Overview

1
Overview Outcomes of the National
Environmental Education Action Plan (NEEAP
1992-2002)

• Merle C. Tan
• National Institute for Science Mathematics
  Education Development
• University of the Philippines

2
Overview

• ADB TA on EE Philippines-Rationale
• Executing agencies-DECS DENR
• Phase 1-Review of the State of EE in the
  Philippines Across Sectors (1991)
• Phase 2- Development of the NEEAP for1992 to 2002
  (1992)
• Phase 3- Implementation of priority projects of
  NEEAP (1996)

3
Phase 1 State of EE Highlights (1991 1996)
Component Findings/Issues Concerns
Infrastructure DECS, DENR CHED, DOST, NGOs
Extent of curriculum integration Basic education some EE competencies integrated but classroom level implementation dependent on teacher and/or school administrator Tertiary environmental science related courses offered but not EE Govt agencies focus on how NGOs specific to environment of interest /advocacy
4
Phase 1 State of EE Highlights (1991 1996)
Component Findings/Issues Concerns
Teacher competence Perception of readiness is high but actual test results reveal otherwise Need for training on specific skills e.g., water quality monitoring, air quality
Availability of instructional materials Dearth of materials in schools and for community advocacy
5
Phase 1 State of EE Highlights (1991 1996)
Component Findings/Issues Concerns
School-community linkages Existing but not organized
Networking Existing but not cohesive nor institutionalized
Scientific and technological manpower (secondary data from DOST EMB-DENR) Limited number
6
Phase 2 Development of the National
Environmental Education Action Plan (NEEAP) to
address issues and concerns identified in
Phase 1
7
NEEAP Objectives

• Improve mass-based action toward protection and
  improvement of the environment
• Improve delivery of EE across sectors
• Increase environmental manpower needed for the
  next century

8
NEEAP Major Areas

• Curriculum Development
• Training
• Research Development
• Scholarships
• Equipment Upgrading and Lending
• Information Education and Advocacy
• Policy Reforms

9
Phase 3 Projects

• Development of an EE curriculum guide/framework
• Preparation of exemplar instructional materials
  (e.g., lesson plans)
• Development of support print and nonprint
  instructional materials (e.g., videotapes,
  posters, story books)
• Design for a teacher training program in basic
  education

10
The EE Curriculum Guide

• Chapter 1 EE Basic Concepts and
  Guidelines
• Components of the Environment
• What is EE
• EE Objectives
• Guiding Principles for EE programs

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The EE Curriculum Guide

• Chapter 3 Designing the EE Curriculum
• Stages in Curriculum Development- needs
  assessment, decision making and integration
• Emphases Across Grade Levels or Years
• Characteristics of Learners-What These Mean for
  EE
• Scope and Sequence

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The EE Curriculum Guide

• Chapter 4 Implementing the EE Curriculum
• Modes of Integration
• Whole School Responsibilities

13
The EE Curriculum Guide

• Chapter 5Teaching and Learning Strategies
• Learning about the environment
• Acquiring investigation skills
• Developing desirable attitudes and values of the
  environment
• Communicating KSAP

14
The EE Curriculum Guide

• Chapter 6 Assessing KSAP
• Cognitive skills
• Affective skills
• Manipulative skills

15
The EE Curriculum Guide

• Chapter 7 Evaluating EE Programs
• The Green Audit

16
Outcomes
NEEAP Objectives PROGRAMS CD TRG RD SCP EUL ADV POL
Improve mass-base action
Improve delivery of EE
Increase manpower on EE
The figures will be reported by sectors
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Some Suggestions for NEEAP 2003 to 2013

• Review why some programs/projects did not take
  off the ground
• Get commitment from different sectors
• Establish a monitoring and evaluation system for
  the plan
• every three years progress reporting
• design of rubrics to determine level of success
  in the implementation of programs

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Thank you!!!