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%

SUCs 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 Masters
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