PROPOSED SOLID WASTE MANAGEMENT PROGAM OF COLEGIO DE LA

INMACULADA CONCEPCION – MANDAUE, INC.

RATIONALE

The Philippine government drew up a decree to further the environmental cause. On July

24, 2000, the Philippine Congress enacted RA 9003 or the Ecological Solid Waste Management

Act. This Act provides for an ecological solid waste management program, creating the

necessary institutional mechanisms and incentives, declaring certain acts prohibited and

providing penalties, appropriating funds thereof, and for other purposes.” This Act mandated the

Department of Education (DepEd), the Technical Education and Skills Development Authority

(TESDA), the Commission on Higher Education (CHED), the Department of Environment and

Natural Resources (DENR), and other concerned government agencies to “incorporate ecological

solid waste management in the school system at all levels” (RA 9003, 2000).

This trend towards enlisting educational institutions had been taken up by private

organizations after the National Solid Waste Management Commission (NSWMC) established a

comprehensive approach in Mainstreaming Ecological Solid Waste Management in the

Philippine Educational System Project. In view of the increasing global concerns on

environmental activities and the DepEd’s endeavor, Colegio de la Inmaculada Concepcion –

Mandaue, Inc. is encouraged to launch a solid waste management program, COMBAT ON

TRASH. The ultimate goal of this program is to empower the students, teachers, and school

administrators to develop self- awareness, environmental consciousness, and wholesome health

habits and to practice environmental initiatives. If this program will be approved, this will be the

first solid waste management program of Colegio de la Inmaculada Concepcion – Mandaue Inc.

that will embarked on the mandatory compliance set by the Philippine Ecological Solid Waste

Management Act of 2000 or Republic Act 9003.

 GOALS

The COMBAT ON TRASH program aims to:

1. build a common and more profound understanding on the current solid waste situation in

the school:

2. inform/ educate LAMPs (Lay mission partners), students, parents, adopted community

and school’s partner and implement proper segregation of waste, recyclables and

biodegradable;

3. realize the serious and adverse effects of poor SWM;

4. obtain information on the various good practices in SWM – reduce, reuse, recycle and

proper disposal that will lead to a sound decision in prioritizing school based actions;

5. adopt ESWM (Ecological Solid Waste Management) ordinances and its implementing

rules and regulations;

6. produce a simple ready to use pamphlets for distribution (for easier dissemination of

information).

A. Formation of Core Groups

1. Each school will have an environmental committee that will take charge of this plan.

Preferably the DC Sisters, administrator, mid- level LAMPs and the domain leader for

operational vitality.

2. Identified extension coordinators – the coordinator of community outreach program,

school’s social worker, faculty and PTA representative.

3. Support Needed: Green Team, a student based environmental organization to support

and lead the school’s advocacy and environmental programs. A moderator (faculty) will

be in charged for this organization.

Key Performance Indicators - How to measure:

 Members of the environmental committee in each school were identified

 Organizational Structure defined

 Identified Green Team in each school

B. Planning

1. Prioritize the purchase of assets and products that can be reused or recycled at end-of-life;

2. Ensure waste guidelines, policies, objectives, monitoring and reporting are incorporated

into tenders and contracts;

3. Establish uniform data sets needed to monitor and review waste practices, and assign

responsibility;

4. Set progressive targets to achieve aims of continuous improvement.

5. Evaluate the options and come up with an action plan that meets the school’s specific needs.

Key Performance Indicators - How to measure:

 Building Design Standards to include waste system

 Procurement policy review and update.

 Inclusion of data in annual environmental report

 Projects that will lead to the solution of the identified problems will be identified.

 Each school have submitted simple 5 year ESWM plan to the Cluster President

 Depending on what programs the school already has in place work may need to be done

to expand an existing program or start implementing an entirely new program.

C. Information and Education Campaign

1. Continuing info- dissemination campaign in each school per request.

2. Workshop will be conducted to identify the problems on solid waste management

confronting the respective schools.

Key Performance Indicators - How to measure:

 Draft schedule on the orientation sessions for students and LAMPs on ESWM sessions

on required basis ( half day sessions) and plan presentations by representatives;

 Green Team will be introduced.

 .Launching of COMBAT ON TRASH.

 D. Practices, Systems & Education

1. Embarked on a comprehensive education and advocacy that sought to change LAMPs and

student’s behavior towards responsible waste management. While information, education

and communication is enunciated in R.A. 9003, this enables the target audience to learn the

positive or negative consequences of their action. It further focuses on the benefits derived

from positive waste management practice thus leading to individual and group motivation.

Integrate waste-education and activities into the curriculum.

2. Involve students throughout the process to keep students and LAMPs excited about

reducing waste.

The regular teachers of CIC-Mandaue had always practiced reduction of solid wastes. The
students from CIC-Mandaue had good practices on solid waste reduction.
Reduce

 LAMPs and students begin to reduce use through duplex printing.

 LAMPs and students only print what is absolutely necessary.

 LAMPs begin to assign work that does not need to be written.

 LAMPs use the TV or chalkboard to deliver written instructions.

 Students submit assignments digitally rather than in print (for higher grade level).
e regular teachers of CIC-Mandaue had always practiced reusing materials. The students of CIC-Mandaue had often practiced r
Reuse

 Everyone are encouraged to collect paper scraps and turn them into note-pads

 Students and LAMPs create a paper reuse center for notebooks and other paper products

a person no longer uses.

 The student art clubs turn old homework into paper mache materials, recycled beads,

and more.
The students and the regular teachers of CIC- Mandaue seldom practiced recycling materials, with all
Recycle

 Students and staff collect and recycle old homework.

  The Green Team will host a paper recycling competition to determine and see what grade

level can create something out of the paper in their paper bin.

 The Green Team will host a recycled paper drive for the community and weighs the

final amount collected

 The school starts purchasing paper made from recycled paper.

The teachers from CIC – Mandaue moderately practice proper waste disposal. Students of CIC – Mand
Disposal

 There must be a MRF (materials recovery facility, materials reclamation

facility, materials recycling facility or Multi re-use facility) and compost pit per

school.

 Establishment of sanitary landfill site with minimum requirements in place to protect the

environment.

 Reduce organic waste (food waste) sent to landfill

 Increase recovery of additional material at landfill

Key Performance Indicators - How to measure:

 Full operation of the sanitary landfill

 Everyone must identify the source and type of waste accurately.

 Complete waste disposal documentation such as transfer, duty of care notes or

hazardous waste consignment notes.

 Reduction of food waste (market waste) sent to landfill (10% per yer)

E. Monitor, Research and Review

1. Incorporate responsibilities to monitor and review waste management into positions or

contracted services.

2. Keep a record of how much recycling is collected, or how much waste is being

reduced through the program. Share these results.

3. Promote feedback mechanisms for staff and contractors that reward reporting problems

and opportunities.

4. Incorporate findings into continuous improvement processes.

 5. Write a case study and take photographs, gather feedback or present to the community.

Letting the community know about waste reduction efforts can greatly extend the impact of

any program.

6. LAMPs and students will answer the waste assessment survey every school year.

7. Link waste initiatives to research, led by faculties.

Key Performance Indicators - How to measure:

 Monitor level of feedback received through existing mechanism and update waste

management action plan.

 Record successes and obstacles. Keep in touch with environmental committee. Make

changes as the plan proceeds to adjust to obstacles along the way.

 Document the overall outcome of student efforts. Share the findings with others. Use

what knowledge was gained to sustain projects over time.

 Involvement in waste related projects led by academic staff