Teaching environmental issues in technical and vocational

schools in Asia

I 1 9 t t i L-

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Compiled and produced by

Punjab State Council for Science and Technology Chandigarh, India

With the support of United Nations Educational, Scientific

and Cultural Organization Paris, France

The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries.

The author is responsible for the choice and the presentation of the facts contained in this work and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization.

Any part of this publication may be reproduced, stored in retrieval systems or transmitted in any form or by any means. electronic, mechanical or otherwise, provided that the same is duly cited.

Compiled and produced by Punjab State Council for Science and Technology (PSCST) MGSIPA Complex, Sector-26, Chandigarh-160019, India Tel.: (91) 172-793300,793600

Website: www.pscst.com Fax: (91) 172-793143

For and with the support of Division of Secondary, Technical and Vocational Education, United Nations Educational, Scientific and Cultural Organization 7, Place de Fontenoy. 75352 Paris 07 SP, France Tel.: (33) 1 45 68 08 16 Website: www.unesco.org

Overall project co-ordinators Mohan Perera, Miki Nozawa and Julia Heiss, UNESCO, Paris, France N. S. Tiwana and Neelima Jerath, PSCST, Chandigarh, India

Report author Neelima Jerath

Country co-ordinators Wang Yan and Ji Li, Beijing Academy of Educational Sciences, China N. S. Tiwana and Neelima Jerath, PSCST. Chandigarh, India Masriam Bukit and Kania Tresnajati, Technical Education Development Centre, Bandung, Indonesia Khair bin Mohd. Yusof and Noraini Kaprawi, Technical Education Department, Ministry of Education, Malaysia Nehema K. Misola, Western Visayas College of Science and Technology, Iloilo City, the Philippines

0 UNESCO and PSCST

(ED-2004/WS/44)

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Preface

The achievement of sustained and equitable development remains the greatest challenge facing humanity today. The essential task of development is to provide an access to resources and opportunities for a better quality of life to all people; but recent years have witnessed rising concern about whether development would lead to serious environmental damages, or whether environmental constraints would limit development. It is, therefore, important to choose policies and programmes that encourage efficient use of resources and adopt technologies that lead to less environmental harm, thus encouraging sustainable development.

To achieve this objective, a reorientation of the education system is required which will lead to a heightened sense of responsibility (both, personal and collective) in individuals towards eco- friendly development. This is possible only when environmental issues are adequately identified, scientifically understood and appropriate technological solutions applied for their mitigation, and sustainable resource utilization methods are promoted into the way people perform their trade, profession or occupation.

Since the graduates of secondary technical and vocational education (TVE) schools enter into trades that have a direct impact on the environment, they can play a crucial role in implementing practical solutions to current environmental problems. It is essential, therefore, that they are trained to understand environmental problems, and are made conscious of sustainable development, so that they can take concrete steps for its improvement.

I a m pleased that UNESCO has taken a lead in this direction by taking up a project to promote integration of environment education in technical and vocational education. I hope the present study, which covers five important countries in Asia, will help to pinpoint specific actions that need to be taken at the international level in general - and the Asian region in particular - to bring abreast secondary school graduates in technical and vocational education with environment issues related to their work, and make them responsible citizens for achieving the objectives of sustainable development.

N. S. Tiwana Executive Director, PSCST, Chandigarh

India

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Executive summary

Acknowledgements

General introduction

Contents

How to integrate EE in technical and vocational education

Environmental issues in technical and vocational education: country overview China India Indonesia Malaysia Philippines

Gaps in the existing structure

General recommendations

Suggested actions

Bibliography

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9

1 1

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15 15 19 26 27 29

31

32

34

38

Appendices 41

5

Executive summary

The report provides an overview of the initiatives taken by various countries on integrating environment education (EE) and sustainable development ( SD) training into technical and vocational education (TVE) at senior secondary level. It identifies gaps and good practices and recommends specific actions that could be taken up to better integrate environment issues in technical and vocational programmes. The report discusses the existing TVE courses in these countries and the status of EE components in these courses. The educational structure of the various countries is given in Appendix 1.

The study indicates that nearly all countries have introduced TVE in terminal years of secondary education, besides establishing specific industrial training and vocational institutions. In most of the countries, although EE is systematic in primary, secondary and higher education, it is still at fledgling stage in TVE. In China, there are 270 specializations in twelve branches in vocational schools, of which environment education is included in two branches only. Less than 15 per cent of secondary schools and vocational high schools offer EE. In India, TVE is under the Department of Education, Ministry of Human Resource Development, as well as the Ministry of Labour. At the secondary level, a compulsory ‘General Foundation Course’ has been introduced in vocational schools; this includes an EE component. The course content has been recently revised and appropriate teaching material developed. In industrial training institutes (which are fed by lower secondary students), a common course on ‘social studies’ exists, with only about 10 per cent of EE component. At the polytechnic level (also fed by lower and senior secondary students), no specific pattern is followed throughout the country, though efforts are being made sporadically to introduce EE in TVE courses. In Indonesia, EE at secondary school level is a component of existing subjects only, and is promoted through co-curricular activities. No specialized courses have been adopted. In Malaysia. plans are under way to incorporate EE in TVE, and an EE module has been developed to initiate a diploma in environment engineering, which is likely to be introduced in December 2004. In the Philippines, EE is only an elective subject that is generally not popular amongst students.

Furthermore, in most of the countries, both infusion and diffusion approaches for integrating EE in TVE have been adopted at various levels, but the emphasis has been on infusion of EE in the existing curriculum as opposed to specialized courses. None the less, some progressive initiatives have been taken up in most of the countries. Some good policy initiatives come from China where teaching guidelines for the integration of mixed art in middle level TVE have been developed. Environment issues related to the oil sector have also been included in vocational courses related to the oil industry. Noteworthy initiatives in curriculum development also come from the Beijing Agriculture School in China. In India, the compulsory General Foundation Course at vocational school level and the Social Studies Course at industrial training institutes are also examples that deserve attention, even though some courses require upgrading. An important example from India was the analyses of EE in the general school syllabus through a World Bank sponsored project that examines ninety-three environmental concepts across five subjects - from primary to high school level. This could also be extended to vocational schools. Furthermore, China, India, Indonesia and the Philippines are promoting EE through extracurricular activities. Some teacher training activities have also been taken

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up in India at secondary and post-secondary TVE level, but these are sporadic and need to be strengthened and systematically streamlined. In the Philippines, vocational schools also participate in R&D activities; this provides a good platform on which to imbibe information on local environmental issues.

The study identifies certain gaps in EE in TVE. There is a lack of: (a) an appreciation of EE in TVE; (b) an integrated approach; (c) a practical component; (d) appropriate materials; (e) trained staff and training policies; and (f) EE proficiency in curriculum developers.

The study recommends that TVE programmes be designed as a comprehensive system to accommodate economic and ecological needs through partnerships and cost sharing between government, employers, TVE institutions, N G O s and society in general. Streamlining the institutional framework to avoid duplicating efforts, the development of a minimum core curriculum and general curriculum modifications, capacity-building of TVE institutions, teachers and trainers, developing specific EE training facilities, introducing innovative teaching mechanisms and experience sharing at local, national and international level are some of the other recommendations that emerge from the study.

The study suggests that policy guidelines be developed at international and national level to integrate EE in TVE successfully. A standard core-curriculum with enough flexibility to incorporate regional examples should be developed and a trade-wise analysis of EE coverage in TVE be taken up to integrate work-related environment issues, ensure a better understanding of environmental problems, and to promote skill development for their mitigation. N e w teachinglearning materials that incorporate appropriate case studies, success stories and practical components, also need to be developed. To accomplish this, regional resource centres could be established, and existing training centres could be strengthened.

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Acknowledgements

The Punjab State Council for Science and Technology wishes to place on record its grateful thanks for the support and finances provided by the Division of Secondary, Technical and Vocational Education, UNESCO, Paris, and the co-operation of several organizations and individuals whose contributions have made this report possible.

The author is especially indebted to: Mr N. S. Tiwana, Executive Director, PSCST, for his sustained guidance and support; M s Wang Yan, Ji Li, Jiang Li and Li Jun of the Beijing Academy of Educational Sciences; Mr Wang Fuhai, Beijing Agricultural School: Mr Han Zhenmin, Beijing Oriental Vocational School, China: Dr Masiram Bukit and M s Kania Tresnajati, Technical Education Development Centre, Bandung, Indonesia; Dr Khair bin Mohd. Yusof, Technical Education Department, Ministry of Education, Kuala Lumpur; Dr Noraini Kaprawi, Kolej Universiti Technologi Tun Hussein Om, Batu Pahat, Johor, Malaysia and Dr Nehema K. Misola, Western Visayas College of Science and Technology, Iloilo City, the Philippines, for compiling their respective country reports in a very short time and providing useful inputs for this report.

Thanks are also due to Professor S. D. Patki (TTTI), Bhopal, and Mr Sanjay Sharma and M s Poonam Likhi (TTTI), Chandigarh, for a critical review and suggestions for improvement, Dr Man- Gon Park (CPSC), Manila, for information on EE work taken up by CPSC, Manila, and to UNESCO N e w Delhi for help in the procurement of the literature for the report.

The author is also grateful to PSCST support staff for help provided in compiling this document.

Neelima Jerath

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General introduction

Rationale The twenty-first century has been hailed as the ‘century of knowledge, information and communication’. Globalization and revolution in information technology has signalled the need for a new human-centred development paradigm where technical and vocational education (TVE) has a critical role to play as a tool to realize the objectives of social cohesion, environmentally sound sustainable development and strong international partnerships - particularly to address the needs of the lesser developed nations. TVE systems need to be reoriented, therefore, to develop a synergy between education, economics, environment and development, and to foster responsible citizenship. They need to be based on a learning culture that is shared by individuals, industry, governments and different economic sectors, and that ensures a smooth transition from school to the workplace, and paves the way for sustainable development.

The need to orient TVE for sustainable development is clearly highlighted in the Revised Recommendation concerning Technical and Vocational Education, which was adopted by UNESCO’s General Conference at its 3 lst session in 2001. This is one of the standard-setting instruments in the fields of competence of UNESCO, and presents internationally acknowledged sound policies and practice of TVE. The revised version of the document was produced as a result of extensive consultations with the Organization’s Member States and key institutions working in the field. The recommendation states:

. . . TVE should be a vital aspect of the education process in all countries, and in particular should:

a) contribute to the achievement of the societal goals of greater democratisation and social, cultural and economic development, while at the same time developing the potential of all individuals. both men and women, for active participation in the establishment and implementation of these goals, regardless of religion, race and age; lead to an understanding of the scientific and technological aspects of contemporary civilization in such a way that people comprehend their environment and are capable of acting upon it while taking a critical view of the social, political and environmental implications of scientific and technological change: empower people to contribute to environmentally sound sustainable development through their occupations and other areas of their lives.

b)

c>

In order to promote this, UNESCO has launched a programme to assist Member States to integrate effectively environmental education (EE) in the technical and vocational education programmes by reviewing various national approaches, identifying needs, and initiating concerted efforts to advocate and to develop appropriate training material.

1 1

Framework for the study

The present study is a joint initiative of the Section for Technical and Vocational Education and the Section for Science and Technology Education, UNESCO, Paris, in collaboration with the Punjab State Council for Science and Technology (PSCST), India. Five selected countries were involved in the study, China, India, Indonesia, Malaysia and the Philippines. The study was produced based on country reports, prepared by the following institutions:

China Beijing Academy of Educational Sciences India Punjab State Council for Science and Technology Indonesia Technical Education Development Centre Malaysia Technical Education Department, Ministry of Education Philippines Western Visayas College of Science and Technology

The objectives of the study were as follows:

1. To provide an overview of initiatives already taken at national level on environment education (EE) and sustainable development (SD) training integrated in technical and vocational schools in the selected countries, and to identify needs and areas of possible intervention.

2. To identify interesting examples that can be adopted/adapted by national ministries, institutions, trainers and teachers.

3. To recommend specific actions that need to be taken to better integrate environment issues in technical and vocational programmes, and help towards developing teachinglearning materials.

The study particularly looks at the following areas: policy environment; integration of environmental issues in curriculum; extracurricular activities; and training of teachers. It became clear in the course of the preparation of the study that there has not been much research done in this field, and the study generally suffered from a lack of comprehensive data and documentation concerning the relevant issues. This report does not claim to give a comprehensive overview in the five target countries; in some country presentations, the emphasis is placed on one of the above areas. However, it is hoped that the results of the study will contribute to further understanding the current situation on how environmental issues are dealt with in technical and vocational schools, and make some recommendations.

As a follow-up to the above, a workshop was organized in Chandigarh, India, from 3 to 5 September 2003, to discuss the draft report, share experiences, derive additional inputs and identify future actions and areas of collaboration. The workshop was attended by two officers from UNESCO, seven national co-ordinators from partner countries, and seven international EE/TVE experts from the French Ministry of Agriculture, Colombo Plan Staff College for Technician Education, Manila, Gesellschaft fiir Technische Zusammenarbeit (GTZ), N e w Delhi, Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), Centre for Environment Education (CEE) and Technical Teacher Training Institute (TTTI), Chandigarh, India. The inputs received were incorporated in this report.

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How to integrate EE in technical and vocational education

With increased technological development and its impact on the environment and natural resources, environment education also assumes special importance within the ambit of technical and vocational education. Since the graduates of technical and vocational education (TVE) schools enter into trades that have an immediate and direct impact on the environment, they play a crucial role in implementing practical solutions to current environmental problems.

This study examines, in particular, the teaching of technical skills and knowledge on environmental issues within various trades, while at the same time it takes into consideration that learning about the environment is a further effort. ‘Environmental education is a learning process that increases people’s knowledge and awareness about the environment and associated challenges, develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action’ (UNESCO, Tbilisi Declaration, 1978). Therefore, rather than defining a subject area, environmental education is a learning process in which individuals gain awareness of their environment, and acquire knowledge, skills, values, experiences and also the determination that will enable them to act as citizens as well as professionals, and contribute to solving present and future environmental problems. This also requires a holistic understanding of environmental problems, taking into account their social, economic and cultural causes.

Further to providing technical expertise and skills for solving particular environmental problems, environmental education should also enhance critical thinking, problem-solving and effective decision-making skills, and teach individuals to weigh the various sides of an environmental issue in order to make informed and responsible decisions.

The principal goals of the teaching of environment issues in TVE could be summarized as follows:

1. Helping students develop a clear understanding about environment and ecology, and its relationship with all human activities, including the ‘World of Work’.

2. Understanding the concept of sustainable development, and the interrelationship between natural, socio-economic and political systems at the local, national and global levels.

3. Understanding activities that have an impact on the environment and major environment issues, such as pollution, occupational hazards, climate change, etc.

4. Keeping sustainability issues in mind while designing and running development and production processes that draw resources fiom the natural environment, and identifying processes and practices - from resource extraction to waste disposal - in a holistic manner.

5. Understanding the need for incorporating environmental safeguards in industrial developmental projects and appreciating the need for obtaining environmental clearances.

6. Developing knowledge and skills for identifying and applying local solutions to immediate environmental problems, and maintaining an eco-friendly work environment.

7. Understanding the concept of stewardship, and motivating critical thinking, reflection and decision-making that is reflected in personal life-styles.

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8. Contributing towards a safe and healthy environment within society in general, and in the work place in particular.

HOW TO INCLUDE EE IN TVE

Environment education can be imparted by following either of the two models presented below:

1. The infusion model - this includes integrating environment issues in the existing curriculum of relevant subjects at appropriate places by including information, case studies and examples. The merits of this model are that it helps to understand the links between environment and various disciplines in a holistic manner, and since the issues are integrated in the existing curriculum, the workload of the students and teachers is not unduly increased. However, the disadvantages are that the entire curriculum needs to be updated; this leads to the development of new books and resource material, and is cost intensive. Further, the process of redesigning the curriculum and teachingAearning materials is slow and time-consuming. The dijfiision model - this involves the development of a separate subject by drawing inputs from various relevant disciplines. This approach is easier to follow and less cost and time intensive, but sometimes students tend to take it as ‘just another subject’ and are not able to appreciate the linkages of environment issues with the work environment. Furthermore, specialized staff need to be recruited to cope with the increased workload.

2.

In all the countries studied under the project, both models were followed at lower and upper secondary, as well as post-secondary TVE.

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Environmental issues in technical and vocational education:

country overview

The countries included in the present study comprise the South and South-East Asian Region. In general, the region is characterized by the following recent changes:

1. 2. 3. 4.

Opening up of the economy and recognition of global competitiveness. Change from an agrarian to an industrial economy. Rapid changes in technology - most of which has been transferred from developed countries. A recognition of the need to conform to changes in the economic domain, and aspirations of nations for economic development.

Hence, there has been an increasing recognition of the role of TVE in developing a skilled work-force. A reorientation of TVE policies by planners and policy-makers has thus taken place. This includes secondary level technical and vocational education and its reorientation. Nearly all countries have introduced TVE in the terminal years of secondary education. apart from establishing industrial training institutes and polytechnics, which are commonly at senior secondary or post secondary level. In several countries, TVE is organized and managed by several ministries.

One of the main obstacles to the ‘greening of TVE curricula’ in the region is the shortfall in human resources. In most countries, the responsibility of imparting EE is passed on to the existing staff - who may not be specifically trained for the purpose. This hampers the effective integration of EE in TVE. In several cases, out-of-school human resources are also used, where experts from universities and research institutions, NGOs, workers from industries and volunteers within communities are invited to impart environment education. This is, however, a stopgap arrangement, and cannot promote EE in TVE in the desired perspective.

Since the opening up of the Peoples Republic of China to the outside world in 1978, the country has made great strides in technological development and a boom in export oriented industrial development. It has taken a competitive edge over other countries of the region by virtue of the mass production of goods for general use, and of reasonable price and quality. This has been made possible due to commensurate development and modification of TVE. Since the 1950s, thousands of specialized secondary schools, skilled worker schools and secondary agricultural schools were set up. This was followed by an acceleration of work-force training to meet the needs of economic expansion. Since the ushering of reforms in 1978, TVE has been further restructured to meet the challenges of development and the first ‘Law for TVE in China’ was promulgated in 1996 (Yan et al., 2002).

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The TVET system The current educational system in China (Yan et al., 2002) consists of 6 years compulsory primary school followed by 3 to 4 years of junior and 3 to 4 years of senior secondary school (see Appendix 1, Fig. 1). TVE is provided at three levels: Junior secondary, senior secondary and tertiary:

1. The vocational junior secondary schools provide training to workers, farmers and employees in other sectors on basic professional skills and cater to the needs of the labour force for the development of the rural economy. Hence, most such schools are located in rural areas (at present there are 1,065 schools with an 800,000 student enrolment). An important aspect is that TVE in rural areas meets the same standards as in urban areas (Ryankov, 1996). The senior secondary vocational schools comprise: (a) vocational high schools, which offer 3- year diploma courses in several trades related to production, service, technology and management; (b) special secondary schools offering a 4-year diploma (likely to be reduced to 3 years shortly) in a single special trade (e.g. electronics, tourism, etc.); a few courses of 2- year duration are also available to senior high school graduates; (c) skilled workers schools offering a 3-year diploma for skilled workers in the manufacturing field; and (d) adult specialized schools.

In 2001, there were 14,854 secondary vocational schools with over 10 million students enrolled (Hui, 2001; Yan et al., 2002). Graduates of secondary vocational schools need to pass Vocational Qualification Accreditation to entitle them for professional work. Similarly, graduates from skilled worker schools and employment orientation centres have to obtain corresponding vocational qualification also prior to employment. Tertiary vocational education enrols graduates from both regular high schools and secondary vocational schools. These include: (a) 30 higher vocational technology colleges; (b) 101 short- cycle practice-oriented vocational universities; (c) 5-year higher vocational classes offered in specialized secondary schools; (d) regular higher education institutions offering tertiary vocational programmes; and (e) reformed regular institutions offering 2- to 3-year higher education for high-level professional technical talents.

2.

3.

TVE in China is primarily managed by the Department of Education and Labour, but enterprises are also encouraged to provide vocational training to its employees through 2,800 ‘employment training centres’ (for administration) and 20,000 ’employee training centres’. Besides, there are about 500,000 technical training schools for farmers.

Vocational schools in China offer 270 specialties in the following twelve branches (Yan et al., 2002):

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1 I. 12.

Agriculture and forestation. Resource and environment. Energy. Civil works and hydraulic engineering. Manufacture. Transportation. Information technology. Medicine and health. Business, trade and tourism. Finance and economics. Culture, arts and sports. Social and public affairs.

Of these, ‘Resource and Environment’ and to some extent ‘Agriculture and Forestation’ are directly related to the environment. For all the 270 specialties, information on environment awareness and protection is obligatory.

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E€ in China Environment education in China has a history spread over twenty years, and more than 2,000 specialized secondary schools and vocational high schools offer environmental courses. However, considering that there are over 15,000 specialized secondary and vocational schools, they constitute less than 15 per cent of the TVE institutions. The existing mechanism of imparting EE is given below:

Professional EE for majors in environment science

An appropriate diffusion model has been adopted for development of professionals in the field of environment. The country has taken a lead by designing courses for seven environmental specialties (listed below) offered at vocational level to cater to work-force needs that will be directly involved in environment protection and assessment, even though the schools offering these specialized courses are extremely limited: ~

Subject Specialized coiirses Ihars of schoolirig

Environment protection and monitoring Environment inspection and control Ecological environment protection Radioactive measurement and prevention

Environment management 3 3 3 3-4

Environment administration technology Urban garbage disposal. operation 3 and management of environment control facilities

Hydrology and water resources Underground water development, water facilities administration

3

Water and soil conservation 3

However, not inany technical and vocational schools in China are offering these courses (e.g. in Beijing these courses are offered by only three specialized secondary vocational schools and one vocational high school).

EE for non-environmental majors

These are of two types:

1. EE courses for majors closely related to environment (e.g. ‘Environment Techniques’ for majors in vegetation studies, tourism, etc., ‘Environment Friendly Chemical Engineering‘ for chemistry majors, ‘Waste Water Disposal’ for dyeing technology majors, ‘Agriculture Ecology and Environment Protection’ for majors in agriculture (Beijing Agricultural School)). However, most of these are optional subjects. Selective EE courses for other trades. 2.

EE for non-environmental professionals usually takes the form of an infusion approach in basic or academic courses, and not offered as a specific subject. In this case, teachers generally discuss issues and provide students with environment-related questions during classroom teaching. However, as per the country report, it would be more effective to include some EE content in the basic course curriculum so that a comprehensive knowledge on environment is imparted and uniformity is ensured.

EE through extracurricular activities in vocational schools

These include waste recycling, tree plantation and ‘green’ campuses.

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Policies and legislation The State Council deliberated upon the draft for the ‘Development Plan for Environmental Education’ and, in I98 1, it stipulated the ‘Regulation on Strengthening Environmental Education in the Phase of Adjusting National Economy’. The regulation emphasized the mass media’s role in environmental publicity. In 1982, the first national meeting on environmental education was organized; this highlighted that ‘education serves as the foundation of environmental protection’. In 1996, the government issued the ‘National Action Scheme on Environmental Publicity and Education (1996- 2010)’. The action scheme outlined a project to carry out environmental education and build ‘green’ campuses. It suggested that headmasters, provosts and teachers in primary and secondary schools nationwide should take training courses on environmental sciences. Meanwhile, the scheme emphasized that environmental education is not about the infusion of environmental knowledge alone; it is more about the cultivation of a sense of social responsibility, participation and awareness. The State Council recommended that environment protection courses should be set up in specialties of sciences, engineering, agriculture, economics, law, etc. However, most environment protection policies in the country are at macro and national level, and specific policies for TVE are lacking.

Faced with the pressure of environmental laws, certain trades have introduced EE rules in vocational schools to help deal with production difficulties linked to these restraints. For example, the Ministry of the Oil Industry, in 1980, issued ‘Environment Protection Rules in the Oil Industry’, which requires all universities, colleges and vocational schools teaching oil industry related courses to start environment protection courses so that graduates can master necessary knowledge and skills for environment protection (Yan, 2002).

Furthermore, the Chinese Ministry of Education has prepared ‘Teaching Guidelines for Integration of Mixed Art in Middle Level Vocational and Technical Schools’. Environment education is a component of the same (Yan et al., 2002). In 2003, as a symbol of inducting EE in TVE under the national holistic plan of EE, the National Bureau of Environment Protection and the Ministry of Education have also jointly promulgated the document ‘Decision on Commending the Secondary Group of Organizations and Individuals in Creating Green Schools’.

Model ‘green ’ schools Some Chinese schools have actively initiated the implementation of EE, and have been approved as model ‘green’ schools. Their activities are included both in the formal and informal sections (see Box I).

Teaching materials Since EE is offered as an optional subject in several specialized secondary schools, vocational secondary schools and vocational high schools, several textbooks have been developed. Examples include books on ‘Basics of Environment Protection’, by the Hunan Provincial Textbook Compiling Committee for vocational schools, ‘Agricultural Ecology and Environment Protection’, by China Agricultural Press, for use in the Tialing Agricultural School, and a compilation of EE materials by the Oriental Vocational School. Computer-aided instructional software on environment education has also been developed by Beijing University. Some universities have also developed online environment courses. Also to be commended is China’s Environmental Science Press, which has published over 2,000 EE books.

Guidebooks with a detailed curriculum and instructional suggestions on these specialties have been prepared €or specific environment focused trades. For example, the guidebook for the key area ‘environment protection and monitoring’ covers topics such as hydraulic chemistry, environmental microbiology, environmental science, environmental engineering technology, environment monitoring technology, environment rules and regulations, etc.

The country report indicates that despite several efforts made to infuse EE in TVE, this is still a marginalized area with regard to the countries’ effort to promote EE in their education system, and needs to be further strengthened in order to contribute to harmonizing the rapid industrial development with environment protection.

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Box 1. Model ‘green’ schools in China The Oriental Vocational School in Chaoyang District, Beuing

The EE activities of the school include:

0

0

0

Establishing an on-campus organization network for EE. A guiding group for EE has been set up and the student union serves as an EE village. Strengthening EE content in current teaching material and motivating teachers to discuss environment issues in class. Organizing extracurricular activities related to EE, such as EE lectures, student tours to sites of environmental interest, waste management projects, etc. Application of advanced teaching methods and use of the audio-visual media. Carrying out on-campus and community-based EE publicity activities, such as involving students in waste recycling and tree plantation, organizing popular lectures and competitions, etc. (Yan, 2002).

The Hangzhon Vocational School in Hangzhon, Zhejiang Province

The school put forth the slogan ‘Development by Virtue of EE. Activities include:

0

Recognizing EE as an integral part of the educational process. Promoting an inquiry-based and participatory approach for EE learning and developing innovating EE teaching methodologies. Integration of EE across various subjects. Using case studies and demonstration for disseminating best practices.

The Beijing Agricultural School

The school has developed its own curriculum for a compulsory ‘Agriculture Ecology and Environment Protection’ course. The course comprises the following aspects:

Origin and development of agricultural ecology. Introduction to ecology and environment science, basic concepts, relationships and interaction in environment. Relationship between agricultural ecology and environment protection. Methods in learning agricultural ecology.

sides promoting new agro-technologies, the school maintains direct contact with rural communities, and experts offer free consultations and advice (UNESCO, 2001). The school has established greenhouses to promote low-input agriculture (using less water, fewer fertilizers and pesticides) and composting facilities to promote organic farming.

India has shifted from a primarily agrarian economy to an industrially oriented economy with the contribution of industry and services increasing from about 60 per cent in 1981 to over 75 per cent of GDP in 2001.’ In consonance with this, the National Policy of Education, 1992, also mandates the development of an appropriate technical work-force. Accordingly, vocationalization of education has been promoted over the years, both at lower and upper secondary levels. It has been recognized that TVE programmes will not only help to provide an alternative to those pursuing higher education without specific interest, but will also help to promote individual employability (including self- employment) and reduce the mismatch between demand and supply of a skilled work-force. Hence, the policy provides for generic vocational courses with international recognition, and salaried and self-

1. www.education.nic.in

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employment oriented curricula. To meet this challenge, appropriate bodies and authorities have been created to pursue and monitor policy directives and their implementation, such as the All India Council for Technical Education, National Council of Vocational Education, Central Institute of Vocational Education, State Departments of Technical and Vocational Education, National and State Councils for Education, Research and Training and district level infrastructure. The financing of TVE in India is largely by the central government. The current system of education in India (UNESCO, 1979, 1984; Misra, 1993; Anon., 1999; Jerath, 2003) is presented in Appendix 1, Fig. 2.

The TVET system

The TVE structure in India is as follows:

Vocational education - at both formal and non-formal levels Formal level

1. Through the Ministry of Education,’ which offers vocational education in certain senior secondary schools at 10+2 level in 6 major areas (i.e. agriculture, engineering and technology, health and paramedic, home science, business and commerce, and humanities and others), with 150 courses (Jerath, 2003). The main objective of these courses is to impart training in simple marketable skills to students. Through the Ministry of Labour: - where lower secondary (high) school graduates enter into one of the following two schemes in operation, leading to certificate courses (which are recognized by ILO for employment in various countries): a) The Craftsman Training Scheme offering certificate courses in 46 engineering and 24

non-engineering trades leading to a ‘vocational certificate.’ Thirty new trades have also been recently introduced in view of their importance in the changing economic structure. The Apprenticeship Training Scheme (6 months’ to 4 years’ training) is provided to lower secondary school graduates in 135 trades in 3 1 engineering branches leading to a vocational certificate.

There are 3,600 industrial training institutes (ITIs) in India with an intake capacity of 350,000 students.

2.

b)

Non-formal level

At the non-formal level, vocational training is provided to school dropouts, neo-literates and disadvantaged groups through shramik vidya peeths (skill training schools) and national open schools in certain vocational trades.

Technician education

Graduates from lower secondary schools can also enter into polytechnics to pursue 213 year diploma programme at senior secondary level (normally based on an entry test). They are trained to work at supervisory level, and thus act as a vital link between the worker and the engineer in an industry/project. There are over 1,200 polytechnics with an intake capacity of 200,000 students in India. Diploma courses are offered in 149 trades in 18 engineering-based and 1 1 non-engineering-

2. http://www.indiaeducation.info and httv://shikshanic.nic.in/ 3. http:/ldgei.nic.in

20

based areas (for list, refer to Jerath, 2003). Advanced diploma and post-diploma courses are also on offer.

Community polytechnics have also been set up in rural areas to meet the training needs of local youth, college dropouts, women and disadvantaged sections of society.

Vocational education in other areas

Vocational education courses are also available in the fields of health and paramedics, business and commerce, hotel management, etc. Certain new trades, such as travel and tourism, fashion design, food technology, beauty culture, etc., have also been introduced recently in view of their employment potential. However, there are few systems of production of a skilled work-force for the agricultural sector.

Higher technical education

The country has advanced facilities for pursuing higher technical education including prestigious institutes of technology and management, engineering colleges, agriculture and general universities, law and commerce colleges, etc. Higher education in India is of international standard and globally recognized.

Policies The importance of environment protection while pursuing developmental programmes has been recognized in India since the 1972 Stockholm Conference (where the Indian Prime Minister, Indira Gandhi, was the only country head to participate). Since then, several environmental laws and rules have been enacted, and the importance of EE has been reflected in the National Policy of Education. 1986 and 1992. An infusion approach has been adopted at primary and lower secondary level where elements of EE have been integrated into the existing curriculum of various subjects. However, a recent World Bank sponsored study by Bhartiya Vidyapeeth Institute of Environment Education and Research has been helpful in pointing out the drawbacks in the system. The study points out the need of extending EE beyond the awareness level, and building a senior secondary level EE curriculum upon background information already imparted to students at primary and lower secondary level.

Curriculum Since the TVE programmes in India (offered through different channels) have varied course structures and teaching modalities in view of the wide spectrum of TVE courses on offer, they also have different approaches for incorporation of EE in TVE (Jerath, 2003). In schools offering vocational courses, a compulsory course entitled ‘General Foundation Course’ has been introduced (this course has some environmental components besides topics on rural development and entrepreneurship development. Earlier the EE component in the syllabus comprised only 5 per cent and was of awareness level only. However, the syllabus has been revised (see Box 2) with 50 per cent given to the practical component in 2002.

At the industrial training institute (ITI) level, which offers vocational certificate courses (under the Craftsman Training Scheme and Apprentice Training Scheme) to graduates of lower secondary schools, a common subject, ‘Social Studies’, has been recommended for all trades. Although EE issues such as ‘Concept of Environment and Ecological Balance’, ‘Environment Planning and Management’, ‘Pollution and its Sources’ and ‘Man and Natural Resources’ have been included in the subject, these components constitute only 4 out of 52 teaching hours. Thus, the course is grossly inadequate for understanding and tackling work-related environment issues and needs revision.

4. www.webindia 123 .corn

Box 2. Revised syllabus of EE under the General Foundation Course in Vocational Education at 10+2 stage in India

Theory Our rich heritaae “

EE: Need and significance, goals, key elements, guiding principles, importance in VE. Understanding the environment: basics of ecology, ecosystems, atmosphere, hydrosphere, lithosphere and biosphere. Environment resources: natural resources, pollution, biodiversity, traditional Indian practices to conserve the environment. Factors behind environmental problems: population explosion, industrialization, urbanization, modern agricultural practices, deforestation, different socio-economic systems, global environment concerns (climate change, greenhouse effect, global warming, ozone depletion, acid rain, etc.). Environment actions: meeting basic human needs, population control, changing consumption patterns, waste management, environment protection and conservation by government and international organizations, community participation for ecological conservation, etc. Occupational hazards and accidents. Safe work environment and safe work practices, safety laws.

Action projects (any one of the following compulsory activities) 0 Clean-up campaign (project on garbage management) 0 Save water campaign (project on water management) 0 ‘Green’ school campaign (project on plantation) 0 Harvesting the skies campaign (project on water haNeSting) Study projects (any four activities) 0 Study of consumption patterns in society 0 Rainfall map of India 0 Environment news clippings 0 Study of tourist behaviour 0

0 Monitoring pollution 0

Good housekeeping projects (one project) Consumer education projects (one project) Occupational hazards and safety projects (three projects)

Energy and resource audit, etc.

Fuel and energy conservation activities

A workbook has recently been published to facilitate project work (see Box 4)

Furthermore, although vocational courses have about 70 per cent practical content in ITIs, EE is not a part of it. Hence, no information is provided on issues such as good housekeeping, abatement of noise pollution, pollution prevention or monitoring/sampling activities (which the IT1 graduates need to handle in actual work conditions). However, some trades have a specific EE component (e.g. a ‘Refrigeration and Air Conditioning’ course exposes students to issues such as ozone depleting substances (ODS), Montreal Protocol, etc.). Similar EE components can be included in a variety of trades, such as electroplating, welding, boiler attendant, plumbing, motor mechanic, maintenance mechanic, laboratory assistant, etc., but the existing syllabus does not reflect this.

Polytechnics in India offer a two- to three-year technical diploma to graduates of lower secondary schools who are eligible to take up key supervisory positions in industrial and developmental projects, and are thus responsible for maintaining efficiency and output, good housekeeping and implementation of industrial policies at the working level. They can, therefore, act

22

as key personnel in promoting environment-friendly production and development. The polytechnic system in India has, however, been slow in adopting EE in its curricula (Subramanium et al., 1994). No specific system has been followed; whereas certain polytechnics are offering a special diploma programme, ‘Environment Engineering and Pollution Control’ (especially in the northern region), others have introduced EE as a separate common subject for all trades (e.g. ‘Entrepreneurship Development and Environment Engineering’ in the states of Punjab, Haryana, Jammu and Kashmir, Rajasthan and Uttar Pradesh, ‘Applied Science’ in Andhra Pradesh, and ‘Environment and Public Health Engineering’ and ‘Water Resource Engineering’ in West Bengal); the rest have adopted an infusion approach in existing syllabi of certain trades only. For example, in polytechnics in the state of Uttar Pradesh, ‘Pollution Control and Industrial Safety’ is the only EE intervention in the Diploma in Civil Engineering, whereas in the state of Gujarat, ‘Environment Engineering’ is a component of Civil Engineering. Similarly, some concepts of ‘environment’ are also included in chemical, mining, architecture and industrial safety diplomas in Maharashtra state, whereas they are a part of fertilizer technology, petroleum refining, petrochemical technology and electrical engineering diplomas in Gujarat state. In the state of Tamil Nadu, some components of EE have been included in ‘Industrial Management and Entrepreneurship’ that is common to architecture, civil, mechanical, electrical and electronics courses. Very little infomiation is available on EE in non-engineering trades (except for travel and tourism, wood technology and leather technology). A review of the course contents also indicates very little, if any, practical orientation, and a total lack of case studies. Some awareness-level non-formal programmes are, however, taken up (such as organizing camps and seminars on topics related to environment).

Major curricular initiatives include the following:

1.

2.

3.

4.

5.

The analysis of school syllabuses for primary to senior secondary level, with respect to ninety- three environment concepts. It has been a major task in India to understand the affectivity and relevance of EE in education (including vocational education at school level). The project has helped to draw attention to the current drawbacks of the system and has suggested corrective measures (Bharucha and Kumar, 2001). As a result, a pilot project, ‘Greening of School Books’, has been initiated. However, the activity is limited to general schools only. The exercise points to the need for taking up a similar exercise in TVE. Inclusion of environment issues in the ‘General Foundation Course’ (GFC) at school level, ‘environment management’ topics in the compulsory ‘social studies’ course at certificate level in vocational institutions, and an ‘environment engineering’ course in certain diploma programmes in polytechnics are other major steps towards infusing EE in TVE (Misra, 1993). However, though the GFC has been updated (see Box 2) the social studies course needs redesigning and updating. Other TTTIs (at Bhopal, Kolkata and Chennai) have also developed similar courses with minor modifications. The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) has also developed a curriculum addendum on EE for different vocational areas, such as agriculture, engineering, home science, health and paramedics, etc., to integrate EE in the curriculum of secondary vocational schools. A comparative study on the implementation of G F C in certain states was also taken up. The initiation of a special diploma programme on environment engineering has been taken up in some polytechnics. The course includes topics related to water and waste water treatment, sanitary chemistry and microbiology, industrial waste treatment, air pollution and control, etc. Appropriate practical training is also included with one semester dedicated to industrial training. In addition, awareness camps are organized in some polytechnics, and need-based EE issues have been integrated into specific diploma programmes (Subramanium et al., 1994; Technical Teachers’ Training Institute, 200 1 ). The initiation of a ‘Quality Improvement Programme’, sponsored by the World Bank, under which a National Project Implementation Unit and state project implementation units have been set up; these have collected information on the status of EE in various polytechnics throughout the country. A comparative analysis has been conducted on the basis of which the TTTIs have been assigned the task of curriculum revision and EE integration in various trades (Subramanium et al., 1994).

Teacher training Teacher training programmes have been taken up at national and regional level by the four TTTIs, Pandit Sunderlal Sharma Central Institute of Vocational Education, Bhopal, and Central Staff Training and Research Institute, Advanced Training Institute and Central Training Institute, N e w Delhi. Some of these trainings are conducted on environment issues (e.g. PSSCIVE conducts a session on EE in the training programmes for vocational teachers, as well as orientation programmes for key state functionaries involved in TVE). Sometimes, state environment departments may also conduct need- based training programmes (e.g. in Punjab, PSCST has conducted EE training for polytechnic teachers (see Box 3). A bachelor’s programme developed by PSSCIVE is also foreseen.

Seminars and workshops on environment issues by various technical teacher training institutes all over the country (some of which are in association with the Colombo Plan Staff College) have also helped in introducing concepts such as ‘green audit’ and ‘environment stewardship’ in TVE, crystallizing the issue of integrating EE in TVE (Technical Teachers’ Training Institute, 1991, 2001).

Box 3. Staff training in polytechnics on EE - a case study from Punjab, India

Need-based training programmes on ‘infusing environment issues in technical education’ for the faculty of polytechnic institutions in Punjab were carried out by PSCST with the support of UNESCO. These trainings were taken up as a follow-up to a study conducted by PSCST in the early 1990s on the status of environment education in the state. The study indicated that though environment education was compulsory at both school and higher education level, no specific efforts were being made to promote it at the intermediary technical education level - a group that catered to skilled and semi-skilled work- force requirements of the industry. Further environment awareness amongst polytechnic teachers was specifically low.

Three one-week training courses were organized in 1997-98 for the senior staff of twenty polytechnics, and about seventy teachers were trained through interactive theory sessions, field visits to sites of ecological interest, and visits to industry and water and effluent treatment systems. An interactive multipronged approach to impart environment information through case studies, lectures, laboratory demonstrations and audio-visuals was adopted, and hypothetical project formulation was carried out by the trainees. The topics included the importance of infusing environment aspects in technical education and its reorientation for environment protection, understanding the environment, impact of developmental activities and the importance of public participation, issues related to ecology and natural resource conservation, air, water and soil pollution, treatment technologies, waste management, EIA, environment and health, economics and business issues and environment legislation and protocols. Case studies for pollution control in rice shellers, brick kilns, cupola furnaces, foundries, electroplating units, dyeing units, tanneries, sugar industry, pickling units, etc., were discussed. The teachers were motivated to discuss environment issues in the work context with polytechnic students.

A source book was also published as a follow-up; this is being used by all polytechnics as a reference and teaching material.

Jerath (1 998)

Teaching materials The ‘greening’ of textbooks at school level has been taken up. However, vocational subjects are not included in this. The PSSCIVE, Bhopal has published a textbook entitled Environment and Development and a Guide to Green Citizenship - A Practical Workbook (in collaboration with the Centre for Environment Education, Ahmadabad) to meet the requirement of the compulsory ‘General Foundation Course’. This is one of the few comprehensive materials available for secondary vocational school students in India (see Box 4). The National Council for Vocational Education has also developed instructional materials for the social studies course at IT1 level.

Besides this, although several reference books and journals on environment are available (and a variety of posters, charts and audiovisual materials have been prepared), their availability at school

24

level is limited (as the numbers usually produced are fewer than the actual numbers required to reach each schoolhnstitution; furthermore, most institutions do not have enough funds to buy these materials). Similarly, at the polytechnic level, although reference materials are available, specific textbooks (that are within the reach of the ordinary student) are lacking, though some efforts have been made by the TTTIs in this direction to develop books, reports, videos and computer-aided instructions on EE. In 1998, the Punjab State Council for Science and Technology (with UNESCO support) developed a ’Source Book for Integrating EE in TVE’ which had a limited circulation in Punjab state only. In India, however, a large variety of general audio-visual material, distance-learning material and awareness materials have been developed and are in use.

Although the importance of EE in education is well recognized in India, only sporadic efforts have been made to include it in TVE. Furthermore, the issues included are usually of awareness level only, and are not built upon previous exposure to environmental concepts at the lower school level. In addition, EE is being taken up in an isolated manner where students are not able to appreciate its relevance, or understand its linkages with the world of work.

Box 4. Guide to Green Citizenship - a practical workbook on EE for 10+2 vocational students in India

Recognizing the lack of a practical guidebook for EE in vocational school students in India, the PSSCIVE, Bhopal and CEE, Ahmadabad, have developed a comprehensive workbook to conform to the ‘General Foundation Course’. The book was published in June 2003 and has been implemented in all schools offering vocational courses at 10+2 level.

The approach for developing the workbook was as follows:

0

0

To develop self-learning materials for students. To address areas of activity that students are directly involved in - at home and outside (e.g. as family members, consumers, students, or as citizens). To address concerns and issues that the students would be most likely to encounter. To provide not only information but also opportunities to ‘do’ and find out. To begin the process of getting students involved in decision-making by weighing the pros and cons of different situations. To encourage individual as well as group activity, and also collective school projects.

Organization of the workbook

The book is divided into five sections:

0 ‘A Green Citizen as Resource Manager’: This section of the book deals with the ways to manage and conserve various resources consumed at the workplace, both as a professional and as an individual in our daily life. ‘A Green Citizen at Work‘: This part of the workbook deals with a variety of situations likely to arise at the workplace and describes some of the safety precautions that should be taken (first-aid, etc.) in the workplace. ‘Citizen as a Green Consumer’: This section discusses the ways in which every individual, as a professional, and in personal life, should become conscious of environmental concerns in daily life activities. ‘Green Growing’: This part looks at agriculture-related issues with reference to their impact on the environment, and the role of farmer, or agriculture-related professionals, in mitigating them. ‘For a Better Environment’: Provides opportunities and ideas for initiating action projects that would help sustain the well-being of the micro-environment and prevent its degradation.

Each of these sections includes a variety of activities and relevant background information that attempt to convey the concepts and issues through an active learning approach.

INDONESIA

Indonesia is the world’s largest archipelago, made up about 17,000 islands, stretching across some 3,200 miles of equatorial ocean in South East Asia.

The Indonesian education system has 6 years of primary education followed by 3 years of junior secondary and 3 years of senior secondary education. Vocational education starts at upper secondary school level with a duration of 3 to 4 years (see Appendix 1, Fig. 3) and offers six different trade options: agriculture and forestry; technology and industry; business and management; community welfare; tourism and arts and handicrafts.

The need to integrate EE in the formal education system in Indonesia was recognized with the notification of the Indonesian Government Law on Environment Protection in 1982. As a result, EE has been integrated in a few subjects at primary school level, especially in physical sciences (processes in nature, flora and fauna, etc.), social sciences (water cycle, demography, etc.) and religious sciences (environment conservation). At the senior secondary school level it has been taken up as a component of biology, geography, chemistry, etc., with a view to increasing the environment awareness of students.

At technical and vocational secondary schools, EE was introduced in 1986 (Arlianti and Suprihatin, 2000) with the objective of developing an environment-positive attitude amongst vocational students. An attempt was also made in this direction with the assistance of the Swiss Government in 1996 and, as per a report by the Director of Technical and Vocational Education (Anon., 1996), it was proposed to be promoted at two levels:

1. As a common subject which included topics on basic ecology (ecosystem concept, natural resources and environment policy), environment destruction (air, water and soil pollution and solid waste) and environment economy (environment and international trade). A s trade specific subject-matter where EE information was integrated into the curriculum of specific trades, such as: (a) food crops and horticulture (integrated pest control, treatment of water polluted by fertilizers); (b) welding and fabrication (noise pollution, solid waste management); (c) food and beverages (organic waste management, treatment of water polluted by kitchen waste); (d) textile and handicrafts (waste water management from batik products, selection of environment-friendly raw materials, etc.).

2.

The approach was to develop an environmental awareness through curricular and co-curricular activities including project work and laboratory work, social teamwork and practical training in industry in TVE. Teacher training programmes were also organized, and posters, guidebooks and vocational EE learning materials developed.

However, as per the ‘National Report of EE in TVE’, prepared under the present project (Bukit and Trenajati, 2003a-d), EE has been taken up in secondary vocational schools as part of co- curricular activities, and has only been confined to promoting specific projects on solid waste management, waste water treatment and energy management.

Six vocational teacher-training centres have successfully implemented these projects in their institutions, and are promoting them in vocational schools within their jurisdiction. Major projects include:

1. Organic waste composting. This involves providing students with information on types of solid wastes, their components, waste segregation and steps involved in the composting process. The students are provided with wall charts and handouts and are actually involved in waste collection, segregation and the recycling of organic components through composting. The ‘Greening City Project ’. This promotes students’ participation in tree plantation activities to promote soil conservation, reduces negative impacts of air pollution and, in the process, raises general environment awareness. Students are involved in collecting data on types of trees to be planted, landscape design, land clearing and preparation, planting and nurturing of saplings.

2.

These are, however, initiatives of individual teacher training centres. There has been no attempt made yet to integrating EE throughout the TVE system.

The Indonesian ‘National Report on EE in TVE’ (Bukit and Trenajati, 2003a) recommends that steps need to be taken to introduce a common core subject dealing with basics of ecology and environment management in all vocational schools along with the integration of special environment topics into relevant technical and vocational trades. It also recommends developing more teachers’ guidebooks and student workbooks.

At the post secondary education level (especially technical diploma courses) EE needs to be properly integrated at the formal level. At university and higher education level, EE programmes have been introduced, but they need to be strengthened by following an interdisciplinary approach. At the higher education level, several non-degree environment-training initiatives have also been taken up, and courses/workshops on specific environment issues are conducted from time to time, as well as general campaigns being organized.

Materials In Indonesia, guidebooks to promote EE in TVE have been prepared, and a complete set of documents on EE at vocational secondary schools (SMK) is available at each school. The documents contain guidelines on environment material to be integrated into each subject, EE in extracurricular activities, and assessment of EE (Director of Technology and Vocational Education, 1996). The Vocational Education Development Centre, Malang (with Swiss aid), has also developed manuals and wall-charts on various EE issues (such as water cycle, humadenvironment interaction, energy, atmosphere and global warming, solid waste management, ozone layer depletion, etc.) for use by teachers and students of TVE.

MALAYSIA

Malaysia has an expanding economy with the manufacturing, construction and the services sector contributing about 82 per cent, and agriculture contributing about 13.5 per cent of GDP. It has a workforce of 8.6 million of which 18 per cent is employed in the agricultural sector (Hass, 1999). Hence, the largest share of new employment comes from the manufacturing and service sector.

In the country’s education system (see Appendix 1, Fig. 4) formal technical and vocational education starts at the upper secondary level, although at the lower secondary level students are introduced to pre-vocational education called ‘living skills‘. At the upper secondary level, technical schools5 provide a two-year certificate in two streams: technical and vocational. The former provides a technical education programme with emphasis on science and mathematics whereas the latter offers more practical vocational courses for occupations in industry and busines6 In both streams approximately half of the courses consist of the general core subjects (languages, mathematics, religion and history), while technical education is also an integral part of general education; subjects such as commerce, principles of accounts, agricultural science, home economics, engineering drawing and engineering technology are also offered at general academic schools.

Skill training in Malaysia has been encouraged in the Seventh Malaysian Plan (1 996-2000) in recognition of the need to improve human resources for economic growth. Under this programme, post-secondary technical and vocational education is provided by public polytechnics, skill training centres and universities, as well as private colleges. Polytechnics produce a trained work-force at semi-professional level in various areas of engineering, commerce and services, and offer 2-year certificate and 3-year diploma courses to senior secondary school graduates in business, engineering, architecture and construction. In 2002, there were 16 polytechnics throughout the country. Since 200 1 community colleges have also been established to provide post-secondary technical training

5. 6.

There are 86 technical and vocational schools in Malaysia. Technical electives in the technical stream consist of civil engineering studies. electrical engineering studies. mechanical engineering studies, agricultural science, ago-technology. food management. apparel studies. entrepreneurial studies. and engineering drawing. In the vocational stream. vocational courses in engineering. commerce. home science and agriculture are provided.

27

opportunities to school leavers, and provide training through short-term courses to meet community needs.

In Malaysia, the Technical and Vocational Curriculum Division (TVCD) Technical Education Department plans and develops the curriculum for all technicalhocational schools, community colleges and polytechnics in Malaysia. Integration of EE in TVE is also the responsibility of TVCD is taken up as follows:

1. Infusion of environmental issues in the core subjects that are common for both general academic and technical secondary schools. The issues include basic ecology, natural resources and energy, biodiversity, management of environment such as waste and pollution. Teachers’ guides have been developed by the Curriculum Development Centre with implementation strategies and lesson plans. Course specijic environment programmes at technical school, polytechnic and community college level. Specific examples include: (a) School Certificate in ‘Welding and Metal Fabrication’ which includes information on noise control, solid waste management, etc.; (b) School Certificate in ‘Bakery and Confectionery’ which provides information on hygiene practices and organic waste management; (c) School Certificate in ‘Ornamental Horticulture and Landscape’ which provides information on pest control, fertilizer pollution control, and hygiene practices; and (d) Polytechnic Diploma in Environmental Engineering (to be introduced by December 2004) that caters to jobs in the environment field (see Box 5).

2.

Box 5. Environment engineering module in the vocational Civil Engineering Diploma course in Malaysia

The course comprises: general modules (14.5 credit hours), core modules (45.5 credit hours), specialization modules (1 8 credit hours) and elective modules (4 credit hours) in six semesters. The specialization modules include topics on:

0 Water resources and hydrology. 0 Water supply engineering. 0 Environmental engineering laboratory. 0 Waste water engineering.

0 Environment seminar. Environment engineering project.

The elective modules comprise:

Municipality and solid waste management.

0 Air pollution system control. 0 Noise pollution. 0 Fundamental of geo-environment engineering. 0 Environment management and EIA, etc.

An examination of the current curriculum practice by TVCD in the framework of the present project reveals that the infusion of environmental aspects across the curriculum - as well as development of modular and distinct subjects for technical and vocational course curricula for technical schools, community colleges and polytechnics - can be used as a common framework to reconcile any gaps between the current curriculum practices and the future curriculum development to effective environmental i sues.

However, the country report concludes that a modernized curriculum alone will not guarantee the successful implementation of environmental education in technical and vocational education. Equally important is the effective delivery and teaching focusing on the students ability. Contextual teaching and learning strategy, environmental co-curricular activities and awareness raising of the institutions to be advocated, are among the multiple approaches and efforts to explore solutions.

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The Republic of the Philippines is an archipelago of more than 7,000 islands. Manufacturing, mining and construction contribute to more than 36 per cent of GDP, the services sector contributes to 43 per cent and agriculture contributes to 21 per cent of GDP (Haas, 1999).

The formal system consists of 6 years of primary education followed by 4 years of secondary education and a variety of post-secondary programmes, TVE and higher education (see Appendix 1, Fig. 5). Institution-based TVE programmes on offer include 1- to 2-year certificate courses and 3-year diploma courses in agriculture, agro-industry, computing, engineering, business management, health, transport, security, etc.

Since 1994, TVE has been brought under the supervision of the Technical Education and Skill Development Authority (TESDA)’ with the following objectives:

1. 2. 3. 4. Develop an accreditation system for institutions involved in middle-level work-force

5. 6. Assist trainers’ training programmes.

Integrate, co-ordinate and monitor skills development programmes. Restructure efforts to promote and develop a middle-level work-force. Approve skill standards and tests.

development. Fund programmes and projects for technical education and skills development.

The Philippines environment code, promulgated in 1977, mandates that necessary measures are to be taken to incorporate EE concepts and issues in educational curricula at all levels. The Environmental Policy Decree also empowers the National Environment Management Bureau to conduct education and training programmes on environment improvement. However, TVE institutions in the Philippines exercise academic freedom, and although the minimum required subjects (history and culture, mathematics, science, physical education, etc.) are enforced, EE is not amongst the compulsory subjects. It has been introduced only as an elective subject and is not very popular (compared, for example, to information technology) amongst students.

In 1998 an environment education framework was developed for the country through an ADB-assisted environment education project; research programme areas by geographical division were identified, together with issues such as biodiversity, food security, protection of watershed, urban environment pollution and environmental education among others. In this programme, institutions that were to be involved, along with the time frame, were identified. Many government-initiated projects and programmes did not materialize due to a variety of reasons. Institutionalizing environmental education, therefore, becomes discretionary upon the administration and leadership of institutions, including technical and vocational education and training and higher education institutions (Misola, 2003).

Hence, in 2003, the Western Visayas College of Science and Technology, Iloilo City, attempted to conduct a specific survey to collect relevant data on the issue in the country, in the framework of the present UNESCO-supported project. The detailed results can be found in Appendix 2. The objective of the study was to identify initiatives in EE and SD training for both teachers and students, identify available tools and assess future needs. The data was collected through a questionnaire circulated to fifty relevant TVE institutions and universities and colleges offering TVE and non-degree courses through the national UNEVOC network, and then analysed. Over 90 per cent of the institutions responded. The data indicates that although certain environment issues are covered in TVE curricula, no specific mechanism has been followed to promote EE in TVE. Most of these issues pertain to water and waste management. About 78 per cent of the respondents stated that environment issues were generally covered in the subject of biology: however, in 18 per cent of the cases a separate subject approach was being followed. Some TVE schools were also taking up research/survey projects related to environment: this helped them gather useful environmental data and create environment awareness. About 50 per cent of institutions also claimed to have a school environmental policy. However, there was a near unanimous response (95 per cent) that an EE framework needed to be developed, and the curricula modified accordingly. Most institutions also

7. For more information concerning TESDA. see httu://w.tesda.gov.Dh

29

desired specific directives from the government in this regard. Furthermore, 75 per cent of the institutions stated that they had some access to EE tools, such as books, leaflets, modules, etc., but no access to the latest data. In addition, most TVE schools did not have the necessary trained work-force for the purpose. Capacity-building through the training and development of educational modules was recommended as an important mechanism to promote EE in TVE. Furthermore, 80 per cent of the institutions suggested that activities of the Philippines Association of Tertiary Level Educational Institutions in Environment Protection and Management Bureaux should be adoptedadapted in the TVE programmes, and clear guidelines need to be issued in this respect. About 99 per cent of the institutions suggest that EE and SD be incorporated in the list of priority programmes/projects at the regional level.

The results of the present study indicate that EE in TVE has not been taken up at the formal level, and the government has not provided enough support in this regard. The country report, therefore, recommends that the Technical Education and Skill Development Authority (TESDA), as the lead institution for TVE, should initiate action to incorporate EE and SD in TVE, both in the formal curriculum, as well as informally. Furthermore, a standard core curriculum should be developed that would be common to all TVE programmes. It also recommends the development of specific publications, the organization of specific training programmes, and international co-operation in the matter.

30

Gaps in the existing structure

This study indicates that although TVE has been accorded great importance in the educational system of Asian countries - to enable them to meet the challenges of neo-development - EE in TVE, however, has not been adequately addressed. Some of the major problems are:

1. Lack of awareness and appreciation of environment issues in developmental pursuits in the past. resulting in the promotion of only technical aspects in TVE and a lack of EE appreciation and integration with the work environment, resulting in a lack of focus on EE in TVE. Sporadic efforts to integrate EE with TVE and a lack of an integrated approach. EE concepts in TVE are being introduced at awareness level only, and are not built on the informatiodconcepts already provided to students in lower classes. Lack of practical components and case studies in the curriculum. Lack of appropriate teachingAearning materials and methodologies. Lack of trained staff and a policy on capacity-building of existing staff. Lack of EE proficiency in curriculum developers of TVE.

2.

3. 4. 5. 6.

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General recommendations

TVE is one of the most powerful institutions for enabling nations and communities to face new challenges, achieve social cohesion, and meet developmental aspirations that not only bring economic progress, but are also sustainable in the long run. TVE programmes should therefore be designed as comprehensive systems that accommodate both economic and ecologic needs, and empower people to contribute to environmentally sound sustainable development in the twenty-first century through their occupations and other areas of their lives, as outlined in the UNESCO and ILO recommendations in 2001. To achieve this, well designed policies and strategies, increased resources, and flexible and appropriate delivery modes are required. Any initiative that a country could implement would be a good start for making wider and broader EE and SD frameworks of action.

In this context, and drawing inputs from previous deliberations (Anon., 1999b; UNESCO, 1999), the present study recommends the following:

1. Although governments carry the primary responsibility of TVE, in a modern market economy, where ISO-14000 and concepts of TQM carry equal weight, TVE policy, design and delivery should be achieved through a new partnership between government, employers, industry, TVE institutions and society. These partners also need to recognize that investment in promoting EE in TVE is not a cost, but an investment with significant returns including the health of the environment, well-being of workers, enhanced productivity and international competitiveness through meeting global standards. Therefore, funding for EE in TVE must be shared between the public and the private sector, and industry-TVE institutional linkages be fostered. A common fund should be established with the help of concerned departments, environment protection agencies and enterprises to support EE in vocational education. Furthermore, within governments, there are often shared and overlapping responsibilities for various elements of TVE (e.g. in India, the responsibility of infusing EE in TVE is shared by departments of technical education, labour and environment). It is desirable, therefore, that the institutional framework of the government be streamlined to co-ordinate national efforts (e.g. in India, it is being done through CIVE and AICTE). There is a need to adjust and strengthen the TVE system to increase its effectiveness and efficiency to promote eco-friendly sustainable development in order better to serve both society and industry. For this, a better understanding of environment and sustainable development issues needs to be promoted through appropriate curriculum modifications. TVE students (who are the potential future workforce), need to be trained on problem-solving skills with respect to local and global environmental concerns. Work-related environment issues need to be brought out and discussed. An appropriate combination of knowledge and techniques should be made in accordance with different subjects. This would require trade relevant curriculum, assessment and modification. However, in addition to the above, a standardized core curriculum may also be adopted to ensure appreciation of all aspects of environment in a cross-sectoral and holistic mode.

2.

3.

32

4.

5.

6.

7.

8.

9.

10.

11.

12.

Easy access to, and sharing of information and facilities play an important role in speeding up development of EE in secondary vocational schools. An EE information network for secondary schools may be set up, and education bases and training centres for EE should be established with national and international linkages. These could be supported by local governments. Teaching plans and curriculum standards serve as guidelines for teaching. The curriculum of TVE needs to encompass both present issues and future trends. These include such issues as environmental conservation, entrepreneurialism and development of an environment-friendly attitude. N e w information and communication technologies need to be incorporated in the teaching-learning process to keep TVE students abreast of latest laws, issues and environment-friendly technologies. This would open new doors for professional development of TVE graduates. Incorporating EE into teaching plans will help ensure successful and systematic implementation of EE (the content, however, should be based on specific situations and levels - e.g. school level, certificate level or diploma level). TVET needs to be articulated with higher education in multi-disciplinary areas, including environment. This would help TVE institutions to respond effectively to changing demands of technology and workplace (especially with respect to eco-friendly sustainable development issues and linking issues of ecology and economy). There is a need to ensure continuous reviews of curricula to keep them relevant to societal needs. Capacity-building of TVE teachers and the development of instructional materials also need to be taken up. In this regard, development of training packages and educational modules has been accorded high priority by TVE teachers. It is recommended that teaching ability in EE should be linked to professional qualifications, as a good teaching quality in EE can be maintained only by formulating standards for professional qualification. Furthermore, opportunities also need to be provided to TVE faculty for higher environmental studies. This would also include industry exchanges to ensure that they understand the issues in the context of their work, and also to understand the industries’ perspective. Available training facilities in various countries need to be utilized to their fullest, and EE and SD issues should figure prominently in the training calendars of such institutions. Wherever required, new facilities should be developed (if possible, through international co-operation). Furthermore, R&D in TVE should also be promoted where secondary school students can be involved in survey and analytical work. This will provide them with hands-on training at school level. Non-formal EE also needs to be promoted, and school- and society-based environmental projects taken up with students. Innovative teaching mechanism for EE, such as role play, environmental games and competitions, have shown encouraging results in explaining complex environmental concepts to students in general schools. Such innovative techniques can be tried in TVE institutions, especially at the secondary level. Evaluation is an important part of regulating EE and improving its effectiveness. Though several initiatives to promote EE have been taken up, their impacts need to be assessed and corrective measures adopted. Hence, TVE organizations need to develop evaluation parameters based on international standards to assess the effectiveness of existing curricula and teaching methods for infusing EE in TVE. Effective mechanisms need to be established, both at national and international levels, to share experiences and expertise in key issues, develop regional level standardized curricula to promote uniformity, and promote technical and financial support from international agencies to facilitate integration of EE into TVE so that TVE significantly contributes towards sustainable development.

33

Suggested actions

Based on the above recommendations, the following actions are suggested for strengthening EE in TVE:

1.

2.

3.

4.

5.

International awareness for integrating and strengthening EE in TVE should be generated. With regard to activities related to policy-level advocacy - which is crucial to give a real impact at national level - policy guidelines on how to include EE into TVE need to be developed by UNESCO. Promotion of environmental competencies and education should be included in UNESCO’s ongoing TVE activities - in particular in programmes targeting TVE policy-makers and managers. A project should be taken up for a ‘trade-wise analysis of the extent of coverage of key environmental concepts in TVE’ and their linkage with EE at primary level. This will help to build EE in secondary and vocational schools/polytechnics based on knowledge already imparted to students in lower (primary) classes. The present study is also a step in this direction for general analysis. EE issues need to be related with work environment with emphasis on the development of a clear understanding and problem-solving skills. This can be best achieved by discussing specific case studies and incorporating them in the curriculum. A standardized core subject of EE be designed (or its scope extended, if already existing) with different curricula at various levels, the complexity of which will increase with the level of education, to provide a basic idea of environment issues to all TVE students. In addition, minimum teaching hours for this curriculum should be defined (preferably, about 10 per cent of the total instruction time would be devoted to EE issues). Relevant EE issues may also be integrated in specific trades to help students appreciate the links between environment and work. Some general examples are illustrated below:

Engineering trades

Trade Siiggested EE components Civil, construction, public health and allied trades

Air. water and soil quality, causes of pollution and treatment technologies, O&M of pollution control devices, water distribution, collection and treatment, solid waste management (including municipal, industrial, hazardous and biomedical), conservation and waste minimization, natural resource management. biodiversity and ecology, protected area management and management of sites of ecological interest, EM. EA and TQM, IS0 Standards and their benefits, introduction to prevalent building material manufacturing and environmental impacts, soil stabilization blocks and utilization of construction wastes (e.g. fly ash), environment friendly

34

Mechanical, automotive and allied trades

Chemical. petro-chemical, plastic and polymers, drugs and pharmaceuticals and allied trades

Electrical and allied trades

Computers. IT and electronics

Aeronautical and allied trades

Pulp and paper, textile, leather technology and allied trades

Refrigeration. air conditioning and allied trades

Food processing and allied trades

building designs, rural and urban environment issues. environment legislation.

Air, water and soil quality, causes of pollution, treatment technologies, O&M of pollution control devices, energy efficiency in combustion, climate change - greenhouse gases and ODS phase out, noise pollution, EIA, EA and TQM, IS0 standards and their benefits, emission control in the transport sector (e.g. catalytic converters and environment friendly fuels), impact on biodiversity and ecosystem, flue gas monitoring and instrumentation maintenance. biomass use in energy production, effect of economic activities on environment. environment legislation.

Renewable and non-renewable resources, air. water and soil quality and analysis. causes and control of pollution. O&M of pollution control devices, cleaner technologies and waste minimization. waste recovery, recycling and re-use, instrumentation and process control, bio-chemical engineering, safety and disaster management, risk management, incineration, climate change and ODS phase out. health impacts, environment legislation. EIA, EA, TQM, IS0 standards.

Environment friendly energy production technologies, environment and socio-economic impacts of energy production (especially thermal, hydro (pertaining to water) and nuclear), analysis and O&M of pollution control devices, energy audit, non-conventional energy and its production, EIA and ecosystem management, biodiversity and energy cycles, energy conservation and efficiency in transmission, plantations below transmission lines. radiation hazards, insulation and heat losses and their impact on environment, climate change. environment legislation, IS0 standards.

Radiation hazards, disposal management. of electronic industry wastes, ODS alternatives and phase out, indoor environment pollution and health impacts, IS0 standards.

Noise pollution, fuel efficiency, air pollution and its impacts, monitoring of pollution, airport safety with respect to municipal waste disposal sites around airports.

Air and water quality analysis and conservation, treatment technologies and O&M of pollution control devices. recycling, reuse and recovery of wastes and waste minimization, impact of hazardous and non-biodegradable chemicals and wastes, foul odour problems, management of flaying grounds. CITES, biodiversity and biomass utilization. tree plantation and environment friendly products, environment legislation.

ODS alternatives and phase out. Montreal and Kyoto Protocols, energy efficiency. air pollution and mitigation methods. monitoring and instrumentation, climate change, environment legislation, IS0 standards.

Non-engineering trades

Solid and liquid waste management and treatment technologies, O&M of pollution control devices, air, water and soil quality. biodiversity based industry, lifecycle assessment, sanitation and hygiene, pesticide analysis in raw materials and food products, GMOs and their impact on environment and health, environment legislation, IS0 standards.

Trade Travel and tourism

Suggested EE coniponents Ecology and natural resource management, biodiversity, conservation of ecological sites (wildlife, wetlands and protected area network

35

management), air, water and soil pollution (including noise and vehicular pollution), solid waste management, eco-friendly fuels and transport, O&M of pollution control devices, environment legislation.

Modern office practices Indoor pollution, noise and radiation hazards, solid waste management and recycling of wastes, environment friendly architecture, conservation of resources. tree plantation and its importance.

Agriculture and allied trades Air, water and soil quality (including surface and ground water), natural resources and environment conservation, biodiversity, pesticide and non- point pollution and its analysis and mitigation, management of biomass and biological waste, impact of mechanization, global warming and climate change. organic farming, impact of GMOs on environment, social agro forestry.

Health. paramedics, pharmacy Population and environment epidemiological impacts of air, water and soil and allied trades pollution. GMOs and risk management, hospital waste management,

medicinal plants and biodiversity, natural resources and their conservation, environment legislation.

Beauty culture and fashion Eco-friendly textiles, beauty product testing on animals and biodiversity technology conservation, CITES, ODS in perfumes and beauty products and

environmental impacts, impact of chemicals in beauty products on human health (especially with respect to allergens). waste management, indoor air pollution, noise impacts.

Specific guidelines should be developed at all levels of TVE, for inclusion of practical EE work (e.g. air, water and soil sample collection and analysis) and projects should be envisaged to promote student centred activities such as: (a) industrial visits with a focus on environment management, environment audit and pollution control activities; (b) involvement of students in field surveys, EL4 and EA of industrial/developmental projects; (c) exposure to natural resource evaluation and biodiversity issues in the locality; and (d) upkeep of laboratories, etc.

One of the most important follow-up actions required is the development of appropriate teaching/leaming materials for the core subject of EE as well as trade-wise issues. These materials could be textbooks, guidebooks, teacher manuals, computer-aided instructions, CDs and videos, charts and posters, etc. Separate materials should be developed for school level, certificate level and diploma level.

The teacher guidebooks may specifL innovative teaching methods that could be adopted to clarify complex concepts. Similarly, the guidebooks for students could be in the form of workbooks to promote self-leaming, thinking and analysis abilities. Existing materials also need to be revised and adapted.

Since most environmental issues are common globally, it is proposed that common guide books be developed for the Asian region with flexibility to incorporate local examples. This will help to standardize EE in TVE in the region, and will also help reduce costs.

It is proposed that an inventory of existing reference materials be prepared by all countries. This data can then be shared. National and international bodies can provide special financial assistance for the strengthening of environment resources in TVE institutions.

Non-formal EE in TVE institutions needs to be further promoted. In addition, the scope of existing school-based EE projects should also be extended to TVE institutions. Training facilities for the capacity-building of existing staff need to be developedstrengthened in the region. A regional resource centre on EE could be established, as well as strengthening existing centres - e.g. CPSC, Manila, UNEVOC centres, specialized environment training centres such as PSCST, TTTIs and CNE in India, TVDC in Malaysia, Technical University of the Philippines in Malaysia, TEDCs in Indonesia, BAES in China, etc., through international support for organizing regular pre-service, in- service and refresher courses for TVE faculty and curriculum developers.

36

A distinct policy on the recruitment of staff specifically trained in EE needs to be formulated. Standard requisite qualifications in this respect may be defined. UNESCO can play an important role in motivating countries to adopt such a policy.

Regional networking to share experiences and information on EE in TVE should be strengthened (e.g. UNESCO-UNEVOC Centre in Bonn). National networks also need to be developedstrengthened (e.g. CPSC-WVCST-TUP, the Philippines, CIVE-TTTIs-CEE-PSCST, India, etc.).

Industry-TVE institution partnerships need to be promoted to provide exposure to TVE personnel to work-related environment issues. This can be achieved by involving national and regional industrial associations in TVE programmes, especially through bodies promoting EE at international level.

The employers may also be made aware of the issues and the benefits that would accrue to them when hiring an environmentally skilled work-force. This would also lead to their investment in EE training in TVE institutions.

An appropriate funding mechanism for strengthening EE in TVE needs to be developed. In this regard, UNESCO could organize a discussion forum involving national government representatives and international bodies.

To evaluate the impact of the incorporation of EE in TVE, standard parameters should be defined for the assessment of both tangible and intangible impacts. A specific project can be taken up in this regard to define evaluation parameters.

Environment education should be continuously reinforced by institutions - from elementary, secondary, technical, vocational and higher education levels. It should be a continuing education process from childhood to adulthood. It is hoped that the present initiative by UNESCO will lead to a better understanding and integration of EE in TVE through the identification of common concerns, and the development of easily accessible standardized educational material in the countries under study in particular, and Asia in general, and this would, in turn, be helpful in fostering international co-operation in the area. It is hoped that it will pave the way for preparing global citizenry to not only deal with the realities of life today, but also plan for their own destiny in the future years of this new millennium.

37

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http://www. deped. gov. phhi storvdees. htm Historical perspective of the Philippines educational system

httu :l/dget.nic. in Directorate General of Employment and Training, Ministry of Labour, Government of India

http:llwww.education.nic.in/htmlweb Growth of Engineering and Technology in India Organization - Department of Education, Government of India

http:// www.edu.cd2000 10 10 1 12 1833. asbtml Higher Education in China Vocational Education in China

httu://www. indiaeducation.info/ocationaleducation/ UGC: Vocationalization of education at the first degree level

39

NCERT in vocational education, India

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http ://www. seameo.org/Indonesia education svtem. htm Education system in Indonesia

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http://www. worldbank.org/easpsocial/countries.malay/educ 1 .htm Education in Malaysia

40

Appendices

Appendix 1

Fig. 1. Educational system in China

L

16

12

9

~

Post Doc

t I

Secondary VET (SHS SSS SWS ASS) Lower Diploma

General Junior Secondary VOC. Junior Sec.

22

18

IS

E2

6 SHS: Senior High School SSS: Specialized Sec. School

Kindergarten SWS: Skilled Worker School ASS: adult Sec. School

43

Fig. 2. Educational system in India

I

Higher Edu.

Secondary Edu.

Basic Edu.

Ph.D

EMPLOYMENT

P.G.

Grad- uates

P.G.

Medi- cine

P.G.

........................ " .... t I I I

I................. ...... " .............................. I Lower Secondary Vo~a**ouxy ..............

...... ...............

........................................................ , t I

Middle Schools

t Primary Schools

I Semi-skilled

0 Technician i..... i Out of School ........

44

Fig. 3. Education system in Indonesia

27 21 26 20 25 19 24 18

23 17

22 16

21 15

Higher Education

l9 1 l3 I Dip 3 Program

Basic

Dip2

Program Program Dip 1

:i 1 1 Education Primary School 913

garten Ti Kinder-

Academic Professional Education Education

Islamic Doctorate Professional Doctorate Program Program Program I I

I I I

1" Master Master's Professional Program

1 st

Graduate Program

lslamic Senior

Program

Graduate Degree Program

Secondary School

Program

Dip 4 Program

General SSS 1 Vocational sss

Islamic Junior Sec School

General Junior Secondary School

Islamic Primary school

Pre-school

45

Fig. 4. Education system in Malaysia

Universities &

J Higher Education

Institutions

I I I

Lower Secondary Schools F o r m 1,2 and 3

WSR - F&SQHY 8- A C ~ ~ V W B W ~ $ Test

Primary Schools Year 1 - 6

a:’ - 7 13

46

Fig. 5. Education system in the Philippines

16 to 2.1 +

I,__ . I rdrs in school

U ndergraduate

T e ch n i ca I Vocation a I Courses

(1 to 3 years)

1

E I e m e nta ry 8 'yea 15 6 t o .1 -1 IC U rrt p U k n ry)

Source: UNESCO Bangkok (h~://www.unescoblik.org/education/aceid/higher-ed~andbooki/HB Philiuuines.htm)

47

Appendix 2

SURVEY O N THE STATUS OF EE IN TVE IN THE PHILIPPINES

This research study on Environmental Education and Sustainable Development, funded by UNESCO, Paris, aimed at identifying the initiatives on integrating EE and SD to both the teacher and student, identifying practices, tools available for promoting EE and SD, assessment of future needs, and suggestions for capacity- building was conducted by UNEVOC (Philippines) for the entire country.

Methodology

This is a descriptive survey conducted all over the Philippines to include twelve regions and the national capital region. The respondents are the Technical Vocational Education and Training providers including private and public technical/vocational institutions and higher education institutes offering technical vocational and non- degree courses. The respondents are as follows: Siquijor State College in Larena, Siquijor: Batangas State University in Batangas City: Tiburcio Tancinco Memorial Institute of Science and Technology in Calbayog City, Samar: Dumalag Vocational Technical School in Dumalag, Capiz; Mountain Province State Polytechnic College in Mount Data. Bauko, Mountain Province, Bataan Polytechnic State College in Balanga, Bataan: Technological University of the Philippines in Manila; Samson College of Science and Technology in Manila; Cavite State University, Rosario Campus in Rosario, Cavite; University of the East in Manila: IMUS Institute of Technology in IMUS, Cavite; Informatics Binondo Center Inc. in Binondo, Manila; Philippine Normal University in Taft Avenue, Manila: Cay Pombo Institute in Cay Pombo Sta. Maria, Bulacan; STI Computer College in Sta. Cruz, Sta. Maria, Bulacan: AMA Computer College in Brgy. Gawanan Molino, Bacoor, Cavite; St. Scholastica’s College in Manila; Panay State Polytechnic College - Roxas City Campus in Fuentes Drive, Roxas City: De La Salle University - Dasmariiias Campus in Dasmariiias, Cavite: Pototan Colleges of Arts and Trades - West Visayas State University in Pototan, Iloilo; St. John Fisher School in Imus, Cavite; Guimaras Polytechnic State College in Mclain, Buenavista, Guimaras; Western Visayas College of Science and Technology in La Paz, Iloilo City; Samar Polytechnic College in Guindapunan, Catbalugan, Samar; Colegio del Sagrado Corazon de Jesus in Iloilo City: Zamboanga del Sur Technical Institute in Zamboanga Del Sur; Aklan State University Kalibo Campus in Kalibo Aklan; Leon National College of Agriculture in F. Cabarles St. Leon, Iloilo; St. Therese MTC College in M.H del Pilar St. Molo, Iloilo: Polytechnic State College of Antique in Sibalom, Antique; Leyte Institute of Technology in Tacloban City: Misamis Institute of Technology in Misamis Oriental: Lambunao Institute of Science and Technology West Visayas State University - Lambunao Campus in Lambunao, Iloilo; Mariano Marcos State University - College of Technology in Laoag City: Central Visayas Polytechnic College. in Kagawasan Avenue, Dumaguete City; Carlos Hilado Memorial State College in Mabini St. Talisay City, Negros Occidental; Nueva Vizcaya State Institute of Technology in Bayombong, Nueva Vizcaya; Camarines Sur Polytechnic College in Nabua, Camarines Sur: STI Bayombong Inc. in Bayombong, Nueva Vizcaya; University of Southern Philippines - College of Technology in Bo. Obrero, Davao City: Patido State University in Goa, Camarines Sur; University of Southern Mindanao in Kabacan, Cotabato; Paco Catholic School in Paco Manila: STI Computer College in Santos Avenue, Sirat Paraiiaque.

The data were gathered using a researcher-produced questionnaire. The questionnaires were sent to institutions all over the archipelago through UNEVOC network members who were participants to the In-country Mobile Training Team Project on Professional Development of TVE Teachers to the Philippines, by UNESCO-ACEID in October 2003. The statistical test and technologies used in this study were on frequency and percentage.

48

Results/discussions Following are the respondents' answers to the environmental issues addressed in the TVE curriculum:

Waste management Watershed management Water pollution Noise pollution Garbage disposal practices Rainforest management Flood control system Water distribution Rain water harvesting Solid waste characterization Environmental related Others - red tide Salt-water entrances

Yes 82.35 Yo 31.37 Yo 62.75 % 45.10 % 78.43 % 21.57 % 33.33 Yo 45.10 Yo 17.65 Yo 50.98 % 54.90 Yo 15.69 Yo 5.88 Yo

No 17.65 % 68.63 Yo 37.25 Yo 54.90 % 21.57 % 78.43 % 66.67 ?'a 54.90 Yo 82.35 Yo 49.02 % 45.10 Yo 84.31 Yo 94.12 %

Results of the study indicated that 95 per cent of the respondents were in favour of introducing a general EE framework.

The institutions cited that issues on red tide and salt-water intrusion, watershed and rainforest management is relative to the regional geographical make-up; 17.65 per cent answered that EE is taught as a separate subject; 78.43 per cent answered that EE is incorporated within subjects such as biology and science.

Regarding the existing institutional policy on environmental education, 5 1 per cent of the institutions have existing institutional policy on EE. The Science and Environment Club is in charge of programmes and projects on environment and sustainable development. Subject areas in biology. physics. sociology. chemistry, sanitation and safety, ethics, philosophy, technology and economics include EE in their units/topics. These include: population. ecological relationships, types and characteristics of ecosystem, ecological balance and human intervention. evolution and extinction of species. environmental problems and protection strate,' oies, as well as human accountability over the earth resources.

Of the institutions, 49 per cent have no existing policy at all; of these, 96.7 per cent suggested that the national government should make directives in the form of a presidential decree or memorandum mandating institutions to have policies on environmental education. Any deliberations on whether EE should be included in the regional council discussion and constitutional commitments should come from issues and concerns identified as regional priorities. Incorporating environmental protection in the mandate of institutions, commitment of the school heads. and awareness, participation and co-operation of the school populace should be explicitly included in the directives.

On the question of whether the institution has tools available for promoting environmental education. it was found that 74.9 per cent of the institutions have tools available for promoting environmental education. Tncluded in the list are the following:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Library holdings of books, journals on EE. Brochures on EE produced by the Department of Energy of National Resources. Leaflets on global water resources, distributed by local water distribution and collection centres. Schedule conferences focusing on population. land use and conservation. lssues and problems on agrarian reform. Environmental awareness program. Technology transfer program. Soil and soil conservation. Waste garbage milling units. Rainwater harvesting units. Modules of the Department of Science and Technology on environment. Modules of the Department of Energy and Natural Resources. Clean and green project.

Of the institutions. 35.1 per cent have no tools available for promoting EE. Of these institutions. 85.5 per cent suggested they should be furnished the latest statistical data on the status of ECOSYSTEM, nuclear energy production and life span of plastics, polystyrene and other materials that are non-biodegradable; 65.2 per cent of the institutions wanted to acquire research outputs on environmental studies.

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On the availability of human resources in promoting EE, 25.49 per cent of the institutions have human resources whose expertise is in environmental science and management, while 75.51 per cent of the institutions have none.

The respondents suggested the need for the following human resources whose expertise includes: an environment specialist with a degree of environmental science or engineering, urban planning, environmental management, and materials engineering graduates in promoting EE and SD. In addition, the need for institutions to include EE as a separate subject with corresponding human resources is another suggestion offered.

O n research capabilities, 54.9 per cent of the institutions have research studies conducted along EE and SD. The following are samples of research studies conducted from 1999 to 2002.

Research title

Potability of drinking water in Batangas Province Appraisal of water quality in Andayan Bay Capability of ipomea aquatica in removing

Environmental impacts of agro-forestry of upland

The fishery refuge and sanctuary in Malalag

Geophysical environment and land use in Matina

nitrates and phosphates fkom municipal sewage of Tagum City

development project at upper Bala, Magsaysay Davao del Sur

Davao del Sur: an assessment

watershed and flooding incidence in Mayina

Pvoponent/s Date conducted

BSU 2000-2001 BSU 2000-2001 Salvador, Jose 2000

Cansancio, Jose 2000

Fancisco, Oscar 2000

Sosa, Leo 200 1

Aplaya Corrigidor Davao City The effect of orographical barriers and I Ramirez, Edwin I 2001

1999

Cordero, Naomi Mallon, Presentacion

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While 45.01 per cent of the institutions have not conducted research studies on EE and SD, they suggested first to conduct a benchmarking study on the extent of the involvement of local government units in EE and SD in communities surrounding the schools. Funding requirements for EE and SD are scarce. Research priorities are given to applied researches in agriculture and development, teaching-learning effectiveness in technical vocational education and training, information communication technology for technical/vocational subjects, girls’ participation in technical/vocational subjects, guidance and counselling, and lifelong learning approaches.

Of the institutions, 84.8 per cent have signed a memorandum of agreement with government agencies - especially with the local government units. Common environmental concerns that were addressed by the programmes are: solid waste management programmes, utilization of plazas, shrines and national parks, rehabilitation of water supply systems. water quality monitoring, waste segregation. salt-water intrusion. incidence of illnesses and many others.

Of the institutions, 80 per cent suggested that activities of the Philippine Association of Tertiary Level Educational Institutions in Environmental Protection and Management (PATLEPAM) Environment and Management Bureau should be emulated in the TVE programmes. All it takes is for them to issue clear guidelines on environmental studies on how the TVE programmes will be responsive to the projects and programmes tailored to the tertiary level of education.

Another 98.67 per cent of the institutions suggested incorporating EE and SD in the list of priority programmes/projects in the regional level. Since the school is operating in a community extension programme. they could be used as extension arm of the DENR on EE and SD.

In assessing the future requirements ofEE and SD. following are the results of the study.

Capacity-building - 15.69 per cent a) b)

1. existing initiatives - 37.25 per cent new initiatives - 62.75 per cent

-. 7 Mechanisms - 54.9 per cent a) b) c) d) e) D

training - 54.9 per cent workshops - 17.65 per cent orientations - 5.88 per cent conferences - 7.84 per cent training packages - 13.73 per cent modules - 23.53 per cent

3. Development of human resources - 29.41 per cent a) b) c)

teachers - 4 1.18 per cent trainers - 27.45 per cent curriculum developers - 3 1.37 per cent

The responses of the institutions signify that 54.9 per cent of them believed that a mechanism should be installed first. Within the mechanism. training (54.9 per cent) is given priority, followed by the development of modules (23.53 per cent), scheduling of workshops (17.65 per cent), designing of training packages (13.73 per cent), scheduling of conferences in the planning stage (7.84 per cent) and orientations (5.88 per cent).

They also believed that the development of human resources is another future requirement of EE and SD. and the focus is on teachers (41.18 per cent), followed by curriculum development (31.37 per cent) and trainers (27.45 per cent).

The third area on capacity-building with new initiatives was given a higher percentage (62.75 per cent) against existing initiatives (37.25 per cent). The institutions believed that they should develop new initiatives for EE and SD projects for the future.

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