Environmental Education: Perspectives from the Tertiary Education

Four Major Objectives ASEAN Environment Education Action Plan  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

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

Faculty in Higher Education

Annual growth of 7% Enrolment as of 2001

The preliminary enrolment for AY has an aggregate of 2,637, percent - private HEIs percent - public HEIs. Enrolment as of 2001

Annual growth of 3% Graduates as of 2001

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

The Federation of Accrediting Agencies of the Philippines (FAAP) as the umbrella organization of accrediting agencies has accredited a total of 743 in : 643 are baccalaureate 65 are Master’s 5 are Doctoral 152 are Level I 445 are Level II 146 are Level III Distribution of Accredited Programs

DISCIPLINE GROUP % INDUSTRY GROUP % enrollmentemployment engineering manufacturing 9.62 Agriculture, fishery, forestry and veterinary medicine 1.15 Agriculture, fishery, forestry and veterinary medicine entrepreneurship Whole sale / retail trade Service trades 0.60 Community, social, and personal services COMPARING ENROLMENT AND EMPLOYMENT

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

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

Issues and Gaps  Research, Community Extension Work- Environment related projects/activities and funding limited  Sustainability- environment related co-curricular and extra- curricular activities at school level are not sustainable  Collaborative Work- on environment related concerns with industry, professional organizations and LGUs minimal

RECOMMENDATIONS National Consultative Workshop (Feb ’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

RECOMMENDATIONS National Consultative Workshop (Feb ’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

CONCLUSION Proposed Action Plans  Concerted Effort  Policy Reforms  Curriculum development  Advocacy Program  Research and Development  Information  Training and Scholarship  Logistic Support