NSTP MODULE

LTS-CWTS
A.Y 2022-2023
Introduction
“The State recognizes the vital role of the youth in nation building and shall promote and protect their
physical, moral, spiritual, intellectual, and social well-being. It shall inculcate in the youth patriotism and
nationalism, and encourage their involvement in public and civic affairs.”

National service programs are a global phenomenon. Contrary to the claims of vocal opponents to
compulsory service, the nation that recognizes civic duty, through one form of mandatory service or
another, span the political, economic and cultural spectrum.

In keeping with the concept of national services, the 1987 Philippine Constitution enshrined in its
Declaration of Principles that the Filipinos are duty-bound to protect the country and, as such, they may
be subjected to undergo service programs. This requirement is premised on the constitutional provision,
which provides that, “The prime duty of the Government is to serve and protect the people. The
Government may call upon the people to defend the state, and in fulfillment thereof, all citizens may be
required, under conditions provided by law, to render personal military or civil service” (Art II, Sec.4,
The Philippine Constitution).

Along this line of thought, the same Constitution, under its State Policies, prescribes the involvement
of the young generation in the community affairs in order to secure the nation. Article II, Section 13, is
clear, to wit: “The State recognizes the vital of the youth in nation-building and social well-being. It shall
inculcate in the youth patriotism and nationalism, and encourage their involvement in public and civic
affairs.”

These tenets of the Constitution lend its support to the youth in promotion of general welfare in pursuit
of charting the country’s development roadmap, an affirmation that the youth remains the bastion of hope
for the years ahead, particularly those who are in school, as they constitute rich reservoir of productive
manpower.

Directed towards attaining the collective assertions of these philosophies underpinning the ends of
education and national service, a land mark legislation was made through the passage of Republic Act
No. 9163, otherwise known as the National Service Training Program (NSTP) Act of 2001, premised on
the youth’s pivotal role as a potent force in bringing forth much- avowed goals of development in the
country.

The NSTP Act superseded Republic Act No. 7077 (Citizen Armed Forces of the Philippines Reservist
Act) which created the Reserve Force providing the base for the expansion of the Armed Forces of the
Philippines through the Reserve Officers’ Training Corps (ROTC) mandating military training of the
students enrolled in colleges, universities and other similar institutions of learning.

The primary objective of NSTP is to highlight the role of the youth in building a strong Republic,
invoking gender equality and development through the inclusion of female students in national service
training. As such, it aims to develop the youth to become civic or military leaders and volunteers through
a modified, re- structured and reinforced training package whom could be called upon by the nation in
cases their services are needed and in the event of disasters or emergencies.

It can be summarized that NSTP, however, as a form of citizenship training, affords its student-
trainees the opportunity to demonstrate practical and functional knowledge as well as life skills,
especially problem-solving in daily life, that the Program offers to them in the course of training.
MODULAR UNIT 1
The National Service Training Program
LEARNING OBJECTIVES

At the end of this modular unit, students are expected to:

1. Explain the history and significance of the NSTP in the purview of national security and
development;
2. Appreciate the value of NSTP as a citizenship training program; and
3. Support NSTP-related activities and endeavors.

Overview

The Philippine Constitution provides that the defense of the state is a prime duty of the government
and the people, and in fulfillment of this duty, all citizens may be required by law to render personal
military or civil service. It further states that it is the duty of the citizen to contribute to our country’s
development in the attainment and preservation of a just and orderly society. The National Service
Training Program (NSTP) Act of 2001 mandates all citizens, both male and female, to fulfill this civic
duty.

Responding to the urgent needs of our developing country today and in the foreseeable future, it is
equally vital to develop and enhance civic consciousness among the young generation to ensure national
security and development. NSTP, therefore, enables the youth, as the most valuable resource of the
Filipino nation, to be motivated, developed and utilized in regard to their responsibilities as citizens and
in fulfillment of their civil obligations.

Input No. 1: The Evolution of the National Service Training

Program
The imposition of the national program for service and training of youth in the Philippines
began with the creation of Commonwealth Act No. 1, otherwise known as the National Defense Act. It is
a legislative act providing basis for the national defense of the country, punishing certain violations
thereof, appropriating funds therefore and for other purposes under the government of President Manuel
L. Quezon in 1935. The same law that required college students, particularly males, to finish two years,
equivalent to 4 semesters, of military training as a modality to institutionalize the reservist system in the
Philippines national defense.

In 1980, the National Defense Act was amended to give existence to Presidential Decree No.
1706, otherwise known as the National Service Law. It mandated compulsory national service to all
Filipino citizens. It was composed of three main program components namely: Civic Welfare Service
(CWS), Law Enforcement Service (LES), and Military Service (MS). College students were given an
option to choose one from among these components in compliance with this requirements for tertiary
education.

The implementation of the National Service Law, except the provision of the Military Service
was suspended by Presidential Memorandum Order No. 1 under the incumbency of former President
Corazon Aquino, paving the way for the conceptualization of the basic Reserve Officers’ Training Corps
(ROTC), embodied under Republic Act No. 7077 (The Citizen Armed Forces of the Philippines Reservist
Law), effective school year 1986-1987.

The ROTC program aimed to realize the constitutional mandated of developing a strong civilian
base to supplement the professional military in the nation’s defense system. It was designed to initiate the
ROTC trainees in the rudiments of soldiership, instilling in them discipline and correct deportment. The
objective of the said program was to train all able-bodied tertiary students for military skills in case of
war. It cannot be disputed, however, that the law on mandatory military training for male Filipino
students that existed for more than sixty (60) years was tainted with anomalies and irregularities in the
advent of the post-Marcos era that culminated to the unprecedented death of UST ROTC cadet officer
Mark Welson Chua for alleged anomalies of some erring ROTC officials in 2001, thus, defeating the
purpose upon which this military training program was anchored in.

As way to offer an alternative in neutralizing people’s version to this military program during
the school year 2001-2002, ROTC was only made optional under the National Service Program (NSP),
conceiving the so-called Expanded ROTC ( E-ROTC) characterized by deviation from the rigid tactical
training offering alternatives like rendering civil auxiliary sources in the form of helping maintain law and
order, assisting socio-economic development projects and delivery if basic health services or aiding in
addressing local insurgency.

In view of the options, it gave the students the choice, among the following components,
Military Service (MS), Civic Welfare Service (CWS) and Law Enforcement Service (LES).

Many, if not all of the Higher Education Institutions, found the enforcement of NSP confusing
and unmanageable though. Hence, in December 2001, the NSTP Act, envisioned to address public clamor
for reforms in the ROTC and NSP Programs, was signed into law by then President Gloria Macapagal-
Arroyo as an aggressive modality toward making the former national service training that is military in
nature, relevant to the changing needs of the time.

The main objective of NSTP is to stress the significant role played by youth, male and female
alike, in the task of developing our nation via national service training. As such, it aims to develop the
youth to become civic or military leaders and volunteers through a modified, re-structured and reinforced
training package whom could be called upon by the nation in cases their services are needed and in the
event of disasters or emergencies.

Compared with ROTC, the NSTP Act ensured that three components – Civic Welfare Training
Service (CWTS), Literacy Training Service (LTS) and Reserve Officers’ Training Corps (ROTC), are
given the same and equal implementation in educational institutions. Moreover, it defined the training,
coverage and others.

The non-military program components of NSTP, that is, the CWTS and LTS are committed to
strengthening the values and traits of the youth, improving skills and knowledge on various endeavors,
developing interest in community service and making them responsible for peace and development to
ensure harmony and growth in the Filipino communities.

Legal Bases of NSTP

1. The Philippine Constitution
2. Commonwealth Act No. (National Defense Act)
3. Presidential Decree No. 1706 (national Service Law)
4. Republic Act No. 7077 (The Citizen Armed Forces of the Philippines Reservist Law)
5. Republic Act No. 9163 (NSTP Act of 2001)0
Input No. 2: Frequently Asked Questions (FAQs) about NSTP
1. What is National Service Training Program Law?
The National Service Training Program (NSTP) Law as embodied in Republic Act 9163 is a
program aimed at enhancing civic consciousness and defense preparedness in the youth by
developing the ethics of service and patriotism while undergoing training in any of its three (3)
program components specially designed to enhance the youth’s active contribution to the general
welfare.

2. What are the Program components of the NSTP?

a. The Reserve Officers Training Corps (ROTC) is designed to provide military training to
tertiary level students in order to motivate, train, organize, and mobilize them for national
defense preparedness.
b. The Literacy Training Service (LTS) is designed to train the students to teach literacy and
numeracy skills to school children, out-of-school youth and other segments of society in need
of their services.
c. The Civic Welfare Training Service (CWTS) refers to activities contributory to the general
welfare and the betterment of life for the members of the community or the enhancement of
its facilities, especially those developed to improving health, education, environment,
entrepreneurship, safety, recreation, and moral of the citizenry and other social welfare
services.

3. Who shall take the NSTP? All incoming freshmen students male and female, enrolled in any
baccalaureate and in at least two (2) year technical vocational or associate courses, are required
to complete one (1) NSTP component of their choice as a graduation requirements

4. How will be the NSTP be taken up? Each of the NSTP components shall be undertaken for an
academic period of two (2) semesters and credited for three (3) units per semester with 54 to 90
training hours per semester.

5. What if the NSTP cannot be taken up during the regular semester? A one (1) summer-
program in lieu of the two (2) semester-program may be designed, formulated and adopted by
DND, CHED and TESDA subject to the capability of the school and the AFP to handle the same.

6. What if the NSTP program component chosen by a student is not offered in his/her school?
Schools that do not meet the required number of students in order to conduct a program
component or do not offer the component chosen by their students shall allow them to cross-
enroll to other schools irrespective of whether that school is under CHED or TESDA and for
ROTC, whether they are managed by different AFP branches of service.
These students however, shall be subjected to the existing rules and regulations of their
original school and accepting school.

7. Are currently-enrolled students covered by the NSTP? Male students currently enrolled but
have not taken any program component of the previous Expanded ROTC (E-ROTC)/ National
Service Program (NSP) are covered by the NSTP.
 8. Will a student who has completed all the academic requirements of his course except ROTC
be allowed to graduate? A student who has completed all his academic requirements except for
ROTC will be allowed to graduate provided that he is a certified candidate by the school on or
before the effectivity of the NSTP which is March 23,2002.

9. What if a male student has completed two semesters of E-ROTC/NSP? He is deemed to have
complied with the NSTP requirement.

10. What if a male students has only taken one (10 semester of Basic ROTC and E-ROTC/NSP?
He shall take one more semester of any of the NSTP components to qualify for graduation.

11. What will become of NSTP Graduates? Graduates of the non-ROTC components shall belong
to the National Service Reserve Corps (NSRC) that could be tapped by the State for literacy and
civic welfare activities. Graduates of the ROTC component shall form only part of the AFP
Citizen Armed Force, subject to DND requirements.

12. How can student continue to qualify for enlistment in the AFP Reserve Force? He/she may
qualify for enlistment in AFP Reserve Force as long as he/she has completed the two 920
semesters of Basic ROTC

13. How much fee will be charge for an NSTP component? No fees shall be collected for any of
the NSTP component except basic tuition fees, which should not be more than fifty percent
(50%) of the charges of the school per academic unit.

14. What student incentives can be provided by the NSTP? The following incentives to students
are to be provided when they take up NSTP.
A program of assistance/incentives for ROTC students from DND which will be in
accordance with existing laws and regulations and subject to the availability of funds.

School authorities concerned, CHED and TESDA shall ensure that health accident group
insurances are provided to students enrolled in any of the NSTP components.

A Special Scholarship Program for qualified NSTP shall be administered by CHED and
TESDA subject to the availability of funds.

15. Who responsible for supervising the NSTP? School Authorities shall exercise academic and
administrative supervision over the design, formulation, adoption and implementation of the
different NSTP components in their respective schools.

In case of ROTC, the School Authorities and DND shall exercise joint supervision over its
implementation.

16. What lead agencies will monitor the implementation of the NSTP? CHED Regional Offices,
TESDA Provincial and District Offices and the DND-AFP through the major Service Reserve
Commands and their ROTC Units shall oversee if the trainings conducted are in consonance with
the republic Act.
17. Is the NSTP available in all Schools and Universities? All Higher and Technical Vocational
Educational Institutions shall be offering at least one (1) of the NSTP components, while State
 Universities and colleges will offer the ROTC component and at least one other NSTP
component

Lead Agencies Tasked to Monitor the Implementation of NSTP

1. Commission on Higher Education (CHED)
2. Department of National Defense (DND)
3. Technical Education and Skills Development Authority (TESDA)
MODULAR UNIT 2
Good Citizenship
LEARNING OBJETIVES

At the end of this modular unit, students are expected to:

1. Understand the principles underpinning good citizenship, rights and responsibilities of citizens,
service and volunteerism for national development;
2. Describe and analyze issues that relate to the good citizenship values, rights and responsibilities
of student-citizen in the country.
3. Make responsible decisions, address issues, explain concepts and/ or solve problems using
relevant example pertaining to exercise of rights
4. Appreciate the significance of good citizenship towards the attainment of national development.

Overview

The citizenship education topic of the national Service Training Program (NSTP) affords the
implementing institutions the opportunity to develop consciousness not only in national terms, but also in
terms of global civic rights and responsibilities.
The program components of NSTP are structured in a way that the student-trainee’s notion of the
relationship between the state and the people has changed and the service opportunities have been a core
means for learning how citizenship is applied.
The NSTP Law is legislation that sees the youth as partners of the state in promoting civic
consciousness, and aims to develop their physical, moral, spiritual, intellectual and social well-being
through civic service. In so doing, it inculcates patriotism and nationalism in the youth, and advance their
involvement in civic and public affairs.
As an enabling law, it enjoins students and young people to strengthen their social awareness and
civic engagements. It requires implementers to design a program that supports the National Service
Training Program, taken in two semesters or in one summer with at least 54 training hours, and carries a
total credit load of six (6) units. There are two (2) courses: one which provides the theoretical component
and one which supplements theoretical learning by service extension which paved the way for a
curriculum framework on citizenship and civic consciousness.
This framework and vision for students engaging in civic service and community work equip the
trainees with an understanding of citizen rights, duties and roles in a civil society and provides theoretical
and practical learning experiences for civic-mindedness, service and community participation.
Consistent with the aims of Program is broadening the student-trainee’s worldview-from a love of
country, nation and community, to concern, action for others beyond nationalism. Truly, citizenship
cannot and should not be confined to the national boundaries of ones country or to patriotism and loyalty
to one’s own homeland. On the contrary, an intense focus on nationalism and patriotism alone can stand
in contradiction to a broader notion of humanity.
 This module focuses on the rights and responsibilities of citizens. More specially, it offers the
following themes:
1. The Bill of Rights of Filipinos
2. Basic Values of Filipinos
3. Nationalism and Patriotism for National Development
4. Community Service and Volunteerism

Input No.1: The Bill Of Rights of Filipinos

“There is no Constitution worthy of the name without a bill or declaration of rights”.

Article III of the Philippine Constitution is the Bill of Rights. It establishes the relationship of the
individual to the State and defines the rights of the individual by limiting the lawful powers of the State. It
is one of the most important political achievements of the Filipinos (Smith, 1945)

Importance of Bill of Rights

A bill of rights is a constitutional enumeration of rights and privileges guaranteed by the State to all
persons within its territory. It is the statement of individual liberties which citizens, residents and
sojourners in the country enjoy abuses in against the exercise of government power. In short, it is the
people’s shield against government abuse.
The peaceful attainment of peace will depend on our nations libertarian use of freedom- freedom of
thought, speech and association. The rights proclaimed in the Bill of Rights are the “ten commandments”
of our constitutional faith. They are the means of self-government and sovereignty. They are the means to
truth. They are the means of and end of security and survival.

Below is the Bill of Rights provided for in Article III, 1987 Philippine constitution:

Section 1.No person shall be deprived of life, liberty, or property without due process of law, nor shall
any person be denied the equal protection of law.

Section 2.The right of the people to be secure in their persons, houses, papers, and effect against
unreasonable searches and seizures of whatever nature and for any purpose shall be inviolable, and no
search warrant or warrant of arrest shall issue except upon probable cause to be determined personally by
the judge after examination under oath or affirmation of the complainant and the witnesses he may
produce, and particularly describing the place to be searched and the persons or things to be seized.

Section 3.(1) The privacy of communication and correspondence shall be inviolable except upon lawful
order of the court, or when public safety or order requires otherwise, as prescribed by law.
(2) Any evidence obtained in violation of this or preceding section shall be inadmissible for any
proceeding.

Section 4.No law shall be passed abridging the freedom of speech, of expression, or of the press, or the
right of the people to peaceably assemble and petition the government for redress of grievances.

Section 5.No law shall be made respecting an establishment of religion, or prohibiting the free exercise
thereof. The free exercise and enjoyment of religious profession and worship, without discrimination or
preference, shall forever be allowed. No religious test shall be required for the exercise of civil or political
rights.
Section 6.The liberty of abode and changing the same within the limits prescribed by law shall not be
impaired except upon lawful order of the court. Neither shall the right to travel be impaired except in the
interest of national security, public safety, or public health, as may be provided by law.

Section 7.The right of the people to information on matters of public concern shall be recognized. Access
to official records, and to documents and papers pertaining to official acts, transaction, or decisions, as
well as to government research data used as basis for policy development, shall be afforded the citizen,
subject to such limitations as may be provided by law.

Section 8.The right of the people, including those employed in the public and private sectors, to form
unions, association, or societies for purposes not contrary to law shall not be abridged.

Section 9.Private property shall not be taken for public use without just compensation.

Section 10.No law impairing the obligation of contracts shall be passed.

Section 11.Frees access to the courts and quasi-judicial bodies and adequate legal assistance shall not be
denied any person by reason of poverty

Section 12.(1) Any person under investigation for the commission of an offense shall have the right to be
informed of his right to remain silent and to have competent and independent counsel preferably of his
own choice. If the person cannot afford the services of counsel, he must be provided with one. These
rights cannot be waived except in writing and in the presence of counsel.
(2) No torture, force, violence, threat, intimidation, or any other means which vitiate the free
will shall be used against him. Secret detention places, solitary, incommunicado, or other similar forms of
detention are prohibited.
(3) Any confession or admission obtained in violation of this or Section 17 hereof shall be
inadmissible in evidence against him.
(4) The Law shall provide for penal and civil sanctions for violations of this section as well as
compensation to rehabilitation of victims of torture or similar practices, and their families.

Section 13.All persons, except those charged with offenses punishable by reclusion perpetua when
evidence of guilt is strong, shall, before conviction, be bailable by sufficient sureties, or be released on
recognizance as may be provided by law. The right to bail shall not be impaired even when the privilege
of the writ of habeas corpus is suspended. Excessive bail shall not be required.

Section 14.(1) No person shall be held to answer for criminal offense without due process of law.
(2) In criminal prosecutions, the accused shall be presumed innocent until the contrary is
proved, and shall enjoy the right to heard by himself and counsel, to be informed of the nature and cause
of accusation against him, to have speedy, impartial, and public trial, to meet the witnesses face to face,
and to have compulsory process to secure the attendance of witnesses and the production of evidence in
his behalf. However, after arraignment, trial may proceed notwithstanding the absence of the accused:
Provided, that he has been duly notified and his failure to appear is unjustifiable.

Section 15.The privilege or writ of habeas corpus shall not be suspended except in case of invasion or
rebellion, when the public safety requires it.

Section 16.All persons shall have the right to a speedy disposition of their cases before all judicial, quasi-
judicial, or administrative bodies.

Section 17.No person shall be compelled to be a witness against himself.

Section 18.(1) No person shall be detained solely by reason of his political beliefs and aspirations.
 (2) No involuntary servitude an any form shall exist except as punishment for a crime
whereof the party shall have been duly convicted.

Section 19.(1) Excessive fines shall not be imposed, nor cruel, degrading or inhuman punishment
inflicted. Neither shall death penalty be imposed, unless, for compelling reasons involving heinous
crimes, the Congress hereafter provides for it. Any death penalty already imposed shall be reduced to
reclusion perpetua.
(2) The employment of physical, psychological, or degrading punishment against any prisoner
or detainee or the use of the use of substandard or inadequate penal facilities under subhuman conditions
shall be dealt with by law.

Section 20.No person shall be imprisoned for debt or non-payment of a poll tax.

Section 21.No person shall be twice put in jeopardy of punishment for the same offense. If an act is
punished by a law and an ordinance, conviction or acquittal under either shall constitute a bar to another
prosecution for the same act.

Section 22. No ex post facto law or bill of attainder shall be enacted.

Input No.2: The Basic Values of the Filipinos

NSTP as a citizenship training scheme focuses on translating the good citizenship values as reflected
in the Preamble of the Constitution into concrete action in building a better Philippines. Hence, emphasis
in this input is placed on the 16 basic Filipino values based on the 1987 Philippine Constitution.

Preamble

We, the sovereign Filipino people

imploring the aid of Almighty god,
in order to build a just and humane society
and establish a Government
that shall embody our ideals and aspirations,
promote the common good, conserve and develop our patrimony,
and secure to ourselves our posterity the blessings of independence
and democracy under the rule of law and a regime of truth,
justice, freedom, love, equality, and peace,
do ordain and promulgate this Constitution.

Meaning of Preamble

The term preamble is derived from the Latin word “preambulare” which means “to walk before”. It
is the prologue of the Constitution. Cluster below are the good citizenship values that are reflected in
the Preamble of the 1987 Philippine Constitution:

The Maka-Tao Cluster The Maka-Bayan Cluster

The Maka-Diyos Cluster
6. Love 11. Unity
1 .Faith in the Almighty 7. Freedom 12. Equality
God 8. Peace 13. Respect for the law and
2. Respect for Life 9. Truth Government
3. Order 10. Justice 14. Patriotism
4. Work
15. Promotion of Common
5. Concern for the Family
Good
and Future Generations
 The Maka-Kalikasan Cluster

16. Concern For the Environment

The Good Citizenship Values Clusters

Faith in the Almighty God
The Bible says, “But without faith, it is impossible to please Him, for he who comes to God must
believe that He is, and that He rewards those who diligently seek Him” (Hebrews 11:6)

Respect for Life

We ordained for the Children of Israel that if any one slew a person – unless it be for murder or for
spreading mischief in the land – it would be as if he saved the life of the whole people. Then although
there came to them Our messengers with clear sign, yet, even after that, many of them continued to
commit excesses in the land (5:32) Qur’an.

Order
Assuredly, We have sent down the Book to you in right form for the good of man. Whoso guided
himself by it does so to his own advantage, and whoso turns away from it does so at his own loss. You
certainly are not their keeper (39:41) Qur’an.

Work
Confucius says, “Give fish to a man, he will have food to eat for a day; teach him how to fish and he
shall have food throughout his lifetime.” And, “if man will not work, he shall not eat” (2 Thessalonians
3:10).

Concern for the Family and Future Generations

“The family is an essential factor in the general, social and even political life. Constant living together
of husband and wife, and of parents and children, contributes to the development of a strong sense of
duty, of an aptitude for heroic sacrifices, and of the love by future generations of the traditional and moral
conquest of those who preceded them. The family is an indispensable element of social cohesion and
equilibrium”.
I shall live a life that is based on the right values and serve as an inspiration to others who may be
struggling to strengthen their own faith in God.

1. I have the gift of faith in God;

2. The gift of faith in God in me needs to be nurtured;
3. My life is strengthened by my faith in God; and
4. A strong faith in God, coupled with other important values, will improve my life and those of
others.

The Maka-Tao Cluster

Love
“When man has love, he is no longer at the mercy of forces greater than himself, so he, himself
becomes the powerful force” ( Leo Buscaglia). Moreover, “love is the will to extend oneself for the
purpose of nurturing one’s own or another’s spiritual growth” (M. Scott Peck).

Moral Lesson: Love is a powerful

force in nurturing man.
Freedom
According to Pope John Paul II, “freedom consist not in doing what we like, but in having the right to
do what we ought”.

Peace
It is always great to remember, what the Bible says, “Blessed are the peacemakers for they will be
called children of God”.( Matthew 5:9)

An unknown author wrote about the value of peace, as such:

Juanito was an idealistic person. He wanted everybody to be happy and lead meaningful lives. So one
day, he strode to church and prayed hard for World Peace. He continued praying for the same intention
for a year, yet nothing seemed to change.

One day, he decided to narrow down his scope and pray for peace in his own country instead. He
prayed for the same intension for another year, yet violence and disturbance still seemed to be in an
upsurge.
Moral Lesson: Let there be peace on
earth….and let it begin with me.

Anxious for his prayer to be finally heard, he decided to pray for peace within his family instead. He
kept this intention for another year with no significant result.

Finally, on the verge of frustration, he decided to pray for peace. He prayed for this intention for the
next year. Each time he did so, he felt more at peace with himself and his personal issues, his family, his
neighbors until it reached a point in time that Juanito was considered a man of peace, a friend of
everybody especially of the neediest among his countrymen.

The UNESCO Constitution also reminds us that, “since wars begin in the minds of men, it is in the
minds of men that the defenses of peace must be constructed”.

Moral Lesson: Let the peace of the

nation begin in the minds of its
citizens.
Truth
It is worthwhile to be familiar and understand some of the following famous quotations and anecdotes
which make us better and wiser persons:

1. Quotations
“ A man who seeks truth and loves it must be reckoned precious to any human society.”
(Frederick the Great)

“An honest man can feel no pleasure in the exercise of power over his fellow citizens”.(Thomas
Jefferson)
 “No legacy is as rich as honesty.”(William Shakespeare)

2. Anecdotes (complied by J. Maurus)

When Mahatma Gandhi appeared for the London Matriculation Examination, the paper on
general knowledge contained the following question: “What is more golden than gold?”

Justice
According to Martin Luther King Jr., “injustice anywhere is threat to justice everywhere.”

To Jimmy Carter, “the law is not the private property of lawyers, nor is justice the exclusive province
of judges and juries. In the final analysis, true justice is not a matter of courts and law books, but a
commitment in each of us to liberty and mutual respect”.

In Matthew 7:12, it says, “Treat others the way you want to have them treat you”.

And by the Institute for Development Education Center for Research Communication, “justice is
giving every man his due”.
Moral Lesson: Giving justice to
anyone is a fair treatment to
The Basic Values of the Filipinos (Maka-Tao) everyone.

The Maka-Bayan Cluster

Unity
The value of unity can be realized by practicing the virtues stated in the following quotations:

“Behold how good and pleasant it is for the brethren to dwell together in unity.”(Psalm 133.1)

“If a kingdom is divided against itself, that kingdom cannot stand. And if a house is divided against
itself, that house will not be able to stand.” (Mark 3:24-25)

“Make my joy complete by being of the same kind, maintaining the same love, united in spirit, intent
on one purpose.”(Philippians 2;2)

“As a body in one, thought it has many parts, and all the parts of the body, though many, are one body,
so also Christ.”(Corinthians 12-12)

“Remember, upon the conduct of each depends the fate of all.” (Alexander the Great)

Equality
To appreciate the value of equality, consider this anecdote

Skulls
Andrew Maria Almonte, MMHC

One day, a group of skulls in a cemetery had a conversation.

“Hey,” said a skull to another, “who were you when you were alive?”
“Yes, I was once his slave,” replied another skull. “He was a tyrant, a
ruthless and merciless king!”
“I am your king remember?”
“shut up!” shouted the slave-skull. “You are no longer my king nor am I
your slave anymore! We are the same now-rotten skulls!”
 Moral Lesson: Each person may differ
in worldly stature, but each one bears
the same amount of dignity as
The Maka-Kalikasan Cluster another and all share one common
Concern for the Environment
destiny.

The Giving Tree

Fr. Benigno P. Beltran, SVD

Once there was a tree… and she loved a little boy. And everyday the
boy would gather her leaves, make them into a crown and play king
of the forest. The boy would also play hide and seek, climb her
branches and eat her shade. And the boy loved the tree…very much…
and the tree was very happy.
But the time went on…and the boy grew older. And the tree was
often alone. Then one day, the boy went to the tree who said:
“Come, boy, come and climb up my trunk, swing from my branches,
eat my mangoes, paly in the shade and be happy.
But the boy stayed away for a long time…Then one day, the boy
came back to the tree who shook with joy and said: ”Come, boy,
come and climb up my trunk, swing from my branches, eat my
mangoes, play in the shade and be happy.” “I am too busy to climb
trees”, said the boy. “ I want a house to keep me warm.” I want a
wife and children and so I need a house. Can you give me a house?” “
I have no house,” said the tree. ‘ The forest is my house, but you may
cut off my branches and build a house.” And so the boy cut off her
branches and carried them away to build his house. And the tree was
happy.
But the boy stayed away for a long time…Then one day, the boy
came back and the tree was so happy that she could barely speak.
“Come boy,” she whispered, “come and play.” “I am too old to play,”
said the boy. “I want a boat that will take me far away from her. Can
you give me a boat?” “Cut down my trunk and make a boat,” said the
tree. “Then you can sail away…and be happy.” And so the boy cut
down the trunk and made a boat and sailed away. And the tree was
happy…but not really.
And after a time, the boy came back again. “I am sorry, boy,” said
the tree. “But I have nothing left to give you…my mangoes are gone.”
My teeth are too weak for mangoes,” said the boy.” My branches
are gone,’ said the tree. “You cannot swing on them.” I am too old to
swing on branches,” said the boy. “My trunk is gone,” said the tree.
“You cannot climb.” “I am too tired to climb,” said the boy. “ I am
sorry,” signed the tree. “ I wish that I could give you something… But
I have nothing left. I am just an old stump. I am sorry.” I don’t need
very much now,” said the boy.” Just a quiet place to sit and rest. I am
very tired.’ Well” said the tree, straightening herself up as much as
she could, well an old stump is good for sitting and resting. Come,
boy, sit down and rest.” And the boy did and the tree was happy.
 Personal Resolution:

I am a steward of creation. I understand that my existence

and that of generations after me are threatened by the
destruction of the environment. I pledge to be more discerning
individual by using all environmental resources properly and
prudently. I shall develop a conscious effort to preserve and
protect the environment from further degradation. I shall treat
the environment as though it were my own masterpiece, giving it
great care and priding myself of its wonder and beauty. I shall
ever be thankful of the grace of God and the dedication of people
in their work to ensure that my family and I have clean air to
breathe, clean water to drink, clean oceans to launch adventures
and above all, a life that’s healthy and a future worthy to be
shared with the next generations.

Some examples of how participants may cultivate and encourage the value of Concern for the
Environment for student-trainees

1. Develop a more conscious and consistent habit of keeping your surroundings clean as well as
using environmental resources such as water and electricity wisely and prudently.
2. Have a deeper understanding of the dire state of the environment and in your own capacity
contribute to the work of preserving it.
3. Understand the process of recycling and apply this process in school and in your homes.
4. Protect rivers and waterways along the community by teaching people alternative waste disposal
systems and by encouraging them to use the rivers instead for livelihood and other meaningful
purposes.

Local communities depend on their citizens to help make it a great place to live and work.
 Our Nation is in Crisis
Our People are Suffering
Let Us Stop Being Part of the Problem
Let Us be Part of the Solution
Let Us be Good Citizens
By Living the Good Citizenship Values Enshrined in the Constitution:

FAITH IN GOD. Be God-fearing and live according to His will.

UNITY. Work together and share with one another.

PATRIOTISM. Place the good of the country above one’s own.

WORK. Be diligent and earn an honest living. Do not engage in crime and
corruption.

RESPECT FOR LIFE. Recognize the absolute value of human life and the
human dignity of every person. Do not inflict harm on others.

RESPECT FOR LAW AND GOVERNMENT. Obey the laws of the land and
support government programs.

TRUTH. Stand up for the truth and avoid intrigue and mudslinging.

JUSTICE. Give everyone their due. Do not oppress or take advantage of

anyone.

FREEDOM. Assert your right to be able to do the right things.

LOVE. Look after the good and welfare of one another.

EQUALITY. Treat one another as brothers and sisters being children of one God
and one nation.

PEACE. Live and work together in harmony. Avoid violence as a way of

settling disputes.

PROMOTION OF THE COMMON GOOD. Put the welfare of the greater

number of people who are over one’s own. Do not be greedy and selfish.

CONCERN FOR FAMILY AND FUTURE GENERATIONS. Look after the welfare of
your family and future generations.

CONCERN FOR THE ENVIRONMENT. Keep your surroundings clean and

conserve our natural resources.

ORDER. Respect the human rights of one another and comply with your duties
Good Citizenship and Good Governance for National Transformation
 How do we become good citizens?
 These values define our identity as a people.
 We become good citizens by living according to these values.
 We become good citizens by being good Filipinos.
 All Filipinos must be good citizens.
 All Filipinos are citizens of our republic
 All Filipinos must live according to these values, whether rich or poor, young or old,
Catholic, Muslim or Protestant.
 We must live according to these values in all our actions, at all times, in all circumstances.
 Living according to these values is not going to be easy.
 However, living according to these values will bring good fruit.
 Good Citizenship contributes to nation-building
 The good fruit of good citizenship actions will not only benefit us personally but will benefit
our country as well.
 The fruit of good citizenship is what contributes to nation-building
 Good Citizenship engenders love of country.
 Good citizenship, no matter how small, contributes to nation-building.
 Through good citizenship
- Even the poor can contribute to nation-building
- Even children can contribute to nation-building
 Through good citizenship, we show our love for our country
 Through good citizenship, we develop our sense of nationhood, which has heretofore eluded
us, as a people.
 Good Citizenship engenders unity
 Our core Filipino values are our shared values
 A sense of our shared values can be strong face to unite us, as a people, despite our
differences.
 Citizenship based on shared values can be a basis for unity.

Input No. 3: Nationalism and Patriotism

The history of nationalism and patriotism in our country is as old as the history of humankind.
The term “nationalism” is generally used to describe two things, first the attitude that the members
of a nation have which includes the concept of national identity such as common origin, ethnicity and
cultural ties. The other one is the actions that the members of the nation take when seeking to achieve (or
sustain) self-determination. These involve having full statehood with complete authority over domestic
and international affairs. On the other hand, “patriotism” is love of and/ or devotion to one’s country.
However, patriotism has had different meanings over time, and its meaning is highly dependent upon
context, geography and philosophy. Although patriotism is used in certain vernaculars as a synonym for
nationalism, nationalism is not necessarily considered an inherent part of patriotism. Likewise, patriotism
is strengthened by adherence to a native religion, particularly because such a community usually has its
holy places inside its motherland. This also implies a value preference for a specific civic or political
community.
Nationalism is characterized by an attachment of superiority to one’s country, an aspiration for its
continuity, prosperity, and maintaining a high regard and respect for the laws, principle and policies of
that country.

Salient Provisions of Flag and Heraldic Code of the

Philippines (as embodied in Republic Act No. 8491)
The Philippine Flag

A flags is a sacred and respected feature of the nation which it symbolizes. Each nation’s flag has a
specific way in which it should be displayed and folded.
Our national flag is symbol of our country. It shows our unity as a people. It stands for our high
ideals and noble heritage. Therefore, when you show respect for the flag, you also show respect for our
country and people. One way to show respect is to handle the flag properly.
The Philippine National flag is said to be the primary symbol of the nation’s camaraderie, solidarity
and unity. It is therefore, the symbol of nationalism and patriotism in our country. And so, let us learn
more about its history and origin.
The national flag of the Philippines is a horizontal bicolor with equal bands of blue and red, and
with a white equilateral triangle based at the hoist side; in the center of the triangle is a golden yellow sun
with eight primary rays, each containing three individual rays; and at each corner of the triangle is a five-
pointed golden yellow star.
The flag was first conceptualized by Emilio Aguinaldo. The first flag was sewn in Hong Kong by
Marcela Agoncillo, her daughter Lorenza, and Dona Delfina Herbosa de Natividad, niece of Jose Rizal,
the Philippines national hero. The flag is displayed with the blue field on top in times of peace, and with
the red field on top in times of war .The Philippine flag is unique in the sense that it can indicate a state of
war when the red field is displayed on top or on the observer’s left when the flag is displayed vertically,
with the white equilateral triangle at the top end.

Construction
The Flag’s length is twice its width, which translates into an aspect ratio of 1:2 The length of all the
sides or the white triangle is equal to the width of the flag. Each star is oriented in such manner that one
of its tips points toward the vertex at which it is located.

Flag Protocol
The flag should be displayed in all government buildings, official residences, public plazas, and
schools every day throughout the year. The days of the 28 th of May (National Flag Day) and the 12 th of
June ( independence Day) are designated as flag days, during which all offices, agencies and
instrumentalities of government, business establishment, institutions of learning and private homes are
enjoined to display the flag. But in recent years, the flag days are now from May 28 to June 30 yearly. By
law, the Philippine flag must be permanently hoisted and illuminated at night at the following locations:

1. Malacanang Palace, the Presidencial Residences

2. The Congress of the Philippines buildings:
a. Senate of the Philippines building
b. House of Representatives of the Philippines building ( Batasang Pambansa Complex)
3. Supreme Court of the Philippines building
4. The Rizal Monument in Luneta, Manila
 5. Aguinaldo Shrine in Kawit, Cavite
6. Barasoain Shrine in Malolos, Bulacan
7. Tomb of the Unknown Soldiers
8. Mausoleo de los Veteranos de la Revolucion
9. All international ports of entry
10. All other places as may be designated by the National Historical Institute

Half-mast
The flag may be flown at half-mast as a sign of mourning. Upon the official announcement of the
death of the President or a former President or a former President, the flag should be flown at half-mast
for seven days following the death of the Vice President, the Chief Justice, the President of the Senate or
the Speaker of the House of Representatives.
The flag may also be required to fly at half-mast upon the death of other persons to be determined
by the National Historical Institute, for a period less than seven days. The flag shall be flown at half-mast
on all the building and places where the decedent was holding office, on the day of death until the day of
interment of an incumbent member of the Supreme Court, the Cabinet, the Senate or the House of
Representatives, and such other persons as may be determined by the National Historical Institute.
When flown at half-mast, the flag should be first hoisted to the peak for a moment then lowered to
the half-mast position. It should be raised to the peak again before it is lowered for the day.

Folding the Flag

1. Hold the flag at each of its four corners and pull it taut. The folder holds the corners at the end
with the blue and red fields.
2. Fold the flag in half, lengthwise, with the red field covering the blue field. Pull it taut again
making sure the open side’s edges are flush with one another.
3. Fold it in half again, the closed side over the open side, again maintaining the flattening tension
and parallel, flush edges on the open side. The blue field should now be displayed face up.
4. Take the closed side’s blue field corner and fold it over the open side such that what was the
bottom edge is now parallel and flush with the open side forming a right triangle ( a triangle with
a ninety-degree angle).
5. At the right angle, fold the flag again such that a new right triangle is formed, still keeping the
open edges parallel.
6. Fold the right-angled corner of the new triangle over such that it forms a new right triangle with
what had been the bottom edge now flush with the side of the flag below it.
7. Continue this sequence of folds creating right triangles until the flag is completely folded into a
right triangular bundle. The white field and yellow sun should now predominate in the visible
areas of flag.

Prohibited Acts

According to Republic Act 8491 itself, the flag cannot be used in the following rationales:

1. Defacing or ridiculing the flag by dipping the flag as a salute, or adding additional marks on flag;
2. A drapery, festoon, tablecloth, a covering, or as a part of s costume or a uniform
3. As a trademark or for commercial or agricultural labels or designs;
4. As a part of merchandise or in any advertisement or infomercial; and
5. As a pennant in the hood, side, back and top of motor vehicles.
Moreover, the flag may not be displayed “horizontally face-up, or under any painting, picture or
platform.” It may also not be displayed in |discotheques, cockpits, night and day clubs, casinos, gambling
joints and places of vice or where frivolity prevails.”

Pledge
 The Pledge of Allegiance to the Philippine flag, “Panunumpa sa Watawat” (distinct from the Patriotic
Oath of Allegiance, “Panatang Makabayan”) should be recited while standing with the right hand with
palm open raised shoulder high. Individuals whose faith or religious beliefs prohibit them from making
such pledge are permitted to excuse themselves, but are required by law to show full respect when the
pledge is being rendered by standing at attention.

Filipino English Translation

Ako ay Pilipino I am Filipino
Buong katapatang nanunumpa I pledge my allegiance
Sa watawat ng Pilipinas To the flag of the Philippines
At sa bansang kanyang sinasagisag And to the country it represents
Na may dangal, katarungan at kalayaan With honor, justice and freedom
Na pinakikilos ng sambayanang Put in motion by one nation
Maka-Diyos For God
Maka-tao for the People,
Makakalikasan at for Nature and
Makabansa. for the Country.

The law makes no statement regarding the language in which the pledge must be recited, but the pledge
is written (and therefore recited) in Filipino Language.

The National Anthem

The National Anthem is entitled Lupang Hinirang.

The National Anthem shall always be sung in national language within or without the country. The
following shall be the lyrics of National Anthem:

Bayang magiliw,
Perlas ng Silanganan
Alab ng puso,
Sa dibdib mo’y buhay.
Lupang Hinirang,
Duyan ka ng magiting
Sa manlulupig,
Di ka pasisiil.
Sa dagat at bundok,
Sa simoy at sa langit mong bughaw,
May dilag ang tula,
At awit sa paglayang minimahal.
Ang kislap ng watawat mo’y
Tagumpay na nagniningning,
Ang bituin at araw niya,
Kailan pa ma’y di magdidilim,
Lupa ng araw ng luwalhati’t pagsinta,
Buhay ay langit sa piling mo,
 The rendition of the National Anthem, whether played or sung, shall be in accordance with the musical
arrangement and composition of Julian Felipe.
When the national anthem is played at public gathering, whether by a band or by singing or both, or
reproduced by any means, the attending public shall sing the anthem. The singing must be done with
fervor.
As a sign of respect, all persons shall stand at attention and face the Philippine flag, if there is one
displayed, and if there is none, they shall face the band or the conductor. At first note, all person shall
execute a salute by placing their right palms over their left chests. Those in military, scouting, citizens
military training and security guard uniforms shall give the salute prescribed by their regulations. The
salute shall be completed upon the last note of the anthem.

The anthem shall not be played and sung for mere recreation, amusement or entertainment purposes
except on the following occasions:
1. International competitions where Philippines is the host or has a representative;
2. Local competition
3. During the “signing off” and “signing on” of radio broadcasting and television stations;
4. Before the initial and last screening of films and before the opening of theater performances; and
5. Other occasions as may be allowed by the Institute.

All officials and employees of the national and local government, and any agency or instrumentality
thereof, including government-owned or controlled corporations, privately-owned entities or offices
displaying the national flag and government institutions of learning are hereby directed to comply strictly
with the rules prescribed for the rendition of the anthem. Failure to observe the rules shall be a ground for
administrative discipline.

The National Motto

The National Motto shall be “Maka-Diyos, Maka-Tao, Makakalikasan at Makabansa.”

The National Coat-of-Arms

The National Coat-of-Arms shall have: Paleways of two(2) pieces, azure and gules; a chief argent
studded with three(3) mullets equidistant from each other; and, in point of honor, ovoid argent over all the
sun rayonnant with eight minor and lesser rays. Beneath shall be the scroll with the words “REPUBLIKA
NG PILIPINAS”, inscribed thereon.

The Great Seal

The Great Seal shall be circular in form, with the arms as described in the preceding section, but
without the scroll and inscription thereon. Surrounding the whole shall be double marginal circle within
which shall appear the words “REPUBLIKA NG PILIPINAS”. For the purpose of placing The Great
Seal, the color of the arms shall not be deemed essential but tincture representation must be used.
The Great Seal shall also bear the National Motto.

The Great Seal shall be affixed to or places upon all commission signed by the President and upon
such other official document and papers of Republic of the Philippines as may be provided by law, or as
may be required by custom and usage. The President shall have custody of the Great Seal.

The 12 Little Things We Can Do For Our Country are Small Acts of Patriotism

First: Follow traffic rules. Follow the law

1. Traffic rules are the most basic of our country’s laws. If we learn to follow them, it could be the lowest form
of national discipline we can develop as a people. A culture of discipline is crucial to our destiny as a
nation.
2. Whenever we follow traffic rules, we show our love for our neighbor, our love for the Filipino.

Second: Always ask for an official receipt

1. Asking for ORs leads to higher tax collections, which means more funds for our government, which couls
strengthen our economy and lead us to progress.
2. Whenever we support one another as Filipinos, we show our love for our neighbor.

Third: Don’t buy smuggled goods. Buy Local. Buy Filipino

1. Our money should support our economy, not the economy of other countries. Buying Pilipino means
supporting the Filipino.
2. Whenever we support one another as Filipinos, we show our love for our neighbors.

Fourth: Speak positively about us and our country

1. Every Filipino is an ambassador of our country. Each one of us, wherever we maybe, is a salesman of our
country.
2. Whenever we speak positively of our people, we show our love for our neighbors.

Fifth: Respect your traffic officer, policeman & other public servants
1. Respect honors and dignifies a man. It compels him to do his job right.
2. There is love of neighbor whenever we respect those in authority.

Sixth: Throw your garbage properly. Segregate. Recycle. Conserve

1. Philippines is the country given to us as a people. It is the birthplace of our race. It is the home of the
Filipino. We should keep it beautiful
2. When we keep our environment and our country clean, we show our love for our people.
Seventh: Support your Church
1. When we help our church, we help our Creator in His works on earth.
2. Whenever we help our church, we show love for our neighbor.

Eight: During elections, do your solemn duty

1. When we fight for our votes, we fight for our right to make our destiny, as a people and as a nation.
2. There is love of neighbor when we elect good leaders for our country and people.

Ninth: Pay your employees well

1. A company must bring prosperity not only to its owners but also to its employees. Blessings must be
shared. It builds families. It builds our nation.
2. There is love of neighbor when we value and pay our employees appropriately.

Tenth: Pay your taxes

1. Taxes are the lifeblood of our government. It is what builds our public schools, hospitals and roads. It
is what pays our teachers, soldier and other public servant.
2. There is love of neighbor whenever we pay our taxes properly so our government can help more
people.

Eleventh: Adopt a scholar or a poor child

1. Investing on our youth is investing on our country’s future. Every family who can afford, should adopt
one poor child as a scholar.
2. There is love of neighbor whenever we help a child get an education.

Twelfth: Be a good parent. Teach your kids to love our country

1. If we start planting seeds of patriotism in the hearts and minds of our youth today, they would
become giant patriots of our country someday.
2. There is love of neighbor whenever we teach and raise our children as patriots, by loving our country
through loving our people.

Love of neighbors, god’s second Highest Commandments, is contained in each of these 12 Little Things.

Input No. 4: Leadership and the Youth

Leadership is the highest potent quality of an individual to be greatly successful in life. It is the
key dynamic factor that can encourage one to actively participate in many ventures that lead to the
attainment of goals. It is also the key force to developing teamwork to ensure completion of common
goals or purpose.
It is in this premise that the youth, in their role as nation-builders, must develop leadership
potentials such as knowledge, skills and positive attitude to ensure efficiency and effectiveness in
meeting their goals and develop spirit and ethics of service for the good of others. Hence, the need for
training the youth to be servant leaders is very essential.

Leadership Defined
Leadership is a process of giving control, guidance, headship, direction and governance to a
group or organization. It is a key dynamic factor that motivates and coordinates organizations to
accomplish their objectives. Without being inspired by a leader, the whole organization or department
might drift along with no definite focus on key objectives such as trying to improve the workers safety.
Leadership is the art of influencing and directing others to do assigned tasks or goals, in such a
way as to attain them. There is obedience, respect, loyalty and cooperation. Leadership can be exercised
by anyone irrespective of the framework of command. Also, it is the process of guiding and directing the
behavior of the people in the work environment.
 Leadership is the ability to inspire, to build confidence and gain support among the people to
attain organizational goals.
 Leader as a Guide is one who assumes the role of a director, organizer, mentor, guru or adviser.
 Leader as a Frontrunner is one who can spearhead, shading light , a trailblazer, and
groundbreaker.
 Leader as a Head is one who can be called as chief, manager, superior, principal, boss and
superior.
Servant Leadership is a kind of servanthood and done as a sense of vocation. It also implies
stewardship of good citizenship and community. It is means of serving others more than oneself.
To internalize the deeper meaning of servant leadership, one must apply the following process:

1. Reflecting on It. As a leader, one must reflect about himself to determine who he is as a peron
and identify his inner leadership intention.
“Where is your heart when it comes to serving others? Do you desire to become a leader for
the perks and benefits? Or are you motivated by manipulation of self-promotion?”
If you really want to become the kind of leader that people want to follow, you will have
to settle the issue of servanthood. If your attitude is to be serve, you may be headed for trouble. If this is
an issue your life, then heed this advice.
a. Stop lording people, and start listening to them.
b. Role play for advancement, and start risking your own interest for other’s benefit.
c. Stop seeking your own way, and start serving others.
d. It is true that one who would be great must be like the least and servant of all.

2. Bringing It Home. To improve your skill in servanthood, you must do the following:
a. Perform small acts. When was the last time you performed acts of kindness to others? Start
with those closest to you: your spouse, children, and parents. Find ways today to do small
things that show others you care.
b. Learn to walk slowly through the crowd. One of the greatest lessons I learned as a young
leader came from my father. I call it walking slowly through the crowd. The next leagues, or
employees, make it your goal to connect with others by circulating among them and talking to
people. Focus on each person you meet. Learn his name. If you know it already , make your
agenda of getting to know each person’s needs, wants and desires. Then later whwn you go
home, make a note to yourself to do something beneficial for half a dozen of those people
(anecdote of a leader, anonymous).
c. Move into action. If an attitude of servanthood is conspicuously absent from your life, the
best way to acquire it is to start serving. Begin serving with your body and your heart will catch
 up. Sign up to serve others for six months at your Church, a community agency of a volunteer
organization. If your heart changes then it works.
d. Daily Take-Away. Albert Schweitzer wisely stated, “I don’t know what your destiny will be, but
one thing I know. The ones among you who will be really happy are those who have sought
and found how to serve”. If you want to lead on highest level, be willing to serve on the
lowest.

In the truest sense, servanthood is the gift of doing good for others which sometimes
include the exclusion of meeting personal needs. Servants look for ways to do for others both
within and beyond the congregation and community. Servants do not choose to serve, but
serve from a sense of identity and call. Gifted servants never feel put upon or taken advantage
of, but see each opportunity to do for others as a way to be true to self and in service to
others. As leaders, the need to reflect on it, bring it home and take it away daily is a great
passion for going along with one’s inner intention for the good of others.

Seven Habits of Highly Effective People

(by Steven covey)

Covey presents an approach to being effective in attaining goals by aligning oneself with the
principles of character ethic that he presents as universal and timeless.

I. Independence or Self-Mystery. The first three habits surround moving from independence
to independence (i.e. self mastery)

Habit 1: Be Proactive. Take initiative in life by realizing that your decisions ( and how they
align with life’s principles) are the primary determining factor for effectiveness in your life.
Take responsibility for your choices and the subsequent consequences that follow.

Habit 2: Begin with the End in Mind. Self-discover and clarify your deeply important
character values and life goals. Envision the ideal characteristics for each of your various
roles and relationships in life.

Habit 3: Put First Things First. Plan, prioritize, and execute your week’s tasks based on
importance rather than urgency. Evaluating if your efforts exemplify your desired character
values, propel you towards goals, and enrich the roles and relationships that were
elaborated in Habit 2.

II. Interdependence. The next three have to do with interdependence ( i.e. working with
others):

Habit 4: Think Win-Win. Genuinely strive for mutually beneficial solutions or agreements in
your relationships. Valuing and respecting people by understanding a “win” for all is
ultimately a better long-term resolution than if only one person in the situation had gotten
his way.

Habit 5: Seek First to Understand, Then to be Understood. Use empathetic listening to be

genuinely influenced by a person, which compels them to reciprocate the listening and take
an open mind to being influenced by you. This creates an atmosphere of caring, respect, and
positive problem solving.
 Habit 6: Synergize. Combine the strengths of people through positive teamwork, so as to
achieve goals no one person could have done alone. Get the best performance out of a
group of people through encouraging meaningful contribution, and modeling inspirational
and supportive leadership.

III. Self Renewal. The Last Habit relates to self-rejuvenation:

Habit 7: Sharpen the Saw. Balance and renew your resources, energy, and health to create
a sustainable, long-term, effective lifestyle.

Beatitudes for Leaders

George Kuitholil

Blessed is the leader who knows where he is going,

why he is going and how to go there
Blessed is the leader who knows discouragement,
who presents no alibi.
Blessed is the leader who leads for the good of the most
concerned, and not for the personal gratification of his own
ideas.
Blessed is the leader who develops leader while leading.
Blessed is the leader who has his head in the clouds but his
feet on the ground.
Blessed is the leader who considers criticism and opposition as
a call to improvement and challenge to prove his worth.
Blessed is the leader who consider leadership an opportunity
for service.
Blessed is the leader who, in spite of being honest ad sincere
experiences hardship, misunderstanding and personal loss.
In the long run, he will find that the trouble he takes is small
compared to the sense of personal fulfillment and
achievement for the good of all.

MODULAR UNIT 3
Drug and Substance Abuse Prevention and Control
Anyway, no drug, not even alcohol, causes the fundamental ills society.

If we’re looking for the source of our troubles, we shouldn’t test people for drugs, we should test them
for stupidity, ignorance, greed and love of power.

P.J. O’Rourke

Learning Objectives
 At the end of this modular unit, students are expected to:

1. Explore the nature and effects of drugs of abuse and substances such as alcohol, tabacco, and
others on personal health and social relationships;
2. Synthesize accurate information on the health, legal, and social consequences of drug and
substance abuse and examine how this negatively impacts the person who uses the drug, and
his or her family, friends and community; and
3. Make a personal commitment to remain drug free and develop a plan to address drug and
substance abuse.

Overview
Drug education program for the youth is a significant undertaking in order to free them
from danger and keep them away from drugs. The youth of today comprise the most vulnerable group
that can be affected by prohibited drugs that are commonly abused. According to General Edgar C.
Galvante, Former Executive Director, Dangerous Drugs Board, most drug user start their habit early,
usually during their teenage years. They are particularly susceptible to the drug experience because
adolescence is the period of experimentation, exploration, curiosity, and search for identity. It is
believed that young people with problematic backgrounds are more vulnerable and are more likely to
continue abusing drugs, once they have started, and to develop other aggravating problems, if not
processed. These young people in difficult circumstances are associated with poverty, family
disintegration, relocation, discrimination, and lack of suitable alternative activities.

Drug abuse prevention, done through problem awareness, education and strategy
implementation, is very vital to the success in controlling and stopping drug abuse. Positive behavior,
including the constructive handling of feelings and responsibilities, should be installed and encouraged
in our own families during the early life of young family members and carried on up to the large stage of
life. These should be nurtured by a caring and understanding community.

It has been known that the foremost reason why our youth is dragged into the abyss of drug
abuse is the lack of guidance from the family itself. There are aspects of this reason. First, maybe the
parents are too busy with their jobs, giving less time to their children. Second, parents have not finished
schooling, making them less informed and less aware of the effect of drugs. Third, the type of discipline
of the parents includes physical violence, thus, in most cases in the Philippines, drives away the kid from
home.

The second predominant reason.

Adolescence is the period where wants exceed necessities. A teenager spends more time with
friends or peers rather than at home. It is the stage where a youngster has continuing searching of
identity and place in the society. The influence of the peers, either friends or activity partners, has been
proven as a strong force of initiation into drug addiction among the youth.

The drug addict is generally an emotionally unstable individual before he or she acquires the
habit. The person cannot face painful situations without help. He has little or no self-control. He or she
hates physical, mental or moral sufferings. Every individual cannot stand alone, as we say it.

A person will try to use drugs if a friend insists, for the sake of friendship. This weakness is a
predator and hard to dismantle for most teenagers.
 Truly, drug abuse is a predator, a monster that preys on innocent, curious mind like those of
teenagers. Hence, this module zeroes in on uncovering problem of drug abuse among the youngsters
and on finding ways and means by which this societal menace could be lessened, if not totally
annihilated.

Input No. 1: The Nature of Drug and drug Abuse(FAQs)

What is a drug?
A drug is a chemical substances that brings about physical, emotional or behavioral change in a
person taking it.

How are drugs taken?

1. Ingestion
2. Inhalation
3. Injection
4. Used as suppository
5. Applied topically

When are drugs harmful?

Any drug may be harmful when taken in excess. Some drugs can also be harmful if taken in
dangerous combinations or by hypersensitive (allergic) person in ordinary or even small amounts.

Why do people turn to drugs?

There are various reasons – ranging from the reason that “medicines” can solve problems, to
widespread access to various drugs, to “peer pressure”, to the notion that drugs give enjoyment to users
and in the context that it is used as an alcoholic substitute.

What is drug abuse?

Drug abuse is the use of chemical substance, licit or illicit, which results in an individual’s physical,
mental or social impairment. It may refer to any of the following practices:

1. Using, without benefit or prescription, useful drugs which have the capacity to alter mood or
behavior;
2. Using drugs and substances for purpose different from the one for which the drugs has been
prescribed; and
3. Using drugs and substances having no legitimate medical application for purposes other than
research.
Are there products other than drugs ever abused?

Substances like glue, paint thinners, gasoline and other volatile (breathable) solvents contain a
variety of dangerous chemicals. They should be sold and used with caution.

What are the types of drugs

Drugs that are commonly abused, depending on pharmacological effects, may be classified into:

1. Stimulants. Drugs which increase alertness and physical disposition

Examples: amphetamine, cocaine, caffeine, nicotine

2. Hallucinogens (Psychedelics). Drugs which affect sensation, thinking, self-awareness and

emotion. Changes in time and space perception, delusions (false beliefs) and hallucinations may
be mild or overwhelming, depending on dose and quantity of the drug.
Examples: LSD, Mescaline and Marijuana

3. Sedatives. Drugs which may reduce anxiety and excitement

Examples: Barbiturates, Non-Barbiturates, Tranquilizers, Alcohol
4. Narcotics. Drugs that relieve pain and often induce sleep
Examples: Opium and its derivatives such as Morphine, Heroin, Codeine

What is drug abuser?

Anyone can be a drug abuser. Drug abuse is no respecter of age, sex and social status. It is very
difficult to come up with an accurate profile of a drug abuser that can be applied to all because people
are different in many ways.

How can you tell when one is abusing drugs?

A lot of changes- in behavior, in appearance and in mood- occur in a person who is abusing drugs.
Sudden changes occur in the person’s disposition from pleasant to unpleasant.

Thus, he:
1. is often associated with known drug abusers;
2. is irritable, discourteous, defiant and aggressive;
3. is untrustworthy and lacks self-confidence;
4. is unhealthy and unconcerned with good grooming;
5. has low frustration tolerance;
6. lacks interest in his studies/work;
7. blames everybody but not himself for his problems;
8. develops changes in normal capabilities in school/work; and
9. borrows money and at times steals various items unusually.

Common Signs of Drug Abuse

1. Injection marks of an addict
2. Unusual effort made to cover arms in order to hide needle marks
3. Stealing items which can be readily sold for cash to support a drug habit
 4. Changes in mood—depending on the drug taken
Examples: depressed or becoming elated and euphoric
5. Association with known drug abusers
6. Change from normal capabilities (work habits, efficiency etc.)
7. Change in attendance at work or school
8. Wearing sunglasses constantly at inappropriate times (for instance, indoors or at night) or
only to hide dilated or constricted pupils but also to compensate for the eye’s inability to
adjust to sunlight. Marijuana causes bloodshot eyes.
9. Poor physical appearance including inattention to dress and personal hygiene

Input No.2: The National Drug Situation

National Drug Situation

All of us are very much aware of the nature of the drug problem. It has been condemned by
governments all over the world and billions in resources have been spent to contain it, yet drug
trafficking and/ or drug abuse is still here.

In fact, it is today’s most profitable underground business which has spawned, yet considered as
another crime and source of money laundering on a goal scale. The Vienna-based International
Narcotics Control Board (INCB) point out that “No country, rich and poor, large or small, equipped with
sophisticated machinery to fight money-laundering or not, can consider itself safe from money-
laundering activities”.

The Philippine situation is not any different from another countries of the world that are affected by
drug problem and is in fact following the trends in other countries. In 1978, there were only about
20,000 drug users in the country. Almost all of them were from in Metro Manila. Today, the Dangerous
Drugs Board (DDB) estimates that the approximate 6.7 M drug users are now down to 1.7 million.

Three (3) major abused drugs dominate the drug scene in the country. The first is
methamphetamine hydrochloride commonly known as “Shabu”, which is main drug used by drug
abusers. The second is marijuana. According to some sources, the Philippines has become the world’s
second biggest source of marijuana after Mexico, producing about 1.4 billion worth each year. The third
is methylene dioxymethamphetamine (MDMA) or ecstacy, which is now sweeping the elite market.

Commonly Abused Drugs

1. Shabu (Methamphetamine Hydrocloride). Methamphetamine is the most popular abused drug
in the country today. In the 1990s stimulant abuse emerged in many ASEAN countries. This
major change in the pattern of substance abuse can perhaps be considered as the first stimulant
epidemic of the region. The Philippines is probably the first ASEAN country that faced severe
stimulant abuse. The abuse of methamphetamine was noted in 1986 among the affluent,
entertainment and artist population. The status of methamphetamine or “shabu” abuse at that
time seemed well confined. However, in 1987, the abuse spread to the general population.
Today, methamphetamine is available in varying degrees throughout the country. This
widespread availability is illustrated by increasing methamphetamine seizures, arrest, and cases
filed in court. Over a six year period, the increase is almost 50. In 1996, some 792kgs of shabu
was seized; in 2001, the total seizure was some 1,561kgs.
 Of all the regions in the country, methamphetamine is more widely available throughout
Regions 1,2,3,4 CAR, ARMM, and the NCR.

2. Ecstacy or Methylenedioxymethamphetamine (MDMA). Ecstacy is fast making its presence felt

in the country. There is an increase in reports about the use of “ecstacy” among young people,
particularly in nightclubs. Ecstacy, or MDMA, is a synthetic drug that acts simultaneously as a
stimulant and as a hallucinogen. It is strongly linked to music and dance culture and has a
growing user based among the elites (Class A and B). While some users confine their
consumption to occasional use at social, music and dance events, others develop regular use
profiles, while the third group uses both frequently and intensively.
There are reports PROCAR 112,467,372 stating that ecstacy is shipped
directly from PRO 1 51,227,234 Amsterdam and other
countries in Europe. PRO 1 3,818,903 There are close to a thousand
varieties of ecstacy PRO 2 3,387,801 tablets and capsules among
them, which are now PROARMM 3,261,374 available in Metro Manila, are
Orange Grin Hornets, PRO 1 2 2,889,193 Aigners, Achtung, and
Mitsubishi. Studies abroad reveal that the damage
caused by ecstacy to one’s health is irreversible.

3. Marijuana. Marijuana abounds in the Philippines. But since the early nineties, it has seized to be
the drug of choice. Most of what is produced locally is intended for foreign markets. In East Asia,
the Pacific, Australia, Europe and the US, the UNDCP has identified the Philippines as a major
marijuana producer and exporter.
The Cordillera Autonomous Region is the biggest producer of cannabis or marijuana in the
country as evidenced by the number of plants and seeds confiscated within a ten-year period
from 1992 to 2001, with a total of 112,467,372 plants and seeds seized. Shown are the top
producing regions of the country and the total number of marijuana plants/seeds that were
seized during operations conducted from 1992-2001.

In 1972, there were only nine (9) identified sites engaged in marijuana cultivation. Today, the
number of marijuana-producing barangays has ballooned to ninety-eight (98), located in nine different
regions in the country. Marijuana-producing areas in Northern Luzon are located in Cordillera
Administrative Region (CAR), Region 1 and Region 2. In the Visayas, the cultivation sites are found in
Region 7, while marijuana plantations can also be found in Region 10, 11, 12, 13 and ARMM in
Mindanao.

Drug Trafficking

Methamphetamine hydrochloride continues to be smuggled into the country through four

avenues: the seaports and special economic zones, the international airports, the mail and
parcel services, and the vast expanse of Philippine coastline.
The use of the seaports was exemplified by the seizure of 158 kilograms of shabu stashed
inside two (2) container vans at the Manila International Container Port in two different
occasions in 1999.
The Ninoy Aquino International Airport continues to be the preferred trafficking avenue for
small quantities from less than one kilo to multi-kilo shipments by traffickers using false
compartments in luggage or through body packing. The gravity of the problem can be gleamed
from the seizure of 116.88 million pesos worth of drugs by the NAIA Drug Interdiction Task
Group in 2001. It was on September 11 and 14, 2004 respectively, when two Taiwanese
nationals were intercepted carrying five (5) kilograms of shabu each on board a flight originating
from Xiamen, China.
The mail and parcel system is preferred in foreign destinations that have large Filipino
communities like Guam, US, Australia, England and Middle East. A case in points was seizure of
39.8 kilos of shabu from a FED EX shipment from Hong Kong on September 11, 2001 by the
Bureau of Customs. The vast-and relatively unpratrolled shoreline of the country is where most
of huge shipments are smuggled. Major drug shipments intercepted by law enforcement
authorities include the 420 kilograms hauled in Pangasinan in 1999, the 365 kilograms in Sariaya,
Quezon , 125 kilograms in Ilocos Sur, and 33 kilograms in Zambales, all in 2000. For the year
2001, 503 kilograms of shabu were intercepted in Real, Quezon on October 13, 2001, allegedly
from the shoreline of Panukuan, Quezon and said illegal drugs were personally escorted by the
Mayor of said town. Also in 2001, 350 kg of shabu was seized on San Narciso, Zambales.

Involvement of Foreign Nationals Drug Trafficking

The involvement of foreign nationals is very apparent in almost all the big volume seizures
of government law enforcement authorities. Data from the Philippine Drug Enforcement Agency
in 1993 to December 31, 2001 reflected 258 foreign nationals arrested in the Philippine for
violation of Republic Act. No. 6425 (Dangerous Drugs Act 1972,as amended). Of this total, 182
or 70.54% were Chinese nationals while other nationalities made up the remaining 76 or
29.463%. More importantly, the volume of shabu seized from foreign nationals over the same
period totaled 2,889 kilograms or 64.24% of the total volume of shabu seized in the country in
over the same period. Chinese nationals on the other hand, accounted for 2,873 kilograms for
the period January 1, 1998 to December 31, 2001 or 63.888% of the aggregate national’s
seizures of shabu.
The local drug scene has recently gained a new dimension. Today, supply comes not only
from importation but also from local manufacturing. Since 1997, there have been nine
discoveries of clandestine laboratories made and the most significant of which was were
thought of as makeshift and unsophisticated, until San Juan. On July 18, 2002, another
clandestine laboratory was dismantled at Loyola, Quezon City by members of the Metro manila
Drug Enforcement Group Seven (7) Chinese nationals were arrested and 44.540 kilograms of
shabu, 50.67 kilograms of ephedrine and shabu laboratory equipment and paraphernalia were
seized. Another clandestine laboratory was dismantled in Executive Heights Subdivision,
Paranaque City on November 1, 2002. Just recently, on February 2012, 90 million pesos worth of
illegal drugs ingredients were seized by the Bureau of Customs, including that of the popular
‘ecstacy’.

Transit Points of Drugs

A huge portion of shabu that enters the Philippines comes directly from Southern China
where most of the shabu laboratories are located. Of the 15 major interdictions since 1993,
seven (7) were shipped directly from Southern China. Five(5) shipments were from South China
but they passed through Hong Kong first before they were rerouted to the Phillipines. At least
one shipment passed through Taiwan. Lately, we learned that the shipments at Quezon and
Zambales came directly from North Korea.
Identified landing points are mainly through the shorelines of the Northern and Central
Luzon regions and Southern Tagalog, specifically Batanes, Cagayan, Ilocos Sur, Pangasinan,
Zambales, Aurora, Quezon and Mindoro provinces. Reports also indicate Palawan and Masbate
as propable landing sites for shabu smuggling.

Facts and Figures

Organized Drug Groups

As a result of Intelligence Workshop conducted by PDEA, eleven (11) Transnational Drug

Syndicates were identified to be operating in the country while, the number of local organized
drug groups is pegged at 215. NCR and Region 3 have the highest number of drug groups with
30 groups each, followed by Region 7 with 27 groups and Region 9 with 22 groups. The regions
with the lowest number of drug groups are cordillera Administrative Region and CARAGA Region
with one (1) drug group each.

Personalities in the BADAC Watch List

As of September, the nationwide total number of drug personalities perfected in the

Barangay drug Abuse Council (BADAC) Watch List is pegged at 37,076. Among the regions, NCR
has the highest number of identified drug personalities with 10,879 or 29,348 of the total
number of drug personalities nationwide followed by PRO 4 with 7,958 or 21,468 and PRO 3
with 6,443 or 17,378.

Drug Rehabilitation

The number of drug patients is increasing. Based on records of Government Residential

Centers’ Admission, from 1,466 in 1974, the number reached 5,945 in 2001.

Statistics from rehabilitation centers show the following data:

1. Majority of patients are in the 15-29 age group.
2. The mean age of drug user is 27 years old.
3. Shabu and or Marijuana are their drug of choice.
4. The ratioof male users to female is 14:1.
5. Workers comprised 43.718% of the drug patient population.
6. Unemployed comprised 35,838.
7. Students comprised 5,138.
8. Out of school youth comprised 1,183.

Drug-Affected Barangays

Records show that the number of drug-affected barangays as of September this year
represents 8,508 or 3,577 of the country’s 42,061 barangays. Comparing all the regions, Region
4 has the highest number of drug affected barangays with 1,029 of its 5,463 barangays, followed
by Region 3 with 492 of its 3,175 barangays, and Region 7 with 279 of its 3,003 barangays. While
Region 12 has the lowest with 32 of its 1,192 barangays.

Data on Arrest, Cases, and Seizures

CY 2000 35,753
Total number of drug-related arrests CY 2001 32,227
 As of September 2002 22,860
CY 2000 14,258
Number of cases filed in court CY 2001 22,021
As of September 2002 14,978
CY 2002 3.998B
Values of drugs seized CY 2001 3.9B
As of September 2002 1.2B

Assessment

The emergence of East and Southeast Asia as the fastest growing region in terms of
manufacture, trafficking and consumption of Amphetamine Type Stimulants seriously affects the
Philippines. Being a major ATS consuming country, it is therefore important to maintain close
cooperation with the countries in the region in the common fight against illegal drugs.

The discovery and dismantling of clandestine laboratories in the country indicates a major
shift in strategy to manufacture shabu in the country as opposed to the traditional trafficking of
shabu in its processed form. Control of precursors and essential chemicals and the prevention of
diversion to illegal use are therefore more urgent than before.
Marijuana cultivation expanded despite the decline in preference of Filipino drug
abusers due to increase in trafficking to other boundaries like Japan, Australia and other
countries in Europe. While it may not affect Filipinos directly, the resulting stigma as a source
country for the drug is equally damaging to the standing of the country in the international
community.

Profile of Drug Abusers in the Philippines

Age Mean age of 28 years old

Sex Male to Female ratio 9:1
Civil Status Single 51.56%
Married 34.44%
Family Size Siblings 3-4
Employed 30.94%
Self-employed 12.4%
Unemployed 38.87%
Occupation
Students 5%
OSY 0.09%
College Level 28.23%
Educational Attainment High School Level 29.41%
High School Graduate 16.74%
Economic Status Average monthly Income 15,064.00
Duration of Drug Taking More than 6 years
Nature of Drug Taking Poly Drug use
 Methamphetamine
Hydrochloride(Shabu)
Abused Drugs
Cannabis(Marijuana)
Inhalants(contact cement)
Place of Residence Urban, specially in NCR

Input No.3: Myth versus Fact: Drug Abuse and Illicit Trafficking
1. Why the big Outcry? Drugs aren’t Really a Big Problem. The fact is....
They are a tremendous problem, the seriousness of which is becoming more apparent
everyday. There are millions of drug user throughout the world abusing all sorts of illegal
substances. These people are damaging their health and well-being, and jeopardizing their
chances for a healthy and productive life. Furthermore, there are billions of innocent victims
of drug abuse—families of users, communities, employers and societies. The problems
caused by drug abuse and illicit trafficking are among the most serious facing the world
today, threatening future generations and thus, the future of life.

2. “Recreational” Use of Drugs is not Harmful. The fact is… All illegal drugs are dangerous and
cause physical and psychological change in the user. Prolonged drug use exacerbates these
harmful effects that can lead to addiction. The health hazards of these drugs are very real
and, for much the same reason, prescription drugs should always be properly administered
and used only at the discretion of a physician. Moreover, the user or potential user must
consider where the money goes that is spent on illegal drugs. The traffickers gain the largest
share of the profit from this illegal trade. They in turn use the money to destabilize
governments through “buying votes” and through corruption, intimidation and violence.

3. Marijuana is no Worse than Using Alcohol or Tobacco. The Fact is… Marijuana is very
dangerous. Unlike alcohol, which usually leaves the body within 24 hours because it is water-
soluble, marijuana is fat-soluble, which means that the psycho-active chemicals attach
themselves to the fatty parts of the body (usually the brain and reproductive organs) and be
detected up to 30 days after initial use. Extensive research has indicated that marijuana
impairs short-term memory and slows learning; has serious effects on perception and skilled
performance, such as driving and other complex tasks involving judgment or fine motor
skills; and greatly-impairs lung and respiratory functions. Marijuana cigarette contains more
cancer-causing agents than the strongest tobacco cigarette.

4. Everybody is Taking Drugs. The Fact is… This common argument is used by drug users in an
effort to gain acceptability for their deviant behavior. No matter how alarming drug use
statistics may be, majority of the people of the world do not use illegal drugs. Peer pressure
is always difficult to cope with and takes more courage and strength to stand up to stand up
for what you know is right, and to resist drugs, when friends try to convince you that
“everybody is doing it”. In fact, everybody is not using drugs; those who use them are far
less likely to have happy and productive lives than those who remain drug-free.
5. Only Weak Individuals Become Addicts. The Fact is… The reverse is true: addicts become
weak individuals. No one begins taking drugs with the aim of becoming addicted. People
take drugs for a variety of reasons, including to escape from reality, to cope with daily life,
or to be accepted by others. Drugs are very seductive because, in most cases, they initially
provide what the user is seeking. Their seductive quality is one of the strongest factors
contributing to addiction. Consider cocaine, for example. There are increasing reports of
professionals in all fields who admit to cocaine addiction. They experimented with it initially,
so they say, with the intent of providing an occasional “boost”, and though they could
continue in the same manner. The drug addict often becomes so obsessed with attaining
more of the drug that he or she will exhaust money and assets, ruin marriage and family life,
and lose a career before admitting to addiction, because of the mistaken view that only
weak individuals become addicts. Addiction is a difficult disease to accept and one from
which many people never recover. No one can assume he or she is immune from addiction.
There is no “safe” way to use illegal drugs, even when done only occasionally.

6. Drug Abuse is a “Victimless” Crime- It Only Hurts the User. The Fact is… While the health
and social changes for a productive life are jeopardized for the individual drug user, he or
she is not only one to suffer. The family suffers disharmony and pain in witnessing the self-
destruction of a loved one. The consumer ultimately pays for the cost of drugs in the
workplace by buying inferior goods at higher prices. The taxpayers suffer because it is their
money which is needed to support efforts to governments, law enforcement officials, and
the treatment community in combating drug crimes and rehabilitating users. The
community, society and the nation suffer from all of the above. Added to this is the financial
support the user is giving to the criminal organizations which profit from drugs, and criminal
activity often engaged in by the user in an effort to support the “habit”. Throughout society,
there is suffering because of the self-indulgence of drug addiction.

7. If A Person Wants to Take Drugs, Governments should Interfere. The Fact is… The
legitimate rights of the individual must be consistent with the safety and welfare of the
general population. No individual has an inalienable right to behave in a manner destructive
to others. For this reason, laws are established. Governments and societies do not tolerate
murder, robbery, arson or even drunk-driving.

8. All Drug Addicts Should Be Imprisoned. The Facts is… Imprisonment of a drug addict as such
does not solve the problem. Drug users have committed a crime, but detoxification,
treatment and rehabilitation of the individual are essential if the addict is to learn to live
without drugs. This approach includes responding to immediate and acute medical
treatment, and of longer-term support in a non-drug environment. Furthermore, prison
space in many countries is usually limited and is more widely used for the detention of other
criminals. Placing an addict in prison does not cure the disease and, when the addict is
released, he will usually return to a destructive and deviant life-style.

9. The Cultivation of Drug Crops Gives a Poor Farmer a Chance to Make Money. The Fact is …
The Farmer is breaking the law and usually knows it. The income received by the farmer for
illicit narcotics production unfortunately, is higher than that received for traditional foods
crops, ofen leading to increased illicit production to the exclusion of food crops. This kind of
illegal activity creates an artificially-based cash economy, making the farmer completely
 dependent on the influx of money from drug dealers, putting him at the mercy of criminal
traffickers and in opposition to the government.

10. Peddling Drugs is One Way the Poor can Earn Money. The fact is … Most drug peddlers are
addicts or become addicts. The money theycan earn does not help them or their Families;
they are merely supporting a drug habit. As their addiction deepens, new “clients” must be
found to bring in more money to buy more drugs. They thus, seek new users for their
products. Each street drug peddler is the last link in the corruptive chain of criminal activity,
not only destroying neighborhoods and terrorizing citizens as well.

11. Drugs Use is a Way of Life in Some Countries. Why Chanfe it ? The Fact is … It is not a way
of life in any country. Statistics show that in areas where drug use is common, economic
development can be seriously retarted. This is true in both developing and industrialized
countries.

Input No. 4: The Comprehensive Dangerous Drugs Act of 2002

Concretizes government’s “intensive and unrelenting campaign against the trafficking and
use of dangerous drugs, and other similar substances through an integrated system of planning,
implementation, and enforcement of anti-drug abuse policies, program, and projects”. R.A. 9165 is an
act instituting the Comprehensive Dangerous Drugs Act of 2002, repealing Republic Act No. 6425, known
as the Dangerous Drugs Act of 1972.
1. PD 1619 “Volatile Solvents”
2. RA 9165 Comprehensive Dangerous Drugs Act of 2002

It also serves as guide in implementation of dangerous drug prevention and control in the
country in the country. It guides everyone in the right approach towards issues geared against drug
activities.

1. What are the common responsibilities of CHED and TESDA?

RA 9165, Article IV mandates the following functions:

a. Provide continuing in-service training of teachers on the effective utilization of the support
instructional materials and on teaching strategies on drug education
b. Continuously monitor and evaluate the effectiveness and overall impact of drug education
program
c. Secure funds from local and foreign donors for the implementation of the drug education
program

2. What are the other functions of CHED and TESDA regarding drug abuse prevention?

The Commission on Higher Education (CHED) is responsible for:

 Enriching and updating the integration of dangerous drug prevention concepts in the
general education of all higher education course offerings and in the professional subjects,
especially in health related and science teacher education courses.

The Technical Education and Skill Development Authority (TESDA) is responsible for:

a. Integrating drug abuse prevention concepts in the technical, vocational and agro-industrial
courses
b. Integrating drug abuse prevention concepts in appropriate instructional materials for
technical education and skills development

3. Should drug abuse prevention and control be part of the school curricula?

Yes, Article IV, Sec.43 of Republic Act 9164 stipulates that instruction on drug abuse
prevention and control be integrated in the elementary, secondary and tertiary curricula of all
public and private schools, whether general, technical, vocational or agro-industrial.

4. What are the topics on drug abuse prevention and control that should be integrated in the
instruction?

According to Article IV, Sec.43, the following topics should be covered:

a. Adverse effects of the abuse and misuse of dangerous drugs on the person, the family, the
school, and the community;
b. Preventive measures against drug abuse;
c. Health, socio-cultural, psychological, legal and economic dimensions and implications of the
drug problem;
d. Steps to take when intervening on behalf of a drug dependent is needed;
e. Services available for the treatment and rehabilitation of drug dependents;
f. Misconceptions about the use of dangerous drugs but not limited to the importance and
safety of dangerous drugs of medical and therapeutic use; and
g. Differentiation between medical patients and drug dependents in order to avoid confusion
and stigmatization in the consciousness of the students.

Input No.5: The Youth and Government’s Response to the Drug

Problem
By the turn of the 21 st century, substance abuse has taken an alarming proportion in the
country. “Shabu” (the local name for methamphetamine) has become the number one drug of abuse,
followed by marijuana and inhalants. The abuse of legal substances like nicotine and alcohol continue to
be worrisome. A survey by the University of the Philippines Population Institute in 1996 showed the
initial age use of nicotine, alcohol, and drugs to be age 16-17, that 40% of males surveyed were smoking
and 37% of the youth regularly used alcohol. At present, more than 1.5 million Filipinos are users of
illegal drugs. The youth are more than 350,000 identified high school students in the country. One can
only speculate on the number of young people abusing drugs not identified.

Various activities, to date, are initiated and are aimed to produce the following effects on
young people:
1. Lessen violent behavior;
2. Increase pro-social behavior and decrease negative, self-destructive behavior;
3. Increase the ability to plan ahead and choose effective solutions to problems;
4. Improve self-image and self-awareness;
5. Improve social and emotional adjustment;
6. Improve handling of interpersonal problems and coping with anxiety;
7. Improve constructive conflict resolution with peers; and
8. Improve self-control.

Early in 2004, the Dangerous Drugs Board launched the program “Barkada Kontra Droga”
(or “Peers Against Drugs”). The specific thrust of this program is drug abuse prevention.

This concept tries to change the meaning of the word “barkada” or “peer” which connotes
a negative influence among peers. Each member of the “Barkada Kontra Droga” pledges keep his
community and family safe and secure from the evils of illegal drugs. Further, he is asked to commit to
convince friends and relatives to join the fight against drugs and trafficking, never to use drugs, and to
report clandestine laboratories, pushers and users.

Legislation for Illicit Drugs Control

1. 1972. The Dangerous Drugs Act was established.

2. 2002. The Comprehensive Dangerous Drugs Act was implemented.
3. 2002. The Philippine Drug Enforcement Agency (PDEA) was established.
4. 2002. An Integrated Drug Abuse Data Information Network (IDADIN) was created to monitor drug
use/abuse.

Government Response to the Problem

1. Preventive education programs to dissuade users or potential users from experimenting with illegal
drugs and/ or continuing to use them
2. Treatment and rehabilitation programs aimed at facilitating abstinence
3. Intensified campaigns against illegal drugs and trafficking
4. Judicial and legislative measures
5. National, regional and international cooperation to fight illegal drug trafficking and abuse of
dangerous drugs
6. Some Philippine political figures are talking about drug testing employees of outsourced call center
workers, others are calling for testing university students, and the government is currently
considering drug testing all government employees.
7. Drug Information and Action Line (DIAL) was created to receive reports and complaints related to
drug abuse and provide assistance to the public on-related cases.

Ten (10) Ways to Say “No” to Drugs

1. Be vocal, just say “NO” and mean it!

2. Project an image of clean living for yourself.
3. Get into sports.
4. Choose your friends and influence them positively.
5. Get involved in community-based projects.
6. Join organizations (church, school, community or social) or youth clubs or form your own drama
group.
7. Learn how to manage stress.
8. Join seminars on anti-drug abuse prevention.
9. Talk to your family, listen to the problems of your brothers and sisters.
10. Enhance your talents or skills by taking part in workshops, training or seminars.

The soundness of the activity we do today will contribute to the success of the program we have
together with our clients in the days to come.

Our involvement...

To be involved in drug prevention and control requires a S.T.R.O.N.G. group:

S – Steadfast personality
T – Trustworthy in words and deeds
R – Respectable in relating with others
O – Open-minded in facing situations
N – Noble character
G - Gutsy action and ideas

As good citizens ….

Let us be keepers of life and create a safe environment through our respective positions.

Let us join hands in keeping our society a drug-free Philippines!

MODULAR UNIT 4
Disaster Risk Reduction and Management
“ Natural hazards are part of life. But hazards only become disasters when
people’s lives and livelihood are swept away…. Let us remind ourselves that we can and must
reduce the impact of disasters by building sustainable communities that have long-term
capacity to live with risk.”

Former UN Secretary-General Kofi Annan

LEARNING OBJECTIVES

At the end of this modular unit, students are expected to:

1. Be aware of the key statute and international conventions that underpin disaster risk
reduction and management and other emergencies;

2. Understand the operational concepts, structures and priority actions relative to the
Philippine Disaster Management System;
 3. Verbalize the basic concepts and principles involving disaster risk reduction and
management;

4. Relate the factors a disaster risk reduction practitioner would use to determine the
vulnerability of a population to a natural hazard;

5. Identity risk reduction and preparedness activities that will reduce vulnerability, mitigate
the impact of emergencies and support efforts to prevent conflict and civil unrest;

6. Explain how poverty can contribute to vulnerability to natural hazards; and

7. Create contingency plans based on likely emergencies in their respective

schools/communities.

Overview
As an archipelago located at the south-eastern part of Asia, the Philippines is exposed
to both climatic and geological hazards. It is situated in the Pacific Plate and the Eurasian Plate
meet. With several fault lines crossing the country, earthquakes could have could have very
devastating effects. There are 220 volcanoes, 22 of which are classified as active (NDCC 2008).

The Philippines is also located along the typhoon belt on the North Pacific Basin in the
Pacific where 75 per cent of the typhoons originate. There are 20 to 30 typhoons passing
through the country, 5-7 of which can be destructive (NDCC 2008). As a consequence of
extreme rainfall events, flash floods, flooding and landslides have become more prevalent since
2000.

The impacts of climate change in the Philippines are becoming better understood
(Cruz et al, 2007). There has been an increase in the annual mean rainfall since the 1980’s and
in number of rainy days since the 1990s (Cruz et al.: 10.2.2) On average, 20 cyclones cross the
Philippine Area of Responsibility (PAR) with about 8-9 making landfall each year.

The natural risks associated with these trends are aggravated by human activities,
particularly in the exploitation of resources such as forests and minerals and development
interventions that do not incorporate responsible risk assessments.

According to the International Red Cross and Red Crescent Societies, the Philippines
was the fourth most accident-prone country in the world. Accordingly, 31,835 Filipinos were
killed and 94,369,462 others were affected by natural disasters and calamities in a span of 20
years.

It is for the foregoing reasons that this module is focused on disaster risk reduction and
management.
Input No. 1: Overview of the Philippines Disaster
Management System
Since the OCD and NDCC’s creation, PD 1566 has been the basic law that guides the
disaster management programs, project and strategies implementation in the country. However,
it has been observed and noted from past experiences, combined with lessons learned and
gaps examination, that the law that creates the Council is more leaning and gives more
emphasis on response action, thus, making the implementers reactive to possible disasters
rather than taking a proactive stance disaster risk management. Recently, OCD-NDCC initiated
the shift on disaster management approaches and strategies from reactive to proactive (from
disaster response and preparedness to disaster risk reduction/management – a paradigm shift
from the prevalent ‘culture of reaction’ to ‘culture of prevention’.

Then President Arroyo signed on May 27 Republic Act 10121, also known as the
Philippine Disaster Risk Reduction and Management Act of 2010. This Act provides for the
development of policies and plans and the implementation of actions and measures pertaining
to all aspects of disaster risk reduction, management and recovery, including good governance,
risk assessment and early warning, knowledge building and awareness raising, reducing
underlying risk factors, and preparedness for effective response and early recovery.

The new law adopt the adhere to principles and strategies consistent with the
international standards set by the Hyogo Framework for Action (HFA), which is a
comprehensive, action-oriented response to international concern about the growing impacts of
disasters on individuals, communities and national development.

A National Disaster Risk Reduction, Management and Recovery Framework and Plan
was developed, formulated, and implemented. The Framework provides for comprehensive, all-
hazards, multi-sectoral, inter-agency and community-based approach to disaster risk reduction,
management and recovery. It serves as the principal guide to disaster risk reduction,
management and recovery efforts in the country in conformity with the National Disaster Risk
Reduction, Management and Recovery Framework (NDRRMRF).

I. Republic Act No. 10121, known as the “Philippine Disaster Risk Reduction
And Management (PDRRM) Act of 2010”

“An Act Strengthening the Philippine Disaster Risk Reduction and Management
System, Providing for the National Disaster Risk Reduction and Management
Framework and Institutionalizing the National Disaster Risk Reduction and
Management Plan, Appropriating Funds Therefore and For Other Purposes”

Section 2. Declaration of Policy

1. Upholding People`s rights to life and property and adherence to internationally

Accepted principles, norms and standards for capacity building in DRRM and
humanitarian assistance;

2. Adoption of a holistic, comprehensive, integrated, proactive and multi-sector

Approach in addressing the impacts of disasters, including climate change;
 3. Development, promotion and implementation of a comprehensive National
Disaster Risk Reduction and Management Plan (NDRRMP);

4. Mainstreaming DRR and Climate Change in national and local development

Plans and development processes (e.g. policy formulation, socio-economic
development planning, budgeting and governance);

5. Mainstreaming DRR into the peace process and conflict resolution;

6. Ensuring DRR and CC- Gender responsive measure, sensitive to indigenous

knowledge and respect of human rights;

7. Strengthening capacity building of LGUs on DRR (e.g. decentralized powers,

responsibilities, resources) and vulnerable and marginalized groups;

8. Engaging the participation of CSOs, private sectors and volunteers in DRR;

9. Promotion of breastfeeding before and during a disaster or emergency; and

10. Ensuring maximum care, assistance and services to affected individuals and
families

R.A. NO. 10121

Salient Features of PDRRM Act of 2010
Philippine Disaster Risk
Reduction and Managements
1. Policy Statements and Terminologies on (PDRRM) Act of 2010
DRRM (Secs. 2 & 3)
 21 years in the making
2. Institutional Mechanism (Secs 5-12)  7 Congresses
a. DRRMCs (National, Regional, Provincial,  4 Administrations
City and Municipal Levels and Barangay  Signed Into Law on May 27, 2010
Development Council at the Barangay Level);
b. Office of Civil Defense
c. Permanent Office on DRRM at the LGU Level; Barangay DRRM Committee
d. Disaster Volunteers
3. Operational Mechanisms (Secs. 15-18)
a. Coordinator during Emergencies
b. Declaration of a State of Calamity
c. Remedial Measures
d. Mechanism for the IHAN
4. Participation, Accreditation, Mobilization, Protection and
and Development of Disaster Volunteers
5. Training and Education in DRR
a. Establishment of DRRM Training Institutes
b. Mandatory Training in DRR for Public Sector Employees
c. Integration of DRR in School curricula, training for out-of-school youth,
Sangguniang Kabataan, and informal training
II. The National Disaster Risk Reduction Management Council (NDRRMC)

Leading the collaborative efforts in disaster preparedness planning and

Mitigation, as well as disaster response operations and rehabilitation both in the
Government and private sectors is the NDRRMC. It is the highest policy-making,
Coordinating and supervising body at the national level chaired by the secretary
Of National Defense thru the Executive Director of the Office of Civil Defense
(OCD), and has fourteen (14) departments and thirty nine (39) line agencies as
Members.

The NDRRMC is also responsible for advising the President of the Republic
of the Philippines on the status of the national disaster preparedness programs and
and management plans: disaster operations, and rehabilitation efforts of all stake
holders; and it also recommends to the President the declaration of the state of
calamity and the release of the national calamity fund as needed.

III. The Office of Civil Defense (OCD)

The Office of Civil Defense (OCD), officially established on July 1973,

Serves as the executive arm secretariat of the NDRRMC. The OCD formulates
And implements the national Disaster Risk Reduction and Management Plan
(NDRRMP). It has on its vision a service-oriented organization, prepared
Population and a safe nation. Its mission is to basically administer a comprehensive
National civil defense and civil assistance program by providing leadership in the
Continuous development of measure to reduce risk to communities and mange
The consequence of disasters.

As the nerve center for alert and monitoring , resource mobilization,

Response coordination, and information management, it has the primary task
Of coordinating, and information management, it has the primary task of coordinating
The activities and function of various government agencies and instrumentalities,
Private institutions and civic organizations for the protection and prevention of life
And property during emergencies.

IV. Organizational Network

The Philippines Disaster Management System (PDMS), as embodied in

Presidential Decree No. 1566 and RA 10121, is carried out at various political
Subdivision and administrative regions of the country through the National
Disaster Risk Reduction and Management Council (NDRRMC); 17 Regional
Disaster Risk Reduction and Management Council (RDRRMC); 80 Provincial
Disaster Risk Reduction and Management Council (PDRRMC); 113 City
Disaster Risk Reduction and Management Council (CDRRMC); 1,496
Municipal Disaster Risk Reduction Management Council (MDRRMC);
And 41,956 Barangay Risk Reduction and Management Council (BRRMC)
Respectively.

1. Local Disaster Risk Reduction and Management Office (LDRRMC)

(Section 12, PDRRM act)
 a. It is established in every Province, City, Municipality, and Barangay
Disaster Risk Reduction and Management Committee in every Barangay.

b. Responsibility – setting the direction, development, Implementation

and coordination of disaster risk management programs within their
territorial jurisdiction.
c. LDRRMO shall under the office of the governor, city or municipal
Mayor, and Punong Barangay in case of the BDRRMC. The
LDRRMO’s initially organized and is composed of a DRRMO, assisted
By three (3) staffs responsible for:

 Administrative and training;

 Research and planning; and
 Operation and warning. The LDRRMOs and the BDRRMCs shall
Organize, train and directly supervise the local emergency response
Teams and the Accredited Community Disaster Volunteers (ACDV).

2. Accreditation, Mobilization, and Protection of Disaster Volunteers and National

Service Reserve Corps, Civil Society Organizations and the Private Sector
(Section 13, PDRRM act)

a. The Government agencies, CSOs, private sectors and LGUs may mobilize
Individuals or organized volunteers to augment their respective personnel
Complement and logistical requirements in the delivery of disaster risk
reduction programs and activities.

b. The agencies, CSOs, private sectors and LGUSs concerned shall take
full responsibility for the enhancement, welfare and protection of
volunteers, and submit the list of volunteers to the OCD, through
community disaster volunteers.

3. Integration of DRR Education into the School Curricula and Sangguniang Kabataan
(SK) Program and Mandatory Training for the Public Sector Employees
(Section 14, PDRRM Act)

a. The DepED, CHED, TESDA in coordinator with OCD, NYC, DOST, DENR, DILG-BFP,
DOH, DSWD and other relevant agencies, shall integrate DRRM education in the
School curricula if secondary and tertiary levels of education, including NSTP,
Whether private or public, including formal and non-formal, technical-
vocational, indigenous learning and out-of-school youth courses and programs.

b. The NDRRMC, RDRRMCs, LDRRMCs, LDRRMOs, BDRRMCs and the SK council

shall encourage community, specifically the youth, participation in DRRM
activities.
Input No. 2: Disaster Risk Reduction and
Management Concepts
The Concept of disaster risk reduction and management (DRRM) accepts that some hazard
events may occur but tries to lessen the impact by improving the community`s ability to absorb the
impact with minimum damage or destruction. Disaster risk reduction and management is a series of
actions (programmes, projects and/or measures) and instruments expressly aimed at reducing disaster
risk in endangered regions, and mitigating the extend of disasters.

Operationally, it includes risk assessment, disaster prevention and mitigation and disaster preparedness.
It is used to underscore the current trend of taking a proactive approach to hazards posed by extreme
natural phenomena. A disaster can be defined as:

Definition of Disaster Management Terms “…a situation or event.

Which overwhelms local
capacity, necessitating a
1. Hazards. A Situation that poses a level threat to life, equest to national or
health property or environment. international level for
external assistance; an
2. Risk. A probability or threat of a damage unforeseen and often sudden
injury liability, loss, or other negative occurrence event that causes great
that is caused by external or internal vulnerabilities damage, destruction and
human suffering,”
and that may be neutralized through preemptive action.
Center for the Epidemiology
3. Vulnerability. The level of susceptibility or resiliency of the people of Disasters, Brussels
and communities against the impact of the prevailing
hazards based on the state of physical, social and economic
conditions in a given area.

4. Disaster. A serious disruption of the functioning of a community or a society

involving widespread human, material, economic or environmental losses and
impact, which exceeds the ability of the affected community or society to cope
using its own resources.

The Disaster Equation

 Hazard (H). Physical impact of disturbance

 Risk (R). Likelihood of harm, loss, disaster
 People or Community (Exposure). Elements affected by hazard
 Vulnerability (V). Susceptibility and capacity to prepare, absorb, and recover
from hazard.

H x R + V= Disaster
Where:

The Disaster Cycle

 Hazard (H)
 Risk (R) The disaster life cycle describes
 People or Community the process through which
 Vulnerability (V)
emergency managers prepare
 Exposure. Elements affected by hazard
for emergencies and disasters,
respond to them when they
occur, help people and
institutions recover from them,
mitigate their effects, reduce
risk of loss, and prevent disaster
Disaster Risk Management – What and Who? from occurring.

Disaster Risk Reduction and management (DRRM) Includes

Administrative decision and operational activities that involve:

1. Prevention
2. Mitigation
3. Preparedness
4. Response
5. Recovery
6. Rehabilitation

 Disaster risk Management involves all levels of government decision makers and local
government.

 Non- governmental and community-based organizations play a vital role in the process.

 Communities themselves are the first responders.

Disaster Management Cycle

1. Traditional Model – DM cycle. The traditional approach to disaster management is to

regard it as a number of phased sequences of action or a continuum. This can be
represented as a cycle.

Disaster
Pos
 Pre-Disaster Risk Reduction Phase
PREPAREDENESS RESPONSE

DEVELOPMENT REHABILITATION

MITIGATION RECOVERY

Disaster Management

Disaster management refers to the efficient and effective utilization of resources and
the application of measure that will mitigate the impact of unfortunate events and facilitate
return to normalcy and redevelopment.

1. Disaster management occurs before, during , and after a disaster.

2. Disaster management consists of the of the DRM component as well as relief, response, early
and long-term recovery, including rehabilitation, and reconstruction.

a. Disaster response, including relief activities, is conducted immediately after a disaster

occurs primarily to save lives and for humanitarian purposes.
b. Recovery occurs over the short, medium and long term in the aftermath of a disaster.
Rehabilitation and reconstruction, on the other hand, are long term activities necessary
to restore public infrastructures, services, and critical facilities.
c. Building back better during this process means not generating new risk and mitigating
existing ones.

Rationale for Risk Management

1. Comprehensive risk management process has the potential to break the cycle of
damage and reconstruction when a community is subjected to repeated natural
hazards.
2. To be effective, a strategy must be in place and ready for immediate implementation
when necessary.
3. This can only be done through advance preparation and planning.

Disaster Risk Management Objectives

 1. Reduce vulnerabilities in the community .
2. When sustained over a long term, reduce unacceptable risk to acceptable levels
Levels and make the community become disaster resistant/resilient.

Disaster Risk Management refers to a range of:

1. Policies
2. Legislative mandates
3. Professional practices
4. Social, structural and non-structural adjustments
5. Risk transfer mechanism to prevent, reduce or minimize the effects of hazards on a
community

Range of Risk Management Measures

1. Engineering measure ( keep hazard away from people)
2. Land use planning and management measures ( keep people away from
hazard)
3. Control and protection works (modifying the hazard
4. Early warning ( predicting hazard)
5. Preparedness planning (prepare in anticipation of a hazard event)
6. Reconstruction planning after a disaster with the aim of reducing the
vulnerability
7. Mainstreaming risk management in development practice and
institutionalization

Traditional/Reactive Risk Management/Proactive

Disaster as “Act of God” and “Acts of Nature” Disaster as “Act of Man”

From a humanitarian approach, relief and response To a developmental approach, where disaster is a
approach in which intervention was provided only developmental concern and may arise as a result of
during or immediately after a disaster. unsustainable development practices

From a technocratic approach, where engineering and
technological solutions were used including prediction
and modifying hazards
To promotion of non-structural and non-engineering
measures such as community-based disaster preparedness
and early warning, indigenous knowledge, and land use
planning, emphasizing the need to modify vulnerabilities
(and capacities) instead of the hazards

Single hazard approach Multi or all-hazards approach

Sectoral Inter-sectoral, inter-agency, all of government effort

Public sector led All-of-society approach, participatory, inclusive,

transparent gender-fair

Disaster Risk Reduction Management Paradigm

1. The Disaster Risk Reduction paradigm has become dominant in the twenty-first century.
DRR is proactive by aiming to establish a culture of disaster prevention and resilence. DRR
measure emphasizes non-structural mitigation measures are therefore a must

2. Disaster Risk Management is a “range of related activities for coping with risk, including
risk, including how related activities are identified and assessed and how social interventions
to deal with risk are monitored and evaluated”
Risk Reduction focuses on prevention
and mitigation. It involves:
3. DRMM is undertaken during “ normal times” and before
another disaster strikes (e.g. during recovery) It focuses on  Development and
the following Implementation of Policies,
Regulations and Standards
a. Mitigation and Prevention. This is a sustained measure
Taken before a disaster occurs and is aimed to minimize the  Land Use Planning, Zoning
Potential impacts of a disaster or reduce disaster risks. Building Codes, Structural Best
Practices
b. Preparedness. This helps reduce severity of impact or
Certain disasters, particularly slow-onset disasters  Preparedness Planning,
Proactively with risk identification and capacity Investment Decision Making,
Institutional Frameworks and
Development. Common preparedness measures: hazard
System
maps, food and material stockpiling, emergency kits.
 Education/Training, Public
c. Risk Assessment (identification and monitoring). The Awareness
Information generated by this essential to the development
of non-structural mitigation measures (e.g. institutional and capacity building, information
sharing and dissemination, land use planning).
Components of Risk Identification

 Understanding the Nature of

Hazards

 Understanding the Nature of

Vulnerabilities

Disaster Response and Recovery

 Focuses on relatively narrow

window post-event

 Focuses on triage, stabilization,

bridging back to “ normal” state
Comprehensive Disaster Risk Management Framework

Paradigm shift from Reactive to proactive

mode….

HxV
Disaster Risk Management Framework R=
C

The Government pursues a comprehensive disaster management framework that encompasses disaster
risk reduction, mitigation and preparedness in the pre-event, and disaster response, rehabilitation and
recovery in the post-event. A framework that has evolved and adapted to the lessons of past disaster
events as well as emerging concerns, and anchored on the national authority’s program thrusts aimed
to, among others, implements the Hyogo Framework for Action 2005-2015: Building the resilience of
National and Communities to Disasters with the five (5) Thematic Areas/Priorities for Action, as follows:

1. Governance. Ensure that disaster risk reduction is a national and local priority with a strong
institutional basis for implementation.
2. Risk Assessment and Early Warning. Identify, assess and monitor disaster risk and enhance
early warning.
3. Knowledge Management and Education. Use Knowledge, innovation and education to build a
culture of safety and resilience at all levels.
4. Risk Management and Vulnerability Reduction. Reduce the underlying factors.
5. Disaster Preparedness. Strengthen disaster preparedness for effective response at levels.

Input No. 3: Geographic Hazards and Disaster Risk

Profiles of the Philippines
“National hazards are part of life. But hazards only become disaster when people’s lives and
livelihoods are swept away… let us remind ourselves that we can and must reduce the impact of
disasters by building sustainable communities that have long term capacity to live with risk.”

Former UN Secretary-General Kofi Annan

The Philippines is susceptible to various types of natural hazards due to its geographical location
and physical environment; being situated in the “Pacific Ring of Fire”, between two Tectonic plates
(Eurasian and Pacific), an area encircling the Pacific Ocean where frequent earthquakes and volcanic
activity result from the movements of said tectonic plates. In fact, the country experiences an average
of 20 earthquakes per day (most are too weak to be felt). There are 22 volcanoes recorded to have
erupted in the history of the country. Also, being located along the typhoon belt/superhighway in the
Pacific makes it vulnerable to extreme weather events. An average of 20 typhoons/ tropical cyclones
visit the country every year, with 5of them considered the most destructive. Its 36,289 kms. of coastline
is also vulnerable to tsunami making the country also highly-susceptible to sea level rise and storm
surges. Accompanying or resulting from these tropical cyclone events are secondary phenomena such as
landslides, floods/flash floods/tornadoes, drought, and heavy/ monsoon rains.

Aside from the natural hazards, the Philippines also experiences human-induced incidents such
as urban/ structural fires, air, land and sea mishaps, drowning, collapsed structure, epidemic/ disease
outbreak, food poisoning, vehicular accidents, gas explosion, chemical poisoning, oil spillage, bombings,
civil disturbance and complex emergencies, particularly those internally displaced citizens as a result of
armed conflicts mostly in Southern Philippines.

The consequences of disasters and the resulting environmental degradation pose a serious
threat to the economic development of the country. The country’s population density and extreme
poverty worsen the situation, making residents more vulnerable to natural hazards and public health
emergencies. Communicable diseases such as tuberculosis, malaria, dengue, H1N1 and HIV continue to
pose significant challenges.

Philippines Situationer
1. Disasters, whether natural or human-made, affect everyone, especially the poor, children,

Women and the elderly who have the least capability to deal with disasters.
2. From 1994 to 2003, some 2.5 billion people were affected by natural disasters alone
worldwide
which is an increase of 60% over the past date.
3.More than 478,000 people were killed during this period.

4. Floods and earthquakes are the deadliest accounting for more than half of the total
casualties.

5. Asia is the continent most affected , accounting for more than half of the casualties , and
more than 90% of the injured, homeless and needing assistance.

6. Past disasters , events worldwide would indicate that the impact of disasters is most felt by
developing and underdeveloped countries, particularly the poorest segments of the society.

7. While governments are primarily responsible for disasters management, however , everybody
is equally responsible to undertake disaster preparedness, mitigation, response and
rehabilitation activities to ensure one’s survival and safety during emergency situations.
Philippine Disaster Risk Profile

RP is vulnerable to almost all types of natural hazards because of its geographical location.
 1. Located within the Circum-Pacific Belt of fires and along typhoon path, the Philippine becomes
exposed to natural perils like earthquakes, volcanic eruptions, typhoons and their resultant
affects like tsunami, landslides, floods and flashfloods.

2. As an archipelago with 7,107 islands, the threat of tsunami affecting the country’s coastal areas
is not far- fetched.

3. The Moro Gulf Earthquake with 7.6 intensity triggered a tsunami which affect the Southern
Philippines and resulted to the death of around 3,800 person and destruction of properties.

4. Yearly, the country experiences an average of twenty (20) typhoons, half of these are
destructive ; is a host of 300 volcanoes, twenty-two (22) of which are active , as well as active
faults and trenches that are potential sources of earthquakes.

5. The country has also its episodes of human-made disasters such as urban fires, land and sea
mishaps, and complex emergency, mostly in Southern Philippines because of the secessionist
movement, coupled with is vulnerability of floods and other natural disasters.

6. From 1970 to 2000 , the Philippines incurred an average annual damage of 15 Billion Pesos or
US$ 300 Million due to disaster which have caused major setback in the country’s socio-
economic development.

7. In 2004, the country experienced twenty-five (25) weather disturbances, four this occurring
successively in November and the first week of December and brought massive landslides and
flooding in the Southern and Central Luzon. And also last year, RP ranked number 4 worldwide in
the terms of frequency and death toll.
8. Tropical Storm Ondoy and the typhoon Pepeng, in September and October 2009, respectively,
brought two of the worst floods in the history of Luzon particularly Metro Manila and Pangasinan
that caused deaths estimated nearly 900 according to the National Disaster Coordinating Council
and billions of properties.

Hazards in the Philippines

The Philippines is prone to varius natural hazards because of it geographical and geologic setting.

Hazard Classification

1. Natural Hazards are the natural processes or phenomena occurring in the biosphere that may
constitute a damaging event. It can be classified by origin; geographical, hydro-meteorological
and biological.

a. Geographical Hazards. Natural Earth processes or phenomena in the biosphere , which include
geological , neo-tectonic, geophysical, geomorphical, geotechnical and hydro-geological
nature. Examples: earthquakes , tsunamis; volcanic activity and emissions, Mass movements
I.e landslides , rock slides, rockfall, liquefaction, submarine slides, subsidence, surface
collapse, geological fault activity.

b. Hydro- Meteorological Hazards. Natural process or phenomena of atmospheric,

hydrological or oceanographic nature. Examples: floods, debris and mud flows; tropical
 cyclone, storm surge, thunder/ hailstorms, rain and wind storms, blizzards and other
severe storms; drought, desertification, wild land fires, heat waves, sand or dust storms;
permafrost, snow avalanches.

c. Biological Hazards. Processes of organic or those conveyed by biological vectors, including

exposure to pathogenic micro-organism, toxins and bioactive substances. Examples:
outbreak of epidemics diseases, plant or animal contagion and extensive infestations.

2. Technological Hazards ( Anthropogenic Hazards). Danger originating from technological or

industrial accidents, dangerous procedures, infrastructure failures or certain human
activities, which may cause the loss of life or injury, property damage, social and economic
disruption or environmental degradation.

Examples:
Industrial pollution, nuclear activities and radioactivity

Toxic wastes, dam failures, transport, industrial or technological accidents (explosions,

fires, spills)

3. Environmental Degradation processes induced by human behavior and activities (sometimes

combined with natural hazards) that damage the natural resource base or adversely alter
natural processes or ecosystems.

Examples:

Land degradation, deforestation, desertification, wild land fires, loss of biodiversity

Land, water and air pollution, climate change, sea level rise, ozone depletion .