their objectives although most of them are sensitive to the
campaigns.
Overall, the respondents had a good understanding of the general
environmental issues that causes and provides general impact of the human activities
to the environment. It can be concluded that the respondents’ level of awareness are
high as they are following and getting involved in the campaigns introduced by
government although not thoroughly.
The level of sustainable development understanding among the respondents is
considerably high although it does not always come from formal education; school.
Among the respondents, the awareness mostly started when they witnessed a lot of
pollutions occurred around them and only one-third of them said they became aware
of the importance of sustainable development at school.
In school, most of
respondents expressed that the awareness of the sustainable development is only
taught as one of the moral values in the teaching and learning process rather than as a
subject or a specific topic. In the educational system, the unethical behaviours or
actions in regards to environmental preservations have no relationship to the
efficiency of teaching and learning in school. In general, the neutral responses from
the respondents give the idea that the attitudes of the public are likely the answers. It
is believed that the attitudes of the community can be shaped and guided through
proper education in order to bring the community to the higher level of sustainable
development understanding. This leads to the success of the environmental awareness
programmes which conducted and organised by the authorities in accordance to their
sustainable development policies.
The identification of the barriers that caused lack of public participation in
sustainable planning and development can be concluded although some areas are not
reachable by the respondents as the responsibilities lie on the shoulders of the
authorities in the ministries and departments involved.
When referring to the
authorities in sustainable development policies, the respondents felt that there are no
working collaborations among departments involved in terms of programme
implementation, no assertiveness in implementing the programme, and no or less
59
overseeing activities and enforcements done by the concerned and authorised parties.
Some of the programmes implemented were not done thoroughly, for example in
"Recycle” campaign, the recycling bins can only be found in certain areas. Also some
questions arise as whether the sustainable development programmes are included in
the main agenda of meetings and planning in the related departments.
In facts,
collaboration provides a forum for open communication and brings adversarial groups
together to address common issues and problems, and also creates positive
relationships. This can lead to better planning and programmes implementation.
As for the public, one of the barriers is the attitude of the community – for
example; the selfishness of own car cleanliness, the greediness of own benefits in
cutting forests, the off-set minds of rejecting changes and new ideas, and others.
Also, some people in community do not even bother to the environment issues.
The barrier in educational system is there is no specific time or subject to
stress the importance of environmental preservation. The upper level of educational
management in the department thinks that there is no need to include the sustainable
development education in the syllabus as it is only categorised as moral values. On
the other hand, the teaching of sustainable development in a proper own subject can
break the barrier to set the minds of the future generation that will inhibit our country
in the next ten years, and to prove the effectiveness of what the present generation and
government are doing for them right now.
6.2
Recommendations for Future Studies
After having all the policies and campaigns introduced and implemented,
environmental problems still persist and a healthy environment is still out of context
in Malaysia. From the findings of this project report and the suggestions from the
respondents, there are few areas that need to be explored for future research and
development.
60
i) Other stakeholders involved in the sustainable development programmes;
such as Department of Environment (DOE), Ministry of Health (MOH),
Drainage and Irrigation Department (JPS), Ministry of Housing and Local
Government (KPKT), local authorities, and state representative in certain
district from governments and intergovernmental bodies, printed and
electronic mass media, civil society and non-governmental organizations,
and the private sectors, need to be approached for their views, perceptions
and suggestions towards these sustainable environmental problems.
ii) The identified barriers that caused lack of public participation in sustainable
planning and development from the respondents need to be ascertained in
further research to solve the problems that worsen the environmental
conditions. For example, the attitude of the community – the selfishness
of own car cleanliness and others, have to be handled and controlled
carefully as the existing community will produce the next and future
generation.
iii) The needs of sustainable development implementation and control in
Malaysia have to be reviewed to get the total involvement and
improvement in sustainable environmental development from all the
stakeholders.
61
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66
APPENDIX A
QUESTIONNAIRE FORM
PUBLIC PARTICIPATION ON SUSTAINABLE DEVELOPMENT
– Investigation of the level of sustainable environmental development
education and awareness among Malaysian citizens
Sustainable development is a development that "meets the needs of the present without
compromising the ability of future generations to meet their own needs” (Brundtland Report,
1987). The concept of sustainable development has been introduced by the government
since 1996 in Malaysia, in response to the Agenda 21 of the United Nation (UNCED, 1993),
after realizing that problems with pollution have spread all over the country. Although there
are many policies and campaigns being introduced and implemented, environmental
problems still persist and a healthy environment is still continuing detrimental. This research,
therefore, deliberate a focus on public participation in sustainable development.
The objectives of this study are:
iv)
To identify the level of education and awareness of sustainable environmental
development among Malaysian citizens
v)
To identify the barriers that caused lack of public participation in sustainable
planning and development.
vi)
To outline recommendations for the improvement of public education and
awareness in regards sustainable development
Hopefully, you can take a little of your precious time to answer a few questions in this
questionnaire. All the given information will be classified as confidential. Thank you for your
cooperation and support.
67
The questionnaire form is structured in five sections:
i)
Section A: Demographic Information
ii)
Section B: The awareness of public of sustainable environmental development
iii)
Section C: The level of public education of sustainable environmental development
iv)
Section D: The barriers or constraints that causes lack of public participation in
sustainable planning and development
v)
Section E: Stakeholders’ views in improving public sustainable development
education and awareness
Section A (1): Demographic Information (for upper secondary school teachers)
Please tick your demographic information in the suitable boxes.
1
School location:
Town
Rural
2
Living place location:
Town
Rural
3
Form taught:
One/Two
Three
Four/Five
Six
4
Field of subjects taught :
Technical and Vocational
Language
Science and Mathematics
Social Science
5
6
7
Experience in teaching:
Own’s level of education:
Age:
1 – 3 years
4 – 6 years
7 – 10 years
11 – 15 years
16 – 20 years
20 years and above
Standard 6
SRP/LCE/PMR
Form 5
SPM/MCE
Certificate
Diploma
First Degree
Master/Ph.D
20 – 29 years
30 – 39 years
40 – 49 years
50 years and above
8
Gender:
Male
Female
9
Mother’s level of education :
None
Standard 6
SRP/LCE/PMR
Form 5/SPM/MCE
Certificate
Diploma
First Degree
Master/Ph.D
30 – 39 years
40 – 49 years
50 years and above
Passed away
None
Standard 6
SRP/LCE/PMR
Form 5/SPM/MCE
Certificate
Diploma
First Degree
Master/Ph.D
30 – 39 years
40 – 49 years
50 years and above
Passed away
10
11
12
Mother’s age
Father’s level of education
Father’s age
69
Section A (2): Demographic Information (for pre-school teachers)
Please tick your demographic information in the suitable boxes.
1
School location:
Town
Rural
2
Living place location:
Town
Rural
3
Age of students taught:
Three
Four
Five
Six
1 – 3 years
4 – 6 years
7 – 10 years
11 – 15 years
16 – 20 years
20 years and above
Standard 6
SRP/LCE/PMR
Form 5
SPM/MCE
Certificate
Diploma
First Degree
Master/Ph.D
20 – 29 years
30 – 39 years
40 – 49 years
50 years and above
5
6
7
Experience in teaching:
Own’s level of education:
Age:
8
Gender:
Male
Female
9
Mother’s level of education :
None
Standard 6
SRP/LCE/PMR
Form 5/SPM/MCE
Certificate
Diploma
First Degree
Master/Ph.D
30 – 39 years
40 – 49 years
50 years and above
Passed away
None
Standard 6
SRP/LCE/PMR
Form 5/SPM/MCE
Certificate
Diploma
First Degree
Master/Ph.D
30 – 39 years
40 – 49 years
50 years and above
Passed away
10
11
12
Mother’s age
Father’s level of education
Father’s age
70
Section A (3): Demographic Information (for Form 4 & Form 5 students)
Please tick your demographic information in the suitable boxes.
1
School location:
Town
Rural
2
Living place location:
Town
Rural
3
Form:
Four
Five
4
Gender:
Male
Female
5
Mother’s level of education :
None
Standard 6
SRP/LCE/PMR
Form 5/SPM/MCE
Certificate
Diploma
First Degree
Master/Ph.D
30 – 39 years
40 – 49 years
50 years and above
Passed away
None
Standard 6
SRP/LCE/PMR
Form 5/SPM/MCE
Certificate
Diploma
First Degree
Master/Ph.D
30 – 39 years
40 – 49 years
50 years and above
Passed away
6
7
8
Mother’s age
Father’s level of education
Father’s age
71
Section B: Public awareness towards sustainable development
This section is to obtain feedback from respondents on public awareness towards sustainable
development
For questions 1 – 3 below, please circle your corresponding responses.
1 = Strongly Disagreed (SD)
2 = Disagreed (D)
3 = Undecided (U)
4 = Agreed (A)
5 = Agreed Strongly (AS)
Strongly
Disagreed
Agreed
Strongly
1
Do you agree that development is needed to improve people’s standard of living and
comfort?
1
2
3
4
5
2
Do you agree that development can cause pollution and environmental change?
1
2
3
4
5
3
In pursuing the development, do you agree that environment should be preserved so
people can live comfortably, healthily and happily?
1
2
3
4
5
4
For questions 1 – 3 above, how sensitive are you to those issues in your life?
1.
2.
3.
4.
5.
5
very insensitive / very unimportant
insensitive / unimportant
do not care
sensitive / important
very sensitive / very important
For questions 1 – 3 above, how far do you think you are involved in the issue?
1.
2.
3.
4.
5.
not very much involved
not involved
do not care
involved
very much involved
For questions 6 - 7 above, please circle your response to the questions.
1 = Strongly Disagreed (SD)
2 = Disagreed (D)
3 = Undecided (U)
4 = Agreed (A)
5 = Agreed Strongly (AS)
Strongly
Disagreed
Agreed
Strongly
6
Do you agree that sustainable development can balance the need for development
and environmental preservation?
1
2
3
4
5
7
Do you agree to the fact that the government constantly instils awareness among
the people on the importance of preserving the environment?
1
2
3
4
5
8
In questions 6 – 7 above, how far is your sensitivity on the importance of the issues in your life?
1.
2.
3.
4.
5.
very insensitive / very unimportant
insensitive / unimportant
do not care
sensitive / important
very sensitive / very important
72
9
For questions 6 - 7 above, how far do you feel that you are involved in the issue?
1. not very much involved
2. uninvolved
3. undecided
4. involved
5. very much involved
For questions 10 – 20 below, please circle the corresponding answers as your response.
1 = Strongly Disagreed (SD)
2 = Disagreed (D)
3 = Undecided (U)
4 = Agreed (A)
5 = Agreed Strongly (AS)
Strongly
Disagreed
Agreed
Strongly
10
Do you agree that the campaigns ’Love Our River”, ’Recycle’ and ’No Open Burning’
are among the campaigns to preserve the environment?
1
2
3
4
5
11
Do you agree that the campaign ’Love Our River’ is fully successful in preserving
the river water?
1
2
3
4
5
12
Do you feel that you are not involved in the ’Love Our River Campaign’ because you
are not using the river in your daily life?
1
2
3
4
5
13
Are you aware that the water that flows through your tap at home comes from the
river?
1
2
3
4
5
14
Do you agree that the ‘Recycle’ Campaign is fully successful in reducing the rubbish
disposal problem?
1
2
3
4
5
15
Do you always practice the ‘Recycle’ Campaign?
1
2
3
4
5
16
For question 15, where do you practice the habit of recycling?
1.
2.
3.
4.
5.
home
school
shopping complex
all places
do not care
17
Do you agree that the ’No Open Burning’ Programme is fully successful in
controlling the air quality?
1
2
3
4
5
18
Are you always aware when there is open burning happening at your area that is
being inconsistent with the sustainable development concept?
1
2
3
4
5
19
Do you always take mind or aware whenever the air quality index at your place is
published in the mass media?
1
2
3
4
5
20
Do you aware that you are inhaling dirty air whenever the air quality index at your
place is above the allowable limit?
1
2
3
4
5
73
Section C: Public level of education about sustainable development
The purpose of this section is to get responses on the level of education of the public about
sustainable development.
For questions 1 – 11 below, please circle your corresponding responses.
1 = Strongly Disagreed (SD)
2 = Disagreed (D)
3 = Undecided (U)
4 = Agreed (A)
5 = Agreed Strongly (AS)
Strongly
Disagreed
1
Do you agree that environmental preservation is important?
2
Based on question 1 above, where does the awareness on the importance of environmental
preservation starts?
1.
2.
3.
4.
5.
3
1
2
Agreed
Strongly
3
4
5
school
home
places where there are posters/advertisements on the importance of environment
when witnessing many pollutions and environmental destruction.
“indifference”
If your awareness on the importance of environmental preservation started in school, was it being
taught as
1.
2.
3.
4.
5.
a subject?
a sole topic in a subject?
one of the moral values included in teaching of a subject?
a folklore
“indifference”
4
Do you agree that education in school is successful in making the society aware of
the importance in preserving the environment?
1
2
3
4
5
5
Do you agree that littering is a result of inefficiency of the education in school?
1
2
3
4
5
6
Do you agree that the black smoke emission and loudness of the motor vehicles are
caused by the society’s attitude that does not make sustainable development as a
priority?
1
2
3
4
5
Do you agree that floods are caused by the society’s habit of disposing rubbish into
the drainage because of lack of the importance of sustainable development
education?
1
2
3
4
5
8
Do you agree that there are certain agencies organised environmental preservation
awareness programmes in schools?
1
2
3
4
5
9
In question 8 above, how far do you feel you are involved in the issue?
1
2
3
4
5
7
1. not very much involved
2. uninvolved
3. undecided
4. involved
5. very much involved
10
Do you agree that teachers and students should be made aware of the importance
of environmental preservation from time to time?
74
11
For question 10 above, in your opinion, who should host the said awareness programme?
1.
2.
3.
4.
5.
School
Parents And Teachers Association
Non governmental Organisations
Ministry of Education
Departments/ministries involved in sustainable development such as Department of
Environment, Housing and Local Government, Health Ministry, etc.
Section D: Barriers or constraints in implementing sustainable development
This section is to obtain respondents’ feedback on barriers or constraints in implementing
sustainable development
For questions 1 – 12 below, please circle your corresponding responses.
1 = Strongly Disagreed (SD)
2 = Disagreed (D)
3 = Undecided (U)
1
4 = Agreed (A)
5 = Agreed Strongly (AS)
Strongly
Disagreed
Agreed
Strongly
Do you agree that there is no work collaboration and understanding in programmes
implementation among the government departments such as Department of
Environment, Ministry of Housing and Local Government, Ministry of Health, etc?
1
2
3
4
5
2
Do you agree that there is no assertiveness in implementing the sustainable
development programmes by concerned department?
1
2
3
4
5
3
Do you agree that there is no or little observation and enforcement by the concerned
quarters?
1
2
3
4
5
4
Do you agree that it is the culture of the surrounding society that does not consider
the friendly environment?
1
2
3
4
5
5
Do you agree that some people feel that the cleanliness of their car is more
important than the cleanliness of the environment?
1
2
3
4
5
6
Do you agree that there are groups of people who take the easy way of disposing
rubbish into the drainage system?
1
2
3
4
5
7
Do you agree that some people only think of their own profit in doing loggings?
1
2
3
4
5
8
Do you agree that there are some people who resist to any proposed change?
1
2
3
4
5
9
Do you agree that campaigns on the importance of environmental preservation are
not made as the main agenda in the discussions of the government departments
concern?
1
2
3
4
5
Do you agree that the recycling campaign is not thoroughly implemented as in
providing the facilities, for example recycling bins are only available in certain
areas?
1
2
3
4
5
11
Do you agree that the school curriculum is not lean to the love of environment?
1
2
3
4
5
12
Do you agree that there are some schools that are not sensitive to the sustainable
development concept?
1
2
3
4
5
10
75
Section E: Proposals to improve the level of education and awareness of public
toward sustainable development
This section is to obtain respondents’ feedback on proposals to improve the level of education and
awareness of public toward sustainable development
For questions 1 – 12 below, please circle your corresponding responses.
1 = Strongly Disagreed (SD)
2 = Disagreed (D)
3 = Undecided (U)
4 = Agreed (A)
5 = Agreed Strongly (AS)
Strongly
Disagreed
Agreed
Strongly
1
Do you agree that the recycling campaign can be broadening by providing recycling
bins to every home?
1
2
3
4
5
2
Do you agree that the environmental preservation awareness activities need to be
improved among the local community?
1
2
3
4
5
3
Do you agree that environmental training centres for related hands-on training need
to be established by the government?
1
2
3
4
5
4
Do you agree that the community should be involved in local planning and be given
chance to evaluate every development plan?
1
2
3
4
5
5
Do you agree that the community’s voice and comments should be taken into
consideration to balance out physical and environmental development?
1
2
3
4
5
6
Do you agree that the importance of environmental preservation awareness
campaigns should be made the main agenda in the mass media?
1
2
3
4
5
7
Do you agree that the learning of environmental preservation need to be made as a
subject by itself in school?
1
2
3
4
5
8
Do you agree that environmental preservation awareness should be inculcated at
early stage of learning such as kindergarten?
1
2
3
4
5
9
Do you agree that life long learning in environmental preservation should be
established?
1
2
3
4
5
10
Do you agree that contextual learning method in relation to the environmental
themes should be practiced?
1
2
3
4
5
11
Do you agree that emphasis and training on the importance of environmental
preservation should always be given to the teachers and students?
1
2
3
4
5
12
Do you agree that the awareness of the importance of environmental preservation
should start at home?
1
2
3
4
5
13
Do you agree that all parties should aware and understand the concept of
sustainable development to make sure the programmes held are successful?
1
2
3
4
5
Thank you
Samsulkamal bin Sumiri
Construction Management
Faculty of Civil Engineering
Universiti Teknologi Malaysia
Skudai, Johor
76
APPENDIX B
BORANG SOAL SELIDIK
(A Bahasa Melayu Translated Version)
PENGLIBATAN MASYARAKAT DALAM PEMBANGUNAN MESRA ALAM
(PUBLIC PARTICIPATION IN SUSTAINABLE DEVELOPMENT)
Sustainable Development ialah suatu pembangunan mesra alam yang berterusan yang memenuhi
keperluan semasa tanpa memberi kesan kepada generasi akan datang.
Di Malaysia, konsep
sustainable development telah diperkenalkan dalam Rancangan Malaysia ke 7 pada tahun 1996
untuk menjadikan pembangunan yang dirancang menepati kehendak badan dunia Bangsa-bangsa
Bersatu. Walaupun beberapa kempen dan program telah diperkenalkan dan dilaksanakan, masalah
yang melibatkan kesan-kesan terhadap alam sekitar tidak menunjukkan sebarang perubahan yang
ketara. Oleh itu, kertas kajian ini akan memberi tumpuan kepada kesediaan masyarakat Malaysia
dalam penglibatan terhadap sustainable development.
Objektif soal selidik ini dibuat adalah untuk mengetahui:
1) Tahap pendidikan dan kesedaran masyarakat Malaysia terhadap sustainable development.
2) Halangan atau kekangan dalam melaksanakan sustainable development.
3) Cadangan untuk meningkatkan tahap pendidikan dan kesedaran masyarakat terhadap
sustainable development
Diharapkan anda semua dapat memperuntukkan sedikit masa bagi menjawab beberapa soalan
yang akan diberikan. Semua maklumat yang diperolehi akan diklasifikasikan sebagai dokumen
terhad. Terima kasih atas kerjasama dan sokongan anda.
Borang Soal Selidik ini dibahagikan kepada 5 bahagian:
i)
Bahagian A: Maklumat demografik
ii)
Bahagian B: Kesedaran masyarakat terhadap sustainable development
iii) Bahagian C: Tahap pendidikan masyarakat tentang sustainable development
iv) Bahagian D: Halangan atau kekangan dalam melaksanakan sustainable development
v) Bahagian E: Cadangan untuk meningkatkan tahap pendidikan dan kesedaran masyarakat
terhadap sustainable development
77
Bahagian A (1): Maklumat Demografi (untuk guru-guru sekolah menengah atas)
Sila tandakan maklumat demografi tuan/puan di dalam petak yang sesuai.
1
Lokasi sekolah:
Bandar
Luar Bandar
2
Lokasi tempat tinggal:
Bandar
Luar Bandar
3
Tingkatan yang diajar:
Satu/Dua
Tiga
Empat/Lima
Enam
4
Bidang mata pelajaran yang diajar :
Teknik dan Vokasional
Bahasa
Sains dan Matematik
Sains Kemasyarakatan
5
6
7
Pengalaman mengajar:
Tahap pendidikan diri sendiri:
Umur:
1 – 3 tahun
4 – 6 tahun
7 – 10 tahun
11 – 15 tahun
16 – 20 tahun
20 tahun ke atas
Tamat Darjah 6
SRP/LCE/PMR
Tamat Tingkatan 5
SPM/MCE
Sijil
Diploma
Ijazah Pertama
Sarjana/Ph.D
20 – 29 tahun
30 – 39 tahun
40 – 49 tahun
50 tahun ke atas
8
Jantina:
Lelaki
Perempuan
9
Tahap pendidikan ibu
Tidak bersekolah
Tamat Darjah 6
SRP/LCE/PMR
Ting.5/SPM/MCE
Sijil
Diploma
Ijazah Pertama
Sarjana/Ph.D
30 – 39 tahun
40 – 49 tahun
50 tahun ke atas
telah meninggal dunia
Tidak bersekolah
Tamat Darjah 6
SRP/LCE/PMR
Ting.5/SPM/MCE
Sijil
Diploma
Ijazah Pertama
Sarjana/Ph.D
30 – 39 tahun
40 – 49 tahun
50 tahun ke atas
telah meninggal dunia
10
11
12
Umur ibu
Tahap pendidikan bapa
Umur bapa
78
Bahagian A (2): Maklumat Demografi (untuk guru-guru pra-sekolah)
Sila tandakan maklumat demografi tuan/puan di dalam petak yang sesuai.
1
Lokasi sekolah:
Bandar
Luar Bandar
2
Lokasi tempat tinggal:
Bandar
Luar Bandar
3
Umur pelajar yang diajar:
Tiga
Empat
Lima
Enam
1 – 3 tahun
4 – 6 tahun
7 – 10 tahun
11 – 15 tahun
16 – 20 tahun
20 tahun ke atas
Tamat Darjah 6
SRP/LCE/PMR
Tamat Tingkatan 5
SPM/MCE
Sijil
Diploma
Ijazah Pertama
Sarjana/Ph.D
20 – 29 tahun
30 – 39 tahun
40 – 49 tahun
50 tahun ke atas
4
5
6
Pengalaman mengajar:
Tahap pendidikan diri sendiri:
Umur:
7
Jantina:
Lelaki
Perempuan
8
Tahap pendidikan ibu
Tidak bersekolah
Tamat Darjah 6
SRP/LCE/PMR
Ting.5/SPM/MCE
Sijil
Diploma
Ijazah Pertama
Sarjana/Ph.D
30 – 39 tahun
40 – 49 tahun
50 tahun ke atas
telah meninggal dunia
Tidak bersekolah
Tamat Darjah 6
SRP/LCE/PMR
Ting.5/SPM/MCE
Sijil
Diploma
Ijazah Pertama
Sarjana/Ph.D
30 – 39 tahun
40 – 49 tahun
50 tahun ke atas
telah meninggal dunia
9
10
11
Umur ibu
Tahap pendidikan bapa
Umur bapa
79
Bahagian A (3): Maklumat Demografi (untuk pelajar Tingkatan 4 dan Tingkatan 5
sekolah menengah atas)
Sila tandakan maklumat demografi saudara di dalam petak yang sesuai.
1
Lokasi sekolah:
Bandar
Luar Bandar
2
Lokasi tempat tinggal:
Bandar
Luar Bandar
3
Tingkatan:
Empat
Lima
4
Jantina:
Lelaki
Perempuan
5
Tahap pendidikan ibu
Tamat Darjah 6
SRP/LCE/PMR
Tamat Tingkatan 5
SPM/MCE
Sijil
Diploma
Ijazah Pertama
Sarjana/Ph.D
30 – 39 tahun
40 – 49 tahun
50 tahun ke atas
telah meninggal
dunia
Tamat Darjah 6
SRP/LCE/PMR
Tamat Tingkatan 5
SPM/MCE
Sijil
Diploma
Ijazah Pertama
Sarjana/Ph.D
30 – 39 tahun
40 – 49 tahun
50 tahun ke atas
telah meninggal
dunia
6
5
6
Umur ibu
Tahap pendidikan bapa
Umur bapa
80
Bahagian B: Kesedaran masyarakat terhadap sustainable development
Bahagian ini bertujuan untuk mendapatkan maklum balas responden terhadap kesedaran
masyarakat dalam sustainable development
Bagi soalan 1 – 3 di bawah, Sila bulatkan jawapan yang berkaitan sebagai respon anda.
1 = Amat Tidak Setuju (ATS)
2 = Tidak Setuju (TS)
3 = Sederhana Setuju (SS)
4 = Setuju (S)
5 = Amat Setuju (AS)
Amat Tidak
Setuju
Amat
Setuju
1
Adakah anda setuju bahawa pembangunan diperlukan untuk meningkatkan taraf
hidup dan keselesaan manusia?
1
2
3
4
5
2
Adakah anda setuju bahawa pembangunan boleh menyebabkan pencemaran dan
perubahan alam sekitar?
1
2
3
4
5
3
Dalam mengejar pembangunan, adakah anda setuju bahawa alam sekitar
seharusnya dijaga supaya masyarakat dapat hidup selesa, sihat dan sejahtera?
1
2
3
4
5
4
Bagi soalan 1 – 3 di atas, sejauh manakah kepekaan anda kepada kepentingan isu tersebut dalam
hidup anda?
1.
2.
3.
4.
5.
5
sangat tidak sensitif / sangat tidak penting
tidak sensitif / tidak penting
tidak peduli
sensitif / penting
sangat sensitif / sangat penting
Bagi soalan 1 – 3 di atas, sejauh manakah anda merasakan diri anda terlibat dalam isu tersebut?
1. sangat tidak terlibat
2. tidak terlibat
3. tidak peduli
4. terlibat
5. sangat terlibat
Bagi soalan 6 – 7 di bawah, Sila bulatkan jawapan yang berkaitan sebagai respon anda.
1 = Amat Tidak Setuju (ATS)
2 = Tidak Setuju (TS)
3 = Sederhana Setuju (SS)
4 = Setuju (S)
5 = Amat Setuju (AS)
Amat Tidak
Setuju
Amat
Setuju
6
Adakah anda setuju bahawa pembangunan mesra alam (sustainable development)
dapat mengimbangi keperluan pembangunan dan pemuliharaan alam sekitar?
1
2
3
4
5
7
Adakah anda setuju bahawa kerajaan sentiasa memberi kesedaran kepada rakyat
tentang pentingnya menjaga alam sekitar?
1
2
3
4
5
8
Bagi soalan 6 – 7 di atas, sejauh manakah kepekaan anda kepada kepentingan isu tersebut dalam
hidup anda?
1.
2.
3.
4.
5.
sangat tidak sensitif / sangat tidak penting
tidak sensitif / tidak penting
tidak peduli
sensitif / penting
sangat sensitif / sangat penting
81
9
Bagi soalan 6 – 7 di atas, sejauh manakah anda merasakan diri anda terlibat dalam isu tersebut?
1. sangat tidak terlibat
2. tidak terlibat
3. tidak peduli
4. terlibat
5. sangat terlibat
Bagi soalan 10 – 20 di bawah, sila bulatkan jawapan yang berkaitan sebagai respon anda.
1 = Amat Tidak Setuju (ATS)
2 = Tidak Setuju (TS)
3 = Sederhana Setuju (SS)
4 = Setuju (S)
5 = Amat Setuju (AS)
Amat Tidak
Setuju
Amat
Setuju
Adakah anda setuju bahawa kempen ’Cintailah Sungai Kita’, ’Kitar Semula’ dan
’Larangan Pembakaran Terbuka’adalah antara kempen untuk memulihara alam
sekitar?
1
2
3
4
5
11
Adakah anda setuju bahawa kempen ’Cintailah Sungai Kita’ berjaya sepenuhnya
memulihara kualiti air sungai?
1
2
3
4
5
12
Adakah anda merasakan bahawa anda tidak terlibat dalam kempen ’Cintailah
Sungai Kita’ kerana tidak menggunakan sungai dalam kehidupan seharian?
1
2
3
4
5
13
Adakah anda menyedari bahawa air paip yang anda gunakan di rumah adalah
berpunca dari sungai?
1
2
3
4
5
14
Adakah anda setuju bahawa kempen ’Kitar Semula’ berjaya sepenuhnya
mengurangkan masalah pelupusan sampah?
1
2
3
4
5
15
Adakah anda sentiasa mempraktikkan kempen ’Kitar Semula’?
1
2
3
4
5
16
Pada soalan 15 di atas, di manakan anda mengamalkan tabiat kitar semula?
10
1.
2.
3.
4.
5.
rumah
sekolah
shopping complex
semua tempat
tidak peduli
17
Adakah anda setuju bahawa program ’Larangan Pembakaran Terbuka’ berjaya
sepenuhnya mengawal kualiti udara?
1
2
3
4
5
18
Adakah anda sentiasa peka apabila melihat pembakaran terbuka yang berlaku di
tempat anda menyalahi konsep sustainable development?
1
2
3
4
5
19
Adakah anda sentiasa mengambil tahu atau peka setiap kali indeks kualiti udara
diwartakan di semua media massa?
1
2
3
4
5
20
Adakah anda menyedari bahawa anda menyedut udara kotor apabila indeks kualiti
udara di tempat anda melebihi had yang ditetapkan?
1
2
3
4
5
82
Bahagian C: Tahap pendidikan masyarakat tentang sustainable development
Bahagian ini bertujuan untuk mendapatkan maklum balas responden terhadap tahap pendidikan
masyarakat tentang sustainable development
Bagi soalan 1 – 11 di bawah, sila bulatkan jawapan yang berkaitan sebagai respon anda.
1 = Amat Tidak Setuju (ATS)
2 = Tidak Setuju (TS)
3 = Sederhana Setuju (SS)
4 = Setuju (S)
5 = Amat Setuju (AS)
Amat Tidak
Setuju
1
Adakah anda setuju bahawa pemuliharaan alam sekitar itu penting?
2
Pada soalan 1 di atas, di manakah bermulanya kesedaran anda tentang pentingnya pemuliharaan
alam sekitar?
1.
2.
3.
4.
5.
3
1
Amat
Setuju
2
3
4
5
sekolah
rumah
di tempat yang terdapat poster/iklan kepentingan alam sekitar
apabila melihat banyak berlaku pencemaran dan kerosakan alam sekitar
“tidak peduli”
Jika kesedaran anda tentang pentingnya pemuliharaan alam sekitar bermula di sekolah, adakah ia
diajar sebagai
1.
2.
3.
4.
5.
satu mata pelajaran?
satu tajuk khusus dalam satu mata pelajaran?
satu nilai murni yang diselitkan dalam pengajaran satu mata pelajaran?
satu cerita penglipur lara
“tidak peduli”
4
Adakah anda setuju bahawa pendidikan di sekolah berjaya menjadikan masyarakat
peka tentang kepentingan pemuliharaan alam sekitar?
1
2
3
4
5
5
Adakah anda setuju bahawa pembuangan sampah merata-rata adalah hasil
daripada pendidikan yang kurang berkesan di sekolah?
1
2
3
4
5
6
Adakah anda setuju bahawa pelepasan asap hitam dan bunyi kuat oleh kenderaan
bermotor adalah disebabkan oleh sikap masyarakat yang tidak mementingkan
sustainable development?
1
2
3
4
5
Adakah anda setuju bahawa bahawa banjir berlaku akibat tabiat pembuangan
sampah ke dalam sistem perparitan oleh masyarakat yang kurang mendapat
pendidikan tentang kepentingan sustainable development?
1
2
3
4
5
8
Adakah anda setuju bahawa agensi-agensi tertentu ada membuat program
kesedaran di sekolah tentang kepentingan pemuliharaan alam sekitar?
1
2
3
4
5
9
Bagi soalan 8 di atas, sejauh manakah anda merasakan diri anda terlibat dalam isu tersebut?
3
4
5
7
1. sangat tidak terlibat
2. tidak terlibat
3. tidak peduli
4. terlibat
5. sangat terlibat
10
Adakah anda setuju bahawa guru dan pelajar perlu diberi kesedaran tentang
kepentingan pemuliharaan alam sekitar dari masa ke semasa?
1
2
83
11
Bagi soalan 10 di atas, pada pandangan anda, siapakah yang patut menganjurkan program kesedaran
tersebut?
1.
2.
3.
4.
5.
Sekolah
Persatuan Ibu Bapa dan Guru sekolah
Badan-badan bukan kerajaan
Kementerian Pelajaran Malaysia
Jabatan/kementerian yang terlibat dengan sustainable development seperti Jabatan Alam
Sekitar, Kementerian Perumahan dan Kerajaan Tempatan, Kementerian Kesihatan dsb
Bahagian D: Halangan atau kekangan dalam melaksanakan sustainable development
Bahagian ini bertujuan untuk mendapatkan maklum balas responden terhadap halangan atau
kekangan dalam melaksanakan sustainable development
Bagi soalan 1 – 12 di bawah, sila bulatkan jawapan yang berkaitan sebagai respon anda.
1 = Amat Tidak Setuju (ATS)
2 = Tidak Setuju (TS)
3 = Sederhana Setuju (SS)
4 = Setuju (S)
5 = Amat Setuju (AS)
Amat Tidak
Setuju
Amat
Setuju
1
Adakah anda setuju bahawa tiada kesefahaman kerja dalam perlaksanaan program
antara jabatan kerajaan berkaitan seperti Jabatan Alam Sekitar, Kementerian
Perumahan dan Kerajaan Tempatan, Kementerian Kesihatan dsb?
1
2
3
4
5
2
Adakah anda setuju bahawa tiada kesungguhan dalam melaksanakan program
sustainable development oleh jabatan berkaitan?
1
2
3
4
5
3
Adakah anda setuju bahawa aktiviti pemantauan dan penguatkuasaan tiada atau
kurang dilakukan oleh pihak terlibat?
1
2
3
4
5
4
Adakah anda setuju bahawa budaya masyarakat yang tidak mementingkan
persekitaran alam sekeliling yang mesra alam?
1
2
3
4
5
5
Adakah anda setuju bahawa sikap masyarakat lebih mementingkan kebersihan
kereta sendiri daripada kebersihan alam sekeliling?
1
2
3
4
5
6
Adakah anda setuju bahawa terdapat segelintir masyarakat mengambil jalan mudah
dalam pembuangan sampah seperti ke dalam sistem perparitan?
1
2
3
4
5
7
Adakah anda setuju bahawa terdapat segelintir masyarakat hanya memikirkan
keuntungan sendiri dalam penebangan hutan untuk kayu balak?
1
2
3
4
5
8
Adakah anda setuju bahawa terdapat segelintir masyarakat bersikap menolak
perubahan yang dicadangkan?
1
2
3
4
5
9
Adakah anda setuju bahawa kempen-kempen kesedaran tentang kepentingan
memulihara alam sekitar tidak menjadi agenda utama dalam perbincangan jabatanjabatan kerajaan berkaitan?
1
2
3
4
5
Adakah anda setuju bahawa kempen kitar semula yang dilaksanakan kurang
menyeluruh dalam menyediakan kemudahan, contohnya tong kitar semula hanya
terdapat pada tempat-tempat tertentu sahaja?
1
2
3
4
5
11
Adakah anda setuju bahawa kurikulum pembelajaran di sekolah tidak cenderung
kepada mencintai alam sekitar?
1
2
3
4
5
12
Adakah anda setuju bahawa terdapat sekolah yang tidak peka kepada konsep
sustainable development?
1
2
3
4
5
10
84
Bahagian E: Cadangan untuk meningkatkan tahap pendidikan dan kesedaran masyarakat
terhadap sustainable development
Bahagian ini bertujuan untuk mendapatkan maklum balas responden berkaitan cadangan untuk
meningkatkan tahap pendidikan dan kesedaran masyarakat terhadap sustainable development
Bagi soalan 1 – 12 di bawah, sila bulatkan jawapan yang berkaitan sebagai respon anda.
1 = Amat Tidak Setuju (ATS)
2 = Tidak Setuju (TS)
3 = Sederhana Setuju (SS)
4 = Setuju (S)
5 = Amat Setuju (AS)
Amat Tidak
Setuju
Amat
Setuju
1
Adakah anda setuju bahawa kempen kitar semula boleh diperluaskan lagi dengan
menyediakan tong-tong kitar semula di setiap rumah?
1
2
3
4
5
2
Adakah anda setuju bahawa aktiviti kesedaran pemuliharaan alam sekitar perlu
ditingkatkan di kalangan masyarakat setempat?
1
2
3
4
5
3
Adakah anda setuju bahawa pusat latihan alam sekitar berkaitan ”hands-on” training
perlu diwujudkan oleh kerajaan?
1
2
3
4
5
4
Adakah anda setuju bahawa masyarakat perlu dilibatkan dalam perancangan
setempat dan diberi peluang menilai setiap pelan pembangunan?
1
2
3
4
5
5
Adakah anda setuju bahawa suara dan komen masyarakat perlu diambil kira untuk
mengimbangi pembangunan fizikal dan alam sekitar?
1
2
3
4
5
6
Adakah anda setuju bahawa kempen-kempen kesedaran tentang kepentingan
pemuliharaan alam sekitar perlu dijadikan agenda utama dalam media massa?
1
2
3
4
5
7
Adakah anda setuju bahawa pembelajaran pemuliharaan alam sekitar perlu
dijadikan sebagai satu mata pelajaran khusus di sekolah?
1
2
3
4
5
8
Adakah anda setuju bahawa kesedaran pemuliharaan alam sekitar perlu diterapkan
di peringkat awal persekolahan seperti tadika?
1
2
3
4
5
9
Adakah anda setuju bahawa kesinambungan pembelajaran sepanjang hayat
tentang kepentingan pemuliharaan alam sekitar perlu diwujudkan?
1
2
3
4
5
10
Adakah anda setuju bahawa kaedah pembelajaran secara kontektual berkaitan
“environmental themes learning” perlu digunakan?
1
2
3
4
5
11
Adakah anda setuju bahawa guru dan pelajar perlu sentiasa diberi penekanan dan
latihan kesedaran tentang kepentingan pemuliharaan alam sekitar?
1
2
3
4
5
12
Adakah anda setuju bahawa kesedaran tentang kepentingan pemuliharaan alam
sekitar sepatutnya bermula di rumah?
1
2
3
4
5
13
Adakah anda setuju bahawa semua pihak perlu peka dan faham dengan konsep
sustainable development untuk menjayakan program yang dijalankan?
1
2
3
4
5
Terima Kasih
Samsulkamal bin Sumiri
Pengurusan Pembinaan
Fakulti Kejuruteraan Awam
Universiti Teknologi Malaysia
Skudai, Johor
85
APPENDIX C
AUTHORISATION LETTER
86
APPENDIX D
List of Upper Secondary Schools in the District of Kota Tinggi, Johor
No
Name of Upper secondary School
Address
Location
(Urban/Rural)
1
SM Teknik Kota Tinggi
Jalan Bunga Raya, KT
Urban
2
SMK Bandar
Jalan Bunga Raya, KT
Urban
3
SMK Laksamana
Jalan Tajul, KT
Urban
4
SMK Tun Habab
Jalan Tajul, KT
Urban
5
SMK Taman Kota Jaya
Jln Anggur, Tmn Kota Jaya, KT
Urban
6
SMK Taman Sri Saujana
Tmn Sri Saujana, KT
Urban
7
SMK Linggiu
Felda Linggiu, KT
Rural
8
SMK Tan Sri Jaafar Albar
Sedili, KT
Rural
9
SMK Seri Aman
Felda Bukit Aping Barat, KT
Rural
10
SMK Lokman Hakim
Felda Lok Heng Timur, KT
Rural
11
SMK Bandar Easter
Felda Bukit Easter, KT
Rural
12
SMK Air Tawar
Felda Air Tawar 2, KT
Rural
13
SMK Semenchu
Felda Semenchu, KT
Rural
14
SMK Bandar Mas
Bandar Mas, KT
Rural
15
SMK Agama Bandar Penawar
Bandar Penawar, KT
Rural
16
SMK Bandar Penawar
Bandar Penawar, KT
Rural
17
SM Sains Kota Tinggi
Bandar Penawar, KT
Rural
18
S Sukan Negara Bandar Penawar
Bandar Penawar, KT
Rural
19
SMK Adela
Felda Adela, KT
Rural
20
SMK Tanjung Datuk
Pengerang, KT
Rural
21
SMK Tanjung Pengelih
Tanjung Pengelih, KT
Rural
87
APPENDIX E (i)
List of Pre-schools in the District of Kota Tinggi, Johor
(DUN Johor Lama)
No
Name of KEMAS Pre-school
(DUN Johor Lama)
Location
(Urban/Rural)
No. of Teachers
1
TABIKA KEMAS Felcra Sg. Ara
Rural
2
2
TABIKA KEMAS Felda Air Tawar 2
Rural
2
3
TABIKA KEMAS Felda Air Tawar 3
Rural
2
4
TABIKA KEMAS Felda Pasak
Rural
2
5
TABIKA KEMAS Kg. Makam
Rural
1
6
TABIKA KEMAS Kg. Pasir Panjang
Rural
1
7
TABIKA KEMAS Kg. Seluyut
Rural
1
8
TABIKA KEMAS Kg. Tembioh
Rural
1
9
TABIKA KEMAS Kg. Tunjuk Laut
Rural
1
10
TABIKA KEMAS Kota Kecil
Urban
1
Total
14
88
APPENDIX E (ii)
List of Pre-schools in the District of Kota Tinggi, Johor
(DUN Sedili)
No
Name of KEMAS Pre-school
(DUN Sedili)
Location
(Urban/Rural)
No. of Teachers
1
TABIKA KEMAS Bandar Perani
Rural
1
2
TABIKA KEMAS Felda Bukit Aping Barat
Rural
2
3
TABIKA KEMAS Felda Bukit Aping Timur
Rural
2
4
TABIKA KEMAS Felda Bukit Easter
Rural
2
5
TABIKA KEMAS Felda Bukit Waha
Rural
2
6
TABIKA KEMAS Felda Lok Heng Barat
Rural
2
7
TABIKA KEMAS Felda Lok Heng Selatan
Rural
2
8
TABIKA KEMAS Felda Lok Heng Timur
Rural
2
9
TABIKA KEMAS Felda Simpang Waha
Rural
2
10
TABIKA KEMAS Kg. Gembut
Rural
2
11
TABIKA KEMAS Kg. Mawai
Rural
2
12
TABIKA KEMAS Kg. Selangi
Rural
2
13
TABIKA KEMAS Kg. Sentosa
Rural
2
14
TABIKA KEMAS Kg. Tuan Seh
Rural
2
15
TABIKA KEMAS Sedili Besar
Rural
1
16
TABIKA KEMAS Sedili Kecil
Rural
2
Total
30