Introducing Education for Sustainable Development (ESD) In The Educational Institutions In The Philippines

Journal of Sustainable Development Education and Research | JSDER Vol. 2, No.1, 2018, pp. 51-57

INTRODUCING EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) IN THE

EDUCATIONAL INSTITUTIONS IN THE PHILIPPINES

Minda I. Cabilao Valencia

Abstract
Positioning the idea of Education for Sustainable Development (ESD) as a central issue
for educational institutions in the Philippines, this article reports on various efforts recently
made in the country in an attempt to institute ESD in various sectors, particularly in
educational institutions. To this end, this article discusses the following major topics: the
nature of ESD, genesis of ESD in the Philippines, integration of ESD in the schooling
system in the Philippines, climate change and disaster risk reduction.

I. Introduction to push for ESD. Higher education institutions

The attainment of sustainable development (HEIs) have joined the fray in ESD discussions.
is a burning and vital issue for many societies The framework of ESD has permeated discourses
during the 21st century. This is synonymous on improving education for national development
to ensuring that people meet their aspirations, and as an empowering instrument to safeguard
opportunities and needs without compromising the uncertainties of the future (Ali 2014).
the ability of future generations to meet theirs. Governments and education institutions use
It also necessitates the advancement of people’s education to inculcate the principles of sustainable
social, economic and environmental well being as development into the learning experiences of
a matter of right, guaranteeing a life of dignity. students.
A key factor in achieving sustainable This study sought to examine the various
development is education. The challenge is to efforts to institute ESD in various sectors,
educate and produce citizens who have the values particularly in educational institutions in the
which encourage sustainable practices, and enable Philippines. In so doing, it tackled the following:
learners to come up with choices and decisions that overview of sustainable development; nature of
endorse sustainable development. This important ESD, and genesis of ESD in the Philippines, and
role of education as a decisive component in integration of ESD in Philippine schools.
realizing sustainable development has been further
highlighted when the United Nations declared the II. Overview of Sustainable
period 2005 to 2014 as the Decade of Education Development
for Sustainable Development (also known as the The United Nations World Commission
DESD, or Decade). The Decade’s vision is to use on Environment and Development (WCED)
education – formal, informal – as an important also known as the Brundtland Commission,
tool to effect change in values, attitudes, and highlights the concept sustainable development
lifestyles to warrant a sustainable future. as development that “meets the needs of the
Education for sustainable development present without compromising the ability of
(ESD) has been prioritized and pursued by various future generations to meet their own needs” (Ali
countries worldwide, including the Philippines. 2014, Soriano, et.al. 1995, UNESCO 2002, United
With the United Nations Educational, Scientific Nations 1987). In its report, the WCED affirms the
and Cultural Office (UNESCO) as the lead agency link between development and the environment. It
for the DESD, coordinating bodies and networks points out, however, that sustainable development
have been set up across the globe to advance and is not environmental protection alone. It also
encourage developing ESD in various contexts deals with the achievement of social equity and the
including the communities and the private sector. upholding of lifestyles, values and technologies
ESD has been recognized as an education relevant that favor contemporary and future societies.
to meeting sustainable development issues and Sustainable development has been further
challenges. underscored in numerous landmark events
Different sectors, especially the educational such as the Rio Earth Summit in 1992, the 1993
institutions, have thus undertaken laudable efforts World Conference on Human Rights, the 1994

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Minda I. Cabilao Valencia

International Conference on Population and of sustainable development into all aspects of

Development, and the 1994 World Summit for education and learning to take up the social,
Social Development. In 2002, the Johannesburg economic, cultural and environmental issues of
World Summit on Sustainable Development the 21st century.
(WSSD) declared its obligation to advance the Different names have been used by policy
pillars of sustainable development, namely, makers and educators to acknowledge the shift
society, economy, and environment (Ali 2014, towards sustainability. The term ESD is used
SEAMEO 2010, UNESCO 2002). Society pertains synonymously with education for sustainability
to understanding social institutions in regard (EfS) as well as learning for sustainability (Tilbury
to its roles in development and in supporting and Cooke (2005). In view of the Decade, ESD
a participatory system. Economy points to is the widely recognized name to refer to a process
awareness to the effect of economic growth on that uses education to provide people with the
the society and the environment. Environment skills necessary to be leaders and engagers in the
relates to consciousness of the impact of human change process towards sustainability (UNESCO
activity on the physical environment. The 2005).
Universal Declaration of Cultural Diversity also
To be specific, different country offices of
argues that cultural diversity is crucial to humans.
UNESCO have provided the following definitions
Hence, another fundamental dimension of
of ESD:
sustainable development is culture which refers to
a way of being, relating, believing, and acting that According to UNESCO Paris (SEAMEO
differ according to context, history and tradition 2010), ESD represents a catalytic process for social
(Ali 2014, SEAMEO 2010). It is education change that seeks to foster – through education,
that acknowledges the interdependence and training and public awareness – the values,
intricacies of these four dimensions of sustainable behaviour and lifestyles required for a sustainable
development. future. This suggests that ESD involves learning
how to balance the economy, the environment
III. Nature of Education for and the well-being of communities, now and in
Sustainable Development the future.
Since 1987, the idea of sustainable For UNESCO Bangkok (SEAMEO 2010),
development has gained popularity and made ESD is a learning process based on the principles
notable international headway. The United Nations of sustainability and is concerned with all levels
has since then explored the parallel concept of and types of learning to provide quality education
education to shore up sustainable development. and foster sustainable human development. It
In 1992, Education for Sustainable Development supports “learning to know, learning to be, learning
(ESD) took the center stage at the United Nations to live together, learning to do and learning to
Conference on Environment and Development transform oneself and society.”
(UNCED), otherwise known as the Rio Earth The Agenda 21: Programme of Action
Summit. The pursuit of education that respects for Sustainable Development (SEAMEO 2010)
and nurtures the environment was stressed in this underscores the crucial role of education in
event. promoting sustainable development and improving
After ten years, in 2002, the Johannesburg people’s capability to address environment and
World Summit on Sustainable Development development issues. It also argues that education is
(WSSD) helped in promoting the pillars of important for the attainment of environmental and
sustainable development at all levels, from the local ethical awareness, values and attitudes, skills and
to the global. The WSSD proposed the Decade of behaviour in synch with sustainable development
Education for Sustainable Development (DESD), and for effective public participation in decision
signaling that education and learning lie at the making.
heart of approaches to sustainable development With regards to UNESCO Paris (SEAMEO
(UNESCO 2005). Its framework articulates the 2010), ESD is a visionary approach in taking up
crucial role of education and life skills programs the complex and interdependent problems of
in facilitating communities to come up with “poverty, wasteful consumption, environmental
local solutions to problems about poverty and degradation, urban decay, population growth,
vulnerability. The WSSD also endeavours to gender inequality, health, conflict and the violation
incorporate the principles, values and practices of human rights.”

52 Journal of Sustainable Development Education and Research | Vol. 2, No.1, 2018, pp. 51-57
 Introducing Education for Sustainable Development (ESD) In The Educational Institutions In The Philippines

Moreover, UNESCO (2004 in Quisumbing participation in protecting, conserving, and

2010) cites the following aims of ESD: 1) to managing the nation’s environmental and natural
promote and improve the quality of education resources for the current and future generations.”
to focus lifelong education on the acquisition of After which, the DENR initiated the creation of the
knowledge, skills and values needed by citizens to Philippine Strategy for Sustainable Development
improve the quality of their lives; 2) re-orient, re- (PSSD), which was officially adopted in 1989.
think and reform the curriculum to be a vehicle of The objective of the PSSD was “to achieve and
knowledge, thought patterns and values necessary maintain economic growth without depleting the
to build a sustainable world; 3) raise awareness, country’s stock of natural resources and without
develop enlightened, responsible and committed degrading environmental quality.” Also in 1989,
citizens; and 4) create synergies with initiatives of the Environmental Management Bureau (EMB)
other sectors to adopt sustainable and responsible of the DENR came up with the National Strategy
modes of production and consumption, to work on Environmental Education. The document
together towards a common vision: a peaceful and stipulated the Philippines’ goals, strategies, and
sustainable future for generations to come. programs on environmental education. To further
The foregoing aims and definitions advance environmental education, the National
(SEAMEO 2010) show that ESD is a dynamic Environmental Action Plan Framework (NEEAP)
concept and encompasses a novel vision in for 1992-2002 was prepared.
education. That is, an education that is integrated After the momentous adoption of Agenda 21
with the concept and principles of sustainable at the Earth Summit in Rio de Janeiro in 1992, the
development to ensure a better world and future. Philippine government created the inter-agency
Learners are not only taught about functional Philippine Council for Sustainable Development
literacy but an education which is oriented (PCSD). The body is mandated to provide the
towards creating socio-cultural, economic and mechanism to realize the principles of sustainable
environmental consciousness, and/ or about development and to ensure its integration into the
sustainable future. policies, plans, and programs of the country.
Four years later in 1996, the Philippine
IV. Genesis of Education for Agenda 21 (PA 21) - the nation’s blueprint for
Sustainable Development in the sustainable development - was adopted. After 13
Philippines years in 2009, PA21 was eventually updated as the
The Philippine government has been Enhanced Philippine Agenda 21 (EPA 21), and
pursuing sustainable development long before included more thematic programs on “eradicating
the adoption of the Decade of Education for poverty, managing globalization, attaining social
Sustainable Development (DESD). Its advocacy equity, securing peace and solidarity, maintaining
for sustainable development is connected with ecological integrity, and promoting empowerment
the emergence of education for sustainable and good governance.”
development (ESD) in the country. In a report
prepared for UNESCO, Tuazon and Reyes V. Integration of Education for
(2011) detailed the development of ESD in the Sustainable Development (ESD)
Philippines. in Philippine Schools
Since the 1950s, various organizations In pursuit of Agenda 21, the Philippine
had been pushing for the institutionalization government has all the more stepped up its efforts
of sustainable development in the Philippines. in order to advance education for sustainable
In 1952, the Philippine Rural Reconstruction development (ESD) in various sectors, including
Movement (PRRM) was established to improve the the educational institution. To realize this, Republic
capacity of rural areas in carrying out sustainable Act (RA) No. 9512 or the National Environmental
development through the provision of “an Awareness and Education Act of 2008 has been
integrated program of education and livelihood, enacted. This law directs all concerned agencies
health, habitat, environment and self-governance.” to integrate environmental education into public
Then in 1987, the Department of Environment and private school curricula at all levels, including
and Natural Resources (DENR) was reorganized barangay day care, preschool, non-formal, technical
to “become the driving force in the pursuit of vocational, professional, indigenous learning, and
sustainable development and enable stakeholder out-of-school youth (OSY) courses. To further

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Minda I. Cabilao Valencia

promote RA No. 9512 at the tertiary level, the of sustainable development; and e) Create and
National Service Training Program (NSTP) has implement innovative and non-traditional learning
been used as a medium for ESD in the academic methods that will enhance hands-on exposure on
programs in colleges and universities. The NSTP, sustainable development issues and integrate them
institutionalized through Republic Act (RA) No. with formal methods.
9163 in 2001, has been created to serve as a “Civic On 23 October 2009, landmark legislation
welfare training service component required for all was passed to help pursue ESD in the country. The
baccalaureate degree and vocational courses with Philippine government signed Republic Act (RA)
at least two-year curriculum.” No. 9729 entitled “An Act Mainstreaming Climate
In 2009, the 35th session of the UNESCO Change into Government Policy Formulations,
General Conference approved the Philippine- Establishing the Framework Strategy and Program
based Southeast Asian Center for Lifelong on Climate Change, Creating for this Purpose the
Learning for Sustainable Development (SEA- Climate Change Commission,” or the Climate
CLLSD) as a Category 2 Center (Tuazon and Change Act of 2009. The law creates the Climate
Reyes 2011). The Center’s goal is to act as provider Change Commission (CCC) which is the policy-
of lifelong learning for sustainable development, making body in charge of mainstreaming the
institutionalize ESD standards, undertake research government’s policies, programs and action plans
studies, and act as resource management center in on climate change. It also orders the Department
Southeast Asia. of Education (DepEd) to mainstream climate
Further, the UNESCO National change into the basic education curricula.
Commission of the Philippines (NatCom) Shortly after on 27 May 2010, the government
conducted consultations with the Philippine enacted Republic Act (RA) No. 10121 entitled, “An
Council for Sustainable Development (PCSD), Act Strengthening the Philippine Disaster Risk
the Environmental Management Bureau (EMB) Reduction and Management System Providing
of the Department of Environment and Natural for the National Disaster Risk Reduction and
Resources (DENR), and the Department of Management Framework and Institutionalizing the
Education (DepEd) to revisit its approach in National Disaster Risk Reduction and Management
executing ESD in the country. The NatCom has Plan,” otherwise known as the Philippine Disaster
acknowledged that EPA21 enshrines the priorities Risk Reduction and Management Act of 2010.
for sustainable development and serves as the These twin laws endeavour to develop and
framework for ESD policies and programs in the enhance the resilience of vulnerable communities
Philippines. in the country, and to mitigate and reduce losses
Generally, EPA21’s direction involves due to the occurrence of disasters. Specifically,
promotion of sustainable lifestyles and RA No. 10121 aims to “adopt a disaster risk
responsible citizenship among Filipinos through reduction and management approach that
the following (Tuazon and Reyes 2011): a) Ensure is holistic, comprehensive, integrated and
that education is geared toward developing full proactive in lessening the socio - economic and
human potential. b) Direct curricular development environmental impact of disasters including
in all levels to develop well-rounded and skilful climate change...” The directive also mandates
citizens who know multiple disciplines as well the integration of DRR education into the school
as to promote systems thinking (i.e., each course curricula of secondary and tertiary levels of
should require understanding the link between education, including the NSTP covering all private
the environmental, economic, political, and social or public, formal and non-formal, technical-
dimensions); c) Conduct a comprehensive review vocational, indigenous learning and out-of-school
of all curriculum to determine entry points for youth courses and programs. The education
mainstreaming sustainable development principles agencies such as the Department of Education
particularly on climate change education (CCE), (DepEd), the Commission on Higher Education
environmental education (EE) and disaster risk (CHED) and the Technical Education and Skills
reduction (DRR) core values and concepts; d) Development Authority (TESDA), and other
Develop and integrate sustainable development relevant agencies have been responsible for this
modules into curricula in all levels and across endeavour.
fields of specialization to reorient value systems Another auspicious issuance in 2010 was
to recognize individuals’ responsibilities in terms the passage of Executive Order (EO) No. 88 or

54 Journal of Sustainable Development Education and Research | Vol. 2, No.1, 2018, pp. 51-57
 Introducing Education for Sustainable Development (ESD) In The Educational Institutions In The Philippines

“Strengthening Disaster Risk Reduction in the and mitigating the deleterious effects of climate
Philippines: Strategic National Action Plan [SNAP] change and disasters. In response to the Hyogo
2009 – 2019. Functioning as the roadmap, this Framework for Action (HFA), the DepEd issued
EO spells out the country’s vision and strategic in 2007, Department Order (DO) No. 55, entitled
objectives with regard to DRR in the next 10 years. “Prioritizing the Mainstreaming of Disaster Risk
The document has also been instrumental for Reduction Management in the School System
DRR education integration in the school curricula and Implementation of Programs and Projects
for all levels. Relative Therefor.” This directive directs the
ESD integration in the higher education development of modules, lesson exemplars and
institutions (HEIs) is further articulated in various resource materials on DRR and climate change for
executive issuances such as the Commission on the students and teachers in the basic education
Higher Education’s (CHED) Strategic Plan 2011- level.
2016 (CHED 2012). The Plan aims to attain Department Order No 55 is supplemented by
inclusive growth and sustainable development as DepEd Memorandum No. 175, s. 2007 that pushes
well as enable the Philippine HEIs to streamline for the “Creation of a Technical Working Group
efforts and resources towards ESD implementation (TWG) on the Preparation of DepED Calamity,
and integration. For HEIs, the attainment of the Disaster, and Risk Management and Control
“principles of lasting human development” which Operations Manual.” In 2008, the DepEd’s TWG
is espoused by ESD (Granados 2011 in Balanay and published the Risk Reduction Resource Manual,
Halog 2016), is a tough challenge considering the which is a comprehensive collection of DRR
enormous environmental challenges experienced information from local and international experts.
in the Philippines. As such, the overall strategic The manual includes information on the nature of
framework of the Plan is clustered into several various hazards and calamities, the Philippines’ risk
development thrusts and includes, among others, profile, the Philippine disaster risk management
integrity of the environment, and climate change system, and mechanisms for disaster monitoring
mitigation and adaptation and evaluation. In the same year, DepED issued
Memorandum No. 297, entitled “Utilization of
VI. Climate Change and Disaster the Disaster Risk Reduction and Resource Manual
Risk Reduction as Prime in the School System Effective SY 2008-2009.”
Concerns of ESD Apparently, the foregoing policies are consistent
In support of the UN Decade of Education with the goals of the HFA to build disaster-
for Sustainable Development, environmental resilient schools, nations and communities, and
education programs have been implemented in reduce disaster losses.
various educational institutions. For its part, The enactment of two (2) landmark
the Department of Education (DepEd) in 1995 legislations - Climate Change Act of 2009 (RA
carried out a “School Inside a Garden (SIGA) No. 9729) and Philippine Disaster Risk Reduction
Program”, which provided the students with and Management Act of 2010 (RA No 10121) -
opportunities to care for the environment (Tuazon has all the more bolstered the efforts regarding
and Reyes 2011). The Program included lessons the integration of climate change and disaster
in alternative gardening methods as well as solid risk reduction into the curricula of educational
waste management in science classes. institutions.
Other efforts to reorient the school In 2011, the National Search for Sustainable
curriculum and integrate ESD and disaster risk and Eco-Friendly Schools was conducted by
reduction has been done by UNESCO National the Department of Environment and Natural
Commission of the Philippines (NatCom). As Resources (DENR), the DepEd and Smart
reported by Tuazon and Reyes (2011), NatCom Communications (Tuazon and Reyes 2011).
funded the “Curriculum Mapping and Integration With the theme, “Sustainable and Eco-Friendly
of Lifelong Learning for Sustainable Development Initiatives”, the project was aimed at influencing
in the Preschool Level”. academic institutions from primary to tertiary
The DepEd has also passed numerous levels to be more involved on environmental
memoranda and department orders to equip the concerns.
members of its community with the appropriate In 2013, the DepEd issued an unnumbered
knowledge and mind set geared towards preventing memorandum, entitled “Reiterating School

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Minda I. Cabilao Valencia

Disaster Risk Reduction Measures,” emphasizing and Pace, Paul (2016) Teaching education
its commitment to institutionalize DRR practices for sustainable development at university
in the school systems by citing the policy level. Switzerland: Springer International
direction of RA 10121 and DepED’s own DRR Publishing. Retrieved form http://link.
directives. After two (2) years, DepEd issued in springer.com/
2015 Department Order No. 37 which provides Buchanan, John (2013). Sustainability education
for a “Comprehensive Disaster Risk Reduction
and teacher education: Finding a natural
and Management (DRRM) in Basic Education
habitat. Australian Journal of Environmental
Framework.” This framework provides a more
Education, 28(2), 108–124
comprehensive and coordinated set of programs
and activities on DRR than those implemented in Cebrian, Gisela & Juyent, Merce. (2015).
the past. Competencies in education for sustainable
With the recent adoption of the K-12 development: Exploring student teacher
curriculum in the basic education in the Philippines, views. Sustainability, 7, 2768-2786;
DepEd has integrated DRR as a single course doi:10.3390/su7032768
subject in Grades 11 and 12. This core course Commission on Higher Education (CHED)
in senior high school, which is entitled “Disaster (2012). Commission on Higher Education
Readiness and Risk Reduction Education” or (CHED) strategic plan 2011-2016.
DRRRE, intends to educate students about Retrieved from http://www.ched.gov.ph/
hazards and disasters, the key concepts, principles, wp-content/uploads/2014/12/CHED-
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laws and policies, and various community-based Executive Order No. 888 (2010). “Strengthening
practices for managing disaster risk to specific
Disaster Risk Reduction in the Philippines:
hazards (DepEd 2017). At the end of the course,
Strategic National Action Plan [SNAP]
the students are expected to develop a community
2009 – 2019
preparedness plan and be able to prepare survival
kits and materials for one’s family and for public Quisumbing, Lourdes (2010). Integrating
information and advocacy. education for sustainable development
(ESD) issues and concepts, main areas
VII. Conclusion of content, and values in the secondary
The foregoing shows that the different school social studies curriculum: A holistic
international and national laws have provided approach. Keynote speech in Regional
the legal basis and have strengthened the Research Workshop on Integrating ESD
implementation of various policies on education in the Southeast Asian Social Studies
for sustainable development (ESD) among Secondary Education Curriculum. April
Philippine educational institutions. This is 28-30, 2010. SEAMEO INNOTECH:
manifested in the curricular reorientation Quezon City.
particularly in the basic education level. Much
Republic Act (RA) No. 9163 (2001). “An Act
leaves to be desired, however, in terms of ESD
Establishing the National Service Training
implementation and integration in the higher
Program (NSTP) for tertiary level students”
education institutions (HEIs). This is a daunting
task for HEIs and other academic institutions Republic Act No. No. 9729 (2009). “An Act
considering the environmental challenges that the Mainstreaming Climate Change into
Philippines regularly experiences. Government Policy Formulations,
Establishing the Framework Strategy and
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