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Moving The Tertiary Education Sector for the UN Decade for Education for Sustainable Development: Taking up the Challenges Ruth S. Guzman, Ph.D. Chairperson,

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Presentation on theme: "Moving The Tertiary Education Sector for the UN Decade for Education for Sustainable Development: Taking up the Challenges Ruth S. Guzman, Ph.D. Chairperson,"— Presentation transcript:

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2 Moving The Tertiary Education Sector for the UN Decade for Education for Sustainable Development: Taking up the Challenges Ruth S. Guzman, Ph.D. Chairperson, Phil. Assoc. of Tertiary Level Education Institutions in Environmental Protection and Management (PATLEPAM)

3 SUC’s – State Universities and Colleges PSs – Private sectarians PNs – Private non-sectarians Distribution of HEIs by Type

4 Faculty in Higher Education

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6 Annual growth of 7% Enrolment as of 2001

7 The preliminary enrolment for AY has an aggregate of 2,637, percent - private HEIs percent - public HEIs. Enrolment as of 2001

8 Annual growth of 3% Graduates as of 2001

9 Graduation rate (Ave.) = % ; 1,141,537 out of the 2,466,256 students who enrolled finish the program

10 Environmental Courses BaccalaureateGraduate Diploma in Environmental Science BS Environmental Development BS Environmental Hygienve BS Environmental Science BS Environmental Management MS major in Environmental Science BS Ecological Tourism BS Environmental Studies BS Environmental Planning BS Environmental and Sanitary Engineering BS Environmental Engineering BS Ecology and Environmental Engineering MS Environmental Planning MS Environmental Education MS Environmental Management MS Environmental Engineering MS Environmental Policy MS Environmental Science MS Environmental Studies MS Environmental Planning MS Environmental Science

11 Prevalent conditions of EE in the Tertiary Level – ADB Technical Assistance on EE 1991  Unsustainable EE related activities done by government and non-government units  Overlapped and repeated functions  More emphasis given to environmental issues rather than on helping the students develop skills to solve environmental problems.  Limited instructional materials – circulation and depth of coverage of relevant issues  Insufficient amount of time allotted to training programs

12 Issues and Gaps  CHED Policy on EE- not evident  Institutional Framework- lack or absence of environmental education framework at school level  Curriculum/Syllabi - lack of cohesion and focus in the application of environmental friendly technologies and solutions in the various courses; green productivity as a thrust not evident  Faculty - No clear guidelines on academic background and training competencies for EE  Licensure Exam- limited item about environmental concerns

13 Issues and Gaps  Research, Community Extension Work- Environment related projects/activities and funding limited  Sustainability- environment related co-curricular and extra-curricular activities at school level are not sustainable  Collaborative Work- on environment related concerns with industry, professional organizations and LGUs minimal

14 National Environmental Education Action Plan ( ) The main thrusts of the Plan was on Curriculum and Materials Development Program; Research and Development Program; Training Program, IEC and Social Advocacy Program and Upgrading of Facilities and Equipment.

15 NEEAP Objectives Improve mass-based action toward protection and improvement of the environment Improve delivery of EE across sectors Increase environmental manpower needed for the next century

16 NEEAP Major Areas Curriculum Development Training Research & Development Scholarships Equipment Upgrading and Lending Information Education and Advocacy Policy Reforms

17 Gaps in the NEEAP for the HEIs Reprinting of foreign textbooks on EE Value formation study for EE Scholarship program and establishment of scholarship fund Upgrading of EE facilities and equipment Philippine Environmental Education Database

18 Issues and Concerns  Research, Community Extension Work- Environment related projects/activities and funding limited  Sustainability- environment related co-curricular and extra-curricular activities at school level are not sustainable  Collaborative Work- on environment related concerns with industry, professional organizations and LGUs minimal

19 Some Suggestions for NEEAP 2004 to 2013 Review why some programs/projects did not take off the ground Get commitment from different sectors Establish a monitoring and evaluation system for the plan every three years progress reporting design of rubrics to determine level of success in the implementation of programs

20 Consider the preparation and competence of teachers for EE Availability of reference materials Innovative teaching strategies to be adopted to make the teaching interesting

21 Development of teacher’s guide book. Identification of areas/subjects where environmental concepts can be integrated. Establishment of linkages with other HEIs, industry, other government agencies and professional organizations.

22 ASEAN Environmental Education Action Plan ( ) As one target area under the AEEAP, the goal of formal education is the incorporation of environmental education at all levels of formal education.

23 Objectives under the ASEAN Plan ( ) To gather baseline information regarding the status of environmental education in formal education in ASEAN To institutionalize environmental education at all levels of formal education To develop an environmental education curriculum framework for all levels of formal education in ASEAN member-countries To develop and produce support materials for environmental education

24 Philippine commitments under the AEEAP target areas… Teacher training on the use of the environmental education curriculum framework Materials production on environmental education for use in the formal and non-formal schools Promote the subject “Environment and Sustainable Development” for consideration in the General Education curriculum of higher education

25 Philippine commitments under the AEEAP target areas… Assessment of the implementation of Environmental Education in basic education for selected schools nationwide. Development of compendium of environmentally-oriented lessons for higher education Preparation of Philippine inputs to the ASEAN Environmental Education Inventory Database

26 The Philippine Agenda 21 The enhanced Philippine Agenda 21 also emphasizes the integration of sustainable development education into the formal curriculum under its five-fold aims of:  poverty reduction  social equity  good governance and empowerment  peace and solidarity  ecological integrity

27 The Johannesburg Plan of Implementation ( ) The Johannesburg Plan of Implementation has proclaimed the ten year period for as the UN Decade of Education for Sustainable Development (DESD)

28 Domains of DESD Basic education reorienting existing education programs developing public awareness and understanding of sustainability vocational and professional training especially for business and industry

29 Key Themes for the DESD overcoming poverty gender equality health promotion environmental conservation and protection rural transformation human rights cultural diversity intercultural understanding and peace sustainable production and consumption information and communication technologies

30 Challenges to Tertiary Education Catalytic role of networking and collaboration among tertiary educational institution for environmental protection and management (i.e., PATLEPAM, EENP)  capability building of member schools for environmental education and sustainable development  connecting academe to business and industry

31 Challenges to Tertiary Education Catalytic role (con’t…)  promotion of community participation and public awareness with respective clients of member-schools  contribution to policy formulation  production and distribution of relevant and appropriate EE materials Sustainability of the networks and funding

32 Recommendations Institutionalization of the integration of environmental education in CHED and Department of Education Stronger networking, collaboration and partnerships Review of existing curriculum and infusion of EE courses/modules

33 Recommendations Innovative programs such as Eco-Corps (Environmental Conservation through Citizens’ Organized Participation and Support) Review of teaching methodologies and approaches to EE Inter-phasing the formal curricular programs in the context of the DESD

34 Continuing Efforts  Collaboration and Networking  Policy Reforms  Curriculum development  Advocacy Program  Research and Development  Information  Training and Scholarship  Logistic Support

35 Thank You!!!


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