Republic of the Philippines

PALAWAN STATE
UNIVERSITY
College of Teacher
Education
Department of Elementary Education
Puerto Princesa City

Module in
Ed 11:
Environmental Education

AILEEN C. GARCELLANO
Instructor
COURSE SPECIFICATION
Course Number & Ed11: Environmental Education
Course Title
Semester & School Year Second Semester, AY 2020-2021

Credit Units 3

Course Description This is a professional education course designed to

prepare preservice teachers to plan and implement
quality environmental education opportunities in formal
and non formal education settings. Topics include
foundations of environmental education, basic
environmental principles, environmental laws, and
regulations, environmental education teaching
methodologies and curriculum planning.

Course Learning 1. Demonstrate meaningful understanding of the

Outcomes goals, essential underpinnings of environmental
education, basic environmental principles,
environmental laws and regulations.
2. Manifest skill in embedding environmental concepts
in the basic education curriculum using
appropriate resources and methodologies.
3. Implement quality environmental education
opportunities in formal and non-formal education
settings.
4. Exemplify responsible attitudes, participatory and
leadership behaviors as an environmental educator.

Study Schedule BEEd 3A (TF 9:00-12:00); Meet (T 9:00-10:30)

BEEd 3B (MTh 9:00-12:00); Meet (Th
9:00-10:30)

Week Module Topics

1 Module 1: Understanding Environmental Education

2 Module 2: Environmental Education For Sustainable Development

3-4 Module 3: Environmental Education in Non-formal Education Setting

5-6 Module 4: Environmental Education in the Basic Education Curriculum

7-9 Module 5: Developing Environmental Education-based Instructional Materials

 ONLINE LEARNING PROTOCOLS

1. Be in an appropriate attire.
▪ You don’t have to be in your school uniform during your online classes, but you need
to be appropriately dressed while participating in them.

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2. Get to class on time.
▪ Your course professors/instructors will meet you at least once a week for one hour.
They‘ll coordinate your online session schedule with your class.
▪ Log into your class at least 10 minutes before the schedule.

3. Be fully equipped for learning.

▪ Have your laptop or computer fully charged and ready, your microphone working and
webcam enabled.
▪ Engage fully in online work without any background distractions. Log out all of your
social media accounts so you are not distracted during the lesson.
▪ Have pens, paper, pencil, and a glass of water beside you.

4. Follow your course instructors’ directions.

▪ Turn your microphone on only when you’re asked to speak or when responding to
questions.
▪ Don’t use mobile phones and/or other devices that would distract you during class time.

5. Complete all learning tasks & homeworks.

▪ Monitor your progress and submit all online and off-line tasks on or before the due
date.in the google classroom.
▪ Inform your course professors/instructors if you are finding the task/s too challenging
or you are requiring further support.

6. Be respectful.
▪ No recording, sharing/posting of content in the social media shall be allowed. (You
must not take screenshots or record course professors/ instructors presenting
information to you.)
▪ Inform all members of your household whenever you are going to join a video
conference. This will help in avoiding your household members being seen in the
background (if your camera is on) and being heard (if your microphone is on).

Source:
file:///D:/On%20line%20Learning/Protocols%20for%20Online%20Learning%20%E2%80
%93 %20Students%20%E2%80%93%20Drouin%20Secondary%20College.html
 Contact Information of the Facilitator

Instructor: Prof. Aileen C. Garcellano

Mobile Numbers: 09199893527 (SMART
E-mail Addresses: a_garcellano@psu.palawan.edu.ph

Facebook/Messenger Account: Aileen Cacal Garcellano

Should you have any questions or concerns about the course, you may post your
concerns in the “Stream” section of the Google Classroom. You may also contact
the course facilitator via email at the given e-mail address above.

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Module 2
Environmental Education for Sustainable
Development
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MODULE OVERVIEW

Hi! Welcome to Module 2: Environmental Education for Sustainable Development. In module 1

you have learned that the ultimate drivers of environmental degradation are population growth,
inappropriate technology and consumption choices, and poverty, leading to changes in relations
between people and ecosystems, and development activities such as intensive agriculture,
polluting
industry, and unplanned urbanization.

Environmental Education for Sustainable Development (EESD) is emerging as an essential tool to

change student’s commitment, motivation, stewardship, behaviour and attitudes (UNESCO, 2011).
To achieve the goals EESD, the active teaching learning approach is widely recommended by
several earlier workers who have found that traditional class room lecture based teaching learning
approach have limited effectiveness in helping students to retain information, become self-learners,
and develop skills in transferring knowledge and solving problems (McLeish 1968; Davis and
Alexander 1977; Saunders 1980; Bonwell and Eison 1991; Gardiner 1994; Fink 2003). Further
research demonstrated that when students are involved in active teaching learning process,
retention of knowledge is significantly increased (Mackenzie and White., 1982; Grant 1997; Nundy,
1999; Cooper et al. 2000), there is enhanced motivation and higher-order learning (Kern and
Carpenter., 1986) and development of practical skills

Environmental governance advocates sustainability as the supreme consideration in managing

all human activities – political, social and economic. Sustainable development as phrased by the
Brundtland Commission in 1987 “is development that meets the needs of the present without
compromising the ability of future generations to meet their own needs.” The concept of needs
here
goes beyond simply material needs and includes values, relationships, freedom to think, act, and
participate, all amounting to sustainable living, morally, and spiritually. The concerns for preserving
and enhancing the environment and its biodiversity to ensure human rights to a healthy and
productive world. The

This module explores what environmental education for sustainable development really is and the
many advantages of the introduction of the SDGs into teaching and suggests that it can catalyse
the engagement of students in Higher Education Institutions (HEI) with the concepts of
sustainability.

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Lesson 1
An Introduction to Sustainable Development

What Do I Need to
 Learn?

I. Describe sustainable development from different perspectives.

2. Design projects or programs that could contribute to the achievement of the different
sustainable development goals.
3. Exemplify a sustainable lifestyle.

What Do I Need to Know?

A. Introductory Activity

We often hear people mention about living sustainably to achieve sustainable development.
What comes into your mind when you read or hear someone mentions the phrase sustainable
development? Write your answer in the word map below.

B. Content/Discussion

Sustainable development has been associated with different definitions, meanings and
perspectives. So, I think it is just right that we explore the different views about sustainable
development.

Cerin (2006) as well as Abubakar (2017) argues that SD is a core concept within global
development policy and agenda. It provides a mechanism through which society can interact
with the environment while not risking damaging the resource for the future.

It is a development paradigm as well as concept that calls for improving living standards
without jeopardising the earth’s ecosystems or causing environmental challenges such as
deforestation and water and air pollution that can result in problems such as climate change
and extinction of species (Benaim & Raftis, 2008; Browning & Rigolon, 2019).

SD is an approach to development which uses resources in a way that allows them (the
resources) to continue to exist for others (Mohieldin, 2017).

Evers (2017) further relates the concept to the organizing principle for meeting human
development goals while at the same time sustaining the ability of natural systems to provide
the natural resources and ecosystem services upon which the economy and society depend.

There are so many definitions of sustainable development, however, the most common
definition was defined by the Brundtland Commission in 1987, who documented the
sustainable development definition as:

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“Sustainable development is development that meets the needs of the present without
compromising the ability of future generations to meet their own needs.”

The different definitions of sustainable development above imply that sustainable

 development is an effort at guaranteeing a balance among economic growth, environmental
integrity and social well-being. We need to look after our planet, our resources and our people
to ensure that we can live in a sustainable manner. Therefore, we can say that there is a need
indeed for us to take bold steps to educate our young generations about the environment in
order to achieve sustainable development. The population keeps increasing but the natural
resources available for the satisfaction of human needs and wants do not. Furthermore, that
we can hand down our planet to our children and our grandchildren to live in true sustainability.

Basically, nearly everything man does or plans to do on earth has implications for the
environment, economy or society. According to Taylor (2016), the three main issues of
sustainable development are economic growth, environmental protection and social equality.
Based on this, it can be argued that the concept of SD rests, fundamentally, on three
conceptual pillars. These pillars are “economic sustainability”, “social sustainability”, and
‘environmental sustainability.

So, what are we waiting for. Let’s explore the three pillars of sustainable

development. Pillars of Sustainable Development

The three pillars

of sustainability are a powerful tool for defining the complete sustainability problem. This consists
of at least the economic, social, and environmental pillars. If any one pillar is weak then the
system as a whole is unsustainable.

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7
Viewpoints for the 3 Pillars of Sustainability

The following are the viewpoints for the 3 Pillars of Sustainability and is extremely important for the
survival of our future generations. Let us have a quick look at them.

a. The Environmentalists views on nature and natural resources are different from human
beings. According to them, the natural resources should be preserved so that humans can
evolve and survive.

b. The Ecologist does not separate human beings from any entity of the planet nor its
resources. According to them, humanity inherits the value from nature and the planet and
both of them should be protected.

c. The Economist measures the sustainability from the viewpoint of the consumer-led culture
treating finite resources of nature as an income that will result in the aversion of natural
crisis. They believe the system will sort out itself through the advances in the technological
section if left on its own.

What is the Importance of the Three Pillars of Sustainability?

Keeping all the three pillars sustainable and stable should be the ultimate goal for the welfare
of society. While at certain times, focusing on a particular pillar is important. The pillars work
simultaneously with each other. If due to war, the social pillar is weakened, then economic and
environmental pillar would be damaged as well.

C. SUSTAINABLE DEVELOPMENT GOALS

The Sustainable Development Goals, also known as the Global Goals, are a call from the
United Nations to all countries around the world to address the great challenges that humanity
faces and to ensure that all people have the same opportunities to live a better life without
compromising our planet.

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 The Sustainable Development Goals are a collection of 17 global goals designed to be a
"blueprint to achieve a better and more sustainable future for all.” The SDGs, set in 2015 by the
United Nations General Assembly and intended to be achieved by the year 2030, are part of UN
Resolution 70/1, the 2030 Agenda. The 2030 Agenda for Sustainable Development, adopted by all
United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for
people and the planet, now and into the future.

The said 17 Sustainable Development Goals, are an urgent call for action by all countries -
developed and developing - in a global partnership. They recognize that ending poverty and other
deprivations must go hand-in-hand with strategies that improve health and education, reduce
inequality, and spur economic growth – all while tackling climate change and working to preserve
our oceans and forests.

Goal 1: No Poverty
Eradicating poverty in all its forms remains one of the
greatest challenges facing humanity. While the number of people
living in extreme poverty dropped by more than half between
1990 and 2015 – from 1.9 billion to 836 million – too many are
still struggling for the most basic human needs.

Having a job does not guarantee a decent living. In fact,

8 per cent of employed workers and their families worldwide lived in extreme poverty in 2018.
Poverty affects children disproportionately. One out of five children live in extreme poverty.
Ensuring social protection for all children and other vulnerable groups is critical to reduce poverty.

Progress has also been limited in other regions, such as South Asia and sub-Saharan
Africa, which account for 80 percent of those living in extreme poverty. New threats brought on by
climate change, conflict and food insecurity, mean even more work is needed to bring people out
of poverty.

The SDGs are a bold commitment to finish what we started, and end poverty in all forms
and dimensions by 2030. This involves targeting the most vulnerable, increasing access to basic
 9
resources and services, and supporting communities affected by conflict and climate-related
disasters.

Achieving Goal 1 is hampered by lack of economic growth in the poorest countries of the
world, growing inequality, increasingly fragile statehood, and the impacts of climate change.

Goal 2: Zero Hunger

Goal 2 states that by 2030 we should end hunger and all forms of
malnutrition. This would be accomplished by doubling agricultural
productivity and incomes of small-scale food producers (especially women
and indigenous peoples), by ensuring sustainable food production
systems, and by progressively improving land and soil quality. Agriculture
is the single largest employer in the world, providing livelihoods for 40% of
the global population. It is the largest source of income for poor rural
households. Women make up about 43% of the agricultural labor force in
developing countries, and over 50% in parts of Asia and Africa. However, women own only 20% of
the land. Investments in agriculture are crucial to increasing the capacity for agricultural
productivity and sustainable food production systems are necessary to help alleviate the perils of
hunger.

Goal 3: Ensure healthy lives and promote wellbeing

for all at all
ages

Significant strides have been made in increasing

life
expectancy and reducing some of the common killers
associated with
child and maternal mortality, but working towards achieving the target
of less than 70 maternal deaths per 100,000 live births by 2030 would
require improvements in skilled delivery care.

SDG Goal 3 aims to reduce under-five mortality to at least as low as 25 per 1,000 live
births. But if current trends continue, more than 60 countries will miss the SDG neonatal mortality
target for 2030. About half of these countries would not reach the target even by 2050.

Goal 3 aims to achieve universal health coverage, including access to essential medicines
and vaccines. It proposes to end the preventable death of new borns and children under 5 and to
end epidemics such as AIDS, tuberculosis, malaria, and water-borne diseases, for example.

Goal 4: Quality education

Major progress has been made in access to education, specifically

at the primary school level, for both boys and girls. The number of out
ofschool children has almost halved from 112 million in 1997 to 60 million in
2014. Access does not always mean quality of education or completion of
primary school. 103 million youth worldwide still lack basic literacy skills,
 and more than 60 percent of those are women. In one out of four countries,
more than half of children failed to meet minimum math proficiency
standards at
the end of primary school, and at the lower secondary level, the rate was 1 in 3 countries. Target 1
of Goal 4 is to ensure that, by 2030, all girls and boys complete free, equitable, and quality primary

10
and secondary education. The reasons for lack of quality education are due to lack of adequately
trained teachers, poor conditions of schools and equity issues related to opportunities provided to
rural children. For quality education to be provided to the children of impoverished families,
investment is needed in educational scholarships, teacher training workshops, school building and
improvement of water and electricity access to schools.

Goal 5: Achieve gender equality and empower all women and girls

According to the UN, "gender equality is

not only a
fundamental human right, but a necessary
foundation for a peaceful,
prosperous and sustainable world. Providing
women and girls with
equal access to education, health care, decent
work, and
representation in political and economic decision-making processes
will nurture sustainable economies and benefit societies and
humanity at large”. A record 143 countries guaranteed equality
between men and women in their constitutions as of 2014. However,
another 52 had not taken this step. In many nations, gender
discrimination is still woven into the fabric of legal systems and social norms. Even though SDG5 is
a stand-alone goal, other SDGs can only be achieved if the needs of women receive the same
attention as the needs of men. Issues unique to women and girls include traditional practices
against all women and girls in the public and private spheres, such as female genital mutilation.

Goal 6: Ensure access to water and sanitation for all

The Sustainable Development Goal Number 6 has eight

targets and 11 indicators that will be used to monitor progress toward
the targets. Most are to be achieved by the year 2030. One is targeted
for 2020. Clean, accessible water for all is an essential part of the
world we want to live in and there is sufficient fresh water on the planet
to achieve this.

However, due to bad economics or poor infrastructure,

millions of people including children die every year from diseases
associated with inadequate water supply, sanitation and hygiene.
At the current time, more than 2 billion people are living with the risk of reduced access to
freshwater resources and by 2050, at least one in four people is likely to live in a country affected
by chronic or recurring shortages of fresh water. Drought in specific afflicts some of the world’s
poorest countries, worsening hunger and malnutrition.

Goal 7: Ensure access to affordable, reliable, sustainable and modern energy

 Energy is central to nearly every major
challenge and
opportunity the world faces today. Be it for jobs,
security, climate
change, food production or increasing incomes,
access to energy for
all is essential. Working towards this goal is
especially important as it
interlinks with other Sustainable Development Goals. Focusing on
universal access to energy, increased energy efficiency and the
increased use of renewable energy through new economic and job
opportunities is crucial to creating more sustainable and inclusive
communities and resilience to environmental issues like climate
change.

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Targets for 2030 include access to affordable and reliable energy while increasing the share
of renewable energy in the global energy mix.

As of 2017, only 57 percent of the global population relies primarily on clean fuels and
technology for cooking, falling short of the 95 percent target.

Goal 8: Decent work and economic growth

Roughly half the world’s population still lives on the

equivalent of about US$2 a day with global unemployment rates
of 5.7% and having a job doesn’t guarantee the ability to escape
from poverty in many places. This slow and uneven progress
requires us to rethink and retool our economic and social policies
aimed at eradicating poverty.

By 2030, the target is to establish policies for sustainable

tourism that will create jobs. Strengthening domestic financial
institutions and increasing Aid for Trade support for developing
countries is considered essential to economic development. The Enhanced Integrated Framework
for Trade-Related Technical Assistance to Least Developed Countries is mentioned as a method
for achieving sustainable economic development.

Goal 9: Build resilient infrastructure, promote sustainable industrialization and foster

innovation

Investments in infrastructure – transport,

irrigation, energy and
information and communication technology – are
crucial to achieving
sustainable development and empowering
communities in many
countries. It has long been recognized that growth
in productivity and
incomes, and improvements in health and
education outcomes require
investment in infrastructure.

Manufacturing is an important driver of economic development

and employment. At the current time, however, manufacturing value
added per capita is only US$100 in the least developed countries
compared to over US$4,500 in Europe and Northern America. Another
important factor to consider is the emission of Carbon Dioxide during manufacturing processes.
Emissions have decreased over the past decade in many countries but the pace of decline has not
been even around the world.

Mobile-cellular signal coverage has improved a great deal. In previously "unconnected"

areas of the globe, 85 percent of people now live in covered areas. Planet-wide, 95 percent of the
population is covered.

Goal 10: Reduce inequality within and among

countries

The international community has made

significant strides
towards lifting people out of poverty. The most
vulnerable nations –
the least developed countries, the landlocked
developing countries
and the small island developing states – continue to make inroads
into poverty reduction. However, inequality persists and large
disparities remain regarding access to health and education
services and other assets. Target 10.1 is to "sustain income growth
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of the bottom 40 per cent of the population at a rate higher than the national average". This goal,
known as 'shared prosperity', is complementing SDG 1, the eradication of extreme poverty, and it
is relevant for all countries in the world.

Goal 11: Make cities inclusive, safe, resilient and sustainable

Cities are hubs for ideas, commerce, culture, science,

productivity, social development and much more. At their best, cities
have enabled people to advance socially and economically. With the
number of people living within cities projected to rise to 5 billion
people by 2030, it’s important that efficient urban planning and
management practices are in place to deal with the challenges
brought by urbanization.

The target for 2030 is to ensure access to safe and affordable housing. The indicator
named to measure progress toward this target is the proportion of urban population living in slums
or informal settlements. Between 2000 and 2014, the proportion fell from 39 percent to 30 percent.
However, the absolute number of people living in slums went from 792 million in 2000 to an
estimated 880 million in 2014. Movement from rural to urban areas has accelerated as the
population has grown and better housing alternatives are available.

Goal 12: Ensure sustainable consumption and production patterns

 Sustainable consumption and production is
about promoting
resource and energy efficiency, sustainable
infrastructure, and
providing access to basic services, green and
decent jobs and a better
quality of life for all.

Its implementation helps to achieve overall development plans,

reduce future economic, environmental and social costs, strengthen
economic competitiveness and reduce poverty.

The targets of Goal 12 include using eco-friendly production methods and reducing the
amount of waste. By 2030, national recycling rates should increase, as measured in tons of
material recycled. Further, companies should adopt sustainable practices and publish
sustainability reports.

Goal 13: Take urgent action to combat climate change and its impacts

Climate change is now affecting every country on every

continent. It is disrupting national economies and affecting lives,
costing people, communities and countries dearly today and even
more tomorrow. Weather patterns are changing, sea levels are rising,
weather events are becoming more extreme and greenhouse gas
emissions are now at their highest levels in history. Without action,
the world’s average surface temperature is likely to surpass 3
degrees centigrade this century. The poorest and most vulnerable
people are being affected the most.

To strengthen the global response to the threat of climate change, countries adopted the
Paris Agreement at the COP21 in Paris, which went into force in November of 2016. In the
agreement, all countries agreed to work to limit global temperature rise to well below 2 degrees
centigrade. As of April 2018, 175 parties had ratified the Paris Agreement and 10 developing

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countries had submitted their first iteration of their national adaptation plans for responding to
climate change.

Goal 14: Conserve and sustainably use the oceans, seas and marine resources

The world’s oceans – their temperature, chemistry, currents

and life – drive global systems that make the Earth habitable for
humankind. Our rainwater, drinking water, weather, climate,
coastlines, much of our food, and even the oxygen in the air we
breathe, are all ultimately provided and regulated by the sea.

Sustainable Development Goal 14 aims “to conserve and

sustainably use the oceans, seas and marine resources for
sustainable development.” Effective strategies to mitigate adverse effects of increased ocean
acidification are needed to advance the sustainable use of oceans. As areas of protected marine
biodiversity expand, there has been an increase in ocean science funding, essential for preserving
marine resources. The deterioration of coastal waters has become a global occurrence, due to
pollution and coastal eutrophication (overflow of nutrients in water), where similar contributing
factors to climate change can affect oceans and negatively impact marine biodiversity. “Without
concerted efforts, coastal eutrophication is expected to increase in 20 per cent of large marine
ecosystems by 2050.”

Goal 15: Sustainably manage forests, combat desertification, halt and reverse land
degradation, halt biodiversity loss

This goal articulates targets for preserving

biodiversity of
forest, desert, and mountain ecosystems, as a
percentage of total land
mass. Achieving a "land degradation-neutral
world" can be reached
by restoring degraded forests and land lost to
drought and flood. Goal
15 calls for more attention to preventing invasion of introduced species
and more protection of endangered species.

Forests have a prominent role to play in the success of Agenda

2030, notably in terms of ecosystem services, livelihoods, and the green economy; but this will
require clear priorities to address key tradeoffs and mobilize synergies with other SDGs. Goal

Goal 16: Promote just, peaceful and inclusive societies

Reducing violent crime, sex trafficking, forced labour, and

child abuse are clear global goals. The International Community
values peace and justice and calls for stronger judicial systems that
will enforce laws and work toward a more peaceful and just society.
By 2017, the UN could report progress on detecting victims of
trafficking. More women and girls than men and boys were
victimized, yet the share of women and girls has slowly declined
(see also violence against women). In 2004, 84 percent of victims
were females and by 2014 that number had dropped to 71 percent.
Sexual exploitation numbers have declined, but forced labor has
increased.

One target is to see the end to sex trafficking, forced labor, and all forms of violence against
and torture of children. However, reliance on the indicator of "crimes reported" makes monitoring
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and achieving this goal challenging. SDG 16 also targets universal legal identity and birth
registration, ensuring the right to a name and nationality, civil rights, recognition before the law, and
access to justice and social services. With more than a quarter of children under 5 unregistered
worldwide as of 2015, about 1 in 5 countries will need to accelerate progress to achieve universal
birth registration by 2030.

Goal 17: Revitalize the global partnership for sustainable development

 Increasing international cooperation is seen as vital to
achieving each of the 16 previous goals. Goal 17 is included to assure
that countries and organizations cooperate instead of compete.
Developing multi-stakeholder partnerships to share knowledge,
expertise, technology, and financial support is seen as critical to
overall success of the SDGs. The goal encompasses improving
North-South and South-South cooperation, and public-private
partnerships which involve civil societies are specifically mentioned.

Urgent action is needed to mobilize, redirect and unlock the

transformative power of trillions of dollars of private resources to deliver on sustainable
development objectives. Long-term investments, including foreign direct investment, are needed
in critical sectors, especially in developing countries. These include sustainable energy,
infrastructure and transport, as well as information and communications technologies. The public
sector will need to set a clear direction. Review and monitoring frameworks, regulations and
incentive structures that enable such investments must be retooled to attract investments and
reinforce sustainable development. National oversight mechanisms such as supreme audit
institutions and oversight functions by legislatures should be strengthened. Citizens of the world,

As citizens of this beautiful planet, what shall we do to achieve these 17 Sustainable

Development Goals? Live a sustainable lifestyle!

Sustainable living means understanding how our lifestyle choices impact the world around
us and finding ways for everyone to live better and lighter.

As a class, let’s create a list of tips to live greener and happier. Let’s think of actions for the
following areas that represent our lives. You may add 1 tip to the list that we have below.
Sustainable Living in the House

1. Use LED lighting or CFL bulbs instead of incandescent lighting as it’s proven to last
longer, which reduces the need to keep purchasing light bulbs.

2. Open up your windows and use as much natural light as possible before switching on
your light bulbs. You all get to enjoy some more sunshine.

3. Turn off your lights when you leave a room.

4. Grow your own herbs, fruit and vegetables even if it’s just a few pots around the
house, it all helps.

15
 5. Turn off your devices at night, including your wifi box.

6.

Sustainable Commuting

1. Take the stairs over the elevator. This also doubles up as a leg workout.

2. Use public transport. It’s also an excellent opportunity to catch up on reading and
other things you couldn’t do if you were driving.

3. Organize carpools to work, sports, events and other activities.

4. Invest in electric-powered vehicles.

5.

Sustainable Grocery Shopping

1. Bring your own bags for groceries.

2. Avoid buying plastic-wrapped products, opt for a paper bag instead.

3. Stop buying bottled water.

4.

Sustainable Fashion

1, Invest in better quality items that last longer

2. Repurpose old clothes as rags or donate to a local mechanic if no longer wearable.

3. Acquire basic sewing skills to patch holes and sew buttons back on.

4. Transform old clothes into new garments. For example, a dress you don’t wear can be
turned into a top and skirt.

5.

Go Paperless

1. Opt to receive digital letters and notices.

2. Keep and store documents in your desktop or in an external drive or USB.

3.

4.

Sustainable Office

1. Turn off your computer before leaving work.

 2. Always use double-sided printing where possible.

3. Add small pot plants to your workspace.

4.

Sustainable Kitchen

1. Use cloths instead of paper towels.

2. Repurpose glass jars.

3. Invest in a pressure cooker and reduce your cooking time and energy used by 70%!

4. Reduce your food waste by eating only what you need.

5.

Sustainable Beauty

1. Go makeup-free for one week each month.

2. Don’t leave the water running when cleaning your face.

3. Don’t leave the water running when cleaning your face.

4. Use body scourers made from natural materials over plastic ones.

5.

Sustainable Gifting

1. Save gift bags and boxes for future use.

2. Give people experiences instead of things.

3. Create and send a thoughtful video.

4. Create and send a thoughtful video.

5.

Do you have any more simple sustainable living tips? Write yours in spaces provided.

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What Do I Need to Remember?

Summary
 Sustainability encompasses the entire chain of the ecosystem needing accountability from
the primary section to the main level. There is an unconditional need for the interference of
the government to work with communities and civil society to obtain sustainable growth and
development by implementing the 3 pillars of sustainability. Only through proper balance of all
the three social, economic and environmental entities, we can achieve true sustainability and
sustainable development.

What Do I Need to Do?

It’s everyone’s wish to have the 17 Sustainable Development Goals achieved in every part of the
globe. As a Filipino aspiring to become a licensed professional teacher, what significant steps do
you think you can do to help achieve the said goals?

Choose one from the 17 SDGs presented above and design a project or program which you think
when done would help achieve the chosen SDG. Use the template below. (35 points)

I. Project Title
II. Project Description
III. Objectives
IV. Target Participants
V. Expected Outputs
VI. Program of Activities
VII.Budgetary Requirements

17
Lesson 2
Environmental Education towards Sustainable Development in the
Philippines
 What Do I Need to
Learn?
1. Demonstrate meaningful understanding of the country’s environmental education towards
sustainable development.
2. Identify education for sustainable development best practices of some countries in Asia and
Europe
3. Commit to integrate environmental education towards sustainable development concepts in
teaching elementary pupils.

What Do I Need to Know?

A. Introductory Activity

Study the pictures below. What Filipino values do they show?

____________________ _____________________ ____________________

They are the cultural values of the Filipino people that have been identified as the main drivers
towards sustainable development and to achieve the SDGs as shown in the figure below.

Do you really have the said values as a Filipino?

Let’s continue exploring the environmental education framework of the Philippines.

18
B. Content/Discussion
The Philippine Environmental Education Model

Section 3 of the Environmental Awareness and Education Act of 2008 (RA 9512) states
that the Department of Education (DepEd), the Commission on Higher Education (CHED), the
Technical Education and Skills Development Authority (TESDA), the Department of Social Welfare
and Development PSWD), in coordination with the Department of Environment and Natural
Resources PENR), the Department of Science and Technology POST) and other relevant
agencies, shall integrate environmental education in its school curricula at all levels, whether
public or private, including in barangay day care, preschool, non-formal, technical vocational,
professional level, indigenous learning and out-of-school youth courses or programs.
Environmental education shall encompass environmental concepts and principles, environmental
laws, the state of international and local environment, local environmental best practices, the
threats of environmental degradation and its impact on human wellbeing, the responsibility of the
citizenry to the environment and the value of conservation, protection and rehabilitation of natural
resources and the environment in the context of sustainable development.

FIGURE 1: Philippines Environmental Education Model.

In line with the act above

and the context of
sustainable development, Figure
1 presents the
extended model of neo
environmental education in
the Philippines. The model is
built of 5 levels of
interconnected rings moving
outwards. The core of
the model is the environment
which is then expanded
into three types of environment
in the second ring; i)
natural environment ii)
socio-cultural environment
and iii) built environment. The third ring represents
the cultural values of the Filipino people that have
been identified as the main drivers towards
sustainable development and to achieve the SDGs
which are i) Bayanihan ii) Pagtitipid and iii) Malasakit.
The fourth ring represents the common global
agenda that all nations are striving to do their part to
achieve which are the 17 SDGs and the final 5th
most outer ring represents the final vision for Philippines
to be a sustainable nation.

Philippines Environmental Education Model

 19
Environmental Education for the Philippines

Luntiang Puso

Bayanihan

Pagtitipid

Malasakit

The Ambisyon Natin 2040 and the Philippine Development Plan (PDP) 2017 to 2022 have
planned development around the needs and culture of the Filipino people. In these documents
culture has been identified as a core driver towards a balanced and people centered development.
The shared culture is believed to be able to unite the Filipino people in commonality.

In line with the above national and international documents, education for sustainable
development in the Philippines as proposed should be people centric. Based on deliberate
stakeholder engagement and international best practices the Environmental Education Action Plan
(2018-2040) has identified local cultural values as a key driver and entry points to create
awareness and educate students and citizens on the SDGs and to do their part at the national and
global level. Environmental Education (EE) in the Philippines will be closely guided but not limited
by the SDGs. EE in the Philippines would not be a foreign concept imposed on the local
community but will be made relevant to the local people by incorporating local cultural values,
issues and situations specific to the Philippines at the provincial or national level. Culture is viewed
as a very unique yet powerful tool. Every society has cultural practices that promote good values
and supports harmony between man and nature. However, over time as the world became more
globalized and borderless through travel, modern media and the internet these amazing cultures
have been forgotten or reduced to symbolic events and ceremonies. Therefore, we should tap into
our pool of rich local cultural values, practices and customs to promote and achieve sustainable
development. Besides that, culture provides a society with its identity; valuable intangible heritage
that promotes unity, nationalism and patriotism.

The overlapping of positive values among cultures around the world should be recognized
as the common platform that binds the world with respect, responsibility and love towards our
planet and for mankind: global citizenship.

The identified overall theme for various efforts towards sustainable development in the
Philippines which includes EE is ‘Luntiang Puso’ which is directly translated into ‘Green Heart’
which incorporates three main local values which are: i) Bayanihan (co-operation) ii) Pagtitipid
(prudence) and iii) Malasakit (empathy) These values are not alien to Filipinos and echo the
intentions of
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government documents such as Ambition 2040 and the PDP. The values are described and related
in a back to basics, non-complicated manner to the SDGs in the form of inspiring messages.

Bayanihan
Let us triple our efforts together. Let us help one another in creating a sustainable and safe
environment for every Filipino.

Pagtitipid
Let us practice prudence in our buying habits. Let us avoid wastage of energy, water, food
and other resources to ensure quality of life. It is time to cultivate the habit of saving.

Malasakit
Empathy for one another helps create a selfless and caring nation. Love for one another,
love towards our nation and planet Earth, our home.

Kindergarten, elementary, high school and tertiary level students would be able to relate
well to these three values and the overall binding theme of ‘Luntiang Puso’ and eventually relate
them to the objectives of sustainable development and SDGs. Sustainable development would no
longer exist as an alien policy level concept that the younger generation and locals were not able
to relate to.

The Spirit of Luntiang Puso

Silhouette image of two
Puso”, and a boy) represents
our future of the nation. It
heri our responsibility
of generations. Every Filipino.
children (a girl and The green heart “Luntiang
our hopes and the the message that love towards
also reminds us of planet Earth and local cultural
towards the younger tage should be in the heart

The image of the Earth represents our only home: Earth. The message it carries is we the citizens of the
Our local cultural values “Bayanihan” (cooperation), Philippines who are also global citi “Pagititipid”
(prudence), & “Malasakit” (empathy) zens who share the responsibility can drive us towards sustainable
development. to protect and to preserve our They also reinforce the spirit of nationalism and earth.
patriotism, out of love towards the nation and to
attain wellbeing amongst all Filipinos.
 21
The Role of Stakeholders in Education for Sustainable Development

Successful and effective ESD call for concerted effort. The UNECE affirms that “education
must play a role in enabling people to live together sustainably”5 and that this will require working
with learners across all levels and types of education, formal, non-formal and informal. The
different modes of education available, formal, in-formal and non-formal, should be capitalized to
disseminate knowledge and awareness on sustainable education to people from different walks of
life. The three modes of education are defined as below:

• Formal education is carried out in school, college and university systems and is based on an
established curriculum and on approved teaching and assessment methods;

• Non-formal education occurs outside the formal system, but through other organized learning
settings; and

• Informal education results from daily life activities related to work, family or leisure, and is
provided within families, religious organizations, and community groups, as well as by news
organizations, social media and various forms of entertainment.

Ultimately, learning to live in a sustainable way is a long-term proposition requiring

everyone’s attention and involvement. Various stakeholders such as policy-makers, institutional
leaders, educators, youth, local authorities, and civil society organizations should collaborate
towards initiatives to institutionalize, educate and disseminate knowledge and awareness on the
Sustainable Development.

How Education is related to Sustainable Development

Goal 1 Education is critical to lifting people out of poverty.

Goal 2 Education plays a key role in helping people move towards more sustainable
farming methods, and in understanding nutrition.

Goal 3 Education can make a critical difference to a range of health issues, including
early mortality, reproductive health, spread of disease, healthy
lifestyles and well-being.

Goal 5 Education for women and girls is particularly important to achieve basic literacy,
improve participative skills and abilities, and improve life chances.

Goal 6 Education and training increase skills and the capacity to use natural resources
more sustainably and can promote hygiene.

Goal 7 Educational programmes, particularly non-formal and informal, can promote better
energy conservation and uptake of renewable energy sources.
 Goal 8 There is a direct link among such areas as economic vitality, entrepreneurship, job
market skills and levels of education.

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Goal 9 Education is necessary to develop the skills required to build more resilient
infrastructure and more sustainable industrialization.

Goal 10 Where equally accessible, education makes a proven difference to social and
economic inequality

Goal 11 Education can give people the skills to participate in shaping and maintaining more
sustainable cities, and to achieve resilience in disaster situations.

Goal 12 Education can make a critical difference to production patterns (e.g. with regard to
the circular economy) and to consumer understanding of more sustainably
produced goods and prevention of waste.

Goal 13 Education is key to mass understanding of the impact of climate change and to
adaptation and mitigation, particularly at the local level.

Goal 14 Education is important in developing awareness of the marine environment and

building proactive consensus regarding wise and sustainable use.

Goal 15 Education and training increase skills and capacity to underpin sustainable
livelihoods and to conserve natural resources and biodiversity, particularly in
threatened environments

Goal 16 Social learning is vital to facilitate and ensure participative, inclusive and just
societies, as well as social coherence.

Goal 17 Lifelong learning builds capacity to understand and promote sustainable

development policies and practices.

Source: ICSU and ISSC (2015)

Policy and Institutional Framework in the Philippines

Republic Act No. 9512, the National Environmental Awareness and Education Act of 2008,
provides the policy framework for incorporating environmental awareness into the country’s
educational system. RA 9512 aims to promote environmental education through an inter-agency
and multi-sectoral approach. Education for sustainable development in the Philippines is
implemented under the umbrella of environmental education.

Based on RA 9512, the DENR issued in 2009 its Special Order No. 142 creating the DENR
Environmental Education Committee. The DENR chairs the InterAgency Steering Committee on
Environmental Education composed of key government agencies such as the Department of
Environment and Natural Resources (DENR), the Department of Education (DepEd), the Technical
Education and Skills Development Authority (TESDA), the Commission on Higher Education
(CHED), the Department of Science and Technology (DOST), the Department of Interior and Local
Government (DILG), and the Department 15 of Social Welfare and Development (DSWD). Also
included in the Inter-Agency Steering Committee are other government agencies such as the
Philippine Information Agency (PIA) and the Local Government Academy, as well as private
organizations such as the Philippine Association of Tertiary Level Educational Institutions in
Environmental Protection and Management (PATLEPAM), the Philippine Association of Colleges
23
and Universities, the Catholic Educational Association of the Philippines (CEAP) and the Philippine
Federation for Environmental Concerns (PFEC).

A number of other acts also inform environmental education in the Philippines. These
include Clean Air Act of 1999 (RA 8749), the Climate Change Act (RA 9729), the Philippine
Disaster Risk Reduction and Management Act of 2010 (RA 10121), the Clean Water Act (RA
9275), the Ecological Solid Waste Management act (RA 9003), the Toxic Substances Hazardous
and Nuclear Waste Control Act (RA 6969), the Environmental Impact Statement System
(Presidential Decree 1586). These provide guidance in framing educational awareness in schools
and are incorporated in curricula and syllabi at the primary, secondary, and tertiary level
educational institutions.

Two relatively new policy issuances have been released by the government, namely
AmBisyon Natin 2040: A Long Term Vision for the Philippines and the Philippine Development
Plan, 2017-2022. AmBisyon Natin 2040 is a vision document that was initiated by the National
Economic Development Authority (NEDA) based on a visioning process that started back in 2015
and approved by virtue of Executive Order No. 5 in October 2016. The vision document answers
the question, “Where do we want to be?” The vision for the Philippines for the next 25 years (i.e.
by 2040) is for the country to achieve “Matatag, Maginhawa, at Panatag na Buhay.”
This means that Filipinos are strongly rooted (matatag), comfortable (maginhawa) and
secure (panatag). Concretely, by 2040, the Philippines is envisioned to be:

1. A prosperous middle class society where no one is poor;

2. People live long and healthy lives and are smart and innovative; and
3. The country is a high-trust society where families thrive in vibrant, culturally diverse, and
resilient communities.

A Glimpse of Education for Sustainable Development in Asia and

Europe Best Practices in Asia

MALAYSIA

To educate and create awareness among the younger generation in Malaysia,

Education for Sustainable Consumption and Production (ESCP) was introduced into the
school syllabus to complement and support Green Growth incorporated in the national
level development plan.With the underlying assumption that consumption is the main
driver of production, Education for SCP empowers individuals to make SCP choices in
daily life to achieve better life quality by getting “more useful output through less input”.
Through multiple consultation with various stakeholders and the strong support of the
Ministry of Education the ESCP master curriculum for secondary schools was developed.
It aims to inculcate desired behaviors in daily life practices that lead to resource
conservation and resource use efficiency for better quality of life. The curriculum content
structure consists of eight themes with clearly designed learning areas, desired behavior,
objectives and learning outcomes. The learning outcomes clearly incorporates the
intended knowledge, skills and attitudes for every theme which is closely linked to the
SDGs.

24
The curriculum aspires:
∙ to attain SCP benefits within the three pillars of sustainable development of social,
environment and economy
∙ to achieve a better quality of life
∙ to foster behavioral change through SCP practices in daily life
∙ and to promote people to make SCP considerations in daily consumption choices
such as buying, using and disposing and to ideally enculture life cycle thinking such
as “more resources, less waste” amongst the Malaysian people.

INDONESIA

Education for sustainability in Indonesia focuses on Education for Sustainable

Consumption (ESC) and Production. It aims at providing knowledge, values and skills to
enable individuals and social groups to adapt to more sustainable consumption behaviors.
Although most countries focus on Education for Sustainable Development (ESD) and
Education for Sustainable Consumption and Production (ESCP). The Indonesian education
system has chosen ESC as a valuable tool to achieve sustainable development through
existing mandates via education.

The Indonesian education system views ESC as a representation of the three pillars
of sustainable development. ESC is education that enables people to have an
understanding of the environmental, social and economic impacts of their consumption
choices, which 12 The National Environmental Education Action Plan 2018-2040
(VERSION 1) In Bhutan, environmental education is used as a medium to instill respect
towards earth by conserving natural resources. Green schools in Bhutan operate based
on several key features, among others the natural environment provides an integrating
context for all learning. Green schools use the local natural environment to teach students
concepts in all disciplines, while emphasizing hands-on real-world learning experiences. In
addition to that, a green school incorporates the community in the process, so that the
school becomes a place for the whole community to learn and contribute to — in this way,
students develop stronger ties to their community, a greater appreciation for the natural
world, and a heightened commitment to serving as active, contributing citizens. An ideal
“Green School” is a small-scale model of an ecologically sustainable society. Learning
includes all academic disciplines and not limited to just science and environmental
sciences. Specific educational strategies are used to achieve these objectives, and a
strong connection between a school and its community is forged. Education in isolation
without relevant community engagement and benefit to the community as a whole would
not serve the intended purpose of the pursuit of a quality education. This is in direct
relation to the Gross National Happiness: Bhutan’s approach to development. can later be
translated into actions in daily life that can reverse or reduce these negative impacts. ESC
is regarded as an excellent starting point for ESD as it is closer to the people as it deals
with issues in our daily lives. The goal of ESC is to promote responsible learning which
aims to encourage people to make informed and responsible purchasing decisions in their
live that contributes to local and global wellbeing.

The role of educating the young is a concerted effort that is not only shouldered
solely by teachers and educational institutions: teachers, trainers, curriculum module
developers, as well as journalists, writers focusing on environmental and social issues, TV
and radio
25
producers, and those who are concerned with human welfare and the environment must
share this shared obligation. These educators play a crucial role in disseminating
messages related to sustainable consumption.
Although consumption is the pulse of Indonesia’s economy, and viewed as essential
to economic growth and development, the education system realizes that the detrimental
consequences needs to be addressed. Unsustainable consumption and production
patterns are already contributing to many of the environmental, economic and social
challenges we are facing, such as climate change and loss of biological diversity. The
main foundation to ESC in Indonesia is when young people understand the link between
consumption and its impacts, they can develop into socially and environmentally
responsible individuals, determined to create a sustainable world for generations to come.

BHUTAN

In Bhutan, environmental education is used as a medium to instill respect towards

earth by conserving natural resources. Green schools in Bhutan operate based on several
key features, among others the natural environment provides an integrating context for all
learning. Green schools use the local natural environment to teach students concepts in all
disciplines, while emphasizing hands-on real-world learning experiences. In addition to
that, a green school incorporates the community in the process, so that the school
becomes a place for the whole community to learn and contribute to — in this way,
students develop stronger ties to their community, a greater appreciation for the natural
world, and a heightened commitment to serving as active, contributing citizens.

An ideal “Green School” is a small-scale model of an ecologically sustainable

society. Learning includes all academic disciplines and not limited to just science and
environmental sciences. Specific educational strategies are used to achieve these
objectives, and a strong connection between a school and its community is forged.
Education in isolation without
relevant community engagement and benefit to the community as a whole would not serve
the intended purpose of the pursuit of a quality education. This is in direct relation to the
Gross National Happiness: Bhutan’s approach to development.

SLOVAKIA

In Slovakia, the Action Plan for Education towards Sustainable Development in

Slovakia9 was introduced in 2005. There have been high-level commitments, government
directives, amendments to education legislation, training and accreditation for teachers and
tertiary institutions to support efforts and initiatives directed towards ESD. This effort to
reform education has received committed agreement and support from the Slovak Minister
of Education, Science, Research and Sport and the Minister of Environment. A special
committee called the Environmental Committee for Education was established in 2005 to
carry out education tasks that would support sustainable development across Slovakia.

The emphasis was on developing the competences of pupils to understand and

form their own behaviors and social responsibility to the environment and a healthy way of
life, as well as to appreciate the interconnectedness of local, national and international
issues.
26
Education is used as the main tool to achieve these objectives. At primary and secondary
schools - cross-cutting themes throughout the curriculum, such as multicultural education,
personal and social development, environmental education and healthy lifestyles.
Kindergartens use The National Educational Programme for Pre-Primary Education -
which now include environmental education as a cross-cutting theme.

In terms of implementation schools are allowed the flexibility in how they implement
the ministry’s directives and instructions. In some cases, the cross-cutting themes of
environment and sustainable development are integrated into various school subjects; in
others, they are separate subjects, each with plenty of scope for suitable classroom and
field projects. Every school is allowed the autonomy to select the method, project and time
of implementation of a cross-cutting theme.

GERMANY

In Germany, matters related to ESD is governed and advised on by a top-level body

known as the National Committee. This committee represents several federal and state
ministries, the Parliament, non-governmental organizations, the media, the private sector
and the scientific community.

The National Committee intermediates between the initiators and stakeholders of

ESD by bringing together partners, projects and initiatives. It also coordinates and monitors
national implementation and puts it in an international context. The primary objective of the
National Plan of Action was nothing less than to anchor the idea of sustainable
development in all areas of education. To take the plan into action, more than 100
sustainability and education stakeholders from all over Germany come together once a
year at the Round Table, with all 16 federal states represented. The working groups
developed concrete guidelines to embed sustainable development in their respective
educational areas. This coordination created the bridge between the decision-makers in
ministries and the stakeholders on the ground.

A highly successful instrument of the National Plan of Action was the official award
scheme for innovative ESD projects. Recognizing and highlighting high-quality ESD work
has led to increased visibility for ESD overall. Over 2000 projects have been awarded and
are publicized in a database as beacons of good practice. Throughout the last 10 years it
has become clear that follow-up activities are indispensable. The progress of ESD in
Germany has led to an increase in its inclusion in policy, regulatory and operational
frameworks at local, federal state and national levels.

27

What Do I Need to Remember?

Summary

The teaching of
environmental
education in the
Philippines
should be
guided by the
SDGs and
socio-cultural values such as – bayanihan, pagtitipid and malasakit. Other suitable cultural
values could be included if necessary.
Education has a big role to play to achieve the sustainable development goals. To
build the confidence of teachers to deliver lessons on environmental education and
sustainable development capacity building is necessary. It is important for the future cohorts
of teachers to be knowledgeable and able to teach environmental education in schools.

What Do I Need to Do?

Activity 1: What Education for Sustainable Development practices in Asia and Europe are
worth duplicating in our country? Present them in an infographic. 20 pts.

EVALUATION: Read each item carefully and circle the letter of the correct answer.

1. Which SDG aims to Sustainably manage forests and combat desertification?

A. No Poverty C. Life below Water
B. Life on Land D. Affordable and Clean Energy

2. What does the term 'sustainable' mean?

A. The use of alternative energies.
B. The implementation of eco-friendly technologies.
C. A balance between meeting today's needs with those of the future.
D. The proper use of the earth’s renewable and non-renewable resources

3. Which is part of our socio-cultural environment?

A. buildings and other infrastructures
B. pants and animals
C. religion and the community’s traditions
D. seas, oceans and lakes

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4. Sustainable development can be thought of in terms of three spheres i.e.
A. environment, economy and society
B. environment, economy and equity
C. environment, ecology and society
D. environment, economy and ecology

5. In her lesson about solving the pollution problem in Metro Manila, Teacher Carmela
emphasized the need for all sectors to do their part in keeping Manila clean. What Filipino
value is highlighted in this case?
A. Pagtitipid C. Bayanihan
B. Malasakit D. Kalinga

B. Bayanihan, Malasakit and Pagtitipid are Filipino values which have been identified as the
main drivers of sustainable development in the Philippines. Write an essay to describe how each
value could propel sustainable development in our country. (15 pts.)
 Where Can I Get Additional
Information?

https://www.tandfonline.com/doi/full/10.1080/23311886.2019.1653531
https://www.thwink.org/sustain/glossary/ThreePillarsOfSustainability.htm
Dr Rona Chandran, Dr Channa Gunawardena, Prof Nestor CastroThe National Environmental
Education Action Plan 2018-2040 (Version 1) Copyright © 2017 Department of Environment and
Natural Resources, Philippines

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