National Service Training Program

Lucban, Quezon

NATIONAL SERVICE TRAINING PROGRAM

COMMON AND SPECIFIC

MODULES
1ST Semester 2020-2021

Prepared and Submitted by:

NILO H. DATOR, Ed. D

NSTP Coordinator

August 2020

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Table of Contents
Chapter I. The National Service Training Program (RA 9163)

Overview ………………………………………………………………………………. 4
Evolution of the National Service Training Program ………………………………….. 4
Legal Bases of NSTP …………………………………………………………………... 5
Frequently Asked Questions about NSTP ……………………………………………... 5
The Citizen Armed Forces of the Philippine …………………………………………... 6
Reservist Act. Republic Act No. 7077 ………………………………………………... 7

Chapter II. Good Citizenship

Overview ………………………………………………………………………………. 10
The Bill of Rights of the Filipinos ……………………………………………………... 10
The Desirable Filipino Values ………………………………………………………….. 11
Nationalism and Patriotism ……………………………………………………………… 14
Leadership and the Youth ………………………………………………………………... 19

Chapter III. Drug and Substance Abuse Prevention and Control

Overview …………………………………………………………………………………. 32
he Nature of Drug and Drug Abuse ……………………………………………………….. 33
The National Drug Situation ……………………………………………………………….33
The Comprehensive Dangerous Drug Act of 2002 ……………………………………… 36
The youth and Government’s Response to the Drug Problem …………………………… 46

Chapter IV. Disaster Risk Reduction and Management

Overview ………………………………………………………………………………… 53
Definition of Disaster …………………………………………………………………….. 53
Disaster Risk and Management Concept ………………………………………………… 54
Situation in the Philippines …………………………………………………………………54
Assessment/Reporting on Preparedness ………………………………………………........55
Relief Operations ………………………………………………………………………….. 55
Rehabilitation/Construction and Emergency Preparations …………………………………55
Disaster Prevention and Mitigation ……………………………………………………….. 55
Disaster Management and Preparedness …………………………………………………... 56
Organization and Organizational Network

Chapter V. Environmental Awareness and Protection Education

Overview ………………………………………………………………………………… 61
Basic Concept and Laws Governing Environmental Education ………………………… 61
The Seven environmental principles……………………………………………………... 63
Climate Change ………………………………………………………………………….. 63
Ecological Solid Waste Management …………………………………………………… 65
Air Pollution Awareness and Prevention………………………………………………… 72

Chapter VI. National Security Concerns

Overview …………………………………………………………………………………. 78
Concept of National Security …………………………………………………………….. 78

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Human Security…………………………………………………………………………… 79
Human Security and Development ……………………………………………………….. 79
Human and Ecological Security ………………………………………………………….. 79
Threats to National Security ……………………………………………………………… 79
Internal and External Threats ……………………………………………………………... 80

Chapter VII. Voter’s Education

Overview ……………………………………………………………………………….. 83
Suffrage ………………………………………………………………………………… 83
Qualification to vote …………………………………………………………………… 83
Disqualification to vote in the Philippine Election …………………………………….. 84
Brief History of Election in the Philippines ……………………………………………. 85
Power and Functions of national and Local Officials ………………………………….. 86
Election Practices and Irregularities ……………………………………………………. 86
The Election Process …………………………………………………………………… 86
Some action points for citizen voters in exercising ……………………………………. 87
the right of suffrage during and after election

Chapter VIII. Social Mobilization

Overview ………………………………………………………………………………… 91
People Empowerment and Roots of Empowerment …………………………………….. 91
Definition of Social Mobilization ……………………………………………………….. 96
Strategies ………………………………………………………………………………… 97
Community Organizing Principles ………………………………………………………. 98
Small Group Mobilization ……………………………………………………………….. 98
Community-wide Mobilization ………………………………………………………….. 98
Networking and Principles of Effective Networking ……………………………………. 99
Approaches to Networking ………………………………………………………………. 99

Chapter IX. Concept and Principles of Immersion

Overview …………………………………………………………………………………. 101
Objectives of the NSTP Immersion program …………………………………………….. 101
Immersion as a Component of Community Development ……………………………….. 102
Some Values Emerged from the community Development ……………………………… 103

Chapter X. Community Needs Assessment

Overview ………………………………………………………………………………... 105
Importance of Community Needs Assessment …………………………………………. 105
Steps in Conducting a Community Needs Assessment ………………………………… 106

Chapter XI. Setting Up a Project Proposal for Immersion

Overview …………………………………………………………………………………. 109
Project Proposal Making …………………………………………………………………. 109
Parts of a Project Proposal ………………………………………………………………...111
Suggested Activities for Community-Based Immersion Project ………………………….112

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CHAPTER 1
THE NATIONAL SERVICE TRAINING PROGRAM
(Republic Act 9163)

I. Overview

The Philippine Constitution provides that the defense of the state is a primary duty of the
government and the people, and in fulfillment of this duty, all citizens may be required by law to
render personal military or civil service. It further states that it is the duty of the citizen to
contribute to our country’s development in the attainment and preservation of a just and orderly
society. The National Service Training Program (NSTP) Act of 2001 mandates all citizens, both
male and female, to fulfill the civic duty.

Responding to the needs of our developing country today and in the foreseeable future, it is
equally vital to develop and enhance civic consciousness among the young generation to ensure
national security and development. NSTP, therefore, enables the youth, as the most valuable
resource of the Filipino nation, to be motivated, developed and utilized in regard to their
responsibilities as citizens and in fulfillment of their civil obligation.

II. Learning Objectives

At the end of this chapter, the students should be able to:

1. Familiarize with the National Service program history and appreciate the value of
NSTP as a citizenship training program;
2. Review the Philippine Preamble and re-instill its concept;
3. Develop the youth to become civic or military leaders and volunteers through a
modified, re-structured and reinforced training package.

III. Discussion/Lesson Proper

Evolution of the National Service Training Program

The implementation of the National program for service and training of the youth in the
country began with the creation of Commonwealth Act No. 1, otherwise known as the National
Defense Act. A legislative act that provides basis for the national defense of the country. It
should be notice also that same law that required college students, particularly males, to finish
two years, equivalent to 4 semesters of military training as a modality to institutionalize the
reservist system in eh national defense of the country.

In the year 1980, the National Defense Act was enacted to give existence to Presidential
Decree No. 1706, otherwise known as the national Service Law which mandates compulsory
national service to all Filipino citizens. The program composed of three main components
namely: Civic Welfare Service (CWS), Law Enforcement Service (LES) and Military Science.
Based from the PD No. 1706 College students were given an option to choose one from among
these components in compliance with this requirement for tertiary education.

As the year passed, National Service Program in the country once again reorganized and
offer an alternative in neutralizing people’s aversion to the military program during the school
year 2001-2002, the creation and implementation of the Republic Act No. 9163 other known as
the National Service Training Program wherein the students has the option to choose program
component of their choice as a requirement for graduation.

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Legal Bases of NSTP

a. The 1987 Philippine Constitution
b. Commonwealth Act No. 1 (National Defense Act)
c. Presidential Decree No. 1706 (National Service Law)
d. Republic Act No. 7077 (The Citizen Armed Forces of the Philippines Reservist Law)
e. Republic Act No. 9163 (NSTP Act of 2001)

Frequently Asked Questions about NSTP

1. What is the National Service Training Program Law?

The National Service Training Program (NSTP) Law as embodied in Republic Act 9163
is a program aimed at enhancing civic consciousness and defense preparedness in the
youth by developing the ethics of service and patriotism while undergoing training in any
of its three (3) program components specifically designed to enhance the youth’s active
contribution to the general welfare.

2. What are the Program components of the NSTP?

a. The Reserve Officers Training Corps (ROTC) is designed to provide military
training to tertiary level students in order to motivate, train, and mobilize them for
national defense preparedness

b. The Civic Welfare Training Service (CWTS) refers to activities contributory to the
general welfare and the betterment of life for the members of the community or the
enhancement of its facilities, especially those developed to improving health,
education, environment, entrepreneurship, safety recreation and moral of the citizenry
and other social welfare services.
c. The Literacy Training Service (LTS) is designed to train the students to teach
literacy and numeracy skills to school children, out of school youth and other
segments of society in need of their services.

3. Who shall take the NSTP?

All incoming freshmen students, male and female, enrolled in any baccalaureate and in at
least two (2) year technical-vocational or associate courses, are required to complete one
(1) NSTP component of their choice as a graduate requirement.

4. How will the NSTP be taken up?

Each of the NSTP components shall be undertaken for an academic period of two (2)
semesters and credited for three (3) units per semester with 54 to 90 training hours per
semester.

5. What if the NSTP program component chosen by a student is not offered in his/her
school?

School that do not meet the required number of students in order to conduct a program
component or do not offer the component chosen by the students shall allow them to
cross-enroll to other schools irrespective of whether that school is under CHED or
TESDA and for ROTC, whether they are managed by different AFP branches of service.
These students, however, shall be subjected to the existing rules and regulations
of their original school and the accepting school.

6. What if a male student has completed two semester of E-ROTC/NSP?

He is deemed to have complied with the NSTP requirements.

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7. What if a male student has only taken one (1) semester of Basic ROTC and E-
ROTC/NSP?
He shall take one more semester of any of the NSTP components to qualify for
graduation.

8. What will become of NSTP Graduates?

Graduates of the non-ROTC components shall belong to the National Service Reserve
Corps (NSRC) that could be tapped by the state for literacy and civic welfare activities.
Graduates of the ROTC component shall form only part of the AFP Citizen Armed
Force, subject to DND requirements.

9. How can a student continue to qualify for enlistment in the AFP Reserve Force?
He/she may qualify for enlistment in the AFP Reserve Force as long as he/she has
completed the two (2) semesters of Basic ROTC.

The Citizen Armed Forces of the Philippine Reservist Act. Republic Act No. 7077

Under this law, the Citizen Armed Force or alternately referred to as the Reserve Force shall be
organized, trained, developed and maintained as to ensure their readiness to immediately respond
to the call service.

Mission of the Reserve Force

 Provide the base for the expansion of the AFP in the event of war, invasion or rebellion;
 Assist in relief and rescue during disaster or calamities;
 Assist in socio-economic development; and
 Assist in the operation and maintenance of essential government or private utilities in
the furtherance of overall mission.
The graduates of 1) basic and advanced Reserve Officers’ Training Corps (ROTC) and 2)
authorized basic military training instructions are considered enlisted reservists or reserve
officers.

3 Categories and Classification of Citizen soldiers of the AFP

 First Category Reserve;
 Second Category Reserve;
 Third Category Reserve

Category Age Classification of Reserve

First Category Reserve Between 18-35 Required to serve with Ready Reserve
years of age Units and will have assignments and
promotions in accordance with existing
policies of the AFP until transferred to
the Standby Reserve by virtue of their
age
Second Category Between 36-51 Standby Reserve may be mobilized or
Reserve years of age ordered to active duty only in times of
national emergency or war
Third Category Reserve Above 51 years Retired Reserve, if qualified and fit, may
of age be ordered to active duty in times of
local or national emergencies

10. How much fee will be charged for an NSTP component?

No fee shall be collected for any of the NSTP component except basic tuition fees, which
should not be more than fifty percent (50%) of the charges of the school per academic
unit.

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11. What student incentives can be provided when they take up NSTP?
The following incentives to students are to be provided they take up NSTP:

A program of assistance/incentives for ROTC students from DND which will be in

accordance with existing laws and regulations and subject to availability of funds.
School authorities concerned, CHED and TESDA shall ensure that health
insurances are provided to students enrolled in any of the NSTP components.
A special Scholarship Program for qualified NSTP shall be administered by
CHED and TESDA subject to the availability of funds.

12. Who is responsible for supervising the NSTP?

School authorities shall exercise academic and administrative supervision over the
design, formulation, adoption and implementation of the different NSTP components in
their respective schools. In case of ROTC, the school authorities and DND shall exercise
joint supervision over its implementation.

13. What lead agencies will monitor the implementation of the NSTP?
CHED Regional Office and the DND-AFP through the major Service Reserve
Commands and their ROTC Units shall oversee if the training conducted are in
consonance with the republic Act.

14. Is the NSTP available in all school and Universities?

All higher and Technical Vocational Educational Institutions shall be offering at least one
(1) of the NSTP components, while State Universities and Colleges will offer the ROTC
Component and at least one other NSTP component.

In summary, the main objective of the National Service Training Program is to stress the
role played by the youth, male and female alike, in the task of developing our nation via national
service training. As such, it aims to develop the youth their potential to become civic o military
leader and volunteers through a modified, re-structured and reinforced training package to be
ready to answer the call of service in the event of disasters or other emergencies.

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IV. Evaluation
1. Quiz

Name: Course: Time:

Instructor: Date: Rating:

Write on the space provided the word “TRUE” if statement is correct; and “FALSE” if the
statement is incorrect.

Test A.
__________1. Of the three (3) program components of NSTP, ROTC is the graduation requisite
for male students.
__________2. Since the implementation of RA 9163, CWTS and LTS program components
replaced ROTC.
__________3. The implementation of NSTP Act of 2001 as embodied in RA 9163 commenced
in
school year 2001-2002.
__________4. Former Philippine President Fidel V. Ramos signed RA 9163 into law on January
23,2002
__________5. As provided for in the NSTP Law, all incoming freshman students enrolled in any
baccalaureate degree or at least two-year technical vocational course are
mandated to enroll NSRC.
__________6. The implementation of NSTP shall be jointly supervised by the Department of
National Defense (DND), Commission on Higher Education (CHED) and
Technical Education and Skills Development Authority (TESDA)
__________7. As per provision of the NSTP Law, student –trainees shall be required to
complete
the NSTP program component of the choice of the school/higher educational
institution (HEI)
__________8. Private higher educational institutions and technical-vocational schools, as
stipulated in the IRR of RA 9163, may offer ROTC if they must at least three
hundred fifty (350) cadets.

__________9. Graduates of the non-ROTC components shall belong to the National Service
Reserve Corps (NSRC) who may be tapped by the State for literacy and civic
welfare activities.
__________10. In order to fulfill the requirements of NSTP, a student-trainee has to complete a
total of 108 to 180 hours for any of the three program components.

Test B. Identify the word or phrase described in each item below. Write the answer on the space
provided before each item.

________________1. Program aimed at enhancing civic-consciousness and defense

preparedness in the youth by developing the ethics of service and
patriotism.
________________2. Program components of NSTP designed to provide military training to
tertiary-level students in order to motivate, train, organize, and mobilize
them for national defense preparedness
________________3. Refers to activities contributory to the general welfare and the betterment

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of life for the members of the community or enhancement of facilities.
________________4. NSTP component designed to train the students to teach literacy and
numeracy skills.
________________5. A program option for students who cannot take NSTP during the regular
semester.
________________6. It is responsible to exercise academic and administrative supervision over
the design formulation, adoption and implementation of the different
NSTP components in their school.
________________7. Number of NSTP program component that a student-trainee is required to
complete as a graduation requirement
________________8. Number of semester(s) NSTP will be taken by a student
________________9. Number of hours per semester that a student must take the NSTP
component of his/her choice
_______________10. Organization where graduates of the ROTC components shall form part of
the AFP Citizen Armed Force subject to DND requirements.

Test C. Read the statement carefully. Encircle the letter that corresponds to your answer.

1. RA 9163 is also known as:

a. NSRC c. NSP
b. NSTP d. CWTS
2. As per constitutional mandate, the prime duty of the government is to:
a. Protect every member of the community
b. Serve and protect its citizens
c. Defend the rights of the Filipinos
d. Serve the Filipinos
3. The following are the program components of NSTP, except:
a. CWTS c. LTS
b. LES d. ROTC
4. The responsibility of the Filipino citizen to the state is to:
a. Defend the security of the state
b. Secure and serve community
c. Serve the government
d. Defend the citizen
5. The government may require each citizen to render:
a. Personal, military or civil service
b. Spiritual and emotional help
c. Political and economic assistance
d. All of the above
6. The vital role of the youth as per RA 9163 is:
b. National building c. serve as auxiliary member of the
AFP
c. Protection of our patrimony d. defend our country
7. To promote civic consciousness among the youth through NSTP, the state
Shall develop their:
a. Artistic ability c. professional competence
b. Intellectual capability d. none of the above
8. NSTP shall inculcate in the youth values on:
a. Ethics of service c. both a and b
b. Patriotism d. none of the above
9. In pursuit of the goals of NSTP, the youth, in service of the nation, shall be:
a. Motivated c. organized
b. Trained d. all of the above
10. In service of the nation, the youth may be tapped for:
a. Literacy training only c. civic welfare services only
b. Military training, literacy training, civic welfare services
c. None of the ab

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V. References:
Republic Act 9163 otherwise known as NSTP Law
IRR- Republic Act 9163 (NSTP) Law
Labuguen, Florida ..et al 2012. Understanding the National Service Training Program
Espiritu, Rogelio ..et al 2012. National Service Training Program with Common and
Specific Module

CHAPTER 2
GOOD CITIZENSHIP
I. Overview

The implementation of the National Service Training Program in all HEI’s in the country
provide opportunity among the youth to develop consciousness not only in national terms but
also in terms of global civil rights and responsibilities. The designed program components of
NSTP are structured in a way that the student-trainee’s notion of the relationship between the
state and the people has changed and the service opportunities have been a core means for
learning how citizenship is applied.

The NSTP thru its program components sees the youth as an excellent partners of the
state in promoting civic consciousness, and to develop their physical, moral, spiritual intellectual
and social well- being through civic service. Precisely in so doing, it inculcates patriotism and
nationalism in the youth, and advance their involvement in civic and public affairs with an
understanding of citizen rights, duties and roles in a civil society and provides theoretical and
practical learning experiences for civic- mindedness, service and community participation.

II. Learning Objectives:

At the end of this chapter, the students should be able to:

1. Understand the principles underpinning good citizenship, rights and responsibilities of

citizens, service and volunteerism for national development;
2. Describe and analyze issues that relate to the good citizenship values, rights and
responsibilities of student-citizens in the country;
3. Make reasonable decisions, address issues, explain concepts and or solve problems using
relevant examples pertaining to exercise of rights, fulfillment of obligations, and
promotion of values towards responsible citizenship; and
4. Appreciate the significance of good citizenship towards the attainment of national
development.

III. Discussion/Lesson Proper

This module focuses on the rights and responsibilities of citizens. More specifically, it offers the
following themes:
1. The bill of Rights of Filipinos
2. Basic Values of Filipinos
3. Nationalism and Patriotism for National Development
4. Community Service and Volunteerism

Input No. 1: The bill of Rights of Filipinos

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Article III of the Philippine Constitution is the Bill of Rights. It establishes the relationship of the
individual to the State and defines the right of the individual by limiting the lawful powers of the
State. It is one of the most important political achievements of the Filipinos (Smith, 1945).

Importance of Bill of Rights

A bill of rights is a constitutional enumeration of rights and privileges guaranteed by the State to
all persons within its territory. It is the statement of individual liberties which citizens, residents
and sojourners in the country enjoy abuses in against the exercise of government power. In short
the people’s shield against government abuse.

The Bill of Rights provided for in Article III, 1987 Philippine Constitution:

Section 1. No person shall be deprived of life, liberty, or property without due process of law,
nor shall any person be denied the equal protection of law.

Section 2. The right of the people to be secure in their persons, houses papers, and effect against
unreasonable searches and seizures of whatever nature and for any purpose shall be inviolable,
and no search warrant od arrest shall issue except upon probable cause to be determined
personally by the judge after examination under oath or affirmation of the complainant and the
witnesses he may produce, and particularly describing the place to be searched and the persons
or things to be seized.

Section 3. (1) The privacy of communication and correspondence shall be inviolable except
upon lawful order of the court, or when public safety or order requires otherwise, as prescribed
by law.
(2) Any evidence obtained in violation of this or the preceding section shall be
inadmissible for any purpose in any proceedings.

Section 4. No law shall be passed abridging the freedom of speech, of expression, of the press,
or the right of the people to peaceably assemble and petition the government for redress of
grievances.

Section 5. No law shall be made respecting an establishment of religion, or prohibiting the free
exercise thereof. The free exercise and enjoyment of religious profession and worship, without
discrimination or preference, shall forever be allowed. No religious test shall be required for the
exercise of civil or political rights.

Section 6. The liberty of abode and of changing the same within the limits prescribed by law
shall not be impaired except upon lawful order of the court. Neither shall the right to travel
impaired except in the interest on national security, public safety, or public health, as may be
provided by law.
Section 7. The right of the people to information on matters of public concern shall be
recognized. Access to official records, and to documents and papers pertaining to official acts,
transactions, or decisions as well as to government research data used as basis for policy
development, shall be afforded the citizen, subject to such limitations as may be provided by law.

Section 8. The right of the people, including those employed in the public and private sectors, to
form unions, associations or societies for purposes not contrary to law shall not be abridged.

Section 9. Private property shall not be taken for public without just compensation.

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Section 10. No law impairing the obligation of contracts shall be passed.

Section 11. Free access to courts and quasi-judicial bodies and adequate legal assistance shall
not be denied to any person by reason of poverty.

Section 12. (1) Any person under investigation for the commission of an offense shall have the
right to be informed of his right to remain silent and to have competent and independent counsel
preferably of his own choice. If the person cannot afford the services of counsel, he must be
provided with one. These rights cannot be waived except in writing and in the presence of
counsel.

(2) No torture, force, violence, threat, intimidation, or any other means which vitiate the
free will shall be used against him. Secret detention places, solitary, incommunicado, or other
similar forms of detention are prohibited.
(3) Any confession or admission obtained in violation of this or Section 17 hereof shall
be inadmissible in evidence against him.
(4) The law shall provide for penal and civil sanctions for violation of this section as well
as compensation to the rehabilitation of victims of torture or similar practices, and their families.

For the remaining sections 13-22 as continuation of the lesson, please refers to the 1987
Philippine Constitution.

Input No. 2 The Desirable Filipino Values

Lesson Proper:

The National Motto

 PagkaMAKADIYOS
- Faith and belief in Almighty God, active spiritually
- Respect for life
- Order
- Work
- Concern for family and future generations
 PagkaMAKATAO
- Love
- Freedom
- Peace
- Truth
- Justice
 PagkaMAKABAYAN
- Unity
- Equality
- Respect for Law and government
- Patriotism
- Promotion of the common good
 PagkaMAKAKALIKASAN
- Concern for the environment

Volunteerism

Refers to an act involving a wide range of activities, including traditional forms of mutual
aid and developmental interventions, that provide an enabling and empowering environment both
on the part of the beneficiary receiving and the volunteer rendering the act, undertaken for
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reasons arising from socio-developmental, business or corporate orientation, commitment or
conviction for the attainment of the public good and where monetary and other incentives or
reward are not the primary motivating factors.

“Volunteering is the practice of people working on behalf of others, without being motivated by
financial or material gain. Volunteering is generally considered an altruistic activity, intended to
promote good or improve human quality of life”.
Wikipedia
Benefits of Volunteerism to Volunteers
 Appreciation of teamwork- It gives an opportunity to work with people from different
work of life and teaches a lot about teamwork.

 Development of various skills like management and leadership skills, communications

skills, technical skills. – Volunteerism serves as an opportunity to lead a team of
volunteers and develop skills an individual may not be aware of, or may not be
developing well.

 Chance for international exposure and experience for cross culture diversity by signing
up for a volunteer in foreign countries by one of the sponsors.
 Opportunity to help others, feel involved and feel better indeed, a priceless benefit! Any
person will feel satisfaction in helping the needy.
 Opportunity to make a difference and realizing personal purposes
 Learning from others and making new friends
 The Volunteer Act of 2007 or the Republic Act No.9418 to promote participation of
various sectors of the Filipino society and (as necessary) the international and foreign
volunteer organizations in public and civic affairs and adopt and strengthen the practice
of volunteerism as a strategy in order to attain national development and international
understanding.
 The inculcation of volunteerism as a way of life shall rekindle in every Filipino the time-
honored tradition of bayanihan to foster social justice, solidarity and sustainable
development.
 The aforementioned was made possible through the enactment of the Republic Act No.
9418 or better known as the Volunteer Act of 2007.
 To better understand some of the terms on this discussion, below are definition of term
provided by the said law.
 Voluntary Sector refer to those sectors of Philippine society that organize themselves into
volunteers to take advocacy and action primarily for local and national development as
well as international cooperation and understanding.
 By Academic Sector include, but are not limited to:
- Provision of technical assistance
- Sharing of technology within the academic circle, target communities and other
clienteles; and
- Upgrading of the quality of education and curriculum methodologies while providing
career enhancement and exposure to the volunteers
 By Corporate Sector includes but is not limited to:
- Employee giving of material resources to specific causes;
- Employee-led fund-raising;
- One-time outreach activities;
- Environmental campaign;
- Medical and health related advocacies;
- Knowledge and change management;
- Scholarship programs; and

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- Sharing of expertise, particularly of business and developmental skills through
mentoring tutoring training, business, consulting/advising and rendering of pro bono
services on a case-to-case basis
 By Not-for-Profit Organization include but not limited to:
- Provision of complimentary service delivery;
- Human resource development in underserved communities; and
- Advocacy and articulation of the cause of the disadvantage and vulnerable groups
 By Foreign Volunteer Organization include, but are not limited to:
- Provision of technical assistance not locally accessible in priority development areas
within the framework of technical cooperation and socio-cultural exchange.

Input No. 3: Nationalism and Patriotism

Salient Provisions of Flag and Heraldic Code of the Philippines (as embodied in Republic
Act. 8491)

The Philippine Flag

A flag is a sacred and respected feature of the
nation which it symbolizes. Each nation’s flag has a
specific way in which it should be displayed and BLUE
folded.
Our national flag is the symbol of our country.
It shows our unity as people. It stands for our high
ideals and noble heritage. Therefore, when you show RED
respect for the flag, you also show respect for our
country and people. One way to show respect is to
handle the flag properly.
The Philippine National Flag is said to be the primary symbol of the nation’s
camaraderie, solidarity and unity. It is therefore, the symbol of nationalism and patriotism in our
country. And so, let us learn more about its history and origin.
The national flag of the Philippines is a horizontal bicolor with equal bands of blue and
red, and with a white equilateral triangle based at the hoist side; in the center of the triangle is a
golden yellow sun with eight primary rays, each containing three individual rays; and at each
corner of the triangle is a five-pointed golden yellow star.
The flag was first conceptualized by Emilio
Aguinaldo. The first flag was sewn in Hong
Kong by Marcela Agoncillo, her daughter
Lorenza, and Doña Delfina Herbosa de
Natividad, niece of Jose Rizal, the Philippines’
national hero. The flag is displayed with the
blue field on top in times of peace, and with the
BLUE RED
red field on top in times of war. The Philippine
flag is unique in the sense that it can indicate a
state of war when the red field is displayed on
top or on observer’s left when the flag is
displayed
Section 10 of RA 8491 states vertically,
with the white equilateral triangle at the top that when the flag is displayed on end.
a wall during peacetime, the blue
field is to the observer’s left

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Construction
The flag’s length is twice its width, which 180
translates into an aspect ratio of 1:2. The length of

45
all the sides of the white triangle is equal to the
width of the flag. Each star is oriented in such a 10

manner that one of its tips points towards the vertex 9 10 18

at which it is located.
90

45
Flag Protocol
The flag should be displayed in all
government buildings, official residences, public
plazas, and schools every day throughout the year. The days of the 28th of May (National Flag
Day) and the 12th of June (Independence Day) are designated as flag days, during which all
offices,

agencies and instrumentalities of government, business, establishments, institutions of learning

and private homes are enjoined to display the flag. But in recent years, the flag days are now
from May 28 to June 30 yearly. By law, the Philippine flag must be permanently hoisted and
illuminated at night at the following locations:
1. Malacañang Palace, the Presidential Residence
2. The Congress of the Philippines buildings:
a. Senate of the Philippines building

b. House of Representatives of the Philippines building (Batasang Pambansa Complex)

3. Supreme Court of the Philippines building
4. The Rizal Monument in Luneta, Manila
5. Aguinaldo Shrine in Kawit, Cavite
6. Barasoain Shrine in Malolos, Bulacan
7. Tomb of the Unknown Soldiers
8. Mausoleo de los Veteranos de la Revolucion
9. All international ports of entry
10. All other places as may be designated by the National Historical Institute

Half-mast
The flag may be flown at half-mast as a sign of mourning. Upon the official
announcement of the death of the President or a former President, the flag should be flown at
half-mast for ten days. The flag should be flown at half-mast for seven days following the death
of the Vice President, the Chief Justice, the President of the Senate or the Speaker of the House
of Representatives.
The flag may also be required to fly at half-mast upon the death of other persons to be
determined by the National Historical Institute, for a period less than seven days. The flag shall
be flown at half-mast on all the buildings and places where the decedent was holding office, on
the day of death until the day of interment of an incumbent member of the Supreme Court, the
Cabinet, the Senate or the House of Representatives, and such other persons as may be
determined by the National Historical Institute.
When flown at half-mast, the flag should be first hoisted to the peak for a moment then
lowered to the half-mast position. It should be raised to the peak again before it is lowered for
the day.
Folding the Flag
1. Hold the flag at each of its four corners and pull it taut. The folder holds the corners at the
end with the blue and red fields.

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2. Fold the flag in half, lengthwise, with the red field covering the blue field. Pull it taut
again making sure the open side’s edges are flush with one another.
3. Fold it in half again, the closed side over the open side, again maintaining the flattening
tension, and parallel, flush edges on the open side. The blue field should now be
displayed face up.
4. Take the closed side’s blue field corner and fold it over the open side such that what was
the bottom edge is now parallel and flush with the open side forming a right triangle (a
triangle with a ninety-degree angle).
5. At the right angle, fold the flag again such that a new right triangle is formed, still
keeping the open edges parallel.
6. Fold the right-angled corner of the new triangle over such that it forms a new right
triangle with what had been the bottom edge now flush with the side of the flag below it.
7. Continue this sequence of folds creating right triangles until the flag is completely folded
into a right triangular bundle. The white field and yellow sun should now predominate in
the visible areas of the flag.

Prohibited Acts
According to Republic Act 8491 itself, the flag cannot be used in the following
rationales:

1. Defacing or ridiculing the flag by dipping the flag as a salute, or adding additional marks
on the flag;
2. As a drapery, festoon, tablecloth, a covering, or as a part of a costume or a uniform;
3. As a trademark or for commercial or agricultural labels or design;
4. As part of merchandise or in any advertisement or infomercial; and
5. As a pennant in the hood, side, back and top of motor vehicles.
Moreover, the flag may not be displayed “horizontally face-up, or under any painting, picture
or platform”. It may also not be displayed in “discotheques, cockpits, night and day clubs,
casinos, gambling joints and places of vice or where frivolity prevails”.
Pledge
The Pledge of Allegiance to the Philippine flag, “Panunumpa sa Watawat” (distinct from
the Patriotic Oath of Allegiance, “Panatang Makabayan”) should be recited while standing with
the right hand with palm open raised shoulder high. Individuals whose faith or religious beliefs
prohibit them from making such pledge are permitted to excuse themselves, but are required by
law to show full respect when the pledge is being rendered by standing at attenThe law makes no
statement regarding the language in which the pledge must be recited, but the pledge is written
(and therefore recited) in the Filipino language.

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Filipino English Translation

Ako ay Pilipino I am a Filipino

Buong katapatang nanunumpa I pledge my allegiance

Sa watawat ng Pilinas To the flag of the Philippines

At sa bansang kanyang sinasagisag And to my country it represents

Na may dangal, katarungan at kalayaan With honor, justice and freedom

Na pinakikilos ng sambayanang Put in motion by one nation

Maka-Diyos For God

Makatao for the People

Makakalikasan at for Nature and

Makabansa. for the Country.

The National Anthem

Bayang magiliw,
Perlas ng Silanganan
Alab ng puso,
Sa dibdib mo’y buhay.
Lupang Hinirang,
Duyan ka ng magiting,
Sa manlulupig,
Di ka pasisiil.
Sa dagat at bundok,
Sa simoy at sa langit mong bughaw,
May dilag ang tula,
At awit sa paglayang minamahal.
Ang kislap ng watawat mo’y
Tagumpay na nagniningning
Ang bituin at araw niya,
Kailan pa ma’y di magdidilim,
Lupa ng araw ng luwalhati’t pagsinta,
Buhay ay langit sa piling mo,
Aming ligaya na pag may mang-aapi,
Ang mamatay ng dahil sa iyo.

The National Anthem is entitled Lupang Hinirang. It shall always be sung in the national
language within or without the country. The following shall be the lyrics of the National Anthem

The rendition of the National Anthem, whether played or sung, shall be in accordance
with the musical arrangement and composition of Julian Felipe.
When the National Anthem is played at a public gathering, whether by a band or by
singing or both, or reproduced by any means, the attending public shall sing the anthem. The
singing must be done with fervor.

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As a sign of respect, all persons shall stand at attention and face the Philippine flag, if
there is one displayed, and if there is none, they shall face the band or the conductor. At the first
note,

all persons shall execute a salute by placing their right palms over their left chests. Those in
military, scouting, citizens military training and security guard uniforms shall give the salute
prescribed by their regulations. The salute shall be completed upon the last note of the anthem.
The anthem shall not be played and sung for mere recreation, amusement or
entertainment purposes except on the following occasions:
1. International competitions where the Philippines is the host or has a representative;
2. Local competitions;
3. During the “signing off” and “signing on” of radio broadcasting and television stations;
4. Before the initial and last screening of films and before the opening of theater
performances; and
5. Other occasions as may be allowed by the Institute.
All officials and employees of the national and local government, and any agency or
instrumentality thereof, including government-owned or controlled corporations, privately-
owned entities or offices displaying the national flag and government institutions of learning are
hereby directed to comply strictly with the rules prescribed for the rendition of the anthem.
Failure to observe the rules shall be a ground for administrative discipline.

The National Motto

The National Motto shall be “Maka-Diyos, Maka-Tao,
Makakalikasan at Makabansa.”
The National Coat-of-Arms
The National Coat-of-Arms shall have: Paleways of two (2) pieces,
azure and gules; a chief argent studded with three (3) mullets equidistant
from each other; and, in point of honor, ovoid argent over all the sun
rayonnant with eight minor and lesser rays. Beneath shall be the scroll with
the words “REPUBLIKA NG PILIPINAS”, inscribed thereon.
The Great Seal
The Great Seal shall be circular in form, with the arms as described
in the preceding section, but without the scroll and the inscription thereon. Surrounding the
whole shall be a double marginal circle within which shall appear the
words “Republika ng Pilipinas”. For the purpose of placing The Great Seal,
the color of the arms shall not be deemed essential but tincture
representation must be used.
The Great Seal shall also bear the National Motto.
The Great Seal shall be affixed to or placed upon all commissions
signed by the President and upon such other official documents and papers
of the Republic of the Philippines as may be provided by law, or as may be
required by custom and usage. The President shall have custody of the
Great Seal.

The 12 Little Things We Can Do For Our Country are Small Acts of Patriotism
First: Follow traffic rules. Follow the law
1. Traffic rules are the most basic of our country’s laws. If we learn to follow them, it
could be the lowest form of national discipline we can develop as a people. A culture
of discipline is crucial to our destiny as a nation.
2. Whenever we follow traffic rules, we show our love for our neighbor, our love for the
Filipino.

Second: Always ask for an official receipt

1. Asking for ORs leads to higher tax collections, which means more funds for our

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government, which could strengthen our economy and lead us to progress.
2. Whenever we help our government in helping our people, we show our love for our
neighbor.

Third: Don’t buy smuggled goods. Buy Local. Buy Filipino

1. Our money should support our economy, not the economy of other countries. Buying
Pilipino means supporting the Filipino.
2. Whenever we support one another as Filipinos, we show our love for our neighbors.

Fourth: Speak positively about us and our country

1. Every Filipino is an ambassador of our country. Each one of us, wherever we maybe, is
a salesman of our country.
2. Whenever we speak positively of our people, we show our love for our neighbors.

Fifth: Respect your traffic officer, policeman & other public servants
1. Respect honors and dignifies a man. It compels him to do his job right.
2. There is love of neighbor whenever we respect those in authority.

Sixth: Throw your garbage properly. Segregate. Recycle. Conserve

1. Philippines is the country given to us as a people. It is the birthplace of our race. It is
the home of the Filipino. We should keep it beautiful.
2. When we keep our environment and our country clean, we show our love for our
people.

Seventh: Support your Church

1. When we help our church, we help our Creator in His works on earth.
2. Whenever we help our church, we show love for our neighbor.

Eighth: During elections, do your solemn duty

1. When we fight for our votes, we fight for our right to make our own destiny, as a
people and as a nation.
2. There is love of neighbor when we elect good leaders for our country and people.

Ninth: Pay your employees well

1. A company must bring prosperity not only to its owners but also to its employees.
Blessings must be shared. It builds families. It builds our nation.
2. There is love of neighbor when we value and pay our employees appropriately.

Tenth: Pay your taxes

1. Taxes are the lifeblood of our government. It is what builds our public schools,
hospitals and roads. It is what pays our teachers, soldiers and other public servants.
2. There is love of neighbor whenever we pay our taxes properly so our government can
help more people.

Eleventh: Adopt a scholar or a poor child

1. Investing on our youth is investing on our country’s future. Every family who can
afford, should adopt one poor child as a scholar.
2. There is love of neighbor whenever we help a child get an education.

Twelfth: Be a good parent. Teach your kids to love our country

1. If we start planting seeds of patriotism in the hearts and minds of our youth today, they
would become giant patriots of our country someday.
2. There is love of neighbor whenever we teach and raise our children as patriots, by
loving our country through loving our people.

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Love of neighbor, God’s Second Highest Commandment, is contained in each of these 12
Little Things.

Based on the Book

12 Little Things Filipinos Can Do To Help Our Country
By Alexander Lacson

Input No. 4: Leadership and the Youth

Leadership is the highest potent quality of an individual to be greatly successful in life. It

is the key dynamic factor that can encourage one to actively participate in many ventures that can
lead to the attainment of goals. It is also the key force to developing teamwork to ensure
completion of common goals or purpose.
It is in this premise that the youth, in their role as nation-builders, must develop
leadership potentials such as knowledge, skills and positive attitude to ensure efficiency and
effectiveness in meeting their goals and develop the spirit and ethics of service for the good of
others. Hence, the need for training the youth to be servant leaders is very essential.

Leadership Defined

Leadership is a process of giving control, guidance, headship, direction and governance

to a group or organization. It is a key dynamic factor that motivates and coordinates
organizations to accomplish their objectives. Without being inspired by a leader, the whole
organization or a

department might drift along with no definite focus on key objectives such as trying to improve
the worker’s safety.
Leadership is the art of influencing and directing others to do assigned tasks or goals, in
such a way as to attain them. There is obedience, respect, loyalty and cooperation. Leadership
can be exercised by anyone irrespective of the framework of command. Also, it is the process of
guiding and directing the behavior of the people in the work environment.
 Leadership is the ability to inspire, to build confidence and gain support among
the people to attain organizational goals.
 Leader as a Guide is one who assumes the role of a director, organizer, mentor,
guru or adviser.
 Leader as a Frontrunner is one who can spearhead, shading light, a trailblazer, and
groundbreaker.
 Leader as a Head is one who can be called as chief, manager, superior, principal,
boss and superior.
Servant Leadership is a kind of servanthood and done as a sense of vocation. It also
implies stewardship of good citizenship and community. It is a means of serving others more
than oneself.

Principles of Servant Leadership

According to Spears (2002), the following are the principles underpinning servant
leadership:
1. Listening. The servant leader seeks to identify the will of the group and helps clarify
that will. He or she will seek to listen receptively to what is being said.

2. Empathy. The servant leader strives to understand and empathize with others. People
need to be accepted and recognized for their special unique spirits.

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3. Healing. One of the greatest strengths of a servant leader is the potential of healing
one’s self and others because many people have broken spirits and suffered from a
variety of emotional hurts.

4. Awareness. It aids one in understanding issues involving ethics and values and view
most situations from a more integrated and holistic position.

5. Persuasion. Another characteristic of a servant leader is the primary reliance on

persuasion rather than positional authority in making decisions within an
organization.

6. Conceptualization. Servant leaders seek to nurture their abilities to “dream great

dreams”. The ability to look at problems from a conceptualized perspective means
that one must think beyond today’s realities.

7. Foresight. This enables the servant leader to understand the lessons from the past
realities to the present and the likely consequence of a decision for the future.

8. Building Community. Servant Leadership suggests that the true community can be
created among those who work in business and other institutions.

Qualities of Servant Leaders

The following are the qualities of a servant leader.

1. Puts others ahead of his own agenda. Is the ability to put others ahead of yourself
and your personal desires.

2. Possesses the confidence to serve. The real heart of servanthood is security. Show
me someone who thinks he is too important to serve and I’ll show you someone who
is

basically insecure. How we treat others is really a reflection of how we think of

ourselves.

3. Initiates service to others. It is a way of serving without being compelled. It

manifests one’s concern to do things for others especially during crisis. You can
really see the heart of someone who initiates service to others. Great leaders see the
need, seize the opportunity and serve without expecting anything in return.

4. Is not position-conscious. Servant leaders don’t focus on rank or position. When

Colonel Norman Schwarzkopf stepped into that minefield, rank was the last thing on
his mind. He was one person trying to help another. If anything, being the leader gave
him a greater sense of obligation to serve.

5. Serves out of love. Servanthood is not motivated by manipulation of self-promotion.

It is fueled with love (willingness to serve). In the end, the extent of your influence
depends on the depth of your concern for others. That is why it is important for
leaders to be willing to serve.
To internalize the deeper meaning of servant leadership, one must apply the following
process:

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1. Reflecting on It. As a leader, one must reflect about himself to determine who he is
as a person and identify his inner leadership intention.
“Where is your heart when it comes to serving others? Do you desire to become
a leader for the perks and benefits? Or are you motivated by manipulation of self-
promotion?”
If you really want to become the kind of leader that people want to follow, you
will have to settle the issue of servanthood. If your attitude is to be served rather than
to serve, you may be headed for trouble. If this is an issue in your life, then heed this
advice.
a. Stop lording people, and start listening to them.
b. Role play for advancement, and start risking your own interests for other’s
benefit.
c. Stop seeking your own way, and start serving others.
d. It is true that one who would be great must be like the least and servant of all…

2. Bringing It Home. To improve your skill in servanthood, you must do the following:
a. Perform small acts. When was the last time you performed acts of kindness to
others? Start with those closest to you: your spouse, children, and parents. Find
ways today to do small things that show others you care.
b. Learn to walk slowly through the crowd. One of the greatest lessons I learned
as a young leader came from my father. I call it walking slowly through the
crowd. The next leagues, or employees, make it your goal to connect with others
by circulating among them and talking to people. Focus on each person you meet.
Learn his name. If you know it already, make your agenda of getting to know
each person’s needs, wants and desires. Then later when you go home, make a
note to yourself to do something beneficial for half a dozen of those people
(anecdote of a leader, anonymous).
c. Move into action. If an attitude of servanthood is conspicuously absent from your
life, the best way to acquire it is to start serving. Begin serving with your body
and

your heat will catch up. Sign up to serve others for six months at your Church, a
community agency of a volunteer organization. If your heart changes then it
works.

3. Daily Take-Away. Albert Schweitzer wisely stated, “I don’t know what your destiny
will be, but one thing I know. The ones among you who will be really happy are those
who have sought and found how to serve”. If you want to lead on the highest level, be
willing to serve on the lowest.

In the truest sense, servanthood is the gift of doing good for others which
sometimes include the exclusion of meeting personal needs. Servants look for ways to
do for others both within and beyond the congregation and community. Servants do
not choose to serve, but serve from a sense of identity and call. Gifted servants never
feel
put upon or taken advantage of, but see each opportunity to do for others as a way to
be true to self and in service to others. As leaders, the need to reflect on it, bring it
home and take it away is a great passion for going along with one’s inner intention for
the good of others.

Seven Habits of Highly Effective People

(by Steven Covey)
Covey presents an approach to being effective in attaining goals by aligning oneself with
principles of a character ethic that he presents as universal and timeless.
1. Independence or Self-Mastery. The first three habits surround moving from
dependence to independence. (i.e. self-mastery):

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Habit 1: Be Proactive. Take initiative in life by realizing that your decisions (and
how they align with life’s principles) are the primary determining factor for
effectiveness in your life. Take responsibility for your choices and the subsequent
consequences that follow.

Habit 2: Begin with the End in Mind. Self-discover and clarify your deeply
important character values and life goals. Envision the ideal characteristics for
each of your various roles and relationships in life.

Habit 3: Put First Things First. Plan, prioritize, and execute your week’s tasks
based on importance rather than urgency. Evaluating if your efforts exemplify
your desired character values, propel you towards goals, and enrich the roles and
relationships that were elaborated in Habit 2.

2. Interdependence. The next three have to do with interdependence (i.e. working

with others):
3.
Habit 4: Think Win-Win. Genuinely strive for mutually beneficial solutions or
agreements in your relationships. Valuing and respecting people by understanding
a “win” for all is ultimately a better long-term resolution than if only one person
in the situation had gotten his way.

Habit 5: Seek First to Understand, Then to be Understood. Use empathetic

listening to be genuinely influenced by a person, which compels them to
reciprocate the listening and take an open mind to being influenced by you. This
creates an atmosphere of caring, respect, and positive problem solving.

Habit 6: Synergize. Combine the strengths of people through positive teamwork,

so as to achieve goals no one person could have done alone. Get the best
performance out of a group of people through encouraging meaningful
contribution, and modelling inspirational and supportive leadership.

4. Self-Renewal. The last habit relates to self-rejuvenation:

Habit 7: Sharpen the Saw. Balance and renew your resources, energy, and
health to create a sustainable, long-term, effective lifestyle.

IV. Evaluation.
1. Activity 1. Quiz
2. Activity 2. Drawing using activity sheet
3. Activity 3. Self -Assessment
4. Activity 4. Essay
5. Activity 5. Long Quiz
V. References:
- The 1987 Philippine Constitution
- Labuguen F.L et. al, (2012) Understanding the National Service Training Program
- Espiritu, R. et. al, (2012) National Service Training Program

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Attachments:

A. Activity /Exercise No. 1 Bill of Rights

Name: _________________________________________________ Score _______________

Course and Year: _______________________ ________________ Date: ________________

Test I. Multiple Choice.

Direction: Each statements below are the salient sections from the Bill of Rights. Select the best
section fitted in each statement. Write the letter only.

______1. No person shall be deprived of life, liberty, or property without due process of law
a. Section 1 c. Section 3
b. Section 2 d. section 4
______2. The right of the people to be secure in their persons, houses papers, and effect
against unreasonable searches and seizures of whatever nature is
a. Section 1 c. Section 3
b. Section 2 d. section 4
______3. The privacy of communication and correspondence shall be inviolable except upon
lawful order of the court, or when public safety or order requires otherwise, as prescribed
by law.
a. Section 1 c. Section 3
b. Section 2 d. section 4
______4. The right of the people to information on matters of public concern shall be
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recognized.
a. Section 5 c. section 7
b. Section 6 d. section 8
______5. The right of the people, including those employed in the public and private sectors, to
form unions, associations or societies for purposes not contrary to law
a. Section 5 c. section 7
b. Section 6 d. section 8
______6. Private property shall not be taken for public without just compensation.
a. Section 8 c. section 10
b. Section 9 d. section 1
______7. No law impairing the obligation of contracts shall be passed.
a. Section 8 c. section 10
b. Section 9 d. section 11
______8. Free access to courts and quasi-judicial bodies and adequate legal assistance shall not
be denied to any person by reason of poverty.
a. Section 8 c. section 10
b. Section 9 d. section 11
______9. Any person under investigation for the commission of an offense shall have the right
to be informed of his right to remain silent.
a. Section 8 c. section 10
b. Section 9 d. section 11
_____10. No law shall be passed abridging the freedom of speech, of expression, of the press, or
the right of the people to peaceably assemble and petition the government for redress of
grievances.
a. Section 3 c. section 5
b. Section 4 d. section6

B. Activity/Exercise No. 2
LEARNING EXERCISE
Name: __________________________________________ Date: _______________
Course: ________________________________ Score: ______________

Nationalism and Patriotism

Most countries agree that one national flag may not be flown above another. However,
the United Nations flag flies above all other flags at the United Headquarters in New York City.
In addition, some nations permit a church pennant to be flown above the national flag should
always be held aloft and free, never flat or horizontal. The person who carries the flag is called
the color bearer.
Materials needed:
1. Module input guide
2. Ball pen/ pencil
3. Activity sheet
Mechanics:
Using the activity sheet, do the following:
1. Draw in the most creative way the Philippine flag hanging properly in a flagpole.

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2. Creatively draw the different ways of displaying the flag in a building.

3. Show how to display the Philippine flag with other nations using creative drawings in
a stage set up for a formal occasion.

4. Draw a group of men carrying the Philippine flag together with another nation’s flag
displayed in radial position as a sign of respect in a joint venture.

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Point system for the actvity

Creativity and Presentation----------- 10 Points

Relevance to the theme----------------10 Points
Concept ----------------------------------10 Points
Total------------------------------------- 30 Points

C. Activity/ Exercise No. 3

LEARNING EXERCISE
Name: __________________________________________ Date: _______________
Course: ________________________________ Score: ______________

Principles of Servant Leadership

Self-Assessment
Leadership Motivation. Indicate the extent to which you agree with each of the
following statements, using the following scale: 1 = strongly disagree; 2 = disagree; 3 = neither
agree nor disagree; 4 = agree; and 5 = strongly agree.
_____ 1. I am energized when people count on me for ideas.
_____ 2. As a practice, I ask people provocative questions when we are working on projects
together.
_____ 3. I take delight in complimenting people that I work with when progress is made.
_____ 4. I find it easy to be the cheerleader for others, when times are good and when times are
bad.
_____ 5. Team accomplishment is more important to me than my own personal
accomplishments.
_____ 6. People often take my ideas and run with them.
_____ 7. When involved in group projects, building team cohesiveness is important to me.
_____ 8. When involved in group projects, coaching others is an activity that I gravitate toward.
_____ 9. I find pleasure in recognizing and celebrating the accomplishments of others.
_____ 10. When involved in group projects, my team members’ problems are my problems.

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_____ 11. Resolving interpersonal conflict is an activity that I enjoy.
_____ 12. When involved in group projects, I frequently find myself to be an “idea generator”.
_____ 13. When involved in group projects, I am inclined to let my ideas be known.
_____ 14. I find pleasure in being a convincing person.

Scoring and Interpretation. Sum your response to the 14 questions. Your score should fall
between a low of 14 and a high of 70. A tentative interpretation of your scoring is as follows:

My leadership motivation (readiness) score is: ______

63-70 High motivation for leadership Attachment D.

50-62 Moderate motivation for leadership Exercise No. 4
35-49 Uncertain about your motivation for leadership
Less than 35 Low motivation for leadership
LEARNING EXERCISE

Name: __________________________________________ Date: _______________

Course: ________________________________ Score: ______________

Principles of Servant Leadership

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The “Where Am I” tree exercise serves as a guide in determining one’s level as a leader.
To choose one’s desired position will mean how he/she works in order to become very effective
in the implementation of a certain duty. Your location in the tree may help you realize that your
potentials may be enhanced or improved. As a servant leader, select and color one number that
best describes your position. Explain in one or two sentences why you chose such. Discuss your
answer with your co-trainee.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Attachment E. Examination
UNIT TEST

Name: __________________________________________ Date: _______________

Course: ________________________________ Score: ______________

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Test I. Test I. Multiple Choice.
Direction: Each statements below are the salient sections from the Bill of Rights. Select the best
section fitted in each statement. Write the letter only.

Bill of Rights
______1. No person shall be deprived of life, liberty, or property without due process of law
c. Section 1 c. Section 3
d. Section 2 d. section 4
______2. The right of the people to be secure in their persons, houses papers, and effect
against unreasonable searches and seizures of whatever nature
c. Section 1 c. Section 3
d. Section 2 d. section 4
______3. The privacy of communication and correspondence shall be inviolable except upon
lawful order of the court, or when public safety or order requires otherwise, as prescribed
by law.
c. Section 1 c. Section 3
d. Section 2 d. section 4
______4. The right of the people to information on matters of public concern shall be
recognized.
c. Section 5 c. section 7
d. Section 6 d. section 8
______5. The right of the people, including those employed in the public and private sectors, to
form unions, associations or societies for purposes not contrary to law
c. Section 5 c. section 7
d. Section 6 d. section 8
______6. Private property shall not be taken for public without just compensation.
c. Section 8 c. section 10
d. Section 9 d. section 1
______7. No law impairing the obligation of contracts shall be passed.
c. Section 8 c. section 10
d. Section 9 d. section 11
______8. Free access to courts and quasi-judicial bodies and adequate legal assistance shall not
be denied to any person by reason of poverty.
c. Section 8 c. section 10
d. Section 9 d. section 11
______9. Any person under investigation for the commission of an offense shall have the right
to be informed of his right to remain silent.
c. Section 8 c. section 10
d. Section 9 d. section 11
_____10. No law shall be passed abridging the freedom of speech, of expression, of the press, or
the right of the people to peaceably assemble and petition the government for redress of
grievances.
c. Section 3 c. section 5
d. Section 4 d. section6

Nationalism and Patriotism

Identification. Identify what is being asked in the statement. Write your answer on the space
provided before the number.
____________ 1. The primary symbol of the Philippines
____________ 2. The Philippine National Anthem
____________ 3. Composer of the Philippine National Anthem
____________ 4. Law which provides for the basis of the national flag and heraldic

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code
____________ 5. The attitude that the members of a nation have which includes the
concept of national identity such as common origin, ethnicity and
cultural ties
____________ 6. The term that refers to the love of and/ or devotion to one’s country
____________ 7. The date of celebration for the national flag day
____________ 8. The language in which the pledge must be recited
____________ 9. It is what is indicated when the Philippine flag’s red field is
displayed
on top or on the observer’s left when the flag is displayed
vertically, with the white equilateral triangle at the top end
____________ 10. The Philippine flag flown at half-mast signifies what?

Enumeration. Enumerate the following:

A. Provinces that are represented by the eight rays of the sun in the National Flag
1. ____________________ 5. ____________________
2. ____________________ 6. ____________________
3. ____________________ 7. ____________________
4. ____________________ 8. ____________________

B. They were the ones who had sewn the National Flag in Hong Kong
9. ____________________
10. ____________________
11. ____________________

C. The dates when the national flag is being raised by private buildings
12. ___________________ 14. ____________________
13. ___________________ 15. ____________________

Fill-in-the-Blanks. Supply on the space provided the word or phrase that is missing in the
following:
A. The Philippine National Anthem
1. ____________________________________________
Title
Bayang Magiliw
2. ____________________________________________
Alab ng puso
Sa dibdib mo’y buhay
3. ____________________________________________
Duyan ka ng magiting
4. ____________________________________________
Sa dagat at bundok
5. ____________________________________________
May dilag ang tula
6. ____________________________________________
Ang kislap ng watawat mo’y
7. ____________________________________________
Ang bituin at araw niya
8. ____________________________________________
9. ____________________________________________
Buhay ay langit sa piling mo
10. ____________________________________________
Ang mamatay ng dahil sa iyo.

B. The Pledge of Allegiance to the Philippine Flag

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Ako ay Pilipino
Buong katapatang nanunumpa
11. ___________________________________________
At sa bansang kanyang sinasagisag
12. ___________________________________________
Na pinakikilos ng sambayanang
13. ___________________________________________
Maka-tao
14. _________________________________________ at
15. __________________________________________.

-END-

CHAPTER 3
DRUG SUBSTANCE ABUSE PREVENTION AND CONTROL EDUCATION

I. Overview

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Drug education program for the youth is an important undertaking particularly those who
will be studying in the school. Presently, the youth of today comprise the most vulnerable group
that can be affected by prohibited drugs. As revealed by General Edgar C. Galvante, former
Executive Director, Dangerous Drug Board, most of the drug user start their habit early, usually
during their teenage years. At present, situation, the youth are susceptible to the drugs
experience because adolescence is the period of experimentation, exploration, curiousity, and
search for identity. It is believed that young people with problematic backgrounds are more
vulnerable and are more likely to continue abusing drugs, once they have started, and to develop
other aggravating problems, if not processed. These young people in difficult circumstances are
associated with poverty, family disintegration, relocation, discrimination, and lack of suitable
alternative activities.

The very vital to the success in controlling and stopping drug abuse is through problem
awareness, education and strategy implementation. I addition, positive behavior, including the
constructive handling of feelings and responsibilities, should be installed and encouraged in our
own families during the early life of young family members and carried on up to the later stage
of life. These should be nurtured by a caring and understanding community.

II. Learning Objectives:

At the end of this chapter, the students should be able to:
1. Synthesize accurate information on the health, legal, social consequence of drug
and substance abuse and examine how this negatively impact the person who uses
the drug, and his or her family, friends, and community;
2. Identify prohibited acts and corresponding penalties; and
3. Make a personal commitment to remain drug free and develop a plan to address
drug and substance abuse.
III. Discussion/Lesson Proper
Most of the reason why our youth is dragged into the abyss of drug abuse is the lack of
guidance from the family itself. Furthermore, the first reason maybe the parents are too busy
to their jobs, giving less time to their children. Second, parents have not finished schooling,
making them less inform and less aware of the effects of drugs. Third, the type of discipline
of the parents includes physical violence, in most cases in the Philippines, drives away kid
from home.

Most Predominant Reason for drug addiction

 A teenager spends more time with friends or peers rather than at home
 The drug addict is generally an emotionally unstable individual before he or she acquires
the habit.

 A person will try to use drugs if a friend insists, for the sake of friendship

 The drug addict is generally an emotionally unstable individual before he or she acquires
the habit. The person cannot face painful situations without help
Truly, drugs abuse is a predator, a monster that preys on innocent, curious mind like
those of the teenagers. Hence, this module zeroes in on uncovering problem of drug abuse

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among the youngsters and on finding ways and means by which this societal menace could be
lessened, if not totally annihilated

Input No. 1: The Nature of Drug and Drug Abuse (FAQs)

What is a drug?

A drug is a chemical substance that brings about physical, emotional or behavioral

change in a person taking it.

How are drugs taken?

1. Ingestion
2. Inhalation
3. Injection
4. Used as suppository
5. Applied topically
When are drugs harmful?

Any drug may be harmful when taken in excess. Some drugs can also be harmful if taken
in dangerous combinations or by hypersensitive (allergic) person in ordinary or even small
amounts.

Why do people turn to drugs?

There are various reason-ranging from the reason the “medicines” can solve problems, to
widespread access to various drugs, to “peer pressure”, to the notion that drugs give enjoyment
to the users and in the context that it is used as an alcoholic substitute.

What is drug abuse?

Drug abuse is the use of chemical substance, licit or illicit, which results in an
individual’s physical, mental, or social impairment. It may refer to any of the following
practices:

1. Using, without benefit or prescription, useful drugs which have the capacity to alter mood
or behavior.
2. Using drugs and substances for a purpose different from the one for which the drug has
been prescribed; and
3. Using drugs and substances having no legitimate medical application for purposes other
than research
Are there products other than drugs ever abused?

Substances like glue, paint thinners, gasoline and other volatile (breathable) solvents
contain a variety of dangerous chemicals. They should be sold and used with caution.

What are the types of drugs?

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Drugs that are commonly abused, depending on pharmacological effects, may be
classified into:

1. Stimulants. Drugs which increase alertness and physical disposition.

Example: amphetamine, cocaine, caffeine, nicotine

2. Hallucinogens (Psychedelics). Drugs which affect sensation, thinking, self-

awareness and emotion. Changes in time and space perception. Delusions (false
beliefs) and hallucinations may be mild or overwhelming, depending on dose or
quantity of the drugs.
Example: LSD, Mescaline, and Marijuana
3. Sedatives. Drugs which may reduce anxiety and excitement.
Example: Barbiturates, Non-barbiturates, Tranquilizers, Alcohol

4. Narcotics. Drugs that relieve pain and often induce sleep.

Example: Opium and its derivatives such as Morphine, Heroin, Codeine

What is a drug abuser?

Anyone can be a drug abuser. Drug abuse is no respecter of age, sex, and social status. It
is very difficult to come up with an accurate profile of a drug abuser that can be applied to all
because people are different in many ways.

How can you tell when on is abusing drugs?

A lot of changes – in behavior, in appearance and in mood – occur in a person who is

abusing drugs. Sudden changes occur in a person disposition from pleasant to unpleasant.

Thus, he:

1. is often associated with known drug abusers;

2. is irritable, discourteous, defiant and aggressive;
3. is untrustworthy and lack of self-confidence;
4. is unhealthy and unconcerned with good grooming;
5. has low frustration tolerance;
6. lacks of interest in his studies/work;
7. blames everybody and not himself for his problems;
8. develops changes in normal capabilities in school/work; and
9. borrows money and at times steals various item unusually.

Common Sign of Drug Abuse

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1. Injection mark of an addict

2. Unusual effort made to cover arms in order

to hide needle marks

3. Stealing items which can be readily sold for cash

to support a drug habit.

4. Changes in mood – depending on the drug taken

Example: depressed or becoming elated and
Euphonic

5. Association with known drug abusers

6. Change from normal capabilities (work habits,

efficiency, etc.)

7. Change in attendance at work or school

8. Wearing sunglasses constantly at inappropriate

times (for instance, indoor or at night) or only
to hide dilated or constricted pupils but also to
compensate for the eyes ‘inability to adjust to
sunlight. Marijuana causes bloodshot eyes
9. Poor physical appearance including inattention to dress and personal
hygiene

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Input No. 2: The National Drug Situation
National Drug Situation

All of us are very much aware of the nature of the drug problem. It has been condemned
by governments all over the world and billions in resources have been spent to contain it, yet
drug trafficking and/ or drug abuse is still here.

In fact, it is today’s most profitable underground business which has spawned yet
considered as another crime and source of money laundering on a global scale. The Vienna-
based International Narcotics Control Board (INCB) points out that “No country rich or poor,
large or small, equipped with sophisticated machinery to fight money-laundering or not, can
consider itself from money-laundering activities”.

The Philippine situation is not any different from other countries of the world that are
affected by drug problems and is in fact following the trends in other countries. In 1978, there
were only about 20,000 drug users in the country. Almost all of them were from in Metro
Manila. Today, the Dangerous Drugs Board (DDB) estimated that the approximate 6.7M drug
users are now down to 1.7 million.

Three (3) major abused drugs dominated the drug scene in the country. The first is
methamphetamine hydrochloride commonly known as “shabu”, which is the main drug used by
drug abusers. The second is marijuana. According to some sources, the Philippines has become
the world’s second biggest source of marijuana after Mexico, producing about 1.4 billion worth
each year. The third is methylene dioxymethamphetamine (MDMA) or ecstasy, which is now
sweeping the elite market.

Commonly Abused Drugs

1. Shabu (Methamphetamine Hydrochloride). Methamphetamine is the most popular

abused drug in the country today. In the 1990s, stimulant abuse
emerged in many ASEAN countries. This major change in the pattern
of substance abuse can perhaps be considered as the first stimulant
epidemic of the region. The Philippines is probably the first ASEAN
country that faced severe stimulant abuse. The abuse of
methamphetamine was noted in 1986 among the affluent,
entertainment and artist population. The status of methamphetamine or “shabu’ abuse at
the time seemed well confined. However, in 1987, the abuse spread to the general
population.
Today, methamphetamine is available in varying degrees throughout the country.
This widespread availability is illustrated by increasing methamphetamine seizures,
arrests, and cases filed in court. Over a six-year period, the increase is almost 50. In 1996,
a total of 18,904 arrests were made; in 2001 the number increase to 32,227. In 1996,
some 792 kgs of shabu was seized; in 2001, the total seizure was some 1,561 kgs.

Of all the regions in the country, methamphetamine is more widely available

throughout Regions 1,2,3,4, CAR, ARMM, and the NCR.

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2. Ecstasy or Methylene dioxymethamphetamine (MDMA). Ecstasy is fast making its
presence felt in the country. There is an increase in reports
about the use of “ecstasy” among young people, particularly in
nightclubs. Ecstasy, or MDMA, is a synthetic drug that acts
simultaneously as a stimulant and as a hallucinogen. It is
strongly linked to music and dance culture and has a growing
user based among the elites (Class A&B). While some users
confine their consumption to occasional use at social, music and dance events, others
develop regular use profiles, while the third group uses both frequently and intensively.
There are reports starting that ecstasy is shipped directly from Amsterdam and
othercountries in Europe. There are close to a thousand varieties of ecstasy tablets and
capsules and among them, which are now available in Metro Manila, are Orange Hornets,
Aigners, Achtung, and Mitsubishi. Studies abroad reveal that the damage caused by
ecstasy to one’s health is irreversible.

3. Marijuana. Marijuana abounds in the Philippines. But since the early nineties, it has
seized to be the drug of choice. Most of what is produced locally
is intended for foreign markets. In East Asia, the Pacific,
Australia, Europe, and the US, the UNDCP has identified the
Philippines as a major marijuana producer and exporter. It should
be noted that CAR is the biggest producer of marijuana in the
country since 1992-2001.
In 1972, there were only nine (9) identified sites engaged in
marijuana cultivation. Today, the number of marijuana-producing barangays has ballooned to
ninety-eight (98), located in nine different regions in the country. Marijuana-producing areas in
Northern Luzon are locate in Cordillera Administrative Region (CAR), Region 1 and Region 2.
In the Visayas, the cultivation sites are found in Region 7, while marijuana plantations can also
be found in Region 10,11,12,13 and ARMM in Mindanao.

Drug Trafficking

Methamphetamine hydrochloride continues to be smuggled into the country through four

major avenues: the seaports and special economic zones, the international airports, the mail and
parcel services, and the vast expanse of Philippine coastline.

The use of the seaports was exemplified by the seizure of 158 kilograms of shabu stashed
inside two (2) container vans at the Manila International Container Port in two different
occasions in 1999.

The Ninoy Aquino International Airport continues to be the preferred trafficking avenue
for small quantities from less than one kilo to multi-kilo shipments by trafficking using false
compartments in luggage or through body packing. The gravity of the problem can be gleamed
from the seizure of 116.88 million pesos’ worth of drugs by the NAIA Drug Interdiction Task
Group in 2001. It was on September 11 and 14,2004 respectively, when two Taiwanese nationals
were intercepted carrying five (5) kilograms of shabu each on board a flight originating from
Xiamen, China.

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The mail and parcel system is preferred in foreign destinations that have large Filipino
communities like Guam, US, Australia, England and Middle East. A case in point was the
seizure of 39.8 kilos of shabu from a FED EX shipment from Hong Kong on September 11, 2001
by the Bureau of Customs. The vast and relatively unpatrolled shoreline of the country is where
most of the huge shipments are smuggled. Major drug shipments intercepted by law enforcement
authorities include the 420 kilograms hauled in Pangasinan in 1999, the 365 kilograms in Sariaya
Quezon, 125 kilograms in Ilocos Sur, and 33 kilograms in Zambales, all in 2000. For the year
2001, 503 kilograms of shabu were intercepted in Real, Quezon on October 13, 2001, allegedly
from the shoreline of Panukulan, Quezon and said illegal drugs were personally escorted by the
Mayor of said town. Also in 2001, 350kgs of shabu was seized on San Narciso, Zambales.

Involvement of Foreign Nationals in Drug Trafficking

Based from the data as reported by the Philippine Drug Enforcement Agency in1993 to
December 31,2001 there were 258 foreign nationals arrested in the Philippines for violation of
Republic Act. No. 6425 (Dangerous Drugs Act 1972, as amended). Of this total, 182 or 70.54%
were Chinese nationals while other nationalities made of the remaining 76 or 29.463%. More
importantly, the volume of shabu seized from foreign nationals over the same period totaled
2,889 kilograms or 64.24% of the total volume of shabu seized in the country in over the same
period. Chinese nationals on the other hand, accounted for 2,873 kilograms for the period
January 1, 1998 to December 31, 2001 or 63.888% of the aggregate national’s seizures of shabu.

At present, supply comes not only from importation but also from local manufacturing.
Since 1997, there have been nine discoveries of clandestine laboratories made and the most
significant of which was the discovery of clandestine laboratory in San Juan. All along, cland
labs were thought of as makeshift and unsophisticated, until San Juan. On July 18, 2002, another
clandestine laboratory was dismantled at Loyola, Quezon City by members of the Metro Manila
Drug Enforcement Group. Seven (7) Chinese nationals were arrested and 44.540 kilograms of
shabu, 50.67 kilograms of ephedrine and shabu laboratory equipment and paraphernalia were
seized. Another clandestine laboratory was dismantled in Executive Heights Subdivision
Parañaque City on November 1, 2002. Just recently, on February 2012, 90 million pesos’ worth
of illegal drugs ingredients were seized by the Bureau of Customs, including that of the popular
‘ecstasy’.

Transit Points of Drugs

Based from the reports, a huge portion of shabu that enters the Philippines comes directly
from Southern China where most of the shabu laboratories are located. Of the 15 major
interdictions since 1993, seven (7) were shipped directly from Southern China. Five (5)
shipments were from China but they passed through Hong Kong first before they were rerouted
to the Philippines. At least one shipment passed through Taiwan. Lately, we learned that the
shipments at Quezon and Zambales came directly from North Korea.

It should be noted that the identified landing points are mainly through the shorelines of
the Northern and Central Luzon regions and Southern Tagalog, specifically Batanes, Cagayan,
Ilocos Sur, Pangasinan, Zambales, Aurora, Quezon and Mindanao provinces. Reports also
indicate Palawan and Masbate as probable landing sites from shabu smuggling.

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Facts and Figures

Organized Drug Groups

As a result of Intelligence Workshop conducted by PDEA, eleven (11) Transnational

Drug Syndicates were identified to be operating in the country while, the number of local
organized drug groups is pegged at 215. NCR and Region 3 have the highest number of drug
groups with 30 groups each, followed by Region 7 with 27 groups and Region 9 with 22 groups.
The regions with the lowest number of drug groups are Cordillera Administrative Region and
CARAGA Region with one (1) drug group each.

Personalities in the BADAC Watch List

As of September, the nationwide total number of drug personalities perfected in the

Barangay Drug Abuse Council (BADAC) Watch List is pegged at 37,076. Among the region,
NCR has the highest number of identified drug personalities with 10,879 or 29,348 of the total
number of drug personalities nationwide followed by PRO 4 with 7.958 or 21,468 and 6,443 or
17,378.

Drug Rehabilitation

The number of drug patients is increasing. Based on records of Government Residential

Centers’ Admission, from 1,446 in1974, the number reached 5,945 in 2001.

Statistics from rehabilitation centers show the following data:

1. Majority of patients are in the 15-29 age group.

2. The mean age of drug user is 27 years old.
3. Shabu and/or Marijuana are their drug of choice.
4. The ratio of male users to female is 14:1.
5. Workers comprised 43.718% of the drug patient population.
6. Unemployed comprised 35,838.
7. Students comprised 5,138.
8. Out of school youth comprised 1,183.
Drug –Affected Barangay

Records show that the number of drug-affected barangays as of September this year
represents 8,508 or 3,577 of the country’s 42,061 barangays. Comparing all the regions, Region
4 has the highest number of drug affected barangays with 1.026 of its 5,463 barangays, followed
by Region 3 with 492 of its 3.175 barangays, and Region 7 with 279 of its 3,003 barangays.
While Region 12 has the lowest with 32 of its 1,192 barangays.

Assessment

The emergence of East and Southeast Asia as the fastest growing region in terms of
manufacture, trafficking, and consumption of Amphetamine Type Stimulants seriously affects
the Philippines. Being a major ATS consuming country, it is therefore important to maintain
close cooperation with the countries in the region in the common fight against illegal drugs.

The discovery and dismantling of clandestine laboratories in the country indicates a

major shift in strategy to manufacture shabu in the country as opposed to the traditional
trafficking of shabu in its processed form. Control of precursors and essential chemicals and the
prevention of diversion to illegal use are therefore more urgent than before.

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Marijuana cultivation expanded despite the decline in preference of Filipino drug abusers
due to increase in trafficking to other boundaries like Japan, Australia and other countries in
Europe. While it may not affect Filipinos directly, the resulting stigma as a source country for the
drug is equally damaging to the standing of the country in the international community.

Profile of Drug Abusers in the Philippines

Age Mean age of 28 years old

Sex Male to female ratio 9:1
Civil Status Single 51.56%
Married 34.44%
Family Size Siblings 3-4
Employed 30.94%
Self-employed 12.4%
Occupation Unemployed 38.87%
Students 5%
OSY 0.09%
College Level 28.23%
Educational Attainment High School Level 29.41%
High School Graduate 16.74%
Economic Status Average Monthly Income ₱15,064.0
0
Duration of Drug Taking More than 6 years
Nature of Drug Taking Poly Drug Use
Methamphetamine
Abused Drugs Hydrochloride (Shabu)
Cannabis (Marijuana)
Inhalants (Contact cement)
Place of Residence Urban, especially in NCR

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Input No. 3: Myth versus Fact: Drug Abuse and Illicit

Trafficking

1. Why the Big Outcry? Drug aren’t Really a Big Problem. The fact is… They are a
tremendous problem, the seriousness of which is becoming more apparent everyday.
2. “Recreational” Use of Drugs is not Harmful. The fact is… All illegal drugs are
dangerous and cause physical and psychological change in the user. Prolonged drug use
exacerbates these harmful effects that can lead to addiction.
3. Marijuana is no Worse than using Alcohol or Tobacco. The fact is … Marijuana is
very dangerous. Unlike alcohol, which is usually leaves the body within 24 hours because
it is water-soluble, marijuana is fat-soluble, which meant that the psycho-active
chemicals attach themselves to the fatty parts of the body (usually the brain and
reproductive organ) and be detected up to 30 days after initial use.
4. Everybody is Taking Drug. The fact is… This common argument is used by drug users
in an effort to gain acceptability for their deviant behavior. No matter how alarming drug
use statistics may be, majority of the people in the world do not use illegal drugs.
5. Only Weak Individuals Become Addicts. The fact is… The reverse is true: addicts
become weak individuals. No one begins taking drugs with the aim of becoming
addicted. People take drugs for a variety of reasons, including to escape from reality, to
cope with daily life, or to be accepted by others.
6. Drug abuse is a “Victimless” Crime – It only Hurts the User. The fact is… While the
health and social changes for a productive life are jeopardized for the individual drug
user, he or she is not only one to suffer. The family suffers disharmony and pain in
witnessing the self-destruction of a loved one.
7. If A Person Wants to Take Drugs, Governments should Interfere. The fact is… The
legitimate right of the individual must be consistent with the safety and welfare of the
general population. No individual has an inalienable right to behave in a manner
destructive to others.
8. All Drug Addicts Should Be Imprisoned. The fact is… Imprisonment of a drug addict
as such does not solve the problem. Drug users have committed a crime, but
detoxification, treatment and rehabilitation of the individual are essential if the addict is
to learn how to live without drugs.
9. The Cultivation of Drug Crops Gives a Poor Farmer a Chance to Make Money. The
fact is… The farmer is breaking the law and usually knows it. The income received by
the farmer for illicit narcotics production unfortunately, is higher than that received for
traditional food crops, often leading to increased illicit production to the exclusion of
food crops.
10. Peddling Drugs is One Way the Poor can Earn Money. The Fact is... Most drug
peddlers are addicts or become addicts. The money they earn does not help them or their
families; they are merely supporting a drug habit. As their addiction deepens, new
"clients" must be found to bring in more money to buy more drugs.
11. Drug Use is a Way of Life in Some Countries. Why Change It? The Fact is... It is not
a way of life in any country. Statistics show that in areas where drug use is common,
economic development can be seriously retarded. This is true in both developing and
industrialized countries.

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Input No. 4: The Comprehensive Dangerous Drugs Act of 2002

Concretizes government's intensive and unrelenting campaign against the trafficking and
use of dangerous drugs, and other similar substances through an integrated system of planning,
implementation, and enforcement of anti-drug abuse policies, programs, and projects. R. A. 9165
is an act instituting the Comprehensive Dangerous Drugs Act of 2002, repealing Republic Act
No. 6425, known as the Dangerous Drugs Act of 1972.

Prohibited Acts and corresponding penalties

PROHIBITED ACTS PENALTIES

Maintenance of a Den, Dive Life Imprisonment to Death and a fine ranging from five
or Resort hundred thousand pesos (P500,000) to ten million pesos
(P10,000,000).

Employees and Visitors of a Imprisonment ranging from twelve (12) years and one (1)
Den, Dive or Resort day to twenty (20) years and a fine ranging from one
hundred thousand pesos (P100,000) to five hundred
thousand pesos (P500,000).

PROHIBITED ACTS PENALTIES

Manufacture of Dangerous Drugs and/or Life Imprisonment to death and a fine

Controlled Precursors and Essential ranging P500,000 to P10,000,000
Chemicals

Illegal Chemical Diversion of Controlled Imprisonment ranging from 12 years and

Precursors and Essential Chemicals 1 day to 20 years and a fine ranging from
P100,000 to P500,000

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PROHIBITED ACTS PENALTIES

Cultivation or Culture of Life imprisonment to Death and a fine ranging from Five
Plants Classified as hundred pesos (P500,000) to Ten million pesos
Dangerous Drugs (P10,000,000)

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CHED and TESDA’s roles and responsibilities to prevent drug addiction in the schools.

1. What are the common responsibilities of CHED and TESDA?

RA 9165, Article IV mandates the following functions:
a. Provide continuing in-service training of teachers on the effective utilization
of the support instructional materials and on teaching strategies on drug
education
b. Continuously monitor and evaluate the effectiveness and overall impact of
drug
education program
c. Secure funds from local and foreign donors for the implementation of the
drug education program
2. What are the other functions of CHED and TESDA regarding drug abuse
prevention?

The Commission on Higher Education (CHED) is responsible for:

Enriching and updating the integration of dangerous drug prevention concepts in

the general education of all higher education course offerings and in the professional
subjects, especially in health-related and science teacher education courses

The Technical Education and Skills Development Authority (TESDA) is responsible for:

a. Integrating drug abuse prevention concepts in the technical, vocational and agro-
industrial courses
b. Integrating drug abuse prevention concepts in appropriate instructional materials for
technical education and skills development
3. Should drug abuse prevention and control be part of the school curricula?

Yes, Article IV, Sec. 43 of Republic Act 9164 stipulates that instruction on drug
abuse prevention and control be integrated in the elementary, secondary and tertiary
curricula of all public and private schools, whether general, technical, vocational or agro-
industrial.

4. What are the topics on drug abuse prevention and control that should be integrated
in the instruction?

According to Article IV, Sec. 43, the following topics should be covered:
a. Adverse effects of the abuse and misuse of dangerous drugs on the person, the family,
the school, and the community;
b. Preventive measures against drug abuse;
c. Health, socio-cultural, psychological, legal and economic dimensions and
implications of the drug problem;
d. Steps to take when intervening on behalf of a drug dependent is needed;
e. Services available for the treatment and rehabilitation of drug dependents;
f. Misconceptions about the use of dangerous drugs but not limited to the importance
and safety of dangerous drugs of medical and therapeutic use; and
g. Differentiation between medical patients and drug dependents in order to avoid
confusion and accidental stigmatization in the consciousness of the students.

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Input No. 5: The Youth and Government's Response to the Drug Problem
By the turn of the 21"century, substance abuse has taken an alarming proportion in the
country "Shabu (the local name for methamphetamine) has become the number one drug of
abuse, followed by marijuana and inhalants. The abuse of legal substances like nicotine and
alcohol continue to be worrisome. A survey by the University of the Philippines Population
Institute in 1996 showed the initial age of use of nicotine, alcohol, and drugs to be age 16-17,
that 40% of males surveyed were smoking and 37% of the youth regularly used alcohol. At
present, more than 1.5 million Filipinos are users of illegal drugs. The youth are especially hard
hit. They are the greatest number of drug users. Among them are more than 350,000 identified
high school students in the country. One can only speculate on the number of young people
abusing drugs not identified.

Various activities, to date, are initiated and are aimed to produce the following effects on
young people:

1. lessen violent behavior;

2. increase pro-social behavior and decrease negative, self-destructive behavior;
3. increase the ability to plan ahead and choose effective solutions to problems;
4. improve self-image and self-awareness;
5. improve social and emotional adjustment;
6. improve handling of interpersonal problems and coping with anxiety;
7. improve constructive conflict resolution with peers; and
8. improve self-control.
Early in 2004, the Dangerous Drugs Board launched the program "Barkada Kontra
Droga" (or "Peers Against Drugs"). The specific thrust of this program is drug abuse prevention.

This concept tries to change the meaning of the word "barkada" or "peer" which connotes
a negative influence among peers. Each member of the "Barkada Kontra Droga" pledges to keep
his community and family safe and secure from the evils of illegal drugs. Further, he is asked to
commit to convince friends and relatives to join the fight against drugs and trafficking, never to
use drugs, and to report clandestine laboratories, pushers and users.

Legislation for Illicit Drugs Control

1. 1972. The Dangerous Drugs Act was established.

2. 2002. The Comprehensive Dangerous Drugs Act was implemented.
3. 2002. The Philippine Drug Enforcement Agency (PDEA) was established.
4. 2002. An Integrated Drug Abuse Data Information Network (1IDADIN) was created to
monitor drug use/abuse.
Government Response to the Problem

1. Preventive education programs to dissuade users or potential users from experimenting

with illegal drugs and/or continuing to use them
2. Treatment and rehabilitation programs aimed at facilitating abstinence
3. Intensified campaigns against illegal drugs and trafficking
4. Judicial and legislative measures

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5. National, regional and international cooperation to fight illegal drug trafficking and abuse
of dangerous drugs

6. Some Philippine political figures are talking about drug testing employees of outsourced
call center workers, others are calling for testing university students, and the government
is currently considering drug testing all government employees.
7. Drug Information and Action Line (DLAL) was created to receive reports and complaints
related to drug abuse and provide assistance to the public on drug-related cases.
Ten (10) Ways to Say "No" to Drugs
1. Be vocal, just say "NO" and mean it!
2. Project an image of clean living for yourself.
3. Get into sports.
4. Choose your friends and influence them positively.
5. Get involved in community-based projects.
6. Join organizations (church, school, community or social) or youth clubs or form your
own drama group.
7. Learn how to manage stress.
8. Join seminars on anti-drug abuse prevention.
9. Talk to your family, listen to the problems of your brothers and sisters.
10. Enhance your talents or skills by taking part in workshops, training or seminars.
The soundness of the activity we do today will contribute to the success of the program
we have together with our clients in the days to come.
Our involvement…
To be involved in drug prevention and control requires a S.T.R.O.N.G. group:

S - Steadfast personality

T - Trustworthy in words and deeds

R - Respectable in relating with others

O - Open-minded in facing situations

N - Noble character

G - Gutsy action and ideas

As good citizens…

Let us be keepers of life and create a safe environment through our respective positions.

Let us join hands in keeping our society a drug-free Philippines

IV. Evaluation: See Attachment

- Unit Test
- Activity Sheets

V. References:

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1. PD 1619 "Volatile Solvents"
2. RA 9165 Comprehensive Dangerous Drugs Act of 2002
3. Espiritu RI et al.(2012). National Service Training Program with Specific Modules
4. Labuguen, F.et al.. Understanding the National Service Training Program

UNIT TEST

Name: ____________________________ Date:________

Course:___________________________ Score:________
Drug and Substance Abuse Prevention and Control
Read the statement/s carefully. Select the best answer by encircling the letter of your
choice.
1. An Act instituting the Comprehensive Dangerous Drugs Act of 2002, and repealing
Republic Act 6425
a. RA 9165 c. RA 9162
b. RA 9163 d. RA 9160

2. The Article and Section of RA 9165 which stipulate the instruction on drug abuse
prevention and control to be integrated in the elementary, secondary and tertiary
school curricula of all public and private schools, whether general, technical,
vocational or industrial.
a. Article IV Section 43 c. Article V Section 5
b. Article IV Section 10 d. Article V Section 11
3. The dangerous drug commonly used by most Filipinos
a. Marijuana c. Ecstasy
b. Shabu d, Caffeine
4. The five countries that are largely involved in the trafficking of drugs in the
Philippines
a. China, Guam, Australia, England, Middle East
b. China, Thailand, Vietnam, India, Peru
c. China, Singapore, Korea, India, Thailand
5. The agency responsible to carry out the provisions of Republic Act 9165bknown as
Dangerous Drugs Act of 2002.
a. PDEA c. CHED
b. DDB d. PNP
6. The body responsible in making policies and formulating strategies and programs on drug
prevention and control.
a. PDEA c. CHED
b. DDB D, AFP
7. The term used to describe the secret places of manufacturing drugs.
a. Cannabis c. Stock house
b. Clandestine d. Store Room
8. An activity where drugs are spread or sold for consumption from one location to another.
a. Drug trafficking c. Drug dependent
b. Drug lord d. Drug courier
9. The commonly abused drugs in the country and in the Asia Pacific region.
a. Shabu and Marijuana c. All of the above
b. Ecstacy and Cough syrup

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10. The modes of drug transfer used by foreign nationals in drug trafficking
a. FedEx shipment, mail and parcels
b. Compartment, luggage, body packing and container vans
c. All of the above

11. The common place where dangerous drugs are mostly seized.
a. Seaports, airport
b. Economic lines and Philippine coastlines
c. All of the above
12. The group of substances that are distributed to destroy health.
a. Dangerous drugs c. Volatile
b. Controlled precursor d. none of the above
13. The substances which are useful and considered as essential drugs but dangerous
when used in excess.
a. Controlled precursor c. Narcotics
b. Volatile d. none of the above
14. The early signs of individuals who are affected by dangerous drugs, except one.
a. Irritable, discourteous, aggressive
b. Untrustworthy, prefer barkadas, nausea and vomiting
c. Good grooming
15. The effects of dangerous drugs to individuals, except one.
a. Develop changes in normal capabilities in work
b. Loss of memories
c. Good attention span
16. The age group level that composes the majority of patients affected by dangerous
drugs.
a. 30-40 years c. 40-50 years
b. 15-29 years d. 51-60 years
17. The region that has the highest number of affected barangays in the country.
a. CAR c. Region 4
b. NCR d. Region 7
18. The region with the highest organized groups to fight drug abusers
a. Regions 1 and 2 c. NCR and Region 3
b. b. Regions 4 and 6 d. none of the above
19. The highest marijuana-producing region in the land.
a. CAR c. ARMM
b. Region 2 d. Region 12
20. The number one source of dangerous drugs in the Philippines.
a. Australia c. China
b. Thailand d. US

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Learning Exercise

Name: _____________________________ Date:________________

Course:_____________________________ Score:_______________

Drug and Substance Abuse Presentation and Control

1. The trainees will play the song Anak. As the trainees listen to the music, they are
expected to internalize the message of the song. After which, they are asked to proceed to
the accomplishing the ensuing task described on the next page.

Anak
By: Freddie Aguilar
Noong isilang ka sa mundong ito
Laking tuwa ng magulang mo
At ang kamay nila ay ‘yong ilaw

At ang nanay at tatay mo’y

‘Di malaman ang gagawin
Minamasdan pati pagtulog mo

At sa gabi’y napupuyat ang iyong nany sa pagtimpla ng gatas mo

At sa umaga nama’y kalong ka ng iyonh amang tuwang-tuwa sa’yo

Ngayon nga ay malaki ka na

Nais mo’y maging Malaya
‘Di man sila payag, walang magagawa

Ikaw nga ay biglang nagbago

Nagging matigas ang iyong ulo
At ang payo nila’y sinuway mo

‘Di mo man lang inisip na ang kanilang ginawa’y para sa’yo

‘Pagkat ang nais mo;y masunod ang layaw mo, ‘di mo sila pinapansin

Nagdaan pa ang mga araw

At ang landas mo’y naligaw
Ikaw ay nalulong sa masamang bisyo

At ang un among nilapitan

Ang ‘yung inang lumuluha
At ang tanong “Anak, ba’t ka nagkaganyan?”

At ang iyong mga mata’y biglang lumuluha nang di mo napapansin

Pagsisisi ang isip mo’t nalamn mong ika’y nagkamali

Pagsisisi ang isip mo’t nalamn mong ika’y nagkamali

Pagsisisi ang isip mo’t nalamn mong ika’y nagkamali

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Based on the song Anak write at least five positive and negative traits as observed in its lyrics
that relate to the young generation of today. Should you have identified negative traits, thinks of
ways by which these can be rectified or corrected.

Positive Traits Negative Traits How to Correct Negative

Traits

2. Write a prayer that manifest your intention to improve the negative traits that you have
identified.

3. Having Drug Education as a program, what specific topics do you want to learn? Please
check on the space provided.
Adverse effects of the abuse and misuse of dangerous drugs on the person, the
family, the school and the community
Preventive measure against drug abuse
Health, socio-cultural, psychological, legal and economic dimensions and
implications of the drug problem
Steps to take when intervention on behalf of a drug dependent is needed
Services available for the treatment and rehabilitation of drug dependents that can
solve problems, help to gain better friends, give enjoyment, etc.
Misconceptions about the use of dangerous drugs such as, but not limited to, the
importance and safety of dangerous drugs of medical and therapeutic use
Differentiation between medical patients and drug dependents in order to avoid
confusion and accidental stigmatization in the consciousness of the students

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Learning Exercise

Name: _____________________________ Date:_________

Course:_____________________________ Score:________

The Comprehensive Dangerous Drugs Act of 2002

Critical Thinking

1. In your capacity as an NSTP trainee, what can you do to support the implementation
of RA 9165?. Give at least 5.
a)

__________________________________________________________________
__________________________________________________________________
b)

__________________________________________________________________
__________________________________________________________________
c)

__________________________________________________________________
__________________________________________________________________
d) __________________________________________________________________
e)

__________________________________________________________________
__________________________________________________________________

2. What is the importance of Dangerous Drugs Law, specifically to the NSTP students
and the community in general?

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Learning Exercise

Name:___________________________ Date:______________

Course:__________________________ Score:_____________

The Youth and Government's Response to the Drug Problem

As an NSTP student-trainee, prepare a letter of appeal to concerned authorities in the

attempt to look for solutions in abating the drug problem in the community/country. Below is a
template that you can use for the said purpose.

Sincerely yours,

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CHAPTER 4
DISASTER RISK REDUCTION AND MANAGEMENT

I. Overview
Our country, the Philippines is exposed to both climatic and geological hazards which is
presently situated in the Pacific Ring of Fire where two major tectonic plates, the Pacific
Plate and the Eurasian Plate meet. This includes several fault lines crossing the country,
earthquakes could have very devastating effects. There are 220 volcanoes, 22 of which are
classified as active based from the report from NDCC in 2008.

Our country is also located along the typhoon belt on the North Pacific Basin in the
Pacific where 75 percent of the typhoons originate. Almost 20 to 30 typhoons passing
through the country, 5-7 of which can be consider destructive (NDCC 2008) resulting to an
extreme rainfall events that causes flash floods and landslides.

Based from the United Nations Disaster Relief Office (UNDRO), there is an increasing
number of people who are affected by disasters all over the world. Not only the poorest of the
countries are afflicted with disasters but also the richest countries in the world. In the
Philippines, mostly, the poor communities are the ones to suffer damages brought about by
strike of disaster and calamities.

II. Objectives
At the end of the chapter, student should be able to:

1. Recognize the hazards and disasters affecting the Philippines;

2. Understand the operational concepts, structures, and priority actions relative to the
Philippine Disaster Management System (PMS);
3. Define key concepts and principles of disaster management;
4. Internalize the principles and elements of disaster preparedness and be ready for
involvement in times of crisis;

III. Discussion/Lesson Proper

Definition
Disaster – a situation or event, which overwhelms local capacity, necessitating a request to
national or international level for external assistance; an unforeseen and often sudden event that
causes great damage, destruction and human suffering.”

Center for the Epidemiology of Disasters,

Brussels

1. Natural Disasters
a. Earthquakes/tsunamis
b. Landslides
c. Typhoons
d. Floods
e. Drought
f. Volcanic Eruptions

2. Human-made Disasters
a. Air and water pollutions (“red tide”)
b. Industrial accidents (“oil spills”)
c. Fire

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d.

e. Civil disturbances
f. War
g. Poverty
h. Bomb threats
i. Accidents like transports, nuclear or biological

Disaster Risk Reduction and Management Concepts:

Series of actions:

 Risk assessment
 Disaster prevention and mitigation
 Disaster preparedness
 Response
Situation in the Philippines
There are contributing factors that make disaster happens and cause severe damages to lives and
properties. These are as follows:

1. Poverty and Marginalization

a. Malnutrition
b. Poor Health
c. Inadequate basic services: water, sanitation, drainage, light, education
d. Unemployment
2. Resource Depletion
a. Forest denudation
b. Soil erosion
c. Generic erosion
d. Marine Pollution
e. Agrochemicals
f. Air and Water pollution

Due to these factors, it can lead to the following:

1. Human-made and Disasters

a. Flood
b. Civil war
2. Natural Forces
a. Typhoons (more than 20 per year)
b. Drought (rainfall dependent on monsoonal winds)
c. Torrential rains with flooding
d. Earthquakes (the Philippines has one of the most active fault lines in the world)
e. Volcanic terrain (23 active volcanoes)
Assessment/Reporting on Preparedness
As a response to the occurrence of natural and human-made disasters, there is a need to learn
how to assess and report the disaster situations.

The need for preparedness in damage assessment and reporting involves:

1. Knowledge of pre-disaster situation
2. Capability to assess:
a. Medical/ nutritional situations
b. Agricultural situations
c. Infrastructure situation
d. Structural stability
e. Relief operation
3. Established lines of communication (Physical, organization)

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4. Established data collection points

5. Established format of reporting (forms, exercise)

6. Established confirmation/ verification procedures
7. Established authority for releasing reports

Relief Operations (Preparedness/Organization)

1. Disaster times are emergency situations. So, during these times, certain operational
qualities of the key players are needed:
a. Cool and unbiased assessment: analysis of reporting (who is reliable, is the
information convincing, has it been verified?)
b. Swift and decisive action: knowledge of resources, procedures, coordination
c. Balanced response
d. Leadership (faster, better, leading, not restrictive)
e. Discipline for operational reliability
f. Resources management
g. Rehabilitation already envisaged/ planned
h. Planning already accomplished

2. Food Relief: Is it really necessary? Relief is the enemy of rehabilitation. It can destroy
self-sufficiency, neighborhood relations, self-help initiative,
Four ways in which food relief can be distributed:
a. General food distribution
b. Mass feeding
c. Supplementary feeding (schools, hospital, evacuation centers)
d. Intensive or therapeutic feeding (hospital etc. only)
3. Food for work: Experience show that people do not want to be parasites. Food for work
programs offer a dignified way by which disaster victims can help themselves.

Rehabilitation/Construction and Emergency Preparations

Communities need to tap all resources, government and non-government, in a concerted

effort to provide emergency assistance to calamity victims and to restore essential public
activities and services.

Plans should include rehabilitation, which refers to the restoration of community member’s
economic independence and their physical, social and emotional well-being.

However, with or without disasters, communities need plans and activities for long-term,
balanced and sustained economic, political and socio-cultural growth.

Disaster Prevention and Mitigation

Measures need to be drawn to minimize the loss and destruction of life and properly. These
include the formulation and implementation of long-range policies and programs to prevent
or eliminate the occurrence of disasters based on risk analysis.

It includes legislation and regulatory measures principally in the fields of physical and urban
planning, public works and construction. Drills and shelters for times of disaster are also
needed.

Disaster Management
Among the activities that may minimize the impact of disaster are:
1. Identification of areas most prone to typhoons and other calamities
2. Display and teaching of structural improvements
3. Preparation of educational materials
4. Community system

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5. Media liaison

Disaster Preparedness

Certain principles of disaster preparedness will guide us to be more responsive and alert in times
of crisis.
1. Principles
a. The risk must be known.
 Potential hazards must be identified.
 Incidence of hazard occurrence must be calculated.
 Secondary risks must be identified
b. Vulnerability must be known.
 Who and what is at risk must be determined
 Likely damage and disruption must be assessed
 Human needs must be anticipated
c. Mitigation measures must be in place.
 Structural mitigation measures must be instituted
 Non-structural mitigation measures required must be instituted
d. Preparedness system must be in readiness.
 All parties should be in a state of readiness
 A focal point for preparedness must exist
 A management system for emergency response must be in place
 Plans must exist and planning occurs regularly
 Training and practice must be a routine
 Effective warning system must be on alert
 Authorities and the public must be fully informed.
2. Effective Warning message
a. Clear, simple language
b. Consistent contact
c. Convincing
d. Community- (or site) specific – includes clearly started precautions and action
e. Information on technical consequences
f. Repetitive
3. Land Use Planning (Risk Zoning). While there are maps that show the paths of typhoons
through the year, earthquake faults and areas hit by tidal waves, there is a dearth of
information regarding risk areas in the barangay and even in the municipal level.
Communities need:
a. Surveys of mountainsides, riversides, coastal areas for their suitability as housing
sites, farming, and other productive activities.
b. Rational plans for urban centers, showing industrial sites
c. Identification of areas for reforestation, forest preservation and other nature
conservation measures
d. Building codes regulating height, type of materials and other specifications for
structures particularly in risk areas

4. Public Awareness
a. Mitigation Awareness. When risk is high but perception/preparedness is low, people
need technical explanations about causes, possible effects and mitigating strategies.
b. Preparedness Awareness. When a risk is imminent, the community needs detailed
explanation of what is going to happen and how, and what to and what not do.

c. Emergency Response Awareness. After the disaster has struck, people need to know
what to do next.

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Organization
1. The National Disaster Risk Reduction Management Council (NDRRMC)
 It is the highest policy –making, coordinating and supervising body at the
national level
 Chaired by the Secretary of National Defense thru the executive Director of
the Office of the Civil Defense
 Has 14 departments and thirty-nine (39) line agencies as members
 Responsible for advising the President of the Republic of the Philippines on
the status of the national disaster preparedness programs and management
plans, disaster operations, and rehabilitation efforts of all stakeholders
 Recommend to the President the declaration of the state of calamity and the
release of the calamity fund as needed.

Organizational Network

The Philippine Disaster Management system(PDMS), as embodied in Presidential Decree No.

1566 and RA10121 is carried out at various political subdivisions and administrative regions of
the country thru the NDRRMC, 17 RDMMC, 80 PDRRMC, 113 CDRRMC, 1,496 MDRRMC
and 41,956 BRRMC.

1. Local Disaster Risk Reduction and Management Office (LDRRMO)

 Established in every Province, City, Municipality and Barangay Disaster Risk
Reduction and Management committee in every barangay.
 Responsible for setting up the direction, development, implementation and
coordination of disaster risk management programs within their territorial
jurisdiction.
 Shall be under the office of the governor, city or municipal mayor, and the
Punong Barangay in the case of the BDRRMC.
 Initially organized an composed of a DRRMC assisted by three (3) staff
responsible for:
a. Administrative and training;
b. Research and planning; and
c. Operation and warning
d.
2. Accreditation, Mobilization, and protection of Disaster Volunteers and national
Service Reserve Corps, Civil Society Organization and the Private Sector;

3. Integration of DRR Education into school curricula and Sangguniang Kabataan

(SK) program and Mandatory Training for the Public Sector Employees.

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ESSENTIAL ELEMENTS OF AN EFFECTIVE RESPONSE OPERATION

IN CONSEQUENCES MANAGEMENT

COMMAND AND CONTROL

SECURITY

DAMAGE SEARCH FIRE EMERGENCY EVACUATION

AND NEEDS AND SUPPRESSION MEDICAL AND RELIEF
ASSESSMENT SERVICES
RESCUE

VOLUNTEER RESPONSE GROUPS/ AUXILARIES

TYPICAL ORGANIZATION OF DISASTER COORDINATING COUNCIL

DISASTER COORDINATING
COUNCILCHAIRMAN

DISASTER COORDINATING COUNCIL

ASSISTANT CHAIRMAN

DISASTER OPERATIONS
CENTER

`
INTELLIGENCE AND RESOURCES
DISASTER ANALYSIS PLANS AND
OPERATIONS

COMMUNICATIO TRANSPORTATIO EVACUATIO RESCUE HEALT FIR POLIC RELIE REHABILITATIO PUBLI
N & WARNING N N & ENG’G H E E F N C INFO

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TYPICAL ORGANIZATION OF A BARANGAY DISASTER

COORDINATIONCOUNCIL

Barangay Disaster Coordinating Council (BDCC)

Barangay__________________
Municipality of __________________

Chairman
Brgy. Captain

Vice-Chairman

DOC

STAFF TEAMS

`
Security Supply Transportation Communication

OPERATION TEAMS

Warning Medical Rescue Fire Evacuation Damage Relief

Brigade Control

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IV. Evaluation

Name: _______________________________ Score: ______________________

College & Course: ______________________ Year and Section: _____________

List down ten (10) ways on how you can help in your community when disasters/calamities
occur:
1.

________________________________________________________________________
________________________________________________________________________
2.

________________________________________________________________________
________________________________________________________________________
3.

________________________________________________________________________
________________________________________________________________________
4.

________________________________________________________________________
________________________________________________________________________
5.

________________________________________________________________________
________________________________________________________________________
6.

________________________________________________________________________
________________________________________________________________________
7.

________________________________________________________________________
________________________________________________________________________
8.

________________________________________________________________________
________________________________________________________________________
9.

________________________________________________________________________
________________________________________________________________________
10. ________________________________________________________________________

Test II. Enumeration

a) Type of Natural disasters
1.
2.
3.
4.
5.
b) Man-made Disasters
1.
2.

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3.
4.
5.
c) Teams for Barangay Disaster Coordinating Council
1.
2.
3.
4.
5.

V. References:

Republic Act No. 10121, known as the “Philippine Reduction and Management(PDRRM) Act of 2010”
Labuguen F.L et al, (2012) Understanding the National Service Training Program
Espiritu, R. I et at, (2012) National Service Training Program

CHAPTER 5
ENVIRONMENTAL AWARENESS AND PROTECTION
EDUCATION
I. Overview
Environment Education is a process which is very useful to human beings in order
to manage well their environment and instill the right behavior that serves as key to
sustainable development.
This module discusses the current environmental situation in the Philippines. It
describes the environmental pressures brought about by a rapidly increasing Filipino
population. As you realize the stressful effects of people’s environment, we hope that you
will also realize that environmental degradation has become a major social concern.
Likewise, we hope that such realization will help you to be more aware of our
responsibilities in protecting and enhancing the Philippine environment. And that with
such new awareness, is the emergence of another Filipino youth who is committed to take
an active stewardship role in “saving the present for the future.”
II. Learning Objectives
At the end of this chapter, students should be able to:
1) Understand and verbalize concepts and principles of environmental education;
2) Value the importance of Environment Education as a way of developing the youth
to be good citizens; and
3) Awareness on ecological solid management and identify the effect of climate
change and air pollution.

III. Discussion/Lesson Proper

Basic Concepts and Laws Governing Environmental Education

Environmental Education refers to organized efforts to teach about how natural

environments function and particularly, how human beings can manage their behavior and
ecosystems in order to live sustainably. The term is often used to imply education within the
school system, from primary to post-secondary. However, it is sometimes used more broadly to

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include all efforts to educate the public and other audiences, including print materials, websites,
media campaigns, etc. Related disciplines include outdoor education and experiential education.
Environmental education is learning process that increases people’s knowledge and
awareness about the environment and associated challenges, develops the necessary skills and
expertise to address the challenges, and fosters attitudes, motivations, and commitments to make
informed decisions and take responsible action (UNESCO, Tbilisi Declaration, 1978).

Importance of Environment Education

1. All major natural resources in the country are in grave danger of irreparable damage.
2. A society cannot survive if its natural resources are rendered unfit for use by its people.
3. The only hope of salvaging this grave situation is by making the young aware that they
need to proactively begin to protect the environment they will inherit.
4. Science and technology can help in a limited way but cannot deliver it.
5. It is moral and ethical education for changing people’s attitude.
6. To protect children living in polluted regions, environmental education represents a
relevant means of prevention.
7. It is a need of the time to propose environmental education delivered with moral concept.

8. It is conceived to sustain participation of the citizens especially the youth particularly in

combating ill effects of climate change.

Related Laws in Promoting Environment Education

Republic Act No. 9512

An act to promote environmental awareness through environmental education and for

other purposes
This Act is known as the “National Environmental Awareness and Education Act of
2008”.
Specifically, Sec. 2. Declaration of Policy states that:
Consistent with the policy of the State to protect and advance the right of the people to a
balanced and healthful ecology in accord with the rhythm and harmony of nature, and in
recognition of the vital role of the youth in nation building and the role of education to foster
patriotism and nationalism, accelerate social progress, and promote total human liberation and
development, the state shall promote national awareness on the role of natural resources in
economic growth and the importance of environmental conservation and ecological balance
towards sustained national development.
Republic Act 9003: January 26, 2001
This is an act providing for an ecological solid waste management program, creating the
necessary institutional mechanisms and incentives, declaring certain acts prohibited and
providing penalties, appropriating funds thereof, and for other purposes.
Republic Act 9275: March 22, 2004
An act providing for a comprehensive water quality management and for other purposes
SECTION 2. Declaration of Policy. – The state shall pursue a policy of economic
growth in a manner consistent with the protection, preservation and revival of the quality of our
fresh, brackish and marine waters.
Republic Act 8749: June 23, 1999

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“Philippines Clean Air Act of 1999” an act providing for a comprehensive air pollution
control policy and for other purposes.
Republic Act 9147
An act providing for the conservation and protection of wildlife resources and their
habitats, appropriating funds therefor and for other purposes.
Republic Act 9175
An act regulating the ownership, possession, sale, importation and use of chainsaws,
penalizing violations thereof and for other purposes.
CHED Memorandum Order No. 33 Series of 2009
Subject: Integration of Environmental Education in the Tertiary Education Curriculum
particularly the Civic Welfare Training Service Component of the National Service Training
Program.

Definition of Terms
1. Biodegradable. Any material that can be broken down by naturally occurring
organisms such as bacteria and fungi in air, water and soil
2. Composting. Biological degradation under controlled conditions
3. Domestic Waste. Refuse from households, as distinguished from industrial waste,
hospital waste, etc, which maybe classified as a biodegradable or non-
biodegradable
4. Food Materials. Includes certain kind of seeds, pulp, peelings, pickles, sweets or
snacks
5. Hazardous Waste. Special types of waste containing the chemical biological and
radioactive elements which are harmful to human health
6. Incineration. The controlled process by which combustible materials are burned
and changed into gases and residues that contain little or no combustible materials
7. Non-biodegradable. Any material that cannot be degraded or decomposed by
naturally occurring organisms such as bacteria and fungi in air, water and soil
8. Putrescible. A substance that decomposes at certain temperature in contact with
air and moisture; generally containing nitrogen
9. Recycling. The re-use, retrieval, recommission of element/ matter for any and all
purposes necessary to healthful and productive living; the process by which waste
materials are transformed into new products in such a manner that the original
products may lose their identity
10. Solid Waste. Include anything thrown away such as garbage, rubbish, trash, litter,
junk and refuse of any source

Input No. 2: The Seven Environmental Principles

The key to understanding the environmental problems that we encounter today is to learn
about our ecosystem. This section highlights the basic environmental principles, varied types of
ecosystem, current environmental issues, anthropogenic activities that threaten the environment
and the role of youth in protecting our environment.
1. Nature knows best. This principle is the most basic and in fact encompasses all the
others. Humans have to understand nature and have to abide by the rules, nature dictates.

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In essence, one must not go against the natural processes if one would like to ensure a
continuous and steady supply of resources.
One natural process that needs serious attention is nutrient cycling. In nature,
nutrients pass from the environment to the organisms and back to the environment. Any
disruption in the cycle can bring about imbalance.
From example, burning of farm wastes instead of allowing them to decompose
naturally disrupts the cycle. In burning, most of the organic compounds are lost. The
combustion products bring greater havoc as in the case of carbon dioxide build-up, which
results in the warming-up of the earth, or the so-called “greenhouse” effect.
2. All forms of life are important. Each organism plays a fundamental role in nature. Since
such occupational or functional position, otherwise known as niche, cannot be
simultaneously occupied by more than one specie, it is apparent that all living things
must be considered as invaluable in the maintenance of homeostasis in the ecosystem.
It is easy to appreciate the beautiful butterflies, especially knowing their important
role in pollination. The giant beasts- the elephants, the whales, the alligators - are objects
of awe and the products they yield – ivory, oil, leather, respectively – are highly prized.
But when it comes to unlovely, wriggly, and troublesome creatures, this principle is
unusually overlooked.

For instance, it has been customary for many to step on any wriggling creature
(e.g earthworms) without even considering why God made them in the first place. People
also react adversely to the presence of snakes. At home, spiders are looked at with
disdain. Awareness of the snake’s role in limiting the rat population and of the spiders’
role in checking the population of mosquitoes and flies may, however, change this
attitude.
3. Everything is connected to everything else. This principle is best exemplified by the
concept of the ecosystem. In an ecosystem, all biotic and amniotic components interact
with each other to ensure that the system is perpetuated. Any outside interference may
result in an imbalance and the deterioration of the system.
In a lake ecosystem, the organisms are linked to one another through their feeding
habit/level and are also dependent on other physico-chemical factors in the lake (e.g.
amount of nutrients, amounts and types of gases, temperature, pH, etc.). At the same
time, the physico-chemical factors in the lake are influenced by the terrestrial
environment that surrounds it. The fertilizers that reach the lake cause a faster growth of
phytoplankton, which may lead to algae bloom, red tide, or other such phenomena.
4. Everything changes. It is said that the only permanent thing is change. As a general
classification, change may be linear, cyclical or random. As example of linear change is
evolution of species, which has brought about higher and more complex types of
organisms. Cyclical change may be exemplified by seasons and the rhythms in floral and
faunal life stages that go with the seasons. An example of random change is the eruption
of Mt. Pinatubo, which brought about great upheaval in many parts of Luzon and changes
in the topography of the land.
The environment is constantly changing. Organisms also evolve through time.
However, human technology has affected these natural changes often to a problematic
extent. Although mutation is a natural change, pesticides have induced insect mutations,
which are not matched by natural checks and balances.
5. Everything must go somewhere. When a piece of paper is thrown away, it disappears
from sight but it does not cease to exist. It ends up elsewhere. Gases released in

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smokestacks may disperse but it will end up a component of the atmosphere or brought
down by rains. What a particular type of waste does the earth’s repository should be of
concern to us. It may be a pollutant or a resource depending on certain factors.
Since wastes are not lost to oblivion, and even goes back to one’s own backyard
in some other forms, it is important that one becomes aware of the different types of
wastes – whether they are hazardous or not. Classification of wastes facilitates their
proper disposal and minimizes, if not prevents, the entry of toxic wastes in vital
ecosystem and ensures reconversion into useful forms.
6. Our is a finite earth. The earth’s resources can be classified as either renewable or non-
renewable. Renewable resources are those that can easily be replenished by natural cycles
(e.g. water, air, plants, and animals) while non-renewable resources are those that cannot
be replenished through natural cycles (e.g. ores of various metals, oil, coal).

7. Nature is beautiful and we are stewards of God’s creation. Among all creatures, humans
are the only ones made in God’s image and have been given the right to have domination
over all His creations. Being the most intelligent and gifted with reason, humans are
capable of manipulating creation to their own advantage. Yet, creation exists not to be
ravaged or abused but to be taken care of. Humans cannot exist without nature. They are
co-natural with the environment they live in. If the environment they live in is destroyed
with it will go Homo Sapiens.

This principle is inherent in all religious and tribal beliefs. Teachings of Christianity,
Buddhism, and Islam enjoin everyone to respect all life and the order of nature. Words of Chief
Seattle, Macli-ing Dulag, and Chito Mendez point to our duty to discern the true worth of
modern systems and techniques to reject those that degrade and promote those that elevate the
human condition.
Synthesis
The word’s environmental condition has deteriorated due to excessive abuse by the
people. Air and water are polluted. Forests and denuded by legal and illegal logging activities
causing so much soil erosion that eventually results in the silting of rivers and oceans. Coral
reefs are destroyed affecting negatively the marine resources that supply a big proportion of the
population with protein in their diet.
Over consumption of resources and over-population threaten the existence and survival
of many environmental products. Worse is the development aggression in many areas where
natural resources have not been maximally exploited.
Paying attention to environmental care has global implications. Environmental impact of
a nation’s action cannot be limited to its own country only. It affects other countries outside of its
own boundaries and beyond its territory.

Input No. 3: Climate Change

What is Climate Change?
Climate Change is any change in climate over time whether due to natural processes or as
a result of human activity.
It is a change of climate which is attributed directly or indirectly to human activity that
alters the composition of the global atmosphere and which is, in addition to natural climate
variability, observed over comparable time periods (United Nations Framework Convention on
Climate Change).

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How does it occur?
The Fourth Assessment Report of the Intergovernmental Panel on Climate Change
(IPCC, 4AR 2007) concludes that climate change is already occurring and that further
acceleration will result in a two (2) degrees increase in global temperature and of extreme
weather conditions.
Climate Change is caused by the increasing volume of Greenhouse Gases (GHG) in the
atmosphere. Greenhouse gases are gases that absorb and re-emit infrared radiation, warming the
earth’s surface and contributing to climate change (UNEP 1988). These gases are water vapor,
methane, carbon dioxide, nitrous oxide, ozone, hydrofluorocarbon, perfluorocarbon, and sulfur
hexafluoride. When these gases increase in volume, more solar heat will be trapped resulting to a
warmer atmospheric condition. This phenomenon is known as the “greenhouse effect”. Global
warming is the increase in the average temperature of the earth’s near-surface air and oceans that
is associated with the increased concentration of greenhouse gases in the atmosphere.
What are the effects of climate change or global warming?
The warming of the Earth’s atmosphere results in the melting of snow covers and
glaciers, the rise of sea level, shorter winters, early springs, hotter summers and delayed coming
of autumns, altered forest productivity and composition, habitat shifts of some animals, changes
in the behavior patterns of flora and fauna, spread of diseases, stronger and more frequent
typhoons, more floods, severe droughts, stronger heat waves and heavier rains and more.

These changes in the environment as a result of climate change have already made their
impact on human population in a global scale. Socio-economic problems and difficulties will be
amplified compounding the already heavy burden of the poor sectors. Agriculture become less or
non- productive due to droughts and flooding. Mounting social pressure on the damaging effects
of climate change will influence political priorities and direction.
Figure 5.1
Community Exposure to
HAZARDS
Hazards
CAUSES

CLIMATE Geological
Natural
CHANGE
COMMUNITY
Global Warming

Anthropogenic and Hydrometeorological

Industrial Processes

Biological

Level of Coping
Ability (Adaptive
Capacity)

What can be done locally?

The following can be done:
1. Reduce the sources of green house gas emissions or enhance their sink or capture
(Mitigation).

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2. Moderate the harmful effects of climate change and exploit its beneficial
opportunities (Adaptation).
3. Support or join awareness raising of people in your locality/community about
climate change.
4. Carry out concrete disaster prevention, mitigation and management activities
(Capacity Building).
5. Suggest or advocate the integration of climate change mitigation and adaptation
into organization/institutional plans to mainstream this consciousness.
6. Lobby for and/or support climate change responsive policies and ordinances
(Policy Development).
7. Synergize efforts with other enlightened individual or group stakeholders. To
reduce vulnerability to climate change hazards and risks, Adaptation, Risks
Reduction, Development Planning and Humanitarian Action need to come
together.
8. Develop a stable resource mobilization mechanism or system to ensure and
facilitate the flow of financial and technical support to local implementers.
Without an adequate and sustainable financial and technical backing, plans will
remain good only in writing.

LIFE

PROPERTY

CLIMATE
THREAT TO HEALTHY
CHANGE
SECURITY
FOOD

LIVELIHOOD

WAY OF LIFE

ENVIRONMENT

Figure 5.2

Input No. 4: Ecological Solid Waste Management

Much had been written about the worsening problem of solid waste especially in urban
centers in the country.
Based on studies made by the National Solid Waste Management Commission Secretariat
based at the Environmental Management Bureau (EMB), it is estimated that the per capita waste
production daily is 0.5 kg. This means that for every person living in the metropolis, he or she
generates half a kilo of waste a day. With an estimated population of 10.5 million, total waste

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generated in Metro Manila alone could run up to 5,250 metric tons per day; or 162,750 metric
tons per month; or 1.95 million metric tons per year. Definitely, that’s a lot of waste to speak of.
Only about 73% of the 5,250 metric tons of waste generated daily are collected by dump
trucks hired by our respective local government units. That is assuming our LGUs are faithful to
their duties to us, taxpayers. The remaining 27% of our daily waste or about 1,417.5 metric tons
end up in canals, vacant spaces, street corners, market places, rivers and other places where,
ironically, there’s a sign that reads “huwag magtapon ng basura dito ang mahuli, bugbog
sarado!”.
That explains why WE need to act. As part of the problem, because we produce garbage
ourselves, we can also be part of the solution by reducing our contribution to the waste problem.
Because at the rate we are producing waste, we will soon find ourselves buried in our
own trash. Or, shall we say, we will soon be having more or our human-made mountains of
garbage amidst us?
The tragedy that has befallen the residents of Payatas dump site in Quezon City, when its
mountain of garbage slid down, burying in its course not a few garbage pickers, should
strengthen our resolve to do something about our wasteful lifestyles.
Second, talks about landfill, as an alternative engineering solution to the garbage problem
for the so-called residual waste, is fine. But where to site the landfill is another thing. For years,
negotiations for landfill for Metro Manila’s garbage had elicited not only long debates among
our political leaders but also emotional outbursts from prospective host communities.

Perhaps the most important reason why we have to act now on the worsening solid waste
problem is their impact on human health. Health is a basic human right. We all deserve to live in
a cleaner environment. We all desire for a healthy family… a healthy neighborhood… a healthy
nation. And, the only way to satisfy these desires is to do away with garbage that breeds flies,
roaches, rodents, and harmful bacteria that can spread diseases in our homes and in our
communities.
While there were already efforts in the past to address the problem head-on, the passage
of Republic Act (R.A.) No. 9003, otherwise known as the “Ecological Solid Waste Management
Act of 2000”, marked the turning point in the national development agenda for improved solid
waste management and resource conversation.
1. What is R.A No. 9003? Improper solid waste disposal is probably the most important
environmental concern facing local governments (Laplante 2003). This is particularly
true in the Philippines (World Bank 2001). In response to a garbage crisis, the first bill
that then Philippine President Gloria Macapagal-Arroyo signed into law in 2001 was
Republic Act No.9003 (RA 9003) or the Ecological Solid Waste Management
(ECOSWAM) Act which requires municipalities to dispose of waste in a sanitary and
environmentally friendly manner.
Republic Act No. 9003 provides the legal framework for the country’s systematic,
comprehensive and ecological solid waste management program that shall ensure
protection of public health and the environment. It underscores, among other things, the
need to create the necessary institutional mechanisms and incentives, as well as imposes
penalties for acts in violation of any of its provisions.
The implementing rules and regulations of R.A. No. 9003 are contained in DENR
Administrative Order No. 2001 – 34.
2. What are the salient features of R.A. No.9003?

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a) Creation of the National Solid Waste Management Commission (NSWMC), the
National Ecology Center (NEC) and the Solid Waste Management Board in every
province, City and Municipality in the country. The NSWMC shall be responsible in
the formulation of the National Solid Waste Management Framework and other
policies on solid waste, in overseeing the implementation of solid waste management
plans and the management of the solid waste management fund. The NEC, on the
other hand, shall be responsible for consulting, information, training and networking
services relative to the implementation of R.A. No. 9003. The Solid Waste
Management Board of provinces, cities, and municipalities shall be responsible for
the development of their respective solid waste management plans.
b) Formulation of the National Solid Waste Management Framework; 10 years solid
waste management plans by local government units consistent with the National Solid
Waste Management Framework;
c) Mandatory segregation of solid waste to be conducted primarily at the source such as
household, institutional, industrial, commercial and agricultural sources;
d) Setting of minimum requirements to ensure systematic collection and transport of
wastes and the proper protection of the health of garbage collectors;
e) Establishment of reclamation programs and buy-back centers for recyclable and toxic
materials;
f) Promotion of eco-labeling in local products and services;
g) Prohibition on non-environmentally acceptable products and packaging;
h) Establishment of Materials Recovery Facility in every barangay or cluster of
barangays;
i) Prohibition against the use of open dumps;
j) Setting of guidelines/ criteria for the establishment of controlled dumps and sanitary
landfills;

k) Provision of rewards, incentives both fiscal and non-fiscal, financial assistance, grants
and the like to encourage LGUs and the general public to undertaken effective solid
waste management; and
l) Promotion of research on solid waste management and environmental education in
the formal and non-formal sectors.

3. How can we help solve the solid waste problem? There are many ways to do it. A
highly recommended formula is to adopt the 3Rs of Ecological waste Management:
REDUCE, REUSE, and RECYCLE.
In addition to that, let us refrain from doing what have been prohibited under the
law, to include but are not limited to the following:
a) Littering, throwing, dumping of waste materials in public places like roads,
sidewalks, canals, esteros, parks and establishments;
b) Open burning of solid waste;
c) Allowing the collection of non-segregated or unsorted waste;
d) Squatting in open dumps and landfills;
e) Open dumping or burying of biodegradable and non-biodegradable materials in flood-
prone areas;
f) Unauthorized removal of recyclable material intended for collection by authorized
persons;
g) Mixing of source-separated recyclable material with other solid waste in any vehicle,
box, container or receptacle used in solid waste collection or disposal;
h) Manufacture, distribution or use of non-environmentally acceptable packaging
materials;
i) Establishment or operation of open dumps; and
j) Importation of customer products packaged in non-environmentally acceptable
materials.

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Classification of Solid Wastes

Table 1. Sources and Types of Solid Wastes

Source Facility Type of Waste

Domestic Single family dwelling, Food, paper, packaging,
multi-family dwelling, low, glass, metals, ashes, bulky
medium and high-rise household waste, hazardous
apartments household waste
Commercial Shops, restaurants, markets, Food, paper, packaging,
office buildings, hotels and glass, metals, ashes, bulky
motels, institutions household waste, hazardous
household waste
Industrial Fabrication, light and heavy Industrial process waste,
manufacturing refineries, metals, lumbers, plastic, oils,
chemical plants, mining, hazardous waste
power generation
Construction and Demolition Solid, concrete, timber, steel,
plastic, glass, vegetation
Agricultural Waste Pesticides, farm wastes

Table 2. Physical Composition of Solid Waste

General Composition Typical Composition Detailed Composition

Food putrescible Food, vegetables
Paper and cardboard Paper, cardboard
Polyethelyne terephitalate
(PETE)
High-density Polyethelyne
(HDPE)
Polyvinyl chloride (PVC)
Plastic
Low-density polyethylene
Organic
(LDPE)
Plypropelene (PP)
Polystyrene (PS)
Other multi-player plastics
Clothing/ Fabric Textiles, carpets, rubber
leather
Yard waste Garden trimmings
Wood Wood
Metals Tin cans, ferrous metals,
aluminum, non-ferrous
metals
Inorganic Glass Colorless, colored
Dirt, ash, etc. Dirt screening, ashes, stone,
bricks
Unclassified Bulky items

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Table 3. Refuse Materials by Kinds, Compositions and Sources

Kind Composition Sources

Waste from preparation,
Households, restaurants,
cooking and serving of food,
Garbage institutions, stores and
market wastes from handling,
markets
storage and sale of produce
Combustible: paper, cartons,
Households, restaurants,
boxes, wood tree branches,
Rubbish institutions, stores and
yard trimmings, wood,
markets
furniture, beddings
Non-combustible: metals, tin
cans, metal furniture, dirt
glass minerals
Residue from fires used for Households, restaurants,
Ashes cooking and heating and from institutions, stores and
on-site incineration markets
Sweeping, dirt leaves, catch
Street refuse basin dirt, contents of litter Streets, sidewalks, alleys
receptacles
Dead animals Cats, dogs, horses, cows Streets, sidewalks, alleys
Food processing waste, boiler
Industrial waste house, cinders, lumber Factories, power plants
scraps, metal scraps, shavings
Scrap lumber, pipe, New construction,
Construction waste
construction materials remodeling

Hazardous Wastes
These are solid wastes or a combination of solid waste which identify concentration or
physical, chemical or infectious characteristics may do the following:
1. Cause or significantly contribute to the increase in mortality or an increase in serious
irreversible or incapacitating reversible illness; and
2. Cause a substantial present or potential hazard to human health or the environment
when improperly treated, stored r transported.
Hazardous Waste Management
A comprehensive and integrated management of toxic substances and hazardous wastes
which adheres to the waste management hierarchy of source reduction, recycling, treatment and
safe disposal for the protection of personnel, environment and property.
Four Characteristics of Hazardous Wastes
1. Ignitable-the substance causes or enhances fires
2. Corrosive-the substance destroys tissues or metals
3. Reactive-the substance reacts with others and may explode
4. Toxic-the substance is a danger to health, water food and air
The Three Main Goals of Hazardous Waste Management
1. Protection of the Environment
2. Improvement of Public Health
3. Conservation of Energy
Integrated Solid Waste Management (ISWM)

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It is the selection of combination of techniques, technologies and management programs
to achieve waste management objectives.
Hierarchy of ISWM

Source Reduction and Minimization

Recycling and Reuse

Transformation

Landfill

Zero Waste Management

Zero Waste Management is an ecological method of handling
wastes that does not degrade the environment nor pollute air, water, soil
and facilitate their sanitary retrieval, reuse or recycling. This is one of
the most friendly, economical tools of contributing ecological welfare
for human beings and the community.

Modern waste reduction consists of three (3) components namely:

1. REUSE. Means re-utilization of materials for particular purpose.
2. REDUCE. The process of lessening the fresh raw materials that affects air, water
and land pollution through proper waste disposal.
3. RECYCLING. Involves processing used, unwanted materials (waste) into new
products to prevent waste of potentially useful materials.
It involves processing used, unwanted materials (waste) into new products to prevent
waste potentially useful materials, reduce the consumption of fresh raw materials, reduce energy
usage, reduce air pollution (from incineration) and water pollution (from landfilling) by reducing
the need for “conventional” waste disposal, and lower greenhouse gas emissions as compared to
virgin production. Recycling is a key component of modern waste reduction and is the third
component of the “Reduce, Reuse, Recycle” waste hierarchy.

Input No. 5: Air Pollution Awareness and Prevention

This section discusses the nature, types, sources and effects of air pollution. It gives the
general status of air pollution in the country, and summarizes the salient features of the Clean Air
Act and suggests ways by which to prevent pollution.
Stationary sources of pollutants are factories, crematorium, incinerations, power plants,
garbage dumps, and construction sites. These emit particulates, nitrates, sulfur oxides and
ammonia. They contribute 88% of the total airborne sulfur oxides and 68%of nitrogen oxides.

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Accumulation in the atmosphere of gases from industrial solvents such as nitrous oxides
and carbon tetrachloride and carbon dioxide from burning of fossil fuels and deforestation have
possible effects on climate and human health.
Anthropogenic sources of air pollution have been increasing vehicles that ply the road of
Metro Manila are smoke belchers.
Among the different air pollutants, 6 “criteria” pollutants such as ozone, carbon
monoxide, lead, sulfur oxides, nitrogen oxides and particulates determine air quality standards.
Ozone is the major ingredient in smog. In the stratosphere it occurs naturally and acts as a
filtering mechanism for the harmful ultraviolet rays from the sun but in the lower atmosphere
comprise what mainly we see as grey smog suspended on air. Ozone is formed by a series of
complex reactions involving nitrogen oxides, volatile organic compounds and sunlight. Smog or
ground level ozone may cause lung inflammation, decreased ability to breathe and susceptibility
to respiratory diseases such as pneumonia, bronchitis, fibrosis and premature lung aging.
Children are susceptible to ozone exposure.
Carbon monoxide is a toxic, odorless, colorless gas produced during fossil fuel or
biomass burning. Carbon monoxide exposure can block oxygen to the brain and cause poor
concentration, fatigue and death.
Lead is one of the most toxic substances. Lead in gasoline remain by far the single largest
source of lead exposure in urban areas and poses the greatest threat to the public. A special
hazard for young children, several studies have shown that lead exposures can significantly
reduce the IQ of school-aged children. It has also been associated with aggressive behavior,
delinquency and attention diseases in boys, between 7-11 years of age. In adults, lead exposure
has been related to increased blood pressure and hypertension. In a 6-month study in 1992, lead
dust reached an average of 3.3 micrograms per cubic meter. Controlling the high lead pollution
levels in our ambient air should thus be given top priority.

Sulfur oxides are gases formed by combustion. Industries and electric power plants
account for 88% of sulfur dioxide emissions totaling 88,458 tons in 1990, causing bronchitis and
impairment of preliminary functions. They are also active ingredients in the formation of acid
rain.
Nitrogen oxides are gases produces from high temperature combustion in the air. It can
cause respiratory ailments like asthma and eye irritation. They are also an active ingredient in the
formation of smog.
Particulates (also called soots) are minute, microscopic particles suspended in the air.
They range in size from 10 to less than 2.5 microns in diameter. (one micron is roughly
equivalent to 1/70 the width of human hair). Annual average TSP (total suspended particulates)
concentrations in Metro Manila are 5x higher than the World Health Organization Air Quality
guidelines. Particulates of the coarse and fine varieties are so small that they can enter deepest
regions of the lungs where they can enter the bloodstream or become trapped in the lung tissue.
Continuous exposure to particulate can induce wheezing, chest pain, coughing and phlegm, as
well as more severe diseases like pneumonia, bronchitis, asthma, emphysema and cardiovascular
diseases.
Air pollution is the presence of substances in the air in amounts harmful to humans, other
animals and/ or plants. There are over 100 identified air pollutants.
The main categories of pollutants are:

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1. Particulates are very fine solids, collectively referred to as total suspended
particulates (TSP);
2. Carbon monoxide and oxides of nitrogen and sulfur;
3. Volatile organic compounds (VOCs); and
4. Ozone.
These substances are associated mostly with fossil-fuel burning. Particulates are
unburned hydrocarbons and soot or carbon. They result from incomplete burning of fuels. So
does carbon monoxide. VOCs are benzene and other aromatics that are formed from the
production of gasoline in order to improve its performance as fuel for vehicles. Ozone is formed
from the reaction of VOCs and nitrogen oxides (NOs). Oxides of sulfur are released because
sulfur is naturally found in petroleum and coal. Oxides of nitrogen are released as the high
temperature of combustion catalyzes reaction between the nitrogen in the fuel and air oxygen of
the air.
Sources of Air Pollution
1. MOBILE SOURCES. 3.9 million vehicles are registered in the whole country. Around
80% use gasoline and 30% use diesel. Only a small percentage of Filipinos own cars,
20% in Metro Manila. The rest take public transportation.
2. STATIONARY SOURCES. Stationary sources that account for most of the air pollution
are emissions from power plants, cement plants and oil refineries.
Effects of Air Pollution from Fossil Fuels
Sulfur and nitrogen oxides, particulate matter and soot irritate the mucous membranes of
the respiratory system. If irritation is prolonged, it can lead to respiratory disease – persistent
cough, emphysema, asthma, and other allergies, and worst, cancer. Carbon monoxide is
hazardous because it bonds strongly with hemoglobin of the blood, replacing oxygen. As a
result, the tissues and organs of the body are deprived of the vital gas, oxygen. Ozone causes a
range of acute effects including eyes, nose and throat irritation. It also impairs respiratory
functions. Ozone is a highly oxidizing gas that causes damage to materials so do sulfuric and
nitric acid from sulfur and nitrogen oxide, respectively.
Benzene the most toxic VOC is highly linked to leukemia. It is also an agent in ozone
formation.

Another by-product of combustion of carbonaceous fuels is cardon dioxide. It does not

directly harm people or other organisms and is thus not a pollutant in the usual sense of the word.
However, too much of it in the atmosphere destroys ecological balance.
Increased temperatures will negatively affect agriculture, ecology of microorganisms and
thus incidence of diseases.
The Philippines is a signatory to the United Nations Convention on Climate Change and
has ratified the Kyoto Protocol. Under the latter, all signatory countries are committed to exert
all efforts to lower their greenhouse gas emissions. The Protocol invokes a special commitment
from developed countries to reduce their emissions to 5% less than their 1990 levels between
2008 and 2012. The Protocol will go into effect when it is ratified by 55 countries which should
include developed countries responsible for 55% of the emissions worldwide.
Another class of substances that must be regulated is what is collectively known as
chlorofluorocarbons (CFCs). CFCs are unreactive for mattresses, Styrofoam and insulation.
A group of substances that are common in our everyday lives but are extremely toxic are
known as persistent organic pollutants (POPs). These are either human-made substances or
products of combustion or other processes undergone by human-made products.

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Radioactivity is the most lethal form of pollution because it can readily destroy cells and
tissues. No more nuclear radiation should be introduced into our environment in addition to that
which naturally occurs in the background environment.
Radioactive emissions come from nuclear power plants even in routine operations.
The Clean Air Act
1. Principles which state the over-all mandate of the State
2. Recognition of rights of citizens which the State shall guarantee
3. The noteworthy features of the Air Quality Management Systems are the provisions
regarding air shields and non-attainment areas.
4. The Act gives an initial list of hazardous air pollutants and guidelines for ambient air
quality.
5. Prohibition and regulation of other substances
a. Ozone-depleting substances. Consistent which the Montreal Protocol of which the
Philippines is a signatory. ODS shall be phased out.
b. Flourinated Greenhouse Gases identified in Kyoto Protocol to the United Nations
Framework on Climate Change.
c. Framework convention on Climate Change, the DENR shall prepare a plan to reduce
greenhouse gas emissions.
d. Persistent Organic Pollutants. The DENR shall prepare an inventory of POPs in the
Country and a program for elimination of these substances.
e. Radioactive Substances. The Philippine Nuclear Research Institute, DENR and
related agencies shall regulate all projects that involves release of radioactive
substances.
f. Pollution from Smoking. Smoking in any enclosed public space including public
vehicles and private spaces outside of one’s residence is strictly prohibited. This
probation shall be implemented by the LGU.
g. Leaded Gasoline. The manufacture, importation, sale, disposal of leaded gasoline and
engines and components requiring leaded-gasoline is prohibited.

IV. Evaluation
Activity 1. Poster making on how to save mother earth
Activity 2. Essay on how to address environmental concern
Activity 3. Giving of examination
Name: __________________________ Date: ______________________
Year and Course: _________________ Score: _____________________
Test. Identify what is being described or answer the given question. Write the letter that
corresponds to your answer on the blank.
______1. It is an alteration of the atmospheric condition overtime due to natural and human-man
made factors.
a. Global warming c. Storm
b. Climate Change d. Cyclone

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______2. Which of these gases absorbs and hold heat?
a. Oxygen c. Nitrogen
b. Helium d. Carbon dioxide
______3. It is a process by which the absorption of infrared radiation by the atmosphere warms
the Earth.
a. Global Warming c. Greenhouse effecrt
b. Ozone Depletion d. Precipitation
______4. Reducing the sources of greenhouse gas emissions into the atmosphere or enhance
their
capture is ___________.
a. Mitigation c. Radiation
b. Litigation d. Evaporation
______5. If a community is unable to cope with the adverse effects of climate change, it is said
to
be ________,
a. Weak c. Unstable
b. Vulnerable d. Invincible
______6. An adjustment made to moderate the harm climate change brings
a. Adoption c. Protection
b. Prevention d. Adaption
______7. When you develop human skills or build structures to reduce risks you are doing
a. Capacity Building c. Facility Constructing
b. Training d. Skills Honing
______8. Which of the words in the series below captures the meaning of the term
“Anthropogenic”
a. Humanity c. Human-made
b. Human-centered d. Humanoid
______9. One of the these is a hydrometeorological event.
a. Rise is sea level c. Landslide
b. Earthquake d. Volcanic eruption
______10. One of these greenhouse gases is anthropogenic.
a. Methane c. Carbon Dioxide
b. Nitrous oxide d. Hydrofluorocarbon

I. Enumeration

A. Three (3) Rs of Ecological Solid Waste Management

1. __________________________________________________
2. __________________________________________________
3. __________________________________________________

B. Four (4) Characteristics of Hazardous Wastes

1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
C. Three (3) Main goals of Hazardous Waste Management
1. __________________________________________________

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2. __________________________________________________
3. __________________________________________________
Test II. Encircle the letter of the best answer:
1. This is caused by airborne acidic pollutants and has destructive result.
a. Acidic Rain c. Volcanic eruption
b. Sulfur Rain d. None of these
2. Which of the following would not cause acid rain?
a. So c. CO2
b. SO 2 d. NO2
3. Causes the environment problem which are induced by humans
a. Anthropogenic Sources c. Material sources
b. Natural causes d. None of these
4. The following would be the effects of acid rain, except
a. Deforestation c. Destruction of statues
b. Rusting of iron d. None of these
5. It is also called greenhouse effect.
a. Global warming c. Acid rain
b. Global warning d. Deforestation
6. Primary greenhouse gas emitted from burning coal
a. NO2 c. CO2
b. Ozone d. CO
7. The following are causes of global warming except
a. Overpopulation c. Burning of coal
b. Volcanic eruption d. Climate changes
8. The following are effects of global warning, except
a. Rising of sea level c. Overpopulation
b. Climate change d. Melting of ice
9. The following are examples of hazardous wastes, except
a. Mercury c. Radioactive wastes
b. Lead d. Nuclear power plant
10. It is a bluish gas that is formed by 3 atoms of oxygen
a. Ozone c. Stratosphere
b. Oxygen Gas d. None of These
11. Main causative agent ozone depletion
a. CFCs c. SO2
b. NO2 d. SO3

12. Ozone is the protection of living organisms against

a. Infrared c. Radiowave
b. Microwave d. Ultraviolet rays
13. Forest type present in the Philippines
a. Rain Forest c. Deciduous
b. Coniferous d. None of these
14. The following are causes of forest destruction, except
a. Illegal Logging c. Kaingin system
b. Acid rain d. None of these
15. The Ecological Solid Waste Management Act of 2001
a. RA 9003 c. RA 7707
b. RA 9163 d. RA 7610

V. References:

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Guzman, R.S.et al.. (2010), NSTP- CWTS Module on Environment
Labuguen, F L et al.. (2012), Understanding the National Service Training Program

CHAPTER 6
NATIONAL SECURITY CONCERNS

I. Overview

Since the emergence of territorially based states as the political organizing principle in
Europe after 1468, the concept of security for the past 400 years predominantly meant
““protection from organize violence.” According to McNamara (1968), security includes the
promotion of economic, political, and social development in “poor nations” as:
a. A mean of preventing conflicts; and
b. Preserving a minimal measure of “global order” and stability.

Based on the 1992 UNDP Human Development Report by Dr. Mahbub ul Haq, the new
approaches to security emphasize the critical interrelationship among the most daunting threats

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to human survival. Security of all the people everywhere- in their homes, in their jobs, in the
streets, in their communities, and in the environment. Security is a national concern that every
Filipino must consider to ensure peaceful existence of the state. It shall be the State’s primodal
concern as well as to secure its constituent.

In view of the above information, it is of prime essence that in transforming the youth into
responsible citizens that orientation on concepts and mechanisms of national security be done to
effectively carry out the task of community development. Hence this module was formulated to
achieve the said purpose.

II. Objectives
At the end of this chapter, student should be able to:

1.Understand deeply that the national security is everybody’s concern;

2.Develop awareness of the various factors that can lead to aggression and violence;
3.Encourage other students to be more vigilant and alert of any elements that may cause
threats to our national security

III. Discussion/Lesson Proper

Concept of National Security

Definition of Terms

1.Subversion- It is a group of conspiracy seeking to alter an existing system or government

through deceit and other unlawful means, or it is an act of individual or group who seek to alter
an existing system through deceitful means.
2.Communism- It is a theory which advocates elimination of private ownership. It tends to make
the society stateless and classless.
3.Agitation- It is subversive technique to arouse the hatred and anger among people.
4.Propaganda- It is a line of persuasion to influence the belief, emotion, behavior, attitude and
opinion of the target audience.
5.Infiltration- Deception use of legal activities. This is used to exert influence and if possible,
seize control of the target groups.
6.Politics- It is an art or science concerning the winning and control over a government.

Human Security

Aspect of human security

1. Safety from such chronic threats as hunger, disease and repression;

2. It means protection from sudden and hurtful disruptions in pattern in the patterns of daily
life- whether in homes, in jobs, or in communities. Such threats can exist at all levels of
national income and development.
3.
Main categories of threats to human security

1. Economic Security
2. Food Security
3. Health Security
4. Environmental Security

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5. Personal Security
6. Community Security
7. Political Security
8.
Human Security and Human Development
“Human security, in its broadest sense, embraces far more than the absence of violent
conflict. It encompasses human rights, good governance, access to education and health care and
ensuring that each individual has opportunities and choices to fulfill his or her potential.”

National Security and Human Security

Every step in this direction is also a step towards reducing poverty, achieving economic
growth, and preventing conflict. Freedom from want, freedom from fear, and the freedom of
future generations to inherit a healthy natural environment- these are the interrelated building
blocks of human- and therefore national security.”

Human and Ecological Security

Human and ecological security is a change in paradigm and value. A change in the
concept of security from the military phenomena to poverty, ecological degradation and rapid
demographic change.

Threats to National Security

Many security threats to the Philippines are non-military in nature. Pressing security
concerns like terrorism, poverty, and environmental degradation, needs to be addressed in an
informed and intelligent manner.
In its internal aspect, national security relates to the defense of the nation’s government
against hostile local elements seeking its replacement with their own government. In this sense,
national security refers to the measures aimed at countering domestic or internal challenges to
the existing political and socio-economic order.
In its external aspects, national security is concerned with safeguarding the state against
outside or foreign forces, pressures, or influence designed to conquer it or undermine its
sovereignty, or placing under the domination or control of some foreign state or states. In this
sense, national security embraces the defense arrangements directed at insuring the safety of the
state against foreign intervention or domination.

Type of Threats

1. Rebellion or Insurrection. A refusal of obedience or order. It may, therefore, be

seen as encompassing a range of behaviors from civil disobedience and mass
nonviolent resistance, to violent and organized attempts to destroy am established
authority such as the government.
2. Terrorism. The systematic use of terror especially as a means of coercion. 1) At
present, the International community has been unable to formulate a universally
agreed, legally binding, criminal law definition of terrorism. 2) Common definitions
of terrorism refer only to those violent acts which are intended to create fear (terror),
are perpetrated for an ideological goal, and deliberately target or disregard the safety
of non-combatants (civilians).
3. Murder. As defined in most countries, is the unlawful killing of another human being
with intent (or malice aforethought), and generally this state of mind distinguishes
murder from other forms of homicide.

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4. Kidnaping and Serious Illegal Detention. The taking away or transportation of a
person against the person’s will, usually to hold the person done for ransom or in
furtherance of another crime, or in connection with a child custody dispute.
5. Hijacking/ Highway Robbery. The crime of taking or attempting to take something
of value by force or threat of force and or by putting the victim in fear. In common
law robbery is defined as taking the property of another, with the intent to
permanently deprive the person of that property, by means of force or fear. Precise
definitions of the offence may vary between jurisdictions. Robbery differs from
simple theft in its use of violence and intimidation.
6. Crimes involving destruction. It may apply either as a measurable degree of damage
up to and including a state beyond use or repair, or it may indicate a state wherein
such damage is occurring and continuing. Something ‘being destroyed’ is in a state of
destruction. E.g. Self-destructive behaviors, suicide, demolition.

These type of security threats could be minimized by having proper citizens’ values,
commitment to support and act positively on issues related to national security and concern for a
friendly and peaceful environment.

Internal Threats

Our national security concern is infused with four important dimensions. Internal threats
to our national security make up the first dimension.

1. Moro Islamic Liberation Front (MILF) and Abu Sayyaf Group (ASG)
2. Communist party of the Philippines/New People’s Army /National Democratic Front
(CPP/NPA/NDF)
3. Organized crime
4. Grave incidence of poverty
5. Economic sabotage
6. Graft and Corruption
7. Severe Calamities
8. Persistent environment degradation

External Threats

The growing uncertainties that lie in the regional and global milieu make up the second
dimension of our national security concerns even as threat of external aggression against our
country remains in the remote horizon.

1. Smuggling of firearms and contraband, illegal migration and the occasional

movement of foreign terrorists through the porous borders of our south western
frontier
2. Lingering effects of the currency crisis affecting the countries within the Association
of Southeast Asian (ASEAN)
3. Serious economic disparity between rich and poor nations
4. Ethic, religious and cultural conflict
5. Proliferation of weapons of mass destruction (WMD)
6. Transnational organized crimes

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7. Natural disasters and environmental issues
8. Cybernetic crime

IV. Evaluation

Test. True or False. Direction. Read each item carefully, write “True” if the sentence is correct and write
false if the sentence is incorrect.
_________1. National security in the Philippines does not play an important role in the lives of the
Filipino people.
_________2. Subversion is a theory which advocates elimination of private ownership. It tends to make
the society stateless and classless.
_________3. The deception used of legal activities is called as infiltration. This is used to exert influence
and if possible, seize control of target groups.
_________4. Human security in its broadest sense, embraces far more than the absence of violent
conflict.
_________5. Responsibility for national security was vested in the Department of National Defense.
_________6. The refusal of obedience or order to destroy an established authority such as the
government is called terrorism.
_________7. The main function of the Department of Justice is to defend the state against internal and

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external threats.
_________8. Terrorism refer only to those violent acts which are intended to create fear (terror),
and disregarding the safety of non-combatants group (civilians).
________9. Many security threats to the Philippines are non- military in nature.
_______10. Commonwealth Act No.1 also known as the National Defense Act, is the original
policy basis of the national security program of the Republic of the Philippines.

Test II. Classify the listed threats if it is an “internal threat” or “external threat”. Write your
answer on the space provided in the opposite column.

Number Threats Classification

1. Organize crime
2. Economic sabotage
3. Occasional movement of foreign terrorist
group
4. Serious economic disparity between rich and
poor nation
5. Grave incident of poverty
6. Communist Party of the Philippines /New
People’s Army (CPP/NPA)
7. Natural disaster and environmental issues
8. Proliferation of weapons of mass destruction
9. Persistent environment degradation
10. Graft and corruption

VI. References:

The 1987 Philippine Constitution

Labuguen F.L et al, (2012) Understanding the National Service Training Program
Espiritu, R. I et at, (2012) National Service Training Program

CHAPTER 7
VOTER’S EDUCATION
I. Overview

As a democratic country, all citizen has the right to choose the right person as their leaders in the
national and local position in the government. The constitution guarantees that we are a sovereign
people, where all government authority comes from. Sovereignty or the power to govern is exercised
directly through public officials elected by people. The will of the people, then is best expressed in clean,
orderly and honest election.

II. Objectives
At the end of this chapter, student should be able to:

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1. Gain full information about their right to suffrage;
2. Know and appreciate the history of elections in the Philippines
3. Plan and implement the actions needed to be taken before, during and after election.

III. Lesson Proper

What is right of suffrage?

Suffrage is the human right to vote and, for the Philippines, is indicated in three documents: The
Universal Declaration of Human Rights (UDHR); the International Covenant on Civil and Political
Rights; and the Philippine Constitution. They all call for universality of the right; equality in access to
public service; and secrecy of votes.

The right is exercised during elections, and as a citizen-voter, you are entitled to free and informed choice
on whom vote. Every political choice and decision you make will determine the kind of government that
will serve the country.

Who are qualified to vote in Philippine Elections?

1. Citizens of the Philippines
2. 18 years old and above on the day of election
3. A resident of the Philippines for one year and in the city or municipality wherein he proposes to
vote for at least six months before the election
4. Those not disqualified by law

Under the Overseas Absentee Voting Law

1. Filipino citizen abroad
2. 18 years old and above on the day of election
3. Immigrants with affidavit of intent to resume residence in the Philippines
4. Permanent residents with affidavits of intent to resume residence in the Philippines

Brief History of Election in the Philippines

Pre-Martial Law
1960
The Philippines was under two-party
system with Nationalists and Liberal as
the two major political parties

1970
Martial Law Period

1972 1978 election for the interim Batasang

Pambansa. Kilusang Bagong Lipunan (KBL)
Ferdinand Marcos declared Martial became the administration party. The election
Law. The 1935 Constitution was was claimed to be toward restoration of old
scrapped, an Interim Batasang political order but Marcos’ purpose was to
Pambansa was created and a new gain legitimacy for his unpopular
(1973) Constitution was adopted
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legislature. The exercise defied democratic
procedures, and was characterized by rampant
electoral manipulation done by Marcos
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1980

1983

Assassination of Ninoy Aquino

1986

Snap election characterized by

election manipulation and
irregularities. These and the
worsening social and political order
resulted in the EDSA revolution
which led to collapse of KBL, ouster
1987-1988 of Marcos and installation of Cory
Aquino as Presidents
Aquino’s program of bringing back democracy
and political stability.

3 major electoral exercise: national plebiscite

for the approval of the 1987 Constitution;
election of members of Congress: and local
elections in 1988. He 1987 Constitution
provided for a multi-party system 1992

First presidential elections under the 1987

constitution. Main campaign issue was anti-
1990 trapo or traditional politics. Fidel Ramos won
as President and Joseph “Erap” Estrada as
1995 vice

Congressional and local elections; Dagdag-

Bawas (subtract and add votes from one 1998
candidate to another) as a form of fraud was
widely practiced Erap, won the presidency with a popular
support of 28%. The first party list election
was held

2000 2001

An impeachment case against EDSA Dos or repeat of 1986 People Power

Erap was filled ousted Erap and Gloria Macapagal Arroyo
became new President
Who are disqualified to vote in the Philippine Elections?
The following are disqualified (by law) from voting:

1. Person sentenced to be imprisoned for not less than one year

2. Peron found to have committed rebellion, sedition, violation of the anti-subversion and firearms
laws, or any crime against national security or involving disloyalty to the government
3. Insane or incompetent person.
4.

What are the powers and functions of the national and local officials whom we
vote for?

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Level Executive Legislative
National Level President 12 Senators
(Vice-president) 1st District 1 party list group
Representative of
Congressman/Woman
Provincial Level Governor Vice-Governor -Sanggunian
Panlalawigan Members
Municipality/ City Level City/Municipality Mayor City/Municipality Vice-Mayor
Members of the sangguniang
panlungsod (City Councilors)/
Sanggunian Bayan (Municipal
councilors)
Barangay Level Punong Barangay (PB) PB
Members of Sangguniang
barangay (barangay kagawad
and sangguniang kabataan
chair)
Powers and Function Control of all executive Stature making, constitution
departments and all making and amending of
implementing agencies of the constitution
government
Appropriations/financial
Appointment of high officials in functions
the government (head of
executive departments/cabinet Oversight functions
member, ambassadors, public
ministers, consuls, officer of Information or the power to
armed forces) condemn inquiries in aid of
legislation
Seeing to the execution and
implementation of laws and
policies

How do the legislative and executive interact in the law-making process?

In the legislative process, the President can either approve or veto a law passed by congress. It would
require two-thirds (2/3) vote the legislative body to finally pass the vetoed into law.

At the local level, chief executives can also veto any ordinance on the ground that it is prejudicial to the
public. In turn, the Sanggunian or the local legislative body can override the veto, also by two-thirds (2/3)
votes of the whole Sanggunian.

How do Filipino voters vote?

A 2003 update study on voting behavior looks at how Filipino voters choose their candidates:

1. Characteristics of the candidate that can be benefit to the voter of characteristics such as madaling
lapitan, malinis na pagkatao, matulungin sa nangangailangan, nagtataguyod ng programang
pangkaularan.
2. Political machinery which includes the political party, being in the opposition, and good
campaign strategies
3. Popularity or being a celebrity or endorsed by a celebrity
4. Endorsement of network and organizations such as the family, the church and the group leaders

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What election practices and irregularities should the citizens watch out for?
Bribery, intimidation, and various forms of cheating, particularly:
1. Registering in several names and or/ several precincts.
2. Vote-buying/vote-selling/ paid not to vote;
3. Flying voters;
4. Voting in the name of the other persons/dead persons or relatives;
5. Threat to supporters, voters and members of election inspectors;
6. Landzaderal ballot switching and ballot box snatching
7. Marking ballot and other election documents to make it invalid;
8. Dagdag-bawas during counting and canvanssing.

The Election Process

1. Registration Day
2. Revision Day
3. List of Voters
4. Casting of Votes
5. Counting of Votes
6. Preparation of electoral returns and other reports
7. Distribution of election returns
8. a.. board of canvassers (for president and vice-president)
b. Board of canvassers (for senator)
c. Board of canvassers

9. Proclamation of winning candidates

What are the efforts to modernize election process in the Philippines?

Republic Act of 8436 or the Election Modernization Act of 1997 calls for the use of automated
election system in the country as early as May 1998 elections. This system will make use of appropriate
technology for voting and electronic devices to count and canvas votes.

Automated election had its debut in the Philippines in 2010.

Implementation of RA 8436 through COMELEC Resolution 02-0170 (Phases

of Modernization)
Phase 1: Voter Registration and Validation System

Phase 2: Automated Counting and Canvassing Machine

Phase 3: Electronic Transmission of Election Results

Aside from voting in elections, how can I, as a citizen-voter, participate in

political affairs?
1. Initiative and Referendum. Through the system of initiative and referendum, the people can
directly propose, enact, and reject laws at the local level.
Also, through initiative, citizens may directly propose amendments to the Constitution by a
petition of at least 12% of the total number of registered voters, where 3% of registered voters in
each legislative district is represented.
2. Plebiscite. Through plebiscites, the people approve or reject the call for a constitutional
convention to propose changes to the constitution, approve or reject proposed changes in the
constitution and, at the local level, express their will on certain local issues.

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3. Sectoral Representation. The party-list system of representation givers sectors the chance to be
represented in Congress together with our Congressman/Women. Under this system, voters
support a sectoral party or organization or coalition and its issues and programs.
The constitution and the 1991 Local Government Code (LGC) allow for representation of sectors
in the local legislature or sanggunian.
4. Local Special Bodies. Ordinary citizens are called to sit in local special bodies such as the local
health boards, school boards, peace and order councils and development councils for
consultation.
5. Barangay Assembly. A Barangay assembly (assembly of all residents, 15 years old and above,
of the barangay) meets to discuss the activities and finances of the Sangguniang Barangay and
matters affecting the barnaggay.

The assembly has the power to hear and judge the report of Sangguniang Barangays (SB)
performance. It can also recommend matters for legislation by SB and decide on the adoption of
initiative to propose, enact or reject ordinances.
6. Absentee Voting System. Republic Act 9189 or the overseas absentee voting law provides for a
system, which allows qualified Filipinos abroad to vote in national elections in the Philippines.

What makes a good government, good leaders and good citizen-voters?

1. A good government is one that engages citizen participation responsive to the needs of the
people.
2. Good Leaders are those who uphold accountability to the people and promote transparent and
people-oriented programs.
3. Good citizen-voters are those who value their right of suffrage as to keep themselves informed,
involved and vigilant.

What are some action points for citizen-voters in exercising the right of
suffrage?
Prepare to exercise the right of suffrage and the right to an informed and free choice.

1. Register during the period allotted for voter registration

2. Be informed of the issues, platform and personalities of the political candidates.\
3. Set specific guidelines in choosing government leaders in terms of the candidate’s social
affiliations and interests, competence, foremost, the interest and welfare of the citizens in their
program of government. This process can be used to remind and hold the elected leaders
accountable to the promises made during the campaign.

During Elections
1. Vote According to your informed conscience
2. Protect the integrity of your own vote from any undue influence
3. Volunteer in organizations that work for clean and peaceful elections.

4. Watch out for instances of cheating in the elections and inform authorities and the rest of the
electorate of such activities

After Elections
1. Be vigilant in the counting and canvassing of votes
2. Attend consultations and public hearings and participate in local special bodies.

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3. Legislative advocacy-a process where citizens talk with the law makers and other implementers
in the government to ensure that the concerns and welfare of the general public are included in
the discussion and making of laws.
4. The citizen voter can also engage in the political and electoral process in other ways such as:

a. Making vies known to the elected representatives

b. Supporting/campaigning for a political party, candidate or partylist group;
c. Supporting initiatives of civil society organization to ensure honest and peaceful elections;
and
d. Running for office.
e.
IV. Evaluation:
Essay. Write a reflective essay on how you can be a responsible voter
V.References:
The 1987 Philippine Constitution
Labuguen F.L et al, (2012) Understanding the National Service Training Program
Espiritu, R. I et at, (2012) National Service Training Program
DILG Manual

Learning Exercise

Name: Date:

Course: Score:

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Election Process and Government Structure
1. What national elective positions do people for vote?
_____________________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________
2. What are the functions of these positions?
_____________________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________
3. What local elective positions do people vote for?
_____________________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________
4. What are the function of these position?
_____________________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________
5. Describe how you participate in the elections (process)
_____________________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________

6. Have you heard about Absentee? What do you know about it?
_____________________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________

Learning Exercise

Name: Date:

Course: Score:

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Voter Behavior, Election and Governance

1. How do you choose the candidate you vote for?

_____________________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________________
2. What are the characteristics that you look for in a candidate (for elected positions at the
national level)? Why?
_____________________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________________
3. What are the characteristics that you look for in a candidate (for elected positions at the
local level)? Why?
_____________________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________________
4. Do you still value your vote? Why?
_____________________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________________

CHAPTER 8
SOCIAL MOBILIZATION

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I.Overview
One of the major concern of the National Service Training Program is to undertake the
projects and activities to facilitate and accelerate the improvement of the situation particularly on
the environment, children, women and other vulnerable and marginalized groups in the
community. With this endeavor, the plans and programs for its implementation is need of
partners from other sector of society to ensure success and accomplishment.

II.Objectives:
At the end of this chapter, the students should be able to:
1. Recognize the importance of social mobilization to achieve a common goal;
2. Be able to learn the key concepts needed to fully understand social mobilization
3. Be able to identify group such as institution, GOs, NGOs, who are working together to
help the marginalized society;
4. Appreciate the relevance of communication in empowering people to work together for
the common good; and
5. Develop active participation in all activities to be undertaken in the community outreach.
III.Discussion/Lesson Proper:

Social mobilization is a process of generating and sustaining the active and coordinated
participation of all sectors at various levels to facilitate and accelerate the improvement of the
situation of children, women and other vulnerable and marginalized groups (PIA 199 1:2).
On the other hand, disaster relief refers to the “satisfaction of immediate and basic needs
(food, clothing, shelter, medical care and emotional security) for disaster survivors. In the case of
fast-impact disasters such as floods, earthquakes, landslide, cyclone, this process will be directed
at saving lives and alleviating further suffering, and will occur in the immediate days and weeks
after then disaster”. In the case of the long-onset disasters like droughts, famines, social
displacement, the relief period may continue to exist for a continuous period over months or even
years (Davis and Chaux,1989)

People Empowerment
Empowerment has become a popular word among the NSTP educators/implementors who
are empowering the community to become self-reliant.

Empowerment has become the term-of-choice to identify any group which currently suffers a
lack of power to influence the course events to its own advantage or to move some groups or
organizations toward some new level of power (Kinlaw, 1995)

Meaning of Payoffs Targets of

Empowerment Empowerment

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Continuous
Improvement

Roles and Controls and Strategies for

Functions Empowerment Empowerment

Figure 1. Empowerment Process Management Model

Figure 1 shows the Empowerment Process Management Model which identifies the six (6) key
steps that should be followed in the planning initiating and evaluating of a community initiative to extend
and strengthen empowerment. These steps make a closed loop process whose output is continuous
improvement.

The steps are as follows:

1. Define and Communicate the meaning of empowerment to every member of organizations.

2. Set goals and strategies that become the organizing framework for people at every
organizational level as they undertake their own efforts to extend and strengthen empowerment.
3. Train people to fulfill their new roles and perform their functions in ways that are consistent with
the company’s goals for extending and strengthening empowerment.
4. Adjust the organization’s structure so that it demands lean management, reduces bureaucracy,
and forces the creation of greater autonomy and freedom to act.
5. Adjust the organization’s system to support the empowerment of people (i.e. planning,
rewarding, promoting, training and the like)
6. Evaluate and Improve the process of empowerment by measuring improvement and the
perceptions of the organization’s members.

These six (6) elements in the empowerment process management model are linked
together and are included in a single rectangle to emphasize their relatedness. Around this large
rectangle are series of smaller rectangles which identify sources of critical information that
become inputs into the process steps.

Roots of Empowerment
Empowerment is a proven concept which is being used to improve the way organizations use people.
It is, of course, an idea which has its roots in earlier organizational development theories and strategies.
McGregor’s Theory Y and all the other ideas and experiments to improve and obvious are as follows:

1. Business and industry use only a fraction of the mental resource represented in their people;

2. Control is not the only or the best way to achieve superior performance and continuous
improvement;
3. Competence is not the private preserver of a few experts. Competence is widely diffused in an
organization at all levels; and

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4. People have greater personal ownership and demonstrate greater responsibility for that over
which they have influence and which they experience “as theirs”

People empowerment is the power to improve performance of the individuals in the

political, social and educational realms. Within the political and social context, empowerment
describes a process for legitimizing the right individuals or groups of people to have greater
influence

notion that the people have the right to greater influence cannot be the central tenet of
empowerment within the context of organizational performance and its continuous improvement
(D.C. Kinlaw, 1965)

The purpose of extending the power of people in the community, however, should be to
ensure the current success of organizations or community and their continuous improvement. The
first purpose of empowerment is to strengthen the performance of people in the community in
terms of decision-making implementation of community-based projects and mobilizing the
people in the community.

National Service Training Program (NSTP) Initiatives

In line with its mission of serving as a catalyst of change for the social transformation of the
larger community of which it is a part, the National Service Training Program (NSTP) has initiated
community based development programs by combining the institutional resources and by realigning the
expertise of its units/colleges to create a bigger impact on a wider section of the community.

Its Vision

“The National Service Training Program envision to deliver technical, entrepreneurial,

computer literacy, supplementary feeding program, Medical and dental health, literacy and education
information services to the adopted barangays, marginalized sectors of the society and nearby
communities in collaboration with the Non-Governmental Organizations (NGOs), Peoples Organizations
(POs), government agencies civil society and other institution”.

Its Mission

“The National Service Training Program (NSTP) believes in the improvement of the quality of
life of the people, especially the marginalized, out-of-school youth children’s and adults. In its desire to
alleviate poverty, the National Service Training Program (NSTP) is committed to meet the learning needs
of those unable to avail of the educational services and programs of formal education.

Communication and Social Mobilization

Dr. Cesar M. Mercado, the founding president of the Development Consultant for Asia Africa Pacific
(DCAAP), a Manila-based global training, research and consultancy firm specializing on Human
Development Management, once said that the Communication and Social Mobilization (COSMOB) is
comprehensive development strategy that will help us attain sustainable development goals in the 21st
century. It is an emerging strategy that is more responsive to multi-sectoral participation and rapid
implementation of projects and programs for development. It evolves from the merging recipients of two
concepts.

1. Communication

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2. Social Mobilization
Communication is a relatively old concept that has been in use for the last 50 years by various
international and local organizations in promoting development technologies in:

1. Health
2. Agriculture
3. Population
4. Environment

Definition of Terms
1. Communication. This is a process of sharing messages of organized stakeholder such as the
recipients of the community-based projects, the NSTP students and teachers/coordinators, the
officials of the Higher Education Institutions (HEIs), the Local Government Units (LGUs) with
the intent of mobilizing then to contribute their share toward sustainable development.
2. Local Government Units (LGUs) Local Government Units refer to provinces, cities,
municipalities, and barangays.
3. Social Mobilization. This is the process of preparing the network and/ or alliance of organized
stakeholders to raise funds and launch advocacy and lobbying campaign to gain the support of
national and local decision makers in reaching policy decisions supportive of sustainable
development.
4. Sustainable Development. This refers to the process of meeting the needs of the present
generation without compromising the resources needed to meet the needs of the future generation
such as our environment.
5. Community Organizing/ Organization Activation. This refers to the process of building people
into unified groups or movements to work as active partners in the development process.
Community organizations make the movement community-based and in the long run ensure
sustainability of the project (Cesar Mercado, 1999)
6. Organization Networking/ Alliance-Building. This refers to the process of establishing working
relationships among concerned organizations and planning together to attain a common set of
objectives. As a movement community mobilization should involve all relevant organizations:
Government Organizations/agencies (GOs), Non-Government Organization (NGOs), Local
Government Units (LGUs), Peoples Organization (POs). To have a unified action, it is essential
to first establish them into a network. To firm up their unified action, it is important to build them
into an alliance with a common long-term direction and goal (Cesar Mercado, 1999)
7. Advocacy/Lobbying. Advocacy is a type of communication that is designed to gain the support
of media people, executives, policy-makers, religious leaders, business leaders and other
decision-makers, to favor a certain cause. Lobbying is a type of communication that is designed
to INFLUENCE legislation or passage of a bill supporting a certain cause. Policy support is
essential for sustainable development. Political will is repeatedly identified to be the key to the
support of political leaders and various organizations (Cesar Mercado, 1999).
8. Resource Raising. This refers to the raising of funds and other resources to be used for
mobilization. Any movement needs funds and other resources to carry out its activities, produce
the needed outputs and achieve the desired objectives. Communication is essential to motivate
people to contribute their resources to carry out the activities of movement.
9. Social Action. Once resources are available, the different groups of stakeholders should be ready
to launch periodic campaigns. Series of massive campaigns can be planned through the
participatory/ planning approach. Monitoring and evaluation should be essential components of
the social action to know the progress and effectiveness of the whole strategy (Cesar Mercado,
1999)
10. Community Organization. A concept by which residents band together to determine their
particular needs, mobilize resources and work as one towards the resolution of problems. It is the
process directed at increasing people’s power and mobilizing then for actual participation in
decision-making.
11. Community Organizer. An individual who has the ability to integrate among the people in
specific area and helps in the initial phases of setting up people’s organizations by helping the
people mobilize around their problems and identity potential leaders for people to assume the task
of organizing themselves. Essentially, the community organizer acts as catalyst and facilitator in
the organizing process. The term organic CO is now being used more and more to show the
growing trust in the CO world to train more and more leader-organizers and depend less on
outside Cos.

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12. Community Leader. An indigenous leader who initiates organizing efforts and can act as a
catalyst in propelling change in the community. An individual who represents the interests of the
community, coming from the ranks of the messes. He commonly possesses integrity and
credibility with the people and ability to communicate effectively and receptively to change. As
differentiated from traditional leaders who use power for personal ends, this leader translates
power in a democratic and participatory process (Cesar Mercado, 1999)
13. Integration. Integration is both process and activity in Community Organizer (CO). It entails
living with the people in the community and participating in their daily activities to deeply
understand the community’s problems and needs, aspirations and culture, especially community
relations. The basic aim of integration is to develop ONENESS with the residents to understand
the true dimensions of people’s problem based on their own perspective, i.e. what motivates
people to act upon their situation before motivating them to change in a problem solving process.
14. Networking. A network refers to units, institutions, agencies, or organizations united for free
flow of information and resources between members without any established hierarchy of
structure. The establishment and maintenance of communication among members is called
networking. In networking, the network is NOT intended for organizational expression but for
mutual awareness and support. Linkage and communication among members are often sustained
in the form of newsletter, attendance to meetings, conferences, etc. In the hierarchy of formations
in terms of organization and structure, a caucus or forum is the initial step in the formation of a
network which may then develop into an alliance or coalition, and further, into a federation.

C
O  Community Organizing/Organization Activity
M  Networking Alliance Building
M  Social Campaign
U  Advocacy/Lobbying SUSTAINABLE
N  Resource/Fund Raising
I DEVELOPMENT
C
A
T
I
O
N

Figure 2. Communication and Social Mobilization Model

1. Communication

6. Social Action 2. Community Organizing/

Organization Activating

5. Fund Sourcing/Raising
3. Organization Networking/
Alliance Building

4. Advocacy/Lobbying

Figure 3. Components of Social Mobilization

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Community Organizing/
Organization Activation Plan

Networking/ Alliance Building Plan

Monitoring/ Evaluation
Communication Plan Advocacy/ Lobbying Plan
Plan

Resource/ Fund Raising Plan

Social Cam

Figure 4. Components of Social Mobilization

Strategies
1. Participatory. Encourages beneficiaries and other stakeholders to participate in the whole
process of development from research, planning down to monitoring and evaluation.
2. Segmented. The stakeholders are classified into specific target groups and use need-based
messages designed to reach the groups.
3. Empowered. The beneficiaries are empowered to make their own plans and make their own
decision.
4. Decentralized. Local GOs, LGUs, NGOs and POs are give enough autonomy to plan and
implement their own programs according to realities in their areas.
5. Comprehensive. Several concepts which were used separately for years, due to academic
compartmentalization, are now pieced together as components of a comprehensive framework
such as the COSMOB.
6. Action-oriented. The new strategy, which starts with communication, finally ends up into social
action. This action is designed to meet certain social objectives and impacts.

Communication Element Development Management Element

Receivers Target Beneficiaries

Channels Field workers and mass media

Messages Policies, programmes and projects

Source Executing/implementing agency

Three-Way Communication Model

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Communication Processes Development Management Function
Feeding Research
Feed Forward Planning
Staffing/organizing
Directing/coordinating
Feedback Monitoring and evaluation

1. Feeding

2. Feed Forward

Source Message Channel Receiver

3. Feedback
Figure 5. Three-Way Communication Model

Community Organizing Principles

1. Trust in the people in their capacity to change and develop. If the people are to be organized, then
they should be given the chance to have self-realization, and ultimately to change towards their
empowerment and development.
2. Start where the people are, in terms of their need, resources and capabilities. In initiating any
intervention, changes and innovations should start from simple to complex, abstract to concrete,
micro to macro and short-term to long-term. The people should be given sense of victory to
minimize frustration and discouragement.
3. Community organizing should be based on the interest of the poor and the devasted. It should be
responsive to the needs of the people.
4. Community organizing should result in the people working for a self-reliant community and
society. It should be able to transform community conditions so that the people’s capabilities are
developed or enhance to shape their own development.
5. In working with the people, the majority rules but the minority should be respected.
6. Community organizing should be gender sensitive. It means recognizing efforts. It also means
being sensitive to their needs.

Small Group Mobilization

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Small group mobilization for disaster relief is a process undertaken with the participation and for the
direct benefits of a small segment of the affected community. Directly falling within this category are
mobilization efforts at the neighborhood – Barangay or District level. Such limited mobilization is usually
called for the following reasons:

1. To facilitate immediate response:

a. Search and rescue operation
b. Evacuation
c. Immediate feeding
d. Emotional and psychological counseling
2. To respond to a limited disaster situation (for example, fire affecting only a neighborhood)
3. In cases of physical isolation of the affected area
Small group mobilization, however, is frequently undertaken even in situations of wide-extent disasters
precisely for purposes of organization and distribution of efforts among the different segments of the
affected community (Strategies and Mechanism in Social Mobilization, 1997)

Community-Wide Mobilization
The community-wide mobilization approach differs from the small-group approach not only in terms
of coverage o0f the mobilizing efforts but also, and more significantly, in terms of the emphases
being laid. For example, the community-wide approach seeks to generate and sustain the participation
of all potential resources sectors, which can enhance the disaster relief and rehabilitation operations.
In other words, the community-wide approach has a longer time frame as basis for sustainability
compared to small group approach which is usually in short-term or immediate-time perspective. The
community-wide approach has the following components:

1. Advocacy
2. Information – education and communication (IEC)
3. Community organizing
4. Training
5. Monitoring
6. Evaluation

Networking
According to Leothiny Clavel, “in the context of Social Mobilization, organizational networking is
the process by which one links up diverse individuals or groups, bringing about their mutual
agreement to share each other’s resources and competencies as a way of serving mutual interests”.

Its Uses:

1. It ensures resources sharing or exchange, thereby partly, if not totally, solving the perennial
problem of limited resources.
2. It sharpens the sense of community of people. It promotes increased activities among members of
the network.
3. It encourages people’s participation in programs. Instead of merely being a government program,
it becomes a program of the citizenry especially when people from all walks of life start to
participate in the program.
4. It provides a support system and fosters team work members.
5. It makes easy continuous learning among members through exchanges of ideas and information.

Principles of Effective Networking

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1. Access. Ideally, all the network members should have access to the resources of the network.
Accessibility to the network may empower the members.
2. Participation. The network members should be encouraged to participate in all network-initiated
activities to encourage them to work as a team.
3. Common Frame of Reference. Teamwork can only be realized if the members have a common
understanding of the problem at hand or they should have common goals and conviction to solve
the said problem(s).
4. Shared Communication. Common frame of reference is brought about and maintained by
shared communication which is necessary for decision making processes.
5. Shared Leadership and Fellowership. Mutual respect among the members is one of the vital
ingredients for the group to sustain its goals and objectives.
6. Coordination. Coordination is the very first step towards successful networking. Synchronized
and collective actions cannot be achieved without coordination.
7. Interdependence. Nobody is indispensable, every member is unique and has his/her own talents
to be contributed to the success of the group.
8. Complementary. Stresses the network members’ need to reinforce each other’s effort in work
situations. There should be no destructive or unhealthy competition among them.
9. Problem-Solving Capability. Every network should be capable and skilled at problem-solving.
Problem-solving capability includes problem identification by the group; competence and

commitment to formulate and implement solutions; rationality; resourcefulness; people-

orientedness; vision-orientedness; perseverance.

Approaches to Networking

1. Construction And development of communication highways/media infrastructure.

2. Use of a relay system. A group of person or institutions agree to constitute a
chain/transmitter.
3. Application of the “Distribution Center” approach. A central place is designed where persons,
groups or institutions concerned may pick up information materials and related resources.
4. Management by interests. Certain interest groups are organized into a network. These groups
cooperate because they want to solve a problem together.
5. Mobilization of social networks. Individuals who are related to each other due to
consanguineal, ritual or filial ties are formed into a network.
6. Mutual resource-sharing. This Ensures harmonious exchange of resources among members.
(Source: Leothiny Clavel, Asian Institute of Journalism, 1991 and Robert K. Mueller,
Corporate Networking, The Press, 1986)

Learning Exercise

Name: Date:

Course:
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Answer the following question briefly:

1. Why is communication important in social mobilization?

_____________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________
2. Assuming you are leader in your barangay, how can you empower your constitute to be actively
involved in all your activities.
_____________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________
3. As a student of NSTP, how will you establish networking with your classmates or community to
achieve your desired goals?
_____________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________

CHAPTER 9

CONCEPTS AND PRINCIPLES OF IMMERSION

I. Overview

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The ultimate aims of National Service Training Program is to cultivate the consciousness
of the youth regarding their duties and responsibilities to the society and to their
fellowmen and to develop their moral, social and spiritual well-being necessary in
carrying out service-oriented activities in the NSTP provisions.

In order to materialize the above mentioned objectives, students are encouraged to

develop an in-depth understanding on the value of community service through various
programs with selected families and children in the community since one of the best
suggested programs in carrying out the NSTP objectives is immersion.

II. Learning Objectives

At the end of this lesson, the student should be able to:

b. Understand the concept and principle of immersion and its significance to their
academic life;
c. Apply these principles both in the planning of activities for immersion and in the
implementation of the said POA; and
d. Formulate their own objectives for the immersion program according to the needs
of the community to be adopted.
III.Discussion/Lesson Proper

Immersion- is a kind of service training which refer to various pedagogies that link the
community service and academic study so that strengthen the other. Immersion
encourages community partnerships for cooperative education and meaningful reflection
experiences for the students, faculty and even for the community. Immersion program
makes it possible to create communities that adhere to shared responsibilities,
cooperation and sense of citizenship among eh participating individuals and academic
institution.

Objectives of the NSTP Immersion Programs

For students:

1. The activity allows them to fully internalize in community service leading to a lifelong
commitment to social change.
2. The activity helps them to identify the needs of a community and propose and implement
solutions within their means.
3. The direct involvement of the student enhances their civic responsibilities as they
understand unfortunate events in social realities which involves their fellowmen.
4. The activity provides the students the opportunity to apply the knowledge gained in the
learning institution.
5. Immersion program helps students attain self-actualization by bringing out in themselves
their potentials and talents as they live in stream of community life.
6. It creates opportunities for students’ leadership development in preparation for their
professional careers and personal endeavors.

For the Community:

1. The activity of the students offers the community valuable information to assist them in
their decision-making about the future.
2. The activity provides the community with immediate assistance, i.e. road constructions,
building houses, path walk constructions and others.

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3. The activity fosters mutually respectful relationship between the community and the
academe which opens an array of joint projects with mutual cooperation of the members
of eh community and the schools.
4. The wide range of skills and abilities possessed by the students enriches the interaction
with the members of the community making learning and teaching reciprocal activities.
5. Service learning students allow and encourage the community to embark enterprises that
would uplift their socio-economic needs.
6. Students bring new ideas and enthusiasm to the youths of the adopted community. Their
influences foster optimisms and positive outlook in life among the youths of the
community.

For the Faculty:

1. The service learning activity provides them with the opportunity to apply textbooks to
cover real-life examples
1. The involvement of the students in immersion program gives the faculty the opportunity
to be aware of what is going on in a community, what the communities’ need are, and
what possibilities exist for tying course content to the real world.
2. Immersion also challenges professors to relate concepts and principles like nutrition,
education, business, arts and others to current community and societal issues.

Immersion as a Component of Community Development

Community development is defined as a process of developing active and sustainable

communities based on social justice and mutual respect (Wikipedia.com). It is a structured
intervention that provides the community stronger control over some issues and conditions that
affect their lives ( maaori.com/develop/commwat). The active involvement of people as part of
the practice for social change requires sharing of power, skills, knowledge and experience.

The community development program, in general, commits among others

(Newcastle.gov.uk)

1. To challenge discrimination and oppressive practices within organizations, institutions

and communities;
2. To develop practice and policy that protects the environment;
3. To encourage networking and connections between communities and organizations;
4. To ensure access and choice for all groups and individuals within society;
5. To influence policy and programmes from the perspective of communities;
6. To prioritize issues concerning people who experience poverty and social exclusion;
7. To promote social change that is long-term and sustainable;
8. To support community led collective action.

How to realize the above mentioned commitments?

The community workers played by the students and faculty to facilitate the participation
of people in the community. The students and the faculty representing the academe are key
players in the process of implementing social change since they are tapped as frontliners in
community service.

This is where the NSTP and the academic institutions play their respective roles in
affecting changes in communities. Through the NSTP, adopted communities learn from
members of the academe in various ways. Academic institutions offer the communities an array
of community-based projects or activities that provide immediate solutions to their ordinary but
perennial problems. Among these projects are related to health, environmental education,

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information drive, livelihood /entrepreneurship projects and other social services. The realization
of these projects is made possible through the active participation of the students of NSTP.

Values learned and nurtured by the students and adopted family through immersion
program:

1. Social Justice. Enabling people to claim their human rights, meet their needs and have
greater control over the decision-making processes which affect their lives.
2. Participation- Facilitating democratic involvement by the people in the issues which
affect their lives based on full citizenship, autonomy, and shared power skills, knowledge
and experience.
3. Equality. Challenging the attitudes of individuals, and the practices of institutions and
society, which discriminate against and marginalize people.
4. Learning. Recognizing the skills, knowledge and expertise that people contribute and
develop by taking action to tackle social issues, economic, political and environmental
problems.
5. Cooperation. Working together to identify and improvement action, based on mutual
respect of diverse cultures and contributions.

Summary

Through community development operates at the larger social contexts focusing on

poverty alleviation, people empowerment, social and political participation and economic
sustainability, the realization of these objectives is gradual and require time. But with more
focused participants such as families, projects related to the objectives of community
development are easily carried out and implement rather than working with larger participants in
a community. This is the reason why immersion program is an effective component of
community development.

IV.Evaluation:
Activity: Short quiz

V.References:

Labuguen F.L et al, (2012) Understanding the National Service Training Program
Espiritu, R. I et at, (2012) National Service Training Program

Short Quiz for Concepts and Principles of Immersion

Name: __________________________ Date: ______________________

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Year and Course: _________________ Score: _____________________

Test I. Matching Type. Match Column B to Column A. Write the letter only.

No. Column A Column B

1. Participation a. Working together to identify and improvement action,
based on mutual respect of diverse cultures and
contributions.

2. Equality b. Recognizing the skills, knowledge and expertise that people

contribute and develop by taking action to tackle social
issues, economic, political and environmental problems.

3. Cooperation. c. c. Challenging the attitudes of individuals, and the

practices of institutions and society, which discriminate
against and marginalize people

4. Social Justice
d. Facilitating democratic involvement by the people in the
issues which affect their lives based on full citizenship,
autonomy, and shared power skills, knowledge and
experience.

5. Learning. e. e. Enabling people to claim their human rights, meet their

needs and have greater control over the decision-making
processes which affect their lives.

Test II.Enumeration .
Give 5 importance of community development in nation building?

No.

1.

2.

3.

4.

5.

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CHAPTER 10
COMMUNITY NEEDS ASSESSMENT
I. Overview
Needs assessment is an important first step in designing and developing an effective
community project or program. It can have an important impact on decision –making provided
they are carried out well and results are disseminated effectively. However, the importance of
using an organized approach in any assessment cannot be overemphasized, regardless of whose
needs are assessed and how they are assessed.
II.Objectives. At the end of the lesson, students should be able to:

 Understand the meaning of needs assessment;

 Learn the various steps to follow in assessing the needs of the adopted barangay or
institution;

 Appreciate the relevance of needs assessment before making an action plan for barangay
/institution;

 Develop needs assessment tools that will used for assessing the needs of the
barangay/institution.
III.Discussion/lesson Proper
What is Community Needs Assessment?
It is the process used to determine the needs of individuals or group of individuals in order
to design a project or program that will respond effectively to the needs and bring about desired
changes in behavior.
Needs assessment as a process. It can build leadership, group unity, and sense of local
involvement. Some needs assessment techniques, such as surveys and focus groups, provide
participants a chance to express their opinion on community issues.
As a method. A needs assessment is a tool that helps a community plan and implements
strategies. It will also help to determine the nature and extent of the problem in your community
and how the problem is perceived among diverse groups.
Importance of Community Needs Assessment

 It identifies the strengths and resources available in the community

 Focuses on the capabilities of the community including its citizen, agencies, and
organization.

 It provides framework for developing and identifying services and solutions and building
communities that support and nurture children and families.
Why Conduct a Needs Assessment Survey?

 Gather information about citizen attitudes and opinions regarding precisely defined issues,
problems or opportunities.

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 Determine how citizens rank issues, problems and opportunities in order of importance of
urgency.

 Give citizens a voice in determining policies, goals and priorities.

 Determine citizen support for initiatives.

 Evaluate current programs and policies.

 End speculation about “what people are thinking” or what people really want.
How Should a Community Needs Assessment be Conducted?
The group should begin by appointing an assessment committee or team. This
committee/team should be comprised of knowledgeable people who are familiar with the
community and will be able to dedicate the time and resources necessary to assess the
community needs in consultation with community leaders and members.
What are the Steps Involved in Conducting a Community Needs Assessment?
Step 1. Identify the goals of needs assessment.
The goal should be made clear. Example. Identification of new possible community
service program.

Step 2. Form and establish a needs assessment committee or team to solicit citizen and
community involvement and develop a plan of action.
Proposed composition of the committee/team:
a. Administrator
b. Faculty In- Charge/Trainers
c. Students
d. Community leaders/representative

Step 3. Determine the community to be assessed and list important issues to be addressed.
Identify the target beneficiary or grantee of the extension service.
a. Your institution’s adopted barangay
b. Barangay community where your institution is located
c. Barangay community recommended for possible extension
d. Any marginalized group
e. Any institutions like charitable organizations, non-government organizations, churches,
recreational clubs, faith-based organizations, community coalition among others and
government-owned areas like parks and recreational places, etc.

Step 4. Identify the population to be surveyed and select a random sample of persons to
survey.
Identify whom to be the respondents for the needs assessment.

Step 5. Determine the information that is needed.

Suggested information to be gathered during community needs assessment.
a. Description of the community and applicable statistics
b. Needs identified by community leaders and members
c. Current action being taken to community needs
d. Local resources available to help meet community needs
e. Opportunities for projects

f. Challenges to projects

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g. Involvement of the community in the project

h. Long-term sustainability of the project by the community.

Step 6. Conduct a review of past and current programs and activities.

Before proposing new activities, it is imperative to determine whether similar activities
already exists. A review of the existing program will determine where gaps exist so efforts can
be targeted at the areas of greatest need.

Step 7. Select a community needs assessment tool/s.

Some basic techniques/tools to be used:

a. Survey using the prepared questionnaire
b. Interviews
c. Focus group
d. Public Forum
e. Youth Forums
f. Consultations
g. Tests and Direct observation

Step 8. Identify existing community resources.

a. Human Resources
b. Financial Resources
c. Equipment and Materials
d. Community Organization/s group
Step 9. Develop and pretest a questionnaire.
Use an appropriate Community Needs Assessment Form that includes all the needed
information for the implantation of a proposed project.
Step 10. Gather and collect key information from and about the target audience/s.
Step 11. Synthesize and analyze all assembled data.
Most important step of the process because data are just pieces of information
until they are placed in context, synthesized and interpreted.
Step 12. Implement the assessment using the selected tools/s and analyze the data and
results.
This step aims to determine if the identified needs a real, if they are worth
addressing, and specify their importance and urgency in view of our organizational needs
and requirements.
Step 13. Prepare a report detailing the results and use the report to determine appropriate
community intervention/s or program.
After prioritizing and focusing on critical organizational need, identify specific
problem areas and opportunities in the community.
Step 14. Report the results.
Step 15. Identify possible solutions and growth opportunities.
Step 16. Generate and communicate your developed community program.

IV.Evaluation
Activity. Short Quiz
V.References:
Labuguen F.L et al, (2012) Understanding the National Service Training Program
Lee S J. (2007) NSTP Civic Welfare Training Service I A Source Book 2nd Ed.

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Quiz for Community Needs Assessment
Name: __________________________ Score: ______________
Year and Section: _________________ Date: _______________
Direction. Rearrange the steps in community needs assessment by putting the number 1-16 on
each given statement.
_____ Determine the community to be assessed and list important issues to be addressed.
Identify the target beneficiary or grantee of the extension service.

_____ Form and establish a needs assessment committee or team to solicit citizen and
community involvement and develop a plan of action.

_____ Identify the goals of needs assessment.

_____ Synthesize and analyze all assembled data.
_____ Generate and communicate your developed community program.

_____ Implement the assessment using the selected tools/s and analyze the data and
results.

_____ Report the results.

_____ Prepare a report detailing the results and use the report to determine appropriate
community intervention/s or program.

_____ Develop and pretest a questionnaire.

_____ . Identify possible solutions and growth opportunities.

_____ Gather and collect key information from and about the target audience/s.

_____ Identify the population to be surveyed and select a random sample of persons to
survey.

_____ Determine the information that is needed.

_____ Conduct a review of past and current programs and activities
_____ Select a community needs assessment tool/s.

_____ Identify existing community resources

Test II. Enumeration. Give the 4 needed resources as indicated in the step number 8.

1.______________________________
2. _____________________________
3. _____________________________
4.______________________________

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CHAPTER 11
SETTING UP A PROJECT PROPOSAL FOR IMMERSION
II. Overview
An important ingredient to NSTP community immersion is the development of community-
based projects. In managing NSTP projects, the universal management functions as planning,
organization, staffing, directing and controlling be given due consideration to ensure the
success of the implementation of the projects.
In general terms, project management encompasses project planning, implementation, and
monitoring and evaluation. Project planning and implementation will form part of this unit
while monitoring and evaluation will be treated as a distinct subject in other unit.
II.Learning Objectives
At the end of this chapter , the student should be able to
a. Define project proposal as basis for implementation of the NSTP activities in the
immersion area.
b. Apply the process of making effective project proposals based on the identified needs of
the target clientele; and
c. Write a complete project proposal in immersion using the format provided by this
module.
III.Discussion/Lesson Proper
Project Proposal Making
In NSTP, project proposal is more simplified compared to formal written proposals
required in academic subjects. The purpose of this is to teach the students how to write draft on
project proposal in preparation for their writing classes in academic subjects. Though simple it
may seem, it must contain the vital parts of a formal project proposal. A project proposal has
several parts in order to complete the needed information as basis for conducting the project.
What is Project proposal
A project proposal is a guide for both trainees and trainers in attaining tasks while they
are in community immersion. It serves as a basis of designing program of activities and key
instruments and inputs in monitoring and evaluating the projects to be undertaken in the
community.
Purposes of making Project Proposal in the Light of NSTP

 It guides trainees and trainers in designing a program for their clientele

 It facilitates implementation, monitoring and evaluation of the projects.
 It serves as database in making reports as a requirement to the course.

 It makes work easier for it serves as reference for trainees’ to give the right
information needed for the project.
 It serves as a ready source of data for research work.

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Parts of a Project Proposal
1. The Title. The title of the project must capture the need and present the name
of clientele to be served. It must be catchy to the readers. It must be written in
all capital letter, bold and centered.

2. Introduction. The introduction contains a brief description of the project in

mind. It answer the question, “What is the proposal about?” It describes
exactly what you need to accomplish. It must contain the background of the
project and the reasons for undertakings.

3. Statement of the Problem. This part describes the problem situation as it

identifies the gaps that the project would respond to. The statement of the
problem must likewise justify why the project is significant and therefore
deserves to be addressed.

4. Objectives. This part identifies the expected outcomes of the project. It must
have a detailed description of the goals or the desired results of the project.
The objectives must show how the problems previously mentioned may be
addressed or solved.

5. Project Proponent. This part enumerates the names of persons to be involved

in the project. (Project Leader and Members)

6. Prospective Participants/Clientele. This part enumerates the names of

persons as the beneficiaries of the project. This gives focus to whom the
project is for and the extent of its implementation.

7. Date and Venue. This part identifies the exact date or duration of the project.
This include the venue or location where the project will be implemented.

8. Method. This part cites the activities or strategies that should be undertaken
in order to achieve the objectives of the project. Since the project is on
immersion, a plan of activity must be made in lieu of a detailed methodology.
The plan of action contains the list of activities, the person/s in charge for the
specific activity. If necessary, a brief description on how the activity would be
carried out.
9. Material/Resources. It indicates the things you need to facilitate the
completion of the project. It is suggested that a list of resources be made and
how these resources would be used in the project. If necessary, a detailed
budget may be given to show how systematized and cost efficient the project
is.

10. Expected Output. This part should reflect the advantages or benefits that the
activity will bring about when it is implemented. If possible, it should mirror
outcomes- or long results that people will receive.

11. Analysis and Evaluation. The final part of the proposals contains the analysis
of the specific tasks and the overall evaluation of the project. (see evaluation
form)

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Suggested Activities for Community-Based Immersion Project

a) Environmental Education. (Tree-Planting, Waste management, Recycling sessions, Clean
Up Drive, Repainting and Beatification, Cleaning rivers, coastal areas, watersheds and
others.
b) Health Related Endeavors. (Supplemental feeding, Current Issues on Diseases, Dental
and Medical Missions, Sports Clinic and others)
c) Information and Education Campaign. (Seminar and workshops, Literacy Training,
Citizen Voter’s Education, Dangerous Drug Prevention and Control, Issues and Concerns
on Child Abuse, Population Management, Waste Management, and Advocacy of
Responsible Parenthood and others.
d) Social Services. (Disaster relief services and other emergency services)
e) Livelihood, Entrepreneurship, Business Programs. (Candle making, Cooking,
Cosmetology, organic Farming, Handicraft production, T- shirt Printing, gardening and
others.
f) Recreational Programs. Refer to activities that are designed for therapeutic refreshment of
one’s body or mind. It aims to help people have a higher quality of life through positive,
enjoyable, and enriching recreation and leisure experiences.
IV.Evaluation:
Activity1. Short Quiz for Project Proposal Making
ActivIty 2. Preparation of Project Proposal using the given format.
V. References:
Labuguen F.L et al, (2012) Understanding the National Service Training Program
Lee S J. (2007) NSTP Civic Welfare Training Service I A Source Book 2nd Ed.

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Short Quiz for Project Proposal Making

Name: __________________________ Score: ______________

Year and Section: _________________ Date: _______________

Test I. Read the statements carefully. Choose the right answer by encircling the letter of the
correct of the correct statement.

1. It is a guide for both the trainees and trainers in attaining tasks while they are in
community immersion.
a. Project planning c. project proposal
b. Project implementation d. none of the above
2. It is a time-bound undertaking that is carried out to create a unique service.
a. Project c. project proposal
b. Project implementation d. none of the above
3. It deals with the actual execution of the plans.
a. Project Documentation c. project proposal
b. Project implementation d. none of the above
4. The part of the project proposal that cites the activities or strategies that should be
undertaken to ensure success of the project.
a. Background c. methodology
b. Statement of the problem d. none of the above
5. This part of the project proposal that cites a detailed description of the goals or the
desired results of the project.
a. Objectives c. methodology
b. Statement of the problem d. none of the above

Test II. Matching Type: Direction. Match column B to Column A. Write the letter only.

No. Column A Column B

(Areas of Concern) (Suggested Activities)
1. Environmental Education Organic farming
2. Livelihood, Entrepreneurship, Business Coastal Clean up
Programs
3. Health Related Endeavors Dangerous Drug Prevention and Control
4. Social Services Medical and dental mission
5. Information and Education Campaign Disaster relief services

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Activity/Exercises for Project Proposal Making

Name: __________________________ Score: ______________

Year and Section: _________________ Date: _______________

1.Title. _________________________________________
2. Introduction
______________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
3. Statement of the Problem
______________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
4. Objectives.
______________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
5. Project Proponent.
______________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
6. Prospective Participants/Clientele.
______________________________________________________________________________
____________________________________________________________________________
7. Date and Venue.
______________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
8. Method.
______________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________

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9. Material/Resources.
______________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
10. Expected Output.
______________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________

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NSTP MODULES

POWER POINT
PRESENTATION FOR ON
LINE CLASSES

1 Sem. SY 2020-2021
ST

Prepared by:

NILO H. DATOR, Ed. D

NSTP Coordinator

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