neeap presentation[1]

8/19/2019 NEEAP Presentation[1]

1/19

YSDA Youth Sectoral

Perspective on the Philippine

National Environmental

Education Action Plan (NEEAP)

YSDA-Pilipinas Inc.

(Youth for Sustainable DevelopmentAssembly)

www.ysda.tk


2/19

YSDA-Pilipinas 2nd National Congress

Ma 2!!2" #sla San Salvador" Masinloc $am%ales


3/19

Youth Con&erence &or

Sustaina%le Development

in the 2'st Centur

e%ruar -* '**+

,a%alai (2ocal Chapters)

YEM ('' ocal Youth

.roups)

CYM# (/ocal Youth

.roups)

01 0('!! 3

local chapters)

YSDA Membership Today!


4/19

Youth inSustainable

Development

Research

Proposed Youth in SusDev Modeling Projects

•NCR-Calabarzon (Marketing Community-Based Ecotours)•Roxas City, Capiz (Cildren!s Rigts "d#ocacy)•$anao $ake (Community-Based %anitation & $i#eliood 'roect)•Region ('romoting *rganic +arming & Marketing)

Youth in

SusDev

Capacit 4ldg5

Youth

Conservation

6olunteer

7or8

,a%ataan

Eco-Preneurship

Development

out in % .EC

Campaigns

out in % "d#ocacy

& $obbying Campaigns

Field Impact

Assessment

YSDA Youth in SudDev Research Program⇒How Green Are You?: A Benchmark Study on the Level of Awareness of

Youth Leaders on Environmental and Sustainable Development Issues and

rinciples!

⇒Youth in Sustainable Consumption: A Study on the Involvement of

Youth Leaders in romotin" Sustainable roduction # $onsumption

ractices⇒Youth Participation in Community Sustainable Development: An

Institutional Study on the Involvement of Youth %r"ani&ations in

Sustainable Development⇒Prospective Youth in SusDev Model Site Proilin!: A rofilin" of Youth

in SusDev tar"et sites. 'his benchmark study will determine the socio(

economic and ecolo"ical parameters by which to "au"e the impact of the

pro"ram later on.

Youth ocal

.reen Politics

Campaign

YSDA-Pilipinas Inc

-Year

Medium Term

Strategic Plan

(2002 –2006)

YEA ' YEA 2 YEA 9 YEA 0 YEA /


5/19

YSDA epresentation in the

7SSD .lo%al Youth Caucus

Youth Con&erence &or

Sustaina%le Development

in the 2'st Centur

e%ruar -* '**+


6/19

ound :a%le Discussions on the NEEAP


7/19

STATUS OF ENVIRONMENTAL EDUCATION INITIATIVES

#n&ormation" Education ; Advocac Programs &or Polic e&orms

) Lobbyin" at the *nd +Y ,reen Bri"ade E% -E% */

:rainings

)0amp 0alikasan -Youth Environmental $amps/

esearch ; Development

)Sourcebook of Youth Involvement in $ommunity SusDev -un published/

a) NEEAP


8/19

"ighlights on the D#SD Section Items $omments

Section 12 Elaboration on the nature of education for

sustainable development # its links to other internationaleducation processes # priorities

)'hat the DESD will be implemented within the conte3t of

the implementation of the 4+ 5illennium Development

,oals -5D,s/ which has provided tar"ets for international

action to brin" the abstract concept of sustainable

development into reality Such an education should provide

life(lon" skills in the area of 6learnin" to know78 6learnin" to

live to"ether78 6 learnin" to do7 and 6learnin" to be7

)'hat the four domains of education for sustainable

development includes2 a/ Basic Education8 b/ 9eorientin"

E3istin" Education ro"ram towards teachin" knowled"e #

skills on sustainability8 b/ Developin" ublic Awareness and

4nderstandin" of Sustainability and c/ 'rainin" -particularly

focused within the private profit sector/

)'hat the DESD will be implemented in complementation

with e3istin" international education processes # pro"rams!particularly with the Education for All -E:A/ and 4+ Literacy

Decade -4+LD/

)'hat the 0ey 'hemes in Education for Sustainable

Development includes2 a/ %vercomin" overty8 b/ ,ender

E;uality c/ arious civil society "roups are also involved in

viable trainin"s on sustainable development

DESD implementation should result to new and additional

resources and not =ust a re(ali"nment of e3istin" funds from E:A

and 4+LD.


9/19

c) Updated Philippine Aenda !"


10/19

CURRENT ISSUES # $APS

ID#A% &'(#$TI)#S &*

#+)IR&+M#+TA% #D,$ATI&+

$,RR#+T #P#RI#+$#

-:ormal8 Informal # +on(:ormal Education/

EE should provide youn" people

the needed knowled"e #

analytical skills in order to fully

understand the comple3 issues of

environmental destruction in their

own localities

Environmental Education in many schools remains rather

technical and focused more on biolo"ical@earth sciences.

Despite many attempts to link the teachin" of environmental

issues # skills to other social(political # economic issues8

there is a perceive lack of sufficient linka"in".

'here is a perceived lack of 6champions7 amon"

teachers and school administrators on promotin"

environmental issues as a cause that students and other

members of the school community can rally behind on.

'here is a lack of focused on presentin" environmentalissues as personal issues of students and youth that allow

them to ;uestions and review their own value systems and

lifestyles

+on(formal and informal environmental education has

not always been consistently available to a lar"e number of

youn" people across various a"e ran"e # batches. -e.".conduct o youth environmental camps by various !roups


11/19

ID#A% &'(#$TI)#S &*

#+)IR&+M#+TA% #D,$ATI&+

$,RR#+T #P#RI#+$#

-:ormal8 Informal # +on(:ormal Education/

EE should provide youn" people

practical skills in order to

substantially contribute in

collective efforts to =ointly confront

specific local community

problems resultin" to and as a

result of environmental

destruction

'here is a severe lack of actual en"a"ement of youn"

people -particularly students/ in on"oin" collective community

efforts to confront specific environmental issues as a way to

further complement formal instruction in schools on

environmental education.

In relation to this8 while serious efforts are bein" made

by some schools to inte"rate environmental pro=ects towards

creatin" sustainable8 6"reen7 campuses! these have been

more an e3emption than a rule. In such cases8 teachin"

environmental education throu"h formal instruction has notbeen as effective since it lack the needed consistency in

terms of actual practice # involvement of the students who

are provided such instructions.


12/19

,no=ledgei&e S8ills

#nvolvement

o& the

Successor

.enerations

esolution o& Actual

Communit Environment

; SusDev #ssues

e&lections

“EE should empower young

people to confront & resolve

“real” environmental issues oftheir communities”

@nderstanding o&

Communit

Environmental ;SusDev #ssues

EE

Proposed rame=or8 &or EE


13/19

RECOMMENDATIONS # NEEDED ACTIONS

Support to ensure that every campus will

have an Environmental Student %r"

Settin" of :aculty Environmental ,roups

School E3tensions Services -e.". +'S/

should focus on respondin" to

environmental issues

9e;uire a ,raduate of Environmental

Studies@Science@Education to be part of

every


14/19

9eview # Stren"then the implementation

of the S0 ,reen Bri"ade ro"ram #

encoura"e the focus of this pro"ram on EE

Implement # institutionali&e the *nd # rd

+Y resolutions for the creation #

institutionali&ation of a

+on(formal # Informal EE have not

always been consistently available to

youn" people -e.". youth camp8 articles

on environment in campus papers/

5ake Sustainable $onsumption #

roduction Issues central to EE ,reen Lifestyle %ptions -e.". Ecowaste8

%r"anic :ood@:ood Safety8 ,reen

'ransport %ptions/ must be tau"ht8

supported # practiced -includin"

institutionali&ation of appropriate policies #

provision of infrastructure to support theselifestyle options such as bike racks8

bannin" soft drinks in canteen # serious

implementation of campus ecowaste/

5any students still do not perceived

environmental issues as personalissues

Recommendations

. +eeded Actions

Issues . Problems


15/19

Inclusion of I and 5uslim $ommunity

Leaders to all national EE coordination

structures and mechanisms.

Institutionali&e a $ultural E3chan"e

ro"ram focused on indi"enous knowled"esystem and urban(rural sustainable

development links with the active

participation of I and 5uslim communities

Lack of inte"ration of best practices on

susdev implementation from indi"enous

knowled"e system -particularly from

practices of Indi"enous eoples

$ommunity/ to current EE pro"rams

Support the conduct of trainin" onenvironmental # sustainable development

issues for campus =ournalist complemented

by appropriate linka"e support to on

campus and off(campus environmental

"roups and institutions to ensure more

re"ular news and articles on environmentin school papers

+on(formal # Informal EE have notalways been consistently available to

youn" people -continuation . . ./

Recommendations

. +eeded Actions

Issues . Problems


16/19

Recommendations

. +eeded Actions

Issues . Problems

Ensure coordinated action by ALL sectorsto provide conducive opportunities for

youn" people to learn about and be involve

in resolvin" community environment #

susdev issues complementin" EE in school

in a consistent manner

$ontinue and develop stricter "uidelines

# standards on sustainable developmentpractices of schools in the e3istin" school

accreditation by "overnment and self(

accreditation processes by the private

sector -e.". AAS$4/

'here is perceived lack of consistencybetween the EE that is bein" tau"ht in

schools and the actual practice #

involvement within # outside the school

in environment # susdev issues


17/19

#nvironmental #ducation

)S

S,SD#) #ducation/


18/19

RANDOM T%OU$%TS & & &


19/19

ectives o& EE are %oth to in&orm and capacitate in

order to allo= &or relevant participation in the resolution o&

communit environmental issuesB it M@S: %e a%le to tac8le

and provide the needed in&o and s8ills to resolve the other

socio-economic and political pro%lems

neeap presentation[1]

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