Climate Change Learning Materials to go nationwide
LEGAZPI CITY — Since Albay proved successful in mainstreaming Climate Change Adaptation/Disaster Risk & Vulnerability Reduction (CCA/DRVR) into the education curriculum, the creators of lesson exemplars deemed it necessary to share the ‘craft’ to students all over the Philippines.
“The Lesson Exemplars across all learning curriculum which were mainstreamed in public schools in Albay during my term as governor were updated and re-packaged as Learning Materials conformed to the present K to 12 curriculum under the Department of Education (DepEd) and will be given to all Filipino Students starting this year,” Philippine Green Economist and United Nation’s first Senior Global Champion for CCA/DRVR, concurrent Albay’s 2nd District Rep. Joey Sarte Salceda said.
The project called “Mainstreaming Climate Change Adaptation integration into curriculum in the Philippines” was designed to bring climate issues, impacts and responses into the consciousness of the present and the next generation of Filipinos, by integrating such topics in the academic curriculum of primary and secondary levels, that were pilot tested in a Training of Trainers Teaching Demo for selected teachers in some 713 public schools in the province of Albay, from July 2011 onwards.
At the infancy of CCA/DRVR, the Albay Education Division trained more than 8,000 school teachers nine years ago to pioneer on the integration of climate change ‘lingo’ into their respective curriculum across all learning areas from mathematics, to science, to music, physical education, English, and Filipino among others, via the Lesson Exemplars.
The Local Climate Change Adaptation for Development (LCCAD) again conducted a series of live-in Technical Write shops, this time, on K to 12 Learning Materials for Philippine Schools mainstreaming CCA/DRVR into the education curriculum, the first of which was in February 19-21, 2016.
“The new K to 12 Learning Materials can very well be categorized as a sequel to the earlier project initiated and implemented in the whole province of Albay, the cities of Ligao, Tabaco and Legazpi, in collaboration with the DepEd Albay Division, United Nations Millenium Development Goals Fund-1656 (UNMDGF-1656), the UNDP, Government of the Philippines (GOP) through the National Economic and Development Authority (NEDA), the Government of Spain through the Agencia Españolla de Cooperacion Internacional para el Desarollo (AECID), the University of the Philippines, Los Baños (UPLB) and the LCCAD. This means that the climate change integration to the school curricula which was pioneered, demonstrated and implemented in Albay is now being replicated across Bicol region and other parts of the country,” says LCCAD Executive Director Nong C. Rangasa.
Dubbed as “Mainstreaming Climate Change Adaptation and Disaster Risk and Vulnerability Reduction into the K to 12 Education: Learning Materials for Philippine Schools Integrates the Paris Agreement of the United Nations Framework Convention on Climate Change (UNFCCC), Sendai Framework for DRR 2030 and Agenda 2030, the Sustainable Development Goals” the project is supported by Rep. Salceda, the Special Committee on Climate Change of the House of Representatives, Chaired Rodel M. Batocabe AKB Partylist, the Office of Albay 3rd District Representative Fernando V. Gonzalez, the local government of Legazpi City, headed by City Mayor Noel E. Rosal, the United Nations Development Programme (UNDP), DepEd and the Philippine Information Agency Bicol Regional Office under Regional Director Aida A. Naz.
Jointly spearheaded by the LCCAD and the Office of Albay 2nd District Rep. Joey Sarte Salceda, the move has tied up with the Climate Change Commission (CCC) and the Department of Education (DepEd).
The roll out of such events aims to contrivance the explicit K to 12 learning materials and teaching curricula/modules from Grades 2 to 11 of the K to 12 curriculum.
Since majority of young Filipinos go to school, they are the new target for propagating CCA/DRVR awareness to enable them to directly participate in the efforts toward building resilient communities.
Rangasa said “the project concept is anchored securely on the commonly accepted fact that measures to address climate change and disaster impacts start at home where families and individuals are the basic elements of the day-to-day decision-making process.”
He said that educating the youth is a significant element of a new strategy to embed climate change adaptation in the country’s educational system. “Our schools can provide the venue for the adoption and implementation of the integrated global goals for resilience among vulnerable peoples, multiple stakeholders and communities by preparing the populace, both socially and culturally, to meet the unequivocal challenges of climate change and natural disasters,” he stressed.