Introduction: Environmental awareness is strategic communication process to promote the

knowledge of environment, keep people up to date about catastrophic impacts of human development
and help them to know about sustainable development. For the sake of our world, clearly
environmental awareness plays critical role for creating interest in environment. This is the time which
demands us to deliver the sensitivity of environmental issues to the masses particularly among youth.
So a study was conducted to identify the Role of Mass Media in Creating Environmental
Awareness. Identification of percentage of mass awareness on the subject of environment is also one
of the core objectives of survey.
 Methodology:  The methodology of survey was based on two main approaches:
a) Detailed interviews with media representatives media representative includes newspaper (The
News, Hum Sehri Magazine & Dawn news) and electronic media (Capital TV, Geo TV & Express TV)
representatives.
b) Household or community survey to identify the level of public awareness and knowledge about
environment. Household survey was carried out in the two different areas of Lahore (Capital of
Province Punjab, Pakistan) which are Model Town and Dharampura. These areas were selected to
conduct house hold survey and the areas were chosen on the basis of the status and quality of life of
peoples living there. Model town was taken as high class area where peoples are living with all the
basic and luxurious facilities of life and Dharampura was taken as a middle class area/society where
people have not excess to all luxurious facilities of life. School/College going students of age group 14
to 20 years and total 100 number of students were interviewed to access the role and mass media in
creating environmental awareness and to identify the percentage of students well known about
environmental issues.
 Results: Results of study based on interviews with media representatives (a) and Household survey
(b) given below:
a) According to electronic media representative now the people of Pakistan are more and well aware of
the word environment because of the efforts made by media for the last many years. Now the
coverage of environmental issues is in the policy of media coverage. Media is also helping the people
and civil society group to raise the issues and keep people aware.
 b) 72% of the respondents from Dharampura (Community Selected where people living with average
lifestyle: Middle Class Community) were found with good piece of knowledge about environment which
includes knowledge of global warming (78%) and concept of ozone depletion (73%). 55% percent of
the students form Dharampura also stated that they Environmental Friendly by putting waste in waste
bins, keep clean their rooms/houses, prefer to use clothe bags instead of plastic bags where possible,
save water and switch off the unnecessary lights. Only 31% of the Dharampura?s repondents state
that they also get environmental news from TV channels and newspaper as well. Respondents
belonging to the vicinity of Model Town (Community Selected where people living with more than
average lifestyle: High Class Community) are well educated and 94% of the respondent founded well
aware about the environmental concerns, like global warming (91%), ozone depletion (82%), air
pollution, noise pollution, and water pollution as well. 66% of the respondents from Model Town also
stated they are Environmental Friendly in some ways and always tried to contribute to save
environment. Also they keep themselves involve in the activities organize/conducted/supported by
their schools/colleges. 55% of the respondents from Model Town stated that media (TV Channels &
Newspaper) also help them to keep aware of environmental issues.
 Conclusion: As students living at Model Town (High Class Community) observed well aware of
environmental issues than the students at Dharampura (Middle Class Community). So it can be
concluded as the strong educational background, well educational institute and executive professional
level of family are the most contributing factors for awareness of students on the subject environment
but no doubt media is playing vital role in this regards. Respondents belonging to both localities
(Dharampura and Model Town) almost have the knowledge of environment but the most contributing
factors in this regards are educational institutes and then media. Media is playing role but not to the
extent which satisfy the need of community peoples. Although the news channel & papers have
started number of programs on community as well as environmental issues but more environmental
programs which attract the attention of youth/public/students and should be facts based need to be
telecast in this regards. Regards: Farhan Ahmad, Regional Ambassador to Pakistan
https://tunza.eco-generation.org/ambassadorReportView.jsp?viewID=9525
The present day world is facing two general problems-“information
explosions” and the “population explosion”. Information explosion
means an explosion of knowledge. Today, throughout the world, social
and technological changes are taking place rapidly due to expanding
world of information. So there is explosion of knowledge. New
frontiers of knowledge are opening day by day and the horizon of
human knowledge and understanding is expanding very fast.

On the other hand, with the explosion of knowledge there is also

population explosion. The student population is immensely increasing
year by year due to the growth of population and democratisation of
education with varying levels of motivation and aspiration. The
problem of” population explosion” is more serious in the developing
countries than the developed one. India is facing serious difficulties
both from population as well as information explosion.

So the two general factors – “information explosion” and ” Population

explosion” have posed critical problems for education-more things to
be learnt and more people to be taught. Today there is a cry for “more
education to more people in less time”. For solving these problems
successfully, educational technology consisting of various media of
mass communication are essentially required. Both qualitative
improvement and quantitative expansion of education can be
facilitated and accelerated with the help of this mass media under
educational technology. So the mass-media has come to our rescue to
tackle this problem.

http://www.yourarticlelibrary.com/education/role-of-mass-media-in-education-in-india/45260
Role of Mass-Media in Education
in India
Article shared by : Z. Khan

Last December 12, 2008, GMA signed into law Republic Act No. 9512, or the National
Environmental Awareness and Education Act of 2008. The law requires that
environmental education be integrated in the school curricula at all levels, public or
private.

Environmental education is defined to encompass environmental concepts and

principles, environmental laws, the state of international and local environment, local
environmental best practices, the threats of environmental degradation and its impact
on human well-being, the responsibility of the citizenry to the environment and the
value of conservation, protection and rehabilitation of natural resources and the
environment in the context of sustainable development. Theoretical and practicum
modules are covered. The latter are comprised of activities, projects, programs
including, but not limited to, tree planting; waste minimization, segregation, recycling
and composting; freshwater and marine conservation; forest management and
conservation; relevant livelihood opportunities and economic benefits and other such
programs and undertakings to aid the implementation of the different environmental
protection law.

In the tertiary level, environmental education is made an integral part of the National
Service Training Program (NSTP).

On one hand, this is a good thing. On the other hand, this is an additional burden for
schools administrators and teachers.

Please register to see links.

(This post was last modified: 05-17-2009 10:05 PM by admin.)

05-17-2009 10:04 PM

bossini

Junior Member

Posts: 1

Joined: May 2013

Post: #2

RE: Environmental education in the Philippines

(05-17-2009 10:04 PM)

admin Wrote:

Last December 12, 2008, GMA signed into law Republic Act No. 9512, or the National
Environmental Awareness and Education Act of 2008. The law requires that
environmental education be integrated in the school curricula at all levels, public or
private.

Environmental education is defined to encompass environmental concepts and

principles, environmental laws, the state of international and local environment, local
environmental best practices, the threats of environmental degradation and its impact
on human well-being, the responsibility of the citizenry to the environment and the
value of conservation, protection and rehabilitation of natural resources and the
environment in the context of sustainable development. Theoretical and practicum
modules are covered. The latter are comprised of activities, projects, pro copy of grams
including, but not limited to, tree planting; waste minimization, segregation, recycling
and composting; freshwater and marine conservation; forest management and
conservation; relevant livelihood opportunities and economic benefits and other such
programs and undertakings to aid the implementation of the different environmental
protection law.

In the tertiary level, environmental education is made an integral part of the National
Service Training Program (NSTP).

On one hand, this is a good thing. On the other hand, this is an additional burden for
schools administrators and teachers.

http://eduphil.org/environmental-education-in-the-philippines.html

Environmental education (EE) refers to organized efforts to teach how natural

environments function, and particularly, how human beings can manage behavior and
ecosystems to live sustainably. It is a multi-disciplinary field integrating disciplines such
as biology, chemistry, physics, ecology, earth science, atmospheric science,
mathematics, and geography. The United Nations Educational, Scientific and Cultural
Organisation (UNESCO) states that EE is vital in imparting an inherent respect for
nature amongst society and in enhancing public environmental awareness. UNESCO
emphasises the role of EE in safeguarding future global developments of societal quality
of life (QOL), through the protection of the environment, eradication of poverty,
minimization of inequalities and insurance of sustainable development (UNESCO,
2014a). The term often implies education within the school system, from primary to
post-secondary. However, it sometimes includes all efforts to educate the public and
other audiences, including print materials, websites, media campaigns, etc.. There are
also ways that environmental education is taught outside the traditional classroom.
Aquariums, zoos, parks, and nature centers all have ways of teaching the public about
the environment. https://en.wikipedia.org/wiki/Environmental_education

UNESCO and environmental awareness and education[edit]

UNESCO’s involvement in environmental awareness and education goes back to the

very beginnings of the Organization, with the creation in 1948 of the IUCN
(International Union for the Conservation of Nature, now the World Conservation
Union), the first major NGO mandated to help preserve the natural environment.
UNESCO was also closely involved in convening the UN International Conference on the
Human Environment in Stockholm, Sweden in 1972, which led to the setting up of the
United Nations Environment Programme (UNEP). Subsequently, for two decades,
UNESCO and UNEP led the International Environmental Education Programme (1975-
1995), which set out a vision for, and gave practical guidance on how to mobilize
education for environmental awareness. In 1976, UNESCO launched an environmental
education newsletter ‘Connect’ as the official organ of the UNESCO-UNEP International
Environmental Education Programme (IEEP). It served as a clearinghouse to exchange
information on Environmental Education (EE) in general and to promote the aims and
activities of the IEEP in particular, as well as being a network for institutions and
individuals interested and active in environment education until 2007.[1]

……………………………………………………………………………………………….

Philippine (Environmental) Education

Philippine (Environmental) Education System

1970s – Environmental situation in the Philippines assessed as “alarming”

1977: Department of Education Culture & Sports (DECS) started integrating

environmental education subjects in the school curriculum at all levels; and the various
government agencies started public information activities to stimulate awareness and
encourage involvement in environmental protection.

1980s: Intense environmental awareness campaign set up

1990s: Focus on capacity building efforts

1986: Environmental Education Network of the Philippines (EENP)* established

1988: Philippine Strategy for Sustainable Development drafted, where environmental

education was one of the 10-pronged strategies

1989: National Strategy on Environmental Education was formulated

1992: National Environmental Education Action Plan created

1996: Philippine Association of Tertiary Level Educational Institutions in

Environmental Protection and Management (PATLEPAM) set up

1998: Environmental Education Curriculum Frameworks for all levels formulated

1999-2000: National and Regional Educators’ Trainings on the use of the EE
Curriculum Framework for Basic Education, Technical and Vocational Education, and
Higher Education were conducted

2003-2006: National Environmental Education Action Plan for Sustainable

Development for 2005-2014 updated in support of the United Nations Decade for
Sustainable Development.

*In 1986, the Institute of Environmental Science and Management (IESAM) of the
University of the Philippines Los Baños (UPLB) submitted to the Ford Foundation a
proposal to support financially the organization of the Environmental Education
Network of the Philippines. Seeing the potentials of such network, the Ford Foundation
readily approved the proposal thereby paving the way for the network’s organizational
meeting on March 4, 1988. This network was called the Environmental Education
Network of the Philippines (EENP), a loose organization of 8 academic and research
institutions. https://feed.org.ph/directory-of-environmental-education-institutions-in-
the-philippines/philippine-environmental-education/

Mass media refers to a diverse array of media technologies that reach a large audience via mass
communication. The technologies through which this communication takes place include a variety of
outlets.

Broadcast media transmit information electronically via media such as films, radio, recorded music, or
television. Digital media comprises both Internet and mobile mass communication. Internet media
comprise such services as email, social media sites, websites, and Internet-based radio and television.
Many other mass media outlets have an additional presence on the web, by such means as linking to or
running TV ads online, or distributing QR Codes in outdoor or print media to direct mobile users to a
website. In this way, they can use the easy accessibility and outreach capabilities the Internet affords, as
thereby easily broadcast information throughout many different regions of the world simultaneously
and cost-efficiently. Outdoor media transmit information via such media as AR advertising; billboards;
blimps; flying billboards (signs in tow of airplanes); placards or kiosks placed inside and outside buses,
commercial buildings, shops, sports stadiums, subway cars, or trains; signs; or skywriting.[1] Print media
transmit information via physical objects, such as books, comics, magazines, newspapers, or pamphlets.
[2] Event organizing and public speaking can also be considered forms of mass media.[3]

The organizations that control these technologies, such as movie studios, publishing companies, and
radio and television stations, are also known as the mass media.[4][5][need quotation to verify]
https://en.wikipedia.org/wiki/Mass_media