3.6 Environmental Education The year 2008 saw the enactment on December 12, 2008 of Republic Act (R.A.

) No. 9512 otherwise known as an Act to promote Environmental Awareness and Education and for other purposes, the Environmental Awareness and Education Act. This law reiterates the policy of the State to protect and advance the right of the people to a balanced and healthful ecology in accord with the rhythm and harmony of nature. The law further recognizes the vital role of the youth in nation-building, and the role of education to foster patriotism and nationalism, accelerate social progress and provide total human liberation and development. Globally, R.A. 9512 is one of the Philippines concrete expressions of national leaderships support to the United Nations Decade of Education for Sustainable Development (2005-2014), and the ASEAN Environmental Education Action Plan for Sustainable Development (2008-2012). R.A. 9512 aims to promote environmental education through an inter-agency and multisectoral effort, through various agencies such as the DENR, Department of Education (DepEd), Technical Education and Skills Development Authority (TESDA), Commission on Higher Education (CHED), Department of Science and Technology (DOST), Department of Interior and Local Government (DILG), and Department of Social Welfare and Development (DSWD). The DENR was quick in responding to R.A. 9512 in that on February 23, 2009, it issued DENR Special Order No. 142 creating the DENR Environmental Education Committee chaired by a DENR Undersecretary and co-chaired by the Environmental Management Bureau (EMB). Its members include DENRs various offices such as: Field Operations, Foreign-assisted and Special Projects Office, Public Affairs Office, Special Concerns Office, Human Resources Development Service, Protected Areas and Wildlife Bureau, Forest Management Bureau, Ecosystems Research and Development Bureau, Mines and Geo-sciences Bureau, Lands Management Bureau. Beginning March 2009, the DENR spearheaded convening of the Inter-Agency Steering Committee on Environmental Education with members from the aforecited R.A. 9512 institutions, including the Philippine Information Agency, National Economic and Development Authority, Philippine Association of Tertiary Level Educational Institutions in Environmental Protection and Management (PATLEPAM), Philippine Association of Colleges and Universities, Catholic Educational Association of the Philippines, Local Government Academy, Philippine Business for the Environment, Civil Society Counterpart Council in Sustainable Development, and the Philippine Federation for Environmental Concerns. Beginning 2010, the EMB Regional Offices started convening the Regional Inter-Agency Committees on Environmental Education, to follow through regional implementation of R.A. 9512. The aforecited Committee initiated the development of the National Environmental Education Action Plan for Sustainable Development for 2009 to 2014 as the Road Map to R.A. 9512 implementation. Initiatives from the DENR The Environmental Management Bureau of the DENR, thru its Environmental Education and Information Division and its 16 Regional Environmental Education and Information Sections, is synchronized in its nationwide conduct of several environmental events year-round, beginning from World Water Day (March 22) and Philippine Water Week (third week of March), International Earth Day (April 22), Philippine Earth Month (April), World Environment Day (June 5), Philippine Environment Month (June), National Clean Up Month, and National Ozone Protection (September), International Ozone Day (September 16), International Coastal Clean Up Weekend (third weekend of September), National Clean Air Month, and National Environmental Awareness Month (November), Global Warming and Climate Change Consciousness Week (November 19-24). For 2008 up to date, activities to commemorate the above-cited events ranged from civic parades (Walk for the Environment), Bawas Balot-Iwas Basura programs, Free and NoApprehension Motor Vehicle Emission Testing, Tune Up to Clean Up the Air, Bike for Clean Air, Bantay Tambutso, Free Mobile Air Conditioning Inspection, Recyclables Collection Event, Environmental Caravan, Tree Planting, Environmental Exhibits in Malls and other public places,
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Environmental Lectures/Confernces/ Workshops, Film showings, Environmental Kids Storytelling, Kids Fair, Poster-making, Painting/Essay Writing Contests, Youth Camps (sch as Kamp Kalikasan), launching of youth environmental network. Coastal and River Clean Up/Linis Estero/Adapt-an-Estero programs, Lakbay-aral sa Tubig, Launch of Recognition Awards for Ecofriendly Government Offices at the National Level, Environmental Quiz Bee, Distribution of Environmental IEC Materials, Kapihan, Radio-Television guestings, among them. For 2008 up to date, EMB has produced a number of environmental education materials like television plug on water conservation, scale model and audio-visual presentation on Industrial Ecowatch; brochures on solid waste management, greening of industries, Philippine Environment Partnership Program; posters on climate change and good practices in the different environmental laws; national and regional state of brown environment reports; Modules on Environment with the PATLEPAM and Vibal Publishing for National Service Training Program Civic Welfare Training Service, among them. The 2009 and the 2011 National and Regional Search for Sustainable and Eco-friendly Schools The EMB-DENR, in partnership with the DepEd, CHED, and SMART Communications, Inc., recognized that the school system is a vital part of our basic learning system and a powerful vehicle for change. As such, in 2009, they pursued the National Search for Sustainable and Eco-friendly Schools. The Search aimed to document, encourage and recognize environment-friendly schools that have initiated and integrated in their instruction, research, extension and/or administration, programs which are environment-related. School entries were rated according the following criteria: Environment-related Aspects of the Schools Policy Environment-friendly School Operations and Presence of Environmental Programs Environment-related Features of the School Curriculum Presence of Vibrant Eco-Organizations on Campus Presence of Partners and Linkages in Environment Programs/Projects 20 points 30 points 30 points 10 points 10 points

Nationally, the following emerged as the champions in the 2009 National Search: For Elementary School Level Penablanca East Central School (First Place) Aggugaddan-Malibabag, Penablanca, Cagayan North Central Elementary School (Second Place) Bonuan Gueset, Dagupan City, Pangasinan Badas Elementary School (Third Place) Badas, Placer, Surigao del Norte

For High School Level La Castellana National High School (First Place) La Castellana, Negros Occidental Camarines Sur National High School (Second Place) Naga City, Camarines Sur Daniel R. Aguinaldo National High School (Third Place) Matina, Davao City

For College Level Palawan State University (First Place) Puerto Princesa City, Palawan Visayas State University (Second Place) Baybay City, Leyte Catanduanes State Colleges (Third Place) Virac, Catanduanes

For 2011, the EMB-DENR with SMART Communications, Inc. in collaboration with the DepEd and the CHED, are set to recognize the new set of champion schools under the Search. The DENRs various offices, like the Special Concerns Office, Public Affairs Office, the Office of Field Operations, Foreign-assisted and Special Projects Office, the Human Resources Development Service, and its other bureaus (Protected Areas and Wildlife Bureau, Forest Management Bureau, Ecosystems Research and Development Bureau, Mines and Geosciences Bureau, Lands Management Bureau, and the attached agencies, also support the year-round international and national celebrations on the environment. They also produce a number of environmental education materials. The Protected Areas and Wildlife Bureau of the DENR has produced a number of environmental education materials, either as primer, flyers, pamphlet, manual, sticker, bookmark, fan, button pin, poster, baseball cap, including among them, subjects on threatened species; Philippine Eagle; Philippine Raptors; marine turtles; sea cows; peatland; Philippine caves; protected areas; the National Integrated and Protected Areas System Law; Coral Triangle Initiative; Reports on Philippine Biodiversity; Philippine Mangroves, Policy System and National Action Plan; Coastal and Marine Resources Management. However, budgetary constraints have rendered them produced generally in small numbers only. For close to eight years already, the DENR supports the annual conduct of the Youth for Environment Seminar (YES) Camp. The DENR supported the 7th YES Camp held at the Teachers Camp Baguio City on April 25-30, 2009 with the theme 1-2 Tree-4 Life. The youth camp is a joint undertaking of the DENR Special Concerns Office-Youth Desk, the youth desk officers of DENRs various bureaus and offices, Kabataang Sama-Samang Maglingkod (KASAMA), Inc. and the Department of Education-Center for Students and Co-Curricular Affairs. The YES Camp serves as a venue for our young and their mentors to strengthen their personal environmental advocacies; discuss issues and urgent concerns that need to be addressed; learn facts and tools with which to approach recurring problems that threaten our environment; and advance and crystallize significant actions amidst the vast expanse of environmental protection and rehabilitation. The camp activity is conducted through fun and interactive ways to inspire the young people to do something within their sphere of action and influence. The event was participated in by more than 4,000 elementary school pupils, high school and college students, 407 teachers, principals, supervisors, education officials, and college instructors, 102 Sangguniang Kabataan members nationwide and some officials from the Department of Interior and Local Government of Region XI. The camp courses on environmental concerns were handled by the youth desk representatives from the ERDB, FMB, EMB, MGB, PAWB, LMB, NAMRIA, and selected regional field offices (CAR, R-4A, R-4B, R-10 & R-11) of the DENR. These camp courses consisted of the following: Integrated ecosystem for elementary school pupils. This course discusses the component and the most renewable environment resource TREES including their nature, uses and importance to the environment and humans.

Green environment for high school students. This course discusses the salient features of climate change, a global issue that needs to be addressed today and massive tree planting as a mechanism to mitigate its effects. Brown environment for high school students. This course discusses all about greening of the mines its methods, mineral resources and its uses, benefits to the economy and the like. Blue environment for high school students. This course discusses the topic on water, highlighting the importance of our coastal and marine ecosystems. Environmental values education for high school students. This course aims to inspire and encourage the Filipinos especially the youth to translate good citizenship values into concrete actions in order to build a strong and progressive nation. Activities include a film viewing of Munting Alay Para sa Bayan Ko, a lecture on Situation, Reaction, Reflection and Action (SRRA) Framework, reaction and reflection, synthesis and action planning. Environmental theater arts for high school and college students and SK officials. This course exposes the youth to the world of environmental theater -- a theater in the real world environment. Environmental media for high school and college students and SK officials. This course equips the youth with skills in producing environment-related audio-visual presentations using mobile phones, digital cameras and other related technologies. Environmental leadership for college students and SK officials. This course equips the youth with popular and effective leadership principles, concepts and ideas vis--vis our vision for a greener and peaceful world. Environment and ecosystem for administrators, teachers and parents.This course enables the teachers to become more sensitive and effective in imparting the knowledge of environmental preservation and counter measures, and environmental ethics.

Initiatives from the DepEd The Department of Education, particularly through its Bureaus of Elementary Education, Secondary Education, and Alternative Learning Systems, continues to play a lead role in ensuring integration of protection/conservation of the environment, in the school curricula, particularly on the advocacies for climate change adaptation, war on waste, tree planting, cleanliness campaign, and overall environmental care and protection. For School Year 2008-2009, it has designated Climate Change: A Call for Responsible Campus Journalism, as theme for Its National Secondary Schools Press Conference. Various DepEd memoranda as follows have also been issued: Panunumpa sa Watawat, which includes a portion on care for the environment; DepEd Memorandum No. 234, series of 2008 directing the planting of malunngay in schoosl, DepEd Memorandum No. 2, series of 2009, disseminating R.A. 9512; DepEd Memorandum No.81, series of 2009, disseminating the National Search for Sustainable and Eco-friendly Schools. Further, DepEd enhanced curricula with environmental concepts for the following learning areas: For Elementary Education Science and Health (Grade II) Sibika at Kultura (Grades I to III) Heograpiya, Kasaysayan at Sibika (Grades IV to VI) Edukasyong Pagpapakatao (Grades I to VI) Edukasyong Pantahanan at Pangkabuhayan (Grades IV to VI)

For Secondary Education 4

Science Social Studies Values Education

Technology and Livelihood Education Music, Arts, Physical Education and Health

Moreover, Earth and Environmental Education is taught as a separate subject in special science high schools. For Alternative Learning System Communication Skills Problem Solving and Critical Thinking (scientific numeracy) Sustainable Use of Resources and Productivity Development of Self and a Sense of Community Expanding Ones World Vision

literacy

and

Examples of environmental concepts integrated in elementary education are: soil water and air pollution and ways of protecting soil, water and air (Grade III Science and Health); precautionary measures in using, storing and disposing household materials (Grade IV Science and Health); importance of maintaining the beauty of scenic spots (Grade I Sibika at Kultura); describing the environment of home environments and that of Filipino communities (Grade II Sibika at Kultura); significance of helping one another to achieve goals in the schools and community particularly for programs such as Clean and Green, Waste Management, Bantay Kalikasan, Kontra Kalat sa Dagat (Grade III Sibika at Kultura); health and protection of the environment (Grade II Edukasyong Pagpapakatao); avoidance of diseases and sicknesses by maintaining a clean environment (Grade III Edukasyong Pagpapakatao); growing of vegetables, composting to protect the environment and as means of livelihood (Grade V Edukasyong Pantahanan at Pangkabuhayan). Lessons exemplars integrating environmental concepts for elementary education subjects in Filipino, English, Edukasyong Pantahanan at Pangkabuhayan have also been developed by DepEd, but as just single copies. In secondary education, examples of the integration of environmental concepts are: chemical processes involved in environmental pollution, and biological and environmental aspects of colloids like aerosol sprays, smoke, etc. (Science and Technology III); geography and global phenomena such as global warning, El Nino, etc. and issues relating to the use of technology in ecological problems, transfer of technology (Araling Panlipunan III); coordinate system of indigenous practices and environmentally-sound technologies that can lead to adaptation and mitigation responses to climate change (Mathematics II); human activities that can lead to increase in greenhouse gas emissions such as widespread deforestation, rise in industrial activities all smoke from vehicles, waste management (Filipino II). In alternative learning system (ALS), an example of integration of environmental concepts is: acquisition of scientific thinking skills through exposure to and practice in problem solving in different life situations (Problem-solving and Critical Thinking). Moreover, four of the ALS core modules were transformed into radio scripts, as follows: HanginPumapatay; Sa KompostWalang Gastos; Bulate Sagot sa Basura; Basuray Bawas-bawasan. Further, nine of the ALS core modules were converted into digitized form as follows: Environmental Causes of Diseases; Lets Clean Up the Environment; Wanted: Clean and Fresh Air; The Cost of Environment Degradation Using Scientific Method in Agriculture; The Ecosystem; Balance in Nature; Think Green; and Composting. In 2009, DepEd integrated and enriched climate change concepts in the basic education curriculum particularly for subjects like Social Studies; Technology and Livelihood Education; Values Education; Music, Arts, Physical Education and Health; Filipino and English. Initiatives from the TESDA The TESDA, through its Regional Coordinating Office, reported the following: TESDA Cagayan Provincial Office has a Galing Mekaniko Program, a skills training on the repair and
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maintenance of 4-stroke motorcycle which is low carbon monoxide emitting compared to the traditional two-stroke motorcycles. In 2009, this TESDA provincial office also conducted a Forum on Global Warming and Climate Change for the trainees of the Regional Training Center and private technical and vocational education institutions. Meanwhile, TESDA Region IV-A provided technical expertise in the Random Roadside Inspection of Mobile Air Conditioning (MAC) System of motor vehicles in the region. TESDA Region VIII integrates environmental awareness topics during the conduct of Training Induction/Job Induction Program of TESDA training institutions, and in the technology and vocation education curriculum, pursuit of solid waste management and 5S programs, fabrication of a multi-purpose shredder machine with an operations manual, visit to shop grantees of the National Chloro-fluorocarbon Phase-out Program to encourage their Refrigeration Air-Conditioning technicians to undergo free competency assessment. The TESDA, through its few selected schools of arts and trades and provincial training centers, has produced the following: video on ozone science for refrigeration and airconditioning sectors; module on repair and retrofitting air conditioning and refrigeration, and recovering and recycling freon in these same sectors; powerpoint slides on basic occupational safety and health; composting kit; module on fabrication of shredder for composting; poster on energy conservation and good housekeeping. However, all of these materials would generally be in single or very few copies.

Initiatives from the CHED Pursuant to R.A.9512, the CHED enjoined all higher education institutions (HEIs) to integrate environmental education in the curriculum, particulary the Civic Welfare and Training Service component of the National Service Training Program (CWTS-NSTP). With the realization of the need for individuals to have proper training on environment, CHED, in cooperation with its Technical Panel and Technical Committees has rationalized the Bachelor of Science in Environmental Science (BS ES) upon the issuance of CHED Memorandum Order (CMO) 35, series of 2005. In relation to this, CHED has awarded the Center of Development (COD) in BS ES to Ateneo de Manila University in 2006, and has supported and funded their project, Risk Assessment, Management and Recovery of Disaster-Affected Aquatic Ecosystem. Further, CHED underscores the inclusion of subjects in safety, waste management and environmental laws in the curricula such as, BS Chemistry (CMO 18, series of 2007), BS Biology (CMO 24, series of 2005), and BS Geology (CMO 35, series of 2008). Environmental Engineering has been integrated under the Basic Engineering subject of the curricula of all engineering programs. The following are CHEDs issuances regarding the Programs and Standards of the Engineering Courses: Program BS Ceramic Engineering BS Mechanical Engineering BS Computer Engineering BS Industrial Engineering BS Chemical Engineering BS Electronics and Computer Engineering BS Aeronautical Engineering BS Civil Engineering BS Electrical Engineering BS Mining Engineering CHED Memorandum Order CMO 46 series of 2007 CMO 9, series of 2008 CMO 13, series of 2008 CMO 15, series of 2008 CMO 23, series of 2008 CMO 24, series of 2008 CMO 28, series of 2007 CMO 29, series of 2007 CMO 34, series of 2008 CMO 11, series of 2008

Meanwhile, in BS Sanitary Engineering, aside from Environmental Engineering subject, Environmental Management, Solid Waste Management, Wastewater Management, and Environmental Engineering are among its fields of specialization pursuant to CMO 35, series of 2009. In BS Architecture, one of the topics under the Natural Sciences subject is Science, Environment, and Society. Energy efficiency is also emphasized in the course outline, pursuant to CMO 61, series of 2006. Moreover, Environmental Awareness, Protection and Study have been set as one of the priority themes in CHED-funded-research. Thirty seven (37) researches were funded from the years 2000 to 2009, and CHED allocated a total amount of =P=24 millions, to subsidize the researches, particularly for the said theme, through Grants-in-Aid Project, under CHED-National Higher Education Research Agenda. In pursuant to Executive Order No. 774, CHED spearheaded the conduct of an inventory of the flora and fauna in the terrestrial and marine ecosystems in the country, mobilizing its Zonal Research Centers (ZRCs) and Program Cluster Implementers (PCIs) to facilitate the conduct of the said inventory. The same were used to establish the Biodiversity Database. Initiatives from the DILG The Local Government Academy (LGA) of the DILG has included as part of its Centerbased program for local government units, the Training on Social Transformation through Environmental Program (STEP) for Effective Waste Management. This training aims to capacitate participants with new and effective ways to address the problems of Solid Waste Management (SWM). It focuses also on the significant roles of the individuals and households zeroing on the challenge of raising their awareness to become active partners in planning and implementing SWM programs. Since 2008, the LGA has conducted a total of seven batches and participated in by 116 LGUs coming from the different parts of the country. The LGA has produced training manual on STEP for Effective Waste Management, a book on Improving Ecological Solid Waste Management in the Philippines: Issues, Lessons and Experiences, and a Local Governance Journal on Local Environmental Planning and Management, a compilation of LGU Best Practices in Environmental Management. Initiatives from the DOST The DOST upholds its mandate in the advancement of science education and in promoting excellence in research and development (R and D) by providing scholarships. The DOST, through the Philippine Council for Agriculture, Forestry and Natural Resources Research and Development (PCARRD), provides scholarship grants for graduate studies on agriculture, forestry and natural resources. Also, the Science Education Institute (SEI), together with the Philippine Council for Health Research and Development (PCHRD), Philippine Council for Advanced Science and Technology Research and Development (PCASTRD), Philippine Council for Industry and Energy Research and Development (PCIERD) and Philippine Council for Aquatic and Marine Research and Development (PCAMRD), provide scholarship grants for graduate studies on Environmental Science through the implementation of the Accelerated Science and Technology Human Resource Development Program (ASTHRDP). DOST also promotes environmental education through the Philippine Science High School (PSHS) system, in which Environmental Science has been made as an elective subject. This subject deals with major environmental problems and seeks to inculcate in the students, the need to solve these problems. However, its curriculum evolved to include major science concepts and environmental issues/concerns about the atmosphere, hydrosphere, lithosphere, energy resources and waste management. Particularly, some PSHS campuses conduct microresearch tours to update the students with research methodologies and be given chance to talk with research specialists. They also conduct ecological tours in order to promote among students, awareness on forest and ecosystem diversity, environmental impacts of energy plants, and to provide students with first hand information on forest conservation and rehabilitation programs of DENR. Geologic trips are also conducted to introduce the students to
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the geologic processes and to promote among students the importance of physical structure to the environment. Also, the PSHS campus in Bicol Region developed botanical gardening to teach the students how to maintain and appreciate a balanced ecosystem. The campus also established school nursery in order to teach students how to maintain forest trees and fruitbearing trees for planting purposes. Composting is also done to solve problems on waste disposal in the campus. However, some campuses also implement Summer Science Internship Program (SSIP) for incoming third year students to focus on Environmental Studies. In terms of research and development, the DOST sustains a wide range of R and D programs and projects. Some councils, such as the Philippine Council for Industry and Energy Research and Development (PCIERD) has projects which do not directly focus on environment, but has significant effects in our environment. These include topics on industrial waste materials, heavy metal contamination, mineral production, assessment of soil conservation, development of different products like non-fiber membrane for wastewater treatment and coco peat filter bed for treatment of heavy metals, among others. In addition, the Philippine Textile Research Institute (PTRI), as a line agency of DOST, supports the local textile and allied industries achieve global competitiveness through utilization of indigenous resources, and development of technical competence in textile production and quality assurance. The institute gives effort in research and development activities in which they have the natural dyes and natural fibers research and development program under it. The program on natural dyes was established to provide environment-friendly substitutes to the more widely-used synthetic dyes and auxiliaries for the textile and allied industries. Additionally, the Industrial Technology Development Institute (ITDI) as one of the research and development institutes under DOST generates a large pool of technologies while providing technical services to industry. The institute provides environmental technology information which has been accumulated and collected by the local governments, companies, environmental organizations, other bodies located within the Asia-Pacific Economic Commission (APEC)-member economies, in order to encourage and promote exchange of this information with the goal of improving the quality of environmental technology within APEC and contributing to preservation and protection of the environment. It also provides trainings, seminars and workshops, mainly on solid and hazardous waste management, solid waste recycling, waste segregation, composting and biogas technology, including the current environmental technologies. The Forest Products Research and Development Institute (FPRDI), on the other hand, has on-going projects on bio-sorbents for oil and other water pollutants, management of laboratory chemical wastes and evaluation on the level of pollution in some FPRDI technologies. Its program focuses on cleaner production technology for the forest-based industries. Further, in support for the development of environment-related studies, the National Research Council of the Philippines (NRCP) of DOST, hand in hand with different agencies including the academe, continues to give support in the development of environment-related studies. The council is also involved in advocacy activities, through the formulation of several resolutions for the improvement of our environment which has been damaged by the growing population. Lectures, seminars and exhibits were also done by the council to promote environmental awareness on important issues like global warming, climate change and biodiversity. Also, the council provides technical and financial support to some universities and colleges to conduct trainings and outreach programs on sustainable development, environmental technologies for solid waste management, organic farming/agriculture, biodiversity, natural disaster and awareness and preparedness, and geological hazards. The DOST has also been involved in advocacy activities to promote environmental awareness. Several IEC materials to include environmental issues and concerns have been developed in the form of publications, modules, pamphlets and even computer-aided instructional materials. The Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA) and Philippine Institute of Volcanology and Seismology (PHIVOLCS) continue to develop different forms of IEC materials to increase awareness of people on the natural disasters and calamities, like earthquakes, tropical cyclones and eruption of volcanoes. These phenomena are naturally occurring and cannot be prevented. On the other hand, the Science Education Institute (SEI) which is mainly involved in science and mathematics education developed a computer-aided instructional material which features simulations, animated
8

graphics and images of selected lessons in elementary science (Grades 3-6) and mathematics (Grades 1-6) that include some environment-related topics. Through the different simulation lessons, the students experience something closely related to real life. They involve the learner in a vicarious experience of events or processes, thus engaging the pupils to different fascinating, and virtually realistic opportunity to learn about scientific phenomena matter, energy, environment, reproduction, photosynthesis, interactions and relationship between living and non-living things.

Initiatives from the DSWD The Department of Social Welfare and Development, thru the reports of some of its field offices (FO) mentioned the following: FOs 1 and CARAGA integrated environmental awareness in the Day Care curricular and session plans in the centers and institutions and during training of day care workers; FOs IVA created the Environmental Committee with the transfer of Golden Acres in Tanay; FO X adopted a highway in Taytay, El Salvador, Misamis Oriental as tree planting area together with other government agencies, to replace damaged trees and secure/ maintain corresponding tree guard; FO NCR promoted environmental awareness thru environmental sanitation in line with the continuous implementation of the 5S; FO VII disseminated a copy of R.A. 9512 to the different units of TAD (?), Operations Division and Center heads for their guidance and future implementation. Initiatives from the PIA The Philippine Information Agency (PIA) envisions a well-informed citizenry, able to understand, discuss, and vote on vital issues propelling the nation toward lasting peace and development. To date, PIA's mission is to provide people with adequate information to help them make better decisions and identify opportunities that could improve their quality of life. PIAs main programs include research and planning, institutional development, information production and dissemination, and regional operations nationwide. In 2008, PIAs participation in environmental education included providing media coverage and advocacy support to protected area management, celebrations such as environment month, National Disaster Consciousness, Earth Day, Search for Clean and Green Programs, International Day for the Ozone Layer Protection, rehabilitation of Mt. Mayapay in Caraga, Gawad Pangulo sa Kapaligiran, Gawad Probinsiya sa Kapaligiran, DENR Peoples Hours. The PIA likewise supported fora on Jatropha, global warming/climate change, environmental sanitation, dialogue on illegal logging, media summit on eco-tourism, and orientation of smoke- free city in Surigao Del Sur. Other information support extended by the PIA include the airing of television plugs on disaster preparedness (three times a day/for 182 days) over Catanduanes Community Television Network, preparation of 32 print/618 broadcast releases and radio airing of green Philippines/climate change materials, 8 print/141 broadcast releases and radio airing of mining related materials. DXIM Region 10 hosted by PIA also aired DENR conservation programs for the Philippine Eagle. In 2009, on a national scope, PIA provided promotion and publicity support, advocacy planning, and technical assistance in the production of IEC materials to various activities implemented on climate change and global warming, water conservation/ clean and safe water, hazardous waste contamination/solid waste management, disaster management, green industry campaign, Clean Air Act, Airshed Governing Board, typhoon and flood awareness, alternative fuels, downstream oil industry, among others.

Initiatives from an Educational Network Philippine Association of Tertiary Level Educational Institutions in Environmental Protection and Management (PATLEPAM) The PATLEPAM is an association of higher educational institutions established in 1995. After 15 years, the PATLEPAM has established several Regional Coordinating Centers nationwide and has been continuing among its member-schools, its dedication in promoting environmental education and management through information exchange, capacity building, curriculum development, collaborative programs on instruction, research and development. Community extension projects have been valuable in the success of its various programs and linkages to several multi-stakeholder partners through the years. Its annual General Assemblies have tackled different environmental issues and concerns such as the following: o o o o o o o o o o o o o Environmental Education for Sustainable Development Climate Change Local Environmental Governance and Eco-tourism Research and Development for Sustainable Development Commitment to Ecological Solid Waste Management Water Resources Conservation Persistent Organic Pollutants Partnership in Sustainable Livelihoods Addressing Water Pollution Disaster Risk Management Climate Change Adaptation and Mitigation The Environmental Education Law Climate Change Law

Initiatives from Business

Business is both a target and an agent for transformation for sustainable development. As a target, many companies are implementing Internal Environmental Education Programs for their employees, consistent with an overall environmental policy and commitment to attain environmental performance goals. Among these are Trainings on Environment Management Systems and ISO 14001, Environment Audit Training for plant mangers and plant personnel, corporate staff and Environmental Health and Safety Units; and in house training on efficient resource management (e.g. energy and water conservation, and waste reduction). Through its annual Corporate Environment Training Series, the Philippine Business for the Environment, a non profit organization that assists companies to address their environmental concerns and responsibilities, continues to offer a range of short courses to help companies build the environmental management capacity of their managers and personnel. The Series has trained over 1200 persons since it was launched in 2001. The Pollution Control Association of the Philippines also conducts regular courses for Pollution Control Officers focusing on environmental legislation and technical skills such as wastewater treatment. During the 2009-2010 Zero Basura Olympics Awards, several companies were recognized for their environment education efforts, among them: A. Soriano Corporation; The Cravings Group; Meralco Management Learning Development Center; Quezon Power; Team Energy; Ayala Center Association, Inc. and Ayala Center Property Management. Examples of these efforts are: Orientation /Training Small Islands Sustainable Development Program (SISDEP); Integration of EMS Lectures in the Basic Culinary Skills Training provided to NSTP Students; Solid Waste Management Orientation, Zero Waste Program in public schools; Conduct of workshops on fly ash utilization w/ DOST; Capacity building on composting and Lakbay Aral on Solid Waste Management Programs and Technologies. To promote 10

recycling and resource recovery, the PBE organized a Recyclers Speakers Bureau for its Trash Talk series in malls, schools and companies, and during the annual Recyclables Collection Events. For Water Education, it joined forces with the Coca Cola Foundation for the Water Trail Project (in partnership with the DENR and the Manila Water Company, one of two water concessionaires for Metro Manila) to develop an interactive program module which combined fun classroom activities with an outdoor water trail for 1191 students and 97 school officials/ science teachers from 32 elementary / high schools of the Department of Education - Pasig City School District. The Project emphasized not only the inherent value of water as a resource but also dramatized what wasting water really means. Learning impact was gauged from the students/ teachers/ school heads action pledges, and insights as gleaned from their artwork and creative song/ dance/ poetry expressions at the Project Culminating Event. The PBE also helps raise awareness on the impact of business on climate change and has trained and mentored several companies to measure and reduce their carbon footprint using the Greenhouse Gas Accounting Protocol developed by the World Resources Institute and the World Business Council for Sustainable Development (and piloted in the Philippines in 2008 with the Manila Observatory). Among the companies PBE has worked with are: a coal-fired plant, telecommunications company, an oil refinery, brewery, charter aviation company, car manufacturer, consumer products manufacturing company, and a water utility.

Challenges Environmental education in the country is beset with the following challenges: Need to better integrate environmental education towards sustainable development for all levels of formal education (elementary, secondary, alternative learning system, post-secondary, higher education), and for strategic sectors (educators/students for all levels, local government units, national government agencies, media, civil society, business) Insufficient materials and information that will support the delivery of basic learning contents of environmental education/education for sustainable development Lack of qualified/trained teachers/trainers on environmental education/education for sustainable development Lack of funds for the production of materials to be distributed to the schools, other sectors, and the conduct of trainings.

Recommendations To address the various challenges in environmental education, the following comprise priority action areas under the updated National Environmental Education Action Plan which serves as the Road Map for the implementation of R.A. 9512 for 2009 to 2014: 1. Maintenance of a common resource facility for environmental information, education and communication exchange, and link with the ASEAN Environmental Education Inventory Database (www.aseansec.org) 1.1 Need to set up and maintain/strengthen EE for SD website/s (in schools, other institutions, etc.). (At the EMB, it maintains a website for the Inter-Agency Committee on Environmental Education at www.emb.gov.ph/eeid.) Need to expand the library of existing environmental education resources (inventory of Environment and Natural Resources training modules, instructional materials, environmental educators/experts, pool of trainers, etc.); Actively promote and manage the ASEAN Environmental Education Inventory Database (AEEID) as the central platform for information dissemination, exchange and learning for Environmental Education (EE) and Education for Sustainable Development (ESD) in ASEAN; Conduct nationwide baseline research survey on the knowledge, attitudes, practices of selected stakeholders regarding R.A. 9512 implementation

1.2

1.3

1.4

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2. Training of Teachers or Trainers 2.1 Establish a baseline assessment on the extent to which teacher education programmes and in-service and pre-service training address EE/ESD theory and practice; Establish a baseline of EE for sustainable development training needs for stakeholders in both the formal and non-formal sectors; Provide EE and ESD training opportunities for key stakeholders.

2.2 2.3

3. Curriculum, and Support Instructional Materials Development 3.1 3.2 3.3 Institutionalize environmental education in all levels; Establish a baseline assessment on the extent to which national curricula in the basic education system include EE and ESD content Set National Standards for inclusion of EE/ESD for Quality Assurance on basic education/technical and vocational education/higher education/non-formal education curricula Promote research on EE/ESD issues to ensure continuing development in formal education; Promote sustainable and eco-friendly schools concept and practice in the country and throughout ASEAN; Develop EE curricula, materials and resources that are locally relevant and complement ESD at the local/community level.

3.4 3.5 3.6

4. Full utilization of other venues (e.g. multi-media and alternative media) for EE/ ESD 4.1. Hasten the delivery of the message across the country by utilizing all means of communications.

5. Partnerships and Networking for EE/ESD 5.1 5.2 5.3 Promote EE as a key integrating tool for the development of environmentally sustainable LGUs in the country and in each ASEAN Member-State; Use appropriately designed and targeted EE for promotion of environmentally sustainable business practices/local economic development; Build and strengthen existing networks of NGOs, universities and media throughout the region to be effective practitioners, promoters, communicators and agents of change for EE and ESD; Enhance the participation of community leaders, such as those religious leaders who have close contact with local communities, in promoting public awareness on the importance of sustainable development and environmentally sustainable practices

5.4

6. Performance evaluation of EE/ESD programs (impact to beneficiaries) 7. Funds/financial support to expand EE/ESD programs, particularly in the regions (e.g. lobby for increased General Appropriations Act allocation [e.g. 5% of total MOOE-like Gender and Development - for all government agencies in support to R.A. 9512 implementation, and to be increased at 1% per year thereafter up to 2014 which is the final year of the United Nations Decade of Education for Sustainable Development (this is on the premise that environment is everyones concern).

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