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SCHOOL WASTE MANAGEMENT PLAN

OF JOAQUIN GUIDO ELEMENTARY SCHOOL:
AN ANALYSIS

EVELYN BALANDRA SAN JUAN

I. Introduction

Waste reduction projects in schools generate interest in the topic of solid waste as

an environmental issue. These projects focus on reducing, reusing, and recycling material

waste at a school with the overall goal reduce waste at the school. A successful waste

reduction project includes a focus on preventing waste, understanding where waste ends
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up, and exploring how waste issues impact the land, air, water, and other living things in the

local environment.

In recent observations, the school experienced high volume of wastes and improper

waste management. Focusing on their holistic development includes creating a child-

friendly, gender sensitive, safe and motivating environment and teaching them the core

value Makakalikasan. Thus, a clean and conducive learning environment create a great

impact on a child’s ability to learn efficiently. In line with this, the school carefully planned

and implemented projects to ensure that the school’s overall cleanliness is maintained. The

school believes that maintained and sanitary environment will help improve the school and

classroom management of teachers and pupils in general.

Students are taught at young ages to practice the “three R’s” in order to care for the

environment. It’s a big challenge to task students with saving the planet, but it is important

to challenge students to understand that their actions impact the health of the environment.

Learning to reduce, reuse, and recycle, is a good start because it easy a manageable task

for learners of any age to achieve, and the topic is universal.

We all create waste. Additionally, from engaging in topics on waste students can

dive into more complex thoughts related to creating a more sustainable future.

It is on these grounds that the Project SWMP (School Waste Management Program)

of JGES was conceptualized in attempt to decrease the waste and impart knowledge on the

3 R’s (Reduce, Reuse, Recycle) in all the members of the school, to all stakeholders, pupils

and teachers.
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Figure 1. Conceptual Framework

II. Body

A. Tables

Table 1

This paper aims to Study the Solid Waste Management System of the Joaquin

Guido: Basis for an Action Plan. It will also answer the following sub-questions questions: 1.

Waste and recycling attitudes of Teachers in Joaquin Guido Elementary school? 2. Waste
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and Reduction Attitudes and Behaviour of Pupils in Joaquin Guido Elementary School? 3.

Waste and Reduction Attitudes and Behaviour of Parents in Joaquin Guido Elementary

School? 4. How do students, schools, and communities benefit from waste reduction

programs? 5. What techniques and strategies are needed in empowering youth with the

appropriate knowledge and resources students can work to achieve waste reduction goals?

III. Scope and Limitation of the Study

The study utilized the descriptive method of research. One hundred pupils and

teachers’ respondents from Joaquin Guido Elementary School (JGES), Angono District

were employed. The study also served as an income generating project of Joaquin Guido

Elementary School, Angono District wherein beneficiaries of this project were the Special

Program for the Arts (SPA) team of Joaquin Guido Elementary School and served as artists

and manpower for the income generated project, the unemployed parents who used to sit

and wait for their child for how long hours doing nothing and the school, Joaquin Guido

Elementary School who will benefit the most by transforming it into a cleaner, greener

environment through proper waste disposal, waste segregation and income generating

project.

Waste management is the science that deals with prevention and monitoring of

wastes. All of us are very reliable for conservation of the environment. A healthy and

attractive environment will lead to health people leaving in that environment. This is

because; most of us are not going to be affected by any harmful diseases, which may result

from waste.

There are several mechanics that both the governmental and non-governmental

institutions have come up. Example of such methods is recycling solids. Therefore, all of us

are advised to dispose solid wastes at a specific place. It is from there, the government or

any firms that deal with recycling of this waste picks them.
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Secondly, we can also manage solid waste by reducing and reusing them. These are

also the best preferred method when managing the wastes. By applying these methods, we

do enjoy many environmental benefits. Such impacts are reduction or prevention of

emission of harmful greenhouse gas, and amount of pollutants released in the air does also

reduce. Therefore, due to the benefits of these methods we should however adopt and start

using them when managing solid wastes.

Theoretical Framework

Figure 2. Theoretical Framework

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Chapter II

LEGAL BASIS, REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains some related studies and related literature having bearing

on the study. This gave important concepts and ideas for the development of the study.

LEGAL BASIS

Solid waste shall refer to all discarded household, commercial waste, non-

hazardous institutional and industrial waste, street sweepings, construction debris,

agricultural waste, and other non-hazardous/non-toxic solid waste.

Solid waste management shall refer to the discipline associated with the control of

generation, storage, collection, transfer and transport, processing, and disposal of solid

wastes in a manner that is in accord with the best principles of public health, economics,

engineering, conservation, aesthetics, and other environmental considerations, and that is

also responsive to public attitudes. Ecological solid waste management shall refer to the

systematic administration of activities which provide for segregation at source, segregated

transportation, storage, transfer, processing, treatment, and disposal of solid waste and all

other waste management activities which do not harm the environment.

Article 4 Recycling Program Section 26 of R.A 9003 Inventory of Existing Markets

for Recyclable Materials. The DTI shall within six (6) months from the effectively of this Act

and in cooperation with the Department, the DILG and other concerned agencies and

sectors, publish a study of existing markets for processing and purchasing recyclable

materials and the potential steps necessary to expand these markets. Such study shall

include, but not be limited to, an inventory of existing markets for recyclable materials,

product standards for recyclable and recycled materials, and a proposal, developed in

conjunction with the appropriate agencies, to stimulate the demand for the production of

products containing post-consumer and recovered materials.

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Disposal shall refer to the discharge, deposit, dumping, spilling, leaking or placing

of any solid waste into or in a land.

Section 25 of R.A 9003. Guidelines for Transfer Stations. Transfer stations shall

be designed and operated for efficient waste handling capacity and in compliance with

environmental standards and guidelines set pursuant to this Act and other regulations:

Provided, That no waste shall be stored in such station beyond twenty-four (24) hours. The

siting of the transfer station shall consider the land use plan, proximity to collection area,

and accessibility of haul routes to disposal facility. The design shall give primary

consideration to size and space sufficiency in order to accommodate the waste for storage

and vehicles for loading and unloading of wastes.

EXECUTIVE ORDER NO. 11, Series of 2013 entitled “Implementing the YES

(Ynares Eco-System) TO GREEN Project”. This ordinance was signed in line with the

declared policy of the state to protect and advance the right of the people to a balanced and

healthful ecology in accord with the rhythm and harmony of nature numerous environmental

laws were introduced and promulgated. This is to promote the Executive Order (EO) No. 26

entitled as “DECLARING AN INTERDEPARTMENTAL CONVERGENCE INITIATIVE FOR

A NATIONAL GREENING PROGRAM” in pursuit of a sustainable development for poverty

reduction, food security, biodiversity conservation, and climate change mitigation and

adaptation.

The Rizal Provincial Government (RPG) recognizes the importance of collaboration

and partnership among local government units (LGUs), non-government organizations

(NGOs), private sector and civil society including the public and private schools in providing

a healthy environment to its constituents, in support with the National Greening Program

(NGP) under EO No. 26 which requires inter-organizational cooperation to work together

and harmonize all efforts toward the implementation and attainment of the target of planting
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some 1.5 Billion trees covering about 1.5 Million hectares for a period of six (6) years from

2011 to 2016 in the lands of public domain.

Therefore, REBECCA A. YNARES, Provincial Governor of the Province of Rizal, by

virtue of the powers vested in her by law and the sovereign will of the electorate, ordered

and ordained the implementation of YES to Green Project. In the said ordinance, known as

the “YES (Ynares Eco-System) TO GREEN Project”. The said law was divided into three

(3) components: Clean Environment, Green Environment, and Livelihood Opportunities

through Recycling and utilization of raw materials and by-products of local produce.

The objectives of said laws is to clean the environment with aims: 1 To encourage

and promote people’s consciousness on sound environment policies and practices, and to

improve the capacity and capabilities of the stakeholders in addressing environmental

issues; 2 To strengthen solid waste avoidance and volume reduction by source reduction

and waste minimization measures before collection, treatment and disposal in compliance

with the appropriate and environmentally sound solid waste management facilities in

accordance with ecologically sustainable development principles; 3 To save and increase

the productivity of Laguna Lake through the conduct of clean-up operation on minor

tributaries that flows down in it, which could help in increasing our fishermen’s income; and,

4 To encourage all the municipalities to ban the use of plastic bags within their jurisdictions

and to strengthen the campaign against the use of plastic bags for municipalities who

already have ordinance pertaining to the use of plastic bags.

Greening the Environment is also included in the enactment of said ordinance which

was aimed: 1, To strengthen the drive of life in promoting forest conservation; 2. To

produce and plant tree seedlings in ALL OPEN SPACES of land of public domain as well as

in privately owned property, provided that it is with the concurrence of its owner, IN EVERY

BARANGAY of all municipalities and city within the Province of Rizal to support the National

Greening Program to increase its food production.

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On Livelihood Opportunities Through Recycling, the Provincial Government

intentions are: 1. To guarantee the appropriate and proper practice of segregation,

gathering, transport, storage, treatment and disposal of solid waste through the creation

and implementation of the best environmental practices in ecological waste management;

2. To educate the members of the community on how waste or used materials can be

recycled to generate income for them; and, 3. To establish livelihood centers in every

municipality.

The Provincial Government also includes the Disaster Risk Reduction and

Management in the passage of said ordinance with priorities on: 1. To address the sources

of susceptibility to disasters and to strengthen the capacity of the province for disaster risk

reduction and management; 2. To adopt a disaster risk reduction and management

approach that would lessen the socioeconomic and environmental impacts of disasters

including climate change, and promote the involvement and participation of all the sectors

concerned; and, 3. To create a program to ensure that the city and municipalities within the

province are disaster resilient and to institutionalize arrangements and measures for

reducing disaster risks.

In the the Scope and Coverage of said ordinance. The Province of Rizal adheres

with the cleaning, greening and recycling program in line with the policy of the National

Government to foster the promotion and protection of the global environment to attain

sustainable development while recognizing the primary responsibility of local government

units to deal with environmental problems. Each Barangay shall maintain a nursery which

shall produce seedlings of species, native or otherwise, for planting in the identified areas

including landscaping trees for barangay and municipal parks and roadside planting.

Funds necessary for the implementation of NGP within the Province shall be taken

from the twenty percent (20%) of its Internal Revenue Allotment (IRA) and other appropriate
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funds pursuant to DENR-DILG Memorandum Circular No. 2013-03. For the succeeding

years, funds for the project shall be incorporated in their regular appropriation.

In order for said ordinance to have sustainability, Institutional arrangements were

made, which states that there shall be created an Environmental Council that will be

composed of the following: Chairman – Governor; Vice-Chairman - Provincial Planning and

Development Officer (PPDO); Co-Vice Chairman - Representative from NGOs. The

members of said council are: City and Municipal Mayors in Rizal; President of the

Association of Barangay Chairman (ABC) – Rizal; Provincial Federation President of

Sangguniang Kabataan (SK); President of the Federation of River Basin Councils

Foundation, Inc. in the Laguna de Bay Region (FRBCFI); Provincial Environment and

Natural Resources Office (PENRO) – Rizal; Community Environment and Natural

Resources Office (CENRO) – Rizal; Rizal Environment and Natural Resources Officer

(RENRO); Provincial Agriculturist (PA); Provincial Engineer; Provincial Social Welfare and

Development Officer (PSWDO); Provincial Director of the Department of Interior and Local

Government (DILG) – Rizal; Provincial Disaster Risk Reduction Management Officer

(PDRRMO); District Engineers of Department of Public Works and Highway (DPWH);

Schools Division Superintendent of the Department of Education – Rizal; Schools Division

Superintendent of the Department of Education – Antipolo City; Provincial Director,

Philippine National Police (PNP) – Rizal; President of the University of Rizal System (URS);

Commanding Officer, Philippine Army, 2nd Infantry Division; Head of the Technical

Education and Skills Development Authority (TESDA)-Rizal; Provincial Director of the

Department of Science and Technology (DOST) – Rizal; Provincial Director of the

Department of Trade and Industry (DTI) – Rizal; General Manager of Laguna Lake

Development Authority (LLDA); and the Non-Government Organizations (NGOs).

In accordance to the ordinance, the council shall meet within one (1) month after the

Executive Order takes effect and shall thereafter meet regularly once every month. The
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Chairman, if he/she deems it necessary or when exigencies of time so requires, may call for

a special committee meeting. The sub-committees which shall be necessary for the

effective and efficient implementation of the Project shall be created.

The functions of Environment Council are: a. Establish an agreed work agenda of

YES to Green Project; b. Oversee and evaluate the activities of YES to Green Project; c.

Serve as a channel for dialogue on matters of mutual interest; d. Review the operations,

development, and outcome of the projects related to YES to Green Project. A YES Team

shall be created in city and municipalities within the Province by their respective local chief

executive. A focal person in each Barangay shall be designated to facilitate communication

among the agencies involved. “YES to Green Stewards” shall be formed in city and

municipalities, who will be composed of volunteers from among its constituents. They shall

be charged with the implementation of the environmental protection and rehabilitation

programs introduced in the national and local level.

Also itemized on said ordinance are the roles and the responsibilities of different

players and actors on said Executive Order. The Rizal Provincial Government shall: 1.

Provide technical advice and assistance to the municipal YES Team to ensure adherence

with the provisions of this EO and other Department of Environment and Natural Resources

(DENR) standard procedures, rules and regulations; 2. Recommend forest tree species for

propagation in each barangay; 3. Develop and adopt an appropriate monitoring system for

the implementation of the Barangay Forest Program in coordination with the LGUs within

the Province; 4. Develop a framework for comprehensive, multi-sectoral, inter-agency and

community-based approach to solid waste management and greening approach; 5.

Oversee and evaluate the cooperative activities; and, 6. Encourage the observance and

participation of city and municipalities within the Province in the celebration of events which

aims to promote consciousness on environmental issues.

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The City, Municipalities and Barangays shall: 1. Adopt the Barangay Forest Program

as a strategy in implementing NGP by forging an agreement with RPG; 2. Promote and

support a systematic information dissemination campaign for the Barangay Forest Program,

being an integral part of the NGP through various LGU leagues; 3. Provide an opportunity

for the local community within the adopted forest land to assist and be given livelihood

program during the orientation of the program; 4. Ensure that the disturbance is minimized

and/or avoid damage to existing flora and fauna; 5. Submit a report with the committee prior

to and upon completion of all activities to be undertaken in the project site; and, 6. Aid and

support the Environmental Army of the Laguna Lake Development Authority in its drive to

clean the solid wastes, garbage and other debris that obstruct the natural flow of

waterways. The necessary Rules and Regulations was formulated for the effective

implementation of the said Executive Order, which the same were adapted in this study for

the School Waste Management Program of the Joaquin Guido Elementary School.

RELATED LITERATURE

Solid waste management

In technical note, the term ‘solid waste’ is used to include all non-liquid wastes

generated by human activity and a range of solid waste material resulting from the disaster,

such as general domestic garbage such as food waste, ash and packaging materials;

human feces disposed of in garbage; emergency waste such as plastic water bottles and

packaging from other emergency supplies; rubble resulting from the disaster; mud and

slurry deposited by the natural disaster; and all trees and rocks obstructing transport and

communications. Other specialist wastes, such as medical waste from hospitals and toxic

waste from industry, will also need to be dealt with urgently, but they are not covered by this

technical note (World Health Organization, 2011).

The Municipal Council enacted an ordinance establishing solid waste management

also known as “Perkash Fashura Ordinance Na Isadanga.”The ordinance prohibits dumping

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of garbage anywhere other than those recognized and established garbage facilities;

dumping of unclean and unsegregated waste at the redemption center/facility; discharging

of human feces along the creeks and rivers; throwing of wastes in creeks, rivers, public

places such as roads, sidewalks and establishments; and burning of garbage particularly

non-biodegradable wastes. It also requires residents to practice segregation of wastes at

source. Reusable solid wastes such as bottles, plastics, cellophanes and papers shall be

brought to the barangay material recovery facility duly segregated or directly to the agent-

buyers. Non-recyclable materials and special solid wastes will be brought to the material

recovery facility, while hazardous wastes or chemicals will be disposed in coordination with

concerned government agencies according to prescribed methods. The local government is

responsible for collecting reusable, recyclable and non-biodegradable waste materials from

the material recovery facilities; and transporting them to the recycling centers and or to the

municipal material recovery facility. Collection of segregated solid wastes is scheduled per

barangay (Saley, 2012).

3R’s (Reduce Reuse Recycle)

The Environmental Protection Agency has determined a three tiered approach

for managing solid waste. Each of these should be practiced to reduce the amount material

headed for final disposal. They are in order of importance: REDUCE, the best way to

manage solid waste. Don't create waste in the first place! Buy only what you need. Use all

that you buy. Avoid heavily packaged products. Avoid disposable items like paper plates

and plastic silverware. Buy the largest size package for those items that you use are often.

REUSE, the better way to manage solid waste. Reuse items use them over and over until

they are completely worn out. RECYCLE, the good way to manage solid waste. Recycle

means taking something old and making it into something new. In Seminole County, all

residents who live in a single family home can recycle right in front of their house. Those

residents who live in apartments or condominiums can drop off their recyclables at several
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different locations. Old newspapers, #1 and #2 plastic bottles, green, clear and brown glass

bottles and jars, aluminum and steel cans can all be recycled at the curb. Simply rinse out

containers and remove lids. That's it; it's very simple and very worthwhile. Not only does it

keep items out of the landfill, recycling conserves natural resources (Seminole County

Government, 2012).

Australia may be a large country, but we live in a throw-away society that is

rapidly filling it with our waste. Our insatiable desire to constantly upgrade disposable

technology and consume over-packaged products has continued unabated for decades. At

the same time however, there has been a trend away from both burning waste in

incinerators and burying it in landfills. Waste management policies now seek to minimize

waste disposal by reducing its generation and by reusing and recycling. This book reveals

the extent of our growing waste problem and examines the waste and recycling practices of

households, and includes many tips on how to reduce, reuse and recycle. Topics include

green waste, plastics, glass, paper, metal and electronic waste (Healey, 2010).

DISPOSAL

There are many stringent regulations governing the treatment and disposal of

waste in the UK, both onshore and offshore, and in most other countries as well. Facilities

involved in waste transfer and treatment require licenses, and all personnel who work at

such facilities require the proper kind of training that goes with the handling of waste that

can often be dangerous if not handled properly. Waste management facilities also need to

be able to respond quickly to emergency situations. By their very nature there is rarely any

warning that an emergency is about to occur. For that reason, emergency response teams

need to be on standby every hour of every day, and every day of every year. Waste

management disposal and treatment can originate from both domestic and industrial

sources (Rose, 2009).

RELATED STUDIES
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Foreign studies

A detailed investigation was made regarding the methods of practices associated

with sources, quantity generated, collection, transportation, storage, treatment and disposal

of Municipal solid waste in Mysore City. The data concerning to SWM in Mysore was

obtained through questionnaire, individual field visit, interacting with people and authentic

record of municipal corporation. Photographic evidences were also made about generation,

storage, collection, transportation, treatment and disposal of MSW. This study reveals that

the present system of MSWM in Mysore City is not satisfactory based on Municipal Solid

Waste Management & Handling Rules 2000 (Chandra, et al., 2009).

Another case study across North America conducted by Whoilistic Environmental

Consulting (WEC, 2007), yard and food waste make up over a quarter of all the ordinary

garbage we throw away. That's 25% by weight. In the U.S., that 25% is almost equally

divided between yard waste (32.6 million tons, or 12.8% of all MSW) and food scraps (31.7

million tons, or 12.5%). And then there's all the other organic stuff that could be composted:

all the clothing, towels, and bedding made of organic fibers, plus wood, old furniture and

sawdust. Then there's paper, which at 83 million tons accounts for another 30% of

municipal solid waste. As of 2006, the latest year for which figures are available, over 64%

of the yard waste we throw away was recovered and composted, as was 54.5% of the

paper and cardboard. Only 2.6% of food waste reached a compost heap.

Local studies

The experiences and practices of household waste management of people in a

barangay (village) in Manila, Philippines are documented. The data were gathered through

an interview with household members using open-ended questions. Interviews were also

conducted with garbage collectors as well as scavengers. Results showed that the

households generated an average of 3.2 kg of solid waste per day, or 0.50 kg/capita/day.

The types of wastes commonly generated are food/kitchen wastes, papers, PET bottles,
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metals, and cans, boxes/cartons, glass bottles, cellophane/plastics, and yard/garden

wastes. The respondents segregate their wastes into PET bottles, glass bottles, and other

waste (mixed wastes). No respondents perform composting. It is worth noting, however,

that burning of waste is not done by the respondents. The households rely on garbage

collection by the government. Collection is done twice daily, except Sundays, and

household members bring their garbage when the garbage truck arrives. However, there

are those who dump their garbage in non-designated pick-up points, usually in a corner of

the street. The dumped garbage becomes a breeding ground for disease-causing

organisms. Some household respondents said that it is possible that the dumping in certain

areas caused the dengue fever suffered by some of their family members. Mothers and

household helpers are responsible for household waste management. Scavengers

generally look for recyclable items in the dumped garbage. All of them said that it is their

only source of income, which is generally not enough for their meals. Most of the

respondents said that garbage collection and disposal is the responsibility of the

government. The results of the study showed that RA 9003, also known as the Ecological

Solid Waste Management Act of 2000, is not fully implemented in Metro Manila (Bernardo,

2008).

This study highlights the results of the study that was conducted to analyze the

solid waste management practices of the waste generators, and the extent of their

compliance with the Republic Act 9003, otherwise known as the Ecological Solid Waste

Management Act of 2000. The study was conducted in Bacolod City, Philippines in 2007.

The findings of this study served as basis in developing a handbook on solid waste

management (Ballados, 2010).

The Motiong town government in Samar has vowed to intensify the

implementation of its Solid Waste Management Program after barangay chairmen here took

at one-day seminar-workshop on the program. The activity was held at the Legislative
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Building here last Wednesday, August 29. Motiong Mayor Francisco M. Langi Sr. said 30

barangay chairmen of his municipality attended said seminar-workshop sponsored by the

town government conducted Municipal Planning and Development Officer, Engr. NicasioP

ermejo. Langi said all the barangay chairmen were educated on the provisions of the Solid

Waste Management Act of 2003 so that they would be acquainted with and help implement

the law in their respective barangays and propagate environmental preservation. He said

the town government will strictly implement the “no segregation, no collection policy” in all

of Motiong’s barangays and urged the barangay officials to put up a Materials Recovery

Facility (MRF) where they can segregate bio-degradable and non-biodegradable waste

materials. Such materials can be turned into a livelihood as, according to Langi, “there is

money in junk” (Abrematea, 2012).

II. Review of Related Literature

I. Definition of Wastes

Waste can be described as "any substance or object the holder discards, intends to

discard or is required to discard", as defined by the Waste Framework Directive (European

Directive (WFD) 2006/12/EC), (amended by the new WFD (Directive 2008/98/EC, coming

into force in December 2010).

In the Philippines’ Republic Act No. 9275 (An Act Providing For a Comprehensive

Water Quality management and for Other Purposes), waste means “any material either

solid, liquid, semisolid, contained gas or other forms resulting from industrial, commercial,

mining or agricultural operations, or from community and household activities that is devoid

of usage and discarded.”

II. Classification of Wastes

The classification of wastes varies and depends country by country. Waste can be

divided into many different types. The most common method of classification is by their

physical, chemical, and biological characteristics.

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1. Solid Waste

Solid waste is broadly defined as including non-hazardous industrial, commercial

and domestic refuse including household organic trash, street sweepings, hospital and

institutional garbage, and construction wastes; generally, sludge and human waste are

regarded as a liquid waste problem outside the scope of MSW (Zerbock, 2003). These are

waste materials that contain less than 70% water. Example of this type of waste are the

domestic or household garbage, some industrial wastes, some mining wastes, and oilfield

wastes such as drill cuttings.

2. Liquid Waste

These are usually wastewaters that contain less than 1%. This type of waste may

contain high concentration of dissolved salts and metals. Liquid wastes are often classified

into two broad types: sewage and toxic wastes. Generally, there are various types of liquid

waste generated in urban centers: human excreta, domestics wastes produced in

households, hospital wastes, industrial effluents, agricultural liquid wastes and nuclear

wastes. When improperly handled and disposed of, liquid wastes pose a serious threat to

human health and the environment because of their ability to enter watersheds, pollute

ground water and drinking water (US EPA, 2009).

3. Sludge

It is a class of waste between liquid and solid. They usually contain between 3% and

25% solid, while the rest of the material is dissolved water.

4. Hazardous Waste

Hazardous wastes are wastes which, by themselves or after coming into contact with

other wastes, have characteristics, such as chemical reactivity, toxicity, corrosiveness or a

tendency to explode, that pose a risk to human health or the environment. Hazardous

wastes are generated from a wide range of industrial, commercial, agricultural, and to a
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much less extent, domestic activities. They may take the form of solids, liquids or sludges,

and can pose both acute and chronic public health and environmental risks.

III. Waste Management

A. Waste Management in Developed Countries

Brought basically by their more developed industries and more advanced

technology, developed nations have more efficient and standard liquid waste management

plans.

Developed countries, however, still employ different methods of waste disposal

(which largely depends on a country’s policies and preferences). The large amount of solid

waste (including its collection, transfer and disposal) generated in developed nations has

been generally assumed by municipal governments. The format varies, however, in most

urban areas, where garbage is collected either by a government agency or private

contractor, and this constitutes a basic and expected government function in the developed

world. (Zerbock, 2003)

1. Solid Waste Management

A) Landfill

The placement of solid waste in landfills is probably the oldest and definitely the

most prevalent form of ultimate garbage disposal (Zerbock, 2003). It is to be noted,

however, that most landfills refer to nothing more than open dumps. Nonetheless, in the

case of developed countries, waste disposal is often in the form of sanitary landfills, which

differ from open dumps by their higher degree of engineering, planning and administration.

Landfills account for the disposal of 90% of the United States’ solid wastes. It is also

the most common disposal method in the United Kingdom where annually, approximately

111 million tons of controlled wastes are disposed in their 4000 landfill sites (Baker, 2005).

In a modern landfill, refuse is spread thin, compacted layers covered by a layer of

clean earth. Pollution of surface water and groundwater is minimized by lining and
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contouring the fill, compacting and planting the uppermost cover layer, diverting drainage,

and selecting proper soil in sites not subject to flooding or high groundwater levels. The

best soil for a landfill is clay because clay is less permeable than other types of soil.

Materials disposed of in a landfill can be further secured from leakage by solidifying them in

materials such as cement, fly ash from power plants, asphalt, or organic polymers (Bassis,

2005)

Landfills can also be shifted to another use after their capacities have been reached.

The city of Evanston, Illinois, built a landfill up into a hill and the now-complete “Mt.

Trashmore” is a ski area. Golf courses built over landfill sites are also increasingly common

(Montgomery, 2000).

B) Recycling or the 3R’s

Another method, which sets off before waste disposal is waste reduction through

recycling or often coined as the 3 R’s: reuse, reduce, and recycle. On the local or regional

level, reducing wastes is accomplished through these methods by source separation and

subsequent material recovery.

Currently, the United States recycles about 10% of its glass and 25% of its paper

wastes; in countries such as Switzerland and the Netherlands, the proportion in the glass

recycled approaches to 50% while Japan recycles 50% of its paper wastes (Montgomery,

2000).

C) Incineration

Some countries, on the other hand, manage most of their solid waste through

incinerators. Incineration, or the controlled burning of waste at high temperatures to

produce steam and ash, is another waste disposal option and an alternative to landfilling

(US Environmental Protection Agency, 2009). Incinerators are designed for the destruction

of wastes and are commonly employed in developed nations who could afford the costs of

the burning facilities, plus its operation and maintenance (Mc Cracken, 2005).
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This type of waste disposal is the second largest disposal method in most developed

countries and ranks next to landfills in the United States and the United Kingdom. In the

UK, approximately 5% of household waste, 75 % of commercial waste and 2% of industrial

waste is disposed of through this method (Baker, 2005)

In spite of its huge capital requirements, incineration presents to be a promising

option for developed island nations whose small land area makes landfilling an unsuitable

method for their waste disposal. Reduction by incineration, along with sanitary disposal of

the residue, has been proven useful in nations such as Bermuda and the British Virgin

Islands (Lettsome 1998 as cited by Zerbock 2003). A further benefit of incineration can be

realized if the heat generated thereby is recovered. For years, European cities have

generated electricity using waste-disposal incinerators as sources of heat (Montgomery,

2000).

There are negative issues, however, in the use of this burning method and much of

that circulate around its safety for the environment and to the human health. It is argued

that the combustion process creates air pollution, ash, and waste water, all of which must

be properly managed using technical monitoring, containment, and treatment systems.

Harmful pollutants are released into the environment whenever these by-products are not

controlled (US EPA, 2009). Operators of these facilities must be well-trained and certified to

ensure proper management.

2. Liquid Waste Management

A) Management Plans

Management of liquid waste in developed nations often follows rigorous steps and

phases which commonly involves treatment processes. In British Columbia, municipalities

are allowed to develop their Liquid Waste Management Plans. The country adopts a

proactive strategy that intends to achieve their Ministry of Environment’s long-term goal of

achieving zero pollution. Part of that strategy includes: pollution prevention, Best Available
 21

Control Technology (BACT) and the principle of polluter pay. This strategy represents a

major change in the traditional regulatory approach to environmental protection, which

attempted to deal with pollution after it occurred. The future emphasis will be on pollution

prevention and on involving all stakeholders in an open and consultative approach to

environmental protection (Environmental Protection Division, Ministry of Environment,

Government of British Columbia, 2009).

B) Wastewater Treatment

The strategy employed by the government of British Columbia combines a

number of processes and programs to achieve zero pollution. However, when it comes to

liquid waste management, the simplest approach is to control the quality of wastewater at

its point of treatment and discharge. This places regulation and control at the institutional

level as treatment is normally conducted by a public agency. The quality of the discharge

can then be regulated to fit the type of use. This alternative assumes that the treatment

system is well managed and maintained and produces a reliable quality of effluent. This

approach is utilized in the United States, Canada, and Europe and in many cases requires

an advanced level of treatment technology ( Zerbock, 2003).

C) Injection wells

In the USA, industrial wastes that are primarily liquid are usually disposed of in

injection wells. Injection wells receiving aqueous wastes can be placed in highly permeable,

underground geological formations. These formations are well below 1000 m underground,

which is lower than the depth of most aquifers used as sources of drinking water. Before

injection, liquid wastes are filtered to remove suspended solids and skimmed for phased

organic compounds. Filtration prevents the plugging of the injection formation. If the waste

is reactive, it is converted to less reactive compounds before injection.

3. Hazardous Waste Management

 22

Much of the concern of many countries regarding their waste management circulates

around the disposal of hazardous wastes. Due to their toxicity and large threat to human

and environment health, this type of waste requires more stringent and sophisticated

methods of disposal.

Basically, the United States’s federal regulations classify their waste into two types:

hazardous and solid. In 1976, congress adopted the Resource Conservation and Recovery

Act, the primary national law for addressing production waste (waste generated in the

course of ongoing activity or business). In such act, the term ‘solid’ does not necessarily

refer to a waste’s physical property and thus the waste can also be a liquid or a contained

gas (National Society of Professional Engineers, USA, 2009). The RCRA provides a

stringent classification of hazardous wastes and the necessary treatment that such wastes

should undergo. Under the law, a ‘comprehensive national “cradle-to-grave” program for

regulating the generation, transportation, treatment, storage and disposal of hazardous

wastes is established. Such program includes a system for tracking the wastes’ point

sources and point of disposal, and a permitting system to control the operation of treatment,

storage and disposal facilities (US Environmental Protection Agency).

B. Waste Management in Developing Countries

Although largely limited in terms of budget and technology as compared to the

developed nations, developing countries also take their share in implementing waste

management policies.

1. Solid Waste Management

In developing countries, it is common for municipalities to spend 20-50 percent of

their available recurrent budget on solid waste management. Yet, it is also common that 30-

60 percent of all the urban solid waste in developing countries is uncollected and less than

50 percent of the population is served. In some cases, as much as 80 percent of the

collection and transport equipment is out of service, in need of repair or maintenance. In

 23

most developing countries, open dumping with open burning is the norm (The World Bank,

2009).

A) Open Dumps

Dumps are long-established method of waste disposal in many countries. Although

this method has been largely phased-out in most developed countries and replaced by

sanitary landfills, many developing nations still rely on this form of disposal. Open dumps

are not much to be endorsed though. They are unsightly, unsanitary and generally smelly,

they attract rats, insects and other pests; they are also fire hazards.

Still, behind these negative aspects, open dumps continue to be prevalent in

countries like India, the Philippines and Indonesia.

B) Landfill is also a common method of solid waste disposal in most developing

countries, although many of them harbors open dumps.

C) Recycling

In many developing countries and countries with economies in transition there are

two types of recycling sectors, a formal sector and informal sector. Formal recycling sector,

using efficient technologies and state-of-the-art recycling facilities are rare. As a result,

recyclable materials are managed through various informal sectors with low-end

management alternatives such as manual separation of recyclable components, burning of

some components in open pits to recover precious metals, and dumping of residues into

surface water bodies. This informal sector of the economy employs thousands of poor

people who are not aware of the hazard of exposure or hazards that exist in some

recyclable materials (Basel Convention Report Paper, 2009).

2. Liquid Waste Management

In spite of the continuing efforts of many developing nations to cope with the

standards of the developed nations, finance and technology plus policies still put limit to

what they have generally achieved. According to the World Resources Institute, it has been
 24

estimated that over 90% of the sewage in developing countries is discharged into surface

waters with no treatment conducted. In India, with its 3,100plus cities and towns, only 209

have even partial sewage treatment (Montgomery, 2000).

4. Hazardous Waste Management

In many countries, current emphasis is more on preventing and minimizing the

production of hazardous wastes by adopting the ‘pollution prevention hierarchy’.

There are several problems that could be associated with poor disposal techniques

and management. One of these problems could be the fact that many developing countries

and countries with economies in transition do not have the expertise to manage hazardous

wastes in an environmentally sound manner, and most may not employ proper

technologies. Furthermore, many of these countries may not have a system and

infrastructure to ensure that hazardous wastes are managed in a manner which will protect

human health and the environment against the adverse effects which may result from such

wastes. The governments often lack information about how much and what types of

pollutants are released, and what risk they pose to people and the environment (Basel

Convention Paper, 2009).

C. Waste Management: The Philippine Setting

1. Philippine Solid Waste Management

In our country, solid waste management is embodied in RA 9003 or the Ecological

Solid Waste Management Act of 2000. This law provides “the legal framework for the

country’s systematic, comprehensive and ecological solid waste management program that

shall ensure protection of public health and the environment” (Environmental Management

Bureau-DENR, 2009).

2. Philippine Liquid Waste Management

In the Philippine setting, disposal of wastewater is turning to be an enormous

challenge. This is the concern of NEDA Board Resolution No. 5, series of 1994 which
 25

stated the national policy for urban sewerage and sanitation (Magtibay, 2006). The

management of liquid wastes requires a coordinated system of policies which covers

requisites on drainage, sewers, and wastewater treatment facilities. It is also a complex

issue as it traverses across various sectors: domestic, industrial, agricultural, etc.

Unfortunately, with the current situation of the country, with its political clashes and

poverty situation, liquid waste management had largely been centered only in the private

sectors (Contreras, 2005). Treatments are largely carried out by industrial groups. Effective

domestic liquid waste management occurs mostly in private households.

In this area, policies once again govern the actions of the concerned agencies. The

treatment and discharge of commercial wastewater (liquid waste generated by trading or

business establishment and or any other related firms or companies) is regulated and

monitored through the provisions of the DENR Administrative Order No. 2002-16 or the

DENR-EMB National Environmental User’s Fee of 2002, which authors the DENR

Wastewater Discharge Permitting System.

5. Philippine Hazardous Waste Management

Before the enactment of the Clean Air Act (which included in its provisions the

banning of incinerators in the country), hazardous wastes such as medical and laboratory

wastes are subjected to burning processes. Some of the wastes are also recycled. In 2003,

hazardous waste management shifted to landfills and open dumping as an answer to the

banning of burning. In a case study conducted in hospitals in the Cagayan Valley Region,

Northern Luzon, the most common method of hazardous waste disposal in the area is

through dumping. Results indicated that proper waste management is not fully implemented

due to budget constraint (Bernardo, 2008).

D. Threats and Impacts of Improper Waste Management

With the increase of population comes to the increase in consumption, and

consequently, in the amount of wastes we generate. Through time, problems resulting from
 26

improper and irresponsible management of our wastes have arisen and continue to do so.

Human and ecosystem health can be adversely affected by all forms of waste, from its

generation to its disposal. Over the years, wastes and waste management responses such

as policies, legal, financial, and institutional instruments; cradle-to-cradle or cradle-to-grave

technological options; and socio-cultural practices have impacted on ecosystem health and

human well-being.

Examples are evident in all countries.

A popular example of how improper waste management and lack of coordination in

policies can bring huge environmental and human impacts is the “Love Canal Incident”. The

Love Canal is an area situated at Niagara Falls, New York. In 1953, the Hooker Chemical

Company, then the owners and operators of the property, covered the canal with earth and

sold it to the city for one dollar. In the late '50s, about 100 homes and a school were built at

the site. Twenty five years after the Hooker Chemical Company stopped using the Love

Canal as an industrial dump, 82 different compounds, 11 of them suspected carcinogens,

have been percolating upward through the soil, their drum containers rotting and leaching

their contents into the backyards and basements of 100 homes and a public school built on

the banks of the canal. What followed was a catastrophe that caused several deaths, birth

defects and abnormalities, lawsuits and ultimately, the evacuation of the residents.

Locally, here in the Philippines, the 2001 Smoky Mountain tragedy in the Payatas

Dumpsite is a constant reminder of how disastrous the country’s waste management has

been regarding the case of that open dumpsite. The collapse of that “mountain of trash” due

to the severe rainfall had claimed the lives of many people, both young and old.

Aside from such disaster caused by the irresponsible management of a former

dumping site, wastewater discharges, as shown by studies, can also bring harmful impacts

to coastal areas and other bodies of water.

 27

In Fiji Island, for example, it has been concluded that the disposal of untreated

human and domestic waste has been the major contributor to the degradation of the

island’s marine environment. Development to the island had brought a shift in species

dominance from hard coral to macro-algae (Mosley and Aalbersberg, 2005 as cited in the

2005 WHO Liquid Waste Monitoring Project).

There is also no need to mention the numerous incidences of mine tail deposits and

radioactive discharges in many rivers, lakes and shores that have undoubtedly caused

detrimental effects to marine and even human life.

The list goes on and on.

VII. Initiatives for Liquid Waste Management

Waste management practices and policies over the last three decades have

resulted in positive responses in terms of improvement of ecosystems. Some positive

impacts of the responses identified are: (Information lifted from Sridhar and Baker, 2004)

• Waste recycling activities have been found to result in improved resource

conservation and reduced energy consumption as well as reduction of heavy metal

contamination of water sources.

• In the Baltic Sea, the mercury levels of fish caught were reduced by 60% due to

stringent pollution control measures.

• Major rivers such as the Thames have supported biodiversity, as is evident from

the reappearance of salmon after rigorous pollution control measures. The ten-year ‘‘clean

river’’ program initiated by the Singapore government in 1977 at a cost of US $200 million

has brought life back to the Singapore River and the Kallang Basin, with increased

dissolved oxygen levels ranging from 2 to 4 mg per liter (UNEP 1997).

• Phasing out of lead from gasoline has reduced lead emissions from vehicular

sources.
 28

• Wetlands have been widely reported to absorb significant amounts of

anthropogenic pollutants.

• Ferti-irrigation practices have significantly improved the economic base of low-

income communities in urban areas. In the tropical countries in particular, controlled and

judicious use of aquatic weeds such as water hyacinth (water hyacinth treatment plant for

wastewater) and blue green algae (waste stabilization ponds) for treating small wastewater

flows helped in improving environmental sanitation and the by-products provided protein

and mineral needs of livestock.

Insights

As a most basic objective, this simply means ‘no littering’. Certainly, we all need

uncluttered surroundings by garbage for emotional and physical sense of peace. A clean-up

drive by itself is often just removal of litter. Usually this is done in beaches to restore their

beauty. When done in rivers and canals, it restores the free flow of water. Clean-ups also

deliver the important service of flood prevention.

Interest group plays big role especially on influence on the making and

implementation of public policy. The interest of the group must be properly addressed and

attended, particularly on the making of the public policy, including its implementation. The

interest group may or may not agree on the public policy if their specific interest is in

contradiction on the policy that was been formulated. The authors of the public policy must

carefully study and analyze the policy including its implementation guidelines. The plenary

of the authors must discuss well the public policy, its purpose and its aim to get the

affirmation and positive acceptance of the interest group that will be affected of the

formulated public policy. As an example of these situations are waste management in the

school community which commonly occur in the classroom threshold where the supposed

to be cleaners were too lazy to participate in the solid waste management program of the

school. They were mostly stressed and angry which in many times caused the dirty
 29

environment in the school community. These situations must be appropriately addressed by

the maker of the public policy. The authors must conduct study and analyze the root cause

of the laziness of those would participants of the solid waste management program. Proper

solutions must be formulated by the people who are vested with the responsibility of making

those public policies to solve these tangible school problems which resulted to the adverse

reactions of those affected of these untidy environment. Concerned agency leaders must

also be invited to be part of the council in plenary discussion to provide different

suggestions and give their positive ideas in resolving the non-participation of the

stakeholders that commonly occur in the school community. Private agencies including

company or corporation representatives may also be invited to seek their participation on

the solution especially in providing different employment schemes for those parents and

pupils, including teachers and administrators in the school community. Other sectors

including business proprietors can also be included in the plenary so that their respective

business endeavors may also provide solutions in giving those unemployed parents a

better income generation so their time and days will never be idle and the idleness which

commonly arises from the stress of looking for daily provisions for their families be

addressed accordingly. In these given situation, the interest groups are those stakeholders

who were unemployed or no regular nor sustainable living as the primary interest group.

The secondary interest group on the aforementioned discussion are the policy makers who

will provide the conceptual and theoretical solutions on these community problem which

affects not only the specific family where the particular parents and pupils belongs, but to

include the whole community as well. Different agencies, including both government and

non-government organizations, particularly the Department of Education, the local and

national agencies like the Department of Environment and Natural Resources, the

Department of Social Welfare and Development, and local government entities, including

the Barangay must be cordially invited and be well informed and acquainted on the public
 30

policies to be formulated to address these unemployment of those families because these

cited agencies might be the responsible in the implementation and regulation of the policy

that will be formulated and scribed as public policy which might be enacted into ordinances

and or laws, not only of the community but to include the nation as well. As being discussed

in these narration, it is emphasized that the interest groups influence the making and

implementation of public policy. That is why would be authors of public policy must be well

accustomed on the issued being raised by the interest group, or the implementation of the

formulated public policy will also be affected and jeopardized in the future. In order for these

situations be known to the authors, and the influence that these interest group might do in

the making of the public policy including its implementation, the authors must conduct a

focus discussion in the community. Skilled and technically envisioned persons on these

issues must thoroughly analyze the solutions and clarifications to elucidate better ways to

solve the solid waste management issues that ascends from the stress and pressures of

clean and green environment issues. Therefore, interest groups must be appropriately

analyzed and addressed in order for them to provide positive influence in the making of

public policy and affirmatively participate in its implementation.

Being given task of analyzing a major policy of our agency can be a challenge to me

especially that I belong to the junior ranks of the teaching force our agency, the Department

of Education, Division of Rizal, District of Angono, specifically of the Joaquin Guido

Elementary School. There are possibilities that my ideas and knowledge might be

questioned and criticized by my fellow teachers, including of those who are superior of my

ranks. Though not being new in the service, my experiential knowledge and my theoretical

learnings can append on the different ideas and concepts that my mind can afford, still

other persons whom thinking might be on the adverse of the way I think may repel and or

contradict on the conceptualization that I will do especially on how I will perceive on

different issues and concerns that may arise and or be affected on the result of the analysis
 31

that I will make on a major policy of our agency. Just similar to the preceding topic, that

interest groups influence the making and implementation of public policy, especially that

these can be considered as the major policy of the agency I belong. I must, first consider

the perception and the acceptability of my analysis by my fellow and supervisory teachers.

The different ways of their thinking and rationalizations can be the gauge of the desirability

and the effect of the major policy that our agency will task me to analyze. Secondly, I must

also consider the perception and the opinions or the suggestions, both positive and

negative, of the people in our agency, including of those from the ranks and file. The ideas

and the acceptance they will do on the result of analysis on the major policy of our agency,

especially on the Solid Waste Management Project that may provide better income

generations to stakeholders can provide measurement and determine the desirability and

quantify the effect of the major policy that I was been tasked to analyze. Those people,

especially of those who may be affected by the major policy of our agency can give different

point of views which are essential on the analytical thinking which I have to do in

undertaking the thorough analysis to achieve the best result of these significant endeavor

that I have to take on. I must also include in my analysis what are the problems or issues

being addressed by the major policy made by our agency. The players who are the

individual or groups that is influential when the major policy was formulated by our agency.

Much that the major policy itself must be analyzed on the finalized course of action decided

upon by the government, and that must be widely open to the positive and so as with the

negative interpretation by the non-government organization players and private sectors

including the church and cultural institutions. These may interplay in contemplating and

collaborating of the analysis that I will do that give crucial changes of the major policy. I

must also consider the variable tools and tactics to advance my aim of constructing critical

analysis of the major policy of our agency. The analysis I will do may give an advocacy or

opposition on the points of different supporters and opponent of the major policy, which can
 32

mobilize the allies and challengers of the formulated major policy of our agency. Thirdly, I

must reconcile the conflicting claims and prerogatives of the stakeholders and constituents

of the major policy that had called my analytical ability. The result of my analysis on the

major policy of our agency must encourage or foster cooperation that relieve the mind

contradiction of both of the pros and cons of the subject major policy. My analysis must

address and prohibit morally unacceptable behavior of the affected persons, groups and

organizations because their rights and privileges in accordance with the constitutional and

civil laws including of their humanity must be protected to provide direct and indirect

benefits to every person, groups and stakeholders who will be showered by the major policy

our agency that I have to make an undeniable analysis. Therefore, I must analyze the major

policy tasked on my undertaking with utmost considerations on the positive intentions of the

authors of the major policy, but with thorough deliberation on the adverse reaction of the

individual or group that may be affected by the major policy of our agency, for my analysis

may bring considerable advocacy of the pros and cons.

Another objective is to turn waste into resource and thus help slow down depletion of

the Earth’s resources. We can turn waste into resource by disposing of waste where it can

be useful again. For example, recyclables should go back to factories, biodegradables can

become feed for animals, or be composted and applied in gardens or to crops When we

recycle glass, we lessen the pressure on our beaches from which silica, the main material

for glass, comes. When we recycle metals like aluminum, tin and iron, we help lessen

mining which brings about a host of problems - deforestation, soil erosion, siltation, toxic

chemicals, etc. When we recycle plastic, we conserve petroleum, the raw material for

plastic. When we recycle paper, we conserve trees.

When we compost, organic matter and minerals are returned to the soil and enrich it,

minimizing the need for artificial fertilizer. An optional objective is to generate income from:

1) raw waste or 2) crafts and other products from raw waste. Income can be generated from
 33

the sale of recyclable and/or composted materials and objects made of recyclable

materials. Schools which care to make money from waste need a higher-order system to

coordinate the activities involving human resources and possibly, some infrastructure.

The cafeteria generates a lot of waste, both organic or biodegradable, and inorganic

or non-biodegradable. Their cooperation is necessary both in terms of proper segregation

and disposal and in terms of feedback as to student behavior and attitudes. They have to

implement school decisions, e.g., if the school decides that disposable containers should

not be used.

What about parents, other members of the community, visitors? Other relevant

sectors should be informed or consulted but they need not be part of the SWM Committee.

Parents should be oriented because their cooperation is needed especially if their children

are in the lower grades. For example, if a school does not allow “baon” and party-food in

disposable containers, the parents should understand that through this practice, the

children are taught to conserve the Earth’s resources. Drivers and other fetchers should be

oriented on the SWM guidelines and that they are expected to follow them too. Trash bins

for visitors’ areas should also allow for segregation. This is a way to help educate the

general public.

Waste characterization is important because the predominant waste determines the

method of segregation. Waste characterization need not involve an absolutely accurate

measurement of each type of waste. This may be just a rough estimate. In school and

offices where paper is a predominant waste, it should be segregated by itself in a separate

bin. In fact, this should also be the case in most urban households where newspaper,

magazines, letters, etc. are common. In rural areas, this might not be the case.

Newspapers might have other regular uses, e.g. wrapping mangoes ripening in the trees,

lining wicker baskets of fruits, etc. When paper waste is negligible, it is better mixed with the
 34

compostable. If there is no predominant recyclables in large amounts, all of the non-

biodegradable recyclables can be stored together and collected or bought by junk dealers.

The form below can be used to determined initial baseline data and then regularly to

gauge whether recycling and composting are maximized while residual waste is

decreasing.

Self-Monitoring Form. Who benefit(s) from the sale of waste? The beneficiaries may

be: 1) the school; 2) janitors; 3) student projects; and 4) the faculty club.

This is a decision point and will also have a bearing on the collection scheme.

Schools which do not care to earn from their waste should just see to it that their

segregated waste is picked up by entities which are responsible and who will bring their

waste to where they will become precious resources again. The benefits can be either 1)

direct income distributed to the members of the sector, e.g. janitors, 2) added to a special

fund, e.g. the seniors’ yearbook, investigatory projects, or an outreach program, or 3) a

savings and loan fund for the employees.

Final disposal

A. Action Steps

Responsible Support Target

Target Milestone Action
Person needed from Date
Milestone 1 School Head,
October 3,
(Preparation) Identify the problem YES – O Adviser, Teachers
2016
Teachers
School Head,
Organize CI Core October 4,
YES – O Adviser, Teachers
Team 2016
Teachers
School Head,
Finalize an action October 5,
YES – O Adviser, Teachers
plan 2016
Members
School Head,
Teachers, October 6,
Brief all concerned YES – O Adviser,
Pupils 2016
Teachers
School Head, Parents and
Purchase needed October 7,
YES – O Adviser, Other
materials 2016
Custodian Stakeholders
Preparation of Classroom Pupils October 7,
lesson plans Advisers 2016
integrating proper
 35

waste management
Launching and
Orientation of
Project SWAK
 Orientation of Parents and October
All Teachers,
parents, teachers Other 10 – 12,
YES – O Officers
and pupils Stakeholders 2016
 Room to room
campaign of YES
– O officers
Milestone 2
October 13,
(Implementation)
Parents and 2016
Segregation of
All Teachers Other to
waste using 5R’s
Stakeholders February
28, 2017
October 13,
2016
Classroom School Head,
Teachers to
observation Teachers
February
24, 2017
Monitor, check and School Head,
Every
document the work YES – O Adviser, Teachers
Friday
being accomplished Monitoring Team
Milestone 3
Evaluate the School Head,
(Monitoring and February
effectivity of the YES – O Adviser, Teachers
Evaluation) 27, 2017
implemented project Evaluating Team
Classroom School Head, Pupils, February
evaluation checklist Teachers Teachers 28, 2017

B. Required Resources

Milestone Resources Needed Budget Approvals Needed

MRF,
M1 Preparations Trash bins, 7,000 School Head
Paints
M2 Implementation Flyers, Trash bags 2,500 School Head
M3 Monitoring and
Checklist 500 School Head
evaluation

C. Risk Management Plan

If Risk Happens,
Impact on Specific
Specific Action
Milestone Likely Risk Project if Risk Action to
to Soften
Happens Prevent Risk
Impact of Risk
Problems may Collect and
Identify the Overlooked
M1 not be properly organize data Brainstorm
problem problems
addressed properly
 36

Accountability Responsibilities Invite

Organize CI Commitment
of selected mat not be resource
Core Team checking
members fulfilled person
Choosing Planned
Finalize an Plan ahead of Search for
appropriate actions may be
action plan time alternatives
action postponed
Uninformed Proper
Brief all
persons Role confusion information Reorientation
concerned
involved dissemination
Purchase Inappropriate
Insufficient
needed allocation of Canvass Improvise
supplies
materials budget
Preparation of Consult
Lack of
lesson plans different
resources Inappropriate
integrating resources in Improvise
and lesson plan
proper waste preparing the
references
management lessons
Expected
Launching and Proper
Information attendance Classroom
Orientation of information
dissemination may not be based orientation
Project SWAK dissemination
attained
Segregation of Distinguishin Non-
implementation Labeling of Continuous
M2 waste using g suitable
of the project trash bins monitoring
5R’s bins
Lessons may
Objectives will
Classroom not be Coaching and
not be Reteach
observation aligned with mentoring
achieved
the objectives
Monitor, check
Recognition Meetings and
and document Biased invalid result of
of Best Room constant
the work being feedbacks the project
Implementers reminding
accomplished
Evaluate the
Poor Undependable
M3 effectivity of the Validation of Revise and
evaluation result of the
implemented checklist reevaluate
material project
project
Classroom unreliable
Biased Thorough
evaluation result of the Revalidate
feedbacks evaluation
checklist project

D. Approvals

The approval of this projects will come from the School Head of the Joaquin Guido
Elementary School. After which, the School Waste Management Plan will be properly
disseminated to the Administrators, Grade Leaders, Teachers, Parents and Pupils of the
Joaquin Guido Elementary School.
 37

CHAPTER 4

Solid Waste Management Project of Joaquin Guido Elementary School

This chapter includes the presentation, analysis and interpretation of data in

accordance with the statement of the problem. A discussion of the different variables of the

study was made in accordance with the chronological arrangement of the problem.

Features of the Solid Waste Management Project

of Joaquin Guido Elementary School

The following discussions were the result of the data gathered by the researcher of

this study. The researcher surveyed the Joaquin Guido Elementary School. The Features

of the Solid Waste Management Project of the Joaquin Guido Elementary School in

response to the contest to provide income generation to the stakeholders of this study were

based on the following terms:

a. Vision; Mission; Goal; and Objective (VMGO);

b. Management;

c. Support System;

d. Schedule of Employment;

e. Curricular Requirements; and

f. Expected Outcome?

On the verification, examination and analysis on the documents gathered by the

researcher, while some were provided by the cooperative respondents of this study,

following are the Visions, Missions, Goals, Objectives, and information that were provided

by the respondents of the study made by the researcher, to wit:

That the Department of Education have a vision of providing the best education that

the constituent schools of the Department may provide to the learners for the best future

and career that may have which are essential in the national progress and development.
 38

The Department of Education through its Regional, Division and District down to the

lower school units have a mission to provide the best educational endeavors and child

development projects and to provide an environment conducive to the pupils and students

interest of learning which are the foundation of the country’s aim to achieve the nation’s

progress.

The goal of the Department is to provide not only the best skills and knowledge to

the pupils and students, but to include the development and advancement of the teaching

capabilities of the Department of Education forces from the national down to the local level

of its units.

The objectives of Solid Waste Management Project of the Joaquin Guido Elementary

School are not only focused on the endeavor of the researcher to provide a better Solid

Waste Management Project to the Joaquin Guido Elementary School but to include the

provision of a good source of income generating project that will help the strive of the

school administrator and heads to provide better services to the stakeholders not limited to

the school administrator, teachers, pupils and parents of the Joaquin Guido Elementary

School.

The YES Organization of the Department of Education and the Department of

Environment and Natural Resources and its objectives:

In September 1, 2003 under DepEd Order No. 72 series of 2003, the Department of

Education established the Youth for Environment in Schools “YES” Organization in

partnership with the Department of Environment and Natural Resources (DENR). The YES

Organization is the only recognized Co-Curricular environmental club or organizations with

the following objectives:

A. Be aware and create awareness in others of the state of the Philippine

Environment and ecology, including prevailing issues and concerns relative

thereto;
 39

B. Establish specific and doable programs, projects and concerns on the

environment and ecology;

C. Network with other government and non-government organizations in other

schools within the division, with regard to support and assistance to programs,

projects and activities of the organization;

D. Encourage community participation and initiative in environmental and ecological

movements and actions; and

E. Develop among members and the community proper environmental values, skills

and attitudes.

Included in the DepEd Order are the following programs, project and activities as

form part of the undertaking of the Youth for environment in school “YES” organization.

In line with the above mentioned environmental project, the same was adopted by

the Provincial Government of Rizal headed by the Provincial Governor Rebecca “Nini”

Ynares to promote the environmental conservation laws including the material recovery

facility projects within the Province of Rizal, henceforth, stated in this study is the captions

from said Provincial Ordinance signed by the Provincial Governor.

EXECUTIVE ORDER NO. 11, Series of 2013 entitled “Implementing the YES

(Ynares Eco-System) TO GREEN Project”. This ordinance was signed in line with the

declared policy of the state to protect and advance the right of the people to a balanced and

healthful ecology in accord with the rhythm and harmony of nature numerous environmental

laws were introduced and promulgated. This is to promote the Executive Order (EO) No. 26

entitled as “DECLARING AN INTERDEPARTMENTAL CONVERGENCE INITIATIVE FOR

A NATIONAL GREENING PROGRAM” in pursuit of a sustainable development for poverty

reduction, food security, biodiversity conservation, and climate change mitigation and

adaptation.
 40

The Rizal Provincial Government (RPG) recognizes the importance of collaboration

and partnership among local government units (LGUs), non-government organizations

(NGOs), private sector and civil society including the public and private schools in providing

a healthy environment to its constituents, in support with the National Greening Program

(NGP) under EO No. 26 which requires inter-organizational cooperation to work together

and harmonize all efforts toward the implementation and attainment of the target of planting

some 1.5 Billion trees covering about 1.5 Million hectares for a period of six (6) years from

2011 to 2016 in the lands of public domain.

Therefore, REBECCA A. YNARES, Provincial Governor of the Province of Rizal, by

virtue of the powers vested in her by law and the sovereign will of the electorate, ordered

and ordained the implementation of YES to Green Project. In the said ordinance, known as

the “YES (Ynares Eco-System) TO GREEN Project”. The said law was divided into three

(3) components: Clean Environment, Green Environment, and Livelihood Opportunities

through Recycling and utilization of raw materials and by-products of local produce.

The objectives of said laws is to clean the environment with aims: 1 To encourage

and promote people’s consciousness on sound environment policies and practices, and to

improve the capacity and capabilities of the stakeholders in addressing environmental

issues; 2 To strengthen solid waste avoidance and volume reduction by source reduction

and waste minimization measures before collection, treatment and disposal in compliance

with the appropriate and environmentally sound solid waste management facilities in

accordance with ecologically sustainable development principles; 3 To save and increase

the productivity of Laguna Lake through the conduct of clean-up operation on minor

tributaries that flows down in it, which could help in increasing our fishermen’s income; and,

4 To encourage all the municipalities to ban the use of plastic bags within their jurisdictions

and to strengthen the campaign against the use of plastic bags for municipalities who

already have ordinance pertaining to the use of plastic bags.

 41

Greening the Environment is also included in the enactment of said ordinance which

was aimed: 1, To strengthen the drive of life in promoting forest conservation; 2. To

produce and plant tree seedlings in ALL OPEN SPACES of land of public domain as well as

in privately owned property, provided that it is with the concurrence of its owner, IN EVERY

BARANGAY of all municipalities and city within the Province of Rizal to support the National

Greening Program to increase its food production.

On Livelihood Opportunities Through Recycling, the Provincial Government

intentions are: 1. To guarantee the appropriate and proper practice of segregation,

gathering, transport, storage, treatment and disposal of solid waste through the creation

and implementation of the best environmental practices in ecological waste management;

2. To educate the members of the community on how waste or used materials can be

recycled to generate income for them; and, 3. To establish livelihood centers in every

municipality.

The Provincial Government also includes the Disaster Risk Reduction and

Management in the passage of said ordinance with priorities on: 1. To address the sources

of susceptibility to disasters and to strengthen the capacity of the province for disaster risk

reduction and management; 2. To adopt a disaster risk reduction and management

approach that would lessen the socioeconomic and environmental impacts of disasters

including climate change, and promote the involvement and participation of all the sectors

concerned; and, 3. To create a program to ensure that the city and municipalities within the

province are disaster resilient and to institutionalize arrangements and measures for

reducing disaster risks.

In the the Scope and Coverage of said ordinance. The Province of Rizal adheres

with the cleaning, greening and recycling program in line with the policy of the National

Government to foster the promotion and protection of the global environment to attain

sustainable development while recognizing the primary responsibility of local government

 42

units to deal with environmental problems. Each Barangay shall maintain a nursery which

shall produce seedlings of species, native or otherwise, for planting in the identified areas

including landscaping trees for barangay and municipal parks and roadside planting.

Funds necessary for the implementation of NGP within the Province shall be taken

from the twenty percent (20%) of its Internal Revenue Allotment (IRA) and other appropriate

funds pursuant to DENR-DILG Memorandum Circular No. 2013-03. For the succeeding

years, funds for the project shall be incorporated in their regular appropriation.

In order for said ordinance to have sustainability, Institutional arrangements were

made, which states that there shall be created an Environmental Council that will be

composed of the following: Chairman – Governor; Vice-Chairman - Provincial Planning and

Development Officer (PPDO); Co-Vice Chairman - Representative from NGOs. The

members of said council are: City and Municipal Mayors in Rizal; President of the

Association of Barangay Chairman (ABC) – Rizal; Provincial Federation President of

Sangguniang Kabataan (SK); President of the Federation of River Basin Councils

Foundation, Inc. in the Laguna de Bay Region (FRBCFI); Provincial Environment and

Natural Resources Office (PENRO) – Rizal; Community Environment and Natural

Resources Office (CENRO) – Rizal; Rizal Environment and Natural Resources Officer

(RENRO); Provincial Agriculturist (PA); Provincial Engineer; Provincial Social Welfare and

Development Officer (PSWDO); Provincial Director of the Department of Interior and Local

Government (DILG) – Rizal; Provincial Disaster Risk Reduction Management Officer

(PDRRMO); District Engineers of Department of Public Works and Highway (DPWH);

Schools Division Superintendent of the Department of Education – Rizal; Schools Division

Superintendent of the Department of Education – Antipolo City; Provincial Director,

Philippine National Police (PNP) – Rizal; President of the University of Rizal System (URS);

Commanding Officer, Philippine Army, 2nd Infantry Division; Head of the Technical

Education and Skills Development Authority (TESDA)-Rizal; Provincial Director of the

 43

Department of Science and Technology (DOST) – Rizal; Provincial Director of the

Department of Trade and Industry (DTI) – Rizal; General Manager of Laguna Lake

Development Authority (LLDA); and the Non-Government Organizations (NGOs).

In accordance to the ordinance, the council shall meet within one (1) month after the

Executive Order takes effect and shall thereafter meet regularly once every month. The

Chairman, if he/she deems it necessary or when exigencies of time so requires, may call for

a special committee meeting. The sub-committees which shall be necessary for the

effective and efficient implementation of the Project shall be created.

The functions of Environment Council are: a. Establish an agreed work agenda of

YES to Green Project; b. Oversee and evaluate the activities of YES to Green Project; c.

Serve as a channel for dialogue on matters of mutual interest; d. Review the operations,

development, and outcome of the projects related to YES to Green Project. A YES Team

shall be created in city and municipalities within the Province by their respective local chief

executive. A focal person in each Barangay shall be designated to facilitate communication

among the agencies involved. “YES to Green Stewards” shall be formed in city and

municipalities, who will be composed of volunteers from among its constituents. They shall

be charged with the implementation of the environmental protection and rehabilitation

programs introduced in the national and local level.

Also itemized on said ordinance are the roles and the responsibilities of different

players and actors on said Executive Order. The Rizal Provincial Government shall: 1.

Provide technical advice and assistance to the municipal YES Team to ensure adherence

with the provisions of this EO and other Department of Environment and Natural Resources

(DENR) standard procedures, rules and regulations; 2. Recommend forest tree species for

propagation in each barangay; 3. Develop and adopt an appropriate monitoring system for

the implementation of the Barangay Forest Program in coordination with the LGUs within

the Province; 4. Develop a framework for comprehensive, multi-sectoral, inter-agency and

 44

community-based approach to solid waste management and greening approach; 5.

Oversee and evaluate the cooperative activities; and, 6. Encourage the observance and

participation of city and municipalities within the Province in the celebration of events which

aims to promote consciousness on environmental issues.

The City, Municipalities and Barangays shall: 1. Adopt the Barangay Forest Program

as a strategy in implementing NGP by forging an agreement with RPG; 2. Promote and

support a systematic information dissemination campaign for the Barangay Forest Program,

being an integral part of the NGP through various LGU leagues; 3. Provide an opportunity

for the local community within the adopted forest land to assist and be given livelihood

program during the orientation of the program; 4. Ensure that the disturbance is minimized

and/or avoid damage to existing flora and fauna; 5. Submit a report with the committee prior

to and upon completion of all activities to be undertaken in the project site; and, 6. Aid and

support the Environmental Army of the Laguna Lake Development Authority in its drive to

clean the solid wastes, garbage and other debris that obstruct the natural flow of

waterways. The necessary Rules and Regulations was formulated for the effective

implementation of the said Executive Order, which the same were adapted in this study for

the School Waste Management Program of the Joaquin Guido Elementary School.

The Denominators in the School Waste Management Plan of the Joaquin Guido

Elementary School, Angono, Rizal.

1. To provide instruction, training and guided experience from which Administrators,

Teachers, Parents and Pupils learn the basic knowledge and acquire the skills essential to

the practice of School Waste Management Plan.

2. To provide Administrators, Teachers, Parents and Pupils with a broad background and

understanding of constitutional guarantees and due benefits of School Waste Management

Plan, in so far as these affect the total administration of waste management.

 45

3. To foster higher concepts of citizenship, accountability and leadership and one’s moral

and legal responsibilities to school community and country.

4. To inspire and instill in the Administrators, Teachers, Parents and Pupils the value of

service to humanity through the practice of School Waste Management Plan.

5. To encourage research and inquiry along the fields of School Waste Management Plan.

6. Rationalized School Waste Management Plan in the country that shall clean and green

program with emphasis on Environmental Security Administration among others.

7. Produce School Waste Management Plan which are research-based knowledge, with

leadership and managerial skills and professionalism.

8. Produce competent School Waste Management Plan adequately prepared in the practice

of these profession supportive of national development goals and standards of global

excellence.

9. Create a holistic, learning-centered experience for the Administrators, Teachers, Parents

and Pupils in the Joaquin Guido Elementary School such that they feel supported

throughout their development and feel the empowerment to take charge of their educational

path to meet their life goals.

10. Teach students decision-making and reflective thinking skills so that they are able to

apply the School Waste Management Plan especially when they are already the real-life

scenarios as clean and green advocates.

11. Help Administrators, Teachers, Parents and Pupils to understand the process of goal

setting and attainment and how it can help them with planning their life as clean and green

advocates.

12. To train the Administrators, Teachers, Parents and Pupils to maintain an appropriate

academic and life balance so that they can be successful clean and green advocates and

learn the importance of prioritizing.

 46

13. Teach our Administrators, Teachers, Parents and Pupils the value and purpose of the

School Waste Management Plan and how it will help them succeed in reaching their

personal goals.

14. Encourage students to take advantage of learning School Waste Management Plan

opportunities both inside and outside of the classroom.

15. Coordinate information sharing within the school so that they can share and learn best

practices and provide accurate, consistent and knowledgeable teaching services to all.

16. Collaborate with Administrators, Teachers, Parents and Pupils services from the school

community to provide effective referrals and holistic support.

b. Management of School Waste Management Plan

Based on the manifestations gathered by the researcher, while some were provided

by the cooperative Administrators, Teachers, Parents and Pupils of Joaquin Guido

Elementary School on the School Waste Management Plan, they coordinate mainly to the

School Head and Grade Leaders. The School Head, and respective Grade Leaders will be

the one who will directly manage the School Waste Management Plan, while the School

Waste Management Plan Coordinators randomly inspect the performance of the

participants.

c. Support on the School Waste Management Plan.

The School Waste Management Plan of the Joaquin Guido Elementary School

mostly acquire support from the in-school funds and support from the local government and

other stakeholders, provisions of help from companies on the financial support in case that

inadvertent incident occurs on the implementation of the School Waste Management Plan

of the Joaquin Guido Elementary School, to provide financial assistance, if ever that

accident occurs to the participants.

d. Schedules of the School Waste Management Plan

 47

The School Waste Management Plan of the Joaquin Guido Elementary School seek

the approval of the School Head and Grade Leaders who will accommodate and minister

the participants. The schedule will also be based on the availability of the participants’

schedules specially those who still have academic subjects to take at their respective class.

Mostly, the schedules of the participant pupils are during the vacant hours, covering 8:00

Am to 5:00 PM, though in some instances, daily regular duties were allowed but with the

consent of the Grade Level Coordinators and with the approval of School Head of the

Joaquin Guido Elementary School.

e. Requirements for the School Waste Management Plan.

Most of the participants of the School Waste Management Plan of the Joaquin Guido

Elementary School, states that they recommend that the project must not compete against

the academic requirements before undertaking the School Waste Management Plan,

though in some instances, participating parents were allowed to undertake the activities of

the School Waste Management Plan, provided that they have completed the necessary

pre-requisite trainings which are needed and essential for them to understand the theories

of the matters they might encounter in their School Waste Management Plan.

f. Expectations on the School Waste Management Plan.

The Administrators, Teachers, Parents and Pupils were expected to undergo the

School Waste Management Plan related trainings to acquire necessary practical

experiences that will enhance the skills and knowledge of the participants in the field of

School Waste Management Plan, particularly for those who will enter the field of clean and

green endeavors and other allied professions of School Waste Management Plan. After

their training on the School Waste Management Plan, the participants will undergo the

appropriate examination if the expected competencies were acquired by the participants in

the School Waste Management Plan, particularly in their employment in the different

sectors of the School Waste Management Plan. The School Head and the Grade Level
 48

Coordinators provided ratings and comments to individual participants who have undergone

the School Waste Management Plan training.

EXPECTATION OF SCHOOL FOR THE DEVELOPMENT OF SCHOOL WASTE

MANAGEMENT PLAN FOR JGES

Maintenance of Cleanliness. The Table 2 presents the Expectation of School for the

Development of School Waste Management Plan for JGES in terms of Maintenance of

Cleanliness.

For the Teachers and Administrators respondent group, it was found out that the

indicator on “Learn to provide the school community with a feeling of clean & green”

obtained the highest adjectival interpretation of “highly relevant”, with a weighted of 4.51.

The indicators “Develop a more responsive and innovative clean & green program within

the school community; Develop personnel commitment and sense of responsibility;

Employed appropriate cleaning and cottage skills in every operation” garnered an obtained

means of 4.22, 4.20, 4.08 and 4.03 respectively.

The four (4) indicators were rated by the Teachers/Administrator respondents also

as relevant namely: “Demonstrated proper and correct procedures in the conduct of clean &

green operations, Developed proper, factual, accurate and detailed ability when waste were

seen” obtained mean 3.99, 3.90, 3.86 and 3.76 respectively.

Meanwhile, a moderately relevant mean rating of 3.50 was obtained in the indicator

“Collective gathering of information on known school wastes. Overall, the Teachers and

Administrator of the Joaquin Guido Elementary School believed that the experience of the

participants was relevant with an overall mean of 4.01 when it comes to maintenance of

cleanliness.

In the intervening time, for the Teachers and Administrator of the Joaquin Guido

Elementary School, results showed that the indicator on “Learn to provide the school

community with a feeling of clean & green” obtained the highest mean of 4.25
 49

corresponding to adjectival interpretation of “relevant”. This is in similar assessment made

by the police personnel when it comes to investigation.

Additionally, the other indicator had obtained “relevant” adjectival rating. These indicator is

on “Develop a more responsive and innovative clean & green program within the school

community; Develop personnel commitment and sense of responsibility; Employed

appropriate cleaning and cottage skills in every operation” which obtained weighted mean

value of 3.96, 3.78, 3.60 and 3.54.06, 3.98, 3.81, 3.75 and 3.67 respectively.

Table 2
Expectation of School for the Development of School Waste Management Plan
for JGES in terms of Maintenance of Cleanliness

Rizal PPO Faculty Criminology Overall

Personnel Members Student Mean
INDICATORS
M AR M AR M AR AM AR
Developed cleanliness skills 4.03 R 3.81 R 4.15 R 4.0 R
required of a good citizen

Demonstrated proper and correct 3.99 R 3.75 R 4.08 R 3.94 R

procedures in the conduct of clean
& green operations;
Displayed proper usage of cleaning 3.86 R 3.67 R 3.48 MR 3.67 R
tools & waste bins;
Employed appropriate cleaning and 3.90 R 3.39 MR 3.54 R 3.61 R
cottage skills in every operation;

Learned to maintain cleanliness of 4.08 R 3.36 MR 3.31 MR 3.58 R

school environment;

Developed proper, factual, accurate 3.76 R 3.66 R 3.82 R 3.75 R

and detailed ability when waste
were seen;

Develop personnel commitment and 4.20 R 4.06 R 4.24 R 4.17 R

sense of responsibility

Develop a more responsive and 4.22 R 3.98 R 4.06 R 4.09 R

innovative clean & green program
within the school community

Learn to provide the school 4.51 HR 4.25 R 4.60 HR 4.45 R

community with a feeling of clean &
green

Collective gathering of information 3.50 MR 3.42 MR 3.45 MR 3.46 MR

on known school wastes
Average Overall Mean 4.01 R 3.74 R 3.87 R 3.87 R
 50

Legends: M – mean
AR – Adjectival Rating
HR – Highly Relevant
R – Relevant
MR – Moderately Relevant
LR – Less Relevant
NR – Not Relevant
Moreover, three (3) indicators were observed to be “moderately relevant” on

“Collective gathering of information on known school wastes; Employed appropriate

cleaning and cottage skills in every operation, demonstrated proper and correct procedures

in the conduct of clean & green operations” which obtained a mean of 3.42, 3.39 and 3.36

respectively. This proves that there is still a need for the Teachers and Administrators to

further enhance in the aspect of maintenance of cleanliness in order that participants able

to apply knowledge in the clean and green project.

Totality, the overall mean of 3.74 indicates that the experiences of the participants on

the aspect of maintenance of cleanliness are “relevant” when it comes to maintenance of

cleanliness. Among the parents and pupils group of respondents, they assessed that the

indicator under the aspect of maintenance of cleanliness as “relevant”. The indicator on

“Learn to provide the school community with a feeling of clean & green” obtained the

highest mean of 4.60 equivalents to highly relevant. This particular indicator showed

differing opinions with the “relevant” descriptive evaluation made by the Teacher and

Parents of the Joaquin Guido Elementary School.

The indicator on “Develop personnel commitment and sense of responsibility,

developed proper, factual, accurate and detailed ability when waste was seen; Displayed

proper usage of cleaning tools & waste bins and Develop a more responsive and innovative

clean & green program within the school community; as “relevant” with corresponding mean

values of 4.24, 4.15, 4.08 and 4.06 respectively.

On the other hand, mean of 3.82 and 3.54 respectively were obtained on the

indicators “Developed proper, factual, accurate and detailed ability when waste was seen”

which correspond to an adjectival rating also of relevant values.

 51

A lower means of 3.48, 3.45 and 3.31 respectively were assessed by the JGES

pupils on the “Learned to maintain cleanliness of school environment; Employed

appropriate cleaning and cottage skills in every operation, Collective gathering of

information on known school wastes” indicating “moderately relevant” on the part of the

JGES pupils in the aspect of maintenance of cleanliness.

Notwithstanding, the overall assessment made by the JGES pupils group an overall

mean of 3.87 is indicative to be relevant on the Expectation of School for the Development

of School Waste Management Plan for JGES.

Comparing the three groups of respondents and reading the overall means for the

different indicators, it was observed that the Expectation of School for the Development of

School Waste Management Plan for JGES was perceived by the respondents to be ‘most

relevant in the “learn to provide the community with a feeling of clean and grean” with an

average mean of 4.45 equivalent to relevant. This is followed by the indicator” develop

participants commitment and sense of responsibility” with an average mean of 4.17 with an

adjectival rating of relevant.

Overall, the overall mean of 3.87 rates the Expectation of School for the

Development of School Waste Management Plan for JGES on the aspect of Maintenance

of Cleanliness to be “relevant” in the Joaquin Guido Elementary School when it comes to

maintenance of cleanliness as assessed by the respondents of this study.

Institution of Waste Management. On the field of Institution of Waste

Management, the Table 3 presents the Expectation of School for the Development of

School Waste Management Plan for JGES in terms of Institution of Waste Management.

For the Teachers and Administrators respondent group, it was found out that the

indicator on “Developed competence when doing the material identification and disposition”

obtained the highest adjectival rating of “relevant”, with a mean of 4.26. The indicators

“Developed an analytical and inquisitive mind needed for clean & green activities;
 52

Implemented proper and correct procedures waste material processing” garnered an

obtained means of 4.20, 4.10, 4.02 and 4.0 respectively.

The four (4) indicators were rated by the Teachers and Administrators respondents

also as relevant namely: “Learn how to prepares documentation of the clean and green

projects; Applied knowledge on waste management and other significant jurisprudence in

the conduct of the task” obtained mean of 3.97, 3.94 and 3.82 respectively.

Meanwhile, a moderately relevant with mean rating of 3.20 as obtained in the

indicator “Expeditiously identified and located wastes through material analysis.

Overall, the Teachers and Administrator believed that the experiences of the

participants were relevant with an overall mean of 3.93.

Meanwhile, for the Teachers and Administrators respondent group, results showed

that the indicator on “Developed competence when doing the material identification and

disposition” obtained the highest mean of 4.02 corresponding to adjectival rating of

“Relevant”. This were similar in assessment made by the parents and guardians when it

comes to Institution of Waste Management.

Additionally, the other indicator had obtained “relevant” adjectival rating. These indicator

was on “Implemented proper and correct procedures waste material processing, Developed

an analytical and inquisitive mind needed for clean & green activities, Applied knowledge on

waste management and other significant jurisprudence in the conduct of the task” which

obtained mean value of 3.96, 3.78, 3.60 and 3.56 respectively.

Moreover, five (5) indicators were observed to be “moderately relevant” on “Able to

establish profile of SWMP participants, Expeditiously identified and located wastes through

material analysis, Learn how to prepares documentation of the clean and green projects,

Learn to employs scientific examination of waste materials, application of instrument and

methods of the physical sciences in material segregation, Applied knowledge on waste

management and other significant jurisprudence in the conduct of the task” which obtained
 53

means of 3.50, 3.39, 3.39, 3.33 and 3.20 respectively. This proves that there were needs

for the Teachers and Administrators of JGES to further enhance in the aspect of Institution

of Waste Management in order that parents and pupils able to apply in the clean and green

project.

Table 3
Expectation for the Development of School Waste Management Plan for JGES in terms of
Institution of Waste Management

Rizal PPO Faculty Criminology Overall

INDICATORS Personnel Members Student Mean
M AR M AR M AR AM AR
Developed an analytical and 4.20 R 3.78 R 4.08 R 4.02 R
inquisitive mind needed for clean &
green activities;
Implemented proper and correct 4.02 R 3.96 R 2.90 MS 3.63 R
procedures waste material
processing
Exhibited a professional and 3.82 R 3.56 R 3.69 R 3.69 R
accurate technique when identifying
waste materials;

Expeditiously identified and located 3.20 MR 3.39 MR 3.10 MR 3.23 MR

wastes through material analysis;

Applied knowledge on waste 3.94 R 3.60 R 3.40 MR 3.65 R

management and other significant
jurisprudence in the conduct of the
task;
Developed competence when doing 4.26 R 4.02 R 4.20 R 4.16 R
the material identification and
disposition.
Able to shows ability to elicit 4.0 R 3.50 MR 3.23 MR 3.58 R
information of materials
Learn how to prepares 3.97 R 3.39 MR 3.20 MR 3.52 R
documentation of the clean and
green projects
Learn to employs scientific 4.10 R 3.33 MR 3.06 MR 3.50 MR
examination of waste materials,
application of instrument and
methods of the physical sciences in
material segregation.
Able to establish profile of SWMP 3.82 R 3.20 MR 3.02 MR 3.35 MR
participants

Overall Mean 3.93 R 3.57 R 3.39 MR 3.63 R

Legends: M – mean
AR – Adjectival Rating
HR – Highly Relevant
R – Relevant
MR – Moderately Relevant
 54

LR – Less Relevant
NR – Not Relevant
Totality, the overall mean of 3.57 indicates that the experiences of the parents and

pupils on the aspect of SWMP are “relevant” when it comes to institution of waste

management.

Among the pupils group of respondents, they assessed that the indicator under the

aspect of institution of waste management as “moderately relevant”. The indicator on

“Developed competence when doing the material identification and disposition” obtained

the highest mean of 4.20. This particular indicator showed conformity with the “relevant”

descriptive evaluation made by the teachers and administrators of JGES.

The indicator on “Developed an analytical and inquisitive mind needed for clean &

green activities, and Exhibited a professional and accurate technique when identifying

waste materials” were rated by the pupils as “relevant” with corresponding mean values of

4.08 and 3.69 respectively.

On the other hand, mean of 3,40, 3.23, and 3.20 respectively were obtained on the

indicators “Applied knowledge on waste management and other significant jurisprudence in

the conduct of the task; Able to shows ability to elicit information of materials and Learn

how to prepares documentation of the clean and green projects” which correspond to a

adjectival rating of moderately relevant.

A similar low means of 3.33.06, 3.02 and 2.90 respectively were assessed by the

pupils on the “Learn to employs scientific examination of waste materials, application of

instrument and methods of the physical sciences in material segregation; Able to establish

profile of SWMP participants and Implemented proper and correct procedures waste

material processing” indicating “moderately relevant” on the part of the pupils in this aspect

of institution of waste management when it comes to SWMP expectation.

Notwithstanding, the overall assessment made by the JGES pupils group an overall

mean of 3.39 is indicative of the moderately relevant of the experiences of the parents and
 55

guardians on the aspect of institution of waste management when it comes to SWMP

expectation.

Comparing the three groups of respondents and reading the overall means for the

different indicators, it was observed that the experiences of the criminology interns on the

aspect of policing response were perceived by the respondents to be ‘most relevant in the

Developed competence when doing the material identification and disposition with an

average weighted mean of 4.16 equivalent to relevant. This is followed by the Developed

an analytical and inquisitive mind needed for clean & green activities (AWM =4.02).

Overall, the mean of 3.63 rates the experiences of the JGES pupils on the aspect of

SWMP participation to be “relevant” in the Joaquin Guido Elementary School when it comes

to institution of waste management.

School Waste Management Program is a lot of work. As such, it has its own skills,

its own tools, and its own techniques. During practicum it help JGES pupils with what they

need to know enough to perform in the SWMP.

Education of Parents and Pupils on Waste Management. On the field of

Education of Parents and Pupils on Waste Management, the researcher of this study had

able to gather important data. Table 4 presents the School for the Development of School

Waste Management Plan for JGES in terms of Education of Parents and Pupils on Waste

Management.

For the Teachers and Administrators respondent group, it was found out that the

indicator on “Directed and controlled SWMP pursuant to the Solid Waste Management

Laws of the Philippines” obtained the highest verbal interpretation of “relevant”, with a mean

of 4.24. This was followed by the indicators “Able to prevent scatter waste materials;

Developed proper, factual, accurate and detailed capability when implementing SWMP;

Responded appropriately to SWMP and other relative activities of SWMP and Able to
 56

enforce regulations of the SWMP” garnered an obtained means of 4.23, 4.20, 4.12 and

4.08 respectively.

Table 4
Expectation for the Development of School Waste Management Plan for JGES
in terms of Education of Parents and Pupils on Waste Management

Rizal PPO Faculty Criminology Overall

INDICATORS Personnel Members Student Mean
M AR M AR M AR AM AR
Able to enforce regulations of the 4.08 R 3.41 MR 3.84 R 3.78 R
SWMP;
Directed and controlled SWMP 4.24 R 4.03 R 3.95 R 4.07 R
pursuant to the Solid Waste
Management Laws of the
Philippines;
Responded appropriately to SWMP 4.12 R 3.95 R 3.82 R 3.96 R
and other relative activities of
SWMP
Prevented proliferation of waste 2.87 MR 2.85 MR 2.80 MR 2.84 MR
materials in area
Exhibited proficiency in the use of 3.68 R 3.53 R 3.55 R 3.59 R
equipment and resources
Developed proper, factual, accurate 4.20 R 3.96 R 4.02 R 4.06 R
and detailed capability when
implementing SWMP.
Learn how to preserve recoverable 3.92 R 3.52 R 3.60 R 3.68 R
materials
Able to prevent scatter waste 4.23 R 4.18 R 4.20 R 4.20 R
materials
Develop step by step procedure to 3.85 R 3.48 MR 3.36 MR 3.56 R
ensure effective processing of
waste materials
Determine the importance of 4.02 R 3.90 R 4.0 R 3.97 R
information dissemination among
the community about SWMP
Overall Mean 3.92 R 3.68 R 3.71 R 3.77 R
Legends: M – mean
AR – Adjectival Rating
HR – Highly Relevant
R – Relevant
MR – Moderately Relevant
LR – Less Relevant
NR – Not Relevant

The following indicators were also rated by the Teachers and Administrators

respondents also as relevant namely: “Determine the importance of information

dissemination among the community about SWMP; Learn how to preserve recoverable

materials, Develop step by step procedure to ensure effective processing of waste

 57

materials, and Exhibited proficiency in the use of equipment and resources” obtained mean

of 4.02, 3.92, 3.85 and 3.68 respectively.

The indicator with the lowest rating of 2.87 is “Prevented proliferation of waste

materials in area’ which correspond to a adjectival rating of moderately relevant.

Overall, the teachers and administrators believed that the experiences of the JGES

pupils and parents are relevant with an overall weighted mean of 3.92 as far as Education

of Parents and Pupils on Waste Management is concerned.

On the other hand, the teacher and administrators respondent group, results showed

that the indicator on “a Able to prevent scatter waste materials” obtained the highest mean

of 4.18 corresponding to adjectival rating of “relevant”. This was in similar assessment

made by the teachers and administrators as far as Education of Parents and Pupils on

Waste Management is concerned.

Additionally, the other indicator had obtained “relevant” adjectival rating. These

indicator was on “Directed and controlled SWMP pursuant to the Solid Waste Management

Laws of the Philippines, Developed proper, factual, accurate and detailed capability when

implementing SWMP; Responded appropriately to SWMP and other relative activities of

SWMP and Determine the importance of information dissemination among the community

about SWMP” which obtained mean value of 4.03, 3.96, 3.95 and 3.90 respectively.

Moreover, two (2) indicators were observed also to be “relevant” on “Exhibited

proficiency in the use of equipment and resources and Learn how to preserve recoverable

materials” which obtained mean value of 3.53 and 3.52 respectively.

On the other hand, the lowest mean indicators: “Develop step by step procedure to

ensure effective processing of waste materials; Able to enforce regulations of the SWMP

and Prevented proliferation of waste materials in area” with a mean values of 3.48, 3.41

and 2.85 respectively.

 58

In totality, the overall mean value of 3.68 indicates that the experiences of the JGES

parents and pupils on the aspect of SWMP are “relevant” when it comes to Education of

Parents and Pupils on Waste Management.

Among the JGES pupils group of respondents, they assessed that the indicator

under the aspect of traffic management as “relevant”. The indicator on “Able to prevent

scatter waste materials” obtained the highest mean value of 4.20. This particular indicator

showed conformity with the “relevant” descriptive evaluation made by the teachers and

administrators of JGES.

The indicator on “Developed proper, factual, accurate and detailed capability when

implementing SWMP and Determine the importance of information dissemination among

the community about SWMP” were rated by the criminology student as “relevant” with

corresponding weighted mean values of 4.02 and 4.0 respectively.

On the other hand, mean values of 3.95; 3.84, 3.82 and 3.60 respectively was

obtained on the indicators “Directed and controlled SWMP pursuant to the Solid Waste

Management Laws of the Philippines, Able to enforce regulations of the SWMP;

Responded appropriately to SWMP and other relative activities of SWMP and Learn how to

preserve recoverable materials” which correspond to an adjectival rating of relevant.

A lesser mean value of 3.36 and 2.80 respectively were assessed by the JGES

pupils on the indicators “Develop step by step procedure to ensure effective processing of

waste materials and Prevented proliferation of waste materials in area” indicating

“moderately relevant” on the part of the JGES pupils in terms of Education of Parents and

Pupils on Waste Management when it comes to the aspect of Development of School

Waste Management Plan for JGES.

Notwithstanding, the overall assessment made by the JGES pupils group an overall

mean value of 3.71with an adjectival rating of relevant on the experiences of the JGES
 59

pupils on the aspect of Development of School Waste Management Plan for JGES in terms

of Education of Parents and Pupils on Waste Management.

Comparing the three groups of respondents and reading the overall means for the

different indicators, it was observed that the experiences of the JGES pupils on the aspect

of Development of School Waste Management Plan for JGES in terms of Education of

Parents and Pupils on Waste Management is perceived by the respondents to be ‘most

relevant in the indicator “Able to prevent scatter waste materials” with an average mean

value of 4.20 equivalent to relevant. This is followed by the indicator “Directed and

controlled SWMP pursuant to the Solid Waste Management Laws of the Philippines (AM

=4.07).

Overall, the grand mean of 3.77 rates the experiences of the JGES pupils on the

aspect of aspect of Development of School Waste Management Plan for JGES to be

“relevant” in the Province of Rizal when it comes to Education of Parents and Pupils on

Waste Management.

Summary Results on the Expectation for the Development

of School Waste Management Plan for JGES

Table 5 provides the summary results on the experiences of the JGES pupils and

parents on the aspect of Expectation for the Development of School Waste Management

Plan for JGES in terms of maintenance of cleanliness, institutions of waste management

and Education on Waste Management.

A recapitulation of the overall assessments of the teachers and administrators

respondents showed that their highest rating was on “maintenance of cleanliness” with an

overall mean value of 4.01; followed by “institution of waste management” with an overall

mean of 3.93; whereas “education on waste management” recorded an overall mean of

3.93 equivalent to significant.

 60

In all these areas, the teachers and administrators believe that the experiences of

the JGES pupils and parents on the aspect of School Waste Management Program were

relevant. Thus, the overall mean on the overall assessment made by the teachers and

administrator respondents were 3.95 which indicate the teachers and administrator group’s

confidence that what the JGES pupils and parents during their SWMP participation are

relevant when it comes to maintenance of cleanliness, institution of waste management and

education on waste management.

For the teachers and administrator respondents, “maintenance of cleanliness” was

rated most relevant as this registered their highest overall mean value of 3.74. This was

followed by “education on waste management” with an overall mean value of 3.68; and

then by “institution of waste management” with an overall mean value of 3.57 which

indexed the lowest rating. The teachers and administrator respondents recorded an overall

mean value of 3.66 which reflects their overall “relevant” rating on the experiences

developed by the JGES pupils and parents in the aspect of SWMP.

On the other hand, the JGES pupils group of respondents rated “relevant” on the

“maintenance of cleanliness” variable as this elicited their highest overall mean value of

3.87. Next was “education on waste management” with an overall mean value of 3.71; and

“institution of waste management” rated with the lowest overall mean value of 3.39, which

described as “moderately relevant”. The overall assessment of the JGES pupils’

respondents recorded an overall mean value of 3.66 reflecting the group’s evaluation of the

experiences developed by JGES pupils in the aspect of SWMP as “relevant” as far as

maintenance of cleanliness, institutions of waste management and Education on Waste

Management is concerned.

Taken all the assessments made by the three groups, it can be noted that

experiences learned by the JGES pupils and parents in the aspect of SWMP is evaluated

most relevant in the aspect of maintenance of cleanliness which obtained an average

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overall mean value of 3.87, while education on waste management is also significant with

an average overall mean value of 3.77. Whereas a relevant mean was also obtained in

terms of institution of waste management with an average overall mean value of 3.63.

Table 5
Summary Assessment on the Expectation for the Development of School Waste
Management Plan for JGES

Teachers & Average Overall

JGES Parents JGES Pupils
Administrators Mean
Variables
AOM AR AOM AR AOM AR AOM AR
Maintenance
4.01 R 3.74 R 3.87 R 3.87 R
of Cleanliness
Institution of
Waste 3.93 R 3.57 R 3.39 R 3.63 R
Management
Education of
Parents and
Pupils on 3.92 R 3.68 R 3.71 R 3.77 R
Waste
Management
Group Overall
Mean 3.95 R 3.66 R 3.66 R 3.76 R

Legends: AOM- Average Overall Mean

AR – Adjectival Rating
HR – Highly Relevant
NR – Not Relevant
R – Relevant
MR – Moderately Relevant
LR – Less Relevant

In general, SWMP in JGES is evaluated by the three groups of respondents as

“relevant” on the experienced developed by the JGES pupils in the aspect of SWMP when it

comes to maintenance of cleanliness, institutions of waste management and Education on

Waste Management.

These three (3) are necessary components of the program each of which contributes

to enhance the SWMP in JGES.

Competencies Developed by the SWMP of JGES

Maintenance of Cleanliness – Table 6 presents the competencies developed by

the JGES pupils in terms of maintenance of cleanliness.

 62

The teachers and administrator group of respondents indicated in the survey

responses their concurrence and “highly developed “on the indicator “Develop personnel

commitment and sense of responsibility” obtained the highest mean of 4.51.

The following indicators also obtained a developed mean value of 3.93, 3.90, 3.78,

3.67 and 3.65 is on “Learned to maintain cleanliness of school environment.”

Meanwhile, the JGES teachers and administrator group of respondents assessed

one (1) indicator as highly developed. The highest obtained rating of 4.56 was on the

indicator “Employed appropriate cleaning and cottage skills in every operation.

Table 6
Competencies Developed by the SWMP of JGES
in terms of Maintenance of Cleanliness

Rizal PPO Faculty Criminology Overall

INDICATORS Personnel Members Student Mean
M AR M AR M AR AM AR
Developed cleanliness skills required 4.44 D 4.56 HD 4.53 HD 4.51 HD
of a good citizen
Demonstrated proper and correct 4.51 HD 4.25 D 4.36 D 4.37 D
procedures in the conduct of clean &
green operations;
Displayed proper usage of cleaning 4.25 D 4.27 D 4.21 D 4.24 D
tools & waste bins;
Employed appropriate cleaning and 3.67 D 4.20 D 4.26 D 4.04 D
cottage skills in every operation;
Learned to maintain cleanliness of 4.27 D 4.33 D 4.33 D 4.31 D
school environment;
Developed proper, factual, accurate 3.65 D 4.43 D 4.41 D 4.16 D
and detailed ability when waste were
seen;
Develop personnel commitment and 4.28 D 4.23 D 4.30 D 4.27 D
sense of responsibility
Develop a more responsive and 3.78 D 4.25 D 4.39 D 4.14 D
innovative clean & green program
within the school community
Learn to provide the school 3.93 D 4.36 D 4.36 D 4.22 D
community with a feeling of clean &
green
Collective gathering of information on 3.90 D 4.39 D 4.38 D 4.23 D
known school wastes
AVERAGE OVERALL MEAN 4.07 D 4.33 D 4.35 D 4.25 D

Legends: M – mean
AR – Adjectival Rating
HD – Highly Developed
D – Developed
MD – Moderately Developed
 63

LD – Less Developed
ND – Not Developed

Table 7
Competencies Developed by the SWMP of JGES
in terms of Institution of Waste Management

Rizal PPO Faculty Criminology Overall

INDICATORS Personnel Members Student Mean
M AR M AR M AR AM AR
Developed an analytical and
inquisitive mind needed for 4.56 HD 4.47 D 4.51 HD 4.51 HD
clean & green activities;
Implemented proper and correct
procedures waste material 4.49 D 4.53 HD 4.55 HD 4.52 HD
processing
Exhibited a professional and
accurate technique when 4.33 D 4.09 D 4.15 D 4.20 D
identifying waste materials;
Expeditiously identified and
located wastes through material 4.41 D 4.36 D 4.38 D 4.41 D
analysis;
Applied knowledge on waste
management and other
4.25 D 4.30 D 4.33 D 4.29 D
significant jurisprudence in the
conduct of the task;
Developed competence when
doing the material identification 4.20 D 4.37 D 4.39 D 4.32 D
and disposition.
Able to shows ability to elicit
4.42 D 4.47 D 4.40 D 4.43 D
information of materials
Learn how to prepares
documentation of the clean and 4.33 D 4.33 D 4.46 D 4.37 D
green projects
Learn to employs scientific
examination of waste materials,
application of instrument and
4.39 D 4.38 D 4.45 D 4.4O D
methods of the physical
sciences in material
segregation.
Able to establish profile of
SWMP participants 4.06 D 4.27 D 4.21 D 4.18 D

AVERAGE OVERALL MEAN 4.34 D 4.36 D 4.38 D 4.36 D

Legends: M – mean
AR – Adjectival Rating
HD – Highly Developed
D – Developed
MD – Moderately Developed
LD – Less Developed
ND – Not Developed
 64

Table 8
Competencies Developed by the SWMP of JGES
in terms of Education on Waste Management

Rizal PPO Faculty Criminolog

Overall
INDICATORS Personnel Members y Student
Mean
M AR M AR M AR AM AR
Able to enforce regulations of the 4.03 D 4.27 D 4.28 D 4.19 D
SWMP;

Directed and controlled SWMP 4.0 D 4.25 D 4.26 D 4.17 D

pursuant to the Solid Waste
Management Laws of the
Philippines;
Responded appropriately to SWMP 4.48 D 4.56 HD 4.41 D 4.48 D
and other relative activities of
SWMP
Prevented proliferation of waste 4.49 D 4.09 D 4.29 D 4.29 D
materials in area
Exhibited proficiency in the use of 4.37 D 4.30 D 4.31 D 4.33 D
equipment and resources
Developed proper, factual, accurate 4.02 D 4.20 D 4.30 D 4.18 D
and detailed capability when
implementing SWMP.
Learn how to preserve recoverable 4.24 D 4.37 D 4.39 D 4.33 D
materials
Able to prevent scatter waste 4.45 D 4.50 D 4.59 HD 4.51 HD
materials

Develop step by step procedure to 4.36 D 4.39 D 4.43 D 4.39 D

ensure effective processing of waste
materials
Determine the importance of 4.43 D 4.46 D 4.51 HD 4.47 D
information dissemination among
the community about SWMP
AVERAGE OVERALL MEAN 4.29 D 4.34 D 4.38 D 4.33 D

Legends: M – mean
AR – Adjectival Rating
HD – Highly Developed
D – Developed
MD – Moderately Developed
LD – Less Developed
ND – Not Developed

Institution of Waste Management – On the field of Institution of Waste

Management, Table 7 presents the competencies developed by the JGES pupils and

parents in terms of institution of waste management.

 65

The respondent teachers and administrators had rated highest indicator on “Applied

knowledge on waste management and other significant jurisprudence in the conduct of the

task” with an adjectival rating of “highly relevant: for obtaining a weighted mean of 4.56.

All the three (3) groups of respondents registered a “developed” assessment for

obtaining average mean values of 4.34, 4.36 and 4.38 corresponding to the competencies

developed by the JGES pupils and parents in terms of institution of waste management.

To sum it up, an overall mean value of 4.36 was registered obtaining an adjectival

equivalent of developed as assessed by the JGES teachers and administrator, parents and

pupils of JGES.

Education on Waste Management – On the field of Education on Waste

Management, the researcher gathers data relative thereto. Table 8 presents the

competencies developed by the JGES pupils and parents in terms of Education on Waste

Management. As revealed in the table, respondent JGES teachers and parents rated all

indicators “developed.” A mean values of 4.49, 4.48, 4.45, 4.43 and 4.37 for respective

indicators. While the five (5) other remaining indicators obtained a similar weighted means.

Respondent JGES teachers and administrators rated the indicator “imparting knowledge

concerning waste management” gained the highest rating of 4.56 which correspond to

adjectival rating of highly developed.

Summary Results on the Competencies

Developed by the SWMP of JGES

Table 9 presents the summary results on the presents the competencies developed

by the SWMP of JGES in the aspect of Maintenance of Cleanliness, Institution of Waste

Management and Education on Waste Management.

 66

The JGES teachers and administrator respondents showed a “relevant” overall

weighted mean rating on the three (3) aspects when it comes to the competencies learned

by the JGES parents and pupils. The assessment of the teachers and administrator

respondents shows that institution of waste management elicited the highest overall mean

of 4.34. This is followed by education on waste management with an overall mean of 4.29.

While the lowest overall mean of 4.07 was assigned under maintenance of cleanliness.

Table 9
Summary Results on the Competencies Developed by the SWMP of JGES

Rizal PPO Criminology Overall Mean

Faculty Members
Variables Personnel Student
AOM AR AOM AR AOM AR AOM AR
Maintenance 4.07 R 4.33 R 4.35 R 4.25 R
of Cleanliness
Institution of 4.34 R 4.36 R 4.38 R 4.36 R
Waste
Management
Education on 4.29 R 4.34 R 4.38 R 4.33 R
Waste
Management

Average
4.23 R 4.34 R 4.37 R 4.31 R
Overall Mean

Legends: AOM- Average Overall Mean

AR – Adjectival Rating
HD – Highly Developed
D – Developed
MD – Moderately Developed
LD – Less Developed
ND – Not Developed

. A summary of the overall assessments of the JGES teachers and administrators

respondents showed a uniform “relevant” on all the given three aspects of the SWMP on

Maintenance of Cleanliness, Institution of Waste Management and Education on Waste

Management with a group weighted mean of 4.34.

For the JGES pupils respondents, their top competencies learned is under institution

of waste management and education on management as this area both received the

highest Mean of 4.32. The groups were parallel in their opinion that maintenance of
 67

cleanliness is the last to be prioritized, garnered an overall weighted mean of 4.35, also

equivalent to relevant.

As a whole, the AOM of 4.36 for institution of waste management as this garnered

the highest rating. Notwithstanding, education on waste management and maintenance of

cleanliness should not be neglected in as much as it indexed an AOM of 44.33 and 4.25

indicating a relevant rating similar to the two other areas. Overall, the grouped mean value

of 4.31 indicate that all the variables given are developed when it comes to the

competencies developed by the JGES parents and pupils in terms of Maintenance of

Cleanliness, Institution of Waste Management and Education on Waste Management.

Proposals to Formulate School Waste Management Plan

for the Joaquin Guido Elementary School.

Research and study made by the author resulted to the proposed measures to

Formulate School Waste Management Plan for the Joaquin Guido Elementary School.

The JGES Teachers and Administrator group of respondents indicated in the survey

responses their concurrence and highly recommended on two (2) indicators: “learn the

practical aspects of School Waste Management Plan on Maintenance of Cleanliness,

Institution of Waste Management and Education on Waste Management” obtained the

highest weighted mean. This was followed by the indicator “provides explanations,

demonstration and clarification of SWMP procedure, which obtained the next mean value,

correspond that is highly recommended.

The indicators obtained during the data gathering, researcher recommended to “give

encouragement and direction to apply what has been taught; develop and implement

instructional plan in accordance with SWMP; gives feedback on the parents and pupils

performance in a manner not offending”.

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CHAPTER 5
Summary of Findings, Conclusion and Recommendations

This chapter summarizes the salient results of the study vis-à-vis the statement of

the problem. It also presents the conclusions and recommendations based from the

relevant research outcome of this research work relative to the School Waste Management

Plan for the Joaquin Guido Elementary School.

Summary

The study assessed the School Waste Management Plan of the Joaquin Guido

Elementary School, basis in designing an enhanced School Waste Management Program

for the Joaquin Guido Elementary School. Likewise, it also includes the features of the

School Waste Management Program of the Joaquin Guido Elementary School in clean and

green project that may provide income generation not only for the school but to include the

JGES parents and pupils as to its vision, mission, goal and objectives, management,

support system, schedule of deployment, project requirements and expected competencies.

Further it determines the experiences of the parents, pupils, teachers and administrators in

terms of clean and green project as to maintenance of cleanliness, institution of waste

management and education on waste management. It likewise includes the competencies

learned by the parents, pupils, teachers and administrators along with clean and green

project as to maintenance of cleanliness, institution of waste management and education

on waste management, as well as the proposed recommendations to enhance the School

Waste Management Plans of Joaquin Guido Elementary School.

This study made used of three hundred sixteen (316) composing of three (3) groups

of respondents, namely: two hundred ninety-one (291) JGES pupils, eight (8) teachers and

seventeen (17) parents of JGES. The documentary analysis, survey instruments and the

interview guide were used in gathering the needed data. The study was conducted in the

Joaquin Guido Elementary School.

 69

The study assessed the School Waste Management Plans of Joaquin Guido

Elementary School, basis in designing a successful School Waste Management Plan of the

Joaquin Guido Elementary that will provide not only clean and green projects but to include

the income generation scheme for the parents and pupils of Joaquin Guido Elementary

School.

Specifically, it sought answer the following sub-problems?

1. What are the features of the School Waste Management Plan of Joaquin

Guido Elementary School, in terms of:

a. Vision; Mission; Goal; and Objective (VMGO);

b. Management;

c. Support System;

d. Schedule of Deployment;

e. Project Requirements; and

f. Expected Competencies?

2. What are the experiences of the JGES parents and pupils relevant to the

School Waste Management Plans of Joaquin Guido Elementary School, in

terms of :

a. maintenance of cleanliness;

b. institution of waste management; and

c. education on waste management

3. What competencies developed by the JGES parents and pupils, along School

Waste Management Plans of Joaquin Guido Elementary School, in terms of:

a. maintenance of cleanliness;

b. institution of waste management; and

c. education on waste management

 70

4. What proposals maybe advanced to enhance the School Waste Management

Plans of Joaquin Guido Elementary School?

Findings

The following are the findings of the study:

Features of the School Waste Management Plans

of Joaquin Guido Elementary School

The School Waste Management Plans of Joaquin Guido Elementary School

designed to provide practical experiences and income generating project in line with the

clean and green projects for JGES parents and pupils. It prescribes the supervised

application of previously studied theories in School Waste Management Plans. The School

Waste Management Plans aims to provide the parents and pupils of JGES with an

opportunity to understand the economic, social and cultural reality of and by allowing them

to interact and relate with the school community. School Waste Management Plans provide

parents and pupils of JGES the opportunity to gain practical/hands-on experience in the

field. Enhance the personality, confidence, mediation/negotiation, public

relation/communication and critical thinking skills. Inculcate in the parents and pupils of

JGES the value of School Waste Management Plans and provide opportunities for the

parents and pupils of JGES to synthesize the various theories in School Waste

Management Plans.

Proposals to Enhance the School Waste Management Plans

of Joaquin Guido Elementary School.

As revealed in the findings of the study, there is a need to look forward on how to

enhance the School Waste Management Plans of Joaquin Guido Elementary School.

The need to provide the practical exercise relevant to police School Waste Management

Plans of Joaquin Guido Elementary School must provide explanations, demonstrations

and clarification of project procedures. The need to give encouragement and direction to
 71

apply what has been taught during clean and green projects and school waste

management plans were highly recommended by the three groups of respondents.

Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. The salient features of the School Waste Management Plans of Joaquin Guido

Elementary School are significant in the internalization of the core values of the

environmentalism.

2. The experiences of the parents and pupils in the aspect of school waste

management plans based on the assessment made by the teachers, administrators,

parents and pupils of the Joaquin Guido Elementary School have similar views as far as

maintenance of cleanliness, institution of waste management and education on waste

management are concerned.

3. The competencies learned by the teachers, administrators, parents and pupils

of the Joaquin Guido Elementary School on the school waste management plans

constitutes a part of the training that will give the participants to bridge the theory with

practice.

4. The proposed recommendations to enhance the on the School Waste

Management Plans of the Joaquin Guido Elementary School are highly recommended by

the respondents on the three aspects of the program. These are offered to improve the

School Waste Management Plans of the Joaquin Guido Elementary School among

teachers, administrators, parents and pupils of the Joaquin Guido Elementary School in the

aspect School Waste Management Plans of the Joaquin Guido Elementary School to

ensure that School Waste Management Plans of the Joaquin Guido Elementary School

able to apply the theories they learned during the implementation of School Waste

Management Plans of the Joaquin Guido Elementary School.

Recommendation
 72

With the foregoing conclusions deduced, the researcher hereby recommends the

following:

1. Review the vision, mission, goals and objectives of School Waste

Management Plans of the Joaquin Guido Elementary School to create a positive learning

environment that suits the individual characteristics and development of the teachers,

administrators, parents and pupils, and acceptable training techniques that are the most

conducive to producing a viable, competent clean and green projects that are income

generating.

2. Creation of a Monitoring Committee that will oversee the duties and

responsibilities of the teachers and administrators in creating a positive environment that

can enhance continued training and personal development among parents and pupils.

.5. In the light of the findings and conclusions of the study, the researcher

strongly recommends the adoption of the proposed recommendations to enhance the

School Waste Management Plans of the Joaquin Guido Elementary School.

The researcher of this study proposed that recommendations included as

appendices to this study be adapted and implemented by the Joaquin Guido Elementary

School.