NSTP MODULEfinal Cwts

LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY
MODULE I
Objectives
1. Define and discuss the National Service Training Program Act (RA 9163).
2. Enumerate the different program components of NSTP.
3. Discuss the Implementing Rules and Regulation (IRR) of the NSTP.
The NSTP Law
AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM

(NSTP) FOR TERTIARY LEVEL STUDENTS, AMENDING FOR THE PURPOSE OF
REPUBLIC ACT NO. 7077 AND PRESIDENTIAL DECREE NO. 1706, AND FOR
OTHER PURPOSES.
Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled:
SECTION 1. Short Title – this Act shall be known as the “National Service Training
Program (NSTP) Act of 2001.”
SECTION 2. Declaration of Policy – it is hereby affirmed the prime duty of the

Government to serve and protect its citizens to defend the security of the state and in
Fulfillment thereof, the government may require each citizen to render personal, military or
civil service.
Recognizing the youth’s vital role in nation building, the state shall promote civic
consciousness among the youth and shall develop their physical, moral, spiritual, intellectual
and social well-being. It shall inculcate in the youth patriotism, nationalism, and advance
their involvement in public and civic affairs.
In pursuit of these goals, the youth, the most valuable resource of the nation shall be
motivated, trained, organized and mobilized in military training, literacy, civic welfare and
other similar endeavors in the service of the nation.
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SECTION 3. Definition of Terms – For purposes of this Act, the following are hereby
defined as follows:
a. “National Service Training Program” (NSTP) is a program aimed at enhancing civic

consciousness and defense preparedness in the youth by developing the ethics of service
and patriotism while undergoing training in any of its three (3) program components.
Its various components are specially designed to enhance the youth’s active
contribution to the general welfare.
b. “Reserve Officers Training Corps” (ROTC) is a program institutionalized under Section 38

and 39 of Republic Act No. 7077 designed to provide military training to tertiary level
students in order to motivate, train organize and mobilize them for national defense
preparedness
c. “Literacy Training Service” (LTS) is a program designed to train students to become

teachers of literacy and innumeracy skills to school children, out of school youth, and
other segments of Society in need of their service.
d. “Civic Welfare Training Service” (CWTS) refers to program of activities contributory to

the general welfare and the betterment of life for the members of the community
or the enhancement of its facilities, especially those devoted to improving health,
education, environment, entrepreneurship, safety recreation and morals of citizenry.
e. “Program Component” shall refer to the service components of the NSTP as enumerated in
Section 4 of this Act.
SECTION 4. Establishment of the National Service training Program – There is hereby

established a National Service Training Program (NSTP), which shall form part of the
curricula of all baccalaureate degree courses and of at least (2) year technical-
vocational courses and are requisite for graduation, consisting to the following service
components.
1. The Reserve Officers Training Corps (ROTC), which is hereby made optional and
voluntary upon the effectively of this Act;
2. The Literacy Training Service;
3 The Civic Welfare Training Service.
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The ROTC under the NSTP shall instill patriotism, moral, virtues, and respect for
rights of civilians, and adherence to the constitution, among others. Citizenship training shall
be given emphasis in all three (3) - program Components.
The Commission on Higher Education (CHED) and Technical Education and Skills
Development Authority (TESDA), in consultation with the Department of National
Defense (DNA), Philippine Association of State Universities and Colleges (PASUC) and
other concerned government agency may design and implement such other program
components as maybe necessary in consonance with the provisions of this Act.
SECTION 5. Coverage- Students, male and female, of any baccalaureate degree course or at
two (2)-Year technical vocational courses in public and private educational institution shall
be required to complete one (1) of the NSTP components as requisite for graduation.
SECTION 6. Duration and Equivalent Course Unit – Each of the aforementioned NSTP
program components shall be undertaken for an academic period of two (2) semesters.
In lieu of the two (2) –semester program for any of the components of the NSTP, a
one (1) summer program may be designed, formulated and adopted by the DND, CHED and
TESDA.
SECTION 7. NSTP Offering in Higher and Technical- Vocational Education

Institutions. –All higher and technical- vocational institutions, public and private, must offer
at least one of the program components: provided, that the State Universities and colleges
shall offer the ROTC component and at least one other component as provided herein:
Provided, further that the private higher and technical – vocational education institution may
also offer the ROTC if they have at least three hundred and fifty (350) cadet students.
In offering the NSTP whether during the semester or summer periods, clustering of
affected students for different educational institutions maybe done, taking into account
logistics, branch of service and geographical considerations. Schools that do not meet the
required number of students to maintain the optional ROTC and of the NSTP components
shall allow their students to cross enroll to other schools irrespective of whether or not the
NSTP components in said schools are being administered by the same or Another branch of
service of the Philippines (AFP), CHED and TESDA to which schools are identified:
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SECTION 8. Fees and Incentives. – higher and Technical vocational institutions shall not
collect any fee for any of the NSTP components except basic tuition fees, which shall not be
more than fifty percent (50%) of what is currently charged by schools per unit.
In the case of the ROTC, the DND shall formulate and adopt a program of the
assistance and/or incentive to those students who will take the said component.
The school authorities concerned, CHED ad TESDA shall ensure that group
insurance for health and accident shall be provided for students enrolled in any of the NSTP
components.
SECTION 9. Scholarships. – There is hereby created Special Scholarship Program for the
qualified students taking the NSTP which shall be administered by the CHED and TESDA.
Funds for the purpose shall be included in the annual regular appropriations of the CHED and
TESDA.
SECTION 10. Management of the NSTP Components- The school authorities shall
exercise academic and administrative supervision over the design, formulation, adoption and
implementation of the different NSTP components in their respective schools: provided that
in case CHED or TESDA accredited, non- government organization (NGO) has been
contracted to formulate and administer a training module for any of the NSTP components,
such academic and administrative supervision shall be exercised jointly with the accredited
NGO. Provided, further, that such training module shall be by accredited by the CHED and
TESDA.
The CHED and TESDA regional offices shall oversee and monitor the
implementation of the NSTP under their jurisdiction to determine if the trainings are being
conducted in consonance with the objectives of the Act. Periodic reports shall be submitted to
the CHED, TESDA and DND in this regard.
SECTION 11. Creation of the National Service Reserve Corps – There is hereby created a
National Service Reserve Corps, to be composed of the graduates of the non-ROTC
components. Members of this Corps may be tapped by the State for literacy and civic welfare
activities through the joint effort of DND, CHED and TESDA.
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Graduates of the ROTC shall part of the Citizens Armed Force pursuant to Republic
Act No. 7077.
SECTION 12. Implementing Rules.- The DND, CHED and TESDA shall have the joint
responsibility for the adoption of implementing rules of this Act within sixty (60) days from
the approval of this Act.
These three (3) agencies shall consult with other concerned government agencies,
the PASUC and COCOPEA, NGO’s recognized student organizations in drafting the
implementing rules.
The implementing rules shall include guidelines for the adoption of the appropriate
curriculum for each of the NSTP components as well as the accreditation of the same.
SECTION 13. Transitory Provisions. – Students, who have yet to complete the basic
ROTC except those falling under Section 14 of this Act, may either continue in the program
component they are currently enrolled or shift to any of program components of their choice.
Provided, that in case he shifts to another program component, the Basic ROTC
courses he has complete shall be counted for the purpose of completing the NSTP
requirement. Provided, further, that once he has shifted to another program component he
shall complete the NSTP in that component.
SECTION 14. Suspension of ROTC Requirement. – The completion of ROTC training as

a requisite for graduation is hereby set-aside for those students who despite completing all
their academic units as of the affectivity of this act have not been allowed to graduate.
SECTION 15. Separability clause. – if any section or provision of this Act shall be declared
unconstitutional or invalid, the other sections or provisions not affected thereby shall remain
in full force and effect.
SECTION 16. Amendatory clause. – section 35 of Commonwealth Act no. 1, Executive

Order no. 207 of 1939, Sections 2 and 3 of Presidential Decree No. 1706, an Sections 38 and
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39 of Republic Act No 7077, as well all laws, decrees, orders, rules and regulations and other
issuances inconsistent with the provisions of this Act are hereby deemed amended and
modified accordingly.
SECTION 17. Effectivity. – this Act shall take effect fifteen (15) days after its publication
in two (2) newspaper of national circulation, but the implementation of this Act shall
commence in the school year 2002 – 2003
IMPLEMENTING RULES AND REGULATIONS
OF THE NATIONAL SERVICE TRAINING PROGRAMS (NSTP)
Pursuant to Section 12 of republic Act no. 9163 otherwise known as the national
service training program (NSTP) Act of 2001, the Commission on Higher education (CHED),
Technical Education and Skills and development Authority (TESDA), and Department of
National Defense (DND), in consultation with concerned government agencies, the
Philippine association of State Universities and Colleges (PASUC), Coordinating Council of
Private educational associations of the Philippines (COCOPEA), Non- Government
organizations (NGOs) and recognized student organizations, hereby jointly issue, adopt and
promulgate the following implement the provisions of the Act.
RULE I
Guiding Principles
SECTION 1. Guiding Principle. While it is the prime duty of the government to serve and
protect its citizens to defend the security of the state, and in fulfillment thereof, the
government may require each citizen to render personal military or civil service.
SECTION 2. Role of the Youth
a. in recognition of the vital role of the youth in nation building, the state shall promote
civic consciousness among them and shall develop their physical, moral, spiritual,
intellectual and social well-being. It shall inculcate the deals of patriotism,
nationalism, and advance their involvement in public and civic affairs.
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b. At the most valuable resource of the nation, they shall be motivated, trained,
organized and involved in military, literacy, civic welfare programs and other similar
endeavors in the service of the nation.
RULE II
Definition of terms
SECTION 3. As used in this implementing Rules and Regulations (IIR), the following terms
shall mean:
a. “National Service training program” (NSTP) – refers to the program aimed at enhancing
civic consciousness and defense preparedness in the youth, by developing the ethics of
service and patriotism while undergoing training in any of the three (3) program
components, specifically designed to enhance the youth’s active contribution to the
general welfare:
b. “Reserve officer’ Training Corps” (ROTC) – refers to the program component,

institutionalized under sections 38 and 39 of the republic act No. 7077, designed to
provide military training to tertiary levels students in order to motivate, train, organize,
and mobilize them for national defense preparedness;
c. “Literacy Training Program” (LTS) – refers to the program component designed to train
students to teach literacy and innumeracy skills to school children, out-of-school youths
and other segments of society in need of their services;
d. Civic welfare Training Service (CWTS) – refers to the program component or activities
contributory to the general welfare and the betterment of life for the member of the
community or the enhancement of its facilities, especially those to improving health,
education, environment, entrepreneurship, safety, recreation and moral of the citizenry
and other social welfare services;
e. “Program Component”- refers to the service components of the NSTP as defined

herein;
f. “Clustering”- refers to the groping of student enrolled in different schools and taking up
the same NSTP component into one (1) group under the management and supervision
of a designated school;
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g. “Cross Enrollment”- refers to a system of enrollment where a student is officially

enrolled in an academic program of school but is allowed to enroll in the NSTP
component of another school; and
h. “Non-Government Organization” (NGO) – refers to any private organization duly

accredited by the CHED or recognized by the TESDA.
RULE III
Program Implementation
SECTION 4. Coverage:
a. All incoming freshmen students, male and female, starting School Year (SY) 2002-
2003, enrolled in any baccalaureate and in an at least two (2) year technical-vocational
or associate course, are required to complete one (1) NSTP component of their choice,
as a graduation requirements;
b. All higher and technical-vocational education institutions
must offer at least one (1) of the NSTP Components.
c. State Universities and colleges (SUCs), shall offer the
ROTC component and at least (1) other NSTP component.
d. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy

(PMMA),Philippine National Police Academy (PNPA), and other SUCs of similar
nature, in view of the special character of these institutions, are exempted from the
NSTP.
e. Private higher and technical-vocational education institutions with at least 350

student’s cadets may offer the ROTC component and consequently establish/maintain
a Department of Military Science and Tactics (DMST), subject to the existing rules
and regulations of the Armed Forces of the Philippines (AFP).
SECTION 5. Program Components
a. The NSTP shall have the following components which the students can choose
from as defined in rule II, Section 3 hereof; The Reserve officers Training Corps
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(ROTC), Literacy Training Service (LTS), and Civic Welfare Training Service
(CWTS).
b. All program components; the ROTC in particular shall give emphasis on citizenship
training and shall instill patriotism, moral virtues, respect for the rights of civilians
and adherence to the Constitution.
c. The CHED and TESDA, in consultation with the DND, and PASUC, COCOPEA and
other concerned government agencies, may design and implement such other non-
military training components as may be necessary in consonance with the provisions
of R.A. 9163.
d. CHED Regional Offices, TESDA Provincial / District Offices and DND- AFP
(through the Major Service Reserve Commands), shall oversee and monitor the
implementation of the NSTP under the respective jurisdiction to determine if the
trainings conducted are in consonance with the
Act. These Offices shall submit periodic reports to the Central Offices of CHED,
TESDA and DND.
RULE IV
Fees and Incentives
SECTION 9. Fees. No fees shall be collected for any of the NSTP component except basic
tuition fees which should not be more than fifty (50%) percent of the charges of the school
per academic unit.
SECTION 10. Incentives
a. A program of assistance / incentives for ROTC students shall be provided and

administered by DND, in accordance with existing laws and regulations and subject
to the availability of funds.
b. School authorities concerned, CHED and TESDA shall ensure that health and
accident group insurances are provided for students enrolled in any of the NSTP
components.
c. School that already provide health and accident group insurances and collect the
necessary fees for the purpose from their students as of the effectively of this Rules,
are deemed to have complied with this requirements.
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d. A Special Scholarship Program for qualified NSTP students shall be administered by

the CHED and TESDA, with funds for the purpose to be included in the annual
regular appropriations of the two agencies, subject to the availability of funds.
RULE V
Organization of NSTP Graduates
SECTION 11. Organization of NSTP Graduates
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 joint efforts of DND, CHED and TESDA, in
coordination with DILG, DSWD, and other concerned agencies / associations.
b. The CHED, TESDA, and DND, in consultation with other concerned government and
non-government agencies, shall issue the necessary guidelines for establishment,
organization. Maintenance and utilization of the National Service Corps.
c. Graduates of the ROTC program shall form part of the Citizen Armed Force pursuant to
RA7077, subject to the requirements of DND
RULE VI
Transitory Provisions
SECTION 12. Suspension of ROTC Requirement. – The completion of ROTC training as

a requisite for graduation is set-aside for students who have completed all their academic
requirements for their respective courses as certified by the school on or before the
effectively of the NSTP Act of 2001, which is March 23, 2002. The concerned students may
apply for graduation with their respective schools.
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SECTION 13. Transitory Provisions
a. Male students who are not covered by Section 12 of this Rule and are currently
enrolled but have not taken any of the Military Service (MS), Civic Welfare Service
(CWTS) or law Enforcement Service (LES) programs shall be covered by the NSTP
Law.
b. Male students who have completed two semesters of the Expanded ROTC (E-ROTC)
/ National Service Program (NSP) are deemed to have complied with the NSTP
requirements.
c. Male students who are not covered by Section 12 of this Rule and have taken only
one (1) semester of Basic ROTC or E-ROTC/NSTP shall take one more semester of
any of the NSTP components to qualify for graduation.
d. Students who want to qualify for enlistment in the Reserve Force or attend the
Advance ROTC program shall undertake a special program for this purpose.
RULE VII
Miscellaneous Provisions
SECTION 14. Information Dissemination. The CHED, TESDA and DND shall provide
information on these Act and IRR to all concerned publics through different modes of
disseminating information.
SECTION 15. Amendatory Clause.
a. Section 35 of commonwealth Act No. 1, Executive Order No. 207 of 1939, Section 2 and
3 of Presidential Degree No. 1706, and Sections 38 and 39 of Republic Act No. 7077, as
well as all laws, decrees, orders, rules and regulations and other issuances inconsistent
with the provisions of the Act are hereby deemed amended and modified accordingly.
b. This Rules may be amended, modified, or replaced jointly by CHED, TESDA, and DND,
in consultation with PASUC, COCOPEA, NGOs and recognized students organizations.
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SECTION 16. Separability Clause. If any section or provisions of this IRR shall be
declared unconstitutional or invalid, the other sections or provisions not affected thereby shall
remain in full force and effect.
SECTION 17. Effectivity. This Rule shall take effect immediately upon. Adoption and
issuance.
Activity
Write your answers in the activity page.
1. What is the NSTP Law RA 9163?
2. As a youth in your community what is your role in accordance with the NSTP program
implementation.
3. Who is covered in the NSTP program implementation?
4. Enumerate and discuss the different program components of the NSTP.
MODULE II
Self-Awareness
Objectives:
1. Define Self-Awareness and Self Concept.
2. Discuss the importance of the development of social self.
3. Deepen their understanding of emotional competence and its basic elements.
4. Determine the relationship between emotional intelligence and emotional

competence.
5. Develop the self-valuing process.
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The great philosopher Aristotle said that knowing and understanding one’s self is the key
to true knowledge.
What is true knowledge then?
It knows who you are, what you are in this earth for, where you are going, and how you
can get there. (Herrera, M.M., Coloma, T.M.)
Life will not be meaningful unless we know and understand what our reasons are for being
in this world.
Sometimes people are becoming irrational individuals. We are not aware of what we are,
we are not aware of what we have, we are not aware of the persons surrounding us, we are
not aware what are happening in this world, we are not aware of attitudes we have, we are not
aware of what kind of behaviors we have and we are not even aware, the persons that care for
us.
It has been said that self-awareness is very important to an individual in knowing himself.
Webster’s medical dictionary defines self-awareness as an awareness of one’s own

personality in individuality. A definition from the American heritage dictionary, self-
awareness is the awareness of oneself, including one’s traits, feelings and behaviors.
Stedman’s medical dictionary states that self-awareness is the realization of oneself as
individual entity or personality.
Self awareness offers sure rudder for keeping our career decision in harmony with our
deepest values, the less aware we are of what makes as passionate, the more lost we will be
(Daniel Goleman)
According to Tao Tzu, “knowing others is wisdom but knowing yourself is

enlightenment.”
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Awareness is the first step in the creation process. As you grow in self-awareness, you
will better understand why you feel what you
feel and why you behave as you behave. That understanding then gives you the opportunity
and freedom to change those things you would like to change about yourself and create the
life you want. Without fully knowing who you are, self-acceptance and change become
impossible.
Having clarity about who you are and what you want (and why you want it) empowers
you to consciously and actively make those wants a reality. Otherwise, you will continue to
get “caught up” in your internal dramas and unknown beliefs, allowing unknown thought
process to determine your feelings and actions.
If you think about it, not understanding why you do what you do, and feel what you
feel is like going through your life with a stranger’s mind. How do you make wise decisions
and choices if you don’t understand why you want what you want? It’s a difficult and chaotic
way to live never knowing what this stranger is going to do next.
When we want good, solid information, we turn to the experts. So, whom are you going
to turn to for information about yourself? Who’s the experts? Does a friend, a therapist, your
hero, your spouse, your parents, know more about you than you? They can’t. You live in your
skin and mind 24 hours a day, 7 days a week, and 52 weeks a year. Day in and day out. No
one’s closer to you than you.
Self awareness include4s recognition of our personality, our strengths and weaknesses,
our likes and dislikes. Developing self-awareness can help us to recognize when we are
stressed or under pressure. It is also often a prerequisite for effective communication and
interpersonal relations, as well as for developing empathy for others.
In our experience, self-awareness is the key that unlocks the riches of life. We have all
the answers we need to the questions of our lives right inside us. All we have to do is to learn
how to access our own wisdom, this begins with self awareness. Paying attention to our many
senses thoughts feelings and intuition. Diving deep into our emotions to tap their sources.
Seeing our thinking And how it creates our reality. Discovering our deepest essence.
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Activity 1 A journey to a Good Life
Instructions:
A. one the activity page make a drawing that would show an Ideal Day in the life you would
like to have 5-10 years from now. Be as creative and imaginative as you can. Consider the
following questions in your drawing:
a. Who are you?
b. Where are you?
c. Whom do you live with?
d. How do you fell about your life?
B. Creatively/ artistically fill up the following circles using any coloring material and
Pencil.
What
made me
aspire for
such life?
What kind What

of life do I steps will I
like to take to
have? achieve
that life?
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Content:
From the journal of rehabilitation, does self-consciousness affect how a person

thinks or behave in different situations, Social scientist and psychologists have studied this
question for over a century and many have said, “yes, it does.”
For instance, giving a presentation, interviewing for a job, and inviting someone
on a date are all common situations that will likely cause a person to feel more aware and
sometimes self-critical. After such an event, the person may feel quite negatively about his or
her appearance and performance. “was terrible!” “Now they will never hire me!” “I looked
foolish!”
It has been exhaustively discussed among scholars that inherent to such self-
conscious events lies a “fulcrum” of awareness that balances a person directly between the
anxiety provoking experience of self as both object and subject.
One of the things in knowing yourself is being aware of who you are and what
you are to your community. You can improve your characteristics and personality to make
your self becom4e an asset to your family and the nation.
Your image of who you are is called self-concept. It is composed of feelings,

thoughts, strengths, and weaknesses, abilities and limitations. The self concept develops from
three sources as presented by Chaun (2002): a) other’s images, b) social comparisons and; c)
interpretations and evaluations:
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Other’s Images
How do significant others see me?
SELF - CONCEPT
Social comparisons interpretations/evaluations
IMPORTANCE OF SELF-AWARENESS
Understanding the way your self-concept develops increases your self-

awareness. The more you understand why6 you view your self as you do, the better you will
understand who you are. One way to gain self-awareness is by using the Johari Window of
the self as noted by Chaulan, (2002).
There are four (4) selves that represent each human person:
Known to self Not known to self
Known to others
OPEN SELF BLIND SELF
Not known to others

HIDDEN SELF UNKNOWN SELF
 Open self- represents all the information, behaviors, attitudes, feelings,

desires, motivations, ideas, and so on, that you know about yourself and that
others also know about you.
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 The Blind Self-represents information’s about your self that others know but
you do not know.
 The Unknown Self-represents those parts of yourself about which neither you
nor others know.
 Hidden Self-contains all that you know of yourself but keep hidden from
others.
THE IMPORTANCE OF THE DEVELOPMENT OF SOCIAL SELF
The development of an individual usually began and molded in the family. The kind of
people around you and the environment where you grew contribute to what you become.
Generally the human infant is born helpless, ignorant and without a sense of self. The
self arises in a proceeds of social interaction and social Activity. This starts from birth when
parents hold their baby and attend to his needs. Normally, the child becomes the center of
love, warmth, affection and care and he becomes egocentric or self-centered. If love and
warmth are not sufficiently given, emotional deprivation results (Perucci and Knudsen,
1983:150). The baby learns that certain gestures like lying; smiling and reaching out will
elicit responses from those around him. He is, thus, initiated into learning the language as the
group. He can feel the love and warmth of the people around him as the other way around
like negative or positive attitudes.
Within two years, the child develops a kind of crude self-awareness. Aiding him in
acquiring a sense of self is his being named and singled out from other persons (Lidesmith,
Strauss, Denzin, 1977:312). At an early age among the most significant socialization
activities are those that have to do with self. Trough his contact with mother, father, brother,
sister or the yaya, he gradually sees himself as an object. In this relationship, the parents
apply certain cultural expectation or standards that the child has to internalize as he matures.
He then discovers that some of his demands are met while others are not. In the course of his
more extensive and complex social relations with his family, and later with his playmates, the
child becomes more aware of 6the points of view of other persons. He finds out that other
points of view are often at variance with his own and must be taken into account.
Children playfully imitate the roles of others like those of father, Mother, brother,
sister, teacher, and playmate. They play home (bahay-bahayan), school (eskwela-
eskwelahan), or selling and buying (tinda-tindahan), they develop the ability to see
themselves from the points of view of others. A child’s playing the rules of others is paralled
in actual life to his interactions with parents, relatives, playmates and schoolmates and
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gradually he adjusts his own behavior to the expectations of others. Often, he identifies
himself with persons who have been influential or important in shaping his self-image. These
are sometimes called “significant others”. They become a sort of models of behavior for the
child. When the child has developed the ability to grasp the rule and attitudes of other person
and visualize himself through the eyes of others, he has already acquired a social self.
This what Cooley (1952) calls the “looking glass self”. Cooley wrote: As we see…
our face, figure and dress in the glass, and are interested in them because they are ours, and
pleased otherwise with them according as they do or do not answer to what we should like
them to be. So, in imagination we perceive in another’s mind some thoughts of our
appearance, manners, aims, deeds, character, friends, and so on, and are variously affected by
it (1922:184)
Three elements that are involved in this looking glass self:
1. Our imagination of our own appearance to the other person.
2. Our imagination of his judgment of that appearance.
3. Some sort of self-feeling such as pride or mortification.
This means that things one see, experience and perceive affect the social development
of his being an individual.
The self emerges in the processes of socialization as a result of social experiences

along with other social processes, development of self-preferences, and an awareness of rule-
playing (Kuhn and McPartland, 1954:68-76).
George Herbert Mead (1934) contributed notably to the theory of symbolic interaction
with regard to the development of the self. Mead said that in learning language, particularly
grammar, children are socializing in accordance with the cultural expectations of the group.
The self first emerges in the process of socialization. At the initial stage the child is selfish
and self-centered. There is the random imitation of parents. Later, the child is able to see
himself from the standpoint of others. The completing stage is the time when the child is able
to respond to a number of individuals in the group and able to integrate the various rules or
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set of norms in the group. This is what Mead (1934:151-152) the child takes the related roles
of all the others members in social situation. He is thus; enable to have a view of the
organized opinions and attitudes of all the others, which subsequently regulate his behavior.
He is thus, unable to understand his positioning to the group in relation to the other members
and the values and attitudes they hold. This process could help him mold the positive role he
may encounter in life.
Role taking, identification and internalization continue as the child extends the range
of his social relations. He fulfills his role as playmate, schoolmate, church member, friend,
and employee and so on, and in all these hi is obliged to respond in accordance with the
group expectation. In the process, he learns new norms, new patterns of behaviors and skills,
and the new values. By responding correctly he is rewarded or praised. His behavior is
modified so that he is slightly different person with each successive role fulfillment. Role
playing is present in all social relations and this continues up to the old age, one(Bensman
and Rosenberg, 1970:149-150) Even with retirement and old age, one has to learn the role
being old. Knowing these characteristic and attitude can help students direct their behavior
into positive way,
THE DEVELOPMENT OF EMOTIONAL COMPETENCE
Emotional competence in the workplace spells the difference between the outstanding
performers and the poor or mediocre performers.
Emotional competence builds on emotional intelligence. Cooper and Sawaf (1997)

define emotional intelligence as the ability to recognize and use these3 as source of human
energy, information, connection and influence.
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FIVE BASIC ELEMENTS OF EMOTIONAL INTELLIGENCE
(Goleman, 1998)
1. Self-awareness-knowing what are the feelings at the moment and using those
preferences to guide our decision-making, having a realistic assessment of our own
abilities, and a well-grounded sense of confidence?
2. Self-regulation. Handling our emotions so that they facilitate, rather than interfere,
with the task on hand, being conscious and delaying gratification to pursue goals,
recovering well from emotional distress.
3. Motivation. Using our deepest preferences to move, guide us toward our goals, to
help us take initiative and strive to improve, and to preserver in the face of setbacks
and frustrations.
4. Empathy. Sensing what people are feeling, being able to take their perspectives and
cultivating rapport and attunement with a broad diversity of people.
5. Social Kills. Handling emotions well in relationship and accurately reading social
situations and networks, interacting smoothly, using these skills to persuade and lead,
negotiate disputes for cooperation and teamwork.
Goleman points out that our emotional intelligence determines our potential learning the
practical skills. To excel in the workplace, a person has to develop emotional competencies.
Emotional competence is a learned capability based on emotional intelligence that results in
outstanding performance at work. Emotional competence shows how much of that potential
we have translated in to day-to-day activities and on-the-job capabilities. For instance, being
good at serving customers is an emotional competence based on self-regulation, or handling
impulses and emotions well. Both customer service and trustworthiness are competencies that
can make people outstanding in their work.
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In knowing oneself, there is a prerequisite of honesty and courage; some people are not
prepared to face the truth about them. For example, a student may use his perceived self-
image as a fun-loving person as an excuse for doing poorly in his school grades. In reality, he
is procrastinator, put off doing his homework or studying for the exams till the last minute.
When you know who you are, you may have to change and some people just do not want
change because changing demands effort. Self-awareness requires honesty and courage to get
in touch with what we are thinking and feeling and to face the truth about ourselves
There are benefits of self-awareness, the better you understand yourself, the better you are
able to accept or change who you are. Being in the dark about your self means that you will
continue to get caught up in your own internal struggles and allowed outside forces to mold
and shape you. As move toward the 21st century, the knowledge base economy demands that
we upgrade our knowledge and skills to keep up the ever-changing society However, the
starting points should be the knowledge of oneself as a unique individual and how one r
elates to this new economy. The clarity with which you can answer these questions: Who am
I? Where have I been? Where am I going? Determines your capability to chart your own
destiny and realize you’re potential.
In realistic view about self-awareness, do not think of yourself more highly than you should.
In other words, no superiority attitude. Rather have a sober view of your strengths. On the
other hand, do not exaggerate your weaknesses and look down your self. Also, do not excuse
or rationalize your weaknesses. We need a realistic view of both our strengths and
weaknesses if we are to know our true selves. How we see our selves may be clouded by the
feedback messages we received about ourselves from others… But how could anyone know
more about you than you? Do not feel your emotions or think your thoughts; they do not face
the issues that you wrestled with. No one could know you better than you! Therefore do not
let others look down on you?
Some people may not be prepared to face the truth about them. This may be true. Therefore,
everyone must be prepared to listen to others, especially significant others. Allow them re-
examine your own perceived self-image. There are no perfect people and there are no perfect
parents. Nevertheless, from a practical viewpoint, our parents who gave birth to us have the
opportunity to observe us at close quarters over many years, would have a clearer insight of
our character than anybody else. You don’t have to accept their views but at least listen to
them.
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Activity 2
1. Using the activity sheet, complete the statements that start with I am…. . in 10
different simple answers.
2. Ask for volunteers to share their most answers.
3. Let them focus on the question: “Do I have the freedom to change myself?
Activity 3
SELF AWARENESS QUESTIONS IN
IDENTIFYING OWN SELF
(Use the activity sheet for your answers)
1. What are my strengths?
What are my weaknesses?
2. How do your friends describe you?
Do you agree with their descriptions? Why or why not?
3. What specific elements were present when you felt that way?
4. How can I be a better person?
5. What of my personal and unique gifts have taken for granted?
MODULE III
Values Development
Objectives
At the end of the chapter, student-learners will be able to:
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1. Cite different values and its application.
2. Discuss values in the light of one’s own experience.
3. Conceptualized values and its importance.
4. Discuss common values and its importance to one’s life.
Values, is a personal perceptions of one’s own future, relatively of the family, work,
friendship, group, community and nation as a whole. It converges to one’s culture and it
forms values observed among members. Traditionally, it was practiced and eventually it
became a part of our culture.
Values sprout anywhere as living example of one’s culture & tradition. In the
Philippines, it was presumed as the source of status symbols like wealth, economy, authority,
pol8itics, and even personal ambition. Self-enhancement should be live and observed with
strong sense of honor & pride.
Our values are behind all our human goals. They are linked with the basic human be
needs. They emerge in the course of time trough our exposure to people and different life
conditions. We may be conscious of our values, reflecting on them regularly or we may be
driven by expressed and unconscious desires. We may be motivated by undertakings that
offer short tem benefits or driven by momentary desires. Or, we may be choosing purposely
the values that propel our growth. The choices we make determine the quality of the life that
we shall go trough.
THEORETICAL FRAMEWORK FOR VALUES DEVELOPMENT
Various theories and perspectives are utilized by this chapter to provide. A framework
for values development. The concepts presented include:
1. Human values as ideals, which determiner our priorities and directs our behaviors.
2. Human ideals as they reflect different levels of needs. (The goals that we pursue relate
to the satisfaction of these needs.)
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3. Human pursuit for 6the ultimate and highest values as they relate to the spiritual
nature of man.
4. Human desire much of which is unconscious (It is of great importance that the
unconscious desires be subjective to reflective thought.)
5. Human ideals as pursued individually and collectively.
HUMAN VALUES, PRIORITIES AND BEHAVIORS
On what concerns do you spend considerable amount of time and energy?
The decisions that we make automatically and consistently reflect the things that really
matter to us. Our values can be identified by the priorities that drive our choices and
behaviors. We recognized our priorities by the patterns, which indicate those concerns on
which we act repeatedly and consistently.
According to psychologist Brian Hall (1994) who has been doing research on human
values for more than 25 years, human values cover a spectrum of ideals which comprise the
basic elements that stand behind all human that reflected through the priorities that we choose
and that we act on consistently and repeatedly’, These ideals are what we consider to be
important and desirable. These ideals mediate between our inner world images, hopes and
dreams, on one end and the external world of what can be observed everyday in our behavior,
on the other. These values, therefore, determine our priorities in the decisions we make and
the actions that we choose. Since we pursue these values as priorities, we act on them
repeatedly and consistently
At this point, it is important to make a distinction between cognitive values and

active values. It is a reality that majority of us share common value ideals with others like
honesty, integrity, kindness, being others oriented and many more. But we may not be
pursuing these as our priorities such that these ideals are not taking shape as part of our
distinguishing characteristics. These are cognitive values that we hold on to. These may be
spiritual values like faith, hope and love. Or these may be moral values concerned with
human welfare, justice and fairness. On the other hand, the values that determine our
priorities in the decisions that we make and the actions that we choose repeatedly and
consistently are active values. Our active values direct our choices and are therefore evident
in our day-to-day life.
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HUMAN IDEALS REFLECT DIFFERENT
LEVELS OF NEEDS
What levels of needs do your priorities reveal? Do you pursue values that satisfy both
foundation and ultimate needs?
The ideals that give significant to our reflect different levels of needs. According to
Maslow (1993), there are at least five sets of goals related to the basic needs of a person:
physiologic, safety, love and belongingness, esteem and-actualization.
MASLOW’S HIERARCHY OF NEEDS
1. Physiologic needs. Primary needs for food, water, rest, sleep and other biologic
requirements to keep the body healthy and fit.
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2. Safety needs. A broad concern for safety and stability in the world security from
environmental hazards, assault, tyranny, etc.; being assured of adequate provisions
such as having a job with tenure, retirement and other privileges, savings, insurance of
various kind, and so on; being in a predictable and familiar environment.
3. Love and belongingness needs. Being in a mutual relationship of affection, caring and
nurture with one’s significant others.
4. Esteem needs. Self-respect that is firmly based on capacity, achievement and respect
from others. Satisfaction of the self-esteem needs leads to feeling of self-confidence,
worth, strength, capability and affirmation of being useful and necessary in the world.
5. Self-actualization. Becoming more and more what one is, and what one is potentially
capable of becoming. The person is basically satisfied in all his or her needs, and
functions to the fullest and healthiest creativeness. He or she pursues ultimate values
and timeless principles based on a discerned, unique purpose in life.
Maslow’s Hierarchy of Needs
LEVELS OF VALUES
We may then classify values into two levels: foundation values and the ultimate
values.
Foundation Values
The foundation values relate to the satisfaction of the basic or fundamental for life
to be sustained and to achieve a relative state of health. The foundation needs which are
classified as physiologic, safety, love and belongingness, esteem must be met to attain health.
Health is multidimensional; involves the biological, physiological, social and spiritual realms
and it is essential to self-actualization. Thus, a very basic expectation for having an
employment is to earn a living to meet our biological needs. WE strive harder at securing
material provisions and safe physical environment. We build or nurture meaningful
relationships with significant others. WE fulfill certain religious obligation. WE gain
proficiency in various areas and assume multiplicity of roles.
Ultimate Values
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There have always been people through the age who have paused, pondered and
asked questions like: What is life all about? What are we here for? Are we for our own sake?
What is human life meant to be? People who sake to answer such question move on to the
ultimate matters of life. They are concerned with ultimate values. They recognized that
foundation needs are means to an end. Maslow (1971) describe self-actualizing people as
those who work at something they have been destined for, which they work and which they
love, so that the work-joy dichotomy in them disappears. The being or ultimate values which
are intrinsic are the meaning of life for them. One devotes his life to the law, another to
justice, another to beauty or truth. These “being “values include self-actualization – among
others, truth or beauty, goodness, perfection, simplicity, comprehensiveness. These values
taste and feel better than the lower ones of these are those that self actualizing people seek.
With “being” values, the order of priority is determined by each individual in accordance
with his own talents, temperament, skills, capacities, etc. And not arranged in a hierarchy of
prepotency. As pointed out by Maslow, it means experiencing life fully vividly, selflessly,
with full concentration and total absorption. Self-actualization is both a process of actualizing
one’s potentialities and an end state. As a process, the person looks within himself/herself
honestly. One finds out who he /she likes and does not like, what is good for him/her, what is
bad, where he/she going. He/she takes responsibility to be one’s own self and finds the
courage to give up defense. He/she allows self to emerge, progressively making choices that
are constitutionally right for himself/herself, considering his/her temperament, and
biochemical balances, and so on. One must listen to the impulse voices and let the self
emerge. It is about making each of the many single choices about whether to lie or be honest,
to steal or not steal. At each point, there is progression choice and regression choice. There
may be choices towards defense and safety, but generally, choices made are growth choices.
The process of actualizing one’s potentialities can occur at any time, in any amount. It may
mean going through an arduous and demanding period of preparation in order to realize one’s
potentialities. It means working to do well the thing that one wants to do, to be good as one
can be.
THE SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE
A book on powerful lessons in personal change “destined to be the personal

leadership handbook of the decade” was written by Stephen Covey (1988) entitled “The 7
habits of highly Effective People” Figure shows the 7 habits paradigm.
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Interdependence
5. Seek first 7. Sharpen

to understand, The
then to be PUBLIC Saw
VICTORY
understood
4. Think
Win/ win
6. Synergize
Independence
3. Put first
Things First
PRIVATE
VICTORY
1. Be Proactive 2. Begin with the

end in mind
Dependence
HABIT 1. BEING PROACTIVE
 Means recognizing “responsibility” that is, the ability to choose the response.
- their behavior is a product of their own conscious
choice, based on value, rather than a product of
their conditions, based on feelings;
- by nature we are proactive, but if our lives are a function of conditioning and a
conditions, it is because we have, by conscious decision or default, chosen to
empower those things to control us.
Taking the initiative
- Our basic nature to act, and not be acted upon.
- As well as enabling us to choose our response to particular circumstances, this

empower us to create a circumstance
- Does not mean being pushy or obnoxious, but recognizing our responsibility to make
things happen.
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• One-way to determine which circle our concern is to distinguish between the “haves”
and the “be’s”.
- The proactive approach is to change from the inside-out to “be” different and by being
different, to effect positive change in what’s out there- I can be more resourceful. I
can be more cooperative. I can be more creative.
• When we empower what’s out there to control us, the change paradigm is outside-in”.
That is what’s out there has to change before we can change.
- To dramatic paradigm shift to be “responsible”.
- To control our lives and to powerfully influence our circumstances by working on

being what we are.
• Consequences and Mistakes
- While we are free to choose our actions, we are not free to choose the consequences
of those actions: “when we pick up one end of the stick, we pick the other”.
- Our behavior is governed by principles; living harmony with them brings to positive
consequences, violating them brings negative consequences.
• Making and keeping commitments
- The commitment we make to ourselves and to others and our integrity to those
commitments is the essence and clearest manifestation of our proactivity.
- It is also the essence of our growth.
- It is there that we can find two ways to put ourselves in control of our lives
immediately.
• We can make a promise-and keep it.
• We can set goal- and work to achieve it
- this is the essence of the basic habits of effectiveness which creates the strength of
character.
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Reactive Language
There’s nothing I can do.
That’s just the way I am.
He makes me so mad.
They won’t allow that.
I can’t
I must.
If only.
Proactive Language
Let’s look at our alternatives.
I can choose a different approach.
I control my own feelings
I can create an effective presentation.
I will choose an appropriate response
I choose.
I prefer.
I will.
HABIT 2. “BEGIN WITH THE END IN MIND
- Means to start with a clear understanding of your destination.
- People often find themselves achieving victories that are empty; successes that have
come at the expense 0of things they suddenly realize were far more valuable to them:
“the ladder is not leaning against the right wall”.
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- Based on the principle that all things are created twice:
there’s a mental or first creation, and physical or second
creation to all things.
• By design of default
- If we do not develop our own self-awareness and become responsible for first
creations, we empower other people and circumstances outside our circle of influence
to shape much of our lives by default.
- Habit 1 says “you are the creator”
- Habit 2 is the first creation
• Leadership and management-the two creations
- Habit 2 is based on principle of personal leadership is doing the right things;
- Management is efficiency in climbing the ladder of success, leadership determines

whether the ladder is learning against the right wall.
HABIT 3. PUT FIRST THINGS FIRST
- Habit 1 say, “you are in change”, based on the four unique human endowments of
imagination, conscience, independent will, and particularly, self-awareness.
- Habit 2 is the first mental creation: based on imagination the ability to envision, to see
the potential, to create with our minds; based on conscience- the ability to detect our
own uniqueness and the personal, moral and ethical guidelines within which we can
be happy fulfilling it, It’s the deep contact with our basic paradigm and values and the
vision that we can become.
- Habits 1 and 2 are absolutely essential and prerequisite to habit 3.
- You can’t become principle-centered without a vision of and a focus on the unique
contribution that is yours to make.
- Living Habit 3 is practicing effective self-management.
- The ability to manage well doesn’t make much difference if you’re not even in the”
right principles”.
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- In addition to self-awareness, imagination, and conscience, it is the fourth human

endowment- independent will- that really makes efficient self- management possible.
- It is the ability to make decisions and choices and to act in accordance with them.
- Effective management is putting first thing first: management is discipline, carrying it

out.
HABIT 4. THINK WIN
- a fame of mind and heart that constantly seeks mutual benefit in all human
interactions.
- Sees life as a cooperative, not a competitive arena.
- Most people tend to think in terms of dichotomies; strong or weak, win or loss; this is
fundamentally flawed, for it is based on power and position rather than on principles.
- A belief in the Third Alternative: it’s not your way or may: It’s a better what, higher
way.
- Based on the paradigm that there is plenty for everybody, that one’s success is not
achieved at the expense or exclusion of the success of others.
• 3 character traits essential to win/win paradigm
- integrity: value we place on ourselves; as we clearly identify our values and

proactively organize and execute around those values on a daily basis, we develop,
self awareness and independent will by making and keeping meaningful promise and
commitments.
- maturity: the balance between courage and consideration: if a person can express his
feelings and convictions with courage balanced with considerations for the feelings
and convictions of the other person, he is mature.
- abundance mentality: the paradigm that there is plenty out there for everybody.
- flows out a deep inner sense of personal worth and security.
- results in sharing of prestige, of recognition, of profits, of decision making.
- opens possibilities options, alternatives, and creativity.
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HABIT 5. SEEK TO UNDERSTAND AND TO BE UNDERSTOOD
• involves emphatic listening- gets inside another person’s frame of reference: looking
though it. And seeing the world the way they see the world.
• Diagnose before you prescribe.
• Four autobiographical
- evaluate (we either agree or disagree).
- probe ( we ask question from our own frame of references )
- advise ( we give counsel based on our own experience)
- interpret ( we try to figure out to explain their motives, their behavior, based on our
motives and behavior)
HABIT 6. SYNERGIZE
- synergy is the essence of principle-centered leadership.
- All the habits prepare us to create the miracle of synergy.
- Simply defined, it means that the whole is greater than the sum of its parts.
- Means that the relationship which the whole is greater than the sum of its parts.
- Means that the relationship which the parts have to each other is a part in and of itself.
It is not only a parts, but the most catalytic, the most empowering, the most unifying
and most exciting.
HABIT 7. SHARPEN THE SAW
- It’s preserving and enhancing the greatest asset you have.
- It’s renewing the four dimensions of you nature (figure6).
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- Renewal- is the principle- and the process- that empower is to move on an upward
spiral of growth and change, of continuous Improving.
In his world of Dags Hammarskjoed:
“You cannot play with the animal in you without becoming wholly animal, play with
falsehood without forfeiting your right to truth, play with cruelty without losing your
sensitivity of mind. He who wants keep his garden tidy doesn’t reserve a plot for weed”.
Once upon a time the colors of the world started to quarrel. All claimed that they were the
best. The most important, the most useful.
Green said:
“Clearly I am the most important. I am the sign of the life and of hope. I was chosen
for glass, trees and leaves. Without me, all animals would die. Look over the countryside and
you will see that I am in the majority”.
Blue Interrupted
“You only think about the earth, but consider the sky and the sea. It is the water is the
basis of life and drawn up by the clouds from the deep sea. They give space and peace and
security. Without my peace, you would all be nothing”.
Yellow Chuckled
“You are all the serious. I bring laughter, gaiety, and warmth into the world. The sun
is yellow, the moon is yellow, and the stars are yellow. Every time you look at a sunflower,
the whole world starts to smile. Without me time you look at a sunflower, the whole world
starts to smile. Without me there would be no fun”.
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Red started next to blow her trumpet
“I am the ruler of all of you. I am the blood- life’s blood. I am the color of danger and
bravery. I am willing to fight for a caused has brought fire into the blood. Without me the
earth would be as empty as t5he moon. I am the color of passion and love, the red rose, the
poinsettia and the poppy.”
Orange could stand it no longer he shouted out:
“I am the color of health and strength. I may be scarce, but I am precious for I serve
the needs of human life. I carry the most important vitamins. Think of carrots, pumpkins,
oranges, mangoes and papaya. I don’t hang around all the time, but when I fill the sky at
sunrise or sunset, my beauty is so striking that no one gives me another thought to any of you.
Purple rose up to his height
He was very tall and spoke with great pomp: “I am the color of loyalty and power.
Kings, chiefs and bishops have always chosen me for I am the sign of authority and wisdom.
People do not question me! They listen and obey.”
Finally Indigo spoke, much more quietly than all the others, but with just as much
determination:
And so the colors went on boasting, each convinced of his or her own superiority.
Their quarrelling became louder and louder. Suddenly there was a starting flash of bright
lightning thunder rolled and boomed. Rain started to pour down relentlessly. The colors
crouched down in fear.
Drawing close to one another for another for comfort.
In the middle of the clamor, Rain began speak:
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“You foolish colors, fighting amongst yours4elves, each trying to dominate the rest.
Don’t you know that you were each made for a special purpose? Unique and different?” Join
hands with one another and come to me.” Doing as they were told, the colors jointly hands.
The rain Continued:
“From now on, when it rains, each of you will stretch across the sky in a great bow of
color as a reminder that you can all live in peace. The rainbow is a sign of hope for
tomorrow.” And so, whenever a good rain-washes the world, and a rainbow appears in the
sky, let us rem4ember to appreciate one another.
Friendship is like a rainbow:
Red like an apple, sweet to the core.
Orange, like burning flame, never dying out.
Green like a plant that keeps on growing
Blue like the water that is so pure
Purple like a flower that is ready to bloom
Indigo like the dreams that fill your heart”
Thank you for our friendship!
LIVING VALUES
1. Cooperation- one who cooperates receives cooperation. The method to give

cooperation is to use the energy of the mind to create vibrations of good wishes and
pure feelings for others and for the task. By remaining detached, objective and
influenced by innermost values and not external circumstances, subtle cooperation in
the form of wisdom emerges.
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Human achievement is like a mountain range with cliffs, crags, slopes and valleys. To
aim for excellence in collective achievement is to aspire to climb to the crowning
point. The endeavor requirements each climber to be equipped with essential skills
and knowledge and good amount of determination and will power.
2. Freedom- full freedom functions only when rights are balanced with conscience. The
most potent power to put an end to internal & external wars is the human
conscience. Freedom is a precious gift which promises or experience of liberation and
a feeling of no limits as if the earth, the skies, and the seas are at one’s service!
The concepts of freedom and liberty have fascinated human beings. One Of the
greatest aspirations in the world is to be free. People want the Freedom is a precious
gift which promises or experience of liberation and feeling of no limits as if the earth,
the skies, and the seas are at one’s services!
3. Happiness- through the power of truth there is wealth, and through the power of
peace there is health. Together they give happiness. Happiness is earned by those
whose actions, attitudes and attributes are pure & selfless.
Paradise, Heaven, Aquarius, El Dorado, the Garden of Eden, the Garden of Allah,
Utopia, The Fields of Osiris and the Golden Age are names by which a world of
peace, purity and prosperity has been remembered. In such a place, each human being
is like a garden of flowers. The sun, the sustainer, shines upon the garden with golden
rays, flooding it with newness and mobility. The gate of happiness stands open,
welcoming the human family to the lden Garden. In the past, the world was such a
garden. It will become that again. Simply to have that faith is cause to celebration.
4. Honesty – is a clear conscience “before me and before my fellow human beings”.

Honesty is the awareness of what is right and appropriate in one’s behavior, and one
relationship. With honesty, there is no hypocrisy or artificiality which creates
confusion and mistrust in the mind and lives of others. Honesty makes for a life of
integrity because the inner and outer selves are a mirror image. Honesty is to speak
that which is thought and to do what which is spoken. Some think “I am honest, but
no one understands me”. That is not honest. Honesty is a distinct as a flawless
diamond which can never remain hidden.
5. Humility is found in a vast ocean of still waters which run very deep. At the bottom
lies self esteem. At first, going within the ocean is like journeying into unknown area
of immense darkness. But, just as exploration can lead to buried treasures, one
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searching his or her inner world can find jewels buried in the depths. And the jewel
buried deepest which shines the brightest and gives the most light – is humility. At the
darkest moments, its rays penetrate. It removes fear and security and open up the self
to universal truths.
6. Love is not simply a desire, a passion, an intense feeling for one person or object, but a
consciousness which is simultaneously selfless and self fulfilling. Love can be for
one’s country, for a cherish aim, for truth, for justice, for people, for nature, for service
or for God. Love flows from truth, that is, wisdom. Love based on wisdom is real love,
not blind love; and to discover the secrets of love is to watch the secrets of life unfold.
7. Peace the challenge to peace normally presents itself in the question “Are human
being by nature violent or nonviolent?” If the answer is violent, then the concept of
peace becomes nonexistent. Peace has become so elusive that people have begun to
question its existence. Peace of mind has become popular cliché. Peace consists of
pure thoughts, pure feelings, and pure wishes. When the energy of thought, word, and
action is balanced, stable and nonviolent, the individual is at peace with the self, in
relationship, and with the world.
8. Respect begins within the individual. The original state of respect is based on
awareness of the self as a unique entity, a life force within a spiritual being, a soul.
The elevated consciousness of knowing “who I am” arises from an authentic place of
pure worth. With such insight, there is faith in the self and wholeness and
completeness within. With self-realization, one experiences the self-respect.
9. Responsibility – a responsible person fulfills the assigned duty by staying true to the
aim. Duties are carried out with circumstances, necessity, and choice people in
particular situations and roles. Moral responsibility is to accept what is required, to
honor the role which has been entrusted, and to perform conscientiously and to the
best of one’s ability.
10. Unity is harmony within and among individuals in the group. Unity is sustained by
concentration, energy and focusing thought, by accepting and appreciating the value
of the rich array of participants and the unique contribution each can make, and by
remaining loyal not only to one another but also the task.
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Unity is built from a shared vision, a cherished hope, an altruistic aim, or cause from the
common good. Unity give us sustenance, strength, and courage to make the impossible
possible. Combining with determination and commitment, unity makes the biggest task seem
easy.
THE GOOD CITIZENSHIP VALUES CLUSTER
I. Pagkamaka-diyos
1. Faith in Almighty in Action
Students may choose to integrate the value of Faith in God in their subject
areas/lesson, in their family life through the arrangement of stronger faith practices n the
home (e.g. praying before having meals, praying of the rosary, encouraging each member of
the family to develop a habit of prayer and reflection especially when faced with moral
discernment), and in their daily lives by always attributing one’s effort to God and making
Him a part of the choices and decision that one makes.
Personal Resolution
Considering the significance of prayer in my life and in my country’s history, I am more

fully aware of the things I can accomplish when I live a life of faith. I have in me the desire to
do right things, make moral decisions, and work to the best of my God-given gifts. I shall
strive to hold my moral ground when I am confronted with things that undermine my values
and those which may injure the well being of others.
My faith is a gift that strengthens me in times me in times of crisis and helps me

arrive at conscientious decisions. I am aware of its manifold benefits and I shall strive to
nurture this gift through the prayer and reflection. I also understand that my faith in God can
bring me to appreciate myself, my family, friends and colleagues, my job and my people
better. Thus, I will do my best to be a discerning individual with God as my source of
wisdom in everything that I do. With my resolve to be a better person, I can go further by
putting my faith into action. A shall live a life that is based on the right values and serve as an
inspiration to others who may be struggling to strengthen their own faith in God.
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o I have the gift of Faith in God;

o The gift of Faith in God in me needs to be nurtured;
o My life is strengthened by my faith in God;
o A strong Faith in God, coupled with other important values, will improve my life and
those of others.
2. RESPECT FOR LIFE IN ACTION
Students may choose integrate the value of Respect for life in their subject
areas/lessons, in their family life through a deeper personal reflection and consciousness of
practices in the home (e.g. instilling of discipline, recognition of the uniqueness and worth of
each member; and in stressing the importance of health and personal development, and in
their daily lives and communities by always recognizing the dignity of others and
appreciating the value of the life of every person. Students may choose to make a personal
pledge to consciously uphold life in every circumstance and shun violence as a means of
achieving an end.
• Life is precious, it has to be developed and protected;
• I am responsible for taking care of my body and to be mindful of how I affect the
health of others around me because I am aware that it is through my body that I am
able to appreciate my gift of life;
• Recognizing the dignity of others is a way of respecting life in itself;
• I am responsible for the rights of others as they mine;
• Any form of violence to the sanctity of life.
3. ORDER IN ACTION
Some examples of how students may cultivate and encourage the
Value of Order in their area of concern:
1. Develop a good set of study habits and zealously follow through
everyday.
2. Develop your organization skills and train yourself to always practice good grooming and
gentlemanly / lady-like conduct.
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3. Learn to manage your resources, studies and extra-curricular activities well.
4. Learn to identify your priorities. Remember that your main priority as a student is to
study well and work towards developing and perfecting your talents and gifts.
5. Follow and respect rules and regulations in and outside the school. Know that the rules
are meant keep things in order so that you may be properly formed into a good citizen
and person of worth.
Personal Resolution
As a good citizen, I understand that the value of order is important in my quest to

improve myself as a person and as a citizen. I shall strive to arrange my life in a certain way
that will allow me to be a more productive citizen. I shall inspire others by my example to
live peaceful and more meaningful lives by living the value of the order everyday.
4. WORK IN ACTION
Student may go into a period of personal reflection as to how they value the work
each day. They maybe begin to make the sincere personal commitment to strive to work hard
and have the right values and attitudes towards their works and dealings. Student may also
opt to evaluate their actual work attitude, motivations and priorities. This will allow them t0o
direct themselves towards performing their work with a sounder disposition, clearer
understanding of their priorities and more meaningful motivations. Teacher may inculcate
they value of work-hard work, honest work and quality work in their students by being more
affirming, inspiring and appreciative of their students efforts toward achieving quality result
in their schoolwork. Community leaders may develop a more positive outlook and attitude
towards the value of work among their peers and subordinates by highlighting the importance
of each other’s unique community function or assignments as well as the integral role each
plays in the success of community undertakings.
Personal Resolution
I am a person that has been endowed with gift that allows me to continually work
for better life. I shall continually strive to develop my talents and gifts and learn to be self----
reliant. I am proactive member of society and I do my share in improving the quality of life
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of the people I serve and those whom I indirectly affect. I believe in the value and the
benefits of hard work, quality work and honest work. Hence I shall strive to always use sound
moral principles in my dealings and apply my God-given gifts in my work and settle for
nothing less than excellence results. I am discerning individuals where my priorities are
concerned by an unwavering faith and conviction in doing what is moral, honest and just.
5. CONCERNS FOR THE FAMILY AND FUTURE GENERATIONS IN ACTIONS
Students may choose to evaluate their own family life more deeply. That in the midst
of a harsh world, it is constantly confronted with things that tend to destroy its values and
sense of unity. I also know that my Family is fragile. An uncaring, unloving and irresponsible
child easily destroy it; the temptations presented by a world obsessed with materiel
gratification and convenience can just as easily obliterate its values and virtues; and that my
own complacency and indication to be better family member can lead to the destruction of
unity, harmony and the prospect of prosperity for my family. I shall make it a point to spend
quality time with my family, enjoying the beauty of the love, unity and faith that bind us as
we face the challenges of the world together.
I hereby make a personal promise to be a loving and responsible Family member and
work towards straightening the bonds that unite my family. I shall strive to be responsible in
my studies and in my role as a member of my family. I shall give my elders due respect and
appreciate their sacrifices by exhibiting hard work in my tasks I shall honor my parents and
elders I their old age and continue to be inspired by their example. As a person, I shall be an
advocate of life and vanguard of its preservation. I shall resist any proposal or intent that
potentially undermines the sanctity and value of the family.
• The family is constantly challenged by the demand, trends and ills of the world, every
person should strive to defend and preserve it;
• The family is a person’s best refuge, source of love and good values in a world
constantly assailed by immorality violence and materialism;
• Every member of the family has a role to play, the duty and right to give and receive
love and respect;
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• The strength of the family lies in its values and the commitment of its members to
responsibility, hard work and morality.
II. Pagkamakatao
1. LOVE IN ACTION
The students may be encourage to evaluate the way they regard and express the value of love
with the people around them (family, elders, friends, ordinary people, etc.) in their own
respective capacities, encourage participants to perform little acts of love and by being a good
example of generosity, genuine concern, compassion and integrity to their fellowmen. The
participants may also be reminded of the benefits of our people’s love for freedom and
democracy and how such love never fails to unite our people and work against injustice and
tyranny as proven by our own history at EDS. As the act of loving starts with a person’s
commitment to his personal resolution and personal evaluation, the participants may be
encouraged to reflect on their daily acts and how they lives of the people around them in the
course of performing their duties.
Personal Resolution
I am mindful of the act that is made more meaningful by the value of love. I shall not
be a believer of violence, unkindness and greed. I shall make every effort to avoid resources
that end to harm others or cause them undue inconvenience. I shall appreciate my fellowmen
and recognize the beauty that each of them bears. I shall be vanguard of truth, justice and
democracy because I love my country and fellowmen. I shall have personal resolution to
perform acts of kindness and compassion as testament of my commitment to be loving person
for others.
• From love springs other values that draw the best of every person;
• When people love, people stop resorting to violence. Thus, curing the ills that
violence causes to our nations;
• When people love, they are able to form more harmonious communities where
everyone shares the prospect for progress and personal growth; When people love,
they become happier and develop a sense of moral and civic purpose.
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2. FREEDOM IN ACTION
Students may be encouraged to be responsible for their freedom. Thus, they

should learn to develop a more mature notion of freedom. That is, that real freedom is
one that does not allow itself to be used to further one’s vested interests or impede
others form practicing their own freedom. Instead, every person should perceive
freedom as one that allows him to responsible, conscientious and charitable so that
through it he may grow to be a better citizen and person for others. Participants will
also have to be more vigilant of how their freedom and that of others are treated and
upheld by society. They must constantly themselves that “freedom suppressed
somewhere is freedom suppressed anywhere”. In this aspect for freedom to be a
reality in our nation and not just merely a dream, every citizen must be a “keeper” of
others’ freedom. It is only through mutual respect and regard that people will get to
appreciate their own freedom and of others. To be truly free, each one of us should
strive to be well informed of issues that are crucial to the defense and preservation of
freedom. We can only ask on a cause or issue if we know sufficiently how to address
it. While free press is a crucial tool in the preservation of freedom , an ordinary citizen
can do more for the cause of freedom by not remaining complacent to relevant issues
but rather, become enlightened by his own knowledge and emboldened to fight for
freedom as our heroes and martyrs did during their lifetime.
Personal Resolution
As a citizen, I believe that the price of freedom is eternal vigilance and responsibility
on my part. I recognize its importance and ultimate sacrifices that my ancestors gave to
secure it so that I may enjoy its fruits during my lifetime. I shall carry my freedom with
dignity and responsibility, ever mindful that my own freedom does not trample on those of
others. I hereby pledge to defend freedom boldly and unwavering so that I may be able to
share its legacy to future generations. I shall make my self an informed individual so that I
may remain vigilant of the way freedom in my country is treated. Lastly, I shall honor my
country’s heroes and martyrs by doing my utmost to be a citizen of worth so that I may truly
set my country and I free from the bondage of immorality, injustice and complacency.
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3. PEACE IN ACTION
Participants may be encouraged to reflect on how they have cultivated the value of
peace in their families, work and dealing, as well as in the manner by which they tackle
issues that affect them. They may also be inspire to take a more conscious effort to highlight
the value of peace in their live by establishing order in their affairs and having the will to
stick by it amidst challenge of resorting to what is convenient though contrary to the value of
peace. They may be cited as worth pondering, the government’s campaign Oakwood mutiny,
the Mindanao Insurgency, the government’s Campaign against Corruption, And the Israeli-
Palestinian Conflict.
Personal Resolution
I am a person of peace, a builder of harmony among my fellowmen. I am recognizing

my own obligation as a person and citizen and do my best to fulfill them. I shall not make
unreasonable demands on others and myself. I am aware of my right and that of my
fellowmen. As I am ardent in the preservation of my rights and well being, I am further
resolved to preserve the rights and well being of the people around me. I shall strive to foster
in me the value of peace in all my personal endeavors so that I may able to promote harmony
and friendship in my community. I abhor all means. I further understand that the value of
peace may only be present in my life of order so I can cultivate and reap the value of peace.
4. TRUTH IN ACTION
Some examples of how students may cultivate and encourage the value of Truth in
their area of concern:
1. Preparing well for school in terms of accomplishing assignments and

requirements.
2. Never considering cheating as on option.
3. Enthusiastically and sincerely performing one’s tasks and role as a student guided
by a sound and prudent set of priorities.
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Personal Resolution
I am a person of integrity and the truths strengthen my character. I shall always

recognize its value and thus be truthful in all my dealings. I see myself as a defender of truth.
Hence, I shall not participate in any activity (corruption, deceit, etc.) that runs contrary to this
special role. I shall be steadfast in my faith that in the good fight for righteousness, the Truth
will set me feet and will always prevail.
5. JUSTICE IN ACTION
Students may put the value of justice into action in their lives by nurturing an
attitude of vigilance and understanding of situations that tend to undermine justice in their
relationship and in the community. They may develop a renewed consciousness of being
mindful of the rights and dignity of others and maintain a high level respect for every
individual. They may further promote the value of social justice seeking ways of reaching out
to those who may less fortunate in life (through volunteer or charitable works) and give them
justice by helping them live with dignity and with a renewed hope in the justice system of our
country that is just, loving and secure will not remains as a mere dream of the oppressed…
rather, it becomes a reality to be enjoyed by all.
Personal Resolution
I recognize the inherent right of every person to live in dignity and liberty, secure from
oppression and any form of abuse. As a good citizen, I shall be ever mindful that I do not
trample on the rights and dignity of others and further ensure my fellowmen of my vigilance
in the protection of their rights. I shall be fair and charitable in all my dealings. I shall do my
best to help others whose lives maybe unjustly affected by the times and by practices that
undermine their dignity as persons. I shall continue to have faith in the value of justice and
act consciously in seeking and rendering it.
III. Pagkamaka-Bayan
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I. Unity in Action
Some examples of how the value of unity may be cultivated and encouraged:
1. Be united with the nations.
Listen and / or read the news. Make a unified stand with the rest of the country
especially with regards o issues that affect the rights of our people, protection of
justice and the fight against the various social ills that best our country.
2. Be united with your people.
Know your people’s plight. Know what impedes their progress and Happiness. In
your own ways, give them hope and make them understand that you are there for
them in any way you can, as a responsible and loving countryman.
3. Be united with your local community.
Have a more active and dynamic involvement in your community. Be a Faithful

advocate of good values and civic duty.
4. Be united with your Organization of Work.
Share in the mission of your organization by being a competent worker who

constantly aims for excellence. Be a dynamic and productive worker and share in
the success of your organization.
5. Be united with your family.
Be a loving and faithful family member. Look upon your responsibilities with hope
and enthusiasm. Look after your family and ensure that it is strengthened only with
the right and good value.
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Personal Resolution
As a citizen, I recognize my role to foster unity among my fellowmen. I believe that I

am an integral member of my country and that I can contribute to its success instigate its
failure by remaining complacent to the call for every Filipino to be united especially at this
time when our country is assailed by many ills. I shall stand by my countrymen in the defense
of peace and justice and further commit myself to be united in the goal of our leaders to build
a country based on good values, integrity and peace and real freedom from poverty, graft and
corruption, injustice and violence.
2. EQUALITY IN ACTION
1. Treat your classmates kindly and fairly. Don’t bully those who are weak among you.
When confronted with such a temptation, reflect by putting on the other person’s
place. Be charitable instead to those who are less – fortunate than you are. Let the
weakness of others be your inspiration to help and serve them so that they will feel
adequate and blessed by your love and concern for them.
2. Learn to judge every person based on his / her own uniqueness. Know that no one is
perfect but that each one has the capacity to feel and the ability to love. Be patient with
people and be able to appreciate the beauty in each one. If you live in this principle,
you are bound to experience the joys of the true friendship and harmony with the
people around you.
3. Encourage others to live out the value of equality by being a good and consistent
example to them. Teach others to be fair and equitable in their judgments, decision,
and actions.
Personal Resolution
I believe that all men are created equal. I further believe that every person has right to
be treated fairly for interest of love and justice. I therefore pledge to refrain from judging
people subjectively. I shall treat everyone with respect as part of their inherent gift of dignity
as persons. I shall be more charitable in my thoughts and deeds so that I may not trample on
the rights and dignity of my fellowmen. I promise to be of service to everyone, especially the
less- fortunate, the poor, abused and abandoned so that they may share in the promise of a
brighter future. I shall act conscientiously and decisively to protect each person’s right to
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equality which is most essential in establishing a community of happy, loving caring and
peaceful people.
3. RESPECT FOR LAW AND GOVERNMENT IN ACTION
Students:
1. Develop a conscious habit of abiding by rules and regulations starting with those
in school and your home
2. Seek to understand fully the laws and roles of the government as well as your
own role as a citizen.
3. Be a good example for your friends and family by being law-abiding and by
respecting the work of the government.
4.
Personal Resolution
I believe that the laws and the government are meant to serve my own interests as
a citizen. I shall seek ways to understand the laws more so that I may able to follow them
more knowingly. I shall also strive to understand the government and its functions so that I
can contribute to their efforts of improving the lives of our countrymen. In my own capacity
as a citizen I shall always be law-biding. I shall not allow my values to be compromised by
illegal acts and practices. I shall strive to take more critical stand in making a decision to
follow laws and appreciate the work of government. I shall perform my patriotic duty of
always maintaining a sense of respect for her duty constituted right and authority to promote
order and peace for the sake of all citizens.
4. PATRIOTISM IN ACTION
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Some examples of how students may cultivate and encourage the value of
Patriotism in their area of concern:
1. Love your country. Be vigilant and ready to defend it form internal and external
threats.
2. Patronize your country and her works. In the dawn of globalization, do not disregard
your country’s produces and support these in the midst of formidable foreign
commercial competition.
3. Uphold and live good values so that you may serve as an inspiration to your
fellowmen to strive to become good citizens themselves.
4. Be proud of your personal and national identity. Be proud of your heritage. Learn
and understand your history.
5. Be a vigilant and proactive citizen. Be informed of the issues affecting your country.
6. Be a law-abiding citizen. Respect and uphold the constitution and all the other laws
of the land.
7. Do simple acts of service to your fellowmen.
8. Be a good worker and make your country proud. Perform your duties as you should
and with a high level of competence, aiming always excellence.
9. Be kind and be compassionate to others who may not be as fortunate as you are in
terms of material wealth. Share your blessings with your fellowmen.
10. In your undertakings, bear in mind the integrity and welfare of your country. Do
not go into undertakings that tend to go against national interest.
11. Carry yourself as a Filipino with dignity and pride. Do not be dissuaded by
materials temptations. Know that it is a person’s integrity that sets him apart from
other men.
12. Be a responsible voter. Choose according to your conscience as well as candidates

‘personal values and integrity.
13. Be true to your self and faithful to your family and country.
Personal Resolution
I am a Filipino, proud and true. I honor my heritage and take pride in my commitment
to be a good citizen in my daily life. I shall from hereon, dedicate myself to perform simple
acts of heroism that nevertheless will have the positive effects in the lives of my countrymen.
I shall always be mindful of my country’s interest in my dealings; that I may not harm her by
going into affair on illegal activities. I shall strive to be vigilant so that I may fulfill my duty
as a citizen of upholding her laws, preserving her dignity and promoting her welfare.
5. PROMOTION OF THE COMMON GOOD IN ACTION
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Some examples of how students may cultivate and encourage the value of patriotism
in their area of concern:
1. Learn to think beyond yourself. In the conduct of your decision and action, consider
the effects to your family members, friends and classmate’s teachers, and people
around you.
2. Learn to reach out to the many people who are not as fortunate as you are. Develop
compassion and concern towards them. Be inspired to move into Action by helping
them in any way you can through simple acts of charity, kindness and sincere
understanding.
3. Be ready to render volunteer service in times of emergencies, disaster and occasions
wherein your gifts as a youth may be required in helping other People.
4. Activity participate in immersion, outreach and social exposure activities so that you
can be informed of the plight of people around you and so that you can initiate actions
that may benefit them.
Personal Resolution
I understand that I live I in a community of people sharing in the same pursuit for
happiness and dream for peace. I promise to be more charitable and concerned for the welfare
of my fellowmen in the course of life. I shall do my best to work along the principle of
serving interest of the common good before serving my own. By this truly heroic act, I hope
to inspire others to develop in themselves as well a genuine concern and love, for others so
that we may all truly live in a world of love, harmony, understanding, and progress. I shall
steadfastly remain vigilant and dedicated to the preservation and promotion of the common
good and shall foster this value in my own life times.
IV – Pagkama-Kalikasan
1. CONCERN FOR THE ENVIRONMENT IN ACTION
Some examples of how students may cultivate and encourage the value of concern for
the Environment in their area of concern:
1. Develop a more conscious and consistent habit of keeping your surroundings clean as
well as using environmental resources such a water and electricity wisely and
prudently.
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2. Have a deeper understanding of dire state of environment and in your own capacity
contribute to the work of preserving it.
Personal Resolution
I am a steward of creation. I understand that may very existence and that of generations
after me are threatened by the destruction of the environment. I pledge to be more discerning
individual by using all environmental resources properly and prudently. I shall develop a
conscious effort to preserve and protect the environment from further degradation. I shall
treat the environment as thought it were my own masterpiece, giving great care and priding
myself of its wonders and beauty. I shall ever be thankful of the grace of God and the
dedication of people in their work to ensure that my family and I have clean air to breath,
clean water to drink, clean oceans to launch adventures and above all, life that’s healthy and a
future worthy to be shared to the next generations.
Values
Activity 1. Group Reflection & Sharing
1. Divide the class into group.

2. Sit straight, feet flat on the floor, hands on the lap, shoulders relaxed, eyes closed.
Let silence come.
3. Recall your past experience, your attitude towards others (the good & the bad
attitudes).
4. Allow them to share their experiences to the members of the group.
Activity 2
Let the students draw an “Ideal Me” and present this to the class.
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MODULE IV
Leadership and Team Building
Lesson 1
Objectives
1. Explain the principles of leadership.

2. Enumerate and discuss the quality of a good leader.
3. Discuss virtues as foundation of leadership.
Leadership is one of the highly regarded qualities of an individual to be successful in

life. Leading life positively in all aspects can influence others to follow his deeds
and examples.
It is an important aspect of managing and leading effectively. Managers or leaders

must exercise all the functions of their role in order to combine material and human
resources to achieve objectives. They key in doing this is the existence of a clear role
and a degree of discretion or authority to support manager’s action (Kootz and
Weinhrich), (1990). They further noted that the essence of leadership is fellowship.
In other words, it is the willingness of people to follow that makes a person a leader.
Moreover, people tend to follow those whom they can provide a means of achieving
their own desires, wants and needs.
Definition of Leadership
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Bass (1981) defined Leadership as “influence”, that is the art of influencing people
so that they will strive willingly and enthusiastically toward the achievement of group goals.
Ideally, people should be encouraged to develop not only willingness to work with zeal and
confidence, reflects experience and technical ability.
J. Oswald Sanders said it first: “The true measure of leadership is influence-

Nothing more, nothing less”. It is about influencing in a worthwhile cause. It is not dependent
on titles or positions. It is dependent on someone catching a vision and mobilizing others to
join them in its fulfillment. When this happens, leadership arises in its purest form. It happens
to every organization at one point or another, especially when there’s no system or plan. In
those times, there is no expectation of progress. Today, may regions of the world are crying
for effective and true leaders. The leader must earn the right and others choose to follow.
This means that Leaders act to help a group attain objectives true maximum
application of its capabilities. They do not stand behind a group to push; they place
themselves before the group as facilitate progress and inspire group to accomplish
organizational goals. A good example is the orchestra leader, whose function is to produce
coordinated sound and correct tempo through the integrated effort of the musicians.
Some principles of Leadership
The main objective of leadership is to develop teamwork in order to achieve a common

goal or purpose. This brings us to the real definition of leadership which is the “Arc of
influencing man in a way that will win their obedience, confidence, and respect; and their
loyal cooperation in achieving a common objective” (San Juan, 1991:26-31).
Now let us shift our efforts to the study of the following principles of leadership as cited by
San Juan, (1991):
1. Take responsibility for your actions. A leader must take responsibility for both his
actions and those of his subordinates.
Remember:
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a. It is better to accept the blame rather than” pass the back”.

b. Understand just where your responsibility begins and where it ends.
c. Look for opportunities to help you and your job.
2. Know yourself and seek self-improvement. Apply your knowledge of the human
behavior in an honest self –analysis to improve your attitude and to enhance you
understanding of others.
3. Set the example. Be a model and exemplary leader. Men learn most effective from
what they see in their leader.
4. Seek responsibility and develop a sense of responsibility among your
subordinates. A true leader does not shirk responsibility; rather, he seeks it. Likewise,
he holds his subordinates responsible for result, and not for results, and not for methods
and procedures.
5. Insure that the job is understood supervised, and accomplished. Proper
understanding and supervision of a task help insure the accomplishment of anything
desired. To this ends, instructions must be given a specific, positive and clear manner.
6. Know your men and look for there welfare. A leaders understanding and knowing
his man has some advantages. He can readily predict and control his men’s behavior.
Thus, a leader can feel the needs and desires of his men.
7. Keep your men informed. The Filipino soldier will work harder and will cooperate
more effectively if he understands why.
8. Employ your command in accordance with its capabilities. Assign objectives that
are possible of attainment. Using your unit in accordance with it capabilities helps
insure its success.
9. Train your men as a team. A team fails or succeeds only if every member does his
share of the job. Teamwork is an essential cognomen of military’s operation.
10. Make a sound and timely decision. The ability to make a rapid estimate of the
situation and arrive at a sound and timely decision is necessary in order to take
advantage of opportunities as they occur.
11. Know you job. Knowledge of your job helps you to make sure of yourself, and
commands the respect of your men.
Virtues as Foundation of Leadership
The following virtues are considered the foundations of leadership;
1) Prudence- the habit which enables man to direct his actions to human life’s goals of
knowing the right thing to do and applying it
2) Justice – the habit of giving each one his due with constant and perpetual will; gives
stability which man needs to work without fear and anxiety in the search for happiness.
3) Fortitude- the habit of overcoming the difficulties and pressures of life in the pursuit of
good.
4) Temperance- the habit of bringing the desires and natural inclinations of man under the
control of right reason.
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5) Industry – the habit of working hard and working under pressure.

6) Loyalty –the habit of remaining true to your friends and to your principles (goals)
in spite of difficulty.
7) Responsibility- the habit of being accountable for ones action duties and obligation;
readiness to answer to the consequences of our actions.
8) Cheerfulness- the habit of being optimistic, positive, always seeing the bright side of
things.
9) Generosity- the habit of sharing the good that one has with other people; thinking first
of the people around him and looks for ways he can help and serve them.
10) Magnanimity- the habit of having great ideals and ambitions of doing good; being
concerned with doing great deeds of service to others devoting his life to serve his
country or to help people.
Leadership has a deep link and basis to work because by working, man contributes to the
good of others thus, improving himself as well. Application of virtues is found above all
in working and in relationship with others. Thus, industry, loyalty, generosity, prudence,
justice, etc. are exercised in and through our profession.
CHARACTERISTIC OF A GOOD LEADER
1. Integrity of character. The word is synonymous to honor. It is a fine sense of

ethics, justice, and righteousness with a readiness to apply it to one’s own conduct.
It is the determination to meet any obligation, however distasteful.
2. Willingness to accept responsibilities. Acceptance of responsibility signifies a
desire to lead and this desire is strengthened by increasing interest. Some great
leaders had achieved success after much effort. Their successes can be attributed to
infinite patience, hard work, and a desire for success that never recognized defeat.
In addiction to the above, let us consider three (3) other characteristics that are of lesser
importance, but nevertheless complementary. These are: (a) competence to employ in
superiority over an enemy at all times. (b) making the best use of resources requires the
highest type of managerial and organization skills and finally, the ability to inspire
subordinates will enable t5he leader to spur his men to strive for the highest peak of
performance. Such ability is essential to dynamic leadership (San Juan, 1991:29-30).
QUALITIES OF A GOOD LEADER
Are leaders born? Yes, of course, they are…. I’ve yet to meet one that came into this
world in any others way! Was the reply of author John C. Maxwell (2002) Indeed, all people
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are born and some are gifted with greater natural gifts than others, but the ability to lead is
really a collection of skills and nearly all of which can be learned and improved, and the
process doesn’t take place overnight because leadership is developed daily, not in a day.
According to Zulueta et al (1999), the essence of leadership is follower ship. This

means influencing people to work willingly and enthusiastically toward the achievement of
group goals. Willingness to work means with zeal and confidence (Zuleata et al, 1999).
Maxwell (2002) further opines that what matters most is not whether one influences
someone, but how one will use that influence.
But does the leader get to influence people? What are the traits of a good leader that
would inspire people to follow him? Joseph P. Leverriza (1999) a Zulueta et al (1999) shared
the same view that a good leader should have the following traits:
1. Knowledge- this refers to the acquire knowledge of the profession not only on the job,
but also thorough knowledge on the capabilities and limitations of the subordinates;
2. Bearing- this is dignity in appearance and behavior to earn respect
3. Courage- ability to accept or meet challenges with calmness and fearlessness;
4. Endurance- mental and physical stamina to withstand pain hardships and continue
rigorously in pursuing the goals and objectives of the organization;
5. Enthusiasm- This is higher degree of interest and sensitivity in responding to the
needs of the organization;
6. Integrity- is good moral character and impeccable integrity;
7. Decisiveness- is the ability to decide promptly and correctly at the proper time and
express them organization;
8. Dependability- is the ability to demonstrate a higher degree of initiative in the
performance of his duty even with or without supervision;
9. is the ability to start or originate an idea, suggestion, proposal or concept leading to
the action when others are absent or passive;
10. Judgment- is the power of the mind to weigh various factors and arrive at a sound
decision;
11. Justice- is the ability to render judgment to conform to the principles of reason, to
stated laws, policies and rules and to generally accepted standards of right and wrong;
impartially in rendering punishment and giving credit where credits is due;
12. Loyalty- is the sincerity and faithfulness to the ideals of the organization where he
belongs;
13. Tact- is the ability to deal with others without giving offence;
14. Unselfishness- is the avoidance of providing for one’s own comfort or advantage at
the expense of others;
15. Force- is the ability to demonstrate efficacious power within the bounds of law to
compel obedience among his subordinates;
16. Humanity- is the state of being reasonably modest and not proud, assuming, arrogant
and boastful;
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17. Humor- is the mental disposition to appreciate amusing incidents of everyday life in
a comical way;
18. Sympathy- is the ability to understand and share the feelings of another, especially in
time of sorrow or adversity;
19. Empathy- is the ability to be someone else’s shoes; intellectual and emotional
identification of feelings, thought and attitudes with subordinates affected by pain or
misfortune;
20. Wit-this refers to keen perception and appropriate expression of amusing words and
ideas which awaken amusement and pleasure.
THE TRANSFORMATIONAL LEADERSHIP
Society’s transformation requires transformational leadership.
Stephen Covey (1992) explains that the goal of transformational leadership is to “transform
people and organizations in a literal sense- to change them in mind and heart; enlarge vision,
insight, and understanding; clarity of purposes; make behavior congruent with beliefs,
principles, or values; and bring about changes that are permanent, self- perpetuating; and
momentum building’,
He stresses that transformational leadership basically means that we change the

realities of our particular world to more clearly conform to our values and ideals. It focuses
on the “top line” and is principle- centered, thus it:
o Builds on man’s need for meaning

o Is preoccupied with purposes and values, morals and ethics
o Transcends daily affairs
o Is oriented toward meeting long-term goals without compromising human values and
principles
o Separates causes and symptoms and work at privation
o Values profit as the basis of growth
o Is proactive, catalytic and patient
o Focuses more on missions and strategies for achieving them
o Make full use of human resources
o Identifies and develops new talent
o Recognizes and rewards significant contribution
o Designs and redesigns job to make them meaningful and challenging
o Releases human potentials
o Models love
o Lead out in new directions
o Aligns internal structures and systems to reinforce over-arching values and goals
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THE TRANSACTIONAL LEADERSHIP (BASS)
It is determining what employees need to do to achieve their own organizational

objective. It is an approach which needs extra efforts like giving rewards, recognitions,
guidance, supervision and instructions in leading people to achieve as a task-oriented kind of
leadership.
THE PRINCIPLE-CENTERED LEADERSHIP
Stephen Covey (1990), identifies the following characteristics of principle-centered

leaders:
 Continually learning
 Service oriented
 Radiated positive energy
 Radiate positive energy
 Believe in other people
 Live balanced lives
 See life as an adventure
 Synergistic
 Exercise for self-renewal
1. THEY ARE CONTINUALLY LEARNING

 Constantly educated by their experiences
 Read, seek learning, take classes, listen to others ,learn through both their eyes
and their ears
 Continually expand their competence and ability to do things
 Develop new skills, new interests
 Make and keep promises or commitments
 Increase their personal worth as they elevate themselves to the next level of
challenge and make their self-mastery grow
2. THEY ARE SERVICE-ORIENTED

 See life as a mission not as a career
 ‘yoke” up every morning, think of others and put on the harness of service in
various stewardship
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 Believe that the effort to become principle-centered without a load to carry

simply will not succeed
 Have a sense of responsibility, of service, of contribution
3. THEY RADIATE POSITIVE ENERGY

 Cheerful, pleasant, happy
 Attitude is optimistic, positive, upbeat enthusiastic
 Spirit is hopeful, believing
 Have an energy field or an aura that charges or changes weaker, negative
energy fields around them
 Attract and magnify smaller positive energy fields
 Tend to either neutralize or sidestep the negative energy source is and a sense
of humor and timing in dealing with it
4. THEY BELIEVE N OTHER PEOPLE
 Do not overreact to negative behaviors, criticism or human weakness
 Realize that behaviors and potentials are two different things; believes in the
unseen potentials of all people
 Feel grateful for their blessings
 Don’t carry grudges
 Refuse to label other people, to stereotype, categorize and prejudge
 Seek the oak tree in the acorn and understand the process of helping the acorn
become a oak tree
 Create a climate for growth and opportunity
5. THEY LEAD BALANCED LIVES

 Intellectually active, having many interests
 Healthy sense of humor, particularly laughing at themselves and not at other’s
expense
 Open in their communication, simple, direct, and non-manipulative
 Their actions and attitudes are proportionate to the situation, balanced,
moderate, wise
 Live sensibly in the present, carefully planning the future and flexibly adapting
to changing circumstances
 Genuinely happy for other’s successes and do not feel in any sense that these
take anything from them
 See success on the far side of failure; the only failure for them is the experience
learned from
6. THEY SEE LIFE AS AN ADVENTURE

 Savor life because their security comes from within instead of from without
 See old faces freshly, old scenes as if for the first time; rediscover people each
time they meet them
 Like courageous explorers going on an expeditions into unchartered territories
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 Their security lies in their initiatives, resourcefulness, creativity, will power,

courage, stamina, protection, and abundance of comfort zones in their home
camps
 Basically unflappable of adopting virtually to anything that comes along
7. THEY ARE SYNERGISTIC

 As changed catalysts, they improve almost any situation they get into
 In team endeavors they build on their strength and strive to complement their
weakness with the strength of others.
 In negotiating and communicating with others in seemingly adversarial
situations, they learn to separate the people from the problem
 Focus on other person’s interest and concerns rather than fight over positions
 Together, they arrive at synergistic solutions, which are usually much better
than any of the original proposals, as opposed to compromise solutions wherein
both parties give and take a little.
8. THEY EXERCISE FOR SELF RENEWAL

 Regularly exercise the four dimensions of the human personality; physical,
mental, emotional, and spiritual
 Participate in some kind of balanced. Moderate, regular program of aerobic and
working the heart and lungs
 Exercise their minds through reading, creative problem-solving, writing, and
visualizing
 Emotionally, they can make an effort to be patient, listen to others with genuine
empathy, show unconditional love, accept responsibility for their own lives,
make decisions, and reactions
 Spiritually, they focus on prayer, scripture study, mediation, and fasting
Activity 1
On your activity page, write down your reactions regarding the shared stories of
your group members.
1. Divide students into groups.

2. Ask them to share success/downfall stories of leaders.
3. Discuss underlying reasons behind such success or downfall.
4. Present in class through creative presentation.
Lesson 2
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Objectives:
1. Appreciate the importance of a team.

2. Explain the ingredients of effective teamwork.
3. Enumerate and discuss the tools and strategies in overcoming team conflicts.
Team Building
What is a Team?
A team is a unit of two or more people who interact and coordinate their work to
accomplish a specific goal.
What is Teamwork?
When the members of a team know their objectives, contribute responsibly and
enthusiastically to the tasks, and support one another, they more effective ways of
cooperating.
What is Team building?
Team members must work together to be effective. Team building is the process of
making teams more effective by encouraging members to examine how they work together,
identify their weaknesses, and develop more effective ways of cooperating.
What does Team develop?
Research findings show that team development is not random but evolves over
definite stages. A useful model describes five stages of team development occurring in a
sequence. Each stages conforms team leaders and members to unique problem and
challenges. These stages are:
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1. FORMING stage, a stage where members share personal information, start to get to know
and accept one another and begin turning their attention toward the group’s task. Members
are concerned about following what is expected of me? What is acceptable? Will it fit it? The
leadership provides time for members to be acquainted with one another encourage them to
engage to informal social; discussions.
2. STORMING stage. Members become more assertive in clarifying their roles and what is
expected of to hem. Members compete for status, jockey for positions of relative control and
argue about appropriate direction for the group .The team is not yet cohesive and maybe
characterized by general lock of unity. The leader should encourage participation.
3. NORMING is the stage where conflict is resolved and team harmony and unity emerge.
The group begins moving together in a cooperative fashion. Group norms emerge to guide
individual behavior, and cooperative feelings are increasingly evident. Members come to
accept and understand one another. This stage is typically to clarify team norms and d values.
4. In the PERFORMING stage, major emphasis is on problem solving and accomplishing

the assigned task. Members are committed to team’s mission. The
Group matures and learns to handle complex challenges. Members are coordinated with one
another and handle disagreements in mature way. They confront and resolve problems in the
interest of task accomplishment. The leader should concentrate on managing high task
performance.
5. Finally, ADJOURNING stage where the team is breaking-up which usually occurs in
committees, task forces with limited task to perform and disbanded afterward. Emphasis is on
wrapping up and gearing down. Task performance is no longer a priority. This requires
dissolving intense social relations and returning to permanent assignments. The members
may feel heightened emotionally, strong cohesiveness, and depression or even regret over the
team’s disbandment. The leader may closure and completeness
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Exhibit 1: Life Cycle of a Team
Ingredients of Effective Teams
TEAM WORK depends on the performance of every member. The ingredients of

effective teams are:
1. Supportive Environment. Creating a supportive environment involves encouraging

members to think like a team, providing adequate time for meetings, and demonstrating
faith in members’ capacity to achieve.
2. Skills and Role Clarity. Team members must possess skills to perform their jobs and
the desire to cooperate. Members can work together as a team only after the members of
the group know the roles of all the others with whom they will be interacting.
3. Super ordinate Goals. The members should be oriented towards the overall task. The
leader can create a super ordinate goal, which is a higher goal that integrates the efforts
of two or more persons. These goals can be attained only if all members carry their
weight.
4. Team Rewards. This may be in the form of financial reward or other forms of
recognition. Rewards valued by members become powerful.
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TEAM COHESIVENESS
TEAM COHESIVENESS is the extent to which members are attracted to the team and
motivated to remain in it. To attain team cohesiveness, the following factors should be
considered:
1. Team interaction. More contact between team members, more time spent together.
2. Personal Attraction to the Team. Similar attitudes, values, and enjoying being together.
3. Shared goals. Agreeing on purpose and directions binds the team members.
4. Presence of Competition. When a team is in moderate competition with other teams its
cohesiveness increases as it strives to win.
5. Team Success and Favorable Evaluation of the Team. Succeeding in its task and their
recognition by others within the organization generate good feelings among members
and increases their commitment to the team
Exhibit 2: The Morale and Production during the team’s Life Cycle
THE FIVE DYSFUNCTION OF A TEAM
#1: Absence of Trust. The fear to be vulnerable with team members prevents the building of
trust within the team.
#2: Fear of Conflict. The desire to preserve artificial harmony stifles the occurrence of
productive, ideological conflict.
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#3: Lack of Commitment. The lack of clarity and/ or a fear of being wrong prevent team
members from making decisions in a timely and definitive way.
#4: Avoidance of Accountability. The need to avoid interpersonal discomfort prevents team
members from holding one another accountable for their behaviors.
#5: Inattention to Results. The desire for individual credit erodes the focus on collective’s
success.
Exhibit 3: The roles of the leaders
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OVERCOMING THE FIVE DYSFUNCTIONS
Dysfunction #1: Absence of Trust
The first requirement of a function team is trust. This requires a willingness on the part
of the team members to be vulnerable with one another. There are number of ways that a
team can begin to demonstrate vulnerability-based trust with one another. Below are few
ideas you can use to bring about trust.
Strategy for Overcoming:
 Identify and discuss individuals strengths and weaknesses

 Spend considerable time in face-to face meetings and working sessions
Tools for Overcoming:
 Personal Histories. Team members go around the table during a meeting and answer a
short list of questions about themselves. Simply by describing these relatively
innocuous attributes or experiences, team members begin to relate to one another on a
more personal basis.
 Myer-Brigs Type Indicator (or other behavioral preferences profiles). Profiles
team members’ behavioral preferences and personality styles, helping to break down
barriers by allowing individuals to understand better and to empathize with one
another.
 Team Effectiveness. Team members identify the single most important contribution
that each of their peers makes to the team as well as the one area that they must either
improve upon or eliminate for the good of the team.
 360 Feedback allows for peers to make specific judgments and provide one another
with constructive criticism.
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Dysfunction #2: Fear of Conflict
All great relationship, the ones that last over time, requires productive conflict to grow and
to improve. Beyond mere recognition, below are the few simple methods for making conflict
more common and productive.
 Acknowledge that conflict is required for productive meetings

 Establish common ground rules for engaging in conflict
 Understand individual team member’s natural conflict styles
 Thomas-Kilman Instrument (TKI) allows team members to understand natural

inclinations around conflict, so they can make more strategic choices about which
approaches are more appropriate in different situations.
 The Tuckman Model helps groups realized that they develop over time though
predictable development stage- forming, storming, norming, performing.
 Mining Exercise requires an individual, typically the team leader, to have the courage
and confidence to call out sensitive issues and force the team members to work
through them. The “miner” must remain objective during meetings and be committed
to the conflict until it is resolved.
 Real-time Permission. An effective way to encourage and maintain healthy debate is
to recognize when the individuals engaged in conflict are becoming uncomfortable
with the level of discord and then interrupt to remind them that the conflict is
necessary.
Dysfunction #3: Lack of Commitment
In the context of a team, commitment is a function of two things- clarify and buy-in.
Effective teams make clear and timely decisions around direction and priorities and move
forward with complete buy-in from every member of the team, avoiding the desire for
consensus and the need for certainty. There are number of ways that a team can go about
ensuring commitment. Below are few ideas that can help this process.
 Review commitment at the end of each meeting to ensure all team members are
aligned.
 Adopt a “disagree and commit” mentality – make sure all team members are
committed regardless of initial disagreements.
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 Commitment Clarification / Cascading Communication. At the end of a staff meeting

or white off site, a steam should explicitly review the key decisions made during the
meeting and agree on what needs to be communicated to employees and other
constituencies about those decisions.
 Deadlines. The process of using clear deadlines when decisions will be made and
honoring those dates with discipline and rigidity.
 Contingency and Worst-case Scenario Analysis. This process entails briefly
discussing contingency plans upfront or, better yet, clarifying the worst-case scenario
for a decision the team is struggling to make.
 Low-risk Exposure Therapy. This is a process of demonstrating decisiveness in a
relatively low-risk situation. Team can practice making decision after substantial
discussion but little analysis or research.
Dysfunction #4: Avoidance of Accountability
In the context of a team, accountability refers to the willingness of team members to

call their peers on performance or behaviors that may hurt the team. The key to overcoming
this dysfunction is adhering to a couple of key management tools. They are listed below,
along with some others ideas.
 Explicitly communicate goal and standards of behavior.

 Regularly discuss performance versus goals and standards.
 Publication of goal and standards. Collectively, teams clarify publicly exactly what
they need to achieve, who needs to deliver what and how everyone must behave in
order to succeed.
 Team effectiveness Exercise. Team members identify the single most important
contribution that each of their peers makes to the team as well as the one area that
they must either improve upon or eliminate for the good of the team.
Dysfunction #5: Inattention to results
An unrelenting focus on specific objectives and clearly defined outcomes is

requirements for any team that judge on performance. To ensure that a team is focused on
result, the team leader needs to make result clear and reward only those behaviors and
action that contribute to those result below are some effective ways for team to focus on
result.
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 Keep the team focused on the tangible group goals.

 Reward individuals based on team goal and collective success.
Tools for overcoming:
 Publication of Goal and Standards. Collective, team clarify publicly exactly what
they need achieve, who needs to deliver what and how everyone must behave in order
to succeed.
 Public Declaration of Result. Teams that are willing to commit publicly to specific
result are more likely to work with a passionate, even desperate desire to achieve
those results.
 Result-Based Rewards. An effective way to ensure that team member focus their
attention on results is the tie their rewards especially, compensation, to the
achievement of specific outcomes.
ACTIVITY 1 ROLE PLAYING
TOPICS: The Five (5) dysfunction of a team
Presentation:
-Script, and other materials needed for the play
What to do?
1. Group the student into five.

2. Each group must choose a leader.
3. Ask group should present a situation relative to the topics by draw lots.
4. Each group should present a situation relative to the topics given.
e.g. group #1- Role play on the dysfunction of a team #1 while in the absence
of trust. Other member of the group plays a role on how to overcome absence
of trust or how to bring about trust in a team.
5. After all groups have presented the play, asks each student to write down some
important event on the play presented.
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6. The teacher wraps up the activity by asking one or 2 students to relate the
experience they had in the activity. Does your team make you feel secure?
Group Homework
* The leader may assign his/ her member on the materials needed for this activity.
Instructions:
Gather some news photos of a group, people or organization, a community or a

team, that experiences major problems or team conflicts. This should be presented on the next
activity (#2).
Materials needed: to be brought during the activity
 Maximize news photos for proper viewing

 Pentel pens
 Manila paper
 Thumbtacks/masking tape
Activity 2
Group Presentation
Let the students go to their respective teams. Placed the news photos gathered on Manila
paper. Discuss with your group the problems on issues that brought conflicts to them.
Summary of the discussion can be place on Manila paper corresponding to the news photos.
The group should select a presenter for result presentation.
For the group discussion, be guided by the following questions:
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1. Cite some major problems or issues today that brought about conflicts to group of
people, to the community and nation as a whole.
2. How do you fell about them?
3. As a group, is there anything you can do about these issues?
4. Write your discussion output in your activity page.
To wrap up the activity (after all groups have presented), ask one student from each
group to answer the questions:
(a) How do you feel about the group where you belong?
(b) What do they mean to you?
Activity 3
Group Reflection and Sharing
Materials needed:
 Manila paper
 Pentel pens
 Masking tape
Instructions:
Again, ask the students to go to their group. Each group will select a secretary and
reporter. The secretary will write the major contributions of each member and expectations of
the group after the activities; as well as how can they help each other reconcile when
opposing experiences develop. The reporter will make the presentation to the entire class at
the plenary.
After the presentation, let each student to answer the following questions in activity
page.
1. What important things have I Learned about myself, that I did not know before
these activities?
2. What personal values do I uphold?
3. How can I use what I Learned to improve my relationship with the people with
whom I am in relationships, whether family, friends, community?
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MODULE - V
Social Mobilization
Objectives:
1. define social mobilization and the elements of social mobilization

2. discuss the benefits of social mobilization to the community
3. relate the management process and role of community workers
4. draw the mobilization cycle
5. come up with situation analysis report & their community.
Effective social mobilization goes beyond community organizations, harnessing the

potentials and effort of government, non-government sectors and citizens to work for
sustainable social, economic and political development. The benefits of social mobilization to
community organizations and its impact locally and nationally can be best sustained within
an enabling political, policy and regulatory environment and where mechanisms for linking
experiences and lessons at the community level to policy are developed.
The concept of social Mobilization
Social mobilization is an approach and tool that enables people to organize for collective
action, by pooling resources and building solidarity required to resolve common problems
and work towards community advancement. It is a process that empowers women and men to
organize their own democratically self-governing groups or community organizations
enabling them to initiate and control their own personal and communal organizations which
enable them to initiate and control their own personal and communal developments, as
opposed to mere participation in an initiative designed by the government or external
organization.
Key Elements of social Mobilization
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From worldwide experience there are four basic elements of social mobilization:
Organizational development- a process in which community members, especially the poor

form their own groups or organizations based on common development interests and needs
that are best served by organizing themselves as a group. “Before one becomes a member of
a CBO, the individual struggles against a harsh environment. Once he/she is organized in a
broad-based group, the individual has the leverage with which to address and tackle problems
which he/she could not have done alone’ (Pandey, 2002).
 Promoting self-reliance, especially of the poor members of the organization which

would in turn enhance their ability to participate in the organization’s affairs on an
equal basis.
Capital Formation for development through Community Savings
Capital formation (through mobilization of savings) enhances a community

organization’s power to realize its full potential. “Savings generated by individual members
are the assets of the community organization and are the first step towards their self-reliance”
(Pandey, 2002). Accumulated savings can be used for internal credit with interest, (to enable
individual members to engage in income generation activities whilst at the same time,
accumulating the organization’s capital base. They can also be used for enterprise
development at the community level. Savings can serve as the basis for access to external
services, for example, micro-finance. They can also form the basis for community
organization’s contribution to local development initiatives, which is essential in localities
where government capacities to address all social needs of a community are very limited.
Training for Human Resource Development
Community members can maximize their potential not only by organizing themselves
but also by upgrading their existing skills to better manage new inputs-business and
community initiatives and establish effective links with local government and other actors.
The Change Agent (i.e. the organization or individual facilitating the social mobilization
process) can support direct training, exchange visits and other capacity building activities
based on needs identified by the members of the community organizations. These can cover.
Organizational development, leadership, savings and credits programmers, agriculture,
natural resource management, and other key areas. Local human resource development can
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best promoted when trained individuals take up the responsibility to train other community
members.
Socio- Economic development
Socio-economic development initiatives are a great incentive for community members

to organize themselves. It is important therefore that an initiative which includes social
mobilization provides support in the form of matching grants or access to credit, marketing
and other services that will lead to tangible improvements in social economic conditions
within the community. The process of identifying community priorities, participatory
planning, implementing and monitoring of actors helps not only to improve local conditions
but also to empower people and their organizations. If well facilitated, this process can result
in increased institutional capacity, enhanced social status and voice (especially for
disadvantaged people, including women, the poor and youth). These results in turn motivate
people to remain organized as they begin to enjoy the benefits of collective action and
recognized its potential to create or influence change in their communities.
Facilitating the Social Mobilization Process
There are grassroots or social movements that have emerged from within
communities, the isolation poverty and resulting passivity or powerlessness of citizens,
particularly in rural area in developing countries, calls for external support at the initial stage
of the social mobilization process.
In countries with limited experience of social mobilization, a combination of

international and national community mobilizers brings to bear international experience and
local knowledge which are both essential factors for success.
* The following should be undertaken in social mobilization
Advocacy – element which is focused on various actors who could create the positive
environment for program or service delivery.
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Information, Education and Communication (IEC) – a set of accurate and consistent

information on the programs and services as a timely response by those in direct contact with
the communities.
Community Organizing – Individual and Community groups are able to get a sense of what
they can do among themselves to improve their situation.
Capacity Building – Social mobilization can only be sustained if the network of the
advocates and mobilizes are continually expanded through
 Capacity – building (people)

 Institutional Development (Organization)
Community Empowerment and Program Sustainability
 Empowerment is the process of people taking action to overcome the obstacles to

progress where this action involves getting more control over their situation.
 Community Empowerment enables individuals and community to do their own
thinking and reflection to improve their situation.
 Sustainability comes only when individuals, groups, and communities have ownership
of the problem and are able to act in their own.
Institutional Development
 Seeks to improve the ability of the institution to carry out its mandate, mission and
vision and achieve its goals and objectives.
 Key levels: System, process, networks financial capacity, physical infrastructure and
management of resources.
Networking and Alliances Building:
 Social Mobilization’s success depends on the identification of relevant individuals

and groups who can contribute to the achievement of the program’s goals.
 Partners are those with whom we work directly.
 Allies are those who have similar interests and programs with us, but with whom we
may not work directly.
Benefits of Social Mobilization
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Poverty alleviation Social Mobilization is an important tool in the poverty alleviation process,
as it enables communities and the poor themselves to engage actively in solving their own
problems and effectively tackling poverty in its multi-dimensional form. The principles of
social mobilization ensure equity, hence issues of gender based, racial and ethnic based
discrimination are most likely addressed.
Promoting Democratic Governance Experience show that poverty and bad governance
mutually reinforce, as they foster exclusive of citizens from decision making process, lack of
access to basic services, lack of opportunity, dependency, and limited availability of public
goods. Social mobilization must institutionalize within government for it to be effective. This
would encourage participation in decision-making, build capacity for participatory planning,
build a common vision on development and ensure transparency. Institutionalization of such
efforts can only be effective if a decentralized system of governance, including fiscal
decentralization is in place and functional. Social mobilization can facilitate leadership at the
local level, making society more effective as third and legitimate partner in development.
Creating demand for good governance through social mobilization must be completed
with increased capacity of the local government to manage and effectively responds to this
demand and improve its governance practices. Capacity building efforts must therefore target
civil society organization (including CBOs, elected representatives, etc) and government.
Environment – by organizing people to better manage their natural resources and

fight against practices and organization that degrade the enviro9nment through promoting
appropriate legal, regulatory and institutional frameworks and policy dialogue.
Conflict Prevention – as people organized to address common problems and to

collectively improve their socio- economic condition in an equitable, democratic and
transparent manner, possibility of conflict can be significantly reduced.
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Sensitization and Clearance Sessions with local leaders and government officials.
Awareness Raising Public meetings with members of target communities.
Mobilizer Training Organizing the community workers.
Community Organizing putting together different communities
Management Training The Training of community leaders and mobilizer (e.g. how to
prepare and write effective project designs).
Participatory Assessment Identify priority problems (therefore priority goals as solutions).
Community Action Plan (CAP) Consistent with District Plans and Community Priorities.
Community Project Designs Created from and submitted by target communities as

proposals.
Negotiation Proposals discussed until they meet everyone expectation.
Implementation Begins work starts by community members on community projects.
Monitoring and Reporting a Requirement of implementation.
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Work Continues Until Completion Implementation, monitoring, reporting, payments.
Official Completion Ceremony Invite more community project designs.
Community Management Processes
I. Situation Analysis
 It is a collective process of examining the prevailing social, political, economic,

environmental, cultural conditions and spiritual conditions of a given
community. It is a preparatory step to actual planning process.
Roles of Community Workers in Situation Analysis
1. Determine how they can improve the prevailing situation to achieve community goals.
2. Collectively understand and define community needs and problems.
3. Identify change strategies and resources, and making decisions on how to implement the
identified solutions.
Step in Facilitating Situation Analysis
1. Community Orientation
2. Data Gathering
3. Data Processing
4. Preparation of Community Profile
5. Presentation, Validation and Approval of the Community Profile
6. Finalization of the Community Profile and Dissemination
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II. Community Planning
 It is a process where the people collectively define their priority problems,

determine their development vision, set goals and objectives, identify resources
which they can utilize, and develop a plan of action to achieve community goals.
Roles of Community Workers in Planning
1. Enable them to address their community needs and problems
2. Develop planning skills
3. Involve community member in decision-making
4. Provide the community members with a process where they can plan their own
development
5. Guide the community members in developing a plan of action geared towards achieving
community goals.
Step in Facilitating Community Planning
1. Formation of Community Planning Team
2. Community Visioning
3. Setting of Community goals and objectives
4. Identifying resources and constraints
5. Preparation, Community plan of action and action and budget
6. Presentation, community validation and approval of the community plan of action and
budget
7. Finalization of the community profile and dissemination
III Implementation
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 It is a process of carrying out the projects and activities in the community action
plan. Its main purpose is to test the feasibility of the planned projects and
activities, and institute necessary change or modifications when necessary.
Roles of Community Workers during Implementation
1. Oversee and direct the implementation of projects and activities.

2. Conduct an information and advocacy campaign on the community plan.
3. Motivate the community members to contribute to the projects and activities
4. Monitor the status of implementation (come up with a checklist or data board on the
status of projects/activities)
5. Make quick adjustment when problems arise in consultation with the community
members.
6. Coordinate various activities, tasks and efforts of community member.
7. Mobilize community resources for the projects on activities.
8. Conduct regular consultation and feed backing with community members.
9. Clarify roles of each member on projects or activities.
10. Manage interpersonal relationships and conflict management.
11. Facilitate team-building activities (reflection process, values-formation)
Social Mobilization planning Framework
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What is Community?
A community as described by Ross (1967) and Tucay (2002) in their paper regarding
community organizing, it is an aggregation of families and individual are, settled in a fairly
compact and contiguous geographical area, with significant elements of common life as
shown by manners, customs, traditions and mode of speech. She further elaborated that the
patterns or relationship among the people of the community may by ordered by special
groups or entities (schools, churches, professions or welfare bodies). A geographic
community must have special interest groups and sectors, and also a combination of social
units and systems: economic, political and socio-cultural.
What is a Community Organizing?
It is a social development approach that aims to transform the apathetic,

individualistic and voiceless poor into dynamic, participatory and politically responsive
community. In other point, it is similar to a form of experiential learning, and a non- formal
learning process. With this knowledge in community organizing, how do you go about
community welfare service?
Community welfare service is applying a collective, participatory, transformative,

liberative, sustained and systematic process or improves the quality of their lives and the
community. It encourages the improvement of the basic and social welfare needs in an area or
community welfare service; you are mobilizing the citizen-based groups to exercise their
collective effort to initiate programs/ projects where we can produce successful results that
are useful to them. Making them aware of the importance of cooperation in their endeavors is
one of the roles of CWTS students in their pursuit of helping the community organize their
projects for their well being.
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Conditions to Consider in Community Organization
1. Recognize and deal with the problem accordingly.
2. Provide the community self-determination.
3. Engage the community in the solution of the problem actively.
4. Move at a pace that is deemed comfortable for the community.
5. Encourage growth through problem solving.
6. Encourage community self-integration and understanding.
Goals of Community Organizing
1. People’s Empowerment. It aims to teach how to achieve effective power for the
people in order to overcome their powerlessness to develop their capacity to initiate and
develop their own plans, assert their rights and stand dignity.
2. Building Permanent Structures and People’s Organization. It aims to establish and

sustain aspirations of people to ensure their maximum participation; and to provide a
venue for them to link up with other groups and sectors. It can be internalized to become
the building blocks for a better future.
3. Improved Quality Life. It is the mobilization of resources (human and material),

clothing shelter, education and health. You can introduce programs that can develop
an environment conducive for use in their resources and creativity in improving the condition
of their lives. Activities should be geared towards the equitable distribution of power and
resources.
Conclusion
Social Mobilization is an approach that empowers people to participate actively in

development process – through their own local initiatives and through well-informed and
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constructive dialogue at the policy level. It is an essential tool for mobilizing and engaging
isolated, passive and poor member of society; its popularity with poverty reduction and
decentralized governance programmer worldwide. Its effectiveness depend to a large extent
on the appropriateness of the approaches used within a given cultural, socio-economic a will-
informed, proactive and strong civil society, making it a valuable partner for government and
the private sector in shaping national development that is equitable and sustainable.
Activity 1: Draw me a picture
Purpose: To get the students’ idea on Social Mobilization
Materials Needed:
Several sheets of Manila paper, crayons, pentel pens, masking tape.
Procedure:
1. Explain the purpose of activity.
2. Divide the participants in small groups .Ask each group to choose their facilitator
and documentator. Provide each group with a set of Manila paper, crayons, an
pentel pen.
3. Ask each group to discuss the given questions. Each group member should write
his/her answer on the activity sheet and be summarized by the document for
presentation.
a. What is your understanding of social mobilization?
b. Why do you have to undertake social mobilization?
c. What are the specific objectives of the social mobilization?
d. How would you like to participate in the social mobilization?
e. What are your operation plans for social mobilization?
f. How would you envision the community you decided to work with after your
social mobilization?
4. Ask them to draw the results of their discussion.
5. During the plenary, ask each group to present their drawing and discuss it in
context.
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6. Summarize the presentations, and take note of the similarities and differences.
7. Guide the participants in coming –up with a common vision of the community
decided to work with.
Activity 2: ROLE PLAYING
Purpose: To enable the students identify existing problem which they need to be aware with
as their guide in social mobilization.
Materials needed:
Role-play scripts and other materials necessary for the presentation.
PROCEDURE:
1. Divide the students to small groups of four or five each.
2. Tell them to discuss what they think are the major problems confronting their
community and come-up with a play which they think will perform as group.
3. Get feedback from all groups after every presentation.
4. After all groups presented their play discuss the problems presented and try to
reach consensus on what they think should be considered as major problems of the
community.
5. Summarize the results of the discussion.
6. Results of the discussion should be written by the individual member on the

activity page of his/her handbook.
Activity 3: Social Mobilization Workshop
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Purpose: Come up with Situation Analysis Report of your community.
Materials needed: Manila paper, pentel pens and other needed materials.
PROCEDURE:
1. Divide the students into small groups.
2. Identify projects /programs that can the prevailing situation in the community on the
following areas:
 Poverty alleviation
 Promoting democratic governance
 Environment
 Conflict Prevention and Resolution
 Define the community needs and problems
 Identify change strategies an resources, and making decisions on how to implement
the identified situations
 Come-up with base-line data
 Identify Resources and Constraints
3. After the group discussion, allow the students to present their outputs.
4. Encourage the students of other groups to give comments after every presentation.
5. Summarize the group project plans of the student. Recognize the efforts of the students and
guide them in the implementation, monitoring and evaluation of the project.
6. Individual member of the group must write the outputs of discussions on his/her activity
page.
MODULE - VI
Environmental Education
Objectives:
1. Explain the importance of environmental education.
2. Discuss biodiversity of organisms within ecosystem and its significant to Filipino quality
of life.
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3. Discuss and present solutions to the environmental issues and concerns.
Environmental Education had been introduced in the Philippine Education

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

responsible citizenry who will ensure the protection and the improvement of the environment
and bring about sustainability of resources on earth for the survival and stability of life.
Biodiversity in the Philippines is unique. This means many of the life forms
(Plants and Animals) that are found in our country are found nowhere else in th4e world. A
key to understanding this uniqueness is the knowledge of the habitats ecosystems where these
plants and animals are located. (HES MANUAL)
Nine Ecosystems in the Philippines
Agricultural Ecosystem
Agriculture is the backbone of our country’s economy. Its central role requires the use
of lowland agriculture resources, especially land and water, for sustainability. There are two
types of rice lands, rain fed and irrigated. Rain fed rice fields depends on rainwater during the
rainy season for irrigation, and since the rainy season comes but once in the Philippines
climatic cycle, harvests in rain fed rice fields occur only once a year.
Irrigated Riceland, on the other hand, us a water source for irrigation. Water could
come from a stream from the uplands or a spring. Thus, an agricultural land in the lowlands is
very dependent on the state of the forest in the uplands and its capacity to store and release
water regularly in streams and springs.
Aside from water, a very important component of an agriculture ecosystem is the

arable and fertile soil. It should possess nutrients essential for plant growth, and be teeming
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with live microorganisms that ensure the existence of some of these nutrients for plant
uptake.
Resent studies indicate that the country has already reached the limits of its arable
lands in the earth 60’s and 70’s. But since a lot of people still depend on agriculture for
livelihood and daily sustenance, forestlands are now being converted to agriculture lands, at
the farmer’s expense. What is ironic is that lo-lying agriculture areas are being converted to
residential areas.
The 1970’s saw the modernization of agriculture in the Philippines with the
introduction of High Yielding Varieties (HIV’s) of rice. Unfortunately, this led to loss of
genetic diversity. From the country’s 5,000 indigenous varieties of rice (including the so-
called “black rice” of the uplands), only a few remain in the farmer’s field today because
these original varieties have already been crossbred with the HYV’s. The sad part is, instead
of farmers benefiting from the HYV’s; they found out that these require higher dosages of
other modern inputs such as chemical fertilizers and pesticides, to achieve the increase in
yield. Between 1973 and 1983, the annual fertilizer consumption was recorded at 1.3 million
metric tons. Pesticide use on the other hand, registered a three fold increase between 1980
and 1987, from 4,725 t o15, 901 metric tons.
This led to higher expenses for farmers. Furthermore, as the soil is bombarded with
chemicals, it loses its nature ability to recycle nutrients and materials in the soil. Even good
organisms that play a crucial role in the agricultural ecosystem die. Thus, this type of
agriculture is not sustainable, and eventually, the farmer gets lesser yield.
Coral Reef Ecosystem
The Philippine archipelago hosts some of the richest and most diverse coral reefs in
the Philippines’ coral reef collection surpasses that of the renowned Australian Great Barrier
Reef. The coral ecosystem is one of the most biologically productive of natural communities.
If left undisturbed, the animal populations comprising the reef multiply in large numbers,
increasing the biodiversity already present in the seafloor. One square kilometer of healthy
coral reef produces 20-35 metric tons of fishes each year, enough to feed 400-700 Filipinos.
The reef provides an area for recreation and tourism due to its aesthetic appeal,
biological riches, clear waters and relative accessibility. Some of the famous dive sites are
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found in the areas of Anilao and Maricaban in Batangas; Puerto Galera and Apo Reef in
Mindoro; Palawan; and Badian in the island of Cebu and Apo Island. Aside from its aesthetic
quality, coral ecosystems also serve the coastal villages by protecting the shorelines and
acting as a self-repairing breakwater for strong waves.
Philippine coral reefs constitute around 400 out of the world’s 500 known coral
species found in Philippine coastal waters. The spot satellite in 1988 placed the country’s
coral reef hectarage at 352,600. Of the total coral reef area, approximately 63% is found in
Regions 4 (Southern Tagalog), 5 (Bicol), and 7 (Central Visayas).
The coral reefs have survived on this planet for some 400 million years. For this
reason, it is sad to think that man can destroy this natural phenomenon in an instant with a
blast of dynamite or a squirt of cyanide.
Freshwater Ecosystem
Freshwater ecosystems include all inland bodies of flowing water such as streams
and rivers, and standing water such as lakes, reservoir, pands and other man-made
impoundments.
Freshwater ecosystem need dissolved oxygen to sustain the life of its inhabitants. Like
all ecosystem, it has a dynamic process that maintains the natural balance of living and non-
living materials in the ecosystem. The organic matter load (dead leaves, bodies of dead
organisms, garbage) should be within the uptake capacity of the organisms present, else,
where would be an excess in organic matter load leading to pollution. The current,
temperature and transparency of the water all add up to the balance and distribution of gases,
salts and small organisms in the ecosystem. Upsetting one of these characteristics, in the case
of pollution, means upsetting the balance of the entire ecosystem. One would immediately
know if this crucial balance is disrupted. Foul smell would emanate from the waterway
because of undecomposed matter; there would be a larger number of a certain kind of plant or
animal, water temperature will rise, or plant or will be turbid. These signs are not present if
the ecosystem is in balance and in good working condition.
The balance of materials and organisms in freshwater ecosystems is very important

because freshwater is the most convenient and cheapest source of water for domestic and
industrial needs. This is used for drinking bathing, washing clothes and other cleaning
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purposes. Industries use freshwater to cool engines, manufacture materials, and clean
factories.
Fresh bodies of water are also important resource bases for fisheries and domestic
agriculture. Freshwater fish production comes from fishponds, fish cages should be managed
in accordance with the existing balance. Overfeeding or increasing the number of fish cages
in a given area will lead to pollution or even the eventual collapse of the water body.
Freshwater bodies will eventually decrease in volume and size, become heavily polluted and
ultimately become biologically dead waters.
Forest Ecosystem
The forest ecosystem is one of the most diverse systems due to the presence of
various forms of living organisms and efficient cycling of non-living matter. The nutrients
from the soil, light from the sun, water from the land and components from the air are taken
up by the plants in the system such that it does not go to waste. The forest is teeming with
hundreds and thousands of trees, shrubs, herbs, microorganisms and animals. Put together,
these characteristics make the forest a highly productive system when not disturbed.
“Productive”, means it efficiently makes use of the natural materials available in the system
without any external input (fertilizers, pesticides, artificial light, etc.) and without leaving
behind any waste!
Forest services include: an amazing gene pool, touted as the forest’s most valuable
asset. The forest houses diverse habitats for diverse species containing diverse genes. This
gene pool protects commercial plant strains against pests and changing conditions of climate
and soil. It can also provide raw materials for breeding higher-yielding strains. To date, plants
ate bred form wild relatives of banana, avocado, cashew, cacao, cinnamon, coconut, coffee,
grapefruit, lemon, paprika, palm oil, rubber and vanilla. Researchers had also discovered raw
materials for pharmaceutical products from forests. Tropical rainforest, including the
Philippines, contain three-fourths (3/4) of the known species worldwide.
Forests absorb rainwater and release it gradually into streams, thus preventing floods.
Water is then available in dry months when it is most needed. Notice that when forest still has
its trees intact, the brooks, creeks and stream coursing thought the areas and meandering
toward the low-lying areas never run out water. Some of these water go down to the soil layer
to form the underground wells and spring. This water, whether found on the surface or below
ground, supply potable water to nearby communities.
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Most upland areas play an import role in safeguarding the coated resources. Trees
keep the mounting soil from eroding into river and other bodies of water, preventing silt and
mud from entering the coastal plain. This ensures that coastal area is free from pollution,
thereby ensuring good fish catch.
Forest help stabilize the climate by regulating the amount of carbon dioxide in the
atmosphere. It also maintains the earth temperature.
Marginal Ecosystem
Margins ecosystem are people-induced ecosystem. Usually occurring in the periphery of

other ecosystem, these, ecosystems are converted system of forest, cropland and coastal
areas.
The total are marginal lands is placed at 11.07 million hectares or 69.75% of the declared
forest lands (NRMP in Haribon 1995).
People occupying the marginal lands in forest lands are lowlanders that migrated in
the uplands for socio-economic reasons, population placed at 13.5 million, with an annual
population increase of 2.6% as of year 1995.
Mangrove Ecosystem
Mangrove ecosystems are located in brackich waters, the salty and muddy portions of
the coastline where the freshwater from rivers and saline water from seas meet. Woody tree
species and associated animal and plant species inhabit the area. This is considered the forest
ecosystem of the coastal area. People seldom value mangroves, thinking the land would be
more valuable cleared of mangrove plants and developed into beaches. Little do they know
that these unassuming plants serve more than just an “ugly” sight (to some) and wood for
charcoal to many.
Mangrove ecosystems provide food and shelter to various marine organisms. Its
unique feature may be found in its specialized root system that adds protection and shelter
and acquire oxygen from air above water. The root first emerges from the water upwards and
then arcs towards the water going down to the button soil and /or ground. These roots are
known as prop roots. The numerous prop roots from umbrella-like structures that become the
shelter of the aquatic life forms. The various tree species of the mangrove also provide a
physical barrier from storms, soil erosion and pollutants. It protects the coastal area from the
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onslaught of typhoons and tidal wave, and sieve3s the water entering the freshwater
ecosystem from the sea and vice versa for pollutants and excess nutrients.
Sea Grass Ecosystem
Sea grass ecosystems are called the meadows of the sea. It is the source of food for
plant-eating animals such as the sea cow or dugong, sea urchins, turtles and other fishes.
Ducks and geese also graze on the exposed beds during low tide. In this manner, the energy
produced by the sea grasses from photosynthesis is passed on to other organisms.
The leaf canopy of the sea grass provides shading effect that protects other organisms
from strong sunlight and temperature and salinity fluctuations. The dense vegetation acts as
sediment trap and reduces water movement brought about by currents and waves,
concentrations due to its photosynthetic activities. In so doing, it supports high densities of
various animals living in the coastal area.
Sea grass beds ensure the sustainability of fish production. These act as nurseries for
the very young fishes. These also form dense submerged vegetation significantly contributes
to the already high primary production of the sea grasses. Providing more food for plant-
eating organisms.
It is also surprising to note that the different parts of the sea grass Plant comprise
different microhabitats. Its leaves, stems and rhizomes (extensive roots) are home to different
groups of organisms.
Soft bottom Ecosystem
Soft bottom ecosystems are found in open seas beyond light penetration from a depth
of 50 meters up to more than 10,000 meters deep. The Philippine Sea, western portions of the
country and continues with the Pacific Ocean, has a depth of 10,529 meters in some areas of
Agusan Del Norte Province.
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The food chain consists of phytoplanktons, zoo planktons, small marine life form
larger marine life forms decomposition of dead animals and excreta sea grass and
phytoplankton’s uptake. The last occurs through the upwelling uptake.
Upwelling occurs on a worldwide and oceanic level by the turnover between upper
and the lower layers of ocean waters. The oxygen absorbed and produced at the top level
goes down while the nutrients by the oceanic floor go up. There are specific areas of
upwelling process, and this is evident in rich fishing grounds in certain parts of the oceans
worldwide.
The total fish production, the number of fish catch, in 1983 was placed at 2, 110.24
metric tons (MT) and the numbers continued to increase to 2.559 MT in 1991.
Urban Ecosystem
The urban ecosystem is the center for human settlements with corresponding support
services. There is a total of 286 urban centers consisting of 66 cities and 160 municipalities in
the country. Municipalities are urbanized, though not yet a city, when a population reaches a
minimum number, street patterns exist, and when a town hall, church, market, public plaza,
schools, hospitals and other similar establishments are present.
The urban population in the country is placed at 48% of the total population or 31.10
million people. The annual growth rate of urban populations is placed at 3.6%. Sixty percent
of the growth is attributed to natural growth while the rest, to migration. These is an annual
exodus from rural areas to urban areas of approximately 150,000 families or over 300, 00
people.
Depressed areas occur in urban centers of the country is home to this percent of
depressed population in their corresponding urban populations:
Davao 34%
Metro Manila 30%
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Bacolod 30%
Iloilo 27%
Cebu 21%
Population densities in the three largest urban centers are as follows:
Metro Manila 12,498 persons/sq.km.
Cebu 1,900 persons/sq.km. Davao

347 persons/sq.km.
Davao is the largest city in the country with a total land area of 2,440 sq.km, but has a
smaller population density compared to Metro Manila, which has a land area of only 636
sq.kms.
Poverty has been identified not only as a cause, but likewise, as a consequence of
environmental degradation. Records show 35 million Filipinos live in poverty, representing
50% of the urban population and 64% of the rural population. Rapid population increase has
resulted in increasing pressures on the natural resource base, of which its capacity to provide
for human needs is gravely being reduced.
Environmental problems, Its Issues and Concerns in the Community
 Worldwide in developed and developed and developing countries environmental

problems are among the most important concerns facing people and their
governments. Population of water, air and soil, waste disposal and loss of species.
 There are risks associated with all of these problems that are affecting almost every
activity in life. Living is always polluting especially when one fails to manage it, and
there is no escape from it. The ever-increasing human and animal population can
cause environmental degradation and over exploitation of the natural resources Thus,
our “Mother Earth” is facing problems that are not only locally but most of it becomes
a global problems. These environmental problems become issues for all of us to solve.
The concerns in solving such problems are so limited. It seems that not all are doing
some help to save our planet earth, as the only planet we have that can support life.
With Philippine progress in industry and technology at this point in time, the people
are threaten with increasing awareness about the air, water, land and noise pollution.
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Classification and Sources of Pollution
Pollution is defined as the alternation of our surroundings, wholly or largely as a

product of man’s actions, through direct or indirect effects of changes in every pattern of
chemical and physical constituents of organism.
 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 alternation of the properties of air,
which is harmful to human health, vegetation and animals.
 Major Types of Air Pollution:
a. Outdoor Pollution is a type of pollution derived from the mixture or collection of

additional loads of chemical produced by 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 sulfur dioxide and suspended particulates
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 Forest Fire, “Kaingin” or the Fire and Lightning

 Evaporation of volatile organic compounds form decaying organic matters
 Natural radioactive 222-gas from Uranium deposits
The chemical substances from varieties of sources contribute to air pollution. These
are nitrogen oxides, carbon monoxide and organic compounds that can evaporate and enter
the atmosphere.
Indoor Air Pollution - a type of pollution derived from the accumulation or build
up of chemicals inside the office, building, houses, school, commercial store that are harmful
to health.
 Effects of Air Pollution
Air pollution is responsible for major health effects. Every year, the health of
countless people is ruined or endangered by air pollution.
 Damage of Human Health

 Over loading and degrading of body’s defense mechanisms
 Chronic bronchitis
 Emphysema (rapture of lung air sacs)
 Lung cancer
 Damage of plants that lead to dehydration and inhibition if photosynthesis
 Damage to materials e.g. discoloration of clothing materials and cars
 Depletion of ozone layer
 Increase global warming caused by “green house effect”
 Air pollution- Solutions
Air pollution because of its disastrous effects need to be curbed. In order to

accomplish this, government, scientist and environmentalist are using or testing a variety
of methods aimed at reducing pollution. There are two main types of air pollution control:
 Input control – involves preventing a problem before it occurs, or at least limiting

the effects the process will produce. There are five major input control methods
that are useful. People may try to 1) restrict population growth, 2) use less energy,
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3) improve energy deficiency, 4) reduce waste and 5) move to non-polluting

renewable forms of energy production.
 Output control- this method of control seeks to fix the problems caused by
pollution. This means cleaning up an area that has been damaged by pollution.
This more expensive than the input control.
Air pollution has indeed become a serious problem. With the efforts to address
this problem, the passage of the “Clear Air Act” in 1999 makes it milestone to provide
comprehensive and integrated policy for air quality management. The National Ambient Air
Quality Values had been set in the law to protect health, safety and the general welfare.
These are routinely reviewed by the DENR through the Environmental
Management Bureau (EMB), in coordination with the other concerned agencies and sectors.
 The Clean Air Act (Taken from the Primer on the Clean Air Act of DENR)
Republic Act No. 8749, otherwise known as the Philippine Clean Air Act is a
comprehensive air quality management policy and program that aims to achieve and maintain
healthy air for all Filipinos. The guiding principles of the Clean Air Act (CAA) provide that
the state shall:
 Protect an advance the right of the people to a balanced and healthful ecology in
accord with the rhythm and harmony of nature;
 Promote and protect the global environment while recognizing the primary
responsibility of local government units to deal with environment problems;
 Recognize that the responsibility of cleaning the habitat and environment is
primarily area-based;
 Re cognized that the clean and healthy environment is for good of all and should
therefore be the concern off a
 Coverage of the CAA
 All potential source of air pollution (mobile, point and area source) must be
within the air quality standards.
 Mobile sources refer to vehicles like cars, truck, buses, jeepneys, tricycles,
motorcycles and vans.
 Point sources refer to stationary sources such as industrial firms and the smoke
stacks of power plants, hotels and other establishments.
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 Area sources-refers to sources of emissions other than the above mentioned.

These include smoking, burning of garbage, and form construction, unpaved
ground etc.
What the CWTS students can do to help clean the air?
The CWTS students can conduct information campaign related to the “Clean Air
Act.” Informing the community people on how to help clean the air.
 For vehicle owners/motorist:

- Maintain vehicle by changing oil regularly (every 5,000 kilometer)
- Keep the engine well-turned based on the owner’s manual
- Keep tires and observe proper driving habits
- Remove unnecessary things from the trunk. Don’t overload and travel only at
speed required by traffic regulations and road conditions
 For commuters:
- Try talking to the jeep/bus/ tricycle driver about the high health r8isks of poor
vehicle maintenance and improve driving practices
- Patronize the mass transit such as bus, train (MRT, LRT)
 For Office Workers:

- Reduce use of air conditioners
- Make sure that lights are energy efficient
- Use natural lighting by opening window curtains at daytime
 At Home:
- Use low watt bulbs or energy saving light
- Limit the use of air-conditioning units a few degree higher
- Don’t burn garbage
- Avoid using aerosols
- Properly dispose refrigerant, refrigeration, equipment and use coolant
 For everyone:
- Talk to people on what they can do about pollution
- Report smoke-belchers to LTO, MMDA, and /or the appropriate local government
units
- Walk or ride mass transit transportation
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- Stop burning of garbage in community

- Plant tress
- Don’t smoke in public places
 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. 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 population has intensified.
 Major Sources of Water Pollution
 Point Source- a source of pollution that discharges pollutants or any affluent,

such as waste, through pipes, ditches and sewers into bodies of water to specific
location.
Sources: sewage treatment plants of factories, electric power plants,

abandoned underground coalmine, oil tanker and offshore oil wells.
 Non-Point source- source 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 and other
biodegradable organic wastes that deplete water of dissolved oxygen)
 Water-soluble inorganic chemicals (acid, salts, toxic metals, etc.)
 Inorganic plant nutrients (water soluble nitrate and phosphate salt)
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 Organic chemicals (insoluble and water soluble oil, gasoline, plastic pesticides,
solvent etc.)
 Sediments of suspended matter (insoluble pesticide of soil, salt and other
inorganic and organic materials that can remain suspended in water).
 Radioactive substances (Randon 222 and Uranium)
Water Pollution-Causes
One of the reasons that the water pollution problem is so serves that it not
actually illegal to dump pollutants into water bodies.
Sewage, sludge, garbage and even toxic pollutants are all dumped into the water.
Often governments either do not care or simply look the other way.
Across the world, about haft of all sewage is dumped into water bodies into
original form. NO efforts are made to disinfect the sewage or to remove especially harmful
pollutants.
Even if sewage is treated, sewage from sludge, which is sent out into the sea and
dumped. May cities and countries dump sewage out to the sea. Often, they place it not far
from their own coastline, often killing all the sea wildlife in the dumping area.
In addition to sewage, chemical dumped by industries and governments Are another

major source of water pollution.
Oil, suck the spilled by transport ships, has been dumped into the water since the US
Civil War. Every year, between one and 10 billion tons of oil split, killing may species and
destroying the ecosystem in the area.
Water Pollution-Effects
The effects of water pollution are varied and depend on what chemicals are
dumped and in what locations. Pasig River is a strong example of how badly pollution
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can damage bodies of water. The water is filled with toxic waste and sewage, and routinely
receives more waste when rainfall pushes it into the harbor.
Many bodies of water near urban areas are highly polluted. This is a result of both
garbage dumped by individuals and dangerous chemicals legally or illegally dumped by
industries. The main problem caused by water pollution is that it kills life that inhabits water-
based ecosystems. Dead fish, birds and many other animals often wind up on beaches, killed
by pollutants in their habitat.
Pollution disrupts the natural food chain as well. Pollutants such as lead and
cadmium are eaten by tiny animals. Later these animals are consumed by fish and shellfish,
and the food chain continues to be disrupted at all higher levels.
Eventually, humans are affected by this process as well. People can get disease
such as hepatitis by eating seafood that has been poisoned and death may result by eating red-
tide infected seafood’s.
Ecosystems can be severely changed or destroyed by water pollution. Many areas are
now being affected by careless human pollution, and this pollution is coming back to hurt
humans.
Water Pollution-Solution
Many have been created to restrict industries from dumping materials into the water.
However, many laws remain weak, and countries do not restrict water pollution. In the
United States, the “Clean Water Act” was written to completely put an end to all dumping of
pollutions into the water. The Law has not been that effective in many areas, but in
other locations, it has achieved its goals.
Many no government projects are also being carried out in an effort to clean up the
water. Industries are beginning to reduce the amount of chemicals they dump into the water,
is making its products degradable. However, many environmentalists think this is hardly
enough.
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Solid Wastes /Land Pollution
This type of pollution refers 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, industrial and hospitals. These wastes are polluting the air, soil and water because
most countries and communities do not have a 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 spaceand
produces unpleasant smells.
Citizens divide their waste, garbage into four categories:
a) Combustibles,
b) Non-combustibles,
c) Recyclable,
d) Hazardous wastes.
Causes of Garbage (Solid Wastes)
 Effects of “Throw-away and disposable society”

 Overpopulation of people on earth
 Over production of packaging materials, bottles, diapers and other non-
degradable materials
 Over production of newspapers, plastic bags and containers made up of
Styrofoam or polystyrene foam which are difficult to recycle
 Lawn clipping make-up about a fifth of all garbage in landfills
 Medical waste or infectious waste (“red bag”) is growing problem
Garbology: Garbage Management and disposal activities, what the CWTS students can do:
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 Individual Action
- Reuse item wherever possible
- Encourage source reduction
- Compost the natural degradable organic wastes
- Reuse and recycle plastics
- Reuse returnable and refillable glass bottles
- Wash and reuse plastic and silverware plates. Use paper plates instead of
Styrofoam
- Save paper whenever possible, reuse paper bags, scrap paper for notes
- Reuse paper or plastic bags
- Share newspapers, magazines with others
- Conduct garage sale or charity pick-ups
- Carry your own clean cups, forks, knives, spoons, plastic straw
- Do not use incinerator
- Save magazines, Styrofoam etc. for children’s arts
Effective Ways of Recycling and Reducing the Non-Degradable and Degradable

Waste
 The production of the vast majority of commercial products (prime commodities and
others) in our market is basically utilizing materials that are essentially non-
biodegradable products and hence, is a major contributing factor to the growing
volume of environmental wastes (e.g. about 3,300 metric tons of solid waste per day
in the Metropolis). In Metro Manila alone, the enter related problems of populations
growth, proliferation of slum and squatter areas, industrial development and
inadequate sewage and waste management system have imposed tremendous
strain/stress on our already over-burdened or sick environment. Over the years almost
about 55-60% of the so called environmental wastes are non-biodegradable materials
and about 15-18% are biodegradable products, while considering the remaining
percentage to be hazardous or toxic wastes resulting from the mismanagement of
domestic activities.
 The school and Community based Ecological Waste Management (EWM) through
Zero-waste concept is primarily concerned on maximizing, optimizing, mobilizing
school resources both materials and human to achieve the vision and goals of EWM
and to make this University an “Ecology Learning Center of Excellence” helping to
achieve the goals of Sustainable Earth and Society through the Low-Technology
approach concepts.
Nature of Biodegradable and Non-Biodegradable Wastes
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Biodegradable wastes (organic waste) example are food waste, lawn clippings,
plant and animal waste etc. usually compostable, and can be reused as feeds,
fermentable, fuel and fertilizers while the non-biodegradable wastes (e.g. metals
plastics, glass etc.) are factory returnable and can serve as a potential sources of livelihood
projects-ranging from basketry to woodcraft.
In the most common context, the recycling, reusing, and reducing of this
biodegradable and non-biodegradable wastes are effective ways to slow down the waste
disposal problem. It also means, we use less of the Earth’s already depleted natural
resources, while making the products recycled and reused materials uses considerably less
energy and causes less pollution than extracting and processing raw materials. Making cans
from recycled aluminum, for example, take about 96% less energy than making them from
raw bauxite ore.
The four R’s of Waste management – Guiding Principle
Common sense tells us that the most cost-effective way to manage waste is to do
some things at the source of generation. That is at the household, offices institutional
level. Activities such as sorting of waste and eventually recovery can be best done at
this point the following are practical tips and should be at the core any Ecological Waste
Management.
 REDUCE - avoid wasteful consumption of goods. Begin by asking the question: “Do
I really need it?” In so doing, we minimize waste and conserve our natural resources.
Conservation like charity begins at home.
 REUSE - whenever practicable reuse items that is useful instead of throwing them
away. It would greatly help if we patronize goods that are reusable, rather than throw
away types.
 RECYCLE - Waste can be valuable resource. Item that are useless or of very little
value to someone who wants to dispose of them are very often of significant value to
others at another setting and /or time. The process whereby portions of these wastes
are sorted out and used for something of benefits is called recycling.
 Repair – Whenever items that are reusable and need for a repair to make it functional
instead of throwing it.
Simple and effective Waste of 4r’s
(Personal Waste Management)
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 Avoid over-packed goods

 Avoid disposable goods such as throw-away razors, pens, papers, and lately, even
disposable cameras
 Buy food in bulk. Patronize products whose contents are refillable
 Buy durable products
 Practice composting (e.g. yard clipping and leaves)
 Patronize recycled and recyclable goods. There are different kinds of plastics. Avoid
polyvinyl chloride (PVC) containers, often used as cooking oil and salad dressing
bottles. Avoid containers made from multiple layers of plastics such as squeezable
bottles. These are virtually non-recyclable. Chlorinated Polyethylene (CPE) plastics
are highly recommended instead
 Patronize products that are made from renewable, rather than non-renewable
resources.
 When buying products, such as shampoos and other toiletries, choose those with as
little packaging as possible. Avoid products which use numerous and unnecessary
layers of plastics, cardboard and Styrofoam as they will only add to garbage you
throw out. Choose products with reusable or recyclable containers. Jars and tin cans
be reused at home instead of being thrown away as garbage.
 In cases of cardboard packaging, choose products, which come in brown, gray or that
specify that they are made from recycled materials. Avoid white ones, which are
almost always not recycled.
 Recycled paper. It is one way of saving over trees. ? Use backsides of used paper as
scratch pad. You can also send all your used paper to recycling centers. You may
have one in your neighbo5rhood. Share your magazines, newspapers and comic books
with your friends.
Protecting the environment can take many forms. Some people focus on
minimizing their impact on the environment by recycling; avoiding the use of harsh
chemicals, follow energy-conserving measures, etc. Other people or organizations take
more of a community- action approach, getting involved in projects, advocacy or action to
protect or enhance the environment. Some people and organizations devote much of their
lives to environmental causes and make it their career. Communities as individuals or
groups may act to protect the resource on which their or livelihood depend.
Activity 1
1. Divide the class into groups.

2. Choose a leader and a reporter.
3. Discuss your insights on the following:
- Causes of the gradual loss of our natural resources.
Relate these to the security and quality of life of the people.
- Formulate plan of action to preserve/restore our natural

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wealth.
4. Present output creatively.
MODULE - VII
Calamity and Disaster Preparedness
Objectives:
1. Describe the historical background of disaster preparedness;
2. Enumerate the objectives of the National calamity and disaster plan and discuss its
concept;
3. Explain the various disaster coordinating councils;
4. Enumerate and explain the preparation in case of disaster;
and
5. Describe the steps for disaster preparedness.
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A disaster is an event, natural or manmade, sudden or progressive, which impacts

with such severity, that the affected community has to respond by taking exceptional
measures.
It is a serious description of the functioning of a society causing widespread human,

material, financial, and environmental losses which exceed the ability of the society to cope
using its own resources.
The Philippines is oftentimes subjected to different natural disasters and calamities

because we are surrounded by water. It is considered as archipelago because our country is
composed of 7,000 islands.
These ocean and seas that surround us are considered blessings because they are the
sources of marine wealth.
What are the Common Types of Disaster?
The different disasters that Filipinos experience are:
1. Earthquake 7. Bushfire
2. Volcanic eruption 8. Drought
3. Tsunami 9. Epidemic
4. Tropical cyclone 10. Major Accident
5 .Flood 11. Armed conflict and civil unrest
6. Landscape
What are the General Effects of Disaster?
1. Loss of life
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2. Injury
3. Damage to and destruction of property
4. Damage to and destruction of subsistence and cash crops
5. Disruption of essential services
6. Disruption of lifestyles
7. Loss of Livelihood
8. Disruption of essential services
9. Damage o national infrastructure and disruption of
governmental systems
10. National economic loss, and
11. Sociological and psychological after-effects
With the different calamities presented, there is a need for calamity and disaster
preparedness so that people will be aware of how they will, at least, manage their families
accordingly during these calamities.
What are the General Disaster Counter-Measures?
1. Development of possible warning indicators
2. Land use regulations
3. Building regulations
4. Relocation of communities
5. Public awareness and education programs
6. Evacuation plans and arrangements
7. Fire prevention regulations
8 International cooperation in information and technology
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What are the Philippine Approaches to Disaster Management?
1. Prevent/mitigate;
2. Prepare;
3. Take adaptive action; and
4. Take correction action.
What are the Common Problems in Disaster management?
1. Lack of appreciation for disaster Preparedness Program by local officials themselves
2. Lack of a strong and effective Disaster Coordinating Council installed in the LGU;
3. Absence of Disaster Preparedness Planning;
4. Lock of effective linkages for disaster Operation Center; and
5. Erroneous disaster reporting and monitoring.
What are the Components of Disaster Management?
1. Prevention. These are actions designed to impede the occurrence of disaster or its
harmful effects on communities and key installations.
2. Mitigation. These are programs intended to reduce the ill effects of disaster.
3. Pr4eparedness. These are measures, which enable governments, effectively to disaster

situations.
4. Disaster Impact. This reminds us that the impact of disaster can vary between different
types of disasters.
5. Response. These are measures taken immediately prior to and following disaster
impact.
6. Recovery. This is a process by which communities and organizations are assessed in

returning to their proper level of functioning following a disaster.
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7. Development. This provides the link between disaster-related activities and national
development
What can influence disaster warning?
The following can influence disaster warning:
1. The source and timing of the warming;
2. The warning message;
3. The warning transmission;
4. The recipients’ response.
What are the Disaster Management Policies?
1. Self-reliance through self-help and mutual assistance.
2. Maximum utilization of sources in the affected areas.
3. Planning and operation to be done on the barangay level, in an interagency, multi-sectional

basis to optimize existing resources.
4. Documental of plans of DOC members.
5. Local leadership to take charge at their respective levels.
6. National government to support local government efforts.
7. Exercise and periodic drills to be conducted, principally at the barangay level, to ensure
readiness by all concerned.
What are the different tasks of National Disaster Coordinating Council?
1. Advises the President on the status of disaster preparedness programs, disaster

operations and rehabilitation efforts undertaken by the government and the private
sector.
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2. Establishes policy guidelines on emergency preparedness and disaster operation

involving rescue, relief and rehabilitation.
3. Establishes priorities in the allocation of funds, services, and disaster equipment and
relief supplies.
4. Advises the lower- level Disaster Coordinating Councils through the office of the
Civil Defense in accordance with the guidelines on disaster management.
5. Recommends to the Presidents the declaration of the state of calamity in areas
effectively damaged and submits proposal to restore normalcy in the affected areas.
6. Creates an Action Group composed of permanent representatives from the member
departments and other government agencies with the Executive Officer as ahead; and
7. Utilizes the facilities and serve the Offices of Civil Defense in Camp Aguinaldo,
Quezon City, in discharging its functions.
Who are the members of the Council?
The Chairman is the Secretary of the Department of National Defense. The Members are:
1. Department of Public Works and Highways (DPWH).
2. Department of Transportation and Communication (DOTC).
3. Department of Social welfare and Development (DSWD).
4. Department of Agriculture (DA).
5. Department of Education, Culture and Sports (DECS)-now it is the Department of

Education (Dep. Ed)
6. Department of Foreign Affairs (DFA)
7. Department of Labor and Employment (DOLE)
8. Department of Trade and Industry (DTI)
The different coordinating councils have personal stationed in their respective

operation centers, composed of the following:
1. Damage Assessment and Needs Analysis Unit.
2. Emergency Management Information Service Unit
3. Vulnerability Risk Reduction Management Unit
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4. Plans and Operations Unit; and
5. Resource Unit
Each council shall provide operating units for:
1. Communication, Transportation Service and Early Warning Device,
2. Health Service,
3. Auxiliary Fire and Police Service,
4. Relief and Rehabilitation Service,
5. Public Information Service, and
6. Rescue, Evacuation, and Engineering Services.
What are the Objectives of Disaster Management?
1. To avoid or reduce physical and economic losses,
2. To reduce human personal sufferings and personal losses,
3. To achieve rapid and durable recovery.
What does the National Disaster Management Program Contain?
1. Disaster preparedness,
2. Construction of disaster reduction facilities,
3. Disaster response and short-term rehabilitation,
4. Public information,
5. Research and development.
What are the Suggestions to Enhance Community Preparedness?

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1. Appreciation of the fact that any disaster can occur with or without warning.
2. Awareness on the characteristic and corresponding effects of calamities.
3. Identification of vulnerable and disaster prone areas in the locality,
4. Readiness in responding to the threats of natural and man-made hazards,
5. Capability to do and what must be done and when to do it in case disaster strikes, and
6. Application of counter-measures to cushion the impact of the calamity
Activity 1
Directions: Answer the following items/ briefly but completely on your worksheet.
1. What is a disaster? How does it affect our lives?
2. Give at least (5) general effects of disasters.
3. Discuss at least (5) components of disaster management.
4. Discuss briefly the steps for disaster preparedness.
5. How can you be help to your community during disaster? Discuss briefly but completely.
MODULE - VIII
A PRIMER ON THE DANGEROUS DRUGS ACT
What is Republic Act No. 9165?
Republic Act (RA) No. 9165, otherwise known as the comprehensive Dangerous
Drugs Act of 2002, which was passed into law on June 7, 2002, overhauls the 30 year
old Dangerous Drugs Act of 1972. The new law increases penalties for drug related
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offences while placing more emphasis on the rebuilding of lives through rehabilitation
and treatment.
The law is primarily designed to safeguard the well being of its citizenry especially
the youth from the harmful effect of dangerous drugs. Its provisions against the use of
dangerous drugs show the intent of the present legislature to pursue an intensive and
unrelenting campaign to eliminate the drug menace and reintegrate its victims into
society.
PROHIBITED ACTS
What are considered unlawful by the Acts?
The law imposes the penalty of the death and a fine extending to P10 Million on
person who shall import or bring in to the country, sell, administer, trade, dispense,
deliver, distribute to another any dangerous drugs. The same is true for those who
shall maintain a den, dive or resort where a dangerous drug is used or sold, and
against those who shall engage in the manufacture of dangerous drugs.
R.A. 9165 likewise imposes capital punishment to those who shall impose any of the
following dangerous drugs:
 10 grams or more of opium

 10 grams or more of morphine
 10 grams or more of heroin
 10 grams or more of cocaine or cocaine hydrochloride
 50 grams or more of methamphetamine hydrochloride or “shabu”
 10 grams or more of marijuana resin or marijuana resin oil
FIGURE 1: UNLAWFUL ACTS
ULAWFUL ACTS FINE IMPRISONMENT
Importation of Dangerous P500 T – Life Imprisonment

Drugs and/or Controlled P10M of Death
Precursors and Essential
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Chemicals
Sale; Trading;
Administration; Delivery;
Transport and Distribution P500 T – Life Imprisonment
of Dangerous Drugs P10M of Death
and/or Controlled
Precursors
Maintenance of a Den, P500 T – Life Imprisonment

Dive or Resort P10M of Death
Employees and Visitors of P100 T – 12 years & one (1)

a Den, Dive or Resort P500 T day to 20 years
Manufacture of Dangerous Life Imprisonment

Drug and/or Controlled of Death
Precursors and Essential P500 T –
Chemicals P10 M
Illegal Chemical 12 years & one (1)

Diversion of Controlled day to 20 years
Precursors and Essential P100 T –
Chemicals P500 T
Manufacture or Delivery
of Equipment and other
Paraphernalia for
Dangerous Drugs and/or P100 T – 12 years & one (1)
Controlled Precursors and P500 T day to 20 years
Essential Chemicals
Possession of Dangerous P500 T – Life Imprisonment

Drugs P10 M of Death
Possession of Equipment, Six (6) months and

Instruments, Apparatus one (1) day to four
and other Paraphernalia P10 T – P50 (4) years
for Dangerous Drugs T
Possession of Dangerous Life Imprisonment

Drugs During Parties, of Death
Social Gatherings and P500 T –
Meeting P10 M
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Possession of Equipment,
Instruments, Apparatus
and other Paraphernalia Six months & one
for Dangerous Drugs (1) day to four (4)
P10 T – P50 years
during Parties, Social T
Gatherings and Meetings
None for 1st Six month in

offense rehabilitation center
– minimum for 1st
offense
Use of Dangerous Drugs P50 T – Six (6) years & one

P200 T (1) day to 12 years
for 2nd offense
For 2nd
offense
Cultivation or Culture of P500 T – Life Imprisonment

Plants Classified as P10 M of Death
Dangerous Drugs
Failure to Maintain &

Keep Original Records to
Transactions on P10 T – P50 One (1) year and one
Dangerous Drugs and/or T (1) day to six (6)
Controlled Precursors years
Unnecessary Prescription P100 T – 12 years & one (1)

of Dangerous Drugs P500 T day to six (6) years
Unlawful Prescription of P500 T – Life Imprisonment

Dangerous Drugs P10 M of Death
 500 grams or more of marijuana

 10 grams or more other dangerous drugs such as but not limited to MDMA
or “ecstasy”, PMA, TMA, LSD, GHB, and those similarly designed or
newly introduced drugs and their derivatives.
What are Considered Dangerous Drugs?
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The term dangerous drugs pertains to those listed in the schedules annexed to the
1961 Single Convention on Narcotic Drugs, as amended by the 1972 Protocol, and in
the schedules annexed to the 1971 Single Convention on Psychotropic Substances
enumerated in the attached annex or R.A. 9165.
The apprehending team or the group in custody of the confiscated drugs shall
immediately prepare an inventory and photograph the items in the presence of the
accused or his counsel, a representative from the media and the Department of Justice
(DOJ) any elected public official. The items will then be submitted to the PDEAF
Forensic Laboratory for Examination. Within 24 hours after receipt of the items, the
Forensic Laboratory Examiner shall issue a certification of the laboratory results.
The court shall conduct an ocular inspection of the confiscated items 72 hours after
the filing of the criminal case. The PDEA shall then destroy or burn the items in the
presence of the accused, a representative from the media and DOJ, civil society
groups and any elective official. However, a representative samples shall be retained.
After the judgement has been rendered in the criminal case, the trial prosecutor shall
inform the Dangerous Drugs Board that the case has been terminated and ask
permission from the court to turn over the representative sample to the PDEA.
FIGURE 2: FLOWCHART
CUSTODY AND DISPOSITION OF CONFISCATED AND SEIZED

DANGEROUS DRUGS, CONTROLLED PRECURSORS AND ESSENTIAL
CHEMICALS INSTRUMENTS/PARAPHERNALIA AND LABORATORY
EQUIPMENT.
Apprehending team to prepare an inventory of and
photograph confiscated drugs
Within 24 hours upon confiscation, drugs shall be
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submitted to the PDEA Laboratory for examination
A certification of forensic results issued within 24
hours from receipt of the items by the laboratory
examiner
Ocular inspection of confiscated items 72 hours after
filing of criminal case
PDEA to proceed with burning or destruction of
confiscated items
Dangerous Drugs Board to issue certification as to the
fact of burning or destruction
Trial prosecutor to inform the Dangerous Drugs
Board that case has ended, and turn over of

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representative sample to PDEA
Can the accused plea-bargain or invoke the Probation Law?
A person charged under any provision of R.A. 9165 shall not be allowed to avail of
the probation on plea-bargaining. Persons convicted for drug trafficking or pushing
under this law cannot avail of the privilege granted by the Probation Law (Section.
24).
Can a violator of R.A. 9165 still save himself from going to jail?
A person who can give information for violation of Sections 4, 5, 6, 8, 10, 13 and 16
of R.A. 9165, or those committed by a syndicate or give information leading to the
whereabouts, identities and arrest of all or any of the members thereof and who
willingly testify against such persons shall be exempted from prosecution or
punishment.
He also meets the following conditions:
 The information and testimony given are necessary for the conviction of the
persons described above
 Such information and testimony are not yet in the possession of the State
 Such information and testimony can be corroborated on its material points.
 The information or witness has not been previously convicted of a crime
involving moral turpitude
 The information or witness shall follow any condition imposed by the State
Who are required to undergo Drug Testing?
The following should undergo drug testing:

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 Applicants for driver’s license

 Applicants for firearm’s license and permit to carry firearms
 Students of secondary and tertiary schools
 Officers and employees of public and privates offices
 Officers and members of the military, police and other law enforcement agencies
 All persons charged before the prosecutor’s office of a criminal offense punishable
with imprisonment of not less than six (6) years and one (1) day
 Candidates for public office whether appointed or elected in the national and local
government
Who shall conduct the Drug Testing?
Any government forensic laboratory or any drug-testing laboratory accredited and

monitored by the Department of Health shall conduct Drug Tests.
ROLES OF THE FAMILY, STUDENTS, TEACHERS AND SCHOOL

AUTHORITIES
What are the roles of the family, students, teachers and school authorities in the
campaign of the government against illegal drugs?
 The family shall educate, make family members aware of the illegal effects of drugs
and closely monitor family member who may be prone to drug abuse.
 Student councils and campus organizations should include in their activities a
program for the prevention of drug use and the referral of drug-dependent students for
treatment and rehabilitation.
 School curricula of public and private schools should include instruction on drug
abuse, prevention and control.
 As persons in authority, school heads, supervisors and teachers can apprehend arrest
or cause the arrest of any person who violates any of the unlawful acts enumerated in
Art. II of R.A. 9165.
What is expected from the Department of Education and other Government Agencies in
the Education Sector?
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The Department of Education, Commission on Higher Education and the Technical

Education and Skills Development Authority (TESDA) shall develop, publish and
distribute information, and support educational materials on dangerous drugs for
students, faculty, parents and the community.
What is the Especial Educational Center?
A especial education center shall established in each province to sponsor drug-

prevention programs and information campaigns and educate the out-of-school youth
and street children on the harmful effects of drugs.
PARTICIPATION OF THE PRIVATE AND LABOR SECTORS, DEPARTMENT OF

LABOR AND EMPLOYMENT (DOLE) AND THE LOCAL GOVERNMENT UNITS
What is the responsibility of DOLE, private companies and the labor sector?
Private companies should adopt a national drug abuse prevention program in the
workplace develop by the DOLE. The program should include company policies
against drug use after consulting with the DOLE, labor and employer organizations
and human resource development managers.
What is the role of Labor Organization?
Labor unions, federations, associations or organizations should include in their

collective bargaining agreements (CBAs) programs and information campaigns fro
labor against illegal drug use.
What is expected of the Local Government Units?
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 Local governments should allocate a substantial potion of their annual budgets to

assist in the enforcement of R.A. 9165.
 A city or municipality may create an administrative board to hear complaints
regarding public nuisances.
A place, which had been used twice or more as the site of the unlawful sale or delivery of
dangerous drugs, may be declared to be a public nuisance. The city or municipality may
than create an administrative board to hear complaints regarding this.
PROGRAMS FOR DRUG TREATMENT AND REHABILITATION
R.A. 9165 provides for both a voluntary submission program and compulsory
confinement for the rehabilitation and treatment of drug dependents.
How is the Voluntary Submission Program Conducted?
1. A drug dependent may voluntary apply with the dangerous drugs board for treatment
and rehabilitation. It can also be done by the parent, spouse, guardian, or relative.
2. The board shall refer the matter to the court.
3. The court shall order that the applicant be examined for a drug dependency.
4. If the applicant is found to be a drug dependent by a DOH-accredited physician, the
court shall order the applicant to undergo treatment and rehabilitation for a period or
not less than six (6) months.
5. After confinement in a center for treatment and rehabilitation, the court shall
determine whether the drug dependent will undergo further confinement.
6. After the applicant has been temporarily released, he will still be required to report to
the DOH for aftercare and follow-up treatment.
How will the drug dependent benefit from this program?
Aside from benefiting from treatment and rehabilitation, the drug dependent shall also be
exempt from the criminal liability imposed for drug use. However the applicant should
meet the following requirements:
 Compliance with rules and regulations of the rehabilitation center

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 Has not been charged or convicted of any offense under R.A. 9165 or R.A. 6425 or
the Revised Penal Code
 Has not escaped from the center
 Poses no treat or danger to himself, his family and the community
Applicants who cannot meet these requirements will be placed on probation and
should undergo community service
What will happen to those who do not get Rehabilitation and those who escape from the
Center?
A drug dependent who is not rehabilitated after the second commitment to the center,
shall be charged for violation of section 15 (Drug Use).
A drug dependent s who escapes from the center may submit himself for
recommitment within one week.
If he fails to submit himself within one week, the Dangerous Drugs Board shall apply
to the court for his recommitment. If he escapes again, he will be charged fro
violation of Section 15 and be placed under compulsory confinement.
How does the Compulsory Confinement Work?
Any person found to be dependent on dangerous drugs shall, upon petition by the
Dangerous Drugs Board, be confined for treatment and rehabilitation. A petition for
confinement may be filed by any person authorized by the Board within the Regional
Trial Court.
The court shall issue an order of commitment to a treatment rehabilitation center.
A person charged with an offense where the imposable penalty is imprisonment of

less than six (6) years and one (1) day, and is found by the prosecutor or by the court
to be a drug dependent may also be committed under the Compulsory Submission
Program. The on-going case shall then be suspended and records will be transmitted
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to the Board. The latter will then file a petition before the court for the drug
dependent’s confinement.
What will happen to the Records of those under the Compulsory Submission Program?
Just like those committed under the voluntary submission program, the records of the
drugs dependent who was rehabilitated and discharged from the center under the
compulsory submission program shall be confidential and will not be used against
him for any purpose.
The opposite happens to a dependent who was not rehabilitated or who escaped but
did not surrender himself within the prescribed period. His records shall be forwarded
to the court which will determine their use.
What will happen to the first time minor offender?
The sentence of an accused, who is over 15 years when found in possession of

dangerous drugs (Section 11) but not more than 18 after judgment against him is
rendered, may be suspended.
To avail a privilege, the minor should meet the following requirements:
 Has no previous under R.A. 9165 and/or the Dangerous Drugs Act of 1972
 Has not been previously committed to the Center or to DOH-accredited
physician
 Favorable recommendation by the Board for a Suspended Sentence
During the period of suspension of sentence, the offender shall be under the
supervision and rehabilitative surveillance of the Board from six (6) to 18 months. If
he complies with all the rules of the Board, the court shall discharge the accused.
The court shall render judgment and sentence the accused if the latter fails to follow
the rules of the Board and the center. However, the court, in its discretion, may place
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the accused under probation or impose community service instead of sending him to
jail.
THE DANGEROUS DRUGS BOARD AND THE PHILIPPINE DRUG

ENFORCEMENT AGENCY
The Dangerous Drugs Board is the policy-making and strategy-formulating body in

the planning and formulation of programs on drug prevention and control. It is
composed of 17 members to ensure wider representation. It shall promulgate rules and
regulations to carry out the provisions of R.A. 9165.
R.A. 9165 also mandates the creation of the Philippine Drug Enforcement Agency
(PDEA). This shall serve as the implementing arm of the Board and carry out the
National Drug Campaign.
The PDEA shall have custody of all dangerous drugs seized, and establish forensic
laboratories in each PNP office. It shall cause the filling of the appropriate criminal
and civil cases for violation of all laws on dangerous drugs. It is also required by R.A.
9165 to establish and maintain a national drug intelligence system.
What will happen to existing drugs offices?
The present Secretariat of the National Drug Enforcement and prevention

Coordinating Center shall be modified and absorbed by the PDEA.
The PNP Narcotics Group, the NBI Narcotics Division and the Customs Narcotics
Interdiction Unit are abolished but they shall continue with their task as detail service
with the PDEA. They will continue to discharge their functions until such time that
the organizational structure of the PDEA is fully operational and the number of PDEA
Academy Graduates is sufficient.
What is the role of the PDEA Academy?
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The PDEA Academy shall be responsible for the recruitment and training of PDEA
agents and personnel.
Graduates of the PDEA Academy shall later comprise the operating units of the
PDEA.
PROSECUTION OF CASES
What court shall hear and try drug cases?
The Supreme Court shall designate special courts from among the existing Regional
Trial Courts in each judicial region to try and hear cases involving violations of R.A.
9165.
The Department of Justice, on the other hand, shall designate especial prosecutors
who will handle these cases.
What will happen to a government official or employee who fails to appear as a witness?
Any member of the law enforcement agencies or any government official or employee
who, after due notice, fails or intentionally refuses to appear without valid reason as
witness for the prosecution of drug cases shall be imprisoned for 12 years and one (1)
day to 20 years and made to pay a fine of p500,000 or more.
What will happen to those who delay the prosecution of cases?
Any government officer or employee tasked with the prosecution of drug-related

cases who, through patent laxity, inexcusable neglect, unreasonable delay or
deliberately, cause the unsuccessful prosecution and dismissal of the said cases shall
imprisoned for 12 years and one (1) day to 29 years.
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OVERSIGHT AND MONITORING FUNCTIONS
What is the composition and function of the Congressional Oversight Committee?
R.A. 9165 creates a Congressional Oversight Committee. It is composed of seven

members each from the Senate and the House of the Representatives. The Committee
shall be headed by the respective chairpersons of the Senate Committee on Public
Order and illegal Drugs, and the House Committee on Dangerous Drugs.
The oversight Committee shall set the guidelines to monitor and ensure the proper
implementation of R.A. 9165. It shall submit periodic reports to the President and
Congress, and determine inherent weaknesses in the law and recommended the
necessary measures.
REPUBLIC OF THE PHILIPPINES
CONGRESS OF THE PHILIPPINES

} S. No. 1845
H. No. 4433
REPUBLIC ACT NO. 9165
AN ACT INSTITUTING THE COMPREHENSIVE DANGEROUS DRUGS ACT OF 2002,

REPEALING REPUBLIC ACT NO. 6425, OTHERWISE KWON AS THE DANGEROUS
DRUGS ACTS OF 1972, AS AMENDED, PROVIDING FUNDS THEREFORE, AND FOR
OTHER PURPOSES.
Be it enacted b y the Senate and House of Representatives of the Philippines in

Congress assembled:
SECTION 1.
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Short Title – This act shall be kwon and cited as the “Comprehensive Dangerous Drugs Act
of 2002”.
SECTION 2.
Declaration of Policy – It is the policy of the State of the Safeguard the integrity of its
territory and the well-being of its citizenry particularly the youth, from the harmful effects of
dangerous drugs on their physical and mental well-being, and to defend the same against acts
or omissions detrimental to their development and preservation. In view of the foregoing, the
State needs to enhance further the efficacy of the law against dangerous drugs, it being one of
today’s more serious social ills.
Toward this end, the government shall pursue an intensive and unrelenting campaign
against the trafficking and use of dangerous drugs and other similar substances through an
integrated system of planning, implementation and enforcement of anti-drug abuse policies,
programs, and projects. The government shall, however, aim to achieve a balance in the
national drug control program so that people with legitimate medical needs are not prevented
from being treated with adequate amounts of appropriate medications, which include the use
of dangerous drugs.
It is further declared the policy of the State to provide effective mechanisms or

measures to re-integrate into society individuals who have fallen victims a drug abuse or
dangerous drug dependence through sustainable programs or treatment and rehabilitations.
ARTICLE I
DEFINITION OF TERMS
SECTION 3.
Definitions – As used in this Act, the following terms shall mean:
a) Administer – any act of introducing any dangerous drug into the body of any person.,
with or without his/her knowledge, by injection, inhalation, ingestion or other means,
or of committing any act of indispensable assistance to a person in administering a
dangerous drug to himself/herself unless administered by a duly licensed practitioner
for purposes of medication.
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b) Board – refers to the Dangerous Drugs Board under Section 77, Article IX of this
Act.
c) Centers – any of the treatment and rehabilitation centers for drug dependents referred
to in Section 75, Article VIII of this Act.
d) Chemical Diversion – the sale, distribution, supply or transport of legitimately
imported, in-transit manufactured or procured controlled precursors and essential
chemicals, in diluted, mixtures or in concentrated form, to any person or entity
engaged in the manufacture of any dangerous drug, and shall include packaging
repackaging, labeling, relabeling, nor concealment of such transaction through fraud ,
destruction of documents, fraudulent use of permits, misdeclaration, use of front
companies or mail fraud
e) Clandestine Laboratory – any facility used for the illegal manufacture any
dangerous drug and/or controlled precursors and essential chemical.
f) Confirmatory Test – an analytical test using a device, tool or equipment with a
different chemical or physical principle that is more specific which will validated and
confirm the result of the screening test.
g) Controlled Delivery – the investigative technique of allowing an unlawful or suspect
consignment of any dangerous drug and/or controlled precursors and essential
chemical, equipment or paraphernalia, or property believed to be derived directly or
indirectly from any offense, to pass into, trough or out of the country under
supervision of an authorized officer, with a view to gathering evidence to identify any
person involved in any dangerous drugs-related offense, or to facilitate prosecution of
that offense.
h) Controlled Precursors and Essential Chemicals – includes those listed tables I and
II of the 1988 UN Convention Against licit Traffic in Narcotic Drugs Psychotropic
Substances as enumerated in the attached annex, which is an integral part of this Act.
i) Cultivate or Culture – any of act knowingly planting, growing, raising, or permitting
the planting, growing or raising of any plant which is the source of dangerous drug.
j) Dangerous Drugs – includes those listed in the schedules annexed to the 1961 Single
Convention of Narcotic Drugs, as amended by the 1972 Protocol, and in the schedules
annexed to the 1971 Single Convention on Psychotropic Substances as enumerated in
the attached annex which is an integral part of this Act.
k) Deliver – any act of knowingly passing a dangerous drug to another, personally or
otherwise, and by any means, with or without consideration.
l) Den, Dive or Resort – a place where any dangerous drug and/or controlled precursor
and essential chemical is administered, delivered, stored for illegal purposes,
distributed, sold or used in any form.
m) Dispense – any act of giving away, selling distributing medicine or any dangerous
drug with or without the use of prescription.
n) Drug Dependence – as based on the World Health Organization definition, it is a
cluster of physiological, behavioral and cognitive phenomena of variable intensity, in
which the use of psychoactive drug takes on a high priority thereby involving, among
others, a strong desire or a sense of compulsion to take the substance and the
difficulties in controlling substance-taking behavior in terms of its onset, termination,
or levels of use.
o) Drug Syndicate – any organized group of two (2) or more persons forming or joining
together with the intention of committing any offense prescribed under this Act.
p) Employee of Den, Dive or Resort – the caretaker, helper, watchman, lookout and
other persons working in the Den, Dive or Resort, employed by the maintainer, owner
and/or operator where any dangerous drug and/or controlled precursor and essential
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chemicals is administered, delivered, distributed, sold or used, with or without

compensation, in connection with the operation thereof.
q) Financier – any person who pays for, raises or supplies money for, or underwrites
any of the illegal activities prescribed under this Act.
r) Illegal Trafficking - the illegal cultivation, culture delivery, administration,
dispensation, manufacture, sale, trading, transportation, distribution, importation,
exportation and possession of any dangerous drugs and/or controlled precursor and
essential chemical.
s) Instrument – any thing that is used or intended to be used in any manner in the
commission of illegal drug trafficking or related offenses.
t) Laboratory Equipment – the paraphernalia, apparatus, materials or appliances when
used, intended for use or designed for use in the manufacture of any dangerous drug
and/or controlled precursor and essential chemical, such as reaction vessels,
preparative/purifying equipment, fermentors, separatory funnels, flasks, heating
mantles, gas generators, or their substitutes.
u) Manufacture – the production, preparation, compounding or processing of any
dangerous drug and/or controlled precursor and essential chemical, either directly or
indirectly or by extraction from substances of natural origin, or independently by
means of chemical synthesis or by combinations of extraction and chemical synthesis,
and shall include any packaging or repackaging of such substances, design or
configuration of its form, or labeling or relabeling of its container; except that such
terms do not include the preparation, compounding, packaging or labeling of a drug or
other substances by a duly authorized practitioner as an incident to his/her
professional practice including research, teaching and chemical analysis of dangerous
drugs or such substances that are not intended for sale or for any other purpose.
v) Cannabis or commonly known as “Marijuana” or “Indian Hemp” or by its any
other name – embraces every kind, class, genus or specie of the plant Cannabis
Sativa L. including, but not limited to, Cannabis Americana, Hashish, Bhang, Guaza,
Churrus, and embraces every kind, class and character of marijuana, whether dried or
fresh and flowering, flowering or fruiting tops, or any part or portion of the plant and
seeds thereof, and all its geographic varieties, whether as a reefer, resin, extract,
tincture or in any from whatsoever.
w) Methylenedioxymethamphetamine (MDMA) or commonly known as “Ecstasy”,
or by its any other name – refers to the drug having such a chemical composition,
including any of its isomers or derivatives in any form.
x) Methamphetamine Hydrochloride or commonly known as “Shabu”, ”Ice”,
“Meth”, or by its any other name – refers to the drug having such chemical
composition, including any of its isomers or derivatives in any form.
y) Opium – refers to the coagulated juice of the opium poppy (Papaver Somniferum L.)
and embraces every kind, classes and character of opium, whether crude or prepared;
the ashes or refuse of the same; narcotic preparations thereof or therefrom; morphine
or any alkaloid of opium enters as an ingredients; opium poppy straw; and leaves,
whether prepared for use or not.
z) Opium Poppy – refers to any part of the plant of the species Papaver Somniferum L.,
Papaver setigerum DC, Papaver bracteatum and Papaver Rhoeas, which includes the
seeds, straws, branches, leaves or any part thereof, or substances derived therefrom,
even for floral, decorative and culinary purposes.
aa) PDEA – refers to the Philippine Drug Enforcement Agency under Section 82, Article
IX of this Act.
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bb) Person – any entity natural or juridical, including among others, a corporation,
partnership, trust or state, Joint Stock Company, association, syndicate, joint venture
or other unincorporated organization of group capable of acquiring rights or entering
into obligations.
cc) Planting of Evidence – the willful act by any person of maliciously and
surreptitiously inserting, placing, adding or attaching directly or indirectly, through
any overt or covert act, whatever quantity of any dangerous drug and/or controlled
precursor and essential chemical ion the person, house, effects or in the immediate
vicinity of an innocent individual for the purpose of implicating, incriminating or
imputing the commission of any violation of this act.
dd) Practitioner – any person who is licensed physician, dentist, chemist, medical
technologist, nurse, midwife, veterinarian or pharmacist in the Philippines.
ee) Protector/Coddler – any person who knowingly and willfully consents to the
unlawful acts provided for in this act and uses his/her influence, power or position in
shielding, harboring, screening of facilitating the escape of any person he/she knows,
or has reasonable grounds to believe or suspects, has violated the provisions of this
Act in order to prevent the arrest, prosecution and conviction of the violator.
ff) Pusher – any person who sells, trades, administers, dispenses, delivers or gives away
to another, on any terms whatsoever, or distributes, dispatches in transit or transports
dangerous drugs or who acts as a broker in any o0f such transactions, in violation of
this Act.
gg) School – any educational institute, private or public, undertaking educational
operation for pupils/students pursuing certain studies at defined levels, receiving
instructions from teachers, usually located in the building or in a group of buildings in
a particular physical physical or cyber site.
hh) Screening Test – a rapid test performed to establish potential/presumptive positive
result.
ii) Sell – any act of giving away any dangerous drug and/or controlled precursor and
essential chemical whether for money or any other consideration.
jj) Trading – transactions involving the illegal trafficking of dangerous drugs and/or
controlled precursor and essential chemicals using electronics devices such as, but not
limited to, text messages, e-mail, mobile or landlines, two-way radios, internet, instant
messengers and chat rooms or acting as broker in any of such transactions whether for
money or any other consideration in violation of this art.
kk) Use – any act of injecting, intravenously or intramuscularly, of consuming either by
chewing, smoking, sniffing, eating, swallowing, drinking or otherwise introducing
into the physiological system of the body, any of the dangerous drugs.
MODULE - IX
Project Planning and Development
Objectives
1. Discuss planning concepts.
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2. Discuss the factors affecting planning.
3. Prepare a project plan.
Planning Defined
Planning (Hick and Gullet 1976) is a deciding in advance what to do, how to do it,
when to do it, and how to measure performance. It bridges the gap from we are to where we
want to go. It is an intellectual process to determine the course of action to achieve certain
goal (Hick and Gullet, 1976).
Planning provides a framework for organizing resources, structuring a firm, and

controlling activities.
Planning is a formal process of:
1. Choosing an organization mission and over-all objectives for both
short-term and the long run.
2. Devising the divisional departmental and even individual objectives based on

organizational objectives.
3. Choosing strategies and tactics to achieve those objectives.
4. Deciding on the allocation of resources to the various objectives strategies and tactics.
But not all plans succeed; one major reason is that in inability to provide the plans
with considerate degree of flexibility for the purpose of coping with uncertainty. A good plan
must not be rigid but rather flexible in order that it will not lose its purpose in case of
unexpected development plans. No matter how good they are they cannot guarantee the
success of any business.
PLANNING CONCEPTS
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In the words of George S Steiner, Planning is integrating framework within which each
of the functional plans maybe tied together and an over-all plan is develop for the entire
organizational.
Hardwick and Landuyt present an interesting view of planning as the employment of

the strategy in pursuit of goals, sometimes referred to as, “gamesmanship”. This concept
gives emphasis and special values on such factors as creativity innovation and clear
imagination.
Dale Henning and Preston P. Libreton presented a detailed analysis of the planning
process, together with a basic design for the accomplishment of effective planning.
Planning maybe viewed from four concepts. First planning is conceived as one dealing
with futurity of present decisions indicating the observation that current decisions are made in
the light of their long-range consequences. It also signifies that futures alternatives open to an
organization are investigated and carefully examined which are the bases upon which
decisions are made regarding preferred alternatives.
Second, planning is considered a process which establishes objectives, defines

strategies, policies and sequences of events to achieve desired objectives. Planning in this
sense defines the organization for implementing the planning processes and equally
important, insures an over-all review as well as evaluation of performance as feedback.
Third, planning may also be conceived as a philosophy and as applied to business, it is

a system of thought and explains basic business problems and supplies the basic for an
intelligent approach to their solution. Planning is an attitude a state of mind, a way of
thinking-that project into the future or “looking ahead” with hope and optimism.
Lastly, planning may also be viewed in terms of structure that is long-range in

character. This consists of development of a comprehension and reasonably uniform program
of plans for the business company covering a long period of time.
RELEVANCE OF PLANNING
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Without planning, many business managers enviably suffer from shortsightedness.

They might do their work everyday but they wouldn’t be ready for changed conditions.
It also becomes important because of shifting time dimension. That’s why planning is
utilized for these objectives:
1. To off – set uncertainty and change. Know that the future is not certain; the further are
the project in the future, the more difficult it is to make decisions. Planning allows
organization to determine the constraints, specify the objectives, select the number of
options, monitor and control the implementation.
2. To focus attention on objectives. Planning is directed towards achieving objectives.

In this way, it unifies the activities of the different parts of an organization to act as one
party.
3. To gain economical and efficient operation. Planning minimize costs. Its emphasis
is on efficient and effective operations and consistency of procedures and methods.
4. To facilitate control. Managers cannot always check on the accomplishments or failures

of their subordinates. It is important to have goals against which to measure the
performance of people and units.
GUIDELINES FOR GOOD PLANNING
These are the most repeated principles and guidelines that ensure good planning.
1. A plan should have specific objectives. It should be clear about what it intends to
accomplish. It is important therefore that much attention to develop in defining the results
of the plans.
2. A good plan should facilitate action. A plan without action remains a piece of paper, a
figment of the imagination or a statement of aspirations potentially alive but inactive and
dormant. Good plans, lead to good actions.
3. If many people are involved in planning, coordination and communication becomes very
crucial. There is a need therefore for the constant communication and revisions to arrive at
realistic target.
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4. Planning is the first function of management prior to the functions of organizing, directing
and controlling. It is involved in all other functions.
5. Good plans are plans that may be constantly improved, redrafted and re-panned.
Improvement, redrafting and re-planning recognize the reality that many of the basic
assumptions upon which a plan is based may change as environmental factors of resources
also changed as environmental factors or resources also change.
6. Planning may be delegated to a formal planning staff. Or may be a full time job of
planning officer, outside consultant or an officer and employee themselves.
7. All plans are tentative. They are never final. This is because good plans should be flexible.
As circumstances change an environmental factor may require totally new approaches
after one or several years. New technology may emerge. Alternative course of action
should always be considered and made ready for emergency situation or crisis.
FACTORS AFFECTING PLANNING
1. Conditions. In spite of the dynamic nature of most business, they are nevertheless
susceptible to marked changes and development so much so that if they are unable to meet
and sold them, many aspects of its operations may become seriously impaired.
2. Time factor. In planning, the executives face a span of the time within which to carry out
the plans into execution. The time aspect has a number of phases such as the following:
a. Time available to establish a plan before putting it into effect.
b. The time when the plan must take effect.
c. The time interval that must be provided in the plan.
d. The time allowed for revising or modifying the plan.
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3. Resources available. The best of plan would be unproductive of good results in the
absence of available resources that the business enterprise need for its continuous
operation. A lack of raw materials from one time to another could cause a lag in
production just as the business could lose the market.
4. Skills and attitudes of management. One of the common causes behind the failure of
planning as a process and moreover, as a function of management is the absence of total
involvement on the part of all levels in the planning process.
5. Political, Social and Environmental conditions. In a country which does not

sanction the existence of private free enterprise, most planning is done by the government.
In the light of intelligent thinking in management-labor relations, many laws have

been enacted by various law-making bodies in the world where in labor is vested with
certain rights and accordingly protected by the government.
Promotions and protection of the people through an improvement of the social and
economic conditions of the community is also not overlooked.
6. Physical Facilities. Modern production is anchored on the better use of existing plans and
equipment through improved science and technology. Manpower requirement are duly
considered in an organizational plan of operations, the same is true with the physical
facilities that are needed for such purpose.
7. Collection and analysis of data. Planning depends for its effectiveness on the quality
and quantity of data involve in the planning process. Such information are data must be
carefully organized, arranged and properly evaluated.
PLANNING PROCESS
Planning is a multipurpose process. These stages, like the management functions, are
rarely visible in isolation since most managers have several projects going at any given time.
Some organizations do have formal planning.
SCAN AND ANALYZE THE ENVINRONMENT
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The SWOT remains a popular method of looking at organization’s current strengths

and weakness and its potential opportunities and threats. Strengths and weakness refer to
factors that are internal to the organization, while opportunities and threats are factors that are
external.
The internal environment consist limited resources capital, technology and skilled
personnel.
The external environment relates to political, legal, economic, social and cultural
condition and to competition as well. Let as dig deeper what is SWOT.
A SWOT is a key tool to strategic planning process which can be useful approach
that can be applied to planning.
Strengths – internal positive aspects that are under control and upon which you may
capitalize in planning.
Weaknesses – it is seeing what you could improve? What you do badly? And what
you should avoid? It refers to internal negative aspects that are under your control and that
you may plan to improve.
Opportunities – it refers to positives external conditions that you do not control but
of which you can plan to take advantages.
Threats – refers to negative external condition that you do not control but the affect
of which you may able to lessen.
Why use SWOT? By using this analysis we can develop a plan that takes into
consideration many different internal and external factors and maximize the potential of the
strengths and opportunities while minimizing the impact of the weakness and threats.
DIAGRAM OF SWOT ANALYSIS

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Internal External
Factors Factors
Strengths Opportunities
Weaknesses Threats
For the performance of 6the staffing function to be effective, it has to be aided by

certain analytical studies and guided by a set of policies, procedures, regulations and
standards. The main products of this stage are human resource policies and program plans. As
the initial activity of staffing, planning involves human resource forecasting, job analysis, and
policies and program formulation.
THE CONCEPT OF PROJECT
 A project is created to address a specific concern, the need or concern usually requires
immediate attention. It is undertaken to solve an existing or potential; problem and /or
take advantage of rare opportunity that present itself. Hence, the design of a project is
well-defined outputs that are directly linked to a particular problem, need or concerns.
 A project follows a growth and development pattern that helps systematize, and
organize all the components, like resources, efforts, and activities.
Phases in the project life
1. Conception phase;
2. Formulation and approval phase;
3. Start-up phase;
4. Production phase;
5. Post Production and completion phase
For purpose of uniformity and evaluation of the project plan, the following format in
matrix form may be used.
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FORMAT OF DETAILED PROJECT PROPOSAL
Part I. BASIC INFORMATION
A. Title of the Project
B. Researcher (s)
1. Name and Signature
2. Designation
3. Institution
4. Address
5. Tel. No.
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6. Fax No.
7. E-mail Address
C. Implementing Agency
1. Lead Agency
2. Collaborating Agency(s)
D. Project Duration
E. Project Location
F. Total Location
Part II. TECHNICAL DESCRIPTION
I. Rationale
II. Objectives
III. Review of Literature
IV. Methodology
 Specify the project components (if applicable)

 Should contain the details of the experiment so that it can be evaluated whether the
methods are feasible and will achieve the objectives of the proposal
 The following are recommended to be included:
- factors in experiments (variable)
- treatments to be used and lay-out
- procedures; experimental design, replications, characteristics of
experimental units (sites, number, area, etc)
- statistical analysis
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- specific management of the experiment (this include specific features about

the management of the experiment that are not include in the treatments)
- cultural practice (1.e. land preparation, pest control, weed control,
fertilization, etc.)
V. Work plan Schedule
VI. Budgetary requirement
VII. Project Summary
Activity
1. Divide the class the into project groups.
2. Choose a reporter and a secretary.
3. Develop/write a project plan that will guide the students in
the implementation of their chosen project.
4. Let the reporter present the project plan and open it for comments
and suggestions
for improvement.
5. Submit the project plan by incorporating valid comments and
suggestions.
6. You may use your activity page for your comments and
suggestions.
MODULE - X
Resource Generation / Fund Raising
Objectives:
1. Discuss tips for generating funds
2. Discuss the mechanics of writing fund raiser donation and request letters
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3. Analyze the myths of non-profit fundraising
4. Enumerate the 9 Basic Truths of Fund Raising
5. Formulate mission statement as non-profit organization
Chamala et. al. (1990) cited that every successful capital fund raising must have a
CAUSE that is worthy and of far greater importance than the present specific needs of the
institution; and/ or “a cause greater than one’s own”; NEEDS, which way so that the case for
support is sound and practical, and has specific objectives that are attractive to the majority of
potential members; and LEADERS who are dedicated, willing to accept membership at the
top level and are prepared to devote the process of exchange or transaction between the
grantee/recipient of funds and the grantor/ provider of the funds.
The quality of the transaction or “fit” between you as fund sources and your donor or
granting organization spells mutual satisfaction over the process.
Fund Raising / Generation: Concepts and Meanings
 It is a science because it requires a systematic way of doing it.

 It is a process since it involves steps or procedures on how to go about it.
 It is an art because it takes one’s creativity to come up with new ideas to convince a
prospective donor to give; and, different people can employ different “tricks” or ways
and means to get what they asking for.
 It is a profession that is why there are a lot of professional fund raisers hired by
different organizations just to source funds.
Basic Elements of Fund Raising and their Meanings
 Objectives / Purpose
 The requesting party or prospective user of funds
 The prospective donor-provider of funds
 The process of exchange or transaction between the grantee/receipt of funds and the
grantor/provider of funds
 The funds involved and the actual usage of such funds.
The requesting party or prospective User of Funds
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If you were to give funds to anyone or to any organization, what else will you look
for? What is the track record of the organization?
Organization Attributes
 Size of membership or number of clients

 Magnitude of operations
 Revenues
 Locations
The Prospective Donor-provider of Funds
 Depends on the purpose and amount needed

 Request matches priority thrusts of the donor
If you have completed your objectives, you have a better change of getting what you
want.
The process of Exchange or Transaction between the Grantee/Recipient of Funds and

the
Grantor/Provider of the Funds
Quality of the transaction or “fit” between you as fund sources and your donor or
granting organization spells mutual satisfaction over the process.
Criteria
 Availing of government subsidy or government programs

 Tapping individual gift and contributions
Internally-Driven Strategies
 Local or domestic savings mobilization

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 NGDOs sale of services

 Generating internal funds from use of NGDO’s facilities
 Credit and diversification of service or credit products
 Institution strengthening and networking
 Holding of special events
PRINCIPLES: Successful Fund Raising Must Have
 A cause – worthy and “greater than one’s own”

 Needs – genuine and explained convincingly
 Leaders – dedicated, willing prepared
 An identifiable constituency – with desire to support the cause
 A favorable climate of opinion – that recognizes the needs and will support it
TEN STEPS to SUCCESSFUL FUNDRAISING
 Recognize the value of freedom of choice – the right oh concerned citizens to choose
improvements for their society.
 Examine your own attitude to money.
 Define goals clearly.
 Develop a workable plan of action for spearheading fund raising action
 Select your leaders.
 Know your “Public”
 Rely on Person-to person contact
 Launch fund raising the right in the campaign
 Ask for the money
 Don’t’ forget to say “Thank You”.
SRATEGIES IN FUND GENERATION
Principles
There are general principles and techniques that enhance an NGDO’s capability to raise
funds. Chamala et al (1990) cited that every successful capital fund raising must have the
following:
1. A cause that is worthy and of far greater importance than the present specific needs of the
institution; and/ or “a cause greater than one’s own”;
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2. Needs which are genuine and can be explained in a convincing way so that the cause for
support is sound and practical, and has specific objectives that are attractive to the majority
of potential members;
3. Leaders who are dedicated, willing to accepts membership at the top level and are
prepared to devote considerable time and effort to carry out the program to enjoin new
member;
4. An identifiable constituency whose interest and imagination maybe roused and cultivated
to create the desire to support the cause; and
5. A favorable climate of opinion which may have to be created, so that an informed

constituency will recognize that an appeal will satisfy a vital and urgent need and feel
disposed to support it.
General Lessons in Fund Raising
 Foreign aid or overseas development assistance is declining worldwide

 Giving of grant is influenced not simply by the viability and reasonableness of a
proposed project but also by the credibility, integrity and reputation of the
individual proponent or leader
 Focus on generating own or internal resources
 Be more creative and offer unconventional to “out of box” products and services
 Capitalize on partnerships and networks
 Fund raising is not just about money, it is also about friend – raising and making
lasting relationships
10 Tips for Funding Technology
Fund technology so you can work that which really matters
Technology Planning is great, but how are you going to pay for all the new
equipment, training, and staffing cost your plan requires?
There are no silver bullets when it comes on fundraising, especially during tough
economic times. Here are ten tips to help you find the funds you need to implement and
sustain your critical technology strategy.
1. Build strong relationship with funders.

2. Incorporate technology into your annual strategic plan.
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3. Focus on your mission and your program, not technology for technology’s sake.
4. Budget technology expenses as shared costs, not overhead.
5. Target likely technology funders.
6. Maximize existing resources.
7. Use local community technology resources.
8. Partner with others for joint grant proposals.
9. Generate unrestricted revenue where possible.
10. Spend less on technology purchases
Step 1 Build strong relationship with funders
Fundraising is essentially about building relationship. If you can establish a rapport

with foundation program officer or senior executive who are sympathetic to your mission,
understand your needs, and can articulate your case before their board, you way to securing
the funds you needs.
Follow this up by doing great work for the foundation throughout the grant period ,
keeping communication open, and demonstration success though a well-conceived evaluation
strategy. You will then begin to earn the trust that forms the basis of strong, long -term
relationship with funders. You may not receive funding every year, but by having a history of
doing good work with proven result you will have established a record for all fundraising
funding for technology is no different.
In the best case scenario, your organization would have already established a strong
record of making an impact with your. You or someone in your organization would have
forget personal relationships with key individual in foundation that have gave you core
support in the pact. No matter what advice you may find in this or any other article, these
strong relationships with existing funders will always be the best place to start. Give these
contacts a call and tell them about the strategic direction you have planned for your
organization. Let them know that you’ve done your homework and that technology will play
a vital role in helping you work better, smarter, and more efficiently. Ask them to help your
organization reach this next level.
Step 2 Incorporation of technology into your annual strategic plan
By having a plan in place that articulates specific needs, identified costs, and ties them
to program initiatives that support your mission, you can accomplish two things at once,.
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First, you demonstrate due diligence in your management practice to funders. Second, you
ensure accuracy and consistency in your entire grant proposal. This document serves as a
map for your development staff. Grant writers and develop directors can pull appropriate
budget amount and deliverable directory from the technology plan for inclusion in grant
requests. Since this cuts down on the amount of work and uncertainly required to include
technology plan elements in each request, your organization can actually increase the
numbers of grant proposals in which technology is included as of the request.
Step 3 Focus on your mission and your programs, not technology for technology’s sake
Ask yourself what the benefits of this technology are. Will this new initiative or
improvement result in new learning and knowledge building? Will it improve project
coordination or collaboration? Will it enable latent community energy to be put into action?
Will it create new capabilities? Will it make sure your work more efficient or increase staff
productivity? How will your client experience improve? Will it improve marketing and
outreach? Will it increase fundraising? Will it enable you to make better-informed
management decision?
Step 4 Budget technology expenses as hared cost, not overhead
Technology expenses are best expenses are best expressed as shared among al your
programs to provide direct support to program staff. One way to think about them is to
imagine what you would need to in order operate a given program as a stand-alone business.
You would need office space, utilities, paper, pens, telephones, and technology computer,
software, printers, and network. Most funders worth their salt now accept that information
technology is just another cost of doing business. They would no sooner expect an
0organization to produce the result they seek without cost benefit of it than without a floor to
stand on.
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Of course, no single program should bear the full burden of these costs, nor should
any single grant or funder, Calculations will differ for each organization. But no matter what
for use to determine appropriate percentages, using shared costs in your budgeting provides a
way of allocating a fair share of the costs for common resources to each project that they
make possible. Technology falls squarely in this category.
Not all funder will see it this way. Many government entities, in particular, place very
precise definitions and limitations on overhead or shared costs that they may effectively
disqualify technology costs. Nonetheless, you should understand the justification both in
terms of the direct benefits to providing program services and tem of accounting principals.
This knowledge will empower you to push on unrealistic limit whenever possible. All funder
can do is say no, and as in development will tell you, you’ll never receive if you don’t ask.
Step 5 Target technology funders
Finding the right funder to ask is often half the battle. Here are a few rules for
targeting funder with technology request.
Expand your searches to include “capacity building” as a search parameter when

using foundation libraries and search engines. This term often indicate a willingness to invest
in technology.
Many funders set aside a certain amount of funds for what are termed technical
assistance grants. These can be used for many different kinds of activities. Often, they
provide money for external consultants who bring you specific expertise that you lack in
house. Technical Assistance grants are a great way to pay for technology consulting,
technology planning, and often equipment.
Community foundations are often more likely to found technology needs than
national foundation. To be sure, there are many national foundations that invest in innovative
applications of technology that serve the sector at regional luck with their local community
foundations. Such foundations generally consider building the capacity of the nonprofits in
their local area an integral part of their mission.
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Step 6 Maximize existing resources
Nonprofit are often adept at stretching limited resources. Let’s be clear that we are not
referring to what some call “the myth of make-do.” Some organization makes the mistake of
holding themselves back by “making do” with whatever they already have and not preparing
for future growth. Stretching resources need not mean using outdated equipment and never
upgrading or improving your service. A wise manager will stretch existing resources by
properly maintaining the equipment the organization already has. This means doing regular
back-ups, installing proper security software, keeping up-to-date with new software patches
and virus definitions, and training staff to use the software to its maximum capability. Often,
you can skip new purchases and instead focus on using the technology you already have more
effectively. If you thoroughly understand what you have and what you al really need, you can
save money and get the most out of your technology.
Step 7 Use local community technology resources
Take the time to find out what the community technology resources are in you are,
and find out what resources can be pooled with other local organization. Maybe you don’t
need to reinvent the wheel in your organization.
Step 8 Partner with other for joint grant proposal
Once you begin learning about other group in your area involved in community
technology, consider collaborating with similar organization. Perhaps you can find partners
with whom you can share the costs of developing a community network or a common
database that should be useful to anyone with a similar mission. A group of similar
organization requesting technology assistance may be far more completing than one
organization alone. This gives funders a way to stretch their money and have a greater
impact.
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Step 9 Generate unrestricted revenue where possible
Every nonprofit-no matter what the size of its budget-should have plans in place to
generate unrestricted revenue. This revenue that does not have to be spent on pre-designated
expenses in the way that some grants can only be applied to specific programs or activities.
Unrestricted revenue offers the flexibility to apply funds where they are most needed or to
cover expenses that don’t often attract designated funding streams. Strategies to create
unrestricted revenue can take many different forms. For example, your organization could
donate to your general fund. Fundraising events, auctions, membership programs, direct mail,
and direct e-mail can all help raise unrestricted revenue. If you find that you are having
trouble raising funds especially for technology, consider your technology expenses as a
percentage of your general budget and adjust your fees, fundraising targets, and strategies
accordingly.
Step 10 Spend less on software and equipment
The next best thing to raising new funds to acquire new equipment is to save money
by spending less on each acquisition. Donated equipment will often save the most of all, but
be certain that you’ve done a thorough tech plan and understand your current inventory, your
future needs, and your minimum requirements. Knowing when to say no to inappropriate
donations is as important as finding appropriate ones. Installing the wrong equipment will
end up costing more in staff time, troubleshooting, and maintenance in the long run.
Fundraiser Donation Solicitation-Letter Writing Tips
The key to many a successful fundraising campaign is writing a good letter. This may
sound intimidating at first, but fundraising letters contain many of the same elements as any
good sales letter.
First, know your donors. Beginning with an updated list of past donors is key-
They will likely give again and may even increase their donations over time. Make sure to
have a good, well-targeted, updated mailing list for new prospects as well.
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Early in the letter, make your case quickly. Don’t beat around the bush. Tell about
your organization or project at the top of the letter and get to the point right away. What
problem will this project solve? What need it fill? Appeal to your donor’s hearts first with
descriptions and anecdotes, then their heads with facts and figures. If you are writing to
previous donors, be sure to thank them first before you ask for more money.
As with other sales letters, longer copy pulls better in fundraising letters. I know, I
Know, “Nobody reads long letters.” While most people won’t read every word, the more you
can tell the reader about the benefits of giving, the better response you will receive.
It’s much harder with a one or two page letter to state your case in a number of
different ways than it is with a four page letter. Write a longer letter, you have much more
room to convince the reader to give. Appeal to reader’s sense of urgency by providing a
deadline. “We need these funds by January 1 in order to carry our spring awards event.” If
you don’t get them to act right away, they probably won’t act at all.
As with any direct mail piece, its good to make follow up phone calls one or two
weeks after you mail the letter. And if the letter was received and if you can answer any
questions.
Of course, you don’t always reach the right person but if you follow up you greatly increase
your chances of getting a donation.
Writing a successful fundraising letter isn’t rocket science. These tips are based on
years of trial and error; if you follow them wisely your campaign will be successful. Plan
early, be organized, and the letter writing will take care.
Writing Donation Request Letter
Writing a fundraising letter is not that difficult. However, you need to know what
works and doesn’t before you invest your time composing your donation request. Fundraising
have some general of thumb:
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1. Keep in mind whenever you are asking for money that you are providing a service.
2. Tell people what you’ve done and what you’ve done and what you plan to do to achieve
progress towards your goals.
3. Longer letters do better:
a) You can address all concerns and potential concerns
b) There are different kinds of readers – Long letters are OK for
all:
-Those that throw unopened away-the length of letters is
irrelevant.
- Those that read only beginning and ending – the length of
letters is irrelevant.
- Skimmers can pick up more points from a longer letter.
- Passionate readers love long letter.
4. Make your fundraising letter compelling
5. Paragraphs and bullets should be no more than 3 sentences or items; break longer ones in
half.
How to write a fundraising letter:
1. Good news – always start the letter with a series of good news bullets to
Build momentum and make entire letter entertaining and informative.
- Use foreshadowing to tease reader and keep him or her reading.
- Create a “window” at the end of the first page (a thought that’s finished on second
page)
- Make your reader turn page.
2. Describe what you want to do next
- Tell what you’re going to do.
- Why you’re going to do it.
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- How you’re going to do it.
- What result you expect.
3. List suggested contribution amounts
- Use even numbers in graduates amounts
- Offer a monthly auto charge credit card option (P100 a month is P1, 200 a year)
- Include a blank line for write-in amounts
4. Remind readers that their contribution is your budget
- Your successes have been possible because of their past contributions
- Thank them!
5. Use P.S.’s for skimmers
- May titillate skimmers and get them to read the entire letter.
- To create a sense of urgency.
The Nine Basic Truths of Fund-Raising
Basic Truth 1: Organizations are not entitled to support; they must earn it.
No matter what an organization’s good works are, it must prove to those who support
it the value of those works to the community and the efficiency with which the organization
delvers them. The primary key to fund-raising success is to have a first-class organization in
every sense. There are no entitlements in non-profit world.
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Basic Truth 2: Successful fund-raising is not magic; it is simply hard work on the part of
people who are thoroughly prepared.
‘There are no magic wands, spells, or inactions. Whenever you hear that someone has
the magic fund-raising touch, laugh. Otherwise, the job is likely to be on you. No one pulls a
rabbit-complete with is own lettuce farm-out of the fund-raising hat. No one!
Fund-raising is simple in design and concept, but it is very hard work! It is planning,
executing, and assessing. It is paying attention to detail. It knows your organizations and
what needs are. It knows who has the money, and how much they can give.
Basic Truth 3: Fund-raising is not raising money; it is raising friends.
People who don’t like you who don’t give you. People who know little about your
organizations give little at best. Only those people who know and like you will support you
Raise friends and you will raise money.
Basic Truth 4: You do not raise money by begging for it; you raise it by selling people in
your organization.
No matter how good your organization, how valuables its services, how efficiently it
delivers them, people will not give money unless they are convinced to do so. Fund-raisers
function much as sales and marketing people do in the commercial world. So, be ready,
willing, and able to “sell” your organization and the programs foe which you are raising
money.
Basic Truth 5: People do not just reach for their checkbooks and given money to an
organization; they have to ask to give.
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No matter how well you sell on your organization, no matter how much money they
have, no matter how capable they are of giving it, they have to be asked to give. There comes
the point when you have to ask for the money.
And by the way, make sure that you are asking fro a specific amount. Don’t leave it up to
the donor to the recommend how much to give. People with money to give are accustomed to
being asked for it. The worst thing that will happen is that they will say no, and even then,
they’re like to be supportive, even apologetic.
Basic Truth 6: you don’t wait fro the “right” moment to ask; you ask now.
If you’re looking for the right moment – the “perfect” time – to ask for the money, you
will never find it. You have to be ready, willing, and able to the solicitation at any time. You
have to take the risk of hearing no.
If that happens, don’t take the rejection personally. They are saying no to the organization,
not you. Once you have presented your case, ask for the money. Don’t wait. Either closes the
solicitation, find out what the objection to giving is and overcome it if possible or your turn
down, and move on.
Basic Truth 7: successful fundraising officers do not ask for the money; they get others to
ask for it.
The professional fund-raising officer is the last person who should ask prospect for
money. The request should come from someone within the prospect’s peer group. It is the job
of the professional development officer to design, put together, and manage the campaign.
Volunteers, who are themselves business executives, well-of individuals, community leaders,
or board members, are the one who should ask their counterparts for donations.
Basic Truth 8: You don’t decide today to raise money and then ask for it tomorrow: it takes
time, patience, and planning to raise money.
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Make the decision to initiate a fund –raising campaign before the need becomes
dominant. It takes time to develop a campaign and its leadership. With its prospective donor
the chances are you will get only one chance to present your case. Be prepared. If you present
a poorly prepared case, you will be told no.
Basic Truth 9: Prospects and donors are not cash crops waiting to be harvested; treat them
as you would customers in a business.
No successful businessperson deals with customers as if they had a responsibility to buy.

Prospects and donors have to be courted as you would court a customer. They must be told
how important they are, treated with courtesy and respect, and if you expect to do the
business with them again, thanked.
There are, of course, exceptions to each basic. Truth, but if you rely on the exceptions to
support your organization, you will find them to be few and far between and money in short
supply.
In the end, we raise money from people who:
 Have it
 Can afford to give
 Are sold on the benefit of what we are doing
 Wouldn’t have given it to us unless we had asked
 Receive appreciation and respect for their gifts
It doesn’t take a genius to raise money. The proceed is a combination of common sense,
hard work, preparation, courtesy, commitment, enthusiasm, understanding, and a belief in
what you are asking others to support.
MODULE - XI
Monitoring and Evaluation
Monitoring and Evaluation process of looking into the status of the implementation
to determine areas of weakness and strengths. It is concerned with how objectives are being
attained, and what necessary adjustments have to be done in the course of plan
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implementation. They are interactive, complimentary and mutually supportive functions that
serve the demands for proper implementation of programs, projects, accountability in the use
of resources and data based decision-making. Proper monitoring and evaluation produces
effective indicators, which determine the extent of how objectives of the program are
achieved, its performance and its relevance. Monitoring and evaluative indices may help
determine which and to what extent resources have been allocated to insure that project plans
are translated into concrete action at the community level.
Monitoring and Evaluation Must Be Participatory
Participatory monitoring is a process where the community members pause to check

whether or not results of activities match with the set objectives. It also involves systematic
recording, integration and periodic analysis information gathered throughout the
implementation process by the community members themselves:
The specific purposes of participatory monitoring are:
 To provide an overall picture of plan implementation;

 To identify problem areas in project/activity implementation, and remedy the
situation immediately;
 To ensure that resources are used effectively; and
 To gather information which will be used for future evaluations?
Participatory Evaluation is a process where the community members take the lead in
assessing the impact of the project and activities on the community. It is concerned with
determining the accomplishments of goals and objectives.
The specific purposes of participatory evaluation are:
 To enable the community members to make good and appropriate decisions;

 To develop the evaluation skills of the community members;
 To have a better understanding of the community members;
 To facilitate communication between the community members and community
leaders.
 To gather and analyze information which can further improve the community
situation; and
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 To mobilize community participation in resolving community problems.
Steps in Facilitating Participatory Monitoring and Evaluation:
1. Formation of monitoring and evaluation team

2. Formation of the monitoring and evaluation plan
3. Actual monitoring, analysis and presentation of results
4. Actual Evaluation and Data Analysis
5. Preparation of the Evaluation Report
6. Presentation and Community Validation of the Evaluation Report
7. Finalization of the Evaluation Report and Dissemination of Results
Knowledge and Learning: Use of Evaluative Evidence
Knowledge gained through monitoring and evaluation is at the core of every

organizational learning process. Monitoring and evaluation provide information and facts
that, when accepted and internalized, become knowledge that promotes learning. Learning
must therefore be incorporated into the overall programming cycle through an effective
feedback system. Information must be disseminated and available to potential users in order
to become applied knowledge. Learning complements performance measurement by lending
a qualitative edge to assessments. Even when the indicators as
Associated with results are not good or clear, it is possible to learn from the process and to
use this knowledge to improve it. Learning is also a key tool for management and, as such,
the strategy for the application of evaluative knowledge is an important means of advancing
towards outcomes, which in turn should present more opportunities for learning to take place.
To ensure the relevance of learning, evaluative evidence should demonstrate “real

time” capability. An immediate advantage is that conclusions can be field-checked with
respondents within weeks, providing important opportunities for eliminating erroneous
interpretations, increasing respondents’ sense of ownership of their distilled experiences and
providing evaluative results to interested strake-holders when it is likely to be most useful.
Giving real-time results to stake-holders means getting it right from the start. The publication
of outdated results or irrelevant recommendation should decrease once dissemination of real-
time information becomes normal practice.
Evaluations should be seen not as an event but as part of an exercise whereby

different strake-holders are able to participate in the continuous process of generating and
applying evaluative knowledge. Managers must decides who participates in this process and
to extent they will be involve (informed, consulted, actively involved, equal partners or as the
NSTP-CWTS 1
Page 160
key decision-makers). These are strategic decisions for managers that have a direct bearing
on the learning and the ownership of results. A monitoring and evaluation framework that
generates knowledge, promotes learning and guides action is, in its own right, an important
means of capacity development and sustainability of national results.
Monitoring and evaluation contribute to the organizational and global body

knowledge about what works, what does not work and why. They also indicate under what
conditions in different focus areas lessons learned should be shared at global level, through
communities of practice or monitoring and evaluation groups, /with the focus on outcomes,
the learning that occurs through monitoring and evaluation groups. With the focus on
outcomes, the learning that occurs through monitoring and evaluation has great potential for
application at the organizational level and for policy and operational purposes. Outcome
evaluations may help bring together development partners. In this way, learning from
evaluations knowledge becomes wider than simply organizational learning and also
encompasses development learning. It helps to test systematically the validity, relevance and
progress of development, maximize learning and ensure that is timely and generate sufficient
information.
Effective monitoring can detect early signs of potential problem areas and success
areas. Programme Managers must act on the findings, applying the lessons learned to modify
the programme or project, and it also may provide feedback for future programming.
Learning has been described as a continuous, dynamic process of investigation where

the key elements are experience, knowledge, access and relevance. It requires a culture o f
inquiry and investigation, rather than one of response and reporting. This is mo re easily
accomplished when people are given the chance to observe, engage in, and invent or discover
strategies for dealing with particular types of problems or development issues. On the other
hand knowledge is content-and context-specific information capable of bringing change or
more effective actions at a wider level that can contribute to new learning and knowledge.
The management of knowledge involves creating, sharing and level raging knowledge that
not –only requires establishing systems and processes to gather, organize, package and
disseminate information on time to the right decision makers, but also conducting
assessments of the processes. Information gained from the processes maybe described as
feedback.
E valuate evidence helps us to use information generated from experience to influence

the way in which appropriate policies and programmers are developed, or the way in which
projects are managed. Evaluative evidence refers to information o r data indicating
NSTP-CWTS 1
Page 161
qualitative and quantitative values of development processes, outcomes and impact, derived
from multiple sources of information and compiled in and evaluation exercise. Evaluative
evidence does not, how ever, always include direct, detailed observations as a source of
evidence. Good evaluations are based on observations or experience rather than theory and
are designed to test validity, consistency and impacts
It may be best on:
 The explanation of causal links interventions and their effect;

 Analysis from close-up, detailed observation of the development context by the
investigator(s)
 Analysis from research and review and other documents(secondary sources)
relevant to the development context;
 The attempt to avoid any preconceptions in the assessment.
Feedback from Monitoring and Evaluation
The major challenge in monitoring is to gather, store and use information that serves
different levels of assessment. Monitoring should be multifunctional so that information gene
rated at one level is useful at the next. Monitoring should also go beyond checking whether
events are taking place as planned. The monitoring process should be committed to
improving linkages among project and programmed staff, including feedback processes, for
learning purposes. Analysis of the exciting or possible linkages across programs and projects
should be as critical, objectives and exhaustive as possible. Students and concerned
authorities must be involved in the entire monitoring process.
It must noted that evaluation is a process oriented exercise that requires establishing
common baseline data for making comparisons. The problems is knowing from the outset
every factor that is relevant and how all factors effect each other before venturing on any
evaluation the group should:
 Agree on the priority issues demanding information. Reconciling deferent

viewpoints by negotiating a consensus on priority issues can help build ties
between stakeholders and facilitate cooperation.
 Determine the information needs of decision-making groups. The key to
effective use of information is to focus on the essential information.
NSTP-CWTS 1
Page 162
Without reliable and regular feedback, monitoring and evaluation cannot serve their
purposes. In particular, emphasis must be given to drawing lessons that have the potential for
border application-lessons that are useful not only to a particular program or project but
also to border development context. Learning depends on having systematically organized
feedback (e. g., evaluation results, pilot’s studies, and data for monitoring output and
outcome indicators indigenous knowledge).
INFORMATION TOOLS AND METHODS
Questions help identify what kind of feedback is needed to promote effective

decisions about projects, programmers or outcomes on the part of project, programmers. All
monitoring and evaluation activities aim to ensure the relevance of information: to use
information in a targeted, timely and efficient manner; and to tap the existing knowledge of
key stake-holders. One of the highly structured method of information/data collection for
both monitoring and evaluation is the Questionnaire an instrument in which targeted
respondents are requested to “fill in the blanks” on a form or to reveal specific information or
opinions on narrow options. Their limited nature and tight formulations make questionnaires
valuable data-gathering tools. They also are useful as a preliminary screening method to help
determine which institutions or functions should be examine in more depth, perhaps through
interviews.
Any particular type of activity may require only a few of these sources, the most
appropriate depending on scope, the nature of the issue being addressed, the target audience
for the information’s and the previous experience of those requiring the information .once
relevant information accessed through this tools, a thorough through assessment must be
undertaken to determine how to apply the recommendations from the feedback.
APPLYING THE RECOMMENDATIONS
NSTP-CWTS 1
Page 163
FROM FEEDBACK
Part of the feedback obtained through m0onitoring and evaluation will be in the form
of recommendations for action. Different types of recommendation from monitoring and
evaluation processes should be analyzed separately. This is accomplished by answering a
number of questions about the type and consequences of recommendations the questions
address both substantive and implementation recommendations. Feasibilities and priorities
based on the answers to this question must then be set for the short, medium and long terms.
Activity 1:
Write your individual answer in the activity page.
1. Divide class into groups.
2. Let the group formulate criteria in monitoring and evaluation of a project.
3. Assign reporter to present the output for comments and suggestions.
4. Submit criteria incorporation the comments and suggestion.
Requirement and grading System
There are five basic requirement of the NSTP/CWTS program. These include:
1. Lecture/ discussion/ consultation sessions

2. Project consultations with the NSTP/CWTS director.
3. Project implementation (includes proposal, documentation, defense)
4. Recitations assignments and quizzes
5. Participation in community development activities and projects.
The percentage distribution of grades by semester is shown below:
NSTP-CWTS 1
Page 164
First Semester
Class participation and attendance 35%
Quizzes and written assignments 45%
Aptitude Rating (merits/demerits) 20%
Total 100%
Second Semester
Attendance 20%
Project formulation, content, 25%
and documentation
Project implementation 35%
Aptitude Rating (merits/demerits) 20%
Total 100%
REFERENCES
Rain XII Officers. NSTP – CWTS Handbook, Revised Edition June 2006.
Amoquis, Filipino O., et. , How to become Effective Leader and Follower.
Andres, T Q. D., 1994, Community Development: A Manual. New day A Publishers,

Quezon City
Articulo, Archimedes C., et. al.,2003, Values and Work Ethics, Trinitas Publishing Inc.
Bennagen, Ponciano L. 1984, Shaping Social Values in the Teaching for the Social
Sciences
NSTP-CWTS 1
Page 165
Bennett Grassano. http:// www. Techsoup. Org
Bulatao James S.T. 1962 Philippine values: The Manilños Namsprings.
Philippine Sociological Review, pp. 7-26.
Chisholm, R. 1957. Perceiving. Ithaca, NY; Cornell University Press.
Coloma, T.M. 2004. Towards a Relevant and Responsive National Service Training
Program in the Schools: Focus on Community Organization and Development.
Mutya Publishing House, Inc.
Cooley, Charles H., 1992. Human Nature and social Order. Rev. ed. New York:
Charles Scribner’s Son.
D’ambra, Sebastiano, TEAMBUILDIN, Silsilah, Zamboanga City
Damasio, A.R. 1994. Descartes’ Error\: Emotion, Reason, and t he Human
Dela Cruz, Sonia G., 2005, National Development Via National Service
Training Program (CWTS & ROTC), Books Atbp.Publishing Corp., p. 63-71,

pp. 173-179, pp.181-188
Dretske, F.1995. Naturalizing the Mind. Cambridge, MA; MIT Press/ A Bradford
Book.
EDSA People Power Commission, the Institution Building (2204), modules on

Good Citizenship.
VISION
A civic and defense minded youth of SSCT developing ethics of service and
patriotism, enrolling in his/her selected component of the National Service Training Program.
MISSION
NSTP-CWTS 1
Page 166
To motivate, train, organize and mobilize CWTS students for the promotion of
economic wellbeing of himself, for his/her family and the country, as a whole.
FOREVER RADIANT
(Hymn of Surigao State College of Technology)
Composed by the late: ROBERTO D. ENSOMO
Surigao State College
Of Technology in Mindanao
You’re a Growing landmark
SSCT, to you we bow.
North Star of the region
With a noble mission
Here’s a place to mould men
For technology, science and arts.
Smiling youth and seasoned old
Welcome yeah to this glorious fold
Learn and earn them help all
Be the wealth of our people.
Alma mater dearest
Hope of our dear brothers
Stand forever radiant, let the
SSCT gears roll on and on.
NSTP-CWTS 1
Page 167
Tow’ ring high and mighty
O’er man and the nature’s threats
You shall firmly stand
The dark clouds of doubt
Till the sun shines bright again.
Surigao State College
Of Technology, dear
Stand forever radiant
For your golden goals
Our own success (back to Tow’ring)
(Finale rit...with accent on radiant)
Stay forever radiant, for our victory, is your… glory…
Philosophy
The Surigao State College of Technology (SSCT) is a community of

life long learners who believe in the worth and total development of every
individual. It adheres to the pursuit of excellence and to the democratic tenets of
freedom, human dignity, wholesome work ethics, equality and equality of
opportunity and sustainable progress.
Vision
NSTP-CWTS 1
Page 168
An excellence-driven institute of higher learning producing globally

competitive graduates.
Mission
To provide relevant, quality, sustainable instruction, research,

production and extension program and services within a culture of good
institutional governance.
Goals
1. Foster application of the discipline and provides its learners with industry-
based training and advancement of education in all fields.
2. Develop and Utilize researches leading to the discovery of new products,
system and services.
3. Operate and manage income generating enterprises having appropriate
technologies.
4. Promote technology transfer useful to the community for socio-economic
advancement.
5. Institutionalize a quality-assured management system conducive to
harmony and productivity.
NSTP-CWTS 1
Page 169

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LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

The NSTP Law

AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM

Be it enacted by the Senate and House of Representatives of the Philippines in

SECTION 2. Declaration of Policy – it is hereby affirmed the prime duty of the

a. “National Service Training Program” (NSTP) is a program aimed at enhancing civic

b. “Reserve Officers Training Corps” (ROTC) is a program institutionalized under Section 38

c. “Literacy Training Service” (LTS) is a program designed to train students to become

d. “Civic Welfare Training Service” (CWTS) refers to program of activities contributory to

SECTION 4. Establishment of the National Service training Program – There is hereby

2. The Literacy Training Service;

3 The Civic Welfare Training Service.

SECTION 7. NSTP Offering in Higher and Technical- Vocational Education

SECTION 14. Suspension of ROTC Requirement. – The completion of ROTC training as

SECTION 16. Amendatory clause. – section 35 of Commonwealth Act no. 1, Executive

IMPLEMENTING RULES AND REGULATIONS

OF THE NATIONAL SERVICE TRAINING PROGRAMS (NSTP)

SECTION 2. Role of the Youth

b. “Reserve officer’ Training Corps” (ROTC) – refers to the program component,

e. “Program Component”- refers to the service components of the NSTP as defined

g. “Cross Enrollment”- refers to a system of enrollment where a student is officially

h. “Non-Government Organization” (NGO) – refers to any private organization duly

b. All higher and technical-vocational education institutions

must offer at least one (1) of the NSTP Components.

c. State Universities and colleges (SUCs), shall offer the

ROTC component and at least (1) other NSTP component.

d. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy

e. Private higher and technical-vocational education institutions with at least 350

SECTION 5. Program Components

Fees and Incentives

SECTION 10. Incentives

a. A program of assistance / incentives for ROTC students shall be provided and

d. A Special Scholarship Program for qualified NSTP students shall be administered by

Organization of NSTP Graduates

SECTION 11. Organization of NSTP Graduates

SECTION 12. Suspension of ROTC Requirement. – The completion of ROTC training as

SECTION 13. Transitory Provisions

SECTION 15. Amendatory Clause.

Write your answers in the activity page.

1. What is the NSTP Law RA 9163?

3. Who is covered in the NSTP program implementation?

4. Enumerate and discuss the different program components of the NSTP.

1. Define Self-Awareness and Self Concept.

2. Discuss the importance of the development of social self.

3. Deepen their understanding of emotional competence and its basic elements.

4. Determine the relationship between emotional intelligence and emotional

5. Develop the self-valuing process.

What is true knowledge then?

Webster’s medical dictionary defines self-awareness as an awareness of one’s own

According to Tao Tzu, “knowing others is wisdom but knowing yourself is

Activity 1 A journey to a Good Life

a. Who are you?

b. Where are you?

c. Whom do you live with?

d. How do you fell about your life?

What kind What

From the journal of rehabilitation, does self-consciousness affect how a person

Your image of who you are is called self-concept. It is composed of feelings,

How do significant others see me?

Social comparisons interpretations/evaluations

Understanding the way your self-concept develops increases your self-

Known to self Not known to self

Not known to others