Document

Report
Environmental Education:
Perspectives from the Tertiary
Education
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
environmental education
support
materials
for
Distribution of HEIs by Type
Other HEIs
1%
LUCs
3%
SUCs
8%
PSs
22%
PNs
66%
SUC’s – State Universities
and Colleges
PSs – Private sectarians
PNs – Private non-sectarians
Faculty in Higher Education
DOCTRATE
8%
BACCALAU
REATE
59%
MASTER'S
26%
OTHER
LEVELS
7%
Historical Enrollment by Discipline Group
Discipline Group
1994-1995
Agricultural, Forestry, Fisheries, Vet Med.
59400
68760
71228
64760
75475
85266
87492
94900
Architectural and Town Planning
21665
23066
22268
23901
23346
22394
23459
25205
Business Admin. and Related
545982
593402
615817
620681
635398
632760
645970
640315
Education and Teacher Training
236464
278443
301148
316293
407966
447183
469019
439549
Engineering and Technology
287821
295172
305843
299226
344039
359313
369175
377409
Fine and Applied Arts
8266
9168
10922
9394
9778
9809
10138
8967
General
113286
110175
107351
108941
55630
55890
68223
43627
Home Economics
2577
5106
4826
5562
7167
7513
10060
6460
Humanities
6105
8484
14014
9227
21617
21343
21671
29665
Law and Jurisprudence
14950
14248
15892
16481
18629
20099
20097
19646
Mass Communication and Documentation
10614
14602
12004
12445
24206
45421
21622
30638
Mathematics and Computer Science
97853
130859
153505
166329
221660
220860
239931
262134
Medical and Allied
274941
240075
200122
164784
155868
150634
141771
164000
Natural Science
18475
24400
23031
21914
25932
28856
29215
30451
Religion and Theology
7713
8392
8397
7079
10538
10856
9507
7828
Service Trades
7134
6883
8169
7666
12532
13369
14486
15421
Social and Behavioral Science
27158
35044
41873
34735
63184
62113
62860
80077
Trade, Craft and Industrial
Other Disciplines
195
131048
399
151294
273
144617
2519
176028
982
165367
640
179167
988
185158
4651
185113
2017972
2061300
2067965
2279314
2373486
2430842
2466056
Grand Total
1871647
1995-1996
1996-1997
1997-1998
1998-1999
1999-2000
2000-2001
2001-2002
Note: 1994-1995 to 1997-1998 General Discipline Group in all levels regardless of major w ere lumped. From AY 1998-1999 to 2001-2002 w ith majors w ere distributed to
corresponding fields of study such as Humanities, Mass Communication, Math and Computer S
Enrolment as of 2001
Annual growth of 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.
Graduates as of 2001
Annual growth of 3%
OTHERS
54%
GRAD
46%
Graduation rate (Ave.) = 46.29 % ; 1,141,537 out of the 2,466,256
students who enrolled finish the program
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 Master’s
5 are Doctoral
152 are Level I
445 are Level II
146 are Level III
COMPARING ENROLMENT AND EMPLOYMENT
DISCIPLINE
GROUP
%
enrollment
engineering
Agriculture,
fishery, forestry
and veterinary
medicine
%
employment
14.51
manufacturing
9.62
1.15
Agriculture,
fishery, forestry
and veterinary
medicine
36.52
Whole sale / retail
trade
19.12
Community, social,
and personal
services
11.89
entrepreneurship
Service trades
INDUSTRY
GROUP
0.60
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 extracurricular 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. 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
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
CONCLUSION
Proposed Action Plans
Concerted Effort
Research and Development
Policy Reforms
Information
Curriculum development Training and Scholarship
Advocacy Program
Logistic Support

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