A WHOLE SCHOOL APPROACH

Donna Paz T. Reyes, Ph.D.

Environmental Studies Institute

Miriam College, Philippines

Outline

1.A Whole School Approach

2.Case Study: Miriam College in 2.Case Study: Miriam College in Environmental Education

WHOLE SCHOOL APPROACH:TOWARDS DEVELOPING A CULTURE OF VALUES

EE incorporated in school:

I. Policy and administration

II. Curriculum and researchIII. Campus practicesIV. Outreach and extensionV. Production and Income Generating Projects

The whole school-approach is basically a holistic approach.basically a holistic approach.

WHOLE SCHOOL APPROACH

Uses several interventions within the school in a coordinated way.the school in a coordinated way.

WHOLE SCHOOL

APPROACH

- a unifying purpose and common set of values.

- Mindmatters

BAYANIHAN

Botong Francisco

mural

Carrying the house

Fiesta

WHOLE SCHOOL

APPROACH REQUIRES

all stakeholders: teachers, parents, students, staff and parents, students, staff and community, working together

Perspectives concerning a whole-school approach

1.1.1.1. a management approach a management approach a management approach a management approach which encompasses the whole

educational establishment: learning content, the learning and

work environments, school management, advanced teacher

training, the students, the parents and the entire community. training, the students, the parents and the entire community.

2. the whole-school approach stands for a paradigm shiftparadigm shiftparadigm shiftparadigm shift: It’s no

longer just about education promoting safety and health but

rather safety and health as a means of promoting quality in

education.

PARADIGM SHIFT

According to this concept, developing a culture of peace, integrity of creation, leadership contributes to t he quality of an educational institution.

a core requirement for the success of this approach is for experts to become passionate about the pedagogical aspect.

- European Network Education and Training in Safety and Health

Whole school approach to reading

Whole school approach to values education

Earth Summit 1992

Figure 1 Four dimensions of sustainable development(Source: UNESCO, 2002)

WHOLE SCHOOL APPROACH IN

TRANSFORMATIVE EDUCATION

JEEPGY pillar programs:Justice and peace

Ecological integrity

Engaged citizenship

Poverty reduction

Gender equality

Youth empowerment

MIRIAM COLLEGE IS A..

I. POLICY:INSTITUTIONAL COMMITMENT

Vision and Mission Statement

MC Spirituality

MC Core values:MC Core values:

4 K’s – Katotohanan (Truth)

Katarungan (Justice)

Kapayapaan (Peace)

Kalikasan (Integrity of creation)

Institutional programs

MC ENVIRONMENTAL POLICIES:EMBEDDING ENVIRONMENTAL ETHICS IS SCHOOL PROGRAMS

Integration of 7 Environmental Principles in the cu rriculum

MakiTIPS Program

(Conservation program)

Ecological Solid Waste Management

Natural and local food in the cafeteria Natural and local food in the cafeteria

(no GMO food)

No smoking

Anti- smoke belching

No soft drinks

No Styrofoam

GMO FREE CAFETERIA

Rally against GMOs

II. CURRICULUM

1. Integration/infusion in existing curriculumApproach: 7 Environmental Principles integrated in

basic curriculum in

every level – Kindergarten, Grade School, High every level – Kindergarten, Grade School, High School, College/university, Graduate School

every subject area – Science, Social Studies, Mathematics, Physical Education, Art, languages, etc.

7 ENVIRONMENTAL PRINCIPLES

1. Nature knows best.

2. All forms of life are important.

3. Everything is connected to everything else.

4. Everything changes.

5. Everything goes somewhere.5. Everything goes somewhere.

6. Ours is a finite earth.

7. Nature is beautiful and we are stewards of God’s creation.

(7 Lenses: Environmental Principles as if adults ma ttered, 2006)

FOCUS OF EE:TOWARDS AN EE CONTINUUM

Grade school – environmental persons

High school – environmental citizens

Tertiary – environmental professionals

CURRICULUM: ENVIRONMENTAL ETHICS ACROSS

COURSES

2. a common subject offering at tertiary level

e.g. environmental science to all students, e.g. environmental science to all students,

MC 101, MC 202,

greening the National Service Training Program

CURRICULUM:TRAINING ENVIRONMENTAL PROFESSIONALS

3. Formal Tertiary Environmental Programs

BS Environmental Planning and Management

MS Environmental Studies

MA Environmental EducationMA Environmental Education

MA Environmental Management

Ph.D. Environmental Education

Ph.D. Environmental Studies

CAPACITY-BUILDING OF TEACHERS

Development of materials for teachers

Environmental library

Training of new teachers

Annual faculty updates

Co-curricular activities: Environment Week Celebration

In celebration of the International Year of the For est

In support of the National Greening Program

For the benefit of Miriam College Reforestation Pro jects

ENVIRONMENTAL GROUPS:HARNESSING ENTHUSIASTS AND VOLUNTEERS

Earthsavers Club

Junior Environmentalists Club

Kalikasan (Environment) Club

Miriam Environmental Planning Organization

Outdoor Society of MiriamOutdoor Society of Miriam

Miriam -(P.E.A.C.E.) Public Education and Awareness Campaign for the Environment

III. GREEN CAMPUS

The campus must reflect environmental principles.

� Systematic greening of campuscampus

� Environmental management

� Ecological solid waste management

� Green architecture and design

� Lessening air pollution

The ESI building is a

modern day “bahay kubo”“bahay kubo”“bahay kubo”“bahay kubo”

with huge sliding windows

Green Architecture

with huge sliding windows

in each room, allows

natural light and air to

enter.

bangkal

bignay

anahawkape

rambutan

acaciatalisayduhatkawayanPalawan Cherry

Doña Aurora

molave

malunggay santol bulak banabaIndian Rubber Tree

fern tree bayabas

atis

agoho

MIRIAM COLLEGE LIVING MUSEUM

*Local knowledge project with United Board involved digitizing the indigenous trees inventory and conducting further research

*Herbs and medicinal plants

*Birds

CAMPUS GREENING

•Pakbet garden•Fragrant garden•Herbal gardens•Green Thumb •Green Thumb nursery for indigenous forest species

•Science Garden•Mollie’s Garden

ECOLOGICAL SOLID

WASTE MANAGEMENT:

TOWARDS ZERO WASTE

Waste reductionWaste reductionCompostingVermicompostingMaterials Materials recovery

COMPOSTING

VERMICOMPOSTING AND

SCIENCE GARDEN

•Service Learning Project of a Biology Class•Oregano and vermicast given away and sold to the Miriam College community and partners

IV. OUTREACH AND EXTENSION PROGRAMSTOWARDS COMMUNITY INVOLVEMENT AND MULTISTAKEHOLDER PARTICIPATION

EE can be incorporated in outreach and extension pr ograms in:

Immediate community - urban

Watersheds and protected areasWatersheds and protected areas

Focusing on poor and marginalized communities and s ectors e.g. communities living in and around protected areas, t ricycle drivers

GREENING THE OUTREACH PROGRAMGREENING THE OUTREACH PROGRAM

Urban Environmental Management:Urban Environmental Management:Urban Environmental Management:Urban Environmental Management:

Sustainable Transportation

POWERING THE SIKAD

Field Test and Field Test and modification

Beneficiaries: LGU and drivers

RESEARCH ON LPG

JEEPNEYIn collaboration with Partnership for Clean Air, CO CAP launched

EPM students’ thesis

aims to maximize recycling and composting and minimize the waste

SWARMPLAN SWARMPLAN (SOLID WASTE REDUCTION MASTERPLAN FOR METRO MANILA)(SOLID WASTE REDUCTION MASTERPLAN FOR METRO MANILA)

minimize the waste that ends up in dumpsites.

Activities: Trained 800 public and private schoolsFunded by: Office of the President of the Philippines

Ecological Solid Waste Management:

Community Training

3-day Trainors’ Training Workshop on Solid Waste Management to 4 barangays in Quezon City

DISASTER RISK

REDUCTION AND

MANAGEMENT

BIODIVERSITY CONSERVATION:

BIAK-NA-BATO NATIONAL PARK CONSERVATION PROJECT

STRATEGIES: CAPACITY-BUILDING AND EMPOWERMENT OF STAKEHOLDERSECOHISTORICAL TOURISMSUSTAINABLE AGRICULTURE

WATERSHED MANAGEMENT SOUTHERN SIERRA MADRE WILDLIFE CENTER

(SSMWC)

IS A 25-YEAR PROJECT OF MIRIAM COLLEGE TO

REFOREST AND DEVELOP 180 HAS. OF LAND IN BRGY. LAIBAN, TANAY, RIZAL WITHIN THE KALIWAWATERSHED, WITH THE DEPARTMENT OF ENVIRONMENT WATERSHED, WITH THE DEPARTMENT OF ENVIRONMENT AND NATURAL RESOURCES

SOUTHERN SIERRA MADRE

WILDLIFE CENTER

REFORESTATION PROGRAM

18 hectares reforested in Tanay, Rizal

11 hectares reforested in Madlum, Biak-na-Bato

Established backyard nurseries- as a source of livelihood for community

Backyard nursery Acacia planted in refo. site View of the Sierra Madre Mountains

ADDRESSING FOOD AND

WATER SUSTAINABILITY:

WORKING WITH LOCAL

COMMUNITIES

Rainforestation

training

Coffee production

Fruit trees

Vermiculture

Backyard nurseries

and gardens

SOUTHERN SIERRA MADRE

WILDLIFE CENTER

SCHOLARSHIP PROGRAM: IMPROVING ACCESS TO

EDUCATION

Scholars Scholars Scholars Scholars

•11111111 High School

•3333 College •3333 College Tanay Scholars

2009 elementary graduate- current high

school scholar

Values seminar for scholars and parents

COMMUNITY EDUCATION

Community interaction

Community service: Scholarship Program

Enhanced Literacy and Numeracy

Service learningService learning

Ecological profiling

Community training

Implementation of the National

Service Training Program in

Barangay Laiban, Tanay, Rizal

and assessment and planning of

community livelihood project

SOUTHERN SIERRA MADRE WILDLIFE

CENTER

PARTNER COMMUNITIES AS IMMERSION SITES

The areas in Tanay, Rizal and Biak-na-Bato are cons tant areas for volunteering and rural community immersion for stud ents, faculty, and administration

• NSTP, INSA (Gurong Lingkod, Voter Ed), Lingap Bulilit, Annual Christmas Party and tree planting activities

• Support of MC Alumni (HS batch ‘65,’85)• Support of MC Alumni (HS batch ‘65,’85)

Gurong Lingkod 2010 NSTP implementation of project Voters Education 2010

CHRISTMAS PARTY & TREE

PLANTING IN TANAY

PUBLIC EDUCATION THROUGH THE MEDIA:

RADYO KALIKASAN

(A WEEKLY RADIO PROGRAM ON THE

ENVIRONMENT)

8-9am every Sunday

DWBL 1242 AM Band

on its 20 th year of on its 20 th year of

radio broadcasting

Teacher Training Project with local government

Training local government officials in Quezon City

Working with government, stakeholders, and partners

Quezon City

Training of teachers on Green Accreditation with UBCHEA partners

Summer short courses on Environmental Education, Ecotourism

Laws /Policies Influenced: Ecological Solid Waste ManagementNational Environmental Awareness and Education ActPhilippine Wildlife ActPhilippine Climate Change Action Plan

NETWORKING AND ADVOCACY:REPRESENTATION IN VARIOUS DECISION-MAKING BODIESAND INFLUENCING LOCAL AND NATIONAL POLICYConvergence for Safe Food, Healthy Environment and Sustainable EconomyPartnership of Philippine Support Service AgenciesCODE - NGO- Committee on Internal ReformEnvironmental Education Network of the PhilippinesCivil Society Counterpart – Council for Sustainable DevelopmentPhilippine Council for Sustainable Development – IEC Sub CommitteeConcerned Citizens Against PollutionPartnership for Clean AirEnvironmental Broadcast CircleEnvironmental Broadcast CirclePhilippine Network on Climate ChangeSolid Waste Management CoalitionPhilippine Council for NGO CertificationEarth Day NetworkAng Partido KalikasanUnited Nations Civil Society Advisory CouncilProtected Area Management Board for Kaliwa Watershe d and Marikina WatershedAlyansa Tigil-MinaProtected Area Management Board (Kaliwa Watershed, Marikina Watershed, Biak-na-Bato National ParkASEAN Center for Biodiversity

FOOD AND WATERGoing Pinoy VeganPinoy Raw Diet

TRANSPORATIONCarpooling

Walking and non -motorized transportationWalking and non -motorized transportation

New Technologies – E-Dyip and Hybrids

HOME DESIGNPinoy Low-Carbon Living – Bahay-Kubo Culture

Ecological Waste Management

CARBON OFFSETEthical Pinoy Consumerism

Rainforestation Technology

Pinoy Backyard Gardening

GENESIS IN REVERSE

In the beginning was the earth .It was beautiful.And humans lived upon the earth, and humans said:humans said:“Let us build skyscrapers and expressways”.And humans covered the earth with steel and concreteAnd humans said, “It is good”.

GENESIS IN REVERSE

On the second day, humans looked upon the clear blue waters of the earth.And humans said: “ Let us dump sewage and wastes into the waters”. And humans and wastes into the waters”. And humans did.The waters became dark and murky.And humans said: “It is good”.

GENESIS IN REVERSE

On the third day, humans gazed at theforests of the earth .They were tall and green . And humansThey were tall and green . And humanssaid : “ Let us cut the trees and build thingsfor ourselves”. And humans did .And the forest grew thin . And humanssaid : “It is good”.

GENESIS IN REVERSE

On the fourth day, humans saw the animalsleaping in the fields and playing in the sun .leaping in the fields and playing in the sun .And humans said : “Let us trap the animalsfor money and shoot them for sport” . Andhumans did .And the animals became scarce.And humans said : “It is good”.

GENESIS IN REVERSE

On the fifth day, humans felt the coolbreeze in his nostrils,And humans said : “ Let us burn our refuseAnd humans said : “ Let us burn our refuseand let the wind blow away the smoke anddebris ”. And humans did .And the air became dense with smoke andcarbon . And humans said : “It is good”.

GENESIS IN REVERSE

On the sixth day, humans saw many kinds of people on the earth, different in race, color and creed.And humans feared and said: “Let us make And humans feared and said: “Let us make bombs and missiles in case misunderstandings arise”. And humans did. Missile sites and bomb dumps checkered the landscape.And humans said : “It is good”.

GENESIS IN REVERSE

On the seventh day, humans rested .And the earth was quiet and deathly still .And the earth was quiet and deathly still .For humans was no more.And it was good .

Students: traditional Christmas party from MC comm unity donations

Student /faculty volunteers: INSA, NSRC,

PTC involvement

POSITIVE RESPONSES

Alumni: South Supermarket, Alumni Batch ‘61, ‘85, ’ 59

Fund raisers: Fun Run (Run Forest Run 2012), cards and poster contest

Student debut in Laiban

Building the

critical mass…

Let tHE WORLD be as BEAUTIFULas that WHICH the CREATOR gave US

WITH the EDUCATION to keep it so.

Thank you!