1stSemester

A.
Y.2022-
2023
 MODULAR UNIT 1

The National Service Training Program

“A good citizen takes responsibility for helping home, school, and community to be a good place for
everyone.”

Learning Objectives

At the end of this modular unit, students are expected to:

▪ Explain the history and significance of the NSTP in the purview of national security
development.
▪ Appreciate the value of NSTP as a citizenship training program.
▪ Support NSTP-related activities and endeavor.

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 motivated, developed and utilized in regard to their responsibilities as citizens and in fulfillment
of their civil obligations.

INPUT NO. 1. THE EVOLUTION OF THE NATIONAL SERVICE TRAINING PROGRAM

The imposition of the national program for service and training program of the youth in the
Philippines began with the creation of

Commonwealth Act No. 1.

▪ Known as the National Defense Act.
▪ It is a legislative act providing basis for the national defense of the country, punishing certain
violations thereof, appropriating funds therefore and for other purposes under the government of
President Manuel L. Quezon in 1935.
▪ The 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 the
Philippines National defense.

Presidential Decree No. 1706

▪ Otherwise known as National Service Law
▪ The amended National Defense Act in 1980
▪ 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 requirement for tertiary education.

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Presidential Memorandum Order No.1
▪ Signed by former president Corazon Aquino.
▪ Suspended the implementation of the National Service Law, except the provision of the Military
Service.

Republic Act No. 7077

▪ The Citizen Armed Forces of the Philippines Reservist Law
▪ This program aimed to realize the constitutional mandate of developing a strong civilian base to
supplement the professional military in the nation’s defense system.
▪ Its objective is train all able-bodied tertiary students for military skills in case of war.

Republic Act No. 9163

▪ Otherwise known as NSTP Act of 2001.
▪ Signed into law by then President Gloria Macapagal Arroyo in December 2001
▪ As an aggressive modality toward making the former National Service Training that is military in
nature, relevant to the changing needs of the time.
▪ It’s main objective is to stress the significant role played by youth, male and female alike, in the
task of developing our nation via national service training.
▪ 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 has three components: Civic Welfare Training Service (CWTS), Literacy Training Service (LTS),
and Reserve Officer’s Training Corps (ROTC)
▪ 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.

Legal Basis of NSTP

1. The Philippine Constitution
2. Commonwealth Act. No. 1 (National Defense Act)
3. Presidential Decree No. 1706 (National Service Law)\
4. Republic Act No. 7077 (The Citizen Armed Forces of the Philippines Reservist Law)
5. Republic Act No. 9163 (NSTP Act of 2001)

Lead Agencies tasked to monitor the implementation of NSTP

1. The Commission on Higher Education (CHED)
2. Department of National Defense (DND)
3. Technical Education and Skills Development Authority (TESDA)

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Learning Exercise 1.

The Evolution of the National Service Training Program

Illustrate a diagram that will explain the legal basis and chronology of events in the passage of
the R.A. 9163 (NSTP Act of 2001)

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 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?

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

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.

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 activities.

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 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 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 DNO, 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 number of 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 schools is under CHED or TESDA and for ROTC,
whether they are managed by different AFP branches of service.

The students however, shall be subjected to the existing rules and regulations of their
original school and the accepting school.

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

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

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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 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 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.

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 components shall form only part of the AFP Citizen Armed Forces, subject to DND
requirements.

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

13. How much fee will be charged 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 and 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 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 the 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.

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Learning Exercise 2.

I. Write on the space provided AGREE if the statement is true; DISAGREE if false.

___________1. Of the three (3) program components of NSTP, ROTC is the graduation requisite for
male students.
___________2. Since the implementation of RA 9163, CWTS and LTS program components
replaced ROTC.
___________3. The implementation of NSTP Act of 2001 as embodied in RA 9163 commenced in
school year 2001-2002.
___________4. Former Philippine President Fidel V. Ramos signed RA 9163 into law on January
23, 2002.
___________5. As provided for in the NSTP Law, all incoming freshman students enrolled in any
baccalaureate degree or at least two-year technical-vocational course are mandated
to enroll in NSRC.
___________6. The implementation of NSTP shall be jointly supervised by the Department of
National Defense (DND), Commission on Higher Education (CHED) and Technical
Education and Skills Development Authority (TESDA).
___________7. As per provision of the NSTP Law, student-trainees shall be required to complete
the NSTP Program component of the choice of the school/higher educational
institution (HEI).
___________8. Private higher educational institutions and technical-vocational schools, as
stipulated in the IRR of RA 9163, may offer ROTC if they muster at least three
hundred fifty (350) cadets.
___________9. Graduates of the non-ROTC components shall belong to the National Service
Review Corps (NSRC) who may be tapped by the state for literacy and civic welfare
activities.
___________10. In order to fulfill the requirements of NSTP, a student-trainee has to complete a
total of 108 to 180 hours for any of the three-program components.

II. Identify the word or phrase describe in each item below. Write the answer on the space
provided before each item.

___________1. Program aimed at enhancing civic-consciousness and defense preparedness in the

youth by developing the ethics of service and patriotism.
___________ 2. Program components of NSTP designed to provide military training to tertiary-level
students in order to motivate, train, organize, and mobilize them for national defense
preparedness.
___________ 3. Refers to activities contributory to the general welfare and the betterment of life for
the members of the community or the enhancement of facilities.
___________ 4. NSTP component designed to train the students to teach literacy and numeracy
skills.
___________ 5. A program option for students who cannot take the NSTP during the regular
semester.
___________ 7. It is responsible to exercise academic and administrative supervision over the
design, formulation, adoption and implementation of the different NSTP Components
in their school.
___________ 8. Number of semester (s) NSTP will be taken by a student.
___________ 9. Number of hours per semester that a student must take the NSTP component of
his/her choice.
___________ 10. Organization where graduates of the ROTC component shall form part of.

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

1. R.A. 9163 is also known as:

A. NSRC B. NSTP C. NSP D. CWTS

2. As per constitutional mandate, the prime duty of the government is to:

A. Protect every member of the community
B. Serve and protect its citizens
C. Defend the rights of the Filipinos
D. Serve the Filipinos

3. The following are program components of NSTP, except:

A. CWTS B. LE C. LTS 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 citizens

5. The vital role of the youth as per RA 9163 is

A. Nation Building
B. Protection of our patrimony
C. Serve as auxiliary member of AFP
D. Defend our country

6. To promote civic consciousness among the youth through NSTP, the state shall develop their:
A. Artistic ability
B. Intellectual capability
C. Professional competence
D. None of the above

8. NSTP shall inculcate in the youth values on

A. Ethics service
B. Patriotism
C. Both A and B
D. None of the above

9. In pursuit of the goals of NSTP the youth, in service of the nation, shall be:
A. Motivated
B. Trained
C. Organized
D. All of the above

10. In service of the nation, the youth may be tapped for:

A. Literacy training only
B. Military training, literacy and civic welfare services
C. In service of the nation, the youth may be tapped for:
D. Civic welfare services only
E. None of the above

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 MODULAR UNIT 2

Good Citizenship

“A person who neglects his duty as a citizen is not entitled to his rights as a citizen.”
- Author Unknown
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 away that the student-trainees notion of the
relationship between the state and the people has changed and the service opportunities have been a core
means of learning how citizenship is applied.

The NSTP Law is a 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 at least 54 Training Hours, and carries a total
credit load of six (6) units. There are two (2) course: 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.

The 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 experience for civic mindedness, service and community participation.

Consistent with the aims of the 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 one’s country or to patriotism and loyalty
to one’s own homeland. On the contrary, any intense focus 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 special offers the
following themes:

1. The Bill of Rights of Filipinos

2. Basic Value of Filipinos
3. Nationalism and Patriotism for National Development
4. Community Service and Volunteerism

Learning Objectives
At the end of this modular unit, students are expected to:
1. Understand the principles underpinning good citizenship, rights and responsibilities of citizens,
service and volunteerism for national development;
2. Describe and analyze issues that relate to the good citizenship values, rights and responsibilities
of student citizens in the country;
3. Make reasonable decisions, address issues, explain concepts and/or solve problems using
relevant examples pertaining to exercise of rights, fulfillment of obligations and promotion of value
towards responsible citizenship; and
4. Appreciate the significance of good citizenship towards the attainment of national development.

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INPUT NO. 1: THE BILL OF RIGHTS OF FILIPINOS

“There is no Constitutions worthy of the name without a bill or declaration of rights.”

- Justice Laurel

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.

Importance of Bill of Rights

Bill of Right
▪ Is a constitutional enumeration of rights and privileges guaranteed by the State to all persons within
its territory.
▪ It is the people’s shield against government abuse.

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 the laws.
Section 2. The right of the people to be secure in their persons, houses, papers, and effects 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 the preceding section shall be inadmissible
for any purpose in 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 peaceably to 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 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,
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 use without just compensation.
Section 10. No law impairing the obligation of contracts shall be passed.
Section 11. Free access to the 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

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 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 and 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 contrary
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 the 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 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.

▪ Liberty is the measure of freedom which may be enjoyed in a civilized community consistently with
enjoyment of like freedom by others.
▪ The Right to Liberty guaranteed by the Constitution includes the right to exist and the right to be
free from personal restraint or servitude.
▪ Human rights have a primacy over property rights. If human rights are extinguished by the
passage of time, then the bill of rights is a useless attempt to limit the power of the government and
ceases to be shield against the abuses of the government.

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Learning Exercise 3

Critical Thinking
1. What rights are guaranteed (protected) as a citizen and which are important to you?
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2. What responsibilities come with your rights?

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3. At what point does the common good of society limit your rights?
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4. Do you think you are a responsible citizen? If so, why? If not, why?
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INPUT NO. 2. THE BASIC VALUES OF THE FILIPINOS

The Preamble

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

Meaning of Preamble
▪ Derived from the Latin word “preambulare” which means “to walk before”.
▪ It is the prologue of the Constitution.

Good Citizenship values that are reflected in the Preamble of the 1987 Philippine Constitution

The Maka-Diyos Cluster The Maka-Tao Cluster

1. Faith in the Almighty God 6. Love
Be God-fearing and live according to His will. Look after the good and welfare of one
another.
2. Respect for Life
Recognize the absolute value of human life and the 7. Freedom
human dignity of every person. Do not inflict harm on Assert your right to be able to do the right
others. things.

3. Order 8. Peace
Respect the human rights of one another and comply Live and work together in harmony. Avoid
with your duties and responsibilities. violence as a way of settling disputes.

4. Work 9. Truth
Be diligent and earn honest living. Do not engage in Stand up for the truth and avoid intrigue and
crime and corruption. mudslinging.

5. Concern for the Family and Future Generations 10. Justice

Look after the welfare of your family and future Give everyone their due. Do not oppress or
generations. take advantage of anyone.

The Maka-Bayan Cluster The Maka-Kalikasan Cluster

11. Unity 16. Concern for the Environment
Work together and share with one another. Keep your surroundings clean and conserve
our natural resources.
12. Equality
Treat one another as brothers and sisters being
children of one God and Nation.

13. Respect for the Law and Government

Obey the laws of the land and support government
programs.

14. Patriotism
Place the good of the country above one’s own.

15. Promotion of Common Good

Put the welfare of the greater number of people who are
over one’s own. Do not be greedy and selfish.

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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 is not going to be easy.
▪ However, living according to these values will bring good fruit.

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 people.

Good Citizenship engenders unity

▪ Our core Filipino values are our shared values.
▪ A sense of our shared values can be a strong force to unite us, as people, despite our differences.
▪ Citizenship based on shared values can be a basis for unity.

Learning Exercise 4.

Create a short poem for each of the good citizenship clusters reflecting the values that fall thereto. In
like manner, a poem to summarize the good citizenship values clusters shall be crafted.

1. Pagkamaka-Diyos

___________________________________________________________
(Title)

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2. Pagkamaka-Tao

___________________________________________________________
(Title)

3. Pagkamaka-Bayan

___________________________________________________________
(Title)

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4. Pagkamaka-Kalikasan

___________________________________________________________
(Title)

5. The Four Citizenship Values Cluster

___________________________________________________________
(Title)

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Lesson Exercise 5.

Name: ___________________________________ Course: __________ Date: ________

Using the legend below, supply on the space provided the good citizenship values cluster that is
described in each item.

Legend:
MD – Maka-Diyos MB – Maka-Bayan
MT – Maka-Tao MK – Maka-Kalikasan

______1. Has a sense of oneness with everyone; to live in peace and harmony with others; shares
what he has.
______2. Loves his country; is proud of his country is ready to come to its defense, if such should ever
be necessary.
______3. Believes that God is almighty and can do all things; knows and acknowledges his dependence
of God.
______4. Knows that work is an essential part of human being; that work is a duty; seeks to use his
talents and resources to build to contribute to the betterment of his own life that of others and of
society as well.
______5. Is grateful for his life cherishes his life and that of others; he does his best to nurture and
protect life and will not do anything that would unnecessarily endanger life.
______6. Knows and obeys the laws pertinent to his life and work; encourages others to obey the law;
respects authority and obeys government.
______7. Is honest in all ways and at all times; has integrity; knows his place; seeks to always
communicate accurately, clearly and effectively.
______8. Gives each person his due; knows and respects his rights and the rights of others; deals fairly
with everyone.
______9. Cherishes his freedom and is careful to reserve it; uses his freedom in his daily life and his
work with utmost responsibility.
______10. Cares for others; is willing to make sacrifice for the good of another; is patient; kind, gentle,
understanding and forgiving.
______11. Respects the basic equality of human beings and their having the same dignity as himself;
does not use his position to exploit others
______12. Has serenity based on order; has a sense of harmony with others, and has no on-going
conflict with everyone; not hostile to anyone.
______13. Loves his family and does his best for them; recognizes the family as the foundation of the
nation and seeks to strengthen it and actively promote its development.
______14. Considers himself as a steward of the created things he has control over or can influence in
some way; strives to keep the environment healthful, neat, and pollution free.
______15. Is organized in his thoughts, words, deeds, in his relationships, and in the use of resources;
is neat; seeks to be self-reliant in his basic needs.

16
INPUT NO 3. NATIONALISM AND PATRIOTISM

Nationalism
▪ Generally used to describe two things, first is the attitude that the members of a nation have which
includes the concept of national identity such as common origin, ethnicity and cultural ties.
▪ The other one is the actions that the members of the nation take when seeking to achieve (or
sustain) self-determination.

Patriotism
▪ Is love of and or devotion to one’s country.
▪ Implies a value preference for a specific civic or political community.

Salient Provision of Flag and Heraldic Code of the Philippines

(as embodied in Republic Act No. 8491)

The Philippine Flag

▪ Sacred and respected feature of the nation which it symbolizes.
▪ It is the symbol of our country that shows our unity as a people.
▪ It stands for our high deals and noble heritage.
▪ It is the primary symbol of the nation’s camaraderie, solidarity & unity.
▪ The symbol of patriotism and nationalism.
▪ It was first conceptualized by Emilio Aguinaldo.
▪ The first flag was sewn in Hongkong by Marcela Agoncillo, her daughter Lorenza and Doña Delfina
Herbosa de Natividad, niece of Jose Rizal.

Construction
▪ The flag’s length is twice its width which translates into an aspect ratio of 1:2. The Length of all the
sides of the white triangle is equal to the width of the flag.
▪ Each star is oriented in such manner that one of its tips points towards the vertex at which it is
located.

Flag Protocol
▪ The flag should be displayed in all government buildings, official residences, public plazas, and
schools every day throughout the year.
▪ The days of the 28th of May (National Flag Day) and the 12th 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.

Half-mast
▪ The flag may be flown at half-mast as a sign of mourning.

Prohibited Acts
▪ According to Republic Act 8491 itself, the flag cannot be used in the following rationales:
▪ Defacing or ridiculing the flag by dipping the flag as a salute, or adding additional marks on the flag;
▪ As a drapery, festoon, tablecloth, a covering, or as a part of a costume or a uniform.
▪ As a trademark or for commercial or agricultural labels or designs.
▪ As part of merchandise or in any advertisements or infomercial; and
▪ As a pennant in the hood, side, back and top of motor vehicles.

Pledge
▪ Pledge of Allegiance to the Philippine Flag (Panunumpa sa Watawat)
▪ It should be recited while standing with the right hand with palm open raised shoulder high.

17
 Filipino English

Ako ay Pilipino I am a Filipino

Buong katapatang nanunumpa Faithfully pledging my allegiance
Sa watawat ng Pilipinas To the flag of the Philippines
At sa bansang kanyang sinasagisag And to the country it represents
Na may dangal, katarungan at kalayaan With honor, justice, and freedom
Na pinakikilos ng sambayanang Set into motion by a nation
Maka-Diyos For love of
Maka-tao God,
Makakalikasan at People,
Makabansa. Nature,
and Country.

The National Motto

▪ The National Motto shall be “Maka-Diyos, Maka-Tao, Maka-Kalikasan, at Makabansa

The National Anthem

▪ The Philippine National Anthem is entitled Lupang Hinirang
▪ The Philippine National Anthem was composed by Julian Felipe, a Filipino music teacher and
composer of Cavite. It was first played by the band of San Francisco de Malabon during the
unfurling of the Filipino flag at Kawit during the Independence Day ceremony.

Lupang Hinirang

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 nang dahil sa iyo.

18
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, avoid
argent over all the sun rayonnant with eight minor and lesser rays.
▪ Beneath shall be the scroll with the words. “REPUBLIKA NG PILIPINAS”
inscribed.

The Great Seal

▪ Shall be circular in form, with the arms as described in the preceding section, but
without the scroll and the inscription thereon. Surrounding the whole shall be a
double marginal circle within shall appear the words “Republika ng Pilipinas”.

INPUT NO. 4. LEADERSHIP AND THE YOUTH

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.
▪ It is the art of influencing and directing others to do assigned tasks or goals, in such a way as to
attain them.

▪ Leadership is the ability to inspire, to build confidence and gain support among the people to attain
organizational goals.
▪ Leadership is a Guide is one who assumes the role of a director, organizer, mentor, guru, or
adviser.
▪ Leader as a Frontrunner is one who can spearhead, shading light, a trailblazer, and
groundbreaker.
▪ Leader as a Head is one who can be called as chief, manager, superior, principal, boss and
superior.

Servant Leadership
▪ Is a kind of servanthood and done as a sense of vocation.
▪ It also implies stewardship of good citizenship and community.
▪ It is a means of serving others more than oneself.

Principles of Servant Leadership Seven Habits of Highly Effective People

1. Listening (by Steven Covey)
2. Empathy I. Independence or Self-Mastery
3. Healing ▪ Begin Proactive
4. Awareness ▪ Begin with the End in Mind
5. Persuasion ▪ Put First Things First
6. Conceptualization
7. Foresight II. Interdependence
8. Building Community ▪ Think Win-Win
▪ Seek First to Understand,
Qualities of Servant Leaders Then to be Understood
1. Puts others ahead of his own agenda ▪ Synergize
2. Possesses the confidence to serve
3. Initiate service to others III. Self Renewal
4. Is not position-conscious ▪ Sharpen the Saw
5. Serves out of love

19
Learning Exercise 6. Nationalism and Patriotism
I. Identification. Identify what is being asked in the statement. Write your answer on the space provided v
cbefore the number.
_________________1. The primary symbol of the Philippines.
_________________2. The Philippine National Anthem.
_________________3. Composer of the Philippine National Anthem.
_________________4. Law which provides for the basis of the National Flag and Heraldic Code.
_________________5. The attitude that the members of a nation have which includes the concept of
national identity such as common origin, ethnicity and cultural ties.
_________________6. The term that refers to the love of and/or devotion to one’s country.
_________________7. The date of celebration for the National Flag Day.
_________________8. The language in which the pledge must be recited.
_________________9. It is what is indicated when the Philippine Flag’s red field is displayed on top or on
the observer’s left when the flag is displayed vertically, with the white equilateral
triangle at the top end
_________________10. The Philippine flag flown at half-mast signifies what?

II. Enumeration. Enumerate the following:

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

B. They were the one who sewn the National Flag in Hongkong
9. ________________________________
10. ________________________________
11. ________________________________

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

20
III. Fill-in the Blanks. Supply on the space provided the word or phrase that is missing in the following,:

A. The Philippine National Anthem

Lupang Hinirang
Title

Bayang Magiliw
1.______________________________________________
Alab ng puso sa dibdib mo’y buhay
2.______________________________________________
Duyan ka ng magiting
3.______________________________________________
Sa dagat at bundok
4.______________________________________________
May dilag ang tula
5.______________________________________________
Ang kislap ng watawat mo’y
6.______________________________________________
Ang bituin at araw niya
7.______________________________________________
Buhay ay langit sa piling mo.
8.______________________________________________
Ang mamatay nang dahil sa iyo.

B. The Pledge of Allegiance to the Philippine Flag

Ako ay Pilipino
Buong katapatang nanunumpa

11.______________________________________________
At sa bansang kanyang sinasagisag

12.______________________________________________
Na pinakikilos ng sambayanang

13.______________________________________________
Maka-tao

14.______________________________________________
at

15.______________________________________________

21
 MODULAR UNIT 3

Drug and Substance Abuse Prevention and Control

Anyway, no drug, not even alcohol, causes the fundamental ills of 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

Overview

Drug education program for the youth is 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 users star 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 later 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 effects of drugs. Third, the type of discipline of the parents
includes physical violence, thus, in most cases in the Philippines, drives away the kid from home.

The second most predominant reason.

Adolescence is the period where wants exceed necessities. A teenager spends more time with
friends or peers rather than at home. 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 initiating 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 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.

22
Learning Objectives

At the end of this modular unit, students are expected to:

1. Explore the nature and effects of drugs of abuse and substances such as alcohol, tobacco, 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.

Anak
By: Freddie Aguilar

Nung isilang ka sa mundong ito

Laking tuwa ng magulang mo
At ang kamay nila
Ang iyong ilaw
At ang nanay at tatay mo'why
Di malaman ang gagawin
Minamasdan
Pati pagtulog mo
At sa gabi'why napupuyat ang iyong nanay
Sa pagtimpla ng gatas mo
At sa umaga nama'why kalong ka ng iyong
Amang tuwang-tuwa sa yo'
Ngayon nga ay malaki ka na
Nais mo'why maging Malaya
Di man sila payag
Walang magagawa
Ikaw nga ay biglang nagbago
Nagging matigas ang iyong ulo
At ang payo nila'why
Sinuway mo
Di mo man lang inisip na ang
Kanilang ginagawa'why para sa yo
Pagka't ang nais mo'why másunod
Ang layaw mo dimo sila pinapansin
Nagdaan pa ang mga araw
At ang landas mo'why maligaw
Ikaw ay nalulong
Sa másama bisyo
At ang una mong nilapitan
Ang iyong inang lumuluha
At ang tanong nila ANAK
Ba't ka nagkaganyan At ang iyong mata'why biglang lumuha
Ng di mo napapasin Pagsisisi at sa isip mo't nalaman
Mong ika'w ay nagkamalij

23
Learning Exercise 7.

The student will play and listen to the song Anak. They are expected to internalize the message of
the song. After which, they are asked to proceed to accomplishing the ensuing task described.
Based on the song Anak, write at least five positive and negative traits as observed in its lyrics that
relate to the young generation today. Should you have identified negative traits, think of ways by which
these can be rectified or corrected.

Positive Traits Negative Traits How to Correct Negative Traits

24
Input No. 1: The Nature of Drug and Drug Abuse (FAQs)

What is a Drug?
▪ A drug is a chemical substance that brings about physical, emotional or behavioral change in a
person taking it.

How are drugs taken?

1. Ingestion
2. Inhalation
3. Injection
4. Used as a 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 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.

What is drug abuse?

1. Drug abuse is the use of chemical substance, licit or illicit which results in an individual’s physical,
mental o social impairment. It may refer to any of the following practices.
2. Using, without benefit or prescription, useful drugs which have the capacity to alter mood or
behavior.
3. Using drugs and substances for a purpose different from the one for which the drug has been
prescribed; and
4. Using drugs and substances having no legitimate medical application for purposes other than
research.

Are there products other than drugs ever abused?

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

What are the types of drugs?

▪ Stimulants drugs which increases alertness and physical disposition.
Examples: amphetamine, cocaine, nicotine.

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 and quantity of the drug.
Examples :LSD, Mescaline and Marijuana

Sedatives: Drugs which may reduce anxiety and excitement

▪ Examples: Barbiturates, Non barbiturates, Tranquilizers, alcohol
▪ Narcotics
Drugs that relieve pain and often induce sleep
▪ Examples: Opium and its derivatives such as Morphine, Heroin, Codeleine

What is a drug abuse?

▪ 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

25
How can you tell when one is about drugs?
Sudden changes occur in the person’s disposition from pleasure to unpleasant.
Thus he/she is
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 frustrations tolerance;
6. Lacks interest in his studies/work;
7. Blames everybody but not himself for his problems;
8. Develop changes in normal capabilities in school/work; and
9. Borrows money and at time steals various items unusually.

Common signs of Drug Abuse

1. Injection marks of an addict
2. Unusual effort made to cover arms in order to hide needle marks
3. Stealing items which can be readily sold for cash to support a drug habit
4. Changes in mood-depending on the drug taken examples depressed or becoming elated and
euphoric
5. Association with known drug abusers
6. Change from normal capabilities (work habits, efficiency, etc
7. Change in attendance at work or school
8. Wearing sunglasses constantly at inappropriate times (for instance, indoors or at night) or only to
hide dilated or constricted pupils but also to compensate for the eye’s inability to adjust to
sunlight. Marijuana causes bloodshot eyes
9. Poor physical appearance including inattention to dress and personal hygiene.

Input No. 2: The National Drug Situation

Commonly abused drugs

1. Shabu (Methamphetamine Hydrochloride)
▪ It 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 that 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 increased 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.

2. Ecstasy or Methyledioxymethamphetamine (MDMA)

▪ Is fast making its presence felt in the country. There is an increase in reports about the use
of “ecstacy” among young people, particularly in nightclubs.

▪ 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 and B). while some users confine their consumption to occasional use at

26
 social, music and dance events, others develop regular use profiles, while the third group
uses both frequently and intensively.

▪ There are reports stating that ecstacy is shipped directly from Amsterdam and other countries
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 Grin Hornets, Aigners,
Achtung, and Mitsubishi. Studies abroad reveal that the damage caused by ecstacy to one’s
health is irreversible.

3. 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 Administrative 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 the operations and 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 12 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
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
Regions 10, 11, 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 seizures of 158 kilograms of shabu stashed inside
two (2) container vans at the Manila International Container Port in to different occasions in 1999.

▪ The Ninoy Aquino International Airport continues to be preferred trafficking avenue for small
quantities from less than one kilo to multi-kilo shipments by traffickers using false compartments in
luggage or through body packing. The gravity of the problem can be gleaned 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.

▪ The mail and parcel system is preferred in foreign destinations that have large Filipino communities
like Guam, US, Australia and Middle East. A case in point was the seizure of 39.8 kilos of shabu
from FED EX shipment from Hongkong on September 11, 2001 by the Bureau of Customs. The
vast and relatively unpatrolled drug shipments intercepted by law enforcement authorities include
the 420 kilograms in Ilocos Sur, and 33 kilograms in Zambales, all in 2000. For the year 2001, 503

27
 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, 350 kg of shabu was seized on San Narciso, Zambales.

Transit Point of Drugs

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

▪ 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 Mindoro provinces. Reports also indicate Palawan and Masbate as probable
landing sites for shabu smuggling.

Input No. 3: The Comprehensive Dangerous Drugs Act of 2002

R.A 9165
▪ Is an act instituting the Comprehensive Dangerous Drugs Act of 2002, repealing Republic Act No.
6425, known as the Dangerous Drugs Act of 1972.

➢ PD1619 “Volatile Solvents”

➢ R.A. 9165 “Comprehensive Dangerous Drugs Act of 2002 ”

▪ It also serves as guide in the implementation of dangerous drug prevention and control in the
country. It guides everyone in the right approach towards issues geared against drug activities.

What are the common responsibilities of CHED and TESDA?

▪ R.A. 9165, Article IV mandates the following functions:
➢ Provide continuing in-service training of teachers on the effective utilization of the support
instructional materials and on teaching strategies on drug education.
➢ Continuously monitor and evaluate the effectiveness and overall impact of drug education
program.
➢ Secure funds from local and foreign donors for the implementation of the drug education
program.

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

Should drug abuse prevention and control be part of the school curricula?
▪ Yes, Article IV, Sec. 43 of Republic act 9164 stipulates that instructions 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.

28
What are the topics on drug abuse prevention and control that should be integrated in the
instructions?
1. According to Article IV, Sec. 43, the following topics should be covered:
2. Adverse effects of the abuse and misuse of dangerous drugs on the person, the family, the school,
and the community;
3. Preventive measures against drug abuse;
4. Health, socio-cultural, psychological, legal and economic dimensions and implications of the drug
problem
5. Steps to take when interviewing on behalf of a drug dependent is needed;
6. Services available for the treatment and rehabilitation of drug dependents;
7. Misconception about the use of dangerous drugs but not limited to the importance and safety of
dangerous drugs of medical and therapeutic use, and;
8. Differentiation between medical patients and drug dependents in order to avoid confusion and
accidental stigmatization in the consciousness of the students.

Learning Exercise 8

1. In your capacity as an NSTP trainee. What can you do to support the implementation of R. A.
9165?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

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

29
Input no. 5: The Youth and Government’s Response to the Drug Problem

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

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

1. Lessen violent behavior

2. Increase pro-social behavior and decrease negative, self-destructive behavior;
3. Increase the ability to plan ahead and choose effective solutions to problems;
4. Improve self-image and self-awareness;
5. Improve social and emotional adjustment;
6. Improve handling of interpersonal problems and coping with anxiety;
7. Improve constructive conflict resolution with peers; and
8. Improve self-control

Early in 2004, the Dangerous Drugs Board launched the program “Barkada Kontra Droga” (or “Peers
Against Drugs”.) The specific thrust of this program is drug prevention.

This concept tries to change the meaning of the world “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

▪ 1972. The Dangerous Drugs Act was established.

▪ 2002. The Comprehensive Dangerous Drugs Act was implemented.
▪ 2002. The Philippine Drug Enforcement Agency (PDEA) was established.
▪ 2002. An Integrated Drug Abuse Data Information Network (IDADIN) 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.
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 drug-related cases.

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Ten (10) ways to Say “No” to Drugs

1. Be vocal, just say “NO” and mean it!

2. Project and 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 talking 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 situations
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.

Learning Exercise 9.

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 b. RA 9163 c. RA 9162

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 b. Article IV Section 10 c. Article V Section 5

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3. The dangerous drug commonly used by most Filipinos.
a. Ecstasy b. Marijuana c. Shabu

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 9165 known as Dangerous
Drugs Act of 2002.
a. DDB b. CHED c. PDEA

6. The Body responsible in making policies and formulating strategies and programs on drug
prevention and control.
a. DDB b. CHED c. PDEA

7. The term used to describe the secret places of manufacturing drugs.

a. Cannabis b. Clandestine c. Stock House

8. An activity where drugs are spread or sold for consumption from one location to another.
a. Drug Trafficking b. Drug Lord c. Drug Dependent

9. The commonly abused drugs in the country and in the Asia Pacific Region.
a. Shabu and Marijuana b. Ecstasy and Cough Syrup c. All of the Above

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

11. The common place where dangerous drugs are mostly seized.
a. Seaports, airports
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 b. Controlled precursor c. Volatile

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 13. The substances which are useful and considered as essential drugs but dangerous when used in
excess.
a. Controlled Precursor b. Volatile c. Narcotics

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 b. 15-29 years c. 40-50 years

17. The region that has the highest number of affected barangays in the country.
a. CAR b. NCR c. Region 4

18. The region with the highest organized groups to fight drug abusers
a. Regions 1 and 2 b. Regions 4 and 6 c. NCR and Region 3

19. The highest marijuana-producing region in the land.

a. CAR b. Region 2 c. ARMM

20. The number one source of dangerous drugs in the Philippines.

a. Australia b. Thailand c. China

References

Florida C. Labaguen, Ed.D, Carmelo John E, Vidal, D.A, Alexander I. Ramos, MPA, Ricky Prisco E.
Moralde, M.A., Remedios B. Placer, M.A., Eden V. Rendorio, MPA, et. al. (2012) Cyberwiz, Understanding
the National Service Training Program, Mutya Publishing, Inc. ISBN 978-971-821-289-9

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