United Nations Decade of Education for Sustainable Development UNDESD 20052014, the Draft ASEAN Envi

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United Nations Decade of Education for
Sustainable Development (UNDESD) (2005-2014), the
Draft ASEAN Environmental Education Action Plan
(2006-2010), and the National Environmental
Education Action Plan for Sustainable Development
(2005-2014) UpdatesEnvironmental Education and
Information DivisionENVIRONMENTAL MANAGEMENT
BUREAUDepartment of Environment and Natural
Resources
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United Nations Decade of Education for
Sustainable Development (UNDESD) (2005-2014)-
In December 2002, UN General Assembly adopted
resolution 57/254 to put in place a UNDESD from
2005-2014- UNESCO was requested to lead the
Decade, and develop the International
Implementation Scheme of the Decade - broad
framework for all partners to contribute to
the Decade - Strategic document on what nations
committed to achieve through the DESD
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The concept of sustainable development continues
to evolve.Key areas of sustainable
development- Society- Environment -
Economywith culture as an underlying dimension
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Education for Sustainable Development (ESD) is
fundamentally about values with respect at the
center.Respect for - others - present and
future generations - difference and
diversity - environment -
resources of the planet
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Characteristics of ESD- concern for education
of high quality- interdisciplinary- holistic
learning for sustainable development-
values-driven- fosters critical thinking and
problem-solving- multi-method word, art,
drama, debate, experience- participatory
decision-making- locally relevant addressing
local as well as global issues, using the
language learners commonly use
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ESD is for everyone, at whatever stage of life
they find themselves. - perspective of lifelong
learning - engaging all possible spaces of
learning formal non-formal
informal from early childhood to adult life
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Interlinked strategies under the International
Implementation Scheme for the UNDESD1.
Advocacy and vision building2. Consultation and
ownership3. Partnership and networks4.
Capacity building and training5. Research and
innovation6. Information and communication
technologies7. Monitoring and evaluation
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The ASEAN ENVIRONMENTAL EDUCATION ACTION PLAN
(AEEAP) (2006-2010)Strategic action plan that
guides the ASEAN Secretariat and the 10 ASEAN
member-countries, in the promotion and
development of programmes and projects on
Environmental Education (EE) for Sustainable
Development (SD).
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The ASEAN ENVIRONMENTAL EDUCATION ACTION PLAN
(AEEAP) (2006-2010)Its AimTo serve as an
effective catalyzing force for the development
and advancement of EE as a key integrating
component for achieving SD in the 10
member-countries, in close concert with the
UNDESD.
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The AEEAPs Mission StatementThe ASEAN
member-countries, envision a clean and green
ASEAN, rich in cultural traditions (where the
values and practices of the people are in accord
with the rhythm and harmony of nature) with
citizens who are environmentally literate, imbued
with environmental ethic, willing and capable to
ensure the sustainable development of the region,
through EE and public participation efforts.
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Strategic Goals of AEEAP 2006-2010- Promotion
and Ownership of Regional EE Development
Process- Financial Viability/Sustainability-
Coordination, Networking, Collaboration,
Communication and Information Dissemination-
Capacity Building for Key Stakeholders -
Monitoring and Evaluation
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AEEAP 2006-2010s Outcomes- EE practitioners
and other stakeholders will be professionally
enhanced through effective regional exchange of
knowledge, skills, experience, expertise and
best practices, and through capacity building
opportunities.- Increased understanding of the
importance of environmental education in all
areas of lifelong learning for achieving
sustainable development by the regions policy
and decision makers, and through this
understanding, there will be strong support of
environmental education initiatives and
programmes throughout the region at the local,
sub-national and national levels.
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AEEAP 2006-2010s Outcomes - Successful
collaborative partnerships supporting and
utilizing EE for advancing sustainable
development in the ASEAN region, between all
sectors and at multiple levels.- EE will be
institutionalized in the formal education sectors
in each country of ASEAN.- Innovative,
effective, and diverse research on-going on EE
and ESD in all the ASEAN member-countries.
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AEEAP 2006-2010s Outcomes- the key vehicles
for knowledge exchange, information
dissemination and capacity building will be
financially viable and sustainable.- the private
sector will be strongly supporting sub-
national, national and regional EE initiatives
and programmes. AEEAP 2006-2010 will have
a key and effective role in the DESD
Asia-Pacific Strategy.
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National Environmental EducationAction Plan for
Sustainable Development (2005-2014)
Multi-Sectoral Outputs (from Government, Civil
Society and Business)
Coordinated and Compiled by Environmental
Management Bureau Department of Environment
and Natural Resources (Chair, PCSD
Sub-Committee on Information and Education)
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Key Elements of Sustainable Development under the
Enhanced Philippine Agenda 21- Poverty
Reduction- Social Equity - Empowerment and
Good Governance - Peace and Solidarity-
Ecological Integrity
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Key Themes in Education for Sustainable
Development (under the UNESCO Framework for a
Draft Implementation Scheme of the UN Decade of
Education for Sustainable Development)

• - Overcoming Poverty
• - Gender Equality
• - Health Promotion
• - Environmental Conservation and Protection
• - Rural Transformation
• - Human Rights
• - Intercultural Understanding and Peace
• - Sustainable Production and Consumption
• - Cultural Diversity
• - Information and Communication Technologies

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Education for Sustainability

• The aim is to pursue education to foster the
  transition to a sustainable society.
• As a process, education for sustainable
  development is used to
• create awareness of sustainable development
  issues
• enhance knowledge and understanding skills
• influence values and attitudes
• encourage more responsible behavior and
• promote learning that leads to action.

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2005 to 2014 has been declared as the United
Nations Decade of Education for Sustainable
Development.

• WHAT THEN?

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Multi-Sectoral Consultative Workshops

• Fora/ conferences for the discussion of global
  and national imperatives and challenges in
  environmental education based on guidance
  documents, such as

• - Johannesburg Summit Plan of Implementation
• UNESCO Draft Framework Implementation Scheme
• for the UN Declaration of the Decade of
  Education
• for Sustainable Development (2005-2014)
• National Environmental Education Action Plan
• (1992-2002)
• ASEAN Environmental Education Action Plan
  (2000-2005)
• Enhanced Philippine Agenda 21(2002)

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Multi-Sectoral Consultative Workshops(November
2003, Sulo Hotel Dumaguete, Sept 2004 July
2006, UP Hotel)

• Review and assessment of initiatives for the
  NEEAP 1992-2002, based on sectoral perspectives
  (from government, civil society) in basic
  education technical and vocational and tertiary
  education and non-formal education (including
  civil society, local governments, media,
  business, youth)

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National Environmental Education Action Plan
(NEEAP) for Sustainable Development for 2005 to
2014 As part of the Philippine contributions to
the United Nations Decade of Education for
Sustainable Development (2005-2014)

• - Developed a brochure on the UN Decade of
  Education for Sustainable Development and
  uploaded in the EMB website
• - Developed an expanded write-up on the NEEAP
  for Sustainable Development (2005-2014)
• - Produced 15,000 copies of Environmental
  Information Sheet on the NEEAP for Sustainable
  Development (2005-2014)

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Disseminated and further consulted on the updated
NEEAP for Sustainable Development to about 1,200
individuals representing institutions comprising
of the following

• - elementary, high school and university
  teachers nationwide (1000)
• - Community and Provincial Environment Officers
  (CENROs and PENROs) of DENR nationwide (40)
• - information officers and environmental quality
  personnel of the EMB nationwide (35)
• - multi-stakeholder senior officials of the
  Philippine Council for Sustainable Development
  (50), and members of its Sub-Committee on
  Information and Education (25)
• - Youth leaders to the YSDA training (30)
• - Non-formal environmental educators from
  government and civil society (20)

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Developed a tagline on the UN Decade of Education
for Sustainable Development (DESD) and uploaded
in the EMB website, and for inclusion in various
EMB publications, at the central and regional
offices, and the various member-institutions of
the PCSD Sub-Committee on Information and
Education.

• - Included topic on the UNDESD and Moving the
  Tertiary Education Sector for the DESD for the
  Senior Educators Annual National Conference
  (September 29-30, 2004), with Ambassador Preciosa
  Soliven, UNESCO Secretary-General for the
  Philippines, as one of the speakers.
• - Regional Action Plans on Tertiary
  Environmental Education for Sustainable
  Development for 2005-2014 were likewise drawn up
  with universities and colleges nationwide.

EMB, PATLEPAM officials with UNESCO
Secretary-General Ambassador Preciosa Soliven
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National Environmental EducationAction Plan for
Sustainable Development (2005-2014)

• Vision
• An environmentally literate and proactive
  citizenry imbued with a sense of responsibility
  to care, protect and enhance environmental
  quality that is conducive to their well being and
  supportive of the nations economic development
  and unified in its pursuit of peace, social
  justice and equity in the use of natural
  resources.

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National Environmental Education Action Plan for
Sustainable Development (2005-2014)

• Mission
• To improve the institutional systems, making them
  more relevant towards delivery of environmental
  education to all segments of society.
• To mobilize resources and encourage more
  private/public investments and partnerships in
  supporting programs for environmental education.

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National Environmental Education Action Plan for
Sustainable Development (2005-2014)

• Mission
• - To establish a critical mass of committed
  environmental educators and practitioners who
  will spearhead the environmental education
  movement.
• - To promote environmental ethics which will
  instill the right values and attitudes as a way
  of life among the Filipinos.

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Proposed Cross-cutting Actions

• - Continuous inventory on existing curriculum
  and support instructional materials on
  environmental education.
• - Mobilize resources and encourage public and
  private sector investments in supporting programs
  for environmental education.
• - Strengthen the institutionalization of the
  integration of environmental education concepts
  in the curricula at all levels.
• - Green Schools Recognition Awards at all
  levels of education.

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Cross-cutting Proposed Actions

• - Strengthened networking and linkaging
• - Curriculum and support instructional materials
  development
• - Advocacy programs
• - Community outreaches
• - Green lifestyle options
• - Trainings
• Research and development
• Develop a monitoring and evaluation scheme for
  the implementation of NEEAP.

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• Elementary and High School Education

- Recommend the designation of focal points on
Environmental Education in the Department of
Education and the Department of Environment and
Natural Resources, thru the Environmental
Management Bureau, at the central offices and
their regional counterparts. - Integration of
education for sustainability concerns in the
lesson plans. - Provide teachers with
community-based lesson guides, tools and learning
materials geared towards sustainable development
education (especially for rural schools)
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Elementary and High School Education

• - Prepare training modules, materials,
  assessment tools, and research methodologies on
  selected topics on environment.
• - Sharing of instructional aids (e.g. diskettes
  with PowerPoint presentations and others) to
  facilitate teaching-learning of teachers and
  pupils.

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Elementary and High School Education

• Provision of more
• - Lesson and teaching guides, modules, books,
  support print materials (posters, flyers, flip
  charts, compact discs, multi-media materials,
  exhibits, etc.)
• Inter-school exhibits, contests (Environmental
  Education Olympics for Division/Regional/National
  Levels)
• Infommercials radio programs
• Slogans
• Exposure to lesson guide preparation

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Elementary and High School Education

• - Student-parent associations /
• organizations to pursue
• environmental education
• - Use of theater arts in environmental
• education
• - Exposure to Best Practices in
• Teaching Environmental Education
• - In-service teachers trainings
• - Field Exposures to Educational
• - Outbound Programs

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Elementary and High School Education

• - Social Mobilization for Environmental
  Education
• - Provision of support from school
  administrators, public and private sector
  institutions
• - Establish linkages with relevant
  institutions/
• organizations that could help in the
  acquisition of appropriate technologies/
  facilities that will enhance environmental
  education
• - Institutionalize the integration of
  sustainable development education in CHED

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Tertiary Education

• - Make EE a component of institutional
  accreditation by
• Developing stricter guidelines and
  standards on sustainable development practices of
  schools in the existing school accreditation of
  government and self-accreditation process of the
  private sector (e.g. PAASCU accreditation and
  others)
• - Promote and strengthen Environmental
  Education among higher education institutions
  (HEIs)

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Tertiary Education

• Stronger relationship, collaboration and
  partnerships among higher education institutions
  for sustainable development education (i.e.
  PATLEPAM, EENP)
• Capability building for member-schools
• - Identify EE and SD methodologies and
  strategies in HEI curriculum
• - Evaluate effectiveness of EE programs
• Integrate EE in professional curricula (i.e.
  inclusion of EE questions in the board /
  licensure exams)

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Tertiary Education

• - Conduct an inventory of specialist training
  and institutions involved in the delivery of
  education and training for the private sector
• Pursue SD capacity building program targeting
  human resources development of
  professionals
• - For each school to formulate its own EE
• program, with
• clearly stated objectives
• evaluation schemes
• delivery and management mechanisms
• - EE module or subject to be offered in the 4th
  year of college, that provides wholistic
  perspective

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Tertiary Education

• - Schools should educate through a culture of
  maintenance (of facilities, equipment,
• grounds, etc.)
• - Promote textbook and module writing
• (contextualized in the Philippine setting)
• - Offer environmental modules (under them
• ECOCORPS program, or the Human and
• - Ecological Security) as an environmentally
• viable track for the implementation of the
  
• - National Service Training Program Law ( as
• option to R.O.T.C.)

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Tertiary Education

• - Establish consortium of business and graduate
  schools in management and/or engineering to
  purposively evaluate the SD learning needs of
  professionals, adopt or develop industry
  environmental case studies of Philippine
  companies for classroom application, involve
  industry SD practitioners as faculty, and
  integrate environment into the curriculum

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Non-Formal Education

• Cross-cutting
• Conduct of annual IEC
  dissemination events for the
  widest outreach of training
  modules, demonstration project results,
  case studies, publications, manuals and
  audio-visual materials to the private sector from
  donor-assisted national environment and natural
  resources assistance programs
• - Continuous inventory of existing support
  materials on environmental education
• - Establish information network, and clearing
  house of educational materials

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For the government sector

• - Sustainable Development Education for leaders
  of society, decision makers (e.g. Greening of the
  Cabinet and legislators)
• Environmental trainings and workshops should be
  extended to the barangay level, and highlight
  community-based resource management approaches
• Information technology capacitation and
  logistical support for the EMB/DENR field offices
  (EEIS EMB Regional offices RPAO / CENRO and
  PENRO Offices of the DENR), and DepEd Regional
  Offices

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For the government sector

• - Highlight outbound education strategy (the
  field approach) for environmental education
• Mandate EE components, EE statistics and multiple
  copies of all EE and training outputs for all
  donor-assisted projects on environment and
  natural resources management
• For media
• - Strengthen partnerships with media for
  sustainable development education (thru Research,
  Information, Communication, Education)

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For the Business Sector

• At the conceptual level
• - Help build new ways of thinking,
  understanding and appreciation of ecosystems as
  well as the business case for sustainable
  development - i.e. how business affects the
  environment and is likewise affected by the
  environment
• - Reconcile business values with
  environmental ethics and environmental codes of
  conduct

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For the Business Sector At the technical
level - impart specific job-related
knowledge, skills and technologies
pertaining to business operations of
specific sectors. At the behavioral level -
influence attitudes at the management,
supervising and shopfloor levels to integrate
environment into the organizational system
and manufacturing practices
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For the Business Sector At the policy level
- cause business decision makers to learn
and apply methods of environmental risk
assessment and forecasting, environmental
cost account, market-driven thinking to equate

• competitiveness with environmental
• performance and responsibility with long
• term benefits for both its stockholders
  and
• stakeholders

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For the Business Sector

• Organize EE efforts for different groupings on
  the private sector
• - large firms
• - small and medium
• enterprises
• - service industries
• - financial sector

- Environmental and Sustainable Development
programs on Sustainable production and
consumption
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For the Business Sector

• - Engage more corporations into partnership
  for environmental education projects that
  benefit the youth, the education sector and
  communities
• - Environmental advocacy and youth education
• - Environmental awareness raising
• - Environmental Educators programs
• - Educational Infrastructure projects

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For the youth and civil society

• EE in schools and communities
  must be undertaken not as
  academic exercises but focused
  on responding to specific
  community issues (environment
  and sustainable development).
  Thus, linkages among issues
  with socio-politics and
  economics become more focused and
  practical
• Community-service related
• school programs should focus on environmental
  issues that cut across other social issues

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For the youth and civil society
- More involvement of parents thru Parent-
Teachers Associations) in facilitating
household level environmental projects (e.g.
eco-waste management) to complement the formal
instruction in schools.
- Provide practical support so each school can
have at least one environmental student/youth
organization
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For the youth and civil society

• Where necessary, in order to mobilize more
  support from the faculty members, a parallel
  environmental study/action group of teachers must
  also be encouraged.
• Practical applications of environmental actions
  on site
• Sustainable consumption and production issues
  must be made central theme of environmental
  education.
• - Green Lifestyle Options particularly in three
  practical concerns a) Ecowaste, b) Organic
  Food/Food Safety, c) Green Transport Options
  (e.g. Biking)

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For the youth and civil society

• - Implement and institutionalize the 2nd and
  3rd National Youth Parliament resolution for the
  creation of a Philippine National Youth Leaders
  Summer Camp on ESD to be acted/led by the DENR,
  NYC, PCSD and the DILG

- Review and strengthen the implementation of the
Green Brigade Program of the Sangguniang Kabataan
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For the youth and civil society

• Training on environment and sustainable
• development issues for campus journalists,
• and regular link up with campus-based
• student environmental groups and off-
• campus environmental groups.
• Need for youth to youth mentorship on
• environmental education and environmental
• work.

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Forum on EESD

• In July 2006, Institution Action Commitments for
  NEEAP were obtained for
• Curriculum
• Strengthening of integration of EE in
  TESDA/DepEd, CHED curricula
• Integration of climate change concerns in the
  school curriculum
• EE in existing CWTS programs

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Employing various strategies and modes

• School tours
• Eco-site visits
• Ecological fairs
• On-line forum for multi-sectoral consensus
  building
• Community-based lesson guides tools and learning
  methodologies
• Information technology capacitation of key
  environmental education and information agencies
• Education through a culture of maintenance of
  facilities and grounds
• Strengthening environmental youth groups in
  schools
• Strengthening of partnership with media
• Capacity Building of Stakeholders
• Research on EE for Sustainable Development

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Environmental Education Towards Sustainable
Development Taking Up the Challenges

• Accelerate education (EE) for sustainable
  development (SD) in our respective sectors
• Do STRATEGIC COMMON ACTIVITIES, either
  separately or jointly, to accelerate EE for SD
• Persevere with individual and collective
  institution action commitments

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NEEAP for SD (2005-2014) is a work in progress.
For more information, visit http//www.emb.gov
.ph/eeid/neeapoutput.htmlhttp//www.emb.gov.ph/ee
id/patlepam.htmlFor comments/suggestions,
please send to

• Environmental Education and Information
  Division
• Environmental Management Bureau - DENR
  2/F HRD Bldg., DENR Compound,
  Visayas Avenue, Quezon City Telefax. Nos.
  9202251to 52
  E-mail emb_eeid_at_yahoo.com