Environmental Education:

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
SUCs State Universities and Colleges PSs
Private sectarians PNs Private non-sectarians
4
Faculty in Higher Education
5
(No Transcript)
6
Enrolment as of 2001
Annual growth of 7
7
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.
8
Graduates as of 2001
Annual growth of 3
9
Graduation rate (Ave.) 46.29 1,141,537 out
of the 2,466,256 students who enrolled finish the
program
10
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
Masters 5 are Doctoral 152 are Level I 445 are
Level II 146 are Level III
11
COMPARING ENROLMENT AND EMPLOYMENT
12
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

13
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

14
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

15
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

16
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

17
CONCLUSIONProposed Action Plans

• Research and Development
• Information
• Training and Scholarship
• Logistic Support

• Concerted Effort
• Policy Reforms
• Curriculum development
• Advocacy Program