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Environmental Education: Perspectives from the Tertiary Education

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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

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slide1

Environmental Education:

Perspectives from the Tertiary Education

slide2

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
slide3

Distribution of HEIs by Type

SUC’s – State Universities and Colleges

PSs – Private sectarians

PNs – Private non-sectarians

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Enrolment as of 2001

Annual growth of 7%

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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.

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Graduates as of 2001

Annual growth of 3%

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

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Distribution of Accredited Programs

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

prevalent conditions of ee in the tertiary level adb technical assistance on ee 1991
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
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 gaps1
Issues and Gaps
  • Research, Community Extension Work- Environment related projects/activities and funding limited
  • Sustainability-environment related co-curricular and extra-curricular activities atschool level are not sustainable
  • Collaborative Work- on environmentrelatedconcernswith industry, professional organizations and LGUs minimal
recommendations
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
recommendations1
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
conclusion proposed action plans
CONCLUSIONProposed Action Plans
  • Research and Development
  • Information
  • Training and Scholarship
  • Logistic Support
  • Concerted Effort
  • Policy Reforms
  • Curriculum development
  • Advocacy Program
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