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United Nations Decade of Education for Sustainable Development (UNDESD) (2005-2014), the Draft ASEAN Environmental Education Action Plan (2006-2010), and the National Environmental Education Action Plan for Sustainable Development (2005-2014) Updates Environmental Education and Information Division ENVIRONMENTAL MANAGEMENT BUREAU Department of Environment and Natural Resources United Nations Decade of Education for Sustainable Development (UNDESD) (2005-2014) - In December 2002, UN General Assembly adopted resolution 57/254 to put in place a UNDESD from 2005-2014 - UNESCO was requested to lead the Decade, and develop the International Implementation Scheme of the Decade - broad framework for all partners to contribute to the Decade - Strategic document on what nations committed to achieve through the DESD The concept of sustainable development continues to evolve. Key areas of sustainable development: - Society - Environment - Economy with culture as an underlying dimension Education for Sustainable Development (ESD) is fundamentally about values with respect at the center. Respect for - others - present and future generations - difference and diversity - environment - resources of the planet Characteristics of ESD: - concern for education of high quality interdisciplinary holistic learning for sustainable development values-driven fosters critical thinking and problem-solving multi-method: word, art, drama, debate, experience - participatory decision-making - locally relevant: addressing local as well as global issues, using the language learners commonly use ESD is for everyone, at whatever stage of life they find themselves. - perspective of lifelong learning - engaging all possible spaces of learning * formal * non-formal * informal * from early childhood to adult life Interlinked strategies under the International Implementation Scheme for the UNDESD: 1. 2. 3. 4. 5. 6. Advocacy and vision building Consultation and ownership Partnership and networks Capacity building and training Research and innovation Information and communication technologies 7. Monitoring and evaluation The ASEAN ENVIRONMENTAL EDUCATION ACTION PLAN (AEEAP) (2006-2010) Strategic action plan that guides the ASEAN Secretariat and the 10 ASEAN membercountries, in the promotion and development of programmes and projects on Environmental Education (EE) for Sustainable Development (SD). The ASEAN ENVIRONMENTAL EDUCATION ACTION PLAN (AEEAP) (2006-2010) Its Aim: To serve as an effective catalyzing force for the development and advancement of EE as a key integrating component for achieving SD in the 10 member-countries, in close concert with the UNDESD. The AEEAP’s Mission Statement The ASEAN member-countries, envision a clean and green ASEAN, rich in cultural traditions (where the values and practices of the people are in accord with the rhythm and harmony of nature) with citizens who are environmentally literate, imbued with environmental ethic, willing and capable to ensure the sustainable development of the region, through EE and public participation efforts. Strategic Goals of AEEAP 2006-2010 - Promotion and Ownership of Regional EE Development Process - Financial Viability/Sustainability - Coordination, Networking, Collaboration, Communication and Information Dissemination - Capacity Building for Key Stakeholders - Monitoring and Evaluation AEEAP 2006-2010’s Outcomes - EE practitioners and other stakeholders will be professionally enhanced through effective regional exchange of knowledge, skills, experience, expertise and best practices, and through capacity building opportunities. - Increased understanding of the importance of environmental education in all areas of lifelong learning for achieving sustainable development by the region’s policy and decision makers, and through this understanding, there will be strong support of environmental education initiatives and programmes throughout the region at the local, sub-national and national levels. AEEAP 2006-2010’s Outcomes - Successful collaborative partnerships supporting and utilizing EE for advancing sustainable development in the ASEAN region, between all sectors and at multiple levels. - EE will be institutionalized in the formal education sectors in each country of ASEAN. - Innovative, effective, and diverse research ongoing on EE and ESD in all the ASEAN membercountries. AEEAP 2006-2010’s Outcomes - the key vehicles for knowledge exchange, information dissemination and capacity building will be financially viable and sustainable. - the private sector will be strongly supporting subnational, national and regional EE initiatives and programmes. AEEAP 2006-2010 will have a key and effective role in the DESD Asia-Pacific Strategy. National Environmental Education Action Plan for Sustainable Development (2005-2014) Multi-Sectoral Outputs (from Government, Civil Society and Business) Coordinated and Compiled by: Environmental Management Bureau Department of Environment and Natural Resources (Chair, PCSD Sub-Committee on Information and Education) Key Elements of Sustainable Development under the Enhanced Philippine Agenda 21 - Poverty Reduction - Social Equity - Empowerment and Good Governance - Peace and Solidarity - Ecological Integrity Key Themes in Education for Sustainable Development (under the UNESCO Framework for a Draft Implementation Scheme of the UN Decade of Education for Sustainable Development) - Overcoming Poverty - Gender Equality - Health Promotion - Environmental Conservation and Protection - Rural Transformation - Human Rights - Intercultural Understanding and Peace - Sustainable Production and Consumption - Cultural Diversity - Information and Communication Technologies Education for Sustainability The aim is to pursue education to foster the transition to a sustainable society. As a process, education for sustainable development is used to: create awareness of sustainable development issues; enhance knowledge and understanding skills; influence values and attitudes; encourage more responsible behavior; and promote learning that leads to action. 2005 to 2014 has been declared as the United Nations Decade of Education for Sustainable Development. WHAT THEN? Multi-Sectoral Consultative Workshops Fora/ conferences for the discussion of global and national imperatives and challenges in environmental education based on guidance documents, such as: - Johannesburg Summit Plan of Implementation - UNESCO Draft Framework Implementation Scheme for the UN Declaration of the Decade of Education for Sustainable Development (2005-2014) - National Environmental Education Action Plan (1992-2002) - ASEAN Environmental Education Action Plan (2000-2005) - Enhanced Philippine Agenda 21(2002) Multi-Sectoral Consultative Workshops (November 2003, Sulo Hotel; Dumaguete, Sept 2004; July 2006, UP Hotel) Review and assessment of initiatives for the NEEAP 1992-2002, based on sectoral perspectives (from government, civil society) in basic education; technical and vocational and tertiary education; and non-formal education (including civil society, local governments, media, business, youth) National Environmental Education Action Plan (NEEAP) for Sustainable Development for 2005 to 2014 As part of the Philippine contributions to the United Nations Decade of Education for Sustainable Development (2005-2014) - Developed a brochure on the UN Decade of Education for Sustainable Development and uploaded in the EMB website - Developed an expanded write-up on the NEEAP for Sustainable Development (2005-2014) - Produced 15,000 copies of Environmental Information Sheet on the NEEAP for Sustainable Development (2005-2014) Disseminated and further consulted on the updated NEEAP for Sustainable Development to about 1,200 individuals representing institutions comprising of the following: - elementary, high school and university teachers nationwide (1000) - Community and Provincial Environment Officers (CENROs and PENROs) of DENR nationwide (40) - information officers and environmental quality personnel of the EMB nationwide (35) - multi-stakeholder senior officials of the Philippine Council for Sustainable Development (50), and members of its Sub-Committee on Information and Education (25) - Youth leaders to the YSDA training (30) - Non-formal environmental educators from government and civil society (20) Developed a tagline on the UN Decade of Education for Sustainable Development (DESD) and uploaded in the EMB website, and for inclusion in various EMB publications, at the central and regional offices, and the various member-institutions of the PCSD Sub-Committee on Information and Education. EMB, PATLEPAM officials with UNESCO Secretary-General Ambassador Preciosa Soliven - Included topic on the UNDESD and Moving the Tertiary Education Sector for the DESD for the Senior Educators’ Annual National Conference (September 29-30, 2004), with Ambassador Preciosa Soliven, UNESCO SecretaryGeneral for the Philippines, as one of the speakers. - Regional Action Plans on Tertiary Environmental Education for Sustainable Development for 2005-2014 were likewise drawn up with universities and colleges nationwide. National Environmental Education Action Plan for Sustainable Development (2005-2014) Vision An environmentally literate and proactive citizenry imbued with a sense of responsibility to care, protect and enhance environmental quality that is conducive to their well being and supportive of the nation’s economic development and unified in its pursuit of peace, social justice and equity in the use of natural resources. National Environmental Education Action Plan for Sustainable Development (2005-2014) Mission - To improve the institutional systems, making them more relevant towards delivery of environmental education to all segments of society. - To mobilize resources and encourage more private/public investments and partnerships in supporting programs for environmental education. National Environmental Education Action Plan for Sustainable Development (2005-2014) Mission - To establish a critical mass of committed environmental educators and practitioners who will spearhead the environmental education movement. - To promote environmental ethics which will instill the right values and attitudes as a way of life among the Filipinos. Proposed Cross-cutting Actions - Continuous inventory on existing curriculum and support instructional materials on environmental education. - Mobilize resources and encourage public and private sector investments in supporting programs for environmental education. - Strengthen the institutionalization of the integration of environmental education concepts in the curricula at all levels. - Green Schools Recognition Awards at all levels of education. Cross-cutting Proposed Actions - Strengthened networking and linkaging - Curriculum and support instructional materials development - Advocacy programs - Community outreaches - Green lifestyle options - Trainings - Research and development - Develop a monitoring and evaluation scheme for the implementation of NEEAP. Elementary and High School Education - Recommend the designation of focal points on Environmental Education in the Department of Education and the Department of Environment and Natural Resources, thru the Environmental Management Bureau, at the central offices and their regional counterparts. - Integration of education for sustainability concerns in the lesson plans. - Provide teachers with community-based lesson guides, tools and learning materials geared towards sustainable development education (especially for rural schools) Elementary and High School Education - Prepare training modules, materials, assessment tools, and research methodologies on selected topics on environment. - Sharing of instructional aids (e.g. diskettes with PowerPoint presentations and others) to facilitate teaching-learning of teachers and pupils. Elementary and High School Education Provision of more: - Lesson and teaching guides, modules, books, support print materials (posters, flyers, flip charts, compact discs, multimedia materials, exhibits, etc.) Inter-school exhibits, contests (Environmental Education Olympics for Division/Regional/National Levels) Infommercials; radio programs Slogans Exposure to lesson guide preparation Elementary and High School Education - Student-parent associations / organizations to pursue environmental education - Use of theater arts in environmental education - Exposure to Best Practices in Teaching Environmental Education - In-service teachers’ trainings - Field Exposures to Educational - Outbound Programs Elementary and High School Education - Social Mobilization for Environmental Education - Provision of support from school administrators, public and private sector institutions - Establish linkages with relevant institutions/ organizations that could help in the acquisition of appropriate technologies/ facilities that will enhance environmental education - Institutionalize the integration of sustainable development education in CHED Tertiary Education - Make EE a component of institutional accreditation by : * Developing stricter guidelines and standards on sustainable development practices of schools in the existing school accreditation of government and self-accreditation process of the private sector (e.g. PAASCU accreditation and others) - Promote and strengthen Environmental Education among higher education institutions (HEIs) Tertiary Education - Stronger relationship, collaboration and partnerships among higher education institutions for sustainable development education (i.e. PATLEPAM, EENP) *Capability building for member-schools - Identify EE and SD methodologies and strategies in HEI curriculum - Evaluate effectiveness of EE programs - Integrate EE in professional curricula (i.e. inclusion of EE questions in the board / licensure exams) Tertiary Education - Conduct an inventory of specialist training and institutions involved in the delivery of education and training for the private sector - Pursue SD capacity building program targeting human resources development of professionals - For each school to formulate its own EE program, with: * clearly stated objectives * evaluation schemes * delivery and management mechanisms - EE module or subject to be offered in the 4th year of college, that provides wholistic perspective Tertiary Education - - - Schools should educate through a culture of maintenance (of facilities, equipment, grounds, etc.) Promote textbook and module writing (contextualized in the Philippine setting) Offer environmental modules (under them ECOCORPS program, or the Human and Ecological Security) as an environmentally viable track for the implementation of the National Service Training Program Law ( as option to R.O.T.C.) Tertiary Education - Establish consortium of business and graduate schools in management and/or engineering to purposively evaluate the SD learning needs of professionals, adopt or develop industry environmental case studies of Philippine companies for classroom application, involve industry SD practitioners as faculty, and integrate environment into the curriculum Non-Formal Education Cross-cutting - Conduct of annual IEC dissemination events for the widest outreach of training modules, demonstration project results, case studies, publications, manuals and audio-visual materials to the private sector from donor-assisted national environment and natural resources assistance programs - Continuous inventory of existing support materials on environmental education - Establish information network, and clearing house of educational materials For the government sector - Sustainable Development Education for leaders of society, decision makers (e.g. Greening of the Cabinet and legislators) - Environmental trainings and workshops should be extended to the barangay level, and highlight community-based resource management approaches - Information technology capacitation and logistical support for the EMB/DENR field offices (EEIS EMB Regional offices; RPAO / CENRO and PENRO Offices of the DENR), and DepEd Regional Offices For the government sector - Highlight outbound education strategy (the field approach) for environmental education - Mandate EE components, EE statistics and multiple copies of all EE and training outputs for all donor-assisted projects on environment and natural resources management For media - Strengthen partnerships with media for sustainable development education (thru Research, Information, Communication, Education) For the Business Sector At the conceptual level - Help build new ways of thinking, understanding and appreciation of ecosystems as well as the business case for sustainable development - i.e. how business affects the environment and is likewise affected by the environment - Reconcile business values with environmental ethics and environmental codes of conduct For the Business Sector At the technical level - impart specific job-related knowledge, skills and technologies pertaining to business operations of specific sectors. At the behavioral level - influence attitudes at the management, supervising and shopfloor levels to integrate environment into the organizational system and manufacturing practices For the Business Sector At the policy level - cause business decision makers to learn and apply methods of environmental risk assessment and forecasting, environmental cost account, market-driven thinking to equate competitiveness with environmental performance and responsibility with long term benefits for both its stockholders and stakeholders For the Business Sector - Organize EE efforts for different groupings on the private sector - large firms - small and medium enterprises - service industries - financial sector - Environmental and Sustainable Development programs on Sustainable production and consumption For the Business Sector - Engage more corporations into partnership for environmental education projects that benefit the youth, the education sector and communities - Environmental advocacy and youth education - Environmental awareness raising - Environmental Educators’ programs - Educational Infrastructure projects For the youth and civil society - EE in schools and communities must be undertaken not as academic exercises but focused on responding to specific community issues (environment and sustainable development). Thus, linkages among issues with socio-politics and economics become more focused and practical - Community-service related school programs should focus on environmental issues that cut across other social issues For the youth and civil society - More involvement of parents thru ParentTeachers Associations) in facilitating household level environmental projects (e.g. eco-waste management) to complement the formal instruction in schools. - Provide practical support so each school can have at least one environmental student/youth organization For the youth and civil society - Where necessary, in order to mobilize more support from the faculty members, a parallel environmental study/action group of teachers must also be encouraged. - Practical applications of environmental actions “on site” - Sustainable consumption and production issues must be made central theme of environmental education. - Green Lifestyle Options particularly in three practical concerns : a) Ecowaste, b) Organic Food/Food Safety, c) Green Transport Options (e.g. Biking) For the youth and civil society - Implement and institutionalize the 2nd and 3rd National Youth Parliament resolution for the creation of a Philippine National Youth Leaders’ Summer Camp on ESD to be acted/led by the DENR, NYC, PCSD and the DILG - Review and strengthen the implementation of the Green Brigade Program of the Sangguniang Kabataan For the youth and civil society - Training on environment and sustainable development issues for campus journalists, and regular link up with campus-based student environmental groups and offcampus environmental groups. - Need for youth to youth mentorship on environmental education and environmental work. Forum on EESD In July 2006, Institution Action Commitments for NEEAP were obtained for: Curriculum: -Strengthening of integration of EE in TESDA/DepEd, CHED curricula -Integration of climate change concerns in the school curriculum -EE in existing CWTS programs Employing various strategies and modes - School tours Eco-site visits Ecological fairs On-line forum for multi-sectoral consensus building Community-based lesson guides tools and learning methodologies Information technology capacitation of key environmental education and information agencies Education through a culture of maintenance of facilities and grounds Strengthening environmental youth groups in schools Strengthening of partnership with media *Capacity Building of Stakeholders * Research on EE for Sustainable Development Environmental Education Towards Sustainable Development: Taking Up the Challenges *Accelerate education (EE) for sustainable development (SD) in our respective sectors *Do STRATEGIC COMMON ACTIVITIES, either separately or jointly, to accelerate EE for SD *Persevere with individual and collective institution action commitments NEEAP for SD (2005-2014) is a work in progress. For more information, visit http://www.emb.gov.ph/eeid/neeapoutput.html http://www.emb.gov.ph/eeid/patlepam.html For comments/suggestions, please send to: Environmental Education and Information Division Environmental Management Bureau - DENR 2/F HRD Bldg., DENR Compound, Visayas Avenue, Quezon City Telefax. Nos. 9202251to 52 E-mail: [email protected]