Transcript No Slide Title

Outcomes of the National Environmental
Education Action Plan 1992-2002:
Initiatives from the Environmental
Management Bureau (EMB) - DENR
by
Elenida Basug
Chief, Environmental Education and
Information Division (EEID)
EMB-DENR
(1989) Philippine Strategy for Sustainable Development
(1989) National Strategy on Environmental Education
(1992) National Environmental Education Action Plan
(1995) Creation of
(1996) Philippine
Agenda 21
PATLEPAM
(2000) ASEAN
(1998) Environmental Education
Curriculum Frameworks for All Levels
Environmental
Education Action Plan
(2000-2005)
(1998) Environmental Education Curriculum Frameworks for All
Levels
(1999-2001) National and Regional Educators’ Trainings on the
Use of the EE Curriculum Framework for Basic Education, and Higher
Education
(2002) Teachers’ Trainings on the Use of the EE Curriculum
Framework for Technical and Vocational Education
(2002) Creation of the Regional Environmental Education and
Information Sections of the EMB
199
2
(1992) National Environmental
Education Action Plan (19922002)
Objectives:
Programs:
- improve mass-based
action toward protection
and improvement of the
environment;
- Curriculum Development
- improve the delivery of
EE across sectors; and
- Scholarships
- increase manpower
needed for the next
century.
- Training
- Research and Development
- Equipment Upgrading and
Lending Programs
- Information, Education and
Advocacy
- Policy Reforms
199
Vision:
Mission:
- Higher Education
institutions with educators
who are equipped with
knowledge and skills for
the management of
resources for sustaining
productivity and
ecological integrity.
- To network higher
education institutions
through the PATLEPAM, for
increased appreciation of the
need to integrate
environmental concerns in
the tertiary education
curricula, so that local
training needs in
environmental protection
and management in the
different regions of the
country can be addressed.
Objectives:
- Enhance information exchange and sharing of environmental
protection and management.
- Enhance environmental awareness and skills of tertiary level
students and faculty members.
- Assist in curriculum development for environmental
management among tertiary level educators
- Conduct collaborative programs on instruction, research and
development, and extension in environmental management.
- Strengthen the overall expertise in environmental
management of the different regions of the country, at the
technical, managerial and policy levels, by catering to local
training needs.
- Serve as a link between local and international networks for
training in environmental management.
199
What is Sustainable Development?
- is the harmonious integration of
a sound and viable economy ;
responsible governance;
social cohesion; and
ecological integrity
to ensure that development is a life-sustaining process.
Sustainable Development = Economic Development
+ Environment Protection
+ Social Reform
+ People’s Empowerment
(in 2002, Enhanced Philippine Agenda 21 was
formulated, following the World Summit on Sustainable
Development)
Core Dimensions of Sustainable Development Under
Enhanced Philippine Agenda 21
• Poverty Reduction
• Social Equity
• Peace and Solidarity
• Empowerment and Good Governance
• Ecological Integrity
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Environmental
Professionals
Environmental
Citizens
Environmental
Persons
The Emphasis of EE Across Grade/ Year Levels
200
(2000) ASEAN Environmental Education
Action Plan (2000-2005)
Vision:
- The ASEAN member-countries envision a clean
and green ASEAN, rich in cultural traditions with
citizens who are environmentally literate, imbued
with environmental ethic, willing and capable to
ensure the sustainable development of the region
through environmental education and public
participation efforts.
200
(2002) Establishment of EMB Regional
Environmental Education and
Information Sections
EEID’s Accomplishments from 1992 to present
1992
Formulation of the National Environmental Education
Action Plan which laid down a ten-year program for
the systematic dissemination of EE concepts through
the formal and non-formal educational systems
1994-1996
Development of a specialist training program
and training materials on Environmental
Planning and Management for Sustainable
Development for the following clientele:
- government policy makers/
business executives
- mid-level government planners
(from national line agencies and
the local government units)
- educators
- NGOs
Training modules, materials and designs have been prepared
on the following:
• Implications of Environmental Legislation to
Development Sectors
• Environmental Integration in Local Development
Planning and Management
• Environmental Carrying Capacity Assessment
• Land Use Planning
• Regional Sustainable Natural Resources
Management Planning
• Integrated Watershed Management
• Integrated Coastal Zone Management
• Management of Protected Areas and Conservation of
Endangered and Threatened Species
• Environmental and Natural Resources Accounting
• Environmental Impact Assessment of Development
Projects
• Cost-Benefit Analysis of Development Projects
• Socio-Economic Impact Assessment of Rural
Development Projects
• Environmental Health Risk Assessment And
Management
• Domestic Waste Management
• Industrial Pollution Prevention and Control
• Agro-Chemicals Application and Control
• Appropriate Technologies for Waste Reuse,
Recycling and Alternative Utilization
• Environmental Rehabilitation and Recovery from
Natural Disasters
• Environmental Awareness, Development
Communication and People’s Participation
1995
Establishment of the PATLEPAM
1997
Completion of the Environmental Education
Curriculum Frameworks for the following levels:
- elementary
- high school
- higher education
- technical and vocation education
- non-formal education
1998
Completion of the Environmental Education Guide
for all Levels of Education
Formulation of the National Action Plan on Climate
Change
1999-2000 Conduct of National and Regional Educators’
Trainings on the Use of the Environmental
Education Curriculum Framework for
Elementary, High School and Higher Education
2000
Completion and publication of
the Philippine Initial National
Communication on Climate
Change
Philippines’ lead coordination
in the drafting and completion
of the ASEAN Environmental
Education Action Plan
Completion of “Environmental
Awareness to Action: A Guidebook for
Youth Environmental Clubs in the
Philippines”
To date, the EEID has prepared the following
publications and EE materials:
“State of the Philippine Environment”
Reports
- for the 1980s (in book version)
- for 1990-95 (in book, and CD-ROM versions)
In progress are:
- 2002 National Air Quality Status Report
- Philippine Environmental Quality Report for
1996-2002
Symbiosis, a technical journal tackling
special environmental issues:
- Sustainable Development
- Energy and the Environment
- Food Security
- Environmental Education Bulletin
Industry and the Environment (Industry ENVIRONEWS)
Newsletters
PATLEPAM Newsletters
Books on:
- Understanding Philippine Agenda 21
- Kaligtasan sa Kalamidad
- Philippine Initial National Communication on Climate
Change
- Tracking Greenhouse Gases (A Guide for Country
Inventories)
- From “Awareness to Environmental Action:A Guidebook
for Youth Environmental Clubs in the Philippines
In progress are:
- Guidebook on Environmental Management System (EMS),
Pollution Prevention (PP), Cleaner Production (CP) and
Environmental Cost Accounting - ECA (English,Filipino
print version; CD in English version)
- Communicators’ Manual on EMS, PP, CP and on ECA
- Solid Waste Management Module for Schools (with Miriam
College)
- “Breathe Clean Air Series” Module
Primers and Brochures
- The Environment (English and Filipino versions)
- Philippine Agenda 21 (in English, Filipino and
Cebuano versions)
- Tao, Ano Ka Sa Kapaligiran?
Videos (15-minuters)
-
Metro Manila Environment (English and Filipino)
Development: A Pact with Environment
Environmental Planning and Management
Harnessing Technology for Sustainable Development
Galit sa Basura (War on Wastes)
Basurang Dapat Pakinabangan (Waste is a Resource)
Malinis na Tubig (Safe Water)
Taong Gubat (Forest Man)
Ang Luntiang Mundo ni Angelo (The Green World of Angelo)
The Struggles for Sustainable Development: The Philippine
Agenda 21 (English and Filipino versions)
The Environmental Management Bureau
EMS: The Nature of Business
Republic Act No. 6969
Bakit Marumi ang Ating Hangin (10 min.)*
Epekto ng Polusyon sa Ating Kalusugan (10 min.)*
Ikaw at ang Clean Air Act (10 min.)*
Kapit-bisig para sa Malinis na Hangin (10 min.)*
Tungo sa Malinis na Hangin at Kapaligiran (10 min.)*
-------------------*with DENR-Public Affairs Office
Television and Radio Plugs (30 and 60-seconders)
-
Air Pollution
Water Pollution
Solid Waste Management
Toxic Chemicals and Hazardous Wastes Management
The Environmental Crisis
Unleaded Nga
Mag-segregate
Mag-MRF Tayo!
Si Salonga, Nag-sesegregate.
Ang galing ‘no?
Pamana (on Clean Air)
Instructional Poster
-
Global Warming
Climate Change
Air Pollution
Water Pollution
Strategies for Sustainable
Development
Endangered Species
Trees
Garbage
Waste Segregation
Philippine Agenda 21
Management and Labor for
Environmental Protection
“Let’s All Act to Clean Air the Air”
ILOG PASIGlahin (for industrial and
domestic sources of pollution)
Waste No More, Waste No Time
Exhibit Sets on
-
Solid Waste Management
Fight for Clean Air
Environmental Issues
Environmental Education
Water Pollution
Hazardous Waste Management
Fight for Life, Fight for Clean Air *
--------------------* with DENR Public Affairs Office
The EEID, through the years, has also coordinated the
conduct of some popular competitions as follows, aimed at
increasing the awareness and education of the people on
various environmental matters:
 Photography Contest on “Citizenry Participation
in Environmental Protection”
 Painting Contest on “Global Warming”
 Cross-stitch Design Contest on “Humankind in
Harmony with Nature”
 Television Spot Competition
 Cleanest and Greenest Barangay Contest in
Metro Manila
 Poster-making Contest on “Environmentallysound Development”
 Poster-making Contest on “The Role of the Youth
in the Care of the Environment in the New
Millenium”
 On-the-spot Poster-making Contest on :
-Sobra-sobrang Basura: Paano Na?
-Maruming Hangin: Anong Gagawin?
 T-shirt Design Contest on Environmental
Discipline for National Survival
 Green Schools Competition
 Enviro Quiz
 Recycled Products Contest
 Contest on Scale Models on Sustainable
Development
 Billboard Design Contest on “Let’s All
Act to Clean the Air”
 On-the Spot Drawing Contest on “Mag-pinta
Tayo Para sa Malinis na Hangin”*
 On-the-Spot Drawing Contest on *Clean Air for
Health and Life”*
 Capacity Building for EMB Regional
Environmental Education and Information
Sections (Trainings and Hardware Supports)
------------------* with DENR-Public Affairs Office
For the year 2004 and beyond, the EEID plans to be more
aggressive in its concerns, as it pursues the following:
 Public Awareness and Education on
Brown Environmental Management
Concerns, particularly on the Clean Air
Act and the Ecological Solid Waste
Management Act
 Materials Development on Brown
Environmental Management Concerns
 Development of Educational Module on
- Eco-industrial Development (for
tertiary education and industries)
with PATLEPAM
 Conduct of Activities in Observance of
Earth Day, World Environment Day,
Philippine Environment Month,
National Clean-up Month,
and National Clean Air Month
Support to the Strengthening of Strategic Networks of
Multi-sectoral Groups for Environmental Education and
Management
Support to Regional Consultations, Dissemination,and
Implementation of the Updated National Environmental
Education Action Plan for 2004-2013
Support to the Implementation of the ASEAN
Environmental Education Action Plan
Support to Dissemination of the United Nations Decade
of Education for Sustainable Development Education
Support to the Implementation of the National Action
Plan on Climate Change
Partnership with International Organizations in the
Conduct of Conferences, Seminars, and Meetings
For 1992-2002, EMB, in partnership with selected
institutions focused accomplishment more in three of
NEEAP’s eight program areas as follows:
1. Curriculum and Materials Development
Program
2. Training Program on the Use of the
Environmental Education Curriculum Framework
for selected teachers at all levels of education,
and on other environmental topics, and
3. Information, Education, Communication and
Social Advocacy Program
Some pockets of activities had been pursued by DENR in
the following programs of the NEEAP:
1.
2.
3.
4.
Institutional Development Program
Research and Development Program
Scholarship Program, and
Policy Development and Reforms Program
Hardly none was done, at least by the EMB part in the
Upgrading of Facilities and Equipment, under a Lending
Program of the NEEAP.
In the ASEAN Environmental Education Action Plan for
2000-2005, even as it is a national and not just an EMB
commitment, the EMB has tried to do a number of things
in its four targets areas:
1.
2.
3.
4.
Formal Education
Non-formal Education
Manpower Capability Building
Networking, Collaboration and
Communication
This means that with about roughly 60% of the 5-year Plan
period of the AEEAP over, as a country, we may have done
about 72% of country commitments to the same, or in 26
out of 36 of its proposed actions, in various stages of
implementation.
Areas where EMB or country initiatives are still not
explored as much for AEEAP until 2005 (and which
may need multi-sectoral pursuance in the future) are in
the following:
Under Formal Education:
preparation of guidelines for the development
and production of EE support materials in the
different formats (multimedia, module, poster, etc.)
conduct of workshops to develop EE support
materials on the local and ASEAN regional
environment, involving subject experts, scientists
and computer technologists.
Under Non-formal Education:
-
setting up of local EE centers and libraries
undertaking of translation of EE materials from
foreign to local languages
training facilitators for dialogues on local, regional
and global environmental issues
Under Manpower Capability Building
developing
human
resources
development
programmes in EE for key target groups – teachers,
teacher-trainers, textbook writers, school administrators,
community leaders, religious leaders, NGOs and media in
each ASEAN member country
-
in the EE training programme/package for teacher
trainers/textbook writers, school administrators,
community leaders and media, focus on basic
ecological principles, EE concepts and unifying
themes, and information on local and regional
ecological disasters as well as success stories in
environment, involve ASEAN scientists, pertinent
government officials and experts from academe
Under Networking, Collaboration and
Communication
conduct of collaborative research on the
environment and EE among the ASEAN membercountries.
establish a publication on ASEAN cultural and
economic practices that are supportive of
environmental conservation.
Another item to which we have not done also, but
to which we have a proposal on is the following:
Under Formal Education
undertaking of a review of the curriculum
for teacher training colleges to review teacher
education
towards
EE
for
sustainable
development,
and
propose
the
revised
curriculum as a sample to the pertinent
educational
agencies
for
higher/tertiary
education in the ASEAN member-countries.
Recommendations:
 Continually expand partnerships with national, regional,
local and international institutions and networks to
synergize actions (disseminate updated NEEAP, and
related EE background documents to regional/local
counterparts like what the YSDA did)
 Think strategic and consider high impacts of program
and activities; distribute EE materials more strategically
and more systematically
 Mainstream EE in ongoing national programs
- integrate EE in National Service Training Program
(DENR Eco-corps Program with PATLEPAM, CHED,
DND, DILG, TESDA)
 Expand the development of local EE materials
 Strengthen regional delivery mechanisms for EE
- thru the EMB/DENR Regional Offices, PATLEPAM
Regional Coordinating Centers, Regional Offices of
DepEd, CHED, TESDA, PIA, DILG, etc.
 Monitor and evaluate progress
“ We will conserve only what we
love
We will love only what we
understand
We will only understand what we
are
taught.”