agriculture and the environment in secondary education in

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Corresponding author: University of the Philippines Rural High School, College of Arts and Sciences, University of the Philippines

Received: September , , Accepted: November ,

*

Los Banos, College, Laguna , Philippines.

Tel: , Tel Fax: , E-mail: [email protected]

Assistant Professor and former Principal of the University of the Philippines Rural High School,

College of Arts and Sciences, University of the Philippines Los Banos,

College, Laguna , Philippines

Currently a PhD Student in Environmental Science, Graduate School,

University of the Philippines Los Banos

In a developing country like the Philippines, it is important to understand the challenges involved in feeding

a rapidly increasing population and dealing with environmental concerns, and it is vital to include agriculture

and environmental education in the basic curriculum. Agriculture, industrial arts, and entrepreneurship are in-

cluded in the secondary curriculum of both public and private schools, as prescribed by the Philippine Depart-

ment of Education, and topics related to the environment are required to be integrated into di erent subjects

being taught in these schools.

The University of the Philippines Rural High School (UPRHS), one of the basic education units of the

University of the Philippines (UP), was originally established as a vocational agricultural school. Historical

events as well as outstanding developments in the UP College of Agriculture (now UP Los Banos) led to the

evolution of UPRHS from a vocational school to a science-oriented college preparatory high school. The school

continues to o er agriculture as one of the major subjects for all grade levels. The students are encouraged to

undertake research projects addressing agricultural and environmental issues.

In support of its science and agriculture programs, the UPRHS maintains a strong connection with UP Los

Banos and other nearby research institutions. The school also sends participants each year to the Asian Agri-

cultural High School Student Exchange Program sponsored by Gunma Prefecture, Japan. The UPRHS aims to

popularize its agriculture and environment-related programs through academic requirements, co-curricular ac-

tivities, and community-based involvement.

: University of the Philippines Rural High School, Agriculture, Environmental Education

also seek to develop students skills of critical think-

perspectives that promote public participation and

community decision making. Basic education must

Education is a key for attaining sustainability.

Research has proven that education is e ective in ing, organizing and interpreting data and informa-

improving agricultural productivity, reducing pop- tion, formulating questions and analyzing issues

ulation growth rates and enhancing environmental that confront communities (McKeown, ).

protection. However, in order to achieve sustaina- As the world is confronted with the challenge of

ble targets, basic education institutions should reo- feeding a rapidly increasing population as well as

rient their curricula to focus on skills, values and serious environmental problems, it is vital to inte-

Gregorio Y. Ardales Jr.*

Journal of Developments in Sustainable Agriculture : ( )

Key words

Agriculture and the Environment in Secondary Education in

the Philippines: The University of the Philippines

Rural High School Experience

Introduction

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A major subject area in the Department of Education curriculum composed of social studies, technology, livelihood and home

economics, music, arts, physical education, health, and values education.

Ardales Jr.: Agriculture and the Environment in Secondary Education

agricultural education. The practical training models

student research projects complement agriculture

developing countries require an education that would

grate agriculture and environmental education into dents who have demonstrated great competence in

the basic education curriculum, especially in de- science and mathematics (Clark, ).

veloping countries.

In this paper, I discuss the importance of teach-

ing agriculture and environmental education, how

these subjects are taught at the University of the Bergman ( ) reported that the Western-type

Philippines Rural High School (UPRHS), and how education introduced to developing countries was

too academic and did not prepare children for

and environmental education at UPRHS. real-life situations after school. Thus, children in

help to improve their life skills and lead to jobs with

In the Philippines, basic education is composed decent compensation and benefits.

of six years of elementary school and four years of Practical courses such as agriculture, industrial

high school. This is administered by the Depart- arts, and entrepreneurship are o ered in general

ment of Education. For both public and private high schools in the Philippines and are given equal

schools, the school year starts in June and ends in importance with other academic subjects. By o er-

March, with about weeks of instruction. Ele- ing practical subjects, general secondary schools

mentary education is compulsory and free in public aim to develop knowledge, skills, values, and atti-

schools, where about of all students are en- tudes that will help prepare students for higher

rolled. Public high schools are also free and ac- learning or employment. These subjects provide

count for about of total enrollment (Clark, both theoretical and practical experiences for stu-

). Children who enter elementary school at dents to develop their capabilities in building their

age are expected to finish high school at age , own livelihood (Department of Education, ).

which is younger than students in other countries Practical training is an important component of

with more years devoted to basic education.

There are two basic curricula in Philippine sec- adopted in Philippine agricultural education are

ondary schools: general and vocational. General based on the interactions of three basic principles of

high schools o er a general education program that learning: the principle of practice, the principle of

can qualify students for tertiary education. Practi- association, and the principle of e ect. The integra-

cal subjects such as agriculture are o ered together tion of these principles results in experiential learn-

with industrial arts and entrepreneurship as one ing (Mancebo, ).

of the components of (Department of

Education, ). Vocational high schools empha-

size vocational skills training and practical educa- Agricultural education institutions are in a stra-

tion. In addition to the required academic subjects tegic position to address the increasing challenges

taken by general high school students, technical that are closely tied to food and agriculture (Na-

and vocational subjects in the fields of agriculture, tional Research Council, ). The education of

fisheries and trade are o ered. The first two years agricultural professionals should focus on how to

are devoted to a general vocational area, and then attract and retain students who are not only inter-

students specialize in a specific discipline during the ested but also capable of handling the complexity of

last two years (Clark, ). Like graduates of modern agriculture. Other concerns include devis-

general secondary schools, graduates from voca- ing a relevant curriculum and delivering the various

tional high schools may qualify for tertiary educa- topics so that students acquire an interdisciplinary

tion. appreciation of the field (Dunn and Wolfe, ).

In addition to the general and the vocational high In the Philippines, the challenges in agricultural

schools, there are also science high schools for stu- education include the rapid increase in population;

Makabayan

115

The Importance of Practical Subjects

in Basic Education

Basic Education in the Philippines

The Importance of Agricultural Education

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J. Dev. Sus. Agr. ( )

the school curriculum (http: //www.senate.gov.ph).

Management Act of (http: //lawphil.net), and

the conversion of prime agricultural lands to indus- in math and science teaching; ( ) a service school

trial, residential, and other conflicting land uses; for dependents of UP personnel; and ( ) a source

increasing agricultural productivity; and attaining of students for the di erent degrees o ered by the

self-su ciency. The country’s agriculture educa- UP (Padolina, MCD , unpublished re-

tion needs to attract and retain future agriculturists port submitted to the UP president).

and agricultural educators and provide them with The UPRHS was administered by the Depart-

relevant training. ment of Agricultural Education and Rural Studies

in the College of Agriculture from the start of its

operation in until , when it was trans-

Environmental education has been defined as ferred under the jurisdiction of the College of Arts

“the process of recognizing values and clarifying and Sciences of the same university.

concepts to develop skills and attitudes necessary

to understand and appreciate the interrelatedness

among men, his culture and his biophysical sur- The UPRHS was established as a vocational (ag-

roundings. Environmental education also entails ricultural) high school by virtue of the Philippine

practice in decision-making and self-formulation of Legislature Act , approved on December ,

a code of behavior about issues concerning en- , and the school began operating on June ,

vironmental quality” (IUCN, ; cited by Sato, . It was placed under the administration of the

). Environmental education aims to provide Department of Agricultural Education to serve as a

people with the knowledge needed to develop a laboratory for the observation and practice of can-

sense of responsibility toward the environment and didates for the Certificate in Agricultural Educa-

promote rational utilization of its riches (http: // tion. Historical events in the country and the out-

www.emb.gov.ph/eeid/enviroeduc.htm). standing developments in the UP College of Agri-

Acknowledging the importance of environmental culture (now the UP Los Banos) led to the evolu-

education, the Philippine government enacted Re- tion of the UPRHS from a vocational school to a

public Act (RA) , also known as the Environ- college preparatory high school in the s and

mental Awareness and Education Act of , ultimately to a science-oriented college preparatory

which mandates the promotion of environmental high school in the mid- s (Lagasca, ).

awareness through environmental education by in- According to Lagasca ( ), the development

tegrating environmental education into all levels of of the UPRHS’s curriculum can be divided into

three stages: the vocational stage ( ), the

Similar laws have also mandated the integration of college preparatory stage ( ), and the

environmental issues into the curriculum. Among science-oriented college preparatory stage (

these are RA , the Ecological Solid Waste present). The subjects in the vocational curriculum

of the school (Table ) focused mainly on training

RA , the Climate Change Act of (http: students in the rudiments of farming, with an addi-

//www.klima.ph). tional hours per week devoted to hands-on expe-

rience aimed at developing the various skills re-

quired. Table summarizes the significant revi-

The UPRHS is one of four basic education units sions in the curriculum that a ected agriculture

maintained by the University of the Philippines courses o ered as the school transformed from a

(UP) system. The school is located in the munici- vocational to a science-oriented preparatory high

pality of Bay in Laguna Province, which is about school.

a - to -minute ride from the main campus of The UPRHS performs regular reviews of its cur-

the UP Los Banos. The school grounds occupy ricular and co-curricular o erings to make them

approximately . ha. As a basic education unit more attuned to the present needs. In addition to

under the UP, the UPRHS performs three basic curriculum development, school policies regarding

roles, serving as ( ) a laboratory school for student the grading system, admission, and student conduct

teachers in agricultural education before, and now are continuously reviewed to provide a holistic sec-

et al.,

History of the UPRHS

116

The Importance of Environmental Education

The UPRHS

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Ardales Jr.: Agriculture and the Environment in Secondary Education 117

Merging of the boys’ vocational curriculum and the girls’ home economics

List of subjects in the vocational curriculum of the University of the

Philippines Rural High School

First Year Second Year Third Year Fourth Year

Literature Literature Literature and Literature and

Current events Composition composition composition

Composition Biology Current events Current events

Algebra Geometry General history U.S. history, Philippine

Horticulture Animal husbandry Advanced algebra history and

Field work Field work (raising Pests and diseases government

(gardening) poultry and swine) Farm crops Physics

Physical Physical education Field work (lowland Farm economics

education and and group games and upland Field work (shop,

group games farming) carpentry, and general

Physical education service for boys;

and group games assisting in the

laboratory, infirmary,

and other departments

for girls)

Physical education and

group games

Note: There is a total of . units broken down into English ( units), mathematics ( . units),

history ( units), biology ( unit), physics ( unit), agriculture ( units), field work ( hours per

week; units) and physical education ( units).

Source: Modified from Lagasca ( ).

Changes in the curriculum from vocational to science-oriented college preparatory that

a ected the teaching of agriculture at the University of the Philippines Rural High School

Period/Year Nature of Change

Vocational Curriculum Institution of farm business arithmetic in , during the Japanese

( ) Occupation, which was abolished after World War II

Adoption of separate curricula for boys and girls

Transition to College Reduction in the amount of field work from to hours per week

Preparatory

( ) curriculum into a single, college-preparatory curriculum. However,

boys continue to have more agriculture instruction and girls more

home economics instruction at all levels

Transition to Science-Oriented Students were required to conduct simple research projects either indi-

College Preparatory vidually or in groups as part of the their science course

( ) Since , agriculture and home economics have been o ered only for

hours a week. Agriculture was taught as a science instead of just a

vocational subject.

Links were established with UP Los Banos units and nearby research

institutions to strengthen the school’s program, particularly in the

field of student research

Source: Lagasca ( ).

Table .

Table .

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ondary education program at the UPRHS. the curriculum prescribed by the Department of

Education for public and private high schools.

Table lists the subjects o ered at UPRHS and

those prescribed by the Department of Education

The UPRHS is not required to comply with the with the corresponding unit credit and number of

curriculum prescribed by the Department of Edu- hours allotted per week for all the four year levels.

cation because it is under the direct supervision of Compared to the Department of Education curric-

UP Los Banos. Curricular proposals from the fac- ulum, the school continues to maintain separate

ulty of UPRHS are reviewed by the faculty at the English and literature classes for three year levels.

college level, then the university council of UP Los It devotes more time to science courses and o ers a

Banos, and finally by the Board of Regents of the separate class in research. The UPRHS also o ers

UP system. a comprehensive mathematics program, which in-

The school o ers subjects that are not included in cludes basic, intermediate, and advanced algebra,

Benchmarking with the Department of Education

Curriculum

118

(UPRHS) and the prescribed secondary curriculum of the Department of Education, with corresponding

Citizenship Advancement Training

These subjects are o ered separately at the UPRHS but are integrated into in the Department

Comparison of the subjects o ered at the University of the Philippines Rural High School

total unit credit and total number of hours allotted per week for all the four year levels

Subject UPRHS Curriculum Department of EducationSecondary Curriculum

Total unit Total hours per Total unit Total hours percredit for all week for all credit for all week for allfour year levels four year levels four year levels four year levels

Science

Research Not required

Math

Computer science Optional (Some schoolsintegrate Information

Technology in the Technology,Livelihood and Home

Economics subject)

Social studies*

Filipino

English

Literature Integrated in English subjects

Agriculture/home economics(for UPRHS) Technology,livelihood, and home economics(for the Department of Education)*

Physical education, music,Scouting (for UPRHS) Physicaleducation, music, arts, health(for the Department of Education)*

Homeroom/values education*

Optional

Total

*

of Education curriculum.

Source: UPRHS curriculum and the Department of Education ( ).

Makabayan

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merly Citizen Army Train-

ing) is o ered in the fourth

and home economics classes.

Scouting (Boy Scouts/

modern geometry, trigonometry, calculus, and sta- calendar set by the UP Los Banos instead of that

tistics. The school also o ers computer courses in prescribed by the Department of Education.

the first and second year. Agriculture and home

economics courses are o ered as separate subjects.

Music and physical education are o ered as sepa-

rate subjects in each of the four years. Health is Agriculture remains one of the subjects of major

integrated into science importance at the UPRHS, and it is considered to

Girl Scouts) is maintained in be an application of the di erent science courses

the first year, while the course Citizenship Ad- o ered during the four years. Agricultural training

vancement Training (for is allotted four hours a week, divided into two

year. Despite these hours for classroom discussion and two hours for

variations, there is not much discrepancy between field or laboratory activities (Figure ).

the UPRHS and Department of Education curric- Boys are enrolled in agriculture classes for three

ula in the total number of credit units and in the grading periods during the four years, while girls

number of hours allotted each week in the four study home economics. During the first grading

years. period of each year, however, boys take home

The academic year is divided into four grading economics classes while girls study agriculture.

periods. However, the school follows the academic

119

Various activities of agriculture classes at the University of the Philippines Rural High School:

(a) rice planting; (b) traditional dressing of chicken; (c) making salted eggs; and (d) woodworking.

Fig. .

The Teaching of Agriculture

at the UPRHS

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Addition Program (SNAP) hydroponics, plant prop-

Introduction to Animal Production is o ered dur-

and electric arc welding, basic farm and home elec-

duction. Basic principles in animal nutrition, breed-

Agricultural Product Processing is o ered during

Introduction to Agricultural Mechanics is o ered

power machines, engineering materials, soldering

Fundamentals of Crop Production is o ered dur-

ing the first year. Theoretical discussions cover the trification, plumbing materials, water pumps and

principles and various practices employed in pro- systems, farm power and machinery, and power

ducing crops. As the students’ first agriculture and energy. The laboratory component is purely

course, this class introduces the history and impor- project based and the projects may be classified

tance of agriculture as well as the branches and under wood work, metal work, or concrete work.

fields of specialization. Field and laboratory ac-

tivities include growing various crops in the field, In all four levels of agriculture courses, class-

growing vegetables in containers, Simple Nutrient room instruction is supplemented with video pre-

sentations, invited speakers, demonstrations, and

agation techniques, rice planting, soil sampling and field trips to the Dairy Training Research Institute,

soil fertility testing, experiments and table-top ac- Philippine Carabao Center, and other farms in the

tivities. vicinity. Aside from learning the rudiments of agri-

culture, other equally important objectives of the

agriculture courses are to help the students develop

life skills, appreciate the value of work, and become

ing the second year. Class discussions start with the self-reliant, responsible, and productive citizens.

familiarization of di erent species and breeds of Futhermore, the Filipino Agricultural Scientists

poultry and livestock, the external parts of these of Tomorrow (FAST), a student organization

animals, and the terminology used in animal pro- under the supervision of the school’s Agriculture

Department, assists the department in promoting

ing and reproduction, and health and sanitation are the importance of agriculture among UPRHS stu-

discussed before proceeding to discussions on poul- dents. FAST members also help to maintain and

try, swine, cattle, and carabao (water bu alo) pro- develop the school demonstration farm through

duction. Field and laboratory activities include fundraising activities and voluntary service. To-

raising poultry (chicken, turkey) and swine, exper- gether with the Home Economics Club, FAST or-

iments and table-top activities. ganizes the annual HE Aggie Fair and Exhibits,

which aims to promote the relevance of both sub-

jects by featuring various projects and skills learned

in the di erent agriculture classes. This is also a

the third year. The course is divided into plant- venue for extension seminars for farmers on rele-

based and animal-based product processing, which vant topics in both crop and animal production

are allotted one grading period each. To boost the (Figure ). Hog vaccinations and the anti-rabies

students’ entrepreneurial skills, the last grading pe- campaign are also conducted during the fair, as

riod is devoted mostly to processed agricultural part of the school’s outreach program. Through

products in small-scale businesses. Laboratory ac- the Agriculture Department and FAST, the

tivities include the processing of various products, UPRHS maintains linkages with local government

and field activities are performed as needed. Part units and private institutions in support of these

of the final grading period of Agriculture III con- projects.

sists of lectures on current trends in agriculture, The UPRHS also has been participating in the

including topics such as sustainable agriculture and Asian Agricultural High School Student Exchange

agroforestry systems. Program hosted by Gunma Prefecture, Japan, since

. Selected students from Indonesia, Malaysia,

Mongolia, the Philippines, and Thailand are given

the chance to study at the Seta Norin (Agricultural

during the fourth year. The course o ers students and Forestry) High School and in other agricultur-

experience in engineering, project planning, techni- al high schools in Gunma Prefecture for months.

cal drawing, use of hand and power tools and For the past years, the UPRHS sends three students

Agriculture I

Agriculture II

Agriculture III

Agriculture IV

120 0 +

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nars with themes on the environment, writing reflec-

to participate in the program. These students study The topic of living things and their environments

agriculture and may specialize in any of the follow- is part of the general science course. Students are

ing fields: plant science, biotechnology, resourced introduced to the problems of pollution and climate

animal science, applied animal science, civil engi- change as part of discussions on the hydrosphere,

neering, landscape design, food science, food busi- atmosphere, and weather and climate, as well as

ness, flower design, and green life (Seta Norin renewable and nonrenewable energy sources. A

School Information, ). Students are also re- better understanding of ecology is provided during

quired to study the Japanese language, and they get their second year as part of the biology class.

to experience Japanese culture through a home-stay Class discussions are supplemented with the fol-

program, interactions with students, study tours, lowing activities: a debate on population control,

and other activities. group discussions on how students can help solve

certain environmental problems, sharing photo-

graphs of situations depicting interactions of living

things, creating a three-dimensional model of a

Discussions of the environment as well as current technology that would help maintain ecological

environmental issues and concerns have always balance using creative and imaginative thinking,

been a significant part of science and agriculture reading articles on the impact of chemistry on the

courses at the UPRHS. Currently, environmental environment, creating posters highlighting environ-

education is integrated into many subjects o ered mental issues, participating in contests and semi-

at the school, including not only science and agri-

culture but also social studies, English, Filipino, tions on how students can take care of the environ-

literature, home economics, and Scouting. ment, watching films and documentaries on envi-

121

Extension activities sponsored by the University of the Philippines Rural High School:

(a) demonstration on SNAP hydroponics by an expert from the Institute of Plant Breeding, UP

Los Banos; (b) “Prevention of Common Swine Diseases” seminar by an expert from San Miguel

Foods, Inc.; (c) Medical and Dental Mission for indigent families of nearby communities; and

(d) Annual Science and Math Fair and Exhibits.

Fig. .

Integrating Environmental Education

at the UPRHS

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munity cleanup drives, especially during their camp-

and applied in the field. Alternative methods of pest

ronmental issues, taking field trips to di erent types home economics courses. Students are introduced

of ecosystems to observe interactions between and to alternative food sources and encouraged to dis-

among living and nonliving components, and an- cover alternative food preparation methods. The

swering questions on how they can apply the eco- recycling (conversion to other useful products) and

logical concepts learned to their homes and com- redesigning of clothes (fashion updating) are also

munities. part of their lessons. The use of waste materials is

Alternative methods in crop and animal produc- encouraged in making projects in home economics.

tion are discussed in Agriculture I and II, respec- A concern for nature has always been part of the

tively. The impact of inorganic fertilizers and Scouting program. Both Boy and Girl Scouts are

pesticides are taken up in the discussion of soil involved in projects such as tree planting and com-

fertility and pest management. The importance of

organic fertilizers and other methods to build up ing activities.

organic matter in the soil are emphasized in classes

management, such as biological control, proper cul- The knowledge gained by students from agricul-

tural management practices, and use of resistant ture and environmental education at UPRHS is

varieties, are promoted in place of the conventional enhanced by research projects. A criterion in the

use of pesticides. The advantages of a diversified selection of research topics is relevance to the cur-

cropping system over monocultures are also em- rent issues and many students conduct research

phasized. The choice of the right breed of animals projects related to agriculture and the environment.

to raise, proper nutrition, and appropriate manage- Conducting research projects has been a require-

ment practices are highlighted in animal production ment in Science III (chemistry) since the s.

classes. Alternative feeds and traditional manage- This started the school’s participation in regional,

ment practices are employed in raising native chick- national, and international science competitions.

ens and, to a certain extent, in raising hogs. The Throughout the years, several UPRHS student re-

animals raised on the school farm provide manure search projects have won awards at these competi-

that is an important component of compost used tions.

for growing crops. In the mid- s, a separate course in techniques

Aside from science and agriculture instructors, was instituted through the e orts of the school’s

teachers in other subjects also integrate environ- principal, Dr. Leonido R. Naranja. This course

mental issues and concerns into their subject areas. was o ered during the second semester of the

For example, in Social Studies II, lessons on Philip- second year and the first semester of the third year.

pine demography include population size and its Outstanding student research projects were com-

implication for resource use. Environmental issues piled in the UPRHS Journal of Student Scientific

and concerns are also discussed as some of the Research entitled Unfortunately, the

contemporary problems of the country. Students school only published three volumes of this journal;

are also asked to report on current events, and some two volumes were released during Dr. Naranja’s

of the reports involve environmental issues and term in and , and the third was published

concerns. during the term of Prof. Liza C. Carascal, in .

In Filipino class, articles and stories with themes The UPRHS sponsors an annual Local Science

on the environment are used to test listening skills and Math Fair and Exhibits. This event is spear-

(including comprehension and vocabulary) of the headed by two student organizations, the Delta

students. This is accompanied by group discussions Theta Epsilon Science Society and the AlGeoTriCS

on experiences related to the topic and application (Math Club), which are supervised by the Science

to real-life situations. In literature classes, envi- and Mathematics Departments, respectively. The

ronmental issues are included in some of the selec- fair serves as a venue for the presentation of stu-

tions. Teachers are testing the use of eco-criticism dent research and the selection of outstanding pro-

in analyzing literary works. jects that will be included in higher level competi-

Food safety has always been a major topic in tions. Table lists the outstanding projects chosen

SCIRES.

122

The Student Research Program

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Body Coloration Enhancement and Masculinization of Blue Ahli Fish (

) Using Methyltestosterone Hormone

E cacy of Various Plant Extracts in Combination with Coconut Milk Against

Dengue Mosquito Larvae ( )

The Antibacterial and Antifungal Activity of Jatropha ( ) Stem

Latex on Selected Bacterial and Fungal Isolates

Comparison of Two Isolates of Papaya Ringspot Virus in A ecting the Level

and Severity of Symptoms in Di erent Growth Stages of Davao Solo Papaya

Detection and Quantification of the Survival of the Pathogens of Rice Sheath

Diseases in the Soil Using Baits

Wood Vinegar as Potential Insecticide Against Green Leafhopper (

) and Brown Plant Hopper ( )

Ten outstanding research projects presented at the and Local Science and Math Fair

and Exhibits held at the University of the Philippines Rural High School

Title Student Researchers

Exploring the Antimicrobial Activity of L. against Tambalo, Bacalangco, Dorosan

and

Agramon, De Juras, Reyes

Ebora, Bombay, Macuroy

Optimized Medium for Mycelial Production of Ecito, Mananghaya Tomias

Castilla, Sumadsad

Optimization of Growth Medium and Fermentation Conditions of Protease Ilao, Jamias, Lazo

Production of AA a

Lichen Growth and Localization: Environmental Air Pollution Indicators in Fajardo, Vega, Chua

Alabang, Luneta, and Los Banos

Yoghurt Production Using Carabao’s Milk and Alternative Probiotic Starter Besares, Maningas, Resol

Cultures

Magsino, Alcantara

E ects of Tamarind Extract on Mango Anthracnose ( sp.) Aguilar, Olivera, Pangilinan

Salac

Salt Tolerance of Four Crop Varieties of Sweet Sorghum La Torre, Cruz, De Guzman

(L.) Moench Treated with Aspirin (Acetylsalicylic Acid)

In Vitro Inhibition of Fungal Isolates Against Kuhn Cuadra, Estrella, De Borja

Ethanol Production via Enzymatic Saccharification and Yeast Fermentation Ortiz

of Hull, a Cellulosic Waste Material of Biodiesel Production

E cacy of Vermicompost Tea as Biocontrol Agents of Fungi in Plants Manuel, Santos, Tapang

Resistance Test of Local Lactic Acid Bacteria to Common Antibiotics and Castillo, Mojica, Lapastora

Antimicrobial Properties of Plant Extracts

Initial Study on the Potential of sp. as a source of Bio-ethanol for the Paras, Rivera, Aguinaldo

Philippines

Cytotoxicity Test of L. Crude Extract on Myeloma Cells Angeles, Abasolo, Escasura

Genosa

Mortality Test on the Exposure of the Common Cutworm, Oleta, Mapiscay

to Bt Corn

Sciaeno-

chromis ahli

Aedes aegypti

Jatropha curcas

Nephotettix

virescens Nilaparvarta lugens

Euphorbia hirta Staphy-

lococcus aureus, Staphylococcus epidermidis, Escherichia coli

Ganoderma lucidum

Pediococcus acidilactici

Colletotrichum

Sorghum bicolor

Rhizoctonia solani

Jatropha curcas

Yautia

Euphorbia hirta

Spodoptera litura,

Zea mays

Table .

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cussion of current trends in agriculture. Such topics

The UPRHS also su ers from a lack of resources,

peer-reviewed journal within three years after finish-

at the fair over the last two years. Most of these run by the Philippine government. The school’s

projects are related to agriculture and/or have en- animal demonstration farm, for instance, has been

vironmental significance. constructed with only minimal financial support.

In addition to deepening the students’ apprecia- Materials used to construct animal housing were

tion of agriculture and the environment, the stu- from old structures that were vacated during the

dent research program serves as an avenue to de- school’s transfer to its new site. Other materials

velop their ability to think critically, organize and were requested from the university and taken from

interpret data, formulate questions, and analyze old buildings that were demolished. Improvements

issues that confront their communities. in the farm are made possible through fundraising

activities done primarily by the FAST Club and

from the proceeds raised by the annual HE Aggie

Although agriculture has been o ered since the Fair. Repairs and minor improvements are done by

establishment of the UPRHS, there are still several students as part of the activities of FAST or agri-

problems that need to be addressed. culture classes. Field operations are mostly manual

The fast turnover rate of teachers due to strin- due to a lack of machinery and the high cost of

gent rules on tenure and promotion is one of the mechanized farm operations. Raising animals is

major concerns not only of the Agriculture Depart- funded by contributions from students and parents.

ment but of the whole school. Because the UPRHS Much of the harvest is given back to students, while

is part of the UP system, faculty members are sub- some is processed, cooked, and shared during the

jected to the same requirements for tenure and HE Aggie Fair Harvest Festival (Saya-Salo).

promotion as those at the college level. High school Therefore, teachers at the UPRHS are challenged

teachers are required to pursue an advanced degree to devise new ways to e ect improvements in these

within a prescribed period of time. To be eligible teaching facilities as well as to come up with ac-

for tenure, teachers must publish an article in a tivities that are relevant but require few resources.

Finally, very limited time is allotted for the dis-

ing their advanced degree. Promotion is also based

on the number of publications credited to a faculty should be included not only in the third year but

member. This should not be considered as a prob- during all years to broaden the students’ perspec-

lem, however, but viewed as a challenge by the tive on advancements in agriculture as well as the

faculty and school administration. To address this role of agriculture in attaining sustainable develop-

challenge, teachers are encouraged to pursue ad- ment.

vanced degrees and to have their theses or disserta-

tions published in peer-reviewed journals. Teachers

are also encouraged to do classroom-based research

or to find a mentor from among the seasoned fac- With the integration of environmental education

ulty members in the UP system, in order to foster in the UPRHS curriculum, there are still some

their research potential. concerns that need to be addressed.

Many students who enter the UPRHS have not Unfortunately, environmental education is not

yet acquired su cient basic life skills and are not included as a priority in the homeroom (values edu-

used to working, especially in the field. Some do cation) program of the school. This would provide

not even know how to use simple garden, cleaning a vital opportunity to e ect the necessary changes

and kitchen tools, although most of them are will- in the attitude of students toward the environment.

ing to learn. Teachers in agriculture and other The homeroom program of the UPRHS should be

practical subjects are expected to provide the neces- revised to include environmental education as one

sary interventions to develop the needed skills of its priorities.

among these students through proper motivation Some teachers might be hesitant to integrate en-

and supervision. vironmental issues in their respective subject matter

due to the lack of necessary knowledge on such

which may be a common problem among schools issues, the lack of reference materials, and the lack

124

Challenges in Teaching Agriculture

Challenges in Integrating Environmental

Education

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Journal, ( ). http: //rsj.e-contentmanagement.com/

Bergman, H., . Practical Subjects in Basic Education:

Relevance at Last or Second Rate? Sustainable Devel-

opment Department, Food and Agriculture Organiza-

tion of the United Nations. http: //www.fao.org/sd/

/KN _en.htm (Accessed July, ).

Clark, N., . Education in the Philippines. World Educa-

tion News Review, ( ). http: //www.wes.org/ewenr/

Nov/Practical.htm (Accessed July, ).

Department of Education, . Training Program on the

Implementation of the Basic Education Curricu-

lum Reform: Primer for the Secondary Level. Baguio

City, Philippines. March , .

Dunn, A.M. and Wolfe, E.C., . Agricultural Educa-

tion: Social Science in the Curricula. Rural Society

archives/vol/ / issue/ /article/ /agricultural-

education (Accessed July, ).

Environmental Management Bureau, Department of Envi-

ronment and Natural Resources, undated. Environ-

mental Education: Maintaining the Quality of Life

and Sustaining Development. http: //www.emb.gov.

ph/eeid/enviroeduc.htm (Accessed July, ).

Lagasca, A.L., . The University of the Philippines Ru-

ral High School: . Philippine Agriculturist,

(June), .

Mancebo, S.T., . Practical Training in Agricultural

Education in the Philippines. Paper presented at the

International Workshop on the Need for Practical

Training in Agricultural Education, International

Training Center for Pig Husbandry, Lipa City, Philip-

pines, Nov. , .

McKeown, R., . Education for Sustainable Develop-

ment Toolkit. Version . http: //www.e

knowledge of agricultural and environmental issues.

of training on the appropriate strategies to use. and to prepare them to become productive citizens.

This should be given priority in the school’s faculty Although environmental education has been an

development program. integral part of science and agriculture courses,

The school still has to develop a comprehensive e orts are being made to extend this subject to

program on environmental education. Although other courses as well. Student research projects

environmental education has been integrated into have been instrumental in deepening the students’

some subjects at the UPRHS, it is important to

have a program that encompasses not only the Despite the challenges in teaching agriculture,

courses o ered but also the co-curricular activities integrating environmental education across the cur-

of the school. Involvement of both students and riculum, and administering the student research

teachers in environmental issues should be further program, the UPRHS should continue to develop

encouraged through active participation in semi- these fields in order to train future agents of sus-

nars, workshops, conferences, and other forums tainable development in the Philippines.

that deal with environmental concerns. Priority

should be given to projects of student organizations

that have environmental significance. This should I thank Mr. Danny Ilagan of the Department of

be made a priority in the next program review of Education, Division of Calamba City, for providing

the UPRHS and in the planning workshop of stu- materials necessary for this report and Dr. Oscar

dent organizations. B. Zamora, Dean of the UP Los Banos Graduate

School, for his helpful comments.

With regard to student research, an immediate

concern is the lack of proper documentation. It is

strongly recommended that be revived to

provide a venue for the dissemination of outstand-

ing student research projects. E orts should also be

made to have the articles reviewed by experts in

that particular field.

At present the responsibility of mentoring and

supervising the students in conducting experiments

and field studies is given to the teacher of the re-

search course. There should be active involvement

of other teachers in the student research process in

order for the students to further develop their re-

search potential. Research in other fields, such as

the social sciences and languages, should be en-

couraged and sustained to assure the active partici-

pation of other teachers.

The role of agriculture and environmental educa-

tion will become increasingly relevant as we aspire

to achieve sustainable development. Despite its

transformation from a vocational to a science-

oriented high school, the UPRHS continues to pro-

mote agriculture as one of its major subjects. The

purpose of o ering agriculture is not only to teach

the principles and practices in animal and crop

production but to equip the students with life skills

SCIRES

Acknowledgements

Challenges Related to Student Research

References

Conclusions

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unescobkk.org/fileadmin/user_upload/esd/documents/

esd_toolkit_v .pdf (Accessed Aug, ). RA : Climate Change Act of . http: //www.klima.

National Research Council, . Transforming Agricul- ph/RA .pdf (Accessed July, ).

tural Education for a Changing World. In: Board on Sato, M., . Evolving Environmental Education and Its

Agriculture and Natural Resources (Eds.), National Relation to EPD and ESD Overview of the Conceptual

Academies Press, pp. . http: //dels-old.nas.edu/ Development based on a Series of International Dis-

ag_education/report.shtml (Accessed July, ). cussion on Environmental Education. http: //www.

RA : Ecological Solid Waste Management Act of .

http: //www.lawphil.net/statutes/repacts/ ra /ra_ workshops/kanchanburi/sato_ee_esd.pdf (Accessed

_ .html (Accessed Aug, ). Aug, ).

RA : Environmental Awareness and Education Act of Seta Norin School Information, . Hiyoshi-cho,

. http: //www.senate.gov.ph/republic_acts/ra Maebashi-shi, Gunma Japan.

.pdf (Accessed July, ).

J. Dev. Sus. Agr. ( )126

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Documents