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13018 Philippines - Agreement for Cooperation in the Global Learning and Observations to Benefit the Environment (GLOBE) Program




GLOBE Program



Agreement Between the


Signed at Manila January 14, 1999








Pursuant to Public Law 89—497, approved July 8, 1966
(80 Stat. 271; 1 U.S.C. 113)—

“. . .the Treaties and Other International Acts Series issued
under the authority of the Secretary of State shall be competent
evidence . . . of the treaties, international agreements other than
treaties, and proclamations by the President of such treaties and
international agreements other than treaties, as the case may be,
therein contained, in all the courts of law and equity and of maritime
jurisdiction, and in all the tribunals and public offices of the
United States, and of the several States, without any further proof
or authentication thereof.”



Environmental Cooperation: GLOBE Program

Agreement signed at Manila January 14, 1999;
Entered into force January 14, 1999.
With appendices.





Agreement Between
the National Oceanic and Atmospheric Administration
of the United States of America and
the Department of Science and Technology of the Republic of the Philippines
for Cooperation in
the GLOBE Program
The U.S. National Oceanic and Atmospheric Administration, acting on behalf of itself and
other U. S. Government agencies participating in the GLOBE Program (hereinafter, the
U.S. side), and the Department of Science and Technology of the Republic of the
Philippines (hereinafter, the Philippine side),
Intending to increase the awareness of students throughout the world about the global
Seeking to contribute to increased scientific understanding of the Earth, and
Desiring to support improved student achievement in science and mathematics,
Have agreed to cooperate in the Global Learning and Observations to Benefit the
Environment (GLOBE) Program as follows:
The GLOBE Program is an international environmental science and education program
that brings students, teachers, and scientists together to study the global environment.
GLOBE has created an international network of students at primary, middle and
secondary school levels studying environmental issues, making environmental
measurements, and sharing useful environmental data with one another and the
international science community.
A. The U.S. side will:
1. Identify U.S. schools that will participate in the GLOBE Program (details
regarding GLOBE schools in Appendix A);
2. Select, in consultation with international scientists and educators, the GLOBE
environmental measurements and types of measurement equipment (described
in Appendix B);
3. Select Principal Investigator Teams for the GLOBE environmental
measurements, and support the U.S. members of the Teams;
4. Develop, in consultation with international scientists and educators, GLOBE
educational materials;
5. Translate GLOBE instructional materials related to measurement procedures
and data reporting protocols into the six United Nations languages, and
provide a copy of these plus all broader GLOBE educational materials to the
Philippine side for further reproduction as necessary;
6. Conduct regional training sessions for GLOBE Country Coordinators and
GLOBE teachers who will serve as trainers for additional GLOBE teachers in
the Philippines;
7. Design, develop, operate, and maintain GLOBE data processing capabilities
and other necessary technology and equipment;
8. Provide GLOBE software, as necessary, for use on Philippine GLOBE school
computers (To the extent possible, textual material appearing on computer
screens will be accessible in the student's choice among the six United Nations
9. Accept environmental data reported from GLOBE schools around the world,
and develop and provide resultant global environmental images to the
Philippine side; and
10. Evaluate the overall GLOBE Program periodically, in consultation with
international GLOBE Country Coordinators, and modify the overall program
as appropriate.
B. The Philippine side will:
1. Identify Philippine schools that will participate in the GLOBE Program (details
regarding GLOBE schools in Appendix A) and provide an updated list of
Philippine GLOBE schools to the U S. side at the beginning of each school
2. Ensure that Philippine GLOBE schools conduct the fundamental activities of
GLOBE schools detailed in Appendix A (take GLOBE environmental
measurements, report data, and receive and use resultant global environmental
images, using GLOBE educational materials under the guidance of teachers
trained to conduct the GLOBE Program)
3. Name a Philippine Government Point of Contact responsible for policy-level
communications with the Director of the GLOBE Program;
4. Name a Country Coordinator responsible for day-to-day management,
oversight, and facilitation of the GLOBE Program in the Philippines;
5. Ensure that the Country Coordinator and some GLOBE teachers attend
GLOBE regional training and in turn provide GLOBE training to at least one
teacher in each Philippine GLOBE school;
6. Ensure that GLOBE instructional materials related to measurement procedures
and data reporting protocols are utilized in Philippine GLOBE schools, and
that broader GLOBE educational materials are appropriately translated,
adapted, reproduced, and distributed to all Philippine GLOBE schools;
7. Ensure that the measurement equipment used by GLOBE schools to take
GLOBE environmental measurements meets GLOBE specifications (described
in Appendix B);
8. Ensure that teachers and students at Philippine GLOBE schools calibrate
GLOBE measurement equipment according to procedures provided in GLOBE
instructional materials;
9. Ensure that Philippine GLOBE schools have the necessary computer and
communications systems to allow Internet/World Wide Web access in order to
report GLOBE environmental measurements and to receive and use GLOBE
environmental images; if such computer and communications systems are not
available in Philippine schools, make agreed alternative arrangements for such
reporting and receipt (At a minimum, the Philippine Country Coordinator will
need access to the Internet so that all measurement data from Philippine
GLOBE schools will be reported via Internet.);
10. Evaluate GLOBE operations in the Philippines periodically and assist the U.S.
side in conducting periodic evaluation of the overall GLOBE Program;
11. Ensure that all activities conducted under this Article and Articles 4, 5, 6, and
Appendix B of this Agreement follow the relevant Philippines laws and
regulations, including the Tariff and Customs Code; and,
12. For this purpose, the lead Agency for the Philippines, the Department of
Science and Technology, shall set up a national committee for regular
consultation on and review of the activities and information that shall be
exchanged under this Agreement.
Each side will bear the costs of fulfilling its respective responsibilities under this
agreement. Obligations of each side pursuant to this agreement are subject to its
respective funding procedures and the availability of appropriated funds, personnel, and
other resources. The conduct of activities under this agreement will be consistent with the
relevant laws and regulations of the United States and the Philippines.
GLOBE environmental measurement data, global environmental images, software and
educational materials will be available worldwide without restriction as to their use or
Each side may release information on the GLOBE Program as it may deem appropriate
without prior consultation with the other.
Each side will use its best efforts to facilitate the movement of persons and goods into and
out of its territory and to accord entry to such goods into U.S. and Philippine territory free
of customs duties and other similar charges, as is necessary to implement this agreement,
to the extent permitted by the laws and regulations of the United States and the
This agreement will enter into force upon signature of the two sides and will remain in
force for five years. It will be automatically extended for further five-year periods, unless
either side decides to terminate it and so notifies the other side with three months written
notice. This agreement may be terminated at any time by either side upon three months
prior written notice to the other side. This agreement may be amended by written
agreement of the two sides.
Done in Manila, Philippines on the 14th day of January, 1999 in duplicate.
For the National Oceanic and For the Department of Science
Atmospheric Administration and Technology
Ambassador Secretary
GLOBE Schools
Each partner country is responsible for identifying its participating schools. Schools
should be selected so as to satisfy the objectives of the GLOBE Program. In particular,
countries should emphasize the selection of schools that will maximize the number and
geographic distribution of students worldwide participating in the program. Also,
countries should consider involving schools in locations that will yield measurement data
that is important to the international science community.
Students at all GLOBE schools throughout the world conduct the following fundamental
activities: they make environmental measurements at or near their schools; report their
data to a GLOBE data processing site; receive vivid graphical global environmental
images created from their data and the data from other GLOBE schools around the world;
and study the environment by relating their observations and the resulting images to
broader environmental topics. All of these activities are conducted under the guidance of
specially trained teachers (GLOBE-trained teachers).
GLOBE educational materials are used in GLOBE schools under the guidance of
GLOBE-trained teachers. These materials contain instructional materials detailing
procedures for taking environmental measurements and protocols for reporting data; they
also explain the environmental images, and integrate the measurement aspects of the
program into a broader study of the environment.
GLOBE Environmental Measurements and Equipment
GLOBE environmental measurements contribute in a significant way to the scientific
understanding of the dynamics of the global environment. Every GLOBE school is
encouraged to conduct the core set of GLOBE environmental measurements in the
following critical areas: Atmosphere/Climate, Hydrology, Land Cover/Biology and Soils.
As the GLOBE Program evolves, specialized measurements not common to all GLOBE
schools may be added in order to address local environmental issues.
Students at all skill levels are active participants in the GLOBE Program. The actual
participation is designed so as to be appropriate for primary, middle and secondary school
levels. Younger students make limited measurements which may be qualitative rather than
quantitative. Older students make additional measurements and more sophisticated
measurements, as appropriate for their skill level. Measurement equipment is not
standardized; rather, functional and performance specifications are provided for GLOBE
Following is the list of GLOBE core measurements and equipment. This list has been
developed and will be periodically updated as provided in Article 2.A.2, based on
experience gained in implementing the GLOBE Program.
Air Temperature
Cloud Cover/Type
Water pH
Water Temperature
Dissolved Oxygen
Electrical Conductivity
Land Cover/Biology
Land Cover
Species Identification
Max/Min Thermometer
Calibration Thermometer
Instrument Shelter
Rain Gauge
Cloud Charts
pH Paper, Pen, or Meter
Organic Liquid-Filled Thermometer
Dissolved Oxygen Kit
Water Alkalinity Kit
Electrode-Type Conductivity Tester
Remote Sensing Image
Multispec Software
Dichotomous Keys
Measuring Tape
Clinometer (Optional)
Densiometer (Optional)
Soil Moisture
Soil Characterization
Soil Sample Cans
Soil Moisture Meter (Optional)
Gypsum Blocks (Optional)
Color Chart
Graduated Cylinders
Augur (Optional)
GLOBE Computer and Communications System
In order to derive maximum benefit from the GLOBE Program, all schools are encouraged
to use the Internet, along with classroom computers. The Internet/World Wide Web
multi-media information-access capability has been selected to support the required
GLOBE school activities of data entry, data analysis, and use of global environmental
The diversity of technology accessible by schools worldwide may require, in some cases,
that environmental measurements be reported via e-mail or in hardcopy and that a variety
of media, including e-mail and hardcopy, be used to distribute global environmental
images. All schools that want to participate in the program will be accommodated.
Technology associated with the GLOBE Program will continually evolve to higher levels
and participants will be encouraged to upgrade over time.

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