FINAL REPORT

I.  Introduction II.  Methodology III.  Results IV. Discussion V.  Recommendations for Future SEA Camps VI. Quotes from SEA Campers

Table of Contents

INTRODUCTION

The Philippines is one of the 17 megadiverse countries of the world because of its high biodiversity and endemism. Globally, the Philippines ranks fifth in plant diversity and fourth in bird endemism. While the extent of its marine biodiversity is unknown, available information has prompted scientists from the California Academy of Sciences to describe it as the “center of the center” of marine biodiversity. The Philippines’ high poverty incidence, increasing population, pursuit for economic growth, and impacts of climate change have put unprecedented pressure on its natural resources. One of the strategies being employed to curb biodiversity loss by both public and private sectors is environmental education.

Rationale

Rationale Environmental education programs targeting youth are especially crucial because they are the future generation’s leaders, voters, and consumers. Moreover, many young people have been at the forefront of environmental movements all over the world, demonstrating capacity of youth to be agents of change.

About the SEA Camp The Sea and Earth Advocates (SEA) Camp is an environmental education program that brought together 88 promising Filipino youth (18-24 years old) who were identified as potential leaders and changemakers in the field of conservation. The SEA Camp is a project of Save Philippine Seas (SPS) and the U.S. Embassy-Manila.

Objectives

•  Increase environmental knowledge, attitudes, and behavior;

•  Develop practical skills that can be used to achieve sustainable use of the marine and coastal environment; and

•  Build a nationwide network of Filipino youth pursuing environmental initiatives.

SEA Camp Team Project Director: Anna Oposa Operations Manager: Kimberly Lao Social Media & Communications Officer: Jean Lau Wang Administrative & Finance Officer: Dineth Larsen Photo & Video: Kay Arias, Star Sabroso, Miguel Bernal, Jeremiah Peña Volunteers (on-site and online)

METHODOLOGY

Sites and Dates

•  Situated near Marine Protected Areas (MPAs)

•  Sites of the Ecosystems Improved for Sustainable Fisheries (ECOFISH) Project, an initiative funded by the U.S. Agency for International Development (USAID)

About the SEA Camp Sites

•  Applications were received via email and post from October-December 2014.

•  Three SEA Camp staff members individually evaluated each application and submitted a shortlist of 150 applicants (50 per region) to the U.S. Embassy-Manila for their evaluation and comments.

•  The SEA Camp staff made the final evaluation, considering gender and diversity of affiliation and home location.

Selection of Participants

•  previous participation in volunteer activities or leadership roles in organizations (20%);

•  knowledge of environmental issues in the community (30%);

•  skills/potential skills that could make him/her an effective conservationist (30%); and

•  capability to reach target beneficiaries of their proposed projects (20%).

Criteria for Selection

Factors Measured Rationale Activities

Environmental Knowledge This section assessed participants’ knowledge on Philippine marine biodiversity, impacts of household items on marine life, benefits and challenges of MPAs, coastal marine ecosystems, and ability to define environmental terms.

Increasing environmental knowledge can arouse interest and concern in environmental issues.

Lectures from conservation professionals; games; and outdoor activities.

Attitude towards Pro-Environmental Behavior, Subjective Norm, and Perceived Behavioral Control These are the three determinants of behavior according to the Theory of Planned Behavior (TPB) by I. Ajzen (1991).

According to the TPB, people are more likely to perform a specific behaviour if they evaluate it positively, feel social pressure to perform it, and have sufficient degree of control over it

Interaction with local government officials and conservation professionals, and outdoor activities

Pro-Environmental Behavior This section had 12 items that focused on environmental activism, non-activist political behaviour, and consumer behaviour.

Participants were asked how often they performed a particular behaviour with examples to quantify frequency (e.g., “Sometimes: out of the 10 chances, I do it 4-6 times.”).

Factors Measured Rationale Activities

Civic Attitudes and Skills These items were adapted from the Civic Attitudes and Skills Questionnaire (Moely et al 2002) and had subscales measuring Leadership Skills, Social Justice Attitudes, Interpersonal Skills, Civic Action, and Political Awareness.

Environmental responsibility requires an “active, engaged, informed, and competent citizenry” and “widespread civic competence” (Orr, 1992, p. 84).

Multi-stakeholder meeting simulation, where participants were grouped into stakeholders to debate about a hypothetical environmental and political issue, and a workshop on writing letters to leaders. Participants were then required to write a letter to a leader in any field (e.g., government, civil society, corporation, university).

Entrepreneurial Orientation These items were adapted from questionnaires by Hermansen-Kobulnicky & Moss (2004) and Knight (2007) and had subscales measuring need for achievement, autonomy, risk-taking, innovativeness, and proactiveness.

EO focuses on “characterising and distinguishing key entrepreneurial processes” (Lumpkin & Dess, 1996, p. 136). Because the SEA Camp would support 30 participants to lead and implement environmental projects, the study found it appropriate to measure EO.

Project management workshop, where participants learned to write project proposals and budgets, and project pitching, where participants were required to propose an environmental project in front of panelists.

Reflexive Thoughts Reflexive thoughts are not often assessed in environmental education programs. These are helpful in understanding complexities of issues and processes behind change in attitudes and behavior.

Writing in the reflection sheets and focus group discussions with SEA Camp facilitators

Factors Measured Rationale Activities

SEA Camp Network Participants were asked how often they communicate with fellow participants and collaborations that have emerged from the SEA Camp.

To sustain positive behaviors and attitudes, it is necessary to build and establish a network of support.

N/A

SEA Camp Evaluation Participants were asked to evaluate the entire SEA Camp and how it has made an impact on their lives.

N/A N/A

All assessments were unannounced so the participants could not prepare for it. •  Quantitative – Pre-test: Day 1 – Post-test: Day 6 – Delayed post-test:

6-8 weeks after the SEA Camp

•  Qualitative – Reflection sheets –  Focus groups

Methods of Evaluation

RESULTS

Profi

le o

f Par

ticip

ants

Gender Number %

Male 40 45

Female 47 53

Transgender 1 1

Age Number %

18-19 24 27

20-21 38 43

22-24 26 30

Course in University Number %

Natural Sciences 39 44

Social Sciences 16 18

Arts & Humanities 14 16

Law & Medicine 2 2

Engineering & IT 9 10

Business & Economics 8 9

Profi

le o

f Par

ticip

ants

Family’s Annual Income Number %

PhP1,857,000 (£26,528) 3 3

PhP1,200,000 (£17,143) 10 11

PhP603,000 (£8,814) 21 24

PhP191,000 (£2,728) 20 23

PhP62,000 (£886) 13 15

I don’t know. 21 24

Environmental Knowledge significantly increased after the SEA Camp (p <0.001).

22.46

37.84

0

5

10

15

20

25

30

35

40

Pre-Test Knowledge Post-Test Knowledge

Environmental Knowledge

Envi

ronm

enta

l Kno

wle

dge

“I felt dumb after doing [the pre-test].” “I wasn’t ready for [the pre-test]. I thought I was, but I really wasn’t, and I severely lack knowledge.” “[The pre-test] made me doubt 14 years of education.”

Sentiments after the pre-test Q

uote

s fro

m p

artic

ipan

ts

“New ideas or misconceptions [were] clarified like the fact that corals are not a stone but an animal.” “I learned the many forms of habitats like corals, seagrass, and mangroves. I also realized that I have a lot of learning… to be a conservationist.” “[My biggest realization was] knowing that a starfish was not a fish.”

Sentiments after the pre-test Q

uote

s fro

m p

artic

ipan

ts

Pro-Environmental Behavior significantly increased after the SEA Camp (p <0.001).

Pro-

Envi

ronm

enta

l Beh

avio

r

“When buying groceries, I’d choose products that are more environment-friendly.” “These activities will remind me to use less trash. Less trash means a better world for our sea critters.” “I realized the consequences of the actions I’ve been doing, such as using [soap] that produce ‘microbeads,’ which don’t dissolve in seawater. I also learned about how sulfates in some shampoos can affect fish, when it sticks to their scales.”

During the SEA Camp: Intent for Pro-Environmental Behavior

Quo

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rom

par

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ants

“I became active [on] social media and started [reading about] environmental issues. I lessen posting about my personal life and started sharing educational facts.” “My current Facebook timeline compared to my Facebook timeline prior to the SEA Camp contains more news/clips/photos/posts about conservation. Now I feel that I am sharing more relevant issues and information than I did before SEA Camp.” “I am taking advantage of the digital and social media space to share my advocacy and hopefully inspire other people.”

After the SEA Camp: Use of Social Media for Social Change

Quo

tes f

rom

par

ticip

ants

“I started convincing my friends not to use straws. I shared the things that I learned during SEA Camp, especially about the use of beauty products that may harm our seas.” “My mother now uses reusable bags when going to the [market].” “In our office, we used to use plastics and paper plates when we take our lunch. For one month now, we are using washable/reusable utensils and wares to reduce wastes.”

Pro-Environmental Behavior & Civic Action: Influencing social circles

Quo

tes f

rom

par

ticip

ants

Attitudes toward Environmental Behaviour significantly improved after the SEA Camp (p < 0.05).

69.15 73.49

0

10

20

30

40

50

60

70

80

Pre-Test Attitude Post-Test Attitude

Environmental Attitudes

Envi

ronm

enta

l Att

itude

s

Envi

ronm

enta

l Att

itude

s Based on the reflection sheets, the improved attitudes were influenced by the following: i.  Framing of conservation as an

interdisciplinary field; ii.  Value of individual responsibility; iii.  Outdoor activities.

“Since the participants came from different backgrounds, it made me realise that marine conservation or conservation in general does not necessarily include only one field, but it is possible even if people come from different fields.” “I realised that there is no need to be [in] the field of environment in order for me to be a conservationist. As long as I have the passion to save our environment, I can be a conservationist in my own way.” “Marine conservation is a huge job that requires a lot of cooperation from different levels in the community. In order for us to bring or do anything significant, we need to understand and accept that we can never do it alone or as a science. We need everyone.”

Quo

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rom

par

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ants

“With the experience I had today, it made me more passionate and I was motivated to be an advocate of not just marine conservation but the whole environment as well.” “I realized that if all people [have] the ability to see what’s under the water, maybe they [would] be [convinced] enough to stop doing things that can harm our nature.” “Experience is a powerful key to make people change their perspective in marine conservation (and life) and see how important it is to all of us. The ocean gives us so much and we have to give back and take care of it.”

Quo

tes f

rom

par

ticip

ants

Entrepreneurial Orientation significantly increased from pre-, post-, and delayed post-test (p <0.05).

Entr

epre

neur

ial O

rien

tatio

n

Civic Attitudes and Skills significantly increased from pre- and post-tests (p <0.01) and had a similar result in the delayed post-test.

Civi

c Att

itude

s and

Ski

lls

“I did not think, before SEA Camp, that I could directly ask or write to people in the position to voice out my opinion or ask for support. I was cynical about even getting a response but the people in SEA Camp showed me that it could be done.”

Quo

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rom

par

ticip

ants

“I talked to our school administration and I was able to convince them not to use plastic utensils in our cafeteria including stirrers and straws.” “I discouraged organizations to use plastic balloons in their events. I’m currently writing a resolution to [ban] it in our school.” “I proposed to procure trash bins to be detailed in different areas within the compound of our office.”

Quo

tes f

rom

par

ticip

ants

SEA

Cam

p N

etw

ork

68.8%

31.3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Yes No

Have you directly communicated with the SEA Camp organizers?

SEA

Cam

p N

etw

ork

Reasons for communication

•  Asked advice about SEA Camp projects

•  Asked advice about non-SEA Camp initiatives, campaigns, and projects

•  Personal reasons (e.g., meet up, share stories with)

SEA

Cam

p N

etw

ork

31.3%

68.8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Yes No

Have you communicated with the resource speakers since the SEA Camp?

SEA

Cam

p N

etw

ork

Reasons for communication

•  Discussed potential collaborations •  Wrote fanmail •  Volunteered for organizations/events

of resource speakers •  Invited Visayas SEA Camp resource

speaker to be a resource speaker for a project

•  Personal reasons (e.g., took resource speaker out on a tour in hometown)

SEA

Cam

p N

etw

ork

46.3%

25.0% 23.8%

5.0% 0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Yes, some (1-10 people) Yes, a lot (11-20 people) Yes, most (21 or more) No

Have you directly communicated with your fellow participants?

SEA

Cam

p N

etw

ork

Reasons for communication

•  Helped each other with projects as consultants, volunteers, participants, co-organizers, graphic designers, and facilitators

•  Discuss ways to replicate each others’ projects in their respective communities

•  Personal reasons (e.g., meet up, travel together)

SEA

Cam

p Ev

alua

tion

10 6

19

39

6

0

5

10

15

20

25

30

35

40

45

Expanded my professional network

Expanded my personal network

Gained information and skills for

conservation

Inspired me to find my purpose

Gave me an opportunity to travel

Biggest contribution of the SEA Camp (first choice)

19

11

30

17

3 0

5

10

15

20

25

30

35

Expanded my professional network

Expanded my personal network

Gained information and skills for

conservation

Inspired me to find my purpose

Gave me an opportunity to travel

Biggest contribution of the SEA Camp (second choice)

SEA

Cam

p Ev

alua

tion

DISCUSSION

The significant increase of scores in the factors measured and the participants’ self-reported actions taken since the SEA Camp demonstrates the need for a local environmental education program that goes beyond teaching facts and empowers young people to take action.

The SEA Camp shed light on what schools and society have failed to teach: the importance of marine ecosystems, marine conservation, pro-environmental behavior, entrepreneurial orientation, and civic attitudes and skills.

Emphasis on individual responsibility also positively affected the participants’ attitudes. Focusing on an individual’s capacity and unique strengths to effect change can avoid the psychology of despair and instead bring a sense of hope and gratification.

Outdoor activities played a powerful role in inspiring pro-environmental behavior. The Philippines, with its high biodiversity and species endemism, provides a promising opportunity for young people to build an affinity with nature.

The SEA Camp did not only develop environmental responsibility, but also fostered civic responsibility. The participants’ self-reported civic actions related to pro-environmental behavior in the delayed post-test (e.g., writing letters to leaders, promoting pro-environmental behaviour in their schools and workplaces) exhibited their capacity to proactively contribute to community transformation and development.

One of the biggest challenges in evaluating EE programs is that the extent of their impact and ability to change someone’s life is difficult, if not impossible, to measure. There are other outcomes, such as friendships built among participants, and personal and professional relationships that formed between organizers and participants, that have had positive impacts beyond the scope of environmental knowledge, attitudes, and behavior.

In sum, the SEA Camp helped young people become aware of their untapped potential, offered opportunities to lead their own environmental initiatives, and provided a personal and professional network to nurture and sustain their activities. The Philippines, a country with some of the most abundant—and most polluted—natural resources in the world would benefit highly from prioritizing environmental education that empowers young people.

RECOMMENDATIONS FOR FUTURE SEA CAMPS

Application Process •  The number of SEA Camp participants

should be reduced from 30 to 20, and grant recipients from 10 to 5. These numbers will be easier to manage, make the selection process more competitive, and decrease project cost drastically.

•  Application forms should be in an online spreadsheet for easier tabulation and assessment.

•  Applicants must already submit a headshot, answers to the questionnaire, and sizes for the shirt/photo.

•  Applicants may be interviewed over Skype or the phone if the decision was not unanimous.

•  Waitlisted applicants must be informed that they have been waitlisted.

•  Promotions must reach schools and youth groups outside capital cities.

•  Future SEA Camps should involve SEA Camp alumni in the selection process of the shortlist.

Application Process

•  Extend number of days from 6 to 7 and have fewer activities per day. Activities generally began at 8AM and ended at 10-11PM, which was exhausting for both organizers and participants.

•  More outdoor activities (e.g., nature walk around SEA Camp venue, stargazing, meditation, morning workout)

•  Participants should write their letters to leaders during the Camp instead of after.

Program

•  Speakers must send their presentations at least two days before the start of the camp (not two days before their talk) to check length and content, and test compatibility with the laptop being used.

•  The allotted time of 20 minutes per speaker will be maintained, but additional time to be provided for questions.

•  Project Director will deliver the project management talk and workshop to ensure same information and template will be used instead of inviting different speakers per camp.

Program

•  There must be at least a week in between SEA Camps to give organizers ample time for ingress and egress.

•  The SEA Camp proper must begin at least five (5) months before the end of the grant contract instead of four (4) to ensure that liquidation of grant recipients are turned over before the project’s grant deadline.

•  Deadline of grant recipients’ financial and narrative report must be within a week after project implementation.

Program

•  A project assistant should be hired for the SEA Camp. The SEA Camp organizers and documentation team had to perform tasks beyond the scope of their work due to lack of personnel.

•  For future SEA Camps, SEA Camp alumni of the region can be invited as volunteers.

•  Personnel per diem should be increased to PhP600 to cover meals.

Personnel

•  Visayas and Mindanao SEA Camps should be relocated to venues with reliable mobile signal, water supply, and electricity.

•  Open Facebook groups earlier and require participants to join the group in the acceptance letter.

•  Settle list of media with partners before the camps start.

Logistics & Comms

QUOTES FROM SEA CAMPERS

“SEA Camp made my find my perfect avenue of advocacy. SEA Camp has to be implemented more. There has to be another batch because the program opens a lot of opportunities to youth leaders .” “Hoping for SEACamp 2. This is by far my best and most loved youth program I have attended.” “I just wish there will be a SEA Camp v2.0.” “Very well prepared! Hoping for a SEA Camp 2!” “The SEA Camp experience was definitely a life-changing event. Although my project did not get the funding, I was not discouraged from pursuing conservation works in the future. Something within me has been awaken and I want this ember to keep burning inside me awwww haha! I P.S. I hope there will be SEA Camp II! Such a beautiful initiative! :)”

“THANK YOU is not enough to express how grateful I am to be part of the SEA Camp. For a youth leader like me who is in the age of discovery and dreams, SEA Camp moved me that in our own little way, we could make a change for preserving, protecting and conserving our environment. I was inspired and empowered to meet and hear the stories of our speakers in their own fields. I am blessed to meet hardworking and supportive Titas and Titos. ♥ Though SEA Camp, I met new awesome and crazy but passionate and promising people whom I can call my SEAblings. Above all, SEA Camp was a life changing experience and I will always and forever be a proud Filipino SEAtizen, SEA Camper and Caretaker of the Philippines! Once a MERKID, always a MERKID ♥” “I can't live my old life again because of the SEA Camp. It messed my life dude! and now I find it hard to ignore environmental issues and give up on my advocacy!!! Talking to some people about my advocacy is hard and sometimes I just feel like giving up but I just can't!!! For the love of the Philippines Seas and the people living in coastal communities :D :D Thank you, I found my direction :)”

“I wanted to say thank you very much Titas and Titos and the US Embassy Manila for giving us the opportunity to experience this very fun, exciting and jawsome experience. I am hoping that this will be the first to many more SEA Camp in the future. Thank you so much. :D” “I really love how SEA camp was initiated, I am in a field very far from environmental or marine conservation. It was a program that I did not feel out of place. And in my views is an effective program where you get to replicate or do a project based on the needs in your locality and it is one way of identifying if the participants did learn in the activity. I am hoping for another SEA Camp, so that others may experience what I had experienced and get inspire and to aspire a job/work/passion that is not-so-related from what you have taken up in college.”