Transcript Status, Issues and Recommendations on Environmental

Moving The Tertiary Education Sector
for the UN Decade for Education for
Sustainable Development: Taking up
the Challenges
Ruth S. Guzman, Ph.D.
Chairperson, Phil. Assoc. of Tertiary Level
Education Institutions in Environmental
Protection and Management (PATLEPAM)
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
Environmental Courses
Baccalaureate
Diploma
in Environmental Science
BS Environmental Development
BS Environmental Hygienve
BS Environmental Science
BS Environmental Management
MS major in Environmental Science
BS Ecological Tourism
BS Environmental Studies
BS Environmental Planning
BS Environmental and Sanitary
Engineering
BS Environmental Engineering
BS Ecology and Environmental
Engineering
Graduate
MS
Environmental Planning
MS Environmental Education
MS Environmental Management
MS Environmental Engineering
MS Environmental Policy
MS Environmental Science
MS Environmental Studies
MS Environmental Planning
MS Environmental Science
Prevalent conditions of EE in the
Tertiary Level – ADB Technical
Assistance on EE 1991
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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
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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
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Research, Community Extension Work- Environment
related projects/activities and funding limited
Sustainability- environment related co-curricular and
extra-curricular activities at school level are not sustainable
Collaborative Work- on environment related concerns with
industry, professional organizations and LGUs minimal
National Environmental Education
Action Plan (1992-2002)
The main thrusts of the Plan was on
Curriculum and Materials Development
Program; Research and Development
Program; Training Program, IEC and
Social Advocacy Program and Upgrading
of Facilities and Equipment.
NEEAP Objectives
Improve mass-based action toward
protection and improvement of the
environment
 Improve delivery of EE across
sectors
 Increase environmental manpower
needed for the next century
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NEEAP Major Areas
Curriculum Development
 Training
 Research & Development
 Scholarships
 Equipment Upgrading and Lending
 Information Education and Advocacy
 Policy Reforms

Gaps in the NEEAP
for the HEIs
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Reprinting of foreign textbooks on EE
Value formation study for EE
Scholarship program and establishment of
scholarship fund
Upgrading of EE facilities and equipment
Philippine Environmental Education
Database
Issues and Concerns
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Research, Community Extension Work- Environment
related projects/activities and funding limited
Sustainability- environment related co-curricular and
extra-curricular activities at school level are not sustainable
Collaborative Work- on environment related concerns with
industry, professional organizations and LGUs minimal
Some Suggestions for NEEAP
2004 to 2013
Review why some programs/projects did
not take off the ground
 Get commitment from different sectors
 Establish a monitoring and evaluation
system for the plan
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every three years progress reporting
design of rubrics to determine level of
success in the implementation of
programs
Consider the preparation and competence
of teachers for EE
 Availability of reference materials
 Innovative teaching strategies to be
adopted to make the teaching interesting
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Development of teacher’s guide book.
Identification of areas/subjects where
environmental concepts can be
integrated.
Establishment of linkages with other
HEIs, industry, other government
agencies and professional
organizations.
ASEAN Environmental Education
Action Plan (2000-2005)
As one target area under the AEEAP, the goal
of formal education is the incorporation of
environmental education at all levels of
formal education.
Objectives under the ASEAN Plan
(2000-2005)
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To gather baseline information regarding the
status of environmental education in formal
education in ASEAN
To institutionalize environmental education at all
levels of formal education
To develop an environmental education
curriculum framework for all levels of formal
education in ASEAN member-countries
To develop and produce support materials for
environmental education
Philippine commitments under the
AEEAP target areas…
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Teacher training on the use of the
environmental education curriculum framework
Materials production on environmental
education for use in the formal and non-formal
schools
Promote the subject “Environment and
Sustainable Development” for consideration in
the General Education curriculum of higher
education
Philippine commitments under the
AEEAP target areas…
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Assessment of the implementation of
Environmental Education in basic education for
selected schools nationwide.
Development of compendium of
environmentally-oriented lessons for higher
education
Preparation of Philippine inputs to the ASEAN
Environmental Education Inventory Database
The Philippine Agenda 21
The enhanced Philippine Agenda 21 also
emphasizes the integration of sustainable
development education into the formal
curriculum under its five-fold aims of:
 poverty reduction
 social equity
 good governance and empowerment
 peace and solidarity
 ecological integrity
The Johannesburg Plan of
Implementation (2005-2014)
The Johannesburg Plan of Implementation has
proclaimed the ten year period for 20052014 as the UN Decade of Education for
Sustainable Development (DESD)
Domains of DESD
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Basic education
reorienting existing education programs
developing public awareness and
understanding of sustainability
vocational and professional training
especially for business and industry
Key Themes for the DESD
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overcoming poverty
gender equality
health promotion
environmental
conservation and
protection
rural transformation
human rights
cultural diversity
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intercultural
understanding and
peace
sustainable
production and
consumption
information and
communication
technologies
Challenges to Tertiary Education

Catalytic role of networking and
collaboration among tertiary educational
institution for environmental protection and
management (i.e., PATLEPAM, EENP)
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capability building of member schools for
environmental education and sustainable
development
connecting academe to business and industry
Challenges to Tertiary Education
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Catalytic role (con’t…)
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promotion of community participation and
public awareness with respective clients of
member-schools
contribution to policy formulation
production and distribution of relevant and
appropriate EE materials
Sustainability of the networks and funding
Recommendations
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Institutionalization of the integration of
environmental education in CHED and
Department of Education
Stronger networking, collaboration and
partnerships
Review of existing curriculum and infusion
of EE courses/modules
Recommendations
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Innovative programs such as Eco-Corps
(Environmental Conservation through
Citizens’ Organized Participation and
Support)
Review of teaching methodologies and
approaches to EE
Inter-phasing the formal curricular
programs in the context of the DESD
Continuing Efforts
Collaboration and
Networking
Research and Development
Policy Reforms
Training and Scholarship
Information
Curriculum development Logistic Support
Advocacy Program
Thank You!!!