Common and Specific Modules 1 Semester 2020-2021: Civic Welfare Training Service Component

National Service Training Program
Lucban, Quezon
CIVIC WELFARE TRAINING SERVICE COMPONENT
COMMON AND SPECIFIC

MODULES
1ST Semester 2020-2021
Prepared by:
NILO H. DATOR, Ed. D

NSTP Coordinator
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INTRODUCTION
“Citizenship consists in the service of the country”
- J. Nehru
_______________________________________________________________________________
National Service Programs are a global phenomenon. Contrary to the

claims of vocal opponents to compulsory service, the nation that recognizes
civic duty, through one form of mandatory service or another, span the
political, economic and cultural spectrum.
In keeping with the concept of national service, the 1987 Philippine

Constitution enshrined in its Declaration of Principles that the Filipinos are
duty-bound to protect the country and, as such, they may be subjected to
undergo service programs. This requirement is premised on the constitutional
provision, which provides that “The prime duty of the Government is to serve
and protect the people. The Government may call upon the 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” (Art. II,
Sec.4, The Philippine Constitution).
Along this line of thought, 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.
These tenets of the Constitution lend its support to the youth in the
promotion of general welfare in pursuit of charting the country’s development
roadmap, an affirmation that the youth remains the bastion of hope for the
years ahead, particularly those who are in school, as they constitute rich
reservoir of productive manpower.
Directed towards attaining the collective assertions of these

philosophies underpinning the ends of education and national service, a
landmark legislation was made through the passage of Republic Act No. 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 (Citizen Armed
Forces of the Philippines Reservist Act) which created the Reserve Force .
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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. As such, it aims to
develop the youth to become civic or military leaders and volunteers through a
modified, re-structured and reinforced training package whom could be called
upon by the nation in cases their services are needed and in the event of
disasters or emergencies.
It can be summarized that NSTP, however, as a form of citizenship

training, affords its students-trainees the opportunity to demonstrate practical
and functional knowledge as well as life skills, especially problem-solving in
daily life, that the Program offers to them in the course of training.
Understanding the National Service Training Program

Labuguen FC…et al (2012)
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Table of Contents
Introduction 2- 3
Table of Contents 4- 6
Chapter I. The National Service Training Program (RA 9163) 7-12
Overview
Evolution of the National Service Training Program
Legal Bases of NSTP
Frequently Asked Questions about NSTP
The Citizen Armed Forces of the Philippine
Reservist Act. Republic Act No. 7077
Chapter II. Good Citizenship 13-20

Overview
The Bill of Rights of the Filipinos
The Desirable Filipino Values
Nationalism and Patriotism
Leadership and the Youth
Chapter III. Drug and Substance Abuse Prevention and Control 31-50
Overview
he Nature of Drug and Drug Abuse
The National Drug Situation
The Comprehensive Dangerous Drug Act of 2002
The youth and Government’s Response to the Drug Problem
Chapter IV. Disaster Risk Reduction and Management 51-58

Overview
Definition of Disaster
Disaster Risk and Management Concept
Situation in the Philippines
Assessment/Reporting on Preparedness
Relief Operations
Rehabilitation/Construction and Emergency Preparations
Disaster Prevention and Mitigation
Disaster Management and Preparedness
Organization and Organizational Network
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Chapter V. Environmental Awareness and Protection Education 59-75

Overview
Basic Concept and Laws Governing Environmental Education
The Seven environmental principles
Climate Change
Ecological Solid Waste Management
Air Pollution Awareness and Prevention
Chapter VI. National Security Concerns 76-80
Overview
Concept of National Security
Human Security
Human Security and Development
Human and Ecological Security
Threats to National Security
Internal and External Threats
Chapter VII. Voter’s Education 81-88

Overview
Suffrage
Qualification to vote
Disqualification to vote in the Philippine Election
Brief History of Election in the Philippines
Power and Functions of national and Local Officials
Election Practices and Irregularities
The Election Process
Some action points for citizen voters in exercising
the right of suffrage during and after election
Chapter VIII. Social Mobilization 88-99

Overview
People Empowerment and Roots of Empowerment
Definition of Social Mobilization
Strategies
Community Organizing Principles
Small Group Mobilization
Community-wide Mobilization
Networking and Principles of Effective Networking
Approaches to Networking
Chapter IX. Concept and Principles of Immersion 100-103

Overview
Objectives of the NSTP Immersion program
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Immersion as a Component of Community Development
Some Values Emerged from the community Development
Chapter X. Community Needs Assessment 104-107

Overview
Importance of Community Needs Assessment
Steps in Conducting a Community Needs Assessment
Chapter XI. Setting Up a Project Proposal for Immersion 108-116

Overview
Project Proposal Making
Parts of a Project Proposal
Suggested Activities for Community-Based Immersion Project
After Activity Report Format
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CHAPTER 1
THE NATIONAL SERVICE TRAINING PROGRAM
(Republic Act 9163)
I. Overview
The Philippine Constitution provides that the defense of the state is a primary duty of the government
and the people, and in fulfillment of this duty, all citizens may be required by law to render personal
military or civil service. It further states that it is the duty of the citizen to contribute to our country’s
development in the attainment and preservation of a just and orderly society. The National Service
Training Program (NSTP) Act of 2001 mandates all citizens, both male and female, to fulfill the civic
duty.
Responding to the needs of our developing country today and in the foreseeable future, it is equally
vital to develop and enhance civic consciousness among the young generation to ensure national
security and development. NSTP, therefore, enables the youth, as the most valuable resource of the
Filipino nation, to be motivated, developed and utilized in regard to their responsibilities as citizens and
in fulfillment of their civil obligation.
II. Learning Objectives
At the end of this chapter, the students should be able to:
1. Familiarize with the National Service program history and appreciate the value of
NSTP as a citizenship training program;
2. Review the Philippine Preamble and re-instill its concept;
3. Develop the youth to become civic or military leaders and volunteers through a
modified, re-structured and reinforced training package.
4. Internalize the essence of the NSTP law and be able to apply its relevance.
III. Discussion/Lesson Proper
Evolution of the National Service Training Program
The implementation of the National program for service and training of the youth in the country
began with the creation of Commonwealth Act No. 1, otherwise known as the National Defense Act. A
legislative act that provides basis for the national defense of the country. It should be notice also that
same law that required college students, particularly males, to finish two years, equivalent to 4
semesters of military training as a modality to institutionalize the reservist system in eh national defense
of the country.
In the year 1980, the National Defense Act was enacted to give existence to Presidential
Decree No. 1706, otherwise known as the national Service Law which mandates compulsory national
service to all Filipino citizens. The program composed of three main components namely: Civic Welfare
Service (CWS), Law Enforcement Service (LES) and Military Science. Based from the PD No. 1706
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College students were given an option to choose one from among these components in compliance
with this requirement for tertiary education.
As the year passed, National Service Program in the country once again reorganized and offer
an alternative in neutralizing people’s aversion to the military program during the school year 2001-
2002, the creation and implementation of the Republic Act No. 9163 other known as the National
Service Training Program wherein the students has the option to choose program component of their
choice as a requirement for graduation.
Legal Bases of NSTP

a. The 1987 Philippine Constitution
b. Commonwealth Act No. 1 (National Defense Act)
c. Presidential Decree No. 1706 (National Service Law)
d. Republic Act No. 7077 (The Citizen Armed Forces of the Philippines Reservist Law)
e. Republic Act No. 9163 (NSTP Act of 2001)
Frequently Asked Questions about NSTP
1. What is the National Service Training Program Law?

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

a. The Reserve Officers Training Corps (ROTC) is designed to provide military training to
tertiary level students in order to motivate, train, and mobilize them for national defense
preparedness
b. The Civic Welfare Training Service (CWTS) refers to activities contributory to the general
welfare and the betterment of life for the members of the community or the enhancement of
its facilities, especially those developed to improving health, education, environment,
entrepreneurship, safety recreation and moral of the citizenry and other social welfare
services.
c. The Literacy Training Service (LTS) is designed to train the students to teach literacy and
numeracy skills to school children, out of school youth and other segments of society in
need of their services.
3. Who shall take the NSTP?

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

Each of the NSTP components shall be undertaken for an academic period of two (2)
semesters and credited for three (3) units per semester with 54 to 90 training hours per
semester.
5. What if the NSTP program component chosen by a student is not offered in his/her school?
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School that do not meet the required number of students in order to conduct a program
component or do not offer the component chosen by the students shall allow them to cross-
enroll to other schools irrespective of whether that school is under CHED or TESDA and for
ROTC, whether they are managed by different AFP branches of service.
These students, however, shall be subjected to the existing rules and regulations of
their original school and the accepting school.
6. What if a male student has completed two semester of E-ROTC/NSP?

He is deemed to have complied with the NSTP requirements.
7. What if a male student has only taken one (1) semester of Basic ROTC and E-ROTC/NSP?
He shall take one more semester of any of the NSTP components to qualify for graduation.
8. What will become of NSTP Graduates?

Graduates of the non-ROTC components shall belong to the National Service Reserve Corps
(NSRC) that could be tapped by the state for literacy and civic welfare activities. Graduates of
the ROTC component shall form only part of the AFP Citizen Armed Force, subject to DND
requirements.
9. How can a student continue to qualify for enlistment in the first serve Force?
He/she may qualify for enlistment in the AFP Reserve Force as long as he/she has completed
the two (2) semesters of Basic ROTC.
The Citizen Armed Forces of the Philippine Reservist Act. Republic Act No. 7077
Under this law, the Citizen Armed Force or alternately referred to as the Reserve Force shall be
organized, trained, developed and maintained as to ensure their readiness to immediately respond to
the call service.
Mission of the Reserve Force

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

 First Category Reserve;
 Second Category Reserve;
 Third Category Reserve
Category Age Classification of Reserve

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

No fee shall be collected for any of the NSTP component except basic tuition fees, which
should not be more than fifty percent (50%) of the charges of the school per academic unit.
11. What student incentives can be provided when they take up NSTP?
The following incentives to students are to be provided they take up NSTP:
A program of assistance/incentives for ROTC students from DND which will be in accordance
with existing laws and regulations and subject to availability of funds.
School authorities concerned, CHED and TESDA shall ensure that health insurances
are provided to students enrolled in any of the NSTP components.
A special Scholarship Program for qualified NSTP shall be administered by CHED and
TESDA subject to the availability of funds.
12. Who is responsible for supervising the NSTP?

School authorities shall exercise academic and administrative supervision over the design,
formulation, adoption and implementation of the different NSTP components in their respective
schools. In case of ROTC, the school authorities and DND shall exercise joint supervision over
its implementation.
13. What lead agencies will monitor the implementation of the NSTP?
CHED Regional Office and the DND-AFP through the major Service Reserve Commands and
their ROTC Units shall oversee if the training conducted are in consonance with the republic
Act.
14. Is the NSTP available in all school and Universities?

All higher and Technical Vocational Educational Institutions shall be offering at least one (1) of
the NSTP components, while State Universities and Colleges will offer the ROTC Component
and at least one other NSTP component.
In summary, the main objective of the National Service Training Program is to stress the role
played by the youth, male and female alike, in the task of developing our nation via national service
training. As such, it aims to develop the youth their potential to become civic o military leader and
volunteers through a modified, re-structured and reinforced training package to be ready to answer the
call of service in the event of disasters or other emergencies.
IV. Evaluation
Write on the space provided the word “TRUE” if statement is correct; and “FALSE” if the statement is
incorrect.
Test A.
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FALSE 1. Of the three (3) program components of NSTP, ROTC is the graduation requisite
for male students.
FALSE 2. Since the implementation of RA 9163, CWTS and LTS program components
replaced ROTC.
TRUE 3. The implementation of NSTP Act of 2001 as embodied in RA 9163 commenced in
school year 2001-2002.
FALSE 4. Former Philippine President Fidel V. Ramos signed RA 9163 into law on January
23,2002
FALSE 5. As provided for in the NSTP Law, all incoming freshman students enrolled in any
baccalaureate degree or at least two-year technical vocational course are mandated to
enroll NSRC.
TRUE 6. The implementation of NSTP shall be jointly supervised by the Department of
National Defense (DND), Commission on Higher Education (CHED) and Technical
Education and Skills Development Authority (TESDA)
FALSE 7. As per provision of the NSTP Law, student –trainees shall be required to complete
the NSTP program component of the choice of the school/higher educational institution
(HEI)
TRUE 8. Private higher educational institutions and technical-vocational schools, as
stipulated in the IRR of RA 9163, may offer ROTC if they must at least three hundred
fifty (350) cadets.
TRUE 9. Graduates of the non-ROTC components shall belong to the National Service
Reserve Corps (NSRC) who may be tapped by the State for literacy and civic welfare
activities.
TRUE 10. In order to fulfill the requirements of NSTP, a student-trainee has to complete a
total of 108 to 180 hours for any of the three program components.
Test B. Identify the word or phrase described in each item below. Write the answer on the space
provided before each item.
NSTP 1. Program aimed at enhancing civic-consciousness and defense

preparedness in the youth by developing the ethics of service and patriotism.
ROTC 2. Program components of NSTP designed to provide military training to
tertiary-level students in order to motivate, train, organize, and mobilize them
for national defense preparedness
CWTS 3. Refers to activities contributory to the general welfare and the betterment
of life for the members of the community or enhancement of facilities.
LTS 4. NSTP component designed to train the students to teach literacy and
numeracy skills.
ONE SUMMER TRAINING 5. A program option for students who cannot take NSTP during the regular
semester.
CHED 6. It is responsible to exercise academic and administrative supervision over
the design formulation, adoption and implementation of the different NSTP
components in their school.
ONE 7. Number of NSTP program component that a student-trainee is required to
complete as a graduation requirement
TWO 8. Number of semester(s) NSTP will be taken by a student
54-909. Number of hours per semester that a student must take the NSTP
component of his/her choice
PA-AFP 10. Organization where graduates of the ROTC components shall form part of
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the AFP Citizen Armed Force subject to DND requirements.
Test C. Read the statement carefully. Encircle the letter that corresponds to your answer.
1. RA 9163 is also known as:

a. NSRC c. NSP
b. NSTP d. CWTS
1. As per constitutional mandate, the prime duty of the government is to:
a. Protect every member of the community
b. Serve and protect its citizens
c. Defend the rights of the Filipinos
d. Serve the Filipinos
3. The following are the program components of NSTP, except:
a. CWTS c. LTS
b. LES d. ROTC
4. The responsibility of the Filipino citizen to the state is to:
a. Defend the security of the state
b. Secure and serve community
c. Serve the government
d. Defend the citizen
5. The government may require each citizen to render:
a. Personal, military or civil service
b. Spiritual and emotional help
c. Political and economic assistance
d. All of the above
6. The vital role of the youth as per RA 9163 is:
a. National building c. serve as auxiliary member of the
AFP
b. Protection of our patrimony d. defend our country
7. To promote civic consciousness among the youth through NSTP, the state
Shall develop their:
a. Artistic ability c. professional competence
b. Intellectual capability d. none of the above
8. NSTP shall inculcate in the youth values on:
c. Ethics of service c. both a and b
d. Patriotism d. none of the above
9. In pursuit of the goals of NSTP, the youth, in service of the nation, shall be:
a. Motivated c. organized
b. Trained d. all of the above
10. In service of the nation, the youth may be tapped for:
a. Literacy training only c. civic welfare services only
b. Military training, literacy training, civic welfare services
c. None of the ab
V. References:
Republic Act 9163 otherwise known as NSTP Law
IRR- Republic Act 9163 (NSTP) Law
Labuguen, Florida ..et al 2012. Understanding the National Service Training Program
Espiritu, Rogelio ..et al 2012. National Service Training Program with Common and
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Specific Module
CHAPTER 2
GOOD CITIZENSHIP
I. Overview
The implementation of the National Service Training Program in all HEI’s in the country provide
opportunity among the youth to develop consciousness not only in national terms but also in terms of
global civil rights and responsibilities. The designed program components of NSTP are structured in a
way that the student-trainee’s notion of the relationship between the state and the people has changed
and the service opportunities have been a core means for learning how citizenship is applied.
The NSTP thru its program components sees the youth as an excellent partners of the state in
promoting civic consciousness, and to develop their physical, moral, spiritual intellectual and social
well- being through civic service. Precisely in so doing, it inculcates patriotism and nationalism in the
youth, and advance their involvement in civic and public affairs with an understanding of citizen rights,
duties and roles in a civil society and provides theoretical and practical learning experiences for civic-
mindedness, service and community participation.
II. Learning Objectives:

1. Understand the principles underpinning good citizenship, rights and responsibilities of citizens,
service and volunteerism for national development;
2. Describe and analyze issues that relate to the good citizenship values, rights and
responsibilities of student-citizens in the country;
3. Make reasonable decisions, address issues, explain concepts and or solve problems using
relevant examples pertaining to exercise of rights, fulfillment of obligations, and promotion of
values towards responsible citizenship; and
4. Appreciate the significance of good citizenship towards the attainment of national development.
5. Enjoy the act of volunteering to give service to other people.
This module focuses on the rights and responsibilities of citizens. More specifically, it offers the
following themes:
1. The bill of Rights of Filipinos
2. Basic Values of Filipinos
3. Nationalism and Patriotism for National Development
4. Community Service and Volunteerism
The Bill of Rights of Filipinos
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Article III of the Philippine Constitution is the Bill of Rights. It establishes the relationship of the
individual to the State and defines the right of the individual by limiting the lawful powers of the State. It
is one of the most important political achievements of the Filipinos (Smith, 1945).
Importance of Bill of Rights
A bill of rights is a constitutional enumeration of rights and privileges guaranteed by the State to all
persons within its territory. It is the statement of individual liberties which citizens, residents and
sojourners in the country enjoy abuses in against the exercise of government power. In short the
people’s shield against government abuse.
The Bill of Rights provided for in Article III, 1987 Philippine Constitution:
Section 1. No person shall be deprived of life, liberty, or property without due process of law, nor shall
any person be denied the equal protection of law.
Section 2. The right of the people to be secure in their persons, houses papers, and effect against
unreasonable searches and seizures of whatever nature and for any purpose shall be inviolable, and
no search warrant od arrest shall issue except upon probable cause to be determined personally by the
judge after examination under oath or affirmation of the complainant and the witnesses he may
produce, and particularly describing the place to be searched and the persons or things to be seized.
Section 3. (1) The privacy of communication and correspondence shall be inviolable except upon lawful
order of the court, or when public safety or order requires otherwise, as prescribed by law.
(2) Any evidence obtained in violation of this or the preceding section shall be inadmissible for
any purpose in any proceedings.
Section 4. No law shall be passed abridging the freedom of speech, of expression, of the press, or the
right of the people to peaceably assemble and petition the government for redress of grievances.
Section 5. No law shall be made respecting an establishment of religion, or prohibiting the free exercise
thereof. The free exercise and enjoyment of religious profession and worship, without discrimination or
preference, shall forever be allowed. No religious test shall be required for the exercise of civil or
political rights.
Section 6. The liberty of abode and of changing the same within the limits prescribed by law shall not
be impaired except upon lawful order of the court. Neither shall the right to travel impaired except in the
interest on national security, public safety, or public health, as may be provided by law.
Section 7. The right of the people to information on matters of public concern shall be recognized.
Access to official records, and to documents and papers pertaining to official acts, transactions, or
decisions as well as to government research data used as basis for policy development, shall be
afforded the citizen, subject to such limitations as may be provided by law.
Section 8. The right of the people, including those employed in the public and private sectors, to form
unions, associations or societies for purposes not contrary to law shall not be abridged.
Section 9. Private property shall not be taken for public without just compensation.
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Section 10. No law impairing the obligation of contracts shall be passed.
Section 11. Free access to courts and quasi-judicial bodies and adequate legal assistance shall not be
denied to any person by reason of poverty.
Section 12. (1) Any person under investigation for the commission of an offense shall have the right to
be informed of his right to remain silent and to have competent and independent counsel preferably of
his own choice. If the person cannot afford the services of counsel, he must be provided with one.
These rights cannot be waived except in writing and in the presence of counsel.
(2) No torture, force, violence, threat, intimidation, or any other means which vitiate the free will
shall be used against him. Secret detention places, solitary, incommunicado, or other similar forms of
detention are prohibited.
(3) Any confession or admission obtained in violation of this or Section 17 hereof shall be
inadmissible in evidence against him.
(4) The law shall provide for penal and civil sanctions for violation of this section as well as
compensation to the rehabilitation of victims of torture or similar practices, and their families.
Section 13. All persons, except those charged with offenses punishable by reclusion perpetua when
evidence of guilt is strong, shall, before conviction, be bailable by sufficient sureties, or be released on
recognizance as may be provided by law. The right to bail shall not be impaired even when the privilege
of the writ of habeas corpus is suspended. Excessive bail shall not be required.
Section 14. (1) No person shall be held to answer for a criminal offense without due process of law.
(2) In all criminal prosecutions, the accused shall be presumed innocent until the country is
proved., and shall enjoy the right to be heard by himself and counsel, to be informed of the nature and
cause of the accusation against him, to have a speedy, impartial, and public trial, to meet the witnesses
face to face , and to have compulsory process to secure the attendance of witnesses and the
production of evidence in his behalf. However, after arraignment, trial may proceed notwithstanding the
absence of the accused: Provided, that he has been duly notified and his failure to appear is
unjustifiable.
Section 15. The privilege of the writ of habeas corpus shall not be suspended except in cases of
invasion or rebellion, when the public safety requires it.
Section 16. All persons shall have the right to a speedy disposition of their cases before all judicial,
quasi-judicial, or administrative bodies.
Section 17. No person shall be compelled to be a witness against himself.
Section 18. (1) No person shall be detained solely by reason of his political beliefs and aspirations.
(2) No involuntary servitude in any form shall exist except as a punishment for a crime whereof
the party shall have been duly convicted.
Section 19. (1) Excessive fines shall not be imposed, nor cruel, degrading or inhuman punishment
inflicted. Neither shall death penalty be imposed, unless, for compelling reasons involving heinous
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crimes, the Congress hereafter provides for it. Any death penalty already imposed shall be reduced to
reclusion perpetua.
(2) The employment of Physical, psychological, or degrading punishment against any prisoner
or detainee of the use of substandard or inadequate penal facilities under subhuman conditions shall be
dealt with by law.
Section 20. No person shall be imprisoned for debt or non-payment of a poll tax.
Section 21. No person shall be twice put in jeopardy of punishment for the same offense. If an act is
punished by a law and an ordinance, conviction or acquittal under either shall constitute a bar to
another prosecution for the same act.
Section 22. No ex post facto law or bill of attainder shall be enacted.
The Desirable Filipino Values
Lesson Proper:
The National Motto

 PagkaMAKADIYOS
- Faith and belief in Almighty God, active spiritually
- Respect for life
- Order
- Work
- Concern for family and future generations
 PagkaMAKATAO
- Love
- Freedom
- Peace
- Truth
- Justice
 PagkaMAKABAYAN
- Unity
- Equality
- Respect for Law and government
- Patriotism
- Promotion of the common good
 PagkaMAKAKALIKASAN
- Concern for the environment
Volunteerism
Refers to an act involving a wide range of activities, including traditional forms of mutual aid
and developmental interventions, that provide an enabling and empowering environment both on the
part of the beneficiary receiving and the volunteer rendering the act, undertaken for reasons arising
from socio-developmental, business or corporate orientation, commitment or conviction for the
attainment of the public good and where monetary and other incentives or reward are not the primary
motivating factors.
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“Volunteering is the practice of people working on behalf of others, without being motivated by financial
or material gain. Volunteering is generally considered an altruistic activity, intended to promote good or
improve human quality of life”.
Wikipedia
Benefits of Volunteerism to Volunteers
 Appreciation of teamwork- It gives an opportunity to work with people from different work of life
and teaches a lot about teamwork.
 Development of various skills like management and leadership skills, communications skills,
technical skills. – Volunteerism serves as an opportunity to lead a team of volunteers and
develop skills an individual may not be aware of, or may not be developing well.
 Chance for international exposure and experience for cross culture diversity by signing up for a
volunteer in foreign countries by one of the sponsors.
 Opportunity to help others, feel involved and feel better indeed, a priceless benefit! Any person
will feel satisfaction in helping the needy.
 Opportunity to make a difference and realizing personal purposes
 Learning from others and making new friends
 The Volunteer Act of 2007 or the Republic Act No.9418 to promote participation of various
sectors of the Filipino society and (as necessary) the international and foreign volunteer
organizations in public and civic affairs and adopt and strengthen the practice of volunteerism
as a strategy in order to attain national development and international understanding.
 The inculcation of volunteerism as a way of life shall rekindle in every Filipino the time-honored
tradition of bayanihan to foster social justice, solidarity and sustainable development.
 The aforementioned was made possible through the enactment of the Republic Act No. 9418 or
better known as the Volunteer Act of 2007.
 To better understand some of the terms on this discussion, below are definition of term
provided by the said law.
 Voluntary Sector refer to those sectors of Philippine society that organize themselves into
volunteers to take advocacy and action primarily for local and national development as well as
international cooperation and understanding.
 By Academic Sector include, but are not limited to:
- Provision of technical assistance
- Sharing of technology within the academic circle, target communities and other clienteles;
and
- Upgrading of the quality of education and curriculum methodologies while providing career
enhancement and exposure to the volunteers
 By Corporate Sector includes but is not limited to:
- Employee giving of material resources to specific causes;
- Employee-led fund-raising;
- One-time outreach activities;
- Environmental campaign;
- Medical and health related advocacies;
- Knowledge and change management;
- Scholarship programs; and
- Sharing of expertise, particularly of business and developmental skills through mentoring
tutoring training, business, consulting/advising and rendering of pro bono services on a
case-to-case basis
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 By Not-for-Profit Organization include but not limited to:

- Provision of complimentary service delivery;
- Human resource development in underserved communities; and
- Advocacy and articulation of the cause of the disadvantage and vulnerable groups
 By Foreign Volunteer Organization include, but are not limited to:
- Provision of technical assistance not locally accessible in priority development areas within
the framework of technical cooperation and socio-cultural exchange.
Input No. 3: Nationalism and Patriotism
Salient Provisions of Flag and Heraldic Code of the Philippines (as embodied in Republic Act. 8491)
The Philippine Flag

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

displayed on a wall during peacetime, the blue field is
to the observer’s left
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Construction
The flag’s length is twice its width, which 180
translates into an aspect ratio of 1:2. The length of all the 45
sides of the white triangle is equal to the width of the flag.
Each star is oriented in such a manner that one of its tips 10
points towards the vertex at which it is located. 9 10 18
Flag Protocol 45
90
The a, public plazas, and schools every day
throughout the year. The days of the 28 th of May (National
Flag Day) and the 12th of June (Independence Day) are
designated as flag days, during which all offices,
agencies and instrumentalities of government, business, establishments, institutions of learning and

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

3. Supreme Court of the Philippines building
4. The Rizal Monument in Luneta, Manila
5. Aguinaldo Shrine in Kawit, Cavite
6. Barasoain Shrine in Malolos, Bulacan
7. Tomb of the Unknown Soldiers
8. Mausoleo de los Veteranos de la Revolucion
9. All international ports of entry
10. All other places as may be designated by the National Historical Institute
Half-mast
The flag may be flown at half-mast as a sign of mourning. Upon the official announcement of
the death of the President or a former President, the flag should be flown at half-mast for ten days. The
flag should be flown at half-mast for seven days following the death of the Vice President, the Chief
Justice, the President of the Senate or the Speaker of the House of Representatives.
The flag may also be required to fly at half-mast upon the death of other persons to be
determined by the National Historical Institute, for a period less than seven days. The flag shall be
flown at half-mast on all the buildings and places where the decedent was holding office, on the day of
death until the day of interment of an incumbent member of the Supreme Court, the Cabinet, the
Senate or the House of Representatives, and such other persons as may be determined by the
National Historical Institute.
When flown at half-mast, the flag should be first hoisted to the peak for a moment then lowered
to the half-mast position. It should be raised to the peak again before it is lowered for the day.
Folding the Flag

1. Hold the flag at each of its four corners and pull it taut. The folder holds the corners at the end
with the blue and red fields.
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2. Fold the flag in half, lengthwise, with the red field covering the blue field. Pull it taut again
making sure the open side’s edges are flush with one another.
3. Fold it in half again, the closed side over the open side, again maintaining the flattening
tension, and parallel, flush edges on the open side. The blue field should now be displayed
face up.
4. Take the closed side’s blue field corner and fold it over the open side such that what was the
bottom edge is now parallel and flush with the open side forming a right triangle (a triangle with
a ninety-degree angle).
5. At the right angle, fold the flag again such that a new right triangle is formed, still keeping the
open edges parallel.
6. Fold the right-angled corner of the new triangle over such that it forms a new right triangle with
what had been the bottom edge now flush with the side of the flag below it.
7. Continue this sequence of folds creating right triangles until the flag is completely folded into a
right triangular bundle. The white field and yellow sun should now predominate in the visible
areas of the flag.
Prohibited Acts
According to Republic Act 8491 itself, the flag cannot be used in the following rationales:
1. Defacing or ridiculing the flag by dipping the flag as a salute, or adding additional marks on the
flag;
2. As a drapery, festoon, tablecloth, a covering, or as a part of a costume or a uniform;
3. As a trademark or for commercial or agricultural labels or design;
4. As part of merchandise or in any advertisement or infomercial; and
5. As a pennant in the hood, side, back and top of motor vehicles.
Moreover, the flag may not be displayed “horizontally face-up, or under any painting, picture or
platform”. It may also not be displayed in “discotheques, cockpits, night and day clubs, casinos,
gambling joints and places of vice or where frivolity prevails”.
Pledge
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The Pledge of Allegiance to the Philippine flag, “Panunumpa sa Watawat” (distinct from the
Patriotic Oath of Allegiance, “Panatang Makabayan”) should be recited while standing with the right
hand with palm open raised shoulder high. Individuals whose faith or religious beliefs prohibit them from
making such pledge are permitted to excuse themselves, but are required by law to show full respect
when the pledge is being rendered by standing at attenThe law makes no statement regarding the
language in which the pledge must be recited, but the pledge is written (and therefore recited) in the
Filipino language.
Filipino English Translation
Ako ay Pilipino I am a Filipino
Buong katapatang nanunumpa I pledge my allegiance
Sa watawat ng Pilinas To the flag of the Philippines
At sa bansang kanyang sinasagisag And to my country it represents
Na may dangal, katarungan at kalayaan With honor, justice and freedom
Na pinakikilos ng sambayanang Put in motion by one nation
Maka-Diyos For God
Makatao for the People
Makakalikasan at for Nature and
Makabansa. for the Country.
The National Anthem
Bayang magiliw,
Perlas ng Silanganan
Alab ng puso,
Sa dibdib mo’y buhay.
Lupang Hinirang,
Duyan ka ng magiting,
Sa manlulupig,
Di ka pasisiil.
Sa dagat at bundok,
Sa simoy at sa langit mong bughaw,
May dilag ang tula,
At awit sa paglayang minamahal.
Ang kislap ng watawat mo’y
Tagumpay na nagniningning
Ang bituin at araw niya,
Kailan pa ma’y di magdidilim,
Lupa ng araw ng luwalhati’t pagsinta,
Buhay ay langit sa piling mo,
Aming ligaya na pag may mang-aapi,
Ang mamatay ng dahil sa iyo.
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The National Anthem is entitled Lupang Hinirang. It shall always be sung in the national language
within or without the country. The following shall be the lyrics of the National Anthem
The rendition of the National Anthem, whether played or sung, shall be in accordance with the
musical arrangement and composition of Julian Felipe.
When the National Anthem is played at a public gathering, whether by a band or by singing or
both, or reproduced by any means, the attending public shall sing the anthem. The singing must be
done with fervor.
As a sign of respect, all persons shall stand at attention and face the Philippine flag, if there is
one displayed, and if there is none, they shall face the band or the conductor. At the first note,
all persons shall execute a salute by placing their right palms over their left chests. Those in military,
scouting, citizens military training and security guard uniforms shall give the salute prescribed by their
regulations. The salute shall be completed upon the last note of the anthem.
The anthem shall not be played and sung for mere recreation, amusement or entertainment
purposes except on the following occasions:
1. International competitions where the Philippines is the host or has a representative;
2. Local competitions;
3. During the “signing off” and “signing on” of radio broadcasting and television stations;
4. Before the initial and last screening of films and before the opening of theater performances;
and
5. Other occasions as may be allowed by the Institute.
All officials and employees of the national and local government, and any agency or
instrumentality thereof, including government-owned or controlled corporations, privately-owned entities
or offices displaying the national flag and government institutions of learning are hereby directed to
comply strictly with the rules prescribed for the rendition of the anthem. Failure to observe the rules
shall be a ground for administrative discipline.
The National Motto

The National Motto shall be “ Maka-Diyos, Maka-Tao, Makakalikasan at
Makabansa.”
The National Coat-of-Arms
The National Coat-of-Arms shall have: Paleways of two (2) pieces, azure
and gules; a chief argent studded with three (3) mullets equidistant from each other;
and, in point of honor, ovoid argent over all the sun rayonnant with eight minor and
lesser rays. Beneath shall be the scroll with the words “REPUBLIKA NG
PILIPINAS”, inscribed thereon.
The Great Seal
The Great Seal shall be circular in form, with the arms as described in the
preceding section, but without the scroll and the inscription thereon. xxxzSurrounding the whole shall
be a double marginal circle within which shall appear the words “Republika ng
Pilipinas”. For the purpose of placing The Great Seal, the color of the arms shall
not be deemed essential but tincture representation must be used.
The Great Seal shall also bear the National Motto.
The Great Seal shall be affixed to or placed upon all commissions signed
by the President and upon such other official documents and papers of the
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Republic of the Philippines as may be provided by law, or as may be required by custom and usage.
The President shall have custody of the Great Seal.
The 12 Little Things We Can Do For Our Country are Small Acts of Patriotism
First: Follow traffic rules. Follow the law
1. Traffic rules are the most basic of our country’s laws. If we learn to follow them, it could be
the lowest form of national discipline we can develop as a people. A culture of discipline is
crucial to our destiny as a nation.
2. Whenever we follow traffic rules, we show our love for our neighbor, our love for the Filipino.
Second: Always ask for an official receipt

1. Asking for ORs leads to higher tax collections, which means more funds for our government,
which could strengthen our economy and lead us to progress.
2. Whenever we help our government in helping our people, we show our love for our neighbor.
Third: Don’t buy smuggled goods. Buy Local. Buy Filipino

1. Our money should support our economy, not the economy of other countries. Buying Pilipino
means supporting the Filipino.
2. Whenever we support one another as Filipinos, we show our love for our neighbors.
Fourth: Speak positively about us and our country

1. Every Filipino is an ambassador of our country. Each one of us, wherever we maybe, is a
salesman of our country.
2. Whenever we speak positively of our people, we show our love for our neighbors.
Fifth: Respect your traffic officer, policeman & other public servants
1. Respect honors and dignifies a man. It compels him to do his job right.
2. There is love of neighbor whenever we respect those in authority.
Sixth: Throw your garbage properly. Segregate. Recycle. Conserve

1. Philippines is the country given to us as a people. It is the birthplace of our race. It is the
home of the Filipino. We should keep it beautiful.
2. When we keep our environment and our country clean, we show our love for our people.
Seventh: Support your Church
1. When we help our church, we help our Creator in His works on earth.
2. Whenever we help our church, we show love for our neighbor.
Eighth: During elections, do your solemn duty
1. When we fight for our votes, we fight for our right to make our own destiny, as a people and
as a nation.
2. There is love of neighbor when we elect good leaders for our country and people.
Ninth: Pay your employees well
1. A company must bring prosperity not only to its owners but also to its employees. Blessings
must be shared. It builds families. It builds our nation.
2. There is love of neighbor when we value and pay our employees appropriately.
Tenth: Pay your taxes

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

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

1. If we start planting seeds of patriotism in the hearts and minds of our youth today, they
would become giant patriots of our country someday.
2. There is love of neighbor whenever we teach and raise our children as patriots, by loving our
country through loving our people.
Love of neighbor, God’s Second Highest Commandment, is contained in each of these 12 Little
Things.
Based on the Book
12 Little Things Filipinos Can Do To Help Our Country
By Alexander Lacson
Leadership and the Youth
Leadership is the highest potent quality of an individual to be greatly successful in life. It is the
key dynamic factor that can encourage one to actively participate in many ventures that can lead to the
attainment of goals. It is also the key force to developing teamwork to ensure completion of common
goals or purpose.
It is in this premise that the youth, in their role as nation-builders, must develop leadership
potentials such as knowledge, skills and positive attitude to ensure efficiency and effectiveness in
meeting their goals and develop the spirit and ethics of service for the good of others. Hence, the need
for training the youth to be servant leaders is very essential.
Leadership Defined
Leadership is a process of giving control, guidance, headship, direction and governance to a

group or organization. It is a key dynamic factor that motivates and coordinates organizations to
accomplish their objectives. Without being inspired by a leader, the whole organization or a
department might drift along with no definite focus on key objectives such as trying to improve the
worker’s safety.
Leadership is the art of influencing and directing others to do assigned tasks or goals, in such a
way as to attain them. There is obedience, respect, loyalty and cooperation. Leadership can be
exercised by anyone irrespective of the framework of command. Also, it is the process of guiding and
directing the behavior of the people in the work environment.
 Leadership is the ability to inspire, to build confidence and gain support among the
people to attain organizational goals.
 Leader as a Guide is one who assumes the role of a director, organizer, mentor, guru
or adviser.
 Leader as a Frontrunner is one who can spearhead, shading light, a trailblazer, and
groundbreaker.
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 Leader as a Head is one who can be called as chief, manager, superior, principal, boss
and superior.
Servant Leadership is a kind of servanthood and done as a sense of vocation. It also implies
stewardship of good citizenship and community. It is a means of serving others more than oneself.
Principles of Servant Leadership

According to Spears (2002), the following are the principles underpinning servant leadership:
1. Listening. The servant leader seeks to identify the will of the group and helps clarify that
will. He or she will seek to listen receptively to what is being said.
2. Empathy. The servant leader strives to understand and empathize with others. People
need to be accepted and recognized for their special unique spirits.
3. Healing. One of the greatest strengths of a servant leader is the potential of healing one’s
self and others because many people have broken spirits and suffered from a variety of
emotional hurts.
4. Awareness. It aids one in understanding issues involving ethics and values and view most
situations from a more integrated and holistic position.
5. Persuasion. Another characteristic of a servant leader is the primary reliance on

persuasion rather than positional authority in making decisions within an organization.
6. Conceptualization. Servant leaders seek to nurture their abilities to “dream great dreams”.
The ability to look at problems from a conceptualized perspective means that one must
think beyond today’s realities.
7. Foresight. This enables the servant leader to understand the lessons from the past realities
to the present and the likely consequence of a decision for the future.
8. Building Community. Servant Leadership suggests that the true community can be created
among those who work in business and other institutions.
Qualities of Servant Leaders
The following are the qualities of a servant leader.
1. Puts others ahead of his own agenda. Is the ability to put others ahead of yourself and your
personal desires.
2. Possesses the confidence to serve. The real heart of servanthood is security. Show me
someone who thinks he is too important to serve and I’ll show you someone who is
basically insecure. How we treat others is really a reflection of how we think of ourselves.
3. Initiates service to others. It is a way of serving without being compelled. It manifests one’s
concern to do things for others especially during crisis. You can really see the heart of
someone who initiates service to others. Great leaders see the need, seize the opportunity
and serve without expecting anything in return.
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4. Is not position-conscious. Servant leaders don’t focus on rank or position. When Colonel
Norman Schwarzkopf stepped into that minefield, rank was the last thing on his mind. He
was one person trying to help another. If anything, being the leader gave him a greater
sense of obligation to serve.
5. Serves out of love. Servanthood is not motivated by manipulation of self-promotion. It is

fueled with love (willingness to serve). In the end, the extent of your influence depends on
the depth of your concern for others. That is why it is important for leaders to be willing to
serve.
To internalize the deeper meaning of servant leadership, one must apply the following
process:
1. Reflecting on It. As a leader, one must reflect about himself to determine who he is as a
person and identify his inner leadership intention.
“Where is your heart when it comes to serving others? Do you desire to become a
leader for the perks and benefits? Or are you motivated by manipulation of self-promotion?”
If you really want to become the kind of leader that people want to follow, you will
have to settle the issue of servanthood. If your attitude is to be served rather than to serve,
you may be headed for trouble. If this is an issue in your life, then heed this advice.
a. Stop lording people, and start listening to them.
b. Role play for advancement, and start risking your own interests for other’s benefit.
c. Stop seeking your own way, and start serving others.
d. It is true that one who would be great must be like the least and servant of all…
2. Bringing It Home. To improve your skill in servanthood, you must do the following:
a. Perform small acts. When was the last time you performed acts of kindness to others?
Start with those closest to you: your spouse, children, and parents. Find ways today to
do small things that show others you care.
b. Learn to walk slowly through the crowd. One of the greatest lessons I learned as a
young leader came from my father. I call it walking slowly through the crowd. The next
leagues, or employees, make it your goal to connect with others by circulating among
them and talking to people. Focus on each person you meet. Learn his name. If you
know it already, make your agenda of getting to know each person’s needs, wants and
desires. Then later when you go home, make a note to yourself to do something
beneficial for half a dozen of those people (anecdote of a leader, anonymous).
c. Move into action. If an attitude of servanthood is conspicuously absent from your life,
the best way to acquire it is to start serving. Begin serving with your body and
your heat will catch up. Sign up to serve others for six months at your Church, a
community agency of a volunteer organization. If your heart changes then it works.
3. Daily Take-Away. Albert Schweitzer wisely stated, “I don’t know what your destiny will be,
but one thing I know. The ones among you who will be really happy are those who have
sought and found how to serve”. If you want to lead on the highest level, be willing to serve
on the lowest.
In the truest sense, servanthood is the gift of doing good for others which sometimes
include the exclusion of meeting personal needs. Servants look for ways to do for others
both within and beyond the congregation and community. Servants do not choose to serve,
but serve from a sense of identity and call. Gifted servants never feel
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put upon or taken advantage of, but see each opportunity to do for others as a way to be
true to self and in service to others. As leaders, the need to reflect on it, bring it home and
take it away is a great passion for going along with one’s inner intention for the good of
others.
Seven Habits of Highly Effective People

(by Steven Covey)
Covey presents an approach to being effective in attaining goals by aligning oneself with
principles of a character ethic that he presents as universal and timeless.
1. Independence or Self-Mastery. The first three habits surround moving from
dependence to independence. (i.e. self-mastery):
Habit 1: Be Proactive. Take initiative in life by realizing that your decisions (and how
they align with life’s principles) are the primary determining factor for effectiveness in
your life. Take responsibility for your choices and the subsequent consequences that
follow.
Habit 2: Begin with the End in Mind. Self-discover and clarify your deeply important
character values and life goals. Envision the ideal characteristics for each of your
various roles and relationships in life.
Habit 3: Put First Things First. Plan, prioritize, and execute your week’s tasks based on
importance rather than urgency. Evaluating if your efforts exemplify your desired
character values, propel you towards goals, and enrich the roles and relationships that
were elaborated in Habit 2.
2. Interdependence. The next three have to do with interdependence (i.e. working with
others):
3.
Habit 4: Think Win-Win. Genuinely strive for mutually beneficial solutions or
agreements in your relationships. Valuing and respecting people by understanding a
“win” for all is ultimately a better long-term resolution than if only one person in the
situation had gotten his way.
Habit 5: Seek First to Understand, Then to be Understood. Use empathetic listening to

be genuinely influenced by a person, which compels them to reciprocate the listening
and take an open mind to being influenced by you. This creates an atmosphere of
caring, respect, and positive problem solving.
Habit 6: Synergize. Combine the strengths of people through positive teamwork, so as

to achieve goals no one person could have done alone. Get the best performance out
of a group of people through encouraging meaningful contribution, and modelling
inspirational and supportive leadership.
4. Self-Renewal. The last habit relates to self-rejuvenation:

Habit 7: Sharpen the Saw. Balance and renew your resources, energy, and health to
create a sustainable, long-term, effective lifestyle.
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IV. Evaluation.
Long Quiz
UNIT TEST
Name: __________________________________________ Date: _______________

Course: ________________________________ Score: ______________
Test I. Test I. Multiple Choice.

Direction: Each statements below are the salient sections from the Bill of Rights. Select the best
section fitted in each statement. Write the letter only.
Bill of Rights
____A__1. No person shall be deprived of life, liberty, or property without due process of law
a. Section 1 c. Section 3
b. Section 2 d. section 4
__B____2. The right of the people to be secure in their persons, houses papers, and effect
against unreasonable searches and seizures of whatever nature
___C___3. The privacy of communication and correspondence shall be inviolable except upon
lawful order of the court, or when public safety or order requires otherwise, as prescribed by
law.
___C___4. The right of the people to information on matters of public concern shall be
recognized.
a. Section 5 c. section 7
___D___5. The right of the people, including those employed in the public and private sectors, to
form unions, associations or societies for purposes not contrary to law
___B___6. Private property shall not be taken for public without just compensation.
___C___7. No law impairing the obligation of contracts shall be passed.
___D___8. Free access to courts and quasi-judicial bodies and adequate legal assistance shall not
be denied to any person by reason of poverty.
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___12___9. Any person under investigation for the commission of an offense shall have the right
to be informed of his right to remain silent.
___B__10. No law shall be passed abridging the freedom of speech, of expression, of the press, or
the right of the people to peaceably assemble and petition the government for redress of
grievances.
b. Section 4 d. section6
Nationalism and Patriotism

Identification. Identify what is being asked in the statement. Write your answer on the space provided
before the number.
PHILIPPINE FLAG 1. The primary symbol of the Philippines
LUPANG HINIRANG 2. The Philippine National Anthem
JUAN FELIPE 3. Composer of the Philippine National Anthem
RA NO. 8491 4. Law which provides for the basis of the national flag and heraldic
code
NATIONALISM 5. The attitude that the members of a nation have which includes the
concept of national identity such as common origin, ethnicity and
cultural ties
PATRIOTISM 6. The term that refers to the love of and/ or devotion to one’s country
MAY 28 7. The date of celebration for the national flag day
FILIPINO 8. The language in which the pledge must be recited
WAR 9. It is what is indicated when the Philippine flag’s red field is displayed
on top or on the observer’s left when the flag is displayed vertically,
with the white equilateral triangle at the top end
SIGN OF MOURNING 10. The Philippine flag flown at half-mast signifies what?
Enumeration. Enumerate the following:

A. Provinces that are represented by the eight rays of the sun in the National Flag
1. MANILA 5. TARLAC
2. CAVITE 6. BATANGAS
3. BULACAN 7. LAGUNA
4. PAMPANGA 8. NUEVA ECIJA
B. They were the ones who had sewn the National Flag in Hong Kong
9. MARCELA AGONCILLO
10. LORENZANA AGONCILLO
11. DONA DELFINA HERBOSA DE NATIVIDAD
C. The dates when the national flag is being raised by private buildings
12. MAY 28 14. MAY 28- 30
13. JUNE 12 15. JUNE 30
Fill-in-the-Blanks. Supply on the space provided the word or phrase that is missing in the following:
A. The Philippine National Anthem
1. ___LUPANG HINIRANG_________
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Title
Bayang Magiliw
2. _PERLAS NG SILANGANAN__
Alab ng puso
Sa dibdib mo’y buhay
3. _LUPANG HINIRANG,___________________________________________
Duyan ka ng magiting
4. _SA MANLULUPIG, DI KA PASISIIL_
Sa dagat at bundok
5. _ SA SIMOY AT SA LANGIT MONG BUGHAW,_
May dilag ang tula
6. __ AT AWIT SA PAGLAYANG MINAMAHAL _
Ang kislap ng watawat mo’y
7. _ TAGUMPAY NA NAGNININGNING_
Ang bituin at araw niya
8. _ KAILAN PA MA’Y DI MAGDIDILIM,_
9. _ LUPA NG ARAW NG LUWALHATI’T PAGSINTA,_
Buhay ay langit sa piling mo
10. _ AMING LIGAYA NA PAG MAY MANG-AAPI,__
Ang mamatay ng dahil sa iyo.
B. The Pledge of Allegiance to the Philippine Flag

Ako ay Pilipino
Buong katapatang nanunumpa
11. _SA WATAWAT NG PILIPINAS_
At sa bansang kanyang sinasagisag
12. NA MAY DANGAL, KATARUNGAN AT KALAYAAN
Na pinakikilos ng sambayanang
13. _MAKA-DIYOS__________________________________________
Maka-tao
14. ____MAKAKALIKASAN_____ at
15. ____MAKABANSA______.
V. References:
- The 1987 Philippine Constitution
- Labuguen F.L et. al, (2012) Understanding the National Service Training Program
- Espiritu, R. et. al, (2012) National Service Training Program
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CHAPTER 3
DRUG SUBSTANCE ABUSE PREVENTION AND CONTROL EDUCATION
I. Overview
Drug education program for the youth is an important undertaking particularly those who will be
studying in the school. Presently, the youth of today comprise the most vulnerable group that can be
affected by prohibited drugs. As revealed by General Edgar C. Galvante, former Executive Director,
Dangerous Drug Board, most of the drug user start their habit early, usually during their teenage years.
At present, situation, the youth are susceptible to the drugs experience because adolescence is the
period of experimentation, exploration, curiousity, and search for identity. It is believed that young
people with problematic backgrounds are more vulnerable and are more likely to continue abusing
drugs, once they have started, and to develop other aggravating problems, if not processed. These
young people in difficult circumstances are associated with poverty, family disintegration, relocation,
discrimination, and lack of suitable alternative activities.
The very vital to the success in controlling and stopping drug abuse is through problem
awareness, education and strategy implementation. I addition, positive behavior, including the
constructive handling of feelings and responsibilities, should be installed and encouraged in our own
families during the early life of young family members and carried on up to the later stage of life. These
should be nurtured by a caring and understanding community.
II. Learning Objectives:

1. Identify the causes of drug addiction;
2. Synthesize accurate information on the health, legal, social consequence of drug and
substance abuse and examine how this negatively impact the person who uses the
drug, and his or her family, friends, and community;
3. Identify prohibited acts and corresponding penalties; and
4. Make a personal commitment to remain drug free and develop a plan to address drug
and substance abuse;
5. Be familiar with the Comprehensive Dangerous Drugs Act of 2002
Most of the reason why our youth is dragged into the abyss of drug abuse is the lack of
guidance from the family itself. Furthermore, the first reason maybe the parents are too busy to
their jobs, giving less time to their children. Second, parents have not finished schooling, making
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them less inform and less aware of the effects of drugs. Third, the type of discipline of the parents
includes physical violence, in most cases in the Philippines, drives away kid from home.
Most Predominant Reason for drug addiction
 A teenager spends more time with friends or peers rather than at home
 The drug addict is generally an emotionally unstable individual before he or she acquires the
habit.
 A person will try to use drugs if a friend insists, for the sake of friendship
 The drug addict is generally an emotionally unstable individual before he or she acquires the
habit. The person cannot face painful situations without help
Truly, drugs abuse is a predator, a monster that preys on innocent, curious mind like those of
the teenagers. Hence, this module zeroes in on uncovering problem of drug abuse among the
youngsters and on finding ways and means by which this societal menace could be lessened, if not
totally annihilated
The Nature of Drug and Drug Abuse (FAQs)
What is a drug?
A drug is a chemical substance that brings about physical, emotional or behavioral change in a
person taking it.
How are drugs taken?
1. Ingestion
2. Inhalation
3. Injection
4. Used as suppository
5. Applied topically
When are drugs harmful?
Any drug may be harmful when taken in excess. Some drugs can also be harmful if taken in
dangerous combinations or by hypersensitive (allergic) person in ordinary or even small amounts.
Why do people turn to drugs?
There are various reason-ranging from the reason the “medicines” can solve problems, to
widespread access to various drugs, to “peer pressure”, to the notion that drugs give enjoyment to the
users and in the context that it is used as an alcoholic substitute.
What is drug abuse?
Drug abuse is the use of chemical substance, licit or illicit, which results in an individual’s
physical, mental, or social impairment. It may refer to any of the following practices:
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1. Using, without benefit or prescription, useful drugs which have the capacity to alter mood or
behavior.
2. Using drugs and substances for a purpose different from the one for which the drug has been
prescribed; and
3. Using drugs and substances having no legitimate medical application for purposes other than
research
Are there products other than drugs ever abused?
Substances like glufor alpaint thinners, gasoline and other volatile (breathable) solvents contain a
variety of dangerous chemicals. They should be sold and used with caution.
What are the types of drugs?
Drugs that are commonly abused, depending on pharmacological effects, may be classified
into:
1. Stimulants. Drugs which increase alertness and physical disposition.

Example: amphetamine, cocaine, caffeine, nicotine
2. Hallucinogens (Psychedelics). Drugs which affect sensation, thinking, self-awareness and

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

Example: Opium and its derivatives such as Morphine, Heroin, Codeine
What is a drug abuser?
Anyone can be a drug abuser. Drug abuse is no respecter of age, sex, and social status. It is
very difficult to come up with an accurate profile of a drug abuser that can be applied to all because
people are different in many ways.
How can you tell when on is abusing drugs?
A lot of changes – in behavior, in appearance and in mood – occur in a person who is abusing
drugs. Sudden changes occur in a person disposition from pleasant to unpleasant.
Thus, he:
1. is often associated with known drug abusers;

2. is irritable, discourteous, defiant and aggressive;
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3. is untrustworthy and lack of self-confidence;
4. is unhealthy and unconcerned with good grooming;
5. has low frustration tolerance;
6. lacks of interest in his studies/work;
7. blames everybody and not himself for his problems;
8. develops changes in normal capabilities in school/work; and
9. borrows money and at times steals various item unusually.
Common Sign of Drug Abuse
1.1. Stealing
Injectionitems
markwhich
of an can
addict
be readily sold for cash
to support a drug habit.
2. Unusual effort made to cover arms in order

2. Changes in mood
to hide needle – depending on the drug taken
marks
Example: depressed or becoming elated and
Euphonic
3. Association with known drug abusers
4. Change from normal capabilities (work habits,

efficiency, etc.)
5. Change in attendance at work or school
6. Wearing sunglasses constantly at inappropriate

times (for instance, indoor or at night) or only
to hide dilated or constricted pupils but also to
compensate for the eyes ‘inability to adjust to
sunlight. Marijuana causes bloodshot eyes
7. Poor physical appearance including inattention to dress
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The National Drug Situation
National Drug Situation
All of us are very much aware of the nature of the drug problem. It has been condemned by
governments all over the world and billions in resources have been spent to contain it, yet drug
trafficking and/ or drug abuse is still here.
In fact, it is today’s most profitable underground business which has spawned yet considered
as another crime and source of money laundering on a global scale. The Vienna-based International
Narcotics Control Board (INCB) points out that “No country rich or poor, large or small, equipped with
sophisticated machinery to fight money-laundering or not, can consider itself from money-laundering
activities”.
The Philippine situation is not any different from other countries of the world that are affected
by drug problems and is in fact following the trends in other countries. In 1978, there were only about
20,000 drug users in the country. Almost all of them were from in Metro Manila. Today, the Dangerous
Drugs Board (DDB) estimated that the approximate 6.7M drug users are now down to 1.7 million.
Three (3) major abused drugs dominated the drug scene in the country. The first is
methamphetamine hydrochloride commonly known as “shabu”, which is the main drug used by drug
abusers. The second is marijuana. According to some sources, the Philippines has become the world’s
second biggest source of marijuana after Mexico, producing about 1.4 billion worth each year. The third
is methylene dioxymethamphetamine (MDMA) or ecstasy, which is now sweeping the elite market.
Commonly Abused Drugs
1. Shabu (Methamphetamine Hydrochloride). Methamphetamine is the most

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

throughout Regions 1,2,3,4, CAR, ARMM, and the NCR.
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2. Ecstasy or Methylene dioxymethamphetamine (MDMA). Ecstasy is
fast making its presence felt in the country. There is an increase in
reports about the use of “ecstasy” among young people,
particularly in nightclubs. Ecstasy, or MDMA, is a synthetic drug
that acts simultaneously as a stimulant and as a hallucinogen. It is
strongly linked to music and dance culture and has a growing user
based among the elites (Class A&B). While some users confine
their consumption to occasional use at social, music and dance events, others develop regular
use profiles, while the third group uses both frequently and intensively.
There are reports starting that ecstasy is shipped directly from Amsterdam and
othercountries in Europe. There are close to a thousand varieties of ecstasy tablets and
capsules and among them, which are now available in Metro Manila, are Orange Hornets,
Aigners, Achtung, and Mitsubishi. Studies abroad reveal that the damage caused by ecstasy to
one’s health is irreversible.
3. Marijuana. Marijuana abounds in the Philippines. But since the early

nineties, it has seized to be the drug of choice. Most of what is
produced locally is intended for foreign markets. In East Asia, the
Pacific, Australia, Europe, and the US, the UNDCP has identified the
Philippines as a major marijuana producer and exporter. It should be
noted that CAR is the biggest producer of marijuana in the country
since 1992-2001.
In 1972, there were only nine (9) identified sites engaged in
marijuana cultivation. Today, the number of marijuana-producing barangays has ballooned to ninety-
eight (98), located in nine different regions in the country. Marijuana-producing areas in Northern Luzon
are locate in Cordillera Administrative Region (CAR), Region 1 and Region 2. In the Visayas, the
cultivation sites are found in Region 7, while marijuana plantations can also be found in Region
10,11,12,13 and ARMM in Mindanao.
Drug Trafficking
Methamphetamine hydrochloride continues to be smuggled into the country through four major
avenues: the seaports and special economic zones, the international airports, the mail and parcel
services, and the vast expanse of Philippine coastline.
The use of the seaports was exemplified by the seizure of 158 kilograms of shabu stashed
inside two (2) container vans at the Manila International Container Port in two different occasions in
1999.
The Ninoy Aquino International Airport continues to be the preferred trafficking avenue for small
quantities from less than one kilo to multi-kilo shipments by trafficking using false compartments in
luggage or through body packing. The gravity of the problem can be gleamed from the seizure of
116.88 million pesos’ worth of drugs by the NAIA Drug Interdiction Task Group in 2001. It was on
September 11 and 14,2004 respectively, when two Taiwanese nationals were intercepted carrying five
(5) kilograms of shabu each on board a flight originating from Xiamen, China.
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The mail and parcel system is preferred in foreign destinations that have large Filipino
communities like Guam, US, Australia, England and Middle East. A case in point was the seizure of
39.8 kilos of shabu from a FED EX shipment from Hong Kong on September 11, 2001 by the Bureau of
Customs. The vast and relatively unpatrolled shoreline of the country is where most of the huge
shipments are smuggled. Major drug shipments intercepted by law enforcement authorities include the
420 kilograms hauled in Pangasinan in 1999, the 365 kilograms in Sariaya Quezon, 125 kilograms in
Ilocos Sur, and 33 kilograms in Zambales, all in 2000. For the year 2001, 503 kilograms of shabu were
intercepted in Real, Quezon on October 13, 2001, allegedly from the shoreline of Panukulan, Quezon
and said illegal drugs were personally escorted by the Mayor of said town. Also in 2001, 350kgs of
shabu was seized on San Narciso, Zambales.
Involvement of Foreign Nationals in Drug Trafficking
Based from the data as reported by the Philippine Drug Enforcement Agency in1993 to
December 31,2001 there were 258 foreign nationals arrested in the Philippines for violation of Republic
Act. No. 6425 (Dangerous Drugs Act 1972, as amended). Of this total, 182 or 70.54% were Chinese
nationals while other nationalities made of the remaining 76 or 29.463%. More importantly, the volume
of shabu seized from foreign nationals over the same period totaled 2,889 kilograms or 64.24% of the
total volume of shabu seized in the country in over the same period. Chinese nationals on the other
hand, accounted for 2,873 kilograms for the period January 1, 1998 to December 31, 2001 or 63.888%
of the aggregate national’s seizures of shabu.
At present, supply comes not only from importation but also from local manufacturing. Since
1997, there have been nine discoveries of clandestine laboratories made and the most significant of
which was the discovery of clandestine laboratory in San Juan. All along, cland labs were thought of as
makeshift and unsophisticated, until San Juan. On July 18, 2002, another clandestine laboratory was
dismantled at Loyola, Quezon City by members of the Metro Manila Drug Enforcement Group. Seven
(7) Chinese nationals were arrested and 44.540 kilograms of shabu, 50.67 kilograms of ephedrine and
shabu laboratory equipment and paraphernalia were seized. Another clandestine laboratory was
dismantled in Executive Heights Subdivision Parañaque City on November 1, 2002. Just recently, on
February 2012, 90 million pesos’ worth of illegal drugs ingredients were seized by the Bureau of
Customs, including that of the popular ‘ecstasy’.
Transit Points of Drugs
Based from the reports, a huge portion of shabu that enters the Philippines comes directly from
Southern China where most of the shabu laboratories are located. Of the 15 major interdictions since
1993, seven (7) were shipped directly from Southern China. Five (5) shipments were from China but
they passed through Hong Kong first before they were rerouted to the Philippines. At least one
shipment passed through Taiwan. Lately, we learned that the shipments at Quezon and Zambales
came directly from North Korea.
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It should be noted that the identified landing points are mainly through the shorelines of the
Northern and Central Luzon regions and Southern Tagalog, specifically Batanes, Cagayan, Ilocos Sur,
Pangasinan, Zambales, Aurora, Quezon and Mindanao provinces. Reports also indicate Palawan and
Masbate as probable landing sites from shabu smuggling.
Facts and Figures
Organized Drug Groups
As a result of Intelligence Workshop conducted by PDEA, eleven (11) Transnational Drug

Syndicates were identified to be operating in the country while, the number of local organized drug
groups is pegged at 215. NCR and Region 3 have the highest number of drug groimpleups with 30
groups each, followed by Region 7 with 27 groups and Region 9 with 22 groups. The regions with the
lowest number of drug groups are Cordillera Administrative Region and CARAGA Region with one (1)
drug group each.
Personalities in the BADAC Watch List
As of September, the nationwide total number of drug personalities perfected in the Barangay
Drug Abuse Council (BADAC) Watch List is pegged at 37,076. Among the region, NCR has the highest
number of identified drug personalities with 10,879 or 29,348 of the total number of drug personalities
nationwide followed by PRO 4 with 7.958 or 21,468 and 6,443 or 17,378.
Drug Rehabilitation
The number of drug patients is increasing. Based on records of Government Residential

Centers’ Admission, from 1,446 in1974, the number reached 5,945 in 2001.
Statistics from rehabilitation centers show the following data:
1. Majority of patients are in the 15-29 age group.

2. The mean age of drug user is 27 years old.
3. Shabu and/or Marijuana are their drug of choice.
4. The ratio of male users to female is 14:1.
5. Workers comprised 43.718% of the drug patient population.
6. Unemployed comprised 35,838.
7. Students comprised 5,138.
8. Out of school youth comprised 1,183.
Drug –Affected Barangay
Records show that the number of drug-affected barangays as of September this year
represents 8,508 or 3,577 of the country’s 42,061 barangays. Comparing all the regions, Region 4 has
the highest number of drug affected barangays with 1.026 of its 5,463 barangays, followed by Region 3
with 492 of its 3.175 barangays, and Region 7 with 279 of its 3,003 barangays. While Region 12 has
the lowest with 32 of its 1,192 barangays.
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Assessment
The emergence of East and Southeast Asia as the fastest growing region in terms of
manufacture, trafficking, and consumption of Amphetamine Type Stimulants seriously affects the
Philippines. Being a major ATS consuming country, it is therefore important to maintain close
cooperation with the countries in the region in the common fight against illegal drugs.
The discovery and dismantling of clandestine laboratories in the country indicates a major shift
in strategy to manufacture shabu in the country as opposed to the traditional trafficking of shabu in its
processed form. Control of precursors and essential chemicals and the prevention of diversion to illegal
use are therefore more urgent than before.
Marijuana cultivation expanded despite the decline in preference of Filipino drug abusers due
to increase in trafficking to other boundaries like Japan, Australia and other countries in Europe. While
it may not affect Filipinos directly, the resulting stigma as a source country for the drug is equally
damaging to the standing of the country in the international community.
Profile of Drug Abusers in the Philippines
Age Mean age of 28 years old

Sex Male to female ratio 9:1
Civil Status Single 51.56%
Married 34.44%
Family Size Siblings 3-4
Employed 30.94%
Self-employed 12.4%
Myth Occupation Unemployed 38.87% versus
Fact: Students 5% Drug
Abuse OSY 0.09% and
Illicit College Level 28.23%
Educational Attainment High School Level 29.41%
High School Graduate 16.74%
Economic Status Average Monthly Income ₱15,064.00
Duration of Drug Taking More than 6 years
Nature of Drug Taking Poly Drug Use
Methamphetamine
Abused Drugs Hydrochloride (Shabu)
Cannabis (Marijuana)
Inhalants (Contact cement)
Place of Residence Urban, especially in NCR
Trafficking
1. Why the Big Outcry? Drug aren’t Really a Big Problem. The fact is… They are a tremendous
problem, the seriousness of which is becoming more apparent everyday.
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2. “Recreational” Use of Drugs is not Harmful. The fact is… All illegal drugs are dangerous and
cause physical and psychological change in the user. Prolonged drug use exacerbates these
harmful effects that can lead to addiction.
3. Marijuana is no Worse than using Alcohol or Tobacco. The fact is … Marijuana is very
dangerous. Unlike alcohol, which is usually leaves the body within 24 hours because it is water-
soluble, marijuana is fat-soluble, which meant that the psycho-active chemicals attach
themselves to the fatty parts of the body (usually the brain and reproductive organ) and be
detected up to 30 days after initial use.
4. Everybody is Taking Drug. The fact is… This common argument is used by drug users in an
effort to gain acceptability for their deviant behavior. No matter how alarming drug use statistics
may be, majority of the people in the world do not use illegal drugs.
5. Only Weak Individuals Become Addicts. The fact is… The reverse is true: addicts become
weak individuals. No one begins taking drugs with the aim of becoming addicted. People take
drugs for a variety of reasons, including to escape from reality, to cope with daily life, or to be
accepted by others.
6. Drug abuse is a “Victimless” Crime – It only Hurts the User. The fact is… While the health and
social changes for a productive life are jeopardized for the individual drug user, he or she is not
only one to suffer. The family suffers disharmony and pain in witnessing the self-destruction of
a loved one.
7. If A Person Wants to Take Drugs, Governments should Interfere. The fact is… The legitimate
right of the individual must be consistent with the safety and welfare of the general population.
No individual has an inalienable right to behave in a manner destructive to others.
8. All Drug Addicts Should Be Imprisoned. The fact is… Imprisonment of a drug addict as such
does not solve the problem. Drug users have committed a crime, but detoxification, treatment
and rehabilitation of the individual are essential if the addict is to learn how to live without
drugs.
9. The Cultivation of Drug Crops Gives a Poor Farmer a Chance to Make Money. The fact is…
The farmer is breaking the law and usually knows it. The income received by the farmer for
illicit narcotics production unfortunately, is higher than that received for traditional food crops,
often leading to increased illicit production to the exclusion of food crops.
10. Peddling Drugs is One Way the Poor can Earn Money. The Fact is... Most drug peddlers are
addicts or become addicts. The money they earn does not help them or their families; they are
merely supporting a drug habit. As their addiction deepens, new "clients" must be found to
bring in more money to buy more drugs.
11. Drug Use is a Way of Life in Some Countries. Why Change It? The Fact is... It is not a way of
life in any country. Statistics show that in areas where drug use is common, economic
development can be seriously retarded. This is true in both developing and industrialized
countries.
The Comprehensive Dangerous Drugs Act of 2002

Concretizes government's intensive and unrelenting campaign against the trafficking and use
of dangerous drugs, and other similar substances through an integrated system of planning,
implementation, and enforcement of anti-drug abuse policies, programs, and projects. R. A. 9165 is an
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act instituting the Comprehensive Dangerous Drugs Act of 2002, repealing Republic Act No. 6425,
known as the Dangerous Drugs Act of 1972.
Prohibited Acts and corresponding penalties
PROHIBITED ACTS PENALTIES
Maintenance of a Den, Dive or Life Imprisonment to Death and a fine ranging from five
Resort hundred thousand pesos (P500,000) to ten million pesos
(P10,000,000).
Employees and Visitors of a Den, Imprisonment ranging from twelve (12) years and one (1) day to
Dive or Resort twenty (20) years and a fine ranging from one hundred
thousand pesos (P100,000) to five hundred thousand pesos
(P500,000).
Manufacture of Dangerous Drugs and/or Life Imprisonment to death and a fine ranging
Controlled Precursors and Essential Chemicals P500,000 to P10,000,000
Illegal Chemical Diversion of Controlled Imprisonment ranging from 12 years and 1 day
Precursors and Essential Chemicals to 20 years and a fine ranging from P100,000
to P500,000
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Cultivation or Culture of Life imprisonment to Death and a fine ranging from Five
Plants Classified as hundred pesos (P500,000) to Ten million pesos (P10,000,000)
Dangerous Drugs
CHED and TESDA’s roles and responsibilities to prevent drug addiction in the schools.
1. What are the common responsibilities of CHED and TESDA?

RA 9165, Article IV mandates the following functions:
a. Provide continuing in-service training of teachers on the effective utilization of the
support instructional materials and on teaching strategies on drug education
b. Continuously monitor and evaluate the effectiveness and overall impact of drug
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education program
c. Secure funds from local and foreign donors for the implementation of the drug
education program
2. What are the other functions of CHED and TESDA regarding drug abuse prevention?
The Commission on Higher Education (CHED) is responsible for:
Enriching and updating the integration of dangerous drug prevention concepts in the
general education of all higher education course offerings and in the professional subjects,
especially in health-related and science teacher education courses
The Technical Education and Skills Development Authority (TESDA) is responsible for:
a. Integrating drug abuse prevention concepts in the technical, vocational and agro-industrial
courses
b. Integrating drug abuse prevention concepts in appropriate instructional materials for
technical education and skills development
3. Should drug abuse prevention and control be part of the school curricula?
Yes, Article IV, Sec. 43 of Republic Act 9164 stipulates that instruction on drug abuse
prevention and control be integrated in the elementary, secondary and tertiary curricula of all
public and private schools, whether general, technical, vocational or agro-industrial.
4. What are the topics on drug abuse prevention and control that should be integrated in the
instruction?
According to Article IV, Sec. 43, the following topics should be covered:
a. Adverse effects of the abuse and misuse of dangerous drugs on the person, the family, the
school, and the community;
b. Preventive measures against drug abuse;
c. Health, socio-cultural, psychological, legal and economic dimensions and implications of
the drug problem;
d. Steps to take when intervening on behalf of a drug dependent is needed;
e. Services available for the treatment and rehabilitation of drug dependents;
f. Misconceptions about the use of dangerous drugs but not limited to the importance and
safety of dangerous drugs of medical and therapeutic use; and
g. Differentiation between medical patients and drug dependents in order to avoid confusion
and accidental stigmatization in the consciousness of the students.
The Youth and Government's Response to the Drug Problem

By the turn of the 21"century, substance abuse has taken an alarming proportion in the country
"Shabu (the local name for methamphetamine) has become the number one drug of abuse, followed by
marijuana and inhalants. The abuse of legal substances like nicotine and alcohol continue to be
worrisome. A survey by the University of the Philippines Population Institute in 1996 showed the initial
age of use of nicotine, alcohol, and drugs to be age 16-17, that 40% of males surveyed were smoking
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and 37% of the youth regularly used alcohol. At present, more than 1.5 million Filipinos are users of
illegal drugs. The youth are especially hard hit. They are the greatest number of drug users. Among
them are more than 350,000 identified high school students in the country. One can only speculate on
the number of young people abusing drugs not identified.
Various activities, to date, are initiated and are aimed to produce the following effects on young
people:
1. lessen violent behavior;

2. increase pro-social behavior and decrease negative, self-destructive behavior;
3. increase the ability to plan ahead and choose effective solutions to problems;
4. improve self-image and self-awareness;
5. improve social and emotional adjustment;
6. improve handling of interpersonal problems and coping with anxiety;
7. improve constructive conflict resolution with peers; and
8. improve self-control.
Early in 2004, the Dangerous Drugs Board launched the program "Barkada Kontra Droga" (or
"Peers Against Drugs"). The specific thrust of this program is drug abuse prevention.
This concept tries to change the meaning of the word "barkada" or "peer" which connotes a
negative influence among peers. Each member of the "Barkada Kontra Droga" pledges to keep his
community and family safe and secure from the evils of illegal drugs. Further, he is asked to commit to
convince friends and relatives to join the fight against drugs and trafficking, never to use drugs, and to
report clandestine laboratories, pushers and users.
Legislation for Illicit Drugs Control
1. 1972. The Dangerous Drugs Act was established.

2. 2002. The Comprehensive Dangerous Drugs Act was implemented.
3. 2002. The Philippine Drug Enforcement Agency (PDEA) was established.
4. 2002. An Integrated Drug Abuse Data Information Network (1IDADIN) was created to monitor
drug use/abuse.
Government Response to the Problem
1. Preventive education programs to dissuade users or potential users from experimenting with
illegal drugs and/or continuing to use them
2. Treatment and rehabilitation programs aimed at facilitating abstinence
3. Intensified campaigns against illegal drugs and trafficking
4. Judicial and legislative measures
5. National, regional and international cooperation to fight illegal drug trafficking and abuse of
dangerous drugs
6. Some Philippine political figures are talking about drug testing employees of outsourced call
center workers, others are calling for testing university students, and the government is
currently considering drug testing all government employees.
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7. Drug Information and Action Line (DLAL) was created to receive reports and complaints related
to drug abuse and provide assistance to the public on drug-related cases.
Ten (10) Ways to Say "No" to Drugs
1. Be vocal, just say "NO" and mean it!
2. Project an image of clean living for yourself.
3. Get into sports.
4. Choose your friends and influence them positively.
5. Get involved in community-based projects.
6. Join organizations (church, school, community or social) or youth clubs or form your own
drama group.
7. Learn how to manage stress.
8. Join seminars on anti-drug abuse prevention.
9. Talk to your family, listen to the problems of your brothers and sisters.
10. Enhance your talents or skills by taking part in workshops, training or seminars.
The soundness of the activity we do today will contribute to the success of the program we
have together with our clients in the days to come.
Our involvement…
To be involved in drug prevention and control requires a S.T.R.O.N.G. group
S - Steadfast personality
T - Trustworthy in words and deeds
R - Respectable in relating with others
O - Open-minded in facing situations
N - Noble character
G - Gutsy action and ideas

As good citizens…
Let us be keepers of life and create a safe environment through our respective positions.
Let us join hands in keeping our society a drug-free Philippines
IV. Evaluation:
- Unit Test
- Activity Sheets
V. References:
1. PD 1619 "Volatile Solvents"
2. RA 9165 Comprehensive Dangerous Drugs Act of 2002
3. Espiritu RI et al.(2012). National Service Training Program with Specific Modules
4. Labuguen, F.et al.. Understanding the National Service Training Program
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UNIT TEST
Name: ____________________________ Date:________
Course:___________________________ Score:________
Drug and Substance Abuse Prevention and Control
Read the statement/s carefully. Select the best answer by encircling the letter of your choice.
1. An Act instituting the Comprehensive Dangerous Drugs Act of 2002, and repealing
Republic Act 6425
a. RA 9165 c. RA 9162
b. RA 9163 d. RA 9160
2. The Article and Section of RA 9165 which stipulate the instruction on drug abuse
prevention and control to be integrated in the elementary, secondary and tertiary school
curricula of all public and private schools, whether general, technical, vocational or
industrial.
a. Article IV Section 43 c. Article V Section 5
b. Article IV Section 10 d. Article V Section 11
3. The dangerous drug commonly used by most Filipinos
a. Marijuana c. Ecstasy
b. Shabu d, Caffeine
4. The five countries that are largely involved in the trafficking of drugs in the Philippines
a. China, Guam, Australia, England, Middle East
b. China, Thailand, Vietnam, India, Peru
c. China, Singapore, Korea, India, Thailand
5. The agency responsible to carry out the provisions of Republic Act 9165bknown as Dangerous
Drugs Act of 2002.
a. PDEA c. CHED
b. DDB d. PNP
6. The body responsible in making policies and formulating strategies and programs on drug
prevention and control.
a. PDEA c. CHED
b. DDB D, AFP
7. The term used to describe the secret places of manufacturing drugs.
a. Cannabis c. Stock house
b. Clandestine d. Store Room
8. An activity where drugs are spread or sold for consumption from one location to another.
a. Drug trafficking c. Drug dependent
b. Drug lord d. Drug courier
9. The commonly abused drugs in the country and in the Asia Pacific region.
a. Shabu and Marijuana c. All of the above
b. Ecstacy and Cough syrup
10. The modes of drug transfer used by foreign nationals in drug trafficking
a. FedEx shipment, mail and parcels
b. Compartment, luggage, body packing and container vans
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c. All of the above
11. The common place where dangerous drugs are mostly seized.
a. Seaports, airport
b. Economic lines and Philippine coastlines
c. All of the above
12. The group of substances that are distributed to destroy health.
a. Dangerous drugs c. Volatile
b. Controlled precursor d. none of the above
13. The substances which are useful and considered as essential drugs but dangerous when
used in excess.
a. Controlled precursor c. Narcotics
b. Volatile d. none of the above
14. The early signs of individuals who are affected by dangerous drugs, except one.
a. Irritable, discourteous, aggressive
b. Untrustworthy, prefer barkadas, nausea and vomiting
c. Good grooming
15. The effects of dangerous drugs to individuals, except one.
a. Develop changes in normal capabilities in work
b. Loss of memories
c. Good attention span
16. The age group level that composes the majority of patients affected by dangerous drugs.
a. 30-40 years c. 40-50 years
b. 15-29 years d. 51-60 years
17. The region that has the highest number of affected barangays in the country.
a. CAR c. Region 4
b. NCR d. Region 7
18. The region with the highest organized groups to fight drug abusers
a. Regions 1 and 2 c. NCR and Region 3
b. b. Regions 4 and 6 d. none of the above
19. The highest marijuana-producing region in the land.
a. CAR c. ARMM
b. Region 2 d. Region 12
20. The number one source of dangerous drugs in the Philippines.
a. Australia c. China
b. Thailand
Drug and Substance Abuse Presentation and Control

1. The trainees will play the song Anak. As the trainees listen to the music, they are expected to
internalize the message of the song. After which, they are asked to proceed to the
accomplishing the ensuing task described on the next page.
Anak
By: Freddie Aguilar
Noong isilang ka sa mundong ito
Laking tuwa ng magulang mo
At ang kamay nila ay ‘yong ilaw
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At ang nanay at tatay mo’y
‘Di malaman ang gagawin
Minamasdan pati pagtulog mo
Lucban, Quezon
Based on the song Anak write at least five positive and negative traits as observed in its lyrics that
relate to the young generation of today. Should you have identified negative traits, thinks of ways by
which these can be rectified or corrected.
Positive Traits Negative Traits How to Correct Negative

Traits
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2. Write a prayer that manifest your intention to improve the negative traits that you have
identified.
3. Having Drug Education as a program, what specific topics do you want to learn? Please check
on the space provided.
Adverse effects of the abuse and misuse of dangerous drugs on the person, the family,
the school and the community
Preventive measure against drug abuse
Health, socio-cultural, psychological, legal and economic dimensions and implications
of the drug problem
Steps to take when intervention on behalf of a drug dependent is needed
Services available for the treatment and rehabilitation of drug dependents that can
solve problems, help to gain better friends, give enjoyment, etc.
Misconceptions about the use of dangerous drugs such as, but not limited to, the
importance and safety of dangerous drugs of medical and therapeutic use
Differentiation between medical patients and drug dependents in order to avoid
confusion and accidental stigmatization in the consciousness of the students
The Comprehensive Dangerous Drugs Act of 2002
Critical Thinking
1. What is the importance of Dangerous Drugs Law, specifically to the NSTP students and the
community in general?
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CHAPTER 4
DISASTER RISK REDUCTION AND MANAGEMENT
I. Overview
Our country, the Philippines is exposed to both climatic and geological hazards which is
presently situated in the Pacific Ring of Fire where two major tectonic plates, the Pacific Plate and
the Eurasian Plate meet. This includes several fault lines crossing the country, earthquakes could
have very devastating effects. There are 220 volcanoes, 22 of which are classified as active based
from the report from NDCC in 2008.
Our country is also located along the typhoon belt on the North Pacific Basin in the Pacific
where 75 percent of the typhoons originate. Almost 20 to 30 typhoons passing through the country,
5-7 of which can be consider destructive (NDCC 2008) resulting to an extreme rainfall events that
causes flash floods and landslides.
Based from the United Nations Disaster Relief Office (UNDRO), there is an increasing number
of people who are affected by disasters all over the world. Not only the poorest of the countries are
afflicted with disasters but also the richest countries in the world. In the Philippines, mostly, the poor
communities are the ones to suffer damages brought about by strike of disaster and calamities.
II. Objectives
At the end of the chapter, student should be able to:
1. Recognize the hazards and disasters affecting the Philippines;

2. Understand the operational concepts, structures, and priority actions relative to the
Philippine Disaster Management System (PMS);
3. Define key concepts and principles of disaster management;
4. Internalize the principles and elements of disaster preparedness and be ready for
involvement in times of crisis;
5. Enhance awareness on the tasks and responsibilities of key players in disaster
management.
Definition
Disaster – a situation or event, which overwhelms local capacity, necessitating a request to
national or international level for external assistance; an unforeseen and often sudden event that
causes great damage, destruction and human suffering.”
Center for the Epidemiology of Disasters, Brussels
1. Natural Disasters
a. Earthquakes/tsunamis
b. Landslides
c. Typhoons
d. Floods
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e. Drought
f. Volcanic Eruptions
2. Human-made Disasters
a. Air and water pollutions (“red tide”)
b. Industrial accidents (“oil spills”)
c. Fire
d. Civil disturbances
e. War
f. Poverty
g. Bomb threats
h. Accidents like transports, nuclear or biological
Disaster Risk Reduction and Management Concepts:

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

a. Malnutrition
b. Poor Health
c. Inadequate basic services: water, sanitation, drainage, light, education
d. Unemployment
2. Resource Depletion
a. Forest denudation
b. Soil erosion
c. Generic erosion
d. Marine Pollution
e. Agrochemicals
f. Air and Water pollution
Due to these factors, it can lead to the following:
1. Human-made and Disasters

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

1. Knowledge of pre-disaster situation
2. Capability to assess:
a. Medical/ nutritional situations
b. Agricultural situations
c. Infrastructure situation
d. Structural stability
e. Relief operation
3. Established lines of communication (Physical, organization)
4. Established data collection points
5. Established format of reporting (forms, exercise)
6. Established confirmation/ verification procedures
7. Established authority for releasing reports
Relief Operations (Preparedness/Organization)
1. Disaster times are emergency situations. So, during these times, certain operational qualities of
the key players are needed:
a. Cool and unbiased assessment: analysis of reporting (who is reliable, is the information
convincing, has it been verified?)
b. Swift and decisive action: knowledge of resources, procedures, coordination
c. Balanced response
d. Leadership (faster, better, leading, not restrictive)
e. Discipline for operational reliability
f. Resources management
g. Rehabilitation already envisaged/ planned
h. Planning already accomplished
2. Food Relief: Is it really necessary? Relief is the enemy of rehabilitation. It can destroy self-
sufficiency, neighborhood relations, self-help initiative,
Four ways in which food relief can be distributed:
a. General food distribution
b. Mass feeding
c. Supplementary feeding (schools, hospital, evacuation centers)
d. Intensive or therapeutic feeding (hospital etc. only)
3. Food for work: Experience show that people do not want to be parasites. Food for work
programs offer a dignified way by which disaster victims can help themselves.
Rehabilitation/Construction and Emergency Preparations
Communities need to tap all resources, government and non-government, in a concerted effort to
provide emergency assistance to calamity victims and to restore essential public activities and
services.
Plans should include rehabilitation, which refers to the restoration of community member’s
economic independence and their physical, social and emotional well-being.
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However, with or without disasters, communities need plans and activities for long-term, balanced
and sustained economic, political and socio-cultural growth.
Disaster Prevention and Mitigation
Measures need to be drawn to minimize the loss and destruction of life and properly. These include
the formulation and implementation of long-range policies and programs to prevent or eliminate the
occurrence of disasters based on risk analysis.
It includes legislation and regulatory measures principally in the fields of physical and urban
planning, public works and construction. Drills and shelters for times of disaster are also needed.
Disaster Management
Among the activities that may minimize the impact of disaster are:
1. Identification of areas most prone to typhoons and other calamities
2. Display and teaching of structural improvements
3. Preparation of educational materials
4. Community system
5. Media liaison
Disaster Preparedness
Certain principles of disaster preparedness will guide us to be more responsive and alert in times of
crisis.
1. Principles
a. The risk must be known.
 Potential hazards must be identified.
 Incidence of hazard occurrence must be calculated.
 Secondary risks must be identified
b. Vulnerability must be known.
 Who and what is at risk must be determined
 Likely damage and disruption must be assessed
 Human needs must be anticipated
c. Mitigation measures must be in place.
 Structural mitigation measures must be instituted
 Non-structural mitigation measures required must be instituted
d. Preparedness system must be in readiness.
 All parties should be in a state of readiness
 A focal point for preparedness must exist
 A management system for emergency response must be in place
 Plans must exist and planning occurs regularly
 Training and practice must be a routine
 Effective warning system must be on alert
 Authorities and the public must be fully informed.
2. Effective Warning message
a. Clear, simple language
b. Consistent contact
c. Convincing
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d. Community- (or site) specific – includes clearly started precautions and action
e. Information on technical consequences
f. Repetitive
3. Land Use Planning (Risk Zoning). While there are maps that show the paths of typhoons
through the year, earthquake faults and areas hit by tidal waves, there is a dearth of
information regarding risk areas in the barangay and even in the municipal level. Communities
need:
a. Surveys of mountainsides, riversides, coastal areas for their suitability as housing sites,
farming, and other productive activities.
b. Rational plans for urban centers, showing industrial sites
c. Identification of areas for reforestation, forest preservation and other nature conservation
measures
d. Building codes regulating height, type of materials and other specifications for structures
particularly in risk areas
4. Public Awareness
a. Mitigation Awareness. When risk is high but perception/preparedness is low, people need
technical explanations about causes, possible effects and mitigating strategies.
b. Preparedness Awareness. When a risk is imminent, the community needs detailed
explanation of what is going to happen and how, and what to and what not do.
c. Emergency Response Awareness. After the disaster has struck, people need to know what
to do next.
Organization
1. The National Disaster Risk Reduction Management Council (NDRRMC)
 It is the highest policy –making, coordinating and supervising body at the national
level
 Chaired by the Secretary of National Defense thru the executive Director of the
Office of the Civil Defense
 Has 14 departments and thirty-nine (39) line agencies as members
 Responsible for advising the President of the Republic of the Philippines on the
status of the national disaster preparedness programs and management plans,
disaster operations, and rehabilitation efforts of all stakeholders
 Recommend to the President the declaration of the state of calamity and the
release of the calamity fund as needed.
Organizational Network
The Philippine Disaster Management system(PDMS), as embodied in Presidential Decree No. 1566
and RA10121 is carried out at various political subdivisions and administrative regions of the country
thru the NDRRMC, 17 RDMMC, 80 PDRRMC, 113 CDRRMC, 1,496 MDRRMC and 41,956 BRRMC.
1. Local Disaster Risk Reduction and Management Office (LDRRMO)

 Established in every Province, City, Municipality and Barangay Disaster Risk
Reduction and Management committee in every barangay.
 Responsible for setting up the direction, development, implementation and
coordination of disaster risk management programs within their territorial
jurisdiction.
 Shall be under the office of the governor, city or municipal mayor, and the Punong
Barangay in the case of the BDRRMC.
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 Initially organized an composed of a DRRMC assisted by three (3) staff
responsible for:
a. Administrative and training;
b. Research and planning; and
c. Operation and warning
2. Accreditation, Mobilization, and protection of Disaster Volunteers and national Service Reserve
Corps, Civil Society Organization and the Private Sector;
3. Integration of DRR Education into school curricula and Sangguniang Kabataan (SK) program
and Mandatory Training for the Public Sector Employees.
ESSENTIAL ELEMENTS OF AN EFFECTIVE RESPONSE OPERATION

IN CONSEQUENCES MANAGEMENT
COMMAND AND CONTROL
SECURITY
DAMAGE SEARCH EMERGENCY

FIRE EVACUATION
AND NEEDS AND MEDICAL
ASSESSMENT SUPPRESSION SERVICES AND RELIEF
RESCUE
VOLUNTEER RESPONSE GROUPS/ AUXILARIES
TYPICAL ORGANIZATION OF DISASTER COORDINATING COUNCIL
DISASTER COORDINATING
COUNCILCHAIRMAN
DISASTER COORDINATING COUNCIL

ASSISTANT CHAIRMAN
DISASTER OPERATIONS
CENTER
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`
INTELLIGENCE AND RESOURCES
DISASTER ANALYSIS PLANS AND
OPERATIONS
COMMUNICATION & TRANSPORTATION EVACUATION RESCUE& HEALTH FIRE POLICE RELIEF REHABILITATION PUBLIC
WARNING ENG’G INFO
TYPICAL ORGANIZATION OF A BARANGAY DISASTER COORDINATIONCOUNCIL
Barangay Disaster Coordinating Council (BDCC)

Barangay__________________
Municipality of __________________
Chairman
Brgy. Captain
Vice-Chairman
DOC
STAFF TEAMS
`
Security Supply Transportation Communication
OPERATION TEAMS
Warning Medical Rescue Fire Evacuation Damage Relief

Brigade Control
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IV. Evaluation
Name: _______________________________ Score: ______________________

College & Course: ______________________ Year and Section: _____________
List down ten (5) ways on how you can help in your community when disasters/calamities occur:
1. ___________________________________________________________________________
_____________________________________________________________________
2. ___________________________________________________________________________
_____________________________________________________________________
3. ___________________________________________________________________________
_____________________________________________________________________
4. ___________________________________________________________________________
_____________________________________________________________________
5. ___________________________________________________________________________
_____________________________________________________________________
Test II. Enumeration
a) Type of Natural disasters
1.
2.
3.
4.
5.
b) Man-made Disasters
1.
2.
3.
4.
5.
c) Teams for Barangay Disaster Coordinating Council
1.
2.
3.
4.
5.
V. References:
Republic Act No. 10121, known as the “Philippine Reduction and Management(PDRRM) Act of 2010”
Labuguen F.L et al, (2012) Understanding the National Service Training Program
Espiritu, R. I et at, (2012) National Service Training Program
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CHAPTER 5
ENVIRONMENTAL AWARENESS AND PROTECTION
I. Overview
Environment Education is a process which is very useful to human beings in order to
manage well their environment and instill the right behavior that serves as key to sustainable
development.
This module discusses the current environmental situation in the Philippines. It
describes the environmental pressures brought about by a rapidly increasing Filipino
population. As you realize the stressful effects of people’s environment, we hope that you will
also realize that environmental degradation has become a major social concern. Likewise, we
hope that such realization will help you to be more aware of our responsibilities in protecting
and enhancing the Philippine environment. And that with such new awareness, is the
emergence of another Filipino youth who is committed to take an active stewardship role in
“saving the present for the future.”
At the end of this chapter, students should be able to:
1) Understand and verbalize concepts and principles of environmental education;
2) Value the importance of Environment Education as a way of developing the youth to be
good citizens; and
3) Awareness on ecological solid management and identify the effect of climate change
and air pollution.
4) Actively involve themselves to any projects and activities geared towards
environmental protection and preservation
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. Related disciplines include
outdoor education and experiential education.
Environmental education is learning process that increases people’s knowledge and
awareness about the environment and associated challenges, develops the necessary skills and
expertise to address the challenges, and fosters attitudes, motivations, and commitments to make
informed decisions and take responsible action (UNESCO, Tbilisi Declaration, 1978).
Importance of Environment Education
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1. All major natural resources in the country are in grave danger of irreparable damage.
2. A society cannot survive if its natural resources are rendered unfit for use by its people.
3. The only hope of salvaging this grave situation is by making the young aware that they need to
proactively begin to protect the environment they will inherit.
4. Science and technology can help in a limited way but cannot deliver it.
5. It is moral and ethical education for changing people’s attitude.
6. To protect children living in polluted regions, environmental education represents a relevant
means of prevention.
7. It is a need of the time to propose environmental education delivered with moral concept.
8. It is conceived to sustain participation of the citizens especially the youth particularly in

combating ill effects of climate change.
Related Laws in Promoting Environment Education
Republic Act No. 9512
An act to promote environmental awareness through environmental education and for other
purposes
This Act is known as the “National Environmental Awareness and Education Act of 2008”.
Specifically, Sec. 2. Declaration of Policy states that:
Consistent with the policy of the State to protect and advance the right of the people to a
balanced and healthful ecology in accord with the rhythm and harmony of nature, and in recognition of
the vital role of the youth in nation building and the role of education to foster patriotism and
nationalism, accelerate social progress, and promote total human liberation and development, the state
shall promote national awareness on the role of natural resources in economic growth and the
importance of environmental conservation and ecological balance towards sustained national
development.
Republic Act 9003: January 26, 2001
This is an act providing for an ecological solid waste management program, creating the
necessary institutional mechanisms and incentives, declaring certain acts prohibited and providing
penalties, appropriating funds thereof, and for other purposes.
Republic Act 9275: March 22, 2004
An act providing for a comprehensive water quality management and for other purposes
SECTION 2. Declaration of Policy. – The state shall pursue a policy of economic growth in a
manner consistent with the protection, preservation and revival of the quality of our fresh, brackish and
marine waters.
Republic Act 8749: June 23, 1999
“Philippines Clean Air Act of 1999” an act providing for a comprehensive air pollution control
policy and for other purposes.
Republic Act 9147
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An act providing for the conservation and protection of wildlife resources and their habitats,
appropriating funds therefor and for other purposes.
Republic Act 9175
An act regulating the ownership, possession, sale, importation and use of chainsaws,
penalizing violations thereof and for other purposes.
CHED Memorandum Order No. 33 Series of 2009
Subject: Integration of Environmental Education in the Tertiary Education Curriculum
particularly the Civic Welfare Training Service Component of the National Service Training Program.
Definition of Terms
1. Biodegradable. Any material that can be broken down by naturally occurring organisms
such as bacteria and fungi in air, water and soil
2. Composting. Biological degradation under controlled conditions
3. Domestic Waste. Refuse from households, as distinguished from industrial waste,
hospital waste, etc, which maybe classified as a biodegradable or non-biodegradable
4. Food Materials. Includes certain kind of seeds, pulp, peelings, pickles, sweets or
snacks
5. Hazardous Waste. Special types of waste containing the chemical biological and
radioactive elements which are harmful to human health
6. Incineration. The controlled process by which combustible materials are burned and
changed into gases and residues that contain little or no combustible materials
7. Non-biodegradable. Any material that cannot be degraded or decomposed by naturally
occurring organisms such as bacteria and fungi in air, water and soil
8. Putrescible. A substance that decomposes at certain temperature in contact with air
and moisture; generally containing nitrogen
9. Recycling. The re-use, retrieval, recommission of element/ matter for any and all
purposes necessary to healthful and productive living; the process by which waste
materials are transformed into new products in such a manner that the original
products may lose their identity
10. Solid Waste. Include anything thrown away such as garbage, rubbish, trash, litter, junk
and refuse of any source
Input No. 2: The Seven Environmental Principles

The key to understanding the environmental problems that we encounter today is to learn
about our ecosystem. This section highlights the basic environmental principles, varied types of
ecosystem, current environmental issues, anthropogenic activities that threaten the environment and
the role of youth in protecting our environment.
1. Nature knows best. This principle is the most basic and in fact encompasses all the others.
Humans have to understand nature and have to abide by the rules, nature dictates. In essence,
one must not go against the natural processes if one would like to ensure a continuous and
steady supply of resources.
One natural process that needs serious attention is nutrient cycling. In nature, nutrients
pass from the environment to the organisms and back to the environment. Any disruption in the
cycle can bring about imbalance.
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From example, burning of farm wastes instead of allowing them to decompose
naturally disrupts the cycle. In burning, most of the organic compounds are lost. The
combustion products bring greater havoc as in the case of carbon dioxide build-up, which
results in the warming-up of the earth, or the so-called “ greenhouse” effect.
2. All forms of life are important. Each organism plays a fundamental role in nature. Since such
occupational or functional position, otherwise known as niche, cannot be simultaneously
occupied by more than one specie, it is apparent that all living things must be considered as
invaluable in the maintenance of homeostasis in the ecosystem.
It is easy to appreciate the beautiful butterflies, especially knowing their important role
in pollination. The giant beasts- the elephants, the whales, the alligators - are objects of awe
and the products they yield – ivory, oil, leather, respectively – are highly prized. But when it
comes to unlovely, wriggly, and troublesome creatures, this principle is unusually overlooked.
For instance, it has been customary for many to step on any wriggling creature (e.g
earthworms) without even considering why God made them in the first place. People also react
adversely to the presence of snakes. At home, spiders are looked at with disdain. Awareness
of the snake’s role in limiting the rat population and of the spiders’ role in checking the
population of mosquitoes and flies may, however, change this attitude.
3. Everything is connected to everything else. This principle is best exemplified by the concept of
the ecosystem. In an ecosystem, all biotic and amniotic components interact with each other to
ensure that the system is perpetuated. Any outside interference may result in an imbalance and
the deterioration of the system.
In a lake ecosystem, the organisms are linked to one another through their feeding
habit/level and are also dependent on other physico-chemical factors in the lake (e.g. amount
of nutrients, amounts and types of gases, temperature, pH, etc.). At the same time, the
physico-chemical factors in the lake are influenced by the terrestrial environment that
surrounds it. The fertilizers that reach the lake cause a faster growth of phytoplankton, which
may lead to algae bloom, red tide, or other such phenomena.
4. Everything changes. It is said that the only permanent thing is change. As a general
classification, change may be linear, cyclical or random. As example of linear change is
evolution of species, which has brought about higher and more complex types of organisms.
Cyclical change may be exemplified by seasons and the rhythms in floral and faunal life stages
that go with the seasons. An example of random change is the eruption of Mt. Pinatubo, which
brought about great upheaval in many parts of Luzon and changes in the topography of the
land.
The environment is constantly changing. Organisms also evolve through time.
However, human technology has affected these natural changes often to a problematic extent.
Although mutation is a natural change, pesticides have induced insect mutations, which are not
matched by natural checks and balances.
5. Everything must go somewhere. When a piece of paper is thrown away, it disappears from
sight but it does not cease to exist. It ends up elsewhere. Gases released in smokestacks may
disperse but it will end up a component of the atmosphere or brought down by rains. What a
particular type of waste does the earth’s repository should be of concern to us. It may be a
pollutant or a resource depending on certain factors.
Since wastes are not lost to oblivion, and even goes back to one’s own backyard in
some other forms, it is important that one becomes aware of the different types of wastes –
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whether they are hazardous or not. Classification of wastes facilitates their proper disposal and
minimizes, if not prevents, the entry of toxic wastes in vital ecosystem and ensures
reconversion into useful forms.
6. Our is a finite earth. The earth’s resources can be classified as either renewable or non-
renewable. Renewable resources are those that can easily be replenished by natural cycles
(e.g. water, air, plants, and animals) while non-renewable resources are those that cannot be
replenished through natural cycles (e.g. ores of various metals, oil, coal).
7. Nature is beautiful and we are stewards of God’s creation. Among all creatures, humans are
the only ones made in God’s image and have been given the right to have domination over all
His creations. Being the most intelligent and gifted with reason, humans are capable of
manipulating creation to their own advantage. Yet, creation exists not to be ravaged or abused
but to be taken care of. Humans cannot exist without nature. They are co-natural with the
environment they live in. If the environment they live in is destroyed with it will go Homo
Sapiens.
This principle is inherent in all religious and tribal beliefs. Teachings of Christianity, Buddhism,
and Islam enjoin everyone to respect all life and the order of nature. Words of Chief Seattle, Macli-ing
Dulag, and Chito Mendez point to our duty to discern the true worth of modern systems and techniques
to reject those that degrade and promote those that elevate the human condition.
Synthesis
The word’s environmental condition has deteriorated due to excessive abuse by the people. Air
and water are polluted. Forests and denuded by legal and illegal logging activities causing so much soil
erosion that eventually results in the silting of rivers and oceans. Coral reefs are destroyed affecting
negatively the marine resources that supply a big proportion of the population with protein in their diet.
Over consumption of resources and over-population threaten the existence and survival of
many environmental products. Worse is the development aggression in many areas where natural
resources have not been maximally exploited.
Paying attention to environmental care has global implications. Environmental impact of a
nation’s action cannot be limited to its own country only. It affects other countries outside of its own
boundaries and beyond its territory.
Climate Change
What is Climate Change?
Climate Change is any change in climate over time whether due to natural processes or as a
result of human activity.
It is a change of climate which is attributed directly or indirectly to human activity that alters the
composition of the global atmosphere and which is, in addition to natural climate variability, observed
over comparable time periods (United Nations Framework Convention on Climate Change).
How does it occur?
The Fourth Assessment Report of the Intergovernmental Panel on Climate Change (IPCC, 4AR
2007) concludes that climate change is already occurring and that further acceleration will result in a
two (2) degrees increase in global temperature and of extreme weather conditions.
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Climate Change is caused by the increasing volume of Greenhouse Gases (GHG) in the
atmosphere. Greenhouse gases are gases that absorb and re-emit infrared radiation, warming the
earth’s surface and contributing to climate change (UNEP 1988). These gases are water vapor,
methane, carbon dioxide, nitrous oxide, ozone, hydrofluorocarbon, perfluorocarbon, and sulfur
hexafluoride. When these gases increase in volume, more solar heat will be trapped resulting to a
warmer atmospheric condition. This phenomenon is known as the “ greenhouse effect”. Global warming
is the increase in the average temperature of the earth’s near-surface air and oceans that is associated
with the increased concentration of greenhouse gases in the atmosphere.
What are the effects of climate change or global warming?
The warming of the Earth’s atmosphere results in the melting of snow covers and glaciers, the
rise of sea level, shorter winters, early springs, hotter summers and delayed coming of autumns,
altered forest productivity and composition, habitat shifts of some animals, changes in the behavior
patterns of flora and fauna, spread of diseases, stronger and more frequent typhoons, more floods,
severe droughts, stronger heat waves and heavier rains and more.
These changes in the environment as a result of climate change have already made their
impact on human population in a global scale. Socio-economic problems and difficulties will be
amplified compounding the already heavy burden of the poor sectors. Agriculture become less or non-
productive due to droughts and flooding. Mounting social pressure on the damaging effects of climate
change will influence political priorities and direction.
Figure 5.1
Community Exposure to
HAZARDS
Hazards
CAUSES
CLIMATE Geological
Natural
CHANGE
COMMUNITY
Global Warming
Anthropogenic and Hydrometeorological

Industrial Processes
Biological
Level of Coping
Ability (Adaptive
Capacity)
What can be done locally?

The following can be done:
1. Reduce the sources of green house gas emissions or enhance their sink or capture
(Mitigation).
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.
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4. Carry out concrete disaster prevention, mitigation and management activities (Capacity
Building).
5. Suggest or advocate the integration of climate change mitigation and adaptation into
organization/institutional plans to mainstream this consciousness.
6. Lobby for and/or support climate change responsive policies and ordinances (Policy
Development).
7. Synergize efforts with other enlightened individual or group stakeholders. To reduce
vulnerability to climate change hazards and risks, Adaptation, Risks Reduction,
Development Planning and Humanitarian Action need to come together.
8. Develop a stable resource mobilization mechanism or system to ensure and facilitate
the flow of financial and technical support to local implementers. Without an adequate
and sustainable financial and technical backing, plans will remain good only in writing.
LIFE
PROPERTY
CLIMATE
CHANGE THREAT TO HEALTHY
SECURITY
FOOD
LIVELIHOOD
WAY OF LIFE
ENVIRONMENT
Figure 5.2
Input No. 4: Ecological Solid Waste Management
Much had been written about the worsening problem of solid waste especially in urban centers
in the country.
Based on studies made by the National Solid Waste Management Commission Secretariat
based at the Environmental Management Bureau (EMB), it is estimated that the per capita waste
production daily is 0.5 kg. This means that for every person living in the metropolis, he or she generates
half a kilo of waste a day. With an estimated population of 10.5 million, total waste generated in Metro
Manila alone could run up to 5,250 metric tons per day; or 162,750 metric tons per month; or 1.95
million metric tons per year. Definitely, that’s a lot of waste to speak of.
Only about 73% of the 5,250 metric tons of waste generated daily are collected by dump trucks
hired by our respective local government units. That is assuming our LGUs are faithful to their duties to
us, taxpayers. The remaining 27% of our daily waste or about 1,417.5 metric tons end up in canals,
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vacant spaces, street corners, market places, rivers and other places where, ironically, there’s a sign
that reads “huwag magtapon ng basura dito ang mahuli, bugbog sarado!”.
That explains why WE need to act. As part of the problem, because we produce garbage
ourselves, we can also be part of the solution by reducing our contribution to the waste problem.
Because at the rate we are producing waste, we will soon find ourselves buried in our own
trash. Or, shall we say, we will soon be having more or our human-made mountains of garbage amidst
us?
The tragedy that has befallen the residents of Payatas dump site in Quezon City, when its
mountain of garbage slid down, burying in its course not a few garbage pickers, should strengthen our
resolve to do something about our wasteful lifestyles.
Second, talks about landfill, as an alternative engineering solution to the garbage problem for
the so-called residual waste, is fine. But where to site the landfill is another thing. For years,
negotiations for landfill for Metro Manila’s garbage had elicited not only long debates among our
political leaders but also emotional outbursts from prospective host communities.
Perhaps the most important reason why we have to act now on the worsening solid waste
problem is their impact on human health. Health is a basic human right. We all deserve to live in a
cleaner environment. We all desire for a healthy family… a healthy neighborhood… a healthy nation.
And, the only way to satisfy these desires is to do away with garbage that breeds flies, roaches,
rodents, and harmful bacteria that can spread diseases in our homes and in our communities.
While there were already efforts in the past to address the problem head-on, the passage of
Republic Act (R.A.) No. 9003, otherwise known as the “ Ecological Solid Waste Management Act of
2000”, marked the turning point in the national development agenda for improved solid waste
management and resource conversation.
1. What is R.A No. 9003? Improper solid waste disposal is probably the most important
environmental concern facing local governments (Laplante 2003). This is particularly true in the
Philippines (World Bank 2001). In response to a garbage crisis, the first bill that then Philippine
President Gloria Macapagal-Arroyo signed into law in 2001 was Republic Act No.9003 (RA
9003) or the Ecological Solid Waste Management (ECOSWAM) Act which requires
municipalities to dispose of waste in a sanitary and environmentally friendly manner.
Republic Act No. 9003 provides the legal framework for the country’s systematic,
comprehensive and ecological solid waste management program that shall ensure protection of
public health and the environment. It underscores, among other things, the need to create the
necessary institutional mechanisms and incentives, as well as imposes penalties for acts in
violation of any of its provisions.
The implementing rules and regulations of R.A. No. 9003 are contained in DENR
Administrative Order No. 2001 – 34.
2. What are the salient features of R.A. No.9003?
a) Creation of the National Solid Waste Management Commission (NSWMC), the National
Ecology Center (NEC) and the Solid Waste Management Board in every province, City and
Municipality in the country. The NSWMC shall be responsible in the formulation of the
National Solid Waste Management Framework and other policies on solid waste, in
overseeing the implementation of solid waste management plans and the management of
the solid waste management fund. The NEC, on the other hand, shall be responsible for
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consulting, information, training and networking services relative to the implementation of
R.A. No. 9003. The Solid Waste Management Board of provinces, cities, and municipalities
shall be responsible for the development of their respective solid waste management
plans.
b) Formulation of the National Solid Waste Management Framework; 10 years solid waste
management plans by local government units consistent with the National Solid Waste
Management Framework;
c) Mandatory segregation of solid waste to be conducted primarily at the source such as
household, institutional, industrial, commercial and agricultural sources;
d) Setting of minimum requirements to ensure systematic collection and transport of wastes
and the proper protection of the health of garbage collectors;
e) Establishment of reclamation programs and buy-back centers for recyclable and toxic
materials;
f) Promotion of eco-labeling in local products and services;
g) Prohibition on non-environmentally acceptable products and packaging;
h) Establishment of Materials Recovery Facility in every barangay or cluster of barangays;
i) Prohibition against the use of open dumps;
j) Setting of guidelines/ criteria for the establishment of controlled dumps and sanitary
landfills;
k) Provision of rewards, incentives both fiscal and non-fiscal, financial assistance, grants and
the like to encourage LGUs and the general public to undertaken effective solid waste
management; and
l) Promotion of research on solid waste management and environmental education in the
formal and non-formal sectors.
3. How can we help solve the solid waste problem? There are many ways to do it. A highly
recommended formula is to adopt the 3Rs of Ecological waste Management: REDUCE,
REUSE, and RECYCLE.
In addition to that, let us refrain from doing what have been prohibited under the law, to
include but are not limited to the following:
a) Littering, throwing, dumping of waste materials in public places like roads, sidewalks,
canals, esteros, parks and establishments;
b) Open burning of solid waste;
c) Allowing the collection of non-segregated or unsorted waste;
d) Squatting in open dumps and landfills;
e) Open dumping or burying of biodegradable and non-biodegradable materials in flood-prone
areas;
f) Unauthorized removal of recyclable material intended for collection by authorized persons;
g) Mixing of source-separated recyclable material with other solid waste in any vehicle, box,
container or receptacle used in solid waste collection or disposal;
h) Manufacture, distribution or use of non-environmentally acceptable packaging materials;
i) Establishment or operation of open dumps; and
j) Importation of customer products packaged in non-environmentally acceptable materials.
Classification of Solid Wastes

Table 1. Sources and Types of Solid Wastes
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Source Facility Type of Waste
Domestic Single family dwelling, multi- Food, paper, packaging, glass,
family dwelling, low, medium metals, ashes, bulky household
and high-rise apartments waste, hazardous household
waste
Commercial Shops, restaurants, markets, Food, paper, packaging, glass,
office buildings, hotels and metals, ashes, bulky household
motels, institutions waste, hazardous household
waste
Industrial Fabrication, light and heavy Industrial process waste,
manufacturing refineries, metals, lumbers, plastic, oils,
chemical plants, mining, power hazardous waste
generation
Construction and Demolition Solid, concrete, timber, steel,
plastic, glass, vegetation
Agricultural Waste Pesticides, farm wastes
Table 2. Physical Composition of Solid Waste
General Composition Typical Composition Detailed Composition

Food putrescible Food, vegetables
Paper and cardboard Paper, cardboard
Polyethelyne terephitalate
(PETE)
High-density Polyethelyne
(HDPE)
Polyvinyl chloride (PVC)
Plastic
Organic Low-density polyethylene
(LDPE)
Plypropelene (PP)
Polystyrene (PS)
Other multi-player plastics
Clothing/ Fabric Textiles, carpets, rubber leather
Yard waste Garden trimmings
Wood Wood
Metals Tin cans, ferrous metals,
aluminum, non-ferrous metals
Glass Colorless, colored
Inorganic
Dirt, ash, etc. Dirt screening, ashes, stone,
bricks
Unclassified Bulky items
Table 3. Refuse Materials by Kinds, Compositions and Sources
Kind Composition Sources

Garbage Waste from preparation, Households, restaurants,
cooking and serving of food, institutions, stores and markets
market wastes from handling,
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storage and sale of produce
Combustible: paper, cartons,
boxes, wood tree branches, Households, restaurants,
Rubbish
yard trimmings, wood, furniture, institutions, stores and markets
beddings
Non-combustible: metals, tin
cans, metal furniture, dirt glass
minerals
Residue from fires used for
Households, restaurants,
Ashes cooking and heating and from
institutions, stores and markets
on-site incineration
Sweeping, dirt leaves, catch
Street refuse basin dirt, contents of litter Streets, sidewalks, alleys
receptacles
Dead animals Cats, dogs, horses, cows Streets, sidewalks, alleys
Food processing waste, boiler
Industrial waste house, cinders, lumber scraps, Factories, power plants
metal scraps, shavings
Scrap lumber, pipe,
Construction waste New construction, remodeling
construction materials
Hazardous Wastes
These are solid wastes or a combination of solid waste which identify concentration or physical,
chemical or infectious characteristics may do the following:
1. Cause or significantly contribute to the increase in mortality or an increase in serious
irreversible or incapacitating reversible illness; and
2. Cause a substantial present or potential hazard to human health or the environment when
improperly treated, stored r transported.
Hazardous Waste Management
A comprehensive and integrated management of toxic substances and hazardous wastes
which adheres to the waste management hierarchy of source reduction, recycling, treatment and safe
disposal for the protection of personnel, environment and property.
Four Characteristics of Hazardous Wastes
1. Ignitable-the substance causes or enhances fires
2. Corrosive-the substance destroys tissues or metals
3. Reactive-the substance reacts with others and may explode
4. Toxic-the substance is a danger to health, water food and air
The Three Main Goals of Hazardous Waste Management
1. Protection of the Environment
2. Improvement of Public Health
3. Conservation of Energy
Integrated Solid Waste Management (ISWM)
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It is the selection of combination of techniques, technologies and management programs to
achieve waste management objectives.
Hierarchy of ISWM
Source Reduction and Minimization
Recycling and Reuse
Transformation
Landf
ill
Zero Waste Management

Zero Waste Management is an ecological method of handling wastes
that does not degrade the environment nor pollute air, water, soil and facilitate
their sanitary retrieval, reuse or recycling. This is one of the most friendly,
economical tools of contributing ecological welfare for human beings and the
community.
Modern waste reduction consists of three (3) components namely:

1. REUSE. Means re-utilization of materials for particular purpose.
2. REDUCE. The process of lessening the fresh raw materials that affects air, water and
land pollution through proper waste disposal.
3. RECYCLING. Involves processing used, unwanted materials (waste) into new products
to prevent waste of potentially useful materials.
It involves processing used, unwanted materials (waste) into new products to prevent waste
potentially useful materials, reduce the consumption of fresh raw materials, reduce energy usage,
reduce air pollution (from incineration) and water pollution (from landfilling) by reducing the need for
“conventional” waste disposal, and lower greenhouse gas emissions as compared to virgin production.
Recycling is a key component of modern waste reduction and is the third component of the “ Reduce,
Reuse, Recycle” waste hierarchy.
Air Pollution Awareness and Prevention
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This section discusses the nature, types, sources and effects of air pollution. It gives the
general status of air pollution in the country, and summarizes the salient features of the Clean Air Act
and suggests ways by which to prevent pollution.
Stationary sources of pollutants are factories, crematorium, incinerations, power plants,
garbage dumps, and construction sites. These emit particulates, nitrates, sulfur oxides and ammonia.
They contribute 88% of the total airborne sulfur oxides and 68%of nitrogen oxides.
Accumulation in the atmosphere of gases from industrial solvents such as nitrous oxides and
carbon tetrachloride and carbon dioxide from burning of fossil fuels and deforestation have possible
effects on climate and human health.
Anthropogenic sources of air pollution have been increasing vehicles that ply the road of Metro
Manila are smoke belchers.
Among the different air pollutants, 6 “criteria” pollutants such as ozone, carbon monoxide, lead,
sulfur oxides, nitrogen oxides and particulates determine air quality standards.
Ozone is the major ingredient in smog. In the stratosphere it occurs naturally and acts as a
filtering mechanism for the harmful ultraviolet rays from the sun but in the lower atmosphere comprise
what mainly we see as grey smog suspended on air. Ozone is formed by a series of complex reactions
involving nitrogen oxides, volatile organic compounds and sunlight. Smog or ground level ozone may
cause lung inflammation, decreased ability to breathe and susceptibility to respiratory diseases such as
pneumonia, bronchitis, fibrosis and premature lung aging. Children are susceptible to ozone exposure.
Carbon monoxide is a toxic, odorless, colorless gas produced during fossil fuel or biomass
burning. Carbon monoxide exposure can block oxygen to the brain and cause poor concentration,
fatigue and death.
Lead is one of the most toxic substances. Lead in gasoline remain by far the single largest
source of lead exposure in urban areas and poses the greatest threat to the public. A special hazard for
young children, several studies have shown that lead exposures can significantly reduce the IQ of
school-aged children. It has also been associated with aggressive behavior, delinquency and attention
diseases in boys, between 7-11 years of age. In adults, lead exposure has been related to increased
blood pressure and hypertension. In a 6-month study in 1992, lead dust reached an average of 3.3
micrograms per cubic meter. Controlling the high lead pollution levels in our ambient air should thus be
given top priority.
Sulfur oxides are gases formed by combustion. Industries and electric power plants account for
88% of sulfur dioxide emissions totaling 88,458 tons in 1990, causing bronchitis and impairment of
preliminary functions. They are also active ingredients in the formation of acid rain.
Nitrogen oxides are gases produces from high temperature combustion in the air. It can cause
respiratory ailments like asthma and eye irritation. They are also an active ingredient in the formation of
smog.
Particulates (also called soots) are minute, microscopic particles suspended in the air. They
range in size from 10 to less than 2.5 microns in diameter. (one micron is roughly equivalent to 1/70 the
width of human hair). Annual average TSP (total suspended particulates) concentrations in Metro
Manila are 5x higher than the World Health Organization Air Quality guidelines. Particulates of the
coarse and fine varieties are so small that they can enter deepest regions of the lungs where they can
enter the bloodstream or become trapped in the lung tissue. Continuous exposure to particulate can
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induce wheezing, chest pain, coughing and phlegm, as well as more severe diseases like pneumonia,
bronchitis, asthma, emphysema and cardiovascular diseases.
Air pollution is the presence of substances in the air in amounts harmful to humans, other
animals and/ or plants. There are over 100 identified air pollutants.
The main categories of pollutants are:
1. Particulates are very fine solids, collectively referred to as total suspended particulates
(TSP);
2. Carbon monoxide and oxides of nitrogen and sulfur;
3. Volatile organic compounds (VOCs); and
4. Ozone.
These substances are associated mostly with fossil-fuel burning. Particulates are unburned
hydrocarbons and soot or carbon. They result from incomplete burning of fuels. So does carbon
monoxide. VOCs are benzene and other aromatics that are formed from the production of gasoline in
order to improve its performance as fuel for vehicles. Ozone is formed from the reaction of VOCs and
nitrogen oxides (NOs). Oxides of sulfur are released because sulfur is naturally found in petroleum and
coal. Oxides of nitrogen are released as the high temperature of combustion catalyzes reaction
between the nitrogen in the fuel and air oxygen of the air.
Sources of Air Pollution
1. MOBILE SOURCES. 3.9 million vehicles are registered in the whole country. Around 80% use
gasoline and 30% use diesel. Only a small percentage of Filipinos own cars, 20% in Metro
Manila. The rest take public transportation.
2. STATIONARY SOURCES. Stationary sources that account for most of the air pollution are
emissions from power plants, cement plants and oil refineries.
Effects of Air Pollution from Fossil Fuels
Sulfur and nitrogen oxides, particulate matter and soot irritate the mucous membranes of the
respiratory system. If irritation is prolonged, it can lead to respiratory disease – persistent cough,
emphysema, asthma, and other allergies, and worst, cancer. Carbon monoxide is hazardous because it
bonds strongly with hemoglobin of the blood, replacing oxygen. As a result, the tissues and organs of
the body are deprived of the vital gas, oxygen. Ozone causes a range of acute effects including eyes,
nose and throat irritation. It also impairs respiratory functions. Ozone is a highly oxidizing gas that
causes damage to materials so do sulfuric and nitric acid from sulfur and nitrogen oxide, respectively.
Benzene the most toxic VOC is highly linked to leukemia. It is also an agent in ozone formation.
Another by-product of combustion of carbonaceous fuels is cardon dioxide. It does not directly
harm people or other organisms and is thus not a pollutant in the usual sense of the word. However,
too much of it in the atmosphere destroys ecological balance.
Increased temperatures will negatively affect agriculture, ecology of microorganisms and thus
incidence of diseases.
The Philippines is a signatory to the United Nations Convention on Climate Change and has
ratified the Kyoto Protocol. Under the latter, all signatory countries are committed to exert all efforts to
lower their greenhouse gas emissions. The Protocol invokes a special commitment from developed
countries to reduce their emissions to 5% less than their 1990 levels between 2008 and 2012. The
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Protocol will go into effect when it is ratified by 55 countries which should include developed countries
responsible for 55% of the emissions worldwide.
Another class of substances that must be regulated is what is collectively known as
chlorofluorocarbons (CFCs). CFCs are unreactive for mattresses, Styrofoam and insulation.
A group of substances that are common in our everyday lives but are extremely toxic are
known as persistent organic pollutants (POPs). These are either human-made substances or products
of combustion or other processes undergone by human-made products.
Radioactivity is the most lethal form of pollution because it can readily destroy cells and
tissues. No more nuclear radiation should be introduced into our environment in addition to that which
naturally occurs in the background environment.
Radioactive emissions come from nuclear power plants even in routine operations.
The Clean Air Act
1. Principles which state the over-all mandate of the State
2. Recognition of rights of citizens which the State shall guarantee
3. The noteworthy features of the Air Quality Management Systems are the provisions regarding
air shields and non-attainment areas.
4. The Act gives an initial list of hazardous air pollutants and guidelines for ambient air quality.
5. Prohibition and regulation of other substances
a. Ozone-depleting substances. Consistent which the Montreal Protocol of which the
Philippines is a signatory. ODS shall be phased out.
b. Flourinated Greenhouse Gases identified in Kyoto Protocol to the United Nations
Framework on Climate Change.
c. Framework convention on Climate Change, the DENR shall prepare a plan to reduce
greenhouse gas emissions.
d. Persistent Organic Pollutants. The DENR shall prepare an inventory of POPs in the
Country and a program for elimination of these substances.
e. Radioactive Substances. The Philippine Nuclear Research Institute, DENR and related
agencies shall regulate all projects that involves release of radioactive substances.
f. Pollution from Smoking. Smoking in any enclosed public space including public vehicles
and private spaces outside of one’s residence is strictly prohibited. This probation shall be
implemented by the LGU.
g. Leaded Gasoline. The manufacture, importation, sale, disposal of leaded gasoline and
engines and components requiring leaded-gasoline is prohibited.
IV. Evaluation
Name: __________________________ Date: ______________________
Year and Course: _________________ Score: _____________________
Test. Identify what is being described or answer the given question. Write the letter that corresponds to
your answer on the blank.
______1. It is an alteration of the atmospheric condition overtime due to natural and human-man
made factors.
a. Global warming c. Storm
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b. Climate Change d. Cyclone
______2. Which of these gases absorbs and hold heat?
a. Oxygen c. Nitrogen
b. Helium d. Carbon dioxide
______3. It is a process by which the absorption of infrared radiation by the atmosphere warms
the Earth.
a. Global Warming c. Greenhouse effecrt
b. Ozone Depletion d. Precipitation
______4. Reducing the sources of greenhouse gas emissions into the atmosphere or enhance their
capture is ___________.
a. Mitigation c. Radiation
b. Litigation d. Evaporation
______5. If a community is unable to cope with the adverse effects of climate change, it is said to
be ________,
a. Weak c. Unstable
b. Vulnerable d. Invincible
______6. An adjustment made to moderate the harm climate change brings
a. Adoption c. Protection
b. Prevention d. Adaption
______7. When you develop human skills or build structures to reduce risks you are doing
a. Capacity Building c. Facility Constructing
b. Training d. Skills Honing
______8. Which of the words in the series below captures the meaning of the term
“Anthropogenic”
a. Humanity c. Human-made
b. Human-centered d. Humanoid
______9. One of the these is a hydrometeorological event.
a. Rise is sea level c. Landslide
b. Earthquake d. Volcanic eruption
______10. One of these greenhouse gases is anthropogenic.
a. Methane c. Carbon Dioxide
b. Nitrous oxide d. Hydrofluorocarbon
I. Enumeration
A. Three (3) Rs of Ecological Solid Waste Management

1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
B. Four (4) Characteristics of Hazardous Wastes

1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
C. Three (3) Main goals of Hazardous Waste Management
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
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Test II. Encircle the letter of the best answer:
1. This is caused by airborne acidic pollutants and has destructive result.
a. Acidic Rain c. Volcanic eruption
b. Sulfur Rain d. None of these
2. Which of the following would not cause acid rain?
a. So c. CO2
b. SO 2 d. NO2
3. Causes the environment problem which are induced by humans
a. Anthropogenic Sources c. Material sources
b. Natural causes d. None of these
4. The following would be the effects of acid rain, except
a. Deforestation c. Destruction of statues
b. Rusting of iron d. None of these
5. It is also called greenhouse effect.
a. Global warming c. Acid rain
b. Global warning d. Deforestation
6. Primary greenhouse gas emitted from burning coal
a. NO2 c. CO2
b. Ozone d. CO
7. The following are causes of global warming except
a. Overpopulation c. Burning of coal
b. Volcanic eruption d. Climate changes
8. The following are effects of global warning, except
a. Rising of sea level c. Overpopulation
b. Climate change d. Melting of ice
9. The following are examples of hazardous wastes, except
a. Mercury c. Radioactive wastes
b. Lead d. Nuclear power plant
10. It is a bluish gas that is formed by 3 atoms of oxygen
a. Ozone c. Stratosphere
b. Oxygen Gas d. None of These
11. Main causative agent ozone depletion
a. CFCs c. SO2
b. NO2 d. SO3
12. Ozone is the protection of living organisms against
a. Infrared c. Radiowave
b. Microwave d. Ultraviolet rays
13. Forest type present in the Philippines
a. Rain Forest c. Deciduous
b. Coniferous d. None of these
14. The following are causes of forest destruction, except
a. Illegal Logging c. Kaingin system
b. Acid rain d. None of these
15. The Ecological Solid Waste Management Act of 2001
a. RA 9003 c. RA 7707
b. RA 9163 d. RA 7610
V. References:
Guzman, R.S.et al.. (2010), NSTP- CWTS Module on Environment
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Labuguen, F L et al.. (2012), Understanding the National Service Training Program
CHAPTER 6
NATIONAL SECURITY CONCERNS
I. Overview
Since the emergence of territorially based states as the political organizing principle in Europe after
1468, the concept of security for the past 400 years predominantly meant ““protection from organize
violence.” According to McNamara (1968), security includes the promotion of economic, political, and
social development in “poor nations” as:
a. A mean of preventing conflicts; and
b.Preserving a minimal measure of “global order” and stability.
Based on the 1992 UNDP Human Development Report by Dr. Mahbub ul Haq, the new
approaches to security emphasize the critical interrelationship among the most daunting threats to
human survival. Security of all the people everywhere- in their homes, in their jobs, in the streets, in
their communities, and in the environment. Security is a national concern that every Filipino must
consider to ensure peaceful existence of the state. It shall be the State’s primodal concern as well as to
secure its constituent.
In view of the above information, it is of prime essence that in transforming the youth into
responsible citizens that orientation on concepts and mechanisms of national security be done to
effectively carry out the task of community development. Hence this module was formulated to achieve
the said purpose.
II. Objectives
At the end of this chapter, student should be able to:
1.Understand deeply that the national security is everybody’s concern;

2.Develop awareness of the various factors that can lead to aggression and violence;
3.Encourage other students to be more vigilant and alert of any elements that may cause threats to
our national security;
4. Participate actively to any projects and activities that promote peace and harmony in the whole
country.
Concept of National Security
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Definition of Terms
1.Subversion- It is a group of conspiracy seeking to alter an existing system or government through

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

2.It means protection from sudden and hurtful disruptions in pattern in the patterns of daily life-
whether in homes, in jobs, or in communities. Such threats can exist at all levels of national income
and development.
Main categories of threats to human security
1. Economic Security
2. Food Security
3. Health Security
4. Environmental Security
5. Personal Security
6. Community Security
7. Political Security
Human Security and Human Development

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

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

Human and ecological security is a change in paradigm and value. A change in the concept of
security from the military phenomena to poverty, ecological degradation and rapid demographic
change.
Threats to National Security
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Many security threats to the Philippines are non-military in nature. Pressing security concerns
like terrorism, poverty, and environmental degradation, needs to be addressed in an informed and
intelligent manner.
In its internal aspect, national security relates to the defense of the nation’s government against
hostile local elements seeking its replacement with their own government. In this sense, national
security refers to the measures aimed at countering domestic or internal challenges to the existing
political and socio-economic order.
In its external aspects, national security is concerned with safeguarding the state against
outside or foreign forces, pressures, or influence designed to conquer it or undermine its sovereignty, or
placing under the domination or control of some foreign state or states. In this sense, national security
embraces the defense arrangements directed at insuring the safety of the state against foreign
intervention or domination.
Type of Threats
1. Rebellion or Insurrection. A refusal of obedience or order. It may, therefore, be seen as

encompassing a range of behaviors from civil disobedience and mass nonviolent
resistance, to violent and organized attempts to destroy am established authority such as
the government.
2. Terrorism. The systematic use of terror especially as a means of coercion. 1) At present,
the International community has been unable to formulate a universally agreed, legally
binding, criminal law definition of terrorism. 2) Common definitions of terrorism refer only to
those violent acts which are intended to create fear (terror), are perpetrated for an
ideological goal, and deliberately target or disregard the safety of non-combatants
(civilians).
3. Murder. As defined in most countries, is the unlawful killing of another human being with
intent (or malice aforethought), and generally this state of mind distinguishes murder from
other forms of homicide.
4. Kidnaping and Serious Illegal Detention. The taking away or transportation of a person
against the person’s will, usually to hold the person done for ransom or in furtherance of
another crime, or in connection with a child custody dispute.
5. Hijacking/ Highway Robbery. The crime of taking or attempting to take something of value
by force or threat of force and or by putting the victim in fear. In common law robbery is
defined as taking the property of another, with the intent to permanently deprive the person
of that property, by means of force or fear. Precise definitions of the offence may vary
between jurisdictions. Robbery differs from simple theft in its use of violence and
intimidation.
6. Crimes involving destruction. It may apply either as a measurable degree of damage up to
and including a state beyond use or repair, or it may indicate a state wherein such damage
is occurring and continuing. Something ‘being destroyed’ is in a state of destruction. E.g.
Self-destructive behaviors, suicide, demolition.
These type of security threats could be minimized by having proper citizens’ values,
commitment to support and act positively on issues related to national security and concern for a
friendly and peaceful environment.
Internal Threats
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Our national security concern is infused with four important dimensions. Internal threats to our
national security make up the first dimension.
1. Moro Islamic Liberation Front (MILF) and Abu Sayyaf Group (ASG)
2. Communist party of the Philippines/New People’s Army /National Democratic Front
(CPP/NPA/NDF)
3. Organized crime
4. Grave incidence of poverty
5. Economic sabotage
6. Graft and Corruption
7. Severe Calamities
8. Persistent environment degradation
External Threats
The growing uncertainties that lie in the regional and global milieu make up the second
dimension of our national security concerns even as threat of external aggression against our country
remains in the remote horizon.
1. Smuggling of firearms and contraband, illegal migration and the occasional movement of
foreign terrorists through the porous borders of our south western frontier
2. Lingering effects of the currency crisis affecting the countries within the Association of
Southeast Asian (ASEAN)
3. Serious economic disparity between rich and poor nations
4. Ethic, religious and cultural conflict
5. Proliferation of weapons of mass destruction (WMD)
6. Transnational organized crimes
7. Natural disasters and environmental issues
8. Cybernetic crime
IV. Evaluation
Test. True or False. Direction. Read each item carefully, write “True” if the sentence is correct and write false if
the sentence is incorrect.
_________1. National security in the Philippines does not play an important role in the lives of the
Filipino people.
_________2. Subversion is a theory which advocates elimination of private ownership. It tends to make
the society stateless and classless.
_________3. The deception used of legal activities is called as infiltration. This is used to exert influence
and if possible, seize control of target groups.
_________4. Human security in its broadest sense, embraces far more than the absence of violent
conflict.
_________5. Responsibility for national security was vested in the Department of National Defense.
_________6. The refusal of obedience or order to destroy an established authority such as the
government is called terrorism.
_________7. The main function of the Department of Justice is to defend the state against internal and
external threats.
_________8. Terrorism refer only to those violent acts which are intended to create fear (terror),
and disregarding the safety of non-combatants group (civilians).
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________9. Many security threats to the Philippines are non- military in nature.
_______10. Commonwealth Act No.1 also known as the National Defense Act, is the original
policy basis of the national security program of the Republic of the Philippines.
Test II. Classify the listed threats if it is an “internal threat” or “external threat”. Write your answer on
the space provided in the opposite column.
Number Threats Classification

1. Organize crime
2. Economic sabotage
3. Occasional movement of foreign terrorist group
4. Serious economic disparity between rich and poor
nation
5. Grave incident of poverty
6. Communist Party of the Philippines /New
People’s Army (CPP/NPA)
7. Natural disaster and environmental issues
8. Proliferation of weapons of mass destruction
9. Persistent environment degradation
10. Graft and corruption
VI. References:
The 1987 Philippine Constitution

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CHAPTER 7
VOTER’S EDUCATION
1. Overview
As a democratic country, all citizen has the right to choose the right person as their leaders in the national
and local position in the government. The constitution guarantees that we are a sovereign people where all
government authority comes from. Sovereignty or the power to govern is exercised directly through public
officials elected by people. The will of the people, then is best expressed in clean, orderly and honest election.
2. Objectives
At the end of this chapter, student should be able to:
1. Gain full information about their right to suffrage;
2. Know and appreciate the history of elections in the Philippines;
3. Plan and implement the actions needed to be taken before, during and after election.
3. Lesson Proper
What is right of suffrage?

Suffrage is the human right to vote and, for the Philippines, is indicated in three documents: The
Universal Declaration of Human Rights (UDHR); the International Covenant on Civil and Political Rights; and the
Philippine Constitution. They all call for universality of the right; equality in access to public service; and secrecy
of votes.
The right is exercised during elections, and as a citizen-voter, you are entitled to free and informed
choice on whom vote. Every political choice and decision you make will determine the kind of government that
will serve the country.
Who are qualified to vote in Philippine Elections?

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

1. Filipino citizen abroad
2. 18 years old and above on the day of election
3. Immigrants with affidavit of intent to resume residence in the Philippines
4. Permanent residents with affidavits of intent to resume residence in the Philippines
Brief History of Election in the Philippines
Pre-Martial Law
1960
The Philippines was under two-party system with
Nationalists and Liberal as the two major political
parties
1970
Martial Law Period
1972
1978 election for the interim Batasang Pambansa.
Ferdinand Marcos declared Martial Law. Kilusang Bagong Lipunan (KBL) became the
The 1935 Constitution was scrapped, an administration party. The election was claimed to
Interim Batasang Pambansa was be toward restoration of old political order but
created and a new (1973) Constitution Marcos’ purpose was to gain legitimacy for his
was adopted unpopular administration to create a rubber stamp
legislature. The exercise defied democratic
procedures, and was characterized by rampant
1980
electoral manipulation done by Marcos government
to ensure victory.
1983
Assassination of Ninoy Aquino

1986
Snap election characterized by election

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

approval of the 1987 Constitution; election of
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1992
First presidential elections under the 1987

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

(subtract and add votes from one candidate to 1998
another) as a form of fraud was widely practiced
Erap, won the presidency with a popular support of
28%. The first party list election was held
2000 2001
An impeachment case against Erap EDSA Dos or repeat of 1986 People Power ousted
was filled Erap and Gloria Macapagal Arroyo became new
President
Who are disqualified to vote in the Philippine Elections?
The following are disqualified (by law) from voting:
1. Person sentenced to be imprisoned for not less than one year

2. Peron found to have committed rebellion, sedition, violation of the anti-subversion and firearms laws, or
any crime against national security or involving disloyalty to the government
3. Insane or incompetent person.
What are the powers and functions of the national and local officials whom we vote for?
Level Executive Legislative

National Level President 12 Senators
(Vice-president) 1st District 1 party list group
Representative of
Congressman/Woman
Provincial Level Governor Vice-Governor -Sanggunian
Panlalawigan Members
Municipality/ City Level City/Municipality Mayor City/Municipality Vice-Mayor
Members of the sangguniang
panlungsod (City Councilors)/
Sanggunian Bayan (Municipal
councilors)
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Barangay Level Punong Barangay (PB) PB
Members of Sangguniang
barangay (barangay kagawad and
sangguniang kabataan chair)
Powers and Function Control of all executive Stature making, constitution
departments and all implementing making and amending of
agencies of the government constitution
Appointment of high officials in the Appropriations/financial functions

government (head of executive
departments/cabinet member, Oversight functions
ambassadors, public ministers,
consuls, officer of armed forces) Information or the power to
condemn inquiries in aid of
Seeing to the execution and legislation
implementation of laws and
policies
How do the legislative and executive interact in the law-making process?

In the legislative process, the President can either approve or veto a law passed by congress. It would require
two-thirds (2/3) vote the legislative body to finally pass the vetoed into law.
At the local level, chief executives can also veto any ordinance on the ground that it is prejudicial to the public. In
turn, the Sanggunian or the local legislative body can override the veto, also by two-thirds (2/3) votes of the
whole Sanggunian.
How do Filipino voters vote?

A 2003 update study on voting behavior looks at how Filipino voters choose their candidates:
1. Characteristics of the candidate that can be benefit to the voter of characteristics such as madaling
lapitan, malinis na pagkatao, matulungin sa nangangailangan, nagtataguyod ng programang
pangkaularan.
2. Political machinery which includes the political party, being in the opposition, and good campaign
strategies
3. Popularity or being a celebrity or endorsed by a celebrity
4. Endorsement of network and organizations such as the family, the church and the group leaders
What election practices and irregularities should the citizens watch out for?
Bribery, intimidation, and various forms of cheating, particularly:
1. Registering in several names and or/ several precincts.
2. Vote-buying/vote-selling/ paid not to vote;
3. Flying voters;
4. Voting in the name of the other persons/dead persons or relatives;
5. Threat to supporters, voters and members of election inspectors;
6. Landzaderal ballot switching and ballot box snatching
7. Marking ballot and other election documents to make it invalid;
8. Dagdag-bawas during counting and canvanssing.
The Election Process

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1. Registration Day
2. Revision Day
3. List of Voters
4. Casting of Votes
5. Counting of Votes
6. Preparation of electoral returns and other reports
7. Distribution of election returns
8. a.. board of canvassers (for president and vice-president)
b. Board of canvassers (for senator)
c. Board of canvassers
9. Proclamation of winning candidates
What are the efforts to modernize election process in the Philippines?

Republic Act of 8436 or the Election Modernization Act of 1997 calls for the use of automated election
system in the country as early as May 1998 elections. This system will make use of appropriate technology for
voting and electronic devices to count and canvas votes.
Automated election had its debut in the Philippines in 2010.
Implementation of RA 8436 through COMELEC Resolution 02-0170 (Phases of

Modernization)
Phase 1: Voter Registration and Validation System
Phase 2: Automated Counting and Canvassing Machine
Phase 3: Electronic Transmission of Election Results
Aside from voting in elections, how can I, as a citizen-voter, participate in political

affairs?
1. Initiative and Referendum. Through the system of initiative and referendum, the people can directly
propose, enact, and reject laws at the local level.
Also, through initiative, citizens may directly propose amendments to the Constitution by a petition of at
least 12% of the total number of registered voters, where 3% of registered voters in each legislative
district is represented.
2. Plebiscite. Through plebiscites, the people approve or reject the call for a constitutional convention to
propose changes to the constitution, approve or reject proposed changes in the constitution and, at the
local level, express their will on certain local issues.
3. Sectoral Representation. The party-list system of representation givers sectors the chance to be
represented in Congress together with our Congressman/Women. Under this system, voters support a
sectoral party or organization or coalition and its issues and programs.
The constitution and the 1991 Local Government Code (LGC) allow for representation of sectors in the
local legislature or sanggunian.
4. Local Special Bodies. Ordinary citizens are called to sit in local special bodies such as the local health
boards, school boards, peace and order councils and development councils for consultation.
5. Barangay Assembly. A Barangay assembly (assembly of all residents, 15 years old and above, of the
barangay) meets to discuss the activities and finances of the Sangguniang Barangay and matters
affecting the barnaggay.
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The assembly has the power to hear and judge the report of Sangguniang Barangays (SB)
performance. It can also recommend matters for legislation by SB and decide on the adoption of
initiative to propose, enact or reject ordinances.
6. Absentee Voting System. Republic Act 9189 or the overseas absentee voting law provides for a system,
which allows qualified Filipinos abroad to vote in national elections in the Philippines.
What makes a good government, good leaders and good citizen-voters?

1. A good government is one that engages citizen participation responsive to the needs of the people.
2. Good Leaders are those who uphold accountability to the people and promote transparent and people-
oriented programs.
3. Good citizen-voters are those who value their right of suffrage as to keep themselves informed, involved
and vigilant.
What are some action points for citizen-voters in exercising the right of suffrage?
Prepare to exercise the right of suffrage and the right to an informed and free choice.
1. Register during the period allotted for voter registration

2. Be informed of the issues, platform and personalities of the political candidates.\
3. Set specific guidelines in choosing government leaders in terms of the candidate’s social affiliations and
interests, competence, foremost, the interest and welfare of the citizens in their program of government.
This process can be used to remind and hold the elected leaders accountable to the promises made
during the campaign.
During Elections
1. Vote According to your informed conscience
2. Protect the integrity of your own vote from any undue influence
3. Volunteer in organizations that work for clean and peaceful elections.
4. Watch out for instances of cheating in the elections and inform authorities and the rest of the electorate
of such activities
After Elections
1. Be vigilant in the counting and canvassing of votes
2. Attend consultations and public hearings and participate in local special bodies.
3. Legislative advocacy-a process where citizens talk with the law makers and other implementers in the
government to ensure that the concerns and welfare of the general public are included in the discussion
and making of laws.
4. The citizen voter can also engage in the political and electoral process in other ways such as:
a. Making vies known to the elected representatives

b. Supporting/campaigning for a political party, candidate or partylist group;
c. Supporting initiatives of civil society organization to ensure honest and peaceful elections; and
d. Running for office.
e.
4. Evaluation:
Essay. Write a reflective essay on how you can be a responsible voter
V.References:
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The 1987 Philippine Constitution
DILG Manual
Learning Exercise
Name: Date:
Course: Score:
Election Process and Government Structure

1. What national elective positions do people for vote?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________
2. What are the functions of these positions?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________
3. What local elective positions do people vote for?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________
4. What are the function of these position?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________
5. Describe how you participate in the elections (process)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________
6. Have you heard about Absentee? What do you know about it?
_______________________________________________________________________________
_______________________________________________________________________________
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_______________________________________________________________________________
_______________________________________________________________
Voter Behavior, Election and Governance
1. How do you choose the candidate you vote for?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________
2. What are the characteristics that you look for in a candidate (for elected positions at the
national level)? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________
3. What are the characteristics that you look for in a candidate (for elected positions at the local
level)? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________
4. Do you still value your vote? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________
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CHAPTER 8
SOCIAL MOBILIZATION
I.Overview
One of the major concern of the National Service Training Program is to undertake the projects and
activities to facilitate and accelerate the improvement of the situation particularly on the environment,
children, women and other vulnerable and marginalized groups in the community. With this endeavor,
the plans and programs for its implementation is need of partners from other sector of society to ensure
success and accomplishment.
II.Objectives:
1. Recognize the importance of social mobilization to achieve a common goal;
2. Be able to learn the key concepts needed to fully understand social mobilization
3. Be able to identify group such as institution, GOs, NGOs, who are working together to help the
marginalized society;
4. Appreciate the relevance of communication in empowering people to work together for the
common good; and
5. Develop active participation in all activities to be undertaken in the community outreach.
III.Discussion/Lesson Proper:
Social mobilization is a process of generating and sustaining the active and coordinated
participation of all sectors at various levels to facilitate and accelerate the improvement of the situation
of children, women and other vulnerable and marginalized groups (PIA 199 1:2).
On the other hand, disaster relief refers to the “satisfaction of immediate and basic needs (food,
clothing, shelter, medical care and emotional security) for disaster survivors. In the case of fast-impact
disasters such as floods, earthquakes, landslide, cyclone, this process will be directed at saving lives
and alleviating further suffering, and will occur in the immediate days and weeks after then disaster”. In
the case of the long-onset disasters like droughts, famines, social displacement, the relief period may
continue to exist for a continuous period over months or even years (Davis and Chaux,1989)
People Empowerment
Empowerment has become a popular word among the NSTP educators/implementors who are
empowering the community to become self-reliant.
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Empowerment has become the term-of-choice to identify any group which currently suffers a lack of
power to influence the course events to its own advantage or to move some groups or organizations
toward some new level of power (Kinlaw, 1995)
Meaning of Targets of
Payoffs
Empowerment Empowerment
Define and Set Goals and

Communicate Train
Strategies
Continuous
Improvement
Evaluate and Adjust the Adjust the Organization’s
Organization’s System Structure
Improve
Roles and Controls and Strategies for

Functions Empowerment Empowerment
Figure 1. Empowerment Process Management Model
Figure 1 shows the Empowerment Process Management Model which identifies the six (6) key steps
that should be followed in the planning initiating and evaluating of a community initiative to extend and strengthen
empowerment. These steps make a closed loop process whose output is continuous improvement.
The steps are as follows:
1. Define and Communicate the meaning of empowerment to every member of organizations.

2. Set goals and strategies that become the organizing framework for people at every organizational level
as they undertake their own efforts to extend and strengthen empowerment.
3. Train people to fulfill their new roles and perform their functions in ways that are consistent with the
company’s goals for extending and strengthening empowerment.
4. Adjust the organization’s structure so that it demands lean management, reduces bureaucracy, and
forces the creation of greater autonomy and freedom to act.
5. Adjust the organization’s system to support the empowerment of people (i.e. planning, rewarding,
promoting, training and the like)
6. Evaluate and Improve the process of empowerment by measuring improvement and the perceptions of
the organization’s members.
These six (6) elements in the empowerment process management model are linked together
and are included in a single rectangle to emphasize their relatedness. Around this large rectangle are
series of smaller rectangles which identify sources of critical information that become inputs into the
process steps.
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Roots of Empowerment
Empowerment is a proven concept which is being used to improve the way organizations use people. It is, of
course, an idea which has its roots in earlier organizational development theories and strategies. McGregor’s
Theory Y and all the other ideas and experiments to improve and obvious are as follows:
1. Business and industry use only a fraction of the mental resource represented in their people;
2. Control is not the only or the best way to achieve superior performance and continuous improvement;
3. Competence is not the private preserver of a few experts. Competence is widely diffused in an
organization at all levels; and
4. People have greater personal ownership and demonstrate greater responsibility for that over which they
have influence and which they experience “as theirs”
People empowerment is the power to improve performance of the individuals in the political,
social and educational realms. Within the political and social context, empowerment describes a
process for legitimizing the right individuals or groups of people to have greater influence
notion that the people have the right to greater influence cannot be the central tenet of
empowerment within the context of organizational performance and its continuous improvement (D.C.
Kinlaw, 1965)
The purpose of extending the power of people in the community, however, should be to ensure
the current success of organizations or community and their continuous improvement. The first purpose
of empowerment is to strengthen the performance of people in the community in terms of decision-
making implementation of community-based projects and mobilizing the people in the community.
National Service Training Program (NSTP) Initiatives

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

computer literacy, supplementary feeding program, Medical and dental health, literacy and education information
services to the adopted barangays, marginalized sectors of the society and nearby communities in collaboration
with the Non-Governmental Organizations (NGOs), Peoples Organizations (POs), government agencies civil
society and other institution”.
Its Mission
“The National Service Training Program (NSTP) believes in the improvement of the quality of life of the
people, especially the marginalized, out-of-school youth children’s and adults. In its desire to alleviate poverty,
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the National Service Training Program (NSTP) is committed to meet the learning needs of those unable to avail
of the educational services and programs of formal education.
Communication and Social Mobilization

Dr. Cesar M. Mercado, the founding president of the Development Consultant for Asia Africa Pacific
(DCAAP), a Manila-based global training, research and consultancy firm specializing on Human Development
Management, once said that the Communication and Social Mobilization (COSMOB) is comprehensive
development strategy that will help us attain sustainable development goals in the 21 st century. It is an emerging
strategy that is more responsive to multi-sectoral participation and rapid implementation of projects and programs
for development. It evolves from the merging recipients of two concepts.
1. Communication
2. Social Mobilization
Communication is a relatively old concept that has been in use for the last 50 years by various international
and local organizations in promoting development technologies in:
1. Health
2. Agriculture
3. Population
4. Environment
Definition of Terms
1. Communication. This is a process of sharing messages of organized stakeholder such as the recipients
of the community-based projects, the NSTP students and teachers/coordinators, the officials of the
Higher Education Institutions (HEIs), the Local Government Units (LGUs) with the intent of mobilizing
then to contribute their share toward sustainable development.
2. Local Government Units (LGUs) Local Government Units refer to provinces, cities, municipalities, and
barangays.
3. Social Mobilization. This is the process of preparing the network and/ or alliance of organized
stakeholders to raise funds and launch advocacy and lobbying campaign to gain the support of national
and local decision makers in reaching policy decisions supportive of sustainable development.
4. Sustainable Development. This refers to the process of meeting the needs of the present generation
without compromising the resources needed to meet the needs of the future generation such as our
environment.
5. Community Organizing/ Organization Activation. This refers to the process of building people into
unified groups or movements to work as active partners in the development process. Community
organizations make the movement community-based and in the long run ensure sustainability of the
project (Cesar Mercado, 1999)
6. Organization Networking/ Alliance-Building. This refers to the process of establishing working
relationships among concerned organizations and planning together to attain a common set of
objectives. As a movement community mobilization should involve all relevant organizations:
Government Organizations/agencies (GOs), Non-Government Organization (NGOs), Local Government
Units (LGUs), Peoples Organization (POs). To have a unified action, it is essential to first establish them
into a network. To firm up their unified action, it is important to build them into an alliance with a
common long-term direction and goal (Cesar Mercado, 1999)
7. Advocacy/Lobbying. Advocacy is a type of communication that is designed to gain the support of media
people, executives, policy-makers, religious leaders, business leaders and other decision-makers, to
favor a certain cause. Lobbying is a type of communication that is designed to INFLUENCE legislation
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or passage of a bill supporting a certain cause. Policy support is essential for sustainable development.
Political will is repeatedly identified to be the key to the support of political leaders and various
organizations (Cesar Mercado, 1999).
8. Resource Raising. This refers to the raising of funds and other resources to be used for mobilization.
Any movement needs funds and other resources to carry out its activities, produce the needed outputs
and achieve the desired objectives. Communication is essential to motivate people to contribute their
resources to carry out the activities of movement.
9. Social Action. Once resources are available, the different groups of stakeholders should be ready to
launch periodic campaigns. Series of massive campaigns can be planned through the participatory/
planning approach. Monitoring and evaluation should be essential components of the social action to
know the progress and effectiveness of the whole strategy (Cesar Mercado, 1999)
10. Community Organization. A concept by which residents band together to determine their particular
needs, mobilize resources and work as one towards the resolution of problems. It is the process
directed at increasing people’s power and mobilizing then for actual participation in decision-making.
11. Community Organizer. An individual who has the ability to integrate among the people in specific area
and helps in the initial phases of setting up people’s organizations by helping the people mobilize
around their problems and identity potential leaders for people to assume the task of organizing
themselves. Essentially, the community organizer acts as catalyst and facilitator in the organizing
process. The term organic CO is now being used more and more to show the growing trust in the CO
world to train more and more leader-organizers and depend less on outside Cos.
12. Community Leader. An indigenous leader who initiates organizing efforts and can act as a catalyst in
propelling change in the community. An individual who represents the interests of the community,
coming from the ranks of the messes. He commonly possesses integrity and credibility with the people
and ability to communicate effectively and receptively to change. As differentiated from traditional
leaders who use power for personal ends, this leader translates power in a democratic and participatory
process (Cesar Mercado, 1999)
13. Integration. Integration is both process and activity in Community Organizer (CO). It entails living with
the people in the community and participating in their daily activities to deeply understand the
community’s problems and needs, aspirations and culture, especially community relations. The basic
aim of integration is to develop ONENESS with the residents to understand the true dimensions of
people’s problem based on their own perspective, i.e. what motivates people to act upon their situation
before motivating them to change in a problem solving process.
14. Networking. A network refers to units, institutions, agencies, or organizations united for free flow of
information and resources between members without any established hierarchy of structure. The
establishment and maintenance of communication among members is called networking. In networking,
the network is NOT intended for organizational expression but for mutual awareness and support.
Linkage and communication among members are often sustained in the form of newsletter, attendance
to meetings, conferences, etc. In the hierarchy of formations in terms of organization and structure, a
caucus or forum is the initial step in the formation of a network which may then develop into an alliance
or coalition, and further, into a federation.
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C
O
M
M
U Community Organizing/Organization Activity
N Networking Alliance Building
I Social Campaign SUSTAINABLE
C Advocacy/Lobbying DEVELOPMENT
A Resource/Fund Raising
T
I
O
N
Figure 2. Communication and Social Mobilization Model
1. Communication
2. Community Organizing/
6. Social Action
Organization Activating
5. Fund Sourcing/Raising 3. Organization Networking/

Alliance Building
4. Advocacy/Lobbying
Figure 3. Components of Social Mobilization
SLSU-NSTP
Community Organizing/
Organization Activation Plan
Networking/ Alliance Building Plan
Monitoring/ Evaluation
Communication Plan Advocacy/ Lobbying Plan
Plan
Resource/ Fund Raising Plan
Social Cam
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Figure 4. Components of Social Mobilization
Strategies
1. Participatory. Encourages beneficiaries and other stakeholders to participate in the whole process of
development from research, planning down to monitoring and evaluation.
2. Segmented. The stakeholders are classified into specific target groups and use need-based messages
designed to reach the groups.
3. Empowered. The beneficiaries are empowered to make their own plans and make their own decision.
4. Decentralized. Local GOs, LGUs, NGOs and POs are give enough autonomy to plan and implement
their own programs according to realities in their areas.
5. Comprehensive. Several concepts which were used separately for years, due to academic
compartmentalization, are now pieced together as components of a comprehensive framework such as
the COSMOB.
6. Action-oriented. The new strategy, which starts with communication, finally ends up into social action.
This action is designed to meet certain social objectives and impacts.
Communication Element Development Management Element
Receivers Target Beneficiaries
Channels Field workers and mass media
Messages Policies, programmes and projects
Source Executing/implementing agency
Three-Way Communication Model
Communication Processes Development Management Function

Feeding Research
Feed Forward Planning
Staffing/organizing
Directing/coordinating
Feedback Monitoring and evaluation
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1. Feeding
2. Feed Forward
Source Message Channel Receiver
3. Feedback
Figure 5. Three-Way Communication Model
Community Organizing Principles

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

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

a. Search and rescue operation
b. Evacuation
c. Immediate feeding
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d. Emotional and psychological counseling
2. To respond to a limited disaster situation (for example, fire affecting only a neighborhood)
3. In cases of physical isolation of the affected area
Small group mobilization, however, is frequently undertaken even in situations of wide-extent disasters precisely
for purposes of organization and distribution of efforts among the different segments of the affected community
(Strategies and Mechanism in Social Mobilization, 1997)
Community-Wide Mobilization
The community-wide mobilization approach differs from the small-group approach not only in terms of
coverage o0f the mobilizing efforts but also, and more significantly, in terms of the emphases being laid. For
example, the community-wide approach seeks to generate and sustain the participation of all potential
resources sectors, which can enhance the disaster relief and rehabilitation operations. In other words, the
community-wide approach has a longer time frame as basis for sustainability compared to small group
approach which is usually in short-term or immediate-time perspective. The community-wide approach has
the following components:
1. Advocacy
2. Information – education and communication (IEC)
3. Community organizing
4. Training
5. Monitoring
6. Evaluation
Networking
According to Leothiny Clavel, “in the context of Social Mobilization, organizational networking is the process
by which one links up diverse individuals or groups, bringing about their mutual agreement to share each
other’s resources and competencies as a way of serving mutual interests”.
Its Uses:
1. It ensures resources sharing or exchange, thereby partly, if not totally, solving the perennial problem of
limited resources.
2. It sharpens the sense of community of people. It promotes increased activities among members of the
network.
3. It encourages people’s participation in programs. Instead of merely being a government program, it
becomes a program of the citizenry especially when people from all walks of life start to participate in
the program.
4. It provides a support system and fosters team work members.
5. It makes easy continuous learning among members through exchanges of ideas and information.
Principles of Effective Networking

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

vision-orientedness; perseverance.
Approaches to Networking
1. Construction And development of communication highways/media infrastructure.

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

Answer the following question briefly:
1. Why is communication important in social mobilization?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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__________________________________________________________________________________
______________________________________________________________
2. Assuming you are leader in your barangay, how can you empower your constitute to be actively
involved in all your activities.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________
3. As a student of NSTP, how will you establish networking with your classmates or community to achieve
your desired goals?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________
V. References:
1.
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CHAPTER 9
CONCEPTS AND PRINCIPLES OF IMMERSION

I. Overview
The ultimate aims of National Service Training Program is to cultivate the consciousness of the
youth regarding their duties and responsibilities to the society and to their fellowmen and to
develop their moral, social and spiritual well-being necessary in carrying out service-oriented
activities in the NSTP provisions.
In order to materialize the above mentioned objectives, students are encouraged to develop an
in-depth understanding on the value of community service through various programs with
selected families and children in the community since one of the best suggested programs in
carrying out the NSTP objectives is immersion.
At the end of this lesson, the student should be able to:

a.Understand the concept and principle of immersion and its significance to their academic
life;
b. Apply these principles both in the planning of activities for immersion and in the
implementation of the said POA; and
c. Formulate their own objectives for the immersion program according to the needs of
the community to be adopted.
III.Discussion/Lesson Proper
Immersion- is a kind of service training which refer to various pedagogies that link the
community service and academic study so that strengthen the other. Immersion encourages
community partnerships for cooperative education and meaningful reflection experiences for
the students, faculty and even for the community. Immersion program makes it possible to
create communities that adhere to shared responsibilities, cooperation and sense of
citizenship among eh participating individuals and academic institution.
Objectives of the NSTP Immersion Programs
For students:
1. The activity allows them to fully internalize in community service leading to a lifelong
commitment to social change.
2. The activity helps them to identify the needs of a community and propose and implement
solutions within their means.
3. The direct involvement of the student enhances their civic responsibilities as they understand
unfortunate events in social realities which involves their fellowmen.
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4. The activity provides the students the opportunity to apply the knowledge gained in the learning
institution.
5. Immersion program helps students attain self-actualization by bringing out in themselves their
potentials and talents as they live in stream of community life.
6. It creates opportunities for students’ leadership development in preparation for their
professional careers and personal endeavors.
For the Community:
1. The activity of the students offers the community valuable information to assist them in their
decision-making about the future.
2. The activity provides the community with immediate assistance, i.e. road constructions, building
houses, path walk constructions and others.
3. The activity fosters mutually respectful relationship between the community and the academe
which opens an array of joint projects with mutual cooperation of the members of eh community
and the schools.
4. The wide range of skills and abilities possessed by the students enriches the interaction with
the members of the community making learning and teaching reciprocal activities.
5. Service learning students allow and encourage the community to embark enterprises that
would uplift their socio-economic needs.
6. Students bring new ideas and enthusiasm to the youths of the adopted community. Their
influences foster optimisms and positive outlook in life among the youths of the community.
For the Faculty:
1. The service learning activity provides them with the opportunity to apply textbooks to cover
real-life examples
1. The involvement of the students in immersion program gives the faculty the opportunity to be
aware of what is going on in a community, what the communities’ need are, and what
possibilities exist for tying course content to the real world.
2. Immersion also challenges professors to relate concepts and principles like nutrition, education,
business, arts and others to current community and societal issues.
Immersion as a Component of Community Development
Community development is defined as a process of developing active and sustainable

communities based on social justice and mutual respect (Wikipedia.com). It is a structured intervention
that provides the community stronger control over some issues and conditions that affect their lives
( maaori.com/develop/commwat). The active involvement of people as part of the practice for social
change requires sharing of power, skills, knowledge and experience.
The community development program, in general, commits among others (Newcastle.gov.uk)
1. To challenge discrimination and oppressive practices within organizations, institutions and

communities;
2. To develop practice and policy that protects the environment;
3. To encourage networking and connections between communities and organizations;
4. To ensure access and choice for all groups and individuals within society;
5. To influence policy and programmes from the perspective of communities;
6. To prioritize issues concerning people who experience poverty and social exclusion;
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7. To promote social change that is long-term and sustainable;
8. To support community led collective action.
How to realize the above mentioned commitments?
The community workers played by the students and faculty to facilitate the participation of
people in the community. The students and the faculty representing the academe are key players in the
process of implementing social change since they are tapped as frontliners in community service.
This is where the NSTP and the academic institutions play their respective roles in affecting
changes in communities. Through the NSTP, adopted communities learn from members of the
academe in various ways. Academic institutions offer the communities an array of community-based
projects or activities that provide immediate solutions to their ordinary but perennial problems. Among
these projects are related to health, environmental education, information drive, livelihood
/entrepreneurship projects and other social services. The realization of these projects is made possible
through the active participation of the students of NSTP.
Values learned and nurtured by the students and adopted family through immersion program:
1. Social Justice. Enabling people to claim their human rights, meet their needs and have greater
control over the decision-making processes which affect their lives.
2. Participation- Facilitating democratic involvement by the people in the issues which affect their
lives based on full citizenship, autonomy, and shared power skills, knowledge and experience.
3. Equality. Challenging the attitudes of individuals, and the practices of institutions and society,
which discriminate against and marginalize people.
4. Learning. Recognizing the skills, knowledge and expertise that people contribute and develop
by taking action to tackle social issues, economic, political and environmental problems.
5. Cooperation. Working together to identify and improvement action, based on mutual respect of
diverse cultures and contributions.
Summary
Through community development operates at the larger social contexts focusing on poverty
alleviation, people empowerment, social and political participation and economic sustainability, the
realization of these objectives is gradual and require time. But with more focused participants such as
families, projects related to the objectives of community development are easily carried out and
implement rather than working with larger participants in a community. This is the reason why
immersion program is an effective component of community development.
IV.Evaluation:
Activity: Short quiz
V.References:
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Evaluation:
Quiz for Concepts and Principles of Immersion
Name: __________________________ Date: ______________________

Year and Course: _________________ Score: _____________________
Test I. Matching Type. Match Column B to Column A. Write the letter only.
No. Column A Column B

1. Participation a. Working together to identify and improvement action, based on mutual
respect of diverse cultures and contributions.
2. Equality b. Recognizing the skills, knowledge and expertise that people
contribute and develop by taking action to tackle social
issues, economic, political and environmental problems.
3. Cooperation. c. Challenging the attitudes of individuals, and the practices of institutions
and society, which discriminate against and marginalize people
4. Social Justice
d.Facilitating democratic involvement by the people in the issues which
affect their lives based on full citizenship, autonomy, and shared power
skills, knowledge and experience.
5. Learning. e.Enabling people to claim their human rights, meet their needs and have
greater control over the decision-making processes which affect their
lives.
Test II.Enumeration .
Give 5 importance of community development in nation building?
No.
1.
2.
3.
4.
5.
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CHAPTER 10
COMMUNITY NEEDS ASSESSMENT
I. Overview
Needs assessment is an important first step in designing and developing an effective community
project or program. It can have an important impact on decision –making provided they are carried out
well and results are disseminated effectively. However, the importance of using an organized approach
in any assessment cannot be overemphasized, regardless of whose needs are assessed and how they
are assessed.
Moreover, the topic will provide a review of the community needs assessment and its significance
as a tool. It is also possible to conduct assessments on various subgroups of a community as opposed
to the whole community. This will help the students to identify not only those components with which
will need extra assistance in order to make program a success, but it will help them also to identify the
assets of the community and agency that already posses and can bring to effort.
II.Objectives. At the end of the lesson, students should be able to:
a.Understand the meaning of needs assessment;
b.Learn the various steps to follow in assessing the needs of the adopted barangay or
institution;
c.Appreciate the relevance of needs assessment before making an action plan for barangay
/institution;
d.Develop needs assessment tools that will used for assessing the needs of the
barangay/institution.
III.Discussion/lesson Proper
What is Community Needs Assessment?
It is the process used to determine the needs of individuals or group of individuals in order to
design a project or program that will respond effectively to the needs and bring about desired changes
in behavior.
Needs assessment as a process. It can build leadership, group unity, and sense of local
involvement. Some needs assessment techniques, such as surveys and focus groups, provide
participants a chance to express their opinion on community issues.
As a method. A needs assessment is a tool that helps a community plan and implements
strategies. It will also help to determine the nature and extent of the problem in your community and
how the problem is perceived among diverse groups.
Importance of Community Needs Assessment
It identifies the strengths and resources available in the community
Focuses on the capabilities of the community including its citizen, agencies, and organization.
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It provides framework for developing and identifying services and solutions and building communities
that support and nurture children and families.
Why Conduct a Needs Assessment Survey?
a) Gather information about citizen attitudes and opinions regarding precisely defined issues,
problems or opportunities.
b) Determine how citizens rank issues, problems and opportunities in order of importance of
urgency.
c) Give citizens a voice in determining policies, goals and priorities.
d) Determine citizen support for initiatives.
e) Evaluate current programs and policies.
f) End speculation about “what people are thinking” or what people really want.
How Should a Community Needs Assessment be Conducted?
The group should begin by appointing an assessment committee or team. This committee/team
should be comprised of knowledgeable people who are familiar with the community and will be able to
dedicate the time and resources necessary to assess the community needs in consultation with
community leaders and members.
What are the Steps Involved in Conducting a Community Needs Assessment?
Step 1. Identify the goals of needs assessment.
The goal should be made clear. Example. Identification of new possible community
service program.
Step 2. Form and establish a needs assessment committee or team to solicit citizen and
community involvement and develop a plan of action.
Proposed composition of the committee/team:
a. Administrator
b. Faculty In- Charge/Trainers
c. Students
d. Community leaders/representative
Step 3. Determine the community to be assessed and list important issues to be addressed.
Identify the target beneficiary or grantee of the extension service.
a. Your institution’s adopted barangay
b. Barangay community where your institution is located
c. Barangay community recommended for possible extension
d. Any marginalized group
e. Any institutions like charitable organizations, non-government organizations, churches,
recreational clubs, faith-based organizations, community coalition among others and
government-owned areas like parks and recreational places, etc.
Step 4. Identify the population to be surveyed and select a random sample of persons to
survey.
Identify whom to be the respondents for the needs assessment.
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Step 5. Determine the information that is needed.

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

h. Long-term sustainability of the project by the community.
Step 6. Conduct a review of past and current programs and activities.

Before proposing new activities, it is imperative to determine whether similar activities already
exists. A review of the existing program will determine where gaps exist so efforts can be targeted at
the areas of greatest need.
Step 7. Select a community needs assessment tool/s.
Some basic techniques/tools to be used:

a. Survey using the prepared questionnaire
b. Interviews
c. Focus group
d. Public Forum
e. Youth Forums
f. Consultations
g. Tests and Direct observation
Step 8. Identify existing community resources.

a. Human Resources
b. Financial Resources
c. Equipment and Materials
d. Community Organization/s group
Step 9. Develop and pretest a questionnaire.
Use an appropriate Community Needs Assessment Form that includes all the needed
information for the implantation of a proposed project.
Step 10. Gather and collect key information from and about the target audience/s.
Step 11. Synthesize and analyze all assembled data.
Most important step of the process because data are just pieces of information until
they are placed in context, synthesized and interpreted.
Step 12. Implement the assessment using the selected tools/s and analyze the data and
results.
This step aims to determine if the identified needs a real, if they are worth addressing,
and specify their importance and urgency in view of our organizational needs and
requirements.
Step 13. Prepare a report detailing the results and use the report to determine appropriate
community intervention/s or program.
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After prioritizing and focusing on critical organizational need, identify specific problem
areas and opportunities in the community.
Step 14. Report the results.
Step 15. Identify possible solutions and growth opportunities.
Step 16. Generate and communicate your developed community program.
IV.Evaluation
Activity. Short Quiz
V.References:
Lee S J. (2007) NSTP Civic Welfare Training Service I A Source Book 2 nd Ed.
Quiz for Community Needs Assessment

Name: __________________________ Score: ______________
Year and Section: _________________ Date: _______________
Direction. Rearrange the steps in community needs assessment by putting the number 1-16 on each
given statement.
_____ Determine the community to be assessed and list important issues to be addressed.
Identify the target beneficiary or grantee of the extension service.
_____ Form and establish a needs assessment committee or team to solicit citizen and
community involvement and develop a plan of action.
_____ Identify the goals of needs assessment.

_____ Synthesize and analyze all assembled data.
_____ Generate and communicate your developed community program.
_____ Implement the assessment using the selected tools/s and analyze the data and
results.
_____ Report the results.
_____ Prepare a report detailing the results and use the report to determine appropriate
community intervention/s or program.
_____ Develop and pretest a questionnaire.
_____ . Identify possible solutions and growth opportunities.
_____ Gather and collect key information from and about the target audience/s.
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_____ Identify the population to be surveyed and select a random sample of persons to
survey.
_____ Determine the information that is needed.

_____ Conduct a review of past and current programs and activities
_____ Select a community needs assessment tool/s.
_____ Identify existing community resources
Test II. Enumeration. Give the 4 needed resources as indicated in the step number 8.
1.______________________________
2. _____________________________
3. _____________________________
4.______________________________
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CHAPTER 11
SETTING UP A PROJECT PROPOSAL FOR IMMERSION
II. Overview
An important ingredient to NSTP community immersion is the development of community-based
projects. In managing NSTP projects, the universal management functions as planning, organization,
staffing, directing and controlling be given due consideration to ensure the success of the
implementation of the projects.
In general terms, project management encompasses project planning, implementation, and
monitoring and evaluation. Project planning and implementation will form part of this unit while
monitoring and evaluation will be treated as a distinct subject in other unit.
II.Learning Objectives
At the end of this chapter , the student should be able to
a. Define project proposal as basis for implementation of the NSTP activities in the immersion
area;
b. Apply the process of making effective project proposals based on the identified needs of the
target clientele; and
c. Write a complete project proposal in immersion using the format provided by this module.
III.Discussion/Lesson Proper
Project Proposal Making
In NSTP, project proposal is more simplified compared to formal written proposals required in
academic subjects. The purpose of this is to teach the students how to write draft on project proposal in
preparation for their writing classes in academic subjects. Though simple it may seem, it must contain
the vital parts of a formal project proposal. A project proposal has several parts in order to complete the
needed information as basis for conducting the project.
What is Project proposal
A project proposal is a guide for both trainees and trainers in attaining tasks while they are in
community immersion. It serves as a basis of designing program of activities and key instruments and
inputs in monitoring and evaluating the projects to be undertaken in the community.
Purposes of making Project Proposal in the Light of NSTP
g) It guides trainees and trainers in designing a program for their clientele
h) It facilitates implementation, monitoring and evaluation of the projects.
i) It serves as database in making reports as a requirement to the course.
j) It makes work easier for it serves as reference for trainees’ to give the right information needed
for the project.
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k) It serves as a ready source of data for research work.
Parts of a Project Proposal
I. The Title. The title of the project must capture the need and present the name of clientele
to be served. It must be catchy to the readers. It must be written in all capital letter, bold
and centered.
II. Introduction. The introduction contains a brief description of the project in mind. It answer
the question, “What is the proposal about?” It describes exactly what you need to
accomplish. It must contain the background of the project and the reasons for
undertakings.
III. Statement of the Problem. This part describes the problem situation as it identifies the gaps
that the project would respond to. The statement of the problem must likewise justify why
the project is significant and therefore deserves to be addressed.
IV. Objectives. This part identifies the expected outcomes of the project. It must have a
detailed description of the goals or the desired results of the project. The objectives must
show how the problems previously mentioned may be addressed or solved.
V. Project Proponent. This part enumerates the names of persons to be involved in the
project. (Project Leader and Members)
VI. Prospective Participants/Clientele. This part enumerates the names of persons as the
beneficiaries of the project. This gives focus to whom the project is for and the extent of its
implementation.
VII. Date and Venue. This part identifies the exact date or duration of the project. This include
the venue or location where the project will be implemented.
VIII. Method. This part cites the activities or strategies that should be undertaken in order to
achieve the objectives of the project. Since the project is on immersion, a plan of activity
must be made in lieu of a detailed methodology. The plan of action contains the list of
activities, the person/s in charge for the specific activity. If necessary, a brief description on
how the activity would be carried out.
IX. Material/Resources. It indicates the things you need to facilitate the completion of the
project. It is suggested that a list of resources be made and how these resources would be
used in the project. If necessary, a detailed budget may be given to show how
systematized and cost efficient the project is.
X. Expected Major Outputs. This part should reflect the advantages or benefits that the
activity will bring about when it is implemented. If possible, it should mirror outcomes- or
long results that people will receive.
XI. xpected Outcome and Impacts. This part should emphasize the possible impact in the
community. What benefits will gain favorable to the community.
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Suggested Activities for Community-Based Immersion Project

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

Test I. Read the statements carefully. Choose the right answer by encircling the letter of the correct of
the correct statement.
1. It is a guide for both the trainees and trainers in attaining tasks while they are in community
immersion.
a. Project planning c. project proposal
b. Project implementation d. none of the above
2. It is a time-bound undertaking that is carried out to create a unique service.
a. Project c. project proposal
3. It deals with the actual execution of the plans.
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Lucban, Quezon
a. Project Documentation c. project proposal
4. The part of the project proposal that cites the activities or strategies that should be undertaken
to ensure success of the project.
a. Background c. methodology
b. Statement of the problem d. none of the above
5. This part of the project proposal that cites a detailed description of the goals or the desired
results of the project.
a. Objectives c. methodology
b. Statement of the problem d. none of the above
Test II. Matching Type: Direction. Match column B to Column A. Write the letter only.
No. Column A Column B

(Areas of Concern) (Suggested Activities)
1. Environmental Education Organic farming
2. Livelihood, Entrepreneurship, Business Coastal Clean up
Programs
3. Health Related Endeavors Dangerous Drug Prevention and Control
4. Social Services Medical and dental mission
5. Information and Education Campaign Disaster relief services
Activity/Exercises for Project Proposal Making
Name: __________________________ Score: ______________

I. Title. _________________________________________
II. Introduction
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________
III. Statement of the Problem
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________
IV. Objectives.
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__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
V. Project Proponent.
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
VI. Prospective Participants/Clientele.
_________________________________________________________________________________
________________________________________________________________________________
VII. Date and Venue.
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________________________
VIII. Method.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______________________________________________________________________________
IX. Material/Resources.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______________________________________________________________________________
X. Expected Major Output.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
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XI. Expected Outcome and Impacts.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Note: After the conclusion of the project, student shall submit the after activity report using the format
below:
After Activity Report ( New Format)
Date: _______________________
Subject: After Activity Report

( Tree Planting Activity)
For: DR. NILO H. DATOR

NSTP CWTS Professor
1. References:
a. RA 9163 (NSTP Law)
b. Program of Project/Activities, 2nd Sem AY 2020-2021
2. Anent above reference, submitted herein is the After Activity Report

regarding the conducted (title of the project:_____________________)
implemented by the undersigned as major component compliance for NSTP-
CWTS 2.
3. Date/Duration of Activity:__________________________
a. Title of the Project: _________________________
b. Date Started: __________________________
c. Date Completed: __________________________
d. List Participant/s: __________________________
e. Partner Org/ Agency: (if any) _____________________
4. Narrative:
(Discuss the specific detail/s of the project from the very start of
implementation which compose of Phase I-Preparation Phase, Phase II-
implementation phase and Phase III- Post activity Phase.)
Phase_________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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PhaseII________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________
PhaseIII_______________________________________________________
______________________________________________________________
______________________________________________________________
5. Remarks:
______________________________________________________________
______________________________________________________________
______________________________________________________________
6. Observation/Problem encountered during the conduct of activity (if any).
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________
7. Recommendation:
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________
Submitted by:
___________________
Name and signature of Student
Course
Attachment/Inclusion/s (Documentation)
1. Pictorials of Activities (at least 8 pictures, 2-4 pix per session)

2. List of Participants (if any)
3. Student’ Waiver (to be secured from OSAS)
4. Communication to LGU/Barangay (if needed)
5. Permit from parent of pupil/children participant (for Tutorial Project)
6. Certificate of participation/attendance (if joined/participated
in community/Barangay activities)
7. Other pertinent documents that will justify the student’ participation
114 |SLSU-NSTP
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115 |SLSU-NSTP

Common and Specific Modules 1 Semester 2020-2021: Civic Welfare Training Service Component

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Common and Specific Modules 1 Semester 2020-2021: Civic Welfare Training Service Component

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National Service Training Program

CIVIC WELFARE TRAINING SERVICE COMPONENT

COMMON AND SPECIFIC

1ST Semester 2020-2021

NILO H. DATOR, Ed. D

National Service Programs are a global phenomenon. Contrary to the

In keeping with the concept of national service, the 1987 Philippine

Directed towards attaining the collective assertions of these

It can be summarized that NSTP, however, as a form of citizenship

Understanding the National Service Training Program

Chapter II. Good Citizenship 13-20

Chapter IV. Disaster Risk Reduction and Management 51-58

Chapter V. Environmental Awareness and Protection Education 59-75

Chapter VII. Voter’s Education 81-88

Chapter VIII. Social Mobilization 88-99

Chapter IX. Concept and Principles of Immersion 100-103

Chapter X. Community Needs Assessment 104-107

Chapter XI. Setting Up a Project Proposal for Immersion 108-116

II. Learning Objectives

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

III. Discussion/Lesson Proper

Evolution of the National Service Training Program

Legal Bases of NSTP

Frequently Asked Questions about NSTP

1. What is the National Service Training Program Law?

2. What are the Program components of the NSTP?

3. Who shall take the NSTP?

4. How will the NSTP be taken up?

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

8. What will become of NSTP Graduates?

Mission of the Reserve Force

3 Categories and Classification of Citizen soldiers of the AFP

Category Age Classification of Reserve

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

12. Who is responsible for supervising the NSTP?

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

NSTP 1. Program aimed at enhancing civic-consciousness and defense

1. RA 9163 is also known as:

II. Learning Objectives:

III. Discussion/Lesson Proper

The Bill of Rights of Filipinos

Importance of Bill of Rights

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

Section 17. No person shall be compelled to be a witness against himself.

Section 22. No ex post facto law or bill of attainder shall be enacted.

The Desirable Filipino Values

The National Motto

 By Not-for-Profit Organization include but not limited to:

Input No. 3: Nationalism and Patriotism

The Philippine Flag

Section 10 of RA 8491 states that when the flag is

points towards the vertex at which it is located. 9 10 18

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

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

Folding the Flag

Filipino English Translation

Ako ay Pilipino I am a Filipino

Buong katapatang nanunumpa I pledge my allegiance

Sa watawat ng Pilinas To the flag of the Philippines

At sa bansang kanyang sinasagisag And to my country it represents

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

Na pinakikilos ng sambayanang Put in motion by one nation

Maka-Diyos For God

Name: ____________________________ Date: _