ENVIRONMENTAL

EDUCATION
REPUBLIC ACT NO.9512

• AN ACT TO PROMOTE ENVIRONMENTAL

AWARENESS THROUGH ENVIRONMENTAL
EDUCATION AND FOR OTHER PURPOSES
REPUBLIC ACT NO. 9512
SECTION 1. TITLE. –

•This Act shall be known as the

"National Environmental
Awareness and Education Act of
2008".
SECTION 2. DECLARATION OF POLICY. -

• Consistent with the policy of the State to protect and

advance the right of the people to a balanced and
healthful ecology in accord with the rhythm and
harmony of nature, and in recognition of the vital
role of the youth in nation building and the role of
education to foster patriotism and nationalism,
• accelerate social progress, and promote total human
liberation and development, the state shall promote
national awareness on the role of natural resources
in economic growth and the importance of
environmental conservation and ecological balance
towards sustained national development.
SECTION 3. SCOPE OF ENVIRONMENTAL
EDUCATION.

• - 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 (DSWD),
• in coordination with the Department of Environment and
Natural Resources (DENR), the Department of Science and
Technology (DOST) and other relevant agencies, shall integrate
environmental education in its school curricula at all levels,
whether public or private, including in barangay daycare,
preschool, non- formal, technical vocational, professional level,
indigenous learning and out-of-school youth courses or
programs.
SECTION 4. ENVIRONMENTAL EDUCATION AND ACTIVITIES
AS PART OF NATIONAL SERVICE TRAINING PROGRAM. -

• The CHED and the TESDA shall include environmental

education and awareness programs and activities in
the National Service Training Program under Republic
Act No. 9163, as part of the Civic Welfare Training
Service component required for all baccalaureate
degree courses and vocational courses with a
curriculum of at least two (2) years.
 SECTION 5. DECLARATION OF
ENVIRONMENTAL AWARENESS MONTH. -

• Pursuant to the policy set forth in this Act, the month

of November of every year shall be known as the
"Environmental Awareness Month" throughout the
Philippines.
 SECTION 6. INTERAGENCY AND MULTI-
SECTORAL EFFORT. -

• The DepEd, CHED, TESDA, DENR, DOST and other

relevant agencies, in consultation with experts on the
environment and the academe, shall lead in the
implementation of public education and awareness
programs on environmental protection and
conservation through collaborative interagency and
multisectoral effort at all levels.
SECTION 7. CAPACITY-BUILDING

• The DepEd, CHED and TESDA, in coordination with the

DENR and other relevant agencies, shall undertake
capacity- building programs nationwide such as
trainings, seminars, workshops on environmental
education, development and production of
environmental education materials, and teacher-
education courses and related livelihood programs.
SECTION 8. SEPARABILITY CLAUSE.

• If any part, section or provision of this

Act shall be held invalid or
unconstitutional, the other provisions
shall not be affected thereby.
SECTION 9. REPEALING CLAUSE

•- All other acts, laws, executive orders,

presidential issuances, rules and
regulations or any part thereof which are
inconsistent with this Act are hereby
repealed or modified accordingly.
SECTION 10. EFFECTIVITY

• ThisAct shall take effect fifteen (15)

days after its publication in the Official
Gazette or in at least two (2) newspapers
of general circulation.
WHAT IS ENVIRONMENTAL EDUCATION

• Environmental education is a process that allows

individuals to explore environmental issues, engage in
problem solving, and take action to improve the
environment. As a result, individuals develop a deeper
understanding of environmental issues and have the
skills to make informed and responsible decisions.
THE COMPONENTS OF ENVIRONMENTAL
EDUCATION ARE:
 Awareness and sensitivity to the environment and environmental challenges
 Knowledge and understanding of the environment and environmental
challenges
 Attitudes of concern for the environment and motivation to improve or
maintain environmental quality
 Skills to identify and help resolve environmental challenges
 Participation in activities that lead to the resolution of environmental
challenges
• Environmental education does not advocate a
particular viewpoint or course of action. Rather,
environmental education teaches individuals
how to weigh various sides of an issue through
critical thinking and it enhances their own
problem-solving and decision-making skills.
MODULE 3:

• Development and Management

I. DEVELOPMENT OF PEOPLE CENTERED
STRATEGY FOR EMPOWERMENT

• Community or People Empowerment- A

process of building leadership among the
people through their self esteem and to
develop self reliance within community. They
have the control or make decisions role.
II. FEATURES OF AN EMPOWERED
COMMUNITY
 Increased community control over resources, decisions and processes;
Existence of viable community institutions and organizations;
Increased political participation;
Capacity to plan, take initiatives and shoulder maintenance
responsibilities;
Increased self-reliance and positive self-concept; and
Pool of capable and committed community leaders.
III. INTEGRAL DEVELOPMENT

• It
is the concerned with improving the different dimensions of
community life- social, political, economic, environmental,
cultural, and spiritual. Its focus is to enhance the potential of
people for action so that they can direct their own
development. Achieving integral development implies
improvement in the quality of life and standard of living. This
means that the different dimensions of community life have
the characteristics;
SOCIAL

• Accessto basic services such as health, nutrition,

water and sanitation, basic clothing, housing
education and psychological requirements.
POLITICAL

People’s participation in community organizations;

People- initiated development projects based on
individual and community needs;
Presence of viable community based organization and
Pool of strong capable and committed community
leaders.
ECONOMIC

Access and control of capital resources for production ( cash,

farmland, irrigation, farm inputs, roads);
Increased productivity and equitable distribution of benefits;
Responsive and appropriate economic systems; and,
Enough jobs/ employment opportunities.
ENVIRONMENTAL

Interdependence between human being and a nature;

Environment- friendly technology, and,
Community plan for ecological protection and
preservation.
CULTURAL

Indigenous culture is utilized for community

development, and,
Culture- based community- development process.
SPIRITUAL

• Mission to love or do something worthwhile for

others, especially among the poorest of the poor,
• Discernment as a way of life; and,
• Values- centered development process.
IV. COMMUNITY DEVELOPMENT AND
MANAGEMENT PROCESS

• COMMUNITY ORGANIZING- A problem solving

process where the community is empowered with
knowledge and skills to identify and prioritize its
needs and problems, harness its resources to deal
with these problems and take action collectively.
COMMUNITY ORGANIZER

• An outsider or a member of a community who

facilitates together with the community.
ATTRIBUTES OF A COMMUNITY ORGANIZER

Superiority versus Respect

Desire to learn from them/honest curiosity
Listen and Learn
Recognition and acceptance of community members as colleagues
Openness of non-verbal cues, seating arrangements, and practices
open communication
Able to respect and show interest for what they show and say
ROLES OF A COMMUNITY ORGANIZER

• A. Information • G. Teacher of
Carrier Skills • N. Counselor
• B. Friendly • H. Work Helper • O. Protector
Listener
• J. Program • P. Institution
• C. Motivator Administrator Builder
• D. Process • K. Peacekeeper
Facilitator • L. Promoter
• E. Agency Linker • M. Local Leader
• F. Ability Builder
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• Prepared By: B.S. PSYCHOLOGY STUDENTS;

• Braganza, Jennievi S.
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