UNIT 1- THE NATIONAL SERVICE TRAINING PROGRAM

INTRODUCTION TO NATIONAL SERVICE TRAINING PROGRAM

 National service programs are a global phenomenon.

 The 1987 Philippine Constitution enshrined in its Declaration of Principles that the
Filipinos are duty-bound to protect the country, and such, they may be subjected to undergo
service programs.
 The constitutional provision, “The prime duty of the Government is to serve and protect the
people. The Government may call upon people to defend the state, and in fulfillment thereof,
all citizens may be required, under conditions provided by law, to render personal military or
civil service” (Article II, Section 4, The Philippine Constitution)
 The same Constitution, under its State Policies, prescribes the involvement of the young
generation in the community affairs in order to secure the nation.
 Article II, Section 13, is clear, to wit “The State recognizes the vital role of the youth in nation-
building and shall promote and protect their physical, moral, spiritual, intellectual, and social
well-being. It shall inculcate in the youth patriotism and nationalism, and encourage their
involvement in public and civic affairs”
 Landmark legislation was made through the passage of Republic Act No. 9163.
 Republic Act No. 9163 also known as National Service Training Program (NSTP) Act of
2001, premised on the youth’s pivotal role as a potent force in bringing forth much-avowed
goals of development in the country.
 The NSTP Act superseded Republic Act No. 7077 of 1991 (Citizen Armed Forces of the
Philippines Reservist Act). This law created the Reserve Force providing the base for the
expansion of the Armed Forces of the Philippines through the Reserve Officers’ Training
Corps (ROTC), mandating military training of students enrolled in colleges, universities, and
other similar institutions of learning.
 The primary objective of NSTP is to highlight the role of the youth in building a strong
Republic, invoking gender equality and development through the inclusion of female students
in national service training.
 Aims to develop the youth to become civic or military leaders and volunteers through a
modified, re-structured and reinforced training package who could be called upon by the
nation in case their services are needed and in the event of disasters or emergencies.
 The National Service Training Program Act of 2001 mandates all citizens, both male and
female, to fulfill this civic duty.

THE EVOLUTION OF THE NATIONAL SERVICE TRAINING PROGRAM

 Commonwealth Act No. 1 (National Defense Act of 1935) - The imposition of the national
program for service and training of the youth in the Philippines began
 It is a legislative act providing basis for the national defense of the country, punishing certain
violations thereof, appropriating funds thereof and for other purposes under the government of
President Manuel L. Quezon.
 The law requires college students, particularly males, to finish two years, equivalent to four
semesters, of military trainings as a modality to institutionalize the reservist system in the
Philippines national defense.
 In 1980, the National Defense Act was amended to give existence to Presidential Decree
No. 1706 (National Service Law). It mandated compulsory national services to all Filipino
citizens. It was composed by three main program components, namely:
a. Civic Welfare Service (CWS)
b. Law Enforcement Service (LES)
c. Military Service (MS)
 The implementation of the National Service Law, except the provision of the Military Service
was suspended by Presidential Memorandum Order No. 1 under the incumbency of former
President Corazon Aquino, paving the way for the conceptualization of the basic Reserve
Officers’ Training Corps (ROTC), embodied under RA 7077, effective school year 1986-
1987.
 The objective of ROTC program was to train all able-bodied tertiary students for military skills
in case of war.
 As a way to offer an alternative in neutralizing people’s aversion to this military program during
the school year 2001-2002, ROTC was only made optional under the National Service
Program (NSP), conceiving the so-called Expanded ROTC (E-ROTC).
 The E-ROTC was characterized by deviation from the rigid tactical training offering
alternatives like rendering civil auxiliary sources in the form of helping maintain law and order,
assisting socio-economic development projects and delivery of basic health services or aiding
 in addressing local insurgency.
 December 2001, the NSTP Act, envisioned to address public clamor for reforms in the ROTC
and NSP Programs, was signed into law by the President Gloria Macapagal-Arroyo as an
aggressive modality toward making the former national service training that is military in
nature, relevant to the changing needs of the time.
 The main objective of NSTP is to stress the significant role played by youth, male and female
alike, in the task of developing our nation via national service training.
 Compared with ROTC, NSTP Act ensured the three components – Civic Welfare Training
Service (CWTS), Literacy Training Service (LTS), and Reserve Officers’ Training Corps
(ROTC) – are given the same and equal implementation in educational institutions.
 The non-military program components of NSTP- the CWTS and LTS- are committed to the
realization of the following objectives:
1. Strengthen the values and traits of the youth;
2. Improve their skills and knowledge on various endeavors;
3. Develop their interest in community service; and
4. Make them responsible for peace and development to ensure harmony and growth
in the Filipino communities.

STUDY
UNIT GUIDE
1- THE FOR MODULE
NATIONAL SERVICE NO. ___ PROGRAM
TRAINING
MODULE OVERVIE
FREQUENTLY ASKED QUESTIONS (FAQs) ABOUT NSTP

1. What is the National Service Training Program?

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 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. Reserve Officer Training Corps (ROTC)
- It is designed to provide military training to tertiary level students in order to motivate,
train, organize, and mobilize them for national defense preparedness.
b. Literacy Training Service (LTS)
- It 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.
c. Civic Welfare Training Services (CWTS)
- Refers to activities contributory to the general welfare and the betterment of life for the
members of the community.
- It also refers to 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.

3. Who shall take the NSTP?

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

4. How will the NSTP be taken up?

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

5. What is NSTP cannot be taken up during the regular semester?

A one summer program in lieu of the two semester program may be designed, formulated, and
adopted by Department of National Defense (DND), Commission on Higher Education (CHED),
and Technical Education and Skills Development Authority (TESDA) subject to the capability of
the school and the AFP to handle the same.

6. 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 student in order to conduct a program
component or do not offer the component chosen by their students shall allow them to cross enroll to
other school irrespective of whether the school is under CHED or TESDA and for ROTC, whether
they are managed by different AFP branches of service.

7. Are currently-enrolled students covered by the NSTP?

 Male students currently enrolled but have not taken any program component of the previous
Expanded ROTC (E-ROTC)/ National Service Program (NSP) are covered by NSTP.

8. Will a student who has completed all the academic requirements of his course except
ROTC be allowed to graduate?
A student who has completed all his academic requirements except for ROTC will be allowed
to graduate provided that he is a certified candidate by the school on or before the effectivity of the
NSTP which is March 23, 2002.

9. 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.

10. What lead agencies will monitor the implementation of the NSTP?
CHED Regional Office, TESDA Provincial and District Offices, and the DND-AFP, through the
major Service Reserve Commands and their ROTC Units, shall oversee if the trainings conducted are
in consonance with the Republic Act.

11. Is the NSTP available in all schools and universities?

All higher and technical vocational educational institutions shall be offering at least one of the
NSTP components, while State Universities, and Colleges (SUCs) will offer the ROTC component
and at least one other NSTP component.

STUDY GUIDE
UNITFOR MODULE
2- GOOD NO. ___
CITIZENSHIP
LEARNING CONTENTS
NATIONALISM AND PATRIOTISM

 The history of nationalism and patriotism in our country is as old as the history of
humankind.
 The term “nationalism” is generally used to describe two things:
- First is the national attitude that the members of a nation have which includes the concept
of national identity such as common origin, ethnicity, and cultural ties.
- Second is the actions that the members of the nation take when seeking to achieve (or
sustain) self-determination.
 Patriotism” is love of and/or devotion to one’s country. However, patriotism its meaning is
highly dependent upon context, geography and philosophy.
 Patriotism is used in certain vernaculars as a synonym for nationalism, nationalism is not
necessary considered an inherent part of patriotism.
 Patriotism is strengthened by adherence to a native religion, particularly because such a
community usually has its holy places inside its motherland.
 Nationalism is characterized by an attachment of superiority to one’s country, an aspiration for
its continuity, prosperity, and maintaining a high regard and respect for the laws, principles and
policies of that country.

SALIENT PROVISIONS OF FLAG AND HERALDIC CODE OF THE PHILIPPINES (As Embodied
in RA No. 8491 of 20020
The Philippine Flag
 A flag is a sacred and respected feature of the nation which it UNDizes.
 Our national flag is the symbol of our country. It shows our unity as a people. It also stands for
our high ideals and noble heritage.
 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.

HISTORY AND ORIGIN OF THE NATIONAL FLAG

 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, at the center of the triangle is
a golden yellow sun with eight primary rays (Manila, Bulacan, Cavite, Pampanga, Tarlac,
Laguna, Batangas, and Nueva Ecija) 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 HongKong
by Marcela Agoncillo, her daughter Lorenza, and Dona Delfina Herbosa de Natividad,
 niece of Jose Rizal.
 The flag is displayed with the blue field on top in times of peace, and with the 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 the observer’s left when the flag is displayed
vertically, with the white equilateral triangle at the top end.
FLAG CONSTRUCTION
 The flag’s length is twice its width, which translate into an aspect ratio 1:2. The length of all
the sides of the white triangle is equal to the width of the flag. Each star is oriented in such
manner that one of its tips points towards the vertex at which it is located.

FLAG PROTOCOL
 The flag should be displayed in all government buildings, official residences, public plazas, and
schools every day throughout the year.
 The day 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, and institutions of learning and private homes are
enjoined to display the flag.
 The flag days are now from May 28 to June 30 yearly. In Section 9 of RA No. 8491, the
Philippine flag must be permanently hoisted and illuminated at night at the following locations:
- Malacanang Palace, the Presidential Residence
- The Congress of the Philippines buildings
a. Senate of the Philippines building
b. House of Representative of the Philippines building (Batasang Pambansa Complex)
- Supreme Court of the Philippines building
- The Rizal Monument in Luneta, Manila
- Aguinaldo Shrine in Kawit, Cavite
- Barasoain Shrine in Malolos, Bulacan
- Tomb of Unknown Soldiers in La Union, Cemetery of Heroes in Manila
- Mausoleo de los Veteranos de la Revolucion
- All international ports of entry
- All other places as may be designated by the National Historical Commission of the
Philippines

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 10
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
Representative
 The flag may also be required to fly at half-mast upon the death of the other persons to be
determined by the NHCP, for a period less than seven days.

FOLDING THE FLAG

1. 90 degrees

PROHIBITED ACTS
 In Section 34 of RA 8491, 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 designs;
4. As part of merchandise or in any advertisement or infomercial; and
5. As a penant in the hood, side, back, and top of motor vehicles

PLEDGE AND THE NATIONAL ANTHEM

 The Pledge of Allegiance to the Philippine Flag or “Panunumpa sa Katapatan sa
Watawat ng Pilipinas” should be recited while standing with the right hand with palm open
raised shoulder high.
 The National Anthem is entitled Lupang Hinirang.
 The rendition of the National Anthem, whether played or sung, shall be in accordance with the
musical arrangement and composition of Julian Felipe.
 The singing of NATIONAL ANTHEM must done with fervor.
 The National Motto shall be “MakaDiyos, Makatao, Makakalikasan, Makabansa (Section
39, RA 8941)
THE NATIONAL COAT-OF-ARMS and THE GREAT SEAL
 The National Coat-of-Arms shall have: Paleways of two pieces; azures and gules; a chief
agent studded with three 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 scroll
with the words “REPUBLIKA NG PILIPINAS,” inscribed thereon. (Section 41, RA 8941)
 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.”
 The Great Seal shall also bear the National Motto. It shall be fixed 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 (Section 42-43, RA 8941)
REFERENCES
STUDY GUIDE
UNITFOR MODULE
2- GOOD NO. ___
CITIZENSHIP
LEARNING CONTENTS

THE BASIC VALUES OF THE FILIPINOS

The National Preamble

We, the sovereign Filipino people,

imploring the aid of Almighty God,
in order to build a just and humane society
and establish Government
that shall embody our ideals and aspirations
promote the common good, conserve and develop our patrimony,
and secure to ourselves our posterity the blessing of independence
and democracy under the rule of law and a regime of truth,
justice, freedom, love, equality, and peace,
do ordain and promulgate this Constitution.

 The term preamble is derived from the Latin word “preambulare” which means “to walk
before”. It is the prologue of the Constitution. Clustered below are the good citizenship values
that are reflected in the Preamble of the 1987 Philippine Constitution:

THE MAKA-DIYOS CLUSTER

1. Faith in the Almighty God

The Bible says, “But without faith, it is impossible to please Him, for he who comes to God
must believe that He is, and that He rewards those who diligently seek Him (Hebrews 11:6)
2. Respect for Life
We ordain for the Children of Israel that if any one slew a person – unless it be for murder or
for spreading mischief in the land – it would be as if he slew the whole people: and if any one
save a life, it would be as he saved the life of the whole people… (Qur’an 5:32)
3. Order
Assuredly, we have sent down the Book to you in right form for the good of man. Who guided
himself by it does so to his own advantage, and who turns away from it does so at his own
loss. You certainly are not their keeper (Qur’an 39:41)
4. Work
“Give fish to a man, he will have food to eat for a day; teach him how to fish and he shall have
food throughout his life”. (Confucius). And “if man will not work, he shall not eat” (2
Thessalonians 3:10)
5. Concern for the Family and Future Generations
“The family is an essential factor in the general, social, and even political life… The family is
indispensable element of social cohesion and equilibrium.”

THE MAKATAO CLUSTER

1. Love
“When man has love, he is no longer at the mercy of forces greater than himself, so he,
himself becomes the powerful force” (Leo Buscaglia)
“Love is the will to extend oneself for the purpose of nurturing one’s own or another spiritual
growth” (M. Scott Peck)
2. Freedom
“Freedom consists not in doing what we like, but in having the right to be what we ought”
(Pope John Paul II)
3. Peace
 It is always great to remember what the Bible says “Blessed are the peacemakers for they will
be called Children of God” (Matthew 5:9)
4. Equality
“A man who seeks truth and loves it must be reckoned precious to any human society”
(Frederick the Great)
“An honest man can feel no pleasure in the exercise of power over his fellow citizens”
(Thomas Jefferson)
“No legacy is as reach as honesty” (William Shakespeare)
“What is more golden than gold?” (Mahatma Gandhi)
5. Justice
According to Martin Luther King Jr., “Injustice anywhere is a threat to justice everywhere”
In Matthew 7:12, “Treat others the way you want to have them treat you”
And by the Institute for Development Education Center for Research Communication,
“Justice is giving every man his due”

THE MAKABAYAN CLUSTER

1. Unity
The value of unity can be realized by practicing the virtues stated in the following quotations:
“Behold how good and pleasant it is for the brethren to dwell together in unity (Psalms 133:1)
“Make my joy complete by being of the same kind, maintaining the same love, united in spirit,
intent in one purpose (Philippians 2:2)
“Remember, upon the conduct of each depends the fate of all” (Alexander the Great)
2. Equality
Each person may differ in worldly stature, but each one bears the same amount of dignity as
another and all share one common destiny.

THE MAKAKALIKASAN CLUSTER

1. Concern for the environment
Some examples of how participants may cultivate and encourage the value of Concern for the
Environment for student-trainees are:
a. Develop a more conscious and consistent habit of keeping your surroundings clean as well
as using environmental resources such as water and electricity wisely and prudently.
b. Have a deeper understanding of the dire state of the environment and in your own capacity
contribute to the work of preserving it
c. Understand the process of recycling and apply this process in school and in your homes
d. Protect rivers and waterways along the community by teaching people alternative waste
disposal system and by encouraging them to use the rivers instead for livelihood and other
meaningful purposes.

LEARNING ACTIVITY REFERENCES

UNIT 2- GOOD CITIZENSHIP

MODULE LEARNING OBJECTIVES
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 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 the process of giving control, guidance, headship, direction, and governance to
a group or organization. It is key dynamic factor that motivates and coordinates organizations
to accomplish their objectives.
 Leadership is the art of influencing and directing others to do assigned tasks or goals, in such
way as to attain them. There is always obedience, respect, loyalty, and cooperation.
 Leadership can be exercise by anyone irrespective of the framework of command. Also, it is
the process of guiding and directing the behaviour 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.
- Leadership as a guide is one who assumes the role of a director, organizer, mentor, guru
or adviser
- Leadership as a frontrunner is the one who can spearhead, shading light, a trailblazer,
 and groundbreaker
- Leadership as a head is one who can be called as chief, manager, principal, boss, and
superior.
 Servant leadership is a kind of servanthood and done as sense of vocation. It also implies
stewardship of good citizenship and community. It is a means of serving others more than
oneself.
 April et al. (2000) support the notion of servant leadership in complex organizations, where a
major role of a leader is to synthesize and develop a sense of community in the organization,
with shared power and decision-making and group-oriented approaches.

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.
3. Healing – one of the greatest strengths of servant leader is the potential of healing one’s self
and others because many people have broken spirits and have suffered from a variety of
emotional hurts.
4. Awareness – it aids on 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 decision 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, the
realities of 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.

LEARNING ACTIVITY 1
STUDY
UNIT 3- DRUG ANDGUIDE FOR MODULE
SUBSTANCE NO. ___
ABUSE, PREVENTION, AND CONTROL

 Drug education program for the youth is a significant undertaking in order to free them from
danger and keep them away from drugs. The youth of today comprise the most vulnerable
group that can be affected by prohibited drugs that are commonly used.
 According to General Edgar C. Galvante, former Executive Director of the Dangerous
Drug Board (DDB), most drug users start their habit early, usually during teenage years. They
are particularly susceptible to the drug experience because adolescence is the period of
experimentation, exploration, curiosity, and search for identity.
 It is also 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.
 Drug abuse prevention, done through problem awareness, education, and strategy
implementation, is very vital to the success in controlling and stopping drug abuse.
 It has been known that the foremost reason why our youth is dragged into the abyss of drug
abuse is the lack of guidance from the family itself.
 This are aspects to this reason. First, maybe the parents are too busy with their jobs, giving
less time for their children. Second, parents have not finished schooling, making them less
informed and less aware of the effects of drugs. Third, the type of discipline of the parents
includes physical violence, thus, in most cases in the Philippines, drives away the kid from
home.
 The second most predominant reason adolescence is the period where wants exceed
necessities. A teenager spends more time with friends or peers rather than at home. The
influence of peers, either friends or activity partners, has been proven as a strong force of
initiation into drug addiction among youth.
 A drug addict is generally an emotionally unstable individual before he or she acquires the
habit. The person cannot face painful situation without help. He/she has little or no self-control.
He/she hates physical, mental or moral sufferings. Every individual cannot stand alone, as we
say it.
 A person will try to use drugs if a friend insists, for the sake of friendship. This weakness is a
predator and hard to dismantle for most teenagers.
 Truly, drug abuse is a predator, a monster that preys on innocent, curious mind like those of
 teenagers.

FREQUENTLY ASKED QUESTIONS (FAQs) ABOUT THE NATURE OF DRUG AND DRUG
ABUSE
1. What is drug? How are drugs taken?
- A drug is a chemical substance that brings about physical, emotional, or behavioural
change in a person taking it. It can be taken through: ingestion, inhalation, injection,
used as suppository, applied topically.

2. When are drugs harmful?

Any drugs may be harmful when taken in excess.

3. 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:
a. Using, without benefit or prescription, useful drugs which have the capacity to alter
mood or behaviour;
b. Using drugs and substances for a purpose different from the one for which the drug has
been prescribed;
c. Using drugs and substances having no legitimate medical application for purposes other
than research.

4. Are there products other than drugs ever abused?

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

5. What are the types of drugs?

- Drugs that are commonly abused, depending on pharmacological effects, may be classified
into:
a. Stimulants – drugs which increase alertness and disposition.
b. Hallucinogens (Psychedelics) – drugs which affect sensation, thinking, self-
awareness, and emotion.
c. Sedatives – drugs which may reduce anxiety and excitement
d. Narcotics – drugs that relieve pain and often induce sleep.

6. 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.

7. How can you tell when one is abusing drugs?

- A lot of changes – in behaviour, in appearance and in mood – occur in a person who is
abusing drugs. Sudden changes occur in the person’s disposition from pleasant to
unpleasant.
- The individual
a. Is often associated with known drug abusers;
b. Is irritable, discourteous, defiant, and aggressive;
c. Is untrustworthy and lacks self-confidence;
d. Is unhealthy and unconcerned with good grooming;
e. Has low frustration tolerance;
f. Lacks interest in his/her studies/work;
g. Blames everybody but not himself/herself for his problems;
h. Develop changes in normal capabilities in school/work; and
i. Borrows money and at times steal various items unusually.

LEARNING ACTIVITY 1
STUDY
UNIT 3- DRUG ANDGUIDE FOR MODULE
SUBSTANCE NO. ___
ABUSE, PREVENTION, AND CONTROL

MYTH VERSUS FACT: DRUG ABUSE AND ILLICIT TRAFFICKING

1. Why the big outcry? Drugs aren’t really big problem. The fact is...
They are a tremendous problem, the seriousness of which is becoming more apparent every day.
There are millions of drug users throughout the world abusing all sorts of illegal substances. These
people are damaging their health and well-being, and jeopardizing their chances for a healthy and
productive life. Furthermore, there are billions of innocent victims of drug abuse- families of users,
communities, employers, companies/organizations, and societies. These problems caused by drug
abuse and illicit trafficking are among the most serious facing the world today, threatening future
generations and thus, the future of life.

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. Moreover, the user
or potential user must consider where the money goes that is spent on illegal drugs. The traffickers
gain the largest share of the profits from this illegal trade. They in turn use the money to destabilize
government through “buying votes” and through corruption, intimidation, and violence.

3. Marijuana is no worse than using alcohol or tobacco. The fact is…

Marijuana is very dangerous. Unlike alcohol, which usually leaves the body within 24 hours
because it is water-soluble, marijuana is fat-soluble, which means that the psycho-active chemicals
attach themselves to the fatty parts of the body (usually the brain and reproductive organs) and be
detected up to 30 days after initial use. A marijuana cigarette contains more cancer-causing agents
than the strongest tobacco cigarette.

4. Everybody is taking drugs. The fact is...

This common argument is used by drug users in an effort to gain acceptability for their deviant
behaviour. No matter how alarming drug use statistics may be, majority of the people of the world do
not use illegal drugs. Peer pressure is always difficult to cope with and it takes more courage and
strength to stand up for what you know is right.

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 escape from reality, to cope
with daily life, or to be accepted by others. Drugs are very seductive because, in most cases, they
initially provide what the user is seeking. Their seductive quality is one of the strongest factors
contributing to addiction. Addiction is a difficulty disease to accept and one from which many people
never recover. No one can assume he or she is immune from addiction. There is no “safe” way to
use illegal drugs, even when done only occasionally.

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 an 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. The consumer ultimately pays for the cost of drugs in the workplace
by buying inferior goods at higher price. The community, society, and the nation suffer from all of the
above.

7. If a person wants to take drugs, government should interfere. The fact is…
The legitimate rights 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.
For this reason, laws are established. Government and societies do not tolerate murder, robbery,
arson, or even drunk-driving.

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 to live without drugs. This approach includes responding to immediate and acute medical
needs, with continuing availability of counselling and medical treatment, and of longer-term support in
a non-drug environment. Furthermore, prison space in many countries is usually limited and is more
widely used for the detention of other criminals. Placing an addict in prison does not cure the disease
and, when the addict is released, he will usually return to a destructive and deviant life-style.

9. The cultivation of drug crops give 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. They thus, seek new users for their
products. Each street drug peddler is the last link in the corruptive chain of criminal activity, not only
destroying neighborhoods and terrorizing citizens as well.

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
country.

LEARNING ACTIVITY 1

REFERENC
STUDY
UNIT 3- DRUG ANDGUIDE FOR MODULE
SUBSTANCE NO. ___
ABUSE, PREVENTION, AND CONTROL
LEARNING CONTENTS

THE NATIONAL DRUG SITUATION

 All of us are very much aware of 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, drug trafficking today’s most profitable underground business which has spawned, yet
considered as another crime and source of money laundering on a global scale.

Vienna- Based International Narcotics Control Board (INCB)

- It is an independent body, established by the 1961 Single Convention on Narcotic Drugs,
mandated to monitor and support governments’ compliance with the three international drug
control treaties.
-
Vienna NGO Committee on Drugs
- Was established in 1983 to provide link between non-governmental organizations (NGOs) and
the Vienna-based agencies involved in setting drug policy: the United Nations Commission
on Narcotic Drugs (CND), the International Narcotics Control Board (INCB), and the
United Nations Office on Drugs and Crime (UNODC).
 The president of the Philippines Rodrigo Duterte and campaigned on an explicit platform “kill
all who make the lives of the Filipino miserable.”
 An estimated of 1,790 suspected drug pushers and users were in the list for an immediate
action.

COMMONLY ABUSED DRUGS

1. SHABU
- Also called Methamphetamine Hydrochloride, is the most popular abused drug in the
country today.
- It is found to have harmful effects to the brain. It changes how the brain functions.
- Studies have shown that methamphetamine abusers have reduced motor skills and impaired
verbal learning as a result of alterations in the activity of dopamine, a neurotransmitter involved
in reward, motivation, experience of pleasure, and motor function.
- Street names: shabu, ice, meth, crystal, kristal, basura, tawas
- Other adverse effects of methamphetamine are: extreme weight loss, severe dental
problems (“meth mouth”), anxiety, confusion, insomnia, mood disturbances, and violent
behaviour.
- Shabu remains to be the primary drug of abuse among center clients with 96.74% of total
admission, followed by cannabis (marijuana) at around 24.94% and cocaine with 1.11%.

2. ECSTASY
- It is an illegal drug that contains the active ingredient MDMA (3, 4-
methylendioxymethamphetamine).
- It is related to stimulants and hallucinogens and produces both effects on mood and the
senses, which made it a popular party drug.
- While it can be found in the form of powder or in capsules, it can also be found in pill form.
The pills are produced illegally and often use a variety of ingredients.

3. MARIJUANA
- Marijuana is abounds in the Philippines. But since the early 1990s, it has ceased 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 U.S., the United Nations International
Drug Control Program (UNDCP) has identified the Philippines as a major marijuana
producer and exporter.
- Marijuana is a drug which is made from the dried leaves and flowers of the hemp plant, and
which can be smoked.
- The Cordillera Administrative Region (CAR) is the biggest producer of cannabis or
marijuana in the country as evidenced by the number of plants and seeds confiscated within a
10-year period from 1992 to 2001, with a total of 112,467,372 plants and seeds seized.
 - In 1972, there were only 9 identified sites engaged in marijuana cultivation. Today, the
number of marijuana-producing barangays has ballooned to 98, located in nine-different
regions in the country.
- Marijuana-producing areas in Northern Luzon are located in 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 Regions 10,11,12,13 and ARMM.

DRUG TRAFFICKING
 Methamphetamine hydrochloride (shabu) continues to be smuggled into the country through
the 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
insife two container vans at the Manila International Container Port in two different
occasions in 1999.
 Three of world’s most powerful drug syndicates have been smuggling shabu into the country,
the PDEA said. These are the Taiwan-based United Bamboo Gang or Bamboo Triad, 14k
Triad or HongKong Triad, and the China-based Sun Yee on Triad.
 Shabu or methamphetamine hydrochloride is the most prevalent drug in the country, seized in
majority of anti-drug operations, PDEA said.
 From July 1, 2016 to August 29, 2017, over 2,400 kilos of shabu worth 12.7 billion pesos
have been recovered from more than 7,000 anti-drug operations.

INVOLVEMENT OF FOREIGN NATIONAL IN DRUG TRAFFICKING

 The involvement of foreign national is very apparent in almost all the big volume seizures of
government law enforcement authorities.
 This foreign involvement has been continuously document by PDEA. There were a total of 77
foreign nationals arrested in 2017. This is the highest accomplishment of the Agency since
2001.
 Chinese Nationals have been consistently dominating the roll of 52.23% of the total arrests of
foreign national since 2001.
 Mainly apprehended for selling of illegal drugs, 38 or 49.35% of the total arrests for year 2013
are Chinese Nationals, followed by Taiwanese at 10 or 12.99% of the arrests.

TRANSIT POINTS OF DRUGS

 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 were shipped directly from Southern China.
Five shipments were from South China but they passed through HongKong first before they
were rerouted to the Philippines.
 At least one shipment passed through Taiwan. Quezon and Zambales are also transit point of
drugs coming directly from North Korea.
 Identified landing points are mainly through the shorelines of the Northern and Central Luzon
regions and Southern Tagalos, specifically Batanes, Cagayan, Ilocos Sur, Pangasinan,
Zambales, Aurora, Quezon, and Mindoro Provinces.
 Reports also indicate Palawan at Masbate as probable landing sites for shabu smuggling.

FACTS AND FIGURES

 The Philippine Drug Enforcement Agency (PDEA) is the lead anti-drug law enforcement
agency, responsible for preventing, investigating, and combating any dangerous drugs,
controlled precursors, and essential chemicals within the Philippines.
 The PDEA is tasked with the enforcement of the penal and regulatory provisions of Republic
Act No. 9165, otherwise known as the Comprehensive Dangerous Drugs Act of 2002.
 PDEA is the implementing arm of the Dangerous Drug Board (DDB). The DDB is the policy-
making and strategy-formulating body in the planning and formulation of policies and programs
on drug prevention and control. PDEA and DDB are both under the supervision of the Office of
the President.

Creation of Task Forces

 The RA 9165 abolished the National Drug Law Enforcement and Prevention Coordinating
Center, which was created under Executive Order No. 61.
 Under Executive Order No. 206 dated May 15, 2013, these law enforcement agencies have
organized the following anti-illegal drug task force to support the PDEA:
a. Philippine National Police – Anti-Illegal Drug Special Operation Task Force (PNP-
AIDSOTF);
b. National Bureau of Investigation-Anti-Illegal Drug Task Force (NBI-AIDTF);
c. Bureau of Customs- Customs Task Group/Force in Dangerous Drugs and Controlled
 Chemicals (BOC-CTGFDDCC)

Operation: Private Eye

 Nineteen OPE informants received 12.12 million as incentive for positive information they
provided to PDEA and other law enforcement agencies which resulted in successful anti-drug
operations.
 PDEA Director General Isidro S. Lapena awards 2 million pesos each to OPE informants
whose information led to successful anti-drug opeations.
 Operation: Private Eye is an incentive/reward scheme designed to encourage concerned
citizens to report suspected illegal drug activities in their community.

Organized Drug Groups

 As a result of Intelligence Workshop conducted by PDEA, eleven (11) Transnational Drugs
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 drug
group each.

Personalities in the BADAC Watch List

 As of September 2011, the nationwide total number of drug personalities perfected in the
Barangay Drug Abuse Council (BADAC) Watch List is pegged at 37,076.
 Among the regions, NCR has the highest number of identified personalities with 10,879 or
29,348 of the total number of drug personalities nationwide.

Drug Rehabilitations
 The number of drug patients is increasing. Based on records of Government Residential
Centers’ Admission, from 1,466 in 1974, the number reached 5,945 in 2001.
 Statisitics from rehabilitation centers show the following data:
a. Majority of patients are in the 15-29 age group
b. The mean age of drug user is 27 years old.
c. Shabu and/or Marijuana are their drug of choice
d. The ratio of male users to female is 14:1
e. Workers comprised 43.718% of the drug patient population
f. Unemployed comprise 35,838
g. Student comprised 5,138
h. Out of school youth comprised, 1,183.

Drug-Affected Barangays
 PDEA revealed that as of 2017, out of 42,036 barangays in the country, 49.65% are
considered drug-affected.
 PDEA Director General Isidro S. Lapena said that the said percentage represents a total of
20,872 barangays plagued by the drug menace.
 A barangay is said to be drug-affected when there is a reported presence of drug user, pusher,
manufacturer, and marijuana cultivator or other drug personality, drug den, marijuana
plantation, clandestine drug laboratory, and facilities related to production of illegal drugs.
 There are three classifications in determining barangay drug-affectation: slightly affected,
moderately affected, and seriously affected.
a. Barangay are considered slightly affected if there is a reported presence of drug users;
b. Barangay are considered moderately affected if there is a reported presence of drug
pushers; and
c. Barangay are considered seriously affected if there is a reported presence of drug
laboratories, warehouse, marijuana plantation, etc.

 The NCR has the highest rate of barangay drug-affectation with 96.48%, followed by Region
XIII with 86.58% and Region IX with 86.29%. The region least affected by the drug menace is
the CAR with 3.49%.

UNIT 4- DISASTER RISK REDUCTION AND MANAGEMENT

DISASTER RISK REDUCTION AND MANAGEMENT CONCEPTS

 The concept of disaster risk reduction and management (DRRM) accepts that some hazard
events may occur but tries to lessen the impact by improving the community’s ability to absorb
the impact with minimum damage or destruction.
  Disaster risk reduction and management is a series of actions (programmes, projects, and/or
measures) and instruments expressly aimed at reducing disaster risk in endangered regions,
and mitigating the extent of disasters.
 Operationally, DRRM includes risk assessment, disaster prevention and mitigation and
disaster preparedness. It is used to underscore the current trend of taking a proactive
approach to hazards posed by extreme natural phenomena.

DEFINITION OF DISASTER MANAGEMENT TERMS

1. Hazards – a situation that poses a level of threat to life, health, property, or environment.
2. Risks – a probability or threat or a damage, injury, liability, loss, or other negative occurrence
that is caused by external or internal vulnerabilities, and that may be neutralized through pre-
emptive action.
3. Vulnerability – the level of susceptibility or resiliency of the people and communities against
the impact of the prevailing hazards based on the state of physical, social, and economic
conditions in a given area.
4. Disasters – a serious disruption of the functioning of a community or a society involving
widespread human, material, economic or environmental losses and impacts, which exceeds
the ability of the affected community or society to cope using its own resources.

DISASTER RISK MANAGEMENT: WHAT AND WHO

 Disaster risk reduction and management (DRRM) includes administrative decisions and
operational activities that involve: prevention, mitigation, preparedness, response,
recovery, and rehabilitation.
 Disaster risk management involves all levels of government – decision makers and local
government. Non-governmental and community-based organizations plays a vital role in the
process.
 Communities themselves are the first responders.

DISASTER RISK MANAGEMENT CYCLE

 The disaster life cycle describes the process through which emergency managers prepare for
emergencies and disasters, respond to them when they occur, help people and institutions
recover for them, mitigate their effects, reduce risk of loss, and prevent disasters from
occurring.
 The traditional approach to disaster management is to regard it as a number of phased
sequences of action or a continuum. This can be represented as a cycle as shown in Figure
below:

 Disaster management refers to the efficient and effective utilization of resources and the
application of measure that will mitigate the impact of unfortunate events and facilitate return to
normalcy and redevelopment.
1. Disaster management occurs before, during, and after a disaster
2. Disaster management consists of the DRM component as well as relief, response, early
and long-term recovery, including rehabilitation, and reconstruction.
a. Disaster response, including relief activities, is conducted immediately after a disaster
occurs primarily to save lives and for humanitarian purposes.
b. Recovery occurs the short, medium, and long term in the aftermath of a disaster.
Rehabilitation and reconstruction, on the other hand, are long-term activities necessary
to restore public infrastructures, services, and critical facilities.
c. Building back better during this process means not generating new risks and mitigating
existing ones.

Rationale for Risk Management

1. Comprehensive risk management process has the potential to break the cycle of damage and
reconstruction when a community is subjected to repeated natural hazards.
2. To be effective, a strategy must be in place and ready for immediate implementation when
necessary.
3. This can only be done through advance preparation and planning.
Disaster Risk Management Objectives
1. Reduce vulnerabilities in the community.
2. When sustained over a long term, reduce unacceptable risk to acceptable levels and make the
community become disaster resistant/resilient.

Range of Risk Management Measures

1. Engineering measures (keep hazard away from people)
2. Land use planning and management measures (keep people away from hazard)
3. Control and protection works (modifying the hazard)
4. Early warning (predicting hazard)
5. Preparedness planning (prepare in anticipation of a hazard event)
6. Reconstruction planning after a disaster with the aim of reducing the vulnerability
7. Mainstreaming risk management in development practice and institutionalization

Disaster Risk Reduction Management Paradigm

1. The Disaster Risk Reduction paradigm has become dominant in the twenty-first century. DRR
is proactive by aiming to establish a culture of disaster prevention and resilience. DRR
measures emphasizes non-structural mitigation measures are therefore a must.
2. Disaster Risk Management is a range of related activities for coping with risk, including how
related activities are identified and assessed and how social interventions to deal with risk are
monitored and evaluated.
3. DRRM is undertaken during “normal times” and before another disaster strikes. It focuses on
the following:
- Mitigation and prevention. This is a sustained measure taken before a disaster occurs
and is aimed to minimize the potential impacts of a disaster or reduce disaster risks.
- Preparedness. This helps reduce severity of impact or certain disasters, particularly slow-
onset disasters. Proactive with risk identification and capacity development.
- Risk assessment (identification and monitoring). The information is generated by this is
essential to the development of non-structural mitigation measures.

Comprehensive Disaster Risk Management Framework

 The government pursues a comprehensive disaster management framework that
encompassed disaster risk reduction, mitigation and preparedness in the pre-event, and
disaster response, rehabilitation, and recovery in the post-event.
 A framework that has evolved and adapted to the lessons of past disaster events as well as
emerging concerns, and anchored on the national authority’s program thrusts aimed to, among
others implement the Hyogo Framework for Action 2005-2015, with the five (5) Thematic
Areas/Priorities for action, as follows:
1. Governance. Ensure the disaster risk reduction is a national and local priority with a strong
institutional basis for implementation.
2. Risk assessment and early warning. Identify, assess, and monitor disaster risks and
enhance early warning.
3. Knowledge management and education. Use knowledgeable, innovation and education
to build a culture of safety and resilience at all levels.
4. Risk management and vulnerability reduction. Reduce the underlying factors.
5. Disaster preparedness. Strengthen disaster preparedness for effective response at all
levels.

LEARNING ACTIVITY 1

UNIT 4- DISASTER RISK REDUCTION AND MANAGEMENT

LEARNING CONTENTS
 As an archipelago located at the Southeast part of Asia, the Philippine is exposed to both
climatic and geological hazards. It is situated in the Pacific Ring of Fire where two major
tectonic plates, the Pacific Plate and the Eurasian Plate meet.
 With several fault lines crossing the country, earthquakes could have very devastating effects.
There are 220 volcanoes, 22 of which are classified as active. (NDCC 2008)
 The Philippines is also located along the typhoon belt on the North Pacific Basic in the
Pacific where 75% of the typhoons originate. There are 20 to 30 typhoons passing through
the country, 5-7 which can be destructive (NDCC 2008)
 The impacts of climate change in the Philippines are becoming better to understood. There
has been an increase in the annual mean rainfall since the 1980s and in the number of rainy
days since the 1990s (Cruz et. al, 2007)
 According to the International Red Cross and Red Crescent Societies, the Philippines was
4th most accident-prone country in the world in 2015. Accordingly, 31,835 Filipinos were
 killed and 94,369,462 others were affected by natural disaster and calamities in a span of
20 years. It is for the foregoing reasons that this unit is focused on disaster risk reduction and
management.

OVERVIEW OF THE PHILIPPINE DISASTER MANAGEMENT SYSTEM

 Since the Office of Civil Defense and National Disaster Risk Reduction Management
Council creation PD 1566 of 1978 has been the basic law that guides the disaster
management programs, projects and strategies implementation in the country.
 However, it has been observed and noted from past experiences, that the law that creates the
Council is more leaning and gives more emphasis on response action, thus, making the
implementers reactive to possible disasters rather than taking a proactive stance in disaster
risk management.
 Then President Arroyo signed on May 27 the RA 10121, also known as the Philippine
Disaster Risk Reduction and Management Act of 2010.
 This act provides for the development of policies and plans and the implementation of actions
and measures pertaining to all aspects of disaster risk reduction, management and recovery,
including good governance, risk assessment and early warning, knowledge building and
awareness raising, reducing underlying risk factors, and preparedness for effective response
and early recovery.
 This new law adopts and adheres to principles and strategies consistent with the international
standards set by the Hyogo Framework for Action (HFA), a comprehensive, action-oriented
response to international concern about the growing impacts of disasters on individuals,
communities, and national development.
 A National Disaster Risk Reduction, Management and Recovery Framework and Plan
was developed, formulated, and implemented. The framework provides for comprehensive, all-
hazards, multi-sectoral, inter-agency, and community-based approach to disaster risk
reduction, management, and recovery.
 RA 10121, known as the “Philippine Disaster Risk Reduction and Management (PDRRM)
Act of 2010”
“An Act Strengthening the Philippine Disaster Risk Reduction and Management System,
Providing for the National Disaster Risk Reduction and Management Framework and
Institutionalizing the National Disaster Risk Reduction and Management Plan, Appropriating
Funds Therefore and for other Purposes”

 Section 2 of RA 10121 (Declaration of Policy)

1. Upholding people’s rights to life and property and adherence to internationally accepted
principles, norms, and standards for capacity building in DRRM and humanitarian assistance;
2. Adoption of a holistic, comprehensive, integrated, proactive and multi-sector approach in
addressing the impacts of disasters, including climate change;
3. Development, promotion, and implementation of a comprehensive National Disaster and Risk
Reduction and Management Plan (NDRRMP);
4. Mainstreaming DRR and Climate Change in national and local development plans and
development process;
5. Mainstreaming DRR into the peace process and conflict resolution;
6. Ensuring DRR and CC-Gender responsive measures, sensitive to indigenous knowledge and
respect of human rights;
7. Strengthening capability building of LGUs on DRR and vulnerable and marginalized groups;
8. Engaging the participation of Civil Society Organizations or CSO, private sectors and
volunteers in DRR;
9. Promotion of breastfeeding before and during a disaster or emergency; and
10. Ensuring maximum care, assistance and services to affected individuals and families.

SALIENT FEATURES OF PDRRM ACT OF 2010

1. Policy statements and terminologies on DRRM (Sections 2 & 3)
2. Institutional mechanisms (Sections 5-12)
a. DRRMCs (National, Regional, Provincial, City and Municipal Levels and Barangay
Development Council at the Barangay level)
b. Office of Civil Defense
c. Permanent Office on DRRM at the LGU level; Barangay DRRM Committee
d. Disaster Volunteers
3. Operational Mechanisma (Sections 15-18)
a. Coordination during emergencies
b. Declaration of a state of calamity
c. Remedial measures
d. Mechanism for the international humanitarian assistance network
4. Participation, accreditation, mobilization, protection, and development of disaster volunteers
5. Training and Education in DRR
 a. Establishment of DRRM training institute
b. Mandatory training in DRR for public sector employees
c. Integration of DRR in school curricula, training for out-of-school youth, Sangguniang
Kabataan, and informal training.

THE NATIONAL DISASTER RISK REDUCTION MANAGEMENT COUNCIL (NDRRMC)

 Leading the collaborative efforts in disaster preparedness planning and mitigation, as well as
disaster response operations and rehabilitation both in the government and private sectors is
the NDRRMC.
 NDRRMC 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 Civil
Defense (OCD), and has 14 departments and 39 line agencies as members.
 The NDRRMC is also 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.

THE OFFIVE OF CIVIL DEFENSE (OCD)

 The Office of Civil Defense (OCD), as the implementing arm of the National Disaster Risk
Reduction and Management Council, shall have the primary mission of administering a
comprehensive national civil defense and disaster risk reduction and management by
providing leadership in the continuous development of strategic and systematic approach as
well as measures to reduce the vulnerabilities and risks to hazards and manage the
consequences of disasters.

ORGANIZATIONAL NETWORK
 The Philippine Disaster Management System (PDMS), as embodied in P.D 1566 and RA
10121, is carried out at various political subdivision and administrative regions of the country
through:
- National Disaster Risk Reduction and Management Council (NDRRMC)
- 17 Regional Disaster Risk Reduction and Management Council
(RDRRMC)
- 80 Provincial Disaster Risk Reduction and Management Council
(PDRRMC)
- 113 City Disaster Risk Reduction and Management Council (CDRRMC)
- 1,496 Municipal Disaster Risk Reduction and Management Council
(MDRRMC)
- 41,956 Barangay Disaster Risk Reduction and Management Council
(BDRRMC)
1. Local Disaster Risk Reduction and Management Office (LDRRMO) – Section 12, PDRRM Act
a. It is established in every Province, City, Municipality, and Barangay Disaster Risk
Reduction and Management Committee in every barangay
b. Responsibility – setting the direction, development, implementation and coordination of
disaster risk management programs within their territorial jurisdiction
c. LDRRMO shall be under the office of the governor, city, or municipal mayor, and the
barangay captain in case of the BDRRMC.
2. Accreditation, Mobilization, and Protection of Disaster Volunteers and National Service
Reserve Corps, Civil Society Organizations and the Private Sector (Section 13, PDRRM Act)
a. The government agencies, CSOs, private sectors and LGUs may be mobilize individuals or
organized volunteers to augment their respective personnel complement and logistical
requirements in the delivery of disaster risk reduction programs and activities.
b. The agencies, CSOs, private sectors, and LGUs concerned shall take full responsibility for
the enhancement, welfare and protection of volunteers, and shall submit the list of
volunteers to the OCD, through the LDRRMOs, for accreditation and inclusion in the
database of community disaster volunteers.
3. Integration of DRR Education into the School Curricula and Sangguniang Kabataan (SK)
Program and Mandatory Training for the Public Sector Employees (Section 14, PDRRM Act)
a. The DepEd, CHED, and TESDA in coordination with other relevant agencies, shall
integrate DRRM education in the school curricula of secondary and tertiary levels of
education, including NSTP, whether private or public, including formal and non-formal,
technical vocational, indigenous learning, and out-of-school youth courses and programs
b. The NDRRMC, RDRRMCs, LDRRMCs, LDRRMOs, BDRRMCs, and the SK councils shall
encourage community, specifically the youth, participation in the DRRM activities.

LEARNING ACTIVITY 1

UNIT 4- DISASTER RISK REDUCTION AND MANAGEMENT

 GEOGRAPHIC HAZARDS AND DISASTER RISK PROFILE OF THE PHILIPPINES
 The Philippines, by virtue of its geographic circumstances, is highly prone to natural disasters,
such as earthquakes, volcanic eruptions, tropical cyclones and floods, making it one of the
most disaster prone countries in the world.
 The disaster risk profile report of the Philippines seeks to document the impacts of natural
disaster on the social and economic development of the Philippines; assess the country’s
current capacity to reduce and manage disaster risk; and identify options for more effective
management of that risk.
 The Philippine institutional arrangement and disaster management systems tends to rely on a
response, or reactive approach, in contrast to a more effective proactive approach, in which
disaster are avoided, by appropriate land-use planning, construction and other pre-event
measures which avoid to creation of disaster-prone conditions.
 To evolve to a more proactive role, it is important that a national framework for comprehensive
disaster risk management be prepared and implemented.

PHILIPPINE SITUATIONER
 Over the past two decades, the Philippines endured a total of 274 natural calamities, making
it the 4th most disaster-prone country in the world.
 This study is based on “Human Cost of Weather Related Disasters,” a study conducted by
the Geneva-based United Nations Office for Disaster Risk Reduction (UNISDR) and the
Belgian-based Centre on the Epidemiology of Disasters (CRED)
 It covered the period between 1995 and 2015. According to the report, the other countries hit
by the highest number of disasters were United States (472), China (441), India (288), and
Indonesia (163).
 This report also revealed that the Philippines was among the top ten countries with the
most number of people affected by disasters, at 130 billion.

PHILIPPINE DISASTER RISK PROFILE

 The Philippines is vulnerable to almost all types of natural hazards because of its geographical
location.
1. Located within the Circum-Pacific belt of fires and along typhoon path, the Philippines
becomes exposed to natural perils like earthquakes, volcanic eruptions, typhoons and their
resultant effects like tsunami, landslides, floods, and flashfloods.
2. As an archipelago with 7,641 islands, the threat of tsunami affecting the country’s coastal
areas is not far-fetched.
3. The Moro Gulf Earthquake with 7.6 intensity triggered a tsunami which affected Southern
Philippines and resulted to the death of around 3,800 persons and destruction of
properties.
4. Yearly, the country experiences an average of 20 typhoons, half of these are destructive,
is a host of 220 volcanoes, 22 of which are active, as well as active faults and trenches
that are potential sources of earthquakes.
5. The country has also its episodes of human-made disasters such as urban fires, land and
sea mishaps, and complex emergency, mostly in Southern Philippines because of the
secessionist movement, coupled with its vulnerability to floods and other natural hazards.
 The Philippines is one of the most natural hazard-prone countries in the world. The social and
economic cost of natural disasters in the country is increasing due to population growth,
change in land-use patterns, migration, unplanned urbanization, environmental degradation,
and global climate change.
 Reducing the risk of disasters will be the key to achieving the development goals of the
Philippines.

Hazards Classification in the Philippines

1. Natural Hazards
- They are PDEA or phenomena occurring in the biosphere that may constitute a damaging
event.
- It can be classified by origin: geographical, hydro-meteorological, and biological.
a. Geographical Hazards – natural earth processes or phenomena in the biosphere,
which include geological, neo-tectonic, geophysical, geomorphological, geotechnical,
and hydro-geological nature.
Examples: eathquakes, tsunamis, volcanic activity and emissions, etc.
b. Hydro-meteorological Hazards – natural processes or phenomena of atmospheric,
hydrological or oceanographic nature.
Examples: floods, debris and mud flows, tropical cyclones, storm surge, etc.
c. Biological Hazards – process of organic or those conveyed by biological vectors,
including exposure to pathogenic micro-organism, toxins, and bioactive substances.
Examples: outbreak of epidemic diseases
 2. Technological Hazards (Anthropogenic Hazards)
- Danger originating from technological or industrial accidents, dangerous procedures,
infrastructure failures or certain human activities, which may cause the loss of life or injury,
property damage, social and economic disruption or environmental degradation.
- Examples are: industrial pollution, nuclear activities, or radioactivity
3. Environmental Degradation
- It is processed include by human behaviour and activities (sometimes combined with
natural hazards) that damage the natural resource base or adversely alter natural
processes or ecosystems.
- Examples are: deforestation, pollutions, climate change, sea level rise

UNITSTUDY GUIDE FOR MODULE

5- ENVIRONMENTAL NO. ___
AWARENESS AND PROTECTION

 Stationary sources of air pollutants are factories, crematorium, incinerators, power plants,
garbage dumps, and construction sites.
 Accumulation in the atmosphere of gases from industrial solvents such as nitrous oxides and
carbon tetrachlorides 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 small belchers. Among the different air pollutants, six “criteria” pollutants such as
ozone, carbon monoxide, lead, sulfur oxides, nitrogen oxides and particulates determine air
quality standards.

1. OZONE
- It is the major ingredient in smog. It 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.

2. CARBON MONOXIDE
- It is a toxic, odorless, colorless gas produced during fossil fuel or biomass burning. Its
exposure can block oxygen to the brain and cause poor concentration, fatigue, and death.

3. LEAD
- It is one of the most toxic substance. Lead in the 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 exposure can
significantly reduce the IQ of the school-age children. It has also been associated with
aggressive behavior, delinquency, and attention disease in boy, between 7-11 years of
age.
- In adults, lead exposure has been related to increased blood pressure and hypertension.

4. SULFUR DIOXIDE
- It is a gas. It is invisible and has a nasty, sharp smell. It reacts easily with other substances
to form harmful compounds, such as sulphuric acid, sulfurous acid and sulfate particles.
- About 99% of the sulfur dioxide in air comes from human sources. The main source of
sulfur dioxide in the air is industrial activity that processes materials that contain sulfur, eg.
the generation of electricity from coal, oil or gas that contain sulfur.
- Sulfur dioxide affects human health when it is breathed in. it irritates the nose, throat, and
airways to cause coughing, wheezing, shortness of breath, or a tight feeling around the
chest.

5. NITROGEN OXIDE
- This 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
formulation of smog.

6. PARTICULATES
- Also called soots, are minute, microscopic particles suspended in the air.
- They 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 particulates can induce wheezing, chest pain, coughing and
phlegm, as well as more severe diseases like pneumonia, bronchitis, asthma, emphysema,
and cardiovascular disease.

Sources of Air Pollution

 1. Mobile Sources
- There are 3.9 million vehicles 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 haemoglobin 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 our respiratory functions.
 Another by-product of combustion of carbonaceous fuels is carbon dioxide. It does not
directly harm people or other organisms and is thus not a pollutant in the usual sense of the
world. However, too much of it in the atmosphere destroys ecological balance.
 Another group 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.

The Clean Air Act of 1999

1. Principles which state the over-all mandate of all 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
airsheds and non-attainment areas.
4. The Act gives an initial list of hazardous air pollutant and guidelines for ambient air quality
5. Prohibition and regulation of other substances

STUDY GUIDE FOR MODULE NO. ___

UNIT 5- ENVIRONMENTAL AWARENESS AND PROTECTION

MODULE 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.
LEARNING CONTENTS
 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 unit will discuss the current environmental situation in the Philippines. It describes the environmental
pressures brought about by a rapidly increasing Filipino populations.
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 include all efforts to educate the public and other audiences, including print
materials, websites, media campaigns, etc.
 Environmental Education is also a 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 attitude, motivations, and commitments to make informed decisions and take responsible
action.
IMPORTANCE OF ENVIRONMENTAL 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 a 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 and Directives in Promoting Environment Education
1. CMO No. 33 series of 2009
- Integration of Environmental Education in Tertiary Education Curriculum particularly the Civic Welfare and
Training Service (CWTS) component of the National Service Training Program.
 2. RA No. 9512 or The National Environmental Awareness and Education Act of 2008
- An act to promote environmental awareness through environmental education and for other purposes.
3. RA 9275 or Philippine Clean Water Act of 2004
- An act providing for a comprehensive water quality management and for other purposes.
4. RA 9175 or Chainsaw Act of 2002
- An act regulating the ownership, possession, sale, importation, and use of chainsaws, penalizing violations
thereof and for other purposes.
5. RA 9147 or Wildlife Resource Conversation and Protection Act of 2001
- An act providing for the conversation and protection of wildlife resources and their habitats, appropriating
funds thereof and for other purposes.
6. RA 9003 or The Ecological Solid Waste Management Act of 2000
- 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.
7. RA 8749 or Philippine Clean Air Act of 1999
- An act providing for a comprehensive air pollution control policy and for other purposes.
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.
How does Climate Change occur?
 The Fourth Assessment Report of the Intergovernmental Panel on Climate Change (IPCC, 4AR 2007)
concluded that climate change is already occurring and that further acceleration will result in a two (2) degree
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 absorb and re-emit infrared radiation, warming the earth’s surface and contributing to climate
change (UNEP 1988).
 This gases are water vapor, methane, carbon dioxide, nitrous oxide, ozone, Hydro Fluoro Carbon (HDC),
perfluorocarbon (PFC), and sulphur hexafluoride (SF6). When these gases increase in volume, more solar
heat will be trapped resulting to a warmer atmospheric condition.
 Humans are responsible for the accelerated warming on the earth. Before the advent of humans, climate change
were naturally caused.
 Many greenhouse gases occur naturally like methane, carbon dioxide, nitrous oxide, ozone, and even water
vapor. Other greenhouse gases like HFC, PFC, and SF6 which also absorb and hold greater heat are human-
made.
 However, human activities also add to the increase of the naturally occurring greenhouse in the atmosphere. The
burning of wood and wood products, and the production and use of fossil fuels such as oils, coal, and natural gas
release carbon dioxide, methane, and nitrous oxide in the atmosphere.
 The rapid growth of human population increases consumption of earth’s resources, threatening its carrying
capacity to support life. It also increase the amount of decomposing organic wastes that releases carbon and
methane into air.
 Massive deforestation, mining and other forms of land conversion make the situation worse.
What are the effects of Climate Change?
 Climate change is an intolerable subject. While the best scientific information points to a clear threat to the future
of humanity, the political and public responses to this challenge have been relatively weak.
 Many businesses accept that climate change that climate change is real but are waiting for signals from
governments before making long-term investments in measures to address the threat. Meanwhile powerful
forces, notably the polluting industries and fossil fuel sector, have deep vested interests in maintaining business-
as-usual.
 In industrialized countries, many people would rather believe that climate change was not real than accept that
their lives must change to meet the threat. In non-industrialized countries many people think that the climate is
under divine control and that humans can not alter it.
 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 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.
 The Philippines is rank 4th in the Global Climate Risk Index. Being archipelagic, fifteen (15) of its regions are
vulnerable to sea level rise.
 The country is also in the path of typhoons which in recent years have become stronger and more destructive
and frequent. The Philippines is also located in an earthquake prone region.
 Under these circumstances, life, properties, food, health, and livelihood are threatened severely affecting the
most vulnerable sector of Philippine society- the poor.

What can be done locally?

1. Reduce the sources of greenhouse gas emissions or enhance their sink or capture (mitigation).
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.
5. Suggest or advocate the integration of climate change mitigation and adaptation into organizational/institutional
plans to mainstream this consciousness.
6. Lobby for and/or support climate change responsive policies and ordinances.
7. Synergize efforts with other enlightened individuals or group stakeholders.
8. Develop a stable resource mobilization mechanism or system to ensure and facilitate the flow of financial and
technical support to local implementers.

LEARNING ACTIVITY 1
 UNIT 5- ENVIRONMENTAL AWARENESS AND PROTECTION

MODULE OVERVIEW

Solid waste management refers to the supervised handling of waste material from generation at the source through
the recovery process of disposal.

MODULE LEARNING OBJECTIVES

LEARNING CONTENTS

 Pursuant to Executive Order No. 192, EMB is also mandated to provide research and laboratory services, and
secretariat services to the Pollution Adjudication Board and the National Solid Waste Management Commission.
 The EMB is committed to pursue programs and projects that are in line with the ENR thrust under the Philippine
Development Plan (PDP), which is to improve environmental quality for a cleaner and healthier environment.
 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 generated half a kilo of waste a day. With an
estimated population of 10.5 million, total waste 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 5,250 metric tons of waste generated daily are collected by dump trucks hired by our
respective local government units.
 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 ditto 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 contributions to the waste problem.
 Perhaps the most important reason why we have to act now no 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 neighbourhood, and 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 RA 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 RA 9003?
- It is signed into law in 2001 by President Gloria Macapagal-Arroyo which requires municipalities to dispose
of waste in a sanitary and environmentally friendly manner.
- This act created the National Solid Waste Management (SWM) Commission and prescribed the
establishment of an SWM board in each local government unit and the formulation of ten-year local
ECOSWAM plans.
- It 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.
- The implementing rules and regulations are contained in DENR Administrative Order No. 2001-34.
2. What are the salient features of RA 9003?
a. Creation of:
- National Solid Waste Management Commission (NSWMC) – responsible in the formulation of the National
Solid Waste Management Framework and other policies in solid waste.
- National Ecology Center (NEC) – responsible for consulting, information, training, and networking services
relative to the implementation of RA 9003
- Solid Waste Management (SWM) Board – responsible for the development of their respective solid waste
management plan.
b. Formulation of the National Solid Waste Management Framework; 10-year solid management plans by LGUs
consistent with the NSWM
c. Mandatory segregation of solid waste
d. Setting of minimum requirements to ensure systematic collection and transport of wastes and proper
protection of the health of garbage collectors
e. Establishments of reclamation programs and by-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. Establishments of Material Recovery Facility in every barangay
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, financial assistance, grants, and the like to encourage LGUs and the general
public to undertake effective solid waste management
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 waste problem?
- A highly recommend formula is to adopt the 3Rs of Ecological Waste Management: Reduce, Reuse,
Recycle.
- In addition, 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
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 materials intended for collection by authorized person
g. Mixing of source-separated recyclable materials with others
h. Manufacture, distribution or use of non-environmentally acceptable packaging materials
i. Establishment or operation of open dumps
j. Importation of consumer products packaged in non-environmentally acceptable materials
HAZARDOUS WASTES
- These are solid wastes or a combination of solid waste which identify concentration or physical, chemical or
infectious characteristics.
- The four characteristics of hazardous wastes are: ignitable, corrosive, reactive, and toxic.
MANAGEMENT
- It is 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.
- The three (3) main goals of Hazardous Waste Management are:
a. Protection of the environment
b. Improve of public health
c. Conservation of energy
ZERO WASTE MANAGEMENT
- It is an ecological method of handling wastes that does not degrade the environment nor pollute ai, water,
soil, and facilitate their sanitary retrieval, reuse or recycling.
- Modern waste reduction consists of three (3) components namely: reduce, reuse, and recycle.

LEARNING ACTIVITY 1

UNIT 5- NATIONAL SECURITY CONCERNS

MODULE OVERVIEW

According to McNamara (1968), security includes the promotion of economic, political, and social development in
“poor nations” as:
a. A means of preventing conflicts; and
b. Preserving a minimal measure of “global order” and stability.

MODULE LEARNING OBJECTIVES

LEARNING CONTENTS

 We are entering a new era of human security where the concept of security will change, and change dramatically.
Security will be interpreted as:
a. Security of people, not just territory;
b. Security of individuals, not just of nations;
c. Security through development, not through arms.
 Security is a national concern that every Filipino must consider to ensure peaceful existence of the state. It shall
be the State’s primordial concern as well as to secure its constituents.
 It is a condition or state of being where the Filipino people’s values, way of life, institutions, welfare and well-
being, sovereignty and strategic locations are protected and enhanced.
CONCEPT OF NATIONAL SECURITY
 UNESCO National Commission of the Philippines (UNACOM) Secretary General and Foreign Affairs USec.
Rosario G. Manalo stress that the centerpiece of this perspective is an expanded view of national security that
should assure the safety and well-being of the nation as a whole.
 A threat to national security may be:
a. Any action or sequence of events that threatens to drastically and quickly degrade the quality of life of people;
or
b. Any development that has the potential to greatly narrow the range of policy choices available to the
government or to non-governmental entities within the state.
CONCEPTS OF NATIONAL AND HUMAN SECURITY
1. Seeks to protect the vital core of all human lives in ways that enhance human freedoms and human fulfilment;
2. Requires protecting people from critical and pervasive threats and empowering them to take charge of their own
lives;
3. Protection and empowerment are mutually reinforcing and cannot succeed in isolation; and
4. Emphasis on the need for comprehensive, integrated and people-centered solutions that together can help people
develop the building blocks of survival, livelihood, and dignity.
 UNDP listed the threats to human security under the following main categories: economic security, food
security, health security, environmental security, personal security, community security, and political
security.
 Human security 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 fulfil his or her potential.
 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.
National Security (NSC Permanent Secretariat)
 Commonwealth Act No. 1, also known as the National Defense Act of 1935, is the original policy basis of the
national security program of the Republic of the Philippines.
 The 1987 Constitution mandates civilian control of military and establishes the President as commander-in-chief
of the Armed Forces. The President also heads the National Security Council.
 Former President Corazon Aquino re-established the council in 1986 through an Executive Order No. 115 that
provided for a National Security Council Director to advise the president on national security matters and for a
National Security Council Secretariat.
  In 2002, then President Gloria Macapagal Arroyo won crucial backing from her Cabinet and the Congress for
the deployment of US soldiers in the country as part of the war on terrorism.
 The President convened a meeting of the country’s National Security Council during that time, in a bid to pull
wavering officials, including her Vice President into line and smooth over differences in her administration over the
issue.
 National Security Advisor (NSA) and Director General serve as Chief of Staff and adviser for Special Concerns
in National Security to the President. The NSA has a cabinet rank in the government.
 A condition or state of war being where the Filipino people’s values, way of life, institutions, welfare and well-
being, sovereignty and strategic relations are protected and enhanced:
1. Reformulation of National Security Definition
2. Expanded previous national security concepts
3. NSC and a multi-sectoral group examined the relationship between national security and human security in a
process of conceptual re-definition
4. Fundamental elements of National Security
- Socio-political stability
- Territorial integrity
- Economic solidarity and strength
- Ecological balance
- Cultural cohesiveness
- Moral-spiritual consensus
- External peace or international harmony
Threats to National Security
 Many security threats to the Philippines are non-military in nature. Pressing security concerns like terrorisms,
poverty, and environmental degradation, need to be addressed in an informed and intelligent manner.
 Internal threats. In its internal aspect, national security relates to the defense of the nation’s government against
hostile local element seeking its replacement with their own government.
 Our national security concern is infused with four important dimensions. Internal threats to our national security
make up the first dimension.
Example of Internal Threats
- Moro Islamic Liberation Front (MILF) and Abu Sayyaf Group (ASG)
- Communist party of the Philippines/New People’s Army/National Democratic Front (CPP/NPA/NDC)
- Organized crime
- Grave incidence of poverty
- Economic sabotage
- Graft and corruption
- Severe calamities
- Persistent economic degradation
 External threats. 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/s.
Example of External Threats
- Multilateral dispute over the Spratly Island
- Smuggling of firearms and contraband, illegal migration and the occasional movement of foreign terrorists
through the porous borders of our south-western frontier
- Lingering effects of the currency crisis affecting the countries within ASEAN.
- Serious economic disparity between rich and poor nations
- Ethnic, religious, and cultural conflict
- Proliferation of weapons of mass destructions
- Transnational organized crimes
- Natural disasters and environmental issues
- Cybernetic crime

TYPES 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 an
established authority such as government.
2. Terrorism
- It is a systematic use of terror especially as means of coercion.
3. Murder
- It is defined as unlawful killing of another human being with intent.
4. Kidnapping and serious illegal detention
- It is taking away or transportation of a person against the person’s will, usually to hold the person in false
imprisonment, a confinement without legal authority.
5. Hijacking/highway robbery
- It is a crime of taking or attempting to take something of value by force or threat of force and/or by putting
the victim in fear.
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.

LEARNING ACTIVITY 1

REFERENCES

UNIT 5- ENVIRONMENTAL AWARENESS AND PROTECTION

MODULE OVERVIEW
 “If we are to reach real peace in this world… we shall have to begin with children
- Mahatma Gandhi

MODULE LEARNING OBJECTIVESLEARNING CONTENTS

 Martin Luther King Jr. espouses equality of all regardless of color. He campaigned against racial discrimination.
His campaign was made popular by his oratorical piece entitled “I Have a Dream”.
 In his peace, he expressed his vision of a world “where the black little boys and black little girls will be able to sit
together with little white boys and little white girls in a table of brotherhood.”
 Peace education is a holistic response as it is concerned with the issues and problems including militarization,
structural violence, human rights, cultural solidarity, environmental care, and personal peace.
 Peace education is directed to the full development of the human personality and to the strengthening of respect
for human rights and fundamental freedoms. It promotes understanding, tolerance, and friendship among all
nations, racial, or religious groups.
 Peace education aims to develop international understanding and universal brotherhood. Some countries that
have been peace education initiatives have common concerns such as:
- Addressing violence at all levels;
- Providing the individuals with understanding of the forces and factors with the social system;
- Developing a future world that is less violent, more just and secure;
- Promoting the symbolic relationship between humans and nature;
- Eliminating the threats of war, violence, and environmental destruction; and
- Aiming for a peaceful equitable and ecologically sustainable future.
 As such, peace education aims to develop among its students the values of:
- Understanding multi-cultural society;
- Inculcating peace to the youth and promoting peace among nations;
- Resolving conflict peacefully;
- Love for other persons;
- Self-esteem, cooperation, communication, environmental concerns, and multi-cultural and global awareness;
and
- Attaining inner peace
Culture of Peace
 A culture of peace (COP) is achieved when citizens of the world understand global problems, have the skills to
resolve conflicts and struggle for justice non-violently, live by international standards of human rights and equity,
appreciate cultural diversity, and respect the Earth and each other.
 The culture of peace must be understood by the message it brings. Culture is established in a human society
composed of the spiritual aspects where values; meanings and worldviews are developed; and the material
aspect consist of language, gestures, symbols, rituals, and styles.
 Developing the culture of peace was recognized as the development of creative life-styles and practical ways of
dealing with conflict that make violence and oppression obsolete.
 To promote a culture of peace, it must be systematically integrated into formal education. However, some
problems are encountered in this effort as observed in the experience of Toh (1997), particularly in Norte Dame
University, Cotabato City, Philippines:

1. Peace education does not only promote critical understanding but also empowerment and actions for
transformation.
2. An authentically holistic orientation towards peace education needs to promote critical thinking and problem
solving on contemporary and societal problems facing the Philippines.
3. Although peace education is gaining, there are forces within the wider Philippine society and global context
that can lay the seeds for more conflict and peacelessness.
 These obstacles are not however, insurmountable. There are strategies to facilitate the progress of peace
education. Hereunder are some of these strategies:
1. Constant dialogue among all sectors, institutions, and agencies on the meaning and purpose of peace education.
2. Coordinating the expansion of peace education programs with adequate training and orientation
3. Improving coordination mechanisms between government agencies, NGOs, and other institutions.
4. Setting up of opportunities for sectorial advocates and educators.
Roles of School in Promoting Values of Peace
1. Peaceful pedagogies or strategies in teaching
2. Disarmament education, discourage parents from buying war toys
3. Avoid sexiest education, language curriculum
4. Encourage student’s cooperative/collaborative activities rather than competitive one.
5. Encourage students to discuss the roots of conflict so that they can propose alternative ways of solving them
peacefully.
6. Encourage students to undertake activities that promote intercultural dialogue to develop intercultural
understanding and tolerance.

LEARNING ACTIVITY 1

REFERENCES

STUDYUNIT
GUIDE FOR MODULE
8- NATIONAL NO.
SECURITY ___
CONCERNS
MODULE OVERVIEW

“Since wars begin in the minds of men and women, it is in the minds of men and women that the defenses of peace shall
be constructed”
- UNESCO Preamble

MODULE LEARNING OBJECTLEARNING CONTENTS

 UNDERSTANDING VALUES OF PEACE
Peace Defined
 The concept of peace varies according to the people who give meaning to it, based on the work they do and the
cultural context they come from. Some of these concepts are:
1. “Peace is not just the absence of war. It is the wholeness of life where every person can live with dignity”
(Mindanao Church Peace Congress, 1996)
2. “The new name of peace is development” (Pope Paul VI)
 Peace is not just the absence of war o violence. It is more than just the absence of war because its absence does
not always mean peace.
 Peace, as positively defined, means the presence of harmony, understanding, tranquillity, social justice, respect,
and tolerance – meaning the enhancement of life.
 Peace should also be viewed at different levels:
1. PERSONAL LEVEL
- Refers to the development of inner harmony or inner integration characterized by such qualities as self-
respect, self-confidence, ability to cope with negative feelings (fear, anger, insecurity, shame), and
developing positive attitudes such as cheerfulness and optimism.
2. INTERPERSONAL LEVEL
- It is manifested by the relationship of an individual with one another. The interpersonal level peace can be
shown in terms of:
a. Assertiveness. The capacity of the individual to express one’s views or exercise one’s rights without
being aggressive or submissive.
b. Respect. To recognize the worth of others regardless of differences in social position, culture, origin,
ethnic grouping or gender.
c. Concern for others. An awareness and understanding of their needs, feelings, and condition and
extending appropriate consideration and such.
d. Cooperation. The capacity and willingness to work with others to achieve a common goal.
e. Open-mindedness. The willingness to approach difficult sources of information, people, and events with
a critical but open mind.
f. Humility. The virtue to accept and recognize that others may have the ability similar or maybe more than
you have and that recognition enables you to accept your own limitations.
3. SOCIAL/NATIONAL LEVEL
- It is concerned with addressing issues that affect society and its social, political, and economic components.
a. Social Responsibility. An awareness of one’s responsibility for the common welfare and the willingness
as well as the readiness to work for it.
b. Interdependence. An awareness of the impact of the decisions and actions of individuals and groups on
one another.
c. Social Justice. Requires an awareness and recognition of the civil, political, economic, social, and
cultural rights, especially of the more marginalized sectors of society and the willingness to promote and
defend them.
4. GLOBAL LEVEL
- It is similar to the social and national level peace, global level peace is concerned with attaining related issues
that have global impact or scale such issues.
a. Respect for the environment. The value of recognizing the importance of the resources in the
environment as indicated by the act of preserving and conserving them.
b. Unity in the oneness of humankind. The value of recognizing the importance of being one with other
humans as the semblance of God’s power and blood.
c. Religious appreciation. The ability to respect and appreciate the presence of people with religious
beliefs other than his own.
d. Cultural appreciation. A recognition of the presence of different cultures and such differences give us
the opportunity to learn from one another.

LEARNING ACTIVITY 1

REFERENCES