Based on the Global Climate Risk Index (2021), the Philippines ranked 17th in the world as the most impacted country by extreme weather events which caused injuries and fatalities, property destruction, and economic losses (CPBRD, 2021). This is due to ineffective environmental management which negatively results in the degradation of biodiversity; the promotion of air, land, and water pollution; and the emission of high levels of greenhouse gases from the transport and power sectors among others (USAID, 2022).
Although the stakeholders attempt to cope and resolve this multi-faceted environmental problem, it is undeniable that there are still gaps among the populace which hinder the maximization of positive environmental outcomes. For instance, the progress in the achievement of the Sustainable Development Goals, a call to action to ensure that no nation gets left behind, varies due to differences in terms of the government, resources, demographics, economic condition, and most importantly, educational status. While the aforementioned factors are generally affected by political governance per se, we still should not discount the essence of integrating environmental awareness to people from all walks of life through its integration into the curricula.
Republic Act No. 9512 or the National Environmental Awareness and Education Act of 2008 recognizes the vital role of the youth in nation-building and in promoting a balanced and healthful ecology through environmental education which shall cover theoretical and practical modules. The target population is the youth, specifically the students from either public or private schools "including in barangay daycare, preschool, non-formal, technical vocational, professional level, indigenous learning, and out-of-school youth courses or programs" as stated in Section 3: Scope of Environmental Education.
Promoting environmental awareness through education encourages the youth to develop consciousness and involvement in terms of societal issues related to our environment; to gear toward a healthy and sustainable lifestyle; to be a proactive steward of the Earth; to be a catalyst of social and environmental change.
The disadvantages can only occur if interagency and multi-sectoral efforts are lacking, and if capacity-building is ineffective and/or not student-centered.
In our locality, Parañaque, the collective effort can be observed in terms of waste segregation; plastic and eco-brick bottle collections in exchange for money and rice, respectively; and scheduled garbage collection. On the other hand, there is also a rise in school and youth-led organizations centered on the preservation of the environment. These organizations are holding several activities such as educational discussions, tree-planting activities, coastal clean-ups, documentary watching, and even training.
References:
Asia-Pacific Economic Cooperation. (2021, January 22). 5 benefits of environmental education. Retrieved from https://www.apecschools.edu.ph/5-benefits-of-environmental-education/
Congressional Policy and Budget Research Department. (2021). Global Climate Risk Index 2021. Retrieved from https://cpbrd.congress.gov.ph/2012-06-30-13-06-51/2012-06-30-13-36-50/1291-ff2021-09-global-climate-risk-index-2021#
IBON Foundation. (2020, April 27). A glimpse at the critical state of the Philippine environment. Retrieved from https://www.ibon.org/a-glimpse-at-the-critical-state-of-the-philippine-environment/
Official Gazette of the Republic of the Philippines. (2008, December 12). Republic Act no. 9512. Retrieved from https://www.officialgazette.gov.ph/2008/12/12/republic-act-no-9512/
Philippine Statistics Authority. (2022). Copy of CPES component 6 [Infographic]. Retrieved from https://psa.gov.ph/infographics/subject-area/Environment
United Nations. (n.d.). Do you know all 17 SDGs?. Retrieved from https://sdgs.un.org/goals
U.S. Agency for International Development. (2022, January 11). Environment. Retrieved from https://www.usaid.gov/philippines/energy-and-environment#