the national environmental...
TRANSCRIPT
THE NATIONAL ENVIRONMENTAL EDUCATION ACTION PLAN FOR SUSTAINABLE DEVELOPMENT
(2005-2014)*
I. BACKGROUND
A. The Global Context
B. The National Context Initiatives Undertaken in Environmental Education for
Sustainable Development
Identified Gaps and Issues in Environmental Education for Sustainable Development
II. VISION AND MISSION
III. ENVIRONMENTAL EDUCATION FOR SUSTAINABLE
IV. DEVELOPMENT: DEFINITION AND GUIDING PRINCIPLES
V. OBJECTIVES, STRATEGIES AND PRIORITIES
VI. PROGRAMS AND RECOMMENDATIONS
A. FORMAL EDUCATION SECTOR
Elementary and Secondary Level Tertiary
B NON-FORMAL EDUCATION SECTOR
C INTERSECTORAL
VII. INSTITUTIONAL ARRANGEMENTS FOR THE IMPLEMENTATION OF THE NEEAP FOR SD
A. Developing a Coalition of Interests for Environmental Education B. Institutional Coordination of the NEEAP at the National and
Regional Levels VII. PROPOSED INDICATORS FOR NEEAP MONITORING AND
EVALUATION
________________ Note:
*Your comments/suggestions to update/enhance this will be most welcome. Please direct the same to: The Chief, Environmental Education and Information Division
Environmental Management Bureau-DENR, and The Chair, Sub-Committee on Information and Education
Philippine Council for Sustainable Development c/o 2F, HRDS, DENR Compound, Visayas Avenue, Diliman, Quezon City
Telefax Nos. 928-4674; 920-2251 Email: [email protected]
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THE NATIONAL ENVIRONMENTAL EDUCATION ACTION PLAN FOR SUSTAINABLE DEVELOPMENT
(2005-2014)
I. BACKGROUND
A. The Global Context
An Environmental Education Action Plan should be an enabling scheme for
human kind to solve pressing environmental problems. Natural resources have been exploited beyond the rate of renewal, and natural cycles have
been disturbed by interventions beyond the carrying capacity of the ecosystems to fully recover. Land and aquatic resources are rapidly
diminishing as human demands and impacts increase.
This trend continues to occur at varying degrees in all countries of the
world, and represent a phase in the cultural evolution of humankind. The awakening of awareness on the impact of resource over-use and of
environmentally degrading activities has a long gestation. Tribal communities whose lifestyle and future required an intimate knowledge of how to sustain their natural bounty, developed customs and laws to
achieve a balance between use and protection.
But modern human, while developing agricultural and industrial technologies to a sophisticated degree, has tended to ignore the limitations of nature. It is also in recent years, however, that
environmental awareness has spawned a worldwide consciousness of the need for new ethic of sustainability. The process of learning has often
been brutal as the limitations of nature have been breached. Human tragedies resulting in floods, drought, diseases, desertification, and famine can be traced due to gross misuse and disruption of the
ecosystem.
The days of untrammeled exploitation of the environment are over. There is no place on earth that has escaped the impact of human activities. As world population continuously escalates, the pressure on dwindling
resources is also expected to rise.
To address this global condition, several concepts, strategies and paradigms have been introduced to the world. Several international agencies, such as the International Union for the Conservation of Nature
(IUCN), the World Wildlife Fund (WWF), and the United Nations have sought to influence governments to steer a course towards environmental
protection and the conservation and sustainable use of resources. The United Nations Environment Programme was instituted and under this umbrella, the UNESCO-UNEP International Environmental Education
Programme (IEEP) was launched in 1975.
After a series of consultations, environment and development experts worldwide, the IEEP adopted philosophy, goals and objectives and guiding
principles of environmental education which was formulated during the Watershed Intergovernmental Tbilisi Conference in Belgrade, 1979. This international experience is now being institutionalized as many countries
seek to mainstream education on environmental concern.
The World Conservation Strategy (WCS) was prepared and promoted worldwide in the early 1980’s under the auspices of the IUCN, WWF and UNEP. The WCS identified three principles of resource management – the
protection of ecological processes, the protection of genetic diversity , and the sustainable use of renewable resources. The WCS stimulated the
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preparation of conservation strategies by a number of countries and through vigorous advocacy by NGOs, brought education development
issues to the forefront of the political agenda. The publication of “Our Common Future,” a report of the World
Commission on Environment and Development in 1987, again drew world attention to the need for development without destruction and the articulation of policies to achieve this. In the United Nations Conference
on Environment and Development (UNCED) held at the Rio De Janeiro, the Global Agenda 21 was adopted. In Chapter 36, it emphasized that
“Education, including formal education, public awareness and training should be recognized as a process by which human beings and societies can reach their fullest potential. Education is critical for sustainable
development and improving the capacity of the people to address environment and development issues.” Several efforts, however, have
subsequently been made to translate its intentions and perspectives into concrete policies and actions, Baltic 21 is one such initiative.
The outcome of the work within the seven sectors (Agriculture, Energy, Fishery, Forestry, Industry, Tourism and Transport), including spatial
planning can be found in the document “Agenda 21 for the Baltic Sea Region (BSR) or Baltic 21.” Baltic 21 also called for building knowledge
and awareness-raising activities. At the BSR meeting of Prime Ministers in Kolding, Denmark in April 2000,
following the meeting at Haga Palace in Stockholm, Sweden in March 2000, education was identified as an additional sector of crucial
importance for sustainable development in the region. The foundation for work within Baltic 21 has also been considerably
strengthened through the conclusion of the Goteborg European Council on 15-16 June 2001 with regard to the development of a strategy for
sustainable development. The European Council therefore invited member- states and candidate countries to draw up their own national sustainable development strategies and underscored the importance of
consulting all relevant stakeholders and also putting forward sustainable development as a goal in bilateral cooperation.
The Japanese government introduced, however, at the World Summit for
Sustainable Development (WSSD) Preparatory Committee II held at Bali,
Indonesia in June 2002, the concept of a Decade of Education for Sustainable Development (DESD). The same concept then was endorsed
at the highest political level at WSSD in Johannesburg, South Africa in September 2002. Three months later, it was adopted by consensus at the 5th session of the UN General Assembly, and a United Nations Decade of
Education for Sustainable Development was declared to commence on January 01, 2005.
The ASEAN member-countries envision a clean and green ASEAN, rich in
cultural traditions with citizens who are environmentally-literate, imbued
with environmental ethic, willing and capable to ensure the sustainable development of the region, through environmental education and public
participation efforts. This gave birth to the ASEAN Environmental Education Action Plan 2002-2005 (with a successor Plan for 2006- 2010) where one of the target areas is the Formal Education. Under Formal
Education, the goal is incorporation of the environmental education at all levels of formal education. To attain this goal, four major objectives were
identified:
1. To gather baseline information regarding the status of the environmental education in the ASEAN;
2. To institutionalize environmental education at all levels of formal
education;
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3. To develop an environmental education curriculum framework for all levels of formal education in the ASEAN member countries;
4. To develop and produce support materials for formal education.
The resolution on environmental issues required deep surgery penetration to the very heart of North-South and East-West relations. The political and socio-economic roots of poverty, inequity and environmental
degradation are inextricably linked and require a systematic cure.
The need for each country to institutionalize and implement Environmental Education (EE) effectively is not disputed. Each country shall determine the level of priority, EE has in relation to other
development and environment concerns and to develop the capability to deliver EE to formal and non-formal education sectors.
B. The National Context
To flesh out issues and concerns in the promotion of EE, the Environmental Management Bureau (EMB) organized a multi-sectoral
workshop in 1989 to draw up a National Strategy on Environmental Education. The document defined the goal of EE in the Philippines and
identified key strategies and programs both for the formal and non-formal sectors in EE.
To speed up and systematize EE-related activities, the Asian Development Bank (ADB) extended an Advisory Technical Assistance to the Philippine
government in 1991 to study EE in the country. In follow up to the study, the National Environmental Action Plan (NEEAP) Framework for 1992 to 2002 for the Philippines was formulated to underpin economic and
environmental policies.
The NEEAP stems from important and recent initiatives to environmental management and environmental education in the Philippines. The government formulated the Philippine Strategy for Sustainable
Development (PSSD) in 1989. This document served as the framework in guiding economic development and environmental quality enhancement.
Ten fundamental strategies were featured in the PSSD, including the strengthening of citizens’ participation in environmental concerns and in the promotion of environmental education. The PSSD adopted the idea
that “if we all care for the environment, it will care for us; when we put the environment first, development will last” (Meadows,
1990). After the historic Earth Summit in 1992, the PSSD has evolved into the Philippine Agenda 21.
The NEEAP seeks to complement existing government education programs. The Education for All (EFA) program, which is being
spearheaded by the DepEd as a multi-sectoral endeavor, has been identified as a potential support system for the NEEAP. The EFA has set its activities in four areas: the institutionalization of early childhood
development as a basic service for all children in the country; the improvement in the quality and efficiency of primary education; the
eradication of illiteracy; and the provision of basic knowledge, skills and values that allow adults and out-of-school youth to improve the quality of their life and increase their opportunities to participate in the
development process.
In this context, it can be seen that the NEEAP, while part of a worldwide response, is a strategic link between the Philippine Agenda 21, and the
academic sector whose future depends on its implementation.
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Essentially, the NEEAP for Sustainable Development (SD) seeks to support the key elements of SD under the Enhanced Philippine Agenda 21
– Poverty Reduction, Social Equity, Empowerment and Good Governance, Peace and Solidarity and Ecological Integrity.
The Updated NEEAP for SD (2005-2014) is an initiative of the Philippines
in support to the United Nations Decade of Education for Sustainable
Development (UNDESD), which embraces the following key themes in ESD (under the UNESCO Framework for a Draft Implementation Scheme
of the UNDESD):
Overcoming Poverty
Gender Equality Environment Conservation and Protection
Rural Transformation Human Rights Intercultural Understanding and Peace
Sustainable Production and Consumption Cultural Diversity
Information and Communication Technologies
The UNDESD was adopted based on the assumption that education is the foundation of sustainable development. The decade therefore aims to promote education as the basis for sustainable human society and to
strengthen international cooperation toward the development of innovative policies, programmes and practices of education for
sustainable development. As a process, education for sustainable development is used to, enhance
knowledge and understanding skills; influence values and attitudes; encourage more responsible behavior; and promote learning that leads to
action. UNDESD is an opportunity to put the human element at the forefront of efforts to facilitate the plan.
Major Recent Initiatives Undertaken in Environmental Education for Sustainable Development
1. In July 2006, a Multi-Sectoral Two-Day Forum on “Accelerating Environmental Education for Sustainable Development: Taking Up the
Challenges” was convened by the EMB-DENR.
In June 2007, the EMB-DENR likewise convened a Multi-Sectoral Forum on “Greening Schools and Communities: Strategies and Good Practices”.
In both of the above fora, state-of the-art , problems and constraints
on integrating environmental education in the school curricula were assessed among the following major and strategic institutions:
* DepEd (elementary, high school, and alternative learning systems)
* TESDA (technical and vocational education) * CHED (higher education) * Private Educational Institution (e.g. Catholic educational
Association of the Philippines) * National Networks (e.g. PATLEPAM and EENP)
Likewise, with the above sectors and those below:
* Business (e.g. Management Association of the Philippines, Philippine Business for the Environment)
* national and regional government agencies
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* local government units (e.g. League of Cities of the Philippines)
* civil society * media
* participating schools deliberate institutional action commitments were sought to accelerate
EE for SD, and the greening of schools and communities.
2. Between 2004 and 2005, the DENR thru the NCR, EMB and Special Concerns Offices, with the PATLEPAM, prepared teaching modules, and undertook several batches of teachers’ training for
Environment and Natural Resources Modules for use under the 6-unit subject of the National Service Training Program (as option to
R.O.T.C under the General Education Curriculum, that all university and college students go through, nationwide). The said ENR modules were on the following:
*Sustainable Development
*Basic Ecological Concepts and Principles *Air Pollution Prevention
*Water Resources Management *Solid Waste Management *Toxic Chemicals and Hazardous Waste Management
*Biodiversity Conservation *Urban Forestry
3. A two-day National Senior Educators’ Assembly with the theme:
“Harnessing the Academe’s Initiatives and Linkages for Sustainable
Livelihoods” was conducted jointly by the Philippine Association of Tertiary Level Educational Institutions in Environmental protection
and Management (PATLEPAM), with the Environmental Management Bureau of the Department of Environment and Natural Resources, and with the assistance from the United Nations
Development Programme. This was held last September 29-30, 2004 at the Bethel Guest House in Dumaguete City.
Said Assembly was attended by close to 120 participants,
composed of Presidents and senior officials of higher education
institutions nationwide. Also, the Assembly was aimed at showcasing the academe’s initiatives and linkages in sustainable
livelihoods in the various ecosystems, as a way of supporting the current administration’s goal towards poverty alleviation. The cases highlighted the inter-linkages being worked out with small
and medium enterprises, and micro-enterprises in the country, to alleviate poverty, while being engaged in environmentally-
enhancing livelihood options.. The same Assembly also served as a support activity to the
preparatory assistance of the UNDP aimed at developing a project which will undertake capacity building for three of the key actors in
the local development process, as well as develop the enabling environment for them to function optimally, namely: (1.) small and medium enterprises (SMEs). – one of the main pillars of sustainable
development and the key engine of economic growth; (2) local government units (LGUs) with administrative jurisdiction over
subject SMEs; and (3) the academe, to enable it to provide continuing support and technical
assistance.
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The said Assembly had a presentation on the UNDESD, with a response on moving the Tertiary Education Sector for the UNDESD,
with PATLEPAM’s Regional Coordinating Centers nationwide, taking the lead in drawing up Regional Action Plans on Environmental
Education for SD for 2005-2014.
4. A Multi-Sectoral Consultative Workshop for the NEEAP (2005-2014)
was held in 26-28 November 2003. This served as a forum in 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 Acton Plan (2000-2005)
Enhanced Philippine Agenda 21 (2002)
The same workshop also served as a forum for the review and assessment of initiatives for the NEEAP 1992-2002
accomplishments. Activities were based on sectoral perspectives (from government organizations and NGOs/Civil Society) in elementary and high school education, technical and vocational,
and tertiary education, including non-formal education (LGUs, media, business sector, youth sector).
Implementation gaps were also identified bringing about
recommended actions for the eventual integration to the updated
NEEAP (2005-2014) in consonance to the UNDESD.
5. A study entitled: “Assessment of Environmental Education Programs in the Tertiary Level Institutions in Region VI” was conducted by a Faculty from the West Visayas State University
College of Arts and Sciences, La Paz, Iloilo City, Ms. Selfa B.T. Obedencia,covering the period 1999-2000. Said study was
focused on the tertiary level educational institutions in Region VI, covering ten private universities/colleges and three state universities and colleges (SUCs). They belong to either the
Environmental Education Network of the Philippines – Region VI (EENP-Region VI) or the PATLEPAM. In the same study, fifty-five
faculty members were systematically and purposively selected from the 13 institutions who served as respondents to establish a profile of the faculty.
Further, said study aimed to assess the environmental education
programs of the tertiary educational institutions in Region VI, in terms of their environmental management practices, human and physical resources as well as extent of infusion of environmental
concepts.
More specifically, the study sought to:
1. determine the existing facilities and resources used by the
tertiary educational institutions in environmental education programs;
2. determine the management practices of these institutions
towards environmental protection;
3. establish a profile of the faculty teaching and undertaking
environmental research and extension activities;
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4. determine the teaching methods and instructional materials used in environmental education; and
5. determine the extent of infusion of environmental education
concepts, core messages, and issues in selected general education subjects.
Significantly, subject study conducted was based on the premise that the Philippines has still a dearth of studies on comprehensive
account of environmental education programs on the tertiary level educational institutions the same of which holds true with Western Visayas Region.
The same study, therefore could provide baseline data and
information on the status of the tertiary education institutions and their faculties involved in the implementation of environmental education programs, and likewise, the existing environmental
education programs being undertaken through instruction, research, and extension.
Findings of said study may also serve as a basis for enriching the
environmental education curricula, both formal and non-formal education systems, to provide substantive knowledge, adequate skills and enhanced awareness and attitudes needed to address
environmental issues and problems.
Furthermore, the research findings may provide school administrators and policy makers useful information necessary in making good decisions for a sustainable environmental education
programs in Region VI, in particular and the entire country, in general.
6. A research project entitled: “Assessment of the Implementation of
Environmental Education In Schools Nationwide was conducted by
the College of Education of the University of the Philippines in 2002, as commissioned by the EMB-DENR.
Said project was an assessment of the in-service training program of EMB on environmental education for classroom teachers and
school administrators.
The project goals included the following: (a) to assess the level of incorporation of environmental education (EE) in the vision/mission statements of respective schools, (b) to assess if the teachers in
selected elementary and high schools nationwide possess the content, skills and pedagogical competencies needed to become
effective environmental educators, and (c) to assess the environmental literacy of the students of the EE-trained teachers in selected elementary and secondary school levels nationwide.
The study made use of both qualitative and quantitative methods.
The qualitative portion consisted of two phases. Phase I involved six case studies on how EE is being implemented by school administrators. Phase I was a survey of how teachers integrate EE
in teaching in their respective subjects. Part of this phase included fielding questionnaires nationwide and conducting class
observations, followed by interviews of six selected teacher-demonstrators. Phase II pertained to the class performance and
EE-related behavior of students as predictors of the teachers’ effectiveness in integrating EE in the subjects they teach. This was done through the use of pre- and post-test evaluation measures.
Meanwhile, Part Two of Phase II was part of the assessment of the teachers’ integration of EE. It was the quantitative portion of the
study and was actually Phase III of this research.
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A total of six schools – one elementary school and one high
school in each of the three major island groups in the country were selected. They were: Old Balara Elementary School (Quezon City)
and Elpidio Quirino High School (Manila) of the National Capital Region in Luzon; Ticud Elementary School (La Paz, Iloilo City) and Pavia National High School (Iloilo) of Region VI in the Visayas; and
Magugpo Pilot Elementary School (Davao City) and Panabo National High School (Panabo City) of Region X in Mindanao.
Identified Gaps and Issues in Environmental Education for
Sustainable Development
1. Inadequate environmental education (EE) trained teachers at
the elementary and secondary education level; 2. Low level of environmental literacy of students and teachers; 3. Insufficient integration of environmental education in school
curricula; 4. Limited linkages with relevant institutions;
5. Insufficient of a database of existing curriculum materials and related resources for elementary and secondary
education; 6. Inadequate community-based environmental education
materials;
7. Limited popularized instructional materials;
II. A. VISION The Plan envisions 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.
B. MISSION
1. To improve the institutional systems, making them more
relevant towards the delivery of environmental education to all
segments of society. 2. To mobilize resources and encourage more private/public
investments and partnerships in supporting programs for environmental education.
3. To establish a critical mass of committed environmental
educators and practitioners who will spearhead the environmental education movement.
4. To promote environmental ethics which will instill the right values and attitudes as a way of life among the Filipinos.
III. ENVIRONMENTAL EDUCATION FOR SUSTAINABLE DEVELOPMENT: DEFINITION AND GUIDING PRINCIPLES
A. BROAD DEFINITION OF ENVIRONMENTAL EDUCATION
Environmental education is the process by which people develop awareness, knowledge and concern of the environment and its diverse
values and processes, and learns to use this understanding to preserve, conserve and utilize the environment in a sustainable manner for the
benefit of present and future generations. EE involves the acquisition of skills, motivations and commitments to work individually and collectively toward the solution of current environmental problems and the prevention
of new ones.
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Environmental education adopts an integrated approach to the environment, both natural and human-made, and promotes a holistic,
dynamic and interactive view of its biological, physical, social, economic, technological and cultural components.
Different emphases are recommended for environmental education in
various sectors:
1. Elementary, Secondary, and Teachers’ Training: Environmental
education at the school level should orient and develop students’ perceptions and values as well as encourage their active participation toward environmental protection and conservation. At the teacher
education level, EE should train pre- and in-service teachers to plan, develop and implement environmental commitment, not only in
teaching but also in their daily life. 2. Higher Education: Environmental education at the higher education
level should contribute in the deepening of knowledge and developing the necessary skills for the management and improvement of
environmental quality that is conducive to the welfare/well-being of the Filipino people. EE at this level should help develop a critical mass
of specialists for the management of environmental resources in a manner which sustains its productivity and maintains its ecological integrity. For the non-specialists, environmental education at the
tertiary level should incorporate important environmental perspectives in the General Education Curriculum of all professional disciplines.
3. Non-formal Sector: Environmental education should inculcate
awareness and understanding, as well as promote skills, commitments
and actions among individuals and social groups for the protection and improvement of environmental quality for the benefit of present and
future generations.
Environmental education should:
1. consider the total environment (natural and human-made, scientific
and social dimensions, immediate and global); 2. be integrated in all subject areas; 3. be taught in all grade levels, progressively building up students’
understanding, skills and attitudes;
4. utilize diverse learning environments and a broad array of
interactive approaches and learning experiences; 5. be suitable to the cognitive level of students at different year
levels; 6. enable students to develop their own sense of values and
commitment by participating in the problem-solving and decision-
making situations; 7. promote the value of local, national and international cooperation.
With the value that Filipinos place on education, a high percentage of our children obtain some years of schooling. The formal school can be
utilized to reach these millions of children. Their actions now and as adults in the future will spell the difference between environmental
protection and environmental degradation.
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EE has two components. The first is the knowledge component which describes:
1. what the problems are;
2. why these problems exist; 3. what is presently being done about the problems and who are
responsible; and
4. what remains to be done about the problems.
The second is the process component which includes the teaching methods by which the knowledge base may be taught to students at various levels regardless of subject matter.
The scope of EE therefore includes the development of the three aspects
of the teaching/learning process namely: 1. cognitive, to develop awareness and understanding of environmental
concerns;
2. affective, to develop positive values, attitudes and behaviors; and
3. practical, to develop the “hands on” skills – observation, investigations, problem-solving and decision-making for studying and protecting the environment.
Teachers and teacher-trainers should be familiar with the content and
process component to effectively and efficiently implement EE programs. Pre-service and in-service training programs should include EE dimensions.
Higher Education
Environmental education should:
1. provide specialists with a clear understanding of the intricacies and complexities of the different components of the environment, both
natural and human-made ecosystems;
2. enable specialists to acquire a working knowledge of the
interrelationships between humans (and their activities) and the different ecosystems; specifically, how various activities of humans
affect the environment, and how various configurations of the environment influence the behavior of humans;
3. inculcate within specialists a set of values appropriate to the Filipino culture;
4. be responsive to the present needs of the country and be anticipative
of future needs;
5. stress the importance of sustainable development and the contribution
of the different specialist disciplines in achieving this goal;
6. not only develop the technical capability of specialists; it must also be
able to foster critical thinking and environmentally-sound decision-making;
7. inculcate within the business, economics, and related non-
environmental science professional disciplines the right attitude toward resource management and resource rents, and sustainable development of common resources; and
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8. integrate into the general education curriculum, the significance of natural systems and environment as economic sources of growth and
life-support systems.
Non-Formal Sector Environmental Education should:
1. enable people to appreciate the diverse values of their natural heritage
and to realize the importance of each individual in protecting and restoring ecosystems (i.e., promote awareness);
2. provide information about environmental problems and foster in people a desire to improve the quality of their local environment (i.e.,
be informing);
3. cater to all ages and social groups (i.e., be including);
4. encourage the undertaking of initiatives and the acquisition of skills to
help solve environmental problems (i.e., be empowering);
5. motivate individuals to participate in community decision-making on environmental issues and undertake responsible actions (i.e., be participatory);
6. motivate individuals to adopt an ethic of partnership with Nature to
enable the sustainable management of natural resources (i.e., promote partnership)
IV. OBJECTIVES, STRATEGIES AND PRIORITIES
The National Environmental Education Action Plan (NEEAP) will operationalize the environmental education strategy espoused under the Philippine Strategy for Sustainable Development (PSSD), and the
Enhanced Philippine Agenda 21. It will also echo, in an operational manner, the stipulation pertaining to environmental education as
embodied in the major environmental laws of the country. Lastly, it will address the issues/concerns highlighted in the review of EE in the country,
OBJECTIVES:
The three-fold objectives of the NEEAP are as follows:
1. to initiate mass-based action on environmental conservation through information, education, and communication (IEC) campaign;
2. improve the delivery systems for environmental education at the
formal and non-formal levels; and
3. to produce the environmental human power needed for the next two
decades. KEY STRATEGIES:
The major strategies that shall be adopted by the DENR, in tandem with
the major education departments (DepEd, TESDA and CHED), in attaining these objectives are as follows:
1. help in the establishment of centers of excellence in environmental
education in the different regions of the country;
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2. provide an incentive support to deserving professionals who would wish to pursue specialization in the fields of environmental science and
management;
3. strengthen the environmental education role and advocacy work of NGOs;
4. improve the technical capability of the DENR and the education departments, in the delivery of environmental education to the general
public and other concerned agencies;
5. mobilize the youth in environmental enhancement projects; and
6. promote an integrated approach in educating the local communities on
environmental conservation.
PRIORITY CONCERNS:
To achieve its objective of initiating a mass-based action on
environmental conservation through massive IEC campaigns, the priority concerns of the NEEAP are as follows:
1. Actively involve other concerned institutions in the implementation of
environmental education programs. This will be done through the
following:
a. Incorporation of environmental dimension in their relevant training and extension programs. The Philippine Agenda 21 shall be integrated into the existing training programs of government
agencies which are related to rural and urban development, natural resources planning and management, and social and economic
development.
b. Extension of technical and material support to their environmental
education activities. The DENR through the EMB, shall assist the efforts of other institutions in environmental education by providing
them technical guidance and instructional materials. c. A special training program on EE shall be designed and
implemented for executives and specialists of government agencies.
d. Involvement of these agencies in the planning and the
implementation of environmental conservation projects.
Development projects of other government agencies shall be required to incorporate an environmental dimension in order to
ensure their ecological soundness.
e. Regular updating of these agencies on the issues and progress
made in environmental education. A communication program for EE will be undertaken in order to inform other agencies on a regular
basis about recent developments in environmental management. 2. Intensify IEC campaigns to all strategic sectors of the society. This will
be done through the following:
a. Use of multi-media approach in disseminating information about environmental concerns. Environmental education will be
disseminated through different communication channels such as television, radio, local theatres, newspapers, magazines, etc.
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b. Mass reproduction and wide dissemination of information materials on environmental management. More funds shall be allotted to the
mass-production of environmental information and education materials, which shall be widely disseminated giving priority to
environmentally-critical areas and remotely-located schools and villages.
c. Adoption of the distant learning approach in providing environmental education to the adult population. For those who
could not afford to attend formal schooling in environmental education in Metro Manila, where most of the degree courses and training programs in EE are offered, a program on correspondence
education shall be established through accredited universities in Metro Manila and the provinces.
d. Creation of a special environmental literacy program for the out-of-
school-youth, and the impoverished population which are difficult to
reach through the normal communication channels. An environmental literacy program shall be launched for special groups
such as the out-of-school-youth and the impoverished population. This program shall be tied-up with the livelihood program of the
government to be able to attract the interest and encourage the participation of such groups.
e. Provision of technical and material support to investigative journalism on environmental issues and resource use conflicts. To
encourage investigative journalism, a program shall be established in fusing the efforts of journalists, scientists, technicians and NGO workers in exposing and explaining environmental issues and
resource use conflicts to the public. Results of research and surveys generated by the scientific and academic community and NGO
workers shall be made available to journalists to aid them in their fact-finding mission and news publication for public information and advocacy.
3. Prepare improved materials for IEC. This will be done through the
following:
a. Evaluation of the adequacy and effectiveness of IEC materials
presently being used. IEC materials shall continually be evaluated and updated to ensure their relevance to the changing level of
environmental consciousness in many parts of the country. Proven effective IEC materials shall likewise be assessed in terms of their adequacy in meeting defined target audiences.
b. Preparation of IEC materials which are suited to specific sectoral
groups, i.e., private industries and commercial establishments, NGOs, resource-based communities, students, local leaders, local organizations, local governments, professional organizations,
academe, and government agencies. To make IEC materials more appealing to their targets, they shall be custom-designed for
specific audiences. 4. Provide support to NGOs in their IEC work on environmental
management. This will be done through the following:
a. Extension of training support to NGOs in environmental management, communication skills, environmental planning,
monitoring, and evaluation. The NGOs shall be given training support by the NEEAP executing agencies to enhance their communication, planning, and monitoring skills. More NGO field
staff shall be trained in order to augment the technical capability of their manpower assigned in the field.
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b. Provision of material support such as instructional materials, and various forms of technical assistance, in the conduct of training,
research, project implementation, and transfer of appropriate technology by NGOs to resource based-communities. To encourage
NGOs to cover other environmentally-critical but neglected areas, the government shall provide them an incentive package that will facilitate their advocacy work and development project
implementation in these areas.
5. Establish demonstration projects on environmental conservation. This will be done through the following:
a. Replication of successful environmental education projects in selected environmentally-critical areas. A documentation and
replication of good practices in EE projects shall be undertaken in selected sites which are considered priority areas under the NEEAP.
b. Joint implementation of environmental projects by the students and teachers from the primary, secondary, and tertiary education
sectors, government agencies, and the community. The NEEAP shall give priority to environmental projects which are inter-ectoral
in approach, i.e., involving the students in all levels, the university faculty and school teachers, the government staff, the NGO workers, and the community.
To achieve the objectives of improving the delivery system for
environmental education at the formal and non-formal levels, the priority concerns of the NEEAP are as follows:
1. Enhance the integration of environmental concerns into the curricula of the three levels of education. This will be done through
the following:
a. Expanded dissemination of the developed curriculum guide for
environmental education. The DENR and DepEd shall update and prescribe a curriculum guide which infuses environmental
concerns in selected general education courses and major subjects at the university level. Likewise, a minimum number of hours that needs to be devoted to the teaching of environmental
topics in selected primary, secondary, and tertiary courses will be defined by the DepEd with the DENR.
b. Undertaking of curricular studies to improve the present
integration of environmental concerns in the curricula of
primary, secondary, vocational and technical, non-formal, and higher education. The different bureaus under the DepEd (i.e.,
Bureau of Elementary Education, Bureau of Secondary Education, Bureau of Alternative Learning Systems), the Technical education and Skills Development Authority, and the
Commission on Higher Education shall undertake curricular studies which are geared towards the strengthened integration
of environmental education in their respective curricula.
2. Prepare instructional materials for the infusion of environmental
dimension in selected subjects and courses of the three educational levels. This will be done through the following:
a. Determination of key entry points for EE in the elementary and
secondary education level as well as tertiary levels both in the general and professional courses. The aforementioned major education institutions shall identify the relevant subjects,
general and professional courses where EE shall be integrated. It will likewise determine the EE themes that shall be adopted at
the various levels of education.
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b. Ensuring the participation of users in the preparation of instructional materials. A representative sample of concerned
teachers from the three levels of education shall be involved in the preparation of instructional materials on EE in order to
ensure the practicability and facility in the use of these materials.
3. Publish and widely disseminate environmental education materials to all schools and universities. This will be done through the
following:
a. Low-cost printing of EE materials, including research reports;
b. Heightened initiation of textbook writing in the Filipino and local
context from among Filipino educators;
c. Launching of a reprinting program for relevant foreign EE
textbooks;
d. Designation of regional outlets for dissemination of EE materials
4. Provide training on environmental education for elementary, secondary, and tertiary teachers. This will be done through the following:
a. Regionalization of training for teachers.
b. Conduct of trainers’ training on EE for teachers.
5. Develop or improve applied communication skills among the trainers and teachers for a more effective transfer of knowledge
and skills. This will be done through the following:
a. Preparation of training manuals on communication skills.
b. Provision of training grants as a form of incentive.
6. Provide support in the upgrading of the facilities, and equipment of
selected schools and universities. This will be done through the
following:
a. Establishment of a school-industry partnership program for upgrading of facilities and equipment, including the development of improvised ones using local and indigenous
materials.
b. Consolidation of efforts and sharing of training facilities among environmental agencies in order to supplement each other in the conduct of environmental education programs and at the
same time to maximize the use of idle or less utilized training resources in some agencies.
7. Provide scholarships and fellowships to faculty members and
students who will be pursuing specialization in environmental
science and management. This will be done through the following:
a. Creation of a scholarship fund.
b. Establishment of a closer linkage between NEDA Scholarship Office and EMB-EEID in the dissemination of scholarship grants on environmental courses to key agencies, as well as in the
selection of individuals who will be awarded grants.
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8. Establish regional core institutions (regional coordinating centers/regional centers of excellence) which will spearhead
environmental education in the regions. This will be done through the following:
a. Selection of regional EE coordinating institutions on the basis of
formulated criteria.
b. Provision of support to the regional EE coordinating institutions
in the implementation of the NEEAP, at the regional/local levels.
9. Strengthen networking among agencies and establish closer
linkages among them, the universities and NGOs. This will be done through the following:
a. Institutionalization of a coordination mechanism among the
DepEd, TESDA, CHED and the DENR in the planning,
implementation, monitoring and evaluation of environmental education.
b. Provision of technical and material support in the strengthening
of the EENP, and the PATLEPAM, as strategic networks for accelerating EE in tertiary education, and the elementary, high school, and community extension sectors that they may be
affiliated with..
10.Upgrade the technical skills of environmental science specialists through advanced training, research, and more field exposure to gain first-hand experience on environmental conservation and
management-related work. This will be done through the following:
a. Provision of more field-oriented regular training programs for specialists.
b. Provision of a research fund to encourage environmental science specialists in pursuing research studies on environmental
management and protection. In order to produce the environmental human power needed for the
next two decades, the priority concerns of the NEEAP are as follows
11.Conduct of thorough evaluation of the environmental human power requirements of government agencies and private sector. This will be done through the following:
a. Undertaking of a comprehensive survey of academic,
government, and private institutions regarding their environmental human power needs.
b. Thorough assessment of the supply-demand situation and projections for the next 10 years.
12. Establish career development path for environmental science or
management specialists. This will be done through the following:
a. Institutionalization of a career orientation seminar on
environmental science and management for high school students.
b. Recognition by the Professional Regulatory Commission (PRC) of
the environmental management profession and, if found
necessary, requiring all practitioners to take up a licensure examinations in order to ensure quality service.
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c. Increase the minimum basic salary for environmental science and technology specialists.
13. Intensify the conduct of specialist training in specialized fields of
environmental science and management. This will be done through the following:
a. Intensification and regular offering of specialist training courses being conducted by government and academic institutions.
b. Extension of support to academic institutions in their offering of
new specialist courses needed by environmental specialists from
the government.
14. Provide more scholarships and fellowships on environmental science and management. This will be done through the following:
- Establishment of a scholarship/fellowship fund.
- Identification of areas of specialization that will be given priority
under the scholarship program.
- Administration of the scholarship/ fellowship program through
private foundations in order to facilitate the implementation of the program and minimize bureaucratic red tape.
15. Institutionalize or strengthen degree programs on environmental
science and management on the basis of projected demand for
such degree courses. This will be done through the following:
- Strengthening of the Ph.D. Environmental Science Program of U.P. Diliman or the Ph.D. in Environmental Studies at the School of Environmental Science and Management in U.P. Los Baños,
and similar fields in the other universities.
- Expansion of the offering of an M.S. in Resource Economics and an M.A. in Environmental Education to meet the projected demand for such specializations.
- Strengthen the M.S. Environmental Engineering program at U.P.
Diliman in view of the anticipated need for more pollution prevention specialists within the next ten years.
- Strengthen the Ph.D. programs of environmental science/management-related courses such as Forestry, Biology,
Chemistry, Agricultural, Economics, etc., by integrating more interdisciplinary courses in their curricula and by facilitating partnership programs for upgrading of laboratory facilities.
V. PROGRAMS AND RECOMMENDATIONS
A. PROGRAMS
0n the basis of the findings and recommendations of the Environmental Education Study and other multi-stakeholder consultations, the following
had been identified as essential in the implementation of the NEEAP:
1.) Institutional Development 2.) Curriculum and Materials Development 3.) Research and Development
4.) Training 5.) Information, and Education Campaign and Social Advocacy
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6.) Scholarship 7.) Upgrading of Facilities and Equipment
8.) Policy Development and Reforms
A brief description of each of the eight EE programs is provided below:
1.) Institutional Development Program. The general objective of this
program is to set-up the necessary organizational structures which will expedite and carry out the efficient implementation of the NEEAP. A
high priority is given to this program inasmuch as it is a pre-requisite to the execution of the other programs and projects of the action plan.
2.) Curriculum and Material Development Program. A curriculum is a set of courses designed to develop in the learners desired
characteristics in terms of knowledge, skills, and attitudes. A curriculum which is dynamic shall be developed in order to cope with the changing needs of society and individuals. In conjunction with this,
instructional materials on EE which are very important tools in teaching shall be prepared. These materials will make it easy for
teachers to comprehend complicated concepts in EE and provide them a guide book and ready references in teaching environmental subjects
in a spiral manner.
3.) Research and Development Program. Environmental education is
an evolving process whose thrust changes as the educational need of the people about the environment changes its focus. Environmental
education shall be supported by a research and development component to be able to meet and adjust to the needs of the changing times. As the country enters the rapid industrial phase, the focus of EE
also will change substantially.
4.) Training Program. Training program is one of the biggest components of the EEAP. Considering the fact that environmental management is a relatively new discipline in the country, many of the
government specialists, school teachers, non-government organizations’ environmental workers, and executives of government
agencies need some forms of orientation and training about this subject.
5.) Information, and Education Campaign (IEC), and Social Advocacy Program. If people are to co-exist with nature, they need
to understand what they should and should not do. Individuals are influenced by what they read, see and hear, the print media, television and radio play significant roles in shaping people’s behavior. Media can
assist in the development of an environmental literate population. It should therefore be encouraged to pursue and support an active and
continuing IEC programs which will help to achieve environmental objectives.
6.) Scholarship Program. The lack of scholarship is one of the major factors which limits the build up of environmental specialists, and acts
as the main constraint in pursuit of advanced training by young faculty members of provincial universities. A scholarship program will have to be established to remedy this problem.
7.) Facilities and Equipment Upgrading Program. Many of the
colleges and universities with environmental education programs do not have adequate facilities and equipment to support their programs.
They lack laboratory and field equipment and most of what they have are outmoded. They also lack reference books and periodicals in environmental science and management, and most of those they have
are outdated. This deficiency constrains their effective teaching of certain environment-related courses and prevents them from
undertaking important research activities. The lack of equipment also
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has its toll on the students as learning exercises are not maximized. It therefore becomes imperative to establish an academe-industry
partnership program under the NEEAP to support the physical requirements of these colleges and universities.
8.) Policy Development and Reform Program. The implementation of
the NEEAP would have to effect some policy development and reforms
in the delivery system for environmental education. Policy reforms are necessary to make the system work more efficiently and to provide the
groundwork for the smooth implementation of the NEEAP. The initial reforms that should be undertaken within the next five years are mostly institutional in scope. These reforms support the institutional
development program of the NEEAP by providing a legal mandate to executing agencies.
The following tabulate EE issues and problems in the various education sectors:
EE Issues and Problems
Basic Education and Teachers’ Training Sector
Issues and Problems
Programs/Actions Needed
1. Instructional materials on EE are limited in copies
and
therefore not widely distributed among teachers
Material Development
2. Lack of teachers training on EE
Training
3. Ineffective strategies for teaching EE courses
Material Development
4. Teachers’ education programs are lagging behind
the curriculum changes in EE
Curriculum Development
5. Ineffective monitoring and supervision of EE
classes
Training
Institutional Development
6. Lack of educational support in the community IEC and Social Advocacy
EE Issues and Problems Tertiary Education and Specialist Training
Issues and Problems Programs/Actions Needed
1. Inadequate integration of environmental
topics in the General
Education courses
Curriculum
2. No system of monitoring in the
implementation of EE policies
System Development
Institutional Development
3. Inadequate close linkages between DepEd
and the DENR regional offices concerning
EE
Institutional Development
4. Insufficiency of qualified EE faculty in most
provincial universities
Training
Scholarships
5. Faculty members of provincial universities
lack
financial resources to undergo advanced
training (MS, PhD) on
EE
Scholarship
6. Lack of facilities and equipment to teach EE
courses
Academe-Industry Partnership
Program for Facilities and
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Equipment Upgrading
7. Lack of textbooks and locally published
instructional materials
and case studies on EE
Material Development
8. Low turnout of EE integration on all subject
areas at the
tertiary level
Institutional Development and
Curriculum Development
Undertake Assessment and
Evaluation of EE teaching materials
in close coordination with
PATLEPAM and EENP
9. Low enrolment and graduation rates in
environmental science
and management degree courses.
Scholarship Institutional
Development
Curriculum Development
10. Lack of funds to support EE research and
development
Research and Development
11. Inadequacy of non-degree environmental
science/management
courses being offered by academic
institutions
Training
Material Development
12. Inadequacy and irregularity of training
programs on
environmental science and management
being conducted by
government agencies
Training Material
Development
13. Curricula of environmental
Science/Management degree
programs need improvement
Curriculum Development
14. Inadequacy of Ph.D. programs in
Environmental Science or
Management
Institutional Development
15. Weak programs for teachers’ and students’
participation in
environmental enhancement
Training
EE Issues and Problems
Non-Formal Education Sector
Issues and Problems
Programs/Actions Needed
1. Lack of coordination between government
organization-NGO for EE implementation
Institutional Development
2. Need to strengthen DepEd policy on EE for
the non-formal sector
Curriculum Development
Policy Development and
Reforms
3. Lack of environmental monitoring data
essential to EE
Research and Development
Institutional Development
4. Lack of use of expertise in EE for study and
solving of regional
problems
Institutional Development
5. Lack of EE materials in the regions Materials Development
IEC and Social Advocacy
6. Lack of DepEd- Bureau of Alternative
Learning Systems staff trained in EE methods
Training
7. Lack of public/private school, technical and
vocational education, and tertiary extension
staff trained in EE
Training
8. Lack of NGO field staff trained in EE
methods
Training
9. Lack of methods and system for evaluation
of EE programs,
projects and materials
System Development
Research and Development
10. Lack of support for EE from public/private
sector policy
makers and administrators at all levels
IEC and Social Advocacy
11. Lack of support to EE by all sectors
IEC and Social Advocacy
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12. Lack of funds for EE in the non-formal
sector
Institutional Development
13. Lack of widespread media coverage of
environmental
problems
IEC and Social Advocacy
14. Weak formulation of community-based IEC
materials
Materials Development
15. Lack of awareness on the concept of
education for sustainable
development
Orientation on environment
education to staff and clients of
DSWD centers/institutions
Conduct of Policy Fora on
Environment Education to the
technical staff of DSWD Central
and Field Offices
Integration of environment
education to Self-Employment
Assistance-Kaunlaran (SEA-K)
business management training
16. Insufficient implementation of
Environmental Health Policies,
Standards and Regulations
Reproduction of training manual
Training of Trainors
Training of LGU health staff
Monitoring and evaluation
17. Low level of Public Awareness to
Environmental Health
Issues
Development of Environmental .
Health Information Materials
Dissemination of information
materials
Monitoring and Evaluation
B. RECOMMENDATIONS
For the Formal Education Sector
o Elementary and High School Education
- Designation of focal points on Environmental
Education in the Department of Education, and the Department of Environment and Natural Resources, thru the EMB, at the Central Office 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)
- Prepare training modules, materials, instructional aids (posters, flyers, flip charts, compact discs,
exhibits, etc.) - Conduct of more special events such as inter-
School exhibits, contests (e.g. Environmental Education Olympics for Division/Regional/National
Levels), exposure to best practices in lesson guide preparation, etc., particularly during global and national environment celebrations like Earth Day
(April 22), World Environment Day (June 5), Philippine Environment Month (June), National
Clean up Month (September), Ozone Protection
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Month (September), International Ozone Day (September 16), Philippine Clean Air Month
(November), and the like
- More active involvement of students and Parent- Teachers’ Associations in environmental education
- Use of theater arts in environmental education - In-service teachers’ trainings
- Exposure to Educational Outbound/Field Programs
- More support from school administrators of public and private institutions
- Establish linkages with relevant institutions
(government, private sector, international
organizations)
- Inclusion of institutionalization of environment education in early childhood development service in
the Action Plan. Pre-school children enrolled in the day care learning centers must start learning the fundamentals of environment education at an early
age.
- For Technical and Vocational Education
II Integration of environmental education concerns in the
technical and vocational education curricula Community outreaches with focus on environmental concerns
- Preparation of support instructional materials - In-service teachers’ training
Tertiary Education
- Promote and strengthen environmental EE among higher
Education institutions (HEIs)
- 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)
For each school to formulate its own EE program with: * clearly stated objectives
* delivery and management mechanisms * evaluation schemes
- For schools to educate through a culture of maintenance (of facilities, grounds, equipment, etc.).
- Strengthen relationship, collaboration and partnerships among
HEIs for sustainable development education (i.e. PATLEPAM, EENP) and build capability for member-schools.
- Integrate EE in professional curricula (i.e. inclusion of EE questions in the board/licensure/examinations).
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- Review of existing curricula in terms of their objectives and content to develop transdisciplinary understanding of social,
economic and environmental sustainability.
- Review of recommended and mandated approaches to teaching, learning and assessment so that lifelong learning skills are fostered.
- Offer environmental modules (under the Project ECOCORPS, or
Human and Ecological Security) as an environmentally viable track for the implementation of the National Service Training Program Law (as an option to R.O.T.C.).
- Expand community outreaches involving the HEI teachers and
students (e.g. Sagip-Ilog, Bantay Tambutso, Bantay Tsimneya, Bantay Sunog Basura, Waste segregation, Bawas Balot-Bawas Basura, Bantay Gubat, Bantay Dagat, Adopt-a-Barangay, etc.).
- Establish a 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.
For the Non-Formal Education Sector
For the government sector:
- Strengthen sustainable development education for decision makers and leaders of society, (e.g. Greening of
the cabinet and legislators).
- Environmental trainings and workshops should be
extended up to the barangay level.
- Information technology capacitation and logistical support for the DepEd Regional Offices, and the EMB/DENR field Offices (Environmental Education and Information
Sections of the EMB Regional Offices; DENR Public Affairs Offices/CENRO and PENRO Offices).
- Develop a strong collaboration with LGUs in terms of
project implementation for better complementation of
efforts.
- Develop a mechanism for monitoring and evaluation of the implementation of the Individual Institution Action Commitment to enhance the promotion of Bantay
Tambutso sa Eskwela, and sa Malls, Bantay Sunog Basura in the different institutions, schools, malls, lessees in
the malls, local government units, barangays under EMB’s Linis Hangin Program.
- Provide assistance in communication and education on the following areas:
o Improvement of air quality in major urban centers
Re-energize Anti-Smoke Belching Campaign along EDSA and the major urban centers of the country (Bantay Tambutso, Bantay Tsimneya)
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o Compliance of industries to the Clean Air Act (CAA) o Compliance by area sources to the CAA (Bantay
Sunog Basura) o Protection of rivers under the Sagip Ilog Program
o Implementation of the Clean Water Act (CWA) o Implementation of projects such as the following:
- Industrial Ecowatch - Beach Ecowatch
- LGU-wide ecowaste management system - Bawas Balot, Bawas Basura Para sa Malinis
na Estero
- Baterya Mo, Balik Mo - DENR laboratory recognition scheme
- Maximization of use of existing scholarship modes
towards education for sustainable development
- Use of Philippine Council for Sustainable Development (and other institution) websites (www.neda.gov.ph;
www.emb.gov.ph) to disseminate information on SD practices, links, information, etc.
For the Business Sector:
II. Help build new ways of thinking, understanding and appreciation of ecosystems as well as the business
case for sustainable development for business leaders and personnel
- Organize EE efforts for different groupings in the private Sector
*large firms
*small and medium enterprises
*service industries *financial sector
II. Engage more corporations into partnership for EE
projects that benefit the youth, the education sector and communities
*Environmental advocacy and youth education
*Environmental awareness raising
*Environmental educators’ programs *Educational infrastructure projects
- Recognize and give particular attention to the role of
Indigenous Peoples and indigenous knowledge in
sustaining the environment and natural resources.
- Formulate in coordination with other concerned agencies, of a clear and comprehensive DepEd policy on sustainable school land use and infrastructure planning and
development.
- Highlight the importance of maintaining a learning environment that is consistent with the content of what
the non-formal education sector is being taught, together with crafting an environmentally responsive curriculum and advocacy program across the different channels of
education.
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- Effective communication channels among the different stakeholders should be put in place, along with clear and
tangible arrangements in terms of coordination and monitoring.
- Prepare and maintain a listing of environmental projects (local or foreign-assisted) that concerned agencies are implementing and the same information to be made
accessible to other stakeholders if deemed necessary to avoid duplication of efforts.
- Conduct an assessment of the effectiveness of trainings conducted, to include their benefits to the participants
concerned in terms of application.
For the youth and civil society
- EE in schools and communities must be undertaken not
as mere academic exercises but should focus on
responding to specific community issues - More involvement of students and parents (thru Parent-
Teachers’ 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
- Expand practical applications of environmental actions “on site”
- Sustainable consumption and production must be made the central theme of EE
- Promote Green Lifestyle Options for the youth such as: a)
Ecowaste, b) Organic food/food safety, c) Green Transport Options (e.g. biking)
- Review and strengthen the implementation of the Green Brigade Program of the Sangguniang Kabataan
- Training on environment and sustainable development
issues for campus journalists, and regular link-up with campus-based student environmental groups and off-
campus environmental groups - Need for youth- to -youth mentorship on EE and
Environmental work
For the media
- Strengthen partnership with media for sustainable development (thru
Research, Information, Communication and Education)
INTERSECTORAL
- Conduct of annual IEC dissemination events for the widest outreach of
training modules, demonstration project result, case studies,
publications, manuals and audio-visual materials from donor-assisted national environment and natural resources management assistance
programs - Set-up of local EE centers and libraries. - Continuous inventory on existing curriculum and support instructional
Materials on environmental education - Mobilize resources and encourage private and public sectors investment
materials on programs for environmental education - Strengthen the institutionalization of the integration of environmental
education concepts in the curricular al all levels - Conduct Green Schools Recognition Awards for all levels of education - Strengthen networking and linkaging
- Promote and strengthen community approach in planning and application of framework
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- Promote analytical approach to address gaps - Promote awareness and involvement through the Philippine Judiciary
Academy - Include mass media values that promote environment-friendly
consumerism - Promote media involvement towards environmental protection - Maximize on-going SD projects as a laboratory of the effectiveness
and further planning of our goals - Make development plans SD-sensitive
- Foster ‘out-of-school youth’ and ‘indigenous people’s participation to environment-related programs and projects - Provide emphasis on non-lecture approach that is more concrete,
hence effective - Conduct inventory of institutions’ priority programs, projects and
activities, and make environment and SD as mainstream concerns to them
- 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
VI. INSTITUTIONAL ARRANGEMENTS
A. DEVELOPING A COALITION OF INTERESTS FOR ENVIRONMENTAL EDUCATION
1.1 The DepEd, and the DENR through EMB, are lead agencies with
respect to establishing environmental education implementation mechanisms. They shall initiate moves to improve coordination and engender a nationwide effort in EE of a scale that is needed to
confront environmental realities. 1.2 Existing government and non-government activities on EE are
significant but require effective coordination at all levels-national, regional, provincial and local – and among a diverse range of institutions. The task is too big for a few institutions alone. The
strengths, resources and experiences of all are needed to reach the range of clientele throughout the country.
1.3 Such an extensive task requires a systematic and comprehensive approach not only to ensure that full benefit is gained from the resources available, but also to ensure that priority issues are
addressed and key targets can be agreed and met. This requires improvements in planning and in implementing capability.
1.4 The DENR (through EMB) and the DepEd through its bureaus (BEE, BSE, and Bureau of Alternative Learning Systems), are lead government agencies for EE. The DepEd administers education policy
governing the environmental education activities of private and public education institutions whereas the EMB provides
1.5 technical and support services. The business of DepEd is education, whereas that of DENR is environmental management. But the two agencies are mutually interdependent. The planning and the delivery
of EE is dependent on combining the resources of both agencies. The other education departments, such as the TESDA, and the CHED, are
also major institutional vehicles for the effective delivery of education for sustainable development.
1.6 Another partner to the delivery of EE services is the NGO movement which is genuinely involved in the broad spectrum of environmental protection and resource management, socio-economic upliftment, and
human resource development. The media, religious institutions and the business community also play key roles.
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1.7 The fostering of an environmental ethic among people is dependent upon a fundamental alliance between government and non-
government institutions. There shall therefore be the closest collaboration between the DepEd, the DENR, other environment GOs,
and NGOs in evolving a GO-NGO partnership. This partnership will take into account the respective agency strengths, and identify the most cost-effective strategy for the delivery of EE throughout the
Philippines. 1.8 This is the broad coalition of interests that shall be harnessed within
an identifiable institutional framework that is appropriate to the national, regional, provincial/local levels in order to achieve common objectives in a cooperative resource sharing manner.
1.9 The Plan must also identify the role of LGUs in the promotion of EE in the country, and relatedly, to include the role of DILG. These concerns
must be mapped out in the institutional arrangement of the Plan. B. INSTITUTIONAL ARRANGEMENTS FOR THE IMPLEMENTATION OF
SUSTAINABLE DEVELOPMENT
1. An inter-agency structure shall be formed to coordinate the implementation of the NEEAP at the national level. It shall comprise
government agencies with environmental functions and provide for the participation of leading environmental education NGOs, the business sector and other key agencies.
THE SUB-COMMITTEE ON INFORMATION AND EDUCATION OF THE
PHILIPPINE COUNCIL FOR SUSTAINABLE DEVELOPMENT SHALL PROVIDE THIS MULTI-STAKEHOLDER INSTITUTIONAL STRUCTURE.
The Sub-Committee is chaired by the EMB-DENR, particularly through its Environmental Education and Information Division, with the Environmental
Broadcast Circle as vice-chair, with the Department of Education. It shall comprise members from all bureaus of the DepEd, DENR, PIA, NEDA, DBM, DOH, DOST, CHED, TESDA, DA, NYC, DILG, among them, as well as from
leading EE NGOs, and with representation from business and the media.
2. The Sub-Committee, in relation to the NEEAP shall have a number of objectives as follows:
2.1 to adopt the NEEAP and facilitate its implementation among member-institutions;
2.2 to achieve the coordination of government and NGO efforts in EE and to gain the complementary cooperation and involvement of the business sector;
2.3 to facilitate the coordinated programming for the implementation of the NEEAP;
2.4 to encourage departmental budget for IEC contributions, to seek additional government appropriations, and to advise on the sourcing of donor funds for the implementation of the NEEAP; and
2.5 to recommend overall government policy on EE. 2.6 The initial tasks of the Sub-committee are:
2.6.1 to recommend that a statement of overall government policy on
EE be prepared taking into account the Philippine Agenda 21,
the UN Decade of Education for Sustainable Development, the ASEAN Environmental Education Action Plan for Sustainable
Development, among them.
2.6.2 to direct those working parties be established to attend to the
curriculum development and implementation of EE at the
following levels: early childhood, elementary, secondary, technical and vocational, tertiary, and non-formal
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2.7 The Terms of Reference of the Secretariat of the Sub-Committee on Information and Education (in brief) are:
2.7.1 to service the Sub-Committee;
2.7.2 to execute the decisions of the Sub-Committee; 2.7.3 to facilitate and oversee the implementation of the NEEAP by the
respective member-institutions;
2.7.4 to ensure that NEEAP programs are well planned, implemented, monitored and evaluated;
2.7.5 to develop and maintain a Management Information System for the purpose of NEEAP planning, inter-institutional coordination, and project-tracking such as monitoring and evaluation;
2.7.6 to operate as a government clearing house on EE; 2.7.7 to act as the government focal point for EE for purposes of
international liaison; 2.7.8 to advise on the coordination of NEEAP at the national, regional,
provincial and local levels; and
2.8 The Sub-Committee Secretariat shall be provided by the EMB’s
Environmental Education and Information Division. This Secretariat can be replicated in the regions, thru the EMB Regional
Environmental Education and Information Sections. C. MANAGEMENT SUPPORT SYSTEMS
1. In support of the implementation of the NEEAP, the different activities
under the programs and projects shall be systematically coordinated and properly managed. Hence, it is imperative to set up a planning system and a monitoring and evaluation system for the NEEAP.
2. The objectives of the Management Support System are:
2.1 to assist NEEAP planning, programming, and coordination; 2.2 to provide for the systematic recording of NEEAP program/project
monitoring and evaluation data; 2.3 to establish an efficient and effective means of coordination among
NEEAP actors; 2.4 to provide each participating institution access to NEEAP information; 2.5 to facilitate the exchange of environmental IEC materials;
2.6 to facilitate networking among participating institutions; and 2.7 to enable requests for IEC materials to be met efficiently.
3. The strategies to implement the Management Support Systems are:
3.1 Establishment of region-based coordination, data gathering and monitoring units.
3.2 Involvement of the academe, government agencies, and local communities in the evaluation of the NEEAP programs.
3.3 Encouragement of multi-stakeholder collaboration and cooperation.
3.4 Development of NEEAP planning capability.
NEEAP MANAGEMENT INFORMATION SYSTEM *A computerized management information system (MIS) shall be
established within the EMB: for use in the planning of NEEAP programs; as a NEEAP database to keep track of current programs, projects and
materials; and to record environmental agencies’ resources and information relevant to the NEEAP. A suitable computer database shall be
selected to provide for ease of data input, retrieval and interrogation, and compatibility with existing facilities within EMB.
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NEEAP MIS OBJECTIVES
1. The general objective of the NEEAP MIS is to establish an electronic data base capability to assist in the planning of NEEAP programs and projects
which target specific audiences to meet needs in educating for sustainable development.
2. Specifically, its objectives are:
2.1 to assist in the coordination of NEEAP programs and projects; 2.2 to provide ready access to NEEAP information for the benefit of
network members thus facilitating multi-stakeholder linkages and
enhancing more effective EE service delivery; 2.3 to enable monitoring and evaluation information to be recorded
against specific NEEAP programs and projects; 2.4 to record environment related institutions and their IEC capability,
thereby enabling ready identification of human and material resources
relevant to NEEAP programs/projects; 2.5 to enable the NEEAP to be routinely updated; and
2.6 to assist the monitoring and evaluation system of the NEEAP.
3. The MIS will be developed as follows:
3.1 A contact listing of environment-related institutions for data retrieval
and display concerning main activity, human and IEC resources.
3.1.1 The database will be an extension of the Philippine component of the ASEAN Environmental Education Inventory Database (lodged at the ASEAN Secretariat website). The purpose of the contact
list is to facilitate information flow between members and help prevent duplication of efforts, thereby promoting multi-
stakeholder coordination. The contact list will comprise relevant GOs and NGOs on a voluntary basis.
3.1.2 Some institutions appear to have prepared EE materials without
necessarily being able to take advantage of similar materials prepared previously by another institution. The result is a
duplication of effort. A comprehensive database of institutional EE and IEC materials would identify “who has what.” Planning for either the reproduction of existing materials, or the
preparation of new materials, could then proceed on a rational basis. Materials developed in one region, may have applicability
in another, and so on. 3.1.3 Other than the contact listing of environment-related institutions
that the NEEAP MIS should be maintaining in their database, they
should also include a roster of environmental projects (local and/or foreign-assisted) that said institutions are implementing
which have EE components in order to harmonize and complement projects which cater to specific sectors and further avoid duplication of efforts and/or initiatives.
4. A conceptual framework for use as a NEEAP planning tool to ensure
that education for sustainable development requirements and priorities are reflected in the NEEAP.
4.1 The NEEAP programs/projects shall be planned in response to the major environment and development issues and problems of the
Philippines. The NEEAP will build on current environmental education efforts and will promote awareness and understanding of
environmental law, environmental management programs and research. A planning tool shall be developed to assist with this process.
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4.2 The conceptual framework for the NEEAP planning tool has been partially developed. It is proposed that this work be completed.
4.3 A NEEAP programs/projects tracking system for project
management.
4.3.1 The EMB shall play a key role in the planning and
coordination of the NEEAP. This will require EMB to facilitate and keep track of the conceptualization/planning,
implementation, monitoring, and review/evaluation phases of program/project management. It is proposed that this third component of the MIS be established to assist these
functions and maintain a systematized record. The two systems should be compatible, and a modem connection
should be investigated. 4.3.2 The NEEAP MIS shall operate in tandem with an EE
Clearing House staffed to provide basic environmental
information and advice on request concerning the availability and location of specific EE materials.
4.3.3 The above MIS capability will significantly assist the EMB to coordinate EE for the Philippines, particularly as the task is
large and complex. However, for institutions that are willing to contribute information, there also needs to be tangible advantages to these institutions. For this
purpose, and to provide a public service, a clearing house function for Philippine environmental information shall
therefore be established which shall provide advice on request concerning the status, availability and location of resources for the benefit of both formal and non-formal EE
nationwide.
C. NEEAP FINANCIAL MANAGEMENT SYSTEM
1. Lack of funds is a fundamental constraint to the level of environmental
education activity that might otherwise take place. A consequence is that experts in universities, for example, are under-utilized and unable
to assist in the solving of regional environmental problems for want of trained staff and essential equipment. NGOs are likewise constrained in the level of EE services they can provide directly to communities.
An extensive EE training program for both formal and non-formal teachers and tutors is needed along with instructional materials. This
too is not fully undertaken because of financial constraints.
2. There are essentially three potential sources of funds to support EE
activity-government, business, and foreign sources in the form of grants. An entrepreneurial approach shall be adopted under the
NEEAP to mobilize both traditional and non-traditional fund sources. The use of existing and available resources shall be optimized.
3. The business sector is more than a potential source of funding – it needs to be an active member in the nation’s quest to attain
sustainable development. Business assistance is needed in sourcing funds for EE programs and to apply acumen in helping to ensure that programs are sustainable.
4. The business and industrial sector world wide is increasingly under the
scrutiny of the environmentally conscious public. If for no other reason than that of enlightened self-interest, many corporations are
being forced to examine the environmental impacts of their activities in order to retain their market share of a discriminating public. Some find it profitable to make a virtue of being environmental-friendly.
Some business interests in the Philippines show signs of being sensitive to environmental concerns. This is evidenced in the
promotion of the use of bio-degradable wrappers, and support for anti-
32
littering and anti-smoke belching campaigns through poster-making contests, advertisements, and other means. Some commercial
establishments such as food chains are now promoting an environmentally-friendly image. They shall be further encouraged to
support an education campaign to protect the environment. The provision of incentives to the business and commercial sector to participate in the government’s environmental education programs
shall be investigated.
5. Business plays a crucial role in society. On the one hand, it provides goods and services that are needed. On the other hand, many business activities discharge pollutants and create waste materials
which are hazardous to the environment. The task of environmental protection, rehabilitation, and the sustainable use of resources
requires business not only to operate within the law, to improve processing efficiencies and to minimize the generation of wastes, but to also take initiatives in cleaning up past mistakes. A strong
educational partnership between business, government, and NGOs shall be actively promoted.
6. A separate study shall be undertaken to document existing business
environmental education initiatives and to assess the expansion of this partnership. This will lay the groundwork to involve business and commercial enterprises in support of EE at the national, regional and
provincial/local levels.
7. Many NGOs have demonstrated the ability to deliver significant EE services directly to client communities despite limited resources. A government contract scheme shall be developed to deploy NGOs with
a proven track record in EE so that the level of action-oriented environmental projects and education advocacy work can be enhanced
in direct support of government environmental education policy. The objectives of the financial management system are:
1. to involve the business sector in sponsorship of individual projects to
support EE at the national, regional and provincial/local levels; 2. to seek advice from the business sector concerning sustainable means of
funding EE programs;
3. to develop a financial plan for EE programs;
4. to identify the most cost-effective means to deliver EE to non-formal
clientele, such as the deployment of NGOs to provide contract EE services; and
5. to liaise closely with EFA committees concerning funding mechanisms.
The NEEAP shall be funded in a variety of ways:
1. From regular government budgetary appropriations. Financial support to EE programs and projects can come from departmental education and IEC budgets or from special government appropriations.
2. From foreign grants. 3. From fees collected from training, exhibits, movies, etc.
4. From sale of books and instructional materials. 5. From fines imposed from the violations of environmental laws.
6. From non-government sources.
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D. PROGRAM COSTING
1. The total amount of investment needed in the implementation of the
NEEAP is estimated at P525.171 million for the ten- year period (2005-2014). The estimated cost by sector is as follows:
Intersectoral - P96.560 million (18%) Basic Education and
Teachers Training - P47.166 million (9%) Tertiary Education and
Specialist Training - P33.685 million (63%)
Non-formal Education - P49.760 million (9%)
Implementation of the action plan will cost about P52.517 million annually. The targeted sources of funds to implement the NEEAP will have the following contribution:
GOP - P99.285 million (19%)
Other Sources - P425.886 million (81%)
The breakdown of the estimated cost by program is as follows: Institutional Development - P96.310 million (19%)
Curriculum & Material Dev’t. - P55.35 million (11%) Research and Development - P20.425 million (4%)
Training - P96.191 million (18%) Information, Education,
Communication and Social Advocacy - P44.310 million (8%)
Scholarship - P11.600 million (2%) Facilities/Equipment Upgrading - P200.550 million (38%) Policy Development & Reforms - P0.250 million (0.04%)
VII. PROPOSED INDICATORS FOR NEEAP MONITORING AND EVALUATION
A. Basic Education
PROGRAM MONITORING INDICATOR
EVALUATION INDICATOR
1. Materials Development a. Number and type
of print and non-
print instructional
materials developed
b. Number of copies
printed
d.Number of
copies distributed
per region
e. Extent of use
f. Who uses the
materials and for
what clientele
a. level of awareness on
environment and sustainable
development issues
d. level of concern on
environment and
sustainable development
issues
e. degree of satisfaction
in implementation of
existing government
programs on education
for sustainable
development
f. level of desire/interest to
seek additional/new
information on education
for sustainable
development
g. changes in value/attitude
of audiences towards
environment and
sustainable development
issues
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h. level of participation of
audiences in the conduct
of environment and
sustainable development
action
i. adoption of sustainable
development practices
j. compliance with
government regulations
relating to environment
and sustainable
development
k. level of request for
“repeat performance” of
an event/activity
l. level of feedback received
(via letter, telephone,
interpersonal and/or e-
mail, etc.) demonstration
of initiative, and active
participation in
community activity
m. level of continuing
dialogue and exchange of
information among
stakeholders and other
members of the
community
35
Training Program
1. Pre-School teachers
2. P
r
i
m
a
r
y
s
c
h
o
o
l
teachers
C. Secondary school
teacher
D. Teacher Educators
E. Curriculum
Developers
F. School
Administrators
n. Number
of trainings
conducted
o. Number of
participants per
training
program
p. Duration of
trainin
g
q. No. of schools
participating
r. No. of trainings
conducted
III. IEC and Social
Advocacy
Program-
s. No. of
activities
conducted
t. No. of
participants
reached
u. Profile of
participants
v. No. of
committees/
regions covered
w.
B. Tertiary Education
PROGRAM MONITORING INDICATOR
EVALUATION INDICATOR
1. Curriculum Development
x. No. of syllabi/modules
formulated integrating sustainable
development education topics in:
1. Gen. Educ. Subjects
- level of awareness on environment and
sustainable development issues / level of concern on
environment and sustainable
development issues
2. Technical and vocational
education subjects
3. Specialist / professional courses
4. Graduate courses
y. degree of satisfaction in
implementing existing government programs
on education for sustainable development
z. level of desire/ interest to seek additional/new
information on
36
education for
sustainable development
aa. changes in
values/attitudes of audience towards
environment and sustainable development issues
- level of participation of audiences in the
conduct of environment and sustainable
development actions bb. adoption of
sustainable development practices
cc. compliance with
government regulations relating to
environment and sustainable development
dd. level of request for “repeat
performance” of an event/activity
ee. level of feedbacks received (via letter, telephone,
interpersonal and/or e-mail, etc.)
ff. demonstration of initiative, and active participation in
community activity level of continuing
dialogue and exchange of information among stakeholders and other
members of the community
37
II. Materials
Development
gg. No. of EE
subjects/courses instituted
hh. No. and the type of
EE instructional materials written
and pre-tested for: 1. Gen. Educ.
Courses
2. Specialist co
urses
3. Technical and
Vocational Educ. Courses
4. Graduate courses
ii. No. of instructional materials printed
and disseminated jj. Regions covered in
the distribution of
materials kk. Number, type and
subject of video materials produced
- level and extent of
adoption of EE subjects/courses - level of awareness on
the concern for the environment and the
concept of Sustainable Development - degree of satisfaction in
implementing existing government programs
- level of desire/interest to seek additional/new information on education
for sustainable development
- adoption of sustainable development practices - level of request for
reproduction of materials - level of feedback
received (via letter, telephone, interpersonal
and/or e-mail
III. Training ll. No. and type of training programs
conducted for: 1. Specialists
2. Technical and vocational educ.
Teachers 3. Gen. Educ.
Teachers
4. University faculty and
administrators mm. No. of persons
trained
nn. Duration of training
oo. No. of institutions which participated
pp. No. and type of
seminars or workshops
conducted for specific target groups
Assessment of the effectiveness of the
trainings conducted and their benefits to the
participants in terms of application.
Result of assessment discussed and
disseminated Action Plans prepared and
implemented.
IV. IEC and Social
Advocacy
qq. No. of type of information
materials distributed
rr. No. of regions covered
ss. No of public
lectures conducted
Survey questionnaire prepared.
Feedbacks received.
Recommendations prepared
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C. Non - Formal Education
PROGRAM MONITORING
INDICATOR
EVALUATION
INDICATOR
I. Materials
Development
tt. No. of type of
instructional materials prepared
and pre-tested for: 1. NGOs 2. National
gov’t. agencies 3. Communities
4. Media 5. Business 6. Local Gov’t.
uu. No. of materials printed and
disseminated vv. Regions covered
in the distribution
of materials
ww. level of
awareness on the concern for the
environment and sustainable devt. issues
xx. level of concern on environment and
sustainable development issues
yy. degree of
satisfaction in implementing existing
government programs on environmental education for
sustainable development
zz. level of desire/ interest to seek additional/new
information on education for
sustainable development issues
aaa. level of
participation of audiences in the
conduct of environmental and
sustainable development actions
bbb. adoption of
sustainable development practices
ccc. compliance with government regulations relating to
environment and sustainable
development ddd. level of request
for “repeat
performance” of an event/activity
eee. level of feedback received (via letter, telephone,
interpersonal and/or e-mail, etc)
fff. demonstration of initiative, and active participation in
community activity level of continuing
dialogue and exchange of information among
stakeholders and
39
other members of the
community.
II. Training ggg. No. of type of
trainings conducted for:
1. NGOs 2. National
government agencies
3. Communities
4. Media 5. Business
6. Youth 7. LGUs
(Barangays)
hhh. No. of persons trained
iii. Duration of training jjj. No. of institutions
which participated
Assessment of the
effectiveness of the trainings conducted and their benefits to the
participants in terms of application.
Result of assessment discussed and
disseminated.
Action Plans prepared and implemented.
III. IEC and Social
Advocacy
kkk. No. and type of
information materials
distributed lll. No. of regions
covered
mmm. No. of public lectures conducted
Survey questionnaire
prepared.
Feedbacks received. Recommendations
prepared.
Other Matters
EMB
Development of projects of other government agencies shall be required to incorporate an environmental education dimension in order
to ensure their ecological soundness. Regular updating of these agencies on the issues and progress made
in EE. A communication program for EE will be undertaken in order to
inform other agencies on a regular basis about recent developments in environmental management.
In terms of IEC campaigns in all sectors of the society: nnn. Information and education materials shall be widely
disseminated giving priority to environmentally-critical areas and remotely-located schools and villages.
ooo. A program on distance learning/education shall be
established/strengthened thru accredited universities in Metro Manila and the provinces.
ppp. Creation of a special environmental literacy program for the out of school youth, and the impoverished population which are difficult to reach thru the normal communication channels.
An environmental literacy program shall be pursued for special groups such as the out-of school-youth and the impoverished
population. This program shall be tied up with the livelihood program of the government to be able to attract the interest and encourage the participants of such groups.
Other Areas of Concern which need to be checked
EE should be integrated in all subject areas. A special training program on EE shall be designed and implemented
for executives and specialists of government agencies.
40
Adoption of a distant learning approach in providing EE to the adult population. For those who cannot afford to attend formal schooling in
EE in Metro Manila where most of the degree courses and training programs in EE are offered. A program on correspondence education
shall be established thru accredited universities in Metro Manila and the provinces. The Alternative Learning System of DepEd-NCR should be checked on how far it is being implemented.
To encourage NGOs to cover environmentally-critical but neglected areas. The government shall provide them assistance that will facilitate
their advocacy work and development project implementation in these areas.
The NEEAP shall give priority to environmental projects which are
inter-sectoral in approach, i.e. involving the students in all levels, the university faculties and school teachers, the government staff, the
NGO workers, and the community. Pursuit of a reprinting program for foreign EE textbooks, that are
generally applicable to local conditions, and the encouragement for
universities and colleges to engage their faculty members in the expanded writing of EE textbooks, in the Philippine context.
Provide training on EE for elementary, secondary and tertiary teachers. This will be done thru the following:
a. Regionalization of training for teachers. b. Conduct of trainers training on EE for teachers. Provide scholarships and fellowships to faculty members and students
who will be pursuing specialization on Environmental Science and Management. To be done thru the following:
a. Creation of a Scholarship fund. b. Establishment of a closer linkage between NEDA Scholarship Office
and EMB in the dissemination of scholarship grants on environmental courses to key agencies as well as in the selection of
individuals who will be awarded grants.
Strengthen networking among agencies and establish closer linkages
between them, universities and NGOs. This will be done thru the following:
a. Institutionalization of a coordination mechanism between the DepEd
and the DENR in the planning, implementation, monitoring and
evaluation of EE. b. Provision of technical and material support in the strengthening of
the Environmental Education Network of the Philippines (EENP) and the Philippine Association of Tertiary Level Educational Institutions in Environmental Protection and Management (PATLEPAM).
Undertaking of a comprehensive survey of academic, government and private institutions regarding their environmental human power needs.
Preparation of list of priority concerns that need to be addressed or must be addressed.