NSTP1 Module Revised August 2022 v1

NATIONAL
SERVICE
TRAINING
PROGRAM
PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |1
TABLE OF CONTENTS
I. INTRODUCTION
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Course Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Requirement of the Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
II. BODY OF THE MODULE
Lessons
First Grading
A. Physical Organization and Course Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1. Grouping for the National Service Reserve Corps (NSRC Groups)
B. R.A. 9163: The National Service Training Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
1. Implementing Rules and Regulations of R.A 9163
Midterms
C. Good Citizenship Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

1. Maka-Diyos
2. Maka-Tao
3. Maka-Bayan
4. Maka-Kalikasan
D. R.A. 9165: Drug Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
1. Drug Education vs. Addiction
2. Important Provisions and Penalties
Finals
E. R.A. 10121: Disaster Risk Reduction and Management Awareness Program . . . . . . . . . . . . . . . . . . . . . . 42

F. R.A. 9512, R.A 9003: Environmental Protection Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
G. Supplemental Lesson on DRRM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Objectives of the Lesson

Lesson Proper
Suggested Activities
Final Requirement: Family Survival Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
III. EVALUATION OF THE COURSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
IV. REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM

INTRODUCTION
I. COURSE CODE: NSTPRO1

II. COURSE TITLE: NATIONAL SERVICE TRAINING PROGRAM 1
III. COURSE DESCRIPTION:
The University of Baguio–National Service Training Program (UB-NSTP) is the University’s

response to the challenges of implementing Republic Act 9163 which requires one-year service
training program for both male and female students enrolled in any baccalaureate degree or at least
two-year technical-vocational courses.
Adhering to the constitutional provision on the role of the youth in nation building, this program
aims to train UB students to become proactive civic leaders, community volunteers or literacy tutors by
providing learning opportunities for:
1. Self-awareness and management through basic citizenship training;

2. Basic knowledge and skills in disaster preparedness and management;
3. Development and enhancement of ethics of service;
4. Environment appreciation and preservation;
5. Community organization, operation and activities; and
6. Love of country through personal and communal service.
IV. COURSE LEARNING OUTCOMES
At the end of the program, NSTP graduates are expected to:
1. verbalize the significance of R.A. 9163 or the NSTP Act of 2001;

2. internalize the Values of Citizenship necessary for responsible existence and community
involvement;
3. show mastery of skills in disaster management, emergency preparedness, basic literacy,
environmental protection, entrepreneurship, health and sanitation activities, among others;
4. conceptualize, implement, monitor and evaluate school or community projects;
5. enhance leadership potentials by initiating relevant projects in depressed, disadvantaged and
underserved communities;
6. show mastery in the aspects of community organization, operation and immersion;
7. identify community concerns and problems and offer viable interventions;
8. show a high level of interest in community-building tasks;
9. participate actively in community affairs by manifesting interpersonal and leadership skills; and
10. develop a harmonious working relationship with the officials and constituents in the assigned local
communities.
V. COURSE REQUIREMENTS:
A. Learning Tasks/Requirements, Teaching-Learning Approaches and Learning Resources
Learning Tasks/Requirements
1. Attendance
2. Active participation
3. Oral Discourse
4. Submission of accomplished outputs
Teaching-Learning Approaches
1. Modular learning
2. Interactive/facilitated discussion
3. Reflective teaching

Learning Resources
1. Module
2. Instructional Videos
3. Supplemental readings
B. Grading System
The highest percentage rating that may be given in any grading period is 99%. The lowest
passing grade shall be 75%. Any grade lower than 75% is considered FAILED.
The cumulative computation of grades during the second and final grading periods still applies such
that 1/3 of the previous grade is added to the 2/3 of the tentative grade. All failing grades in the final
grading period are converted to seventy (70).
In determining the grade equivalence of the total score obtained by a student in a grading period
based on the prescribed cut-off score, the following scheme shall be implemented as illustrated:
Highest Possible Score (HPS) = 300

70% (Cut-off Score) = 210
Range (300 - 210) = 90
Interval = 3.6 (for the passing grades: 90/25)
Interval = 20.9 (for the failing grades: 209/10)
References:
Memorandum C No. 6, series of 2021: Numeric Grades for All Courses

NSTP PPG 2 on Grading System effective 1st semester 2021-2022

MODULE 1: THE NATIONAL SERVICE RESERVE CORPS (NSRC) OF THE NATIONAL SERVICE TRAINING
PROGRAM (NSTP)
Objectives:
At the end of the module, the students are able to:
1. Introduce the Mission, functions and compositions of the National Service Reserve Corps as school and
community-based reserve units;
2. Provide vital knowledge and skills required for the successful development, organization, training, administration,
utilization, mobilization, operations, accreditation, protection and funding of the school-based and community
based NSRC Reservists.
3. Train core of leaders who shall lead the NSRC training and implementation of activities in the campus and in
their local communities.
INTRODUCTION:
REPUBLIC ACT No. 10121 or otherwise known as the “Philippine Disaster Risk Reduction and Management
(PDRRM) Act of 2010” mandated the organization of the National Service Reserve Corps (NSRC) from the graduates of
National Service Training Program (NSTP) who are non-Reserve Officers’ Training Corps (Non-ROTC) for utilization in
Disaster Risk Reduction and Management (DRRM) in their places of origin. The organization is to start as a school-based
reserve unit in preparation for their community-based participation.
Since the enactment of Republic Act 9163 in 2001, or a period of about twelve (12) years, a total of about ten
million students from CWTS and LTS Components of NSTP completed the program. Out of this number, an estimated
three million students are still in school while over six million have graduated from college or stopped studying and are now
back to their respective communities or elsewhere inside or out of the country. Both laws have made it imperative and
urgent to implement the NSRC Mandate as a vital component of DRRM.
BRIEF HISTORY:
The National Disaster Risk Reduction and Management Council (NDRRMC) and Department of National Defense
(DND) created a multi-agency Technical Working Group (TWG) chaired by the Office of Civil Defense (OCD) Administrator
to formulate the NSRC Implementing Guidelines and Procedures (NSRC-IGP). The OCD then designated a focal person as
the Acting Chief of NSRC to be responsible for the sustainment of the effort to complete the NSRC-IGP until its approval.
After series of drafts of the proposed NSRC-IGP were made in a period of six months in 2011, the final draft was
Pilot-Tested in selected schools and communities nationwide for a period of six months. After the successful
implementation on the ground, the IGP was submitted for approval. The chairperson of NDRRMC and the Secretary of
DND approved the NSRC-IGP effective 13 June 2012.
A series of information drives through symposia, congress and conventions were held nationwide as means of informing,
instructing as well as encouraging the participating Higher Education Institutions for the implementation of the NSRC-
Implementing Guidelines and Procedures. The University of Baguio, with dozens of thousands of graduates since the non-
ROTC program was implemented in 2002, followed suit, thus this module.

LEGAL BASIS:
The Implementing Guidelines and Procedures on the development, organization, training, administration, utilization,
mobilization, operation, accreditation, protection and funding of the NSRC is provided in Section 13 of RA 10121 and Rule 9
of its Implementing Rules and Regulations.
The NSTP’s revised Implementing Rules and Regulations bolstered the implementation of the provisions stated in
Section 11 which provides for the creation of NSRC and its mobilization by the NDRRMC or the LDRRMCs for the delivery
of disaster risk reduction programs and activities.
With these in place, the creation of NSRC units of the University of Baguio shall be realized. Graduates of UB-
NSTP who are still in the campus are to be tapped for this purpose. This also means that NSTP students of today shall
expect to be part of the NSRC program upon completion of their NSTPRO1 & NSTPRO2 subjects.
MISSION
The mission of NSRC is to provide a trained, motivated and organized manpower reserve that can be tapped by the
state for DRRM, civic welfare, literacy, national emergency, environmental protection and other similar endeavors in the
service of the nation.
Just recently, a nation-wide organization and registration of the NSRC was conducted. This was aimed at
mobilizing NSTP graduates for disaster preparedness and response during calamities. Those registered will undergo
disaster training and response and will be accredited by the OCD.
LESSON PROPER: NDRRMC – Implementing Guidelines and Procedures
The Implementing Guidelines and Procedures on the development, organization, training, administration, utilization,
mobilization, operation, accreditation, protection and funding of the National Service Reserve Corps (NSRC) is provided in
Section 13 of RA 10121 otherwise known as the Philippine Disaster Risk Reduction and Management (PDRRM) Act of 2010
and Rule 9 of its Implementing Rules and Regulations and Section 11 of RA 9163 otherwise known as the National Service
Training Program (NSTP) Act of 2001 which provides for the creation of the National Service Reserve Corp (NSRC) and its
mobilization by the NDRRMC or the Local Disaster Risk Reduction and Management Councils for the delivery of disaster
risk reduction programs and activities.
Section 1. Title – These guidelines shall be known and cited as the Implementing Guidelines and Procedures (IGP) on the
Development, Organization, Training, Administration, Utilization, Mobilization, Operation, Accreditation,
Protection and Funding of the National Service Reserve Corps (NSRC).
Section 2. Purpose – These guidelines are hereby promulgated to prescribe the procedures for the development,
organization, training, administration, utilization, mobilization, operation, accreditation, protection and funding of
the NSRC as provided for in the above legal authority.
Section 3. Definition of Terms:
a. National Service Reserve Corps (NSRC) - An organization composed of graduates of the Civic Welfare
Training Service (CWTS) and Literacy Training Service (LTS) components of the National Service Training
Program (NSTP) as mandated by Republic Act 9163 (NSTP Act of 2001).

b. NSRC Reservist - A person who is a graduate of the CWTS and LTS components of the NSTP program
and designated an NSRC serial number.
c. NSRC Reserve Group (NRG) - The highest level of organization of NSRC reservists composed of at least
five (5) or more NSRC Sections organized at the provincial level and highly-urbanized cities, as well as in
Higher Education Institutions (HEls), and Technical-Vocational Education and Training Institutions (TVETs).
d. NSRC Reserve Section (NRS) - A subordinate unit of the NSRC Reserve Group composed of at least five
(5) or more teams.
e. NSRC Reserve Team (NRT) - A subordinate unit of the NSRC Reserve Section composed of at least eight
(8) but not more than twelve (12) members. Team composition is discussed under Section 5
(Organization).
f. NSRC Reserve Unit (NRU) - A generic term which refers to any level or size of NSRC organization.
g. School-Based NSRC Units (SBNU) - NSRC units established in different HEls under CHED and TVETs
under TESDA.
h. Community-Based NSRC Units (CBNU) - NSRC units established in different localities from the provincial
down to the barangay level.
i. NSRC National Directorate Center (NNDC) - The Office under OCD that has responsibility over the
development, organization, training, administration, utilization, mobilization, accreditation and operation of
the NSRC.
j. NSRC School Directorate Office (NSDO) - The Office established under the HEls and TVETs that has
responsibility over the development, organization, training, administration, utilization, mobilization,
accreditation and operation of the NSRC.
k. NSRC Community Directorate Office (NCDO) - The Office established under the LGU/Local DRRMCs that
has responsibility over the development, organization, training, administration, utilization, mobilization,
accreditation and operation of the NSRC at the community level.
l. Mobilization - In the context of NSRC organization for DRRM, mobilization is the official act of calling upon
NSRC reservists and NSRC units to report to their respective designated mobilization centers and
organized to perform duty as disaster responders and other DRRM tasks.
m. Accreditation. - The process of determining the suitability and capability of an individual or organization to
perform DRRM tasks, based on the criteria and procedures to be issued by the OCD in consultation with
other concerned agencies, offices, organization and entities.
Section 4. Responsibilities:
a. The secretary of National Defense (SND) as Chairperson of the National Disaster Risk Reduction and
Management Council (NDRRMC) thru the Administrator, Office of Civil Defense shall exercise overall
responsibility on the development, organization, training, administration, utilization, mobilization, operation,
accreditation, protection and funding of the NSRC;
b. The chairperson, Commission on Higher Education (CHED) thru the Higher Education Institutions (HEls)
shall be responsible for the issuance of NSRC serial numbers to all graduates of CWTS/L TS components
of the NSTP and the Development, Organization, Training, Administration, Utilization, Mobilization,
Operation, Accreditation, Protection and Funding of School-Based NSRC Reservists and Reservist Units in
HEls under its jurisdiction;
c. The director general, Technical Education Services and Development Authority (TESDA) thru the
Technical-Vocational Education and Training Institutions (TVETs) shall be responsible for the issuance of
NSRC serial numbers to all graduates of CWTS/L TS components of the NSTP and the Development,
Organization, Training, Administration, Utilization, Mobilization, Operation, Accreditation, Protection and
Funding of School-Based NSRC Reservists and Reservist Units in TVETs under its jurisdiction. They may

be tasked to assist in the formulation or conduct of training for skills needed in DRRM such as Emergency
Medical Services (EMS) Trainings and other related services;
d. The secretary, Department of the Interior and Local Government (DILG), thru the Local Government Units
(LGUs) / Local Disaster Risk Reduction and Management Councils (LDRRMCs) shall be responsible for the
Development, Organization, Training, Administration, Utilization, Mobilization, Operation, Accreditation,
Protection and Funding of community-based NSRC units from the provincial down to the Barangay level;
and
e. Other member agencies, bureaus, offices and entities of the NDRRMC shall be responsible for conducting
advocacy of volunteerism for DRRM and shall actively support the organization of the NSRC offices in their
respective areas of responsibilities and the implementation of its programs and activities.
Section 5. Mission, Functions, and Composition of the NSRC:
a. Mission: To provide a trained, motivated and organized manpower reserve that can be tapped by the State
for DRRM, civic welfare, literacy, national emergency, environmental protection and other similar
endeavors in the service of the nation.
b. Functions:
1. To assist in the disaster preparedness, mitigation, response and rehabilitation programs;
2. To serve as an auxiliary to the Disaster Risk Reduction and Management Councils (DRRMCs)
response units;
3. To assist in the promotion of civic welfare activities;
4. To assist in the implementation of literacy programs;
5. To assist in socio-economic development;
6. To respond in case of mobilization for national emergency;
7. To assist in environmental protection; and
8. To perform other similar endeavors as directed by higher DRRM authorities.
c. Composition: The NSRC shall be composed of the graduates of the Civic Welfare Training Service (CWTS)
and the Literacy Training Service (LTS) components of the NSTP.
Section 6. Organization:
a. The NSRC National Directorate Center (NNDC) shall be organized and established as an organic unit
under the OCD. The National Director of the said Office shall be responsible for the supervision and
monitoring of the implementation of NSRC development, organization, training, administration, utilization,
mobilization, operation, accreditation and protection of the National Service Reserve Corps (NSRC) from
the National down to the Regional, Provincial and Municipal level. It shall serve as repository of all data
pertaining to NSRC and shall formulate the NSRC manual and operating procedures for the full
implementation of the NSRC program as provided for in this IGP and subsequent OCD publications.
b. The NSRC School Directorate Office (NSDO) shall be established in all HEls/TVETs. The NSDO shall be
responsible for the development, organization, training, administration and operationalization of the School-
based NSRC. The NSRC School Directorate Office will be placed under the Office of the School President.
c. The NSRC Community Directorate Office (NCDO) shall be organized under the local government units/
local DRRMCs at the provincial and municipal level. The LGU/LDRRMC thru their respective NCDOs shall
be responsible for the development, organization, training, administration, utilization, mobilization
protection, funding and operation of the NSRC units.
d. Graduates of the CWTS and LTS Components of the NSTP shall be organized into NSRC Reserve Units.
They shall be classified into two (2) categories: CBNRUs and SBNUs.
e. Community-Based NSRC Reservist Units: CBNRUs shall be organized at the Barangay, Municipal, City
and Provincial level. The membership shall come from graduates of the CWTS and LTS components of

NSTP who are residents of their respective localities. The concerned LGUs thru the LDRRMCs, in
coordination with DILG and OCD, shall undertake the organization of CBNRUs. The OCD thru the Local
DRRMCs shall issue the Activation orders of the CBNRUs.
f. School-Based NSRC Reservist Units: HEls under CHED and TVETs under TESDA shall organize SBNRUs
to be composed of graduates of the ONTS and LTS components of the NSTP who are still enrolled in said
institutions. The OCD thru the HEls and TVETs shall issue the Activation orders of the SBNRUs. These
reserve units shall be placed under control of the College/University Disaster Control Group Chairperson
for conduct of training and operations.
g. School-Based and Community-Based NSRC Reserve Groups are independent of each other. However, all
NSRC Reservists who graduated from their respective tertiary courses and are leaving their schools shall
be reassigned to CBNRUs that are organized in their respective places of residences. Report on the
organization of SBNUs shall be submitted by the HEls/TVETs to CHED/TESDA through their Regional
Offices. CHED / TESDA shall submit the consolidated report of NSRC Reserve Groups / Units organization
to OCD.
h. The system for designation of NSRC Reserve Unit names shall be formulated by OCD. It shall publish a
unit designation list that shall incorporate the following: NSRC reserve group number; Name of
HEls/TVETs; Barangay; Municipality; and Province. The same shall be made known to all concerned
offices for the smooth implementation of the same.
i. NSRC Reservist Serial Numbers: The CHED and TESDA shall provide OCD with a list of all NSTP
graduates since the NSTP Act was implemented in 2001. The list of the NSTP graduates shall include but
are not limited to the following Data: Complete Name; Serial Number; Name of School; date graduated
from NSTP; present residence/home address; present status as a student (if still in school). Every year
thereafter, it will submit the new list of graduates not later than 30 days after the graduation date of the
NSTP. CHED/TESDA shall issue a block of serial numbers to each HEI/TVET corresponding to the
number of NSTP students enrolled at the start of the course. Respective schools/institutions shall in turn
designate the serial numbers to the students alphabetically. Unused serial numbers shall be returned to
CHED/TESDA. These serial numbers shall be reallocated for the next school year. The OCD shall design
a system of serial numbers and blocks of serial numbers parallel to the system designation of NSRC
Reserve Groups Unit Names that shall incorporate the following information: cluster/groups/schooI/
Barangay/Municipality/City/Province/Region.
Section 7. Administration of NSRC Reservist Groups/Units - The OCD shall:
a. Maintain a centralized NSRC Reservist database that shall include, among others, the following
information: Full name, date and place of birth, serial number, name of school, date graduated from NSTP,
present residence and address, present occupation and specialty/skills. This database shall be updated
periodically. A mechanism for the periodic update of the database shall be provided by OCD in
coordination with other concerned government agencies.
b. Issue orders for assignment, reassignment, designation and awards of NSRC reservists.
c. Formulate a system of morale and welfare upliftment that will include but not limited to the following:
Awards. Ranks, Promotions, Training/Schooling.
d. Formulate an NSRC reservist Career Development System.
e. Registration: NSRC Reservists shall be required to physically register in their respective Barangays of
residence and shall secure a Barangay certification that he/she is registered and accounted for. Said
Certification shall be a requirement for college/program graduation. The Barangay shall issue said
certificate free of charge to the student. The Barangay shall charge such expenses to their respective
calamity funds.

f. Accounting: NSRC Reservists shall be accounted for during NSRC assembly test or actual assembly
during mobilization by their respective LDRRMCs. Assembly tests shall be held at least twice a year at the
Barangay level.
Section 8. Training:
a. OCD shall provide a system for NSRC individual reservist and unit training program in line with the skills
and experience required for their utilization.
b. All NSRC reservists are required to undergo periodic training to provide them the advance and special
training needed for their respective skills requirement.
c. NSRC leadership training will be given to selected NSRC reservists who will form the core of NSRC
leadership.
d. Specialized Training shall be given to the Reservist to enhance their capability to deliver the needed
services.
e. A certification of special or advance training shall be eligible for TESDA/CHED or other concerned agencies
equivalency program for higher learning.
f. There shall be a mechanism to maintain a roster of NSRC Reservists who will be eligible applicants for the
scholarship programs other than those funded by the national government.
g. The Community-Based NSRC reservists will undergo training through the LDRRMCs in coordination with
their respective RDRRMCs.
h. The HEls under CHED and TVETs under TESDA shall organize and conduct training for the school-based
NSRCs in accordance with the NSRC training system and guidelines set forth by OCD.
i. The local government HEls/CHED/TESDA and other appropriate agencies/organization shall program
trainings and allocate funds for NSRC activities.
j. The OCD, CHED, TESDA, DILG thru the HEls, TVETs, LGUs/LDRRMs, accredited NGOs and other
concerned offices/organizations shall organize and train core of trainers among NSRCs in their respective
schools, offices and in the areas/localities.
Section 9. Utilization:
a. The NSRC reservists and units shall be utilized in accordance to the PORRM Act of 2010 (R.A.10121) and
the NSTP Act of 2001 (R.A. 9163) which include but not limited to the following:
1. DRRM: Mitigation; Preparedness; Prevention; Response; Relief and rehabilitation;
2. Environmental Protection/preservation and rehabilitation;
3. Civic Welfare and Literacy Activities; and
4. Other tasks needed to address emergencies/calamities/crises.
b. OCD shall prescribe the procedures for the utilization of the NSRC Reservists and units in coordination with
CHEDITESDA for school-based NSRCs and with DILG and LGUs/LDRRMCs for community-based
NSRCs.
Section 10. Mobilization:
a. Mobilization of NSRC units shall be undertaken by officials vested with mobilization authority to muster
NSRC reservists to assemble in their designated mobilization centers and organized by their respective
NSRC units to perform official duty during disasters, emergencies and other DRRM purposes;
b. The Secretary of National Defense (SND), as Chairperson of the National Disaster Risk Reduction and
Management Council (NDRRMC) thru the Administrator, Office of Civil Defense shall have the power to
mobilize NSRC reservist units for DRRM purposes and other national emergency/crisis situation;
c. The Chairperson of the LDRRMCs shall have the power to mobilize the NSRC units based in their
respective localities for DRRM response within their geographical jurisdiction upon the declaration of a
state of calamity;

d. Mobilization and deployment of NSRC units outside of the locality shall emanate from a higher authority as
defined under Section 15 of RA 10121;
e. Mobilized NSRC units shall be placed under control of the concerned DRRMC; and
f. School-based NSRC units, in case of disaster, may be mobilized by the OCD in coordination with HEls
under CHED and TVETs under TESDA provided that all NSRC reservists who are mobilized are of legal
age. Mobilized school-based NSRC units are placed under their respective HElslTVETs Disaster Control
Group (DCG) and shall be placed further under control and supervision of the LDRRMC for deployment.
g. The controlling school shall provide the necessary administrative and logistics requirement such as
insurance, food and other benefits covered under R.A. 10121. In the event the school-based NSRC unit is
deployed or utilized outside the immediate vicinity of the school, the LDRRMC provide additional logistics,
protection, and insurance requirements.
Section 11. Operation
a. OCD
1. OCD thru NNDC shall formulate Standard Operating Procedures (SOPs) for the overall and specific
operation of the National Service Reservists and the NSRC Units;
2. It shall closely supervise the conduct of NSRC operations nationwide and ensure proper coordination
with the HEls under CHED, TVETs under TESDA and with the LGUs/DRRMCs at all levels; and
3. It shall conduct periodic operational exercises to evaluate the actual operational capability of NSRC
units at all levels.
b. HEls under CHED I TVETs under TESDA:
1. There shall be an NSRC School Directorate Office (NSDO) in every HEls under CHED / TVETs under
TESDA that will be in-charge in the development, organization, training, equipage, administration and
deployment of the school-based NSRC unit; and
2. The officials of every HEls under CHED/TVETs under TESDA have the primary responsibility in the
utilization of the school-based NSRC units as first disaster responders in their respective school
campuses and their immediate vicinities.
c. LGUs:
1. The LGUs shall have the primary responsibility as First Responder during disasters in their respective
localities as provided for in Section 15, RA 10121. As such, there shall be an NSRC Community
Directorate Office (NCDO) established at the provincial and municipal levels that will be responsible for
the development, organization, training, equipage, administration and deployment of their respective
community-based NSRC units; and
2. LGUs shall deploy and utilize NSRC Units in accordance to the SOPs prescribed by OCD.
Section 12. Protection of NSRC Reservists:
a. The protection of NSRC reservists during their mobilization, deployment and utilization including DRRM
Practical Training and Exercises shall be the responsibility of the concerned LDRRMC and HEls/TVETs, for
both school-based and community-based NSRC reserve groups. They shall be responsible for providing
the insurances, logistics, and other necessary benefits, including hospitalization for NSRC reservists who
incur injury while on duty for the period that NSRC reservists are undergoing practical
exercises/mobilization in their respective school campuses/ localities/communities.
Section 13. Accreditation of DRRM Training Organizations for NSRC:
a. The NDRRMC, thru the OCD, in consultation with CHED/TESDA/DND/DILG shall prescribe the
procedures, qualifications, processes, criteria, and other requirements for the accreditation of training
organizations, and certification for individual trainer/s;

b. The NDRRMC, thru the OCD, shall be responsible for the processing and approval of the application for
accreditation of the training organization, and certification of individual trainer/s for NSRC. All government
agencies mandated and involved in the conduct of DRRM Training shall be qualified for accreditation as a
training organization for NSRC reservists and units. Their individual training shall comply with the
requirements prescribed;
c. Only competent and authorized trainers from accredited training organizations/institutions shall be allowed
to conduct DRRM training activities; and
d. Training Organizations shall be duly registered with SEC/DTI specifically for the purpose of conducting
DRRM trainings.
Section 14. Funding of the NSRC Reservist/Units:
a. The concerned LGUs/LDRRMOs shall provide the necessary funds for the organization and utilization of
NSRC reservists in their respective localities. This may be charged from the local DRRM funds otherwise
known as Local Calamity Fund; and
b. Funds needed for the organization and utilization of a school-based NSRC reservist shall be charged from
school/training institution funds. A funding system similar to the Advance ROTC program which utilizes
funds from NSTP may be adopted by the schools. The HEls/TVETs may coordinate with the local DRRM
for use of LDRRMC resources for joint training activities for disaster response.
Section 15. Evaluation and Submission of Reports:
a. The OCD thru LDRRMOs in coordination with CHEDITESDA shall conduct periodic evaluations of NSRC
units to insure their operational capability for DRRM response. Concerned agencies shall regularly monitor
the implementation of this Implementing Guidelines and Procedures. OCD shall consolidate all reports
from concerned offices/agencies and submit quarterly/semestral/annual reports to the NDRRMC on NSRC
development, organization, training, utilization, mobilization, operation, accreditation and protection of the
NSRC every last day of the month of each quarter, semester and year;
b. CHED and TESDA shall submit a yearly report on the roster of CWTS and LTS graduates to OCD; and
c. OCD shall consolidate all the reports for submission to the NDRRMC.
Section 16. Transitory Provision: Pending the formulation and approved details of the standard operating procedures for
operations, programs of instruction (POI) for special and advance training for NSRC, criteria for accreditations
of NSRC Training Organizations shall be maintained as prescribed herein and in other related publications.
Section 17. Separability Clause: Any provision of these Rules inconsistent with existing laws shall be held invalid. The other
provisions not otherwise affected shall remain in full force and in effect.
Section 18. Amendatory Clause: The Secretary of National Defense as Chairperson, NDRRMC thru the OCD Administrator
(OCDA), may cause the amendment of these Implementing Guidelines and Procedures as the need arises.
Section 19. Effectivity Clause: These implementing guidelines and procedures shall take effect immediately upon approval
by the Chairperson, NDRRMC.
VOLTAIRE T. GAZMIN
Secretary of National Defense, and
Chairperson, National Disaster Risk Reduction and Management Council.

Suggested A c t
ivity
Name____________________________________ Section__________ Rating:______
In the community where you come from, what type or kind of disaster or calamity your place is more vulnerable to
experience? If given the opportunity to be of help, what type or kind of training do you wish to undergo?
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Having experienced some training before, what ideal characteristics, qualities or qualifications you expect your trainers to
possess so that they can also be of help to you and other NSTP trainees in preparation for the NSRC?
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This NSRC Form belongs to:
.
(Last Name First Name Middle Name) (Course & Year) (NSTP Section)
Place Your Digital
Picture Here
My NSTP Facilitator:
.
(Last Name First Name M.I.) (From the School of / Department of)
Schedule: .
(Day) (Time)
STUDENT PROFILE:
Phone No.: Mobile No.: E-mail Address: .
Residential Address: ,
(House # Purok/Block # Street Barangay)
Municipality/City: Zip Code: , Philippines.
In case of Emergency, please contact:

Phone No. : .
Address: Relationship: .
In preparation for your Local DRRMC
Group Name or Group Number: (as per Rule 10: Section 1, IRR of R.A. 10121)
Group Leader: Phone Number: .
Asst. Group Leader: Phone Number: .
Admin. Officer: Phone Number: .
Operations Officer: Phone Number: .
Logistics Officer: Phone Number: .
Training Officer: Phone Number: .
Community Relations Officer: Phone Number: .
Members:
1. Phone Number: .
2. Phone Number: .
3. Phone Number: .
4. Phone Number: .
5. Phone Number: .
PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 10

MODULE 2: REPUBLIC ACT 9163
THE NATIONAL SERVICE TRAINING PROGRAM LAW OF 2001
Objectives:
At the end of the module, the students are able to:
1. explain the history and significance of NSTP in the purview of national security and development.
2. appreciate the value of NSTP as a citizenship program;
3. design and execute feasible ventures to deal with local communities’ concerns; and
4. support NSTP-related activities and endeavors.
INTRODUCTION
Republic Act. No. 9163 or The NSTP Act of 2001 is an act establishing the National Service Training Program for all
college students. This amended two National Service decrees: Republic Act No. 7077 or the AFP Reservist Act of 1991 ,
and Presidential Decree No. 1706 or The National Service Law. These previous decrees mandated a compulsory National
Service for Filipinos.
PRIMORDIAL OBJECTIVE of NSTP:
The NSTP’s guiding principles are anchored on the role of the youth in nation-building. The promulgation of the
NSTP Act of 2001 translates the constitutional provision which states, “The State shall inculcate in the youth, patriotism and
nationalism, and encourage their involvement in public and civic affairs” (Art. II, Sec. 15).
The NSTP Act of 2001 therefore, is aimed at encouraging the youth to become civic organizers, community
volunteers or military reservists who can be tapped by the state in the event of disasters or emergencies. This training
program is designed to provide the much-needed framework for citizenship training so each individual may have a thing or
two to contribute for the development of the nation.
AN AVENUE for SOCIAL AWARENESS and COMMUNITY INVOLVEMENT:
NSTP is a means for student-trainees to value the critical role they play in national development as they deepen
their sense of social awareness and involvement in the communities. They shall undergo and experience immersion, and
later on, in their very own respective communities, they shall apply the knowledge, values and life skills that they learned as
National Reservists. With the aid or assistance of local officials, NSTP can also serve as a means for laying the ground
works for community development in the grassroots level.
AS a TRAINING SERVICE, NSTP shall:
1. introduce and inculcate knowledge, values and skills in an attempt to look into one’s self, life skills as well as values
orientations;
2. present ways and means to improve the youth’s understanding of the community– its organizations, dynamics,
characteristics and even problems;
3. facilitate in raising the level of social awareness and community involvement through various initiatives and
activities; and
4. plan and implement worthwhile initiatives and projects to address communal problems and local issues.

PARADIGM of NATIONAL SERVICE TRAINING PROGRAM:
‘Indoctrination’ Phase ‘Sentisization’ Phase
NSTPRO1 – Theory NSTPRO2 – Application

 Self Awareness and Values  Agency Visits and Linkages
Development  Environmental Activities
 The University of Baguio and the o Watershed Clearing
National Service Training Program o Tree Planting, Guarding
 Citizenship Education  Community Immersion
o Maka-Diyos, Maka-Tao, Maka- o Clean and Green Program
Bayan, Maka-Kalikasan o Nutrition Activities
 Drug Education o Literacy advocacy
 Security Concerns  Initiatives or Projects
 Environmental Protection o Conceptualizing, Planning
 Supplemental Lessons on: o Implementation, Monitoring
o Leadership, Peace, Election o Evaluation
THE NSTP ACT OF 2001

Congress of the Philippines
Twelfth Congress
REPUBLIC ACT NO. 9163
January 23, 2002
AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM (NSTP) FOR TERTIARY LEVEL STUDENTS,
AMENDING FOR THE PURPOSE REPUBLIC ACT NO. 7077 AND PRESIDENTIAL DECREE NO. 1706, AND FOR
OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:
Section 1. Short Title - This Act shall be known as the “National Service Training Program (NSTP) Act of 2001.”
Section 2. Declaration of Policy - It is hereby affirmed the prime duty of the government to serve and protect its citizens.
In turn, it shall be the responsibility of all citizens to defend the security of the State and in fulfillment thereof,
the government may require each citizen to render personal, military or civil service.
Note: Like a symbiotic relationship, the state obliges itself to fulfill its sacred duty to serve and protect the people
while the citizens fulfill their share by, among others, rendering community service.
Recognizing the youth's vital role in nation-building, the State shall promote civic consciousness among the
youth and shall develop their physical, moral, spiritual, intellectual and social well-being. It shall inculcate in the
youth patriotism, nationalism, and advance their involvement in public and civic affairs.

Note: Through NSTP, the state aims to realize all these with the assistance, among others, of the Higher Educational
Institutions like the University of Baguio.
In pursuit of these goals, the youth as a valuable resource of the nation, shall be motivated, trained, organized
and mobilized in military, literacy, civic welfare and other similar endeavors.
Section 3. Definition of Terms - For purposes of this Act, the following are hereby defined as follows:
(a) “National Service Training Program (NSTP)”

This 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. Its various components are specially designed to enhance the youth's active contribution to
the general welfare.
(b) “Reserve Officers' Training Corps (ROTC)”

This is a program institutionalized under Sections 38 and 39 of Republic Act No. 7077 designed to provide
military training to tertiary level students in order to motivate, train, organize and mobilize them for national
defense preparedness.
Note: This is designed to provide students with military training in order to motivate, train, organize and mobilize them
for national defense preparedness.
(c) “Literacy Training Service” is a program designed to train students to become teachers of literacy and
numeracy skills to school children, out of school youth, and other segments of society in need of their
service.
(d) “Civic Welfare Training Service”

This refers to programs or 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 devoted to improving
health, education, environment, entrepreneurship, safety, recreation and morals of the citizenry.
(e) “Program component”

This refers to the service components of the NSTP as enumerated in Sec. 4 of this Act.
Note: Items a,b,c are the program components of NSTP. In the new Implementing Rules and Regulations of 2010,
every school is mandated to offer these components for all students to choose.
Section 4. Establishment of the National Service Training Program. - There is hereby established a National Service
Training Program, which shall form part of the curricula of all baccalaureate degree courses and of at least two
(2)-year technical vocational courses and is a requisite for graduation, consisting of the following service
components:
Note: Baccalaureate degrees (4 or more year-degree courses) and 2-3-year technical-vocational courses, are
mandated by this law to undergo NSTP.
(1) The Reserve Officers’ Training Corps (ROTC), which is hereby made option and voluntary upon the
effectivity of this Act;
Note: This was the sole component of the repelled Reservist Laws. Today, ROTC becomes one component only of
the National Service Training Program.

(2) The Literacy Training Service;
Note: This is designed to train students to initiate and implement literacy and numeracy-related activities for school
children, out-of-school youth and the underprivileged who are in need of such service.
(3) The Civic Welfare Training Service.
Note1: The University of Baguio has been offering this component since the advent of NSTP.
Note2: This is the core component of the law. It replaces the exclusive military training for male students with a more
civic-oriented service to the community.
Note3: Activities are designed to contribute to the general welfare of the community such as: health and sanitation,
education, environment preservation, entrepreneurship, safety, recreations and morals.
The ROTC under the NSTP shall instill patriotism, moral virtues, respect for rights of civilians, and adherence to
the Constitution, among others. Citizenship training shall be given emphasis in all three (3) program
components.
The Commission on Higher Education (CHED) and Technical Education and Skills Development Authority
(TESDA), in consultation with the Department of National Defense (DND), Philippine Association of State
Universities and Colleges (PASUC), Coordinating Council of Private Educational Associations of the Philippines
(COCOPEA) and other concerned government agencies, may design and implement other program
components as may be necessary in consonance with the provisions of this Act.
Note: The Revised IRR (2010) which guides the UB-NSTP program can be browsed in the internet.
Section 5. Coverage. - Students, male and female, of any baccalaureate degree course or at least two (2)-year technical
vocational courses in public and private educational institutions shall be required to complete one (1) of the
NSTP components as requisite for graduation.
Note1: As a requirement for graduation, every student, unless exempted by the IRR, shall undergo NSTP.
(From Section 4: Coverage, of the Revised IRR, states that:)

a. All incoming first year students, male and female, starting School Year (SY) 2002-2003, 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. The above provision,
however, DOES NOT cover the following:
a.1 Students who finished or graduated from a baccalaureate degree or two year technical-vocational or
associate course and pursuing or enrolled in another or additional baccalaureate degree or two-year
technical-vocational or associate course in SY 2003-2004, and;
a.2 Students who completed any of the three NSTP components but considered freshmen to the course
where they transferred or shifted.
a.3 Foreign students or aliens
Note1: Second coursers and those who graduated from 2-3-year vocational-technical-associate courses in 2003-2004
are automatically exempted to enroll NSTP.
Note2: As reflected in their transcript of records, transferees who have completed ROTC, LTS or CWTS in other
schools but are admitted in the University of Baguio as new students need NOT re-enroll NSTP.
Note3: Filipino-Foreign students who are admitted, enrolled and have paid the $500 Foreign Admission Fee as
certified by the Admission and Records Center (ARC) are to be given Certificate of Exemption from the office.
However, Fil-Foreign students who were originally enrolled as Filipino students but avertedly converted to
foreign student status just to avail of exemption and whose names do not consistently appear in the list as
certified by the ARC, are required to attend NSTP.
Section 6. Duration and Equivalent Course Unit - Each of the aforementioned NSTP program components shall be
undertaken for an academic period of two (2) semesters.
Note1: Offerings per semester: NSTPRO1 is regularly offered during the first semester with 50 students/class as
minimum, while NSTPRO2 is regularly offered during the second semester with 60 students/class as minimum.
Failing to meet these numbers would mean class dissolution or paying the lacking slots.
Note2: Summer classes are offered only when a considerable number of petitioning students makes an NSTP class
viable for opening, else, the class is dissolved or students are obliged to pay the remaining slots.
In lieu of the two (2) semester program for any of the components of the NSTP, a one (1)-summer program
may be designed, formulated and adopted by the DND, CHED, and TESDA.
Section 7. NSTP Offering in Higher and Technical-Vocational Educational Institutions - All higher and technical-vocational
institutions, public and private, must offer at least one of the program components; Provided, that State
universities and colleges shall offer the ROTC component and at least one other component as provided
herein; Provided, further, that private higher and technical-vocational education institutions may also offer the
ROTC if they have at least three hundred and fifty (350) cadet students.
Note: State Universities and Colleges (SUC’s) are mandated to offer ROTC but private Higher Educational
Institutions (HEI’s) like UB, has the option to defer or offer it even with less or more than the required number of
interested students.
In offering the NSTP whether during the semestral or summer periods, clustering of affected students from
different educational institutions may be done, taking into account logistics, branch of service and geographical
considerations. Schools that do not meet the required number of students to maintain the optional ROTC and
any of the NSTP components shall allow their students to cross-enroll to other schools irrespective of whether
or not the NSTP components in said schools are being administered by the same or another branch of service
in the Armed Forces of the Philippines (AFP), CHED and TESDA to which schools are identified.
Note: UB allows cross-enrollment but only on peculiar circumstances beyond the University’s control. The regular
procedures for cross-enrolment shall be observed.
Section 8. Fees and Incentives. - Higher and technical vocational institutions shall not collect any fee for any of the NSTP
components except basic tuition fees, which shall not be more than fifty percent (50%) of what is currently
charged by schools per unit.
Note: Every student who is enrolled in any of the components is charged only with 1.5-tuition unit, yet UB gives the
student a 3-unit credit and pays the teacher-facilitator with a 3-unit teaching load.
In the case of ROTC, the DND shall formulate and adopt a program of assistance and/or incentive to those
students who will take the said component. The school authorities concerned, CHED and TESDA shall ensure
that group insurance for health and accident shall be provided for students enrolled in any of the NSTP
components.

Note: Part of the students miscellaneous is the insurance, but everyone is encouraged to be careful in all activities, in
and out of the classroom, to avoid untoward events. Safety is NSTP’s primary concern.
Section 9. Scholarships. There is hereby created a Special Scholarship Program for qualified students taking the NSTP
which shall be administered by the CHED and TESDA. Funds for this purpose shall be included in the annual
regular appropriations of the CHED and TESDA.
Section 10. Management of the NSTP Components. The school authorities shall exercise academic and administrative
supervision over the design, formulation, adoption and implementation of the different NSTP components in
their respective schools; Provided, that in case a CHED- or TESDA-accredited non-government organization
(NGO) has been contracted to formulate and administer a training module for any of the NSTP components,
such academic and administrative supervision shall be exercised jointly with that accredited NGO; Provided,
further, that such training module shall be accredited by the CHED and TESDA.
Note: These modules are by-products of the training-seminars initiated by GO’s and accredited NGO’s.
The CHED and TESDA regional offices shall oversee and monitor the implementation of the NSTP under their
jurisdiction to determine if the trainings are being conducted in consonance with the objectives of this Act.
Periodic reports shall be submitted to the CHED, TESDA and DND in this regard.
Note1: Even though UB is an autonomous HEI, its NSTP program is still overseen and monitored by these offices to
ensure that provisions of this Act are faithfully observed.
Note2: From time to time, CHED, DND and TESDA, in collaboration with the Philippine Society of NSTP Educators
and Implementers (PSNEI), conducted regular symposia-training-seminars-fora in order to improve the
program.
Section 11. Creation of the National Service Reserve Corps. There is hereby created a National Service Reserve Corps, to
be composed of the graduates of the non-ROTC components. Members of this Corps may be tapped by the
State for literacy and civic welfare activities through the joint effort of the DND, CHED and TESDA.
Note: This is the ultimate objective of the NSTP – that all graduates will become RESERVISTS whose services can
be tapped by the communities when man-made and natural calamities strike.
Graduates of the ROTC shall form part of the Citizens' Armed Force, pursuant to Republic Act No. 7077.
Note: Those who will take up and complete ROTC, they will automatically become members of the AFP Reservist
Corps, the same organization that is mobilized in times of national military needs.
Section 12. Implementing Rules. The DND-CHED-TESDA shall have the joint responsibility for the adoption of the
implementing rules of this Act within sixty days from the approval of this Act.
Note: The IRR was recently revised (2010) to further improve the program.
These three (3) agencies shall consult with other concerned government agencies, the PASUC and
COCOPEA, NGOs and recognized student organizations in drafting the implementing rules. The implementing
rules shall include the guideline for the adoption of the appropriate curriculum for each of the NSTP
components as well as for the accreditation of the same.

Note: The Revised IRR calls for re-emphasizing ROTC as an equally important component of NSTP. As of the
present, a number of bills are filed in the Lower House to either abolish NSTP and revert back to ROTC (filed
by Reps. Aumentado, Biazon, etc.) or improve NSTP by adding a lot of components to it (filed by Kabataan
Partylist Raymund Palatino).
Section 13. Transitory Provisions. Students who have yet to complete the Basic ROTC, except those falling under Sec. 14
of this Act, may either continue in the program component they are currently enrolled or shift to any of the other
program components of their choice; Provided, that in case he shifts to another program component, the Basic
ROTC course he has completed shall be counted for the purpose of completing the NSTP requirement;
Provided, further, that once he has shifted to another program component, he shall complete the NSTP in
component.
Note1: Students who both passed NSTPRO1 and NSTPRO2 are considered graduates of the NSTP program.
Section 14. Suspension of ROTC Requirement. The completion of ROTC training as a requisite for graduation is hereby
set aside for those students who despite completing all their academic units as of the effectivity of this Act have
not been allowed to graduate.
Section 15. Separability Clause. If any section or provision of this Act shall be declared unconstitutional or invalid, the other
sections or provisions not affected thereby shall remain in full force and effect.
Section 16. Amendatory Clause. Sec. 35 of Commonwealth Act No. 1, Executive Order No.207 of 1939, Sections 2 and 3
of Presidential Decree No. 1706, and Sections 38 and 39 or Republic Act No. 7077, as well as all laws,
decrees, orders, rules and regulations and other issuances inconsistent with the provisions of this Act are
hereby deemed amended and modified accordingly.
Section 17. Effectivity. This Act shall take effect fifteen (15) days after its publication in two (2) newspapers of national
circulation, but the implementation of this Act shall commence in the school year of 2002-2003.
Note: This Act was fully implemented in school year 2002-2003. It has been eighteen years since yet various
initiatives are still being undertaken to further improve the program.

Suggested A c t
ivity
What particular NSTP components are you more inclined to choose for your NSTP training? What are your reasons for
choosing such?
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What are the possible activities that you expect NSTPRO1 facilitators will be giving you in preparation for your Community
Immersion?
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After your classroom training, what are the possible activities and projects that you can contribute for the betterment of the
community?
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Suggested A c t
ivity
Discuss, in not less than 100 words, your role as a youth in nation-building through the NSTP.
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MODULE 3: GOOD CITIZENSHIP VALUES
Objectives:
At the end of this module, the students are ab to:
1. understand the principles underpinning good citizenship, service and volunteerism for national development;
2. describe and analyze issues that relate to the good citizenship values of student-citizens in the country;
3. make reasonable decisions, address issues, explain concepts and/or solve problems using relevant examples pertaining to the
promotion of values towards responsible citizenship; and
4. appreciate the significance of good citizenship towards the attainment of national development.
Citizenship
Citizenship is the state of being vested with the rights, privileges, and duties of a citizen (http://dictionary.reference.com). It
is the status or condition of a resident in a given locality which includes all the rights, responsibilities, privileges and duties as a
legitimate member of society. To fully realize this, one has to be a good citizen sa isip, sa salita at sa gawa. But what is a good
citizen? What are the expected attitudes and behaviors of a good citizen?
Good Citizenship
A good citizen is characterized as one who proves himself

as worthy of the love, service and protection of the government.
He/she is expected to have practiced the virtues that are naturally
possessed by a resident and render service to the state if necessary.
Good citizenship includes:
1.
Personally Responsible Citizen – acting responsibly in his/her
community, e.g. volunteerism in times of calamities.
2. Participatory Citizen – an active member of community

organizations and/or improvement efforts, e.g. sanguniang
kabataan membership.

3. Justice-Oriented Citizen – critically assesses social, political and
economic structures to see beyond surface causes, e.g.
partylist membership.
Among the expected attitudes and behaviors of a good Filipino citizen is being respectful to the self and others including life and
properties. He/she is expected to be helpful and considerate, willing to put others’ first and listens to their views. He/she respects
environment, works hard for him/herself and for his/her loved ones, well mannered, pleasant, and is just in all of his/her dealings.
A good Filipino citizen therefore, is one who plays an active and intelligent role as a member of the community. He/she fulfills
duties and obligations to his/her self, family, neighbors, government and society in general. He/she possesses the traits of
respectfulness, courtesy and consideration, among others, for parents, elders, the underprivileged, and the world in general. He
observes punctuality, promptness, and good moral conduct in all his/her dealings.
Citizenship Education
Labuguen et al., (2012) elucidated that the citizenship education topic of the National Service Training Program affords the
implementing institutions the opportunity to develop consciousness not only in national terms, but also in terms of global civic rights and
responsibilities; and that, 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.
But how can we become good citizens? The Constitutions’ Preamble gives us the answer:
“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 ideas and aspirations, promote the common good, conserve and develop our patrimony,
and secure to ourselves our prosperity the blessings of independence and democracy under the rule of law and regime of truth, justice,
freedom, love, equality, and peace, do ordain and promulgate this Constitution.”
The values that are enshrined in the Preamble serve as our guiding principles, providing us the underlying framework for good
citizenship. As citizens of this nation, we are challenged to live the Core Values of Good Citizenship: “ Maka-Diyos, Maka-tao, Maka-
Bayan, and Maka-Kalikasan.” But how can these be achieved?
“The journey of a thousand miles begins with the first step” says an old adage. A small stone led to the creation of the
majestic Rice Terraces of the Cordilleras, for example. It has to start somewhere or from someone else: in our family, barkadas,
school, church and other institutions. But most importantly – in each one of us! All it needs is a well-balanced education, a strong
aspiration and determination, and a steadfast character to attain good citizenship. Ideally, good citizenship goes beyond learning –
translated into concrete actions. It is not enough that it is enshrined in the constitution. It has to be lived if we are to build a better
Philippines.
A. PAGKAMAKA-DIYOS (Spirituality)
Agapay (2002) claimed that Belief in God is a value that most Filipinos don’t find difficult to understand. Its practice is not only
a second nature to Filipinos but it is part and parcel of the spiritual psychic to be religious. Filipinos are typically religious, an essential
aspect of the personhood. This explains why anthropology has not encountered a human society without some forms of religious
worship. Pagkamaka-Diyos values include:
A.1. Faith and Belief in God (Paniniwala at Pananalig sa Maykapal)
Faith and belief in God is an innate trademark for Filipinos. This faith allows us to see and appreciate our selves as brothers-
sisters to one another, one big family with God as the Father. This faith and belief in God calls for an active spirituality: to learn to pray
from our hearts and not merely by our lips.
Story: Faith Alone (Bro. Andrew Maria Almonte, MMHC)

A devout religious widow was crossing a bridge with her child when an accident happened. Her son fell off the bridge and
plunged into the deep water below. At this, some men got ready to jump to save the child. However the widow forbade them. “Do not
move,” she told the men, “my faith alone can save my child.” After she said this, the widow knelt on the bridge and prayed with great
faith. In a short while, the child drowned and died. The widow wept.
Lesson: Faith alone, without work, is useless.
True faith calls us to turn away from bad to good, from graft and corruption into honesty and good governance, from indolence
or convenience to hard work, and from growing adherence for materialism to integrity, so on and so forth.
As UBians and future leaders of our communities, let us remember that we have to go further by putting our faith into action,
live a life that is based on the right values, and serve as inspirations to others who may be struggling to strengthen their own.
A.2. Respect for Life (Paggalang)
Cathy Better says: “Life is raw material. We are artisans. We can sculpt our existence into something beautiful, or debase it
into ugliness. It’s in our hands.” Hence, “treat life with respect, and life itself will reveal its beauty to you” (Bro. Andrew Maria MMHC).
Our life as well as our own humanity is a gift from God, created from His own image and likeness, making us persons of worth
and dignity. By this, we should uphold and recognize each others’ dignity and grow to appreciate each others’ worth by keeping an
open mind and charitable attitude so we can appreciate others’ giftedness and special roles in our life and in our society.
Biblically, our body is God’s temple, and because it is sacred, by all means we should be responsible for it because any form
of violence defies its sanctity. As our natural human rights protect us from anything that endangers our life and well-being, we should
also be responsible for upholding the rights of others. We shall not be advocates of violence or any means that may harm the life and
dignity of our neighbors.
Since life is precious, it is our duty to respect, protect, nurture and preserve the human life from the moment of conception
until life is recalled by the Creator. It is our duty to uphold and recognize each other’s dignity for a just society is based on respect.
A.3. Order (Pagsunod sa mga Alintuntunin)
Order means doing “first thing first.” It is simply doing the right
thing at the right time and at the right place without hesitation.
Our Oath of Allegiance enumerates our duties for the

establishment of an orderly society and in turn, an orderly life. Take a look
at our Panatang Makabayan:
Iniibig ko ang Pilipinas, aking lupang sinilangan, tahanan ng aking

lahi. Kinukupkop ako at tinutulungan maging malakas, masipag at
marangal. Dahil mahal ko ang Pilipinas, diringgin ko ang payo ng aking
magulang, susundin ko ang tuntunin ng paaralan, tutuparin ko ang
tungkulin ng mamamayang makabayan: naglilingkod, nag-aaral at
nagdarasal ng buong katapatan. Iaalay ko ang aking buhay, pangarap,
pagsisikap, sa bansang Pilipinas.
Order, personal or social, entails the discipline of mind, emotion and action which we need to establish so that we can live in a
peaceful, successful and productive life; otherwise, it will trigger situations of panic, unrest, confusion, havoc and anarchy.
Everyone should understand that the value of Order is important in our quest to improve ourselves and become more
productive citizens. Without the norms that set parameters as to what is to be done or to be avoided, without the rules and regulations
that sustain societies, pandemonium may eventually swallow us.

Order entails the discipline of the mind, emotion and action. It is essential that we have to follow a particular order even in
loving. It is a challenge that we have to learn to be methodical in our studies, work or play by establishing a habit, a system or a
routine. Valuing order it may ensure security of all citizens.
A.4. Work (Paggawa ng Marangal)
Why work? Is there a relationship between studying today and working tomorrow? As students, will the attitudes and
behaviors today affect the type of attitudes and perspectives toward works later on?
It is generally accepted that we work because we have to make a living not only to survive but more importantly to have a
better life. Agapay (2002) claimed that “the duty to preserve one’s life implies the duty to work.” He claimed further that “work is a
creative process for self-development and when properly combined with leisure, it is healthful and promotes both mental, physical well-
being”.
As students therefore, the preparation for an ideal/dream work or career for tomorrow starts today. Those who prepare well
may eventually reap the fruits of their sacrifices, while those who do not, failure may await them.
Story: House Builder
An elderly carpenter told his employer-contractor that

he was ready to retire. Because of his contribution, the rich
contractor was sorry to see his worker go. But eventually, he
yielded but asked if this carpenter could build just one more
house as a personal favor. The carpenter said yes, but over
time it was easy to see that his heart was no longer in his work.
He resorted to shoddy workmanship and used inferior
materials. The house was considered as the worst of all that
he had built before. It was an unfortunate way to end a
dedicated career.
When the carpenter finished his work, his employer-

contractor came to inspect the house. Although unimpressed
and unsatisfied, he handed the front-door key to the carpenter
and said, “This is your house... my gift to you.” The carpenter
was shocked!
Lesson: Life is a do-it-yourself project. Our attitude today influences our work later on.
No matter how hard or how many works we do, what counts in the end is not the volume of work but the amount of love that
we put into it. Let us avoid becoming indolent citizens in our studies, activities or work. Instead, we cheerfully work with love, integrity
and honesty towards a culture of excellence.
An old Danish proverb that says, “God gives every bird its food but does not drop it into the nest” only shows that we need to
work because it is our responsibility. Even the great Confucius also remarked, “Give fish to a man and he will have food to eat for a
day; teach him how to fish and he shall have food to eat throughout his lifetime.” He even encouraged us to “Choose a job that we
love, and we will never have to work a day in our life.” The Bible appropriately reminded us: “If a man will not work, he shall not eat”
(2Thessalonians 3:10).
A.5. Concern for Family (Pagkalinga) and Future Generation

This value, collectively, means that our utmost attention is focused on the family as sanctuary of life and a core unit of society.
Our family is a gift from God as we draw inspiration and strength from them and in return. We are expected to do our responsibilities to
keep it intact and strong against the forces that tend to destroy it, its values and its sense of unity.
Since family is worth more than any worldly gain, it is only appropriate that we should be vigilant in valuing it and be
strengthened by the love, understanding, and mutual respect given by the members of the family. The words of Francisco Balagtas
“Ang hindi marunong lumingon sa pinanggalingan ay ‘di makararating sa paroroonan” still rings in our systems today.
“The family is 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. The family is an indispensable element of social
cohesion and equilibrium” (Tolentino, id., citing 3 Castan 428-431).
B. PAGKAMAKA-TAO (Shared Being, The Bayanihan Spirit)
Frank Sheed remarked that, “Everybody is presumed to know what man is but the varied political, social, educational,
philosophical, and religious systems in the world underscore the fact that anybody else has a different view of man” (Man Essential,
part I, pp. 3-22).
The relationships that we have established: relationships to ourselves, to various social institutions, to our neighbors, to the
material world and to God, have something to do with how we see ourselves and others. The attitudes and behaviors that we manifest
in the way we deal with others are reflections of our basic perspectives with who and what man is, thus the level of help we extend to
them is basically founded from this principle.
Some values under Pagkamaka-Tao include:
B.1. Love
Agapay (2002) defined Love as the “tendency of the will towards what is good. ” This allows us to infer that if we love or we
are loved, all these descriptions of Biblical love are experienced. For love to be felt, it has to be creative, reciprocated and expressed.
Life becomes meaningful by the value of love, for it is through love that we care, respect, forgive and trust. But why does our
country never move forward if we all have love within us? Is it because not all of us have learned how to live a life in love which holds
us to love others? “If you love me, keep my commandments” (John 14:15) is Jesus’ ardent appeal.
Story: Sand and Stone (Bro. Andrew Maria Almonte, MMHC)
A story tells about two friends, Juan and Pedro, walking through the desert. During some point of the journey they had an
argument and Pedro slapped Juan in the face. Naturally, Juan was hurt, but without saying anything, he wrote in the sand: "TODAY
MY BEST FRIEND SLAPPED ME IN THE FACE."
They kept walking until they found an oasis, where they decided to take a bath. Suddenly, Juan got stuck in the mire and
started drowning, but immediately Pedro extended his hands and saved him. After Juan recovered from the near drowning, he wrote
on a stone: "TODAY MY BEST FRIEND SAVED MY LIFE."
Curiously, Pedro asked him, “After I hurt you, you wrote it in the sand, and now, you wrote it on a stone, why?” Juan replied:
“When someone hurts us, we should write it down in sand where winds of forgiveness can erase it away. But, when someone does
something good for us, we must engrave it in stone where no wind can ever erase it.”
Lesson: The power of love goes beyond pain and human frailties.
Love brings more good than anything else although it entails sacrifice, responsibility and service. Let us allow the force of love
to bind us together as a nation. Since love is a key ingredient to our national progress, let us help make love as the beginning, the
middle and the end of our history as a nation.
B.2. Freedom

In a class, a lady student defined freedom as: “Thinking, saying or doing the things we want to do.” Some students agreed but
a male student commented: “So I can kiss you, anyway I’m free to do it!” The class erupted while the lady student blushed. Allowing
anyone to do whatever he wishes would mean chaos and disorder. Freedom gives recognition and respect to our individuality as
persons. Freedom is never without responsibility for it is the power to act or not to act deliberately.
As a gift, our lives come with our freedom to choose what we want to make of them. At the end of the day, we are supposed
to be responsible for what we have made of it and cease to wash our hands or point fingers at somebody or something as the culprit of
our acts for we are what we do.
As Blessed John Paul II states: “Freedom consists not in doing what we like, but in having the right to do what we ought,” we
are supposed to be doing the things that we are to do and not necessarily because we are obliged to do it. We are gifted with
knowledge and intellect to know the truth and the consent and free will to choose what is good. This freedom allows us to choose what
is truly best for us, for our parents, for our community, and for our country. The bottom line is we can never be free to do what is
wrong, like cheating during quizzes or exams, or stealing a cell phone from a seatmate, or thieving a wallet from a classmate, or
committing suicide or murder among others, that freedom is and will always be pretentious.
B.3. Peace
Peace is a state of mutual harmony between people or groups, especially in personal relations
(http://dictionary.reference.com). Common folks simply define peace as the absence of disturbance, hostilities or war. A phrase in a
song aptly describes where it supposedly starts: “ Let there be peace on earth, and let it begin with me .” Jesus, in the Beatitudes,
reminded that the peacemakers are blessed and that they are called children of God (Mat. 5:9).
A participant in a national convention raised his hand for an inquiry, in the middle of the speech about Global Peace delivered
by an international Peace Advocate from Washington D.C., to the surprise of the gallery. The man asked the speaker: “Excuse me sir,
but may I be clarified as to what peace are you trying to explain to us? Do we have the same definition of peace? Is my understanding
of peace as the absence of war and war as the absence of Peace the same as yours?” The speaker, though startled and amused,
politely answered him that he was actually going to that direction – peace that starts from the self and goes to the world.
Just like the man who asked, we are oftentimes impatient of its coming.
“When you find peace within yourself, you become the kind of person who can live at peace with others,” says Peace Pilgrim
(American Teacher & Spiritual leader and Peace Prophet, 1908-1981).
The value of peace is centered around the self, in doing good for other and for the country. It includes living and working
together in harmony and avoiding violence as a way of settling disputes. Peace begins from the self and is a God-given gift that must
be nurtured by prayer and reflection. It can be attained and sustained when we develop a deep sense of respect and consciousness of
their faith in God, fellowmen, environment, and country. St. Augustine once remarked: “Peace means serenity of mind, simplicity of
heart and tranquility of soul.”
Each of us should be a person of peace, a builder of harmony among our fellowman. Every student should strive hard to
foster the value of peace in his personal endeavors and abhor all means of violence whether in his personal affairs as a son/daughter,
brother/sister, friend, classmate or whatever. No bullying, in whatever form, should be done towards fellow students, neighbors,
strangers or anyone else.
B.4. Value of Truth
Truth is an extraordinary or unusual thing, person, or event; an

exceptional example or instance, similar to constancy or sincerity in
action or character centered on living and loving passionately with
honesty and sincerity (http://dictionary.reference.com). It must have
been considered as an extraordinary value since truth involves
constancy and sincerity in our character and actions day in and day out.
Truth is important in our society because it is a condition for

freedom as it entails transparency, honesty, integrity and humility. Let honesty be applied in all our roles in life because “the truth shall
set us free”, and in the end, truth will always prevail. “By dividing truth, we multiply lies” says an anonymous author.
The most essential quality for leadership, in the circle of friends, classmates and in the family, is not perfection but credibility -
It’s being truthful. In our dialect: “Ang pagsasabi ng tapat ay pagsasamang maluwat” affirms the benefit of telling the truth more than
keeping and burying it.
When truths are not revealed, they become lies; and, lies when they are revealed and accepted, eventually may become the
truth. Every student should explain as to the reasons why he/she fails a subject or drops his/her class, telling where they go for
gimmicks instead of using school works as excuse, by asking the correct amount for tuition fee or the right amount for allowance or a
project, by being truthful in everything he/she thinks, says and does.

Suggested A c t
ivity
As a student, how will you concretely show respect ( paggalang) towards your classmates, instructors, university personnel,
sales clerk, shoe shine boy, mamang tsuper, and everyone else in the course of your college life?
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How important is the value of order in your life as a student, a friend, a son/daughter, and a future professional?
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What is the relationship between your studies today and that of your perceived/planned work later on?
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B.5. Justice
Justice is giving every man his/her due. This follows the principle of fairness that like cases should also be treated alike. As
former U.S. President Jimmy Carter said, “The law is not the private property of lawyers, nor is justice the exclusive province of judges
and juries,” he pointed out that justice is not a matter of courts and law books, but a commitment in each of us to liberty and mutual
respect. The Bible reminds us that, “We have to treat others the way we want them to treat us” (Mat.7:12). Confucius has another way
of reminding us through his Golden Rule: “Do not do unto others what we do not want to be done to us.”
We can value justice by means of promoting ethical practices that enhance it whether in the classroom, home, barkadahan, in
the Barangay and the country in general. Later on, when responsibility is given to us, justice could also mean promotion of a humane
working condition to our employees or colleagues, correct use of power when elected into an office, and moving purposefully away
from corruption and other evils in our daily affairs.
Justice is important in our life because it ensures us that our society fosters an atmosphere that respects human dignity,
security, and one that allows every person equal opportunity to pursue posterity, development
and happiness.
Story: The Farmer (Bro. Andrew Maria Almonte, MMHC)
There was once a poor farmer who would come to town every weekend in order to
supply a store owner with homemade bibingka in exchange for five kilos of rice. One day, the
baker decided to weigh the bibingka and he discovered that they were one kilogram short.
Now this made the baker very angry as he accused the farmer of cheating on him.
The farmer very calmly replied: “You see sir, I am poor and I have no weighing scale at
home. So I take the five kilos of rice you give me and use it as the basis of weighing so that I
can’t be wrong in giving you the equal amount of bibingka.”
Moral lesson: Giving justice to anyone is a fair treatment to everyone.
C. PAGKAMAKA-BAYAN (Love of Country)
Pagkamaka-Bayan suggests a positive behavior of a man towards everything about his country. It is an act of showing
support and love for one's country and the events that created its governing structure ( http://www.ehow.com). One’s love of country is a
point of view or feeling that must be defined by each individual, which includes but not limited to: service to his country, voting in an
election, or a simple feeling of love or pride at being a Filipino citizen.
Today, some concrete ways of manifesting our love of country include voting for leaders that we believe can help us attain our
collective aspirations, participate in the community affairs that promote social justice, being proud of our cultural roots, and even taking
pride in the achievements of our athletes, OFWs, artists here or abroad
As a Filipino student, what are other practical ways where you can depict or manifest your of love of your country? How can
you convince the members of your family, circle of friends, neighbors, to do the same?
The Pledge of Allegiance to the Philippine Flag ( Panunumpa ng Katapatan sa Watawat) summarizes our roles as citizens of
the country, aptly highlighted by the last phrase, “Sisikapin kong maging isang tunay na Pilipino sa isip, sa salita, at sa gawa” (original
version), and in the current version, “Tutuparin ko ang tungkulin ng mamamayang makabayan; naglilingkod, nag-aaral, at nagdarasal
nang buong katapatan. Iaalay ko ang aking buhay, pangarap, pagsisikap sa bansang Pilipinas.” As long as we have not renounced
our citizenship, the challenges remain: we got to dedicate our life and limbs for our country, the land of our birth, the home of Filipinos.
Some practical tips for students on how to how to show, love of country: ( http://www.ehow.com/how_2258168_love-ones-
country.html):

1. Support our country by paying taxes. Cheating on taxes is tantamount to stealing from our mother's purse.
2. Vote intelligently. In a country that offers a democratic government, voting is the way that citizens engage.
3. Speak well of our country when visiting others or when in conversation with other nationals. Even though we may not agree
with everything our leaders do, we should not air our negative feelings in front of others.
4. Become involved in activities geared toward the well being of our country. Environmental and political debates are
meaningless without good works and positive action.
5. Display our flag on appropriate holidays and participate in events that honor our country.
6. Wear our patriotism in the form of jewelry, clothing and even in other forms of fashion.
Some values under Pagkamaka-Bayan include:
C.1. Unity (Katipunan)
Unity is the state of being undivided, combining all the parts, elements
and individuals into an effective whole. It is a good citizenship value for it shares a
common vision in working together to achieve a common end. The importance of
dialogue, for example, as a means of resolving disagreements is an ideal way to
preserve unity.
Alexander the Great once quipped “Remember upon the conduct of each
depends the fate of all.” Jesus preached of unity when he said: “If a kingdom is
divided against itself, that kingdom cannot stand. And if a house a divided against
itself, that house will not be able to stand” ( Mark 3:24-25). The challenge for us is
to find a common point to become the basis for unity even though we differ in
ideas, principles and practices.
“In union there is strength” says the motto of a cement brand. This is practically applicable to our school activities, in our
families, in other institutions, and in our country as well. To achieve this, each student is challenged to put aside divisions and agree to
work as one. This may sound absurd because it may not be easy considering various differences, from regional tongue to political
inclinations, yet it is something that has to be done if we wish to be better, both as an individual and as a Filipino.
C.2. Equality (Pantay-pantay)
This is premised in the concept that people should be treated as equals regardless of their race, religion, ethnicity, political
affiliation, economic status, social status, and cultural heritage. This maintains that all humans are equal in all of its fundamentals.
In the Constitution’s Bill of Rights, each citizen is guaranteed an equal protection of the laws and shall not be deprived of life,
liberty, or property without due process of law. Under all circumstances, all persons should be treated as equals and must have
accorded the same political, economic, social, and civil rights. This equality of man is premised in the belief of the dignity of man and
the intrinsic worth of human life. The late Thomas Jefferson put it: “All men are created equal, that the Creator endowed them
inalienable rights.”
Anecdote: Skulls (Andrew Maria Almonte, MMHC)
A group of skulls in a cemetery had a conversation. “Hey,” said a skull to another, “who were you when you were alive?” “I
was a king,” answered the skull with an air of pride. “Yes, I was once his slave,” replied another skull. “He was a tyrant, ruthless and
merciless king!” “How dare you speak about me like that!” countered the king-skull. “I am your king, remember?” “Shut up!” shouted
the slave-skull. “You are no longer my king nor am I your slave! We are the same now – skulls!”
Lesson: We may differ in worldly stature but each one bears the same dignity and shares one destiny.

C.3. Respect for the law and Government (Kagalang-galang)
From time to time, reports of accidents resulting from unconcerned if not

indifferent attitude towards simple rules and regulations: from non-usage of
pedestrian lane or non-wearing of safety helmets or violation of basic traffic rules
headlined the various outlets of mass media. The results were sometimes
horrific, if not damaged valuable properties, lives are lost.
In the early Platonic dialogue, Crito, Socrates made a compelling

argument as to why we should obey the law. He explained that he has acquired
an overwhelming obligation to obey the laws because the same laws have made iamthenetconnector.wordpress.com
his entire way of life, and even the fact of his very existence, possible
(http://www.iep.utm.edu/soc-cont/).
For Thomas Hobbes, the justification for political obligation is this: even if men, although rational, are naturally self-serving and
self-interested, they will choose to submit to the authority of a Sovereign in order to be able to live in a civil society which is conducive
to their own interests. He further argued that if individuals are left to do whatever they wish to do, human society can be in the worst
possible situation, it may become a state of perpetual and unavoidable war (http://www.iep.utm.edu/soc-cont/).
As students, respect for the law and government challenges each one to be vigilant all for the welfare of our country. It calls
everyone to be of service: to our school, home, community and the government regardless of who seats at its helm. We should be law-
abiding citizens regardless of who are in power- who the Group Leader is, the Teacher, the Dean, the President of the University, the
Mayor of the City, the President of the Country for as long as our welfare and interest are well served and not of the interest of the few
especially those who already have.
The University offers various subjects relative for this, but what is supposed to be done remains in our hands whether we
realize and concretize it or not.
Each moment, the world offers us a lot of opportunities to obey or not to obey the rules and regulations that are set for a
smooth and harmonious living: from wearing of school I.D. or NSTP uniform, to falling in line during tuition fee payment, following a
proper queue in fast food chains, to paying of correct amount of taxes when we already have jobs, etc. The challenge is for each one
of us to follow them if we wish to move forward as a nation.
C.4. The Value of Patriotism
With the proliferation of fake and imitation products that swallowed Philippine markets today: from vegetables to fruits to
beauty products to signature apparels to gadgets to appliances - the late Claro M. Recto spoke of something that must be done by
today’s generation: “Pilipino muna. Tangkilikin ang Sariling Atin.”
Patriotism is traditionally defined as love for or devotion to our country. Its spirit is best expressed in the lyrics of our
Pambansang Awit culminated in the last phrase that says:
“Ang mamatay ng dahil sa’yo.” The late senator Benigno
‘Ninoy’ Aquino believed that “The Filipino is worth-dying
for.” Just lately, Benigno S. Aquino III in his SONA added
that “The Filipino is worth fighting for.”
Agapay (2002) says that the country is ourselves

and the land where we live. It is patriotic to love our
country. It is also a moral duty because the fulfillment of
our social nature requires it. We cannot be self-sufficient
in everything. Our human destiny is intertwined with that

of others.
Apolinario Mabini exhorts us “To love our country after God, honor and even above ourselves because she is the only
paradise which God has given us in this life; it is the only patrimony of our race, the only inheritance from our ancestor and the only
future of our descendants; because of her we have life, love and interests; happiness, honor and God” (Verdadero Decalogo no. 41).
Patriotism encourages us to be good citizens and constantly vigilant for the welfare of our country. It calls for our commitment
to serve the interest of the nation by protecting her integrity and uphold the rights and dignity of others. Being proud of our national
identity in academics, sports or in culture or simply just being responsible voters are examples on how we cultivate this value.
C5. Promotion for Common Good (Kabutihan)
This refers to the good, which is common and shared by a number of persons in a community. This common good describes
a specific “good” that is shared and beneficial, ideally for all, if not most of the members of a given community
(http://www.answers.com). Goods must be enjoyed by the greater number of people over those goods that are preferred only by a few.
St. Thomas Aquinas emphasized the importance of the common good as recipient of the benefits of societies’ ordinances
when he defined Law as “Nothing other than a certain ordinance of reason for the common good, promulgated by the person who has
the care of the community.”
Common good consist of these elements:
1. respect for the person as such – his fundamental and inalienable human rights.
2. the social well-being and development of the group itself.
3. peace for the stability and security of a just order.
To promote “common good” is an obligation of every Filipino. It is to share what we have to other members of society who
needed most our help so that their human dignity is upheld. In doing this, we should be sincere and willing to be counted in the work of
promoting it since the government needs all citizens to join in this mission.
D. PAGKAMAKA-KALIKASAN (Love of Environment)
D.1. Responsible Management of the Creation
“…and God said unto them, be fruitful, and multiply, and replenish
the earth, and subdue it; and have dominion over the fish of the sea, and over
the fowl of the air, and over every living thing that moveth upon the earth!”
(Genesis).
Most environmentalists believe that these are the words of God who
commissioned human beings to be stewards of His creation. From this, they
inferred that:
1. each one possesses a moral obligation to preserve the

environment and the natural order of things
2. man’s survival is, always and forever be, interrelated with his
environment
Since our existence is always and forever interrelated with the world
we live in, we also possess the duties and responsibilities to protect it, not
only for our consumptions but for our children and our children’s children as
well. The calls for the preservation of the environment is a task for all, and not
only or exclusively shouldered by the government or the environment-inclined
NGO’s or groups.

As creatures of God made in his image and likeness, we have the mandate to govern the world with justice and holiness. We
are expected to respect the integrity of creation and be conscious of our actions in relating with the environment.
As a environmental saying which says: “We did not inherit the land from our parents but merely borrowed it from our children,”
it has become man’s primal duty to preserve his environment for he is always affected by its conditions (Dr. Dioscoro Umali).
Environmentalist-singer Joey Ayala put in plain words man’s relationships with his environment when he sang: “Ang lahat ng
bagay ay magkaugnay, magkaugnay ang lahat .”
Given the chance to show our concern for the environment, we are to accept the challenges of taking good care of it,
preserving this world for our children’s children so they can also experience the grandeur of this creation.

Suggested A c t
ivity Name____________________________________ Section__________ Rating:______
Would you prefer to work or live in other country than develop or improve your life, together with your family, in the very
community you come from?
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Would you cheat to pass a quiz or an exam? Why or why not?
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Suggested A c t
Write a slogan that truly depicts the nature of the following citizenship values. Whether your slogans are personally created
or quoted from literatures, just make them concise.
1. Faith and Belief in God:
“__________________________________________________________________________”
2. Respect for Life:
“__________________________________________________________________________”
3. Order:
“__________________________________________________________________________”
4. Work:
“__________________________________________________________________________”
5. Family:
“__________________________________________________________________________”
6. Love:
“__________________________________________________________________________”
7. Freedom:
“__________________________________________________________________________”
8. Peace:
“__________________________________________________________________________”
9. Truth:
“__________________________________________________________________________”
10. Justice:
“__________________________________________________________________________”
11. Unity:
“__________________________________________________________________________”
12. Equality:
“__________________________________________________________________________”
13. Respect for the Law and Government:
“__________________________________________________________________________”
14. Patriotism:
“__________________________________________________________________________”
15. Promotion of Common Good :
“__________________________________________________________________________”
16. Responsible Management of the Creation:
“__________________________________________________________________________”

DRUG EDUCATION PROGRAM
Objectives:
At the end of this module, the students are able to:
1. explore the nature and effects of drugs and other substances on personal health and social relationships;
2. synthesize accurate information on the health, legal and social consequences on the abuse of drugs and other substances;
3. develop a plan to address drug and substance abuse; and
4. make a personal commitment to remain drug-free.
The Drug Education Program for the Youth aims to prevent drug abuse among
the youth (particularly the students) through the development of desirable values,
attitudes and practices.
It is the policy of the State to:
1. safeguard the integrity of its territory and the well-being of its citizenry, particularly
the youth, from the harmful effects of dangerous drugs on their physical and
mental well-being, and
2. defend the same against acts or omissions that are detrimental to their
development and preservation (the state enhances further the efficiency of the law
against dangerous drugs, it being one of today’s more serious social ills).
Introduction: courtesy: joyreactor.com
While the state recognizes the primary responsibility of the family, particularly the parents, for the education and awareness of
its members of the ill effects of prohibited drugs, the school, with the assistance of local government units ( LGU’s) and other agencies,
has the obligation to employ every reasonable means to provide a healthy and drug-free environment to its populace.
Cognizant of the right of students to continue and complete their studies, the state and the schools shall give emphasis to the
implementation of efficient and effective measures aimed at prevention for the use, guidance and counseling, together with treatment
and rehabilitation, to any student found to have used or becoming dependent on prohibited drugs.
The implementation of an intensified drug abuse prevention & education programs in school is an integral part of the State’s
over-all demand reduction efforts.
This drug education program is a significant undertaking in order to free the youth, the Hope of the Fatherland, from dangers
brought about by drugs. As the most vulnerable group, the youth of today must be well-informed so they can be more prudent in their
decisions. Since most drug users start their habit early, usually during their teenage years, the period of experimentation, exploration,
curiosity, and search for identify, an honest-to-goodness assistance or guide is needed so that they may not succumb to become
particularly susceptible to drug experience.
This guide presents the content of drug education program with simple and true information about what drugs are, the physical
and mental effects of drugs, and social issues related to drug use. Hopefully, this can help provide a realistic picture of drug use,
convince students to readily “say no to drugs,” and hope that when situations come and challenge their convictions, they may have the
necessary knowledge to come to a conclusion as to the why’s of their choice.

Drug Education:
Drug Education is the planned provision of information and skills relevant to living in a world where drugs are commonly
misused. It enables children and young adults to develop the knowledge, skills and attitudes to appreciate the benefits of a healthy
lifestyle, promote responsibility towards the use of drugs and relate these to their own actions and those of others, both now and in their
future lives. It also provides opportunities for young people to reflect on their own and others' attitudes to drugs, drug usage and drug
users (www.narconon.org/drug-education/).
Drug Education in the Philippines:
Since the late 80s, Drug Education has become part of the educational curriculum whereby the state, with the assistance of
concerned institutions, continue to hope for the safety of our students and all other members of the populace. Today, the Drug
Education Program is centered around the provisions of Republic Act No. 9165, known as Comprehensive Dangerous Drugs Act of
2002 which was approved on January 23, 2002. This Act established the Dangerous Drugs Board which is the Policy-Making and
Strategy-Formulating Body in planning and formulation of policies and programs on drug prevention and control.
This Act also created the Philippine Drug Enforcement Agency (PDEA),
which serves as the implementing arm of the Board. PDEA is responsible for the
efficient and effective law enforcement of all the provisions on any dangerous
drug and essential chemical.
Under the auspices of the Office of the President, the DDB initiates
dialogues and education campaigns using an assortment of strategies in
minimizing the ill-effects of drug abuses. The Board, with the various LGU’s and
NGO’s, visualizes a drug-free society. But its vision cannot be achieved by the
agency alone, it needs collaborations from all stakeholders, including schools
and specifically, family.
The Family:
The family plays a vital but critical role in the education of the proper use of drugs, its ill-effects if abused and prevention in its
proliferation. It is the most ideal entity that can nurture the proper values of the youth so that they can become cautious in the event
that their principles are challenged. The presence of a strong support-system particularly from the family is needed to resist the
temptations of drugs.
The abuse of drugs (and all other vices) is a family disease with severe consequences not only for the users but for family
members, particularly children who happen to be the most vulnerable members.
1. Effects of Drug Abuse on the Family . Drug addiction affects not only the user physically and mentally but also the family. In the
same way as the addict, family members coping with a drug-addicted member can suffer from significant effects, including financial
instability, impairment of work abilities, reputation, interruption of normal life activities, and greater risk of health problems because
of stress.
2. Significance. Drug abuse within a family causes debilitating emotional strain for partners and relatives, creates irreparable
damage to children, and carries the power to destroy the family altogether.
3. Family Relationships. It is impossible for a family to sustain a healthy existence when one member or a number of them become
addicted to drugs: Drug-induced illusions of the addicts can alter the family's own reality, rendering it tenuous and unreliable and
destroying the foundation for the family.

4. Children. The effects of drug abuse on children, particularly when a parent is the addict, include painful feelings of responsibility,
assuming the role of the missing parent, belief that their childhood experiences have been taken and the abandonment of faith in a
strong parental figure.
5. Parents. For parents who discover their child’s drug abuse, the immediate effects include overwhelming feelings of anger and guilt
from thinking that they should have known and have stopped it (http://www.ehow.com).
Some Basic Facts:
1. Prenatal exposure to drugs, tobacco or alcohol is associated with miscarriage, stillbirth, low birth weight and physical deformities,
impairment, disorders, depression and retardation.
2. Parental drug abuses increase the incidence of family violence, separation, financial problems and exposure to crime.
3. Substance abusing parents are much likelier than parents who don’t abuse alcohol or drugs to abuse and neglect their children.
4. Children of smokers are likelier to suffer ear infections, asthma, bronchitis and pneumonia.
5. Children of parents who use drugs or alcohol, or smoke are likelier to do the same.
6. Parents who are permissive about their children’s substance use put them at greater risk of smoking, drinking and using drugs
(http://www.iowadec.net).
Parents have enormous power to be a healthy influence on their children, to help steer them from involvement with drugs,
alcohol or tobacco. If the parents show the proper way of living life to the fullest even in drugs’ absence, children usually do follow.
The Roles of Family:
One simple way for Filipino parents to be engaged in their children’s lives is to sit down with them frequently, especially during
meal time. It can be inferred that the more often teens have dinner or even casual conversations with their parents, the less likely they
are to use drugs, smoke, or drink.
For Filipino parents, one of the most effective and underutilized tool in the struggle to keep children and teens drug-free is
parent power. The hows of taking care of their children are basically the first and most effective and efficient prevention for substance
abuse. To further educate the children, parents:
1. can educate themselves to recognize the signs and symptoms of substance abuse;
2. can intervene early with children at highest risk (family history, emotional or behavioral problems); and
3. can get professional help when they spot substance abuse.
Parents’ Modeling:
Social learning theory suggests that modeling of a behavior such as drug use, or smoke, or alcohol use is more likely if
children respect the parent (Jacob & Leonard, 1994). This modeling hypothesis is partially supported by findings that children are more
likely to develop the same pattern of behavior from that of their parents (McCord, 1988).
If parents are smokers, alcoholics or drug addicts, the children can also be, possibly, drug dependents.
DRUG ADDICTION
Today more than ever, science is providing us with the tools we need to better tailor our prevention efforts. Scientists are now
poised to capitalize on recent advances in genetics, neuroscience, and developmental biology to create targeted science-based
prevention programs that reflect the complexities underlying drug abuse and addiction. Some of these aspects include:

1. Addiction is a complex disease.
a. No single factor can predict who will become addicted to
drugs.
b. Addiction is influenced by varied factors involving genes,
environment and age of first use.
c. Recent advances in genetic research have enabled
researchers to begin to uncover which genes make a person
more vulnerable or which protect a person against addiction,
and how genes and environment interact.
2. Addiction is a developmental disease.

a. It begins in adolescence or even childhood when the brain
continues to undergo changes.
b. The prefrontal cortex– located just behind the forehead–
governs judgment and decision-making functions and is the
last part of the brain to develop.
c. Teens who are prone to risk-taking, are particularly vulnerable
to drug abuse, and exposure to drugs at this critical time may affect propensity for future addiction.
3. Prevention and early intervention work best.

a. The developmental years might also present opportunities for resiliency and for receptivity to intervention that can alter
the course of addiction.
b. Risk factors leading to drug abuse and addiction– mental illness, physical or sexual abuse, aggressive behavior,
academic problems, poor social skills, and poor parent-child relations.
c. Knowledge, combined with better understanding of the motivational processes at work in the young brain, can be applied
to prevent drug abuse from starting or to intervene early to stop it when warning signs emerge (http://www.nida.nih.gov)
Drug Abuse:
Drug abuse, also called substance abuse or chemical abuse, is a disorder that is characterized by a destructive pattern of
using a substance that leads to significant problems or distress. It affects more than 7% of people at some point in their lives. Teens
are increasingly engaging in prescription drug abuse, particularly narcotics (which are prescribed to relieve severe pain), and stimulant
medications, which treat conditions like attention deficit disorder (http://www.medicinenet.com).
Profile of a Drug Addict:
(http://www.authorstream.com)
1. AGE: 15 – 25 = most common age or mean age is 18; most are in the adolescent period.
2. SEX: majority are Male 15:1
3. Civil Status: 90% are single and only 10% are married or with families.
4. Educational Attainment: majority are High School Students, 3rd or 4th year, or if in college they are freshmen and sophomore
classes.
5. Occupation: most are either jobless or students. Few are gainfully employed. If employed majority are clerks, laborers, they often
have a history of having dropped out of school.
6. By Birth and Size of the Family: oftentimes eldest or youngest; - In bigger family either the second or middle child
7. By Residence: more on Urban areas

RECOGNIZING THE DRUG ADDICT
1. A drug addict will do everything possible to conceal his hobbies

2. Changing attendance at work or school
3. Change from normal capabilities
4. Poor physical appearance
5. Inattention to dress and personal hygiene
6. Wearing sunglasses constantly at in appropriate time
7. Unusual effort made to cover and in order to hide needle marks
8. Association with known drug abusers
9. Stealing items which can readily be sold for cash
10. Changes in health
11. Change in his approach to relationships
12. Changes in mood
IMPORTANT PROVISIONS OF R.A. 9165

A. ACTS PUNISHABLE BY LIFE IMPRISONMENT TO DEATH:

1. Importers of Dangerous Drugs (under Section 4)
2. Financiers of Drug Operations (under Section 4)
3. Distributors or Brokers or Transporters and Sellers/Traders or even those who are just asked to Deliver (under Section
5)
4. Maintenance of Den/Resort for Drugs (under Section 6)
B. ACTS PUNISHABLE BY LIFE IMPRISONMENT TO DEATH: POSSESSION OF DANGEROUS DRUGS (under Section 11)
1. 10 Grams or more of Opium, Morphine, Heroine, Cocaine, MJ Resin/Oil, Shabu
2. 500 Grams or more of Marijuana
3. 10 Grams or more of other dangerous drugs (like Ecstacy, LSD, etc.)
Note: Ecstacy is METHYLENEDIOXYMENTHAMPHETAMINE (MDMA). In Europe, US and some Asian Countries, it is called
“Hug Drug” or “Feel Good” Drug, intended to:
1. Reduce Inhibitions, Eliminate Anxiety, Feeling of Empathy for others
2. Suppress need to Eat, Drink and Sleep, Endure all-night/2-3 day Parties
C. ACTS PUNISHABLE BY LIFE IMPRISONMENT TO DEATH:

1. Cultivation and/or Culture of Dangerous Drugs (under Section 16)
2. Possession of Dangerous Drugs during parties, meetings or social gathering, 2 person or more (under Section 13)
D. ACTS PUNISHABLE BY LESSER PENALTIES:

Life Imprisonment
1. 10 grams or more but less than 50 grams of SHABU = 20 years – Life
2. 5 grams or more but less than 10 grams of SHABU = 12 yrs – 20 yrs
3. less than 5 Grams of any Dangerous Drugs = 12 yrs – 20 yrs
4. Protector/Coddler (under Section 27) = 12 yrs – 20 yrs
5. Unnecessary Prescription (under Section 18) = Life to Death
6. Unlawful Prescription (under Section 19) = Life to Death

E. OTHER PROVISIONS:
Possession of equipment, instrument, apparatus and other paraphernalia for dangerous drugs (under Section 12)
1. Penalty = 6 Months to 4 years Imprisonment.
Use of Drugs (under Section 15)
a. 1st Offense = 6 Months Rehabilitation
b. 2nd Offense = 6 yrs – 12 yrs Imprisonment
c. 3rd Offense = 12 yrs – 20 yrs Imprisonment
2. Life – Death, for any public officer (under Section 27)
a. Misappropriate or Misapplies or Fails to account for confiscated drugs
b. Planting of evidence = Death (under Section 29)
c. Violations of Regulations Issued by DDB (under Section 32) = 6 Months to 4 Years plus Admin Sanctions from the
Board
Mandatory (yearly) drug test for military, police and other law enforcement administrators (under Section 36-E)
a. All persons charged with criminal offense = Not less than 6 years and 1 day (under Section 36-F)
b. Apprehended/arrested for violation of RA 9165 (under Section 38)
F. PROGRAM FOR TREATMENT AND REHABILITATION:

1. Voluntary submission of a drug dependent to confinement, treatment and rehabilitation (under Section 54)
2. Compulsory confinement of a drug dependent who refuses to apply under the Voluntary submission program (under
Section 61)
ADDITIONAL FACTS: (Labuguen et al., 2012)
GENERAL WARNING SIGNS OF DRUG ABUSE:
 Irritable, discourteous, aggressive, untrustworthy and lacks self-confidence

 Unhealthy/malnourished and unconcerned with good grooming
 Has a low frustration tolerance
 Lacks interest in hid studies/works
 Prefers his “barkada” where he feels accepted
 Unusually wear sunglasses at inappropriate time
 Unusual borrowing of money and at all times stealing various items
 Nausea and vomiting
 Drowsiness and weightlessness
POSSIBLE EFFECTS OF DANGEROUS DRUGS:
 Develop changes in normal capabilities in school/work

 Develop changes in attendance in school or work
 Loss of memory/inability to think
 Muscle cramps and weakness/numbness in limbs/abdominal paints
 Damage to the central nervous system kidneys, liver and possibly bone marrow

IMPLICATION OF DRUG PROBLEMS
 Panic reaction / crimes (rape, suicide), Physical / Physiological damages
 Destruction of family relationship
PREVENTIVE MEASURES
 Learn to talk to people about your problems

 Learn to say “NO” and to ask help
 Open line of communication especially to your family
 Proper education on Dangerous Drug/ (films, slides to rehabilitation center)
 Talking/ meeting people who were rehabilitated on the use of dangerous drugs.
SERVES FOR TREATMENT
 Therapy/ Rehabilitation
 Physical exercise and sports for relaxation
 Meditation/ using music to relax/ bodily relaxation techniques like yoga
 Learn to find new interest. Find out what you like doing the best.
 Meet new people. Go to new places, put yourself in new situations.
SOME MISCONCEPTIONS ABOUT THE USE OF DANGEROUS DRUGS
 Taking medicines can solve problems (sleeping, losing weight, common colds, feeling better)
 May increase the number of friends/barkadas/acceptance in the culture he prefers.
 Gives enjoyment to users and in the context that is used as an alcohol substitute.
 Using, without benefit of prescription, useful drugs which have the capacity to alter the mood.
 Using any drug substances for purposes different from drug prescriptions.
 Using drugs and substance having no legitimate medical application but research.
 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.

Suggested A c t
Individual Activity, choose any of the following.
A. Make a poster/collage based from the statement: Take a picture of the poster and send it via the
Canvas LMS with a description.
“The importance of Dangerous Drug Law to the students and the community in general.”
B. Write a Position Paper on drug-related concerns such as police visibility in specific pot-session areas,
passing or reviewing of ordinances that protect students from drug-related crimes with this theme:
“What can I possibly do, as an NSTP trainee, to support the implementation of RA 9165?”
C. Create an anti-drug abuse signage (using materials available in your home). Be creative!: Take a
picture of the signage where you placed the said signage and send it via Canvas.

DISASTER RISK REDUCTION AND MANAGEMENT
Objectives:
At the end of this module, the students are able to:
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 Philippine Disaster Management
System;
3. explain how poverty can contribute to vulnerability to natural hazards;
4. create contingency plans based on emergencies in the respective schools or communities; and
5. help prepare student-trainees as members of National Service Reserve Corps in their roles and functions in their
communities during emergencies.
INTRODUCTION:
Courtesy: Office of Civil Defense
are natural or human-made events wherein communities experience severe danger and incur loss of lives and properties
causing disruption in its social structure and prevention of the fulfillment of all or some of the affected community’s essential
functions.
The Philippine Archipelago occupies the western rim of the Pacific Ocean ( Western Segment of the Pacific Ring of
Fire), a most active part of the earth that is characterized by an ocean-encircling belt of active volcanoes and earthquake
generators (fault lines). An Example of Disaster is an earthquake. But why do we experience them?
PHILIPPINE SITUATION
Earthquakes occur within the Archipelago every now and then because the country is situated along two major
tectonic plates of the world – the PACIFIC PLATES and the EURASIAN PLATES. Philvocs once mentioned in a news
report that we are experiencing 5-10 quakes/day and around 2,880 quakes/year.
Natural and human-induced disasters are becoming more frequent nowadays. Aside from accidents that occur
almost everyday due to human errors, effects of climate change are also contributing to the various incidents that plagued
the nation.

The Philippine Government, through the National
Disaster Risk Reduction Management Council
(NDRRMC), ensures that disaster risks are prevented or
minimized and it is prepared to address the needs of
affected population when disasters or emergencies occur.
Republic Act 10121 or 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, lays the provisions on how every
Filipino can be protected or be served during these
occurrences. courtesy: newsinfo.inquirer.net
This is the heart and soul of NSTP program. It is expected that each NSTP graduate, as an automatic member of
the National Service Reserve Corps (NSRC), knows basic disaster management skills so that when calamities,
emergencies or untoward events strike, he/she is able to practice what has been learned and apply this to his/her self,
family, or the other members of the community.
From NDCC to NDRRMC:
The National Disaster Risk Reduction and Management Council (NDRRMC) or formerly called National Disaster
Coordinating Council (NDCC) or Pambansang Tanggapan para sa Pagtugon ng Sakuna , is an agency of the Philippine
government under the Department of National Defense, responsible for ensuring the protection and welfare of the people
during disasters or emergencies.
BRIEF BACKGROUND:
In June 1978, President Ferdinand Marcos signed Presidential Decree No. 1566 creating the National Disaster
Coordinating Council (NDCC). Its job was to “advise the President” on the status of:
1. preparedness programs, and

2. disaster operations and rehabilitation efforts undertaken by the government and private sectors.
The Secretary of National Defense was designated head of the council. Other members included the Secretaries of
Public Works, Transportation and Communications, Social Welfare and Development, Agriculture, Education, Finance,
Labor, Justice, Trade and Industry, Local Government, Health, and Natural Resources.
The Armed Forces Chief of Staff and the Executive Secretary were also NDCC core members. All other
government agencies and their heads are tasked to support these lead agencies for this purpose: To mobilize the
government’s vast resources so that casualties before, during and after a disaster strikes are minimized if not avoided.
HERE AND NOW

It was May of 2010, then outgoing President Gloria M. Arroyo signed Republic Act No. 10121 reorganizing the
NDCC and renaming it the “National Disaster Risk Reduction and Management Council,” or NDRRMC with an additional
function: To develop a National Disaster Risk Reduction and Management Framework which shall provide for a
comprehensive, all-hazards, multi-sectoral, inter-agency and community-based approach to disaster risk reduction and
management.
While it is still chaired by the Defense Secretary, the NDRRMC has four Vice Chairs:
1. The Interior and Local Government Secretary, who sits as Vice Chairperson = in-charge of Disaster
Preparedness.
2. The Social Welfare Secretary as Vice Chairperson = in-charge of Disaster Response.
3. The Science and Technology Secretary as Chairperson = in-charge of Disaster Prevention and Mitigation; and
4. The Socio-Economic Planning Secretary as Vice Chairperson = in-charge of Disaster Rehabilitation and
Recovery.
From a 19-member NDCC, the new council has become a body of more than 40 members. They include the
Department Secretaries, the Chief of the Philippine National Police, and the presidents of the Government Service
Insurance System, Social Security System, Union of Local Authorities of the Philippines, League of Provinces of the
Philippines, League of Cities of the Philippines and League of Municipalities of the Philippines, among others. The purpose
why the ballooning of membership remains the same: To insure that affected lives may be minimal when a calamity or
disaster strikes.
NDRRMC serves as the President’ adviser on disaster preparedness programs and all disaster operations and
rehabilitation efforts undertaken by the government in coordination with the private sector. As it also acts as the allocator of
resources, NDRRMC’s primary objective is to ensure effective and efficient implementation of civil protection programme
through a multi-sectoral and community based strategies for the protection and preservation of life, property and
environment.
As graduates of UB-NSTP and members of NSRC, UBians are expected to be knowledgeable in basic emergency
responses with a service-to-others attitude. UB-NSTP as a program therefore, is an academic endeavor but more
importantly, a preparation for the real stuffs of life.
WHAT IS CONTINGENCY PLANNING?

UNHCR Handbook for Emergencies defines:
Contingency Planning as "a forward planning process, in a state of uncertainty, in which scenarios and objectives
are agreed, managerial and technical actions defined, and potential response systems put in place in order to prevent or
better respond to, an emergency or critical situation."
Contingencies that affect our country and for which we should plan include natural hazards like earthquakes.
typhoons or tropical cyclones, floods/flashfloods. volcanic eruptions, storm surges, tsunamis, landslides, A epidemics (e.g.
COVID-19, SARS, Avian Influenza); human-induced hazards like fire, influx of refugees, oil spill, even power outages and
water supply problems. It also includes hazards posed by planned events like fiestas, concerts and other similar events.
These calamities could drain our country's resources and overwhelm our country's structures and decision-making
mechanisms.
MYTHS AND FACTS ABOUT CONTINGENCY

MYTHS FACTS
Contingency planning costs money: financial resources Contingency planning requires only an appropriate
are required in advance before planning can begin funding source that can be arranged through cost-
sharing.
External expertise is needed - the experts must come on There are newly trained experts on CP locally available.
mission to plan. There is no local expertise.
It takes one major effort and once the plan is ready. little Once the plan is ready, it is to be reviewed, updated
more needs to be done - one is now prepared. regularly, and likewise tested/ simulated based on a
worse case scenario.
It is not an integral part of our work, it's an exceptional Like any other plan. CP should form part of the
activity. development plan of the LGU.
It is sensitive, confidential and threatening, so should not CP is prepared and developed to address readiness
be attempted or at least should be done in secret. during an emergency so that the response mechanisms
are well coordinated. It seeks to address the root causes
of hazard and under lying or triggering factors that could
lead to an emergency or disaster situation.
Creates a pull factor which encourages displacement CP does not encourage displacement to people and
which otherwise may not occur. other resources but aims to prevent and/or mitigate such
displacement when a disaster occurs.
It is product oriented - stockpiles, plans, budgets are an CP is not like a product for sale. CP is putting the
end in themselves not a means to a successful response. resources in the right perspective for use during actual
operations. Resources that cannot be obtained locally
can be addressed through commitment generated from
outside source
Destruction and losses arising from these emergencies can be mitigated, if not prevented, through effective
contingency planning. Contingency planning involves:
1. Identification of hazards, risks, capacities and vulnerabilities;

2. Risk assessment;
3. Preparation of locally-driven hazard maps in the absence of scientific maps;
4. Hazard analysis;
5. Scenario-building for a worst-case situation, with a predictive response to an impending emergency by:
a. ensuring the availability of necessary resources, and
b. establishing a mechanism for rapid decision-making.
All of these activities play a critical role in shifting the system from a reactive to a proactive emergency management.

A contingency plan also helps network and coordinate
individuals, agencies and organizations to undertake
rapid and effective response and disaster risk reduction
activities.
ISSUES RELATED TO EMERGENCIES

An emergency is "a sudden occurrence demanding
immediate action that may be due to natural,
technological or human- induced disasters."
Disaster managers need to effectively address three
main issues related to emergencies:
1. Time constraint. Disasters or emergencies

pose life threatening conditions which call for
immediate and appropriate action. It is during such critical times that disaster managers will be called upon to make
urgent crucial decisions and to rapidly dispatch disaster response assistance. The challenge for disaster managers is to
develop rapidly deployable interagency emergency response teams.
2. Enormous needs. In times of emergencies, people

may not be able to provide for their own needs as
the usual support systems are normally disrupted and this builds up the demand on government agencies for food.
shelter and other basic services. Disaster managers need to develop more robust disaster response teams and
capabilities to provide critical support in response to such compounded needs during disasters and emergencies.

3. Complex coordination. Many individuals and organizations offer assistance during emergencies and disasters which
could disrupt emergency operations. Often, they compete for space and time with search and rescue groups, fire fighters,
police, and other agencies trying to perform their mandated tasks. Disaster managers must be trained to lead and
coordinate disaster response efforts from governmental and non governmental organizations at all levels.
WHEN TO DO CONTINGENCY PLANNING

Prerequisites for rapid and effective emergency response are planning, availability of standby resources (Financial,
human and material), and a mechanism for rapid decision making. All these prerequisites are in contingency planning.
Without it, much time will be lost in the first days of an emergency. Contingency planning builds organizational capacity and
should become a foundation for operation planning and emergency response as well as for other disaster management
related planning.
Various kinds of contingencies can arise in one area and plans can be formulated for each type of critical event. In
which case, there might be a need to do contingency planning for each event.
Below are possible events for which contingency plans can be formulated:
 Natural hazards such as typhoons, volcanic eruptions, floods, El Niño and La Niña Phenomena, earthquakes,
tsunamis, landslides and lahar/mud flows;
 Planned events with large gathering of people like fiestas, concerts, etc.;
 Sudden increase of displaced population;
 Sudden shortages of funding, food and other commodities;
 Outbreak of an epidemic or serious health problems
How do we know when contingency planning

should be initiated? Some early warning signs usually
precede an event that requires emergency response.
Often it is simply a matter of good knowledge mixed with
experience that prompts one to recognize the need to
initiate contingency planning. But even if one is not
sure that a calamitous event may indeed occur, it is
best to o develop a plan. As a rule: "It is better to plan
when it is not needed, than not to have planned when it
was necessary".
The University of Baguio

As an educational institution catering to more than 15,000 students and personnel, UB has the mandate to educate
its populace the basics of Disaster Risk Reduction and Management System for everyone to be aware, ready, and know
what to think, say or do in times of disasters or emergencies.
As students are taught and are made aware of their personal safety in their stay in the University, it is also a hope
that they in turn apply these knowledge and skills in their respective families and local communities. As core lesson of
NSTP, it is expected that these safety tips are smartly learned.
In all cases and situations, keep in mind this important reminder : Keep Calm..… Keep Others Calm!
STANDARD OPERATING PROCEDURES (SOP) FOR EMERGENCY SITUATIONS
A. In case of FIRE
1. Remain calm as you avoid being hysterical. Leave the area quietly. Don’t stop, even to collect personal
belongings, or push others just to be at the evacuation site.
2. Lifts (Elevators) must NOT be used.
3. Upon arrival at the assembly area, report to the teachers or security personnel or firefighters. Inform them
which floor you have come from. Inform them also if that area been cleared.
4. Remain at the assembly area and wait for further instructions.
5. Should your clothes catch fire - STOP…DROP…ROLL.
6. DO NOT re-enter the building until you are told to do so by qualified authorities.
B. In case of EARTHQUAKE
1. Feeling the tremor, immediately DROP, COVER AND HOLD.

2. Stay away from glass windows and anything that could fall.
3. Stay inside the building until the shaking stops; wait until it is safe to go outside.
4. DO NOT use the elevator even if it is working.
5. Always observe order while evacuating.
6. Move away from buildings, street lights, and utility wires.
7. If trapped under debris:

a. Do not light a match or lighter; Do not move or kick up dust.
b. Cover your mouth with handkerchief or with your clothes.
c. Tap (knock) on a pipe or wall so rescuers can locate you.
d. Use a whistle if it is available.
e. Shout only as last resort. Shouting can inhale considerable amount of dust or chemicals.
8. Stay alert for aftershocks.
C. In case of TYPHOON
1. Pay attention to weather forecasts and/or news.

2. Do not go outside when the wind or rain is strong.
3. If you are to go out, wear helmet or thick cap and other protective gears.
4. Do not go near broken utility poles or any cut or downed electric wire.
5. If there are elderly or sick persons or babies in the family, evacuate the area ASAP.
D. In case of FLOOD
1. Listen to radio reports/updates. Be attentive to television reports on flood warnings.

2. Do not attempt to walk or drive towards flooded areas.
3. Share information with the neighbors particularly the elderly so they can also prepare.
4. Follow evacuation routes; get out from unsafe place and quickly move to safer/higher grounds.
5. Stay away from gushing water: a six-inch-deep flood current can sweep away a cow.
6. Stay away from downed power lines.
7. Unless authorities ask you to volunteer, stay away from disaster areas.
8. If your home or room or office is flooded, turn off the switch/es and other utilities until emergency personnel
inform you that it is safe to turn the switches on again.
9. Wash your hands with soap and clean water if you come in contact with flood water.
E. In case of BOMB THREATS
1. If you receive bomb threat, get as much information from the caller.
a. Take down notes while talking to the person on the phone.
b. Be aware of the background noise, the voice characteristics, music, and other common if not peculiar
sounds.
2. If you find a suspected bomb, do not touch or attempt to move it. Call the Security Office for assistance.
3. Teachers and students are to notify their deans or supervisors if threats are received.
4. If asked to evacuate, leave the building through the nearest exit points and proceed to an area at least 100 feet
from the threatened area.
5. While leaving the area, you may take your personal belongings only if these are nearest at hand. Always
remember not to compromise your personal safety.
6. During evacuation, do not use elevators. Avoid waiting for anybody. Do not stand near door or windows
glasses. Clear the alleys to avoid clogging and worst stampede.
7. Do not block sidewalks or the areas to be used by emergency personnel.
8. Do not re-enter a building until such time that emergency personnel declared it safe.
9. Refrain from touching electrical or electronic devices like light switches.
10. Wait for appropriate instructions from proper authorities.
F. In case of TERRORIST BOMBING
1. Leave the area immediately and proceed to a safer ground or place.

2. Avoid unattended cars or trucks, these may contain explosives.
3. Avoid crowds (usyosero). They may be targets for another attack.
4. Stay away from damaged buildings, avoid falling debris. Stay away for at least 10 blocks or 200 meters away
from the damaged building/s.
5. Follow directions from persons in authority ( police, firemen, or school authorities).
6. If you are in a safe place and authorities have not yet arrived, you may place a call.
7. If you are well and able to leave the area, you may help others who are hurt or those who need assistance.
8. If you see someone who is seriously injured, seek for help. Do not try to manage the situation all by yourself.
G. In case SUSPICIOUS OBJECTS are discovered
1. Do not touch or attempt to move the object.

2. Notify your teacher or the dean or any school personnel.
3. Call the Security Office for assistance.
4. If possible, provide your exact location and description of the suspicious object.
5. Wait for further instructions but be prepared to swiftly evacuate the area.
H. In case of EXPLOSIONS

1. Call the Security Office or the Baguio City Police Office.
2. Inform them of the situation, including time and location of explosion, extent of damage, and whether there is
fire, collapsed buildings, or hazardous materials involved.
3. If, in the classroom or in the food courts, you are instructed to evacuate:
a. Quickly collect your belongings and proceed to assigned evacuation areas at least 500 feet from the
buildings.
b. Evacuation should not be delayed by collection of personal possessions.
c. Assist injured individuals & persons with disabilities to evacuation area.
4. Keep streets, hydrants, and walkways clear for emergency crew and their vehicles.
5. Assist emergency crew ONLY if necessary and if requested.
6. Do not re-enter evacuated buildings until told to do so.
I. In case of HOSTAGE STITUATION/KIDNAPPING
1. If you are a witness to a hostage situation or kidnapping, your primary concern should be your safety and the
safety of others.
2. Gather as much information as you can about those involved:
a. Physical characteristics
b. Clothing
c. Vehicles used
d. Weapons involved, etc.
3. Call the Security Office or the Baguio City Police Office and inform them of the situation, including time and
location of the event.
4. Stay near the location of hostage situation or kidnapping until authorities have arrived.
J. In case of ARMED SUBJECT/MAJOR CRIMINAL OCCURRENCE in the campus, in your boarding

house/apartment or in your homes
1. LOCK YOURSELF in the room. Stay from the windows and blinds and remain quiet.
2. Turn off lights, radios, televisions, etc. to avoid catching the suspect’s attention.
3. Do not let anybody enter any room until the area is cleared by authorities.
4. Do not block the armed subject when he/she is attempting to exit the building or area.
5. Call the Security Office or Baguio City Police Office and inform them of the situation.
6. Be sure to provide as much information as possible about the incident. Await further instruction from proper
authorities.
K. In case of PROTESTS/RALLY/DEMONSTRATIONS
1. When students or other parties are in protest fashion anywhere on campus/area, an emergency exists and the
UB Security Department SHOULD be notified.
2. As long as the protest is non-violent, campus security will monitor the situation to determine if other offices or
agencies are needed to respond.
3. The Office of Institutional Development will be notified so that the designated spokesperson can give statement
to the media and allow the Response Team to move.
4. Violent protests shall be turned over to the Police Department for appropriate resolution. They will either be
dispersed or arrested.
5. If the protest is violent, the Baguio City Police Office shall be notified.
6. Protests shall be considered over when the protesters are dispersed and there is no apparent danger posed to
the campus population.

L. In case of CAMPUS DISTURBANCE/RIOT
1. Call the Security Office and state the nature of the disturbance. Be prepared to provide valuable information if
needed.
2. In a life-threatening condition, contact the Baguio City Police Office and state whether or not the person/s
involved have weapons.
3. Your teachers or proper school authorities must be informed about the disturbance for immediate action/s.
4. Gates and entrances of the University will be closed or padlocked and the Security Contingency Plan will be
enforced, if necessary.
M. In case of CHEMICAL ATTACK
1. If this occurs, smartly vacate the area or seek shelter immediately.

2. If you have symptoms of exposure to the chemical, call the University Clinic or the Security Office immediately.
3. If you came from the outside before taking shelter and think/feel that you may have been exposed to a chemical
agent:
a. Take off your outer clothes, put them in a plastic bag and seal the bag.
b. Inform the emergency personnel about the sealed bag for their appropriate action.
c. Before leaving the area, inform the emergency or medical staff of your new location that you have been
exposed to chemicals.
d. Wash or take a cool shower ( do not use lukewarm water ). Use lots of soap but make sure that it does not
come in contact with your eyes.
N. In case of HAZARDOUS MATERIALS
1. Move to a safer location immediately.

2. Alert others to stay clear the area.
3. Notify the University Clinic if you have been exposed to the hazardous material.
4. Await further instructions from the proper authorities.
O. If a student/person has been SEXUALLY ASSAULTED
1. Go to a safer place immediately and call the appropriate law enforcement officials.
2. Do not bathe or wash your hands or clean your fingernails. It is important that victims preserve evidence
necessary to prove criminal sex assault.
3. Do not remove clothing worn during or following the assault, as these frequently contain valuable fiber, hair,
and fluid evidence.
4. Do not attempt to apply or take any medication.
5. If officials have not been contacted, call someone you can trust to take you to the hospital.
6. If this attack occurred on campus, notify the Security office at once. A school official shall help you take you to
the hospital.
7. Upon arrival at the hospital, inform the staff that you have been sexually assaulted. By law, hospital staff must
contact the police when they treat sexual assault victims.
8. If the assault happened to someone you know, consider the following:
a. Provide support.
b. Advice the victim of the procedures listed above.
P. In the event that a person is threatening to COMMIT (ATTEMPT) SUICIDE
1. Assess situation or ask directly if the person is at risk of committing suicide.

2. If it is life-threatening or dangerous, call for emergency services or call the Guidance Officer or take the person
to a Hospital Emergency Department.
3. If help has been called, stay with the person until help arrives.
4. If emergency services are not needed, encourage or assist the person to get appropriate professional help.
5. Encourage the person to talk (you listen without judgment). Be polite and respectful.
6. If the person is consuming alcohol/drugs, try to stop him from taking more.
7. Ensure that the person does not have access to the means to take his life.
8. Give reassurance about the short term nature of feeling suicidal.
Q. In case of DEATH OF A STUDENT or STUDENTS (ON or OFF CAMPUS)
1. Call the Security Office and give the location and any other information you may have.
2. The Security Office will call the Office of Student Affairs and provided the appropriate information.
3. Do not contact the parents or family members, allow the Office of Student Affairs to handle all contacts at this
point.
R. In case of PANDEMIC FLU (SWINE/AVIAN/CORONAVIRUS)
1. Influenza spreads from person to person through coughing or sneezing.

2. Cover your nose and mouth with a handkerchief or tissue whenever you cough or sneeze. Throw the tissue to
the trash after using it.
3. Wash your hands often with soap and warm water, especially after you cough or sneeze. Alcohol-based hand
cleansers are also effective.
4. Avoid touching your eyes, nose or mouth to avoid spreading germs.
5. If you get sick, stay at home and limit contact with others to keep them from infection.
S. In case of GAS LEAK (KITCHEN OR LABORATORY)
1. Stop all operations or activities and get out of the building!

2. Do not use the phone or switch on/off lights or any electrical equipment.
3. Never use electrical switches during a gas leak; electrical arching can trigger an explosion!
4. Call the Security Office or the General Services Office at once.
T. In case of POWER OUTAGE
1. Remain calm; provide assistance to others if necessary.

2. Notify Security Office at once.
3. Turn off lights/unplug computers and other voltage-sensitive equipment.
4. Move cautiously to a lighted area. Exits may be indicated by lighted signs if the emergency power is operating.
5. For prolonged outages, await further instructions from school authorities.
6. Confer with your teachers, or dean for additional information and procedures.
U. In case of ELEVATOR FAILURE
1. Keep calm; don’t panic.

2. Wait for the UB personnel to respond and open the door of the elevator.
3. Never force to open the doors to escape.
4. Ensure calmness and cooperation to avoid any undue panic to others.

5. Administrators are always ready to communicate with trapped elevator passengers so elevator
technicians/electrical personnel can respond appropriately.
6. Call or text the University personnel whose cell phone numbers are posted at the wall of the elevator.
Some Practical Tips for Safety

Basics:
1. Always remember, you can become a victim of crime anytime.

2. Stay alert and tune in to your surroundings wherever you are.
3. Be aware and always be prepared. Stand tall and walk confidently.
4. Make brief eye contact with passersby and keep a firm grip on you property.
5. Trust your instincts. If you feel uncomfortable in a place or situation, leave right away.
THEFT - The most reported campus crime
1. Never leave your possessions unattended, even for a moment. Opportunity theft is the most preventable crime on
campus.
2. Thieves do window shopping. Unlocked lockers, cell phone left in the tables, unattended bags, laptop in your bag,
or any property left, surely attract thieves.
3. In the boarding house or dorm, always lock the door of your room, even if you are going to leave just for a moment.
Most thefts occur in under a minute. Unlocked doors are a thief’s best friend.
4. Avoid leaving messages on your door informing of your departure or arrival times, it may alert thieves of your
absence.
5. Carry only the personal information, cash and credit cards you need, and keep them secure in your wallet.
6. Immediately report suspicious behavior or activity and incidents of theft and missing property to any University
Marshal.
7. Get to know your seatmates/neighbors and watch out for each other. It pays to be friendly.
8. Keep a record of the serial numbers of all your valuable items. Memorize all those numbers.
9. If your ATM or credit card or postpaid phone ( sim) card is lost, call the appropriate offices of agencies to inform that
it is lost or stolen.
10. Always consider your ATM and Credit Cards as cash. Report to proper authorities if lost.
11. In your car, never leave anything valuable visible in it. Take them with you or secure them.
12. If a newfound friend asks to use your phone for a while, be alert and keep an eye on him.
For Personal Safety
1. Use well-lit and busy sidewalks. Try to avoid deserted sidewalks, vacant lots, and alleys.
2. Always take the safest route, even if it/s a little longer.
3. If you feel you are being followed, cross the street, head to the nearest well-lit populated area, yell for help or
contact the police.
4. Travel in groups whenever possible and walk facing traffic so you can see approaching cars.
5. Never hitchhike, or use available escort whenever possible ( especially at night).
6. Don’t wear headphone. They prevent you from hearing what’s going on around you.
7. Be careful when people stop you to ask for directions or money. Always reply from a distance and never get too
close to the car or to the person.
8. Look confident when you walk.
9. If you are carrying a purse or bag, carry it close to your body. Carry enough money or don’t bring credit cards if
necessary.
10. Walk near the curb and avoid passing close to shrubs and other dark, hidden places.
11. Carry your keys in your hand so you can quickly get in your car or home.

Suggested A c t
Local Disaster Risk Reduction and Management Concepts
1. Enumerate some DRR activities which can take place in school or in the barangay.
2. What needs to be done to support these activities?
3. Who needs to support this process?
4. How will the communities be involved?

Environmental Awareness and Protection
Objectives:
At the end of this module, the student should be able to:
1. Recognize the present environmental conditions and challenges in both local and global context
2. Discuss the roles of institutions, communities and individuals in Environmental Protection and Management to
achieve balance in serving humanity and protecting the environment
3. Apply best practices and lifestyle choices that contribute to environmental protection and preservation
INTRODUCTION:
Hearing tragic reports about lost lives or damaged properties brought about by the wrath of Mother Nature might
sadden us and feel sorry for the situation. Questions such as: “What should have been done to avoid these?” “Who is to
blame, if there is?” or “What has happened to the world now?” might have been raised by us.
We may also have the tendency to wash our hands or start pinpointing our fingers at others especially those who
are given the mandate to save lives and properties. Yet, more often than not, we might have forgotten the situation once
everything starts to go back normally and start also to forget the basic facts that each one has a contribution, directly or
indirectly, to the present state of life.
Studies showed that the world as we

experience it today has radically changed over time.
Global warming brought erratic weather, El Niño and
La Niña phenomena, flooding, landslide, etc., which
strike us like never before.
Various sectors, like the academe, business,

mass media, sports, entertainment and more, initiate
various environmental-related programs and
activities to help arrest the declining condition of
mother earth. Movies depict extreme scenes of
nature’s rage, for example, to warn us to take our
acts together and start doing something to preserve
this world for our children’s children.
Baguio City Camp Lagoon

Courtesy: www.gmanetwork.com
This lesson on Environmental Protection therefore, is aimed at:
1. Understanding and verbalizing the concepts and principles of environmental education;

2. Instilling the value of the environment and solicit involvement in addressing environmental problems;
3. Motivating student-volunteers to care for the environment and mobilize them as environmental protectors of
sustainable development;

4. Preparing student-volunteers on different environment and development issues through community immersion;
5. Identifying, developing and designing appropriate projects in the community by applying the acquired
knowledge, values and skills; and
6. Formulating action plan that shall address environmental concern.
CLIMATE CHANGE
The world today is not the same simple world that our forefathers have lived. With the advancement of
transportation, communication, technology and all others contribute to the rising of global temperature which affected the
land more than ocean areas. The average rate of warming, reports say, has nearly doubled since the last century. It was
anticipated that further warming and changes in the global climate system would be on the rise if greenhouse gas (GHG)
emissions and all other elements contributory to global warming will not be arrested. Some evidences of climate change
include:
1. increased rainfall that caused flooding

2. intense and longer droughts as experienced in nother parts of the world
3. rising sea level, erasing the normal beaches of Brgy. Alaska in Aringay La Union, etc.
4. decreasing snow cover
5. melting glaciers; and
6. artic warming that also contribute to sea level rise
Climate change, if left unchecked, will greatly affect biodiversity and ultimately the earth's natural systems and
processes (http://www.doe.gov.ph).
There have been a good number of efforts from both the government and private sectors to help curb the
environmental problems that we experience nowadays. Some of these activities are geared towards helping mother earth
breathe again normally:
1. emission test for vehicles, a requirement prior to renewal of registration

2. production of earth-friendly vehicles that run more on electric than fuel
3. production of cfc-free refrigerators and other environment-friendly gadgets
4. making dynamite and cyanide fishing a criminal activity
5. banning of tree cutting
6. prohibition of burning the garbage
7. compulsory tree planting activity to all government employees and even students
8. propagation of mangroves, or even
9. simple waste segregation in the house and community levels
CLIMATE CHANGE IN THE PHILIPPINES
The Philippines, lying along the western rim of the Pacific Ring of Fire, a belt of active volcanoes and major
earthquake faults, and the Pacific typhoon belt, is vulnerable to the adverse impacts of climate change. As a natural
disaster-prone country, we are prone to high incidence of typhoons, floods, landslides, droughts, volcanoes, and
earthquakes. Continuing to ignore climate change surely affects our lives if not the quality of our existence.

In Baguio City, we are starting to experience temperature spikes brought about by climate change. We no longer
have regular fogs that describe the city’s climate, a bit longer summer days and the temperature’s getting high than we
normally expect.
Studies show that warming is experienced mostly in the northern and southern regions of the country, while Metro
Manila has warmed less than most parts. In addition, the regions that have warmed the most (Northern Luzon, Mindanao)
86
have also dried the most. Largest rainfall trends are about 10 percent during the 20th century, evidenced by both typhoon
Ondoy, Peping, Santi, etc., recently.
Hot days and hot nights have become more frequent. Extreme weather events have also occurred more frequently,
like occasional flooding in a usually typhoon-free Mindanao, damaging typhoons in the Western Visayas region, deadly
floods in an area in Bicol, landslides in the Cordilleras, severe El Niño and La Niña events in some other parts of the
country, longer droughts, and even forest fires.
Adversely affected sectors include agriculture that paralyses the normal supply of food, fresh water that affected
fishermen in some areas like the fish kill in Pangasinan and Laguna, coastal areas like the denudation of mangroves, coral
reefs, marine resources like overfishing or use of illegal methods such as cyanide and dynamite, and health issues
(http://siteresources.worldbank.org/INTPHILIPPINES/Resources/PhilippineCEACC1July.pdf).
LOCAL
"Nature's wrath exempts no one. We all

suffer the consequences of human greed and
indifference. It should never be economic gains at the
expense of the environment," stressed Rep. Juan
Edgardo Angara when asked about the recent thrash
slide in Baguio City that buried residents due to the
heavy rains spawned by a typhoon.
The young congressman was quoted saying

that the Philippines has enough laws to ensure that
lives, properties and the environment in general, are
taken care of. He further commented that what is
needed is its faithful implementation so that grim
tragedies are avoided.
Irisan Dumpsite trash slide

courtesy: theresmoneyingreen.blogspot
This lawmaker was right in his observation. We surely don’t need intricate laws to ensure that the world is fully
protected and safe to live in. We only need some simple tips and practical ways to protect our environment even as we
labor to hasten economic development. We need not only the leadership of our officials but of equal importance, faithful
adherence to law by every resident.
Aside from this lesson, the Republic Act 9512, which aims to promote Environmental Awareness through
Environmental Education, we already have more than enough statutes which guarantee environmental protection. As part

of the primary duty of the state to protect and serve its citizens, these laws were surely crafted to make sure precious lives
and hard-earned possessions are safe.
ENVIRONMENTAL LAWS
These are the laws that assure the citizens that the State provided nets for our safety and convenience:
1. R.A. 9003 or Ecological Solid Waste Management Act
2. R.A. 8749 or Comprehensive Air Pollution Control Policy
3. R.A. 9275 or the Comprehensive Water Quality Management Act
4. R.A. 9367 which established the Biofuel Program
5. R.A. 9729 which established the framework strategy and program on Climate Change, creating the Climate
Change Commission, and the landmark
6. Clean Air Act
Having seen the importance of this environmental education, the University of Baguio included in its various subject
lessons not only discussions on conservations of the environment but also activities that gear towards environment
protection and conservation.
For example, lessons that focus on waste management are given emphasis in classroom discussions. Proper
waste segregation is encouraged in the campus. The school authorities assigned an area in the university where smoking
is allowed. Various Schools ( colleges) participated in the Cleanest College competition which put emphasis on good
practices of waste disposal. Teaching, non-teaching personnel and students regularly conduct tree planting, tree guarding,
and watershed cleaning activities. UB has adopted watersheds as part of its commitment to help preserve the environment.
Campus organizations are also active in Green-movements and activities. UB has a couple of students who are
winners of Bayer Young Environmental Envoys (BYEE) of the Philippines because of their exceptional environmental works.
Just recently, the University entered into a

memorandum of agreement with the Foundation
that manages the Aguinaldo Park just in front of
UB-Laboratory Elementary School. Students and
personnel take turn in maintaining the cleanliness
of the area by cutting and clearing the bushes, tree
planting, beautification and other worth-doing
activities, all for the sake of mother earth.
As part of the commitment of the

University of Baguio–National Service Training
Program, this module on environment is compiled
to re-emphasizes the university’s commitment to
help preserve mother earth and at the same
88 time
inculcate the values of green-living.

REPUBLIC ACT 9512
This environmental law was signed on December 12, 2008. Its primary aim is to promote awareness through
Environmental Education. Its coverage has widened because it has to be integrated in school curricula at all levels, in both
in public or private institutions.
It tasked DepEd, CHED, TESDA, DENR, DOST and other relevant government agencies to lead in its
implementation through collaborative interagency and multi-sectoral effort at all levels. It also declares November as the
Environmental Awareness Month in the Philippines.
Republic Act No. 9512: AN ACT TO PROMOTE ENVIRONMENTAL AWARENESS THROUGH ENVIRONMENTAL
EDUCATION AND FOR OTHER PURPOSES
Section 1. Title. This Act shall be known as the "National Environmental Awareness and Education Act of 2008".
Section 2. Declaration of Policy. Consistent with the policy of the State to protect and advance the right of the people to a
balanced and healthful ecology in accord with the rhythm and harmony of nature, and in recognition of the vital
role of the youth in nation building and the role of education to foster patriotism and nationalism, accelerate
social progress, and promote total human liberation and development, the state shall promote national
awareness on the role of natural resources in economic growth and the importance of environmental
conservation and ecological balance towards sustained national development.
Section 3. Scope of Environmental Education. The Department of Education (DepEd), the Commission on Higher
Education (CHED), the Technical Education and Skills Development Authority (TESDA), the Department of
Social Welfare and Development (DSWD), in coordination with the Department of Environment and Natural
Resources (DENR), the Department of Science and Technology (DOST) and other relevant agencies, shall
integrate environmental education in its school curricula at all levels, whether public or private , including in
Barangay daycare, preschool, non-formal, technical vocational, professional level, indigenous learning and out-
of-school youth courses or programs.
Environmental education shall encompass environmental concepts and principles, environmental laws, the
state of international and local environment, local environmental best practices, the threats of environmental
degradation and its impact on human well-being, the responsibility of the citizenry to the environment and the
value of conservation, protection and rehabilitation of natural resources and the environment in the context of
sustainable development. It shall cover both theoretical and practicum modules comprising activities, projects,
programs including, but not limited to, tree planting; waste minimization, segregation, recycling and composting;
freshwater and marine conservation; forest management and conservation; relevant livelihood opportunities
and economic benefits and other such programs and undertakings to aid the implementation of the89different
environmental protection law.
Section 4. Environmental Education and Activities as Part of National Service Training Program (NSTP). The CHED and
the TESDA shall include environmental education and awareness programs and activities in the National
Service Training Program under Republic Act No. 9163, as part of the Civic Welfare Training Service
component required for all baccalaureate degree courses and vocational courses with a curriculum of at least
two (2) years.

Section 5. Declaration of Environmental Awareness Month. Pursuant to the policy set forth in this Act, the month of
November of every year shall be known as the "Environmental Awareness Month" throughout the Philippines.
Section 6. Interagency and Multi-sectoral Effort. The DepEd, CHED, TESDA, DENR, DOST and other relevant agencies,
in consultation with experts on the environment and the academe, shall lead in the implementation of public
education and awareness programs on environmental protection and conservation through collaborative
interagency and multi-sectoral effort at all levels.
The DENR shall have the primary responsibility of periodically informing all agencies concerned on current
environmental updates, including identifying priority environmental education issues for national action and
providing strategic advice on the environmental education activities. The DepEd, CHED, TESDA, DENR,
DOST, DSWD and barangay units shall ensure that the information is disseminated to the subject students.
The DOST is mandated to create programs that will ensure that students receive science-based quality
information on environmental issues to encourage the development of environment-friendly solutions, devices,
equipment and facilities.
Section 7. Capacity-Building. The DepEd, CHED and TESDA, in coordination with the DENR and other relevant
agencies, shall undertake capacity-building programs nationwide such as trainings, seminars, workshops on
environmental education, development and production of environmental education materials, and teacher-
education courses and related livelihood programs.
Section 8. Separability Clause. If any part, section or provision of this Act shall be held invalid or unconstitutional, the other
provisions shall not be affected thereby.
Section 9. Repealing Clause. All other acts, laws, executive orders, presidential issuances, rules and regulations or any
part thereof which are inconsistent with this Act are hereby repealed or modified accordingly (This Act was
signed into law by then PGMA on December 12, 2008).
Lesson 2: R.A. 9003 (Ecological Solid Waste Management Act of 2000)
Year of Enactment: Enacted in 2000
Year of Implementation: Implemented 2003
Purpose: Republic Act 9003 provides a systematic, comprehensive, and

ecological solid waste management program in the country.
Control Area: Nationwide

1. In many highly urbanized cities, every resident generates about
half a kilo of wastes a day. With an increasing population, total
waste generated could run up to thousands of metric tons per day,
per month, per year. A lot of waste to speak of means a lot of

work to do to solve this problem.
Overview: 2. Given the voluminous wastes generated daily, only about more
than half are properly collected while the rest end up in canals,
vacant spaces, street corners, market places and even rivers.
3. The gravity of this environmental concern was underscored with
the Payatas dumpsite tragedy in Quezon City (July 10, 2000) when
unimaginable cubic meters of waste slid down the northern part of
the dumpsite burying about 300 people while 87 more were left
unearthed from their early graves. This tragedy accelerated
national realization that a systematized management of the
country’s wastes is an emergency matter.
1. The establishment of the National Solid Waste Management
Commission and the National Ecology Center, which will oversee
and ensure the implementation of the Act, and undertake training
and education of the Act, respectively;
2. Creation of Solid Waste Management Boards at the provincial,
city/municipality and barangay levels;
3. Preparation of a National Solid Waste Management Status Report
that will contain an inventory of:
o existing solid waste facilities
o waste characterization
o waste generation projections and
o other pertinent information
The report will be the basis for the development of a National Solid
Waste Management Systems Framework which will eventually
Features: guide Local Government Units in the preparation of their respective
plans.
4. Diversion of 25% of solid wastes by LGUs from waste disposal

facilities through Reuse, Recycling and Composing activities within
five years after the effectivity of the Act;
5. Establishment of a Materials Recovery Facility in every barangay
or cluster of barangays;
6. Closure/upgrading of open dumpsites into controlled dumpsites
within three years after the effectivity of the Act;
7. Mandatory waste segregation and recycling at the barangay level ;
8. Civil, criminal and administrative liability of violators;
9. Incentives will be given to LGUs, private entities and NGOs to
encourage participation in ecological solid waste management;
 Fees shall be levied on all waste generators for solid waste
management services.
 Fines and penalties have also been set for violators.

ADDITIONAL NOTES:
1. The editorial of Baguio Midland Courier’s September 4, 2011 issue compared the thrash slide in Baguio’s Irisan dump
facility during the height of Typhoon Mina on August 27 to that of the 2000 Payatas tragedy. It was a mismatch since
that of Baguio was not as fatal as that of the mountainous thrash coming from Metro Manila. But one significant turning
point for the 10-year old Comprehensive Solid Waste Management Act was it exposed its flaws in terms of
implementation.
It was ironic that after about 14 years, when the City of Baguio hit the National headlines as it entered Hall of Fame for
the Cleanest and Greenest Highly Urbanized City of the country, the City again hit the National headlines not on the
same accolade, but for an event exactly opposite of it – a tragedy that claimed lives and destroyed properties brought
about by garbage.
2. There are a lot of initiatives, both from government and especially private entities, which look for alternatives to help
92
mother earth. One is this community in Laguna which uses an ingenious way to solve their electric bill problem through
solar-powered light bulbs made from an empty plastic soda bottle, water, and bleach. This community is just one
among the many communities assisted through the very noble project called Isang Litrong Liwanag being initiated by
Mr. Illac Diaz (and the Rotary Club) which aims to bring “light” to communities nationwide through the Solar Bottle Bulb
developed by students from the Massachusetts Institute of Technology ( MIT) (http://greenphils.com/2011/07/23/solar-
bottle-bulb/).
3. The Municipality of Teresa, Rizal creates bricks from residuals. What the residents do is crush the residuals at their
Materials Recovery Facility, put them in cement mixer then comes the bricks. These ‘trashy’ bricks are not only
cheaper, but are also sturdier than the ‘clean’ ones. The park along Pasig River ( where the ferry station’s at) is lined
with these bricks to showcase the technology ( http://greenphils.com/2012/06/09/from-trash-to-bricks/).
4. The University of Baguio, from the administrators to the faculty members, non-teaching personnel, student
organizations in coordination with the various GO’s and NGO’s, regularly conduct environmental-related activities, such

as tree planting in the assigned watersheds. NSTP students on the other hand, visit the areas and conduct tree-
guarding and tree-weeding activities.
MANAGING OUR SOLID WASTES (http://emb.gov.ph/eeid/ESWM.htm)
Things like climate change, polluted air, acid rain, depletion of the ozone layer, global warming, and an increase in
poverty prove that there are still a lot of things to be done.
All we need to do to reduce the problem is simply to be less wasteful. We need to act now. Because we produce
garbage, we become part of the problem. By reducing our contribution to the waste problem, we can also be part of the
solution! Here are some practical tips:
Let’s manage our solid waste smartly by adopting the 3Rs of Ecological Waste Management : REDUCE, REUSE,
and RECYCLE.
1. Segregate, segregate, segregate, segregate, segregate, segregate.

2. Do not throw litters or garbage in bodies of water such as canals, creeks, rivers or seas.
3. Avoid littering, throwing, dumping of waste materials in public places like roads, open lots, sidewalks, parks
and establishments.
4. Avoid burning of solid waste.
5. Do NOT squat in open dump sites and landfills.
6. As much as possible, use biodegradable materials. Plastics and styrofoam take thousands of years if not
forever before they’re gone.
7. Plant trees and ensure that they survive. Put tree guards on them and regularly remove weeds for them to
survive.
8. At home or in office, turn off unneeded lights even when leaving a room for a short time.
9. Once your cell phone is charged, unplug it from the charger; Unplug seldom used appliances.
10. Use compact fluorescent light bulbs to save money and energy.
11. Use cold water instead of warm or hot water when possible.
12. Learn about alternatives to household cleaning items that do not use hazardous chemicals.
13. Use traps instead of rat and mouse poisons and insect killers; Minimize pesticide use.
14. Turn off computers and other appliances when not in use.
15. Copy and print on both sides of paper.
16. Reuse items like envelopes, folders and paper clips.
17. Use e-mail instead of paper correspondence.

18. Use recycled paper.
19. Use discarded paper for scrap paper.
20. Walk or ride your bike instead of driving or riding taxi, whenever possible; Join carpool to get to work.
21. Check and fix any water leaks.
22. Install water-saving devices on your faucets and toilets.
23. Don’t wash dishes with the water running continuously.
24. For parties, use reusable plates and utensils instead of disposable ones.
25. Use reusable containers to store food instead of aluminum foil and wrap.
26. Shop with a basket or buri bags instead of using paper and plastic bags.
27. Buy rechargeable batteries for devices used frequently.
IMPORTANCE OF TREES
TREES are important in converting carbon dioxide to oxygen and in

lowering air temperature in the urban areas (such as Baguio) especially
during the summer months.
According to Life Magazine (1990), in one year, an average tree

inhales 26 pounds of carbon dioxide - the amount emitted by an automobile
during an 11,300 mile trip and exhales enough oxygen to keep a family of
four breathing for a year.
It is also estimated that 10 trees can offset the pollution caused by a

car while hundred trees should be planted for every truck (Panorama 1988).
An average 50-year old tree in the city provides about p 2,000.00

worth of air conditioning - P2,000.00 worth of erosion and storm water
control; P1,900.00 worth of wildlife shelter; and P1,400.00 in air pollution
control in a year. Such a tree is worth over P2 million (PDI, March 15, 1998).
STATUTES ON TREES
Do you know that there are a good number of laws/ordinances that are observed in the City of Baguio just to protect the
trees? Be aware of the following statutes:
1. P.D. 705 - Revised Forestry Code of the Philippines
2. C.O. No. 54-87 – No Tree Cutting Ordinance / Replacement Planting
3. C.O. No. 88-88 – No Pasturing /Astray Animals Ordinance
4. C.O. No. 05-90 – No Nailing, Bolting, in any part of a Tree
5. C.O. No. 01-2006 – Tree Festival Ordinance
6. C.O. No. 03-2006 – Green Patch Ordinance
7. City Res. No. 147-2006 – Research Work on various Exotic Tree Species adaptable in the City.
Facts About Trees:

1. Each healthy tree has the cooling power of 10 air conditioners (Panorama 1988).
2. TREES may contribute up to 25% of the value of unimproved land suitable for housing development and up to 12%
of the value of half-acre properties with houses (Driver and Rosenthel, 1978).
3. TREES can mask noise by creating their own sounds or by enabling accompanying wildlife to do so, they can
create a feeling of solitude by their use in breaking up large spaces into smaller ones we are more comfortable
(Grey and Deneke, 1986).
4. TREES can reduce the heat of the summer's day, quiet the highways noise, feed the hungry, provide shelter from
the wind and warmth in the winter. The forests are the sanctuaries not only of wildlife but also of the human spirit
(President Bush, 1989).
5. TREES have been called nature's “air conditioner”. Visitors often joke that Baguio has a centralized air-conditioning
unit - thanks to its remaining trees. A single isolated tree may transpire approximately 400 liters of water per
95 day to
which are comfortable to 50 air conditioners with a capacity of 2,500 km/hr running 20 hours a day.
6. Wood of mature trees can be used for house construction, furniture and other wood uses.
7. Greening activities can generate/enhance job opportunities for landscape architects, urban foresters, horticulturists,
engineers, etc.
8. The demand for trees, ornamentals and other plants generates livelihood opportunities for the growing and selling
of such plants;
9. The aesthetic environment will enhance local and foreign tourism that generates added income to the country
Pollution: It Is Everyone's Problem

(http://www.caringforenvironment.com/pollution/)
Let us not think that pollution is not our problem because we simply don’t litter. Ironically, pollution rears its ugly
head in many forms and everyone is affected. These are some things that everyone can do to help clean up and prevent
pollution:
1. Litter - Litter may start with the simple carelessness of a person throwing out that one little candy wrapper, soft drink
can or cigarette butt.
2. Water Pollution – Spills, like of a septic tank, and all other daily activities that entail the use of water pollute the
water too.
3. Air Pollution – Everyone contributes to air pollution; cars, smoking and many others choke Mother Nature.
4. Light Pollution - Extended exposure brings a breakdown of melatonin in the body. The energy it takes to produce
that light wastes precious energy.
Here’s a tree planting guide as shared from the Department of Environment and Natural Resources:
Planting Method: Dibbling

Plunge bar at above angle, then push forward to upright position, place seedling against flat side of planting hole, plunge
bar again into ground three inches from seedlings, then push handle of bar forward to pack soil at top roots.

Suggested A c t
Contextualizing the Seven Environmental Principles, Philippine Setting.

Translate the following environmental principle into concrete examples/explanations based on contemporary situation.
Environmental Principle Concrete Example/ Explanation
1. Nature knows best.
2. All forms of life are important.
3. Everything is connected to everything else.
4. Everything changes.
5. Everything must go somewhere.
6. Ours is a finite earth
7. Nature is beautiful and we are stewards of God’s
creation.

SUPPLEMENTAL LESSON: DISASTER AWARENESS, PREPAREDNESS AND MANAGEMENT
The Philippines is located in the circumpacific belt of fire and typhoon. This being so, the country has always been subjected
to natural disaster and calamities anytime of the year, in whatever part of the country, we have been experiencing yearly
natural calamities – floods, typhoons, tornadoes, earthquakes, drought, tsunamis and volcanic eruptions which have brought
incessant miseries to our people, loss of lives properties.
In the mid-seventies and eighties, strong typhoons and torrential rains brought devastation to Manila and large areas of central
Luzon. The 1990 killer earthquake that hit several Luzon provinces as well as Metro Manila and the effects of the 1991 Mt.
Pinatubo eruption had put the National Disaster Coordinating Council (NDCC) in the forefront.
To enhance the people’s preparedness and ensure precision and spontaneity in responding to emergencies or catastrophes, the
NDCC, together with the concerned agencies conduct regular mobilization exercises and drills at all levels with the participation of
the private agencies concerned and the non-government organization.
GEOGRAPHIC PROFILE OF THE PHILIPPINES
LOCATION: Southeastern Asia, archipelago between the Philippine Sea and the South China
Sea, east of Vietnam
CLIMATE: Tropical marine; northeast monsoon (November to April); southwest monsoon (May
to October)
TERRAIN: Mostly mountains with narrow to extensive coastal lowlands
POPULATION Population concentrated where good farmlands lie; highest concentrations are
DISTRIBUTION: northwest and south-central Luzon, the southeastern extension of Luzon, and the
islands of the Visayan Sea, particularly Cebu and Negros; Manila is home to
one- eighth of the entire national population
NATURAL Astride typhoon belt, usually affected by 15 and struck by five to six cyclone storms
HAZARDS: each year; landslides; active volcanoes; destructive earthquakes; tsunamis
Volcanism: significant volcanic activity; Taal (311 m), which has shown recent
unrest and may erupt in the near future, has been deemed a Decade Volcano by
the International Association of Volcanology and Chemistry of the Earth’s Interior,
worthy of study due to its explosive history and close proximity to human
populations; Mayon (2,462 m), the country’s most active volcano, erupted in 2009
forcing over 33,000 to be evacuated; other historically active volcanoes include
Biliran, Babuyan Claro, Bulusan, Camiguin, Camiguin de Babuyanes, Didicas,
CURRENT uncontrolled deforestation especially in watershed areas; illegal mining and logging;
ENVIRONMENTAL soil erosion; air and water pollution in major urban centers; coral reef degradation;
ISSUES: increasing pollution of coastal mangrove swamps that are important fish breeding
grounds; coastal erosion; dynamite fishing; wildlife extinction
INTERNATIONAL Party to: Biodiversity, Climate Change, Climate Change-Kyoto Protocol,
ENVIRONMENTAL Desertification, Endangered Species, Hazardous Wastes, Law of the Sea,
AGREEMENTS: Marine Dumping, Ozone Layer Protection, Ship Pollution, Tropical Timber 83,
Tropical Timber 94, Wetlands, Whaling
Signed, But Not Ratified: Air Pollution-Persistent Organic Pollutants

GEOGRAPHY NOTE 1: For decades, the Philippine archipelago was reported as having 7,107
NOTE: islands; in 2016, the national mapping authority reported that hundreds of new
islands had been discovered and increased the number of islands to 7,641 -
though not all of the new islands have been verified; the country is favorably
located in relation to many of Southeast Asia's main water bodies: the South
China Sea, Philippine Sea, Sulu Sea, Celebes Sea, and Luzon Strait
NOTE 2: Philippines is one of the countries along the Ring of Fire, a belt of
active volcanoes and earthquake epicenters bordering the Pacific Ocean; up to
90% of the world's earthquakes and some 75% of the world's volcanoes occur
within the Ring of Fire
NOTE 3: The Philippines sits astride the Pacific typhoon belt and an average of
9 typhoons make landfall on the islands each year - with about 5 of these
being destructive; the country is the most exposed in the world to tropical storms
SOURCE: https://www.cia.gov/library/publications/the-world-factbook/geos/rp.html
DEFINITION AND RELATED TERMS

Here are the terminologies often used in disaster response and rescue operations:
CALAMITY – refers to a situation that is associated with catastrophic events where a number of persons are plunged with
hardship and suffering that are caused by problems like shortage of food, clothing, medical care and other basic
necessities.
DISASTERS – are progressive or sudden events brought about by natural or human-induced hazards that cause losses
and sufferings to consequence of which results to people and communities undertaking extraordinary measures to
cope with their impacts.
DISASTER CONTROL – refers to the act of limiting the effect of disaster through the introduction of measures designed to
prepare the inhabitants before, during and after a disaster.
DISASTER MANAGEMENT – 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.
FLOOD – a state or condition when water overflows from natural waterways caused by heavy rainfall resulting in the water
accumulation in low lying areas.
HAZARDS – are natural or man-induced phenomena or activities, the presence of which poses a threat to people’s lives, limbs,
properties and socio-economic conditions.
NATIOANAL DISASTER COORDINATING COUNCIL – the highest government body responsible in advising the President of
the country on the status of disaster preparedness program and disaster relief and rehabilitation effort at the
national level
POLLUTION – refers to any discharge of liquid, solid substance or gases into land, soil, waters, atmosphere, air or space which
will create or render such environmental elements and atmospheric air harmful or detrimental or injurious to
human beings, animals, plants and the nature’s environment and ecological balance.

RADIO ACTIVE FALL-OUT – dust particles of Earth and debris, together with the radioactive materials that cling to them and
are drawn up into mushroom clouds resulting from detonation of a nuclear weapon or devise and which are carried by the
wind and sent back to earth.
REHABILITATION – refers to the restoration of a person’s economic dependency to a stable living either
physically, economically, socially or emotionally.
RELIEF – refers to anything that is done to alleviate the condition of those who are suffering from the effects of a
calamity/disaster and who at that particular time are completely helpless.
RISKS – refers to the degree or chance and frequency that such hazards will affect or impact people and communities.
SPACE DEBRIS – these are remains of artificial satellites and other components as well as their means of carriage aloft
which fall back to earth.
STATE OF CALAMITY – it is a condition that is declared by the President of the country in the event of a
widespread destruction to property and lives due to destructive forces of nature and emergencies.
VOLCANIC ERUPTION – an occurrence characterized by an ejection of volcanic materials such as molten lava, rock
fragments, ashes, lahar flow, steam and other gases through the fissure brought about the tremendous
pressure which forces open the rock formation or steam reservoirs beneath the Earth’s crust.
VULNERABILITY – the level of susceptibility or resiliency of the people and communities against the impact of the prevailing
hazards based on the state of physical, social, and economic conditions in a given area.
NSTP & DISASTER AWARENESS, PREPAREDNESS AND MANAGEMENT

In implementation of Disaster Risk Reduction and Management, the NSTP shall be guided with reference from:
REPUBLIC ACT 9163
Section 11. The creation of the National Service Reserve Corps – There is hereby created a National Service Reserve
Corps, to be composed of the graduates of the non-ROTC components. Members of this corps may be tapped by the state
for literacy and civic welfare activities through the joint effort of the DND, CHED, and TESDA.
REPUBLIC ACT 10121
Section 13. Accreditation, Mobilization and Protection of Disaster Volunteers and National Service Reserve Corps, CSOs
and the Private Sector. – The government agencies, CSOs, private sector and LGUs may mobilize individuals or
organized volunteers to augment their respective personnel complement and logistical requirements in the delivery of
disaster risk reduction program and activities. The agencies, CSOs, private sector and LGUs concerned shall take full
responsibility for the enhancement, welfare and protection of volunteers, and shall submit the lists of volunteers to the
OCD, through the LDRRMOs for accreditation and conclusion in the database of community disaster volunteers.
A national roster of ACDVs, National Service Reserve Corps, CSOs and the private sector shall be maintained by the
OCD through the LDRRMOs. Accreditation shall be done at the municipal level.
Mobilization of volunteers shall be in accordance with the guidelines to be formulated by the NDRRMC consistent with the
provisions of this Act. Any volunteer who incurs death or injury while engaged in any of the activities defined under this Act

shall be entitled to compensatory benefits and individual personnel accident insurance as may be defined under the
guidelines.
DISASTER EQUATION AND DISASTER MANAGEMENT CYCLE

Disaster is characterized by several elements namely hazards, risk, people or community and vulnerability. Hazards (H) or the
physical impact of the disturbance, either man-made or natural, is heightened by the amount of risk (R) to the people and the
community. Moreover, the degree of the vulnerability (V) of all the involved further fuels the magnitude of a disaster. This is presented
in the Disaster Equations as shown below:
H x R + V = DISASTER
The concept of disaster risk management accepts that some hazard events may occur but tries to lessen the impact by improving
the community’s ability to absorb the impact with minimum damage or destruction. The Disaster Management Cycle is a traditional
approach to disaster management wherein disaster measure is regarded as a number of phased sequences of action or a
continuum. It aims to reduce the vulnerabilities in the community. In addition, when sustained over long term, it reduces
unacceptable risk to acceptable levels and makes a community become disaster resistant or resilient. This is represented as a cycle.
This is illustrated below:
POST-DISASTER RISK
DISASTER
POST-DISASTER RISK
REDUCTION PHASE
REDUCTION PHASE
PREPAREDNESS RESPONSE
DEVELOPMENT REHABILITATION
MITIGATION RECOVERY
The comprehensive risk management process has the potential to break the cycle of damage and reconstruction when a
community is subjected to repeated natural hazards. It refers to a range of policies, legislative mandates, professional practices,
social, structural and non- structural adjustments and risk transfer mechanisms to prevent, reduce or minimize the effects of hazards
on a community. To be effective, a strategy must be in place and ready for immediate implementation when necessary. This can
only be done through advance preparation and planning.
The following are risk management measures:

a. Engineering measures (keep hazard away from people).
b. Land use planning and management measures (Keep people away from hazard).
c. Control and protection works (modifying the hazard).
d. Early warning (predicting hazard)
e. Preparedness planning (prepare in anticipation of a hazard event).
f. Reconstruction planning after a disaster with the aim of reducing the vulnerability.
g. Mainstreaming risk management in development practice and institutionalization.

NATIONAL DISASTER RISK REDUCTION AND MANAGEMENT PLAN
The Philippines’ National Disaster Risk Reduction and Management Plan (NDRRMP) is a road map on how DRRM shall
contribute to gender-responsive and rights-based sustainable development. It shall promote inclusive growth, build the adaptive
capacities of communities, increase the resilience of vulnerable sectors, and optimize disaster mitigation opportunities with the end in
view of promoting people’s welfare and security.
NDRRMP THEMATIC AREAS

A. DISASTER PREVENTION AND MITIGATION
Disaster Prevention – the outright avoidance of adverse impacts of hazards and related disasters. It
expresses the concept and intention to completely avoid potential adverse impacts through action taken in
advance such as construction of dams or embankments that eliminate flood risk, land-use regulations that
do not permit any settlement in high-risk zone and seismic engineering designs that ensure the survival
and function of a critical building in any likely earthquake.
Disaster Mitigation – the lessening or limitation of the adverse impacts of hazards and related disasters.
Mitigation measures encompass engineering techniques and hazard-resilient construction as well as
improved environmental policies and public awareness.
B. DISASTER PREPAREDNESS – the knowledge and capacities developed by governments, professional

response and recovery organizations, communities and individuals to effectively anticipate, respond to, and
recover from the impacts of likely, imminent or current hazard events or conditions. Preparedness action is
carried out within the context of DRRM and aims to build the capacities needed to efficiently manage all
types of emergencies achieve orderly transitions from response to sustained recovery. Preparedness is
based on a sound analysis of DRR and good linkages with early warning systems and includes such
activities as contingency planning, stockpiling of equipment and supplies, the development of arrangements for
coordination, evacuation and public information and associated training and field exercises. These must be
supported by formal, institutional, legal and budgetary capacities.
C. DISASTER RESPONSE – the provision of emergency services and public assistance during or immediately after
a disaster in order to save lives, reduce negative health impacts, ensure public safety and meet the basic
subsistence needs of the people affected. Disaster response of predominantly focused on immediate and short-

term needs and is sometimes called “disaster relief”.
D. DISASTER REHABILITATION AND RECOVERY
Rehabilitation – measures that ensure the ability of affected communities and/or areas to restore their
normal level of functioning by rebuilding livelihood and damaged infrastructure and increasing the
communities’ organizational capacity.
Post Disaster Recovery – the restoration and improvement where appropriate, of facilities, livelihood and living
conditions of disaster-affected communities, including efforts to reduce disaster risk factors, in accordance with
the principle of “build back better”.
YOUTH’S CONTRIBUTION IN DISASTER MANAGEMENT
All able-bodied young citizen of the land should get themselves involved in civic actions in the community where s/he
lives and should be ready to render assistance anywhere and anytime their service are needed. More than
anything else, it is everybody’s moral obligation to assist her/his countrymen in distress.
In times of natural calamities or manmade disorders, the youth should be willing and ready to render direct
assistance to calamity victims in any of the following areas:
 Sorting, loading and distribution of relief goods
 Administering first aid treatment on victims
 Comforting and assisting in their rehabilitation
 Disseminating information to concerned individual
 Surveying of affected families and areas
 Monitoring and liaising work
 Civic action activities like environmental and ecological protection, river and watershed control projects and
tree planting/forest fire control
Likewise, the concerned youth development agencies should establish coordination and linkages to be set up before,
during and after every disaster. The leadership in the youth development agencies in order to succeed in their chosen
endeavor should:
a. Plan the chosen activities ahead before any calamity strikes. Join or participate in training exercise on
disaster and relief operations.
b. See to it that the resources that are available could meet the needs of chosen activities.
c. Coordinate all activities properly with the City, Provincial and Municipal Disaster Coordinator Councils.
d. Organize the groups. Assign the members’ responsibilities which they feel they can properly handle.
Confidence in what is one is doing is the key to success.
e. Work as a team. Coordinate efforts with other organizations. (NGO, PO, LGU or religious organizations)

FINAL
REQUIREMEN Name____________________________________ Section__________ Rating:______
FAMILY SURVIVAL PLAN
A. Your family may not be together at the time of a disaster, so it is important to develop an emergency plan
before disaster strikes. The plan should include a communication plan, disaster supplies kit, and an evacuation
plan. To develop your family emergency plan, you need to be able to answer by explaining briefly the following
questions:
1. What are the possible emergencies you and your family might face in your area of the country? List them
down.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. How will you and your family evacuate or escape your home if you need to?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Where will you meet your family members if all of you are not home at the time of evacuation?
_____________________________________________________________________________________
_____________________________________________________________________________________
4. What route will you and your family take out of your neighborhood and town if you need to leave?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
5. Do you have another route if needed?

_____________________________________________________________________________________
_____________________________________________________________________________________
6. What types of supplies will you and your family need to “shelter in place”? Do you have enough of these
items? (“Shelter in place” is the process of staying where you are and taking shelter, rather than trying to
evacuate.)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
7. What are your neighborhood or community warning signals (such as horns or sirens when a typhoon has
been seen in the area)? Do you and other family members know what they sound like and what they
mean?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

8. What resources, organizations, and emergency services are in your community that can help in an
emergency? What is your backup plan if help is unable to reach you and your family?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
9. Do you have a place for your pets if you need to leave your home? Will you be able to take them with you
wherever you are going?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
10. Do you have an emergency contact person who lives out of the area? (Name/Location/Phone)
_____________________________________________________________________________________
_____________________________________________________________________________________
11. Do you have supplies prepared that you can take with you? (Often called a “go-bag”)
• Does everyone know where it is in the house? ____________

• Has someone been given the job of taking it if you and your family have to leave? _______________
• Do you have a backup person to check on the go-bag? Who is that person? ______________
• Do you have a plan for using the supplies in your go-bag so that they do not expire (e.g., every first day
of the month placing new supplies in the go-bag and using the old supplies taken from the bag)?
_________________
What supplies will you take with you? Enumerate specific essential items that is often found in a go-bag.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
12. List down important telephone numbers below which can be utilized (eg. Police, Fire Station, Ambulance)
Emergency Numbers:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Family Information
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
 COLLECT: Create a paper copy of the contact information for your family;
 SHARE: Make sure everyone carries a copy, you should also post a copy in a central location in your
home, such as your refrigerator;
 PRACTICE: Have regular household meetings to review and practice your plan.

B. Draw a floor plan of your home showing the location of exit doors and windows, utility locations, first aid kits, and emergency supplies. Include
here your evacuation plan (routes) and reunion locations. Establish two places where you and your family can meet following an emergency: One
immediately outside of your home and another site outside of your immediate community in case you are unable to return home.
Online Reference: Make A Plan. Retrieved from ready.gov/plan on April 17, 2020

EVALUATION OF THE COURSE
1. What lesson or activity did I enjoy most? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. What is the most important lesson which I can apply in my daily life?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. What are the new insights/discoveries that I learned?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. What topic/s do I find least important?
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5. What possible topics should have been included?
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REFERENCES
Agapay, R. (2002). Philippine values retrieved from https://www.scribd.com/presentation/429785533/Filipino-Value-

Formation on June 21, 2021.
Almonte, A. (2002) Faith Alone retrieved from https://www.scribd.com/document/484746756/Reflection-Essay on June 21,

2021.
Citizenship defined retrieved from http://dictionary.reference.com/browse/citizenship?s=t on June 20, 2021.
Definition of common good retrieved from http://www.answers.com/topic/common-good on June 23, 2021.
Definition of patriotism retrieved from http://www.ehow.com/info_8671843_patriotism-essay.html?

ref=Track2&utm_source=ask on June 23, 2021.
Definition of truth retrieved from http://dictionary.reference.com/browse/truth?s=t on 23 June 2021.
Effects of drug abuse to family retrieved from http://www.ehow.com/facts_4966133_effects-drug-abuse-family.html on June

23, 2021.
Facts about drugs retrieved from http://www.iowadec.net/uploads/380-family_matters_report on June 23 , 2021.
Labuguen, F. C., et al. (2012). Understanding the National Service Training Program. Mutya Publishing House, Inc.
Love of country retrieved from http://www.ehow.com/how_2258168_love-ones-country.html on June 23, 2021.
Make A Plan from http://www.ready.gov/plan on June 21, 2021
Modern Social Contract Theory by Thomas Hobbes retrieved from https://iep.utm.edu/soc-cont/#SH2a on June 23, 2021.
Memorandum C No. 6, series of 2021: Numeric Grades for All Courses
NSTP PPG 2 on Grading System effective 1st semester 2021-2022
On drug abused retrieved from http://www.medicinenet.com/drug_abuse/article.htm on June 23, 2021.
On drug addiction retrieved from http://www.nida.nih.gov/tib/prevention.html on June 23, 2021.
Peace defined retrieved from http://dictionary.reference.com/browse/peace?s=t on June 21, 2021
Platonic dialogue retrieved from http://www.iep.utm.edu/soc-cont/ on June 23, 2021.
Pollution retrieved from http://www.caringforenvironment.com/pollution/ on June 24, 2021.
Profile of a drug addict retrieved from http://www.authorstream.com/Presentation/ralugersyadiloh-234506-dangerous-drugs-

act-criminology-ra-6425/ on June 24, 2021
Quotes from American Teacher & Spiritual leader and Peace Prophet, 1908-1981 retrieved from
http://peaceinpresenttimes.blogspot.com/2010/02/7-habits-of-highly-effective-people.html on 23 June 2021.
Recognizing the drug addict retrieved from http://www.authorstream.com/Presentation/ralugersyadiloh-234506-dangerous-

drugs-act-criminology-ra-6425/ on June 24, 2021.

Republic Act No. 9163. An act establishing the National Service Training Program (NSTP) for the tertiary level students,
amending for the purpose R.A. No. 7077, P.D. No. 1706, and for other purpose retrieved from
https://nstp.upd.edu.ph/wp-content/uploads/2018/04/Republic-Act.-No-9163-NSTP-Act-2001.pdf on June 20, 2021.
Republic Act No. 9275 or the Comprehensive Water Quality Management Act retrieved from
https://www.lawphil.net/statutes/repacts/ra2004/ra_9275_2004.html on June 24, 2021.
Republic Act No. 10121 or Philippine Disaster Risk Reduction and Management (PDRRM) Act of 2010 retrieved from
https://www.officialgazette.gov.ph/2010/05/27/republic-act-no-10121 on June 20, 2021.
Republic Act No. 8749 or Clean Air Act retrieved from https://emb.gov.ph/wp-content/uploads/2015/09/RA-8749.pdf on June
24, 2021.
Republic Act No. 8749 or Comprehensive Air Pollution Control Policy retrieved from
https://emb.gov.ph/wp-content/uploads/2015/09/RA-8749.pdf on June 24, 2021.
Republic Act No. 9367 which established the Biofuel Program retrieved from
https://www.officialgazette.gov.ph/2007/01/12/republic-act-no-9367/ on June 24, 2021.
Republic Act No. 9512 also known as National Environmental Awareness and Education Act of 2008 retrieved from
https://www.officialgazette.gov.ph/2008/12/12/republic-act-no-9512/ on June 24, 2021.
Republic Act No. 9729 or climate change act retrieved from https://www.informea.org/en/legislation/climate-change-act-
2009-republic-act-no-9729-2009 on June 24, 2021.
Republic Act. No. 9003 or Ecological Solid Waste Management Act retrieved from
https://www.officialgazette.gov.ph/2001/01/26/republic-act-no-9003-s-2001/ on June 24, 2021.
Salient provisions or R.A. 9165 or Dangerous Drugs Act retrieved from

http://www.authorstream.com/Presentation/ralugersyadiloh-234506-dangerous-drugs-act-criminology-ra-6425/ in
June 24, 2021.
Sheed, F. (2011). Man Essential retrieved from http://www.ignatiusinsight.com/features2011/fsheed_trinityts_may2011.asp

on June 23, 2022
Tolentino, A. (2006). Persons and Family Relations: Civil Code of the Philippines. Vol. 1. Retrieved from
https://www.amazon.com/COMMENTARIES-JURISPRUDENCE-CIVIL-CODE-PHILIPPINES/dp/B008783TTG on
June 21, 2021.
UNHCR and National Disaster Coordinating Council. (2007). Contingency planning for emergencies. A manual for local
government units.

NSTP1 Module Revised August 2022 v1

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NATIONAL

II. BODY OF THE MODULE

A. Physical Organization and Course Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

C. Good Citizenship Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

E. R.A. 10121: Disaster Risk Reduction and Management Awareness Program . . . . . . . . . . . . . . . . . . . . . . 42

Objectives of the Lesson

Final Requirement: Family Survival Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

III. EVALUATION OF THE COURSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM

I. COURSE CODE: NSTPRO1

The University of Baguio–National Service Training Program (UB-NSTP) is the University’s

1. Self-awareness and management through basic citizenship training;

IV. COURSE LEARNING OUTCOMES

At the end of the program, NSTP graduates are expected to:

1. verbalize the significance of R.A. 9163 or the NSTP Act of 2001;

A. Learning Tasks/Requirements, Teaching-Learning Approaches and Learning Resources

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM

Highest Possible Score (HPS) = 300

Memorandum C No. 6, series of 2021: Numeric Grades for All Courses

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |1

LESSON PROPER: NDRRMC – Implementing Guidelines and Procedures

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |2

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |3

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |4

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |5

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |6

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |7

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |8

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |9

Phone No.: Mobile No.: E-mail Address: .

Municipality/City: Zip Code: , Philippines.

In case of Emergency, please contact:

In preparation for your Local DRRMC

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 10

PRIMORDIAL OBJECTIVE of NSTP:

AN AVENUE for SOCIAL AWARENESS and COMMUNITY INVOLVEMENT:

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 11

‘Indoctrination’ Phase ‘Sentisization’ Phase

NSTPRO1 – Theory NSTPRO2 – Application

THE NSTP ACT OF 2001

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 12

(a) “National Service Training Program (NSTP)”

(b) “Reserve Officers' Training Corps (ROTC)”

(d) “Civic Welfare Training Service”

(e) “Program component”

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 13

(3) The Civic Welfare Training Service.

(From Section 4: Coverage, of the Revised IRR, states that:)

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 15

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 16

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 17

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 18

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 19

At the end of this module, the students are ab to:

A good citizen is characterized as one who proves himself

Good citizenship includes:

community, e.g. volunteerism in times of calamities.

2. Participatory Citizen – an active member of community

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 20

A.1. Faith and Belief in God (Paniniwala at Pananalig sa Maykapal)

Story: Faith Alone (Bro. Andrew Maria Almonte, MMHC)