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)

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

Environmental CoursesBaccalaureate Graduate

Diploma in Environmental ScienceBS Environmental DevelopmentBS Environmental HygienveBS Environmental ScienceBS Environmental ManagementMS major in Environmental ScienceBS Ecological TourismBS Environmental StudiesBS Environmental PlanningBS Environmental and Sanitary EngineeringBS Environmental EngineeringBS Ecology and Environmental Engineering

MS Environmental PlanningMS Environmental EducationMS Environmental ManagementMS Environmental EngineeringMS Environmental PolicyMS Environmental ScienceMS Environmental StudiesMS Environmental PlanningMS Environmental Science

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

National Environmental Education Action Plan (1992-2002)

The main thrusts of the Plan was on Curriculum and Materials Development Program; Research and Development Program; Training Program, IEC and Social Advocacy Program and Upgrading of Facilities and Equipment.

NEEAP Objectives

Improve mass-based action toward protection and improvement of the environment

Improve delivery of EE across sectors

Increase environmental manpower needed for the next century

NEEAP Major Areas

Curriculum Development Training Research & Development Scholarships Equipment Upgrading and Lending Information Education and Advocacy Policy Reforms

Gaps in the NEEAP for the HEIs

Reprinting of foreign textbooks on EE Value formation study for EE Scholarship program and establishment of

scholarship fund Upgrading of EE facilities and equipment Philippine Environmental Education

Database

Issues and Concerns Research, Community Extension Work- Environment

related projects/activities and funding limited Sustainability- environment related co-curricular and

extra-curricular activities at school level are not sustainable

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

Some Suggestions for NEEAP 2004 to 2013

Review why some programs/projects did not take off the ground

Get commitment from different sectors Establish a monitoring and evaluation

system for the plan every three years progress reporting design of rubrics to determine level of

success in the implementation of programs

Consider the preparation and competence of teachers for EE

Availability of reference materials Innovative teaching strategies to be

adopted to make the teaching interesting

Development of teacher’s guide book.

Identification of areas/subjects where environmental concepts can be integrated.

Establishment of linkages with other HEIs, industry, other government agencies and professional organizations.

ASEAN Environmental Education Action Plan (2000-2005)

As one target area under the AEEAP, the goal of formal education is the incorporation of environmental education at all levels of formal education.

Objectives under the ASEAN Plan (2000-2005)

To gather baseline information regarding the status of environmental education in formal education in ASEAN

To institutionalize environmental education at all levels of formal education

To develop an environmental education curriculum framework for all levels of formal education in ASEAN member-countries

To develop and produce support materials for environmental education

Philippine commitments under the AEEAP target areas…

Teacher training on the use of the environmental education curriculum framework

Materials production on environmental education for use in the formal and non-formal schools

Promote the subject “Environment and Sustainable Development” for consideration in the General Education curriculum of higher education

Philippine commitments under the AEEAP target areas…

Assessment of the implementation of Environmental Education in basic education for selected schools nationwide.

Development of compendium of environmentally-oriented lessons for higher education

Preparation of Philippine inputs to the ASEAN Environmental Education Inventory Database

The Philippine Agenda 21The enhanced Philippine Agenda 21 also

emphasizes the integration of sustainable development education into the formal curriculum under its five-fold aims of: poverty reduction social equity good governance and empowerment peace and solidarity ecological integrity

The Johannesburg Plan of Implementation (2005-2014)

The Johannesburg Plan of Implementation has proclaimed the ten year period for 2005-2014 as the UN Decade of Education for Sustainable Development (DESD)

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

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

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

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

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

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

Continuing Efforts

Collaboration and Networking

Policy Reforms

Curriculum development

Advocacy Program

Research and Development

Information

Training and Scholarship

Logistic Support

Thank You!!!