COURSE SYLLABUS

Course Title : CIVIC WELFARE TRAINING SERVICE 1

Course Code : CWTS 10013

Course Credit : 3 UNITS

Pre-Requisite : NONE

Course Description

This course is designed for the development of the students as responsible citizens
with a strong sense of nationalism and a profound spirit of volunteerism through programs
which will empower them to participate in the betterment of life of the people in the community.
It is also designed to prepare them to render selfless service to the nation. The NSTP Law,
Good Citizenship Values, Disaster Risk Reduction, and Environment Protection are integral
parts of this course.

Semester and Academic Year : 1st SEMESTER / AY 2020-2021

Institutional Learning Outcomes

1. Creative and Critical Thinking

2. Effective Communication
3. Strong Service Orientation
4. Community Engagement
5. Adeptness in the Responsible Use of Technology
6. Passion to Life-Long Learning
7. High Level of Leadership and Organizational Skills
8. Sense of Personal and Professional Ethics
9. Sense of Nationalism and Global Responsiveness

Program Outcomes

1. Demonstrate basic and higher-level literacy, communication, necessary critical

thinking, and learning skills needed for higher learning.

2. Apply research skills acquired in various subjects.

1
 3. Execute a wide range of teaching process skills (including curriculum development,
materials development, educational assessment and teaching approaches) applicable
in various contexts (community, nation, and world) and life-long learning.

4. Share expertise in literacy, numeracy, and livelihood technology to the adopted

community.

5. Use various educational tools and technologies in day-to-day lessons to facilitate

learning.

6. Display high level of leadership and organizational skills in school and classroom
management.

7. Practice professionalism.

Course Outcomes

1. Develop self and internalized positive Filipino values for harmonious and productive
relationship with other workers in the community.

2. Enhance leadership, teamwork, decision-making, and conflict-resolution skills while

participating actively in student organizations and supporting national efforts for
nation-building.

3. Recognize the importance of environmental protection and disaster risk reduction.

4. Practice good citizenship through involvement in social concerns and in projects

designed to attain national development goals.

5. Use talents and education in field of specialization for the improvement of the
community, its facilities, and for national service.

Course Plan

Week Topic Learning Outcomes Methodology Resources Assessment

• Salient Provision of Discuss the salient Modular Labuguen, Florida C. et Based on the
Week 1 R.A. 9163, National provisions of RA 9163 al. Understanding the module
(Cycle 1) Service Training National Service
Program (NSTP) Act Discuss the Training Program: A
Week 2 of 2001 implementing rules and Modular Worktext for
(Cycle 2) regulations of NSTP NSTP 1
• Revised Implementing Law
Week 3 Rules and Teves, Lailanie G. et.
(Cycle 3) Regulations (IRR) of Understand PUP NSTP Al. Modules in Civic
the NSTP, 2006 vision, mission, goals Welfare Training
Service

2
 • PUP NSTP Vision and and objectives and its
Mission relevance to the society.

• PUP Goals and Internalize PUP hymn

Objectives

• PUP Hymn

• NSTP-related
Programs of the
University

Week 4 Good Citizenship Values Discuss good citizenship Modular Labuguen, Florida C. et Based on the
(Cycle 1) • Maka-Diyos values. al. Understanding the module
• Makakalikasan National Service
Week 5 Identify some basic Training Program: A
• Makatao
(Cycle 2) Filipino values. Modular Worktext for
• Makabansa NSTP 1
Week 6 Cite situations where
(Cycle 3) Filipino Values System Filipino values are Rosales, Ma.
depicted. Junithesmer D. and
Gomez, Milagrina A.
Apply good citizenship Field Study 1 Manual:
values in everyday The Learner’s
living. Development and
Environment

The Holy Bible: New

International Version

Good Citizenhip.
http://tetp.wordpress.co
m/2008/07/12good-
citizenship-movement/

Pilipino Children
Praying.
http://www.shilohandki
mberly.com/wp-
conten/uploads/2012/1
2/Filipino-Children-
Praying.jpg

Disaster Risk Reduction Define Disaster Risk Modular Disaster Management Based on the
Week 7 & and Management Reduction and for Local Government module
10(Cycle Management. and Their
1) • Definition of Disaster Constituencies: A
Risk Reduction and Differentiate hazard and Guide to Developing,
Management disaster. Maintaining and
Week 8 & Implementing
11(Cycle • Differentiation of Enumerate the Emergency Plan, 2012
2) hazard and disaster strategies that increase
the country’s resiliency Labuguen, Florida C. et
Week 9 & • Strategies on how to to disasters. al. Understanding the
12 (Cycle National Service
prevent the different
3) Analyze the different Training Program: A
disasters
strategies used in Modular Worktext for
various disasters. NSTP 1

Metropolitan Manila
Earthquake
Rehabilitation and
Recovery Plan, 2013

National Disaster Risk

Reduction and
Management Plan,
2011-2018

3
 Environmental Protection Define environmental Modular Guzman, Ruth Sarra. Based on the
Week 13 protection, climate “Mainstreaming module
& 16 • Definitions of change, and solid waste Biodiversity
(Cycle 1) environment management. Conservation and
protection, climate Climate Change in the
Week 14 change, and solid Discuss the causes and NSTP-CWTS in the
& 17 waste management impact of climate Tertiary Education
(Cycle 2) change
• Causes and Impacts Rosales, Ma.
Week 15 of Climate Change Identify different ways of Junithesmer D. and
& 18 solid waste Gomez, Milagrina A.
(Cycle 3) • Different medium of management. Field Study 1 Manual:
Solid Waste The Learner’s
Management Develop and implement Development and
an action plan Environment
addressing
environmental Solid Waste
protection, climate Management Bureau
change, and solid waste Module for School.
management. Quezon City: Miriam
College-Environmental
Studies Institute and
Environment
Management Bureau-
DENR

Teves, Lailanie G. et.

Al. Modules in Civic
Welfare Training
Service

Greenhouse Effect.
http://www.ecy.wa.gov/
climatechange/images/
greenhouse_effect2.jpg

Prepared by: Reviewed by:

ALJON G. PADA, LPT EMETERIA LEONILA A. PEREZ, DEM

Instructor, CWTS Chief, CWTS

Noted by:

ROVELINA B. JACOLBIA, DEM

Director, NSTP

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 TABLE OF CONTENTS

Course Syllabus 1

Module 1: Introduction to National Service Training Program 6

Unit 1: Salient Provisions of Republic Act. 8163 – NSTP Law 6
Unit 2: PUP Philosophy, Vision, Mission, Shared Values and 11
Principles, and Ten Pillars
Unit 3: PUP-NSTP Vision, Mission, Goals and Objectives 13

Module 2: Good Citizenship Values 15

Unit 1: The Maka-Diyos Cluster 16
Unit 2: The Maka-Tao Cluster 18
Unit 3: The Maka-Bayan Cluster 19
Unit 4: The Maka-Kalikasan Cluster 21
Unit 5: The Filipino Values System 23

Module 3: Disaster Risk Reduction 30

Unit 1: Definition of Disaster Risk Reduction Management 30
Unit 2: Differences between Hazard and Disaster 32
Unit 3: DRRM Aspects 34
Unit 4: The Philippine National DRRM 36
Unit 5: Strategies on How to Prevent Different Disasters 38

Module 4: Environmental Protection 52

Unit 1: Republic Acts and other Laws on Environmental Protection 52
Unit 2: Solid Waste Management and Proper Waste Disposal 54
Unit 3: Preventing Air Pollution 58
Unit 4: Water Resources and Pollution 61
Unit 5: Coping with Climate Change 64

Appendices
PUP Hymn 69
NSTP Officials and Staff 69
NSTP Organizational Structure 69
NSTP Contact Details 69
CWTS Publicity Material 70

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 MODULE 1
INTRODUCTION TO NATIONAL SERVICE TRAINING PROGRAM

Overview:

Research findings of psychologists reveal that there is a positive effect on learning

when the learner perceives the knowledge, attitude, and competency to be acquired as
valuable. CWTS instructors should, therefore, exert effort to make learning in the CWTS
relevant. It will be of great help for teachers to come up with performance objectives that relate
to the development of the youth as nation-builders equipped with literacy and civic welfare
competencies, as envisioned by R.A. 9163, the National Service Training Program Act of
2001.

A thorough understanding of the NSTP Law, PUP General Information, and PUP-
NSTP General Information should be provided through an intensive general orientation to give
students further reflection on the contents of these papers towards developing in them a
deeper appreciation for CWTS as a course. It is hoped that this subject will mold them as
responsible citizens. Hence, the NSTP Law, PUP, and NSTP General Information are
presented in this module.

Objectives:

At the end of this module, you should be able to:

• identify the provisions of Republic Act No. 9163 – NSTP law;
• identify the PUP Philosophy, Vision, Mission, Shared Values and Principles, and Ten
Pillars; and,
• identify the PUP NSTP Vision, Mission, Goals, and Objectives.

Course Materials:

Unit 1: Republic Act No. 9163- NSTP Law

(NSTP) FOR TERTIARY LEVEL STUDENTS, AMENDING FOR THE PURPOSE REPUBLIC
ACT NO. 7077 AND PRESIDENTIAL DECREE NO. 1706, AND FOR THE OTHER
PURPOSES

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

assembled:

Section 1. Short Title – This Act shall be known as the “National Service Training Program
(NSTP) Act of 2001”.

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 Section 2. Declaration Policy – It is hereby affirmed the prime duty of the government to serve
and protect its citizens. In turn, it shall be the responsibility of all citizens to defend the security
of the State and in fulfillment thereof, the government may require each citizen to render
personal, military, or civil service.

Recognizing the youth’s vital role in nation-building, the State shall promote civic
consciousness among the youth and shall develop their physical, moral, spiritual, intellectual
and social well-being. It shall inculcate in the youth patriotism, nationalism, and advance their
involvement in public and civic affairs.

In pursuit of these goals, the youth, the most valuable resource of the nation, shall be
motivated, trained, organized and mobilized in military training, literacy, civic welfare and other
similar endeavors in the service of the nation.

Section 3. Definition of Terms – For purposes of this Act, the following are hereby defined as
follows:

(a) “National Service Training Program (NSTP)” is a program aimed at enhancing civic
consciousness and defense preparedness in the youth by developing the ethics of service
and patriotism while undergoing training in any of its three (3) program components. Its
various components are specially designed to enhance the youth’s active contribution to the
general welfare.

(b) “Reserved Officers’ Training Corps (ROTC)” is a program institutionalized under Sections 38
and 39 of Republic Act No. 7077 designed to provide military training to tertiary level students
in order to motivate, train, organize and mobilize them for national defense preparedness.

(c) “Literacy Training Service” is a program designed to train students to become teachers of
literacy and numeracy skills to school children, out of school youth, and other segments of
society in need of their service.

(d) “Civic Welfare Training Service” refers to program or activities contributory to the general
welfare and the betterment of life for the members of the community or the enhancement of
its facilities, especially those devoted to improving health, education, environment,
entrepreneurship, safety, recreation, and morals of the citizenry.

(e) “Program component” shall refer to the service component of the NSTP as enumerated in
Sec. 4 of this Act.

Section 4. Establishment of the National Service Training Program. – There is hereby

established a National Service Training Program, which shall form part of the curricula of all
baccalaureate degree courses and of at least two (2) – year technical vocational courses and
is a requisite for graduation, consisting of the following service components:

7
(1) The Reserve Officers’ Training Corps (ROTC), which is hereby made option and voluntary
upon the effectivity of this Act;

(2) The Literacy Training Service; and,

(3) The Civic Welfare Training Service.

The ROTC under the NSTP shall instill patriotism, moral virtues, respect for rights of
civilians, and adherence to the Constitution, among others. Citizenship training shall be given
emphasis in all three (3) program components.

The Commission on Higher Education (CHED) and Technical Education and Skills
Development Authority (TESDA), in consultation with the Department of National Defense
(DND), Philippine Association of State Universities and Colleges (PASUC), Coordinating
Council of Private Educational Associations of the Philippines (COCOPEA) and other
concerned government agencies may design and implement such other program components
as may be necessary in consonance with the provisions of this Act.

Section 5. Coverage – Students, male and female, of any baccalaureate degree course or at
least two (2) - year technical vocational courses in public and private educational institutions
shall be required to complete one (1) of the NSTP components as requisite for graduation.

Section 6. Duration and Equivalent Course Unit – Each of the aforementioned NSTP program
components shall be undertaken for an academic period of two (2) semesters.

In lieu of the two (2) semester/programs for any of the components of the NSTP one (1)
summer program may be designed, formulated and adopted by the DND, CHED, and TESDA.

Section 7. NSTP Offering in Higher and Technical-Vocational Educational Institutions – All

higher and technical-vocational institutions, public and private, must offer at least one of the
program components; Provided, that State universities and colleges shall offer the ROTC
component and at least one other component as provided herein; Provided, further, that
private higher and technical-vocational education institutions may also offer the ROTC if they
have at least three hundred and fifty (350) cadet students.

In offering the NSTP whether during the semestral or summer periods, clustering of affected
students from different educational institutions may be done, taking into account logistics,
branch of service and geographical considerations. Schools that do not meet the required
number of students to maintain the optional ROTC and any of the NSTP components shall
allow their students to cross-enroll to other schools irrespective of whether or not the NSTP
components in said schools are being administered by the same or another branch of service
in the Armed Forces of the Philippines (AFP), CHED and TESDA to which schools are
identified.

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Section 8. Fees and Incentives – higher and technical vocational institutions shall not collect
any fee for any of the NSTP components except basic tuition fees, which shall not be more
than fifty percent (50%) of what is currently charged by schools per unit.

In the case of ROTC, the DND shall formulate and adopt a program of assistance and/or
incentive to those students who will take the said component.

The school authorities concerned, CHED and TESDA shall ensure that group insurance for
health and accident shall be provided for students enrolled in any of the NSTP components.

Section 9. Scholarships – There is hereby created a Special Scholarship Program for

qualified students taking the NSTP which shall be administered by the CHED and TESDA.
Funds for this purpose shall be included in the annual regular appropriations of the CHED and
TESDA.

Section 10. Management of the NSTP Components – the school authorities shall exercise
academic and administrative supervision over the design, formulation, adoption and
implementation of the different NTSP components in their respective schools; Provided, that
in case a CHED or TESDA accredited non-government organization (NGO) has been
contracted to formulate and administer a training module for any of the NSTP components,
such academic and administrative supervision shall be exercised jointly with that accredited
NGO; Provided, further, that such training module shall be accredited by the CHED and
TESDA.

The CHED and TESDA regional offices shall oversee and monitor the implementation of the
NSTP under their jurisdiction to determine if the trainings are being conducted in consonance
with the objectives of this Act. Periodic reports shall be submitted to the CHED, TESDA and
DND in this regard.
Section 11. Creation of the National Service Reserve Corps. – There is hereby created a
National Service Reserve Corps, to be composed of the graduates of the non-ROTC
components. Members of this Corps may be tapped by the State for literacy and civic welfare
activities through the joint effort of the DND, CHED and TESDA.

Graduates of the ROTC shall form part of the Citizens’ Armed Force, pursuant to Republic
Act No. 7077.

Section 12. Implementing Rules. – The DND, CHED and TESDA shall have the joint
responsibility for the adoption of the implementing rules of this Act within 60 days from the
approval of this Act.

These three (3) agencies shall consult with other concerned government agencies, the
PASUC and COCOPEA, NGOs and recognized student organizations in drafting the
implementing rules.

9
The implementing rules shall include the guideline for the adoption of the appropriate
curriculum for each of the NSTP components as well as for the accreditation of the same.

Section 13. Transitory Provisions – students who have yet to complete the Basic ROTC,
except those falling under Section 14 of this Act, may either continue in the program
component they are currently enrolled or shift to any of the other program components of their
choice; Provided, that in case he shifts to any of the other program component of their choice,
the Basic ROTC course he has completed shall be counted for the purpose of completing the
NTSP requirement; Provided further that once he has shifted to another program component,
he shall complete the NSTP in component.

Section 14. Suspension of ROTC Requirement – the completion of the ROTC training as a
requisite for graduation is hereby set aside for those students who despite completing all the
academic units as of the effectivity of this Act have not been allowed to graduate.

Section 15. Separability Clause. If any section or provision of this Act shall be declared
unconstitutional or invalid, the other sections or provisions not affected thereby shall remain
in full force and effect.

Section 16. Amendatory Clause. Sec. 35 of Commonwealth Act No. 1, Executive Order No.
207 of 1939, Sections 2 and 3 of Presidential Decree No. 1706 and Sections 38 and 39 or
Republic Act No. 7077, as well as laws, decrees, orders, rules and regulations and other
issuances inconsistent with the provisions of this Act are hereby deemed amended and
modified accordingly.

Section 17. Effectivity. – This Act shall take effect fifteen (15) days after its publication in two
(2) newspapers of national circulation, but the implementation of the Act shall commence in
the school year of 2002-2003.

This part is optional:

Please read:

NSTP Law (Republic Act No. 9163) at

https://www.officialgazette.gov.ph/2002/01/23/republic-act-no-9163/

Revised Implementing Rules and Regulations of RA 9163 at

https://www.academia.edu/7377809/REVISED_IMPLEMENTING_RULES_AND_RE
GULATIONS_OF_THE_NATIONAL_SERVICE_TRAINING_PROGRAM_NSTP

10
Unit 2: PUP Philosophy, Vision, Mission, Shared Values and Principles, and Ten Pillars

The PUP Philosophy

As a state university, the Polytechnic University of the Philippines believes that:

1. Education is an instrument for the development of the citizenry and for the
enhancement of nation building; and

2. That meaningful growth and transmission of the country are best achieved in an
atmosphere of brotherhood, peace, freedom, justice and nationalist-oriented
education imbued with the spirit of humanist internationalism.

Vision

PUP: The National Polytechnic University

Mission

Ensuring inclusive and equitable quality education and promoting lifelong learning
opportunities through a re-engineered polytechnic university by committing to:

1. Provide democratized access to educational opportunities for the holistic

development of individuals with global perspective.

2. Offer industry-oriented curricula that produce highly-skilled professionals with

managerial and technical capabilities and a strong sense of public service for nation
building.

3. Embed a culture of research and innovation.

4. Continuously develop faculty and employees with the highest level of

professionalism.

5. Engage public and private institutions and other stakeholders for the attainment of
social development goal.

6. Establish a strong presence and impact in the international academic community.

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 Shared Values and Principles

• Integrity and Accountability

• Nationalism
• Spirituality
• Passion for Learning and Innovation
• Inclusivity
• Respect for Human Rights and The Environment
• Excellence
• Democracy

Ten Pillars

Pillar 1: Dynamic, Transformational, and Responsible Leadership

Pillar 2: Responsive and Innovative Curricula and Instruction

Pillar 3: Enabling and Productive Learning Environment

Pillar 4: Holistic Student Development and Engagement

Pillar 5: Empowered Faculty Members and Employees

Pillar 6: Vigorous Research Production and Utilization

Pillar 7: Global Academic Standards and Excellence

Pillar 8: Synergistic, Productive, Strategic Networks and Partnerships

Pillar 9: Active and Sustained Stakeholders’ Engagement

Pillar 10: Sustainable Social Development Programs and Projects

This part is optional:

Please read:

About PUP at https://www.pup.edu.ph/about/

PUP Mission, Vision, etc. at https://www.pup.edu.ph/about/

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Unit 3: PUP NSTP Vision, Mission, Goals and Objectives

Vision

The PUP National Service Training Program envisions itself as the Nation’s
prime mover in community-building, involvement, and linkaging.

Mission

The PUP National Service Training Program is committed to provide a globally-

competitive reserved corps (whether civilian or military) who shall be leading agents
in attaining a better quality of life, sustainers of peace, unity, cooperation, and growth
in the communities.

Goals

• Offer components of NSTP

• Provide comprehensive lessons and trainings in all the NSTP components
• Develop a spirit of volunteerism among the students
• Adopt participative learning
• Provide instructional and training paraphernalia
• Present highly qualified pool of NSTP trainers who will provide capability
enhancement for civic welfare
• Produce service-oriented and responsive students who will be of help to the
University and community

Objectives

The PUP NSTP Department shall:

• Inculcate among students the ideals of patriotism and nationalism and enhance their
involvement in public and civic-oriented activities
• Train the students in various fields of endeavor imbued with moral values that
enhance their intellectual, physical, moral, spiritual, and social well-being
• Establish linkages with government, non-government institutions, and other relevant
organizations that can provide trainings, exposures, and practical application
opportunities to students
• Adopt a highly contextualized, fun, and innovative way of training the students who
shall become productive, concerned, and highly-involved volunteers/leaders in the
community.
• Train/re-train NSTP Trainers in the different capability enhancements programs.

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 ASSESSMENTS

Task 1:
1. Section 2 – Declaration Policy of RA 9163 states that “It is hereby affirmed the prime
duty of the government to serve and protect its citizens. In turn, it shall be the
responsibility of all citizens to defend the security of the State and in fulfillment thereof,
the government may require each citizen to render personal, military, or civil service.”
How can you contribute to the State as a student of NSTP?
2. In your own words, how do you define National Service Training Program?
3. Have you participated in voluntary, civic consciousness activity, or community
immersion programs before? Tell us about your experience.

REFERENCES

Modules:

Bucao, A. et. al. Modules in National Service Training Program, PUP Sta. Mesa.

Teves, L. et. al. Civic Welfare Training Service Module, PUP Sta. Mesa.

Electronic Sources:

https://www.academia.edu/7377809/REVISED_IMPLEMENTING_RULES_AND_REGULATI
ONS_OF_THE_NATIONAL_SERVICE_TRAINING_PROGRAM_NSTP

https://www.officialgazette.gov.ph/2002/01/23/republic-act-no-9163/

https://www.pup.edu.ph/about/

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 MODULE 2
GOOD CITIZENSHIP VALUES

Overview:

As citizens of the Republic of the Philippines, our values as Filipinos define our identity
as people. As such, we must strictly impose these values on ourselves – regardless of age,
status or religion. We must see to it that we observe these values in all our actions, at all
times and in all circumstances. Embodying these values will not always be a piece of cake
but will bring great rewards for us and our country in the near future.

Good citizenship stimulates love of country making the seemingly gargantuan task of
building the nation easier. Through good citizenship, even the poor, the young, and the old
can contribute to nation building. Good citizenship likewise strengthens unity. As Filipinos,
we have our shared values which can be a strong force to unite us as people despite our
differences.Our nation is oftentimes in crisis. And at these times, people are suffering. By
being good citizens, we will not be a part of the problem instead, we will be a part of the
solution.

NSTP, as citizenship training, focuses on translating the good citizenship values as

reflected in the Preamble of the 1987 Philippine Constitution into concrete actions in building
a better Philippines.

Objectives:

At the end of this module, you should be able to:

• discuss the good citizenship values;
• identify some basic Filipino values;
• identify the Filipino values system; and,
• cite situations which Filipino values are depicted.

Course Materials:

A good Filipino citizen is one who plays an active and intelligent role as a member of
the community. The one who is responsible for his duties and obligations to the government
and society. The one who possesses the traits of respectfulness, courtesy, and consideration
for parents and elders and for others. The one who observes punctuality, promptness, and
good moral conduct.

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Unit 1: The Maka-Diyos Cluster

1. Faith in the Almighty God – A good Filipino obeys God and lives according to His
teachings.

One of the identified strengths of the Filipino is their faith in God. In one way or
another, Filipinos have a basic concept of a Supreme Being who to them always gives a
beacon of hope no matter how bleak the current situation may be. This makes them
resilient, driven by great hope stemming from their faith in Someone whom they believe
has the power to deliver them from even the most miserable situation.

This is quite evident in the Filipinos’ response during the onslaught of disasters.
From disasters brought about by natural phenomenon such as earthquakes and storms
to manmade ones like the tragic garbage landslide in Payatas, the Filipino always bounces
back as if the disasters and tragedies did not happen.

It is also this trait that brings conviction to a Filipino not to do anything bad, for the
same Supreme Being who watches over him will be the same eyes who shall judge him
should he engage in wrongdoings.

2. Respect for Life – A good Filipino recognizes the absolute value of human life and the
human dignity of every person including himself.

Being pro-life means not engaging in abortion nor being in favor of it. Being pro-
life includes valuing other people – how they feel, what could harm their physical, mental,
moral, and spiritual well-being. Among the practices that show respect to others and their
dignity as a person are not smoking in public, not throwing litter which will cause accidents
or put their health in peril, not saying words that will hurt people and scar them for life.

Most importantly, being pro-life means valuing oneself and seeing oneself as a
person of great worth and value. When one respects life, he will take good care of his
hygiene, he is mindful of the things that he says about himself, and he will be careful not
to do things that will harm his moral, spiritual, physical, and social well-being.
.
3. Order – A good Filipino values orderliness.

Valuing order means respecting laws and procedures. By following these sets of
laws and/or procedure in the home, school, and the community as a whole, one respects
the human rights of others and invites excellence in everything one does.

Setting things in order could range from maintaining cleanliness in the home, to
coming to school on time, to falling in line, and to following traffic rules and regulations.

16
4. Work – A good Filipino values diligence and excellence in everything one does. He earns
an honest living and does not engage in crime and corruption. He goes to school on time,
does his homework, and participates in school activities. He does his best in everything
and is not contented with the mediocre.

As a worker, Filipinos are versatile, hardworking, and creative. In practically every

nation of the world, Filipinos are fast becoming valued business partners and treasured
workers. This could be attributed to the Filipinos’ inherent diligence, coupled with
authentic concern, and peppered with another good Filipino trait – his sense of humor.
Filipinos don’t mind taking on any kind of work and are great salesmen and negotiators.
Not to be taken negatively, the Filipino could make great sales pitches. He is good in
selling ideas. From the ordinary man on the street selling rags, to the businessman in his
Makati office trying to close a deal.

The Filipinos are likewise very creative. He is the only one who could sell
practically all parts of a chicken and name them creatively as well – a helmet for chicken’s
head; adidas for chicken feet, and betamax (after its shape) for chicken’s blood to name
a few. He could almost always find something to laugh about even in the harshest work
conditions.

5. Concern for the Family and Future Generations – A good Filipino looks after the welfare
of one’s family and the future generation. One helps in household chores, has a loving
relationship with all the members of the family, is kind and considerate to them, and shows
a good example to the younger members.

As the basic unit of society, the family is the child’s first glimpse of community, hence,
it is important that children are shown good examples in their respective homes early in
life. Whatever is learned from the family has big implications on how one is going to treat
other people in one’s community. Among the good practices that a family could adopt is
open communication. A child raised in a family which has maintained open
communication is most unlikely to turn to harmful influences for solutions to problem or for
affirmation.

This part is optional:

Please watch:

Makadiyos at https://www.youtube.com/watch?v=2hm4J5qdlYM

Unit 2: The Maka-Tao Cluster

1. Love – A good Filipino looks after the good and welfare of one’s fellow human beings.

17
 Love should always be the driving force when we want to achieve or do something.
This does not refer to romantic love alone. As a leader, family member, or a member of
the society, we can exercise the value of love. A heart motivated by love will always look
after other people’s welfare. This person is kind and compassionate, forgives offenses
and is not vengeful. This person has a sacrificial heart and is always willing to extend help
to the less fortunate.

A person filled with love will always see the goodness in every person. This does
not mean however that one will allow other people to look down upon him or trample on
his rights like a doormat. Instead, speaking the truth in love, he gently instructs the erring
person on the things that he is doing wrong.

If the wrongdoing involves violation of the law, he does not tolerate or cover up the
wrongdoing but submits the matter to the proper authorities. He remains supportive until
the person has corrected his erroneous ways.

2. Freedom – A good Filipino asserts one’s rights especially if it means being able to do the
right thing.

One respects the freedom of others; doesn’t impose one’s will on others; exercise
one’s freedom responsibly so that one will do no harm to anyone; does not use coercion
or intimidation to make others do what one wants them to do or what one wants them to
be.

3. Peace – A good Filipino lives and works in harmony with one’s fellow human beings.

A Filipino avoids violence as a way of settling disputes and looks for ways to
resolve conflict in a peaceful way. He maintains a harmonious relationship with others, at
home, at work, in the community; and helps clear out misunderstanding among friends
and family members.

A peace-loving Filipino stops conflict whenever and wherever one can. This
includes not passing gossip and unkind words around for the sake of socialization. One
understands that words and news blown out of proportion destroys friendships and
harmonious relationships and could ruin a person for life. When you are not part of the
problem nor part of the solution, even if the news is true – it is categorized as gossip.

One’s upbringing or the shortcomings of the community one lives in shouldn’t be

the gauging mechanism why one would observe peace. A peaceful person does not rely
on the absence of chaos to exercise peace.

In the movie Magnifico, a supposedly simpleminded ordinary boy served as an

agent of peace. In the seemingly complicated world of adults looking after their own
interests or busy solving conflicts or fighting their own battles, Magnifico showed love,

18
 compassion, and selflessness. In the end, his example became a catalyst of peace and
love in his family and the community he lives in. He showed them that in a world where
everyone is practically shouting, all it takes is a gentle, selfless voice to get everyone to
listen.

4. Truth – A good Filipino stands up for the truth and avoids intrigue and mudslinging and
values integrity in one’s life, family, work, and country. He observes proper pricing of goods
and does not patronize nor is he a cohort in fixing or bribing in business transactions. He
admits his mistakes and does something to correct his fault.

5. Justice – A good Filipino gives everyone their due even if it is difficult. He does not
oppress or take advantage of anyone. He is fair in all his dealings especially with the poor
and powerless, not getting more than what is rightfully his.

This part is optional:

Please watch:

Unsung Hero at https://www.youtube.com/watch?v=uaWA2GbcnJU

Unit 3: The Maka-Bayan Cluster

1. Unity – A good Filipino works with and cooperates with others.

Unity does not mean a group of people should act the same nor should they sport the
same hairstyle and wear the same clothing. Just imagine how chaotic it would be if
everyone wants and does the same thing. Unity means synergizing the different talents
and skills for the success of an endeavor.

A good team player does not promote intrigue, dissension and mistrust. One helps
others in the family, school, and community grow and is genuinely happy for the
achievements of the members of his team even if that means the spotlight is not on him.

2. Equality – A good Filipino treats others as brothers and sisters being children of one God
and one nation.

One does not give preferential treatment to the rich and the powerful; treats
everyone with respect regardless of status or position; and does not take advantage of
anyone because they are poor, ignorant, or powerless.

3. Respect for the Law and Government – A good Filipino obeys the laws of the land and
supports government programs.

19
 From simply not engaging in vandalism, to following traffic rules; to reporting
lawbreakers, to promoting stability of the nation, a good Filipino submits to the laws of his
nation and will not engage in anything that will threaten one’s country.

4. Patriotism – A good Filipino places high regard for one’s country.

He considers what is good for the country in his words and actions. This includes
patronage of native products and promotion of his country.He is mindful not to do that
would give his country a bad image. He takes extra care not to say anything that would
malign the reputation of his country. Statements like “ganito talaga sa Pilipinas, hindi na
magbabago” or “huwag kayong pupunta sa Pilipinas kung ayaw nyong manakawan” are
sweeping derogatory statements that malign our country and us Filipinos as well.

Being patriotic includes choosing wisely whom to vote during elections. A good
Filipino does not sell one’s rights or dignity as a person but instead entrusts the country’s
welfare to the hands of someone whom he knows has the capacity to really govern well.

Knowing one’s national emblems like the Philippine National Anthem and the
Pledge of Allegiance to the Filipino Flag is also an act of patriotism. Below are the lyrics
of the Philippine National Anthem and the words of the Pledge of Allegiance to the Filipino
Flag.

Lupang Hinirang

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 minamahal
Ang kislap ng watawat mo’y tagumpay na nagniningning
Ang bituin at araw nya, kalian pa ma’y di magdidilim
Lupa ng araw ng luwalhati’t pagsinta
Buhay ay langit sa piling mo
Aming ligaya, na pag may mang-aapi
Ang mamatay ng dahil sa yo

Panunumpa ng Katapatan sa Watawat ng Pilipinas

Ako ay Pilipino, buong katapatang

nanunumpa sa watawat ng Pilipinas
At sa bansang kanyang sinasagisag
Na may dangal, katarungan at kalayaan

20
 Na pinakikilos ng sambayanang maka-Diyos,
makakalikasan at maka-bansa

5. Promotion of the Common Good – A good Filipino puts the welfare of the greater
number of people over one’s own.

A good Filipino is not greedy and selfish; instead, one considers the welfare of
others in everything one does. Good examples of this are businessmen who do not mind
foregoing the potential of earning a sizable income from a development plan if it means
endangering nature and people’s health. Further, one helps the less fortunate and goes
out of his way to engage in activities that will benefit his fellow human beings especially in
the area of poverty alleviation.

This part is optional:

Please read:

Makabayan at https://www.slideshare.net/mayyetteblanche/makabayan-17275901

Unit 4: The Maka-Kalikasan Cluster

Concern for the Environment – A good Filipino conserves natural resources such as water,
land and air. One gets involved in efforts contributory to the welfare of the environment such
as planting trees and implementing proper waste segregation. One keeps his surroundings
clean, and does not throw garbage in canals and waterways.

We all like to do our share to help the environment. But as time goes on, we’re seeing
new environmental concerns. We all need to be ready and prepared to tackle the 5 main
environmental threats.

1. Biodiversity. Biodiversity is the most complex and vital feature of our planet. It is essentially
every living thing and ecosystem that makes up the environment. From the tallest giraffe to
the smallest microorganism, everything plays an important role in the maintenance of our
world.

But with the increase in global warming, pollution, and deforestation, biodiversity is in
danger. Billions of species are going or have gone extinct all over the world. Some scientists,
in fact, are suggesting that we are in the beginning of a 6th mass extinction, posing issues for
our planet and ourselves. Reducing our meat intake, particularly red meat, as well as making
sustainable choices can help to keep our planet running smoothly.

21
2. Water. Water pollution is a huge concern for us and our environment. Not only is polluted
water a huge financial strain but is also killing both humans and marine life. With oil spills, an
abundance of plastic waste and toxic chemicals entering our waterways, we’re damaging the
most valuable resource our planet has to offer.

By educating people on the causes and effects of water pollution, we can work
together to undo the damage humans have caused. Laws also need to change to make
pollution tougher, consistently across national borders.

3. Deforestation. We need plants and trees to survive. They provide oxygen, food, water and
medicine for everyone, all over the globe. But if deforestation continues at the rate it’s
occurring, we won’t have much of the valuable forestry left.

With natural wildfires, illegal logging and the mass amount of timber being harvested
for commercial use, our forests are decreasing at an alarming rate. As well as reducing our
supply of oxygen, the loss of forests is contributing around 15% of our greenhouse gas
emissions.To help, you can buy more recycled and organic products, limiting the amount of
paper and cardboard you use.

4. Pollution. Pollution is one of the primary causes of many of the other environmental
concerns, including climate change and biodiversity. All 7 key types of pollution – air, water,
soil, noise, radioactive, light, and thermal – are affecting our environment.

All types of pollution, and environmental concerns, are interlinked and influence one
another. So, to tackle one is to tackle them all. That’s why we need to work together, as a
community, to reduce the impact that pollution is having on our environment.

5. Climate Change. As pointed out by a recent UN report, without ‘unprecedented changes’

in our actions and behavior, our planet will suffer drastically from global warming in just 12
years. Greenhouse gases are the main cause of climate change, trapping in the sun’s heat
and warming the surface of the earth. An increased ocean temperature is affecting the sea
life and ecosystems habituated there. The rise in global sea levels is shrinking our land,
causing mass floods and freak weather incidents across the world. If we continue as we are,
the world will suffer irreversibly.

Saying no to driving more will reduce your carbon footprint, as will switching off
electrical items when they’re not in use. More importantly, we need to educate the world on
the effects and severity of global warming, before it is too late.

This part is optional:

Please watch:

Man vs. Earth at https://www.youtube.com/watch?v=VrzbRZn5Ed4

22
Philippine Biodiversity at https://www.youtube.com/watch?v=RcC6CZNllOI&t=97s

Unit 5: The Filipino Values System

Before delving into the discussion of values – Filipino values, in particular – it is worth
analyzing the word itself. The word “value” has its root in the Latin word “valere” which means
to be strong and vigorous. This proceeds from the premise that a human person has to have
strength or valor in every endeavor. It is the basis on which his strength in facing the
challenges of life should be directed.

Dr. Tomas Q. D. Andres (1986) would define values as “things, persons, ideas or goals
which are important to life; anything which enables life to be understood, evaluated, and
directed.” On the other hand, Edgar Sheffield Brightman defines value as “whatever is liked,
prized, esteemed, desired approved, or enjoyed by anyone at any time. It is the actual
experience of enjoying a desired object or activity. Hence, value is an existing realization of
desire.”

Collectively, the values of a society would be the standards or principles for which an act
is judged to be what is right or wrong, correct or incorrect. As such, it is the goal set for every
member of the community to attain what is desirable. In other words, values in a society give
meaning and direction to every individual’s life and influence his human behavior. Based on
these definitions, we can say that values are those which are considered by the society as
desirable and important and have attained the status as moral impetus behind every action of
each member geared towards the desired end or goal.

Understanding Filipino Values

The characteristic that makes a Filipino vary from different society is his uniquely
blended culture and values from different influences. Filipino values, for reason of several
influences that shaped its identity, are bipolar like a coin that has two sides. They may either
be positive or negative in polarity. Let us take for example the value of utang na loob, or debt
of gratitude. The value of utang na loob, the altruistic drawing of interior goodness of a person
by returning a debt of gratitude, is by itself positive. However, when one is coerced to honor
a debt of gratitude and return the favor, then it becomes negative.

Due to this ambivalence of Filipino values, they have the potential of being used for good
or evil. They may either help or hinder personal and national development, depending on how
they are understood or practiced or lived. In order to shape the Filipino society into a
successful and progressive nation, there is a need to reevaluate the different values that
influence every Filipino individual’s action to a set of circumstances. We need to identify the
positive side of every Filipino value and develop them in order to yield a more successful and

23
developed society.

According to factsanddetails.com and Philippines Australia Business Council, there are

three (3) main traits that underlie the Filipino values and value-orientation These traits have a
strong influence in the behavior and mentality of the Filipinos. These also have an effect in
the Filipinos’ personal beliefs, cultural traditions and practices.

1. Personalism is a Filipino trait wherein they give importance to interpersonal

relations or face-to-face encounters. Filipinos usually extends their work or services through
“personal touch” or handles problem solving through good personal relations.

2. Familialism focuses on the welfare and interest of the family over those of the
community. The family is the basis of group action and almost all community activity centers
on the family. In decision making, it is the family that decides rather than the individual on
important matters. It takes into consideration the welfare of the family and not the individual.
The family’s honor, not the personal image, that is at stake when a family member makes a
mistake.

3. Particularism relates to the strong family influence on the individual or group

behavior. This is shown when an individual strives to promote their own and their family’s
interest over the community’s interest. Popularity among peers is prevalent and observable.
Thus, Filipinos make special efforts to entertain friends and relatives. Pakikisama is very
important. Conformity to proper codes of conduct yields rewards of cooperation while non-
conformity results to withdrawal of support.

It is also important to know that there are three (3) main obligations that underlie the
Filipino value orientation namely – relational (pakikipagkapwa), emotional (damdamin) and
moral (karangalan). One or all of these may have influence in Filipinos’ lives and social
relationships.

Let us then try to discuss some of the values in the Filipino society and re-evaluate them
to develop a more positive value for the Filipino individual.

A. Utang na Loob

There is no specific translation that can approximate the meaning of this Filipino value
of utang na loob. Debt of gratitude is a lean excuse of a translation because it does not even
approximate the fertile concept of the Filipino loob.

Utang na loob is a situation where an individual is required to return a favor or service

received. However, the return of such service or favor cannot be translated into monetary
equivalent, and may reciprocated in a month of service or even a lifetime.

24
 For example, a congressman proudly gives a town a new chapel, a bridge, or a waiting
shed (no matter whether the money came from his pocket or from the government), this makes
the people indebted to him. And when elections come, he recites the litany of his projects and
people “ought” to repay these through their votes. Not to repay this form of debt means that
those who were benefited are walang utang na loob. After having been elected, the people
would approach this congressman for return of the favor by seeking employment for them.
Thus, this would end into a vicious cycle, where the person na pinagkakautangan ng loob
becomes the giver and the giver becomes the person na may utang na loob.

However, utang na loob may be interpreted in a positive outlook. If it is used with the
concept of justice, truth, and human dignity, it would reflect the beautiful aspect of the Filipino
character. Thus, this altruistic feeling must voluntarily come from within the person himself,
kusang loob; and should not be demanded by coercing the person who has utang na loob, so
as blind his sense of judgment. Furthermore, this value should be used discriminately. The
pagtatanaw ng utang na loob should emerge from within the self of an individual with sense
of justice so as to repay the person for the favor or services rendered.

We should always remember that in demanding for the return of indebtedness, the
golden rule “Do unto other as you would want them to do unto you.” By demanding the return
of the favor, would you wish to become indebted in return? And when indebted, would you
want that person to act the same way when they are demanding the return of the favor?

B. Bahala Na

Filipinos, by nature, are a religious group of people. They firmly believe in the
supernatural and in all kinds of spirit dwelling in individual persons, places or things. They
believe in a Supreme Being who will take care of things for them. The Filipino is very religious
who has a saint to pray to each day of the week.

The term bahala na comes from the words Bathala na. It reflects the Filipino's
dependence on the supernatural being and on fate. This tends to move toward the commonly
conceived procrastination character of the Filipino.

C. Mañana Habit

Mañana Habit can be traced back to the Spanish colonization era. The term “Mañana”
is a Spanish word that means “tomorrow”. This is a Filipino trait that enforces procrastination
- practice of putting off work to be done in the near future or in the last minute. This habit is
exemplified through the “Mamaya na” or “Bukas na”.

D. Ningas Kugon

The term Ningas Kugon translates to “burning of cogon grass”. As a Filipino trait, it
means that Filipinos tend to have a strong enthusiasm in the beginning of each work or

25
endeavor but gradually slows down and lose their drive to work and finish the job. It is said
that in work Filipinos tend to do their job half- baked or leave it unfinished.

E. Amor Propio

As a reinforcement to the Philippine trait of “Hiya” or shame, Filipinos are akin to the
traditional attitude of saving “face”. Amor propio is another Spanish term that means a sense
of self-esteem or self-respect that prevents a person from swallowing his pride. It also means
ego defensiveness or maintaining one’s dignity and personal pride. According to the
Philippines Australia Business Council, amor propio often implies a vindictive reaction to
questioning an individual’s action, integrity, or honor.

F. Bayanihan

In an article titled “Filipino Culture: Bayanihan: The Filipino Value that Must be Retained”,
it describes bayanihan as:

“Bayanihan is a core essence of the Filipino culture. It is helping out one’s neighbor as a
community, and doing a task together, thus lessening the workload and making the job easier.
It is also called the ‘community spirit’. It is best exhibited when people wish to move locations in
the rural area. The traditional Filipino house, the ‘bahay-kubo’, can be moved using wooden
poles which are carried from the old place to the new one. This requires a group of people to
lift and carry the house on their shoulders. Able-bodied men usually participated in such feats,
while women stood and watched, casually chatting and cheering the men on. Afterwards, there
will be a small gathering as a form of celebration and socialization.

Other strengths of the Filipino Character:

FILIPINO CHARACTER RESULTS

Pakikipagkapwa-tao
Family Oriented
Joy and Humor
Flexibility and Adaptability
Hardwork and Industry
Faith and Religiosity
Ability to Survive
Camaraderie and feeling of closeness to one another; foundation for
unity as well as sense of social justice
Feeling of belongingness and rootedness and a basic sense of security
Emotional balance, optimism, a healthy disrespect for power and office
and the capacity to survive
Productivity, innovation, entrepreneurship, equanimity and survival
Productivity and entrepreneurship for some and survival despite poverty
for others
Courage, daring, optimism, inner peace, as well as the capacity to
genuinely accept tragedy and death
Bravely live through the harshest economic and social circumstances

26
Other weaknesses of the Filipino Character:

FILIPINO CHARACTER RESULTS

Extreme Personalism
Extreme Family Centeredness
Lack of Discipline
Passivity and Lack of Initiative
Colonial Mentality
Kanya-kanya Syndrome
Lack of Self- Analysis
and Self – Reflection
Leads to graft and corruption
Lack of concern for the common good and acts as the block to national
consciousness
Inefficient and wasteful work systems, violation of rules leading to more
serious transgressions and a casual work ethics leading to carelessness
and lack of follow- through
Easily resigned to one’s fate and thus easily oppressed and exploited
Basic feeling of national inferiority that makes it difficult for them to relate
as equal to Westerners
Dampening of cooperative and community spirit and in the trampling
upon of the rights of others
Emphasis on form more than substance

This part is optional:

Please watch:

Filipino Values – Understanding Culture at https://www.youtube.com/watch?v=79xsa9zfA_U

Filipino Values System at https://www.youtube.com/watch?v=BFUtFl3-pGI

ASSESSMENTS

Task 1:
Answer the following questions:
1. What do you observe in the lesson Good Citizenship Values? Why do you say so?
2. In your own words, define good citizenship values.
3. How do you show your faith in the Almighty God? According to the discussion of Maka-
Diyos in this module, what is the first step that you should do to show faith in the
Almighty God?
4. Prophet Jeremiah said ‘This is what the Almighty says: “when seventy years are
completed for Babylon, I will come to you and fulfill my gracious promise to bring you
back to this place. For I know the plans I have for you,” declares the Almighty God,
“plans to prosper you and not to harm you, plans to give you hope and a future. Then

27
 you will come upon me and come and pray to me, and I will listen to you.”’ Using the
prophecy of the Prophet Jeremiah, how do you find your present and future with the
Almighty God?
5. How can you show your respect for life?
6. Have you ever been in love? Do you feel you are loved?
7. What is your standard of love?
8. The Golden Rule says “Do unto others what you want others do unto you”. What do
you think is the standard of love if we consider this rule?
9. What is the importance of the environment in the development of the society? Why do
you say so?
10. In your own ways, how can you contribute in the protection of the environment from its
threats?

Task 2:
Instructions:
1. Cite personal incidents / moments in your life that you feel you have become:
a. Maka-Diyos
b. Makatao
c. Makakalikasan
d. Makabansa/makabayan

2. Explain the details. What have you learned and realized out from that experience?

Task 3:
Instructions:
1. Identify at least five (5) strengths of Filipino character that you think you possess. Why
do you say so?
2. Identify at least five (5) weaknesses of Filipino character that you think you possess.
What are the steps do you take to change these weaknesses into strength?

Task 4:
Instructions:
1. Choose one (1) from the four clusters of Filipino Values
2. Create a poster of any medium out from your own perspective and imagination
3. Do it in a long bond paper (8.5” x 13”)

REFERENCES

Books and Modules:

Bucao, A. et. al. Modules in National Service Training Program, PUP Sta. Mesa.

Labuguen, Florida C. et al. Understanding the National Service Training Program: A

28
 Modular Worktext for NSTP 1. Malabon City: Mutya Publishing House, 2012

Rosales, Ma. Junithesmer D. and Milagrina A. Gomez. Field Study 1 Manual: The Learner’s
Development and Environment. Philippines: Allen Adrian Books, 2011.

Teves, L. et. al. Civic Welfare Training Service Module, PUP Sta. Mesa.

The Holy Bible: New International Version. Grand Rapids: Zondervan, 1984

Electronic Sources:

Good Citizenship. http://tetp.wordpress.com/2008/07/12good-citizenship-movement/

Magnifico. Dir. Maryo J. De los Reyes. Perf. Jiro Manio, Lorna Tolentino, Albert Martinez
and Gloria Romero. Violet Films, 2003.

Pilipino Children Praying. http://www.shilohandkimberly.com/wp-

content/uploads/2012/12/Filipino-Children-Praying.jpg

Panatang Makabayan. http://1.bp.blogspot.com/-zPT0X3yUYHY/TpvnU9

0xwI/AAAAAAAAAws/4VP0TGgI0G8/s1600/panata%2Bmakabayan.JPG

https://everything-filipino.com/filipino-culture-bayanihan- the-filipino-value-that-must-be-
retained/

29
 MODULE 3
DISASTER RISK REDUCTION

Overview:

The Philippines is one of the countries most at risk when it comes to disasters. It is
exposed to a plethora of hazards such as floods, earthquakes, storms, volcanic eruptions,
and so on. Also, according to the World Bank (2005), the Philippines is one of the most natural
hazard-prone countries in the world. The social and economic cost of natural disasters in the
country is increasing due to population growth, change in land-use patterns, migration,
unplanned urbanization, environmental degradation, and global climate change.

The UNDRR Status Report (2019) said that our country ranked third with the highest
risk worldwide according to the World Risk Report 2018, with index value of 25.14% (World
Economic Forum, 2018). At least 60% of the country’s total land area is exposed to multiple
hazards, and 74% of the population is susceptible to their impact (GFDRR, 2017). Moreover,
the Philippines is at risk because of its geography, climate, and human-induced calamities.
Some factors that make people more vulnerable to disaster include poverty, limited access to
medical services, and corruption.

Objectives:

At the end of this module, you should be able to:

• define Disaster Risk Reduction Management;
• differentiate hazard with disaster;
• discuss the DRRM aspects; and
• analyze the different strategies on how to prevent disasters.

Course Materials:

Unit 1: Definition of Disaster Risk Reduction Management

The Global Assessment Report 2015 states that the policy objective of anticipating
and reducing risk is called Disaster Risk Reduction (DRR). Disaster Risk Management (DRM)
can be thought of as the implementation of DRR, since it describes the actions that aim to
achieve the objective of reducing risk. Disaster risk is an indicator of poor development, so
reducing disaster risk requires integrating DRR policy and DRM practice into sustainable
development goals.

30
 Further, UNESCO defines Disaster Risk Reduction as the concept and practice of
reducing disaster risks through systematic efforts to analyze and reduce the causal factors of
disasters.

Towards the end of the 20th century it was increasingly recognized that disasters are
not natural (even if the associated hazard is) and that it is only by reducing and managing
conditions of hazard, exposure, and vulnerability that we can prevent losses and alleviate the
impacts of disasters. Since we cannot reduce the severity of natural hazards, the main
opportunity for reducing risk lies in reducing vulnerability and exposure. Reducing these two
components of risk requires identifying and reducing the underlying drivers of risk, which are
particularly related to poor economic and urban development choices and practice,
degradation of the environment, poverty and inequality and climate change, which create and
exacerbate conditions of hazard, exposure and vulnerability. Addressing these underlying risk
drivers will reduce disaster risk, lessen the impacts of climate change and, consequently,
maintain the sustainability of development (UNISDR, 2015a).

DRR is a part of sustainable development, so it must involve every part of society,

government, non-governmental organizations and the professional and private sector. It
therefore requires a people-centered and multi-sector approach, building resilience to
multiple, cascading and interacting hazards and creating a culture of prevention and
resilience. Consequently, DRM includes strategies designed to:

-avoid the construction of new risks

-address pre-existing risks

-share and spread risk to prevent disaster losses being absorbed by other development
outcomes and creating additional poverty

This part is optional:

Please Watch:
10 things you should know about disaster risk reduction at
https://www.youtube.com/watch?v=y16aMLeh91Q

Disaster Risk Reduction and Environmental Degradation at https://www.iom.int/disaster-risk-

reduction

Please Read:
Disaster risk reduction & disaster risk management at
https://www.preventionweb.net/risk/drr-drm

What is Disaster Risk Reduction? at https://eird.org/esp/acerca-eird/liderazgo/perfil/what-is-

drr.html

31
Unit 2: Differences between Hazard and Disaster

Hazard is something with the potential to cause harm. A hazard can take many forms.
It could be a substance, an energy source or an existing work practice or process. Moreover,
according to Leo Buscaglia, hazard is a risk. Examples of hazards are such things as
substances e.g. chemicals, energy sources e.g. machinery with moving parts, work practices
e.g. working at height from a ladder or moving materials with a forklift truck.

Hazards can be geophysical, like possible earthquakes, volcanic eruptions,

cyclones, storms floods and droughts. All having the power to cause disasters. Hazards can
be biological, like disease and infestation. Plagues that have the potential to cause mass
devastation and disaster. Hazards are determined by their severity in different situations. They
have the potential to threaten life, health, property, and the environment. Hazards can strike
unpopulated areas and are not considered disasters if they are not a threat to humanity.

The severity of a Hazard is measured by:

Duration: the longer the hazard is experienced the greater the danger. For example, an
earthquake lasting for a minute is more severe than one that lasts 2 seconds.

Magnitude: the strength of the hazard which is measured on the Richter scale or the VEI,
Volcanic Explosivity Index.

Predictability: some hazards give warning signs prior to their arrival. Volcanoes can show
signs of smoke prior to eruptions and tropical storms can be predicted with weather stations
and forecasts.

Regularity: Some hazards are regular occurrences and this makes people aware of their
arrival and prepared to face the risk of damages.

Frequency: some hazards subject people to more danger because they occur often making
living conditions very difficult.

Speed of onset: a hazard that arrives with very little warning becomes a disaster as no one
is prepared for the devastation.

Areal extent: a widespread hazard will easily turn into a disaster if the area is not contained
and assistance offered.

Hazards can also be part of day to day situations as there are apparent hazards all
around urban areas. Homes, schools, and recreational places are vulnerable to hazards.
Children need to be taught to watch out for hazards. Electrical points, road safety and safe
practices around sports areas all need warning signs of potential hazards. Vehicles are

32
provided with hazard lights and potentially hazardous areas require barrier tape and warning
signs. Hazards can also be natural phenomena like sudden rain storms with lightning and
swollen rivers. These kinds of small hazards are not likely to become national disasters
although to the people involved at that time it may feel as if disaster has struck.

Disasters, on the other hand, are the kind of risks that subject mankind and his natural
world to all kinds of tragic events that can end up taking everything. A disaster is a bit like a
stage or degree of a hazard that has become more threatening. The real disaster is evident
when a hazard is part of a vulnerable situation. When hazard and vulnerability meet the
outcome is usually a disaster.

What makes communities and the environment vulnerable?

-Poverty

-Population explosion

-Lack of skills and social services

-A fragile community

-Weak economy

When these vulnerable aspects of society meet storms, floods, volcanic eruptions,
war, earthquakes, and economic crisis the combination leads to disaster areas. Synonyms
for disaster link the word to catastrophe, calamity, affliction, collision.

The world’s most deadly disasters range from earthquakes to plagues famines and
floods. Drought conditions in Africa and India have resulted in huge loses of population and
livestock. Flu pandemics took the lives of over a hundred million people in 1918 and 1919.
Torrential rains and floods on the Yangtse River in China in 1931 claimed the lives of 51 million
people. These shocking facts put the enormity of real disasters into perspective.

The word disaster has often been used as an expression of frustration in daily living
but looking at the real disasters of a geophysical and biological nature, where millions of
people lose their lives, it is easy to see that using the term in day to day events is definitely
an exaggeration.

In our time now, people can shine in the face of disaster and the disasters are capable
of bringing out the best in mankind, during the worst of times and most hazardous of events.
It could be said that a disaster can define some positive characteristics as mankind reacts and
comes to help. Hazards, on the other hand, make people aware of a possible disaster and a
reluctance to become involved.

33
This part is optional:

Please Watch:

Natural Hazards vs. Disasters at https://www.youtube.com/watch?v=QaU1-vEHACo

DRRM: Hazard vs Disaster at https://www.youtube.com/watch?v=J3Qnu6VJK4A

Please Read:
The Geographer Online at https://www.thegeographeronline.net/hazards-and-disasters---
risk-assessment-and-response.html
Hazard, Risk,Vulnerability and Disaster? at
http://adpc.net/CASITA/Bangkokworkshop/Day%202/Introduction_to_Hazard_Vulnerability_
and_Risk.pdf

Unit 3: DRRM Aspects

Disaster Risk Reduction and Management (DRRM) is the systematic process of

using administrative directives, organizations, and operational skills and capacities to
implement strategies, policies, and improved coping capacities in order to lessen the adverse
impacts of hazards and the possibility of disaster. Prospective disaster risk reduction and
management refers to risk reduction and management activities that address and seek to
avoid the development of new or increased disaster risks, especially if risk reduction policies
are not put in place (DRRM Act of 2010).

It has 4 priority areas with 4 long term goals; 14 objectives; 24 outcomes; 56 outputs;
and 93 activities.

The priority area on Disaster Prevention and Mitigation provides key strategic
actions that give importance to activities revolving around hazards evaluation and mitigation,
vulnerability analyses, identification of hazard-prone areas and mainstreaming DRRM into
development plans. It is based on sound and scientific analysis of the different underlying
factors which contribute to the vulnerability of the people and eventually, their risks and
exposure to hazards and disasters.

Disaster Preparedness provides for the key strategic actions that give importance to
activities revolving around community awareness and understanding; contingency planning;
conduct of local drills and the development of a national disaster response plan. Risk-related
information coming from the prevention and mitigation aspect is necessary in order for the
preparedness activities to be responsive to the needs of the people and situation on the
ground. Also, the policies, budget and institutional mechanisms established under the
prevention and mitigation priority area will be further enhanced through capacity building
activities, development of coordination mechanisms. Through these, coordination,
complementation and interoperability of work in DRRM operations and essential services will
be ensured. Behavioral change created by the preparedness aspect is eventually measured

34
by how well people responded to the disasters. At the frontlines of preparedness are the local
government units, local chief executives and communities.

It is the knowledge and capacities developed by governments, professional response

and recovery organizations, communities, and individuals to effectively anticipate, respond to,
and recover from, the impacts of likely, imminent or current hazard events or conditions.
Preparedness action is carried out within the context of disaster risk reduction and
management and aims to build the capacities needed to efficiently manage all types of
emergencies and achieve orderly transitions from response to sustained recovery.
Preparedness is based on a sound analysis of disaster risk and good linkages with early
warning systems, and includes such activities as contingency planning, stockpiling of
equipment and supplies, the development of arrangements for coordination, evacuation and
public information, and associated training and field exercises. These must be supported by
formal institutional, legal, and budgetary capacities.

Disaster Response gives importance to activities during the actual disaster response
operations from needs assessment to search and rescue to relief operations to early recovery
activities are emphasized. The success and realization of this priority area rely heavily on the
completion of the activities under both the prevention and mitigation and preparedness
aspects, including among others the coordination and communication mechanisms to be
developed. On-the-ground partnerships and the vertical and horizontal coordination work
between and among
key stakeholders will
contribute to
successful d disaster
response operations
and its smooth
transition towards
early and long-term
recovery work.

The
Rehabilitation and
Recovery priority
area cover areas like
employment and
livelihoods,
infrastructure and
lifeline facilities,
housing and
resettlement, among
others. These are
recovery efforts done
when people are already outside of the evacuation center.

35
This part is optional:

Please Watch:
Disaster Risk Reduction Management (DRRM) Advocy Video at
https://www.youtube.com/watch?v=OPcHKp9UWPY

DepEd Philippines Laging Handa Jingle at www.facebook.com DepEd Philippines Videos

Unit 4: The Philippine National DRRM

Historically, Philippines is a disaster-prone country. Floods and storms have been the
most frequent hazard. The geology of the country explains the prevalence of earthquake and
landslides. The Philippines is situated along the Pacific Ring of Fire, thus, it is highly prone to
earthquakes and volcanic eruptions. The frequency and intensity of many hazards compelled
the need for the nation to adopt disaster risk reduction management.

A risk report published by the United Nations looked into the four components of risk
(exposure, susceptibility, coping, and adaptive capacities) the Philippines is the third most
disaster risk country worldwide.

The Philippine government joined other countries in Japan for the World Conference
on Disaster Reduction. Th Philippines also ratified the ASEAN Agreement on Disaster
Management and Emergency Response in 2009. On June 2010, the Disaster Risk Reduction
(2009-2019) was adopted.

Part of it states the following:

-Adopt a disaster risk reduction and management approach that is holistic, comprehensive,
integrated, and proactive in lessening the socioeconomic and environmental impacts of
disasters including climate change, and promote the involvement and participation of all
sectors and all stakeholders concerned, at all levels, especially the local community;

- Develop, promote, and implement a comprehensive National Disaster Risk Reduction and
Management Plan (NDRRMP) that aims to strengthen the capacity of the national government
and the local government units (LGUs), together with partner stakeholders, to build the
disaster resilience of communities, and' to institutionalize arrangements and measures for
reducing disaster risks, including projected climate risks, and enhancing disaster
preparedness and response capabilities at all levels;

- Adopt and implement a coherent, comprehensive, integrated, efficient and responsive

disaster risk reduction program incorporated in the development plan at various levels of
government adhering to the principles of good governance such as transparency and
accountability within the context of poverty alleviation and environmental protection;

36
- Mainstream disaster risk reduction and climate change in development processes such as
policy formulation, socioeconomic development planning, budgeting, and governance,
particularly in the areas of environment, agriculture, water, energy, health, education, poverty
reduction, land-use and urban planning, and public infrastructure and housing, among others;

- Mainstream disaster risk reduction into the peace process and conflict resolution approaches
in order to minimize loss of lives and damage to property, and ensure that communities in
conflict zones can immediately go back to their normal lives during periods of intermittent
conflicts;

- Ensure that disaster risk reduction and climate change measures are gender responsive,
sensitive to indigenous know ledge systems, and respectful of human rights;

The Philippine National DRRM was formerly known as the National Disaster Risk
Reduction & Management Council (NDRRMC). Before that, it was also known as the
National Disaster Coordinating Council (NDCC). It is a working group of various
government, non-government, civil sector and private sector organizations of the Government
of the Republic of the Philippines established by Republic Act 10121 of 2009. It is administered
by the Office of Civil Defense under the Department of National Defense. The Council is
responsible for ensuring the protection and welfare of the people during disasters or
emergencies (UNSpider.org).

The Philippine National DRRM adheres to the national disaster risk reduction and
management plan (NDRRMP) 2011-2028. It is a plan which serves as the national guide on
how sustainable development can be achieved through inclusive growth while building the
adaptive capacities of communities; increasing the resilience of vulnerable sectors; and
optimizing disaster mitigation opportunities with the end in view of promoting people’s welfare
and security towards gender-responsive and rights-based sustainable development. It
outlines the activities aimed at strengthening the capacity of the national government and the
local government units (LGUs) together with partner stakeholders, to build the disaster
resilience of communities and to institutionalize arrangements and measures for reducing
disaster risks, including projected climate risks and enhancing disaster preparedness and
response capabilities at all levels.

The plan highlights, among others, the importance of mainstream disaster risk
reduction and management (DRRM) and climate change adaptation (CCA) in the
development processes such as policy formulation, socioeconomic development planning,
budgeting and governance particularly in the area of environment, agriculture, water, energy,
health, education, poverty reduction, land-use and urban planning and public infrastructure
and housing among others. It also highlights the need for institutionalizing DRRM policies,
structures, coordination mechanisms and programs with continuing budget appropriation on
DRR from national down to local levels.

37
 Finally, the plan adheres to the principles of good governance within the context of
poverty alleviation and environmental protection. It is about partnerships and working together
– engaging the participation of CSOs, the private sector and volunteers in the government’s
DRRM programs towards complementation of resources and effective delivery of services to
the citizenry.

This part is optional:

Please Watch:
DRRM and CCA in the Philippines at
https://www.arcgis.com/apps/MapJournal/index.html?appid=f90a58a2b96346cb8efd6cc9b2
139381

Please Read:
http://www.ndrrmc.gov.ph/attachments/article/41/NDRRM_Plan_2011-2028.pdf

Unit 5: Strategies on How to Prevent Different Disasters

Disasters are everywhere. The key is preparedness in all aspects. Here are common
disasters and some measures that you can follow to prevent them.

A. Floods. Global statistics show that floods are the most frequently recorded destructive
events, accounting for about 30% of the world’s disasters each year. The frequency of
floods is 40 increasing faster than any type of disaster. Much of this rise in incidence
can be attributed to uncontrolled urbanization, deforestation, and more recently, the
effect of El Niño. Floods may also accompany other natural disasters, such as sea
surges during hurricanes and tsunamis following earthquake.

Before a Flood, you should:

• Avoid building in a floodplain unless you elevate and reinforce your home.

• Elevate water heater, and electric panel if susceptible to flooding.

• Install "check valves" in sewer traps to prevent flood water from backing up into the drains
of your home.

• Construct barriers (beams, floodwalls) to stop floodwater from entering the building.

• Seal walls in basements with waterproofing compounds to avoid seepage.

38
• Learning swimming skill is helpful.

During a Flood

If a flood is likely in your area, you should:

• Listen to the radio or television for information.

• Be aware that flash flooding can occur. If there is any possibility of a flash flood, move
immediately to higher ground. Do not wait for instructions to move.

• Be aware of streams, drainage channels, canyons, and other areas known to flood suddenly.
Flash floods can occur in these areas with or without such typical warnings as rain clouds or
heavy rain.

If you must prepare to evacuate, you should do the following:

• Secure your home. If you have time, bring in outdoor furniture. Move essential items to an
upper floor.

• Turn off utilities at the main switches or valves if instructed to do so. Disconnect electrical
appliances. Do not touch electrical equipment if you are wet or standing in water.

If you have to leave your home, remember these evacuation tips:

• Do not walk through moving water. Six inches of moving water can make you fall. If you have
to walk in water, walk where the water is not moving. Use a stick to check the firmness of the
ground in front of you.

• Do not drive into flooded areas. If flood-waters rise around your car, abandon the car and
move to higher ground if you can do so safely.

After a Flood:

The following are guidelines for the period following a flood:

• Listen for news reports to learn whether the community’s water supply is safe to drink.

• Avoid floodwaters; water may be contaminated by oil, gasoline, or raw sewage. Water may
also be electrically charged from underground or downed power lines.

• Avoid moving water.

39
• Be aware of areas where floodwaters have receded. Roads may have weakened and could
collapse under the weight of a car.

• Stay away from downed power lines, and report them to the power authorities.

• Return home only when authorities indicate it is safe.

• Stay out of any building if it is surrounded by floodwaters.

• Use extreme caution when entering buildings; there may be hidden damage, particularly in
foundations.

• Service damaged septic tanks, cesspools, pits, and leaching systems as soon as possible.
Damaged sewage systems are serious health hazards.

• Clean and disinfect everything that got wet. Mud left from floodwater can contain sewage
and chemicals.

B. Earthquakes. Earthquakes are sudden slippages or movements in a portion of the

earth's crust accompanied by a series of vibrations. Aftershocks of similar or lesser
intensity can follow the main quake. Earthquakes can occur at any time of the year.
An earthquake is generally considered to be the most destructive and frightening of all
forces of nature. Earthquake losses, like those of other disasters, tend to cause more
financial losses in industrialized countries and, as the developed countries have better
early warning systems and lifesaving means, more injuries and deaths occur in
undeveloped countries.

Protective Measures

Before an Earthquake:

• Repair defective electrical wiring, leaky gas cylinders, and inflexible utility
connections.

• Place large or heavy objects on lower shelves. Fasten shelves, mirrors, and large
picture frames to walls.

• Store bottled foods, glass, china clay, and other breakables on low shelves or in
cabinets that fasten shut.

• Anchor overhead lighting fixtures.

• Be sure the residence is firmly anchored to its foundation. Install flexible pipe fittings
to avoid gas or water leaks. Flexible fittings are more resistant to breakage.

• Locate safe spots in each room under a sturdy table or against an inside wall.

• Hold earthquake drills with your family members: Drop, cover, and hold on!

40
During an Earthquake: minimize your movements during an earthquake to a few
steps to a nearby safe place. Stay indoors until the shaking has stopped and you are
sure exiting is safe.

I. If you are indoor:

• Take cover under a sturdy desk, table, or bench or against an inside wall, and hold
on. If there isn’t a table or desk near you, cover your face and head with your arms
and crouch in an inside corner of the building.

• Stay away from glass, windows, outside doors and walls, and anything that could
fall, such as lighting fixtures or furniture.

• Stay in bed - if you are there when the earthquake strikes - hold on and protect your
head with a pillow, unless you are under a heavy light fixture that could fall. In that
case, move to the nearest safe place.

• Use a doorway for shelter only if it is in close proximity to you and if you know it is a
strongly supported, load bearing doorway.

• Stay inside until shaking stops and it is safe to go outside. Most injuries during
earthquakes occur when people are hit by falling objects when entering into or exiting
from buildings.

• Be aware that the electricity may go out or the sprinkler systems or fire alarms may
turn on.

• DO NOT use elevators.

II. If you are Outdoors:

• Move away from buildings, streetlights, and utility wires.

III. If you are in a moving vehicle:

• Stop as quickly as safety permits and stay in the vehicle. Avoid stopping near or
under buildings, trees, overpasses, and utility wires.

• Proceed cautiously once the earthquake has stopped, watching for road and bridge
damage.

IV. If you are trapped under debris:

41
 • Do not light a match. Do not move about or kick up dust.

• Cover your mouth with a handkerchief or clothing.

• Tap on a pipe or wall so rescuers can locate you. Use a whistle if one is available.
Shout only as a last resort - shouting can cause you to inhale dangerous amounts of
dust.

After an Earthquake: be prepared for aftershocks. These secondary shockwaves are

usually less violent than the main quake, but can be strong enough to do additional
damage to weakened structures.

• Open cabinets cautiously. Beware of objects that can fall off shelves.

• Stay away from damaged areas unless your assistance has been specifically
requested by police, fire, or relief organizations.

• Be aware of possible tsunamis if you live in coastal areas.

C. Fires. There are two types of fire disasters. They are domestic and wild fires. Fires
can be triggered or exacerbated by lightning, high winds, earthquakes, volcanoes,
floods and deliberate setting of fire by human beings. Lightning is the most significant
natural contributor to fires affecting the building environment. Buildings with rooftop
storage tanks for flammable liquids are particularly susceptible.

Before a Fire (mostly for developed countries)

Smoke Alarms

• Install smoke alarms. Properly working smoke alarms decrease your chances of dying in a
fire by half.

• Place smoke alarms on every level of your residence. Place them outside bedrooms on the
ceiling or high on the wall (4 to 12 inches from ceiling), at the top of open stairways, or at the
bottom of enclosed stairs and near (but not in) the kitchen.

• Test and clean smoke alarms once a month and replace batteries at least once a year.
Replace smoke alarms once every 10 years.

• Have record of fire brigades’ telephone in safe and accessible to member of the family.

• Making aware the people about care (prevention), escape mechanisms.

42
Escaping the Fire

• Review escape routes with your family. Practice escaping from each room.

• Make sure windows are not nailed or painted shut. Make sure security gratings on windows
have a fire safety opening feature so they can be easily opened from the inside.

• Consider escape ladders if your residence has more than one level, and ensure that burglar
bars and other antitheft mechanisms that block outside window entry are easily

opened from the inside.

• Teach family members to stay low to the floor (where the air is safer in a fire) when escaping
from a fire.

• Clean out storage areas. Do not let trash, such as old newspapers, magazines, other
materials and equipment accumulation.

With regards to Flammable Items

• Never use gasoline, benzene, naphtha, or similar flammable liquids indoors.

• Store flammable liquids in approved containers in well-ventilated storage areas.

• Never smoke near flammable liquids.

• Discard all rags or materials that have been soaked in flammable liquids after you have used
them. Safely discard them outdoors in a metal container.

With regards to Matches and Smoking

• Keep matches and lighters up high, away from children, and, if possible, in a locked cabinet.

• Never smoke in bed or when drowsy or medicated. Provide smokers with deep, sturdy
ashtrays. Douse cigarette and cigar butts with water before disposal.

With regards to Electrical Wiring

• Have the electrical wiring in your residence checked by an electrician.

• Inspect extension cords for frayed or exposed wires or loose plugs.

• Make sure outlets have cover plates and no exposed wiring.

43
• Make sure wiring does not run under rugs, over nails, or across high-traffic areas.

• Do not overload extension cords or outlets. If you need to plug in two or three appliances,
get a UL-approved unit with built-in circuit breakers to prevent sparks and short circuits.

• Make sure insulation does not touch bare electrical wiring.

During a Fire:

If your clothes catch on fire, you should:

• Stop, drop, and roll - until the fire is extinguished. Running only makes the fire burn faster.

To escape a fire, you should:

• Check closed doors for heat before you open them. If you are escaping through a closed
door, use the back of your hand to feel the top of the door, the doorknob, and the crack
between the door and door frame before you open it. Never use the palm of your hand or
fingers to test for heat - burning those areas could impair your ability to escape a fire (i.e.,
ladders and crawling).

• Crawl low under any smoke to your exit - heavy smoke and poisonous gases collect first
along the ceiling.

• Close doors behind you as you escape to delay the spread of the fire.

• Stay out once you are safely out. Do not reenter.

After a Fire

• If you are with burn victims, or are a burn victim yourself, cool and cover burns to reduce
chance of further injury or infection.

• If you detect heat or smoke when entering a damaged building, evacuate immediately.

• If you are a tenant, contact the landlord.

• If you have a safe or strong box, do not try to open it. It can hold intense heat for several
hours. If the door is opened before the box has cooled, the contents could burst into flames.

• If you must leave your home because a building inspector says the building is unsafe, ask
someone you trust to watch the property during your absence.

D. Typhoons

A typhoon is a type of tropical cyclone, or severe tropical storm. They form in almost all
ocean basins. A typical cyclone is accompanied by thunderstorms, and in the Northern

44
Hemisphere, a counterclockwise circulation of winds near the earth's surface (clockwise in the
Southern Hemisphere). (Weather Underground)

Typhoon Preparedness Checklist:

-Build an emergency kit and make a family emergency plan.

-Know your surroundings.

-Learn the elevation level of your property and whether the land is flood-prone, which will help
you know how your property will be affected when storm surge or tidal flooding are forecasted.

-Identify dams in your area and determine whether they pose a hazard to you.

-Learn community hurricane evacuation routes and how to find higher ground.

-Determine where you would go and how you would get there if you needed to evacuate.

Make plans to secure your property:

--Cover all of your home's windows with permanent storm shutters or 5/8-inch marine
plywood, cut to fit and ready to install (tape does not prevent windows from breaking!).

-Install straps or additional clips to securely fasten your roof to the frame structure.

-Be sure trees and shrubs around your home are well trimmed so they are more wind resistant.

-Clear loose and clogged rain gutters.

-Reinforce your garage doors; if wind enters a garage it can cause dangerous and expensive
structural damage.

-Plan to bring in all outdoor furniture, decorations, garbage cans, and anything else that is not
tied down.

--Determine how and where to secure your boat.

If in a high-rise building, be prepared to take shelter on or below the 10th floor

-Consider building a safe room.

45
During a Hurricane or Typhoon

-Listen to the radio or TV for information and keep your weather radio handy.

Secure your home, close storm shutters and secure outdoor objects or bring them indoors.

-Turn off utilities if instructed to do so. Otherwise, turn the refrigerator thermostat to its coldest
setting and keep its doors closed.

-Turn off propane tanks.

-Avoid using the phone, except for serious emergencies.

-Moor your boat if time permits.

-Ensure a supply of water for sanitary purpose such as cleaning and flushing toilets: fill the
bathtub and other larger containers with water.

-Find out how to keep food safe during and after an emergency.

You should evacuate under the following conditions:

-If you are directed by local authorities to do so, and be sure to follow their instructions.

-If you live in a mobile home or temporary structure — such shelter is particularly hazardous
during hurricane no matter how well fastened to the ground.

-If you live in a high-rise building — hurricane winds are stronger at higher elevations.

-If you live on the coast, on a floodplain, near a river or on an island waterway.

If you are unable to evacuate, go to your wind-safe room. If you do not have one, follow
these guidelines:

-Stay indoors during the hurricane and away from windows and glass doors.

-Close all interior doors, secure and brace external door.

-Keep curtains and blinds closed. Do not be fooled if there is a lull; it could be the eye of the
storm and winds will pick up again.

-Take refuge in a small interior room, closet or hallway on the lowest level.

-Lie on the floor under a table or another sturdy object.

-Avoid elevators.

46
 E. Epidemic/Pandemic

The emergence of a novel coronavirus, 2019-nCoV in Wuhan December 2019 has led
to a global response to the first epidemic of this decade. It has also highlighted two key issues:
First, China's rapid and efficient capacity to identify and investigate a newly emerging disease;
and second, our continued global vulnerability to epidemics and pandemics. From the date of
the first cluster of cases admitted to a local hospital on December 27, 2019, Chinese scientists
identified this disease as a new syndrome, discovered the pathogen as the cause, and
reported its genetic sequence to the world in less than 14 days.

Here, are three key steps to helping reduce the risk of a future epidemic similar to that
caused by the novel coronavirus 2019-nCoV:

1). Surveillance of wildlife for high-risk pathogens;

2). Surveillance and risk

reduction in people at high
risk of contact with wildlife;
and,

3). Improve biosecurity

of the wildlife trade and
animal markets (Daszak,
2020).

The World Health

Organization released its
strategic preparedness and
response plan outline the
public health measures that
the international community
stands ready to provide to
support all countries to
prepare for and respond to
COVID-19. The document
talks about the virus and
translates that knowledge
into strategic action that can
guide the efforts of all
national and international
partners when developing
context-specific national and
regional operational plans.

47
Other organizations recommend the following:

1. Mitigation. In the mitigation strategy, the virus is allowed to spread within the
population at a more controlled rate. Mitigation has two objectives. The first is to slow
the spread of the virus to delay and reduce the height of the epidemic's peak, which is
often referred to as "flattening the curve". The aim is to stagger the onset of infections
(i.e., prevent too many infected individuals from appearing at the same time), reducing
the chances that the health care system will be overwhelmed. The second is create a
large pool of people who have acquired immunity to the virus, an outcome that would
help interrupt the virus's spread over the longer term. When R0 is 2.35, around 60%
of the population would need to be immune to achieve this goal.

The Netherlands has opted for a mitigation strategy, as stated by their prime
minister on March 16, 2020. Various mitigation measures include isolating people who
are sick (except those who are asymptomatic, of course), quarantining households
where infections have occurred, closing schools and universities, and practicing social
distancing exclusively around the most vulnerable members of the population.

2. Suppression. The suppression strategy attempts to directly stop the virus's spread
within the population. The goals are to rapidly flatten the epidemic's curve, prevent the
health care system from being overwhelmed, and eradicate the virus. The main
suppression measures are generalized social distancing and the lockdown of the
entire population (i.e., not just the segment of the population that is symptomatic).

Another way to suppress virus transmission is to conduct widespread testing

in high-risk areas to identify infected individuals, rapidly trace their contacts, and
immediately quarantine them, which was the method used in South Korea.

Virus suppression is a strategy that seeks to buy time to:

(1) develop therapeutic drugs
(2) develop and make publicly available a vaccine that can protect the most vulnerable
members of the population or those who have not yet been infected (however, this
process could take as long as 18 months)
(3) carry out broad-scale serological testing to estimate the percentage of the
population with acquired immunity

Further, here are some smart ideas to discuss with friends, family, and your
personal doctor should a pandemic strike again:

-Make a plan of what you'll do if you or someone in your family falls sick. Will
you keep kids at home with you? Who will look after you? Your pets?

48
 -Prepare for disruption to the kinds of services that are most vulnerable in your
community - experts suggest stocking up on two weeks of drinking water and
preserved food. The rule of thumb is around 3.7 litres (1 gallon) of clean drinking water
per person per day for cleaning, cooking, and drinking. Canned foods and a manual
can opener could be helpful. Buy things you know you'll eat, including snacks, protein,
carbs, fruits, and vegetables. Don't forget pet food if you have animals to take care of.
There's no need to be excessive or hoard supplies, you can simply buy a few extra
items each time you go to the supermarket.

-Have ready access to necessary medical records and details on your personal
health needs, if possible, in a hard copy.

-Ensure essential prescription drugs are topped up.

-While you're at it, check your first aid kit and make sure you've got a good
supply of non-prescription medications - ibuprofen and paracetamol could make you
feel a lot less sick if you do become unwell. Note: aspirin is not recommended to be
used on children with a fever.

-Stock up on cleaning supplies, as well as sanitizers and tissues.

-If a suitable vaccine is publicly available and recommended by local health

authorities, get jabbed.

When disease breaks out in your neighborhood, you should already be

practicing good hygiene. It shouldn't take a pandemic to prevent a pandemic.

Here are some tips:

-Cover your mouth and nose when you sneeze and cough, preferably with a tissue
you can then discard hygienically, or with your elbow.

-If you choose to wear a face mask, keep in mind its effect depends on the type of
mask, and is probably not as effective at protecting you (or others) as you might think.

-Wash your hands properly and frequently, preferably with an alcohol-based sanitizer.

-If you get sick, do everything you can to avoid passing it on to work colleagues,
community members, and loved ones. Isolate yourself if possible, and if you need to
be out, do your best to keep your hands to yourself, and stay at least 3 meters (9.8
feet) away from other bodies. This is when wearing a mask can be useful - if you do
need to go out in public, wearing a mask and a face shield can stop droplets reaching
others.

49
This part is optional:

Please Watch:

How to Prepare for Covid-19 Pandemic at https://www.ottawapublichealth.ca/en/public-

health-topics/pandemic-preparedness.aspx

Doctor Explains How to Prepare for a Pandemic | WIRED

https://www.youtube.com/watch?v=pr1aXn8_F3I

Please Read:

Preparing for Pandemics at https://apps.who.int/iris/bitstream/handle/10665/272253/WHO-

WHE-IHM-GIP-2018.1-eng.pdf?ua=1

What to do in a Pandemic? at https://www.verywellhealth.com/how-to-prepare-for-a-

pandemic-4797894

ASSESSMENTS

Tasks:

1. Give your own observation on the idea that the Philippines is a disaster-prone country.
Do you agree with this or not?
2. Explain the difference between a hazard and a disaster. Give specific examples.
3. What makes a society vulnerable from disasters and hazards?
4. Among the four priority areas of the DRRM, what should be given the most attention
and why?
5. Among all the disasters presented, what do you think is the most difficult to prevent?
Expound on your answer.
6. Create a short poem (2-3 stanzas will do or 8-12 lines) about hazards and disasters.
Give it a certain or catchy title.
7. Make a poster about how to mitigate the spread of virus. The rubrics of this activity
will be provided by the instructor.

8. Choose one of the disasters presented here in the module. From there, make a short
video presentation (2-3 minutes only) on how to prevent it. Note: You have to be
seen in the video, not just a voice over. The rubrics of this activity will be provided by
the instructor. (this only for online students)

9. Write a Short Reflection Paper on the theme: Education in the time of Pandemic.
10. Create a slogan about disaster preparedness. The rubrics of this activity will be
provided by the instructor.

50
 REFERENCES

Book:

Teves, L. et. al. CWTS Module, PUP Sta. Mesa.

Electronic Sources:

https://openknowledge.worldbank.org/handle/10986/8754

https://www.unisdr.org/files/68265_682308philippinesdrmstatusreport.pdf

https://www.preventionweb.net/risk/drr-drm

http://www.unesco.org/new/en/natural-sciences/special-themes/disaster-risk-reduction/

https://safeti.com/podcast/difference-between-hazard-and-risk/

http://www.differencebetween.net/miscellaneous/difference-between-hazard-and-disaster/

https://www.ifrc.org/docs/idrl/878EN.pdf

https://www.dilg.gov.ph/PDF_File/reports_resources/DILG-Resources-2012116-
420ac59e31.pdf
http://www.un-spider.org/links-and-resources/institutions/philippines-national-disaster-risk-
reduction-and-management-council-ndrrmc

http://www.ndrrmc.gov.ph/attachments/article/41/NDRRM_Plan_2011-2028.pdf

https://www.arcgis.com/apps/MapJournal/index.html?appid=f90a58a2b96346cb8efd6cc9b2
139381

https://www.humanitarianlibrary.org/sites/default/files/2013/07/DisasterPreventionPreparedn
ess.pdf

https://www.wunderground.com/prepare/hurricane-typhoon

https://www.sciencedirect.com/science/article/pii/S2590053620300161

https://www.gavi.org/vaccineswork/how-do-you-stop-pandemic

51
 MODULE 4
ENVIRONMENTAL PROTECTION

Overview:
Man’s environment consists of natural resources like air, land, water, plants, and
animals. With the progress of industrialization and civilization, man has interacted with his
surroundings and disturbed the nature. It leads to environmental pollution, which cannot be
eradicated by nature’s self-acting process, i.e., various biogeochemical cycles.
Environmental damage around includes pollution of water and air and consequent
health problems, biodiversity loss, deterioration of buildings and monuments, soil fertility
loss, desertification, ozone depletion, and many more. Environmental protection and
management have become one of the foremost concerns of the world as well as the
Philippines.
Philippines is one of the most vulnerable countries to climate-related disasters
because of its location, geographical circumstances, and socio-economic conditions.
Therefore, great imperative should be given to disseminate information and to educate the
people about the ramifications of environmental issues especially about biodiversity
conservation and climate change.
This module covers Republic Acts and other Laws on Environmental Protection, Solid
Waste Management and Proper Waste Disposal, Preventing Air Pollution, Water Resource
and Pollution, and Coping with Climate Change.

Objectives:

At the end of this module, the students should be able to:

• define environmental protection, climate change, solid waste management, air pollution
and water pollution;
• discuss fully and apply solid waste management;
• familiarize themselves with the ways of reducing air pollution;
• recommend measures to maintain good water quality; and,
• develop volunteerism in taking care of the environment.

Course Materials:

Unit 1: Republic Acts and Other Laws on Environmental Protection

Republic Act No. 9152 - An act to promote environmental awareness through

environmental education and for other purposes. This Act is known as the “National
Environmental Awareness and Education Act of 2008.”

52
 Sec. 2 Declaration of Policy -- Consistent with the policy of the State
to protect and advance the right of the people to a balanced and
healthful ecology in accord with the rhythm and harmony of nature,
and in recognition of the vital role of the youth in nation-building and
the role of education to foster patriotism and nationalism, accelerate
social progress, and promote total human liberation and development,
the state shall promote national awareness on the role of natural
resources in economic growth and the importance of environmental
conservation and ecological balance towards sustained national
development.

Republic Act 9003: January 26, 2001 -- This is an act providing for an ecological
solid waste management program, creating the necessary institutional mechanisms
and incentives, declaring certain acts prohibited and providing penalties, appropriating
funds thereof and for other purposes.

Republic Act No. 9275: March 22, 2004 – An act providing for a comprehensive water
quality management and for other purposes.

SECTION 2. Declaration of Policy – The State shall pursue a policy of

economic growth in a manner consistent with the protection,
preservation and revival of the quality of our fresh, brackish
and marine waters.

Republic Act 8749: June 23, 1999, “Philippines Clean Air Act of 1999” - An act
providing for a comprehensive air pollution control policy and for other purposes.

Republic Act No. 9147 – An act providing for the conservation and protection of
wildlife resources and their habitats, appropriating funds therefor and for other
purposes.

Republic Act No. 9175 – An act regulating the ownership, possession, sale,
importation and use of chainsaws, penalizing violations thereof and for other purposes
CHED Memorandum Order no. 33 Series of 2009 – CMO which mandates the integration
of Environmental Education in the Tertiary Education Curriculum particularly the Civic Welfare
Training Service component in the National Service Training Program

This part is optional:

Please Watch:

Environmental Laws (Philippines) at https://www.youtube.com/watch?v=YVhOEehUyIA

53
Please Read:

Major Environmental Laws at http://ecac.emb.gov.ph/?page_id=43

Unit 2: Solid Waste Management and Proper Waste Disposal

We have an “out of sight, out of mind” attitude towards garbage disposal. The system
of garbage disposal can be described simply as: tapon (by the individual, household); hakot
(by government trucks and/or private contractors); tambak (in open dumpsites); kalat (due to
improper manner of disposal, retrieval, inadequate collection and over-congestion in
dumpsites); sunog (to burn the pile of uncollected garbage). The cycle is unending.

As part of the problem, we should break the cycle and take the initiative to be part of
the solution. The tragedy that has befallen the residents of Payatas dump site in Quezon City,
when its mountain of garbage toppled down burying many shanties as well as garbage-
pickers, should strengthen our desire to do something about our wasteful lifestyles.

Schools are cradle of values formation and students form the majority of is community.
When we educate students on the rationale, theories, and practice of solid waste
management, we form a strong alliance with future leaders who would largely affect the future
stewardship of our environment.

Paradigm Shift

Dump vs Raw
Waste
Material
Waste site

Raw Materials Use

Old Paradigm
New Paradigm

Source: Solid Waste Management Bureau Module for School. Quezon City: Miriam College-
Environmental Studies Institute and Environment Management Bureau-DENR, 2005.

The following are the steps on proper waste disposal. Complying with these steps,
individuals can help the government in enacting the enabling laws. This will largely aid the
resolution of ecological problems and contribute to environment-conservation.

54
I. Segregating

It is the process of separating biodegradable and non-biodegradable garbage.

Biodegradable is a type of waste which can be broken down in a reasonable amount

of time, into its base compounds by micro-organisms and other living things regardless of
what those compounds may be. On the other hand, non-biodegradable refers to materials that
do not break down naturally or take an inordinate amount of time to do so. When thrown away,
these materials cannot be dissolved by the bacteria, fungi and living organisms in the air,
moisture climate in the soil.

Hence, biodegradable materials decompose naturally unlike non-biodegradable.

From these classifications, sub-groupings could be made depending on the kind and bulk of
waste an establishment produces. Classifying our wastes will help us dispose garbage
properly.

Below is table that shows classification of wastes present in the Country. Generally,
wastes can be classified as biodegradable and non-biodegradable.

Non - Biodegradable
Biodegradable
Recyclable Residual Hazardous

food waste white paper (bond Styrofoam (styro busted lamps

yard waste paper, notebook cups, electronic batteries
wet tissue sheets) fillers) CDs
wet paper card board/ carton plastic spray
(corrugated boxes, composite and canisters
folders) wrappers (candy paint cans
newspaper/ and junk food
magazines (tin cans, wrappers,
aluminum cans, shrinking straws,
aluminum foils, wires) paper plate with
glass (bottles, broken foil)
ceramics) disposable
PET bottles (drinking utensils (single
water bottles) use plastic
spoons, fork,
disposable cups)
rubber
others: clothes,
shoes, slippers,
yarn

55
II. Composting

It is the process where biodegradable waste is placed in a certain tank or a hole for a
certain time to let it decompose with the help of decomposers like yeasts, worms, and moulds.
After the decomposition, the decomposed waste can now be used as a fertilizer for plants.

Here are the steps in composting.

1. Chop biodegradable wastes into finer portions. The smaller the size of organic wastes,
the faster the compost will be ready for use.

2. Mix up the biodegradable wastes and place them into the composters. Do not burn
on top of the piles or composters because the heat will kill the biological
“decomposers”, thus, delaying the composting process.

3. Sprinkle a small amount of water. Moisture is essential for microbial activity. Protect
the composters from accumulating too much liquid to avoid leaching (garbage juice).

4. Sprinkle or layer with soil so as not to invite flies and to control odors. Place the soil in
between the layers of the mixture.

5. Aerate the pile. Turn it once or twice a month to provide the necessary oxygen to
hasten the composting process.

6. When the interior of the pile is no longer hot and the material has broken down into a
dark and dry soil, the composting is finished.

Types of Small-Scale Composters are:

1. Twin Pits

Dig into (1m x 1m x 1m) one-half meter apart.

Put small twigs at the bottom and place a
hollow tube for air inlet. Follow the rules for
composting, using the pits by turns. For an
average household, it might take a month to fill
each pit, thus allowing sufficient time for the
materials to decompose or mature into soil
conditioners.

56
 2. Tower Tires

Make two piles of old car tires directly

on the ground and use them as containers for
composting. To aerate, just insert anything in
between the tires. If placed directly on
cemented ground, line the bottom with soil.

3. Bottomless Composters

Old drums, cans, plastic water

containers with the bottoms off, even
an old jute or rice sack with bottom
seam ripped off and supported by 3
pegs or cheap posts.

4. Clay Flower Pots

Compost

Have ten flower pots. Use

flower pots by turns. By the time the
tenth pot is full, in about a month’s time,
empty contents of the first pot and use
as soil conditioner for
plants/trees/lawn. Pots may be stacked
one on top of another but keep
contents moist.

5. Plastic Bag Composters

Line plastic bags with soil,

place chopped biodegradable top with
soil/leaves, moisten, then stack them
on top of one another while awaiting
collection. In few weeks’ time, these
become clean, safe, odorless compost,
very good for plants.

57
 6. Compost Bins

These may be constructed

from chicken wire or any durable
“basket” material for small-scale
composting. They are designed to
adequately accommodate the
necessary materials or ingredients
and to allow access of air.

III. Recycling

It is the most useful and helpful way of waste management. Non-biodegradable waste
can be recycled by creating helpful and useful things out of it like the plastic bottles can be
made as house decorations while used magazines can be made into beautiful pillows.
Recycling can also be a source of income in the community, can really reduce pollution, save
natural resources, and conserve energy in the households.

This part is optional:

Please Watch:

Solid Waste Management: A Video Documentary at

https://www.youtube.com/watch?v=GRwhQvmkBXw

I Witness Documentary “Plastic Republic” at

https://www.youtube.com/watch?v=qGNCK_buzNk

Unit 3: Preventing Air Pollution

Air pollution is a life-threatening problem in Manila. "Air pollution" means any alteration
of the physical, chemical and biological properties of the atmospheric air, or any discharge
thereto of any liquid, gaseous or solid substances that will or is likely to create or to render the
air resources of the country harmful, detrimental, or injurious to public health, safety or welfare
or which will adversely affect their utilization for domestic, commercial, industrial, agricultural,
recreational, or other legitimate purposes (Clean Air Act of 1999).

The Clean Air Act of 1999

Republic Act 8749, now known as the Philippine Clean Air Act of 1999, was approved
by the then President Joseph Ejercito Estrada on June 23, 1999. The act provides for a

58
comprehensive air pollution control policy and for other purposes, such as the filing of an
administrative action against violators of the standards or limitations set by the act or any
order, rule, or regulation issued by the Department of Environment and Natural Resources
(DENR) regarding such standard or limitation, as well as the imposition of fines and penalties
(for example, a fine of not more than P100,000 for each day of violation against the owner or
operator of a stationary source until such time that the standards have been complied with).

The seven-chapter act contains provisions for basic air quality policies, air quality
management, air pollution clearances and permits for stationary sources, and pollution
standards for the three sources of air pollutants (stationary sources, motor vehicles, and other
sources). One important section (Sec. 24) prohibits smoking in public places (buildings,
enclosed places, vehicles, or enclosed areas).

The DENR is the primary government agency responsible for the implementation and
enforcement of this act, but it shall consult, participate, cooperate, and enter into agreement
with other government agencies, or with affected nongovernmental organizations (NGOs) or
people’s organizations (POs), or private enterprises. Local government units (LGUs) shall,
likewise, share the responsibility in the management and maintenance of air quality within
their territorial jurisdiction.

Air Pollutants

Air pollutants are any substances in air that could harm humans, animals, vegetation,
or materials when they occur in sufficient concentration. The pollutants (which may be solid
particles, liquid droplets, and/or gases) are generally grouped into two major types:

1. primary pollutants, which are emitted directly from sources, and

2. secondary pollutants, which are produced in the air by an interaction between

two or more primary pollutants, with or without sunlight.

Based on the World Bank report, there are more than 100 identified air pollutants, and
they are categorized into particulates of various sizes, oxides of sulfur and nitrogen, volatile
organic compounds (VOCs), and ozone (O). Noise and odor are also considered pollutants.

Air pollutants like the visible smoky automobile exhaust or the plume from an industrial
chimney invoke public concern because of the health hazards and odor nuisance they
present. Some pollutants, such as carbon monoxide (CO), nitrogen oxides (NO ), sulfur
dioxide (SO ), and very fine particles, are not visible, but they are equally or even more
damaging for human health and the environment.

59
 In the Philippines, the sources of air pollution are of three kinds: (1) mobile sources
consisting of transports, such as buses, cars, and motorcycles; (2) stationary sources
comprising industries and power plants, and (3) area sources like road dust, construction, and
burning.

Reducing Air Pollution (as suggested by DENR)

For vehicle owners/motorists

1. Maintain your vehicle engine regularly. Change oil every 5,000 kilometers. Use the right
grade of engine oil. Have regular engine tune-ups.
2. Clean the air filter regularly. It is important to maintain the right amount of air in the engine
to ensure the complete burning of diesel fuel. A dirty air filter can obstruct the entry of air
into the engine.
3. Make sure the engine capacity is suited to the size of the vehicle.
4. Observe proper driving habits. Avoid jackrabbit starts. Always use the correct gear
position.
5. Travel only at speeds set by traffic regulations and suitable to road conditions.
6. Avoid leaving your engine idling.
7. Plan your trips well and save on fuel.
8. Don’t overload. Overloading strains the engine’s capacity. Remove unnecessary things
from the trunk.
9. Keep tires properly inflated.
10. Make sure the exhaust pipes are well-maintained.

For commuters and office workers

1. Take the bus or patronize the mass railway transit whenever you can.
2. Use company vehicles wisely and make sure they are well-maintained.
3. Use natural lighting during the daytime. Make sure that lights use energy efficient.
4. Try talking to the jeepney, bus or tricycle driver about the benefits of proper vehicle
maintenance as well as the high health risks of air pollution and improper driving
practices.

For homeowners and homemakers

1. Use low-watt bulbs or energy-saving lights.

2. Limit the use of air-conditioning units and keep the temperature a few degrees higher.
3. Don’t burn your garbage.
4. Work with residential associations to stop the burning of garbage in your neighborhood.
5. Avoid using aerosols.
6. Dispose of refrigerants, refrigeration equipment, and used coolants properly.

60
For everyone

1. As much as possible, walk or ride your bicycle instead of taking motorized transport.
2. Report smoke belchers to the MMDA, LTO, and other appropriate local government
units and organizations.
3. Spread the word about the ban or smoking in public places.
4. Talk to people on what they can do about stopping of air pollution.

This part is optional:

Please Watch:

Air Pollution in Metro Manila at https://www.youtube.com/watch?v=lRG3yllALVQ

Salamat Dok: Causes and Effects of Air Pollutioon at

https://www.youtube.com/watch?v=irywtgENGwU

Improving Air Quality in the Philippines at https://www.youtube.com/watch?v=jOm1Snyl3vA

Unit 4: Water Resource and Pollution

Water as a Vital Ecosystem Resource

Water is vital to the sustenance of all forms of life on earth. There is no substitute for
fresh water, and its depletion in quantity and quality has an all-encompassing effect not only
on society but also on the country’s economy and on its ecology. Without water, people die,
economic activities stop, and ecosystems are destroyed.

Water plays a significant role for sustainable development, including poverty reduction.
The ever-increasing use, abuse of, and competition for precious water resources have
intensified over the past years, resulting in water shortages, water quality degradation, and
aquatic ecosystem destruction, all of which are now seriously affecting prospects for social
and economic development, political stability, and ecosystem integrity.

Problems in Water Resources Management

Despite a series of active efforts in the water sector, there seems to be a continuing
momentum in the degradation of the country’s dwindling water resources creating problems
like water scarcity, water pollution, rising groundwater extraction, degradation of watersheds,
and poor condition of coral reefs.

Water scarcity. Some 450 million people in 29 countries are now suffering from water
scarcity because of geographical and climatic factors, and since the demand for water is
growing, severe water shortages will affect many other countries, not only those in arid and

61
semi-arid regions. The UN estimates that about 5.5 billion or as much as two-thirds of the
world’s population are on the verge of facing inadequate water supply by 2025.

The Philippines is one of the most populous countries in Asia and the world. While
most of the population still resides in the rural areas, urban migration has increased steadily,
and urbanization is adding pressure in providing water supplies. Supplying water to an urban
center whose population is rapidly expanding requires the installation of more expensive and
sophisticated water facilities since water must be derived from distant areas.

There are nine water-critical urbanized areas in the Philippines where water is
consumed intensively: Metro Manila, Metro Cebu, Davao, Baguio City, Angeles City, Bacolod
City, Iloilo City, Cagayan de Oro City, and Zamboanga City.

Water pollution. About half of the world’s 500 major rivers and all rivers running
through Asian cities are badly polluted. The sources of water pollutants are domestic sewage,
industrial wastewater, agricultural runoff, stormwater runoff, and naturally occurring sources.

Domestic sewage is wastewater discharged from residential, commercial, institutional,

recreational, and industrial facilities where wastes are generated through the use of dining
facilities, shower rooms, and toilets. Commercial sources are hotels, restaurants, and malls,
while institutional sources are hospitals and schools. Industrial wastewater is discharged by
industries after water has been utilized in production purposes. Industries like canneries,
chemical plants, food and beverage plants, pulp and paper factories, and textile mills
discharge wastewater laden with organic load, chemicals, and solids. Agricultural run-off, the
wastewater from farms, contains fecal materials, soil particles, fertilizers, and pesticides.
Stormwater run-off, which results from rainfall, causes turbidity and contamination of receiving
water bodies.

Naturally occurring or geologic sources are volcanic eruptions, floods, earthquakes,

tsunamis, tropical cyclones, El Niño and La Niña episodes, heavy rains, and drought. Volcanic
eruptions, for instance, can completely obliterate river channels because they substantially
increase the sediment load and other inorganic load of waterways. Heavy rains, on the other
hand, erode denuded forest lands, mountains, hills, and plains resulting in turbidity, solid
concentration, and silting in streams.

Rising groundwater extraction. Groundwater, or water in the soil, is the water

storage for the dry season. The country has an extensive groundwater reservoir with an
aggregate area of about 50,000 km2, and the total available groundwater supply is estimated
at 20,200 m3/day, but some of it is too deep and too expensive to extract. Extraction for use
and groundwater extraction of as much as 65 percent may be carried out without the required
permit. Those with permits, however, generally extract 20-60 percent more than their
allowable levels because of the absence of a metering system and effective monitoring.
Consequently, the unabated extraction of groundwater by illegal users and the declining

62
aquifer recharge rates have led to saline intrusion in Metro Manila and Metro Cebu and to
pollution of groundwater from domestic sewage, factory wastes, and agriculture chemicals.

Degradation of watersheds. According to Avelino, about 70 percent of the country’s

total land area consists of watersheds—421 river basins, 18 of which are major and 119,
covering 1.36 million hectares, have been proclaimed watershed reservations—with drainage
areas ranging from 5,000 to 2.5 million hectares. Many major basins are now in critical
condition because of over-exploitation and mismanagement, and their degradation has
resulted in accelerated soil erosion, surface runoff, siltation of dams and reservoirs, poor water
quality, flash flooding, prolonged drought, and other ecosystem imbalances. Most of the
watershed reservations are also degraded after having been subjected to various forms of
cultivation and settlement.

Poor condition of coral reefs. Avelino reports that the latest inventory of the
country’s coral reef areas of about 27,000 km2 shows that only 4.3 percent of the reefs are in
excellent condition. Almost one-third of all fish species live on the reefs, while 55 percent of
the country’s fish consumption depends on them and on seagrass beds at various stages in
their life cycles.

Maintenance of Good Water Quality.

To ensure the availability and sustainability of freshwater, the following

countermeasures have to be instituted:

1. water conservation at home, in schools, at the offices, and other places;

2. increasing the efficiency of irrigation systems;
3. safeguarding all wetlands from destructive activities;
4. development of crop varieties that need less water and those that are drought-
resistant;
5. large-scale reforestation of denuded watersheds;
6. cleaner production in industries (recycling wastewater, good housekeeping);
7. provision of clean water for underdeveloped localities through aggressive water
programs and achieving UN targets to halve by 2015 the proportion of people unable
to reach or to afford safe drinking water; and
8. enactment of appropriate laws, such as Republic Act 9275 or the Philippine Clean
Water Act of 2003 that was signed into law on March 22, 2004, which provides for
comprehensive water quality management, and for other purposes like the
streamlining of processes and procedures in the prevention, control, and abatement
of pollution of the country’s water resources.

63
Waterway Stewardship

Waterway Stewardship is an application of the theory of governance to the concrete

condition of NCR waterways: consolidation of various efforts and initiatives from the
government, private sector and the civil society toward rehabilitation and preservation of
waterways and its environs.

Reasons for Stewardship

• Instill sense of individual and collective accountability

• Make efficient and effective use of resources
• Save the environment

Phases of Waterway Stewardship

• Groundworking
• Community Organizing
• Capacity Building
• Mobilization
• Waterway Convergence

This part is optional:

Please Watch:

Born to be Wild: San Juan River at https://www.youtube.com/watch?v=hfaCbe98JpQ

PURPCOMM PSA “Water Pollution in the Philippines” at

https://www.youtube.com/watch?v=2u-SfLjWf6Y

Unit 5: Coping with Climate Change

Climate change is primarily caused by the accumulation of greenhouse gases in the

atmosphere, trapping heat of the sun commonly known as the greenhouse effect. The
“Greenhouse Effect” is the warming that happens when certain gases in Earth’s atmosphere
trap heat. These gases heat from escaping, like the glass walls of a greenhouse that is why it
is called greenhouse effect.

First, sunlight shines onto the Earth’s surface, where it is absorbed and then radiates
back into the atmosphere as heat. In the atmosphere, “greenhouse” gases trap some of this
heat and the rest escapes into space. The more greenhouse gases are in the atmosphere,
the more heat gets trapped.

64
 Addressing climate change requires adaptation and mitigation strategies.
Adaptation refers to the adjustment in natural or human systems in response to actual or
expected climatic stimuli or their effects, which moderates harm or exploits beneficial
opportunities. On the other hand, mitigation in the context of climate change pertains to
human intervention that address anthropogenic or human-induced emissions by sources and
removal of all greenhouse gases, including ozone-depleting substances such as carbon
dioxide and carbon monoxide.

The Philippine government created the Climate Change Commission through Republic
Act 9729 otherwise known as the Climate Change Act of 2009.

The Climate Change Commission is the sole policy-making body of the government
tasked to coordinate, monitor, and evaluate action plans of the government related to climate
change. The Commission is also tasked to formulate the National Framework Strategy on
Climate Change and the National Climate Change Action Plan. The National Framework
Strategy on Climate Change is a technical document which is the basis to protect vulnerable
communities from the adverse effects of climate change.

Reducing Green House Gases Emissions

Filipinos, as responsible citizens or stewards, can help reduce Green House Gases
(GHG) emissions which greatly cause climate change. Here are some of the ways:

65
Lights. Change your incandescent light bulbs with compact
fluorescent bulbs. Turn off lights when not in use. Whenever possible,
bring natural sunlight into your home.

Vehicles. Those who have vehicles should have them regularly

serviced for efficient engine performance. For short distances,
you can just walk or use the bicycle.

Refrigerators. Regularly clean your refrigerator. Don’t set the

thermostat higher than what is necessary.

Energy Guzzlers. Minimize or avoid the use of home appliances

that eat up too much energy. Some of these are water heaters,
washing machines, dryers, dishwashers, and industrial fans.

Use Renewable Energy Sources. If you have the means, have

solar panels installed in your home to provide some of your
electricity needs. Use electricity coming from renewable sources
such as wind, geothermal or hydro, if available in your place.

Patronize Recycled Products. Buy recycled products

and actively help create a market for them. Before you
buy an item, check if the product or its packaging is
recyclable.

66
 Reduce Consumption. Buy less, use less and re-use as much as
possible.

This part is optional:

Please Watch:

Global Warming 101: Natioinal Geographic at

https://www.youtube.com/watch?v=oJAbATJCugs

NTK: Epekto ng Climate Change at https://www.youtube.com/watch?v=xf22U4aV-LQ

Climate Change Explained at https://www.youtube.com/watch?v=ifrHogDujXw

ASSESSMENTS

Task 1
Instructions:
1. Make clippings of news reports and magazine articles on how air pollution and water
pollution can drastically affect people’s health and the environment.
2. Discuss your findings with family members to get additional input from them. Be ready
to prepare a written report on this.

Task 2
Instructions:
1. Document any kind of improper waste disposal. Take pictures of or videotape the
wrong practice as evidence.
2. List down ways of applying solid waste management as solution to these improper
ways.

Task 3
Instructions:
1. Observe your home environment.
2. List down good ways manifested in your home aligned with reducing greenhouse
emissions.

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 REFERENCES

Books and Modules

Avelino, Larry. “Water Resources Management.” Environmental Modules for Project ECO-
CORPS, PATLEPAM.

Bucao, Avelina C., et.al. Modules in National Service Training Program-Civic Welfare
Training Service, Copyright 2008

Teves, Lailanie G., et. al. Modules on Civic Welfare Training Service (CWTS).

Website References

“CLEAN AIR ACT - Republic Act 8749.” Grupong Sagip. 2003. 26 Apr. 2007;
http://www.gbgm-umc.org/Grupongsagip/cleanair.htm

Kjellstrom, T., L. van Kerkhoff, G. Bamme "Comparative Assessment of Transport Risks –

How It Can Contribute to Heath Impact Assessment of Transport Policies," Bulletin of the
World Health Organization 81 (6) (2003). qtd. in “Philippines.” U.S. Department of Energy.
Clean Cities. 12 Jul. 2005. 26 Apr. 2007;
http://www.eere.energy.gov/cleancities/philippines.html

Mogato, Manny. “Philippines Toughening Air Pollution Standards.” Planet Ark. Reuters
News Service. 23 Nov. 2005. 26 Apr. 2007;
http://www.planetark.org/dailynewsstory.cfm/newsid/33612/story.htm

“Philippines Environment Monitor 2002.” The World Bank Group. Nov. 2002. 23 Apr. 2007;
http://siteresources.worldbank.org/INTEASTASIAPACIFIC/Resources/Philippines2002

“Philippines Toughening Air Pollution Standards.” Planet Ark. Today’s Environment News.
Reuters News Service. 26 Apr. 2007;
http://siteresources.worldbank.org/INTEASTASIAPACIFIC/Resources/Philippines2002.p
df.

“The Key to Sustainable Water Management and Poverty Eradication.” UNDP/Energy

Environment. 24 Apr. 2007; http://www.undp.org/water/about_us.html.

The National Water Resources Board of the Philippines. “National Water Resources Board
Strategic Planning and Management of Integrated Water Resources Management in the
Philippines.” 24 Apr. 2007;
http://www.unescap.org/esd/Water/publications/water/wrs/85/08%20WRS-

“Wanted: A Breath of Fresh Air.” World Bank. 26 Apr. 2007;

http://siteresources.worldbank.org/INTPHILIPPINES/Resources/Pages1-20.pdf

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ANSWER SHEETS FOR MODULE 1

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ANSWER SHEETS FOR MODULE 2

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ANSWER SHEETS FOR MODULE 3

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ANSWER SHEETS FOR MODULE 4

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