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Coordinated and Compiled by: Environmental Management Bureau

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Coordinated and Compiled by: Environmental Management Bureau

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  1. United Nations Decade of Education for Sustainable Development (UNDESD) (2005-2014), the Draft ASEAN Environmental Education Action Plan (2006-2010), and the National Environmental Education Action Plan for Sustainable Development (2005-2014) UpdatesEnvironmental Education and Information DivisionENVIRONMENTAL MANAGEMENT BUREAUDepartment of Environment and Natural Resources

  2. United Nations Decade of Education for Sustainable Development (UNDESD) (2005-2014)- In December 2002, UN General Assembly adopted resolution 57/254 to put in place a UNDESD from 2005-2014- UNESCO was requested to lead the Decade, and develop theInternational Implementation Scheme of the Decade- broad framework for all partners to contribute to the Decade - Strategic document on what nations committed to achieve through the DESD

  3. The concept of sustainable development continues to evolve.Key areas of sustainable development:- Society- Environment - Economywith culture as an underlying dimension

  4. Education for Sustainable Development(ESD) is fundamentally about valueswith respectat the center.Respect for - others - present and future generations - difference and diversity - environment - resources of the planet

  5. Characteristics of ESD:- concern for education of high quality- interdisciplinary- holistic learning for sustainable development- values-driven- fosters critical thinking and problem-solving- multi-method: word, art, drama, debate, experience- participatory decision-making- locally relevant: addressing local as well as global issues, using the language learners commonly use

  6. ESDis for everyone, at whatever stage of life they find themselves.- perspective of lifelong learning - engaging all possible spaces of learning * formal * non-formal * informal * from early childhood to adult life

  7. Interlinked strategies under the International Implementation Scheme for the UNDESD:1. Advocacy and vision building2. Consultation and ownership3. Partnership and networks4. Capacity building and training5. Research and innovation6. Information and communication technologies7. Monitoring and evaluation

  8. The ASEAN ENVIRONMENTAL EDUCATION ACTION PLAN (AEEAP) (2006-2010)Strategic action plan that guides the ASEAN Secretariat and the 10 ASEAN member-countries, in the promotion and development of programmes and projects on Environmental Education (EE) for Sustainable Development (SD).

  9. The ASEAN ENVIRONMENTAL EDUCATION ACTION PLAN (AEEAP) (2006-2010)Its Aim:To serve as an effective catalyzing force for the development and advancement of EE as a key integrating component for achieving SD in the 10 member-countries, in close concert with the UNDESD.

  10. The AEEAP’s Mission StatementThe ASEAN member-countries, envision a clean and green ASEAN, rich in cultural traditions (where the values and practices of the people are in accord with the rhythm and harmony of nature) with citizens who are environmentally literate, imbued with environmental ethic, willing and capable to ensure the sustainable development of the region, through EE and public participation efforts.

  11. Strategic Goals of AEEAP 2006-2010- Promotion and Ownership of Regional EE Development Process- Financial Viability/Sustainability- Coordination, Networking, Collaboration, Communication and Information Dissemination- Capacity Building for Key Stakeholders - Monitoring and Evaluation

  12. AEEAP 2006-2010’s Outcomes- EE practitioners and other stakeholders will beprofessionally enhanced through effective regionalexchange of knowledge, skills, experience, expertise and best practices, and through capacity building opportunities.- Increased understanding of theimportance of environmental education in all areas of lifelong learning for achieving sustainable development by the region’s policy and decision makers, and through this understanding, there will bestrong support of environmental education initiativesand programmes throughout the region at the local, sub-national and national levels.

  13. AEEAP 2006-2010’s Outcomes- Successful collaborative partnerships supporting and utilizing EE for advancing sustainable development in the ASEAN region, between all sectors and at multiple levels.- EE will be institutionalized in the formal education sectors in each country of ASEAN.- Innovative, effective, and diverse research on-going on EE and ESD in all the ASEAN member-countries.

  14. AEEAP 2006-2010’s Outcomes- the key vehicles for knowledge exchange, information dissemination and capacity building will be financially viable and sustainable.- the private sector will be strongly supporting sub- national, national and regional EE initiatives and programmes.AEEAP 2006-2010 will have a key and effective role in the DESD Asia-Pacific Strategy.

  15. National Environmental EducationAction Plan for Sustainable Development (2005-2014) Multi-Sectoral Outputs (from Government, Civil Society and Business) Coordinated and Compiled by: Environmental Management Bureau Department of Environment and Natural Resources (Chair, PCSD Sub-Committee on Information and Education)

  16. Key Elements of Sustainable Development under the Enhanced Philippine Agenda 21- Poverty Reduction- Social Equity - Empowerment and Good Governance - Peace and Solidarity- Ecological Integrity

  17. - Overcoming Poverty - Gender Equality - Health Promotion - Environmental Conservation and Protection - Rural Transformation - Human Rights - Intercultural Understanding and Peace - Sustainable Production and Consumption - Cultural Diversity - Information and Communication Technologies Key Themes in Education for Sustainable Development (under the UNESCO Framework for a Draft Implementation Scheme of the UN Decade of Education for Sustainable Development)

  18. The aim is to pursue education to foster the transition to a sustainable society. As a process, education for sustainable development is used to: create awareness of sustainable development issues; enhance knowledge and understanding skills; influence values and attitudes; encourage more responsible behavior; and promote learning that leads to action. Education for Sustainability

  19. WHAT THEN? 2005 to 2014 has been declared as theUnited Nations Decade of Education for Sustainable Development.

  20. Fora/ conferences for the discussion of global and national imperatives and challenges in environmental education based on guidance documents, such as: Multi-Sectoral Consultative Workshops • - 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 Education Action Plan (2000-2005) • Enhanced Philippine Agenda 21(2002)

  21. Review and assessment of initiatives for the NEEAP 1992-2002, based on sectoral perspectives (from government, civil society) in basic education; technical and vocational and tertiary education; and non-formal education (including civil society, local governments, media, business, youth) Multi-Sectoral Consultative Workshops(November 2003, Sulo Hotel; Dumaguete, Sept 2004; July 2006, UP Hotel)

  22. - Developed a brochure on the UN Decade of Education for Sustainable Development and uploaded in the EMB website - Developed an expanded write-up on the NEEAP for Sustainable Development (2005-2014) - Produced 15,000 copies of Environmental Information Sheet on the NEEAP for Sustainable Development (2005-2014) National Environmental Education Action Plan (NEEAP) for Sustainable Development for 2005 to 2014 As part of the Philippine contributions to the United Nations Decade of Education for Sustainable Development (2005-2014)

  23. - elementary, high school and university teachers nationwide (1000) - Community and Provincial Environment Officers (CENROs and PENROs) of DENR nationwide (40) - information officers and environmental quality personnel of the EMB nationwide (35) - multi-stakeholder senior officials of the Philippine Council for Sustainable Development (50), and members of its Sub-Committee on Information and Education (25) - Youth leaders to the YSDA training (30) - Non-formal environmental educators from government and civil society (20) Disseminated and further consulted on the updated NEEAP for Sustainable Development to about 1,200 individuals representing institutions comprising of the following:

  24. - Included topic on the UNDESD and Moving the Tertiary Education Sector for the DESD for the Senior Educators’ Annual National Conference (September 29-30, 2004), with Ambassador Preciosa Soliven, UNESCO Secretary-General for the Philippines, as one of the speakers. - Regional Action Plans on Tertiary Environmental Education for Sustainable Development for 2005-2014 were likewise drawn up with universities and colleges nationwide. Developed a tagline on the UN Decade of Education for Sustainable Development (DESD) and uploaded in the EMB website, and for inclusion in various EMB publications, at the central and regional offices, and the various member-institutions of the PCSD Sub-Committee on Information and Education. EMB, PATLEPAM officials with UNESCO Secretary-General Ambassador Preciosa Soliven

  25. Vision 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. National Environmental EducationAction Plan for Sustainable Development (2005-2014)

  26. Mission To improve the institutional systems, making them more relevant towards delivery of environmental education to all segments of society. To mobilize resources and encourage more private/public investments and partnerships in supporting programs for environmental education. National Environmental Education Action Plan for Sustainable Development (2005-2014)

  27. Mission - To establish a critical mass of committed environmental educators and practitioners who will spearhead the environmental education movement. - To promote environmental ethics which will instill the right values and attitudes as a way of life among the Filipinos. National Environmental Education Action Plan for Sustainable Development (2005-2014)

  28. - Continuous inventory on existing curriculum and support instructional materials on environmental education. - Mobilize resources and encourage public and private sector investments in supporting programs for environmental education. - Strengthen the institutionalization of the integration of environmental education concepts in the curricula at all levels. - Green Schools Recognition Awards at all levels of education. Proposed Cross-cutting Actions

  29. - Strengthened networking and linkaging - 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. Cross-cutting Proposed Actions

  30. Elementary and High School Education - Recommend the designation of focal points on Environmental Education in the Department of Education and the Department of Environment and Natural Resources, thru the Environmental Management Bureau, at the central offices 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)

  31. - Prepare training modules, materials, assessment tools, and research methodologies on selected topics on environment. - Sharing of instructional aids (e.g. diskettes with PowerPoint presentations and others) to facilitate teaching-learning of teachers and pupils. Elementary and High School Education

  32. Provision of more: - Lesson and teaching guides, modules, books, support print materials (posters, flyers, flip charts, compact discs, multi-media materials, exhibits, etc.) Inter-school exhibits, contests (Environmental Education Olympics for Division/Regional/National Levels) Infommercials; radio programs Slogans Exposure to lesson guide preparation Elementary and High School Education

  33. - Student-parent associations / organizations to pursue environmental education - Use of theater arts in environmental education - Exposure to Best Practices in Teaching Environmental Education - In-service teachers’ trainings - Field Exposures to Educational - Outbound Programs Elementary and High School Education

  34. - Social Mobilization for Environmental Education - Provision of support from school administrators, public and private sector institutions - Establish linkages with relevant institutions/ organizations that could help in the acquisition of appropriate technologies/ facilities that will enhance environmental education - Institutionalize the integration of sustainable development education in CHED Elementary and High School Education

  35. - 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) - Promote and strengthen Environmental Education among higher education institutions (HEIs) Tertiary Education

  36. Stronger relationship, collaboration and partnerships among higher education institutions for sustainable development education (i.e. PATLEPAM, EENP) *Capability building for member-schools - Identify EE and SD methodologies and strategies in HEI curriculum - Evaluate effectiveness of EE programs Integrate EE in professional curricula (i.e. inclusion of EE questions in the board / licensure exams) Tertiary Education

  37. - Conduct an inventory of specialist training and institutions involved in the delivery of education and training for the private sector Pursue SD capacity building program targeting human resources development of professionals - For each school to formulate its own EE program, with: * clearly stated objectives * evaluation schemes * delivery and management mechanisms - EE module or subject to be offered in the 4th year of college, that provides wholistic perspective Tertiary Education

  38. - Schools should educate through a culture of maintenance (of facilities, equipment, grounds, etc.) - Promote textbook and module writing (contextualized in the Philippine setting) - Offer environmental modules (under them ECOCORPS program, or the Human and - Ecological Security) as an environmentally viable track for the implementation of the - National Service Training Program Law ( as option to R.O.T.C.) Tertiary Education

  39. - Establish 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 Tertiary Education

  40. Cross-cutting Conduct of annual IEC dissemination events for the widest outreach of training modules, demonstration project results, case studies, publications, manuals and audio-visual materials to the private sector from donor-assisted national environment and natural resources assistance programs - Continuous inventory of existing support materials on environmental education - Establish information network, and clearing house of educational materials Non-Formal Education

  41. For the government sector • - Sustainable Development Education for leaders of society, decision makers (e.g. Greening of the Cabinet and legislators) • Environmental trainings and workshops should be extended to the barangay level, and highlight community-based resource management approaches • Information technology capacitation and logistical support for the EMB/DENR field offices (EEIS EMB Regional offices; RPAO / CENRO and PENRO Offices of the DENR), and DepEd Regional Offices

  42. For the government sector • - Highlight outbound education strategy (the field approach) for environmental education • Mandate EE components, EE statistics and multiple copies of all EE and training outputs for all donor-assisted projects on environment and natural resources management • For media • - Strengthen partnerships with media for sustainable development education (thru Research, Information, Communication, Education)

  43. At the conceptual level - Help build new ways of thinking, understanding and appreciation of ecosystems as well as the business case for sustainable development - i.e. how business affects the environment and is likewise affected by the environment - Reconcile business values with environmental ethics and environmental codes of conduct For the Business Sector

  44. For the Business Sector At the technical level - impart specific job-related knowledge, skills and technologies pertaining to business operations of specific sectors. At the behavioral level - influence attitudes at the management, supervising and shopfloor levels to integrate environment into the organizational system and manufacturing practices

  45. competitiveness with environmental performance and responsibility with long term benefits for both its stockholders and stakeholders For the Business Sector At the policy level- cause business decision makers to learn and apply methods of environmental risk assessment and forecasting, environmental cost account, market-driven thinking to equate

  46. For the Business Sector • Organize EE efforts for different groupings on the private sector • - large firms • - small and medium • enterprises • - service industries • - financial sector - Environmental and Sustainable Development programs on Sustainable production and consumption

  47. - Engage more corporations into partnership for environmental education projects that benefit the youth, the education sector and communities - Environmental advocacy and youth education - Environmental awareness raising - Environmental Educators’ programs - Educational Infrastructure projects For the Business Sector

  48. EE in schools and communities must be undertaken not as academic exercises but focused on responding to specific community issues (environment and sustainable development). Thus, linkages among issues with socio-politics and economics become more focused and practical Community-service related school programs should focus on environmental issues that cut across other social issues For the youth and civil society

  49. For the youth and civil society • - More involvement of 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

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