NSTP Lessons

Module 1 – Citizenship Training
Lesson 1 - Historical and Legal Bases of NSTP
Learning Objectives
At the end of the topic, students are expected to:
a) recognize how NSTP started
b) identify pertinent laws in relation to the creation of NSTP
Learning Content
Meaning of Service
 it is doing something for the benefit of others.
 the action of helping or doing work for someone.
 it can be VOLUNTARY.
The Traditional Filipino Service
BAYANIHAN - This tradition among Filipinos shows community participation, democracy and
cooperation. It may be for the benefit of an individual member of the community or the
community as a whole.
Spanish Colonial Administration
Polos y servicios – During the Spanish period, these policy or practice were used to compel the
Filipinos to work in public works. The polistas constructed churches, casas reales, roads, and
built or repaired ships. Able-bodied men 16-60 years of age were obliged to render services as
polistas.
The Constitutional Mandate

The prime duty of the Government is to serve and protect the people. The Government
may call upon the people to defend the State and, in fulfillment thereof, all citizens may be
required, under conditions provided by law, to render personal military or civil service. (1987
Constitution, Article 2, Section 4)
The State recognizes the vital role of the youth in nation-building and shall promote
and protect their physical, moral, spiritual, intellectual, and social well-being. It shall inculcate
in the youth patriotism and nationalism, and encourage their involvement in public and civic
affairs. (1987 Constitution, Article 2, Section 13)
Through the above legal provisions, national service comes into existence specifically NSTP
BatStateU - National Service Training Program 1 – CWTS/LTS
The National Service Training Program (NSTP), is a civic education and defense
preparedness program students instituted by the Government of the Philippines on 5 January
2000 by virtue of Republic Act9163, otherwise known as the "National Service Training
Program (NSTP) Act of 2001."
Under the NSTP Program, both male and female college students of any baccalaureate
degree course or technical vocational coursein public or private educational institutions are
obliged to undergo one of three program components for an academic period of two semesters.
The students, however, are free to choose which particular program component to take. The three
NSTP Program components are:[1]
 Civic Welfare Training Service (CWTS)
This program component is designed to provide students with activities contributory to
the general welfare and betterment of life of the members of the community especially
those developed to improve social welfare services.
 Literacy Training Service(LTS)

This program component is designed to train students in teaching literacy and numeracy
skills to schoolchildren and out-of-school youths. The hope is to continue learning on a
peer - to - peer interaction.
 Reserve Officers' Training Corps(ROTC)

This program component is designed to provide military education and trainingfor
students to mobilize them for national defense preparedness. This is also a glimpse for
young people to see how military life is and encourage them into service.
Graduates of the ROTC program component are organized into the Citizen Armed Force,
while graduates of the LTS and CWTS program components are organized into the National
Service Reserve Corps(NSRC) administered by the Department of National Defense, the
Commission on Higher Education and Technical Education and Skills Development Authority.
There have been several legal precedents to the National Service Training Program
(NSTP) Act of 2001. These include:
 Commonwealth Act No. 1

Commonwealth Act No. 1, otherwise known as the "National Defense Act of 1935", was enacted
by the National Assembly of the Philippineson 21 December 1935. It provided for
obligatorymilitary servicefor all male citizens of ages between 18 and 30.[2]
 Presidential Decree No. 1706

Presidential Decree No. 1706, otherwise known as the "National Service Law", was signed into
law on 8 August 1980. It made national service obligatory for all Filipino citizens and specified
three categories of national service: civic welfare service, law enforcement service and military
service.[3]
 Republic Act 7077

Republic Act 7077, otherwise known as the "Citizen Armed Forces of the Philippines Reservist
Act", was enacted by the 8thCongress of the Philippineson 27 June 1991. The Reservist Act
provided for organization, training and utilization of reservists, referred to in the Act as "Citizen
Soldiers". The primary pool of manpower for the reservist organization are graduates of the
Reserve Officers' Training Corpsbasic and advance courses.[4]
Learning References
1. Labuguen, Florida C.; et al. (2012). Understanding the National Service Training
Program. Mutya Publishing House. p. 11. ISBN 978-971-821-289-9.
2. National Assembly of the Philippines. "CA No. 1". Retrieved 28 June 2013.
3. Ferdinand E. Marcos. "PD No. 1706". Retrieved 28 June 2013.
4. 8th Congress of the Republic to the Philippines. "RA 7077". Retrieved 28 June 2013.

Lesson 2 - Philippine Constitution, Preamble and Bill of

Rights
Learning Objectives
At the end of the lesson, the students are expected to:
1. analyze the preamble of the 1987 Philippine Constitution.
2. recognize and acknowledge the duties and obligations of Filipino citizens.
3. cite activities in order to further promote and inculcate nationalism among the
youth.
Learning Content
Preamble of the 1987 Philippine Constitution
“We, the sovereign Filipino people, imploring the aid of

Almighty God, in order to build a just and humane society and establish
a Government that shall embody our ideals and aspirations, promote the
common good, conserve and develop our patrimony, and secure
ourselves and posterity 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”.
Bill of Rights (from Article III of 1987 Phil. Constitution)
1. No person shall be deprived of life, liberty, or property without due process of

law, nor shall any person be denied the equal protection of the laws.
2. The right of the people to be secure in their persons, houses, papers, and effects
against unreasonable searches and seizures of whatever nature and for any
purpose shall be inviolable, and no search warrant or warrant of arrest shall issue
upon probable cause to be determined personally by the judge after examination
under oath or affirmation of the complaint and the witnesses he may produce, and
particularly describing the place to be searched and the persons or things to be
seized.
3. The privacy of communication and correspondence shall ne inviolable except
upon lawful order of the court, or when public safety or order requires otherwise
as prescribed by law.
4. No law shall be passed abridging the freedom of speech, of expression, or of the
press, or the right of the people peaceably to assemble and petition the
Government for redress of grievances.
5. No law shall be made respecting an establishment of religion, or prohibiting the
free exercise thereof.
6. The liberty of abode and of changing the same within the limits prescribed by law
shall not be impaired except upon lawful order of the court.
7. The right of the people to information on matters of public concern shall be
recognized.
8. The right of the people, including those employed in the public and private
sectors, to form unions, association, or societies for purposes not contrary to law
shall not be abridged.
9. Private property shall not be taken for public use without just compensation.
10. No law impairing the obligation of contracts shall be passed.
11. Free access to the courts and quasi-judicial and adequate legal assistance shall not
be denied to any person by reason of poverty.
12. Any person under investigation for the commission of an offense shall have the
right to be informed of his right to remain silent and to have competent and
independent counsel preferably of his own choice.
13. The right to bail shall not be impaired even when the privilege of the writ of
habeas corpus is suspended. Excessive bail shall not be required.
14. No person shall be held to answer for a criminal offense without due process of
law.
15. The privilege of the writ of habeas corpus shall not be suspended except in cases
of invasion or rebellion when the public safety requires it.
16. All persons shall have the right to a speedy disposition of their cases before all
judicial, quasi-judicial, or administrative bodies.
17. No person shall be compelled to be a witness against himself.
18. No person shall be detained solely by reason of his political beliefs and
aspirations.
19. Excessive fine shall not be imposed, nor cruel, degrading or inhuman punishment
inflicted. Neither shall death penalty be imposed, unless for compelling reasons
involving heinous crime, the Congress hereafter provide for it.
20. No person shall be imprisoned for debt or non-payment of a poll tax.
21. No person shall be twice put in jeopardy of punishment for the same offense.
22. No ex post facto law or bill of attainder shall be enacted.
Duties and Responsibilities of Filipino citizens
Among others, the more important duties and obligations of every citizen in a
democratic society are the following:
1. To be loyal to the Republic. This means faith and confidence in the Republic and
love and devotion to the country. The citizen must be proud of his country, its custom,
traditions, language, and institution. He must share in its glories and feel sad in its
misfortunes.
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2. To defend the state. Since the citizens of the Republic receive benefits and protection
from the State of which they are apart, in return, it is their primary and honorable duty to
defend it against any peril, whether from within or from without.
3. To contribute to the development and welfare of the State. This should be the
concern of every citizen for he will be the first to enjoy the benefits thereof. He can
contribute to the development and welfare of the state by paying taxes willingly and
promptly, by cooperating in its activities and projects such as the preservation of peace
and order, conservation of the natural resources and the promotion of social justice by
patronizing local products and trades and by engaging in the productive work.
4. To uphold the constitution and obey laws. Since the constitution is the expression of
the sovereign will of our people.
5. To cooperate with duly constituted authorities.
6. To exercise rights responsible and with due regard for the rights of others.
7. To engage in gainful work. Every citizen must consider his own responsibility and
should strive to become a useful and productive member of society to assure not only
himself but, more importantly, his family a lot worthy of human dignity.Every citizen
should bear in mind that only hard and sustained work can mend a nations live and
survive.
8. To register and vote. It is through suffrage that the will of the people is expressed.
The quality of public officials and the policies of government, the success or failure of
government depend, directly and indirectly, upon the voters.Voters must be
discriminating in evaluating the credentials of candidates and not be satisfied with only
their physical attributes and data.
Duties and Rights of the Filipino People
1. Duties of the People
The people of the Philippine Republic must understand that they have certain duties or
obligations to perform. These duties are the price of freedom and of the rights which
people enjoy
a. to vote honestly and wisely
b. to obey the laws of the land
c. to respect public authority
d. to be loyal to the Republic
e. to defend the Motherland
f. to pay taxes to the government
g. to take active interest in local, national and international affairs
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2. Rights of the People
a. Natural rights – rights conferred upon human beings by God which cannot be
taken away
Example: right to life, right to love, right to marry
b. Civil rights – rights granted by the State for the promotion of common welfare
of individual citizens
Example: right to own property, right to seek justice in the courts
c. Political rights – rights conferred by the state to the people so that they may
participate in government
Example: right to citizenship, right to suffrage, freedom of speech
d. Constitutional rights – rights recognized and protected by the constitution and

part of the fundamental law of the land
Example: freedom from slavery, freedom to choose one’s residence
e. Statutory rights – rights conferred by statutes or law promulgated by a

lawmaking body and can be abolished by the same body
Example: right to inherit property, right to minimum wage, right to go to
strike for higher wages
Learning References
1. 1987 Philippine Constitution

2. Guillo, RM Jr. and De Chavez, F. I. Civic Welfare Training Service Towards Responsive
Community Organization and Development. Morlanda Publishing. Manila. 2009.
3. Lee, Sergio J. National Service Training Program, Civic Welfare Training Service, Literacy
Training Service: A Source Book 3rd Edition. C 7 E Publishing, Inc. Quezon City 2013.
4. Modules on 16 Good Citizenship Values: Reference for Values Formation by Good
Citizenship Movement, EPPC in partnership with CHED. Institution Building Team EDSA
People Power Commission. 2010.
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Lesson 3 - United Nations Principles on Human Rights
Learning Objectives
Learning Objectives
a. recognize human rights as tool for equality and cooperation;
b. identify and explain each provision of the United Nations Declaration of Human
Rights;
c. reflect on the human rights condition in the country;
d. promote human rights awareness.
Learning Content
Universal Declaration of Human Rights
The issue of human rights remains relevant as of this day. Every individual is entitled to
his rights in consonance with the existing laws and policies of his ethnicity. In 1948, the United
Nations General Assembly adopted and proclaimed the Universal Declaration of Human Rights
which was translated into 360 languages – the most translated document in the world. Although
the declaration does not guarantee that no human rights abuse will happen, it serves as guide to
every country in crafting their laws and policies concerning human rights. It is composed of
thirty articles from which the world based its decision to discern what is right and what is wrong.
Thus, the Universal Declaration of Human Rights is defined as a common standard of

achievement for all peoples and all nations, to the end that every individual and every organ of
society, keeping this Declaration constantly in mind, shall strive by teaching and education to
promote respect for these rights and freedoms and by progressive measures, national and
international, to secure their universal and effective recognition and observance, both among the
peoples of Member States themselves and among the peoples of territories under their
jurisdiction.
Preamble
Whereas recognition of the inherent dignity and of the equal and inalienable rights of all
members of the human family is the foundation of freedom, justice and peace in the world,
Whereas disregard and contempt for human rights have resulted in barbarous acts which
have outraged the conscience of mankind, and the advent of a world in which human beings shall

enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the
highest aspiration of the common people,
Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to

rebellion against tyranny and oppression, that human rights should be protected by the rule of
law,
Whereas it is essential to promote the development of friendly relations between nations,
Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in
fundamental human rights, in the dignity and worth of the human person and in the equal rights
of men and women and have determined to promote social progress and better standards of life
in larger freedom,
Whereas Member States have pledged themselves to achieve, in cooperation with the
United Nations, the promotion of universal respect for and observance of human rights and
fundamental freedoms,
Whereas a common understanding of these rights and freedoms is of the greatest

importance for the full realization of this pledge.
Article 1 - All human beings are born free and equal in dignity and rights. They are endowed
with reason and conscience and should act towards one another in a spirit of brotherhood.
Article 2 - Everyone is entitled to all the rights and freedoms set forth in the Declaration, without
distinction of any kind, such as race, color, sex, language, religion, political or other opinion,
national or social origin, property, birth or other status. Furthermore, no distinction shall be made
on the basis of the political, jurisdictional or international status of the country or territory to
which a person belongs, whether it be independent, trust, non-self-governing or under any other
limitation of sovereignty.
Article 3 - Everyone has the right to life, liberty and security of person.
Article 4 - No one shall be held in slavery or servitude; slavery and the slave trade shall be
prohibited in all their forms.
Article 5 - No one shall be subjected to torture or to cruel, inhuman or degrading treatment or

punishment.
Article 6 - Everyone has the right to recognition everywhere as a person before the law.
Article 7 - All are equal before the law and are entitled without any discrimination to equal
protection of the law. All are entitled to equal protection against any discrimination in violation
of this Declaration and against any incitement to such discrimination.

Article 8 - Everyone has the right to an effective remedy by the competent national tribunals for
acts violating the fundamental rights granted him by the constitution or by law.
Article 9 - No one shall be subjected to arbitrary arrest, detention or exile.
Article 10 – Everyone is entitled in full equality to a fair and public hearing by an independent
and impartial tribunal, in the determination of his rights and obligations and of any criminal
charge against him.
Article 11- (1) Everyone charged with a penal offence has the right to be presumed innocent until
proved guilty according to law in a public trial at which he has had all the guarantees necessary
for his defence.
(2) No one shall be held guilty of any penal offence on account of any act or omission
which did not constitute a penal offence, under national or international law, at the time
when it was committed. Nor shall a heavier penalty be imposed than the one that was
applicable at the time the penal offence was committed.
Article 12 - No one shall be subjected to arbitrary interference with his privacy, family, home or
correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the
protection of the law against such interference or attacks.
Article 13 – (1) Everyone has the right to freedom of movement and residence within the borders
of each State.
(2) Everyone has the right to leave any country, including his own, and to return to his
country.
Article 14 – (1) Everyone has the right to seek and to enjoy in other countries asylum from
persecution.
(2) This right may not be invoked in the case of prosecutions genuinely arising from
non- political crimes or from acts contrary to the purposes and principles of the United Nations.
Article 15 – (1) Everyone has the right to a nationality.
(2) No one shall be arbitrarily deprived of his nationality nor denied the right to
change his nationality.
Article 16 – (1) Men and women of full age, without any limitation due to race, nationality or
religion, have the right to marry and to found a family. They are entitled to equal rights as to
marriage, during marriage and at its dissolution.
(2) Marriage shall be entered into only with the free and full consent of the intending
spouses.

(3) The family is the natural and fundamental group unit of society and is entitled to
protection by society and the State.
Article 17 – (1) Everyone has the right to own property alone as well as in association with
others.
(2) No one shall be arbitrarily deprived of his property.
Article 18 – Everyone has the right to freedom of thought, conscience and religion; this right
includes freedom to change his religion or belief, and freedom, either alone or in community
with others and in public or private, to manifest his religion or belief in teaching, practice,
worship and observance.
Article 19 – Everyone has the right to freedom of opinion and expression; this right includes
freedom to hold opinions without interference and to seek, receive and impart information and
ideas through any media and regardless of frontiers.
Article 20 – (1) Everyone has the right to freedom of peaceful assembly and association.
(2) No one may be compelled to belong to an association.
Article 21 – (1) Everyone has the right to take part in the government of his country, directly or
through freely chosen representatives.
(2) Everyone has the right to equal access to public service in his country.
(3) The will of the people shall be the basis of the authority of government; this will shall
be expressed in periodic and genuine elections which shall be by universal and equal
suffrage and shall be held by secret vote or by equivalent free voting procedures.
Article 22 – Everyone, as a member of society, has the right to social security and is entitled to
realization, through national effort and international cooperation and in accordance with the
organization and resources of each State, of the economic, social and cultural rights
indispensable for his dignity and the free development of his personality.
Article 23 – (1) Everyone has the right to work, to free choice of employment, to just and
favorable conditions of work and to protection against unemployment.
(2) Everyone, without any discrimination, has the right to equal pay for equal work.
(3) Everyone who works has the right to just and favorable remuneration ensuring for
himself and his family an existence worthy of human dignity, and supplemented, if
necessary, by other means of social protection.
(4) Everyone has the right to form and to join trade unions for the protection of his
interests.

Article 24 – Everyone has the right to rest and leisure, including reasonable limitation of working
hours and periodic holidays with pay.
Article 25 – (1) Everyone has the right to a standard of living adequate for the health and well-
being of himself and of his family, including food, clothing, housing and medical care and
necessary social services, and the right to security in the event of unemployment, sickness,
disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.
(2) Motherhood and childhood are entitled to special care and assistance. All children,
whether born in or out of wedlock, shall enjoy the same social protection.
Article 26 – (1) Everyone has the right to education. Education shall be free, at least in the
elementary and fundamental stages. Elementary education shall be compulsory. Technical and
professional education shall be made generally available and higher education shall be equally
accessible to all on the basis of merit.
(2) Education shall be directed to the full development of the human personality and to
the strengthening of respect for human rights and fundamental freedoms. It shall promote
understanding, tolerance and friendship among all nations, racial or religious groups, and
shall further the activities of the United Nations for the maintenance of peace.
(3) Parents have a prior right to choose the kind of education that shall be given to their
children.
Article 27 – (1) Everyone has the right freely to participate in the cultural life of the community,
to enjoy the arts and to share in scientific advancement and its benefits.
(2) Everyone has the right to the protection of the moral and material interests resulting
from any scientific, literary or artistic production of which he is the author.
Article 28 – Everyone is entitled to a social and international order in which the rights and
freedoms set forth in this Declaration can be fully realized.
Article 29 – (1) Everyone has duties to the community in which alone the free and full
development of his personality is possible.
(2) In the exercise of his rights and freedoms, everyone shall be subject only to such
limitations as are determined by law solely for the purpose of securing due recognition
and respect for the rights and freedoms of others and of meeting the just requirements of
morality, public order and the general welfare in a democratic society.
(3) These rights and freedoms may in no case be exercised contrary to the purposes and
principles of the United Nations.

Article 30 - Nothing in this Declaration may be interpreted as implying for any State, group or
person any right to engage in any activity or to perform any act aimed at the destruction of any of
the rights and freedoms set forth herein.
Issues of Human Rights in the Philippines
1. Philippine War – Drug Campaign - human rights groups and activists are accusing
the Duterte government of extra-judicial killings.
2. Death Penalty – many representatives filed bills seeking to reinstate the Death Penalty
which were strongly opposed by the Catholic Church
3. Lowering the Age of Criminal Liability – the constitution provides that children are
18 years below. Lowering the criminal liability is a violation of children’s rights.
4. Freedom of Expression – the closure of ABS-CBN and veteran journalist Maria Ressa
were categorized by their supporters as violation of human rights.
5. Rights of the members of the LGBTI Community – the controversial SOGIE Bill
divided the opinions of Filipinos about human rights.
Additional Information of the Human Rights in the Philippines
1. Human rights can be classified as individual, collective, civil, political, economic,

social and cultural.
2. Article III of the 1987 Constitution also called as the Bill of Rights provides Filipino
citizen’s rights, protection and privileges.
3. In 2014, nearly 75,000 people filed for recognition as victims of human rights
violations during the implementation of the Martial Law.
For more information on Human Rights Issues in the Philippines, you may visit:
https://www.amnesty.org/en/countries/asia-and-the-pacific/philippines/report-
philippines/?fbclid=IwAR08Y2g2Zlb9trelKj5RGQ-h2W2z-
Vib4VRDHSgoVlgpyHjMkmpbn4eHaN4

Learning References
July 21, 2020https://www.un.org/en/udhrbook/pdf/udhr_booklet_en_web.pdf
July 21, 2020 https://www.amnesty.org/en/countries/asia-and-the-pacific/philippines/report-

philippines/?fbclid=IwAR08Y2g2Zlb9trelKj5RGQ-h2W2z-
Vib4VRDHSgoVlgpyHjMkmpbn4eHaN4
July 21, 2020 https://www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-the-

republic-of-the-philippines/the-1987-constitution-of-the-republic-of-the-philippines-article-iii/

Lesson 4 - Flag Heraldic Code of the Philippines
Learning Objectives
a. recognize R.A. 8491 and its provisions;

b. explain the importance of flag and other national symbols;
c. identify the steps on how to properly fold the Philippine flag;
d. promote nationalism among youth.
For students and instructors’ material, please access at

https://drive.google.com/file/d/1AYaGyMZcT32gj1N8APqMcEgo2yG8Wzhv/view?usp=sharin
g
Learning Content
Salient Feature of RA No. 8491 of 2002 (Flag and Heraldic Code of the Philippines)
Philippine Flag
Our national flag is the symbol of our
country. It shows our unity as a people. It stands for
our high ideals and noble heritage. Therefore, when
you show respect for the flag, you also show respect
for our country and people. One way to show respect
is to handle the flag properly.
A flag is a sacred and respected feature of the

nation which it represents. Each nation’s flag has a
specific way in which it should be displayed and folded.
The Philippine national flag is said to be the primary symbol of the nation’s camaraderie,
sovereignty, solidarity and unity. It is therefore, the symbol of nationalism and patriotism in our
country.
Flag History
The national flag of the Philippine is a horizontal bicolor with equal bands of blue and
red, and white equilateral triangle based at the hoist side, at the center of the triangle is a golden
yellow sun with eight primary rays (which signifies eight provinces) each containing three
individual rays; and at each corner of the triangle is a five-pointed golden yellow stat. The sun
with eight rays in the Philippine flag represents the first eight provinces (Manila, Bulacan,

Pampanga, Nueva Ecija, Tarlac, Laguna, Batangas and Cavite) that revolt and fought for
independence from the Spanish-rule.
The flag was conceptualized by
Emilio Aguinaldo. The first flag was
sewn in Hongkong by Marcela Agoncillo,
her daughter Lorenza, and Dona
DelfinaHerbosa de Natividad, niece of
Jose Rizal. The flag is displayed with the
blue field on the top in times of peace, and
with red field on top in times of war. The
flag is unique in the sense that it can
indicate a state of war when the red field is
displayed on top or on the observer’s left
when the flag is displayed vertically, with
the white equilateral triangle at the top
end.
Flag Construction
The flag’s length is twice its width, which translate
into an aspect ratio of 1:2. The length of all sides of the white
triangle is equal to the width of the flag. Each star is oriented
in such manner that one of its tips points towards the vertex at
which it is located.
Flag Protocol
The flag should be displayed in all government buildings, official residence, public
plazas, and schools every day throughout the year. The days of the 28 th of may (national Flag
day) and 12th of June 9Independence day) are designated as flag days, during which all offices,
agencies and instrumentalities of government, business establishments, institutions of learning
and private homes are enjoined to display the flag. In Section 9 of RA 8491, the Philippine flag
must be permanently hoisted and illuminated at night at the following locations:
1. Malacaňang Palace,
2. The Congress of the Philippine buildings (Senate and House of Representatives)
3. Supreme Court of the Philippine Building
4. The Rizal Monument
5. Aguinaldo Shrine in Kawit, Cavite
6. Barasain Shrine in Malolos, Bulacan
7. Tomb of theUnknown Soldiers in La Union, Libingan ng mgaBayani in Makati)
8. Mauseleo de losVeteranos de la Revolucion
9. All international ports of entry

10. All other places as may be designated by the National Historical Commission of the
Philippines (NHCP).
Half-mast
The flag may be flown at half-mast as a sign or mourning. Upon the official
announcement of the death of the president or a former President, the flag should be flown at
half-mast for 10 days. The flag should be flown at half-mast for seven (7) days following the
death of the Vice President, the Chief Justice, the president of the Senate or the speaker of the
House of the Representatives.
The flag may also be required to fly at half-mast
upon the death of other persons to be determined by the
NHCP, for a period less than seven days. The flag shall be
flown at half-mast on all the buildings and places where the
decedent was holding office, on the day of death until the
day of interment of an incumbent member of the Supreme
Court, the Cabinet, the Senate or the House of
Representative, and such other persons as may be
determined by the NHCP.
When flown at half-mast, the flag should be first
hoisted to the peak for a moment then lowered to the half-
mast position. It should be raised to the peak again before it
is lowered for the day.
Folding the Flag
1. Hold the flag at each of its four corners and pull it taut.
The folder holds the corners at the end with the blue and
red fields.
2. Fold the flag in half, lengthwise, with red field covering
the blue field. Pull it taut again making sure the open
side’s edges are flush with one another.
3. Fold it in half again, the closed side over the open side,
again maintaining the flattening tension and parallel,
flush edges on the open side. The blue field should now
be displayed face up.
4. Take the closed side’s blue field corner and fold it over
the open side such that what was the bottom edge is now
parallel and flush with open side forming a right triangle
(with 900).
5. At the right angle, fold the flag again such that a new
right triangle is formed, still keeping the open edges
parallel.
6. Fold the right –angled corner of the new triangle over
such that it forms a new right triangle with what had
been the bottom edge now flush with the side of the flag
below it.
7. Continue this sequence of folds creating right triangle until the flag is completely folded
into right triangle bundle. The white field and yellow sun should now predominate in the
visible areas of the flag.
Prohibited Acts
In Section 34 of RA 8491, the flag cannot be used in the following rationales:
1. Defacing or ridiculing the flag by dipping the flag as a salute, or adding additional marks
on the flag;
2. As a drapery, festoon, tablecloth, a covering, or as part of a costume or a uniform;
3. As a trademark or for commercial or agricultural labels or designs;
4. As part of merchandise or in any advertisement or infomercial; and
5. As a pennant in the hood, side, back and top of motor vehicles.
Other Rules on the Display of the Philippine Flag

1. On board naval vessels, the flag shall be displayed on the flagstaff at the stern when
the ship is at anchor. The Flag shall be hoisted to the gaff at the aftermast when the ship
is at sea.
2. On all aircraft with Philippine registry, the Philippine Flag shall be prominently
displayed horizontally on its fuselage with the hoist side pointing the forward direction.
3. The flagpole must not be of equal height or higher than the Independence Flagpole
at the Rizal Park, Manila (107ft).
Learning References
RA 8491 July 25, 2020 https://www.slideshare.net/ejentero/flag-and-the-heraldic-code-of-the-philippines


Lesson 5 - Good Citizenship Values

Learning Objectives
a. analyze the preamble of the 1987 Philippine Constitution;

b. give the duties and obligations of Filipino citizens;
c. cite activities in teachingnationalism.
Learning Content
Developing Good Citizenship
Every right has a corresponding responsibility. Next to the right to live is the right
for citizenship. It provides man the necessary protection of the state, identity, education,
job opportunities, securities and all other rights provided by existing laws.
To the students and instructor, you may access the diagnostic test on Philippine
Citizenship at https://www.proprofs.com/quiz-school/story.php?title=philippine-
citizenship-test-practice.
Preamble of the 1987 Constitution
We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a
just and humane society, and establish a Government that shall embody our ideals and
aspirations, promote the common good, conserve and develop our patrimony, and secure
to ourselves and our posterity, the blessings of independence and democracy under the
rule of law and a regime of truth, justice, freedom, love, equality, and peace, do ordain
and promulgate this Constitution.
Citizenship
Citizenship is a term denoting membership of a citizen in a political society,

which membership implies, reciprocally, a duty of allegiance on the part member and
duty of protection on the part of the State.

Citizen
A citizen is a person having the title of citizenship. He is a member of a

democratic community who enjoys a full civil and political rights and its accorded
protection inside and outside the territory of the State.
Article IV, Section 1 of the 1987 Constitution identifies the following as citizens
of the Philippines:
1. Those who are citizens of the Philippines at the time of the adoption of said
Constitution;
2. Those whose fathers or mothers are citizens of the Philippines; those born before
January 17, 1973, of Filipino mothers, who elect Philippine Citizenship upon
reaching the age of majority; and
3. Those who are naturalized in accordance with law.
Great ideal in the life of every citizen
The greatest ideal in the life of every citizen must be patriotism or love of
country. This achieved through the exercise the positive nationalism and the defense of
our sovereignty when it is threatened by outside and inside forces.
Next to loyalty to God is loyalty to country which is sealed by a pledge of

allegiance such loyalty is neither through compulsion of force, as motivated by certain
material considerations.
Filipino citizen’s loyalty
As a citizen, we have several objects of loyalty in our country, superiors or duly

constituted authorities, principle, our flag, our word of honor.
Filipino may differ in physical features but they are bound by their love for the
country they call their own. They are proud of the cultural heritage and prouder still to
belong to a race of people known for their courage and love of freedom.
Loyalty must be inspired by the respect and faith in the cause to which we
subscribe. It should not be servility or fanaticism. Loyalty is based on love of country,
respect for superiors, belief in the cause and principle, reverence for national symbols and
loyalty to one’s world of honor.
Acquiring Citizenship
1. There are two principles of citizenship in the world, “jus solis” (by blood) and
“jus sanguinis” (by birth).
2. A baby who was born within the air space or within 12 nautical miles from the
boarder of the United States will automatically have US citizenship regardless of
the parent’s nationality.

3. Commonwealth Act No. 473 provides the qualifications and processes for
acquiring Filipino citizenship.
Learning References
1. 1987 Philippine Constitution

2. Commonwealth Act No. 473
3. GuilloJr.,Romeo M, Content Standards of Literacy Training Service, Morlanda
Publishing, 2011
4. July 25, 2020 https://thepointsguy.com/2018/01/what-is-the-citizenship-of-a-
baby-born-on-an-airplane/
5. July 25, 2020 https://www.proprofs.com/quiz-school/story.php?title=philippine-
citizenship-test-practice.

Lesson 6 – Voter Citizenship Education
Learning Objectives
a) recognize the duties and responsibilities as voter;
b) inspire to participate actively in activities whether in national or local elections
Learning Content
The Filipino citizen-voter education cover the political and electoral system, human
rights, and governance that serve to contribute to efforts at developing matured and informed
political attitudes and decisions of Filipino citizen-voters.
1. What is election?
Election is the means by which the people choose their officials for definite and fixed
periods
2. What are the different types of electoral exercises?

The two (2) types of electoral exercises are:
a) regular elections (national, local, barangay, ARMM, SK)
b) special elections (plebiscite, referendum, initiative, recall)
3. What is the right of suffrage?

Suffrage is the human right to vote to which, in the Philippines, is embodied in three
documents:
a) The Universal Declaration of Human Rights (UDHR)
b) The International Covenant on Civil and Political Rights; and
c) The 1987 Philippine Constitution.
These documents all call for universality of the right; equality in access to public
service; and secrecy of voters. The political choice and decision you make will determine
the kind of government that will serve the country. The will of the people, then, will be
best expressed in clean, orderly and honest election.
4. Who are qualified to vote in Philippine elections?

a) Citizens of the Philippines;
b) Those who are 18 years old and above on the day of elections;
c) A resident of the Philippines for one year and in the city or municipality
wherein he/she proposes to vote for at least six months before the elections.
5. Who are qualified to vote under the Overseas Absentee Voting Law?
a) Filipino citizen abroad

b) Those who are 18 years old and above on the day of elections
c) Immigrants with affidavit to resume residence in the Philippines
d) Permanent residents with affidavit of intent to resume residence in the Philippines.
6. Who are disqualified by law to vote in Philippine elections?

a) Persons sentenced to be imprisoned for not less than one year
b) Persons who committed rebellion, sedition, violation of the anti-subversion and
firearms law, or any crime against national security or disloyalty to the government
c) Insane or incompetent persons
7. How often are the elections held?

a) Every 2nd Monday of May for national and local election
National and local elections are held on the second Monday of May every third
year starting 1992. The presidential and vice presidential elections are held every six
years. Election Days in which the president and vice president and barangay officials
are not elected are called "midterm elections"; Election Days in which the president
and vice president are elected are called "presidential elections". Barangay-level
officials, although are currently elected in the same year as the other officials, are
elected separately the succeeding months.
b) Every last Monday of October, every 3 years for barangay and SK officials
Barangay-level elections, starting from 2007, are to be held every three
years
during the last Monday of October, although these elections are frequently postponed
(and incumbents' terms are extended) as a cost-saving measure.
c) Every 3 years from March 1993 – ARRM elections
Elections for the positions in the Bangsamoro Autonomous Region in Muslim
Mindanao (BARMM), starting from 2011, are to be held every three years during the
second Monday of May.
8. What are the actions points for citizen-voters in exercising the right of suffrage?
a) Before elections
Prepare to exercise the right of suffrage and the right to an informed and free choice.
 Register during the period allowed for voter registration.
 Be informed of the issues, platforms, and personalities of the political
candidates.
 Set specific guidelines in choosing government leaders in terms of the
candidate’s social affiliations and interests, competence, lifestyle, and
performance records.
 Conduct/participate in public debates that would inform citizens and gain the
commitment of the candidates to integrate, foremost, the interests and welfare
of the citizen in their program of government.
b) During elections
Exercise vigilance and the right to vote.
 Vote according to your conscience
 Protect the integrity of your own vote from any other undue influence
 Volunteer in organizations that work for clean and peaceful elections
 Watch out for instance of cheating in the elections and inform authorities and
the rest of the electorate of such activities.
c) After elections
Practice continued vigilance and participate in governance.
 Be vigilant in the counting and canvassing of votes
 Attend consultations and public hearings, and participate in local
special bodies.
 Legislate advocacy – s process where citizens talk with lawmakers and other
implementers in the government to ensure that the concerns and welfare of
the general public are included in the discussion and making of laws.
d) The Election process
These are the steps in the election process:
 Registration day
 Revision day
 List of votes
 Casting of votes
 Counting of votes
 Preparation of election returns and other reports
 Distribution of election returns
 Board of Canvassers (for President and Vice President
 Board of Canvassers (for Senators)
 Board of Canvassers (for Provincial/City/District/Municipal)
 Proclamation of winning candidates
e) Citizen-voter participation in Political affairs
 Initiation and Referendum
Through the system of initiative and referendum, the people can directly
propose, exact, and reject laws at the local level. Citizens may directly
propose amendments to the Constitution by a petition of at least 12% of the
total number of registered voters where three (3) % of registered voters in
each legislative district are presented
 Plebiscite
Through plebiscite, the people approve or reject the call for a Constitution,
approve or reject proposed changes in the Constitution and, at the local level,
express their will on certain local issues.
 Sectoral Representation
The party-list system of representation gives sectors the chance to be
represented in Congress together with Congressmen/women or
Representative. The Constitution and the 1991 Local Government Code
(LGC) allow for representation of sectors in the local legislature or
Sanggunian.
 Local special Bodies
Ordinary citizens are called to sit in local special bodies such as the local
health boards, school boards, peace and order councils, and

developmentcouncils for consultation. The barangay assembly has the power

to hear and judge the report of Sangguniang Barangay’s (SB) performance.
 Absentee Voting system
Republic Act 9189 or the Absentee Voting Law provides for a system which
allows qualified Filipinos abroad to vote in national elections in the
Philippines.
Learning References
1. Modules on 16 Good Citizenship Values: Reference for Values Formation by Good
Citizenship Movement, EPPC in partnership with CHED. Institution Building Team EDSA
People Power Commission. 2010.
2. Soriano (SR), L.E. RA (Commissioner Chairperson) Modules on Good Citizenship Values
Good Citizenship Movement, Institution Building Team EDSA People Power Commission.
2004.
3. Your Vote. Our Future: Citizen Participation in Election 2003 (A Primer)

Module 2 - Drug Education
Lesson 7 - Drug Education
Learning Objectives
At the end of the lesson, students are expected to:

1. be familiar of the terms: drug education, drug abuse, drug dependence, drug user,
etc.
2. give the classifications of drug and their effects.
3. enumerate the roles of schools, community and parents in preventing drug abuse.
4. participate in the government campaign against prohibited drugs.
Learning Content
Legal Bases for Drug Education
Republic Act (R.A.) 9165 is an act instituting the Comprehensive Dangerous Drug Act of 2002,
repealing RA No. 6425 known as the Dangerous Drug Act of 1972. This Act serves as guide in
the implementation of dangerous drug prevention and control in the country. It guides in the
right approach towards issues geared against drug activities. RA 9165, Article IV mandates the
following:
Provide continuing in service training for teachers on the effective utilization and support to
instructional materials and on teaching strategies on drug education
Continuously monitor and evaluate the effectiveness and overall impact of drug education
Secure funds from local and foreign donors for the implementation of drug education
programs.
Drug Education
The number of drugs used today is vast and is steadily increasing as new drugs
are developed and new uses are found for old drugs, several drugs still used by the doctor
such as the active principle in aspirin, have been used clinically for many hundreds of
years.
Drug - It is a substance that affects the function of living cells, used in medicine to
diagnose, cure, prevent the occurrence of diseases and disorders and prolong the life of
patients with incurable conditions.
Since 1990, the availability of new and more effective drugs such as antibiotics,
which fight bacterial infections and vaccines, which prevent diseases caused by bacteria
and viruses, has increased the average of Filipino’s life span from about 60 years to about
75 years. Drugs have vastly improved the quality of life. Today, drugs have contributed
to the eradication of once widespread and sometimes fatal diseases such as poliomyelitis
and smallpox.

Drug abuse is the overuse of a drug without due regard to accepted medical
practice resulting in the individual’s physical, mental, emotional or behavioral
impairment.
Drug dependence is a compulsive behavior brought about by drug abuse. In

1987, the American Medical Association declared all drug dependencies to be diseases.
When chemical dependencies are viewed as diseases, their treatment and understanding
are facilitated. Such a view also reduces the guilt and blame traditionally associated with
chemical dependency
Drug user is another term for “drug addict” which refers to an individual who is
dependent on a certain drug or drugs. Smith et al. (1986) define addiction as a
pathological process involving a compulsion to use a psychoactive drug, loss of control
over use of the drug and continued use of the drug despite adverse consequences.
Common signs of drug abuse
1. Change in attendance at work or school

2. Change from normal capabilities (work habits, efficiency, etc.)
3. Poor physical appearance, including in attention to dress and personal hygiene
4. Constant wearing of sunglasses at inappropriate times (for instance, indoors or
at night not only to hide dilute or constricted pupils but also to compensate the
eyes’ inability to adjust to sunlight). Marijuana causes bloodshot eyes
5. Unusual effort made to cover arms in order to hide needle marks
6. Association with known drug abusers
7. Stealing items that can be readily sold for cash (to support a drug habit)
8. Change in mood, depending on the drug taken
Classifications of drugs and their Effects
1. Alcohol liquor, which is extracted from chemical compound as ethyl and

hydrocarbon, is a dangerous chemical substance that triggers the central nervous
system and may damage vital human organs.
Effects of Alcohol Use

 Give a feeling of relaxation and loss of inhibition
 A sense of excitement due to the release of inhibitions
 Disrupted motor activity, motor skills and coordination
 Deep intoxication that causes disturbance in bodily processes
 Dilated superficial blood vessels causing warm feeling
 Deep intoxication that can lead to “coma” and “death”
 Warning consciousness, causing mental dullness
 Loss of self-control resulting in violent behavior
googleimagesalcohol.com

2. Marijuana (Cannabis Sativa), is annual plant that grows wild in many temperate
parts of the world.
Effects of Marijuana
 Throat intoxication and coughing
 Increased heartbeat and pulse rate
 Reddening of the eyes, dizziness, bodily incoordination
 Sleepiness and decreased physical activity
 Possible chronic bronchitis and asthma
 Feeling of excitement and friendliness googleimagesmarijuana.com
 Distortion of time and space perception

 Disturbance of brainwave activity, causing of impairment of skills leading to
abnormal behavior
3. Stimulants are drugs used to increase mental activity, relieve fatigue, increase
alertness and offset drowsiness.
a) Amphetamines
b) Cocaine
c) Shabu (methamphetamine, HCL) googleimagesstimulant.com
Effects of Stimulants
 Feeling of being stronger, more decisive and self-possessed

 Extended wakefulness and increased mental alertness
 May include irritability, anxiety and fear
 Loss of appetite resulting in decreased body weight
 Pregnant women who abused “shabu” can cause mental retardation to their
unborn babies
 Loss of sexual desire and interest towards work
 “Schizophrenia” or split personality, leading to violent behavior
 Loss of memory by chronic users
 Chronic snorters from irritation of the nose leading to frequent nose
bleeding
 Injecting “shabu” using dirty needles can lead to various infections such as
Hepatitis B, blood poisoning and AIDS
4. Cough syrups are also called over the counter colds/cough preparations.
a) Ephedrine, pseudoephedrine, phenylephrine and
phenylproppanolamine for nasal decongestion
b) Clorophenamine maleate for allergic asthma, nocturnal cough
c) Dextromethorphan is cough suppressant; codeine has an anti-tussive effect
googleimagescoughsyrup.co

5. Depressants are usually known as “downers”. These drugs act on the nervous
system, promoting relaxation and sleep.
a) Barbiturates
b) Mathaqualone
googleimagesdepressant.c
Effects of Depressants
A usual dose of barbiturates causing a calming, relaxing effect that promotes

sleep. Other notable reactions are given.
 Relief of anxiety and excitement

 Reduce mental and physical activity
 A marked decreased in breathing
6. Barbiturates are used to reduce the frequency of convulsions in epileptics. An

overdose of barbiturate produces the following reactions.
 Unconsciousness and decrease in breathing googleimagesbarbiturates.com
 Deepening unconsciousness leading to “coma”
7. Hallucinogens (Psychedelics) are drugs that can produce changes in mood

and behavior. They can produce delusions and hallucinations. They induce a
state of excitation of the central nervous system, shown by changes in mood.
Hallucinogens disorient the sense of direction, distance and time of a person.
A user may speak of “hearing” colors, “seeing” sounds.
a) Mescaline
b) LSD
c) Psilocybin
d) Phencyclidine
Effects of Hallucinogens
 Increased heartbeat and pulse rate

 Elevated or increased blood pressure googleimageshallucination.com
 Increase activity of the body due to the effect of the brain

 Enlarged or dilated pupils of the eyes
 Increased body temperature
 Paleness of the face and skin of the body
8. Tranquilizer is a drug used to treat nervous disorders, calm psychotic patients.

They are not habit-forming but when taken in large numbers will produce deep
unconsciousness, a drop in blood pressure and finally respiration stops leading top
death.

While the margin of safety associated with these drugs is considerable, overdose
can occur and continuous use can lead to dependence. googleimagestranquilizer.co
a) Meprobamate
b) Diazepam
Effects of Tranquilizer
 Physical weakness and sleepiness

 Induced mental and psychological dullness
 It calms the nerves and relieves tension and anxiety
 Overdose can lead to “coma”, respiratory failure and death
Narcotics, in medicine, refer to opium, morphine, codeine, heroin and

hydromorphone.
googleimagesnarcotics.com
Effects of Narcotics
 Reduced size of the pupils of the eyes and reduced vision

 Drowsiness and decreased physical activity
 Nausea, vomiting and difficulty in breathing if taken in larger dosage
 “Tolerance”, which finally leads to “drug dependence”
 Induced “come” with slow, shallow respiration
 Convulsions, followed by the stopping of breathing that can lead to death if
overdosed
9. Inhalants are volatile substances derived from ether or chloroform. It is an

inhalator through the nose to experience intoxication. Recently, inhalation of
different substances known as “glue sniffing” has become popular among young
people in their early teens. These substances include the following:
a) Quick-drying glue or plastic cement, like rugby
b) Paint remover and lacquer, such as thinner and solvent
c) Gasoline and other gasoline-based products
d) Kerosene or commonly known as gaas
e) Nail polish and cuticle remover
f) Lighter-fluid and dry-cleaning fluid
Effects of Inhalants
 Unsteadiness and restlessness

 Drunkenness with depression leading to
unconsciousness googleimagesinhalants.com
 Irritability and highly agitated condition

 Initial excitement thereby losing emotional control
 Irritation of the throat and nasal passages. Sometimes inhalants contain toxic
elements that are harmful to the heart and can cause sudden death when
inhaled

What are the reason behind these drugs?
The most common reason why drugs are abused are as follows:
 For relief from problems – personal, family, school or work
 To experience its effect on the mind and body
 To ease depression, boredom, pain or misery
 Giving in to pressures from “peers” or other drug users
 For curiosity, due to misinformation from acquaintances
 For security feelings – with drugs, they have self-confidence

Some of the preventive measures for drug abuse
Drug abuse must be avoided from the start before problems set in. There are
several basic ways to do this, namely:
a) Improvement in family relations. The parents and children must communicate

with each other and strengthen their ties to combat drug addiction;
b) Direct and sincere action on the part of the government to address the growing
problems of drug abuse;
c) Clear and noticeable reforms in the environment and economy to provide
everyone with a bright future and good life;
d) Strict enforcement of drug laws against violators and traffickers;
e) Establishment of a dedicated judiciary so as to facilitate the delivery of aid of
victims of drug abuse;
f) Complete “crackdown” against drug pusher and syndicates; and
g) Instituting heavy penalties, specifically the “death penalty’ for drug-related
crime and serious drug violators
Roles of school, the community, youth and parents in preventing drug abuse
School
Every school must formulate a “drug policy “designed to help students and all
school personnel fight drug abuse. Also, the school can initiate “drug awareness”
program and realistic prevention efforts that will benefit the entire community. All
students must take an active part in making this program a success.
Community
The community, as a whole, must work toward eradicating the drug menace by:
 conducting an anti-drug campaign, cooperating with authorities in the arrest of the
drug pushers;
 helping drug users get treatment from drug rehabilitation centers, dismantling the
drug-based network existing in the community through police action;
 planning a community action program involving young people, civic welfare, and
religious organizations in tackling the drug problem; and
 organizing worthwhile and constructive activities such as recreational, social, and
economic projects that will serve as a positive alternative to drug abuse.

Youth
The role of the youth in nation building is crucial and important. They are
problem solvers, have positive influence in other young people and the nation, and are
extremely ambitious. They have the ability to create and identify themselves and move
the nation forward positively.
As responsible youth of today, be strong and always remember:
S - steadfast personality
T – trustworthy in words and actions
R – respectable in relating with
others O – open-minded in facing
situation N – noble character
G – gusty actions and ideals
Ten (10) ways to say NO to Drugs

1. be vocal, just say NO to drugs and mean it.
2. Project an image of a clean living for yourself.
3. Get into sports.
4. Choose your friend and influence them positively.
5. Get involved into community-based activities.
6. Join organizations or youth club or form your interest group (church, school or
social)
7. Learn how to manage stress.
8. Join seminars on anti-drug abuse prevention.
9. Talk to your family, listen to the problems of your siblings.
10. Enhance your talents and skills by taking part on workshops, trainings or
seminars.
Parents
Parents must serve as a model to their children through the following:
 If parents use medicines improperly and in large dosages, children will imitate
this bad example. This should be avoided.
 Parents must teach their children not to use drugs indiscriminately so as to
develop in their children the correct drug attitude.
 Parents should advice their children on their choice of friends and inculcate the
basic knowledge about drug abuse.
 If parents discover their son or daughter is into drugs, they must face the problem
and seek professional help at once.
 Parents must create a happy family life and maintain an open communication
between them and their children.
What are some pieces of helpful and timely advice for these problems?
 Maintain good physical and mental health.
 Use drugs properly. Most drugs are beneficial when used under medical advice.
 Understand your own self. Accept and respect yourself for what you are.
 Develop your potentials. Engage in wholesome, productive and fulfilling
activities.
 Learn to relate effectively with others. Have somebody to whom you can
communicate your problems and other stresses without the use of drugs.

 Seek professional help if you cannot cope with your problems anymore.
 Develop strong moral and spiritual foundation in life.
Faustino I. De Chavez, Ed. D. and Romeo M. Guillo Jr. Ed. D

CWTS (NSTP) Book Revised Edition
Philippines Copyright ©2013

Module 3 – Disaster Awareness Preparedness and Management
Lesson 8 - Philippine Disaster Risk Reduction and

Management System
Learning Objectives
1. discuss some important provision of the RA 10121
2. recognize government efforts and activities in the disaster risk reduction activities.
Learning Content
Salient Provisions of Republic Act 10121 or the PDRRM Law
Republic Act 10121 or the Philippine Disaster Risk Reduction and Management Act of
2010 is entitled as, “An Act Strengthening the Philippine Disaster Risk Reduction and
Management System, providing for the National Disaster Risk Reduction and Management
Framework and Institutionalizing the National Disaster Risk Reduction and Management Plan,
appropriating funds therefor and for other purposes”.
This was signed into law on May 27, 2010 and the Implementing Rules and Regulation
(IRR) was approved three months later on September 27, 2010. This revolutionary law defines
the disaster management system in the Philippines.
Figure 1: Cover Photos of Republic Act 10121 & IRR
1. Section 5 provides for the creation of the National Disaster Risk Reduction and Management
Council (NDRRMC) which is formerly known as the National Disaster Coordinating Council but
its membership and functions have increased to cope with complexities of disasters at present
times.
The NDRRMC is headed by the Secretary of the Department of National Defense (DND)
as Chairperson with the Secretary of the Department of the Interior and Local Government
(DILG) as Vice Chairperson for Disaster Preparedness, the Secretary of the Department of Social
Welfare and Development (DSWD) as Vice Chairperson for Disaster Response, the Secretary of
the Department of Science and Technology (DOST) as Vice Chairperson for Disaster Prevention

and Mitigation, the Director-General of the National Economic and Development Authority
(NEDA) as Vice Chairperson for Disaster Rehabilitation and Recovery, and the Administrator of
the Office of Civil Defense (OCD) as the Executive Director, and 39 members as shown in
Figure 2.
Figure 2 Organizational Chart of NDRRMC
The members of the NDRRMC are composed of fourteen line departments (DA, DBM,
DENR, DEP ED, DOE, DOLE, DFA, DOF, DOH, DOJ, DPWH, DOT, DTI, DOTC ), Office of
the Executive Secretary, Office of the Presidential Adviser on Peace Process (OPAPP),
Chairman of the Commission on Higher Education (CHED), Chief of Staff of the Armed Forces
of the Philippines (AFP), Chief, Philippine National Police (PNP), The Press Secretary, the
Secretary General of the Philippine Red Cross (PRC), Commissioner of the National Anti-
Poverty Commission-Victims of Disasters and Calamities Sector (NAPC-VDC), Chairperson of
the National Commission on the Role of Filipino Women, Chairperson of the Housing and
Urban Development Coordinating Council (HUDCC), Executive Director of the Climate Change
Office of the Climate Change Commission, two government funding institution namely
PHILHEALTH and Government Service Insurance System (GSIS) together with Social Security
System (SSS) which is a private insurance entity, five (5) local leagues such as Union of Legal
Authorities of the Philippines (ULAP), League of Provinces of the Philippines (LPP), League of
Cities of the Philippines (LCP), League of Municipalities of the Philippines (LMP) and League
of Barangays (LMB), four representatives from the Civil Society Organizations who will focus
on Preparedness, Response, Prevention and Mitigation and Rehabilitation and Recovery. There
is also one member who will represent the private sector.
The NDRRMC being empowered with policy-making, coordination, integration,

supervision, monitoring and evaluation functions shall carry out 17 responsibilities as stipulated
in the law. The NDRRMC Chairperson may call upon other instrumentalities or entities of the

government and nongovernment and civic organizations for assistance in terms of the use of their
facilities and resources for the protection and preservation of life and properties in the whole
range of disaster risk reduction and management. This authority includes the power to call on
the reserve force as defined in Republic Act No. 7077 to Assist in relief and rescue during
disasters or calamities.
2. Section 8 of the law stipulates that the Office of Civil Defense (OCD) shall have the primary
mission of administering a comprehensive national civil defense and disaster risk reduction and
management program by providing leadership in the continuous development of strategic and
systematic approaches as well as measures to reduce the vulnerabilities and risks to hazards and
manage the consequences of disasters.
The Administrator of the OCD serves as the Executive Director of the National Council
and, as such, shall have the same duties and privileges of a department undersecretary. All
appointees shall be universally acknowledged experts in the field of disaster preparedness and
management and of proven honesty and integrity. The National Council shall utilize the services
and facilities of the OCD as the Secretariat of the National Council. The OCD has 19 functions,
duties and responsibilities as stipulated in the law.
It is further provided for in the law that the NDRRMC shall establish an Operations
Center. This is the 24/7 facility for monitoring and coordination. It is where we disseminate
situation reports, alerts and communications to all Council members and various stakeholders. It
is also a venue for us to facilitate effective management of the consequences of disasters.
3. Section 10 of RA 10121 provides for the creation of the Regional Disaster Risk Reduction and
Management Council (RDRRMC), formerly known as Regional Disaster Coordinating Council
(RDCC). RDRRMC coordinates, integrates, supervises, and evaluates the activities of the local
Disaster Risk Reduction and Management Councils (LDRRMCs). The RDRRMC is responsible
in ensuring disaster sensitive regional development plans, in case of emergencies; RDRRMC
shall convene the different regional line agencies and concerned institutions and authorities.
Under the law, the RDRRMC shall establish an operating facility known as the Regional
Disaster Risk Reduction and Management Operations Center (RDRRMC OpCen) whenever
necessary.
The civil defense officers of the OCD who are or may be designated as Regional
Directors of OCD serves as chairpersons of the RDRRMCs. Its Vice Chairpersons shall be the
Regional Directors of DSWD, the DILG, the DOST, and the NEDA. The existing regional
offices of the OCD shall serve as secretariat of the RDRRMCs. The RDRRMCs are composed of
the executives of regional offices and field stations at the regional level of the government
agencies.
4. Section 11 provides for the organization at the Local Government Level. The Provincial, City
and Municipal Disaster Risk Reduction and Management Councils are mandated to be organized
at the local levels. In the case of the Barangays, a Barangay Disaster Risk Reduction and

Management Committee which is mandated to be organized and shall operate under the
Barangay Development Council (BDC).
The Local DRRMCs shall be chaired by the local chief executives, the Governor for the
provincial level, the mayor for the city and municipal levels and the barangay captain for the
barangay level. The members are the heads of various offices assigned at the local levels
together with the four (4) members from the CSOs and one (1) private sector representative.
The LDRRMCs shall have the following functions:
a) Approve, monitor and evaluate the implementation of the local DRRM Plans and regularly
review and test the plan consistent with other national and local planning programs;
b) Ensure the integration of disaster risk reduction and climate change adaptation into local
development plans, programs and budgets as a strategy in sustainable development and poverty
reduction;
c) Recommend the implementation of forced or preemptive evacuation of local residents, if

necessary; and,
d) Convene the local council once every three (3) months or as necessary.
Figure 3. DRRM Network
Hence, to bring DRRM down to the grassroots, RA 10121 further provides for the
establishment of the “DRRM Network”, or the replication of the NDRRMC from the national
down to the regional, provincial, city, municipal and barangay levels as shown in Figure 3.
5. Section 12 provides for the Local Disaster Risk Reduction and Management Office
(LDRRMO). It is also mandated that the local government units shall establish an LDRRMO in

every province, city, and municipality, and a Barangay Disaster Risk Reduction and
Management Committee in every barangay. The LDRRMOs shall be responsible for setting the
direction, development, implementation and coordination of disaster risk management programs
within their territorial jurisdiction. The LDRRMOs are permanent offices under the office of the
governor, city or municipal mayor and the punong barangay (barangay captain) in case of the
BDRRMC. The LDRRMOs have twenty-five (25) functions, duties and responsibilities under
this law given that the local government units are the first line of defense in every disaster or
emergency. Thus, they shall act as front liners of all disaster risk reduction and management
plans, programs, projects and activities.
6. Section 15 provides for the coordination during emergencies. The LDRRMCs are mandated to
take the lead in preparing for, responding to and recovering from the effects of any disaster based
on the following criteria as shown in Figure 4.
Barangay Development Council 1 barangay affected

City/Municipal DRRMC 2 or more barangays affected
Provincial DRMMC 2 or more cities/municipalities affected
Regional DRMMC 2 or more provinces affected
National DRRMC 2 or more regions affected
Figure 4. Criteria on coordination during emergencies
7. Section 21 provides for the Local Disaster Risk Reduction and Management Fund (LDRRMF)
which is not less than five percent (5%) of the estimated revenue from regular sources shall be
set aside as the LDRRMF to support disaster risk management activities such as, but not limited
to, pre disaster preparedness programs including training, purchasing life-saving rescue
equipment, supplies and medicines, for post-disaster activities, and for the payment of premiums
on calamity insurance. The LDRRMC shall monitor and evaluate the use and disbursement of
the LDRRMF based on the. LDRRMP as incorporated in the local development plans and annual
work and financial plan. Upon the recommendation of the LDRRMO and approval of the
sanggunian or council concerned, the LDRRMC may transfer the said fund to support disaster
risk reduction of other LDRRMCs which are declared under state of calamity.
Of the amount appropriated for LDRRMF, thirty percent (30%) shall be allocated as
Quick Response Fund (QRF) or stand-by fund for relief and recovery programs in order that
situation and living conditions of people in communities or areas stricken by disasters,
calamities, epidemics, or complex emergencies, may be normalized as quickly as possible.
Unexpended LDRRMF shall accrue to a special trust fund solely for the purpose of supporting
disaster risk reduction and management activities of the LDRRMCs within the next five (5)
years. Any such amount still not fully utilized after five (5) years shall revert back to the general
fund and will be available for other social services to be identified by the local sanggunian.
8. Section 22 of RA 10121 provides for the National Disaster Risk Reduction and Management
Fund.
(a) The present Calamity Fund appropriated under the annual General Appropriations Act shall
henceforth be known as the National Disaster Risk Reduction and Management Fund (NDRRM
Fund) and it shall be used for disaster risk reduction or mitigation, prevention and preparedness

activities such as, but not limited to, training of personnel, procurement of equipment, and capital
expenditures. It can also be utilized for relief, recovery, reconstruction and other work or
services in connection with natural or human-induced calamities which may occur during the
budget year or those that occurred in the past two (2) years from the budget year.
(b) The specific amount of the NDRRM Fund and the appropriate recipient agencies and/or
LGUs shall be determined upon approval of the President of the Philippines in accordance with
the favorable recommendation of the NDRRMC.
(c) Of the amount appropriated for the NDRRM Fund, thirty percent (30%) shall be allocated as
Quick Response Fund (QRF) or stand-by fund for relief and recovery programs in order that
situation and living conditions of people in communities or areas stricken by disasters,
calamities, epidemics, or complex emergencies, may be normalized as quickly as possible.
(d) All departments/agencies and LGUs that are allocated with DRRM fund shall submit to the
NDRRMC their monthly statements on the utilization of DRRM funds and make an accounting
thereof in accordance with existing accounting and auditing rules.
(e) All departments, bureaus, offices and agencies of the government are hereby authorized to
use a portion of their appropriations to implement projects designed to address DRRM activities
in accordance with the guidelines to be issued by the NDRRMC in coordination with the DBM.
Notably, the special provisions for the NDRRM Fund under the General Appropriations
Act No. 10964, provided for the aid, relief and rehabilitation services to communities / areas
affected by human-induced and natural calamities, and repair and reconstruction of permanent
structures, including other capital expenditures for disaster operation, and rehabilitation activities
with a total budget amounting to Nineteen Billion Six Hundred Million Pesos (P19.6 B).
In addition to the NDRRM Fund, the amount of Seven Billion Six Hundred Million pesos
(P7.6B) is used for the Quick Response Fund of various agencies such as the Departments of
Social Welfare and Development, National Defense, Health, Public Works and Highways,
Education, and Agriculture, as well as National Electrification Administration and National
Irrigation Administration. Release of funds for other agencies in need of QRF shall be subject to
the submission of a favorable recommendation of the NDRRMC and approval of the DBM.
9. Section 23 of the law also specifies funding of the OCD as lead agency to carry out the
provisions the Philippine Disaster Risk Reduction and Management Act of 2010. The OCD shall
be allocated a budget of one billion pesos (PhP1,000,000,000.00) revolving fund starting from
the effectivity of this Act. The National Council, through the OCD, shall submit to the Office of
the President, the Senate and the House of Representatives, within the first quarter of the
succeeding year, an annual report relating to the progress of the implementation of the NDRRMP
Learning References
1. RA.10121 - Philippine Disaster Risk Reduction and Management Act of 2010

2. unisdr.org/files/68265_682308philippinesdrmstatusreport.pdf Retrieved July 28,2020

Lesson 9 - Geographic Profile of the Philippines
Learning Objectives

1. describe Philippine as archipelago
2. increase awareness on the possible disaster in their own community and take actions to
lessen the vulnerability.
Learning Content
General Information
The Philippines, located in Southeast Asia (SEA), is one of the largest island groups in
the world with 7,107 islands and islets lying about 500 miles (800 kms) off the coast of Vietnam.
Outstanding physical features of the Philippines include the irregular configuration of the
archipelago, the coastline of some 22,550 miles (36,290 km), the great extent of mountainous
country, the generally northward trend of the river systems, and the spectacular lakes. The
islands are composed primarily of volcanic rock and coral, but all principal rock formations are
present. The archipelago has a total land area of 120,000 sq miles (300,000 sq km) and stretches
about 1,150 miles (1,850 km) from north to south, and its widest east-west extent, at its southern
vase, is some 7000 miles (1,130 km).
It is further divided into three (3) major groups of islands namely, Luzon, Visayas and
Mindanao. Luzon is the biggest island group while Visayas is a melting pot of Spanish, Chinese,
and Indo-Malayan cultures; and Mindanao where Chinese and Muslims are predominant. There
are 17 administrative regions, namely: National Capital Region (NCR); Ilocos Region (Region
I); Cordillera Administrative Region (CAR); Cagayan Valley (Region II); Central Luzon
(Region III); CALABARZON (Region IV-A); MIMAROPA (Region IV-B); Bicol Region
(Region V); Western Visayas (Region VI); Central Visayas (Region VII); Eastern Visayas
(VIII); Zamboanga Peninsula (Region IX); Northern Mindanao (Region X); Davao Region
(Region XI); SOCCSKSARGEN (Region XII); Caraga Region (Region XIII); and, Autonomous
Region in Muslim Mindanao (ARMM). Figure 1 below illustrates the map of the Philippine
Islands.
Manila is the capital city but outside Manila there are also diverse centers of commerce
and industry, culture, the arts, and education. Meanwhile, Quezon City is the largest and most-
populous city. The country has a total population of 100,981,437 based on the 2015 Census of
Population (POPCEN 2015). The Filipino is basically of Malay stock with a sprinkling of
Chinese, American, Spanish and Arab blood, and other ethnic minorities. The system of
Government is Democratic with our current President, His Excellency Rodrigo RoaDuterte.
1
Map of the Republic of the Philippines
The climate of the Philippines is tropical and maritime. It is characterized by relatively

high temperature, high humidity and abundant rainfall. It is similar in many respects to the
climate of the countries of Central America. Temperature, humidity and rainfall are the most
important elements of the country’s weather and climate.
2
Based on the average of all weather stations in the Philippines, excluding Baguio, the
mean annual temperature is 26.6oC. The coolest months fall in January with a mean temperature
of 25.5oC while the warmest month occurs in May with a mean temperature of 28.3oC.
Rainfall is the most important climatic element in the Philippines. Rainfall distribution
throughout the country varies from one region to another, depending upon the direction of the
moisture-bearing winds and the location of the mountain systems.
The mean annual rainfall of the Philippines varies from 965 to 4,064 millimeters
annually. Baguio City, Eastern Samar, and Eastern Surigao receive the greatest amount of
rainfall while the southern portion of Cotabato receives the least amount of rain. At General
Santos City in Cotabato, the average annual rainfall is only 978 millimeters.
Using temperature and rainfall as bases, the climate of the country can be divided into
two major seasons:
(1) the rainy season, from June to November; and
(2) the dry season, from December to May.
The dry season may be subdivided further into

(a) the cool dry season, from December to February; and
(b) the hot dry season, from March to May.
Based on the distribution of rainfall, four climate types are recognized, which are
described as follows:
Climate Map of the Philippines based on the Modified Coronas Classification
3
Learning References
1. Ms. Janice Montes Padagdag Civil Defense Officer II Office of Civil Defense
Department of National Defense (OCD-DND)
https://www.adrc.asia/countryreport/PHL/2018/Philippines_CR2018B.pdf Retrieved
July 27, 2020:
2. https://www.indexmundi.com/philippines/geography_profile.htmlRetrieved July 27,

2020
3. https://en.wikipedia.org/wiki/Geography_of_the_Philippines Retrieved July 27, 2020
4
Lesson 10 - Disaster Risk Profile of the Philippines
Learning Objectives
1. describe Philippines as disaster prone country.
2. highlight the socio-economic and physical impact of disaster community members
Learning Content
A. Natural Hazards Likely to Affect the Country
The Philippines is prone to almost all types of natural hazards because of its geographical
location and geotectonic setting.
Figure 1: Map showing the Pacific Ring of Fire
In addition, the Philippines is situated along the highly-seismic Pacific Ring of Fire as
shown on Figure 1 above. This is the area where the Philippine Sea and Eurasian Tectonic Plates
meet and is prone to occurrences of earthquakes, tsunamis and volcanic eruptions. In fact, there
are 300 volcanoes in the country and 22 are active.
Figure 2 shows the distribution of active faults and trenches in the Philippines which are
found in several areas of the country.
1
Figure 2. Map showing the Distribution of Active Faults and Trenches in the Philippines
Moreover, Figure 3 presents the seismicity or the frequency of occurrence of earthquakes,

almost all parts of the country experience earthquakes. Generally, we encounter an average of 20
earthquakes a day, per latest figures from the Philippine Institute of Volcanology and
Seismology (PHIVOLCS). Earthquake disasters are not as frequent as the typhoons and flooding
that take place in the Philippines.
2
Figure 3. Map showing the Seismicity of the Philippines
Nevertheless, the impact generated on affected communities is usually massive and

devastating. Earthquake-induced disasters were few in numbers and in terms of casualties.
According to the Annual Report by the PHIVOLCS, in 2017, six (6) damaging earthquakes hit
the country commencing with the magnitude 6.7 earthquake in Surigao del Norte on 10
February. A series of earthquakes were recorded in Mabini, Batangas Province from April to
3
August 2017. A major event in the earthquake swarms had a magnitude of 5.5 on 04 April. Two
(2) more strong earthquakes occurred on 08 April, the first with magnitude 5.6, succeeded by
another with magnitude 6.0. On 12 April, a magnitude 6.0 earthquake occurred with epicenter
near Wao, Lanao del Sur. On the 29th of the same month, a magnitude 7.2 earthquake happened
offshore of Saranggani, Davao Occidental. On 25 May, a magnitude 5.4 earthquake happened
near the vicinity of San Marcelino, Zambales. Lastly, Ormoc City, Leyte and vicinity were
shaken by the magnitude 6.5 earthquake on 06 July (PHIVOLCS Annual Report, 2017). The
strong ground shaking subsequently caused liquefaction, earthquake-induced landslides, and
damages to buildings and other infrastructures. Areas transected by the active faults that moved
and generated the earthquakes were also affected by ground rupture.
Aside from being situated in the Pacific Ring of Fire shown on Figure 4 below, the
country is also located along the Pacific Typhoon Belt. This explains the occurrences of different
weather disturbances such as typhoons. The Philippine Atmospheric, Geophysical and
Astronomical Services Administration (PAGASA) reports that every year, an average of twenty
(20) tropical cyclones enter the Philippine Area of Responsibility (PAR) and five (5) of which
shall be most destructive. Tropical cyclones and its sequential effects of rain and windstorms, as
well as floods are the most prevalent types of hydrometeorological hazards in the country.
Figure 4. Photo showing Pacific Typhoon Belt
In fact, the Philippines can also be called “Exporter of Typhoons”. Figure 5 below
illustrates the tracks of Tropical Cyclones in the Western North Pacific Period from 1948 to 2010
based on the records of the Japan Meteorological Agency (JMA).
4
Figure 5. Tracks of Tropical Cyclones in the Western North Pacific Period from 1948 to 2010
Between 1997 and 2007, eighty-four (84) tropical cyclones entered the Philippine Area of
Responsibility (PAR). These typhoons resulted to a total of 13,155 in human casualty and more
than 51 million families have been affected. Economic losses due to typhoon damages in
agriculture, infrastructures and private properties are estimated to reach P158.242-B. Some of the
most devastating floods and landslides are triggered by these typhoons that happened also within
this period. The El Nino Southern Oscillation which is a periodic disaster recorded high
economic costs in just a single occurrence. In 2010, out of the almost PhP 25-M worth of
damages to properties caused by natural disasters, tropical cyclones contributed to more than
half. These affected more than 3 million people in that year alone.
As shown on Figure 6, the intensity scale classification of tropical cyclone by the

Philippine Atmospheric Geophysical and Astronomical Services Administration (PAGASA),
have developed the category for Super Typhoon, with sustained winds of greater than 220 km
per hour. In the past years, the country does not have the category for Super Typhoon. However,
because of Typhoon Yolanda, the PAGASA had the realization that the strength of typhoons can
go beyond the country’s existing threshold.
5
Figure 6: PAGASA’s Tropical Cyclone Intensity Scale
In addition, Philippines also has to contend with the irreversible impacts of climate
change that is characterized by the increasing global temperatures as illustrated on Figure 7.
Photo credit: Google Images

Figure 7: Schematic Presentation showing Climate Change
6
Amongst these natural hazards, the Philippine government has to deal with internal
disputes and threats of terrorism in some areas making us also vulnerable to this kind of political
and human-induced hazards.
Environmental factors such as denuded forests aggravate flood risks. The pace of
deforestation since the 1930s accelerated in the 1950s and 1960s, before falling slightly in the
1980s. Even now, the effects of loose soil and reduced forest cover from past forestry activities
are felt in frequent landslides and floods. Recent events show that the annual monsoon season in
the country has brought severe flooding in most areas.
Based on the data from the National Disaster Risk Reduction and Management Council
(NDRRMC), a total of 302 natural incidents were monitored for the period CY 2014-2017.
Of the natural incidents monitored, flashfloods topped the list with 119 or 39.2%
incidents followed by landslides with 29 or 9.6% and tornado with 28 or 9.2%.
B. Recent Major Disasters:
1. Naga Landslides (September 2018)

A landslide incident occurred in SitioSindulan, Barangay Tinaan, Naga City, Cebu. The City
of Naga was declared under State of Calamity thru Resolution No. 001-A-2018 on 21 September
2018 due to damages brought by the occurrence of a massive landslide. It affected 1,972 families
or 8,252 persons in barangays, with 77 dead, 7 injured and 57 missing.
2. Typhoon Mangkhut (September 2018)

Typhoon Mangkhut, locally known as Typhoon Ompong entered the Philippine Area of
Responsibility (PAR) on 12 September 2018 and has made landfall in Baggao, Cagayan on 15
September 2018. The typhoon caused widespread damage across Northern and Central Luzon
due to its intense nature and large size (~900km). Interaction with the rugged terrain of Northern
Luzon have aggravated the nature of rainfall, which caused flooding and landslides especially in
the mountainous Cordillera Administrative Region. It affected a total of 730,596 families or
3,029,062 persons in 5,917 barangays with 82 dead, 138 injured and 2 missing. It destroyed
210,500 houses and damaged a total estimated amount of P7.2B on infrastructure and P26.8B on
agriculture.
3. Volcanic Activity (January 2018)

Mayon Volcano (BulkangMayon), also known as Mount Mayon, is an active volcano in
the Province of Albay. Mayon is the most active volcano in the Philippines having erupted over
49 times in the past 400 years.
On 13 January 2018, a phreatic eruption occurred in Mayon Volcano. Per PHIVOLCS

Eruption Notification, the estimated height of grayish ash plume is at 2,500 meter that drifted
towards the Southwest. Traces of ashfall were found in the Municipalities of Camalig,
Guinobatan, Daraga and Ligao City.
7
DOST-PHIVOLCS raised the alert status of Mayon Volcano from Alert Level 2
(increasing unrest) to Alert Level 3 (increased tendency towards hazardous eruption). This
means Mayon was exhibiting relatively high unrest and that magma is at the crater. On 16
January 2018, the Albay Province was declared under the State of Calamity thru Resolution No.
00670-2018. NDRRMOC raised the alert status from Blue to Red and conducted continuous
monitoring and coordination with other member agencies and response clusters.
On 22 January 2018, PHIVOLCS raised the Alert Level of Mayon Volcano to Alert
Level 4 (hazardous eruption imminent). The Danger Zone was extended to 8 kilometers radius
from the summit vent. The public was strongly advised to be vigilant and desist from entering
this danger zone. Civil aviation authorities advised pilots to avoid flying close to the volcano’s
summit as ash from eruptions can be hazardous to aircraft. A total of nine (9) international flights
and sixteen (16) were cancelled due to volcanic activity.
Then, on 6 March 2018, a notice for lowering of Mayon Volcano’s status from Alert
Level 4 (hazardous eruption imminent) to Alert Level 3 (decreased tendency towards hazardous
eruption).
On 07 March 2018 as per Situational Report No. 57 issued by the NDRRMC, a total of
seventy-six (76) volcanic earthquakes and thirteen (13) rockfall events were recorded by
Mayon’s seismic monitoring network. Sulfur dioxide emission was measured at an average of
4,459 tonnes/day on 06 March 2018. Deflation of the lower slopes that began on 20 February is
still being recorded by electronic tilt and by Precise Levelling (PL) surveys.
A total of 16,380 families were pre-emptively evacuated in Region V due to Mt. Mayon
phreatic eruption. A total of 23,705 families / 90, 742 persons were affected in 61 barangays in
the municipalities /cities of Bacacay, Camalig, Guinobatan, Ligao City, Daraga, Tabaco City,
Malilipot, Santo Domingo (Libog), and Legazpi City in the Province of Albay (Region V).
4. Typhoon Hagupit (December 2014)

Typhoon Hagupit, locally known as Typhoon “Ruby” entered the Philippines on 4
December 2014 at 4:00AM with maximum winds of 175kph and gustiness of 210kph and is
moving West Northwest at 25kph. Typhoon Hagupit is being compared to last year’s Super
Typhoon Yolanda that also enters PAR on the last quarter of the year.
A total of 944,249 families or 4,149,484 persons were affected in Regions III, IV-A, IV-
B, V, VI, VII, VIII, CARAGA and NCR. There were 18 fatalities and 916 injured persons and
damaged 290,670 houses. Furthermore, it damaged infrastructure and agriculture amounting to
Php5,090,265,462.00.
5. Super Typhoon Yolanda (November 2013)

Super Typhoon Haiyan, locally known as Typhoon Yolanda entered the Philippine Area
of Responsibility PAR on 6 November 2013 and made landfall on (1) Guiuan, Eastern Samar;
(2) Tolosa, Leyte; (3) Daanbantayan, Cebu; (4) Bantayan Island, Cebu; (5) Conception, Iloilo;
and finally (6) Busuanga, Palawan and left the Philippines on 9 Nov 2013.
8
The wrath of “Yolanda” affected a total of 3,424,593 families or 16,078,181 persons in

12,139 Brgys in 44 Prov, 591 Mun, 57 Cities in the Regions of IV-A, IV-B, 5,6,7,8,10,11
&Caraga. A total of 1,140,332 houses were damaged and killed 6,318 individuals, 28,689 were
injured and 1,061 went missing during the onslaught. The dreadful event left a total of
PhP89,598,068,634.88 worth of damages to infrastructure, productive, social and cross-sectoral
sectors.
Due to the massive destruction and immense effects of TY Yolanda, the President issued
Presidential Proclamation No 682 declaring a state of national calamity on 11 Nov 2013 and
Presidential Assistant for Recovery and Rehabilitation (PARR) was designated to oversee the TY
Yolanda Reconstruction and Rehabilitation.
6. Earthquake in Central Visayas (October 2013)

An earthquake of tectonic origin with 7.2 magnitude occurred in Region VII on 15
October 2013 at about 8:12AM with an epicenter at Sagbayan, Bohol and recorded 3,198
aftershocks and 94 of which were felt. It causes 222 fatalities, 976 were injured, and 8 were
missing.
Secondary to the quake, landslide incidents occurred in different municipalities in Bohol.

Stampede occurred at Barba Sports Complex in Toledo City and Pinamungahan Auditorium both
in Cebu. A ground subsidence was also reported by Mines and Geosciences Bureau (MGB) at
Purok 7 and 8 Barangay Poblacion I, Tagbilaran City, Bohol and residents nearby were advised
to preemptively evacuate.
A total of 671,103 families / 3,221,248 persons were affected in 1,527 barangays in 60

municipalities and 6 cities in 6 provinces of Regions VI and VII. A total of 73,002 houses, 41
bridges and 18 roads were damaged. A total of PhP2,257,182.90 worth of damaged roads,
bridges, flood control, school buildings, hospitals.
7. TaalVolcno Eruption (January 2020)

The eruption of Taal Volcano in Batangas, Philippines on January 12, 2020, was
a phreatomagmatic eruption from its main crater that spewed ashes across Calabarzon, Metro
Manila, and some parts of Central Luzon and Ilocos Region, resulting in the suspension of
school classes, work schedules, and flights in the area. The Philippine Institute of Volcanology
and Seismology (PHIVOLCS) subsequently issued an Alert Level 4, indicating "that a
hazardous explosive eruption is possible within hours to days.”
By January 26, 2020, PHIVOLCS observed an inconsistent, but decreasing volcanic activity
in Taal, prompting the agency to downgrade its warning to Alert Level 3. It was until February
14, 2020, when PHIVOLCS finally decided to downgrade the volcano's warning to Alert Level
2, due to consistent decreased volcanic activity.
9
Learning References
1. Ms. Janice Montes Padagdag, Civil Defense Officer II Office of Civil Defense
Department of National Defense (OCD-DND)
https://www.adrc.asia/countryreport/PHL/2018/Philippines_CR2018B.pdfRetrieved July
27, 2020
2. Doroteo, Harold James E (2015).

https://www.researchgate.net/publication/287817230_Disaster_Risk_Profile_and_Disaste
r_Risk_Management_Framework_of_the_Philippines_Natural_Disasters Retrieved July
27, 2020
3. https://www.unisdr.org/files/68265_682308philippinesdrmstatusreport.pdf Retrieved
July 27, 2020
4. Alert Level 3 raised as Taal volcano manifests steam-driven explosion". Manila Bulletin.
January 12, 2020. Archivedfrom the original on January 12, 2020. Retrieved January 13,
2020.
5. "PHIVOLCS warns of 'hazardous explosive eruption' of Taal Volcano soon". cnn.

Archivedfrom the original on January 14, 2020. Retrieved January 13, 2020.
10
Lesson 11 – Four Thematic Areas of Philippine Disaster

Management System
Learning Objectives
1. explain the four important thematic areas of disaster management in the Philippines
2. identify the government agencies in charge of each areas of disaster management
3. assess necessary actions and response in time of disaster preparedness, mitigation,
response and or rehabilitation.
Learning Content
Four Thematic Areas PDRRM
In accordance with the NDRRMF, through the NDRRMP, the country envisions a “Safer,
adaptive and disaster resilient Filipino communities towards sustainable development.” This will
be achieved through the four distinct yet mutually reinforcing priority areas, namely,
(a) Disaster Prevention and Mitigation;
(b) Disaster Preparedness;
(c) Disaster Response; and
(d) Disaster Recovery and Rehabilitation.
As shown on figure below, each priority area has its own long term goal, which when put
together will lead to the attainment of the country’s over goal/vision in DRRM.

Four DRRM Thematic Areas
These priority areas are not autonomous from the other nor do they have clear start and
end points. The four (4) priority areas are NOT seen as a mere cycle which starts in prevention
and mitigation and ends in rehabilitation and recovery. They...
(a) mutually reinforce each other and are interoperable. This means that whatever we do in one
aspect will have a direct or indirect effect on the activities identified under the other aspects.
Furthermore, this means that it is assumed that the level of preparedness and intensity of
response activities we conduct are lessened because proper prevention and mitigation activities
have been done already.
(b) DO NOT, SHOULD NOT and CANNOT stand alone. Because they are inter-linked, one
cannot just focus on one aspect without considering the others.
(c) have no clear starting nor ending points between each of the aspects and overlaps are to be
expected. There are some areas which are divided very thinly by gray areas. These are activities
which need to be smoothly integrated into two aspects. The overlapping activities were put into
the specific aspect which could better capture its essence using the lens of that specific DRRM
area and to correspond to the given parameters within which these aspects focus on.
The significant activities under the four (4) thematic areas include:
1) Disaster Prevention and Mitigation

 Early warning systems
 Flood forecasting and monitoring
 Hazard and risk mappings
 Structural and non-structural interventions
2) Disaster Preparedness
 Contingency planning
 Prepositioning and stock-piling
 Capacitating and organizing responders
 Training, drills and exercises
 Pre-Disaster Risk Assessment
3) Disaster Response
 Rapid Damage Assessment and Needs Analysis (RDANA)
 Issuance of advisories and situation reports
 Activation of Response Clusters and Incident Command System (ICS)
 Mobilization of responders
 Humanitarian assistance (e.g. relief distribution)
 Provision of financial assistance
 Management of evacuation centers

4) Disaster Rehabilitation and Recovery

 Post-Disaster Needs Assessment (PDNA)
 Enhancement of policies and plans
 Reconstruction using “build back better” approach
 Resettlement
Learning References
1. http://www.ndrrmc.gov.ph/attachments/article/41/NDRRM_Plan_2011-2028.pdf
Retrieved July 28, 2020
2. https://www.researchgate.net/figure/The-Four-4-DRRM-Thematic-Areas-Descriptions-
and-the-Mandated-Vice_tbl1_335096282 Retrieved July 28, 2020


Lesson 12 - Role of Youth in Disaster Preparedness and

Management (DPR)
Learning Objectives

1. identify their roles in decreasing the vulnerability of their community;
2. make an active participation in various disaster risk reduction activities in the community
to strengthen resiliency.
Learning Content
Introduction
Disaster management is very important to survive in the case of a natural or a major

human-induced disaster and can be defined as the organization and management of resources and
responsibilities for dealing with all humanitarian aspects of emergencies, in particular,
preparedness, response, and recovery in order to lessen the adverse impact.
Thus, the role of the youth or the students in disaster preparedness and management are
very important in their respective school and community. When the studentsare trained well,
they can help in the prevention, preparedness, mitigation as well as in rehabilitation and
resettlement of victims at times of floods, earthquakes and drought etc. They can spread
awareness to all about the precautions to be taken at times of these national natural disasters.
They can play a very important role in disaster management
A student is a person who is having a great zeal at any subject. All educational system
should integrate disaster risk reduction and management in the curricula and provide training
programs to the students from school level to raise the helping nature in them at times of need. It
needs unity in people to come out of that disaster. When the students are trained well, they are
very good source of manpower. Thus disaster management plays a major role and youth plays a
vital role in responding in time of needs.
1. They can spread awareness to all about the precautions to be taken at times of disasters.
They will help the victims with basic needs and they will do whatever they can at times
of these disasters. It is the duty of the teachers and school management to let them
understand their duties and responsibilities during and after the disasters. This will
minimize the panicking and uncontrolled disaster to the most extent. They should be
trainedwith the knowledge of basic first aid to save lives.

2. They can help to minimize the potential risks by developing early warning measures. It
helps to prepare and implement developmental plans to provide flexibility to such
disasters and also to mobilize activities including communication and medical services.
The students with effective managing role help in rehabilitation and post-disaster
reconstruction.
3. Keep other students or youth informed. Students are often the best source of
information for other students. The student disaster management team can put together
information to pass on to other students and create posters to hang in the school hallways
reminding students of rules and emergency exits. Have them perform skits or
presentations to educate their classmates on proper behavior in case of an emergency.
Some other roles of the youth
1. Students could create pamphlets and fliers that spell out proper emergency procedures
and why they should be followed.
2. Hold workshops to inform and teach others ways to avoid crisis situations or how to
diffuse a high-stress situation.
3. Youths could also set up information booths during lunchtime to answer questions about
crisis management and provide further information about their program.
4. Involving in conducting drills. Students can prepare for disasters by holding drills.
Students could distribute information informing the school about drills and how to
properly act or evacuate.During these drills, students can assist teachers by retrieving or
delivering class lists, taking attendance and helping maintain order.
5. Students can also assist in disaster cleanup and preparations for continuing classes
elsewhere while the building returns to normal. Through these drills, students prepare
themselves for how to behave properly if a real crisis should occur. Students have a major
role to play in managing disasters.
6. Organize mock camps in holidays in neighboring villages to train people to cope-up with
disasters like earthquakes
7. Be part of ’emergency rescue teams’ – mostly the training goes side by side along with
some military training programs.
The basic role of the student is AWARENESS of what to do before, during and after
disasters. This would lessen panicking, paranoid and uncontrollable people running around.
Knowing what to do when disaster strikes will also lessen the death toll.
Learning References
1. Ms. Janice Montes Padagdag Civil Defense Officer II Office of Civil Defense
Department of National Defense (OCD-DND) July 27, 2020 retrieved:
https://www.adrc.asia/countryreport/PHL/2018/Philippines_CR2018B.pdf

2. https://reliefweb.int/report/philippines/youth-take-active-role-disaster-
managementRetrieved July 29, 2020
3. https://newyorkessays.com/essay-role-of-students-in-disaster-management/LCULATE
Retrieved July 29, 2020

Lesson 13 - Basic First Aid and Basic Life Support
Learning Objectives

1. acquire knowledge and skills in assessing person with cardiopulmonary problems
2. perform basic operation in doing the cardiopulmonary resuscitation (CPR);
3. identify person that needs first aid assistance and respond with necessary action
Learning Content
Basic Life Support
Basic Life Support (BLS) is an emergency procedure consists of recognizing respiratory

or cardiac arrest or both and the proper application of cardiopulmonary resuscitation (CPR) to
maintain life until a victim recovers or advanced life support is available.
BLS sustains a non-breathing victim with rescue breathing or the breathing and
circulation of a cardiac arrest victim with cardiopulmonary resuscitation (CPR). Cardio refers to
heart and pulmonary refers to the lungs. Proper and prompt CPR serves as a holding action until
more advanced life support (defibrillation, oxygen, medication) can be provided. Cardiac arrest
victims have a good chance of surviving if CPR is started within four (4) minutes of the arrest
and advanced cardiac life support is received within eight (8) minutes of the heart stoppage.
Advanced Cardiac Life Support
This is the use of special equipment to maintain breathing and circulation for the victim
of a cardiac emergency
Chain of Survival
1. The First Link (Early Access) - It is the event initiated after the patient’s collapse until
the arrival of emergency medical services (EMS) personnel prepared to provide care.
2. The Second Link (Early CPR) – It is started immediately after the victim collapse. The
probability of survival approximately doubles when it is initiated before the arrival of
EMS personnel.
3. The Third Link (Early Defibrillator) – It is most likely to improve survival. It is the key
intervention to increase the chances of survival of patient with out-of-hospital cardiac
arrest.
4. The Fourth Link (Advance Care) – It is provided by highly trained personnel like
paramedics providing the advance care outside the hospital.
Adult Rescue Breathing and CPR
If you see a motionless person…

1. Check responsiveness by tapping or gently shaking the victim.
2. Activate the EMS system for help. Activate by calling local emergency hotline or
telephone number.
3. Roll person onto back. Ig head or neck injury is suspected, move only if absolutely
necessary.
4. Open airway. Use the head-tilt/chin-lift method. Lift the chin gently with one hand
while pushing down on the forehead with the other hand.
If a neck is suspected, do not victim’s head or neck. Lift up the jaw with your
fingers just below ears.
5. Check for breathing (10 seconds). Put your ear over victim’s mouth and nose while
keeping airway open. Look at victim’s chest to check for rise and fall; listen and feel for
breathing.
6. Give two (2) slow breaths. While using the head-tilt/chin-lift to keep airway open, pinch
the nose shut. Take a deep breath and seal your lips tightly around victim’s mouth. Give
2 slow breaths (2 seconds each), pausing between them to take a breath. Watch chest rise
to see if breaths go in.
If neither of these 2 breaths goes in, retilt the head and try 2 more breaths. If still
unsuccessful, suspect choking (foreign body airway obstruction) and use appropriate
procedures.
7. Check circulation (10 seconds). While keeping victim’s head lilted back, check for
movement, coughing, or breathing in response to your two (2) breaths.
8. Perform rescue procedures based upon what you found or knew. If signs of circulation
exist but no breathing, give one (1) rescue breath every 4-5 seconds. Every minute stop
and recheck circulation.
If there are no signs of circulation, give CPR. Find the

proper hand position by placing the heel of one (1) hand
on the lower half of the sternum between nipples. Place
the other hand on top and using both hands give 15
compressions, pushing breastbone straight down 1 ½ to 2
inches. Count as you push down: “one, two, three, four,
five,six,… fifteen.” Follow compression with two (2)
slow breaths.,
Continue cycles of 15 compressions to 2 breaths. Recheck circulation every few minutes. If
still no signs of circulation, restart CPR with chest compressions.
Continue until relieved by trained help, you are completely exhausted, or victim is revived.
Adult Choking
Choking occurs when the upper airway becomes blocked and the victim cannot breathe.
How to recognize choking:

Partial airway obstruction:

 Good – indicated by coughing forcefully by conscious victim.
 Poor – indicated by weak, ineffective cough; high pitched noise; blue, gray, or ashen
skin, lips and under fingernails
Complete airway obstruction:
 Unable to speak, breathe, or cough
 Clutches neck with one (1) or both hands (known as the “universal distress signal
fr choking)
 Unconsciousness
First Aid for Conscious Choking Adult:

If a person is conscious and cannot speak, breathe, or cough…
 Give abdominal thrusts: Stand behind victim; wrap your arms

around victim’s waist. Make fist with one (1) hand and place it
just above the victim’s navel and well below the tip of the
breastbone with the knuckles up. Grasp fist with your other
hand. Press fist into victim’s abdomen with quick, upward
thrusts. Each thrust should be a separate and distinct effort to
dislodge object.
 Repeat abdominal thrusts until victim coughs up object, start to breathe or coughs
forcefully, you are relieved by EMS or other trained person, or victim becomes
unconscious (then use methods for unconscious victim)
For a late-stage pregnant woman or obese person, stand behind the victim, place your
arms under the victim’s armpits, and encircle the chest. Place a fist on the middle of the victim’s
breastbone with your knuckles up. Grasp your fist with your other hand and press backward with
quick thrusts.
First Aid for Unconscious Choking Adult

If a person is unconscious and your two (2) breaths have not gone in, and after retilting
the head two (2) more breathes have not gone in…
 Begin CPR. Each time you open the airway to give a breath, look for an object in the
throat. If seen, remove it.
Child Basic Life Support

Basic life support for a child aged one (1) to eight (8) is the same as for an adult with
these exceptions:
 Activate the EMS system after one (1) minute of resuscitation (in adults, activate EMS
system immediately after determining unresponsiveness).
 For rescue breathing:

1. Give 1 to 1½ second breaths (in adults give 1 ½ to 2 seconds breathes)
2. Give 1 breath every 3 seconds (in adults give 1 breath every 4 to 5 seconds)
 For CPR:
1. Give chest compressions with one (1) hand while keeping other hand on child’s
forehead (adult requires 2 hands on victim’s chest for compressions).
2. Compress breastbone 1 to 1 ½ inches (adult requires 1 ½ to 2 inches)
3. Give 1 breath after every 5 chest compressions. (Adult CPR requires 2 breaths after
every 15 compressions).
Infant Basic Life Support

Basic life support for an infant (under 1 year of age) is the same as for a child, with these
exemptions:
 For rescue breathing:

1. Cover the infant’s mouth and nose with your
mouth while giving rescue breaths (child requires
covering only victim’s mouth).
 For CPR
2. Locate the proper hand position by placing 2
fingers on the breastbone 1 finger’s width below
the imaginary line connecting the nipples (child uses 1 finger’s width above the notch
where breastbone and rib meet).
3. Depress the infant’s breastbone with 2 fingers (child uses heel of hand).
4. Depress the infant’s breastbone ½ to 1 inch (child requires 1 to 1 ½ inches).
5. Give chest compressions at the rate of at least 100 per minute (child requires 100 per
minute)
 For choking (foreign body airway obstruction), use cycles of up to 5 back blows and up
to 5 chest thrusts (child uses abdominal thrusts).
First Aid
This is the immediate care given to an injured or suddenly ill person. First aid does not
take place of proper medical treatment. It consists only of furnishing temporary assistance until
competent medical care, if needed is obtained, or until the chance for recovery without medical
care is assured. Most injuries and illnesses require only first aid care.
Scene Survey
The first step in any emergency situation is to do a scene survey. The following
guidelines apply in most cases:
1. Take charge of the situation.
2. Shout for help to attract bystanders.
3. Scan for hazards. If the scene is unsafe, make it safe. If you are unable to make the
scene safe, do not enter.
4. Determine the number of victims.
5. Determine the likely cause of the injury or nature of the illness for each victim.
6. Identify yourself as a first aider. Offer to help and obtain consent.

Victim Assessment
After sizing up an emergency situation initially and deciding if it safe to provide first aid
for the victim there, the first aider can then find out what is wrong and how serious it is by
following a systematic approach known as victim assessment.
Victim assessment of an injured or an ill person consist of:
 Initial assessment
 Physical exam and history
 Initial assessment – the initial assessment covers these areas in this

order: A – Airway open?
B – Breathing normal?
C – Circulation normal?
The initial assessment finds and corrects life-threatening conditions.
Airway. Ask yourself: Does the victim have an open airway? If the person can talk or is
conscious, the airway is open. Take proper precaution if a spine injury is suspected.
Breathing. Ask yourself: Is the victim breathing? Conscious victims are breathing, but
look for any breathing difficulties or unusual breathing sounds. For an unconscious victim, keep
the airway open and look for the chest to rise and fall, listen for breathing, and feel the air
coming out of the victim’s nose and mouth.
Circulation. Ask yourself: Is the unconscious victim’s heart beating? Determine this by
checking for signs of circulation such as movement, coughing, and breathing. A conscious
victim’s heart is obviously beating.
Also ask for yourself: Is the victim bleeding heavily? Check for severe bleeding by
looking over the victim’s entire body for blood-soaked clothing.
 Physical exam and history-Having completed the initial assessment and attended to any
life-threatening problems, take a closer look at the victim to discover problems that do
not immediately threaten life but may do so if they remain uncorrected.
Physical examination – check the victim from head to toe.

 Head and neck. Check the scalp for bleeding or deformity (‘goose egg” or depression).
Do not move the head during this procedure. Check the ears and nose for a clear fluid of
bloody discharge. Look in the mouth for blood or foreign materials.
 Eyes. Notice whether pupils are constricted or dilated. Cover the eyes then uncover to
see if the pupils react. Look for unequal pupils, since a difference in their size almost
always means a medical emergency.
 Chest. Check the chest for cuts, bruises, penetrations, and embedded objects.
 Abdomen. Check for penetrating objects and protruding organs. Ask the victim to point
to where it hurts.
 Extremity assessment. Check the arms and legs by feeling and looking for injury,
deformity, and tenderness. Compare one side of the body with the other.

 Back. In victims with possible spinal injury as well as those with suspected stroke, check
sensation and strength in all extremities by pressing a foot against your hand and having
them squeeze your hand with theirs.
SAMPLE History
Important information about the victim’s condition can be collected from the victim, and
possibly family members, by following a simple questioning technique known as SAMPLE
history. Also look for a medical alert tag, worn as a necklace or bracelet that may identify a
victim’s problem.
Important Questions – SAMPLE History

Description Sample Questions
S – Symptoms What’s wrong? (known as the chief complaint)
A – allergies Are you allergic to anything?
M – Medications Are you taking any medications?
P – Past medical history Have you had this problem before? Do you have other
medical problems?
L – Last oral intake When did you last eat or drink anything? What was it?
E – Event leading up to the Injury: What led to this problem?
illness or injury
Learning References
1. (2012). Emergency Medical Services NC II Modules, Asian Center for Emergency

Preparedness Inc.Quezon City,
2. Scotese, Barbara A. (2005) First Aid Guide Fourth Edition. American Academy of
Orthopedic Surgeons. Jones and Barlett Publishers.
3. https://www.youtube.com/watch?v=hizBdM1Ob68
4. https://www.aclsmedicaltraining.com/bls-and-acls-surveys/ Retrieved July 29, 2020

Module 4 - Environmental Protection
Lesson 14 - Environmental Education, Protection and

Management
Learning Objectives
1. discuss the meaning, goal and objectives of environmental education
2. cite common environmental problems and their causes.
3. suggest solutions to identified environmental problems.
Introduction
In the Philippines today as well as all over the world, the alarming rate of
environmental degradation brings havoc and poses a very serious problem. The adverse
environmental issues and problems our world is experiencing nowadays necessitate a
drive for environmental movements toward environmental conservation and sustainable
development. This means that the people must collaborate, cooperate and work hand and
hand in order to save our Mother Earth in great tragedy of havoc. Environmental
awareness, consciousness and understanding are public concerns for the adoption of new
values, change of habits and lifestyles towards the preservation and conservation of our
environment. The people must provide solutions to any environmental problems of this
community and inculcate in their minds to love, care, and nurture our environment.
Thus, environmental education, information and advocacy activities are deemed
necessary to provide solution to environmental crisis.
Definition of Environmental Education
It a process of teaching and learning, helping to acquire understanding, skills and

values that makes them active and informed citizens in the development and maintenance
of an ecological, sustainable and socially just society.
Goal and Objectives of Environmental Education
Environmental education had been introduced in the Philippine Educational

System for many years, but it was never been properly and strongly addressed to all to
ensure functional environmental programs.
The goal of environmental education is to have environmentally literate and

responsible citizenry who will ensure the protection and the improvement of the
environment and bring about sustainability, social equity and economic efficiency in the
use of the country’s natural resources. The people must develop a sympathetic attitude

towards the diversity and sustainability of resources on earth for the survival and stability
of life.
The specific objectives of environmental education can be attained in terms of the
learners’ awareness, knowledge, attitudes, skills and participation to the resolution of
environmental problems, issues and concerns. The learners must consider the
environment in its totality-natural and built, technological and social (economic, political,
cultural, historical, moral and aesthetic).
Environmental education must be

a) action-oriented – it should involve finding solutions to real
environmental problems and issues.
b) Experiential – it should use variety of approaches and environments
c) future-oriented – it must be concerned with the present and future
generations
d) globally-oriented – it must consider the whole earth as one ecosystem
e) holistic – it must deal with the natural and man-made aspect of the
environment
f) interdisciplinary – it must relate to all disciplines
g) issue-oriented – it must deal with local, regional, national and
global perspective.
Classification and Sources of Pollution
Pollution is defined as the alteration of our surroundings, wholly or largely as a

product of man’s actions, through direct or indirect effects of changes in every patter of
chemical and physical constituents of organisms.
A. Air Pollution
The problem of air pollution has become a worldwide phenomenon. If left

unabated it can cause major health problem and even death. In metro Manila air
pollution had reached the alarming levels with a total suspended particles (TSP) as much
as five times greater that the World Health Organization (WHO) guidelines of particulate
matters of 10 microns (PM 10) and the lead levels even higher as two times the
guidelines.
Air pollution is defined as physical and chemical alteration of the properties of

air, which is harmful to human health, vegetation and animals.
Major Types of Air Pollution
1. Outdoor Pollution is a type of pollution derived from the mixture or collection of

additional loads of chemical produced by natural events and human activities which react
with the natural components of the atmosphere thereby producing harmful effects to
living system

The following are the major sources of outdoor pollution:

 Burning of fossil fuels for power consumption
 Photochemical and industrial smog
 Volcanic eruption to emit sulfuric dioxide and suspended particulates
 Forest fire, kaingin
 Evaporation of volatile organic compounds from decaying organic matters
 Natural radioactive 22-gas from Uranium deposits
Classes of Air Pollutants
Pollutants Common members

Carbon Oxide (CO) Carbon monoxide (CO)
Carbon dioxide (CO2)
Sulfur dioxide (SO2)
Sulfur Trioxide (SO3)
Nitrogen Oxide (NO) Nitric oxide (NO)
Nitrogen oxide (NO2)
Nitrous oxide (N20)
VOC’s (Volatile Organic Methane (CH4)
Compound) Butane (C4H10)
SPM (Suspended Particulates Dust, soot (Carbon)
Matter) Asbestos, Lead (Pb)
Chromium (Cr)
Arsenic (As)
Liquid Droplets Sulfuric acid (H2SO4)
Nitric acid (HNO3)
Photochemical Oxidants DDT, malathion, etc.
Ozone (O3)
2. Indoor Air pollution – a type of pollution derived from the accumulation or build up
of chemical, SPM, VOC’s inside the office, buildings, houses, school, commercial store
that are harmful top health.
Sources Class/Type Health Threat

Aerosol sprays Trichloroethane Breathing difficulty
Chlorine treated water Chloroform Cancer
Air freshener crystal and Par-chlorobenzene Cancer
moth balls
Tobacco and cigarettes Nicotine Lung cancer, heart disease
Carpets and plastic products Styrene Liver and kidney damage
Paint stripper and thinner Methylene Diabetes and nerve disorder
Gas stove, kerosene, heater, Nitrogen oxide Respiratory disorder
woodstone

Dry cleaning fluids Tetrachloroethylene Nerve, liver and kidney
damage
B. Water Pollution
Water pollution is defined as the physical or chemical changes in the surface and
ground water caused by pollutants that can adversely affect living organisms. Every year
14 billion pounds of sewage, sludge, and garbage are dumped into the world’s oceans.
The problem of ocean pollution affects every nation around the world. This is true
because water is able to transport pollution from one location to another. As the world
has industrialized and its population has grown, the problem, of water pollution has
intensified.
Major Sources of Water Pollution
1. Point Source – a source of pollution that discharges pollutants or any affluent, such
as waste water, through pipes, ditches and sewers into bodies of water to specific
location.
Sources: sewage treatment plants of factories, electric power plants, abandoned

underground coal oil tanker offshore oil wells and mine
2. Non-point Source – sources of pollution that are widely scattered and discharges
pollutants over a large area.
Sources: run off into surface water, seepage into ground water in urban and suburban
lands, construction areas and roadways, etc.
Common Types of Water Pollutants and its Sources
 Disease causing organism (bacteria, viruses protozoa and parasites)

 Oxygen demanding wastes (domestic sewage, animal manure)
 Water soluble inorganic chemicals (acids, slats, toxic metals, etc.)
 Inorganic plant nutrients (water soluble nitrate and phosphate salt)
 Organic chemicals (insoluble and water soluble oil, gasoline, plastic,
pesticides, solvents, etc.)
 Sediments of suspended matter (insoluble pesticide of soil, salt and other
inorganic and organic materials that can remain suspended in water.)
 Radioactive substances (Radon 222 and uranium)
C. Solid Wastes/Land Pollution
This type of pollution is referring to the presence in land of any solid waste in
such quality, of such nature and duration, and under such conditions that would injurious
to human health or welfare, animal or plantlike or property. Solid waste disposal is an
issue for all countries. Most countries produce millions of tons of household wastes and
industrial toxic wastes from factories, industries and hospitals.

These wastes are polluting the air, soil and water because most countries and
communities do not have means of safety disposing it. When solid wastes are burned,
toxic gases spread into the air, causing air pollution. The dumping of some waste can be
dangerous for public health because acids and non-decomposable organic materials seep
through the soil and contaminate the drinking water and pollute farming land. As a result
waste or garbage causes dangers to public health. Solid waste takes up space and
produces unpleasant smells.
Citizens should divide their waste and garbage into four categories:
1) combustibles
2) non-combustibles
3) recyclable
4) hazardous wastes
Solid Waste and its Disposal
There are only three places for wastes to end up:

 in the ground
 in the air
 some of our waste end up in each place
 Landfills – sanitary landfills are designed to reduce the amount of waste that
leaks out into the environment. It protects the environment from pollution and
uses the methane produced in the landfill to generate electricity. Water
dissolves pollutants out of the garbage forming a solution known as leachate.
 Incineration – reducing solid waste by burning it first and this causes fly ash,
gases and particulate matter to the air.
 Ocean dumping – about 50 million tons of waste a year are discharge into the
ocean; 300 kilometers offshore. Disease-causing organisms and heavy metals
have destroyed numerous fisheries.
Simple and Effective Ways of 4 R’s (Personal Waste Management)
 Avoid over-packed goods

 Avoid disposable goods such as throw-away razors, pens, diapers, and lately,
even disposable cameras
 Buy food in bulk. Patronize whose contents are refillable.
 Practice composting (e.g. yard clipping and leaves)
 Patronize recycled and recyclable goods. (avoid PVC containers)
 Patronize products that are made from renewable, rather than non-renewable
resources
 When buying products, such as shampoos and other toiletries, choose those
with little packing as possible

 In cases of cardboard packaging, choose products, which come in brown,
gray, or those that specify that they are made from recycled materials
 Recycle paper.
The 4R’s of Ecology:

Strategy in Attaining Ecological Sustainability at School-Community Based Projects
School-community can suffer from the same pollution problems as homes. A

school-community administrator has many needs to attend but in spite of these, he must
be able to “green up” environment by sponsoring and supporting to Cleaning, Greening
and Beautifying Program.
When it comes to attaining Ecological sustainability, the “Four R’s” – reduce,

reuse, recycle and repair as strategies have to be learned and practiced in the
communities and schools by the community officials, residents, students, teachers as well
as concerned parents in solving about the “garbage overload”.
To reduce means to reasonably limit or conserve the use of materials for more
important projects.
To reuse is to “use again” the materials that are non-degradable, reusable and
recyclable
To recycle is to reuse after the materials had been reprocessed either to new
products or similar functional products.
To repair is to reconstruct/restructure and reinstall equipment/appliances/gadgets
that are still repairable to its functional state.
The school-community can spend as much money disposing its trash as it does on
buying textbooks. The amount of trash created in community has grown steadily as
marts and canteens have switched to serving more and more meals and snacks on paper
and plastics and throw away plastics, styrofoam plates and cups instead of reusable
conventional tablewares, glass, forks, and spoons.
Earth Charter for a Sustainable Environment Development
In recognition of World Environmental Month, environmental leaders from

around the world seek to implement the Earth Charter for sustainable development and
living and to spread the word about environmental awareness.
The Charter comprises a set of broad principles designed to guide all humans
towards a sustainable way of life. The Charter contains 16 general principles and 60
supporting principles, or ways to implement the principal guidelines. It is designed to
serve as a universal code of conduct to guide people and nations toward sustainable
development. They are:
1. Respect earth and life in all its diversity.

2. Care for the community of life with understanding, compassion and love.

3. Build democratic societies that are just, participatory, sustainable and peaceful
4. Secure Earth’s bounty and beauty for present and future generations.
5. Protect and restore the integrity of Earth’s ecological system, with special concern for
biological diversity and the natural processes that sustain life.
6. Prevent harm as the best method of environmental protection and, when knowledge is
limited, apply a precautionary approach.
7. Adopt patterns of production, consumption and reproduction that safeguard Earth’s
regenerative capacities, human rights and community well being.
8. Advance the study of ecological sustainability and promote the open exchange and
wide application of the knowledge acquired.
9. Eradicate poverty as an ethical, social, and environmental imperative.
10. Ensure that economic activities and institutions at all levels promote human
development in an equitable and sustainable manner.
11. Affirm gender equality and equity as prerequisites to sustainable development and
ensure universal access to education, health care and economic opportunity.
12. Uphold the right of all, without discrimination, to a natural and social environment
supportive of human dignity, bodily health and spiritual well being, with special
attention to the plight of indigenous peoples and minorities.
13. Strengthen democratic institutions at all levels, and provide transparency and
accountability in governance, inclusive participation in decision-making, and access
to justice.
14. Integrate into formal education and lifelong learning the knowledge, values and skills
needed for a sustainable way of life.
15. Treat all living beings with respect and consideration.
16. Promote a culture of tolerance, nonviolence and peace.

Faustino I. De Chavez, Ed. D. and Romeo M. Guillo Jr. Ed. D CWTS (NSTP) Book Revised Edition
Philippines Copyright ©2013


Lesson 15 - Seven Environmental Principles and Laws
Learning Objectives
1. recognize the Seven Environmental Principles;
2. enumerate the importance of each principles and laws;
3. appreciate the role of education in sustaining the preservation of mother earth.
The Seven (7) Environmental Principles (EPs)

The seven (7) environmental principles (EPs) or core messages are an encapsulated
explanation of environmental phenomena, issues and problems. While the science of ecology
reveals the intricate relationships among living and non-living components of the
environment, the EPs capture these relationships as easy-to-remember slogans. At the same
time, they serve as behavioral guide so that each person may do his/her part in preventing
further deterioration of the environment. It is not enough to know the science of nature;
environmental protection must be a personal commitment.
Below are the 7 EPs, articulated in 3 similar ways.

1. Balance of Nature
Nature Knows Best (Ang Kalikasan ang Mas Nakakaalam)
2. Biodiversity
All forms of Life Are Important (Ang Lahat ng May Buhay ay Mahalaga)
3. Interconnectedness
Everything is Connected to Everything Else (Ang Lahat ng Bagay
ay Magkakaugnay)
4. Change
Everything Changes (Lahat ay Nagbabago)
5. Materials Cycles
Everything Must Go Somewhere (Ang Lahat Ay May Patutunguhan)
6. Finiteness
Ours Is a Finite Earth (Ang Lahat Ay May Hangganan)
7. Stewardship
Nature Is Beautiful and We are All Stewards of God’s Creation
(Ang Kalikasan ay Maganda at Tayo ang Tagapangalaga ng Nilikha
ng Diyos)
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For each EP, the first phraseology gives the scientific concept. The second is more
layman, more graphic and is the mode that is easier to grasp and remember. The third
phraseology, in our native language, stirs emotive response and is more appropriate for
certain groups. For purposes of this course, the discussion below will utilize the second
phraseology. The 7 EPs are explained in a summary from the Environmental Education
continuum prepared by Miriam College Public Education and Awareness Campaign for the
Environment (Miriam P.E.A.C.E)
1. Nature Know best

This principle is the most basic and in fact encompasses all the others. We have to
abide by nature’s rules. We must not go against natural processes if we want to ensure
a continuous supply of resources. Nutrient cycling or the biogeochemical cycles
illustrate the perfect orchestration of processes that yields all organism that needs for
food and metabolic functions. Nature has built – in mechanism to maintain balance, a
phenomenon known as homeostasis.
The availability of nutrients, conduciveness of the environment for growth and

reproduction and the feeding relationships that exist among organism serve as control
for population and ecosystem processes, Interference in these processes have caused
ecological backlashes.
2. All forms of life are important

Each organism performs a fundamental role in nature. When we lose any species, we
are breaking one bond in the web of life. Although extinction is natural, the “normal”
rate in the past has been around one species per century. This is nature’s way of
allowing for ecosystem adaption; the rate of loss is small enough for the community
of species to fill in the gap some way or other; Nowadays, with human activities, we
are losing species at the rate of one a day!
3. Everything is connected to everything else

From the community of Organisms associated with one single tree to the community
in an ecosystem to processes among ecosystems to the global community of life and
the air, water and land that support it, the interactions are intricate and far – reaching.
NO phenomenon can be considered isolated.
4. Everything changes
Nature is constantly changing but the changes are like a coordinated symphony.
Changes in the environment cause changes in plants which are accompanied by
changes in animals and microorganisms, etc. Cyclic, linear and random changes
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describe the processes in nature. Problems arise when human ways accelerate, inhibit
or introduce alien changes.
5. Everything must go somewhere

The environment – air, water land- has the ability to absorb waste and recycle them to
become useful resources. But if we do not manage waste properly, it either becomes a
nuisance or a poison. Furthermore, it does not go back to the resource cycle.
6. Ours is a Finite Earth

Non- renewable resources are finite in amount. Renewable resources are finite in the
rate at which they can be renewed. The absorptive capacity of the environment is
likewise finite. We must honor these limits if we are not to turn this richly blessed
Earth into wasteland.
7. Nature in Beautiful and We are Stewards of God’s Creation

Sometimes there is no other practical reason why we should protect a piece of nature
except that it is beautiful. Take the sunset of Manila Bay or in any seashore in
Western Philippines. It is breathtaking and inspires the heart to sing God’s praises,
Kawasan Falls in Cebu or any of our strong waterfalls that shouts of the omnipotence
of the Creator. Blocking the view of such majestic sights should not be allowed. The
grand experience should not be denied anyone. The landscapes and seascapes are a
reflection of the Lord’s majesty, just like all of the myriad of plants, animals, insects,
bacteria, fungi which are each one unique and serve a purpose in the web of life. For
practical and spirituals reasons, we should preserve and conserve nature for the
enjoyment of the coming generations.
Man’s excessive and destructive ways springs from his consumerist attitude.
Humans are destructive by nature.
People always bite more than they could swallow Environmental protection is an
indispensable obligation
Human decisions and actions have environmental consequences
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IMPORTANT ENVIRONMENTAL LAWS
R.A. 9003 – Ecological Solid Waste Management Act of 2000

In partnership with stakeholders, the law aims to adopt a systematic, comprehensive
and ecological solid waste management program that shall ensure the protection of public
health and environment. The law ensures proper segregation, collection, storage, treatment
and disposal of solid waste through the formulation and adaptation of best eco-waste
products.
R.A. 9275 – Philippine Clean Water Act of 2004

The law aims to protect the country's water bodies from pollution from land-based
sources (industries and commercial establishments, agriculture and community/household
activities). It provides for comprehensive and integrated strategy to prevent and minimize
pollution through a multi-sectoral and participatory approach involving all the
stakeholders.
R.A. 6969 – Toxic Substances, Hazardous and Nuclear Waste Control Act of 1990
The law aims to protect the country's water bodies from pollution from land-based
sources (industries and commercial establishments, agriculture and community/household
activities). It provides for comprehensive and integrated strategy to prevent and minimize
pollution through a multi-sectoral and participatory approach involving all the
stakeholders.
R.A. 8435 – Agriculture and Fisheries Modernization Act of 1997

It establishes that the Department of Agriculture, together with other appropriate
agencies, should take into account climate change, weather disturbances and annual
productivity cycles in forecasting and formulating appropriate agricultural and fisheries
programs.
R.A. 8749 – Clean Air Act of 1999

This moves for an effective air quality management program that will mitigate the
worsening problem of air pollution in the country.
R.A. 9512 – National

Environmental Awareness and Education Act of 2008
This promotes national awareness on the role of natural resources in economic
growth and the importance of environmental conservation and ecological balance towards
sustained national development.
R.A. 9513 – Renewable Energy Act of 2008

It promotes the development, utilization and commercialization of renewable
energy resources.
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Learning References
1. Environmental Awareness and Education Act of 2008

2. Environmental Modules for Project ECOCORPS. Department of Environment and
Natural Resources and Philippine Association of Tertiary Level Education,
Institutions in Environmental Protection and Management.
3. http://www.wetlands.ph/wp-content/uploads/2017/07/Handout-1_Module-1-The-
Seven-Environmental-Principles.pdf
4. https://www.senate.gov.ph/republic_acts/ra%209512.pdf
5. Republic Act 9512
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Lesson 16 - Forestry Protection, Conservation and
Development
Learning Objectives
a. define and internalize concepts of urban forestry.
b. appreciate the benefits derived the urban forestry.
c. Identify what urban forestry does to the environment.
d. equip with the basic laws governing urban forestry.
e. select appropriate species for urban parks.
f. Internalized the general prescriptions / requirements for urban greening.
g. able to recommended plant species for planting.
Introduction
Urban Forestry in the Philippines can be traced back over a hundred years ago as
manifested by the remnants of so many century -old trees that once marked the streets and parks
of so many old cities especially of old Manila and highly urbanized municipalities and provinces.
How these big old trees are carefully lined and aesthetically arranged in parks, roadsides and
other places indicate system used which is, no doubt, the basis of today’s system and practices.
The principles behind the establishment, cultivation and management of these various plants
forms and species fall under a specialized “branch” of forestry called Urban Forestry.
Sometimes, the term urban forestry is used interchangeably with Urban Greening which is
basically the process of planting trees and other ornamentals plants such as palm/bamboos,
shrubs, vines ferns, grasses and other vegetative ground covers. Therefore, urban greening is
actually the application or practice of urban forestry.
KEY CONCEPTS AND PRINCIPLES
What is Urban Forestry?
Urban Forestry is a specialized ‘branch’ of forestry that deals with the cultivation and
management of trees and other plants forms for their present and potential contribution to the
physiological, ecological, aesthetic and economic well- being of urban society. In simpler terms,
it is the introduction of trees, shrubs, vines, herbs, grass and animal life singly, wholly or in
combination that will blend and enhance the aesthetic value of the environment, safeguard the
populace from various forms of hazards and for productive purposes.

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The Master Plan for Forestry Development of the Department of Environment and Natural
Resources (1990) defines Urban Forestry as:
 The establishment and management of forests in urban environments for the

physiological and psychological well- being of the people.
 A deliberate process of cultivating trees, shrubs, or ornamental plants to affect the effects
of pollution and at the same time provide aesthetic and scenic surroundings in an
otherwise drab and dreary landscape of concrete and steel structures, asphalt roads, walks
parking lots, and shanties along railroad tracks;
 A forest park, a nature center, a green belt, a boulevard lined with trees or flowering
plants or even coconuts; a street with trees and other plants in the island or sidewalks;
and vacant lot planted to trees and other green plants, a school or hospital or a factory
yard with trees; or
 A greening movement a people – oriented forestry designed to raise the quality of the
environment of the people in Urban centers.
In Metro Manila, urban forests include urban parks, thoroughfares, islands, boulevards,
and other areas planted to trees and other plants. They are mostly viewed as man-made urban
parks. The Luneta Parks, the Ninoy Aquino Parks and Wildlife Center and the Nayong Pilipino
are examples of Urban forests.
The Concept of Urban forestry
How did Urban Forestry originate?
The term Urban Forestry is derived from two – urban which carries the characteristics of
a city; and forestry which carries the characteristics of a forest. Since a forest is an association of
plants predominantly of trees and other woody vegetation, one may wonder how a forest will
ever exist in a city because foremost in his mind is a jungle teeming with trees, vines, shrubs and
possibly a roaring wild bar and tweeting birds roaming around in wild abandon. Truly, the city
like the Metropolitan Manila and Metro Cebu, among others, is not anymore a jungle teeming
with plants and animals but a jungle of cement and asphalt, of buildings, and of millions of
people scampering for space and fresh air to breath. Progress has its price and it is always in the
form of environmental degradation. Metro Manila suffers the most among the progressive urban
centers of the Philippines.
It is therefore for the serious issues mentioned above that Urban Forestry was conceived.
The concept is influenced largely by the purposes wherein its various segments are intended to
serve such as for shade and aesthetic. And the city dwellers find it very important. The trees
provide shade, beauty, and a long list of other benefits. In most cases, these benefits are taken for
granted attributed to the urban dwellers lack of basic knowledge on the uses and importance of
trees in environmental amelioration.

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History of Urban Forestry in the Philippines
 1988 – President Corazon C. Aquino issued Memorandum Oder No. 198 establishing the
Metro Greening Program and known as the “Luntiang Kamaynilaan” Program.
 1989 – The “Hardin ng Bayan” was conceptualized. It was primarily created to transform
Metro Manila into a four (4) persons per tree for the more 8 million Metro Manilans.
Subsequently, the first “Hardin ng Bayan” was inaugurated in the Freedom Park, Makati.
 1992 – President Fidel V. Ramos launched the Clean and Green Program thru
Memorandum Circular No.5
 1993 – President Fidel V. Ramos also launched the Ecological Revolution (EcoRev 93-
98). Executive Order No. 199 was also issued directing all government offices and
agencies to adopt a street/park nationwide in all urban centers and assume the
responsibility of greening them.
 1993 – The Department of Education, Culture and Sports (DECS) launched their
nationwide tree planting drive mobilized millions of grade and high school students from
more than 33,000 public and private schools throughout the country.
 1988 – Secretary Antonio H. Cerilles launched the Let’s Go Green Program with the
component projects such as OPLAN SAGIP PUNO and the Green Scout Movement.
 Issuances related to Environmental Protection- P.D 953 which require planting of trees
and other plants in certain places and penalizing and unauthorized cutting, destruction,
damaging and injuring of trees, plants and vegetation.
Benefits derived from Urban Forestry

A lot of benefits can be derived from the introduction of forest in Urban communities. In
general, it makes the city environment a better place to live in. Benefits include: modification of
temperature, protection from wind, erosion control, watershed protection, abates, noise,
protection from gas and particulate pollutants, control glares and reflection of solar radiation,
screens objectionable views from the landscapes like junkyards and slums; and privacy control
which secludes a particular area from its surrounding. Raw materials derived from the wood is
also beneficial.
With all these benefits, there is really a need to establish urban forest to improve
physiological, sociological and economic well-being of the urban society. The various benefits
that can be derived from Urban Forestry may be grouped under the following categories.
1. Climatic Amelioration
2. Engineering uses
3. Architectural uses
4. Aesthetic uses
Climatic Amelioration. Trees, shrubs and grass ameliorates air temperature by controlling solar
radiation. Leaves of trees intercept, reflect, absorb and transmit solar radiation.
Trees and other vegetation also aid in ameliorating summer air temperature through
evapotranspiration. Trees have been called natures “air conditioner “. Single isolated tree may

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transpire approximately 400 liters of water per day to which is comparable to 5 air conditioners
each with a capacity of 2500 kw/hr. running 20 hours’ day.
Architectural Uses. Trees and shrubs can be used to perform the following functions: space
articulation, screening, privacy control and anticipation enhancement.
Aesthetic Uses. Trees and shrubs in frame views soften architectural lines, enhance and
complement architectural elements unify divergent elements and introduce a naturalness to
otherwise stark setting.
Engineering Uses. Trees and plants are also used in solving environmental engineering problems
involving not only landscaping but also for soil erosion, air pollution, noise abatement, traffic
control and glare and reflection reduction.
How Trees Abate Pollution

Particulate air pollutants are reduced by the presence of trees and other plants in several
ways. They aid in the removal of airborne particulates such as sand, dust fly ash, pollen and
smoke. Leaves, branches, stems and their associated surface structures tend to trap particles that
are later washed by precipitation. Trees also aid in the removal of airborne particulate matter by
air washing. Transpiration increases humidity thus adding in the setting out of airborne particles.
How Trees Abate Noise

Excessive or unwanted noise are pollutants often referred to as the “Invisible pollution”.
Noise involves both physical and physiological effects. The physical effects deal with
transmission of sound waves through the air, while the physiological effects involve the human
response to sound.
Sound waves are absorbed by the leaves, branches and twigs of trees and shrubs. These
plant parts are light and flexible. Properly planted trees and shrubs can reduce sound waves by as
much as 50%.
How Trees Help in Traffic Control

Trees and plants besides being used to enhance beauty in an area in a definite pattern can
be used to direct or channel vehicular, pedestrian and animal traffic.
How Trees Abate Glare or Control Reflection

In Metro Manila we are surrounded by a myriad of shinning surfaces such as glass, steel,
aluminum, concrete and water all capable of reflecting light. During daytime we experience
discomfort when the sun`s ray is reflected towards us by these surfaces. At night, we experience
the same discomfort with glare from automobile headlights, streetlights, buildings and
advertising signs. Plants can be used to soften and screen glares by proper placement of trees and
shrubs on center islands and side streets around terraces, patios and windows to protect driver
vision.
What forestry does to the environment

 Trees contribute positively to the urban environment by providing green space screening
and habitat for urban wildlife. They help to ameliorate noise and air pollution. They

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contribute to modify urban microclimate, add values to urban properties and provide
aesthetic enhancement to what could otherwise be a total asphalt and arid environment.
 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).
 Trees can modify the urban micro-climate by (1) their shading effect; (2) increasing long-
wave radiation; (3) reducing wind speed; (4) intercepting rain; (5) cooling the air by
evapotranspiration; and (6) possibly raising the humidity of the air.
 Vegetation can also help conserve energy. Strategically placed shade trees around small
homes can significantly decrease energy required for space cooling up to 80%. In hot
climate areas, reduction in wind velocity and air infiltration rates by vegetation may
produce additional energy savings. Windbreaks lessen heating energy needs by lowering
air infiltration rates. However, such is only adequate under conditions when air
infiltration is controlled at least in part by wind pressure forces. Research reveals that
properly located windbreak plantings may reduce energy requirements for heating houses
by 10 to 25% annually and by over 50% for cooing where houses are shaded.
 Narrow dense belts of trees are effective barriers to noise. The principal mechanism of
insertion loss in vegetative barriers is acoustic scattering by the holes and large branches
and acoustic absorption by the porous ground.
 Planting for noise abatement requires more land that is not available in many urban
location, although trees are efficacious screens against noise if sufficient space is
available. Trees and other vegetation in combination with constructed noise barriers may
offer noise relief. Aesthetic and other non-physical benefits must be considered as
justification for urban trees.
 The primary way that vegetation removes gases from the atmosphere is the uptake
through the stomates. Uptake by plant surface and bark pores and adsorption of gases to
the surface of plant parts also contribute.
 Small branches were found to be more efficient particle collectors than large branches,
pollutants are absorbed most efficiently by plant foliage near the canopy surface where
light mediated metabolic and pollutant diffusivity rates are greatest.
 Aesthetically, trees and shrubs provide their own inherent beauty in all settings. They
enframe views, soften architectural lines, enhance and complement architectural
elements, unify divergent elements and introduce naturalness to otherwise stark settings.
They provide movement and pleasant sounds the rustling of leaves and the whistling of
wind through the canopy. In addition, plants augment our aesthetic enjoyment by
enhancing the environment in which our urban wildlife live.
 Trees and shrubs are important in the hydrologic cycle. They intercept precipitation and
slow its descent to the soil surface, interception of rainfall by conifers (40%) is greater
than the hardwoods (20%) because leaf structure of conifers enables better entrapment of
water droplets. This can increase in infiltration and decrease runoff and soil erosion. They
may also reduce soil moisture evaporation.
 Economic benefits both direct and indirect can be realized from urban forests. The direct
benefits include increased property values while the indirect benefits involve increase
income when such amenity resources help attract new industry.
 It is a common practice to place higher valuation on subdivided land if the development
includes or is near a part or other public green areas. The market value`s often 15-20%

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higher. Other studies found that the presence of trees in developed residential lot
contributed to 12% and up to 25% of the estimated market value in undeveloped land.
Target Areas for Urban Forest Development
The following areas may be targeted for planting:
1. Parks
These include provincial, city, municipal, and barangay public parks, playgrounds, and
other areas devoted to public recreation. Most parks are publicly owned and managed by local
government units, while others are on private areas owned by churches, industries, and other
institutions and organizations.
The arrangement of trees and shrubs has to follow the rules of modern landscaping as an
“expressive, harmonious, and refine imitation of nature” (Dawning, 1859 as cited by Agapaoa et
al., 1975). Emphasis is on group planting with irregular spacing. The relative position of the
individual trees and shrubs has to be varied as much as possible. There may be single trees
neighboring small groups of the same species, but an intimate mixing of single trees and shrubs
of different species has to be discouraged. If the space is limited, mainly shrubs and only a few
trees should be chosen.
2. Street Right-of-Way
These are strips adjacent to streets between divided boulevards which are often called
trees lawns, pathways or parking strips. They vary in width and often provide space for
sidewalks. There is usually space for a single row of trees, shrubs and other landscape design
features.
The most suitable forms of trees for street side situation include oval, round, upright oval
and irregular as compared to pyramidal and weeping forms. Pyramidal and weeping forms
occupy space often needed for vehicular and pedestrian movements as well as create visual
obstructions. Pyramidal form can be used only in some instances to reduce glare and provide
visual screen because of their low and dense characteristics.
The size of trees in these areas should be small (less than 10m) and medium (10-20m). It
is not advisable to use large trees because of the presence of overhanging electric lines and
observed breakage in sidewalks and curbs, obstruct views and create traffic hazards.
3. Public Buildings and Grounds

Grounds adjacent top public buildings such as schools, colleges, hospitals, auditoriums,
museum, penal institutions and courthouses are important parts of the urban forest. It also
includes military installations, cemeteries, airports, golf courses and nurseries which are
managed by the government. The development of these public grounds is similar with that of the
parks and street right-of-way.
4. Extraterritorial Lands
The urban forest often goes beyond the populated limits of the city. Shelterbelts, groves,
forest reserves and even vegetated landfills are part of the urban forest. These forests provide
watershed protection, recreation, scenery, place for the disposal of waste products and the source
of raw materials for community use.

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In the protection and improvement of watershed areas, broad-leaved and deciduous tree
species are most preferable. Broad-leaved trees protect the soil from splash erosion due to greater
leaf interception area. The use of deciduous species however has something to do with the
amount of water loss from the watersheds. Deciduous species consume less water for
transpiration during the dry season than evergreen species.
In the development of shelterbelts, shrubs should be approximately 65% and 35% for
trees, which further subdivided into 15% tall and 20% medium sized tree. The seedlings are
planted in groups of 2-7 plants of the same species and large trees are planted in small clusters
and small trees and shrubs in larger groups. The most effective is a mixture of medium to tall
trees in the center and small trees and shrubs on the outside of the belt so that the shelterbelt
assume a triangular cross-section.
5. Riparian Areas
These areas refer to riverfronts, canals, channel diversions, lakeshores and even
seashores, which are also part of the urban forest. These are often developed as areas for
recreation, greenbelts and open spaces within cities. The development of these areas usually is
similar with that of parks and other recreational areas.
6. Private Lands
Private lands refer to all kinds of residential, commercial and industrial lands which are
also target for urban forest development. Contribution of private land area to urban forests
depend upon the size and available space and the extent of the tree planting conducted by the
owner. The development of private lands is mainly dependent on the purpose of the owner
towards the land.
Characteristics of Tree Species for Urban Forest Development
Species for urban plantings must be properly selected. These must have the capacity to
withstand the harsh condition of the urban areas. According to Collins (1978) the target species
for urban plantings should have the following qualities:
a. The capacity to grow and develop within the assigned space limitations.
b. Resistant to pests and diseases.
c. Adaptable to the existing and expected environmental stresses of the site.
d. It is culturally a low maintenance species.
e. It has satisfactory growth rate.
f. Ability to fill the functional use in the urban areas as buffer, shade, shelter, and
aesthetics.
g. It has reasonably effective lifespan.
h. It has acceptable percentage survival that normally occur after transplanting or
planting.
Some Species Suitable for Urban Planting

Species for urban plantings should be suitable to the planting site and at the same time
can provide social and ecological benefits to urban areas:

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Some of the common trees, shrubs, and palms that are adaptable to a variety of climate
and soil conditions in the urban areas are as follows:
1. Trees with bright colors

Bottle brush (Callistemon lanceolata)
Banaba (Largerstroemi speciosa)*
Dapdap (Erythrina orientalis)*
Fire tree (Delonix Regia)*
African Tulip (Spathodea campanulata)
Golden shower (Cassia fistula) *
Anchoan dilao (Cassia spectabili)
Thailand shower (Cassia siamea)
2. Trees with beautiful foliage or needles

Norfolk pine (Araucaria excelsa)
Japanese cypress (Cryptomeria japonica)
Agoho (Casuarina equisetifolia)
Silky oak (Grevillea robusta)
Buri Palm (Corypha elata)
Bunga or Betelnut palm (Areca cathecu)
Pugahas (Caryota cumingii)
Royal palm (Roystonia regina)
3. Shrubs with bright flowers or colorful foliage

Poinsettia (Euphorbia pulcherrima)
Gumamela (Hibiscus spp.)
Yellow bell (Solandra hartwegii)*
Other species observed to be performing well in the urban environment are:
1. Rain tree (Samanea saman)

2. Mahogany (Swietenia macrophylla)
3. Manila palm ( Vietchai merrillii)
4. Narra (Pterocarpus indicus)
5. Rubber tree (Hevea brasilliensis)
6. Star apple (Chrysophyllum cainito)
7. Talisai (Terminalia catappa)
8. Japanese acacia (Acacia auriculiformis)
9. Ipil-ipil (Leucaena leucocephala)
10. Yemane (elina arborea)
11. Adelfa (Neriu oleander)
12. Nangka (Artocarpus heterophylla)
13. Neem (Azadirachta indica)
14. Mango (Mangifera spp.)
15. Duhat (Syzgium cuminii)
16. Macopa (Syzgium samaragense)
17. Camachile (Pithecollbium dulce)

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18. Datiles (Muntingia calabura)

19. Tambis (Syzgium equeum)
20. Indian tree
CASE STUDY
OPLAN SAGIP PUNO

Trees in the urban areas like the Metro Manila are subjected to all kinds of environmental
hazards. Trees, if not cut, suffers from natural and man-made destruction which cause the
reduction in their natural life spans. A tree that would live 80 years in the forest is expected to
live less in the urban areas.
The project, OPLAN SAGIP PUNO, aims to raise the level of awareness of Metro
Manila residents on the urgent need to save damaged and injured growing trees and to identify
all kinds of trees that need to be treated and saved. It was first launched at the PHIL-AM LIFE
Subdivision, Quezon City and highlighted by the signing of the Memorandum of Agreement.
After its successful implementation, a seminar workshop was conducted for DENR, MMDA,
Philippine Safety College and LGUs to equip them to the basic knowledge and skills on the tree
surgery and other silvicultural treatments and practices. Thus, a replication of the project is in the
works in other urban areas in Davao and Cebu.
COMMON IDENTIFIED DEFECTS AND ABNORMALITES OF TRESS IN METRO

MANILA
 Cavities
 Injury by Root curling
 Gas Poisoning
 Catface/Scars
 Abnormality Formed Due to Nails
 Injuries and Defects Inflicted by Man
 Injuries Caused by Bumps of Reckless Drivers
OBJECTIVES OF THE OPLAN SAGIP PUNO PROGRAM
 Undertake measures to save trees instead of cutting/burning them

 Undertake inventory/assessment of all living trees in Metro Manila particularly those
injured and/or diseases trees in major thoroughfares, parks and sidewalks that need to
be treated and saved.
 Encourage the participation of all stakeholders (LGUs, NGOs, civic clubs, religious
groups and POs) in technical training/seminars of saving trees to serve as counterparts
in their respective areas.
 Provide inputs for a master plan for urban greening to identify appropriate planting
sites and right trees and plants species needed.
BENEFITS AND SOCIO-ECONOMIC IMPACT OF THE RPOGRAM

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This program will sustain the sustain the existence and improve the life span of trees so
that residents and the general public will continue to enjoy fresh, clean air, shade and
recreational value of trees. Saving and protecting the trees will lessen the burden of spending
more for replanting and in the maintenance of existing growing trees.
General Prescriptions/Requirements for Greening

Everybody is encouraged to grow trees in cities. Greening the metropolis should be part
of our commitment. The following are recommended general prescriptions/requirements for a
more successful implementation or the urban greening activities.
1. Conservation of existing flora

Unless it is necessary existing flora especially trees must be conserved in any
development activity in private or public area. Replacement of trees found not suitable to the
area shall be removed gradually so as not to create adverse impact on the microclimate of the
area.
2. For all lands in Metro Manila

Whenever possible it is highly recommended that all lands whether private or public must
allocate 30% of the area as green spaces. In addition, the existing laws and regulations on zoning
should be properly observed and that all construction of buildings and structures must be set
back at least 2.0 meters from the boundary to the edge eaves of the roof or the edge of the floor
whichever is larger. The setback line must be turfed or landscaped or planted with trees wherever
possible. Planting verge/planter of at least 2.0 meters wide must be provided along all buildings.
For commercial areas landscaped promenades would enhance the environment within the
commercial district.
3. For water bodies

This refers to water courses such as rivers, canals, streams, drains, lakes, esteros reservoir
and ponds. Easement of water bodies must be freed from any form of development that do not
conform with the greening objectives. Development of water bodies can be in the form of:
a. Constructing promenade along the banks;
b. Greening the banks by encouraging the growth of plants in perforated slabs or similar
materials;
c. Landscaping of the area with flowering plants and infrastructure like railings benches;
d. Hard surfaces around water bodies such as concrete walls, stones, bricks, etc. should
be camouflaged with greenery; and
e. Drainage canal can be covered and converted into a landscaped promenade.
4. As screen for unsightly areas

Unsightly areas such as workshops, storage areas, bin centers, substation, power houses,
etc. within land parcels, private or public can be screened to a height of at least 2.0 meters with
trees, palms, hedges and other appropriate plants.
5. Screening of Walls
All walls can be screened from sight to a height of at least 2.0 meters with trees, palms,
hedges, creepers, or climbers whichever is appropriate to the land. A planting strip of at least

Page 10
30mm must be provided for screening purposes. Boundary walls should not exceed 1.8 meters in
height and if the boundary wall is solid it should not exceed 2.8 meters.
6. For car parks

All open car parks whether public or private can be planted with trees with a wide crown
to provide shade. Aeration slabs covering 35% of the entire area can be provided and turfed with
grasses. All the void areas can also be planted to maintain aeration, drainage and greenery. The
trees must be properly spaced and provided with tree guards to prevent damage from careless
drivers.
7. For roadside planting

Generally, almost all roads in Metro Manila are not provided with green spaces for
planting. Even sidewalks are occupied illegally for other purposes, mostly vendors. Roads are
also subjected most often than not to widening or renovation. It is then highly suggested that the
following be undertaken or be incorporated in the development planning.
a. Provision of planting verge for the planting of shade and ornamental trees which are
properly turfed or landscaped.
b. Where there is insufficient land along narrow roads to accommodate planting verges,
at least one side of the road should be provided to maintain greenery and shade.
c. Center islands with the widths of more than 2 meters can be planted with shade trees
and trees with colorful flowers. All center islands can also be turfed or landscaped.
However, if there are possible expansion to ease heavy traffic in the future, think
shrubs can be planted and can be easily removed in case of road widening.
d. An avenue of single species of usually smaller trees should be planted along short
roads and streets. For roads such as expressways, highways, etc. species of bigger
trees should be varied at least every kilometer to provide visual variety during long
distances travels and to prevent potential epidemic attacks of pests or diseases. Palms
can be substituted for small trees when there is insufficient depth to support the
standard requirement for small trees.
e. All trees planted along roadsides should have a characteristics of high branching of at
least 5.0 meters’ clear trunk.
f. Small trees can also be planted along roads which are close to buildings or congested
with overhead services to reduce the necessity of constant pruning of branches.
g. Tree positions on one side of the road should be as far as possible and alternate with
those on the other side.
h. Trees should be planted 1 meter away from the road curb; 6 meters away from lamp
posts and 6 meters away from traffic signs.
8. For special planting places and other hard surfaces
a. Overpasses and flyovers can be screened with plants from the ground to at least 2.0
meters in height with built-in planters from the sides
b. Planting areas should be required below overpasses and flyovers including staircases
to allow the growth of climbing plants and creepers. All structures below deck level
should have rough finish to facilitate the growth of creepers.

Page 11
c. Where it may not be practical to existing overpasses and flyovers to be treated with a
rough finish, a mesh structure should be constructed around the columns to allow for
the climbing of climbers.
d. Ground soil should be provided around columns, staircase. etc. for planting to soften
the visual impact of the structure.
e. Whenever possible the space under the structure should be covered with soil, at least
turfed or provided with plants in planters.
f. Where possible the DPWH, DOTC and other agencies responsible in the construction
of overpasses, flyovers, etc. should be requested to include built-in planters that can
accommodate trees, palms, and other plants in the design before the construction.
g. Where it is applicable all planted areas should incorporate means of aeration and self-
watering system from rainwater channeled from roof gutter to planting through.
9. For plazas, walkways, pedestrians, promenades
a. All plazas, whether public or private, should incorporate provisions for tree planting.
Trees planted must have an aeration of 20 square meters with an area of 1.5 meters by
1.5 meters around the roof collar and it must also be turfed.
b. Besides tree planting and landscaping, amenities such as footpaths, park shelters, park
lightings, play equipment, etc are to be provided and maintained in all public plazas
parks. hnh
c. Walkways of at least 2.0 meters wide should be provided for all plazas, parks and
prom enade areas. Aeration slabs should be used to construct walkways that are not
pre-casmmted or treated with architectural finishes. And as in car parks, all the gaps
and joints slabs should be turfed, whenever possible.
d. Pedestrian lanes should be provided with aeration slabs or railings to protect green
areas, which are frequently damaged by pedestrian traffic.
e. Promenades developed within commercial district and waterfronts can greatly
enhance the environment. The width should be at least 8.0 meters wide and planting
verges of at least 2.0 to 4.0 meters should be provided along both sides if the
promenades.
10. For planters/planting troughs
a. The use of planters or planting troughs is necessary when it is not possible to plant
directly on the ground.
b. The size of the planters/planting troughs should be proportional to the type of
planting materials to be planted.
c. Large planters with at least 1.0-meter internal width and 1.2 meters’ internal depth are
ideal for small trees and palms.
d. Planters with minimum internal depth and width of 5.0 meter are ideal for shrubs.
e. Planters with at least 0.2-meter internal depth and width are for creepers.
f. A drainage system must be provided for planting troughs. This system is basically a
perfected overflow pipe laid along the span of the planting trough to channel water to
the nearest drainage outlets.

Page 12
Bagayan J.L. and R. L. Baggayan Jr. (1995) Guide to Urban Forest Development and
Management. Vol. 6 No. 7 Ecosystems Research & Development Service. Region 7, Banilad,
Mandaue City.
Denr. 2003 (Reprint). Urban Greening Primer. DENR, National Capital Region,
Congressional Plaza Bldg., Congressional Avenue, Quezon City.
Driver, B.L., D. Rosenthal and G. Peterson. (1978) Social Benefits of Urbana Forests and
Related Green Space in Cities. In: Proceedings of National Urban Forestry Conference. Vol.
2. Washington D.C. pp. 98-113.
Grey, G.W. And F.J. Deneke. (1993) Urban Forestry. John Wiley & Sons. Consultancy
Services of the Urban Forestry Project for Metro Manila, Philippines. Vol. 3.
Environmental Modules for Project ECOCORPS. Department of Environment and Natural

Resources and Philippine Association of Tertiary Level Education, Institutions in
Environmental Protection and Management.

Page 14

Page 15
Lesson 17 - Water Resource Management, Sanitation and

Conservation
Learning Objectives
At the end of the session, students are expected to:
1. internalize the importance of water resources to life;
2. acquire clear understanding the “tragedy of the commons” as a contrast to sustainable
development;
3. recognize the necessity of water conservation and prevention of water pollution to our
various water sources.
Learning Content
Increasing pressures from population and economic activities continued to take their toll
on the country’s coastal waters. While there have been noted improvements in some areas which
have been the subject of intense rehabilitation efforts by both government and the private sectors
alike.
Safe water supply and environmental sanitation are two important factors in the
prevention of diseases, improvement of living conditions and enhancement of the environment.
Without these, people, particularly the poor and disadvantaged, are more prone to infectious
diseases such as diarrhea, hepatitis, typhoid, schistosomiasis and other ailments brought about by
contaminated drinking water, poor personal hygiene and environmental sanitation.
Human settlements, industry and agriculture have considerable polluted both inland and
coastal waters. Domestic sewage still contributes approximately 52% of the pollution loads while
the industry contributes the remaining 48%. This continuing pollution could seriously
compromise the country’s water resources’ potential for domestic, agricultural and industrial
uses.
The role of the state and the Filipino people to mitigate water pollution is equally
important as our adherence to the cause of improving out air quality or the resolve to implement
an ecologically-sound solid waste management.
Thus, a concrete action plan, especially from the academe, is being called for. The role of
the academe in this endeavor is essential in effecting the paradigm shift and the further
promotion of environmental literacy among the generation that will eventually inherit the earth.
Sources of Freshwater
Fresh water is one of those very-important-but-often-taken-for-granted things that we

can’t live without. Its specific uses are far too many to count, and there’s just no easy way to

accurately quantify value in our lives. The sad truth, however, is that human activities continue
to threaten both the quality and abundance of water resources worldwide. To raise awareness on
the need to protect and properly manage this valuable resource, the United Nations General
Assembly has proclaimed year 2003 as the International Year of Freshwater.
In our country, we receive on the average some of 1.8m of good quality rain water – on a
yearly basis. Although Nature takes 50% for its own purpose and people cannot for irrigation.
On the other hand, domestic use for drinking, cooking, washing clothes, and sanitation accounts
for only about 8 percent.
Industry is the second largest user guzzling up to 23 percent of annual water withdrawals.
Again, the averages typically vary a great deal among countries. Industrial water consumption is
actually as high as 59% in the developed countries and only about 8 percent in low-income
countries. Companies from various industry sectors use Freshwater is also indispensable as
cooling water, and it is valuable for electric power generation. Just as farms and households need
a clean water supply, industries certainly can’t operate without access to enough freshwater.
Overall, it is estimated that we are already using more than half-specifically 54 percent of
the freshwater in the world. As the number of people continues to rise and as industrial output
and agricultural production are increased to supply the needs of this growing population, experts
say that humans could be using more than 70 percent of all available freshwater by 2025. The big
challenge is in how to meet the world’s rising water requirements with the available water
supply.
Issues in Water Resources Management
The estimated national water resource potential is 226,430 MCM. Of this, 91 percent
comes from surface water and 9 percent from groundwater. Demand for water is less than one
third of the renewable water available nationally. Yet in 1995, as national water crisis was
declared to address the increasing water resources management challenge. Problems include the
lack of comprehensive and cross-sectoral strategy for development and protection of water
resources; fragmented water management; weak law enforcement and inadequate water
resources data on which to base rational planning and development.
1. Water problems…. As it is, due primarily to geographical and climatic factors, water
scarcity now affects some 450 million people in 29 countries. Eventually, however, as the
demand for water continues to expand, severe water shortages will extend to many other
countries, not just those in arid regions. The UN estimates that about 5.5 million people or as
much as two-thirds of the world’s populations is in danger of facing inadequate water supplies
by 2025.
The problem on water scarcity is made worse by the destruction of natural ecosystems
that are vital for the replenishment of freshwater supplies. Portions of many rivers and lakes are
now drying up for most of the year as a result of human abuses. Marshes, swamps, and other
freshwater wetlands are also being converted into aquaculture farms or drained to create

additional farmlands. What’s more, water supplies are falling retrieved the rest with 100%
efficiency, Cebu Island could supply 30 million people. Imagine on Cebu, 10 people for every
person you see there today. The quality of rain water is excellent. Thus, when there are problems,
then they are related to the availability. Or they are caused by man-man pollution. The third item
(volume) is beyond our powers; volume depends on area and rainfall.
In our climate, we seldom experience a steady rain. Rain nearly always comes in
showers. In this way, we have twice as much rain and twice the hours of sunshine than in
Europe. We even have a dry season, very much expressed in Ilocos, not so extreme anymore. But
according to our memory, the river that we had known from our childhood, we always had water.
With such irregular rain, how is it possible that the rivers had water? The answer is simple.
Nature had draped a spongy layer over our hills and mountains. That porous material quickly
absorbed much water and very slowly released it again. So the river had water, even days or
weeks after the last rain. We know the absorbing layer and we even may have seen it: loose soil
covered with thick forest.
Groundwater is our storage for the dry season. This storage is made and maintained by
nature. With water covering over 70 percent of Earth’s surface, it certainly seems like there
should not be a problem at all in water supply. But as you well know, most of it (up to 97
percent) is in the oceans, too salty to be used for anything. By some cruel twist of fate, over 99
percent of the small fraction of freshwater in the world is locked up in glaciers and ice sheets. An
additional percentage exists as groundwater that is too deep and too expensive to extract.
Only a tiny volume of the water in the world is easily accessible to us as freshwater in
rivers, lakes, and underground aquifers. This limited supply is not evenly distributed among and
within countries. Some, particularly Iceland and Canada, have abundant water resource, while a
number of regions including the Middle East and North Africa experience chronic water
shortages.
According to the UN’s World Water Assessment Programme, the main use of water worldwide-
representing nearly 70 percent of all freshwater for human use is revenue water ranges from 30
percent for some of the Water Districts to 55 percent for areas served by the Metropolitan Water
Sewerage System (MWSS)
2. Groundwater extraction rising - The percent production of groundwater in the

Philippines is estimated at about 2,518 MCM/year. As much as 65 percent of groundwater
abstraction may be carried out without the required permit. Furthermore, with no metering
system in place and no effective monitoring, those with permits generally withdraw 20-60
percent more than their allowable levels. Only 6 percent of those monitored are found to be in
compliance with their permit restrictions. In additions, abstraction for use is controlled and
requires no permit from the government.
Increasing groundwater use and declining aquifer recharge rates have led to saline
intrusion (in Metro Manila and Metro Cebu) and pollution of groundwater from domestic
sewage, factory wastes and agriculture chemicals.

3. Watershed management - Watersheds comprise about 70 percent of the country’s total

land area –covering 421 river basins, of which 18 are considered major. The drainage areas of
these watersheds range from 5,000 to 2.5 million hectares. Many of the major basins are now
considered in critical condition due to over-exploitation and mismanagement. Their degradation
has resulted in accelerated soil erosions, surface drought and other imbalances in the ecosystem.
There are 119 watersheds covering, 1.36 M hectares that have been proclaimed as watershed
reservations. However, most of these watersheds are subject to various forms of cultivation and
settlement and are actually considered degraded.
4. Coastal and Marine Resources - The Philippines marine territorial waters cover about
2.2 million square kilometers – including the Exclusive Economic Zone (EEZ) of 1.9 million
square kilometers (88 percent) of ocean waters and 267,000 square kilometers (12percent) of
coastal waters. About 55 percent of the population resides in some 10,000 coastal barangay and
large urban centers. The coral reefs, seagrass beds and mangroves support 80 percent of all
commercial species of fish and shellfish.
5. Coral reefs in poor conditions - The Philippines has one of the largest coral reef areas in
the world-covering about 27,000 square kilometers. Nearly one third of all fish species live on
the reefs, while others are dependent on them and on seagrass beds at various stages in their life
cycles. Almost 55 percent of fish consumed in the country depends on coral reefs. It is estimated
that 10-15 percent of total marine fisheries production is contributed by coral reefs. Despite their
importance, the latest inventory shows that only 4. 3 percent of the reefs are in excellence
condition due to the denudation of watersheds, land areas that absorb rainfall and deliver water
into rivers and lakes.
To further complicate the situation, human activities are severely degrading the quality of
freshwater. About half of the world’s 500 major rivers are now seriously polluted, and state of
the world’s lakes isn’t any better. Although agricultural runoff and domestic wastes are said to be
responsible for most water contamination, the contribution of industries is significant as well. By
regularly discharging tons of organic substances and toxic materials into bodies of water, a single
industrial firm can do more damage than 50 farms or a hundred households.
As a result of these problems, did you know the one-fifth of the world’s freshwater fish
species are presently threatened with extinction? Did you know that half of the world’s wetlands
have already been lost, with most of the destruction taking place over the past 50 years? Were
you aware that all rivers running through Asian cities are badly polluted?
The impact of poor water quality is particularly severe on human health. The statistics
were staggering. The UN points out that up to 2.3 billion people worldwide are affected by
water- related diseases such as cholera, typhoid fever, malaria and dysentery. More than 5
million, most of them children, die each year from diarrhea and other infections ailments spread
is very serious in poor countries due mainly to the lack of safe water supplies and proper
sanitation facilities.
6. Water demand growing rapidly - Water demand nationwide is expected to grow from
43.000 MCM/year in 2000 to 88, 400 MCM/year by 2025. In Metro Manila, water demand for

all users increased by over 200 percent between 1981 and 1997, from 2,000 to 4,100 million
liters/day. This is projected to grow by 23 percent to 5,000 MLD by 2001. Based on 1996 data,
Metro Manila water supply in 1996 was 2,500 MLD compared to a demand of 3, 400 MLD. In
1995, the Metro Cebu Water District was only able to serve 36 percent of total demand. In
Baguio City, about 80 percent of service connections are provided with water on a four-hour
thrice a week schedule only. The water “supply-demand” mismatch is often due to lack of
infrastructure.
7. Agricultures use dominates - Agriculture accounts for 86 percent of water use, while
industrial and domestic usage are limited to 7 percent each. In the agriculture sector, irrigation is
the biggest water user, accounting for 72. 6 percent of total water (25,000 MCM in 1996) The
fishery sub-sector accounts for 27 percent while livestock / poultry accounts for under 0.5
percent. Irrigation systems serve about 15M hectares, or 48 percent of the irrigable areas that
produce about 70 percent of all rice in the country. Only 1.2 percent of this comes from the
groundwater.
8. Access to water supply varies - One study reported that as of 1995, 72 percent of all
Filipino were served by a public water system, with 68 percent in Urban areas and 75 percent in
rural areas. However, service levels vary greatly. It is estimated that non the population of the
Philippines as of May 1, 2000 is roughly 76.5 M persons. This represents an increase of 11.5
percent from the 1995 census count of 68.6 million persons. The populations grew at the rate of
2.36 percent annually between 1995 and 2000 which is slightly higher than one growth rate
during the nineties (2.34 percent). The Southern Tagalog is the most populated region of the
country closely followed by the National Capital Region. However, the NCR remains the most
densely populated region with 15, 617 persons occupying a sq. km. of land. This man-land ratio
is 61 times the national figure of 225 persons per sq. km. The other five most densely populated
regions are Central Luzon (Region III), Central Visayas (Region VII), Ilocos (Region I), Western
Visayas (Region VI) and Bicol (Region V)
The country’s economic profile is largely the agricultural sector with an estimated
employment of 40%. Agricultural products include rice, corn, sugarcane, coconut, bananas,
pineapples, mangoes, pork, eggs, beef and fish. With respect to the industries, there are about
15,000 manufacturing firms in the Philippines mostly located in Metro Manila. The main
manufacturing industries are textiles mills, pharmaceuticals, chemicals, wood products, food
processing, electronics assembly and petroleum refining.
Sources of Water Pollution
Water pollutants generally come from the five sources. These are:
1. domestic sewage,
2. industrial wastewater,
3. agricultural run-off,
4. storm–water run-off and

5. naturally- occurring sources.

These water pollutants can be either be point or on-point sources. Point source pollution
is defined as those entering the entering environment from a fixed source. Water pollutants of
point sources are more manageable because these are normally concentrated limited to a few
points and can be treated prior to discharge. Non-point sources are those which continuously
deposit extraneous materials into watercourses from a widely spread area.
Domestic sewage is defined as wastewater discharged from residential commercial,

institutional, recreational and industrial facilities where wastes are generated through the use of
dining facilities, shower rooms and toilets. Commercial sources are hotels, restaurants and malls,
while institutional sources are hospitals and schools. Sewage from industrial sources of
wastewater because such facilities employ large number of employees.
Industrial wastewater, a principal example of a point source, is discharged by industries

after water has been utilized in production processes. Industries such as canneries, chemical
plants, food and beverage plants, pulp and paper factories and textile mills often discharged
industrial wastewater laden predominantly with organic load as well as chemicals and solids.
Agricultural and storm-water run-off are examples of non-point sources. Agricultural run-
off is wastewater from farms which often carries fecal materials, soil particles, fertilizers
(phosphates and nitrates), and pesticides. Storm-water run-off results from rainfall and may
cause turbidity and contamination of receiving water bodies.
Surface Water Quality Issues and Concerns
1. Untreated domestic sewage: a leading contributor to water pollution. While it is true that
many industrial discharges are also to blame for water quality deterioration, several
studies show that domestic sewage is the biggest water pollution problem the country is
facing today.
2. Industrial wastewater pollution. Pollution from industrial wastewater is another major

contributor to surface water pollution. This type of wastewater comes mainly from
manufacturing processes.
3. Threats from non-point pollution sources. Non-point sources are those contribute
extraneous materials into watercourses from an extensively wide area thus making it
much harder to control. Examples of non-point sources are agricultural and forest run-off
and urban storm water run-off.
4. Inefficient solid waste management. A serious concern from inefficient solid waste
management is its contribution to water quality deterioration. The indiscriminate
dumping of solid wastes particularly in urban areas creates aesthetic, nuisance and health
problems

including clogging of already inadequate drainage systems creating stagnant water for
insect breeding and flooding during rainy seasons.
Causes and mechanism of water sources degradation
Degradation of water sources refers to degradation of quantity of water as well as quality

of water. The sources could be atmospheric (rain) water, surface water or groundwater. The
following are some causes and mechanism of water sources degradation.
 logging of forest
 kaingin (slash and burn) farming
 mining activities
 transportation routes
 accidental leaks or spills of chemicals
 cattle grazing, piggery and poultry farming
 pesticide and fertilizers from agricultural lands
 human settlements and sewage disposal systems
 garbage open dumpsite and sanitary landfills
 underground storage tanks
 salinity intrusion into coastal aquifers
 recreation instream and lakes areas
 river quarrying of gravel and sand
Countermeasures to be done for maintaining good water quality
To ensure availability and sustainability of freshwater, the following countermeasures

need to be instituted.
 water conservation at home, in schools, offices and other places

 increasing the efficiency of irrigation system
 safeguarding all wetlands from destructive systems
 development of crop varieties that need less water or drought-resistant crops
 large scale reforestation of denuded watersheds
 cleaner production in industries (recycling wastewater, good housekeeping)
 provision of clean water for underdeveloped localities
 enactment of appropriate laws.

Learning References
1. Environmental Modules for Project ECOCORPS by Department of Environment and
Natural Resources (DENR) Philippine Association of Tertiary Level Education
Institutions in Environment Protection and Management (PATLEPAM)

Module 5 – Other National Security Concerns
Lesson 18 - National Security Concerns
Learning Objectives

a) recognize the National Security Council and the National Security Policy 2017-2022;
b) enumerate the internal and external threats to national security;
c)appreciate therole of education in promoting peace for national security.
Learning Content
The Philippines’ national security according to National Security Council (NSC) is “a

state or condition where our most cherished values and beliefs, our democratic way of life, our
institutions of governance and our unity, welfare and well-being as a nation and people are
permanently protected and continuously enhanced” (Banloi, 2010). The National Intelligence
Coordinating Agency (NICA) defines national security as “the state or condition wherein the
people’s way of life and being are protected and/or advanced”. It is the primary concern of the
state to ensure the welfare and well-being of every Filipino.
Functions of National Security Council
The NSC’s function is to advise the President with respect to the integration of domestic,
foreign and military policies relating to national security. The NSC also serves as the President’s
principal arm for coordinating these policies among various government departments and
agencies in matters involving national security.
Internal and External Threats
Internal Threats
1. The main internal threat arises from the Moro Islamic Liberation Front (MILF), Abu
Sayaf Group (ASG) which, in open rebellion against the government, has the avowed
objective of establishing an independent Islamic state in the Southern Philippines.
2. The Communist Part of the Philippines/New People Army/ National Democratic
Front (CCP/NPA/NDF) continue to pose a serious threat to national security, although
presently weakened in comparison with their peak strength in the last two decades.
3. Organized crime is a national security concern. The challenge of illegal drugs, in
particular, has grown into major threat to the national community.
4. Grave incidence of poverty is also a serious threat to national security which breeds and
abets rebellion, crime, and dissidence. Poverty incidence affects about one-third of
Filipino families nationwide.

5. Economic sabotage undermines the market economy, the financial system, and
the nation’s resources.
6. Graft and corruption has become another threat to our national security by virtue of the
huge scale by which it saps public resources, undermines the morale of the civil service
and affects the delivery of quality basic services.
7. Severe calamities cause serious food shortages and hoarding and profiteering resulting in
hunger, disease and deprivation.
8. Persistent environment degradation poses a long-term security threat.
External Threats
1. The multilateral dispute over Spratly Islands and other islands in the West Philippine
Seais a source of intermittent tensions, owing to the building of structures, believed to be
military-oriented by some claimant countries in the area.
2. The smuggling of firearms and contraband, illegal migration, and the occasional
movement of foreign terrorists through the porous borders of our southwestern frontier
have elicited transnational concern.
3. The serious economic disparity between rich and the poor nations keeps the world in a
state of instability and virtually on the brink of war in many places.
4. Ethnics, religious and cultural conflicts pervade many regions and nations, including in
the country.
5. The proliferation of weapons of mass destruction (WMD) is a threat to global security.
Nuclear materials and technologies are more accessible now than before.
6. Transnational organized crime has proliferated in the era of globalization.
7. Natural disaster and environment issues will continue to pervade the global security
agenda.
8. Cybernetic crime is a growing global threat, as experienced with computer viruses such
as Melissa and Chernobyl, which have attacked isolated or networked information
systems through the internet or through software carriers and devices.
Types of Security Threats (Labuguen, et al., 2010)
The following are types of security threats that could be minimized by having good
citizenship values and commitment to support and act on issues related to national security
concern.
1. Rebellion or insurrection is an open, armed and organized resistance against a constituted

authority.
2. Terrorism is the systematic use of terror especially as a means of coercion.
3. Crime applies to a measurable degree of damage or destruction up to and including a
state beyond use or repair, or it may indicate a state wherein such damage is occurring
and continuing.
4. Murder is defined in most countries as the unlawful killing of another human being with
intent (or malice), and generally this state of mind distinguishes murder from other forms
of homicide.

5. Hijacking/Highway robbery is the crime of taking or attempting to take something of

value by force or threat of force and/or by putting the victim in fear.
6. Kidnapping or serious illegal detention is the taking away or transportation of a person
against the person’s will, usually to hold the person in false imprisonment, a
confinement without legal authority.
Role of schools in promoting peace for national security
1. Peaceful pedagogies or strategies in teaching

2. Disarmament education, discourage parent from buying war toys.
3. Avoid sexist education, language curriculum
4. Encourage students’ cooperative and collaborative activities rather than competitiveness.
5. Encourage students to discuss the roots of conflict so they can prepare alternative ways
of solving them peacefully.
6. Encourage students to undertake activities that promote intercultural dialogue to develop
intercultural understanding and tolerance.
National Security Policy 2017-2022
The NSP 2017-2022 is a declaration of the Government’s commitment to continuously

develop a national security system that is rules-based, able to effectively respond not only to
security threats but also to opportunities beneficial to the national interest. Enhancing the
process, scope and organizational cohesiveness of the national security system is imperative
toward the implementation of the 12 – point national security agenda which includes the
following:
 Human and Political Security

 Health Security
 Economic and Financial Security
 Food and Water Security
 Military and Border Security
 Socio-Cultural Security
 Environment and Disaster Security
 Energy Security
 Maritime and Airspace Security
 International Security
 Information and Cyber Security
 Transportation and Port Security
The concept of national security has eventually changed overtime. No longer does it
exclusively refer to the traditional notions of internal and external defense but to the economic
development and social well – beingfor progress and nation building.

Learning References
August 1, 2020 National Security Policy, 2017- 2020

http://www.nsc.gov.ph/attachments/article/NSP/NSP-2017-2022.pdf
August 1, 2020 Thurgood Marshall Online Library, Bowie State University

https://bowiestate.libguides.com/c.php?g=442189&p=3014828#:~:text=The%20classic%20position%20p aper
%20contains,author's%20position%20on%20that%20issue.&text=A%20Conclusion%2C%20restatin g%20the
%20key,suggesting%20resolutions%20to%20the%20issue.

Module 6 – Self and Filipino Society
Lesson 19 - Nature of Self and Self-Awareness
Learning Objectives
a)define self-awareness;
b) do self-analysis and explain the rationale of who you are;
c)recognize and use Johari Window Self Identification;
d) promote self- awareness among youths.
Learning Content
“Every man is three men: the man he thinks he is, the man others think he is, and the man
he really is.” - Anonymous
Since early civilization, the questions of our existence and self-conception co – exist with the
continuous spinning of time. Knowing oneself opens the door for greater opportunities, harmonious
relationship and effective decision making skill that can help to ensure success in life.
Self-Awareness
Self-awareness is knowing your motivation, preferences, personality and understanding
how these factors influence your judgement, decisions and interactions with other people. It
comprises the feelings and thoughts, interests, strengths and limitations, values, skills, goals,
abilities, leadership orientation and preferred communication style. It is the starting point for
effectiveness at work. As John Maxwell said, “I have to know me to grow me.”
The benefits of self-awareness are:
 Understanding yourself in relation to others.
 Developing and implementing a sound self-improvement program.
 Setting appropriate life and career goals.
 Developing relationship with others.
 Understanding the value of diversity.
 Managing others effectively.
 Increasing productivity.
 Increasing your ability to contribute to organizations, your community and family.
Self-awareness can help you decide on which best suits your abilities particularly in
selecting your career and profession that can be both personally and financially satisfying. It will
help you know where you belong and how you can control yourself in times of needs.
Self-awareness can also help you understand why people behave “like this or like that.”
Managers who can relate to or empathize with co-workers tend to be more trusted and are
perceived as being more competent and can create a trusting and productive work environments,
thereby increasing the managerial and organizational effectiveness.
How to Gain Self-awareness

One can gain self-awareness through different processes which includes recognizing our
strengths, weaknesses, biases, attitudes, values, and perceptions. Some of these include analyzing
our own experiences, looking at ourselves through the eyes of others, self-disclosure, acquiring
diverse experiences, and increasing our emotional intelligence.
Self-analysis
Self-analysis is the examination of oneself after experiencing a particular situation or
event. It requires a person to reflect on the negative impact that may have influence behaviors,
attitudes, thoughts or interactions. This is not an easy process, yet if done religiously, could help
you become effective decision maker when situation arise. One could do self – analysis through
analyzing the behavior, personality, attitudes and perceptions.
Self-discovery
Self-discovery is the process of forming an accurate, realistic view of yourself which is
necessary to take charge of your future. There are six components of the process of self-
discovery which comprise of the following:
a. Characteristics – it pertains to your qualities.
b. Interest – it is what you enjoy doing.
c. Aptitudes – what are you good at.
d. Values – things that are important to you.
e. Needs – what do you need to have a satisfying life.
f. Choices – it pertains to your priorities.
Behavior
Behavior is defined as the way we carry ourselves – the way in which we act. It is
influenced by our feelings, judgements, beliefs, motivations, needs, experiences, and opinion of
others. Patterns of behavior develop through our reactions to events and actions over a period of
time. Behavior consists of four components which includes the following:
1. Motivation – is what makes you act in order to gain satisfaction. It could be intrinsic or
extrinsic in nature. Having been aware of your core drivers, those things that motivate you –
positively and negatively – can help you understand the roots of your behavior and make
adjustment as necessary to modify your behavior.
2. Modes of thinking –is the way your brain process the information it receives and make
judgement. You may process the information through reflective thinking and out loud talking.
How you take in and make sense of information can help you understand how you make
judgements and decisions.
3. Modes of acting – is the course of action that you apply in a given situation. It is how
you react with respect to stimuli, events, news, people, thoughts and feelings. Knowing your
mode of acting can help you choose alternatives when situation arise.
4. Modes of interacting – is the way you communicate and share ideas, opinions and
feelings with others. Whom or what are you comfortable with? Knowing your preference of
interaction can help you deal with your environment effectively and productively.
Importance of Self- awareness

Knowing yourself better can
help you understand why you view
yourself as you do. The better you
understand yourself, the better you
can work well with others. Self-
awareness can help you identify
your potentials and improve your
weaknesses.
Psychologists Joseph Luft
and Harry Ingram developed the
Johari Window of Self to help us
become more aware of ourselves. It
focuses on
understanding what’s visible (or not)
to us and others. https://liberationist.org/the-johari-window/
The Johari Window has four quadrants that represents oneself. These are:
Quadrant 1. The Open Self. The area of free activity, or open area. This refers to what you and
others know about you.
Quadrant 2. The Blind Self. The blind area refers to your description based from others
assessment which you are completely unaware.
Quadrant 3. The Hidden Self. The hidden area refers to the things that we want to be kept hidden
to others.
Quadrant 4. The Unknown Self. This is the part of ourselves which neither you nor others know.
As times go by and in different situation, we may realize that these characteristics are existing
and are actually influencing us.
Values and Value Formation

Self-awareness plays a vital role in choosing courses, career paths, vocations and life
decisions. Value is defined as a principle or belief that a person prizes and publicly affirms with
conviction, acts on consistently, and chooses from among the alternatives. Values are shaped
through school, work place, religious affiliation, mass media and the person’s upbringing from
the family and friends.
Values formation is a continuous process. It may be divided into three categories which
comprised the following:
 Choosing. Values must be chosen freely. The person makes a free choice and is totally
accountable for the choice he makes. It must be chosen from alternatives, hence, if there
are no alternatives, there would be no free choice, so the person must face squarely the
situation. A choice which are made impulsively, without thought, would not constitute a
valuing process.
 Prizing. A value that has been chosen should be prized and cherished. It should be
affirmed and the person should admit it publicly.
 Acting. Values should be reflected by our actions. There must be commitment – in-
action which would change one’s behavior.
Values may be classified in terms of the following:
Personal Values – self- respect, health, privacy, peace of mind, independence
Family Values – close family ties, family happiness
Spiritual Values – religious commitment, personal relationship with God
Work Values – competence in the workplace, industry, resourcefulness
Career Values – personal growth, professional advancement
Social and Humanitarian Values – service to others, patriotism and nationalism
Cultural Values – utangnaloob, pakikisama, giving high regard to authorities
Personal Development Plans

It is a plan designed to achieve
your personal and professional goals
considering a priority. It is based on the
“HOW” and the tools to use. It is NOT a
career plan oriented to progress on a
hierarchy or salary related.

Sample Template for Personal Development Plan
Learning References
Guillo, Jr., Romeo, Content standards of literacy training service, 2011
Bennett, Andrew, 25 Business stories, 2008
August 1, 2020 https://www.slideshare.net/DatioBD/pdp-your-personal-development-plan
July 29, 2020 http://thefilipinodiasporas.blogspot.com/2011/02/meaning-of-personality.html?m=0

Lesson 20 - Roots of Filipino Character
Learning Objectives
a) review the roots of Filipino Character
b) explain why Filipinos have mixed characters
c) enumerate Filipino character that affect our progress, unity and success as a nation
d) appreciate being a Filipino
Learning Content
Roots of the Filipino Character

The Philippines has a rich and vast history so as its people. Having been colonized by the
Spaniards for three – hundred and thirty tree (333) years, the Commonwealth for more than a
decade and the most brutal Japanese occupation made Filipinos adapt and internalize the traits
shown by the invaders.
The strengths and weaknesses of Filipino character was influenced by the following
factors as identifies by Shahani (1993) which comprised:
1. Family and home environment - Filipinos are known to have a very close family tie. Parents
believe on the notion that the more children they will have, the bigger the chance they can
alleviate their life from poverty. Child rearing is also encouraged by the church, however, as the
condition of living becomes harder, Filipinos are now practicing family planning to control the
population. Too much closeness of the family leads to high nurturance, over- protecting and low-
discipline.
2. Social Environment - The social environment of the Filipino is characterized by a feudal
structure with great gaps between the rich minority and the poor majority.
3. Culture and language – Language and culture cannot be separated. As an archipelago, the
Philippines has a very rich cultural structure, beliefs, dialects and traditions that are both
beneficial and challenging at times.
4. History – We are the product of our colonial history, which is regarded by many as the culprit
behind our lack of nationalism and our colonial mentality. Colonialism developed a mind-set in
the Filipino which encouraged us to think of the colonial power as superior and more powerful.
5. Educational system- Aside from the problems inherent in the use of a foreign language in our
educational system, the educational system leads to other problems for us as a people. The lack

of suitable local textbooks and dependence on foreign textbooks, particularly in the higher school
levels.
6. Religion – Religion is the root of Filipino optimism and its capacity to accept life's hardships.
However, religion also instils in the Filipino attitudes of resignation and a preoccupation with the
afterlife. We become vulnerable also to being victimized by opportunism, oppression,
exploitation, and superstition.
7. Economic environment- Many Filipino traits are rooted in the poverty and hard life that is the
lot of most Filipinos. Our difficulties drive us to take risks, impel us to work very hard, and
develop in us the ability to survive.
8. Political environment – The Philippine political environment is characterized by a
centralization of power. Political power and authority is concentrated in the hands of the elite and
the participation of most Filipinos often is limited to voting in elections.
9. Mass media - It is the primary means of communication used to reach the vast majority of the
general public.
10. Leadership and Role Model - Filipinos look up to their leaders as role models. Political
leaders are the main models, but all other leaders serve as role models as well. Thus, when our
leaders violate the law or show themselves to be self-serving and driven by personal interest--
when there is lack of public accountability--there is a negative impact on the Filipino.
Filipino Character
1. Pakikisama – Is giving to the will of the bulk merely so to acquire along with everybody and
avoid marks of struggle.
2. Bahalana Attitude – Leaving matters/ things as they are because nature will take it class.
3. Bayanihan or Team Spirit – This is the Filipino value of chumminess or assisting one
another in clip of demands.
4. UtangnaLoob or Reciprocity/ Debt of Gratitude – Portrays our true individuality based on
concern and response to others particularly in our pattern of pagpapakatao and pakikipagkapwa –
tao.
5. Bukas-loobnaPagtanggap or Hospitality – It is a welcoming attitude which is a strong
Filipino trait where they open their Black Marias to aliens and visitants and offer them the best in
their places.
6. Gulong ng Palad – Life’s ups and downs.
7. Tsamba – Undeserved success brought about by
fortune. 8.Tadhana – Decried by destiny.
9. Swerte or Buenas – Good fortune.

10. Faith and Religiosity – Faith in God and having a high regard to religious institution and
doctrine.
Learning References
1. Guillo Jr., Romeo M. Content Standards of Literacy and Training Service, (2011)
Morlanda Publishing.
2. August 8, 2020 Moral Recovery Program, Dumayac Levi,
slideshare.net https://www.slideshare.net/levodumayac/roots-of-
filipino-characters

Lesson 21 - Nationalism and Patriotism Program

and Good Citizenship
Learning Objectives

a) differentiate nationalism from patriotism;
b) identify the ways in showing nationalism;
c) use social media to promote nationalism;
d) value being a Filipino.
Learning Content
Nationalism and Patriotism

Nationalism and patriotism are often used interchangeably. Nationalism means love, care
for, preservation and patronage of one’s native land and everything in it—the country of birth of
a national, whether it be Filipino or otherwise. It Is an attitude of mind that values and places the
welfare of the country over that all of others.
Patriotism is the willingness and determination to lay down one’s life for the fatherland—
the constant resolve to sacrifice one’s life and limb for the preservation of the State. It is the total
realization of that love for the country, which is nationalism. In other words, to be patriotic is to
be nationalistic.
The lack of unity and division of political ideas were the reasons why any attempt to
liberate the Philippines through bloody battle was a failure. It is clear in our history as a nation
that many are patriotic but failed to show real nationalism.
The Filipino Civic Code
General
1. Faith in Divine Providence – guides the destinies of men.
2. Patriotism – love of country.
3. Love of fellowmen – love fellowmen as brother or companion in life’s journey.
4. Respect for Parents and Elders – Honor your parents and elders, serve them dutifully.
5. Reverence for heroes – venerate the memories of nation’s heroes.
Individual

1. Honor – value your honor as you value your life.

2. Devotion to truth – being truthful and honest
3. Fortitude – bear suffering with fortitude.
4. Self – reliance – confidence in your own capability
5. Humility – accepting your faults and weaknesses
6. Self- Control – controlling your temper
7. Frugality – living within your means.
8. Purposeful Living – always live with honorable purpose
9. Perseverance – being persistent
10. Punctuality – doing work on time
11. Cleanliness – cleanliness in mind, heart, words, spirit
12. Appreciation of the Beautiful – learning to appreciate beauty in nature or art
Socia
l
1. Industry – being productive.
2. Interest in Education – developing faculties through study without departing from
the path of virtue.
3. Respect for Law and Authority – always obey the laws and rules of the land
4. Sense of Duty and Responsibility – contribute to the common good.
5. Justice and Righteousness – striving to be fair and just
6. Civic Courage – vigilant against oppression or injustice
7. Judicious Imitation – internalize good customs and practices
8. Sportsmanship – observe rules of sportsmanship in any field.
9. Good Breeding – treat everybody with courtesy.
10. Tolerance – respect the opinions, beliefs and ways of others.
Filipino Citizens’ Loyalty
Filipinos may differ in their physique but are bound by their love for the country. They
are proud of their heritage and also to belong to a race of people known for their courage an love
of freedom.

Loyalty must be inspired by the respect and faith in the cause to which we subscribe. It is
based on love for country, respect for superiors, belief in the cause and principle, reverence for
national symbols and loyalty to one’s word of honor.
Good Citizenship Values based on 1987 Constitution
Showing nationalism is not only by giving your life for the sake of the country or your
countrymen. There are many ways from which one can show nationalism, from the simple act of
throwing garbage into the right bin or obeying pedestrian signs, a person can be considered as
nationalistic. The Patriotic Oath (PanatangMakabayan) tells it all.
IniibigkoangPilipinas,
akinglupangsinilangan,
tahanan ng akinglahi;
kinukupkopako at tinutulungang
magingmalakas, masipag at marangal.
DahilmahalkoangPilipinas,
diringginkoangpayo
ng akingmagulang,
susundinkoangtuntunin ng paaralan,
tutuparinkoangtungkulin
ng mamamayangmakabayan:
naglilingkod, nag-aaral at nagdarasal
nangbuongkatapatan.
Iaalaykoangakingbuhay,
pangarap, pagsisikap
sabansangPilipinas.
1. Pagkamaka- Diyos– Faith in the Almighty, respect for life, order, work, concern for the
family and future generations.
2. Pagkamaka- Tao – Love, freedom, peace, truth, justice.
3. Pagkamaka – Bayan – Unity, equality, respect for law and government, patriotism,
promotion of the Common Good.
4. Pagkamaka- kalikasan– concern for the environment.

Learning References
1. Guillo Jr., Romeo M. (2011) Content Standards of Literacy Training Service,

Morlanda Publishing,
2. DedEd Order No. 54, S. 2001

Module 7 – Volunteerism
Lesson 22 -Concepts and Elements of Volunteerism
Learning Objectives
a) recognize how volunteerism is important nowadays
b) to identify importance and benefits of volunteerism
c) to identify different types of volunteerism
d) to know the impact of volunteerism in the world, how to be a volunteer and how to
encourage others in giving their time to make a world a better one.
Learning Content
Introduction
The Philippines is a fast-growing country in Southeast Asia, with multiculturalism and

rich biodiversity that makes it an exciting and dynamic place to learn and grow.Since 1964,
thousands of volunteers of varied nationalities have worked with partners in government, non-
government and people’s organizations in the Philippines, while more than 1,600 Filipino
volunteers have been deployed to various countries.
Volunteers have worked in a wide range of professions and expertise including health,
education, livelihoods, gender and development, helping community organizations and
government agencies towards the achievement of development goals.Volunteering for
development is guaranteed to be a life-changing experience. The experience of volunteers in the
Philippines has been fulfilling for many, as touching lives creates deeply inspiring memories.
Volunteerism has been part of the Filipino culture for centuries ago.This can be traced
back in Filipino’s bayanihan system even before the Spanish period. Volunteeringprovides
many benefits to both mental and physical health.Volunteeringhelps counteract the effects of
stress, anger, and anxiety. The social contact aspect of helping and working with others can have
a profound effect on someone’s overall psychological well-being.
Based on RA 9418 or known as Volunteer Act of 2007, it is the intend of the law to
promote the participation of the various sectors of the Filipino society, and as necessary,
international and foreign volunteer organizations in public and civic affairs, and adopt and
strengthen the practice of volunteerism as a strategy in order to attain national development and
international understanding. The inculcation of volunteerism as a way of life shall rekindle in
every Filipino the time-honored tradition of bayanihan to foster social justice, solidarity and
sustainable development.
The profile of the volunteer in the modern world has changed. Nowadays, a big
percentage of volunteers came from the working class. Men, women, single parents, students,
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and survivors of all kinds are well presented in the volunteer sector. More people are also
beginning to welcome the concept of doing volunteer service on top of their duties and
responsibilities. How valuable is volunteer work in man’s search for a meaningful life?
Volunteerism opens wide the doors of opportunities for other things. Serving others can
lead an individual to new avenues where he can gain valuable experiences in life. Through
volunteer work, one can expand his horizon and learn how to live with other people and can even
gain new friends. The experience of living in a new environment can make him more
understanding and compassionate, while at the same time learning new skills to develop his self-
esteem and interpersonal skills.
Serving others through volunteer work can challenge one to top his resources, get in
touch with his inner self and discover latent abilities he never thought he had. Given the
responsibilities of a volunteer, many people have discovered their deep sense of commitment and
the heart to help others.
Definition
 Volunteerism refers to an act involving a wide range of activities, including traditional

forms of mutual aid and developmental interventions that provides an enabling and
empowering environment both on the part of the beneficiary receiving and the volunteer
rendering the act, undertaken for reasons arising from socio-developmental, business or
corporate orientation, commitment or conviction for the attainment of the public good
and where monetary and other incentives or reward are not the primary motivating
factors. (Source: RA No. 9418)
It is the practice of providing time and skills for the benefit of other people and causes
rather than for financial benefit.
In an employment-related context, volunteerism is concerned with the methods and tools

employers use to support employees that want to volunteer.
 Volunteeringis about giving, contributing and helping other individuals and the
community. Volunteering means working with others to make a meaningful contribution
to a better community.
 Volunteer refers to an individual or group who for reasons arising from their socio-
developmental, business and corporate orientation, commitment or conviction,
contribute time, service and resources whether on full-time or part time basis to a just
and essential social development cause, mission or endeavor in the belief that their
activity is mutually meaningful and beneficial to public interest as well as to
themselves. (Source: RA No. 9418)
 Volunteer Service Organization refers to a local or foreign group that recruits,

trains, deploys and supports volunteer workers to programs and projects implemented
by them or by other organizations or any group that provides services and resources,
including but not limited to, information, capability building, advocacy and
networking for the attainment of common good. (Source: RA No. 9418)
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Many organizations provide time-off for volunteering, often a paid day or on holidays.
The company may also mobilize its own resources to allow the entire company to volunteer for a
good cause e.g. a relief operation in the evacuation center after disaster events, tree-planting
activities, etc.)
Community Volunteeringis the way in which a group of individuals from a communitypartake in

social, charitable and environmental activities on a voluntary basis.
Importance and benefits of Volunteerism
Volunteeringprovides many benefits to both mental and physical health.

 Volunteering helps counteract the effects of stress, anger, and anxiety.
 The social contact aspect of helping and working with others can have a profound effect
on one’s psychological well-being.
 Volunteering increases self-confidence.
 Itcan provide a healthy boost to your self-confidence, self-esteem, and life satisfaction.
 It provides a natural sense of accomplishment when doing good for others and the
community.
 The role as a volunteer can also give a sense of pride and identity.
Philosophical-Theological Foundation of Service

The word ‘service’ has a significant relationship to ‘ministry’. The word ministry is not a
clear-cut term with well-defined meanings. Philosophers and theologians are currently studying
the biblical background and historical development of this concept.
The best place to begin is the ministry of Jesus. In Him we find the basic pattern of all
other forms of apostolate, service and ministry both derived from Him.
Jesus’ life demonstrates how He understood His mission and carried it out. It is hoped
that like Jesus, when someone start visiting communities, he be will be armed with a clear
understanding of his ministry/service in that particular community.
A double proclamation initiates the ministry of Jesus: The Kingdom of God is at hand –
be converted and believe the Good News! The Gospel tells how he continued to proclaim and
act upon that basic message throughout His public life. In the same way, when someone are
already doing his immersion activities, he must have the basic knowledge and skills to be of
service to our people.
“Ministry” refers to specific means for accomplishing the mission, which is to foster the
emergence of God’s reign. All ministry or community service finds its model in the ministry of
Jesus, as sketched for example, in Peter’s address Cornelius’ household: “…God anointed with
the Holy Spirit and power. He went about doing good works and healing all who were in the
grip of the devil, and God was with him” (Acts 10:38)
NSTP-CWTS aims to share and continue the ministry of Jesus. When we serve our
communities, our presence must spell a new life in the form of healing, environmental
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consciousness, healthy living, and liberation from poverty, peace and love with one another. To
be effective, we must embrace discipleship with Jesus Christ and join the efforts of our
government and our school in delivering total human development for the Filipino people.
Becoming a Volunteer
How does one start doing volunteer work? The key is to clarify his goals for wanting to
do the work. Is it to make an impact in your life and those of others? Is it to gain some
experiences which you are considering for shaping up an eventual career? Is it because you have
‘no choice’ but to do it’ because it is part of the National Service Training Program?
The reason may also be because you want to get to know yourself more. Some talents
and traits come to the surface only when challenged by a call to render service to others.
More often, doing volunteer work is about man’s desire to move into his “life work” or
mission. For some reason, we may be unable to move into our life work immediately. In the
meantime, we can be a volunteer worker and gain some experiences, which can be valuable in
the future.
Some Tips on Volunteerism
 Get involved in doing direct hands-on service like caring for the sick and the dying, or even
street kids at a community shelter.
 If you have talent in public relations, you may want to conceptualize and implement fund-
raising projects to support the cause you have chosen. What is important is to immerse
yourself first until you find that unique role where you can contribute.
 Make a self-inventory from time to time and evaluate your own efforts. In what areas have
you contributed so far? In what other ways can you serve? This will definitely lead to
getting to know yourself deeply.
 Cultivate your potential to be more effective as a volunteer worker. Every gift or talent you
possess has a potential receiver.
 For more encouragement, call on others to work with you. Get others involved – your
family, friends and even those you do not know but may have the same desire to serve as you
do.
 Be creative. Think of different ways to serve.
Everyone can make a difference: each one of us can touch the lives of others. But the
journey begins once we have learned to surrender to a calling that leads us to the path of love
through service.
Everyone knows that volunteering is a “good thing to do”. But its also much more than
that. Volunteers – people willing to take action to build the kind of community they want to live
in- are exactly what our society needs right now.
TIPS for Youth Volunteers
1. Choose a job that interest you

 Pick a volunteer job that enjoy or one where you can Volunteer
do Act 2007
Page | 4
something important to you and more fulfilling.

 Choose what kind of job would be right for
you
2. Be realistic about your time
 Figure out how much time you have, when you are available.
 It is a good idea to start with small commitment.
3. Consider transportation
 Your volunteer job needs a transportation to get there. Do you plan to walk? Drive? Take
bus? etc.
4. Explore your options

 Find organization that will take you as volunteer in the community project.
 The more people you ask; the more options you’re going to have.
5. Call some organizations

 Call up some organizations that are interesting. Tell them that you want to join as
volunteer implementers.
 Introduce yourself telling yourself that you are interested in learning about volunteer
opportunities.
6. Check things out first

 You are not obligated to work at an organization just because you call up.
 You should see the place first before you make a commitment.
7. Make a decision
 After you visit an organization, decide whether you want to work there. If you do set up
a date and time to start.
What do you want from Volunteering?
You may not realize it, but you are going to get something out of volunteering – new
friend, emotional satisfaction, new skills or something also important to you.
Here are eight (8) of the thingspeople frequently say they hope to get from volunteering:
1. A chance to make a difference

2. A chance to use a skill or talent Volunteer Act 2007
3. Professional experience or contacts
4. A way to express religious faith
5. A chance to meet people
6. Personal growth and self-esteem
7. A more balanced life
8. A chance to give something back
Here are ten (10) things that will help make your volunteer experience a good one.
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1. Make it a commitment
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2. Get a job description

3. Ask for feedback
4. Be aware of your own boundaries
5. Create a support system
6. Expect an adjustment
7. Be realistic
8. Pace yourself
9. If it doesn’t work out… “Don’t be a martyr.”
10. Recognize when it’s time to move on
Volunteer Act 2007
Types of Volunteerism
Service-Based Volunteerism
Service-based volunteering provides manpower resources to a social service agency to

complement the practitioners. Some examples include befriending and mentoring, Seniors'
Activity Centers and for programs for youths-at-risk, persons with disabilities (PWD) and
caregiver support.
Skills-Based Volunteering
Skills-based volunteering is where professionals use their talents, experiences and resources to
strengthen the capabilities of social service agencies. Social service agencies or groups may not
have access to resources or expertise to manage corporate functions such as communications,
website design and fundraising. Yet, these functions are instrumental in helping them operate
more efficiently and effectively.
Events-Based Volunteering
Volunteering at one-time activities such as fundraising events, fun runs or bringing service users
for an outreach activityare examples of events-based volunteering.
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Other Types of volunteering
In contemporary society, there's a multitude of ways in which individuals volunteer or engage

with community
There are five models of volunteer engagement, which reflect the diversity of volunteers and
volunteering in modern times. These models promote social inclusion and diversity of
engagement.Many nonprofits have a variety of volunteers working across the scope of the
organization and use more than one model.For example, most nonprofits would have a
management committee (governance model) but also have volunteers engaged in formal and
project models.
It’s essential that nonprofits recognize the various ways in which individuals are choosing to
volunteer in contemporary society, and offer a variety of models to address their cause.
Doing so will ensure an inclusive, vibrant and sustained volunteering future.
These types of programs tend to be organized around volunteer involvement in the delivery
of services
They involve defined supervision structures and the organization of work into structured roles
involving long term, regular attendance. There is often a strong emphasis on policies and
procedures and quality management of the services being delivered.
FIVEcategories of volunteer work
 Formal– formal volunteeringprograms and activities are structured and supervised
 Governance –volunteersin governance work provide leadership and direction to an

organization
 Non-formal - non-formal volunteer work is different from informal volunteerwork
 Social action - volunteers are engage in social activities
 Project based - volunteers provide services using their skills and in a defined time frame
There are many ways to help and volunteer your time. You can provide manual labor or you can
mentor, sell, teach, plan, organize, manage, and even entertain. There are short-term volunteer
jobs that you do for a few weeks or even just for a day. On the other hand, long-term jobs like
advocacy work can span a lifetime. All of these admirable tasks fall into these five general
categories:
1. Formal
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Formal volunteering programs are structured and supervised. These are long term
programs that also involve long term, regular attendance from the volunteers. Formal
volunteering programs usually have managers or coordinators that recruit, train, supervise,
and check volunteers’ work outcomes. These programs have a strong emphasis on policies,
procedures, and quality management of services being delivered.
Example positions: Tour guide or docent, hospital volunteer, or fundraiser for large
charities.
Sample activities: Greeting visitors, giving directions, serving meals to patients, printing
out and mailing letters.
Formal volunteering programs tend to have a business management structure, with managers
of volunteers working, resourcing, supervising and checking outcomes.
Some examples of formal volunteering include:
 Volunteering for the library trolley in a large metropolitan hospital

 Delivering meals to elderly through services such as Meals-on-Wheels
 Providing activities and outing support in aged care facility
 Volunteer driver for service organization
 Volunteer animal career for organizations such as RSPCA
 Volunteering in tourism, museums, large charities and emergency services
2. Governance
Volunteers in governance work provide leadership and direction to an organization. They
help in the planning and decision-making involved in various aspects of an organization’s
operations. Those who fit in this type of work usually have career experience or advocacy
related to the organization’s main focus.
Example positions:Member of the Board of Directors of a not-for-profit, member of a

parish administration board, treasurer for the PTA
Sample activities:attending regular meetings, taking minutes of the meeting, basic

accounting.
Governance volunteering is when individuals volunteer as board members or on management

committees.
These volunteers provide leadership and direction for the organization.Governance volunteers
work in clearly defined roles, and adhere to RA 9814 or Volunteer Act of 2007. These
volunteers often carry high levels of responsibility and accountability, having specific systems
and procedures to follow in terms of transparency and reporting to stakeholders.
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Governance volunteers may also be involved in volunteering in other areas of the organization
depending on the size, scope and structure of the organization.
Some examples of governance volunteering include:

 Secretary for the local soccer club
 President of a services club such as RSL
 Volunteer Treasurer for a mother’s group
3. Non-formal
Non-formal volunteer work is different from informal volunteer work. Non-formal
volunteer work is usually done in local communities in unfunded and unstructured settings.
Informal volunteer work, on the other hand, are voluntary acts of helping and kindness (like
buying an elderly lady neighbor’s grocery or babysitting for a friend). Those who join non-
formal programs often think of themselves as members or friends rather than volunteers.
Example positions: Guest instructor, member of a neighborhood safety patrol or street

clean-up.
Sample activities: Teaching arts and crafts, going with a group around the neighborhood to
keep it safe, picking up trash.
Non-formal volunteering occurs in a range of settings, but predominantly transpires in local

communities to address specific social needs.
Volunteers are generally community members who come together around a shared interest, and
work largely in unfunded, less structured settings.
These volunteering programs are often relatively unstructured and may have only a few defined
roles. The activities may be undertaken by whoever has the time and interest. There is unlikely to
be a volunteer manager, but may well be coordinators for various activities who organize and
support members working with them.
Motivation for joining these community organizations tends to be about sharing experiences or
mutual assistance and people are likely to think of themselves as members or friends rather than
volunteers.
Some examples of non-formal volunteering include:

 Volunteering for a neighborhood group
 Running the canteen for a sporting or recreational group
 Coordinating the sale of merchandise for a self-help group
 Volunteering for a specific hobby group
 Providing services or support through a mutual support group
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Non-formal volunteering differs from informal volunteering which is a term used to describe
voluntary acts of helping and kindness.
4. Social action
Social action volunteers are joined together by common advocacy or goal. And like non-
formal volunteers, they regard each other as friends or comrades. A social action volunteer
program can have structure, for example having a coordinator or leader, but some do not.
Volunteers do not usually have regular hours of volunteer time. But volunteers make up for
it since they are usually very passionate and motivated about the cause and work hard
towards achieving specific social change.
Example positions:lobbyist for political groups, campaigner for environmentalism,

advocate for research/studies on a certain illness or disease.
Sample activities:Attending rallies, talking to people about issues, making placards,

gathering signatures, making phone calls.
Social action groups are similar to non-formal groups in that people come together around a
shared interest, but differ in that social action groups have an interest and passion for
bringing about defined changes.
These groups may be relatively unstructured like non-formal groups, but often the need to
achieve particular outcomes will drive a level of structure and specific roles. People may see
themselves as comrades rather than as volunteers. Some groups have a volunteer coordinator,
but volunteers are more likely to work under an activity coordinator in areas of interest and
skill.
Social action groups are often driven by the motivation and interests of their volunteers, who are
frequently passionate about the cause. Volunteers in social action groups may vary significantly
in the amount of time they have available, but are no less committed in bringing about defined
social changes.
Some examples of social action volunteering include:

 Volunteering for an environmental group
 Political lobbying groups
 Volunteering for a community action group
 Lobbying for change for a specific target group of people or cause
5. Project based
In this type of volunteer work, volunteers provide their services for projects that have
defined time frames. This requires volunteers to have specific skills to contribute to clearly
defined goals to be delivered at defined schedules. Project-based work can exist within a
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formal program or can be a standalone project. It can have leaders or coordinators but they
are not expected to manage the volunteers but work with them.
Example positions:Folklorama volunteer, member of a committee planning the anniversary

of your town
Sample activities: Welcoming visitors, drafting a communications plan, soliciting

advertisers for a commemorative book.
Project based volunteering is becoming increasing popular in our contemporary society,

reflecting our time conscious, but outcomes-driven way of life.
Volunteers often have specific periods of time available, and therefore seek out volunteer
projects that have clearly defined timeframes. Projects are frequently characterized by high
levels of volunteer involvement over a short time period.
The focus may be on skills that people have to offer rather than formalized volunteering roles, so
it’s common for project-based opportunities to utilize volunteers’ specific skills for projects.
Project based volunteer programs may exist within formal programs, but may also be set up
exclusively to deliver a specific outcome, for example a community festival may be planned by a
group of interested community members. Project volunteers operating alongside formal
volunteers in a specific program, may not be bound by the same parameters as other volunteers.
Individual volunteers may want to develop their own ‘project’ in consultation with the volunteer
coordinator. The volunteer coordinator in this situation may require an approach that is
characterized by ‘working with’ and empowering the individual, rather than managing.
Some examples of project volunteering include:

 Volunteering to oversee the plan and construction of a new building
 Running or assisting a specific event
 Redesigning the website for an organization
 Volunteering to write a marketing plan for a community group
Project based volunteering is particularly suited to a range of demographics including

professionals, students, baby boomers and corporate volunteers.
Other types of volunteerism
You may have heard of internship year or gap year volunteering and volunteerism. These
types of volunteer work are usually geared for students or young people who want to experience
working for a non-profit or for an NGO. Volunteers are expected to work within a specific time
frame during which they are given the opportunity to experience local culture while providing
services like teaching a language or assisting the organization in various tasks.
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With recent technological advances, online volunteering and micro volunteeringhave become
common. Online volunteering work can range from mentoring to helping design websites or
assisting in social media campaigns Meanwhile, micro-volunteering consists of small actions
done online that support a cause. Examples are donating through crowdfunding sites or joining
campaigns by providing your digital signature via email or social media. These types of
volunteering provide opportunities for those who have no time, unable to be physically present,
housebound, or are in far off places. As long as you’re willing to help, you can get involved!
Four Pillars of the International Year of Volunteers (IYV)
Objectives of IYV 2001

The IYV 2001 had four primary goals: promotion, recognition, facilitation and networking of
volunteer service.
Recognition
Governments and local authorities could ensure that they have mechanisms for drawing the
voluntary sector into the consultation process. Recognition will be ensured by a country study
which will describe and quantify the contribution of the voluntary sector to national welfare and
advance; by awards instituted for the best examples of individual, small group, local community
and national NGOs -- and perhaps also international -- volunteer action.
Facilitation
Each society is best placed to define what would encourage or inhibit volunteer action among its
people, so that the following are no more than examples of measures, which might commend
them in different circumstances. The State might put its training facilities at the disposal of
volunteer efforts on a concessional basis, to encourage technical competence, sound management
and accountability in the voluntary sector. It could ensure that volunteers from duly recognized
bodies are afforded legal status, insurance cover and social welfare protection on a par with other
workers. Public servants and private sector employees might be accorded special leave of
absence to undertake volunteer service. Tax deductibility might be extended to taxpayers
supporting voluntary initiative. Volunteer service might be accepted under appropriate
conditions as an alternative to military service. A proportion of resources -- such as cement,
roofing, textbooks, medical supplies and funding -- might be set aside for use specifically by
volunteer bodies.
Networking
Television, radio, the print media and electronic media could assist in relating and exchanging
the achievements of volunteers, thereby enabling "best practice" and best procedures to be
replicated, and avoiding the need for each local community to reinvent the wheel. This exchange
can be local of course, but is also feasible at provincial level and with immediately neighboring
countries, and internationally, too, with the assistance of electronic media.
Promotion
The effort might be aimed at attracting more requests for the deployment of volunteers, at
attracting offers of service from new candidates with a view to enhancing operational activities,
and generally creating a climate of public and official opinion even more supportive of voluntary
action. This can also be linked back to some of the activities suggested under recognition,
notably awards schemes, and under networking, notably in terms of media features. The
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competence and professionalism of volunteers might be stressed. The benefits accruing to

society from their activities (such as blood donation, literacy campaigns and environmental
clean-up drives) can also be underscored.
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Learning References
https://livelearn.ca › article › community-circles › 5-types-of-volunteer-work
Allport, G. W. (1954). The nature of prejudice. Reading 1954, in: Lough, BenjaminJ.;Mati,
Jacob
Activism and Public Space in Egypt. Washington DC and Cairo: ICP and AUC.
Kimenyi, M. S.; Kimenyi, I. W. (2011): Peace interventions and prospects for reconciliation in
the Rift
Valley Province of Kenya, Unpublished manuscript, in: Lough, Benjamin J.; Mati, Jacob
Mwathi(2012): Volunteerism for Peace in East Africa, St. Louis 2012,
in:http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.370.478&rep=rep1&type=pdf.
“Lam, David. (2006). The Demography of Youth in Developing Countries and its Economic
Implications. Policy Research Working Paper; No. 4022. World Bank, Washington, DC. ©
World Bank. https://openknowledge.worldbank.org/handle/10986/9009 License: CC BY 3.0
IGO.”
Mercy Corps (2012). Civic Engagement of Youth in the Middle East and North Africa: An
Analysis of
Key Drivers and Outcomes. Portland: Mercy Corps.

Parajon, Lacayo; Francis, Lourenco; Mirta, Adams, David (1996): The UNESCO Culture of
Peace
Programme in El Salvador: An Initial Report, in: International Journal of Peace Studies, Vol. 1,
Nr.2,pp.1-20.SC/RES/2250 (2015)
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Lesson 23 -Role of the Youth in Strengthening

Volunteerism
Learning Objectives
a) know what are the role of the youth in strengthening volunteerism
b) emphasize the impact of a volunteer in the society and influencing others
c) recognize contribution of volunteerism to peace and security
Learning Content
UN Volunteers
www.unv.org/swvr/resilientc
ommunities
“Whether we are looking at development issues, peace and

security, tackling Climate Change, on all these fronts we need to engage
young people because they are capable, ready and very much able to do
the heavy-lifting in implementing the SDGs”
(UN Youth Envoy).
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Youth volunteerism as an asset for peace and development
“There are more young people in the world than ever before, creating unprecedented potential
for economic and social progress” (UN Youth Envoy). Many of the 1.8 billion youth aged 10-24
are located in developing countries, with these same countries the most likely to see continued
youth growth beyond 2030. The policy challenges of these demographics are not insignificant -
for example, providing these generations of children and youth with health care, education, and
employment opportunities, including in the poorest countries and groups, will be critical for
peace and the successful implementation of Agenda 2030. Yet at the same time, young people
constitute a significant and valuable resource for peace and development which is still not fully
and consistently explored in peace and development discourse.
Meanwhile, people everywhere increasingly expect to be agents of change, and drivers of their
own development. The relationships, spaces and mechanisms required to facilitate this will no
doubt constitute an important building block for sustainable peace and security. Agenda 2030
stakeholders are looking at new ways of doing business, to engage people in development
processes to tackle the scale and scope of global challenges to peace that confront us.
Within this, if social and political structures can be created to shift from addressing youth as a
‘burden’ to recognizing youth as a ‘development asset’ - not only in numbers but in the unique
perspective and distinctive value that they bring - there is the potential to position youth at the
forefront of solutions that work not only for themselves, but that also enrich the communities and
societies around them.
Volunteerism has an important role in this landscape, as a people-centered approach to

development, based on voluntary participation in the support of others. Volunteering seeks to
solve problems through “interpersonal engagement and action, human relationships, and
participatory decision-making in local communities”. Volunteerism has the capacity to
transform bystanders and observers, including among the younger population, into active agents
of change.6 Under the right conditions, it can create the structures, networks and platforms for the
involvement of various groups. This is especially significant for young people, since
volunteering will usually be their first experience of civic action and engagement.
Global estimates of the numbers of young people volunteering are difficult to produce. Based on
Youth Development Index global participation rates of 21%, that would suggest around 230
million young people aged 15-24 actively volunteering through organizations in
2016.Furthermore, based on 52% average reporting ‘helping a stranger’ in the past month this
would translate to around 570 million young people doing so at a global level. Beyond regional
variations it is difficult to break down these youth participation rates further in terms of
demographics, however in more developed economies across all age groups there is generally
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parity in formal volunteering rates, whereas in developing contexts men still report slightly
higher participation in organizational volunteering.
The impact of volunteerism on individuals themselves is shown to depend on age, social status
and the socio-economic environment in which they act. Overall, however, youth volunteers
report that they gain valuable experience, self-esteem, awareness, voice, social status, and larger
and more diversified social networks. As we will see below, these networks can play an
important role in overcoming ethnic, religious, and other social divides.
The contributions of youth volunteerism to peace and security
Young people not only constitute an important resource in terms of numbers but several
evaluations of youth participation interventions as well as UN Volunteers’ own research
demonstrates the distinctive contributions of youth and the impact that this can have in
addressing conflict and fragility. The below outlines five areas where youth volunteerism is
already contributing to sustainable peace.
Ownership, Innovation and Influence
“We rely on youth

Local Red Cross Representative, Burundi
State of The World’s Volunteerism Report 2018 Field Research
In many instances, volunteerism provides entry points for young people to determine their own
priorities, set their own agendas and engage with young people or other actors. Volunteering may
be a catalyst, particularly for young people, to participate in the political realm. For example, a
2012 Mercy Corps report suggests that expanding participation of young people in local groups
nurtured greater electoral and political participation.
Youth often engage in volunteering through peer groups rather than as individuals; such groups
can become brokers of engagement, connecting institutional initiatives with volunteer action at
community level to ensure that their interests are reflected. Thus under the right conditions, youth
volunteering brings together different components of social action, for example combining direct
action and service provision with online and in-person advocacy and representation. The latter
roles have potential for building ownership, leadership and contributing to the development of
inclusive institutions in the longer-term. For example, youth played an important leadership role
beyond their own communities in mass movements such as those active in the Arab Spring in
North Africa and the Middle East. This included a wider range of innovative forms including
establishing virtual forums, real-time organization and other forms of protest.
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The role of youth in influencingsocial norms varies by context and by issue, but there is evidence
to suggest that young people are able to push adults to challenge traditional practices or ways of
thinking.14 As research on social norms and adolescent girls in Nepal has shown, youth are
important agents of change when they become local leaders, heads of peer groups, government
representatives or local teachers.15 Young people can provide role models for others and form
positive networks and environments to ensure that vulnerable groups are not drawn into conflict.
The Youth-Mullah Volunteer Caravan on Gender Equality and Rights in

Afghanistan project by UNV and UNDP started in 2016 and aims to promote a culture
of peace by enhancing gender equality and empowering women and girls. It utilizes
volunteerism and creates ministry-supported volunteer networks as a tool for wide
gender equality and awareness campaigns in Afghanistan, thereby strengthening the
role of young people as leaders in advancing the course for gender equality and women’s
rights. The project brings together youth and mullahs and uses their networks,
mobilizing youth volunteers to advocate for change at the local level.
More broadly, UNV’s recent field research did find examples where formal volunteering
increased opportunities for women’s participation and leadership in their communities. Whether
this translated into women’s empowerment and gender equality however was unclear. For
example, women’s participation in non-traditional roles could come under suspicion from leaders
as disrupting the status quo.16 As such it should be noted that this ‘challenge’ aspect to existing
ways of doing things could also potentially be a source of inter-community conflict. Furthermore,
wider evidence suggests that shifts in gender norms through volunteering is complex, for example
communities’ own responses to crises may be a catalyst for positive and negative changes in
gender roles – while at the same time, formal organizations and schemes have not always worked
to empower women through participation in volunteering activities. Since both informal and
formal volunteers can have important roles to play in supporting peace and development, there is
more work to be done to understand how each of these might foster shifts towards gender
equality.
Addressing drivers of Conflict

Across diverse contexts, youth volunteers are addressing the root causes of conflict around
structures, power and resources - issues that have the potential to cause or exacerbate instability
and fragility. This is an area where spontaneous, informal, bottom up volunteering contributes,
particularly in fragile contexts. Volunteers, including young people in youth and mixed age
groups, address deficits in service provision in conflict and fragile settings, address violence
against women and children, and more broadly strengthen the social capital required for lasting
peace.
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A Preventative Approach
In Sudan, UNV and UNDP implement the “Youth Volunteers Rebuilding Darfur Project”
that places young Darfuris at the center of development in that region. The conflict in Darfur has had
destructive effects on lives and livelihoods, and a whole generation of youth has suffered from
diminished educational and developmental opportunities. The failure to provide educational
opportunities, in combination with youth being cut off from their traditional livelihoods due to
displacement, creates a double disadvantage for them. While young people have a great potential to
help build peaceful and prosperous communities, the pressure to make a living can become a
destabilizing factor fueling violence and criminality.
The Project trains young volunteers in key business and environmental skills so that they can then share
their knowledge to their local communities, with the goal of rebuilding Darfur in a peaceful manner. The
project seeks to ensure that youth in Darfur have opportunities for self-empowerment to support their
communities. The project has set up a sustainable volunteer scheme integrated in the national framework.
UNV believes that by improving the skills and building new opportunities for youth, they will provide the
building blocks to rebuild Darfur.
Fostering Trust and Cohesion
Effective peacebuilding requires trust to ensure open dialogue between stakeholders, a sense of
community ownership in the rebuilding process and feelings of self-reliance and empowerment
among members of the community. There is extensive evidence to demonstrate that volunteerism
generates forms of social capital that are indispensable to peacebuilding.
While volunteers promote and contribute to peace through their professional skills and
competencies, it is often their status as volunteers, and their values, attitudes and behaviors, that
can most positively influence social cohesion and peace processes. Volunteerism can be
perceived as a neutral force for positive change by motivated individuals, helping unite people
who are otherwise divided, improve cooperation and dialogue and galvanize wider community
participation.
Governments have often partnered with volunteers to create safe spaces for exchanging views
and addressing concerns as part of healing societal fractures. For example, truth and
reconciliation commissions are largely made up of volunteers with some degree of independence
from government. Seeing young people volunteering without direct personal interest for the
benefit of others in an inclusive manner often plays a powerful role in questioning conflict and
hate mechanisms.
An important contextual basis for building social cohesion is that “mutual understanding is more
likely when people in contact have the perception of relatively equal status”. In many cases,
relationships among volunteers and between volunteers and other community members have the
potential to be much more egalitarian. “The majority of service projects are designed for
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volunteers to come together on equal ground – offering their hands and hearts to accomplish a
common goal”.
However, power dynamics dictate the relationships between types of volunteers (for example,
insiders vs outsiders), as well who can participate in types of volunteer opportunities. Young
people’s access and benefits of such opportunities will be gendered and are also likely to depend
on other socio-economic factors such as ethnicity, class and status. As such, trust-building and
solidarity through volunteerism requires careful consideration of the type and nature of activities,
the profile of volunteers and in many cases greater attention to ensuring more open and inclusive
forms of volunteering.
Building Networks, Platforms and Relationships Across Groups

A study of peace interventions in the Rift Valley showed that the idea of reconciliation was
significantly more popular among youth than among older people. 24 Youth from different tribes
participated in joint peace initiatives and thus learned to accept each other and become less
suspicious of members from other ethnic groups and “stronger in their belief that the different
communities can live together peacefully”. The older generation, on the other hand, were more
reticent in overcoming hate and distrust toward other tribes.
“Youth are often among the first to offer the hand of reconciliation,
and overcome territorial and behavioural barriers in post-conflict regions.
Thus, young volunteers can be particularly effective in building peace.”
State of The World’s Volunteerism Report, 2015
Depending on the setting, volunteers may be involved in collaborating across ethnic, tribal, and
political divides. Research on volunteerism repeatedly confirms the benefits of intergroup contact
stating that “increased contact between diverse groups has the potential to reduce inaccurate
perceptions of the other, thereby increasing intergroup tolerance and understanding. In addition,
according to Mead´s theory of social roles, engagement in human-helping positions may increase
people´s empathy and enhance their ability to change perspectives. This may help fighting
prejudices and intolerance which are a root cause of violence.
Prevention and Protection
Finally, youth volunteers can play a more direct role in fostering peace and security, including
leading and supporting violence prevention and protection mechanisms. Young people can also
play vital roles in helping other youth find an off-ramp from violence, by providing networks,
solidarity and promoting positive norms among their peers.
Page 6
For example, UN Volunteers’ research in Madagascar showed that young men had organized into
security patrols to combat cattle theft from their communities under a broader initiative. For
others, these roles may be seen as apt for young people, particularly young men, based on
perceptions about strength, energy, flexibility and free time.
“Between young people and older people, the old people give ideas
and we carry out the work.”
Group of Men, Madagascar

State of the World’s Volunteerism 2018 Field Research
However, it should be noted that wider evidence points to the limited ability of community-led
protection by volunteers to keep communities safe, including protection of women from gender-
based violence, without the required external support from others, particularly in conflict
contexts. As such volunteerism can be effective when part of a broader strategy or intervention
developed by stakeholders working to uphold rights.
Many countries now have a significant policy focus targeted at the very small numbers of young
people that do participate in violent extremism. Yet the vast majority of young people in all
societies are not involved in such violence. Furthermore, youth can, and do play an important
role in combatting such extremism directly and indirectly. From monitoring and reporting
concerning activities online, to providing important ‘off-ramps’ from violence for their peers
through creation of positive networks, friendships and role modelling, both young women and
men have a much more proactive and positive role that could be maximized for peace and
stability.
An Enabling Environment for Youth Volunteerism
UNV’s own research suggests that a number of factors are likely to influence the
contribution and impact of young people’s volunteerism.
Empowerment
Evidence suggests that a number of factors are likely to influence the contribution and
impact of young people’s volunteerism. Volunteerism makes it possible for youth to
work together with others, to show leadership and to gain skills and experience through
their actions. However, to make sure that voicesof youth can be heard, there must be
an enabling environment for youth to articulate their opinions, beliefs or concerns.
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This is particularly important for young women, and women’s ownership and
participation is crucial to build sustainable peace.29 Though men and women can have
similar same rates of participation in (particularly informal) volunteer work, the roles
and benefits of such work are largely determined by gender roles and norms in
community and society. UNV’s recent field research did find examples where formal
volunteering through organizations did increase opportunities for women’s participation
and leadership in their communities. Whether this translated into women’s
empowerment and gender equality however was unclear. The issue of transforming
norms through volunteering roles is complex for example communities’ own responses
to crises may be a catalyst for positive and negative changes in gender roles – while at
the same time, formal organizations and schemes have not always worked to empower
women through participation in volunteering activities. Since both informal and formal
volunteers can have important roles to play, there is more work to be done to understand
how each might foster shifts towards gender equality.
Yet within communities, tensions can arise around the role of young people around the
participation and leadership of youth. For example, In Myanmar, research for the State of the
World’s Volunteerism Report 2018 (forthcoming) found that youth play a strong role in social
and
religious volunteering, but face challenges in seeking to move outside traditional volunteering
roles and gain support for youth-focused priorities and plans. Volunteerism was also mentioned
as a source of tension between young and old in one community in Madagascar:
“The local administration did not encourage an active and

influential youth group. In the end the youth leader himself decided to leave
his position as youth group leader.”
Community members, Madagascar State of the World’s

Volunteerism Report 2018 Field Research
“Before it used to be easier to organize ourselves, the older people command

and make decisions, and the others execute, without discussion. But now the young
people ask too many questions before executing. They bring new and good ideas but
they also ask questions the elder have difficulty to find answers to.”
Community Elder, Madagascar

State of the World’s Volunteerism Report 2018 Field Research
Beyond community level, these tensions have been replicated on a wider scale when young
people come together to show active engagement on the issues that matter to them:
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The patterns of youthful civic engagement we identified in Egypt (through research) are being
repeated with variations across the Middle East and North Africa. More and more young
people engage in public spaces through virtual forums, innovative artistic expression and real-
time organizing. In each country, the government response is different, and that dynamic is
determining whether the largely peaceful mass demonstrations that characterized Tunisia and
Egypt are replaced by violent protracted conflict. This is a historic narrative of youth civic
engagement across a huge geographic swath of the Middle East that is still being written.
ICP and the American University of Cairo (2011), cited in the

State and the World’s Volunteerism Report 2015
Furthermore, narratives around young people in relation to peace and security can still veer
towards the negative. For example, despite very low levels of participation, the role of young
men and young women in crime, conflict and violent extremism can be emphasized in the media.
On the other hand, many of the grievances that fuel conflict and violent extremism are tied to
exclusion and marginalization, including that of young people, in many contexts. As such, the
question of how to harness the potential of youth action within a participatory, gender sensitive,
inclusive and human rights-based framework is a key-challenge in our societies, and particularly
in fragile contexts.
Inclusion
A crucial precondition for lasting peace can be widespread participation and room for all voices.
Paragon et al. suggest that building a culture of peace is a multi-layered task which involves all
sectors of society. Involving young people will contribute to long-term stability through
improving social integration and sense of belonging. 32 Yet young people are not a homogenous
group, and it should be recognized that the opportunities and benefits of volunteerism will not be
distributed equally.
Volunteerism can in some cases provide a rare opportunity and a space for inclusion of diverse
actors, including increasing the role and status of women and minorities in peacebuilding
processes. For example, volunteers may be able to forge alliances across clans, religions and
nations, and claim spaces within exclusionary and restrictive socio-political systems to get their
voices heard. 33 However, some degree of openness and responsiveness from government is
usually a prerequisite for widespread participation and widening participation through
volunteerism.
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“The Government of Togo established a national programme for the promotion of volunteering in 2011,
PROVONAT. A positive secondary effect of the programme comes from its ability to bring volunteers from the
south of the country to the north, and vice versa. This is important in Togo, where there have historically been
political tensions between the two
regions.”
State of the World’s Volunteerism Report 2015
Newer forms of volunteering, such as online volunteering have the potential to increase
participation from some groups. For example, UNV’s own online volunteering service has more
significant participation of persons with disabilities than onsite volunteering. 35 Online
volunteering may also be a good option for people with less time and location flexibility.
However, such opportunities will also of course exclude others particular if they are technology-
based and require infrastructure and resources. A wide range of opportunities meeting different
needs and with the relevant support will always be required to ensure inclusive volunteering
opportunities for all
Support Structures
In many cases, national and international schemes and volunteerism programs are an
important mechanism for enhancing youth experience, fostering communication and
mutual understanding between people, thus ensuring sustainable peace. Such programs can
also confirm young volunteers’ status, security, and enhance their recognition in their
sphere of intervention
The success of the Dinabe [youth-led security patrols initiative] is not only
because its young people involved, it's because it's a State initiative. But it's
not something the State has imposed on the community; the community
was involved. So, it's the collaboration between the State and the
community that has ensured the success of the Dinabe. If it had come from
the young people only, it wouldn't be effective.
Group of Young Men, Madagascar State of the

World’s Volunteerism Report 2018 Field
Research
Where specific objectives are developed, formal volunteering schemes can also support
more inclusive volunteering, for example by specifically providing opportunities and
incentives for marginalized groups to participate.
Page 10
“One of the potent means for governments to leverage volunteerism is to

create structures and institutional mechanisms for volunteerism to thrive and for it to
contribute to national development goals. Having frameworks of laws and
institutions in place, provides volunteers with ready opportunities and structures to
volunteer within. It enables governments to mobilize and deploy volunteers
systematically. Putting these legal and institutional mechanisms in place also enables
governments to draw on specific target groups – for example, youth – as volunteers
for a range of purposes such as increasing social cohesion by providing a space for
them to explore issues of difference and identity, to build new national commitments
for their voices to be heard, and to increase their participation in decision-making
processes.
State of the World’s Volunteerism Report 2015: Transforming Governance
At the same time, since the majority of volunteerism happens informally, and this type
of volunteering also brings unique and distinctive benefits, there is equally a need to
provide support particularly to ensure that access and benefits are equitably shared.
Policies, frameworks, investment and access to training and support, leadership
opportunities are just some of the ways in which other actors can engage with informal
volunteerism for peace and development outcomes.
Volunteering can provide the channels, platforms and spaces for young people to
participate effectively in their societies. For example, a number of countries have
national youth councils, national youth volunteer agencies and various national or sub-
national bodies that can be used to ensure that volunteers’ voices are effectively heard.
And these in turn can feed into global mechanisms.
The most effective forms of global volunteer action align efforts at local,
national and regional levels, ensuring that they are mutually reinforcing.184 Local
informal volunteer groups championing concerns for women, indigenous people,
small rural farmers and youth, have linked to platforms across borders and engaged
in international dialogues to make their recommendations known. Since the 1992
Earth Summit, the UN has recognized the need for participation by diverse sectors of
society and types of people. Nine “Major Groups” and other stakeholders engage with
intergovernmental processes at the UN, including those on sustainable development
and the post-2015 framework. Such forums enable the merging of local, national and
global voices and participation. In turn, intergovernmental and international
resolutions, conventions, frameworks and agreements can add legitimacy and
potential for alliances of local and national campaigns for accountability and
responsiveness.
State of the World’s Volunteerism Report 2015: Transforming Governance
Page 11
However, across the evidence, we continue to see a greater need for engagement - by all
stakeholderswith the widespread volunteerism that already exists among young people in their
communities, to ensure that they can manage risks, receive training and support and to achieve
their objectives. Volunteering may be a lower-cost- or cost-effective means of implementation
for the SDGs, but it does require investment.
Furthermore, where young people are taking an active role in addressing development challenges,
there is still much more to be done to ensure that they are involved in planning, implementation
and monitoring of development initiatives and frameworks in line with their responsibilities. Not
only is this an opportunity to join up policy and planning with concrete actions and priorities on
the ground, it is imperative to avoid any potential for the frustration and disengagement of young
people as they play an increasingly active role in countries’ peace and development pathways.
After all, young people are hopefully only at the start of a lifetime of contribution through
voluntary action.
Conclusion and Policy Implications
Youth volunteerism both directly contributes to peace and security in the short-term, while
addressing drivers of conflict and building foundations for peaceful and inclusive societies.
However, meaningful youth participation for peace and security as intended by Resolution 2250
requires the creation of an enabling environment. Member States and other Peace and Security
actors can support this through:
Conducting national and sub-national analysis on the contribution of (different types of)
volunteering, including where youth volunteers can best add value in the context of sustainable
peace and within national peace and development frameworks (for example in relation to
systems reform, service delivery, leadership, social norms and or fostering social integration
through cross-community initiatives). Ensuring that such analysis looks at the gendered nature of
volunteering in the contexts and that policy responses provide opportunities for the
empowerment of women and marginalized groups.
Developing context-specific national youth volunteering policies and frameworks where these
are not already in place, including leadership opportunities for young people, training and
support, but also securing young volunteers from personal insecurity, risk, exploitation and other
abuse.
Incentivising the positive contributions that so many young people (250 million globally) are
making through volunteerism, rather than focusing on the small minority engaged in conflict and
Page 12
violence. For example, providing opportunities for young people to participate in national and
sub-national volunteering schemes and programmes, specifically supporting inclusion of
marginalized youth. Training, education, vouchers, recognition and discount programs for
example are good ways to leverage a greater investment in volunteering activity.
Creating, engaging and/or supporting (youth) volunteering platforms (virtual and physical) and
networks to increase voice and representation of youth volunteers working on the issues that
affect them, in their communities and societies.
Allowing space for, and conferring legitimacy on, youth-led initiatives as a valuable resource
including changing attitudes, better public recognition, inclusion in decision-making processes
and generally finding ways to the value of such contributions as a building block for sustainable
peace.
Learning References
1. A full paper on youth volunteerism and peacebuilding will be published in
early 2018 as part of the State of the World’s Volunteerism Report 2018
(www.unv.org/swvr/resilientcommunities).
2. UN Volunteers (forthcoming): State of the World’s Volunteerism Report: Resilient
communities. Bonn, 2018.
3. UN Volunteers. (2015a): State of the World’s Volunteerism Report: Transforming
Governance. Bonn, 2015.
4. United Nations Volunteers (2015b): UNV in Action: Volunteerism in the 2030 Agenda
(2015), Bonn2015, in:
https://www.unv.org/sites/default/files/Volunteerism_in_the_2030_Agenda_web_0.pdf.
5. United Nations, Department of Economic and Social Affairs, Population Division
(2017). World Population Prospects: The 2017 Revision. New York: United Nations.
Page 13
Page 14
Module 8 Peace Education
Lesson 24 - Peace Education
Learning Objectives
1. recognize the importance of Peace Education concerning different issues in the world;
2. encourageothers to practice peace ordinance in any sector;
3. identify peace education as a tool for justice and collaboration
Peace is not just the absence of war or violence. It is more than just the absence of war
because its absence does not always mean peace. Peace can be defined as the presence of
harmony, understanding, tranquility, social justice, respect, and tolerance for the enhancement of
life.
Mindful of the responsibility for the promotion of peace in society, the school system is
expected to contribute to the development of understanding, solidarity, tolerance, and harmony
among people and promote knowledge, values, attitudes, and skills conducive in respect for
human rights and to the building of a culture of peace.
Peace should be viewed at different levels:
1. Personal level – it refers to the development of inner harmony or inner integration

characterized by such qualities as self-respect, self-confidence, ability to cope with
negative feelings and developing positive attitudes such as cheerfulness and optimism.
2. Interpersonal level – It is manifested by the relationship of an individual with one

another.
3. Social/national level – This is concerned with addressing issues that affect society and
its social, political, and economic components. For example, addressing the issue of
social injustice such as land grabbing, forest degradation, water pollution, and others that
have a societal impact.
4. Global level – It is similar to the social and national level of peace. Global level peace is
concerned with attaining related issues that have global impact such as unfair trade
relations, racial discrimination, terrorism, environmental degradation and among others.
Peace education is a holistic response as it is concerned with the issues and problems
including militarization, structural violence, human rights, cultural solidarity, environmental
care, and personal peace (Toh, 1997). It promotes understanding, tolerance, and friendship
among all nations, racial, or religious groups. Peace education aims to develop international
understanding and universal unity.

Page | 1
Some countries that have peace education initiatives have common concerns like the
following:
1. addressing violence at all levels;

2. providing the individuals with understanding of the forces and factors within the
social system;
3. developing a future world that is less violent, more just and secure;
4. promoting the symbolic relationship between human and nature;
5. eliminating the threats of war, violence and environmental destruction; and
6. aiming for a peaceful equitable and ecologically sustainable future.
Peace education aims to develop among the students the values of:
1. understanding multi-cultural society;

2. inculcating peace to the youth and promoting peace among nations;
3. resolving conflict peacefully;
4. love for other persons;
5. self-esteem, cooperation, communication, environmental concerns, and multi-cultural
and global awareness; and
6. attaining inner peace.
Importance of Peace Education

Strategies for achieving peace fall under three basic categories: peacekeeping, peacemaking, and
peacebuilding. Peacekeepinggenerally involves police or military action and strives to achieve
peace through strength and force. Peacemakinginvolves communication skills like conflict
resolution and mediation strategies for interacting non-violently with others. Both of these
categories are reactive approaches that kick in after a violent incident has occurred.
Peacebuilding, on the other hand, is a more proactive approach that uses peace education as a
means of creating a more stable and peaceful culture, thereby preventing violent incidents from
occurring. Peace education is critical to creating a culture that reduces the need for peacemaking
and peacekeeping by developing a comprehensive program that teaches people how to interact
with others and avoid unnecessary aggression.
Let's look at the objectives typically found in peace education.
Objectives
There are ten primary objectives of peacebuilding, or peace education. These goals rely on the
assumption that while violent conflict is unavoidable, there is a process by which we can address
conflict and minimize violence. Peace education seeks to reduce violence and promote
peacebuilding using the following objectives to inform the instruction.
Let's review each one:
1. Appreciate the Concept of Peace

This objective is met by studying the arts and humanities as they relate to peace. Literature such
as novels and religious text, films, and documentaries; fine art such as paintings and

Page | 2
photography; and even performance art such as theater and music all provide a rich backdrop for
understanding the concept of peace and appreciating the art created in its honor.
2. Address Fears
It is in the nature of warmongers to incite fear among people to generate support for their
genocide. Dismantling this deeply ingrained fear is one of the goals of peace education. Peace
educators are prepared to allay the fears their students have about both major world conflict and
war, as well as their own interpersonal conflicts.
3. Provide Information about Security

Peace education students need to understand the way national security systems work so they can
begin to conceptualize alternatives to war that will keep the nation safer in the future. Peace
educators teach about the implications of the arms race and international policy, the nature of the
military, the militarization of the police, and the prison industrial complex.
4. Understand War Behavior

Another objective of peace education is to understand the behavior of war and the conditions
under which a group will seek organized violence as an answer to conflict. Peace education
students gain exposure to several peaceful societies as well as the role of individuals like Hitler
and Napoleon in historical conflicts.
5. Develop Intercultural Understanding

War is often a direct result of otherness, so developing a deep understanding and respect of other
cultures is critical to promoting peace. War profiteers who make money from perpetuating
destruction have billions of dollars invested in keeping up with the 'us vs. them' mentality, which
prevents people from demanding peace and encourages them to support war.
6. Explore the Long-Range View

It is important that peace education students see the potential for a future without violence. Peace
educators help to promote a good environment on it.
Though there are many challenges and barriers in the promotion of culture of peace, there
are still strategies to facilitate the progress and integration of peace education in all sectors
involved.
1. Constant dialogue among all sectors, institutions, and agencies on the meaning and
purpose of peace education, informed by the willingness to learn from the
experience of institutions, NGOs, and community organization which may provide
lessons from their experiences
2. Coordinating the expansion of peace education programs with adequate training and
orientation of decision makers, administrators, citizens, and educators in a holistic
framework

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3. Improving coordination mechanisms between government agencies, NGOs, and other

institutions seeking to integrate peace education into their activities
4. Setting up of opportunities for sectoral advocates and educators to dialogue and

explore the relevance of a holistic peace education framework to their specific
work.
Role of Schools in Promoting Values of Peace
1. Peaceful pedagogies or strategies in teaching

2. Disarmament education, discourage parents from buying war toys.
3. Avoid sexist education, language curriculum
4. Encourage student’s cooperative/collaborative activities rather than competitive one
5. Encourage students to discuss the roots of conflict so that they can propose
alternative ways of solving them peacefully
6. Encourage students to undertake activities that promote intercultural dialogue to develop
intercultural understanding and tolerance.
Ten (10) Ways to Promote Peace in the Classroom
While most teachers are setting up their respective classroom for the school year, they are
planning the lessons and its’ corresponding activities for the courses. But one thing they usually
forget is to plan for peace education. However, there are ways to integrate peace education.
Here are 10 ways to include peace in the curriculum or classroom:
1. Start by defining the word “peace” with students. You can ask them what they think it
means; their answers will probably be very enlightening. They are often surprised to
realize that peace can be found many places. It doesn’t just refer to “world peace”. They
can have a hand in creating a peaceful environment wherever they are.
2. Declare the classroom a “peace zone”.

Do not tolerate any kind of bullying. Lay
down ground rules at the beginning of the
year that are posted for everyone to see.
Have all the students agree to the ground
rules (even signing the list of rules) and
hold them accountable.
3. Teach conflict resolution skills. One way

(that students enjoy very much) is through
role-playing. Choose a time when
everyone is together and there are no
unresolved conflicts. Role-play different
situations that you notice amongst the
children. Talk about peaceful ways to

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resolve the conflict. You can define and discuss compromise, taking turns, and
listening skills.
4. If you have an annual event, like a poetry recitation, a musical, or other performance,
choose “Peace” as the theme every so often. Challenge the students to find stories,
poems, and songs about peace. They may also want to draw or paint pictures of “peace”
and what it means to them. Again, much insight can be gained by looking into their
responses.
5. Peace education can vary by age; older students will naturally be able to get into the
history of peace and conflict by studying different countries and cultures. They can
participate at a higher level by researching and writing about peace and peace education.
6. Have students participate in the care of their environment, showing respect for the
materials, pets, plants, and other students.
7. When studying geography, history, culture and other social science courses, emphasize
respect for the diversity of traditions and customs found around the world.
8. Consider having your school named an international peace site.
9. Be a good example. Don’t argue with parents, your spouse, or other teachers in front of
the students. Speak respectfully about other people. Don’t gossip. Show kindness. It can
be easy to forget that students are watching your every move, and learn more from what
you do than what you say.
10. Establish special holidays and rituals for your school or home. These can include
joyful celebrations as well as sad occasions (like the loss of a pet). Everyone can share
in the planning, decorating, and celebrating.
Some helpful resources: Some Ideas to Share
Montessori Services has an entire section about peace and community. It includes games, books,
puzzles, and pictures that promote peace and unity.
Michael Olaf has a large selection of books about peace, discipline, and character building.
This book from the Clio Montessori Series called Education and Peace contains all of Dr.
Montessori’s peace-related speeches and lectures.
There are many organizations that provide conflict resolution training for teachers and parents.
This would make a great parent education night (have the teachers come, too). Do a search for
“conflict resolution training”, “conflict mediation training”, or “conflict resolution Montessori”
to find resources.

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Learning References
https://study.com/academy/lesson/what-is-peace-education-objectives-importance.html
http://www.blog.montessoriforeveryone.com/promoting-peace.html

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Module 9 – CWTS: Dimensions of Development
Lesson 25 – Health: Medical and Dental
Learning Objectives
1. express opinions on related items: public health, environmental health, dental health.
2. be familiar with tips to keep healthy at home and with the family and community as a
whole.
3. suggest community projects related to the enhancement of community health
Definition
Public health is the science and art of preventing disease, prolonging life and promoting
health through the organized efforts and informed choices of society, organizations, public and
private, communities and individuals.
It is concerned with threats to the overall health of a community based on population

health analysis. The population in question can be as small as a handful of people or as large as
all the inhabitants of several continents (for instance, in the case of a pandemic). Public health is
typically divided into epidemiology, biostatistics and health services. Environmental, social,
behavioral, and occupational health are other important subfields.
There are two distinct characteristics of public health:
1. It deals with preventive rather than curative aspects of health.
2. It deals with population-level, rather than individual-level health issues
The focus of public health intervention is to prevent rather than treat a disease through
surveillance of cases and the promotion of healthy behaviors. In addition to these activities, in
many cases treating a disease may be vital to preventing it in others, such as during an outbreak
of an infectious disease. Hand washing, vaccination programs and distribution of condoms are
examples of public health measures.
The goal of public health is to improve lives through the prevention and treatment of
disease. The United Nations' World Health Organization defines health as "a state of complete
physical, mental and social well-being and not merely the absence of disease or infirmity."[
Environmental health is the branch of public health that is concerned with all aspects of
the natural and built environment that may affect human health. Other terms that concern or refer
to the discipline of environmental health include environmental public health and
environmental health and protection.
1
BatStateU - National Service Training Program 1 – CWTS
Environmental health is defined by the World Health Organization (WHO) as:
Those aspects of the human body human health and disease that are determined by
factors in the environment. It also refers to the theory and practice of assessing and controlling
factors in the environment that can potentially affect health.
Environmental health as used by the WHO Regional Office for Europe, includes both the
direct pathological effects of chemicals, radiation and some biological agents, and the effects
(often indirect) on health and wellbeing of the broad physical, psychological, social and aesthetic
environment which includes housing, urban development, land use and transport.
In psychology behavioral health, as a general concept, refers to the reciprocal

relationship between human behavior, individually or socially, and the well-being of the body,
mind, and spirit, whether the latter are considered individually or as an integrated whole. The
term is more commonly used to describe a field of scientific study, academic proficiency and
clinical healthcare practice.
Like similar terms such as mental health and physical health, behavioral health is a basic
English term which derives its meaning from the simple association between noun and adjective.
Normal variations in the definition of such terms may be expected, given common variations
seen in the component words, "behavioral" and "health". When the term is employed in the
scientific or clinical sense, variations in the focus, if not the meaning of the term, have been
observed.
In 1978 the term behavioral medicine was formally introduced and described as the
interdisciplinary field concerned with the development and integration of behavioral and
biomedical science, knowledge and techniques relevant to health and illness and the application
of this knowledge and these techniques to prevention, diagnosis, treatment and rehabilitation.
In 1979 behavioral health emerged as that aspect of behavioral medicine promoting a

philosophy of health that stresses individual responsibility in the application of behavioral and
biomedical science, knowledge and techniques to the maintenance of health and the prevention
of illness and dysfunction by a variety of self-initiated individual or shared activities.
Occupational health and safety is a cross-disciplinary area concerned with protecting

the safety, health and welfare of people engaged in work or employment. The goal of all
occupational health and safety programs is to foster a safe work environment. As a secondary
effect, it may also protect co-workers, family members, employers, customers, suppliers, nearby
communities, and other members of the public who are impacted by the workplace environment.
It may involve interactions among many subject areas, including occupational medicine,
occupational (or industrial) hygiene, public health, safety engineering, chemistry, health physics.
Dental public health
2
Dental public health is a non-clinical specialty of dentistry. Dental public health is

involved in the assessment of dental health needs and improving the dental health of populations
rather than individuals.
One of the controversial subjects relating to dental public health is fluoridation of

drinking water. Commercial mouthwashes have also been a cause for concern, with some studies
linking them to an increased risk of oral cancer.
Dentistry, which is a part of teratology, is the branch of medicine that is involved in the
evaluation, diagnosis, prevention, and surgical or non-surgical treatment of diseases, disorders
and conditions of the oral cavity, maxillofacial area and the adjacent and associated structures
and their impact on the human body. Dentistry is widely considered necessary for complete
overall health. Those who practice dentistry are known as dentists. The dentist's supporting team
aides in providing oral health services, which includes dental assistants, dental hygienists, dental
technicians, and dental therapists.
Water fluoridation is the controlled addition of fluoride to a public water supply to

reduce tooth decay. Fluoridated water has fluoride at a level that is effective for preventing
cavities; this can occur naturally or by adding fluoride. The practice occurs mainly in English-
speaking countries, as Continental Europe does not fluoridate public water supplies, although
some continental countries fluoridate salt. Fluoridated water operates on tooth surfaces: in the
mouth it creates low levels of fluoride in saliva, which reduces the rate at which tooth enamel
demineralizes and increases the rate at which it rematerializes in the early stages of cavities.
Typically, a fluoridated compound is added to drinking water,
Defluoridation is needed when the naturally occurring fluoride level exceeds

recommended limits. A 1994 World Health Organization expert committee suggested a level of
fluoride from 0.5 to 1.0 mg/L (milligrams per liter), depending on climate. Bottled water
typically has unknown fluoride levels, and some domestic water filters remove some or all
fluoride.
Dental cavities remain a major public health concern in most industrialized countries,
affecting 60–90% of schoolchildren and the vast majority of adults. Water fluoridation prevents
cavities in both children and adults, with studies estimating an 18–40% reduction in cavities
when water fluoridation is used by children who already have access to toothpaste and other
sources of fluoride. Although water fluoridation can cause dental fluorosis, which can alter the
appearance of developing teeth, most of this is mild and usually not considered to be of aesthetic
or public-health concern. There is no clear evidence of other adverse effects. Moderate-quality
studies have investigated effectiveness; studies on adverse effects have been mostly of low
quality. Fluoride's effects depend on the total daily intake of fluoride from all sources. Drinking
water is typically the largest source; other methods of fluoride therapy include fluoridation of
toothpaste, salt, and milk. Water fluoridation, when feasible and culturally acceptable, has
substantial advantages, especially for subgroups at high risk.
The U.S. Centers for Disease Control listed water fluoridation as one of the ten great
public health achievements of the 20th century; in contrast, most European countries have
3
experienced substantial declines in tooth decay without its use, primarily due to the introduction
of fluoride toothpaste in the 1970s. The same study suggests that the use of topical fluorides
(such as in toothpaste) to prevent carries among people living in both industrialized and
developing countries may supersede the need for fluoridated water. Fluoridation may be more
justified in the U.S. because of socioeconomic inequalities in dental health and dental care.
The goal of water fluoridation is to prevent a chronic disease whose burdens particularly
fall on children and on the poor. Its use presents a conflict between the common good and
individual rights. It is controversial, and opposition to it has been based on ethical, legal, safety,
and efficacy grounds. Health and dental organizations worldwide have endorsed its safety and
effectiveness. Its use began in 1945, following studies of children in a region where higher
levels of fluoride occur naturally in the water. Researchers discovered that moderate
fluoridation prevents tooth decay, and as of 2004 about 400 million people worldwide received
fluoridated water.
Health Care at Home and in Community
There are ten (10) ways to stay healthy at home with your family.
1. Immunize – Immunization are the best bargain in Health Care. When you immunize, you
prevent illness for your family and help prevent epidemics in your community.
2. Keep moving – Fitness is essential to good health. Exercise makes a huge difference both
in how you and your family feel and what illnesses you get.
3. Eat right – Eating a well-balanced, low-fat diet wholesome food will keep your family
energetic and free of many illnesses.
4. Control Stress – Even with a hectic and hurried lifestyle, your family prevent stress from
undermining their health.
5. Be smoke-free – Smokers who quit gain tremendous health benefits so do people who
avoid second-hand smoke.
6. Avoid drugs and excess alcohol. When you say ‘no’ to drugs and limit what you drink,
you prevent accident and illness and avoid a lot of problem for yourself and family.
7. Put safety First – Safety at home, safety at work, safety at play, Safe driving, firearm
safety, and safe sex will all keep you and your family healthy.
8. Pursue healthy pleasures. Take a nap, relax during meals, play with kid, care for a pet
they all can add to your health.
9. Think well yourself – A good Self-image is the foundation of good health
10. Promote Peace – Peace on earth begins at home. Seek nonviolent ways of resolving
conflicts at home, at work, and in your community.
Vital Signs
With a few tools and an observant eye, you can help detect and monitor health problems
in your family. A normal body temperature ranges from 36.9 0C to 37.20C or 97.60F to 99.60F
and for most people it is 37.5 0F or 98.60F. Minor changes in temperature are due to the time of
day and other factors. Whenever a person feels hot or cold to your touch, it is good idea to
measure and record his/her temperature.
4
There are four (4) ways to take body temperature:

1. Orally (in the mouth)
2. Rectally (in the anus)
3. Axillary (under the armpit)
4. Using an electronic oral or ear thermometer or temperature strip
1. Oral temperatures are recommended for adults and children ages six years and older.
 Clean the thermometer with soap and water or rubbing alcohol.
 Hold it firmly at the end opposite the bulb and shake the mercury down to 350C or
lower.
 Make sure nothing hot or cold has recently been drunk.
 Place the bulb of the thermometer under the tongue and close the lips around it. Do
not bite it. Breathe through the nose and do not talk.
 Wait for three to five minutes.
 Read and record the temperature.
2. Rectal temperatures are recommended for children younger than six years or anyone
who cannot hold the thermometer in the mouth. Use only a rectal thermometer for this
procedure.
 Clean the thermometer and shake it down to lower temperature.
 Put vaseline or other lubricant on the bulb.
 Hold the child bottom up across your lap.
 Hold the thermometer one inch from the bulb and gently insert it right at the anus so
that it cannot slip in further.
 Wait for three minutes.
Note: Rectal temperatures are 0.30C to 0.60C (0.50F to 10F) higher than oral temperature.
3. Axillary temperatures are less accurate and about 0.60C or 10F lower than oral.
 Use either an oral or rectal thermometer. Shake it down lower than 350C or 950F.
 Place the thermometer in the armpit and have the child cross his/her arm across the
chest and hold his/her opposite upper arm.
 Wait for five minutes.
 Read and record the temperature.
4. Electronic thermometers are convenient and easy to use. They are quite accurate but
some are expensive. Temperature strips are convenient but should only be used to
measure axillary (armpit) temperature.
Taking a Pulse Rate
The pulse is the rate at which a person’s heart is beating. As the heart forces blood
through the body, a throbbing sensation can be felt in the arteries whenever they come close to
the skin surfaces. The pulse can be taken at the wrist, neck or upper arm.
Certain illness can cause the pulse to increase, so it is helpful to know your resting pulse
when you are well. The pulse rate rises 10 beats per minute for every degree of fever.
5
1. Count the pulse after the person has been sitting or resting quietly for 5-10 minutes.
2. Place two fingers gently against the wrist, do not use your thumb.
3. If it hard to feel the pulse in the wrist, locate the carotid artery in the neck, just to
either side of the windpipe. Press gently.
4. Count the beat for 39 seconds, then double the result for beats per minutes.
Normal Heart/Pulse Rates

 Adults 60 to 100 beats/minutes
 Children 70 to 150 beats/minutes
 Infants 100 to 160 beats/minutes
Normal Breathing Rates

 Adults 12 to 20 breathes/minutes
 Children 15 t0 30 breathes/minutes
 Infants 25 to 50 breathes/minutes
Measuring Blood Pressure

Blood pressure is the force of the arteries. The pressure when the heart beats is called the
systolic pressure (the first number in blood pressure readings). The pressure between the beats,
when the heart is at rest is called diastolic pressure. Any blood pressure below 140/90 is
considered normal for adults over 18. Blood pressure is measured by a stethoscope and a blood
pressure cuff (sphygmomanometer). Electronic blood pressure cuffs are also available, which do
not require a stethoscope or good readings.
Family Planning
Family planning is having the number of children you want, if you are raising a family.
Different partners have different reasons for wanting to limit the size of their family. Some
young parents may decide to delay having any children until they have worked and saved enough
so that they can afford to care for them well. Some parent may decide that a small number of
children is enough, but others may want more. Others may want to space their children, so the
mothers will be healthier. There are several methods to prevent women from becoming pregnant
for as long as they wish. These are called methods of birth control.
Husbands and wives should decide together and share responsibility for the method/s that
they may adopt. Difference ineffectiveness, safety, convenience, availability and cost should be
considered in choosing and using a birth control method.
Birth Control Methods
1. The “pill method” is one of the most effective methods for avoiding pregnancy. This
should be given by health workers, midwifes, or other trained medical professionals. The
pills usually come in packets of 21 to 28 tablets. They are less expensive depending on
the brand.
2. The condom is a narrow rubber or latex bag that the man wears on his penis while having
sex. Usually, it works in preventing pregnancy. It also helps prevent the spread of
venereal diseases, but it is not a complete safeguard.
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3. The diaphragm is a shallow cup made of soft rubber that a woman wears in her vagina
while having sexual intercourse. It should be left inside her for at least six hours
afterwards. It should be used together with a contraceptive cream or jelly. Check the
diaphragm regularly for holes and get new one each year. This is not expensive method.
4. The contraceptive foam comes in a tube or can. The woman puts inside her vagina with a
special applicator.
5. The intrauterine device (IUD) is a plastic (or metal) object that a specially-trained health
worker or midwife places inside the womb.
6. The rhythm method is not very sure to prevent pregnancy, but it does not cost anything.
This method is effective to women with regular menstrual cycle or regular period which
comes more or less once every 28 days. Usually, women have a chance of becoming
pregnant only during eight days of her monthly cycle – her fertile days.
7. The mucus method is a variation of the rhythm method that is espoused by some religious
groups. It works fairly well for some people. It is not considered to be very effective but
is cost nothing to practice it every day. During her period, the woman should take a little
mucus from her vagina with a clean finger. Then, she has to examine the mucus by
making it stretch between her thumb and forefinger.
8. Withdrawal or pulling out is a method in which the man pulls his penis out of the woman
before the sperm comes out. This is disturbing to the couple and does not always work,
because some sperm cells escape or often leak out ahead of time, which can cause
pregnancy.
HIV Infection and AIDS
1. AIDS (acquired immune deficiency syndrome) is caused by the human

immunodeficiency virus (HIV). HIV destroys the human immune system, which makes
it impossible for the body to fight off diseases or even minor illnesses. AIDS is the last
phase in the HIV disease when the body is unable to fight a disease or infection.
2. A person is said to be HIV-positive if antibodies to the virus are detected in his/her blood.
It may take up t six months after infection for antibodies to appear. Someone who is
HIV-positive may appear to be healthy for ten years or longer before symptoms of AIDS
develop.
3. HIV is not spread by getting bitten by mosquitoes, from toilets, being coughed on by an
infected person, or having casual contact with someone who is HIV-positive or who
has AIDS.
4. HIV is spread only when blood, semen, or vaginal fluids from an infected person enters
someone else’s body. The specific behaviors that spread HIV include:
 Sharing injection needles and syringes with someone who is HIV-positive.
 Unprotected (without a condom) rectal entry intercourse (anal sex) with someone
who is HIV-positive.
 Unprotected vaginal or oral sexual activity with someone who is HIV-positive.
 Babies born to or breastfed by women who are HIV-positive are also high risk of
contracting the virus.
5. Being touched, hugged, or lightly kissed by someone who is HIV-positive will not
transfer the virus.
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As long as you practice the prevention behaviors, you have virtually no risk of
contracting the virus. However, if your behavior puts you at risk for HIV- infection, a blood
test should be done six months after the risky behavior. Early diagnosis and treatment of
HIV is important even before symptoms develop. A simple, confidential blood test, available
at a health center can determine if someone is HIV-positive.
Symptoms of HIV Infection and AIDS
1. The early signs of HIV infection are like the symptoms that won’t go away. Common
symptoms are:
a. rapid unexplained weight loss
b. persistent unexplained fever and night sweats
c. persistent diarrhea
d. persistent severe fatigue
e. swelling of glands in neck, armpits, or groin
2. As the immune system deteriorates, a variety of other symptoms may appear, including:
a. unusual sores on the skin, in the mouth; white patches in the mouth
b. increase outbreaks of cold sores
c. unexplained shortness of breath and dry cough
d. severe numbness or pain in the hands and feet
e. personality change or mental deterioration
f. unusual cancers and infections
These symptoms are usually caused by many illnesses other than HIV infection or AIDS.
However, if any symptom develops or persists without a good explanation, especially if your
behavior puts you at risk of HIV infection, consult your doctor.
Prevention
Only monogamy between uninfected partners or sexual abstinence can completely
eliminate the risk of HIV and other sexually transmitted diseases. The following actions will
reduce the risk:
1. If you are beginning a sexual relationship, take time before having sex talk about HIV
and other sexually transmitted diseases (STDs). Find out if your partner has been
exposed to or infected by STDs, or if your partner’s behavior puts him or her at risk for
HIV infection. Remember that is it possible to be infected without knowing it.
2. Use condoms with any new partner until you are certain that the person does not have any
sexually transmitted disease and you are certain that neither of you will have unprotected
sexual contact with anyone else while your relationship lasts.
Learning References
1. Emergency Medical Services NC II Modules, (2012). Asian Center for Emergency

Preparedness Inc. Quezon City.
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2. Guillo, RM Jr. and De Chavez, F. I. (2009). Civic Welfare Training Service Towards
Responsive Community Organization and Development. Morlanda Publishing. Manila.
3. Labuguen, Florida C. et al. (2010). NSTP-CWTS-LTS Student Guide. BAF Printing
Press. Ermita, Manila.
4. Lee, Sergio J. (2013). National Service Training Program, Civic Welfare Training
Service, Literacy Training Service: A Source Book 3rd Edition. C 7 E Publishing, Inc.
Quezon City.
5. Scotese, Barbara A. (2005). First Aid Guide Fourth Edition. American Academy of
Orthopedic Surgeons. Jones and Barlett Publishers.
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Lesson 26 - Entrepreneurship
Learning Objectives
1. gain knowledge/concepts on terms like: entrepreneur, entrepreneurship.
2. identify good habits, traits and skills of an entrepreneur.
3. enumerate the stages involved in community based enterprises growth.
Learning Content
Entrepreneur
 Entrepreneur is the one who organizes, manages and assumes the risk of a
business/enterprise or community business. He/she is a member of certain types of
communities. Studies reveal that entrepreneurs are self-confident. They are
optimistic; they believe in the possibility of change or mastery of the environment,
through themselves.
 Entrepreneurs are dynamic leader. They are creative, innovative, versatile, flexible
and receptive to the changes in their dealing with the environment. They
accomplish things through initiative and resourcefulness.
 There are habits and traits common to entrepreneur. If you’re an entrepreneur, you
must be:
a. a good administrator
b. a good leader
c. a good planner
d. a good negotiator
e. a good communicator
f. a good negotiator
g. a good decision maker
h. a good follower
An entrepreneur is also:
 Aggressive Industrious
 Competitive Innovative
 Customer-Oriented Optimistic
 Determined Patient
 Discipline Productive
 Efficient Reputable
 Enthusiastic Resilient
 Energetic Resourceful

 Flexible Self-Confident
 Happy Self-Motivated
 Hardworking Self-Reliant
 Healthy Tactful
 Helpful Tenacious
 Humble Versatile
 Trustworthy Thrifty
Visionary
Entrepreneurship
According to Prof. N. Left, entrepreneurship is the capacity for innovation,
investment and expansion in new market, products and techniques. It implies that an
enterprise is at work, if tan individual takes the risk to invest resources to make
something new and design a new way to create new markets.
“Entrepreneurship is more than a word. It is a mission.” We must perceive

opportunities inherent in change; we must create a desire for pursuing the opportunities
that arise; and we must create an environment in which success is possible and the
consequences of failure are tolerable.
Social Entrepreneurship
 Peter Drucker (1986) states that entrepreneurship is a result oriented attitude. It
must have strong values to accomplish what society needs that a value-driven
innovator who enhances society should be an equally important as the entrepreneur
who enhances economic growth.
 Drucker also cites the role of social entrepreneurship and the particular demand for
learning and renewal of knowledge throughout one’s life. He states the
entrepreneurship is a result-oriented attitude. He asserts that an entrepreneur must
have strong values to accomplish what society needs and that a value-driven
innovator who enhances society should be as equally important as the entrepreneur
who enhances economic growth.
 Social entrepreneurship often requires the involvement or support of business and

government in education, health, security, housing, as well as a myriad of other
social needs. Thus, it possesses social mobilization characteristic and qualities.
 Social Entrepreneurship often requires the involvement or support of business and

government in education, health, security, housing, as well as myriad of other social
needs.
 Social Entrepreneurs are hunter-gatherers of our culture. They look around, see
where the food is, and go get it. The skill of teaching, sensing, hunting and
harvesting are very much alive much alive in the entrepreneur. They don’t change
themselves to fit their environment- instead; they use the environment to meet their
needs. People, who start their own business, or entrepreneur, are a strange breed.
They will give up almost anything to have the right to make their own choices,
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decisions, opportunities and mistakes even when they known that many of those
choices and decisions may turn out to be bad one.
Stages of Community-Based Enterprises Growth ( Revita-Arriola et.al 1996)

To graduate out of poverty means to move up the continuum and eventually out of
it. Not all that are poor can completely move out from poverty. There are three stages that
can gradually builds up poor people’s capacity to manage and establish a variable
enterprise.
First Stage: Augmenting income and setting the stage for enterprise creation. This
involves interventions that aim to promote self-reliance; enabling beneficiaries of
program to start becoming participants who can shape their own future.
Second Stage: Promoting the growth of community based enterprise. This answer the
need for greater and multiplies effects of livelihood programs and project. This is a
crucial to organized group of poor people engaged in business to increase to stabilize and
start the business operations. The second stage has following sets of interventions.
 Strengthening of organization as business undertaking, through training and

organizational development, etc.
 Financial intermediation. This is concerned with the financing schemes and

other training interventions package of assistance to build the organizations’
capacity to engage in business undertakings.
 Entrepreneurship development, produce development and promotion.
This set of interventions aims to upgrade entrepreneurial skill of those who will
be directly involved in managing the business. This will include training and consulting
services on entrepreneurship, technology transfer and linkages, etc.
Third Stage: The final stage is mainstreaming of Community based enterprises.

Mainstreaming is the crucial stage for development organizations. This is a process of
self-reliance based on internally achieved stability.
This is when the community-based enterprises become mature, self-reliant and

dynamic business enterprises. The third stage has the following sets of interventions:
 Upgrading of leadership and management skills

 Development of capital markets
 Market and Product Diversification
 Divestment of processing center
Magna Carta for Small Enterprises: Primer

R.A. 6977, otherwise known as the Magna Carta for Small Enterprises is an Act
to promote, develop, and assist small and medium enterprises through the creation of a
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Small and Medium Enterprise Development Council and establishment of a Small

Business Guarantee and Finance Corporation, the mandatory allocation of credit
resources to small enterprises and the rationalization of government assistance program
and agencies concerned of the development of SMEs.
Small-Medium Enterprises Skill Training Program

The program provides a continuing training of would-be small and medium
business entrepreneurs to improve and develop the production processes and conduct
forum for exchange of experience among small and medium entrepreneur with expert and
consultants from private and government agencies.
Among the SME Skill and Management Trainings that can be effectively transfer
to be community through a Seminar-workshop projects of NSTP are:
For SME Skill Training Programs:

• Food Processing
• Meat and Fish Processing
• Wine and Vinegar Processing
• Skill upgrading on: Knitting, leather craft, shell craft, coco midrib, etc.
• Bamboo Furniture and Craft
• Poultry Raising
• Speed Sewing
• Salt Making
• Basic Carpentry Training
• Basketry
• Embroidery
• Stuffed Toy Training
• Candle Making
For the SME Management Training Programs

• Simplified Bookkeeping
• Financial Management
• Business Management
• Marketing Management
• Production Management
• Strategic Marketing
• Product Costing and Pricing
• Basic Exporting
• Symposium on Livelihood Projects
• Starting a Small Business
• Value Formation Seminar
• Team Building
• Leadership Training Programs
• Advertising and Promotion
• Entrepreneurship Development Seminar
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Determinants of Successful Entrepreneurship (Feliciano R. Fajardo, 1994)

The entrepreneur must have the following Managerial skills for him/her to
succeed in business enterprise.
 Ability to conceptualize and plan

 Ability to manage others
 Ability to manage time and to learn
 Ability to adopt to change
Social Impact
In the pursuit of an individual to perfect truth and goodness, he acquires certain
values/habits which are shown by his actions. His action/works in turn are manifested
through his/her social interactions with members of society. After all, an individual is
also a member of the larger group of individuals—society as a whole.
Society is both a recipient and a reinforcer of the interaction of the virtuous

individual with the other members of society. It is a recipient because it benefits from the
impact of the virtuous individual’s action/works towards other. Such interactions could
contribute to the partial happiness of other individuals who are recipients of the said
interactions.
On the other hand, society as a whole is also a proactive reinforcer of the virtuous
individual’s actions/works. Through social consensus, given that society positively
benefits from the interactions, it reinforces further the virtuous individual. Thus, the
individual’s pursuit of truth and good can lead to social impact. Finally, the pursuit of
happiness, or the purpose of men, is achieved through the work he commits himself to.
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Learning References
1. Gonzales, Vivian A. (2003). Trainer’s Handbook Students’ Transformation

and Enrichment for Truth - Values Integration and Promotion (STET-VIP)
National Service Training Program. Sikap/Strive Foundation Inc. Laguna.
2. Guillo, RM Jr. and De Chavez, F. I. (2009). Civic Welfare Training Service

Towards Responsive Community Organization and Development. Morlanda
Publishing. Manila.
6
Lesson 27 - Recreation and Other Social Welfare Concerns
Learning Objectives

1. appreciate the benefits of various physical activities through recreation
2. increase awareness on social concerns and welfare for the community
3. actively involve self in available recreational and social welfare activities in the
community
Learning Content
Physical Activities as Recreation
Physical activity or play is a primitive drive that we all possess and when fulfilled leads
to sensations of vitality and exhalation. The sensation of letting go and exerting our muscles or a
steady three-mile run can provide exciting moments of physical joy that makes us feel young and
energetic.
All areas of the sports and recreation industry are becoming more popular nowadays.
Enrollment in local health or fitness clubs which emphasize calisthenics, aerobics, zumba or
ballroom dancing is popular. Significantly, in recent years, people were eager to spend time and
money to participate in these activities.
The Filipino is currently experiencing an unprecedented obsession with physical fitness.

This interest has definitely passed the fad stage and is now evidenced by the staggering growth in
all areas of sports and recreation.
Exercise and sports can provide a unique opportunity for finding achievement and
reward. It improves mental fitness by helping people cope with stress in their lives. A good
exercise program may revolve around just one sport, or it may include two or three sports done
on different days or at different times of the year. Some people even enjoy mixing sport during
each session, for example, jumping rope for 10 minutes, running for 10 minutes followed by
swimming for 10 minutes.
Values of Recreation
1. Psychological aspects – recreation has been recognized as an important tool in the
prevention of mental illness and in the rehabilitation of mentally ill patients.
2. Physical aspects – recreation in the form of sports, games, and moderately strenuous
outdoor pastimes can make an important contribution to the physical well-being.
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3. Social aspects – recreation can provide the opportunity for group experiences that
meet fundamental human needs
Exercise
Exercise is necessary for good health. The body is used to prevent physical atrophy. Life
will be enhanced through the prudent, regular and systematic use of the body. Greater sense of
well-being, far greater energy, and a calmer, more relaxed attitudes are experienced.
Exercise increases the formation of new blood vessels leading to the heart, thus providing
a natural counterpart of a coronary bypass operation. Regular sustained aerobic exercise may
increase the diameter of the large blood vessels. Exercise increases the number of capillaries;
hence, the amount of oxygen that can reach the heart is also increased. Exercise also increases
another cholesterol fraction – the high-density lipoprotein.
Walking/Jogging/Running
Walking, jogging, and running are most popular for those who want to improve cardio-
respiratory endurance (CRE) and body composition. Exercise on foot is by far the most common
form of CRE training. Walking, jogging, and running require no special skills, nor expensive
equipment facilities. Comfortable clothing, well-fitted walking or running shoes, and a
stopwatch or ordinary watch with second hand are all you need.
Discontinuous Sports
Most game sports such a basketball, volleyball, and tennis are discontinuous sorts. During
the paly, the intensity of exercise varies: one moment you are sprinting for the ball, the next
moment you are standing still. The fitness benefits from these on/off style exercise are not
comparable to those of continuous sports.
Fitness is not guaranteed just because you play a recommended sport. You must put
enough effort into it, and sustained effort generally requires at least a minimal amount of skill.
Basic instructions should be first step in an exercise program using a discontinuous sport. While
you are developing your skills, use one of the continuous sports, like running, walking for
fitness.
Continuous Sports
Continuous sport is one that demands steady, continual muscular action. Running,
cycling, and swimming are prime example. These sports are very time-efficient where
expending 300 calories may take only 20-30 minutes. The main advantage of continuous sports
is the control of exercise intensity.
Organizing Sport Tournament in the Community

There is a lot of fun and challenges in organizing and sponsoring a sport competition in
the community level. Coordination with the barangay chairperson must be properly negotiated
and established. Organizing basketball team and volleyball teams of out-of- and in—school
youth, and adults is not so difficult since there are existing teams already organized in the
community.
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Sponsoring agencies should be tapped for possible financial assistance to subsidize the
players’ uniforms. Sport objectives, rules, and regulations for the participants must be ensured to
establish camaraderie among the participants and organizers of the tournament. NSTP student-
trainees as organizers are expected to do all the best for the community sport participants.
Harmonious relationship should be observed in order to effectively implement the projects.
Among the many types of sport tournament that can be organized by the student-trainees in the
community are basketball, volleyball, among others. Physical exercise of all kinds including
tournament can motivate the youth and adults to develop their physical and mental health.
The Young Athlete’s Bill of Rights
1. The right to have the opportunity to participate in sports regardless of one’s ability level.
2. The right to participate at a level commensurate with the child’s development level.
3. The right to have qualified adult leadership.
4. The right to participate in a safe and healthy environment.
5. The right of each child to share leadership and decision making.
6. The right to play as a child and not as an adult.
7. The right to proper preparation for participation in sports.
8. The right to equal opportunity to strive for success.
9. The right to be treated with dignity by all involved.
10. The right to have fun through sports.
Social Welfare
Social welfare programs were created to organize resources and focus attention on
specific problem areas or to help prevent the deterioration of conditions necessary for the
successful functioning of individuals, families and communities.
Developmental social welfare is a pro poor strategy which strives to promote a welfare
system that facilitates the development of human capacity and self-reliance within a caring and
enabling socio-economic environment.
Social welfare program, any of a variety of governmental programs designed to protect

citizens from the economic risks and insecurities of life. The most common types of programs
provide benefits to the elderly or retired, the sick or invalid, dependent survivors, mothers, the
unemployed, the work-injured, and families. Methods of financing and administration and the
scope of coverage and benefits vary widely among countries.
Social Welfare System

A social welfare system provides assistance to individuals and families in need. The types
and amount of welfare available to individuals and families vary depending on the country. The
benefits that an individual or family receives as part of a social welfare system will vary by state,
as will the eligibility requirements.
How a Social Welfare System Works?
3
Social welfare systems provide assistance to individuals and families through programs
such as health care, food stamps, unemployment compensation, housing assistance, and child
care assistance. In the Philippines, a barangay health worker or social service worker is assigned
to each individual or family applying for benefits to determine and confirm the applicant's needs.
The benefits available to an individual vary. Eligibility is determined based on factors

surrounding the person’s financial status and how it relates to the minimum acceptable levels.
The factors involved can include the size of the family unit, current income levels, or an assessed
disability among others.
Social welfare systems may go by different names, but they often serve similar functions.
This can cause confusion when attempting to compare one state's program to another.
Additionally, the requirements to qualify also vary, depending on the poverty line in a particular
state. This allows for adjustments based on items such as cost of living that are not standardized
across the country.
 A social welfare system offers assistance to individuals and families in need, with such
programs as health care assistance, food stamps, and unemployment compensation.
 Lesser known parts of a social welfare system include disaster relief and educational
assistance.
 Eligibility for benefits is based on a number of factors, including income levels and
family size.
Benefits of Social Welfare Systems

Available benefits usually (in the forms of cash and other services) here in the Philippines
generally cover assistance for food, housing, child care, and medical care. These funds may be
used for cash assistance, allowing a household to spend the funds as it deems necessary to meet
its needs and obligations.
Some available housing benefits go beyond locating suitable and affordable properties
and providing housing cost assistance. A household may qualify for assistance to complete
certain energy efficiency upgrades. It may also receive funds to help pay utility bills.
Benefits around health and nutrition can include access to affordable medical care. Food
and nutrition programs may supply funds, to provide easier access to basic needs like food in
general. Additional nutritional assistance through the Women, Infants and Children (WIC)
program provides food-specific benefits to ensure pregnant women and young children have
access to healthy food options to promote growth and development.
Other programs that are parts of the social welfare system include disaster relief
assistance, educational assistance, agricultural loans, and services specifically for veterans.
Learning References
4
1. Guillo, RM Jr. and De Chavez, F. I. (2009). Civic Welfare Training Service Towards Responsive
Community Organization and Development. Manila. Morlanda Publishing.
2. Lee, Sergio J. (2013). National Service Training Program, Civic Welfare Training
Service, Literacy Training Service: A Source Book 3rd Edition. Quezon City. C 7 E
Publishing, Inc.
3. https://socialwelfare.library.vcu.edu/programs/ August 1, 2020 Retrieved
4. https://www.investopedia.com/terms/s/social-welfare-system.asp August 1, 2020

Retrieved
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Lesson 28- Emergency Response Training
Learning Objectives
1. increase awareness on different emergencies and its immediate home remedies;
2. perform first aid task related to common experienced emergencies
3. perform bandaging with accuracy and confidence
Learning Content
Emergency Medical Services – This is a system consists of a team of health care professionals,
who, in each area of jurisdiction, are responsible for and provide emergency care and
transportation to the sick and injured.
History of Emergency Medical Services (EMS)

 Emergency care developed during the warfare at the beginning of the 20th century.
 By the 1960s, domestic emergency care lagged behind.
 Staffed emergency departments were often limited to large urban areas.
 Publication of Accident Death and Disability: The Neglected Disease of Modern Society
(1966) with some recommendations:
 Development of training
 Development of guidelines and policies
 Provide emergency care and transport
 Establish staffed emergency departments
 Highway Safety Act and the emergency Medical Act was created and funded
 Development of first National Standard Curriculum for training EMT’s in the early
1970s.
 EMS was established in most of the United States by 1980.
Levels of Training for Emergency Medical Services

1. Emergency Medical Responder (EMR)
2. Emergency Medical Technician (EMT)
3. Advanced Emergency Medical Technician (AEMT)
4. Paramedics
Components of the EMS System

1. Access – easy access in an emergency is essential.
2. Communication – information provided by a caller.
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3. Human Resources – concept is to encourage the EMS system that provides an

environment where talented people want to work and turn their passion into a rewarding
career.
4. Medical direction and control – each EMS must have a medical director.
5. Legislation and regulation – EMT practices must conform to the EMS legislation, rules,
regulations, and guidelines adopted by each country.
6. Integration of health services – Pre-hospital care that is being administer is coordinated
with the care administered at the hospital.
7. Evaluation – it is needed to determine ways to limit or eliminate human error.
8. Information system – allows EMS providers to document the care that has been done.
9. System finance – all EMS departments need funding system that allows them to continue
to provide care.
10. Education system – the instructors who are responsible for coordinating and teaching the
EMT course and continuing education courses are approved and licensed by the country.
11. Prevention and public education – prevention and public education are aspects on EMS
where the focus is on public health.
12. EMS research – tools and techniques that EMS providers use are borrowed from the other
health care setting without ant research proving their effectiveness.
The STAR of LIFE

1. Early detection
2. Early reporting
3. Early response
4. On scene care
5. Care in transit
6. Transfer to definitive care
Source:pinterest.com
Roles and responsibilities of the EM Responders and Technicians

1. Personal safety
2. Patient assessment
3. Lifting and moving patient safely
4. Transport and transfer of care
5. Record keeping/data collection
6. Patient advocacy/confidentiality
Professional attribute of the EMRs/EMTs

a) Puts patient’s needs as a priority without endangering self
b) Maintains professional appearance and manner
c) Performs under pressure
d) Treats patients and families with understanding, respect and compassion
e) Respect patient confidentiality.
2
First Aid Safety Guides and Measures

First aid is the immediate and temporary care given to a victim of an accident or sudden
illness until the service of a professional medical provider or physician can be obtained. Proper
first aid reduces suffering and makes the physician’s task easier when he/she assumes the care of
the patient. The responsibilities of the first aider stop when the medical help provider starts
doing the medical procedures and care.
The following are some of the common emergencies that needs immediate action to
prevent the victims be in danger.
1. Animal Bites – when bitted by an animal, most people want to know if they need a rabies
shot. The main wild animal carriers of rabies are bats, mice, foxes, etc. Pet dogs and cats
that have been vaccinated rarely have rabies. However, stray animals are often not
vaccinated. Rabies is quite rare, but is fatal if not treated. The treatment is no more
painful than typical injection. Bites that break the skin often cause bacterial infections.
Cat and human bites are particularly prone to infection.
Snakebites – Controversy exist about proper first aid procedures for snakebites. The
following steps represent the most widely accepted first aid procedures:
First aid
 Get victim away from the snake. Snakes have known to bite more than once.
 Keep the victim quite. Do not allow victim to increase the heartbeat rate – if
possible, carry a victim during transportation. If alone, walk very slowly to help.
 Gently wash bitten area with soap and water.
 Quickly transport all snakebite victims to a medical facility for antivenin (must be
given within hours)
 Do not apply cold on a snakebite.
 Do not use electric shock on a snakebite.
 Do not apply a tourniquet.
 Do not cut since damage to underlying structure (i.e., blood vessels, tendons and
nerves) can result.
 Do not use suction.
Spider Bites
First aid
 If possible, catch the spider to confirm its identity. Even the body is crushed, save
it for identification.
 Clean bitten area with soap and water or alcohol.
 Place an ice pack over the bite to relieve the pain.
 Keep the victim quiet and monitor the airways, breathing and circulation (ABCs).
 Seek immediate medical attention. An antivenin for black widow bites is
available.
Scorpion Sting – A scorpion sting causes immediate pain and burning around the sting
site, followed by numbness or tingling. Severe cases may include paralysis, spasm, or
respiratory difficulties.
First aid
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 Monitor the ABCs.

 Clean the sting site with soap or ribbing alcohol.
 Apply an ice pack over the sting site.
2. Burns – burns are classified as first, second or third degree depending on their depth, not
on the amount of pain or the extent of the burn.
First degree burns – It involves only the outer layer of the skin. The skin is dry, painful,
and sensitive to touch. Cold water from most faucets is usually cold enough. Ice is not
needed. The time recommended for cold applications varies from 10 minutes to 30
minutes or until the pain does not recur after cold is stopped. Frostbite can happen when
excessive cold is used.
First aid
 Do not apply ice directly to the burn area
 Protect the skin by wrapping the ice in a cloth.
Second degree burns – (small area) Its involves several layers of skin. The skin
becomes swollen, puffy, weepy or blistered.
Firs aid
 Apply cold as you would for a first-degree burn.
 Do not break any blisters.
Third degree burns – (large second degree burns) It involves all layers of skin and any
underlying tissues or organs. The skin is dry, pale, white or charred black, swollen, and
sometimes it breaks open. Nerves are destroyed or damaged, so there may be little pain
except on the edge where there is a second-degree burn.
First aid
 Check ABCs immediately. Give rescue breathing and CPR if necessary.
 Treat shock by elevating the legs 8 to 12 inches and keeping the victim warm.
 Do not open any blisters (they offer an infection-free cover) or remove pieces of
tissue from the burned skin.
 Do not apply cold to a third degree burn, since cold may induce hypothermia.
 Apply sterile dressing or, if they are not available, clean cloths.
 Elevate burned arms or legs to reduce swelling and pain.
 Seek medical attention.
Chemical burns
First aid
 Quickly flood the skin with large quantities of water if burned with liquid acids,
alkalis, and caustic chemicals.
 Remove contaminated clothing to take any absorbed chemicals away from the
skin. Do this while washing the victim.
 Brush off a dry or solid chemical substance before flushing the skin with water.
 When a chemical agent gets wet, it becomes activated and will cause more
damage to the skin than when it is dry.
 Do not attempt to neutralize a chemical because heat may be produced, resulting
to more damage.
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 Call a poison control officer to find out other first aid procedures and seek
medical attention.
 If the chemical is in the eye, flood with more water than seems necessary. Use
very low pressure. Remove any contact lenses.
3. Electrical Injuries – If electrical injury is caused by contact with a downed power line,
the power must be turned off before a rescuer approaches anyone who may be in contact
with the wire. Leave cutting and disconnecting of wires to trained personnel with the
proper equipment. Prevent bystanders from entering the danger area.
First aid
 Check and treat the ABCs.
 Check for burns and treat for shock by elevating the legs 8 to 12 inches and
keeping the victim warm. Most of the electrical burns are third-degree burns, so
cover them with sterile dressing and elevate the part.
 All victims of electrical shock should receive immediate attention.
4. Heat-related Emergencies
Heat Stroke – This is true emergency. If normal temperature is not quickly restored, the
victim will die or be permanently disabled.
Signs and symptoms
 Unresponsive
 Hot-skin – may be dry or wet
 High blood temperature
 Rapid pulse and breathing
 Weakness, dizziness, headache
First aid
 Move the victim to a cool place. Remove heavy clothing; light clothing can be
left in place.
 Immediately cool the victim by any available means. Because ice is rarely
available, an effective method is to wrap the victim in wet towels or sheet, and fan
him or her. Keep the cloths wet with cool water.
 Ice packs can also be placed at areas with abundant blood supply (e.g., neck,
armpits, and groin).
 Monitor the ABCs and treat accordingly
 If seizures occur, care for them.
 All heat stroke victims need immediate attention. Take them to a hospital as fast
as possible.
 Continue cooling en route.
Heat Exhaustion
Signs and symptoms
 Heavy sweating
 Weakness
 Fast pulse
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 Normal body temperature headache and dizziness

 Nausea and vomiting
First aid
 Move the victim to a cool place.
 Keep the victim lying down with straight legs elevated 8 to 12 inches.
 Cool the victim by applying cold packs or cold wet towels or cloths. Fan the
victim.
 Give the victim cool water or a sports drink if he or she is fully responsive.
 If no improvement is noted within 30 minutes, seek medical attention.
Heat Cramps – Heat cramps are painful muscle spasms usually in the arms, legs, or
abdomen caused by an excessive amount of body fluid loss through sweating.
Signs and symptoms
 Severe cramping
First aid
 Move the victim to a cool place.
 Rest the cramping muscle.
 Give victim a lot of cool water or commercial sports drink.
 Gently stretch the affected area.
5. Fractures – A fracture is a broken bone. In open fractures the overlying skin is

lacerated. In the more common closed fracture the skin is not cut.
Signs and symptoms
 Deformity. This is not always obvious, so always compare the injured part
with the opposite, uninjured one.
 Open wound with bone protruding
 Tenderness or pain. The victim usually can point to the sire of pain. Pain is
usually severe and constant and increases if the injured part is moved.
 Swelling and discoloration. Caused by bleeding from disrupted blood vessels.
Initially, the area will be red, with bruises appearing several hours afterward.
 Loss of use. The victim cannot move or refuses to move the injured part.
Sometimes movement is possible but produces severe pain.
First aid
 Treat for shock.
 Determine what happened and the location of the injury.
 Gently remove clothing covering the injury. Do not move the injured area unless
necessary. Cut clothing at seams if necessary.
 Control bleeding and cover all wounds before splinting. In dealing with open
fractures, do not attempt to push bone ends back beneath the skin surface; cover
them with a sterile dressing.
 If victim’s hand or foot on an injured extremity is cold, pale, and pulseless, seek
immediate medical attention.
 Splint all fractures before moving the victim. Immobilize the joints above and
below the injury site. Keep the fingers and toes exposed in order to check
circulation.
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 Severely deformed fractures should be realigned before splinting if a pulse is

absent. This helps preserve or restore circulation. If the victim shows increased
pain or resistance, splint the extremity in the deformed position. Do not
straighten dislocations or any fractures involving the spine, shoulder, elbow,
wrist, knee or hip.
 Cover a wound with a clean dressing and apply the appropriate splint.
 Immobilize the spine with rolled blankets or similar objects placed on either side
of the neck and torso.
 If in doubt, splint and treat as if treat as if there were a fracture
 Seek medical attention.
6. Spinal Injuries – All unresponsive victims should be treated initially as though they have
spinal injuries. All responsive victims sustaining severe injuries (e.g., falls, diving
incident, auto collision) should be carefully checked for spine injuries before moving
them.
Other signs include numbness, tingling, or burning sensation in arms or legs, and
inability to move arms and/or legs. If not sure about a possible spinal injury, assume that
the victim has one proven otherwise.
First aid
 Check and monitor the ABCs. Do not use the head-tilt because it would move the
neck. Instead, jut the jaw forward by placing the fingers on the corners of the jaw and
pushing forward (knows as the jaw thrust). Keep the head and neck still.
 First aiders should normally wait for the Emergency Medical Service (EMS)
personnel to transport the victim because their training and equipment may be
necessary.
 Stabilize the victim against any movement. Do not move the neck to reposition it.
Only move the victim when danger is present. Bring help to the victim, not the
victim to the help.
 Tell the victim not to move. Place objects on either side of the head to prevent it
from rolling from side to side.
 Victims in water with potential neck or back injury must be floated gently to shore.
Before removal from the water, the victim must be secured to a backboard.
7. Muscle injuries – Remember the initial RICE
First aid
 R – Rest. This mean stop moving the injured part.
 I – Ice. Methods of applying cold include using crushed ice as an ice pack or
immersion in cold water. The application should continue for 20 minutes, three to
four times during the first day, and if possible, the second day.
Place the ice or cold packs over the injured area. Constant use of an ice pack is
not necessary because the lasting effect of cold to body tissue.
 C – Compression. Compression (elastic) bandage limits internal bleeding and should
be worn continuously for 18 to 24 hours, but loosened at night. Elastic bandages may
be applied too tightly. Leave fingers and toes exposed so that changes in color and
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temperature may be seen. Other signs that an elastic bandage is too tight are pain,
numbness and tingling.
 E – Elevation. Elevating the injured area above the heart or on the same level limits
circulation to that area and helps control internal bleeding.
8. Seizure – An uncomplicated seizure is not a medical emergency, even though it looks

like one. After a few minutes it stops naturally, without ill effects. The Epilepsy
Foundation suggests the following procedures for seizures:
First Aid
 Cushion the victim’s head with something soft. Do not hold the victim down; Do not
put anything between victim’s teeth during the seizure.
 Loosen any tight clothing.
 Turn the victim onto side.
 Look for a medic alert tag. (bracelet or necklace).
 As seizure ends, offer help. Most seizures in people with epilepsy are not medical
emergencies. They end after a minute or two without harm and usually do not require
medical attention. Do not embarrass the victim – clear away bystanders.
 Call EMS when any of these exist:
 A seizure happens in someone who does not have epilepsy. It could be a sign
of a serious illness.
 A seizure that lasts more than 5 minutes.
 There is no “epilepsy” or “seizure disorder” identification.
 Slow recovery, a second seizure, or difficult breathing afterwards.
 Any signs of injury or illnesses.
First Aid Skills
 Bandaging
Dressing control bleeding and prevent contamination. They become in many
forms. Sterile gauze is most commonly used. When this cannot be found, apply a
nonsterile but clean substitute, such as a towel or handkerchief.
Bandages hold dressings in place. Self-adhering and form fitting bandages have
become popular, but other types also work well.
Do not apply bandages too tightly or too loosely. If they are too tight, bandages
restrict blood flow. If they are too loose, they fail to hold dressings in place. Signs that a
bandage is too tight include pain, skin color change, numbness, and tingling.
 Splinting
Splinting immobilizes broken bones to prevent or reduce pain, bleeding, tissue
damage, and restricted blood flow. Whenever in doubt, splint.
 Moving and rescuing

Usually you do not have to move severely injured victims. Provide the necessary
first aid and, in most cases, wait for the emergency medical service (EMS) system or first
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aiders to respond. However, if there is an immediate danger, move the victim

immediately, for example, if:
 There is a fire or danger of fire.
 Explosives or other hazardous materials are involved.
 The accident scene cannot be protected.
 It is impossible to gain access to other victims needing life-saving care.
Learning References
1. (2012). Emergency Medical Services NC II Modules, Asian Center for Emergency

Preparedness Inc. Quezon City.
2. Scotese, Barbara A. (2005) First Aid Guide Fourth Edition. American Academy of
Orthopedic Surgeons. Jones and Barlett Publishers
3. https://www.aclsmedicaltraining.com/bls-and-acls-surveys/ Retrieved July 29, 2020
9
Module 10 – Introduction to Community-Based Management
Lesson 29–Analyzing Community Needs Assessment
Learning Objectives
1. share the importance of community needs assessment;
2. enumerate the needed data for community needs assessment;
3. perform some tasks in community needs assessment.
Learning Content
Community Needs Assessment defined
Community needs assessment is the process wherein problems, issues and

concerns of the community are identified through the use of several tools for assessment.
It encourages the participation of the community, as they are the stakeholders, to the
findings in the assessment.
Needs assessment, social analysis or community diagnosis as others refer to, is a

concrete base for the formulation of programs. It reflects the sentiments, needs,
aspirations and recommendations of the community people. When it is done properly, it
will reflect also the trainees’ feeling of oneness with the community. They begin to see
that people’s problems also reflect their own.
Needs assessment becomes significant when it is conducted through integration

with the people. Our analysis and assessment should be done with the people. Hence, it
does not merely contain our perceptions, but also of the people’s for it to be genuinely
pro-people. Analysis of social situation becomes meaningful if it is used as an instrument
for conscientization. Those immersing in the community must not just make the people
realize their issues but also make them to act on it. Their realization of the problems
should help make the community realize the relation between their local condition and
situation of other communities around them. It is important that the people realize that
they can do something to change their situation for the better.
Assessing the needs of the community is a prelude to effective program offered to

clients. This discussion covers the meaning, importance, steps, and exercises in preparing
community needs assessment instruments that will equip students to prepare similar tool
which utilize in measuring the needs of the community assigned to them.
Importance of Needs Assessment
1. Gather information about citizen’s attitudes and options in order of importance.
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2. Determine how citizens rank issues, problems and opportunities in order of
importance or urgency.
3. Give citizens a voice in determining policies, goals and priorities.
4. Evaluate current programs and policies.
5. Provide speculations about what people are thinking.
6. Provide speculations about what people really want.
Importance to be included in assessing community needs
1. Historical Development – this refers to data on how the community became what
it is today and provides insights into the kind of resources to collect and weed.
2. Geographical and Transportation Information – this includes information on the

community’s patterns and population contributions.
3. Political and Legal Functions – this includes strategies for community based
selection (or this may include strategies that community uses for selecting players
in the political sphere).
4. Demographic Data – this includes data on age characteristics, size, race, and
transience of population.
5. Economic Data – this refers to the economic base, social, cultural, educational,
recreational organizations. This includes the values and social pattern.
Methods in collecting data for Community Needs Assessment
1. Focused Group Discussion (FGD) with key Informants. The key informants of
the community are people who hold socially responsible positions such as
educators, public officials, clergy and business representatives or those who are
active in community events. These are the people who can provide good
information that will guide and give you better understanding on historical issues
needed by the community.
2. Community Forum/Assembly. This involves holding of group events that may

include the entire community. It gives visibility to the leaders and raises the status
of the community but it requires lots of planning and publicity. This meeting can
be venue where people can express their needs and be immediately validated by
the rest of the attendees; Participator action research effectively uses this method.
3. Public records. Public records like national census will provide data for social
and demographic indicators of the community. Data included are age, gender,
educational level, locality, etc. that tend to contribute to library use.
4. Survey. Survey and questionnaires involve asking individuals in the community

about their everyday needs. This can be implemented through the following:
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a. Mailing questionnaires to randomly selected members of the community;
b. Performing telephone survey;
c. Handing out surveys while people are in an assembly; and
d. Posting questionnaires on your public access computer catalog.
*An example of this is the Minimum Basic Needs (MBN) Form of the DSWD
Steps in Conducting Needs Assessment
1. Establish a working committee to solicit citizen and community involvement and

develop a plan of action.
2. List important aspects that are needed to be looked upon. This may also mean
identifying the surveyors’ own capability and strength.
3. Identify the population to be surveyed. This also includes making
communications with community leaders and authorities of the identified
population to facilitate other procedures.
4. Determine the information that is needed. It may be existing information which
must be collected or it may be information gathered using a survey. Information
like demographic profile may be readily gathered from the barangay, municipal or
city records office.
5. Select a random sample of person to survey. A good number of representative
population to be surveyed will contribute to the validity of the information.
6. Develop and pretest a questionnaire. Afterwards, if the questionnaire was found to
be a valid tool for measurement of data, proceed to distributing the questionnaire
for community use.
7. Collate the information.
8. Analyze the data. This may be done together with the core group members of the
community. Community participation in analyzing gathered data is also important
so that they can feel the ownership of the issues and concerns in their community.
9. Go back to the community for validation of information. This may be done
through a community assembly or simple community group discussion.
10. Finalize the document. Make sure there are corresponding recommendations for
the issues and concerns found.
Community Assistance in Assessing Needs
1. Help identify community groups and citizens to be involved in the working

committee.
2. Facilitate group discussion to identify important issues and set priorities.
3. Help select the sample to be surveyed and design a system to identify
respondents.
4. Provide tested questions from which the working committees choose questions
that address the issues and concerns.
5. Help design a process to distribute and collect survey questionnaires, code, enter
and analyze the resulting data.
6. Provide summary reports of data.
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7. Suggest programs to report the results and strategies to solicit community
involvement.
8. Work with the citizens to identify courses of action based on the information.
Community needs assessment is a means to measure problems, issues and

concerns of a specific locality which could be done by interested group with sponsors to
establish credibility. It involves steps to follow I order to consider well specific areas
which will be included in developing the instruments. It particularly involves the
population demographic areas, economic and social level. It is also designed to gather
information and help determine how best one can respond to the needs of the community,
issues or concerns, and potential areas of intervention.
When the needs are identified, the people then must come to an appreciation that
there are needs that exist among them and all of them share these needs. They should
then visualize their goals and the ideal life they want to achieve and reflect their dreams
in life.
Needs assessments are a critical part of community organizing practice/

development work. It is essential to ask the following questions:
 How do you know there is a problem?

 How do you know there is a need for a particular intervention? Answering this
question entails gathering empirical (objective) and perceptual (subjective) data.
 How serious is the problem/ need?
 How pervasive is it?
 How many people do it affect?
 Who believe there is a problem/ need?
 Who is defining the problem/ need?
 Why at this time?
Learning References
1. Guillo, RM Jr. and De Chavez, F. I. (2009). Civic Welfare Training Service

Towards Responsive Community Organization and Development. Manila.
Morlanda Publishing.
2. Labuguen, Florida C. et al. (2018) NSTP Understanding the National Service

Training Program. Malabon City.Mutya Publishing House, Inc.
3. Labuguen, Florida C. et al. (2019). NSTP 2 Understanding the National Service

Training Program. Malabon City. Mutya Publishing House, Inc.
5
Lesson 30 - Social Mobilization
Learning Objectives
1. Give emphasis on the meaning of social mobilization.
2. Discuss the concepts and importance of social mobilization.
3. Enumerate the functions and elements of social mobilization.
4. Analyze the components of social mobilization and its strategies.
5. Develop deeper sense of awareness in the community.
Learning Content
Social Mobilization and its Importance
Influencing people to build capacity to act on their behalf, has been called the
“central paradox of social development” (David McClelland, 1970). The top-down-bottom
up relationship, designed to empower, is based on unequal power. All communities have
individual resources that need to be enhanced and mobilized if development is to be
sustainable and in the long run autonomous. All communities also have some
organizational resources. The organized people representing different groups/sectors act as
a vehicle to develop social harmony and peace, and increase the general capacity of the
people for empowerment. Full participation at the grass-root level via the Grass-root
Organization is only possible if the rural people are organized. The community people
have to be organized to work together in close proximity to share common interests for
community development. The Community Organization is a mass coalition of all those
residents of the barangay whose continuing economic and social interest are best served by
organizing themselves as a group.
The ultimate goal is social change through empowerment. Social mobilization is

the process of engaging all sectors of society to act and work towards a common goal.
Ideally, everyone – from the President to the Senators, the Congressmen to the
community social worker, from the government executive to the NGO representatives,
from the academicians to the students, the TV newscaster to the parents – should be
involved in promoting, informing, and implementing societal programs.
Social mobilization as defined by UNICEF, is a broad scale movement to engage

people’s participation in achieving a specific development goal through self-reliant
efforts. It involves all relevant segment of society: decision and policy makers, opinion
leaders, bureaucrats, professional groups, religious associations, commerce and industry,
communities and individuals.
It is a planned process enlisting the support and active involvement of all sectors
11
2
within a society that can play a role in achieving an agreed social objective, and
communities towards the objective. Thereby mobilizing human and material resources to
reach it and rooting it in societies and in the community’s conscience to ensure
sustainability.
Various persons or institutions play an important role in shaping an individual’s

values attitudes and behavior. The essential units in the process of socialization are the
small groups characterized by intimate face-to-face association and cooperation. They are
the primary in the sense that they are the fundamental in forming the social nature and
ideals of the individual. Various agencies contribute to personality formation.
Socialization starts inn the primary groups like the family and the friendship or peer
groups which are called the nursery of human nature. The school is the formal agency
impairing knowledge, skills, attitudes and values to the child. Mass media contributes its
bit by giving information, entertainment and education. The workplace socializes the
individual in accordance with its role expectations. In all these agencies, the individual is
oriented into his sex role.
The Concept of Social Mobilization
The concept of social mobilization emerged from recognition that a genuine

participatory approach to development is essential for success and sustainability. Civil
society participation in development efforts is therefore increasingly recognized by
development agencies and governments as essential for promoting good governance –
improving responsiveness of national policies to citizen’s needs.
Social Mobilization as an approach in the implementation of NSTP/CWTS

requires working hand-in-hand with individual (students), school and communities who
can forge a collective identity to achieve common goals. This approach involves planned
actions and processes to reach, influence and involve all relevant segments of society
across all sectors from the national to community levels in order to effect positive
behavior and social change.
Effective social mobilization involves community organizations, harnessing the

potential and efforts of government, non-government sectors and citizens to work towards
sustainable social, economic and political development.
Characteristic Features of Social Mobilization
1. Broad scale movement – it engages mobilizing large numbers of people in

action for achieving development goal.
2. Planned Process – it seeks to facilitate change and development.
2
3
3. Accountability – it takes into account the felt needs of the people; embraces
critical principle of community involvement, seeks to empower individuals to
action.
4. Problem recognition – it begins with conscious recognition of problems and

seeking for the probable solutions to solve the problems.
5. Problem solving advocacy – building consensus to solve problems of those

affected and those who have the solution of the problems for decision making,
including allocation of adequate resources.
6. Decision-making – initiations, discussion and decision-making for political

will, action and resource commitment.
7. Acceptance/commitment – it generates acceptance of new ideas, attitudes and

technologies.
8. Communication resources – it uses all available and potential communication

resources for effective networking and active mobilization of information.
9. Network for institutional sustainability – sustains awareness, cooperation,

commitment and action to achieve the common goal leading to the attainment
of community Vision-Mission-Goal (V-M-G) for the establishment of self-
sufficiency.
Social Mobilization’s 5 Key Avenue and Goals
Key Mobilization Avenue Goals

1. Political To win political and policy commitment for major
goals and source allocation.
2. Government To enlist cooperation of service providers.
3. Corporate To secure support or resources or endorsements
communications.
4. Community To gain commitment to local, political, religious,
social leaders and local organizations.
5. Beneficiary To inform and motivate to take appropriate action.
Elements and Processes of Social Mobilization

Advocacy
It is the element of social mobilization which is focused on various actors who
could create/initiate the advocacy program or service delivery.
Information, Education and Communication (IEC)
These are sets of accurate and consistent information on programs and services as
a timely response by those in direct contact with the communities. The information
materials include brochures, posters, handouts, newsletters and audio-visual materials.
3
4
Community Organization
This is the process of uniting all inter-sectoral allies to plan for building the
organization to raise people’s awareness of and demand for a particular development
program; assist in the delivery of resources and services to individuals and community
groups to get a sense of what they can do themselves to improve their situation-building
and joining coalitions.
Capacity Building
This refers to people’s power or a community’s power by doing something from
them that they can and ought to do for themselves or for the community. Social
mobilization can be attained if the network of advocates and mobilizers are continually
expanded through Capacity Building or Coalition Building.
Capacity building seeks to improve knowledge, skills and attitudes of service
providers as well as beneficiaries for them to do their jobs and to participate actively in
the dynamic process of change. The Capacity building key levels of concerns include the
system, processes, networks, financial capacity, and physical infrastructure and
management resources.
Key Elements of Social Mobilization

1. Organizational development – This is a process of community member, especially the
poor from their own organizations based on the interests and needs that are best
served by organizing themselves as a group.
2. Capital Formation for development through Community Savings – Capital formation

through mobilization of savings enhances a community power to realize its full
potential. The saving generated by individual members are the assets of the
community organization and are the first step towards their self-reliance.
Accumulated savings can be used for internal credit with interest for the members
borrower to engage in income generating activities. The savings can be serve as the
basis for access to external services as micro-finance, which is essential in localities
where government capacity to address all social needs of a community are very
limited.
3. Training for Human Resource Development – Communities members can maximize

their potentials by organizing themselves and upgrading their skills to better manage
new business, communities’ initiatives and establish effective linkage with local
government and other agencies through ‘change agent’ that supports direct training
programs. The training programs include organizational development leadership,
saving and credit programs, agriculture, natural resource management, etc.
4. Socio-economic development – Socio-economic development initiatives are great

incentive for community members to organize themselves. These initiatives provide
supports in the form of grants or access to credit, marketing and other services that
will lead to tangible. Improvements on social economic conditions within the
community. This will empower people and their organizations. The program helps
improve local conditions, increase the institutional capacity, enhanced social status
4
5
and voice of disadvantaged people, women, the poor and the youth. This results in
motivating people to remain organized and enjoy benefits of collective action that
influences change in their communities.
Social Mobilization Continuum

Social mobilization in general aims at continuum of activities in a broad strategic
framework. The process involves dialogue and partnership with a whole spectrum of
societal elements. It calls for a journey among partners and results in the successful
transformation of development of development goals into societal action. The figure
below illustrates the societal mobilization strategy in a social partnership with all the
stakeholders.
Social Mobilization Continuum
Data Information Behavior/Action

Variables
Biological Economic Cultural
Political Social
Communication/Dialogue Education Training
A &P Political Families

u a Governmental Non-Governmental Community
d r Legislators Groups
i t Decision Public Officials Social/Civic/ Cooks
e n Makers Bureaucrats Religious Schools Shoppers
n e Opinion Technocrats Groups Churches Heads of
c r Leaders Other Sectors NGO/PVO Day Care Household
e s Professional Centers
s Associations
Commerce &
Industry
Ling/Apted 1991
Communication Channels
*Interpersonal *Media *Traditional *Special Events
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1. Political Sector-Policy maker

First column of Social Mobilization continuum names some policy makers.
Advocacy with leaders in this group helps foster the commitment that will clear the way
for action, and build consensus with sound data, create a knowledgeable and supportive
environment for decision-making. This includes the allocation resources.
2. Governmental Sector – Bureaucrats and Technocrats

This sector includes desperate groups, each with its own agenda, conflicting interest
and concerns. Harmonizing the desperate units is a greatest challenge in development.
Policy makers have failed to recognize how difficult to foster unity among government
units, the bureaucrats, technical groups, the technocrats, and the service professionals in
decision making and implementing the programs.
3. Non-governmental Sector
This sector covers a multitude of interest. This includes the non-government
organizations (NGO’s) for special purposes, social institutions/associations to represent
organized support; religious groups with their ideological bends; commerce and industry
that operate on a profit basis, and professional groups for the advancement of their
interest. These are important partner and allies to mobilize the civil society for various
sound objectives.
4. Community Groups (schools, churches and grass roots groups)

Involvement of the communities, schools, churches, mosques leaders and grassroots
groups are critical in terms of its participation. It is much needed to help transform
development goal into action. None-the-less agencies or groups are often given a voice in
identifying and designing solutions to their respective problems.
5. Families (households and individuals)

Individual actions are ultimate pay-off to the family problems. There is a need to
have a deliberate action to inform and educate individual in the household as to affirm its
participation in the community.
Learning References
1. Gonzales, Vivian A. (2003). Trainer’s Handbook Students’ Transformation and

Enrichment for Truth - Values Integration and Promotion (STET-VIP) National
Service Training Program. Laguna. Sikap/Strive Foundation Inc.
2. Guillo, RM Jr. and De Chavez, F. I. (2009). Civic Welfare Training

Service Towards Responsive Community Organization and Development.
Manila. Morlanda Publishing.
11
Lesson 31–Formulating Plan for Community Based Projects
Learning Objectives
At the end of this lesson, students are expected to:

1. acquire working knowledge in making project proposal for community service activities
2. develop implementable project proposal for community welfare and development.
Learning Content
Introduction
An important part to NSTP community immersion is the development of community-
based projects. In managing NSTP projects, the major functions of management such as
planning, organization, staffing, directing and controlling be given due consideration to ensure
the success of the implementation of the projects.
Project management encompasses project planning, implementation and monitoring and
evaluation. Project planning and implementation and monitoring and evaluation will form part
in this presentation.
Project Planning
In the formulation of a project, a planner must take into consideration the needs of the
target clients. The trainer or facilitator together with the student-trainees must assist the
community in identifying, analyzing and prioritizing the needs, and concerns they must consider.
People in the community know more about the project relevant to their needs. Developing them
in the course of planning will motivate them to support the projects or activities. Based on the
identified needs, projects must be made through a proposal to assess its feasibility, contributions,
rationale, and basis for funding and support.
Some guidelines in making a project proposal will facilitate work for the trainers and
student-trainees in their immersion activities. This will also provide the proper opportunity to
prepare right data and direction in the implementation of their plans while doing the actual tasks
of the projects.
Project Implementation
Project implementation involves a series of continuous, often overlapping phases. This
cyclical process launches with survey of felt needs in the locality that will serve as baseline
information in the formulation of project or setof projects that may be undertaken in an
uninterrupted manner. As soon as the project plan has been identified, it is prudent that
inventory of resources should be made. Mobilizing the limited resources such as men, materials,
methods and moments is a fundamental thing to do. Then, implementation comes with regular
monitoring to keep track of the development of the project. Measuring the success of the project
1
as an impact evaluation will serve purpose in revisiting the plan of action. Afterward, the cycle
goes back to round.
Preparing Project Proposal

A project proposal has several parts in order to complete the needed information as basis
of conducting the project. A project proposal is a guide for both the trainers and student-trainee
in attaining tasks while they are in community immersion. It serves as a basis of designing
program of activities and key inputs in monitoring and evaluation the projects to be undertaken
in the community.
Purposes of making project proposal

 Its guides trainers and student-trainees in designing a program for their project clientele.
 It facilitates implementation, monitoring and evaluation of the projects.
 It serves as database in making reports as a requirement to the course.
 It makes work easier for it serves as reference for student-trainees’ to give the right
information needed for the project.
 It serves as a ready source of data for research work.
Parts of Project Proposal for NSTP Community Projects

There are several formats or template used in preparing project proposal. Below is one of
the suggested design.
1. Title of the Project – It must be catchy to the readers and capture the need of the clientele
2. Location – The specific place where the project will be implemented.
3. Duration / Time of Implementation – Specify when the project will start and when it
will be finished. Specify the days, weeks and months needed to complete the project.
4. Type of Community Extension Services

(Chose from the following and specify the project or activities)
A. Capability Building Training
1. Livelihood/Technical/Vocational Skills Training
2. Literacy/Professional Development
3. Technology Transfer
B. Food, Health and Sanitation
C. Collaborative Manpower Development
D. Community Needs Assessment
E. Environmental/Ecological Program
1. Environmental Management
2. Solid Waste Management
F. Disaster Risk Reduction Management
For example:
Disaster Risk Reduction Management: Disaster Preparedness through Signages
5. Department /College Involved – This parts identifies the name of the department or
college to be involved in the implementation of the project.
2
6. Project Proponents – It includes the list of project leaders, coordinators and names and
their respective designation, collegeandcontact information
7. Cooperating Agencies / Partners – This includes the list of possible partner agencies
inside or outside the educational institutions.
8. Beneficiaries – Theprimary and secondary beneficiaries are determined in this section.

These could be the children, out-of-school youths, person with disability (PWDs) senior
citizens, among others.
9. Total Cost of the Project–The total cost of the proposed expenditures of the project must
be presented here.
10. Rationale of the Project - Discuss thereasons behind why the project will be conducted
in the specified community, how will the beneficiaries will benefit from the project.
Discuss how will the project provide solutions or alleviate the problems in the
community. Include some data or information to support the justification
11. Objectives (General and Specific) – The objectives of the project must be clearly written
in operational terms. These are the intent on how to solve the identified problems related
to the proposed project. General objectives can be framed as basis of formulating
specific objectives of the project. The objectives must be specific, measurable,
attainable, realistic and time bounded (SMART). These are stated properly by using the
right verbs that describe what you want to address in relation to the underlying problem
within a certain period of time.
12. Description of the Project - This includes several paragraph describing the background
of the project, benefits derived from the projects and coverage of the project.
 Background of the project include the problem scenario of the community,

the need to address the existing situation among the clientele.
 Justify the project by stating the expected output of the project and the benefits to
be gained by the community members and other beneficiaries.
 Reflected in the project proposal is the vicinity or area of the project and the types
and possible number of clients or beneficiaries to be served.
13. Strategies and Methods / Plan of Action–This part describe the strategies and
methodologies that should be undertaken in order to attain the objectives of the project.
It should also describe the activities to be undertaken by the proponents and the
cooperating partners such as their responsibilities and obligations relative to time
reflected in the plan of action.
Plan of action are the specific activities to be undertaken by the proponents and
the other participants which include date of implementation, specific activities, person/s
involved. This can be presented in matrix or table form as shown below.
3
Date Time Activities Person/s involved
14. Financial Plan and Proposed Expenditures – Included on the discussion are the
budgetary requirement of the project, how to finance the activities and where the
financial resources or support will be derived. Part of the discussion and presentation are
itemized proposed expenditures such as supplies and materials needed, food, among
others.
15. Monitoring and Evaluation Mechanics– The monitoringactivities to be undertakenby

the proponentsmust be considered to ensure guided implementation of the activities listed
in the plan of action. Scheme of periodic assessment or evaluation must be undertaken
while implementing the project. This should be done by the proponents. Documentation
process should be considered in this activities
16. Plans for Ensuring the Sustainability of the Project – This includesthe plans on how to
make the project be sustainable or maintained after the project has been completed on its
prescribed duration.
Examples of community -based projects

Community welfare Seminar/Workshop/Orientation
 OplanLinis (Clean and Green Drive)  Environmental concern
 Tree Planting  First aid
 Medical and Dental Missions  El Nino
 Blood Letting  Leadership training
 Painting of traffic signs  Socio-eco survey
 Building of canals  Solid waste management
 BantayIlog Program  Drug education
 Fund raising  Dengue outbreak
 Hump painting  Disaster management
 Fencing of school children  Voter’s education
 Operation Timbang  Handicrafts
 Vaccination  Livelihood
 Nurseries  Computer literacy
 Coastal clean up
Gift giving and donation Contest
 Trash can  Sports
 Dogs cages  Essay writing
 Seedling and nurseries  Poster making
 Garments/clothes  Belen making
 Educational supplies  Slogan making
 Agricultural supplies  Quiz bee
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 Christmas gift giving  Fun run
Project Implementation
Project implementation deals with the actual execution of the plans. This phase of project
development includes making the final arrangement with the target clients/community partners,
officials involved in the activities, right schedule of each event, day to day activities and needs of
the clients, manpower each day of the program, monitoring and evaluation plan and other
requirements like social and recreation activities and the culminating activities of the project.
It must be remembered always that the needs of the clients will be the dominant
consideration throughout the conduct of the projects.
To ensure the success of the community service projects and programs performed by the
trainees during their immersion time, the following must be considered:
1. program must be responsive to the needs of the clients;

2. contribute to the upliftment of the living conditions of the clients;
3. maximize the resources available in the community;
4. tap the potentials of the clients and give due recognition;
5. objectives must be SMART with tangible results that touch the lives of the clients;
6. project must be done systematically to ensure significant contributions from pre-
planning, planning stages, implementation and evaluation;
7. complete documentation must be observed as basis for reporting and for future studies;
8. projects must be within the capacity and concern of the trainees that will allow them to
gain the knowledge, skills and encourage reflective action; and
9. develop shared commitment among the trainees.
Projects must promote civic consciousness imbued with good citizenship values of
Pagkamaka-Diyos, Pagkamaka-Tao, Pagkamaka-Bayan and Pagkamaka- Kalikasan.
The following flow of activities will guide the student trainees or the implementers in the
implementation of the project;
 Preparation of project proposal based on community needs

 Approval of the proposal
 Once the project is approved, the trainees will prepare all
immersion requirements.
a. Letter of request regarding their immersion to the community is the
partner agency signed by the trainer/coordinator and approved by
a. Pre-immersion the NSTP Director.
b. Community responds to the request by signifying their acceptance
through a letter.
c. Trainees, based on the identified needs, submit a project design to
the community for approval.
d. Once approved, trainees will submit a detailed program schedule
of action.
5
 Based on the detailed program approved, the student- trainees will

implement the specifics of the activities as designed. The actual
immersion time will last for 8-10 meetings with the clients or
partner community. It may also depend on the design of the
project.
b. Actual community  In the course of the actual work, coordination, monitoring and
immersion evaluation is done to give immediate actions to problems
encountered and make necessary adjustments if needed.
 During this stage, trainees are required to make and complete
their journal of events which serves as a reference in finalizing
their tasks. Pictorials are also required to support the activities
undertaken.
 Each group of trainees will make a narrative report. The
c. Presentation of
presentation of documents during the post evaluation of the
community service
program is about the community service activities conducted
outputs
during the immersion time.
d. Monitoring  Continuously done to measure effectiveness of activity.
 Each group will be rated as part of the final rating given to them.
e. Evaluation  Implementation of the project ends by the time all requirements
have been satisfactorily done.
Project Monitoring and Evaluation

Project monitoring and evaluation are necessary as management tool in determining the
extent of program/project implementation by the NSTP-CWTS/LTS participants at the
community.
What is Monitoring?
Monitoring is an integral part of every project, from start to finish (Philip Bartle)
Monitoring is derived from the Latin word “monore” to monitor, one that warns or
overseer, instructor assist, and monitoring therefore is a process of periodically gathering
pertaining to the status and formation at the extent of project/program implementation.
Monitoring program is designed primarily to provide the information concerning the
project implementation and to compare the previous accomplishments with the earlier set
goals.Monitoring is periodic and continuing process of data collection and information gathering
throughout the life cycle of a program or a project.
It is an overview of the implementation of programs and projects and establishes the
extent to which inputs, work schedules, activities and outputs are proceeding according to plan.
It presents early indication of progress – or the lack of it – in the achievement of objectives so
that action can be taken to correct deficiencies.
A project is a series of activities that aim at solving particular problems within a given
time frame and in a particular location. The investments include time, money, human and
material resources. Before achieving the objectives, a project goes through several stages.
Monitoring should take place at and be integrated into all stages of the project cycle.
The three basic stages include:

6
1) Project planning (situation analysis, problem identification, definition of the

goal, formulating strategies, designing a work plan, and budgeting);
2) Project implementation (mobilization, utilization and control of resources and
project operation); and
3) Project evaluation.
Monitoring should be executed by all individuals and institutions which have an interest
(stakeholders) in the project. To efficiently implement a project, the people planning and
implementing it should plan for all the interrelated stages from the beginning.
Purposes of monitoring the plan are;
a) To provide a systematic method of collecting data on the implementation of plan as

implementation is taking place
b) To generate information that can be used for evaluation of the plan
c) To detect problem of implementation as they occur for proper corrective measures.
Monitoring indicators are of four types, namely;

 Input indicators: describe what goes on in the project (e.g. number of bricks brought
on site and amount of money spent);
 Output indicators: describe the project activity (e.g. number of classrooms built);
 Outcome indicators: describe the product of the activity (e.g. number of pupils attending
the school); and
 Impact indicators: measure change in conditions of the community (e.g. reduced
illiteracy in the community).
Tools needed for monitoring purposes

Professional community workers do not dare rely on their good memory to record their
findings in the community. They use some tools and processes to record, monitor and validate
the soundness of the information and activities they have. Some of the helpful tools in
monitoring NSTP projects include:
1. Journal or process recording. According to Merriam-Webster On-Line Dictionary, a

journal is “a) an account of day-to-day events. b) a record of experiences, ideas, or
reflections kept regularly for private use.” Similarly, a process recording is also an
account of day-to-day events, but it deals heavily in putting together the pieces of data
gathered. A good needs assessment is found on the strength and up-to-datedness of
events being monitored.
2. Gantt chart. Created by Henri Gantt to illustrate summary breakdown of work
elements, the Gantt chart is useful in monitoring if NSTP projects are being
implemented on time.
3. Summary checklist. From the start, the implementers of the project write the
indicators that need to be present to check whether there is a progress. Usually, the
objectives of the project, tasks, materials and persons involved are written on a
checklist. Across these items are columns to be checked whether they have been
complied or not.
7
What is Evaluation?
Evaluation is time-bound exercise that attempts to assess as systematically and
objectively as possible what has taken place in order to improve future work.It measures the
relevance, performance, and impact of on-going or completed programs and projects in the light
of its stated objectives and goals.
It is also an action – oriented learning and management tool for improving current and
future planning, programming and decision-making activities.Evaluation is the process through
which the effectively of services are gauged against the goals which the agency sets out to
achieve. It is the heart of program development process and provides a direction for future
courses of action.
Evaluation needs to be constant process built into all levels of a program;

- by the participants in all projects
- by the implementers/facilitator/social workers/NSTP volunteers
Evaluation also needs to be done at

- the end of learning events
- at key points in a group, at least once a month
- at regular time in a project
The value of evaluation includes:

- seeing the successes of the program/project implementation
- assessing the weakness of the implementation
- clarifying what needs to be changed, strengthened/improved
Monitoring and evaluation are interactive, complementary, and mutually supportive

functions that serve the demands for proper implementation of NSTP program and projects,
accountability in the use of resources, and data-based decision-making
Importance of evaluation
1. It provides trainers/trainees and other people an idea of the activities’ progress and
accomplishments and how they fare well in the achievement of goals.
2. Results serve as basis for empowerment in carrying out activities.
3. It provides an avenue of making program revision and adjustments.
4. It provides opportunity for the trainees to experience and develop skills in conducting
evaluation.
Classification of Evaluation
a) Participatory evaluation – is a process of involving participant in program to reflect
critically on their own project, program, aims and leadership. It is a participant-centered
evaluation.
b) Non-participatory evaluation – evaluation is done by non-participating parties usually

the disinterested persons. If evaluation is biased, then it does not reflect or give the real
evaluative results.
8
Kinds of Evaluation
a) Ongoing evaluation – evaluation conducted while the workshop/program is still in progress.
 Provides an opportunity to make any changes
 Provides ongoing feedback to the trainer
 Gives the participants an opportunity to integrate what they have learned.
 Gears towards identity whether participants are learning from the workshop or program
and enjoying themselves.
b) Concluding evaluation – it is a final concluding evaluation. It is essential to evaluate a

workshop or program at its end.
c) Methods of Evaluation
 Written evaluation
 Informal oral evaluation
 Structures interview
 Group discussion method
 Observation
 Survey
 Case study
 Slides, photos or drawings
Termination of Projects
Student trainees are expected to complete their projects in the community in the span of
50-90 hours as prescribe to the CHED- endorsed Program of Instruction for it to be credited in
the training course. Right at the very start, the student trainee-implementers must apprise their
target participants of the particulars of the projects undertaken especially in terms of period. This
will enable their clients or partner community to prepare for any eventualities should the
implementers will terminate the project. Trainees are advised to inform them with due respect of
the status of the project and other details as may be deemed necessary. Nevertheless, the trainees
may decide to continue with the project if the endeavor proves worthy of continuation, follow-up
or replication. If the proponents and implementers have decided to pursue and push through with
their venture, they can seek the assistance and support of the school’s extension service/
community outreach unit just to sustain the project.
If in case trainees lack hours of community immersion or did not perform well, they are
bound to receive an unsatisfactory rating; more so, failure of compliance must be noted. If
trainees go beyond the required number of hours in the community in their conduct of the project
for failure to conform or comply with the requirements of the plan of action formulated, then a
similar ’poor’ rating should be accorded.
As student trainees, one must learn how to work within the allotted time frame given, for
their convenience and also for the community’s sake. If one stays in the community beyond the
agreed time, the action can be constructing by the community for something else like, extending
more help (intensified volunteerism) to them or that they could still ask for their help even
beyond their capability. This might also encourage their dependency on the implementers.
9
However, it is not really a problem if trainees want to extend their community services in
the community. In fact, student-trainees are encouraged to continue their community work. This
time, their services will already be regarded as their personal commitment to doing voluntary
work, separate and distinct from the required initiated activities. In step with enjoying student
trainees to eventually becoming volunteer workers the school may establish volunteer corps
either under the auspices of the respective school’s units or extension services office to ensure
the continuity of the immersion program for volunteers.
1
Lesson 32 - National Service Reserve Corps

1. acquire clear concept of the legal mandates and operation of national service reserve
corps
2. acknowledge the role of a reservist
Introduction
Section 11 of RA 9163 or the National Service Training Program Act of 2001 specifically
provides for the creation of a National Service Reserve Corps (NSRC), composed of graduates of
the non-military components of NSTP: Civic Welfare Training Service (CWTS) and Literacy
Training Service (LTS). Members of the Corps may be tapped by the State for civic welfare and
literacy activities through the join efforts of DND, CHEd and TESDA.
Mission
To provide a trained and motivated manpower pool that can be tapped by the State for
civic welfare, literacy and other similar endeavors in the service of the nation.
Functions
1. To assist in the disaster preparedness, mitigation, response and rehabilitation
programs.
2. To serve as an auxiliary to the disaster coordinating council 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 programs.
6. To assist in environmental protection activities.
7. To perform other similar endeavors.
Composition
The NSRC shall be composed of the graduates of CWTS and LTS components of NSTP.
Organization
The NSRC is organized under the umbrella of the National Disaster Coordinating
Council (NDCC). It shall have a national, regional, provincial, and city/municipal level of
organization parallel to the Disaster Coordinating Council (DCC) structures at all levels. The
DCC centers shall serve as the headquarters of the NSRC at the respective level organization. Its
national center shall be based at the NDCC Disaster Preparedness center, Camp General
2
Aguinaldo, Quezon City. A secretariat at all levels shall be organized and composed of
representatives from CHEd and TESDA.
For purposes of understanding better the organization of NSTP graduates, it is also
significant to consider the provision in the IRR of the RA 9163 which states as follows:
Rule V. section 11. Organization of NSTP Graduates
Paragraph a. “Graduates of the non-ROTC components of the NSTP shall belong to the
National Service Reserve Corps (NSRC) and could be tapped by the State for literacy and civic
welfare activities, through the join efforts of DND, CHEd and TESDA, in coordination with
DILG, DSWD and other concerned agencies/association.”
Inter-Agency relationship of the NSRC Concerned Agencies
NDCC (DND-OCD) CHEd and TESDA
RDCC (DND-OCD RCs CHEDROs and TESDA
HEIs and PDCC/MDCC

TESDA
CDCC/BDCC PO
TESDA Schools
Legend:
RDCC – Regional Disaster Coordinating Council
PDCC – Provincial Disaster Coordinating Council
CDCC – City Disaster Coordinating Council
MDCC – Municipal Disaster Coordinating Council
BDCC – Barangay Disaster Coordinating Council
CHEDRO – CHED Regional Office
OCD – Office of Civil Defense
TESDA RO – TESDA Regional Office
TESDA PO – TESDA Provincial Office
HEI – Higher Education Institutions
3
Duties and Responsibilities
1. NDCC through shall:

a. act as lead agency in the administration, training, organization, development,
maintenance, and utilization of the NSRC members;
b. maintain an official master list of registered NSRC members;
c. coordinate with concerned agencies for the efficient and proper administration,
training, organization, development, maintenance, and utilization of NSRC
members;
d. conduct performance assessment of NSRC members mobilized for the purpose, and
furnish the three implementing agencies with the result thereof;
e. formulate specific guidelines for the administration, training, organization,
development, maintenance, and utilization of NSRC members; and
f. do related work.
2. CHED/TESDA
a. Central Office shall
 provide secretariat services for the NSRC;
 prepare consolidated national master lists of officially registered CWTS and
LTS graduates per school year;
 submit official national master list of registered MSRC members, with
corresponding centrally-determined serial numbers to NDCC through DND
per school year;
 assist in the administration, training, organization, development, maintenance,
and utilization of the NSRC members;
 coordinate with NDCC through DND regarding NSRC concerns
and activities; and
 do related work.
b. Regional offices shall

 Prepare consolidated regional list of CWTS and LTS graduates from HEIs,
and in the case of TESDA from the Provincial Office to the schools, for
submission to CHED/TESDA Central offices;
 Coordinate with RDCC (OCD RCs) on matters relative to NSRC concerns;
 Maintain a directory of CWTS and LTS graduates for reference;
 Prepare report as may be required; and do related work.
c. Higher Education Institutions/TESDA Provincial Office and Schools

 prepare and submit a certified master list with complete addresses and contact
numbers of CWTS and LTS graduates to respective regional offices. In case
of TESDA, the same shall be submitted through its Provincial Offices
 provide information on CWTS and LTS graduates as may be officially
requested by the authorized concerned agencies;
 coordinate with PCDD/CDCC/MDCC/BDCC, as the case may be on matters
relative to NSRC; and
4
Module 9 – Literacy and Numeracy Skills
 do related work.
d. NSRC Members shall

 report to the call of NSRC for training and respond immediately for utilization
in cases of disasters/calamities and other relevant socio-economic service
concerns as the needs arise, through its centers
(RDCC/PCDD/CDCC/MDCC/BDCC) nearest the member’s residence and/or
workplace at the time of the call; and
 register at the said center and get instruction/briefing for specific duties and
responsibilities.
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Module 1 – Citizenship Training

Lesson 1 - Historical and Legal Bases of NSTP

The Traditional Filipino Service

Spanish Colonial Administration

The Constitutional Mandate

 Literacy Training Service(LTS)

 Reserve Officers' Training Corps(ROTC)

 Commonwealth Act No. 1

 Presidential Decree No. 1706

 Republic Act 7077

BatStateU - National Service Training Program 1 – CWTS/LTS

Lesson 2 - Philippine Constitution, Preamble and Bill of

“We, the sovereign Filipino people, imploring the aid of

Bill of Rights (from Article III of 1987 Phil. Constitution)

1. No person shall be deprived of life, liberty, or property without due process of

Duties and Responsibilities of Filipino citizens

5. To cooperate with duly constituted authorities.

Duties and Rights of the Filipino People

1. Duties of the People

d. Constitutional rights – rights recognized and protected by the constitution and

e. Statutory rights – rights conferred by statutes or law promulgated by a

1. 1987 Philippine Constitution

Lesson 3 - United Nations Principles on Human Rights

Universal Declaration of Human Rights

Thus, the Universal Declaration of Human Rights is defined as a common standard of

BatStateU - National Service Training Program 1 – CWTS/LTS

Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to

Whereas it is essential to promote the development of friendly relations between nations,

Whereas a common understanding of these rights and freedoms is of the greatest

Article 5 - No one shall be subjected to torture or to cruel, inhuman or degrading treatment or

BatStateU - National Service Training Program 1 – CWTS/LTS

Article 9 - No one shall be subjected to arbitrary arrest, detention or exile.

Article 15 – (1) Everyone has the right to a nationality.

BatStateU - National Service Training Program 1 – CWTS/LTS

(2) No one shall be arbitrarily deprived of his property.

(2) No one may be compelled to belong to an association.

BatStateU - National Service Training Program 1 – CWTS/LTS

BatStateU - National Service Training Program 1 – CWTS/LTS

Issues of Human Rights in the Philippines

Additional Information of the Human Rights in the Philippines

1. Human rights can be classified as individual, collective, civil, political, economic,

BatStateU - National Service Training Program 1 – CWTS/LTS

July 21, 2020https://www.un.org/en/udhrbook/pdf/udhr_booklet_en_web.pdf

July 21, 2020 https://www.amnesty.org/en/countries/asia-and-the-pacific/philippines/report-

July 21, 2020 https://www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-the-

BatStateU - National Service Training Program 1 – CWTS/LTS

Lesson 4 - Flag Heraldic Code of the Philippines

At the end of the topic, students are expected to:

a. recognize R.A. 8491 and its provisions;

For students and instructors’ material, please access at

A flag is a sacred and respected feature of the

BatStateU - National Service Training Program 1 – CWTS/LTS

BatStateU - National Service Training Program 1 – CWTS/LTS

Folding the Flag

Other Rules on the Display of the Philippine Flag

RA 8491 July 25, 2020 https://www.slideshare.net/ejentero/flag-and-the-heraldic-code-of-the-philippines

BatStateU - National Service Training Program 1 – CWTS/LTS

BatStateU - National Service Training Program 1 – CWTS/LTS

Lesson 5 - Good Citizenship Values

At the end of the topic, students are expected to:

a. analyze the preamble of the 1987 Philippine Constitution;

Developing Good Citizenship

Preamble of the 1987 Constitution