RCE Cebu - 2021

Preservation of Indigenous Knowledge in Mangrove Protection and Conservation: A Climate Action – PNU Visayas Community-Based ESD
CSV
Basic Information
Title of project : 
Preservation of Indigenous Knowledge in Mangrove Protection and Conservation: A Climate Action – PNU Visayas Community-Based ESD
Submitting RCE: 
RCE Cebu
Contributing organization(s) : 
Purok Kakahuyan Small Fishermen Association-PKSFA
Focal point(s) and affiliation(s)
Name: 
Anna Liza G. Santillana
Organizational Affiliation: 
Philippine Normal University
E-mail: 
santillana.alg@pnu.edu.ph
Language of project: 
English
Date of submission:
Friday, August 6, 2021
Web link: 
https://youtu.be/kmFCRkXn9Fs
Additional resources: 
https://www.facebook.com/groups/1030344840835954/?ref=share
Does this project link to any education and/or sustainable development policy or policies?: 
Yes
SDG’s 1. No Poverty, 2. Zero Hunger, 4. Quality Education, 5. Gender Equality, 8. Decent Work and Economic Growth, 13. Climate Action, 14. Life Below Water, 15. Life on Land, 17. Partnership for the Goals
At what level is the policy operating?: 
Local
Geographical & Education Information
Region: 
Asia-Pacific
Country: 
Philippines
Location(s): 
Purok Kakahuyan, Brgy. Daga, Cadiz City, Negros Occidental, Philippines
Address of focal point institution for project: 
Boy Albert Street, Brgy Zone 1, Cadiz City, Negros Occidental , Philippines
Ecosystem(s):
Coastal, Wetlands
Target Audience:
Community, Primary, Teacher Ed., Youth (Informal)
Socioeconomic and environmental characteristics of the area : 
This is a coastal community with people relying much on marine resources for food and source of livelihood which was badly affected by the destruction of the mangrove along the coastal during the typhoon Haiyan in 2014. Most of the people in the community are fisher folks with houses located near the seashores that can be damaged by strong winds. When the mangrove area was rehabilitated , endemic marine organisms returned and flourished that helped augment the community’s source of livelihood and foods , regulated the wave surges that directly go into their houses, mangroves that served as windbreaker during typhoon in the current years and diverse waterbirds during migration season came to fed in the area.
Description of sustainable development challenge(s) in the area the project addresses: 
Provision of food sources and livelihood for the fisherfolk community poses a very challenging scenario at the start of the implementation of this project, people are very eager to rehabilitate the mangrove area thus Philippine Normal University Visayas adopted the community and trained them to be self- sustained individuals by developing their skills on food preparation and backyard gardening that helped them to augment their source of income.
Contents
Status: 
Ongoing
Period: 
April, 2014
Objectives: 
The objectives are:
1. Sustain the mangrove rehabilitation and planted at least 50% of the destroyed area in the coast of Cadiz City.
2. Involve 100% of the fisherfolk community on the continous mangrove rehabilitation.
3. At least 75% of women in the community will strengthen their role in equity with men in the knowledge on mangrove biodiversity protection and conservation.
4. Bridge at least 80% of the fisherfolks and women to the Elementary School for the establishment of a school-based mangrove nursery.
5. At least 90% of the pre-service teachers develop dialect written instructional materials on mangrove biodiversity protection and conservation.
6. Upskill 100% of the teachers in the adopted school for the integration of the developed instructional materials on mangrove biodiversity protection and conservation
7. Improve pupils’ reading ability by 75% using the developed instructional materials and develop values on mangrove biodiversity protection and conservation.
8. At least 80% of the pupils will plant mangrove at the rehabilitation site.
Activities and/or practices employed: 
1. Continued the rehabilitation program through replanting of mangroves in the mangrove rehabilitation site
2. Collaboration with local government units in capacitating the fisherfolks
3. Trainings and seminar workshops for fisherfolks adapting the guide on Reflect-Share -Act for the establishment of the community-based ESD.
4. Curriculum inclusion as capstone activity, the development of instructional materials and the community extension program for pre-service teachers.
5. Training and seminar workshops of elementary teachers for the integration of the developed reading materials.
6. Implemented the reading program to elementary pupils.
Size of academic audience: 
64 pre-service teachers: 250 early graders
Results: 
1. 1000 additional healthy and growing seedlings planted to the mangrove Rehabilitation by the PNU V students , women and fisherfolks adding it to the 1220 adult mangroves at the site.
2. 45 fisherfolk members continuously planted and replanted mangrove seedlings at the rehabilitation site.
3. LGU collaboration with the rehabilitation project and the fisherfolks doubled from 2 to 5.
4. Conducted several trainings for fisherfolks adapting the Reflect-Share -Act guide for community based-ESD in the implementation of this project.
5. Included in the curriculum for Gen Ed. courses the development of dialect instructional materials as capstone activity.
6. PNU Visayas conducted 3 training workshops for the upskilling of teachers in the integration of the dialect written instructional materials.
7. 45 different dialect reading materials was developed by pre-service teachers
8. 150 early graders showed high level of interest to read the developed instructional material after a month-long exposure to the material.
9. 80 children planted mangrove seedlings at the mangrove rehabilitation site.
Relationship to other RCE activities: 
RCE Cebu
Funding: 
The budget comes from the yearly allotment of the Community Extension Program of the University. Dole out of goods assistance as the need arises especially on materials for the booklets, printing and transportation facilities.

Pictures:

File Name Caption for picture Photo Credit
Image icon Cebu1.jpg (203.06 KB) Training Sessions of Fisherfolks by the project implementer with the pre-service teacher adapting the Reflect-Share-Act Guide for Community -Based ESD. Jedidah Boko
Image icon Cebu2.png (396.14 KB) Fisherfolks with the women and their children transplanting mangrove seedlings at the mangrove rehabilitation site. Jedidah Boko
Image icon Cebu3.jpg (32.45 KB) Implementation of the developed dialect reading materials among early graders. Jedidah Boko
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
Direct
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Direct
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Indirect
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Direct
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Direct
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Indirect
SDG 12 - Ensure sustainable consumption and production patterns 
Indirect
SDG 13 - Take urgent action to combat climate change and its impacts 
Direct
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Direct
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Direct
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Indirect
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Direct
Theme
Disaster Risk Reduction 
Direct
Traditional Knowledge  
Direct
Curriculum Development 
Direct
Ecotourism 
Direct
Forests/Trees 
Direct
Plants & Animals 
Direct
Waste 
Direct
ESD for 2030-Priority Action Areas
Priority Action Area 1 - Advancing policy 
state: 
Direct
Priority Action Area 2 - Transforming learning and training environments 
state: 
Direct
Priority Action Area 3 - Developing capacities of educators and trainers 
state: 
Direct
Priority Action Area 4 - Mobilizing youth 
state: 
Indirect
Priority Action Area 5 - Accelerating sustainable solutions at local level 
state: 
Direct
Update: 
No