One of the earliest notable recognition
by the Philippines government of the importance of sustainable development
taking into consideration the environment was set-out in the 1987 Constitution
which stipulates that, “The state shall protect and advance the right of the
people to a balanced and healthful ecology in accord with the rhythm and
harmony of nature.” Different department, agencies and sectors in our country
implement laws, promotes programs and projects toward environmental protection
and sustainable development.
Schools are dynamic focal points for
learning and powerful vehicles of change. We need to start teaching those
students as early as we can to take responsibility in safeguarding our
environment. Parents and teachers can work together to spread the wonders of
living an environmental-smart lifestyle. The effort of educating students to be
environmental stewards can be improve through proper education. Indeed,
education plays a very important role in the life of man. It is the tool that
makes a man a human being who can think, analyze and act judiciously. Education
is a process which brings change in the behavior of human being.
Environmental education is a process
that aims to educate students as environmentally literate citizens who can
actively participate in solving environmental problems, who have skills and
knowledge to make well informed choices concerning the environment, and who exercise
the rights and responsibilities of the members of a community.
knowledge contributes to an understanding and appreciation of society,
technology and productivity and conservation of natural resources of their own
environment. We cannot deny that students stay almost of their day at school.
Thus, their action and participation towards environmental practices and
sustainability is significant. Environmental awareness, knowledge and attitudes
have an ability to solve societal needs of a community problem and their
solutions and workforce for tackling cooperative minds. We need the children to
share and develop the motivation from school about environmental education and
various environmental issues which are the challenges of today and prepare them
for the future.
The level of global environmental
challenges is now beyond serious scientific dispute. In cognizance of the role
of an informed and educated citizenry in making appropriate environmental
decisions and adopting behavioral approach in addressing environmental
challenges, the concept of Environmental Education (EE) was born (Crompton and
Kasser, 2009). The importance of
Environmental Education (EE) is recognized and emphasized as one of the most
effective ways, if not the only way, to meet the complicated problems of the
environment. The call for EE is therefore a call for local, regional and global
action in response to the biophysical and social problems of the abused
environments of the whole world. It is a call to educational system that
fosters or encourages the development of environmentally literate citizens who
share concern for the environment in which they live and in which future
generations will also have to live (Crompton and Kasser, 2009). The United Nations Conference on Environment
and Development (UNCED) held in Rio de Janeiro in 1992 reiterated, in Agenda
21, that through EE, school children are obliged to participate actively in
guarding the quality of the environment.
This is because they comprise half of the world population and are
highly vulnerable to the effects of environmental degradation now and in the
future (United Nations, 1994). Moreover, secondary school students are usually
receptive and strongly motivated and are capable of understanding the implications
of environmental destruction and of trying to take preventive action. However,
for school children to meaningfully participate in environmental conservation
activities, they require knowledge and skills gained through EE. These qualities are personal thought, feeling
and action which develop in the students through an educational process that
creates awareness, develops attitude and builds capacity and willingness to
take action as an individual and as a group (Toili, 2007).
Environmental awareness, knowledge and
attitudes are the main concern of schools and the government because it
directly affects the students as well as the communities. The capacity of the
students to influence is used appropriately so as to raise awareness and to
compel the rest of the population to do the responsible act of performing and
advocating environmental practices.
Owing to its booming population, the
city government of Tuguegarao City is racing against time to solve the city’s
garbage problem. In 2011, Tuguegarao City was described as the third (3rd)
dirtiest city in the country by the Department of Environment and Natural
Resources (DENR). Working toward this issue, the government strongly advocates
and participates in different environmental programs.
Awareness, knowledge and attitude (AKA)
are objectives that had become important components in the curriculum of
Environmental Education. These components have been measured in environmental
education research using various evaluation instruments. This study will look
on the implication of environmental awareness, knowledge and attitudes (AKA)
about environmental education of the high school students and teachers of Saint
Paul University Philippines of Tuguegarao City to help in solving and finding
solution with regards different environmental issues today. Because of that,
this study was made.