GEED 13: Building Ecoliteracy in the 21st Century 2.
2. Knowledge – Understanding of human and natural systems and processes and developing a deeper
Lesson 1: ROOTS OF ENVIRONMENTAL EDUCATION
ENVIRONMENTAL EDUCATION
Target Outcomes
At the end of the lesson, you should be able to:
1. Demonstrate knowledge on the historical timeline of environmental education; and
2. Determine the underlying factors that paved a way to the birth of environmental education.
Abstraction
The first step in this endeavor is to understand the principles of organization that
ecosystems have developed to sustain the web of life. And at 21st century –face an enormous
challenge.
Nowadays, the planet’s natural ecosystems are being severely degraded, putting in danger
the ability of the planet to sustain life. Species of all kinds are dying out one thousand times faster
than their natural rate of extinction.
According to Genc, 2015, life and environment are interdependent, environment is a vital
human element. The environment is the habitat in which living things maintain their reciprocation
and interact with each other throughout their lifetimes.
Environmental education aims to increase citizen environmental literacy, doing so by
increasing awareness and knowledge, providing an opportunity to explore values and practice skills
relating to environmental issues (UNESCO, 1978).
As a result of environmental education, it is hoped that people will take action to protect
and improve the environment, including the social, ecological, and economic aspects (Hollweg, et al.,
2011).
EE’s foundational aim is action toward the solution of environmental problems (UNESCO
1978) (as cited in Ernst, Blood & Beery 2015). Environmental Education is a process that allows
individuals to explore environmental issues, engage in problem solving, and take action to improve
the environment.
• Environmental Education does not advocate a particular viewpoint or course of action.
• Enhances their own problem-solving and decision-making skills.
• Individuals develop a deeper understanding of environmental issues and have the skills to make
informed and responsible decisions.
5 COMPONENTS OF ENVIRONMENTAL EDUCATION
1. General Awareness – Raising awareness of the need for environmental conservation is the first
step in any program.
understanding of the principles and complex issues involved.
3. Attitude – Appreciation and concern for the environment and building personal and societal
commitment to conservation.
4. Skills – Problem solving and critical thinking skills; skills of environmental citizenship.
5. Participation – Capacity for personal and collective action and civic participation.
ENVIRONMENTAL EDUCATION TIMELINE
The Roots of Environmental Education: How the past supports the future
A. EARLY INFLUENCES (1762) JEAN- JACQUES ROUSSEAU
EMILE- Education should include a focus on environment. Educators should facilitate opportunities
for the student to learn and discusses the stages of human development and its implications.
 (1807) LOUIS AGASSIZ
He urges his students to learn directly from nature.
 (1891) WILBUR JACKMAN
Define the NATURE study movement.
 (1920s) ECOLOGY begins to develop as a scientific field.
B. THE CONSERVATION EDUCATION ERA 1930-1954
The conservation era has its origin in response to wind erosion and other resource
problems in the U. S.
(1930s) JOHN DEWEY (DUST BOWL)
Progressive Education Movement- which promotes student centered and holistic approach to
education. (learning by doing, lifelong learning).
C. MODERN ENVIRONMENTAL EDUCATION
 (1969) NATIONAL ENVIRONMENTAL POLICY ACT was passed to encourage productive and
enjoyable harmony between man and his environment.
 (1970) NATIONAL ENVIRONMENTAL EDUCATION ACT was passed. (develop an
environmental education curricula). APRIL 22, 1970- first celebrate the first EARTH DAY.
 (1971) NATIONAL ASSOCIATION FOR ENVIRONMENTAL EDUCATION was founded.
 (1972) UNITED NATIONS conferences were held providing environmental education as
means to address environmental issues worldwide.
 (1971-1984) Another NEEA 1990 was passed, facilitates, and promotes awareness,
appreciation, knowledge, and stewardship in K12 students.
D. PRESENT PROGRAMS & BUILDING FOR THE FUTURE. 1990- present
 (1990) Project WET – Water Education for Teachers
  (1991) National Environmental Education Advancement Project; Principles of
Environmental Justice
 (1992) The United Nations Conference on Environment and Development held in Rio de
Janeiro, Brazil recognized, in its framework for action Agenda 21, the critical role that
education can play in the transition to sustainable development.
 (1993- 2005) The North American Association for Environmental Education initiates the 2. Department of Environment and Natural Resources (DENR)
national project for excellence in environmental education by creating guidelines on it.
 (1995) The establishment of Environmental Education and Training Partnership (EETAP).
 NEE hold trainings and partnerships worldwide on education for sustainable development.
 (2002) The United Nations General Assembly declared the ten years from 2005 to 2014 to
be the Decade of Education for Sustainable Development (DESD), calling on governments to
integrate the principles of sustainability into their educational strategies and action plans.
3. Department of Social Welfare and Development (DSWD)
 (2014) The DESD came to an end and, as the follow up, UNESCO launched the Global Action
Programme (GAP) on Education for Sustainable Development for an initial phase of five
years (2015-2019) at the UNESCO World Conference on Education for Sustainable
Development held in Aichi-Nagoya, Japan.
 (2015) The 193 countries of the United Nations (UN) General Assembly adopted the 2030
Development Agenda, at its core includes 17 Sustainable Development Goals (SDGs)
comprising 169 targets to be achieved by 2030. 4. Department of Science and Technology (DOST)
Environmental Matters may also feature in other National Curriculum Subjects, not
because they are required, but because schools choose to take up opportunities to
include
an environmental dimension.

Ecological literacy, or eco-literacy, is a term first used by American educator David W. Orr and
physicist Fritjof Capra in the 1990s, in order to introduce into educational practice, the value and Some of the programs and Initiatives of the government:
well- being of the Earth and its ecosystems.
1. Expanded National Greening Program (ENGP)
ENVIRONMENTAL EDUCATION IN THE PHILIPPINES
DepEd Components in relation to ENGP includes Gulayan sa Paaralan, Tree
Republic Act 9512 – National Environmental Awareness and Education Act of 2008. This is
an act to promote environmental awareness through environmental education and for other Planting, and ALS Lingap Kalikasan
purposes.
2. Philippine Association of Tertiary Level Educational Institutions in Environmental Protection and
November – Environmental Awareness Month Management (PATLEPAM)

Responsible Centers in promoting EE in the Philippines: Objectives:

1. DepEd, CHED, TESDA • enhance environmental awareness and skills of tertiary level students and faculty members.

• assist in curriculum development for environmental management among tertiary level educators.

• conduct collaborative programs on instruction, research and development and extension in

environmental management.

Achievements:

• endorsed a resolution to CHED on the integration of a 3-unit course on environment and

sustainable development into the general education curriculum

• conducted trainings on environmental impact assessment, environmental education, environmental

management systems and biodiversity conservation.
“ One of the most urgent issues facing humanity is fixing our broken relationship with the earth, on
which all life depends on.” - Sir Ken Robinson
Lesson 2: MEANING AND NATURE OF ECOLITERACY
Target Outcomes
At the end of the lesson, you should be able to:
1. Demonstrate knowledge and understanding the nature of ecoliteracy; and
2. Exhibit ecoliteracy skills.
Abstraction
Until the late 1800s, the word literacy did not exist. In fact, according to the Oxford English
Dictionary, the word literacy was predated by the word illiteracy by several hundred years (Venezky et
al. 1987). The original term literacy referred only to the ability to read and write, its usage has since
been extended greatly in scope, beginning during the Industrial Revolution.
Government officials, industrial leaders, and educators all began to see illiteracy as a social
ill and literacy as something to be advanced for the benefit of society (Michaels and O’Connor 1990,
Carl 2009).
According to United Nations Educational, Scientific, and Cultural Organization (UNESCO
Education Sector 2004:13, ‘‘literacy involves a continuum of learning in enabling individuals to
achieve their goals, to develop their knowledge and potential, and to participate fully in their
community and wider society’’.
Literacy have emerged within the fields of environmental education, ecology, and the
broader humanities in enhancing human-environment relationships. This includes:
A. ENVIRONMENTAL LITERACY
The most widely accepted meaning of environmental literacy is that it comprises an
awareness of and concern about the environment and its associated problems, as well as the
knowledge, skills, and motivations to work toward solutions of current problems and the prevention
of new ones (NAAEE 2004).
B. ECOLOGICAL LITERACY/ ORR’S THEORY
The characterization of ecological literacy within the field of ecology has evolved
considerably focusing on the key ecological knowledge necessary for informed decision making,
acquired through scientific inquiry and systems thinking.
The term ecoliteracy was first published 16 years ago by Capra (1997), who founded the
Center for Ecoliteracy, a nonprofit organization dedicated to education for sustainable living (Center
for Ecoliteracy 2013a).
David Orr (1992) advanced an idea of literacy that placed emphasis on the creation of
sustainable human communities and called for a fundamental reconstruction of the entire
educational system, advanced within the fields of environmental education, ecology, and the broader
humanities.
NATURE-is flow of energy.  HUMANS- has no right to reduced the Richness and Diversity of
NATURE
“Everything depends in Nature is Connected and Interdependent.”
Ecoliteracy is the ability to understand the natural systems that makes life on earth
possible. It is the power that comes from the knowledge a consciousness of how nature’s living
systems operate.
It is a term first used by American educator David W. Orr and physicist Fritjof Capra in the
1990s, to introduce into educational practice, the value and well-being of the Earth and its
ecosystems.
ECOLITERACY
- Is the ability to understand the natural systems that make life on earth possible.
- A powerful concept as it creates a foundation for an integrated approach to environmental
problems.
- It concerns with the understanding the principles of organization of ecosystem and their
potential application to build.
- A PATH TO A BETTER TOMMOROW
Based on Orr’s theory, he further implies that a broad understanding of how people and
societies relate to one another and to natural systems, and how they might do so sustainably. He
identified the 2 stages of ecoliteracy and emphasizes the concept of knowing, caring and practical
competence.
FIRST STAGE
The first stage in ecological literacy is that the educated person has the knowledge
necessary to comprehend interrelatedness and the attitude of care of stewardship. This also implies
that there should a minimum level of practical competence to act based on knowledge and feeling.
Competence can be derived only from the experience of doing and the mastery of a practice.
Therefore, knowing, caring, and practical competence can be regarded as the basis of ecoliteracy.
SECOND STAGE
The second stage in ecological literacy is to know something of the speed of the crisis that
is upon us. It is to know magnitudes, rates and trends of population growth, species extinction, soil
loss, deforestation, desertification, climate change, ozone depletion, resource exhaustion, air and
water pollution, toxic and radioactive contamination, resource, and energy used. These are the vital
signs of the planet and its ecosystems.
“To become ecologically literate is to understand the human enterprise for what it is: a sudden
eruption in the enormity of evolutionary time”.
LAWS OF ECOLOGY (According to ecologist Barry Commoner)
1. Everything is connected to everything else.
2. Everything must go somewhere.
3. Nature always knows best.
4. There’s no such thing as a free lunch.
Ecoliteracy is a way of thinking about the world in terms of its interdependent natural and
human systems, including a consideration of the consequences of human actions and interactions
within the natural context. And to this, it will turn into to:
1. Equips students with the knowledge and competencies necessary to address complex and urgent
environmental issues in an integrated way and enables them to help shape a sustainable society that
does not undermine the ecosystems upon which it depends.
2. Empowers students to help create a better society and make a difference.
3. Creates positive change leaders willing to participate as citizens and engage in creating solutions.
But Orr made mention of the earth centered learning rest on seven propositions.
1. All education is environmental education, Orr emphasized that students should learn that they are
part and not exclusion of our dependence on nature. And students should not devoid any of this
sense of place or stewardship of why these are important.
2. Reshape the larger institutional structure to function as an interdisciplinary laboratory that
includes components of agriculture, solar technologies, forestry, land management, wildlife, waste
cycling, architectural design, and economics. Where its aim is to across boundaries of the
conventional knowledge and experience, because environmental issues are so complex.
3. At greater extend, Orr made mention that formal education prepares students to reside not to
inhabit. In which the inhabitant as place mutually shapes each other.
4. For inhabitants, education occurs in part as a dialogue, with a place has the characteristics of good
conversation, not as a monologue of human interests, desires and accomplishment that drowns out
all other sounds. Logically the outcome of the belief that we are alone in a dead world of inanimate
matter, energy flows and bio-geo-chemical cycles.
5. Students should teach environmental awareness in a setting that does not alter relationships to the
basic support learning systems that is sufficient to intellectualize, emote or posture such things
without having to live differently.
6. Experience trains the intellect to observe land carefully and to distinguish between health and its
opposite. Experience is an antidote to abstract learning, and it is an essential part of understanding
environment.
7. Through education the challenge is to build a sustainable society that will enhance the learner’s
competence with natural systems. Practical competence is an indispensable source of good thinking.
That would be essential in sustainability which requires people to take active part in rebuilding their
communities.
“Today’s threats demand that we hone a new receptivity, the capacity to recognize the hidden web
of connections between human activity and nature’s systems, and the subtle complexities of their
intersections”- DANIEL GOLEMAN
DEVELOPMENT OF ECOLITERACY
According to the literature, ecoliteracy is to understand and internalize sustainable
ecological relation in the nature and to transfer this sustainable lifestyle to daily life.
Based on theory of Orr, 1992 and Ohman, 2016 the core subject of ecoliteracy
issustainability, especially emphasizes that everybody who works and studies on sustainable
development should design indicators and metrics in order to evaluate ecoliteracy.
And also, according to the International Electronic Journal of Environmental Education Vol.
* issue 1, 2018, a model of ecoliteracy was developed an scale intended for adults to test the
alternative model, shown below.
ECONOMY ECOLOGICAL INTELLIGENCE
EMOTIONAL INTELLIGENCE
SOCIAL INTELLIGENCE GREEN CONSUMER BEHAVIOR
The common points of ecoliteracy are to have sustainable, affective, cognitive behavioral
roots which refers to the subcomponents such as ecological intelligence, social intelligence,
emotional intelligence, economy, and green consumer behavior.
CORE ASPECTS OF ECOLOGICAL LITERACY
1. Principles of Living Systems
The ecological problems facing society are rooted in a lack of understanding in our place in
the web of life. Developing a ‘connected wisdom’. Students are immersed in experiences of the
natural world as part of their classroom learning, they discover and study the principles guiding the
functioning of natural systems.
2. Design inspired by Nature.
According to David Orr, the goal of ecological design is to transform how humans act in the
world to provide food, shelter, energy, materials, and seek their livelihood. Ecological literacy asks
what people know and how should they learn it, given the limits of the Earth and its systems. Human
actions and design conform to how the world works as a biophysical system, and that societies be
designed with future generations in mind.
3. Systems Thinking
Ecological literacy is also guided by an understanding of systems, or systems thinking,
sometimes called holistic or relational thinking. Involves applying a way of thinking that emphasizes
relationships, connectedness, and context. The habit in which include seeing the whole of a system
rather than snapshots of its parts, looking for patterns and connections, and uncovering and testing
assumptions.
4. Ecological Paradigm and the Transition to Sustainability
Teaching young people that we are part of the natural world is the basis for the shift to an
ecological paradigm.
5. Collaboration, Community Building and Citizenship
 An ecological education occurs both within the natural environment and in the local
community where students can build relationships and apply their understanding in a real-world
setting.
Is 21st Century Learning in Need of an Ecological Literacy?
The viewpoint of the 21st century learning seems to be in the concept of need analysis.
Need analysis wherein emphasizes more on how 'gaps', or the difference are being address, between
what is currently done and what should be performed.
However, the 21st century learning speaks to transformation; both in terms of the
individual and society. Given the current ecological crisis and looming planetary emergency,
education and the practice of learning need to be situated in a curriculum that speaks to our
understanding of systems, to critical thinking, and our connection to each other and to the biosphere
through ecological literacy.
October 13, 2012, two interesting editorials raised out of the Canadian mainstream. One of
which was an essay written and delivered by the host, Michael Enright (2012). In his essay, Enright
savagely deconstructed the use of technology in the classroom, suggesting that wi-fi, social media,
and technological gadgets have made our society dumber.
The day previous in the Globe and Mail (Kingwell, 2012), a professor of philosophy at the
University of Toronto complained the current state of the post-secondary learners and issued his
seven steps for academic redemption and 21st century curriculum. Both essays pointed to an almost
intangible notion that contemporary pedagogy and curricula are so heavily focused on gadgetry and
attention grabbing, that they fail to address our ability to engage in dialogue, to think critically, and to
further knowledge through our individual and collective experiences.
Apparently, these skills are essential to create the culture shift needed to perpetuate all
species on the Earth and to solve some serious problems challenging humans throughout the world.
Out of Enight and Kingwell’s reactions comes a new conceptualization of 21st century learning, at
least within the realm of curriculum development. 21st century learning might situate the learner in a
context of crisis by which they are asked to generate solutions which transcend technology,
disciplines, and instrumentalism.
Possibly the 21st century learning can offer two sides:
1. First is the idea of critical thinking via experience that connect students with the Earth.
Allowing them to experience where they are situated in the environment and to think critically about
how we can structure our world; they will create important links between contemporary structures
and the present crisis.
2. The second idea is perhaps students can use a variety of means to express themselves to
solve systemic problems. This will most certainly involve technology, but technology is not only iPads
– it’s pencils, paint, books, rulers, and other tools which help us to act. Enright also suggested that
the use of technology will serve as an expression of our critical thinking and a catalyst for expressing
our ecological literacy.
Lesson 3:ECOLITERACY: AS AN ACTIVE LEARNING PROCESS
Target Outcomes
At the end of the lesson, you should be able to:
1. To explain the concept of ecoliteracy as an active learning process; and
2. To identify the instructional approaches for student engagement.
Abstraction
ACTIVE LEARNING PROCESS
The great challenge of our time is to build and nurture sustainable communities,
communities that are designed in such a way that their ways of life, businesses, economies, physical
structures, and technologies do not interfere with nature's inherent ability to sustain life.
Active learning is an instructional approach that engages students in the material they are
learning through problem-solving activities, writing assignments, group discussion, reflection
activities, and any other task that promotes critical thinking about the subject. Active learning
requires students to do meaningful learning activities and think about what they are doing.
Increasing the caring attitude is very important for environmental sustainability as well as in
the opinion of Fritjof Capra who calls ecoliteracy as a condition where people have understood
ecological principles and lived according to environmental principles in managing life together with
humanity on earth.
Dewey (1938) was a great proponent of what is now called, “experiential education,” or
“learning by doing” – sometimes called Project Based Learning (PBL). PBL is where students are active
researchers by participating in a project in the community or environment. Dewey believes
educational value should be positioned in occurrences, or situations, based on transactions and
relationships.
Project Based Learning is a learning model that empowers students to gain new knowledge
and understanding based on their experiences through various presentations. Model Project based
learning is a learning approach that gives freedom to students to plan learning activities, implement
projects collaboratively, and ultimately produce work products that can be presented to others (face-
to-face). The Project Based Learning model is a learning model that involves students actively in
designing learning objectives to produce tangible products or projects.
When and where does the development of care for the environment begin? Is it simply
inherent? in some individuals and not in others, or is it possible to create? Basically, is it nature or
nurture?
 Outdoor experiences make a difference in the value that students have for the Students work on individual sections of the activity, and then compile their results to complete the
environment. final activity.

This wellbeing may very well guide their life decisions regarding natural resources  Problem-based Learning
and remain a large part of what frames their actions toward other humans and a more
sustainable way of living with the Earth. Students work in small group using the activities to solve a problem.

Outdoor experiences and education about the environment develop into care and value. THE ACTIVITIES

Planting the “seeds” of knowledge and fostering in children a value for the environment by Discussion, Presentations, Games, Worksheets, Short Readings, Short Writings. Case studie/senarios,
incorporating outdoor experiences in science education is the most important step in bringing this surveys
experiencing-learning-caring continuum into balance. How to engage students?
Ecoliteracy can be defined as understanding and practicing ecological values that are useful By using LCT!
in addressing environmental problems. Ecoliteracy or often called ecological intelligence is
intelligence based on cognitive aspects or understanding of how life supports the lives of all living Teaching approaches that creates learning environments to engage students to construct
things. understanding based on:

Ecoliteracy is complex which is supported by intellectual, social, emotional, and spiritual Creating meaning Solve Problem Apply concepts
intelligence. The existence of knowledge, awareness and life skills that are in harmony with the
preservation of nature are also increasingly supporting the success of ecoliteracy.

Initially ecoliteracy was better known as ecological awareness, or ecological awareness. By Real-life situations Relevant to students Perform authentic tasks
using the word ecoliteracy, it means not only raising awareness to care about the environment, but
also understanding the workings of ecological principles in sustainable shared life on this planet
earth. Ecoliteracy can empower a person or group in dealing with environmental problems as stated Active Learning Process helps learning more effectively since students are led to learning
by Pe'er, Goldman, & Yavetz. that is more readily applicable to the real world.

Furthermore, ecological principles are the direction for the creation of sustainable DON'T LEARN TO DO BUT LEARN IN DOING. –Samuel Butler
Development based learning communities. Thus, 'ecological literacy' is the first stage of the
development of sustainable communities. HOW NATURE WORKS?

The Core Elements of Active Learning Process 1. Life is Cooperative.

Student Activity The patterns and networks of species, communities, and systems sustain each other.

Student Engagement 2. Life needs to be diverse.

ACTIVE LEARNING Diversity means that we can change.

Any method of instruction that allows students to actively participate in the learning 3. Every living and non-living thing is connected.
process through a variety of individual and group activities.
Life is about relationships.
THE PROCESS
4. Ecosystems are communities.
Students are given a variety of ways to interact with each other and complete the activities.
Species work with each other in relationships.
ACTIVITIES
5. Everything starts with the sun.
 Collaborating learning
This is what feeds the plants that sustain life on earth.
Students work together in small groups to complete the activity.
6. Matter cycles.
 Cooperative Learning
 Every piece of sand and drop of water has been here forever, and it will always be here, • Turn convictions into practical and effective action and apply ecological knowledge to the practice
although in a different form. of ecological design.

7. Ecosystems do not have waste. • Assess and adjust uses of energy and resources.

Waste is always food for another organism. If an animal poops, something eat that waste. SPIRIT (CONNECTIONAL)

8. People need nature to survive. • Experience wonders and admiration towards nature.

We need clean air, water, and soil. We need plants and other animals to work with us and
sustain us.
Active Learning Process
Proactive approach in designing learning activities
For the students engage in potential solutions about ENVIRONMENTAL ISSUES
• Revere the Earth and all living things.
• Feel a strong bond with and deep appreciation of place.
• Feel kinship with the natural world and invoke that feeling in others.
John Dewey, who formed the field of educational psychology, put forward ideas about
active

FRAMEWORKS FOR ECOLITERACY learning which include (1) Active learners who better learns is done by practice, not only with
theories, because direct learning through practice will provide experience so that learning will enter
Competencies has developed a Set of ‘Core Competencies’ to help young people develop and absorb in their lives and (2) Education enables children to solve the problems being faced, they
and live-in sustainable communities. Four sets of competencies for ecoliteracy (Capra, Center for must be directed broadly to be able to think and adapt to the outside world, so that they can face any
Ecoliteracy): problems that are inside or outside the school environment.
1. Head (learning to know) Social science is an integrated study of the social sciences and is an integration of several
2. Heart (learning to be) scientific disciplines namely social, historical, sociological, political science social psychology,
philosophy, anthropology, and economics. Understanding the patterns of Social Sciences will see an
3. Hands (learning to do) integral and integrated ecological issue so as to be able to find solutions to the surrounding social
problems.
4. Spirit (learning to live together)

HEAD (COGNITIVE)

• Approach issues and situations from a systems perspective.

• Understand fundamental ecological principles.

• Think critically, solve problems creatively, and apply knowledge to new situations

• Assess the impacts and ethical effects of human technologies and actions • Envision the long-

term consequences of decisions

HEART (EMOTIONAL)
• Feel concern, empathy, and respect for other people and living things.

• See from and appreciate multiple perspectives, work with and value others with different
backgrounds, motivations, and intentions.

• Commit to equity, justice, inclusivity, and respect for all people.

HANDS (ACTIVE)

• Create and use tools, objects, and procedures required by sustainable communities.

Lesson 4: THEORIES AND PRACTICES OF SUSTAINABLE EDUCATION
Target Outcomes
At the end of the lesson, you should be able to:
1. To heighten the knowledge about the theories in sustainable education; and
2. To apply the practices in the light of study sustainable education.
Abstraction
SUSTAINABLE EDUCATION DEFINE
Sustainability Education is often referred to as Education for Sustainable Development
(ESD), which has been defined as "Education for Sustainable Development also known as ESD allows
every human being to acquire the knowledge, skills, attitudes and values necessary to shape a
sustainable future. (UNESCO, 2014)
Education for Sustainable Development means including key sustainable development
issues into teaching and learning; for example, climate change, disaster risk reduction, biodiversity,
poverty reduction, and sustainable consumption.
It also requires participatory teaching and learning methods that motivate and empower
learners to change their behavior and act for sustainable development. Education for Sustainable
Development consequently promotes competencies like critical thinking, imagining future scenarios
and making decisions in a collaborative way.
Education for Sustainable Development requires far-reaching changes in the way education
is often practiced today." As per report of Council of the European Union, 2010, "ESD is essential for
the achievement of a sustainable society and is therefore desirable at all levels of formal education
and training, as well as in non-formal and informal learning." And, Sustainable Development
Education Panel Report, 1998 "ESD is about the learning needed to maintain and improve our quality
of life and the quality of life of generations to come. Apparently, ESD also enables people to develop
the knowledge, values, and skills to participate in decisions about the way we do things individually
and collectively, both locally and globally, that will improve the quality of life now without damaging
the planet for the future."
BACKGROUND OF ESD
In November 2014, UNESCO launched the Global Action Programme (GAP) on Education for
Sustainable Development (ESD). The GAP follows the UN Decade on ESD and calls on Member States
to:
Generate and scale up action in all levels and areas of education and learning to
accelerate progress towards sustainable development.
The Global Action Programme seeks to:
 Reorient education and learning so that everyone has the opportunity to acquire the
knowledge, skills, values and attitudes that empower them to contribute to sustainable
development; and
 Strengthen education and learning in all agendas, programmes and activities that promote
sustainable development.
ESD has also been included as a target in the Sustainable Development Goals (SDGs), also
known as the Global Goals, and is central to delivering many of the other 168 targets.
SDG Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to
promote sustainable development, including, among others, through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of a culture of
peace and non-violence, global citizenship, and appreciation of cultural diversity and of
culture’smcontribution to sustainable development
EDUCATION FOR SUSTAINABILITY
At the Earth Summit it was also recognized that education,at all levels, had a crucial role to
play in helping citizens understand and act on issues relating to the welfare of people and planet. The
term 'education for sustainable development' (ESD) and 'education for sustainability' (EFS) then
began to become part of educational vocabulary. There were, of course, a good number of educators
who were already showing an interest in issues of sustainability/unsustainability, particularly amongst
those working in environmental education, global education, and futures education.
SUSTAINABLE SCHOOLS
While the education for sustainability can be seen as a cross-curricular theme to which all
subjects could contribute, it received a significant boost when the focus was widened to the notion of
'sustainable schools'. At one step this moved issues of sustainability from an optional element in the
curriculum to a matter of whole-school policy affecting every aspect of school life.
The educational strategy on Sustainable Schools should encompass the following focus
areas: i) food and drink; ii) energy and water; iii) travel and traffic; iv) purchasing and waste; v)
buildings and grounds; vi) inclusion and participation; vii) local well-being; viii) global citizenship.
Sustainable schools have a major part to play in the face of global issues such as climate
change, ethical consumerism, energy use and peak oil. All such issues have an impact on the school
and local community. Having in mind that today’s pupils and students will be tomorrow’s decision
makers, helping them engage with sustainability issues in a critical and creative manner results in
greater 'ownership' of the issues and a willingness to engage in active citizenship now and for the
future.
SUSTAINABILITY IN THE CURRICULUM
Environmental Sustainability Economic sustainability Social sustainability
Natural resources Management Alternative futures Sustainable communities
Food and farming Leadership and change
Ecological systems Learning organizations
Waste / water / energy Corporate Social
Responsibility
Biodiversity Consumerism and trade
Cultural diversity
Intercultural understanding
Sustainability in the built
environment
Travel, transport, and mobility
The benefit is sustainability education today it is so important for educational organizations
to recognize the value of providing students courses that cover sustainability education. This is an
opportunity to give the next generation all the skills and knowledge necessary to handle the social
and environmental changes that will occur in the near future. Students need to gain an
understanding of the dependence between humans and the environment where they live.
Sustainability education will provide educators with the opportunity to teach students
about situations that are mutually beneficial to both humans and the natural ecosystem.

Climate change Globalization of economy Health and wellbeing You have the power to tackle climate change. Small changes can make a big difference if we all
work together (United Nations)
Accountability and ethics Peace, security, and conflict
EDUCATION FOR SUSTAINABLE EDUCATION 2030
International development Citizenship, government,
democracy The COVID-19 pandemic that spread across the planet in 2020 is not only a global health
crisis. It is a crisis affecting every aspect of our lives, and one that has revealed the fragility of our
Sustainable and ethical Human rights and needs interdependence with nature. We have learned that as forests are destroyed, not only are wild
Tourism animals endangered and ecosystems weakened, but also humans become exposed to unknown
infectious agents that can threaten their lives.
Population
The earth’s average global temperature has risen by around 1°C since the late nineteenth
According to the theory Tilbury & Wortman (2004), they point out to indicative curricular century with most of the warming occurring in the past thirty-five years. The 2019 Intergovernmental
themes may be more or less relevant to each disciplinary area and that might be used and adapted Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) report11 on biodiversity has
as ‘entry points’ to develop sustainability education further, as shown in the table above. warned that a million species are at risk of extinction, and that such a loss and a failure to conserve
ecosystems will have catastrophic effects on people as well as nature. With the world’s population set
PEDAGOGICAL APPROACHES IN ESD to rise from 7.7 billion to 9.7 billion by 2050, and natural resources under threat due to human
activities, we face no less than a “battle for our lives” in the words of UN Secretary General António
There is no ‘correct’ pedagogy for sustainability education, but there is a broad consensus
Guterres.
that it requires a shift towards active, participative, and experiential learning methods that engage
the learner and make a real difference to their understanding, thinking and ability to act. For our very own survival, we must learn to live together sustainably on this planet. We
must change the way we think and act as individuals and societies. So, in turn, education must
Five pedagogic elements that cover a host of pedagogical approaches or methods that used in
change to create a peaceful and sustainable world for the survival and prosperity of current and
Plymouth to bring these elements into the learning environment.
future generations.
1. Critical reflection – including the more traditional lecture, but also newer approaches
Education for Sustainable Development (ESD) was born from the need for education to
such as reflexive accounts, learning journals, and discussion groups.
address growing sustainability challenges. ESD employs action-oriented, innovative pedagogy to
2. Systemic thinking and analysis – the use of real-world case studies and critical incidents, enable learners to develop knowledge and awareness and take action to transform society into a
project-based learning, stimulus activities, and the use of the campus as a learning resource. more sustainable one.

3. Participatory learning – with emphasis on group or peer learning, developing dialogue,
experiential learning, action research/learning to act, and developing case studies with local
community groups and business
4. Thinking creatively for future scenarios – by using role play, real-world inquiry, futures
visioning, problem-based learning, and providing space for emergence.
5. Collaborative learning – including contributions from guest speakers, work-based
learning, interdisciplinary/ multidisciplinary working, and collaborative learning and co-inquiry.
Why Sustainability Education is important?
ESD for 2030 builds on the Global Action Programme (the GAP) that aimed to reorient and
strengthen education and learning to contribute to all activities that promote sustainable
development. It places a stronger focus on education’s central contribution to the achievement of the
Sustainable Development Goals (SDGs). ESD for 2030 directly contributes to SDG 4 on quality and
inclusive education, in particular Target 4.7, as well as all other SDGs, to provide relevant education
that puts responsibility for the future at the center.
ESD 2030 comes at the start of the Decade of Action to step up progress towards all the
SDGs. Now is the time for every education system to lead the transformation that is needed to set
our world on a more just and sustainable course, because our common future depends on our
present actions.
5 Priority Action Areas of UNESCO:
1. Global, regional, and national and local policies related to education and sustainable development.
2. Education and training to ensure learn what we live and live what we learn.
3. Building capacities of educators, the focus is on empowering educators with the knowledge, skills,
values, and attitudes needed for the transition to sustainability.
4. Role of the youth as key actors in addressing sustainability challenges and the associated decision-
making processes.
5. Importance of actions in the communities as they are where meaningful transformative actions are
most likely to occur.
AN URGENT CALL FOR ACTION
1.1. Where we are
The current climate emergency and other environmental sustainability crises are the
product of human behaviour. The collective activities of human beings have altered the earth’s
ecosystems to the extent that our very survival is threatened. The change is becoming more rapid,
dramatic, visible, and difficult to reverse every day. Two-thirds of the 1°C global temperature increase
in the past 100 years has occurred since 1975, while the amount of renewable and nonrenewable
resources yearly extracted globally has doubled since 1980.
It is clearly evident that unprecedented and dramatic changes are taking place and that
humankind is directly responsible.
The International Panel on Climate Change (IPCC) warns that in order to contain the effect
of global warming to 1.5°C until the end of this century compared to the 2°C scenario regarded as
catastrophic, we need ‘rapid, far-reaching and unprecedented changes in all aspects of society.’
This means not only addressing environmental challenges but also revisiting the complex
mix of social and economic issues such as inequality that are intertwined with the cause and impact
of these problems.
What we know, what we believe in and what we do needs to change.
What we have learned so far does not prepare us for the challenge.
This cannot go on. And the window of opportunity is closing fast.
We must urgently learn to live differently.
We are in a battle for our lives. But it is a battle we can win.
1.2 What Needs to be Done
To shift to a sustainable future, we need to rethink what, where and how we learn to
develop the knowledge, skills, values, and attitudes that enable us all to make informed decisions and
take individual and collective action on local, national, and global urgencies.
How can we prepare learners of all ages for the ‘battle for our lives’ as the UN Secretary General
calls it?
ESD is a well-established framework for doing this.
ESD empowers learners with knowledge, skills, values, and attitudes to take informed decisions and
make responsible actions for environmental integrity, economic viability, and a just society
empowering people of all genders, for present and future generations, while respecting cultural
diversity.
ESD is a lifelong learning process and an integral part of quality education that enhances cognitive,
social, and emotional and behavioural dimensions of learning. It is holistic and transformational and
encompasses learning content and outcomes, pedagogy, and the learning environment itself.
ESD is recognized as a key enabler of all SDGs and achieves its purpose by transforming society.
 Societal transformation:
Enable the achievement of the SDGs towards building a more sustainable world.
 Learning outcomes:
Empower people to take responsibility for present and future generations and actively contribute to
socital transformation.
 Learning content:
Integrates sustainability issues, in particular those enshrined in the 17 SDGs such as climate change,
into all kinds of learning.
 Pedagogy and learning environment:
Employ interactive, project-based, learner-centered pedagogy, transform all aspects of learning
environment through a whole-institution approach to ESD to enable learners to live what they learn
and learn what they live
The General Assembly reaffirms education for sustainable development as an integral element of
the Sustainable Development Goal on quality education and a key enabler of all the other
Sustainable Development Goals. UN General Assembly Resolution 72/222 (2017).
Why study Ecoliteracy a social sciences subject?
A recent UNESCO study which reviewed policy documents of 10 countries shows that ESD is
mostly associated with the teaching of scientific knowledge on environment. This is not enough to
bring the transformative power of education to its full force.
How can we encourage learners to undertake transformative actions for sustainability to shape a
different future before it is too late?
To ensure individuals can understand sustainability challenges, to be aware of their
relevance to the surrounding realities and act for change.
To trigger structural transformations in today’s economic and social systems by promoting
alternative values and contextualized methods.
 Education needs to transform itself. Youth are strengthened to be agents of change and youth organizations systematically provide
training for youth and youth trainers on ESD.
ESD FOR 2030: TOWARDS ACHIEVING THE SDGS (ESD FOR 2030) IS THE GLOBAL FRAMEWORK FOR
IMPLEMENTATION OF ESD IN 2020-2030 PRIORITY ACTION AREAS

2.1 What is ESD for 2030? 1. Advancing policy

ESD for 2030 aims to build a more just and sustainable world through strengthening ESD
and contributing to the achievement of the 17 SDGs.
To fully integrate ESD and the 17 SDGs into policies, learning environments, capacity-
building of educators, the empowerment and mobilization of young people, and local level action.
ESD raises the awareness of the 17 goals in education settings: ESD enhances the
understanding of learners and the general public on what the SDGs are and how these
goals connect with individual and collective lives.
Policy makers have a special responsibility in bringing about the massive global
transformation needed to engender sustainable development today. They are instrumental in
creating the enabling environment for the successful scaling up of ESD in education institutions,
communities, and other settings where learning takes place. Policy support is equally important for
the formal, non-formal and informal sectors, as well as for the creation of synergies between the
sectors. Moreover, advancing policies that support ESD does not only concern the education sector,
but all sectors involved in sustainable development.
2. Transforming Learning Environment

ESD promotes critical and contextualized understanding of the SDGs: Sustainable To encourage learners to become change agents who have the knowledge, means,
development often requires a balancing act among diverse views and priorities. ESD raises willingness and courage to take transformative action for sustainable development, learning
questions on the inter-linkages and tensions between different SDGs and provides learners institutions need, themselves, to be transformed. The entire learning institution needs to be aligned
with the opportunity to navigate the required balancing acts with its holistic and with sustainable development principles, so that learning content and its pedagogies are reinforced
transformational approaches. by the way facilities are managed and how decisions are made within the institution. This whole-
institution approach to ESD calls for learning environments where learners learn what they live and
ESD mobilizes action towards the achievement of the SDGs: ESD efforts address live what they learn.
sustainable development issues, more specifically the SDGs. These efforts continue to
mobilize action for sustainable development in education settings, in communities, through 3. Building Capacities of Educators
whole institution approaches to ESD. Educators remain key actors in facilitating learners’ transition to sustainable ways of life, in
Education for Sustainable Development aims to raise knowledge, awareness and action in an age where information is available everywhere and their role is undergoing great change.
order to achieve the 17 SDGs. Educators in all educational settings can help learners understand the complex choices that
sustainable development requires and motivate them to transform themselves and society. In order
Transformative Action: Fundamental changes required for a sustainable future start with to guide and empower learners, educators themselves need to be empowered and equipped with
individuals. ESD has to place emphasis on how each learner undertakes transformative actions for the knowledge, skills, values and behaviours that are required for this transition. This includes
sustainability, including the importance of opportunities to expose learners to reality, and how they understanding key aspects of each of the 17 SDGs and their interlinkages, as well as understanding
influence societal transformation towards a sustainable future. ESD in action is citizenship in action. how transformative actions occur and which gender transformative pedagogical approaches can best
bring them about.
Through pursuing the ESD 2030, we can create a world which:
4. Empowering and mobilizing youth
Governments Learners
Mainstream ESD in their education in all walks of life across the world have It is today’s youth and following generations who will be left to face the consequences of
Policies and frameworks to transform opportunities to acquire the knowledge,skills, unsustainable development. It is their present and future that are at stake. In return, it is young
education values, and attitudes needed for promoting people who are becoming increasingly vocal and active, demanding urgent and decisive change, and
sustainable development and achieving the 17 SDGs holding world leaders accountable, in particular to address the climate crisis. They have, and continue
and to experience sustainable development in to envision, the most creative and ingenious solutions to sustainability challenges. In addition, young
action through a whole-institution approach in ESD. people are an important consumer group and the way their consumption patterns evolve will greatly
influence the sustainability trajectory of their countries. Empowering and mobilizing young people of
People Educators all genders, therefore, is a central part of ESD implementation.
living in cities and communities across across the world have the opportunities to develop
the world recognize ESD as a key instrument capabilities to fosters societal transformation for a 5. Accelerating local level actions
and lifelong learning opportunity to achieve sustainable future, training institutions for
educators sustainability at a local level. Systematically integrated ESD. Meaningful transformation and transformative actions for sustainable development are
most likely to take place in the community. It is in their daily lives, at the community level, where
learners and people make their choices for sustainable development and upon them. It is also in the
local community where people find partners for their sustainability efforts. Therefore, active
cooperation between learning institutions and the community should be promoted to ensure the
latest knowledge and practices for sustainable development are utilized to advance the local agenda.

EDUCATION FOR SUSTAINABLE DEVELOPMENT

toward achieving the SDGs: ESD for 2030

GLOBAL ACTION PROGRAMME (2015-2019) ESD for 2030 (2020-2030)

Vision Strategic objective

ESD for 2030 aims to build a more just and
sustainable world through strengthening ESD
and contributing to the achievement of all 17 SDGs
b) societal
advances
Priority action areas
2.) Transforming learning environments
3) Building capacities of educators
4) Empowering and mobilizing youth
5) Accelerating local level actions
Promote ESD as a key element of quality education
and a key enabler of all 17 SDGs with special
attention to a) individual transformation,
transformation & c) technological Lesson 5: DIMENSIONS OF SUSTAINABLE EDUCATION
Target Outcomes
Targets groups At the end of the lesson, you should be able to:
Policy-makers, institutional leaders, learners,
parents, educators, youth & communities. 1. To explain the concept of sustainable development and its vital importance in the society; and
2. To analyze the different dimensions of sustainable development.

ACTIVITIES BY MEMBERS STATES: Abstraction

COUNTRY LEVEL MULTI-STAKEHOLDER INITIATIVE SUSTAINABLE DEVELOPMENT

1. Advancing policy According to Brundtland:

Integrating ESD in global, regional & national policies of education & sustainable "Sustainable Development is development that meets the needs of the present without
development compromising the ability of future generations to meet their own needs."

2. Learning Environment Sustainable development

Promoting whole-institution approach This calls for a long-term structural strategy for the world's economic and social systems,
which aims to reduce the burden on the environment and on natural resources to a permanently
3. Educators viable level, while still maintaining economic growth and social cohesion.

Providing capacity development opportunities Why it is important?

4. Youth The goal of sustainable development is to meet the needs of today, without compromising
the needs of tomorrow. This means we cannot continue using current levels of resources as this will
Providing opportunities for youth engagement not leave enough for future generations.
5. Community Stabilizing and reducing carbon emissions is key to living within environmental limits. The
Empowering local communities as “nodal” platforms for all priority action areas SDU believes that operating within the right economic, social, and environmental boundaries will
create a truly sustainable health system, one that is fit for the future.

Sustainable development is often partnered with good corporate citizenship. This means
that organizations in the health system can use their corporate powers and resources in ways that
benefit rather than damage the economic, social, and physical environment in which we live. In
supporting the system to become a good corporate is by helping it find the right mix between
financial, social, and environmental sustainability. This will help save money, improve quality, and The Sustainable Development Goals (SDGs), otherwise known as the Global Goals, are a
build services (whether economics, social, health care and others) resilient for the future. See universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and
illustration below, the United Nations Environment Programme is the leading environmental prosperity.
authority in the United Nations system)

Key Principles of UNEP- Road to Sustainability.

UNEP-ROAD TO SUSTAINABILITY

KEY PRINCIPLES

Leave no one Live within our means and Leave something behind by increasing natural,
social behind and achieve greater prosperity and economic capital to achieve greater
resilience provide a life in an inclusive manner and secure future generations’
livelihoods. of dignity for within the capacity of the
all. Earth’s life support system.

DIMENSIONS OF SUSTAINABLE DEVELOPMENT

Only development that manages to balance these three dimensions can be sustained in the
long term. January 2016, the world officially began implementation of the 2030 Agenda for
SOCIAL DIMENSION ENVIRONMENT DIMENESION ECONOMIC DIMENSION Sustainable Development—the transformative plan of action based on 17 Sustainable Development
Goals— to address urgent global challenges over the next 15 years.
Social Dimension / PEOPLE
THE PHILIPPINES ACTION TOWARDS THE SDGs
Equality of opportunities for people, involving welfare, quality of life and sustainable
human development –development should liberate individual capacities and fulfil human needs, thus The Filipino people’s collective vision of a MATATAG, MAGINHAWA, AT PANATAG NA BUHAY
ending poverty and improving individuals' quality of life offering a secure life with full rights and PARA SA LAHAT.
liberties in the long term – and social cohesion. The life of all Filipinos in 2040: Matatag, Maginhawa at Panatag na Buhay
Includes Labour practices, Community relations, Legal-law & regulations, Stakeholder participation, By 2040, Filipinos enjoy a strongly rooted, comfortable, and secure life.
Social Justice, Partnership
In 2040, we will all enjoy a stable and comfortable lifestyle, secure in the knowledge that
Environmental Dimension / PLANET we have enough for our daily needs and unexpected expenses, that we can plan and prepare for our
The ability to use natural resources without undermining the equilibrium and integrity of own and our children’s future. Our family lives together in a place of our own, and we have the
ecosystems, reduce burden on the environment. freedom to go where we desire, protected, and enabled by a clean, efficient, and fair government.

Includes Resoure use-land, water, air energy & mineral,,Biodiversity, Emission and waste, Products &  The primary catalyst for action is the PDP 2017-2022 and we made sure that the SDGs
SErvices were integrated into the Plan.
 For quality education - the legal framework for institutionalizing the Alternative Learning
Economic Dimension / PROFIT System has been set.
 For decent work – to allow for a just transition to a greener economy, the Philippines’ Green
Efficiency of economic and technological activities, foster investment and productivity,
Jobs Act incentivizes enterprises to offer jobs using green production practices.
economic growth, economic output potential.
 To reduce inequality - the Conditional Cash Transfer provides targeted interventions to
Includes Indirecvt economic impacts, Financial health- profitability, Economic performance, Policy  disadvantaged families.
goals, Market  Responding to Republic Act 10524 which reserves employment for persons with disability,
companies such as Lamoiyan Corporation employ handicapped people who comprise a
What are the Sustainable Development Goals? significant proportion of their personnel.
 For climate action - Project NOAH exemplifies the partnership between the academe and
government in providing timely weather information for disaster preparedness.
 A ban on single-use plastics is already implemented in a number of cities and
 municipalities.
 For peace, justice, and strong institutions – A major milestone is the ratification of the
Bangsamoro Organic Law.
Lesson 6:TAU: ADVANCING ECOLITERACY IN THE ASEAN REGION
At the end of the lesson, you should be able to:
Recognize the role of TAU in advancing sustainable development through its strategic mechanism in
relevant fields of endeavor.
Abstraction
Ecoliteracy is founded on a new integration of emotional, social, and ecological intelligence
—forms of intelligence popularized by Daniel Goleman, as it cultivates the knowledge, empathy, and
action required for practicing sustainable living through the integration in the curriculum. As part of
the drive in advancing ecoliteracy in the ASEAN region or on a global context, most educators
cultivate the practices, offer a strong foundation for becoming ecoliterate, helping the students build
healthier relationships with other people and the planet, nurtured inage-appropriate ways for
students, and help promote the cognitive and affective abilities central to the integration of
emotional, social, and ecological intelligence.
Tarlac Agricultural University as one of the youngest universities in the region continually
carry out its mandate committed to improve the quality of life through the production of competent
graduates that will enable them to gain competencies in their chosen field. As part of its aim, TAU, is
geared towards sustainability through its master plan which provides for the fulfillment of the current
needs without compromising the ability of the university to meet the future needs is the essence of
sustainability.
The TAU MASTER PLAN, SUSTAINABILITY GOALS
1. Design and build all major projects of the University and the best practices standards of sustainable
designs. (through its implementing programs).
2. Maximize the energy efficiency of all new construction as well as existing buildings.
3. Design buildings to take advantage of the local climate through the implementation of the
alternative energy solutions.
4. Reduce, Reuse and Recycle.
Minimize waste by providing opportunities for recycling and the salvaging and reusing of existing
materials.
5. Integrate Green- Wall Technology systems.
A. FOOD SECURITY THROUGH SWEET POTATO
The looming threat of climate change created drastic impacts in food production particularly in
agriculture.
The adverse effects could be primarily attributed to the changing temperature, precipitation patterns,
soil nutrients and the incidence of pests and diseases etc. to help the government in its quest for
food sufficiency program.
TAU is venturing and participating that the developed technologies and crops be tested across
locations to identify location-specific crops suitable for commercial production. Resilient crop
varieties such as sweet potato, soybean, mung bean, peanut, sweet sorghum, and pigeon pea are
being tested in the University in terms of agronomic characteristics, stress tolerance to drought,
water use efficiency, flooding and submergence tolerance, disease, and insect resistance etc. See
illustration below.
B. BIODIVERSITY IN TAU FOREST RESERVE
Is the foundation of vast array of ecosystem services which are essentials to human beings. Earnestly
desiring to conserve our biodiversity while still committed to increase its contribution to
simultaneously stimulate rural productivity, TAU has established partnerships with various sectors for
the establishment of a
Bamboo Development Project in the Province of Tarlac. The program supports and encourages the
reforestation of open areas in nonprivately owned lands through the planting and cultivation of
relatively high-value trees and plants, primarily bamboos and the establishment of trees and parks,
through partnerships with target partners and beneficiaries.
Enticed by the idea that goat raising can be an ideal means of mitigating poverty, the Philippine
Council for Agriculture, Forestry and Natural Resources Research and Development (PCARRD) allotted
a monetary budget amounting to Php 410,000 from the program’s total cost of Php 15M to launch a
project entitled, “Integrated Goat Production: A Way to Attract and Encourage Entrepreneurship
Among AFNR and SUC Graduates.”

BIODIVERSITY – is used to describe the immense variety and richness of life on earth.

C. AGROFORESTRATION PROJECT

Rehabilitating hundreds of hectares of idle land into a sustainable area of productivity require

three Ds — discipline, daring and dedication. (275 hectares)

TAU initiated the Agroforestration Project (Mt. Calao) together with DENR to instill awareness on the
need to protect the environment and promote biodiversity with the end-goal of transforming the
lives of the communities. The forest rehabilitation project helped improve stream flow and watershed
release. The micro watersheds established in the TAU Forest Reservation currently supports
approximately 300 hectares of farmland in downstream communities. With the improvement in
irrigation, the rice lands in the town of Mayantoc enjoys three cropping seasons a year.

D. ECOLOGICAL SOLID WASTE MANAGEMENT PROGRAM LAUNCHING in 2014

Lesson 7: APPLYING ECOLOGICAL PRINCIPLES
Encouraged the TAU community to strengthen their waste management practices helping the
university to finally optimize the implementation of Republic Act 9003 or the ESWM Act of 2000. Target Outcomes

MAKE TAU A GARBAGE-FREE COMMUNITY At the end of the lesson, you should be able to:

1. Appreciates and show concern for the environment through applying the ecological principles.

2. Support and create communities that are compatible with nature’s processes for sustaining life.

Abstraction

ECOLOGICAL PRINCIPLES

Ecological principles are basic assumptions or beliefs about ecosystems and how they function. These
are key conclusions that can guide human application aiming conserving diversity. Each are discussed
briefly to form the basis of a concise list of general environmental education (EE) standards, that will
bring unity and strength to environmental education. And the importance of understanding general
ecological principles, and general ecological concepts are predominant in both widely used and
locally adapted EE programs.

Principle 1- Protection of species and species subdivision will conserve genetic diversity.

One of the important ecological principle is to ultimately genetic and evolutionary, because these
maintains the potential for continued existence of species. Through population viability or thresholds,
meaning identifying each level of biological organization.

Principle 2- Managing habitat is fundamental to conserving species.

The second principle has something to do with species habitat which is regarded a basic support for
life requirements and its understanding is based on the knowledge of a species ecology and how that
determines where a species is known to occur or likely to occur. And these habitats can be considered
as at the range of spatial and temporal scales.

Principle 3- Large areas usually contain more species than smaller areas with similar habitat.