Abstract
This study investigated the perceptions of the faculty of members, school official and students in terms of environmental protection and management. It employed random sampling using survey questionnaires to gather data from the respondents. Frequency counts and percentage were used to process the data.
 Most of the respondents had positive responses on waste reduction and management, as the commonly used environmental protection strategy in the school. A majority of them rejected plastics and agreed that these are harmful to the environment friendly products, are materials that can be recycled, and less favored materials are the non-toxic products, and a majority of the respondents favored that individual bulk packaging is preferred than bulk packaging of products from suppliers.
 High percentage favored that the classrooms are designed to make use of natural ventilation and natural lighting. Most of the respondents had negative responses on the issue of planning the campus in such a way as to reduce the use of motor vehicle in terms of motor boat as mode of transportation. There was a high percentage of positive response regarding the physical greening of the school, as observed in the entire campus. A majority of the respondents had positive responses on fluorescent lamps as the commonly used source of light, than of the use of incandescent. Most of the respondents had negative response on artesian well as the source of water, and a high positive response was observed regarding local water works as the source of water for everyday use. Majority of the respondents agreed that office machines are turned off when not in use, and using the fans whenever possible also had a high positive response; only fewer respondents agreed on the usage of air conditioner. A majority of the respondents agreed that white paper is the most preferred kind of paper in the school.
 A majority of the respondents had positive response in using the used paper in photocopying articles as commonly used paper recycling or use of reduction program. A majority of the respondents agreed that composting biodegradable was right in the campus and wet waste sent to recyclers had a low positive response. There was a high percentage of positive response on disposable plastic utensils as the most discouraged material in the canteen. Disposable cups, disposable plates, paper napkins and plastic wrappers had also high percentage as materials discouraged in the canteen. A majority of the respondents agreed that waste segregation in the school is practiced. Most of the respondents agreed that containers for biodegradable and non-biodegradable are provided in the entire campus. A majority of the respondents favored that biodegradable materials are made to compose. Respondents favored that sealing properly before disposal of hazardous/chemicals water is done inside the campus.
 All the eight (8) environment concerns/themes are integrated in the curriculum. A majority of the respondents indicated that environment concerns/themes are incorporated in Music, Health and Physical Education. They are also integrated in English, Social Studies, Pilipino, and Mathematics.
Highlights
Education is the main avenue through which society prepares its citizens in carrying out their responsibility (Environmental Education Guide, 1990)
Republic Act No 7094 created the Silvino Lobos Vocational High School (SLVHS) and was signed into law in August 2, 1991, but it was started on August 2, 1993
Environmental consideration is not included in the performance appraisal system of faculty, department head or school official and support staff or employees since the school does not have general environmental policy
Summary
Education is the main avenue through which society prepares its citizens in carrying out their responsibility (Environmental Education Guide, 1990). Environmental education is one of the factors that can help protect the environment. As Silvino Lobos is an instrument that produce graduates that are globally competitive and environmentally literate, the level of implementation of the schools on environmental protection, including strategies, and awareness in the process of educating the students need to be investigated, this study. The extent of environmental destruction in the Philippines in general is alarming. The 1988 Haribon-generated image (based on NAMRIA, 1988 references) and the TREES-generated image of the deforestation rate in the Philippines highlights the extent of deforestation in the Visayas. The area, is an identified site of endangered species because of its threatened ecosystem
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