1 / 31

National Challenges in Sustainable Development Education: Perspectives from the

National Challenges in Sustainable Development Education: Perspectives from the Enhanced Philippine Agenda 21. PRESENTATION FLOW. Background/Introduction - Philippine Agenda 21 - Process of Updating PA 21 - Present Form of Updated PA 21

miriam-stark
Download Presentation

National Challenges in Sustainable Development Education: Perspectives from the

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. National Challenges in Sustainable Development Education: Perspectives from the Enhanced Philippine Agenda 21

  2. PRESENTATION FLOW • Background/Introduction • - Philippine Agenda 21 • - Process of Updating PA 21 • - Present Form of Updated PA 21 • Education Initiatives in the Updated PA 21 • Next Steps in the Updating of PA 21

  3. BACKGROUND 1987 Constitution Approved Adoption of the Philippine Strategy for Sustainable Development (PSSD) in 1989 Earth Summit in Rio de Janeiro, Brazil (July 1992)

  4. Earth Summit Commitments • Creation of the Philippine Council for Sustainable Development through Executive Order No. 15 • Formulation of the Philippine Agenda 21 in 1996 through Memorandum Order No. 288

  5. PHILIPPINE AGENDA 21 “THE NATIONAL AGENDA FOR SUSTAINABLE DEVELOPMENT FOR THE 21ST CENTURY”

  6. THE PHILIPPINE AGENDA 21 (PA21) ThePHILIPPINE AGENDA 21is part of the country’s response to fulfill its commitments in the historic Earth Summit in 1992 where government and key sectors of society agreed to implement an action agenda for sustainable development.

  7. KEY FEATURES OF PA 21

  8. PA21 FORMULATION PROCESS • Iterative process of multi- • stakeholders consultations • Signing of people covenant • President’s Adoption of PA21

  9. KEY ELEMENTS • Issues/Concerns • Strategy/Action Agenda • Targets • Timetable • Institutions Involved

  10. THE PA21 ACTION AGENDA Across Ecosystem Specific Ecosystems • Forest/Upland • Freshwater • Lowland/Agriculture • Minerals/Mines • Urban • Biodiversity - Coastal/Marine

  11. KEY ACTORS IN SUSTAINABLE DEVELOPMENT CIVIL SOCIETY GOVERNMENT SUSTAINABLE DEVELOPMENT BUSINESS

  12. ESSENTIAL DIMENSIONS OF SOCIETY IN RELATION TO NATURE, HUMAN BEING & SUSTAINABLE DEVELOPMENT HUMAN BEING CULTURE (Civil Society) POLITY (Government) SUSTAINABLE DEVELOPMENT SOCIETY ECONOMY (Business) ` NATURE

  13. PA 21 REVIEW PROCESS Secretariat and PCSD Committee Facilitated SEC C C M R D PCSD From No. 1 Next Steps SEC C M I Writeshop Enhanced PA21 15-17 Jan.2003 * National Workshop 23-24 July 2002 PCSD SEC C S E D PRESENTATION TO THE PRES.* SEC C S R M G

  14. Present Form of Updated PA 21 UPDATED PA 21 KEY ELEMENTS • Poverty Reduction • Social Equity • Empowerment and Good Governance • Peace and Solidarity • Ecological Integrity

  15. Education Initiatives in the Updated PA 21 • Peace and Solidarity • Integrate human rights and • International Humanitarian Law (IHL) • education into regular curriculum of • schools and training of security and • defense agencies

  16. Poverty Reduction • Strengthen safety nets for workers • displaced by economic • restructuring, including repatriated • OFWs e.g. job counseling centers, • reskilling and retraining programs in • place to cover all regions and • provinces for all services.

  17. Social Equity • Ensure access of children to a full 10 years of quality basic education • Increase construction of school building (in areas in need of school buildings) and community learning centers, especially in upland barangays; • Improve access to basic education through the multi-grade system or the alternative learning system especially in remote and indigenous communities and other hard-to-reach population;

  18. C. Continuous upgrading of teachers’ skills and enhancing culture sensitive curriculum; encourage training of local teachers especially from indigenous as well as muslim communities; D. Make non-formal education easily available to drop-outs and other adults, as well as other disadvantaged and vulnerable groups; and E. Upgrade the public education system for muslim communities.

  19. Make higher education more available and accessible to the population • Encourage the private sector to establish more colleges and vocational schools in the provinces through appropriate incentives but ensuring as well as that standards are kept; • Expand access to quality higher education programs among the poor but deserving; • Strengthen higher education delivery systems;

  20. D. Fully implement the Expanded Tertiary Education Equivalency and Accreditation Program; E. Set in place an effective coordinating mechanisms to harmonize cross-cutting issues on resource allocation, administrative jurisdiction, supervising functions over schools, program development and tuition fee matters; and F. Improve good governance through performance accountability and transparency, providing opportunities for students to participate in decisions affecting them.

  21. Ensure effective coordination, planning and allocation of scarce resources among the three sectors of education and training. Promote and mainstream gender equality in all programs, projects, and activities of government especially in muslim areas and indigenous people. Provide access to basic services such as education and health nutrition as well as basic amenities such as energy, safe water and sanitation.

  22. Ecological integrity • Design and conduct information dissemination & advocacy programs to enhance collaboration of multi-sectoral stakeholders, beneficiary groups as well as the general public relative to SD programs, and their implementing laws, especially in relatively unfamiliar concerns such as, biotechnology, through the media and academic institutions. • Integrate SD and PA 21 in the academic curriculum at all level.

  23. Make media and the church active partners in building a culture of sustainability through capability building programs on responsible pro-active media reporting and advocacy of SD and PA 21. Conduct/expand technical assistance programs to LGUs, NGOs, line agencies for SD related initiatives especially for building specific SD related technical expertise as well as developing skills in such support system areas as databanking, monitoring, information dissemination.

  24. Empowerment and Good Governance • Strengthen public education as the anchor of good governance in government, business and civil society • Trade/Globalization • Narrow the inter- and intra-national divide •  Design appropriate incentives to make digital technology and services accessible; •  Integrate and use ICT in academic curricula and modes of instruction;

  25. Develop and improve human capital through investments in appropriate education and training  Build a culture of productivity and developing a strong local workforce to make Philippine industries more competitive;  Conduct trainings to produce internationally competitive/highly qualified/world-class Filipino workers, e.g. seafarers, caregivers, call center personnel;

  26. Replicate TESDA/TLRC training programs in various sub-national educational centers;

  27. NEXT STEPS IN UPDATING PA 21 • Presentation to the PCSD • Presentation to the President

  28. The End

More Related