Slide 1 - EMB by jianglifang


									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)

Environmental Education and Information Division
Department of Environment and Natural Resources
United Nations Decade of Education for
Sustainable Development (UNDESD)

- 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 the
  International 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
The concept of sustainable
development continues to evolve.

Key areas of sustainable development:

- Society
- Environment
- Economy

with culture as an underlying dimension
Education for Sustainable Development
(ESD) is fundamentally about values
with respect at the center.

Respect for
    - others
    - present and future generations
    - difference and diversity
    - environment
    - resources of the planet
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,
- participatory decision-making
- locally relevant: addressing local as well as
    global issues, using the language learners
    commonly use
ESD is for everyone, at whatever stage
of life they find themselves.

    - perspective of lifelong learning
    - engaging all possible spaces of

      * formal
      * non-formal
      * informal
      * from early childhood to adult life
Interlinked strategies under the
International Implementation Scheme
for the UNDESD:

1. Advocacy and vision building
2. Consultation and ownership
3. Partnership and networks
4. Capacity building and training
5. Research and innovation
6. Information and communication
7. Monitoring and evaluation

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

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.
The AEEAP’s Mission Statement

The 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
Strategic Goals of AEEAP 2006-2010

- Promotion and Ownership of Regional EE
  Development Process
- Financial Viability/Sustainability
- Coordination, Networking, Collaboration,
  Communication and Information
- Capacity Building for Key Stakeholders
- Monitoring and Evaluation
AEEAP 2006-2010’s Outcomes
- EE practitioners and other stakeholders will be
  professionally enhanced through effective regional
  exchange of knowledge, skills, experience, expertise
  and best practices, and through capacity building

- Increased understanding of the
  importance 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 be
  strong support of environmental education initiatives
  and programmes throughout the region at the local,
  sub-national and national levels.
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-
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

 AEEAP 2006-2010 will have a key and effective
 role in the DESD Asia-Pacific Strategy.
National Environmental Education
   Action Plan for Sustainable
    Development (2005-2014)

      Multi-Sectoral Outputs
 (from Government, Civil Society and

     Coordinated and Compiled by:
     Environmental Management Bureau
     Department of Environment and Natural Resources
     (Chair, PCSD Sub-Committee on Information and Education)
Key Elements of Sustainable
Development under the Enhanced
Philippine Agenda 21

- Poverty Reduction
- Social Equity
- Empowerment and Good Governance
- Peace and Solidarity
- Ecological Integrity
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)

- 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
Education for Sustainability
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
    influence values and attitudes;
    encourage more responsible behavior; and
    promote learning that leads to action.
2005 to 2014 has been declared as
  the United Nations Decade of
    Education for Sustainable

Multi-Sectoral Consultative Workshops

 Fora/ conferences for the discussion of
 global and national imperatives and
 challenges in environmental education
 based on guidance documents, such as:
  - 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
  - ASEAN Environmental Education Action Plan (2000-2005)
  - Enhanced Philippine Agenda 21(2002)
Multi-Sectoral Consultative Workshops
(November 2003, Sulo Hotel; Dumaguete,
Sept 2004; July 2006, UP Hotel)
 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)
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)

 - 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)
Disseminated and further consulted on the updated
NEEAP for Sustainable Development to about 1,200
individuals representing institutions comprising of the

    - 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)
 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.

                                        - 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
EMB, PATLEPAM officials with UNESCO
Secretary-General Ambassador Preciosa
                                          Environmental Education for
Soliven                                   Sustainable Development for
                                          2005-2014 were likewise drawn up
                                          with universities and colleges
National Environmental Education
Action Plan for Sustainable Development

 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
National Environmental
Education Action Plan
for Sustainable

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

- To establish a critical mass of committed
  environmental educators and practitioners who
  will spearhead the environmental education
- To promote environmental ethics which will instill
  the right values and attitudes as a way of life
  among the Filipinos.
Proposed Cross-cutting Actions

- 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.
Cross-cutting Proposed Actions

- Strengthened networking and linkaging
- Curriculum and support instructional materials
- Advocacy programs
- Community outreaches
- Green lifestyle options
- Trainings
- Research and development
- Develop a monitoring and evaluation scheme for
  the implementation of NEEAP.
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)
Elementary and High School Education

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

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
     Infommercials; radio
     Exposure to lesson guide
Elementary and High School Education

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

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

- 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
Tertiary Education

- Stronger relationship, collaboration and
  partnerships among higher education institutions
  for sustainable development education (i.e.
        *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
Tertiary Education

- 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
- 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

-    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

- 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
Non-Formal Education


- 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
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

- 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
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,
For the Business Sector

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

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
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
  competitiveness with environmental
  performance and responsibility with long
  term benefits for both its stockholders and
For the Business Sector

- Organize EE efforts for
different groupings on the
private sector
      - large firms
      - small and medium
      - service industries
      - financial sector

- Environmental and Sustainable Development
  programs on Sustainable production and
For the Business Sector

  - 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 youth and civil society

- 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
- Community-service related
  school programs should focus on environmental
  issues that cut across other social issues
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
For the youth and civil society

 - Where necessary, in order to mobilize more
 support from the faculty members, a parallel
 environmental study/action group of teachers must
 also be encouraged.
 - Practical applications of environmental actions
 “on site”
 - Sustainable consumption and production issues
 must be made central theme of environmental
 - Green Lifestyle Options particularly in three
 practical concerns : a) Ecowaste, b) Organic
 Food/Food Safety, c) Green Transport Options (e.g.
For the youth and civil society

- Implement and institutionalize
  the 2nd and 3rd National Youth
  Parliament resolution for the
  creation of a Philippine
  National Youth Leaders’
  Summer Camp on ESD to be
  acted/led by the DENR, NYC,
  PCSD and the DILG

 - Review and strengthen the implementation of the
 Green Brigade Program of the Sangguniang
For the youth and civil society

  - Training on environment and sustainable
    development issues for campus journalists,
    and regular link up with campus-based
    student environmental groups and off-
    campus environmental groups.
  - Need for youth to youth mentorship on
    environmental education and environmental
Forum on EESD

 In July 2006, Institution Action
 Commitments for NEEAP were obtained

 -Strengthening of integration of EE in
 TESDA/DepEd, CHED curricula
 -Integration of climate change concerns in
 the school curriculum
 -EE in existing CWTS programs
Employing various strategies and modes
-   School tours
-   Eco-site visits
-   Ecological fairs
-   On-line forum for multi-sectoral consensus building
-   Community-based lesson guides tools and learning
-   Information technology capacitation of key environmental
    education and information agencies
-   Education through a culture of maintenance of facilities
    and grounds
-   Strengthening environmental youth groups in schools
-   Strengthening of partnership with media

*Capacity Building of Stakeholders

* Research on EE for Sustainable Development
Environmental Education Towards
Sustainable Development:
Taking Up the Challenges

    *Accelerate education (EE) for sustainable
    development (SD) in our respective sectors

    either separately or jointly, to accelerate EE for

    *Persevere with individual and collective
    institution action commitments
NEEAP for SD (2005-2014) is a work
in progress.

For more information, visit

For comments/suggestions, please send to:

Environmental Education and Information Division
Environmental Management Bureau - DENR
2/F HRD Bldg., DENR Compound, Visayas Avenue,
Quezon City Telefax. Nos. 9202251to 52

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