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Environmental Education: Perspectives from the Tertiary Education Four Major Objectives ASEAN Environment Education Action Plan 2000-2005 Gather baseline information regarding the status of environmental education in ASEAN Institutionalize environmental education at all levels of formal education Develop an environmental education curriculum framework for all level of formal education in ASEAN member countries Develop and produce environmental education support materials for Distribution of HEIs by Type Other HEIs 1% LUCs 3% SUCs 8% PSs 22% PNs 66% SUC’s – State Universities and Colleges PSs – Private sectarians PNs – Private non-sectarians Faculty in Higher Education DOCTRATE 8% BACCALAU REATE 59% MASTER'S 26% OTHER LEVELS 7% Historical Enrollment by Discipline Group Discipline Group 1994-1995 Agricultural, Forestry, Fisheries, Vet Med. 59400 68760 71228 64760 75475 85266 87492 94900 Architectural and Town Planning 21665 23066 22268 23901 23346 22394 23459 25205 Business Admin. and Related 545982 593402 615817 620681 635398 632760 645970 640315 Education and Teacher Training 236464 278443 301148 316293 407966 447183 469019 439549 Engineering and Technology 287821 295172 305843 299226 344039 359313 369175 377409 Fine and Applied Arts 8266 9168 10922 9394 9778 9809 10138 8967 General 113286 110175 107351 108941 55630 55890 68223 43627 Home Economics 2577 5106 4826 5562 7167 7513 10060 6460 Humanities 6105 8484 14014 9227 21617 21343 21671 29665 Law and Jurisprudence 14950 14248 15892 16481 18629 20099 20097 19646 Mass Communication and Documentation 10614 14602 12004 12445 24206 45421 21622 30638 Mathematics and Computer Science 97853 130859 153505 166329 221660 220860 239931 262134 Medical and Allied 274941 240075 200122 164784 155868 150634 141771 164000 Natural Science 18475 24400 23031 21914 25932 28856 29215 30451 Religion and Theology 7713 8392 8397 7079 10538 10856 9507 7828 Service Trades 7134 6883 8169 7666 12532 13369 14486 15421 Social and Behavioral Science 27158 35044 41873 34735 63184 62113 62860 80077 Trade, Craft and Industrial Other Disciplines 195 131048 399 151294 273 144617 2519 176028 982 165367 640 179167 988 185158 4651 185113 2017972 2061300 2067965 2279314 2373486 2430842 2466056 Grand Total 1871647 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 Note: 1994-1995 to 1997-1998 General Discipline Group in all levels regardless of major w ere lumped. From AY 1998-1999 to 2001-2002 w ith majors w ere distributed to corresponding fields of study such as Humanities, Mass Communication, Math and Computer S Enrolment as of 2001 Annual growth of 7% Enrolment as of 2001 The preliminary enrolment for AY 2000-2001 has an aggregate of 2,637,039. 73.11 percent - private HEIs 26.89 percent - public HEIs. Graduates as of 2001 Annual growth of 3% OTHERS 54% GRAD 46% Graduation rate (Ave.) = 46.29 % ; 1,141,537 out of the 2,466,256 students who enrolled finish the program Distribution of Accredited Programs The Federation of Accrediting Agencies of the Philippines (FAAP) as the umbrella organization of accrediting agencies has accredited a total of 743 in 2000-2001: 643 are baccalaureate 65 are Master’s 5 are Doctoral 152 are Level I 445 are Level II 146 are Level III COMPARING ENROLMENT AND EMPLOYMENT DISCIPLINE GROUP % enrollment engineering Agriculture, fishery, forestry and veterinary medicine % employment 14.51 manufacturing 9.62 1.15 Agriculture, fishery, forestry and veterinary medicine 36.52 Whole sale / retail trade 19.12 Community, social, and personal services 11.89 entrepreneurship Service trades INDUSTRY GROUP 0.60 Prevalent conditions of EE in the Tertiary Level – ADB Technical Assistance on EE 1991 Unsustainable EE related activities done by government and non-government units Overlapped and repeated functions More emphasis given to environmental issues rather than on helping the students develop skills to solve environmental problems. Limited instructional materials – circulation and depth of coverage of relevant issues Insufficient amount of time allotted to training programs Issues and Gaps CHED Policy on EE- not evident Institutional Framework- lack or absence of environmental education framework at school level Curriculum/Syllabi - lack of cohesion and focus in the application of environmental friendly technologies and solutions in the various courses; green productivity as a thrust not evident Faculty - No clear guidelines on academic background and training competencies for EE Licensure Exam- limited item about environmental concerns Issues and Gaps Research, Community Extension Work- Environment related projects/activities and funding limited Sustainability- environment related co-curricular and extracurricular activities at school level are not sustainable Collaborative Work- on environment related concerns with industry, professional organizations and LGUs minimal RECOMMENDATIONS National Consultative Workshop (Feb. 10-11 ’97) Proposal: Formulation of EE Program for every school Schools to apply EE “best practices” in its operation EE be a component of institutional accreditation Faculty should be given training hand in hand with skills to integrate EE into respective disciplines Constant updating of EE developments RECOMMENDATIONS National Consultative Workshop (Feb. 10-11 ’97) Proposal: Spread EE to various sectors: e.g LGUs, grassroots communities, etc. Promote textbook and module writing to aid in the delivery of EE Strengthen the integration of EE in professional curricula by infusion in application courses Additional support from CHED, DOST and other agencies to schools interested in urban and industrial issues CONCLUSION Proposed Action Plans Concerted Effort Research and Development Policy Reforms Information Curriculum development Training and Scholarship Advocacy Program Logistic Support