Climate Change Education for Sustainable Development among Centers ofExcellence and Centers of Development in Teacher Education in the Visayas
Region1. Background
Upon the conceptualization of the Sustainable Development Goals (SDGs) during
the United Nations Conference on Sustainable Development, held in Rio de Janeiro,Brazil, last 2012 seventeen (17) key areas of development for sustainability wereidentified, thus replacing the previous eight (8) Millennium Development Goals.
The global framework for ESD implementation for the period 2020-2030 isEducation for Sustainable Development: Towards realizing the SDGs (ESD for 2030). In
response to the increased importance placed on ESD to promote the contribution ofsustainability education to humanity's survival and prosperity, ESD for 2030 builds upon
the lessons learned from the Global Action Programme on ESD (GAP, 2015-2019). All of
this is for the sole reason of minimizing climate change impacts around the world throughan educated citizenry.
ESD began in the Philippines in 1950. The Philippine Rural Reconstruction
Movement (PRRM) was established to improve the capacity of rural areas in carrying out
sustainability through an integrated program of education and livelihood. The Philippines
Department of Environment and Natural Resources (DENR) called a strategy forsustainable development in 1989 with the objective to attain and maintain economic
growth without depleting the natural resources. Later in 1996, the Philippine Agenda 21
served as a blueprint for enhancing sustainability and was updated in 2009 (Babia,Cotejo, 2021).
UNESCO promotes transformative education, which attempts to reorient andtransform societies by creating learners with principled knowledge, attitudes, and skills
that contribute to the achievement of the Global Action Programme (GAP) for Educationfor Sustainable Development (ESD), as stated (UN, 2018; UNESCO, 2015).
The UNESCO General Conference adopted ESD for 2030 as a follow-up to theGAP during its 40th session, and the UN General Assembly acknowledged it during its
74th session in 2019. UNESCO has created a Roadmap that provides Member Stateswith guidelines on how to adopt ESD by 2030. The roadmap outlines concrete steps toaccelerate action in five priority areas: policy, education environments, educator capacity

building, youth, and local level action, emphasizing ESD's critical role in combatingclimate change impacts. The focus of SDG 4 focuses on curriculum integration andteacher capacity, with the end goal of creating initiatives in schools that promote climatechange mitigation and prevention.
Hence, this project brings together Centers of Excellence and Development in
Teacher Education Institutions (TEI) in the country to learn and share practices that help
in any way the prevention and mitigation of climate change-related impacts.

2. Vision
ESD for 2030 aims to build a more just and sustainable world through strengthening ESD
and contributing to the achievement of all 17 Sustainable Development Goals

3. Strategic Objective
Promote ESD as a key element of quality education and a key enabler of all 17
Sustainable Development Goals with special attention to a) individual transformationb) Societal transformation and c) technological advances

4. Priority Action Areas
1) Teacher Training
2) Curriculum Planning3) Instruction
4) School and Community Extensions

5. Project Goals:••••

Strengthen climate change education among Centers of Excellence (COE) andCenters of Development (COD) in the Visayas Region;
Convene with policymakers from COE and COD in the Visayas region and discuss
the current trends in Climate Change Education;
Showcase effective Climate Change Education policies, guidelines, and strategies
implemented among COE and COD in the Visayas Region
Develop an understanding of the existing policies, guidelines, and strategies in theimplementation of the Climate Change Education

•••

Identify points for the seamless inclusion of Climate Change in the Curriculum,Instruction, and Teacher Training Programs;
Present short term and long term programs for the inclusion of Climate Change
Education in the curriculum, Instruction, and Teacher Training Programs among
COE and COD in the Visayas Region;
Create a community of practice and collaboration, sharing, and capacity buildingin the promotion of Climate Change Education.

6. Project Objectives:
To provide a comprehensive report on the initiatives implemented by Centers ofExcellence and Centers of Development in the Visayas Region regarding theimplementation of Climate Change Education, the following objectives are identified:• Discuss the institutional policies, strategies, and principles in promoting climatechange education.
• Study various approaches and success indicators in the implementation of climatechange education.
• Plan a strategy for the integration of climate change education in the curriculum,instruction, and teacher training programs.
• Generate a framework detailing the characteristics of effective integration ofclimate change education.
• Conduct a two–day workshop with COE and COD in the Visayas Region.
• Discuss existing climate change education practices among COE and COD in theVisayas Region.
• Present a needs-based assessment on the existing practices among COE andCOD in the Visayas Region related to the implementation of climate change
education in their institution.
• Fortify the integration of Climate Change Education by focusing on the outcome of
the needs-based assessment and addressing the deficiencies in priority areas.
• Develop a work plan and recommend a report outline detailing effective policies,strategies, and principles in promoting climate change education.

7. Training Matrix

Day 1: Monday – June 6, 2022
TimeActivity Objectives

Expected
Outputs/Outcomes

Facilitator• Opening ceremonies• National Anthem• Invocation• Welcome Remarks

USJ- R President• Message

UNACOM
Dr. Runvi Manguerra
TEC Executive Director

8:00 – 8:30

Conference Reminders• Rationale and Objectivesof the Workshop

Dr. Jestoni Babia
Dean, SED
University of San Jose – Recoletos
ESD SEAMEO Fellow
ESD Consultant, UNESCO
National Commission of thePhilippines
Philippine Representative toUNESCO’s Climate Change
Education
TEC Visayas Representative• Group Photo• Virtual Meeting Netiquette

8:30 – 9:00

Key Note Speech 1: Current
Status of Climate Change
Education and ESD inJapan

9:00 – 9:30

Key Note Speech 2: The
Status of Climate Change
Education in Japan

9:30 – 10:00

Input 1: Overview of ESD

10:00 – 10:15

Awareness ofESD and CCE inJapanMr. Sondrew Baya
Program Conference Chair
Dr. Hiroki Fujii
Director, ESD Promotion Center,Okayama University
CCE Project Lead in Asia & thePacific

Awareness ofDr. Tomonori Ichinose
CCE in Miyagi
Professor, Miyagi University of
University ofEducation, Japan
Education, Japan
Awareness ofEducation forDr. Jestoni Babia
SustainableDevelopment(ESD)
Health BreakDr. Helmae Tapanan
Principal, Senior High School
University of San Jose – Recoletos
Dr. Jennifer Paño
ESD Fellow, SEAMEO
Cebu Normal University
Input 2: Sharing of Updates
on the ESD and Climate
Change Education
10:15 – 12:00 Initiatives/Practices inTeacher Education
Institutions (TEI)

12:00 – 1:00
1:00 – 1:30

1:30 – 3:00

Reports on theimplementation ofdifferent ESD
initiatives andpractices in each
TEI’s.

Dr. Lynette CamelloDirector, ESD Center
ESD Fellow, SEAMEO
Cebu Technological University
Dr. Anna Liza Santillana
Quality Assurance
ESD Fellow, SEAMEO
Philippine Normal University
Dr. Felina EspiqueDean, STELLA
St. Louis University – Baguio
President, PAFTE

Lunch Break
Settling Down and Breakout Rooms Assignment
Breakout Room 1: Teacher
Training
Mr. Sondrew Baya
Faculty, SED
University of San Jose - Recoletos
Workshop 1: Group
Sharing and Discussion onneeds for teachers
practicing climate change
education and education
programs on climatechange education

Documentation ofidentified needsandcorresponding
education
programs onClimate Change
Education forteacher education

Breakout Room 2: Curriculum
Planning
Ms. Ma. Aira Chenessa Aguilar
DOTE Chair, SED
University of San Jose – Recoletos
Breakout Room 3: Instruction
Mr. Ryan Reyes
Faculty, Junior High School
University of San Jose – Recoletos
Breakout Room 4: School andCommunity Extension
Mr. Rex Villavelez
Faculty, SED
University of San Jose – Recoletos3:00 – 3:15
3:15 – 4:15

4:15 – 4:30

Health Break
Presentation of Outputs(Big Group Discussion)

Situational Analysis Output

4:30 PMOne Representative per breakout
room
Identify the needs
and educational
Mr. Sondrew Baya
programs inFaculty, SEDClimate Change
University of San Jose - Recoletos
Education acrossidentified keyareas
End of Day 1

Day 2: Tuesday – June 7, 2022
8:00 – 8:30

Preliminaries

8:30 – 9:00

Recap of Day 1

9:00 – 10:00

Emcee
Mr. Hope Yamyamin
Faculty, SED
University of San Jose – Recoletos
Dr. Jestoni Babia
Dean, SED
University of San Jose – Recoletos
ESD Fellow
Southeast Asian Ministers ofEducation Organization (SEMEO)

Input 3: ESD Research
Projects and Initiatives(Results and Updates)

10:00 – 10:15

Input 4: Validation
Techniques – Verifying
10:15 – 12:00 Results of Climate Change
Education Programs

ESD Consultant, UNESCO
National Commission of thePhilippines

Health Break
Increasetechnical knowhow on Validatingclimate change
education
programs

Philippine Representative toUNESCO’s Climate Change
Education
Dr. Richard Jugar
Dean, SED
Director, DOST-SEI CBPSME SPP
Chair, Curriculum and Instruction
Committee
Institutional/Independent
Consultant for Basic Education
University of San Carlos
SAGC, Teacher Education
CALOHE Asia

12:00 – 1:00
1:00 – 1:15

Lunch Break
Settling Down and Assigning to Breakout Rooms
Breakout Room 1:
Teacher Training
Mr. Sondrew Baya
Faculty, SED
University of San Jose - Recoletos
Breakout Room 2:Curriculum Planning

1:15 – 2:45

Workshop 2: Group
Sharing and Discussion on
how to verify results ofteacher education programsfor climate change
education

Documentation ofidentified
methods ortechniques toverify results ofeducation
programs

Ms. Ma. Aira Chenessa Aguilar
DOTE Chair, SED
University of San Jose – Recoletos
Breakout Room 3:
Instruction
Mr. Ryan Reyes
Faculty, Junior High School
University of San Jose – Recoletos
Breakout Room 4:
School and Community Extension
Mr. Rex Villavelez
Faculty, SED
University of San Jose – Recoletos

2:45 – 3:00
3:00 – 3:45

Health Break
Presentation of Outputs(Big Group Discussion)

3:45 – 4:00

Synthesis and Evaluation

4:00 – 4:30

Closing Ceremony

One Representative per breakout
room
Synthesize ways
and means toverify results ofeducational
programs inClimate Change
Education acrossidentified key
areas

Mr. Rex Villavelez
Faculty, SED
University of San Jose – RecoletosEmcee9. Target Groupsa) Centers of Excellence (COE) in Teacher Education in the Visayasi.) West Visayas State University – Lambunao Campusii.) Cebu Normal Universityiii.) Silliman Universityiv.) University of san Carlosv.) University of San Jose – Recoletosb) Centers of Development (COD) in Teacher Education in the Visayasi.) University of San Agustinii.) University of Saint La Salleiii.) Holy Name Universityiv.) Negros Oriental State University – Main Campusv.) Leyte Normal Universityc) SEAMEO ESD Universitiesi.) Cebu Technological Universityii.) Philippine Normal University – Visayas

10. Platform
The workshop will have a hybrid format, with facilitators and some speakers meeting inone location and participants being invited online. Prior to the start of the workshop,participants will be requested to register online and complete an online questionnaire via
google form.

11. Contact Person/sYou may send your queries to any of the contact person found below:
Mr. Sondrew Baya
Faculty, SED
University of San Jose - Recoletos
sondrew.baya@usjr.edu.phMrs. Argin Quiban
Admin Assistant, SED
University of San Jose - Recoletos
aquiban@usjr.edu.ph