Professional Documents
Culture Documents
LTS-CWTS
A.Y 2021-2022
Introduction
“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.”
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 services, 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 of the youth in nation-building 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 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 land mark legislation was made through the passage of Republic Act No.
9163, otherwise known as the National Service Training Program (NSTP) Act of 2001, premised on the
youth’s pivotal role as a potent force in bringing forth much- avowed goals of development in the
country.
The NSTP Act superseded Republic Act No. 7077 (Citizen Armed Forces of the Philippines Reservist
Act) which created the Reserve Force providing the base for the expansion of the Armed Forces of the
Philippines through the Reserve Officers’ Training Corps (ROTC) mandating military training of the
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
student-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.
LEARNING EXERCISE
MODULAR UNIT 1
The National Service Training Program
LEARNING OBJECTIVES
Overview
The Philippine Constitution provides that the defense of the state is a prime 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 this civic duty.
Responding to the urgent 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 obligations.
In 1980, the National Defense Act was amended to give existence to Presidential Decree No.
1706, otherwise known as the National Service Law. It mandated compulsory national service to all
Filipino citizens. It was composed of three main program components namely: Civic Welfare Service
(CWS), Law Enforcement Service (LES), and Military Service (MS). College students were given an
option to choose one from among these components in compliance with this requirements for tertiary
education.
The implementation of the National Service Law, except the provision of the Military Service
was suspended by Presidential Memorandum Order No. 1 under the incumbency of former President
Corazon Aquino, paving the way for the conceptualization of the basic Reserve Officers’ Training Corps
(ROTC), embodied under Republic Act No. 7077 (The Citizen Armed Forces of the Philippines Reservist
Law), effective school year 1986-1987.
The ROTC program aimed to realize the constitutional mandated of developing a strong civilian
base to supplement the professional military in the nation’s defense system. It was designed to initiate the
ROTC trainees in the rudiments of soldiership, instilling in them discipline and correct deportment. The
objective of the said program was to train all able-bodied tertiary students for military skills in case of
war. It cannot be disputed, however, that the law on mandatory military training for male Filipino students
that existed for more than sixty (60) years was tainted with anomalies and irregularities in the advent of
the post-Marcos era that culminated to the unprecedented death of UST ROTC cadet officer Mark Welson
Chua for alleged anomalies of some erring ROTC officials in 2001, thus, defeating the purpose upon
which this military training program was anchored in.
As way to offer an alternative in neutralizing people’s version to this military program during
the school year 2001-2002, ROTC was only made optional under the National Service Program (NSP),
conceiving the so-called Expanded ROTC ( E-ROTC) characterized by deviation from the rigid tactical
training offering alternatives like rendering civil auxiliary sources in the form of helping maintain law and
order, assisting socio-economic development projects and delivery if basic health services or aiding in
addressing local insurgency.
In view of the options, it gave the students the choice, among the following components,
Military Service (MS), Civic Welfare Service (CWS) and Law Enforcement Service (LES).
Many, if not all of the Higher Education Institutions, found the enforcement of NSP confusing
and unmanageable though. Hence, in December 2001, the NSTP Act, envisioned to address public clamor
for reforms in the ROTC and NSP Programs, was signed into law by then President Gloria
Macapagal-Arroyo as an aggressive modality toward making the former national service training that is
military in nature, relevant to the changing needs of the time.
The main objective of NSTP is to stress the significant role played by youth, male and female
alike, in the task of developing our nation via national service training. 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.
Compared with ROTC, the NSTP Act ensured that three components – Civic Welfare Training Service
(CWTS), Literacy Training Service (LTS) and Reserve Officers’ Training Corps (ROTC), are given the
same and equal implementation in educational institutions. Moreover, it defined the training, coverage
and others.
The non-military program components of NSTP, that is, the CWTS and LTS are committed to
strengthening the values and traits of the youth, improving skills and knowledge on various endeavors,
developing interest in community service and making them responsible for peace and development to
ensure harmony and growth in the Filipino communities.
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 graduation requirements
4. How will be 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 cannot be taken up during the regular semester? A one (1)
summer-program in lieu of the two (2) semester-program may be designed, formulated and
adopted by DND, CHED and TESDA subject to the capability of the school and the AFP to
handle the same.
6. What if the NSTP program component chosen by a student is not offered in his/her school?
Schools that do not meet the required numberof students in order to conduct a program
component or do not offer the component chosen by their students shall allow them to
cross-enroll to other 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 accepting school.
7. Are currently-enrolled students covered by the NSTP? Male students currently enrolled but
have not taken any program component of the previous Expanded ROTC (E-ROTC)/ National
Service Program (NSP) are covered by the NSTP.
8. Will a student who has completed all the academic requirements of his course except ROTC
be allowed to graduate? A student who has completed all his academic requirements except for
ROTC will be allowed to graduate provided that he is a certified candidate by the school on or
before the effectivity of the NSTP which is March 23,2002.
9. What if a male student has completed two semesters of E-ROTC/NSP? He is deemed to have
complied with the NSTP requirement.
10. What if a male students has only taken one (10 semester of Basic ROTC and E-ROTC/NSP?
He shall take one more semester of any of the NSTP components to qualify for graduation.
11. 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.
12. How can student continue to qualify for enlistment in the AFP Reserve Force? He/she may
qualify for enlistment in AFP Reserve Force as long as he/she has completed the two 920
semesters of Basic ROTC
13. How much fee will be charge for an NSTP component? No fees 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.
14. What student incentives can be provided by the NSTP? The following incentives to students
are to be provided when 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 the availability of funds.
School authorities concerned, CHED and TESDA shall ensure that health accident group
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.
15. Who 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.
16. What lead agencies will monitor the implementation of the NSTP? CHED Regional Offices,
TESDA Provincial and District Offices and the DND-AFP through the major Service Reserve
Commands and their ROTC Units shall oversee if the trainings conducted are in consonance with
the republic Act.
17. Is the NSTP available in all Schools 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
MODULAR UNIT 2
Good Citizenship
LEARNING OBJETIVES
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-citizen in the country.
3. Make responsible decisions, address issues, explain concepts and/ or solve problems using
relevant example pertaining to exercise of rights
4. Appreciate the significance of good citizenship towards the attainment of national development.
Overview
The citizenship education topic of the national Service Training Program (NSTP) affords the
implementing institutions the opportunity to develop consciousness not only in national terms, but also in
terms of global civic rights and responsibilities.
The 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 Law is legislation that sees the youth as partners of the state in promoting civic
consciousness, and aims to develop their physical, moral, spiritual, intellectual and social well-being
through civic service. In so doing, it inculcates patriotism and nationalism in the youth, and advance their
involvement in civic and public affairs.
As an enabling law, it enjoins students and young people to strengthen their social awareness and
civic engagements. It requires implementers to design a program that supports the National Service
Training Program, taken in two semesters or in one summer with at least 54 training hours, and carries a
total credit load of six (6) units. There are two (2) courses: one which provides the theoretical component
and one which supplements theoretical learning by service extension which paved the way for a
curriculum framework on citizenship and civic consciousness.
This framework and vision for students engaging in civic service and community work equip the
trainees 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.
Consistent with the aims of Program is broadening the student-trainee’s worldview-from a love of
country, nation and community, to concern, action for others beyond nationalism. Truly, citizenship
cannot and should not be confined to the national boundaries of ones country or to patriotism and loyalty
to one’s own homeland. On the contrary, an intense focus on nationalism and patriotism alone can stand in
contradiction to a broader notion of humanity.
This module focuses on the rights and responsibilities of citizens. More specially, 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
Article III of the Philippine Constitution is the Bill of Rights. It establishes the relationship of the
individual to the State and defines the rights 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)
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, it is the
people’s shield against government abuse.
The peaceful attainment of peace will depend on our nations libertarian use of freedom- freedom of
thought, speech and association. The rights proclaimed in the Bill of Rights are the “ten commandments”
of our constitutional faith. They are the means of self-government and sovereignty. They are the means to
truth. They are the means of and end of security and survival.
Below is 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 or warrant of 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 preceding section shall be inadmissible for any
proceeding.
Section 4.No law shall be passed abridging the freedom of speech, of expression, or 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 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 be impaired except in the
interest of 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, transaction, 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, association, or societies for purposes not contrary to law shall not be abridged.
Section 9.Private property shall not be taken for public use without just compensation.
Section 11.Frees access to the courts and quasi-judicial bodies and adequate legal assistance shall not be
denied 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 violations of this section as well as
compensation to 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 criminal offense without due process of law.
(2) In criminal prosecutions, the accused shall be presumed innocent until the contrary is
proved, and shall enjoy the right to heard by himself and counsel, to be informed of the nature and cause
of accusation against him, to have 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 or writ of habeas corpus shall not be suspended except in case 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 18.(1) No person shall be detained solely by reason of his political beliefs and aspirations.
(2) No involuntary servitude an any form shall exist except as 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
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 or the use 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.
Meaning of Preamble
The term preamble is derived from the Latin word “preambulare” which means “to walk before”. It
is the prologue of the Constitution. Cluster below are the good citizenship values that are reflected in the
Preamble of the 1987 Philippine Constitution:
Order
Assuredly, We have sent down the Book to you in right form for the good of man. Whoso guided himself
by it does so to his own advantage, and whoso turns away from it does so at his own loss. You certainly
are not their keeper (39:41) Qur’an.
Work
Confucius says, “Give fish to a man, he will have food to eat for a day; teach him how to fish and he shall
have food throughout his lifetime.” And, “if man will not work, he shall not eat” (2 Thessalonians 3:10).
“The family is an essential factor in the general, social and even political life. Constant living together of
husband and wife, and of parents and children, contributes to the development of a strong sense of duty,
of an aptitude for heroic sacrifices, and of the love by future generations of the traditional and moral
conquest of those who preceded them. The family is an indispensable element of social cohesion and
equilibrium”.
I shall live a life that is based on the right values and serve as an inspiration to others who may be
struggling to strengthen their own faith in God.
Love
“When man has love, he is no longer at the mercy of forces greater than himself, so he, himself becomes
the powerful force” ( LeoBuscaglia). Moreover, “love is the will to extend oneself for the purpose of
nurturing one’s own or another’s spiritual growth” (M. Scott Peck).
Freedom
According to Pope John Paul II, “freedom consist not in doing what we like, but in having the right to
do what we ought”.
Peace
It is always great to remember, what the Bible says, “Blessed are the peacemakers for they will be called
children of God”.( Matthew 5:9)
Juanito was an idealistic person. He wanted everybody to be happy and lead meaningful lives. So one day,
he strode to church and prayed hard for World Peace. He continued praying for the same intention for a
year, yet nothing seemed to change.
One day, he decided to narrow down his scope and pray for peace in his own country instead. He
prayed for the same intension for another year, yet violence and disturbance still seemed to be in an
upsurge.
Anxious for his prayer to be finally heard, he decided to pray for peace within his family instead. He
kept this intention for another year with no significant result.
Finally, on the verge of frustration, he decided to pray for peace. He prayed for this intention for the
next year. Each time he did so, he felt more at peace with himself and his personal issues, his family, his
neighbors until it reached a point in time that Juanito was considered a man of peace, a friend of
everybody especially of the neediest among his countrymen.
The UNESCO Constitution also reminds us that, “since wars begin in the minds of men, it is in the
minds of men that the defenses of peace must be constructed”.
Truth
It is worthwhile to be familiar and understand some of the following famous quotations and anecdotes
which make us better and wiser persons:
1. Quotations
“ A man who seeks truth and loves it must be reckoned precious to any human society.”
(Frederick the Great)
“An honest man can feel no pleasure in the exercise of power over his fellow citizens”.(Thomas
Jefferson)
Justice
According to Martin Luther King Jr., “injustice anywhere is threat to justice everywhere.”
To Jimmy Carter, “the law is not the private property of lawyers, nor is justice the exclusive province
of judges and juries. In the final analysis, true justice is not a matter of courts and law books, but a
commitment in each of us to liberty and mutual respect”.
In Matthew 7:12, it says, “Treat others the way you want to have them treat you”.
And by the Institute for Development Education Center for Research Communication, “justice is
giving every man his due”.
Unity
The value of unity can be realized by practicing the virtues stated in the following quotations:
“Behold how good and pleasant it is for the brethren to dwell together in unity.”(Psalm 133.1)
“If a kingdom is divided against itself, that kingdom cannot stand. And if a house is divided against
itself, that house will not be able to stand.” (Mark 3:24-25)
“Make my joy complete by being of the same kind, maintaining the same love, united in spirit, intent
on one purpose.”(Philippians 2;2)
“As a body in one, thought it has many parts, and all the parts of the body, though many, are one body,
so also Christ.”(Corinthians 12-12)
“Remember, upon the conduct of each depends the fate of all.” (Alexander the Great)
Equality
To appreciate the value of equality, consider this anecdote
The Maka-Kalikasan Cluster
Concern for the Environment
Some examples of how participants may cultivate and encourage the value of Concern for the
Environment for student-trainees
1. Develop a more conscious and consistent habit of keeping your surroundings clean as well as
using environmental resources such as water and electricity wisely and prudently.
2. Have a deeper understanding of the dire state of the environment and in your own capacity
contribute to the work of preserving it.
3. Understand the process of recycling and apply this process in school and in your homes.
4. Protect rivers and waterways along the community by teaching people alternative waste disposal
systems and by encouraging them to use the rivers instead for livelihood and other meaningful
purposes.
Local communities depend on their citizens to help make it a great place to live and work.
Good Citizenship and Good Governance for National Transformation
⮚ How do we become good citizens?
● These values define our identity as a people.
● We become good citizens by living according to these values.
● We become good citizens by being good Filipinos.
⮚ All Filipinos must be good citizens.
● All Filipinos are citizens of our republic
● All Filipinos must live according to these values, whether rich or poor, young or old,
Catholic, Muslim or Protestant.
● We must live according to these values in all our actions, at all times, in all circumstances.
● Living according to these values is not going to be easy.
● However, living according to these values will bring good fruit.
⮚ Good Citizenship contributes to nation-building
● The good fruit of good citizenship actions will not only benefit us personally but will benefit
our country as well.
● The fruit of good citizenship is what contributes to nation-building
⮚ Good Citizenship engenders love of country.
● Good citizenship, no matter how small, contributes to nation-building.
● Through good citizenship
- Even the poor can contribute to nation-building
- Even children can contribute to nation-building
● Through good citizenship, we show our love for our country
● Through good citizenship, we develop our sense of nationhood, which has heretofore eluded
us, as a people.
⮚ Good Citizenship engenders unity
● Our core Filipino values are our shared values
● A sense of our shared values can be strong face to unite us, as a people, despite our
differences.
● Citizenship based on shared values can be a basis for unity.
A flags 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.
Our national flag is symbol of our country. It shows our unity as a people. It stands for our high
ideals and noble heritage. Therefore, when you show respect for the flag, you also show respect for our
country and people. One way to show respect is to handle the flag properly.
The Philippine National flag is said to be the primary symbol of the nation’s camaraderie, solidarity
and unity. It is therefore, the symbol of nationalism and patriotism in our country. And so, let us learn
more about its history and origin.
The national flag of the Philippines is a horizontal bicolor with equal bands of blue and red, and
with a white equilateral triangle based at the hoist side; in the center of the triangle is a golden yellow sun
with eight primary rays, each containing three individual rays; and at each corner of the triangle is a
five-pointed golden yellow star.
The flag was first conceptualized by Emilio Aguinaldo. The first flag was sewn in Hong Kong by
Marcela Agoncillo, her daughter Lorenza, and Dona DelfinaHerbosa de Natividad, niece of Jose Rizal,
the Philippines national hero. The flag is displayed with the blue field on top in times of peace, and with
the red field on top in times of war .The Philippine flag is unique in the sense that it can indicate a state of
war when the red field is displayed on top or on the observer’s left when the flag is displayed vertically,
with the white equilateral triangle at the top end.
Construction
The Flag’s length is twice its width, which translates into an aspect ratio of 1:2 The length of all the
sides or the white triangle is equal to the width of the flag. Each star is oriented in such manner that one of
its tips points toward the vertex at which it is located.
Flag Protocol
The flag should be displayed in all government buildings, official residences, public plazas, and
schools every day throughout the year. The days of the 28th of May (National Flag Day) and the 12th of
June ( independence Day) are designated as flag days, during which all offices, agencies and
instrumentalities of government, business establishment, 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:
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 or a former President, 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-maston all the building 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.
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.
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 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 flag;
2. A drapery, festoon, tablecloth, a covering, or as a part of s costume or a uniform
3. As a trademark or for commercial or agricultural labels or designs;
4. As a part of merchandise or in any advertisement or infomercial; and
5. As a pennant in the hood, side, back and top of motor vehicles.
Moreover, the flag may not be displayed “horizontally face-up, or under any painting, picture or
platform.” It may also not be displayed in |discotheques, cockpits, night and day clubs, casinos, gambling
joints and places of vice or where frivolity prevails.”
Pledge
The Pledge of Allegiance to the Philippine flag, “PanunumpasaWatawat” (distinct from the Patriotic
Oath of Allegiance, “PanatangMakabayan”) 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 attention.
The law makes no statement regarding the language in which the pledge must be recited, but the pledge
is written (and therefore recited) in Filipino Language.
The anthem shall not be played and sung for mere recreation, amusement or entertainment purposes
except on the following occasions:
1. International competitions where Philippines is the host or has a representative;
2. Local competition
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 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 shall be circular in form, with the arms as described in the preceding section, but
without the scroll and inscription thereon. Surrounding the whole shall be 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 be affixed to or places upon all commission signed by the President and upon
such other official document and papers of 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.
Input No. 4: Leadership and the Youth
Leadership is the highest potent quality of an individual to be greatly successful in life. It is the
key dynamic factor that can encourage one to actively participate in many ventures that 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 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 department
might drift along with no definite focus on key objectives such as trying to improve the workers safety.
Leadership is the art of influencing and directing others to do assigned tasks or goals, in such a
way as to attain them. There is obedience, respect, loyalty and cooperation. Leadership can be exercised
by anyone irrespective of the framework of command. Also, it is the process of guiding and directing the
behavior of the people in the work environment.
● Leadership is the ability to inspire, to build confidence and gain support among the people to
attain organizational goals.
● Leader as a Guide is one who assumes the role of a director, organizer, mentor, guru or adviser.
● Leader as a Frontrunner is one who can spearhead, shading light , a trailblazer, and
groundbreaker.
● Leader as a Head is one who can be called as chief, manager, superior, principal, boss and
superior.
Servant Leadership is a kind of servanthood and done as a sense of vocation. It also implies
stewardship of good citizenship and community. It is means of serving others more than oneself.
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 peron
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 serve, you may be headed for trouble. If this is an
issue 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 interest 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 whwn 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 heart 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.
d. 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 highest level, be willing to serve on the lowest.
In the truest sense, servanthood is the gift of doing good for others which sometimes include
the exclusion of meeting personal needs. Servants look for ways to do for others both within
and beyond the congregation and community. Servants do not choose to serve, but serve from
a sense of identity and call. Gifted servants never feel put upon or taken advantage of, but see
each opportunity to do for others as a way to be true to self and in service to others. As
leaders, the need to reflect on it, bring it home and take it away daily is a great passion for
going along with one’s inner intention for the good of others.
Covey presents an approach to being effective in attaining goals by aligning oneself with the
principles of character ethic that he presents as universal and timeless.
I. Independenceor Self-Mystery. The first three habits surround moving from independence 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.
II. Interdependence. The next three have to do with interdependence ( i.e. working with
others):
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 7: Sharpen the Saw. Balance and renew your resources, energy, and health to create a
sustainable, long-term, effective lifestyle.
MODULAR UNIT 3
Drug and Substance Abuse Prevention and Control
Anyway, no drug, not even alcohol, causes the fundamental ills society.
If we’re looking for the source of our troubles, we shouldn’t test people for drugs, we should test them for
stupidity, ignorance, greed and love of power.
P.J. O’Rourke
Learning Objectives
1. Explore the nature and effects of drugs of abuse and substances such as alcohol, tabacco, and
others on personal health and social relationships;
2. Synthesize accurate information on the health, legal, and social consequences of drug and
substance abuse and examine how this negatively impacts the person who uses the drug, and his
or her family, friends and community; and
3. Make a personal commitment to remain drug free and develop a plan to address drug and
substance abuse.
Overview
Drug education program for the youth is a significant undertaking in order to free them
from danger and keep them away from drugs. The youth of today comprise the most vulnerable group
that can be affected by prohibited drugs that are commonly abused. According to General Edgar C.
Galvante, Former Executive Director, Dangerous Drugs Board, most drug user start their habit early,
usually during their teenage years. They are particularly susceptible to the drug experience because
adolescence is the period of experimentation, exploration, curiosity, and search for identity. It is believed
that young people with problematic backgrounds are more vulnerable and are more likely to continue
abusing drugs, once they have started, and to develop other aggravating problems, if not processed.
These young people in difficult circumstances are associated with poverty, family disintegration,
relocation, discrimination, and lack of suitable alternative activities.
Drug abuse prevention, done through problem awareness, education and strategy
implementation, is very vital to the success in controlling and stopping drug abuse. 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 large stage of
life. These should be nurtured by a caring and understanding community.
It has been known that the foremost reason why our youth is dragged into the abyss of drug
abuse is the lack of guidance from the family itself. There are aspects of this reason. First, maybe the
parents are too busy with their jobs, giving less time to their children. Second, parents have not finished
schooling, making them less informed and less aware of the effect of drugs. Third, the type of discipline
of the parents includes physical violence, thus, in most cases in the Philippines, drives away the kid from
home.
Adolescence is the period where wants exceed necessities. A teenager spends more time with
friends or peers rather than at home. It is the stage where a youngster has continuing searching of
identity and place in the society. The influence of the peers, either friends or activity partners, has been
proven as a strong force of initiation into drug addiction among the youth.
The drug addict is generally an emotionally unstable individual before he or she acquires the
habit. The person cannot face painful situations without help. He has little or no self-control. He or she
hates physical, mental or moral sufferings. Every individual cannot stand alone, as we say it.
A person will try to use drugs if a friend insists, for the sake of friendship. This weakness is a
predator and hard to dismantle for most teenagers.
Truly, drug abuse is a predator, a monster that preys on innocent, curious mind like those of
teenagers. 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.
Input No. 1: The Nature of Drug and drug Abuse(FAQs)
What is a drug?
A drug is a chemical substances that brings about physical, emotional or behavioral change in a
person taking it.
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.
There are various reasons – ranging from the reason that “medicines” can solve problems, to
widespread access to various drugs, to “peer pressure”, to the notion that drugs give enjoyment to users
and in the context that it is used as an alcoholic substitute.
Drug abuse is the use of chemical substance, licit or illicit, which results in an individual’s physical,
mental or social impairment. It may refer to any of the following practices:
1. Using, without benefit or prescription, useful drugs which have the capacity to alter mood or
behavior;
2. Using drugs and substances for purpose different from the one for which the drugs has been
prescribed; and
3. Using drugs and substances having no legitimate medical application for purposes other than
research.
Substances like glue, paint thinners, gasoline and other volatile (breathable) solvents contain a variety of
dangerous chemicals. They should be sold and used with caution.
Drugs that are commonly abused, depending on pharmacological effects, may be classified into:
Thus, he:
1. is often associated with known drug abusers;
2. is irritable, discourteous, defiant and aggressive;
3. is untrustworthy and lacks self-confidence;
4. is unhealthy and unconcerned with good grooming;
5. has low frustration tolerance;
6. lacks interest in his studies/work;
7. blames everybody but not himself for his problems;
8. develops changes in normal capabilities in school/work; and
9. borrows money and at times steals various items unusually.
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 goal scale. The Vienna-based International Narcotics
Control Board (INCB) point out that “No country, rich and poor, large or small, equipped with
sophisticated machinery to fight money-laundering or not, can consider itself safe from
money-laundering activities”.
The Philippine situation is not any different from another countries of the world that are affected by
drug problem 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) estimates that the approximate 6.7 M drug users are now down to 1.7 million.
Three (3) major abused drugs dominate the drug scene in the country. The first is
methamphetamine hydrochloride commonly known as “Shabu”, which is 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 ecstacy, which is now sweeping the elite market.
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.
The Cordillera Autonomous Region is the biggest producer of cannabis or marijuana in the
country as evidenced by the number of plants and seeds confiscated within a ten-year period
from 1992 to 2001, with a total of 112,467,372 plants and seeds seized. Shown are the top
producing regions of the country and the total number of marijuana plants/seeds that were
seized during operations conducted from 1992-2001.
PROCAR 112,467,372
PRO 1 51,227,234
PRO 1 3,818,903
PRO 2 3,387,801
PROARMM 3,261,374
PRO 1 2 2,889,193
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 located 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
Drug Rehabilitation
Drug-Affected Barangays
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 1,029 of its 5,463 barangays, followed
by Region 3 with 492 of its 3,175 barangays, and Region 7 with 279 of its 3,003 barangays.While
Region 12 has the lowest with 32 of its 1,192 barangays.
Assessment
The emergence of East and Southeast Asia as the fastest growing region in terms of
manufacture, trafficking and consumption of Amphetamine Type Stimulants seriously affects the
Philippines. Being a major ATS consuming country, it is therefore important to maintain close
cooperation with the countries in the region in the common fight against illegal drugs.
The discovery and dismantling of clandestine laboratories in the country indicates a major
shift in strategy to manufacture shabu in the country as opposed to the traditional trafficking of
shabu in its processed form. Control of precursors and essential chemicals and the prevention of
diversion to illegal use are therefore more urgent than before.
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.
OSY 0.09%
College Level 28.23%
Educational Attainment High School Level 29.41%
High School Graduate 16.74%
Economic Status Average monthly Income 15,064.00
Duration of Drug Taking More than 6 years
Nature of Drug Taking Poly Drug use
Methamphetamine
Hydrochloride(Shabu)
Abused Drugs
Cannabis(Marijuana)
Inhalants(contact cement)
Place of Residence Urban, specially in NCR
Input No.3: Myth versus Fact: Drug Abuse and Illicit Trafficking
1. Why the big Outcry? Drugs aren’t Really a Big Problem. The fact is....
They are a tremendous problem, the seriousness of which is becoming more apparent
everyday. There are millions of drug user throughout the world abusing all sorts of illegal
substances. These people are damaging their health and well-being, and jeopardizing their
chances for a healthy and productive life. Furthermore, there are billions of innocent victims
of drug abuse—families of users, communities, employers and societies. The problems
caused by drug abuse and illicit trafficking are among the most serious facing the world
today, threatening future generations and thus, the future of life.
2. “Recreational” Use of Drugs is not Harmful. The fact is… All illegal drugs are dangerous and
cause physical and psychological change in the user. Prolonged drug use exacerbates these
harmful effects that can lead to addiction. The health hazards of these drugs are very real
and, for much the same reason, prescription drugs should always be properly administered
and used only at the discretion of a physician. Moreover, the user or potential user must
consider where the money goes that is spent on illegal drugs. The traffickers gain the largest
share of the profit from this illegal trade. They in turn use the money to destabilize
governments through “buying votes” and through corruption, intimidation and violence.
3. Marijuana is no Worse than Using Alcohol or Tobacco. The Fact is… Marijuana is very
dangerous. Unlike alcohol, which usually leaves the body within 24 hours because it is
water-soluble, marijuana is fat-soluble, which means that the psycho-active chemicals attach
themselves to the fatty parts of the body (usually the brain and reproductive organs) and be
detected up to 30 days after initial use. Extensive research has indicated that marijuana
impairs short-term memory and slows learning; has serious effects on perception and skilled
performance, such as driving and other complex tasks involving judgment or fine motor
skills; and greatly-impairs lung and respiratory functions. Marijuana cigarette contains more
cancer-causing agents than the strongest tobacco cigarette.
4. Everybody is Taking Drugs. The Fact is… This common argument is used by drug users in an
effort to gain acceptability for their deviant behavior. No matter how alarming drug use
statistics may be, majority of the people of the world do not use illegal drugs. Peer pressure
is always difficult to cope with and takes more courage and strength to stand up to stand up
for what you know is right, and to resist drugs, when friends try to convince you that
“everybody is doing it”. In fact, everybody is not using drugs; those who use them are far less
likely to have happy and productive lives than those who remain drug-free.
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. Drugs are very seductive because, in most cases, they initially
provide what the user is seeking. Their seductive quality is one of the strongest factors
contributing to addiction. Consider cocaine, for example. There are increasing reports of
professionals in all fields who admit to cocaine addiction. They experimented with it initially,
so they say, with the intent of providing an occasional “boost”, and though they could
continue in the same manner. The drug addict often becomes so obsessed with attaining
more of the drug that he or she will exhaust money and assets, ruin marriage and family life,
and lose a career before admitting to addiction, because of the mistaken view that only
weak individuals become addicts. Addiction is a difficult disease to accept and one from
which many people never recover. No one can assume he or she is immune from addiction.
There is no “safe” way to use illegal drugs, even when done only occasionally.
6. Drug Abuse is a “Victimless” Crime- It Only Hurts the User. The Fact is… While the health
and social changes for a productive life are jeopardized for 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. The consumer ultimately pays for the cost of drugs in the
workplace by buying inferior goods at higher prices. The taxpayers suffer because it is their
money which is needed to support efforts to governments, law enforcement officials, and
the treatment community in combating drug crimes and rehabilitating users. The
community, society and the nation suffer from all of the above. Added to this is the financial
support the user is giving to the criminal organizations which profit from drugs, and criminal
activity often engaged in by the user in an effort to support the “habit”. Throughout society,
there is suffering because of the self-indulgence of drug addiction.
7. If A Person Wants to Take Drugs, Governments should Interfere. The Fact is… The
legitimate rights of the individual must be consistent with the safety and welfare of the
general population. No individual has an inalienable right to behave in a manner destructive
to others. For this reason, laws are established. Governments and societies do not tolerate
murder, robbery, arson or even drunk-driving.
8. All Drug Addicts Should Be Imprisoned. The Facts is… Imprisonment of a drug addict as
such does not solve the problem. Drug users havecommitted a crime, but detoxification,
treatment and rehabilitation of the individual are essential if the addict is to learn to live
without drugs. This approach includes responding to immediate and acute medical
treatment, and of longer-term support in a non-drug environment. Furthermore, prison
space in many countries is usually limited and is more widely used for the detention of other
criminals. Placing an addict in prison does not cure the disease and, when the addict is
released, he will usually return to a destructive and deviant life-style.
9. The Cultivation of Drug Crops 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 foods
crops, ofen leading to increased illicit production to the exclusion of food crops. This kind of
illegal activity creates an artificially-based cash economy, making the farmer completely
dependent on the influx of money from drug dealers, putting him at the mercy of criminal
traffickers and in opposition to the government.
10. Peddling Drugs is One Way the Poor can Earn Money. The fact is … Most drug peddlers are
addicts or become addicts. The money theycan earn does not help them or their Families;
they are merely supporting a drug habit. As their addiction deepens, new “clients” must be
found to bring in more money to buy more drugs. They thus, seek new users for their
products. Each street drug peddler is the last link in the corruptive chain of criminal activity,
not only destroying neighborhoods and terrorizing citizens as well.
11. Drugs Use is a Way of Life in Some Countries. Why Chanfeit ? 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 retarted. This is true in both developing and industrialized
countries.
It also serves as guide in implementation of dangerous drug prevention and control in the
country in the country. It guides everyone in the right approach towards issues geared against drug
activities.
a. Provide continuing in-service training of teachers on the effective utilization of the support
instructional materials and on teaching strategies on drug education
b. Continuously monitor and evaluate the effectiveness and overall impact of drug education
program
c. Secure funds from local and foreign donors for the implementation of the drug education
program
2. What are the other functions of CHED and TESDA regarding drug abuse prevention?
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 Skill 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?
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 stigmatization in the consciousness of the students.
Input No.5: The Youth and Government’s Response to the Drug
Problem
By the turn of the 21st 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 use of nicotine, alcohol, and drugs to be age 16-17, that 40% of males surveyed were smoking
and 37% of the youth regularly used alcohol. At present, more than 1.5 million Filipinos are users of
illegal drugs. The youth are 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:
Early in 2004, the Dangerous Drugs Board launched the program “BarkadaKontraDroga”
(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 “BarkadaKontraDroga” pledges 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.
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.
7. Drug Information and Action Line (DIAL) was created to receive reports and complaints related to
drug abuse and provide assistance to the public on-related cases.
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:
As good citizens ….
Let us be keepers of life and create a safe environment through our respective positions.
MODULAR UNIT 4
Disaster Risk Reduction and Management
“Natural hazards are part of life. But hazards only become disasters when
people’s lives and livelihood are swept away…. Let us remind ourselves that we can and must
reduce the impact of disasters by building sustainable communities that have long-term capacity
to live with risk.”
LEARNING OBJECTIVES
1. Be aware of the key statute and international conventions that underpin disaster risk
reduction and management and other emergencies;
2. Understand the operational concepts, structures and priority actions relative to the
Philippine Disaster Management System;
3. Verbalize the basic concepts and principles involving disaster risk reduction and
management;
4. Relate the factors a disaster risk reduction practitioner would use to determine the
vulnerability of a population to a natural hazard;
5. Identity risk reduction and preparedness activities that will reduce vulnerability, mitigate
the impact of emergencies and support efforts to prevent conflict and civil unrest;
Overview
As an archipelago located at the south-eastern part of Asia, the Philippines is exposed
to both climatic and geological hazards. It is situated in the Pacific Plate and the Eurasian Plate
meet. With several fault lines crossing the country, earthquakes could have could have very
devastating effects. There are 220 volcanoes, 22 of which are classified as active (NDCC 2008).
The Philippines is also located along the typhoon belt on the North Pacific Basin in the
Pacific where 75 per cent of the typhoons originate. There are 20 to 30 typhoons passing
through the country, 5-7 of which can be destructive (NDCC 2008). As a consequence of
extreme rainfall events, flash floods, flooding and landslides have become more prevalent since
2000.
The impacts of climate change in the Philippines are becoming better understood
(Cruz et al, 2007). There has been an increase in the annual mean rainfall since the 1980’s and
in number of rainy days since the 1990s (Cruz et al.: 10.2.2) On average, 20 cyclones cross the
Philippine Area of Responsibility (PAR) with about 8-9 making landfall each year.
The natural risks associated with these trends are aggravated by human activities,
particularly in the exploitation of resources such as forests and minerals and development
interventions that do not incorporate responsible risk assessments.
According to the International Red Cross and Red Crescent Societies, the Philippines
was the fourth most accident-prone country in the world. Accordingly, 31,835 Filipinos were
killed and 94,369,462 others were affected by natural disasters and calamities in a span of 20
years.
It is for the foregoing reasons that this module is focused on disaster risk reduction and
management.
Input No. 1: Overview of the Philippines Disaster
Management System
Since the OCD and NDCC’s creation, PD 1566 has been the basic law that guides the disaster
management programs, project and strategies implementation in the country. However, it has
been observed and noted from past experiences, combined with lessons learned and gaps
examination, that the law that creates the Council is more leaning and gives more emphasis on
response action, thus, making the implementers reactive to possible disasters rather than taking
a proactive stance disaster risk management. Recently, OCD-NDCC initiated the shift on
disaster management approaches and strategies from reactive to proactive (from disaster
response and preparedness to disaster risk reduction/management – a paradigm shift from the
prevalent ‘culture of reaction’ to ‘culture of prevention’.
Then President Arroyo signed on May 27 Republic Act 10121, also known as the
Philippine Disaster Risk Reduction and Management Act of 2010. This Act provides for the
development of policies and plans and the implementation of actions and measures pertaining
to all aspects of disaster risk reduction, management and recovery, including good governance,
risk assessment and early warning, knowledge building and awareness raising, reducing
underlying risk factors, and preparedness for effective response and early recovery.
The new law adopt the adhere to principles and strategies consistent with the international
standards set by the Hyogo Framework for Action (HFA), which is a comprehensive,
action-oriented response to international concern about the growing impacts of disasters on
individuals, communities and national development.
A National Disaster Risk Reduction, Management and Recovery Framework and Plan
was developed, formulated, and implemented. The Framework provides for comprehensive,
all-hazards, multi-sectoral, inter-agency and community-based approach to disaster risk
reduction, management and recovery. It serves as the principal guide to disaster risk reduction,
management and recovery efforts in the country in conformity with the National Disaster Risk
Reduction, Management and Recovery Framework (NDRRMRF).
I. Republic Act No. 10121, known as the “Philippine Disaster Risk Reduction
And Management (PDRRM) Act of 2010”
“An Act Strengthening the Philippine Disaster Risk Reduction and Management
System, Providing for the National Disaster Risk Reduction and Management
Framework and Institutionalizing the National Disaster Risk Reduction and
Management Plan, Appropriating Funds Therefore and For Other Purposes”
10. Ensuring maximum care, assistance and services to affected individuals and
families
The NDRRMC is also responsible for advising the President of the Republic
of the Philippines on the status of the national disaster preparedness programs and
and management plans: disaster operations, and rehabilitation efforts of all stake
holders; and it also recommends to the President the declaration of the state of
calamity and the release of the national calamity fund as needed.
a. The Government agencies, CSOs, private sectors and LGUs may mobilize
Individuals or organized volunteers to augment their respective personnel
Complement and logistical requirements in the delivery of disaster risk
reduction programs and activities.
b. The agencies, CSOs, private sectors and LGUSs concerned shall take
full responsibility for the enhancement, welfare and protection of
volunteers, and submit the list of volunteers to the OCD, through
community disaster volunteers.
3. Integration of DRR Education into the School Curricula and Sangguniang Kabataan
(SK) Program and Mandatory Training for the Public Sector Employees
(Section 14, PDRRM Act)
a. The DepED, CHED, TESDA in coordinator with OCD, NYC, DOST, DENR, DILG-BFP,
DOH, DSWD and other relevant agencies, shall integrate DRRM education in the
School curricula if secondary and tertiary levels of education, including NSTP,
Whether private or public, including formal and non-formal,
technical-vocational, indigenous learning and out-of-school youth courses and
programs.
Operationally, it includes risk assessment, disaster prevention and mitigation and disaster preparedness.
It is used to underscore the current trend of taking a proactive approach to hazards posed by extreme
natural phenomena.
Where:
● Hazard (H)
● Risk (R)
● People or Community
● Vulnerability (V)
● Exposure. Elements affected by hazard
1. Prevention
2. Mitigation
3. Preparedness
4. Response
5. Recovery
6. Rehabilitation
● Disaster risk Management involves all levels of government decision makers and local
government.
● Non- governmental and community-based organizations play a vital role in the process.
PREPAREDENESS RESPONSE
DEVELOPMENT REHABILITATION
MITIGATION RECOVERY
Disaster Management
Disaster management refers to the efficient and effective utilization of resources and the
application of measure that will mitigate the impact of unfortunate events and facilitate return
to normalcy and redevelopment.
1. Comprehensive risk management process has the potential to break the cycle of damage
and reconstruction when a community is subjected to repeated natural hazards.
2. To be effective, a strategy must be in place and ready for immediate implementation
when necessary.
3. This can only be done through advance preparation and planning.
1. Policies
2. Legislative mandates
3. Professional practices
4. Social, structural and non-structural adjustments
5. Risk transfer mechanism to prevent, reduce or minimize the effects of hazards on a
community
From a humanitarian approach, relief and response To a developmental approach, where disaster is a
approach in which intervention was provided only developmental concern and may arise as a result of
during or immediately after a disaster. unsustainable development practices
From a technocratic approach, where engineering and To promotion of non-structural and non-engineering
technological solutions were used including prediction measures such as community-based disaster preparedness
and modifying hazards and early warning, indigenous knowledge, and land use
planning, emphasizing the need to modify vulnerabilities
(and capacities) instead of the hazards
1. The Disaster Risk Reduction paradigm has become dominant in the twenty-first century.
DRR is proactive by aiming to establish a culture of disaster prevention and resilence. DRR
measure emphasizes non-structural mitigation measures are therefore a must
2. Disaster Risk Management is a “range of related activities for coping with risk, including
risk, including how related activities are identified and assessed and how social interventions
to deal with risk are monitored and evaluated”
R=
The Government pursues a comprehensive disaster management framework that encompasses disaster
risk reduction, mitigation and preparedness in the pre-event, and disaster response, rehabilitation and
recovery in the post-event. A framework that has evolved and adapted to the lessons of past disaster
events as well as emerging concerns, and anchored on the national authority’s program thrusts aimed
to, among others, implements the Hyogo Framework for Action 2005-2015: Building the resilience of
National and Communities to Disasters with the five (5) Thematic Areas/Priorities for Action, as follows:
1. Governance. Ensure that disaster risk reduction is a national and local priority with a strong
institutional basis for implementation.
2. Risk Assessment and Early Warning. Identify, assess and monitor disaster risk and enhance early
warning.
3. Knowledge Management and Education. Use Knowledge, innovation and education to build a
culture of safety and resilience at all levels.
4. Risk Management and Vulnerability Reduction. Reduce the underlying factors.
5. Disaster Preparedness. Strengthen disaster preparedness for effective response at levels.
The Philippines is susceptible to various types of natural hazards due to its geographical location
and physical environment; being situated in the “Pacific Ring of Fire”, between two Tectonic plates
(Eurasian and Pacific), an area encircling the Pacific Ocean where frequent earthquakes and volcanic
activity result from the movements of said tectonic plates. In fact, the country experiences an average of
20 earthquakes per day (most are too weak to be felt). There are 22 volcanoes recorded to have erupted
in the history of the country. Also, being located along the typhoon belt/superhighway in the Pacific
makes it vulnerable to extreme weather events. An average of 20 typhoons/ tropical cyclones visit the
country every year, with 5of them considered the most destructive. Its 36,289 kms.of coastline is also
vulnerable to tsunami making the country also highly-susceptible to sea level rise and storm surges.
Accompanying or resulting from these tropical cyclone events are secondary phenomena such as
landslides, floods/flash floods/tornadoes, drought, and heavy/ monsoon rains.
Aside from the natural hazards, the Philippines also experiences human-induced incidents such
as urban/ structural fires, air, land and sea mishaps, drowning, collapsed structure, epidemic/ disease
outbreak, food poisoning, vehicular accidents, gas explosion, chemical poisoning, oil spillage, bombings,
civil disturbance and complex emergencies, particularly those internally displaced citizens as a result of
armed conflicts mostly in Southern Philippines.
The consequences of disasters and the resulting environmental degradation pose a serious
threat to the economic development of the country. The country’s population density and extreme
poverty worsen the situation, making residents more vulnerable to natural hazards and public health
emergencies. Communicable diseases such as tuberculosis, malaria, dengue, H1N1 and HIV continue to
pose significant challenges.
Philippines Situationer
1. Disasters, whether natural or human-made, affect everyone, especially the poor, children,
Women and the elderly who have the least capability to deal with disasters.
2. From 1994 to 2003, some 2.5 billion people were affected by natural disasters alone
worldwide
which is an increase of 60% over the past date.
4. Floods and earthquakes are the deadliest accounting for more than half of the total casualties.
5. Asia is the continent most affected , accounting for more than half of the casualties , and
more than 90% of the injured, homeless and needing assistance.
6. Past disasters , events worldwide would indicate that the impact of disasters is most felt by
developing and underdeveloped countries, particularly the poorest segments of the society.
7. While governments are primarily responsible for disasters management, however , everybody
is equally responsible to undertake disaster preparedness, mitigation, response and
rehabilitation activities to ensure one’s survival and safety during emergency situations.
Philippine Disaster Risk Profile
RP is vulnerable to almost all types of natural hazards because of its geographical location.
1. Located within the Circum-Pacific Belt of fires and along typhoon path, the Philippine becomes
exposed to natural perils like earthquakes, volcanic eruptions, typhoons and their resultant
affects like tsunami, landslides, floods and flashfloods.
2. As an archipelago with 7,107 islands, the threat of tsunami affecting the country’s coastal areas
is not far- fetched.
3. The Moro Gulf Earthquake with 7.6 intensity triggered a tsunami which affect the Southern
Philippines and resulted to the death of around 3,800 person and destruction of properties.
4. Yearly, the country experiences an average of twenty (20) typhoons, half of these are
destructive ; is a host of 300 volcanoes, twenty-two (22) of which are active , as well as active
faults and trenches that are potential sources of earthquakes.
5. The country has also its episodes of human-made disasters such as urban fires, land and sea
mishaps, and complex emergency, mostly in Southern Philippines because of the secessionist
movement, coupled with is vulnerability of floods and other natural disaters.
6. From 1970 to 2000 , the Philippines incurred an average annual damage of 15 Billion Pesos or
US$ 300 Million due to disaster which have caused major setback in the country’s socio-economic
development.
7. In 2004, the country experienced twenty-five (25) weather disturbances, four this occurring
successively in November and the first week of December and brought massive landslides and
flooding in the Southern and Central Luzon. And also last year, RP ranked number 4 worldwide in
the terms of frequency and death toll.
8. Tropical Storm Ondoy and the typhoon Pepeng, in September and October 2009, respectively,
brought two of the worst floods in the history of Luzon particularly Metro Manila and Pangasinan
that caused deaths estimated nearly 900 according to the National Disaster Coordinating Council
and billions of properties.
The Philippines is prone to varius natural hazards because of it geographical and geologic setting.
Hazard Classification
1. Natural Hazards are the natural processes or phenomena occurring in the biosphere that may
constitute a damaging event. It can be classified by origin; geopgraphical, hydro-
meteorological and biological.
a. Geographical Hazards. Natural Earth processes or phenomena in the biosphere , which
include geological , neo-tectonic, geophysical, geomorphical, geotechnical and
hydro-geological nature. Examples: earthquakes , tsunamis; volcanic activity and emissions,
Mass movements I.e landslides , rock slides, rockfall, liquefaction, submarine slides,
subsidence, surface collapse, geological fault activity.
Examples:
Industrial pollution, nuclear activities and radioactivity
Examples:
Land, water and air pollution, climate change, sea level rise, ozone depletion