Environmental Education:

Perspectives from the Tertiary Education

Four Major Objectives ASEAN Environment Education Action Plan 2000-2005

Gather baseline information regarding the status of environmental education in ASEAN

Institutionalize environmental education at all levels of formal education

Develop an environmental education curriculum framework for all level of formal education in ASEAN member countries

Develop and produce support materials for environmental education

LUCs3% SUCs

8%

PSs22%

Other HEIs1%

PNs66%

SUC’s – State Universities and Colleges

PSs – Private sectarians

PNs – Private non-sectarians

Distribution of HEIs by Type

BACCALAUREATE

59%OTHER LEVELS

7%

MASTER'S26%

DOCTRATE8%

Faculty in Higher Education

Discipline Group 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002

Agricultural, Forestry, Fisheries, Vet Med. 59400 68760 71228 64760 75475 85266 87492 94900

Architectural and Town Planning 21665 23066 22268 23901 23346 22394 23459 25205

Business Admin. and Related 545982 593402 615817 620681 635398 632760 645970 640315

Education and Teacher Training 236464 278443 301148 316293 407966 447183 469019 439549

Engineering and Technology 287821 295172 305843 299226 344039 359313 369175 377409

Fine and Applied Arts 8266 9168 10922 9394 9778 9809 10138 8967

General 113286 110175 107351 108941 55630 55890 68223 43627

Home Economics 2577 5106 4826 5562 7167 7513 10060 6460

Humanities 6105 8484 14014 9227 21617 21343 21671 29665

Law and Jurisprudence 14950 14248 15892 16481 18629 20099 20097 19646

Mass Communication and Documentation 10614 14602 12004 12445 24206 45421 21622 30638

Mathematics and Computer Science 97853 130859 153505 166329 221660 220860 239931 262134

Medical and Allied 274941 240075 200122 164784 155868 150634 141771 164000

Natural Science 18475 24400 23031 21914 25932 28856 29215 30451

Religion and Theology 7713 8392 8397 7079 10538 10856 9507 7828

Service Trades 7134 6883 8169 7666 12532 13369 14486 15421

Social and Behavioral Science 27158 35044 41873 34735 63184 62113 62860 80077

Trade, Craft and Industrial 195 399 273 2519 982 640 988 4651

Other Disciplines 131048 151294 144617 176028 165367 179167 185158 185113

Grand Total 1871647 2017972 2061300 2067965 2279314 2373486 2430842 2466056

Historical Enrollment by Discipline Group

Note: 1994-1995 to 1997-1998 General Discipline Group in all levels regardless of major w ere lumped. From AY 1998-1999 to 2001-2002 w ith majors w ere distributed to corresponding f ields of study such as Humanities, Mass Communication, Math and Computer S

Annual growth of 7%

Enrolment as of 2001

The preliminary enrolment for AY 2000-2001 has an aggregate of 2,637,039.

73.11 percent - private HEIs

26.89 percent - public HEIs.

Enrolment as of 2001

Annual growth of 3%

Graduates as of 2001

GRAD46%OTHERS

54%

Graduation rate (Ave.) = 46.29 % ; 1,141,537 out of the 2,466,256 students who enrolled finish the program

The Federation of Accrediting Agencies of the Philippines (FAAP) as the umbrella organization of accrediting agencies has accredited a total of

743 in 2000-2001:

643 are baccalaureate

65 are Master’s

5 are Doctoral

152 are Level I

445 are Level II

146 are Level III

Distribution of Accredited Programs

DISCIPLINE GROUP

%INDUSTRY

GROUP%

enrollment employmentengineering 14.51 manufacturing 9.62Agriculture,

fishery, forestry and veterinary

medicine

1.15Agriculture,

fishery, forestry and veterinary

medicine

36.52

entrepreneurship Whole sale / retail trade 19.12

Service trades 0.60Community, social, and

personal services11.89

COMPARING ENROLMENT AND EMPLOYMENT

Prevalent conditions of EE in the Tertiary Level – ADB Technical

Assistance on EE 1991 Unsustainable EE related activities done by government and

non-government units Overlapped and repeated functions More emphasis given to environmental issues rather than on

helping the students develop skills to solve environmental problems.

Limited instructional materials – circulation and depth of coverage of relevant issues

Insufficient amount of time allotted to training programs

Issues and Gaps

CHED Policy on EE- not evident Institutional Framework- lack or absence of environmental

education framework at school level Curriculum/Syllabi - lack of cohesion and focus in the

application of environmental friendly technologies and solutions in the various courses; green productivity as a thrust not evident

Faculty - No clear guidelines on academic background and training competencies for EE

Licensure Exam- limited item about environmental concerns

Issues and Gaps

Research, Community Extension Work- Environment related projects/activities and funding limited

Sustainability- environment related co-curricular and extra-curricular activities at school level are not sustainable

Collaborative Work- on environment related concerns with industry, professional organizations and LGUs minimal

RECOMMENDATIONS

National Consultative Workshop (Feb. 10-11 ’97) Proposal:

Formulation of EE Program for every school Schools to apply EE “best practices” in its

operation EE be a component of institutional accreditation Faculty should be given training hand in hand with

skills to integrate EE into respective disciplines Constant updating of EE developments

RECOMMENDATIONS

National Consultative Workshop (Feb. 10-11 ’97) Proposal: Spread EE to various sectors: e.g LGUs, grassroots

communities, etc. Promote textbook and module writing to aid in the

delivery of EE Strengthen the integration of EE in professional curricula

by infusion in application courses Additional support from CHED, DOST and other

agencies to schools interested in urban and industrial issues

CONCLUSIONProposed Action Plans

Concerted Effort

Policy Reforms

Curriculum development

Advocacy Program

Research and Development

Information

Training and Scholarship

Logistic Support