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Environmental Education: Perspectives from the Tertiary Education

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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Environmental Education: Perspectives from the Tertiary Education

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  1. Environmental Education: Perspectives from the Tertiary Education

  2. 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

  3. Distribution of HEIs by Type SUC’s – State Universities and Colleges PSs – Private sectarians PNs – Private non-sectarians

  4. Faculty in Higher Education

  5. Enrolment as of 2001 Annual growth of 7%

  6. 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.

  7. Graduates as of 2001 Annual growth of 3%

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

  9. 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

  10. COMPARING ENROLMENT AND EMPLOYMENT

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. CONCLUSIONProposed Action Plans • Research and Development • Information • Training and Scholarship • Logistic Support • Concerted Effort • Policy Reforms • Curriculum development • Advocacy Program

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