Module 1: The

MinSCAT
Introduction Institution
Opening its doors of quality education for the Mindoreños
69 years ago, the Mindoro State College of Agriculture and Technology (MinSCAT) has established its name
not only in the province. It has three campuses: Calapan City Campus, Bongabong Campus, and Victoria or the
Main Campus.
Not even this COVID pandemic can stop the College from achieving even greater heights, as it
continues to adjust with the tough times. With its student-centered and learning-oriented adjustments, as well as
providing efficient frontline services catered with the new normal, MinSCAT strives to lead and be relentless for
change amid major changes.

Learning Outcome

After successfully completing this module, you should be able to:

1. Memorize the VMGO and core values of MinSCAT.

Pretest

Directions: Analyze the following statements and identify whether it they are TRUE or FALSE. Write your
answer on the space provided before each number.

____TRUE__ 1. MinSCAT – Calapan City Campus was formerly known as CSAT.

__FALSE____ 2. MinSCAT has five campuses.
___TRUE___ 3. R.A. 8076 converts CSAT to PCC.
___TRUE___ 4. Presently, MinSCAT is headed by Dr. Levy B. Arago Jr.
___TRUE___ 5. MinSCAT is the only state college in the province of Mindoro.
___FALSE___ 6. One of the objectives of MinSCAT is to provide and broaden to quality education responsive
to an ever growing and dynamic society.
_FALSE_____ 7. By virtue of R.A. 8163, Bongabong School of Fisheries (BSF) was converted into Bongabong
College of Fisheries (BCF).
___TRUE___ 8. The Victoria Campus is considered as MinSCAT’s main campus.
___FALSE___ 9. MinSCAT Calapan City Campus was established as a government secondary trade school
known as (CSAT) by the virtue of R.A. 3396.
____TRUE__ 10. MinSCAT has five stated objectives in its VMGO.

Content

The Mindoro State College of Agriculture and Technology (MinSCAT) was originally the Mindoro
National Agricultural School (MINAS), created by R.A. 506 as a national agricultural secondary school in the
island of Mindoro. It formally opened its doors for learning on August 26, 1951. It is the only state college in the
province of Oriental Mindoro. By the Virtue of CMO No. 27, Series of 2000, the Polytechnic College of Calapan
and the College of Fisheries were integrated under its umbrella. With the widening service area, MinSCAT
continues to serve its role as an educational institution for students to become globally competitive graduates
and change agents responsible in fostering agricultural, fishery and industrial development.
MinSCAT – Bongabong Campus originally the Bongabong School of Fisheries (BSF) was established
on September 21, 1964 by virtue of R.A. 3306. In 1975, the government approved the offering of the Revised
Fishery Technical Education Curriculum. It was converted into a full-fledged college as the Bongabong College
of Fisheries (BCF) on July 5, 1995 by virtue of R. A. 8143.
MinSCAT Calapan City Campus, on the other hand, was established as a government secondary
trade school known as Calapan School of Arts and Trades (CSAT) by the virtue of R.A. 3397 in June 1961 but
only stated operating five years later. In 1972, CSAT merited the approval of Ministry of Education, Culture and
Sports (MECS) to offer Trade Technical Education Curriculum.
Efforts to convert CSAT into a higher education institution authorized to offer degree courses were
realized with the approval of R.A. 8076 in June 19, 1995 converting CSAT to Polytechnic College of Calapan
(PCC). With the integration, then PCC has evolved the MinSCAT Calapan City Campus.

1
MinSCAT Vision, Mission, Goal and Objectives

Vision
A self-reliant center of development in Oriental Mindoro that provides sustained leadership in
instruction, research and extension to produce globally competitive professionals and appropriate technologies
crucial in helping develop a productive, spiritually, morally upright citizenry in a diverse yet cohesive society.

Mission
The institution exists to promote professional and technological education by intensifying instruction
and training, conducting more viable and relevant researches, utilizing knowledge and technology, sustaining
income generation through the adoption of feasible state of the art technologies establishment of extensive and
efficient linkages and networking and continuous organizational development.

Goal
Provide and broaden the access to quality education responsive to an ever growing and dynamic
society.

Objectives

Strengthen the capabilities of the institution to:

1. Offer quality education;
2. Provide opportunities for the youth to develop their potentials as human beings and as productive member
of the society;
3. Expand financial assistance to poor but deserving students toward greater access to education;
4. Maximize productivity to sustain income generation; and
5. Intensify research and extension services, which are relevant to the needs of the community.

Core Values

MinSCAT plants RICE R-Responsibility, I- Involvement, C-Commitment and E-Excellence

MinSCAT Three Campuses

MinSCAT – Main Campus

 MinSCAT – Calapan City
Campus

MinSCAT – Bongabong
Campus

Assessment

Learning Task 1

Memorize the vision, mission, goal, and objectives of the Mindoro State College and Agriculture and
Technology (MinSCAT).

Learning Task 2 3
Fill in the graphic organizer below with the points about MinSCAT. Write at least two paragraphs for
your explanation and personal realizations after studying this module.

MINSCAT provide quality education

that anyone can afford. Also provide
assistance for poor but deserving
students.

MINSCAT have three branches

MINSCAT build up students all over Oriental Mindoro to
capability to be a productive ensure that all many
member of a community. It Mindorenos can access to
develop students to sustain education
the needs of the society.
 MinSCAT

MINSCAT promotes a globally

competitive professions that is
helpful on building up the
economy
Interpretation
Mindoro State College of Agriculture and Technology was build to have College school for Mindoro,
itself. It provide courses that somehow focuses on basic needs of Mindoro which is the agriculture. Minscat
helps the people of the province to attain the knowledge that would be beneficial on improving the state of the
agriculturists.
Minscat provides quality education and affordable education not just for mindorenos but for everyone. It
offers opportunity for student who have less financial support. Minscat gives a lot of financial assistance for
some students who cannot afford to pay but willing to study.
Mindoro State College of Agriculture and Technology also promotes professional and technological
education to establish a globally competitive professionals that will soon help on the progression of the province
and country.

Rubric for Paragraph Writing:

Content – 10 pts
Organization – 10 pts
Total – 20 pts

Reference

MinSCAT Student Handbook

Module 2: NSTP
Introduction Program
4
Students are honed to become responsible citizens especially in defending the security of the state.
This requires gradual transformation through proper training of the students in the tertiary level. This is the very
essence of Republic Act No. 9163 known as the National Service Training Program. However, teaching this
course during this pandemic is undoubtedly difficult as everyone tries to cope with the “new normal”. In order to
somehow solve this predicament, the general concept behind the NSTP program is presented in the simplest
way in this module.

Learning Outcomes

After successfully completing this module, you should be able to:

1. Scrutinize the legal implications of RA 9163; and

2. Identify limitations and contributions for the development of students and the community as reflected in
RA 9163.
Pretest

Directions: Read the statements carefully. Encircle the right letter that corresponds to the statement indicated in
each number.

1. RA 9163, Act of 2001 is known as:

a. NSRC b. NSTP c. NCRB d. NSTC
B
2. What is the prime duty of the government?
a. Protect every member of the community.
b. Serve and protect its citizens.
c. Defend the rights of the Filipinos.
d. Serve the Filipinos.
B
3. According to RA 9163, the vital role of the youth is:
a. nation building c. service to the country
b. protection of the country d. defense of the country
A
4. NSTP shall inculcate in the youth the values of:
a. patriotism and nationalism c. nationalism only
b. perseverance d. realism
A
5. In pursuit of the goals of NSTP, the youth shall be:
a. Motivated, trained, organized in service of the nation
b. Involved in youth activities
c. Organized
d. Trained only
A
6. In service of the nation, the youth must be tapped in:
a. Literacy training only
b. Civic welfare services, military and literacy training
c. Civic welfare services only
d. None of the above
B
7. The government may require each citizen to render:
a. Personal, military or civil service c. Spiritual and social activity
b. Cultural presentation d. all of the above
A
8. Which does not belong to the group?
a. ROTC b. LTS c. NSTP d. CWTS

C
9. What NSTP component is designed to provide military training?
a. ROTC b. LTS c. NSTP d. CWTS
A
10. Which of the following programs aim to train students to become teachers of literacy and numeracy
skills?
a. ROTC b. LTS c. NSTP d. CWTS
B

Content 5
Republic Act No. 9163 is an act establishing the National Service Training Program (NSTP) for tertiary
level students, amending for the purpose of Republic Act No. 7077 also known as Citizen Armed Force or
Armed Forces of the Philippines Reservist Act and Presidential Decree NO. 1706 or the National Defense Act.
 RA 9163 was enacted by the Senate and House of Representatives of the Philippines in Congress
assembled;

Implementing Rules and Regulations of the

NATIONAL SERVICE TRAINING PROGRAM (RA 9163)

Rule I – GUIDING PRINCIPLES

Section 1. Guiding Principle. While it is 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 and promote the general welfare of the
State, and in fulfillment thereof, the government may require each citizen to render personal military or civil
service.

Section 2. Role of the Youth.

a. In recognition of the vital role of the youth in nation-building, the State shall promote civic
consciousness among them and shall develop their physical, moral, spiritual, intellectual and social
well-being. It shall inculcate the ideals of patriotism, nationalism, and advance their involvement in
public and civic affairs.
b. As the most valuable resource of the nation, they shall be motivated, trained, organized and involved
in military, literacy, civic welfare programs and other similar endeavors in the service of the nation.

Rule II – DEFINITION OF TERMS

Section 3. Definition of Terms - For purposes of this Act, the following are hereby defined as follows:
(a) "National Service Training Program (NSTP)" is a program aimed at enhancing civic consciousness and
defense preparedness in the youth by developing the ethics of service and patriotism while undergoing training
in any of its three (3) program components. Its various components are specially designed to enhance the
youth's active contribution to the general welfare.
(b) "Reserve Officers' Training Corps (ROTC)" is a program institutionalized under 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 programs 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 components of the NSTP as enumerated in Section 4 of this
Act.
(f) “Clustering” refers to the grouping of students enrolled to different schools and taking up the same NSTP
component into one group under the management and supervision of a designated school;
(g) “Cross Enrollment” refers to a system of enrollment where a student is officially enrolled in an academic
program of an origin school but is allowed to enroll in the NSTP component of another accepting school;
(h) “Non-government organization (NGO)” refers to any private organization duly accredited by CHED or
recognized by TESDA; and
(i) “Student Cadet” refers to a student enrolled in the ROTC component.

Rule III – PROGRAM IMPLEMENTATION

Section 4.  Coverage:

(a) All incoming freshmen students, male and female, starting School Year (SY) 2002 – 2003, enrolled in any
baccalaureate and in at least two (2) year technical-vocational or associate courses, are required to
complete one (1) NSTP component of their choice, as a graduation requirement.
The above provision however does not cover the following:
a.1 Students who finished or graduated from a baccalaureate degree or two year technical-vocational or
associate course and pursuing or enrolled in another or additional baccalaureate degree or two year
technical-vocational or associate course in SY 2003-2004, and
a.2 Students who completed any of the three NSTP components by considered freshmen to the course
where they transferred or shifted.
a.3 Foreign students or aliens.

(b) All higher educational institutions including State Universities and Colleges (SUCs) and technical-
vocational education institutions must offer upon enrollment, all the three NSTP components. However,
6
 State Universities and Colleges (SUCs) are required to maintain and provide the ROTC component. In
cases that the enrollment of ROTC in Section 7 of NSTP IRR (RA 9163) should be followed.
(c) Program of study (syllabus) and enrollment forms shall bear the “NSTP” without stating therein the three
components. There shall be an orientation for all NSTP enrollees to be jointly conducted by the ROTC,
CWTS and LTS coordinators/implementers. Students enrolled in the first semester of the freshman year
shall be made to undergo a common module phase for 25 hours training period. Subjects covered are:
citizenship training; drug education; disaster awareness; preparedness and management; environmental
protection; and other national security concerns. Upon completion of the common module phase, the
student must select the specific NSTP program component that he/she will pursue.

Section 5. Program Components

(a) The NSTP shall have the following components which the students can choose from as defined in Rule II,
Section 3 hereof the Reserve Officers Training Corps (ROTC), Literacy Training Service (LTS), and Civic
Welfare Training Service (CWTS).
(b) All program components, the ROTC in particular, shall give emphasis on citizenship training and shall
instill patriotism, moral virtues, respect for the rights of civilians and adherence to the Constitution.

Section 6. Duration and Equivalent Course Unit

(a) Each of the aforementioned NSTP components shall be undertaken for an academic period of two
semesters. It shall be credited for three units per semester for fifty-four to ninety training hours per
semester.
(b) A One Summer Program (OSP) in lieu of the two semester program may be designed, formulated and
adopted by the DND, CHED and TESDA, subject to the capability of the school and the AFP to handle the
same.
(c) Earned NSTP units shall not be included in the computation of Grade Point Average (GPA) grades of
college graduating students.

Rule IV – FEES AND INCENTIVES

Section 9. Fees
(b) NSTP fees collected all constitute a Trust Fund, 70% of which shall be exclusively used for the operation
of the program. The remaining 30% retained by the school shall serve as contingency fund especially in
support to un-programmed activities not originally included in the program of expenditures prepared by the
ROTC Commandant or CWTS/LTS Coordinator and approved by the school head.

Rule V – ORGANIZATION OF NSTP GRADUATES

Section 11. Organization of NSTP Graduates

(a) Graduates of the non-ROTC components of the NSTP shall belong to the state for literacy and civic
welfare activities, especially in times of calamities through the joint efforts of DND, CHED and TESDA in
coordination with DILG, DSWD and other concerned agencies/associations.
(b) The CHED, TESDA, and DND in consultation with other concerned government and non-government
agencies shall issue the necessary guidelines for the establishment, organization, maintenance and
utilization of the National Service Reserve Corps.
(c) Graduates of the ROTC program shall form part of the Citizen Armed Force pursuant to RA 7077 subject
to the requirements of DND.

Rule VI – MISCELLANEOUS PROVISIONS

Section 12. Certificate of Completion. Certificate of Completion with corresponding serial number issued by
CHED, TESDA, or DND, shall be awarded to students who have successfully complied with the program
requirements.
Section 13. Information Dissemination. The CHED, TESDA and DND shall provide information on these Act and
IRR to all concerned publics through different modes of dissemination information.

Assessment 7
Learning Task 1

Directions: Read the statements on the right column and match them with the statement being described on the
left column by writing the letter of the correct answer.
____D____ 1. Civic Welfare Training Service (CWTS) a. It refers to a program institutionalized under
section 38 and 39 to provide military training to
tertiary level students in order to motivate, train,
organize and mobilize them for national defense
preparedness.

_____E___ 2. Program Component b. This is a program aimed at enhancing civic

consciousness and defense preparedness
among the youth by developing the ethics of
service and patriotism through training in any of
its three (3) program components especially
designed to enhance the youth’s active
contribution to the general welfare of the nation.

______B__ 3. National Service Training Program (NSTP)
c. It pertains to the program specifically
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.

_______A_ 4. Reserved Officers’ Training Corps (ROTC)
d. This refers to the programs 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, recreations and morals of the citizenry.

____C____ 5. Literacy Training Service (LTS) e. This shall refer to the components of the
NSTP as enumerated in Section 4 of this act.

Learning Task 2

Directions: Differentiate the three NSTP components by citing at least two activities appropriate to each.

CWTS LTS ROTC

CONDUCTING A OUTREACH RELIEF GOODS
FEEDING PROGRAMS DISTRIBUTION
PROGRAM
TEACHING THE BLOOD DONATION
LIVELIHOOD OUT OF
TRAINING SCHOOLYOUTH

Reference

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

Module 3:
Citizenship Training 8
Unit 1 – The National Flag

Republic Act 9163, known as the NSTP Law of 2001, is a program aimed at enhancing civic
consciousness and self-defense preparedness in the youth by developing the values of service and patriotism
through training in any of its three program components.
 Section 2 of the implementing rules and regulations of RA 9163 states that recognizing the youth’s role
in nation building, the state shall promote civic consciousness among the youth and shall develop their physical,
intellectual and social well-being. It shall inculcate in the youth patriotism and nationalism and advance their
involvement in public and civic affairs.
In support of this program, this module generally aims to develop the attitude of caring for one’s
national identity among the student trainees and enhance their self-determination to love, serve and protect the
country.

Learning Outcomes

After successfully completing this module, you should be able to:

1. Inculcate nationalism and patriotism through proper ethics of flag raising and retreat; and
2. Formulate pledge of commitment to love, serve, and protect one’s country.

Pretest

Directions: Identify the term/s being described in each statement. Write your answer on the space provided
before the number.

RA NO. 8491 1. What Republic Act prescribes the Code of the Philippine National Flag?
LUPANG HINIRANG 2. The Philippine National Anthem is entitled, _______.
THREE 3. How many stars are there in the Philippine flag?
BLUE 4. What color of the Philippine flag should be displayed on the top field in times of peace?
RED 5. In times of war, what color should be displayed on the top field of the Philippine flag?
THREE 6. How many people should handle the folding of the flag?
PRESIDENT FIDEL V RAMOS 7. Who among the Philippine presidents signed the EO for the display of the
national flag in all building from May 28 to June 12, 1994?

JULIAN FELIPE 8. Who composed the Marcha Nacional Filipina?

JOSE PALMA 9. Who wrote the poem entitled “Filipinas”?
JUNE 12, 1898 10. The date wHen the Philippine flag was raised for the first time was on ________.

Content

On May 24, 1994, President Fidel V. Ramos signed Executive Order 179, s. 1994, which ordered the
display of the national flag in all buildings, establishments, and homes from the May 28 to June 12, 1994, and
on February 12, 1998, President approved Republic Act  No. 8491, prescribing the Code of the National Flag,
Anthem, Motto, Coat-of-Arms and other heraldic items and devices of the Philippines.
Aside from the Masonic influence on the Katipunan, the design of the Philippine flag has roots in the
flag family to which it belongs—that of the last group of colonies that sought independence from the Spanish
Empire at the close of the 19th century, a group to which the Philippines belongs. The Presidential
Communications Development and Strategic Planning Office traces the origins of the Philippine flag’s design
elements, which have been in use since General Emilio Aguinaldo first conceived them—the stars and stripes;
the red, white, and blue; the masonic triangle; and the sun—and have endured since.

Additional Prohibition

It is prohibited to deface or ridicule the flag, to dip the flag to a salute, or to add additional marks of any
nature on a flag. It is not used as a drapery, festoon, table cloth, as covering of objects or as a part of any
costume or uniform.

9
‘
The Philippine national flag has a rectangular design that consists of a white equilateral triangle,
symbolizing liberty, equality and fraternity; a horizontal blue stripe for peace, truth, and justice; and a horizontal
red stripe for patriotism and valor. In the center of the white triangle is an eight-rayed golden sun symbolizing
unity, freedom, people's democracy, and sovereignty. Each ray represents a province with significant
involvement in the 1896 Philippine Revolution against Spain; these provinces
are Manila, Bulacan, Cavite, Pampanga, Morong (modern-day province of Rizal), Laguna, Batangas,
and Nueva Ecija (some sources specify other provinces as alternatives to some of these. However, according
to the Declaration of Independence and a research by Ateneo de Manila University Professor Ambeth Ocampo,
the rays of the sun symbolized the first eight provinces of the Philippines which was declared under martial law
during the Philippine Revolution (Batangas, Bulacan, Cavite, Manila, Laguna, Nueva
Ecija, Pampanga and Tarlac). Three five-pointed stars, one at each of the triangle's points, stand for the three
major island groups: Luzon, Visayas and Mindanao.

The National Anthem

Lupang Hinirang, the national anthem of the Philippines is played or sung during flag ceremonies in
schools and offices, “signing off” and “signing on” of broadcast stations, before the initial and last screening of
films, and other official or important occasions. Though it is expected that the national anthem be sung with
utmost fervor, every Filipino must do so with utmost respect as well.
The singing and playing of the Philippine national anthem is governed by the law, specifically R.A.
8491 or the “Flag and Heraldic Code of the Philippines.” As stipulated in Section 37, “The rendition of the
National Anthem, whether played or sung, shall be in accordance with the musical arrangement and
composition of Julian Felipe.”
Moreover, according to Section 38, the attending public shall sing the anthem whenever it is played at
a public gathering. While doing so, the public shall stand at attention facing the Philippine flag as a sign of
respect. The other provisions on the national anthem are detailed in Chapter II, Sections 35 to 39 of R.A. 8491.
The development of the Philippine national anthem into what it is today took several years. It began in
1898 with Julian Felipe’s composition titled Marcha Nacional Filipina (also known as Himno Nacional Filipino).
In 1899, Jose Palma’s poem Filipinas was used as lyrics which were later translated into English in the 1920s. It
was translated into Filipino in 1956 and the version which is now sung publicly is a product of revisions made in
1962. 

The Proper Display of the Philippine Flag

10
Proper Folding of the Philippine National Flag

11
Assessment

Learning Task 1

Memorize any of the two speeches: “The Flag Speaks” and “The Citizen’s Reply”.

"The Flag Speaks"

I am the flag of the Philippines born of the sun and stars
Baptized with blood and tears;
Nourished by valor and love.
I am the symbol of your sovereignty, the emblem of your freedom,
And the glory of your spirit.
I can be no more than what you make me to be, 
for I am your belief in yourself, and in what you hope to be, 
and have the courage to strive for.
I am yesterday’s dream, today’s endeavor and tomorrow’s vision.
I live a changing life, a life of passion and ambition, of pain and of joy.
I have known the ravages of war, the delights of peace, the ignominy of defeat, and the exaltation of victory.
I have waved in triumph from my staff when great joy filled the nation,
and I have dropped at half-mast when sorrow grieved your heart.
As long as you, my people, exist shall I exist for I am your soul.
Wherever you go, there shall I go.
As I float above you, you see me as a bright gleam of color:
my blue is firm with faith and justice; 
my red is brilliant with daring and courage;
my white is dazzling with its purity and ideals.
My stars remind you of the burning torch of freedom,
while my sun reminds you to keep alive solidarity.
I am the flag of the Philippines, the symbol of the power and glory of more than 87 million Filipinos God, 
may this be so forever and ever.

“The Citizens Reply to the Flag Speech”

Hail to that emblem of rare beauty and patriotic meaning

The symbol of the power, the glory and honor of more than *100 million Filipinos 12
You float in majestic silence above us, whether in peace or in war
And yet though silent you speak to us of the past and of the great events, and of the great people who made
them
You have been stained with the smoke of battle, torn with the shot and shell of strife, drenched with the blood of
brave men and tears of suffering women
You have led the brave march across mountains and plains
You waved in the highlands of Tirad Pass and Bessang
You streamed over the soldiers head in Bataan and Corregidor
To us, you are more than a tri-colored piece of bunting with the sun and the stars
To us, you are the living personification of the spirit of the land of our birth.
You link the travail of the past, with the undertaking of the present
And span the desperate struggle of men long since dead for peace and liberty of future generations.

References

https://www.scribd.com/document/316922347/The-Flag-Speaks

https://www.officialgazette.gov.ph/images/uploads/infographic_flagfolding_june112014_8pm.png
 http://malacanang.gov.ph/3846-origin-of-the-symbols-of-our-national-flag

Unit 2 – Bill of Rights

A bill of rights, sometimes called a declaration of rights or a charter of rights, is a list of the most
important rights to the citizens of a country. The purpose is to protect those rights against infringement 13 from
public officials and private citizens.
Article III of the Philippine Constitution is the Bill of Rights. It establishes the relationship of the
individual to the State and defines the rights of the individual by limiting the lawful powers of the State. It is one
of the most important political achievements of the Filipinos.
The concept of a Bill of Rights, as such, is essentially an occidental prod-uct. For a number of
centuries in British, French, and American political thought, there has grown the conviction that the rights of the
individual must be preserved and safeguarded, not through the authority of an individual, not through
membership in a particular group or party, not through reliance upon force of arms, but rather through the
accepted processes of declared constitutional law.

The 1987 Constitution of the Republic of the Philippines – Article III (Bill of Rights)

Section 1. No person shall be deprived of life, liberty, or property without due process of law, nor shall any
person be denied the equal protection of the laws.
Section 2. The right of the people to be secure in their persons, houses, papers, and effects against
unreasonable searches and seizures of whatever nature and for any purpose shall be inviolable, and no search
warrant or warrant of arrest shall issue except upon probable cause to be determined personally by the judge
after examination under oath or affirmation of the complainant and the witnesses he may produce, and
particularly describing the place to be searched and the persons or things to be seized.
Section 3. (1) The privacy of communication and correspondence shall be inviolable except upon lawful order of
the court, or when public safety or order requires otherwise, as prescribed by law.
(2) Any evidence obtained in violation of this or the preceding section shall be inadmissible for any purpose in
any proceeding.
Section 4. No law shall be passed abridging the freedom of speech, of expression, or of the press, or the right
of the people peaceably to assemble and petition the government for redress of grievances.
Section 5. No law shall be made respecting an establishment of religion, or prohibiting the free exercise thereof.
The free exercise and enjoyment of religious profession and worship, without discrimination or preference, shall
forever be allowed. No religious test shall be required for the exercise of civil or political rights.
Section 6. The liberty of abode and of changing the same within the limits prescribed by law shall not be
impaired except upon lawful order of the court. Neither shall the right to travel be impaired except in the interest
of national security, public safety, or public health, as may be provided by law.
Section 7. The right of the people to information on matters of public concern shall be recognized. Access to
official records, and to documents and papers pertaining to official acts, transactions, or decisions, as well as to
government research data used as basis for policy development, shall be afforded the citizen, subject to such
limitations as may be provided by law.
Section 8. The right of the people, including those employed in the public and private sectors, to form unions,
associations, or societies for purposes not contrary to law shall not be abridged.
Section 9. Private property shall not be taken for public use without just compensation.
Section 10. No law impairing the obligation of contracts shall be passed.
Section 11. Free access to the courts and quasi-judicial bodies and adequate legal assistance shall not be
denied to any person by reason of poverty.
Section 12. (1) Any person under investigation for the commission of an offense shall have the right to be
informed of his right to remain silent and to have competent and independent counsel preferably of his own
choice. If the person cannot afford the services of counsel, he must be provided with one. These rights cannot
be waived except in writing and in the presence of counsel.
(2) No torture, force, violence, threat, intimidation, or any other means which vitiate the free will shall be used
against him. Secret detention places, solitary, incommunicado, or other similar forms of detention are
prohibited.
(3) Any confession or admission obtained in violation of this or Section 17 hereof shall be inadmissible in
evidence against him.
(4) The law shall provide for penal and civil sanctions for violations of this section as well as compensation to
and rehabilitation of victims of torture or similar practices, and their families.
Section 13. All persons, except those charged with offenses punishable by reclusion perpetua when evidence of
guilt is strong, shall, before conviction, be bailable by sufficient sureties, or be released on recognizance as may
be provided by law. The right to bail shall not be impaired even when the privilege of the writ of habeas corpus
is suspended. Excessive bail shall not be required.
Section 14. (1) No person shall be held to answer for a criminal offense without due process of law.
(2) In all criminal prosecutions, the accused shall be presumed innocent until the contrary is proved, and shall
enjoy the right to be heard by himself and counsel, to be informed of the nature and cause of the accusation
against him, to have a speedy, impartial, and public trial, to meet the witnesses face to face, and to have
compulsory process to secure the attendance of witnesses and the production of evidence in his behalf.
However, after arraignment, trial may proceed notwithstanding the absence of the accused provided that he14 has
been duly notified and his failure to appear is unjustifiable.
Section 15. The privilege of the writ of habeas corpus shall not be suspended except in cases of invasion or
rebellion when the public safety requires it.
Section 16. All persons shall have the right to a speedy disposition of their cases before all judicial, quasi-
judicial, or administrative bodies.
Section 17. No person shall be compelled to be a witness against himself.
Section 18. (1) No person shall be detained solely by reason of his political beliefs and aspirations.
(2) No involuntary servitude in any form shall exist except as a punishment for a crime whereof the party shall
have been duly convicted.
Section 19. (1) Excessive fines shall not be imposed, nor cruel, degrading or inhuman punishment inflicted.
Neither shall the death penalty be imposed, unless, for compelling reasons involving heinous crimes, the
Congress hereafter provides for it. Any death penalty already imposed shall be reduced to reclusion perpetua.
(2) The employment of physical, psychological, or degrading punishment against any prisoner or detainee or
the use of substandard or inadequate penal facilities under subhuman conditions shall be dealt with by law.
Section 20. No person shall be imprisoned for debt or non-payment of a poll tax.
Section 21. No person shall be twice put in jeopardy of punishment for the same offense. If an act is punished
by a law and an ordinance, conviction or acquittal under either shall constitute a bar to another prosecution for
the same act.
Section 22. No ex post facto law or bill of attainder shall be enacted.

The Basic Values of the Filipinos based on the 1987 Philippine Constitution

The term preamble is derived from the Latin word “preambulare” which means “to walk before”. It is the
prologue of the Constitution. Based from the Preamble, the following basic values are anchored.
The Maka-Diyos Cluster

 Faith in the Almighty God

The Bible says, "But without faith, it is impossible to please Him, for he who comes to God must
believe that He is, and that He rewards those who diligently seek Him." (Hebrew 11:6)

 Respect for Life

Because of that, “We decreed upon the Children of Israel that whoever kills a soul unless for a
soul or for corruption [done] in the land - it is as if he had slain mankind entirely. And whoever saves
one - it is as if he had saved mankind entirely. And our messengers had certainly come to them with
clear proofs. Then indeed many of them, [even] after that, throughout the land, were transgressors”.15
(5:32 Qur'an)

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

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

 Concern for the Family and Future Generations

"The family is an essential factor in the general, social and even political life. Constant living
together of husband and wife, and of parents and children, contributes to the development of a strong
sense of duty, of an aptitude for heroic sacrifices, and of the love by future generations of the
traditional and moral conquests of those who preceded them. The family is an indispensable element
of social cohesion and equilibrium.

The Maka-Tao Cluster

 Love
Love is a powerful force in nurturing man.
 Freedom
Freedom consists not in doing what we like, but in having the right to do what we ought.
 Peace
Since we began in the minds of men, it is in the minds of men that the defenses of peace must be
constructed.
 Truth
“A man who seeks the truth and loves it must reckoned precious to any human society.”
 Justice
“Injustice anywhere is a threat to justice everywhere.”

The Maka-Bayan Cluster

 Unity
The value of unity is can be realized by participating those virtues that is stated in quotations:
 “Behold how good and pleasant it is for the brethren to dwell together in unity”. (Psamls 133.1)

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

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

 Equality
Each person may differ in worldly stature, but each one bears the same amount of dignity as
another and all share one common destiny.

The Maka-Kalikasan Cluster

 Concern for the Environment

Mother Nature is an all-giving mother. While she gives fully, man abuses her relentlessly. It is time
that we care for ailing Mather Nature so that she will regain her beauty and strength once again,
enabling her to share her life and abundance with us.

16

Learning Task 2 17
Directions: Paste the shapes from the previous page to form an image of a person. Write a brief interpretation
for your written rights, duties, and responsibilities of the Filipino citizens.

Rights, Duties and Responsibilities of Filipino Citizens

do duties as a
Filipino,
respecting and
following the
laws.
 it is my responsibility to honor the
Must contribute on promoting
national flag and build strong
human rights. Right to live and be
citizenship.
free.

It is my right to Responsibility
vote and stayed to involve
informed about myself on
the latest nation
happenings development

Interpretation

Each of us has the right, responsibilities, and duties as a filipino. It is necessary to oblige the rule of
the country. We must serve the country and contribute for its development.
They say the we, youths are the future of our country. So we must be responsible on every action that we did.
We must be flexible and responsible

References

https://www.google.com/search?
q=bill+of+rights+philippines&rlz=1C1GCEA_enPH861PH861&oq=bill+of+rights+phili&aqs=chrome.1.6
9i57j0l7.6439j0j4&sourceid=chrome&ie=UTF-8

https://prezi.com/p/nu49wwhkomk_/nstp-the-basic-values-of-the-filipinos/

https://www.google.com/search?
q=preamble&rlz=1C1GCEA_enPH861PH861&sxsrf=ALeKk01ZHDhU6Ymya2IPxJnZuUcv4Jq9xw:159
8795838731&source=lnms&tbm=isch&sa=X&ved=2ahUKEwixrKTQisPrAhWswosBHTn8Cd0Q_AUoA
XoECBQQAw&biw=1366&bih=657#imgrc=LdLL8VaVe67KGM

Module 4: Drug
18
Education
Introduction
Drug education program is a significant undertaking in order to free them from danger and keep them
away from drugs. The youth of today are the most vulnerable group that can be affected by illicit drugs.
According to General Edgar C. Galvante, Ret. Executive Director of Dangerous Drugs Board, most drug users
start their habit early, usually during their teenage years. They are particularly susceptible to the drug
experience because adolescence is the period of experimentation, exploration, curiosity, and search for identity.
Drug abuse prevention, done through problem awareness, education and strategy implementation, is
very vital to the success in controlling and stopping drug abuse. Positive behavior, including the constructive
handling of feelings and responsibilities, should be installed and encouraged in our own families during the early
life of young family members and carried on up to the latter stage of life.
Learning Outcomes

After completing this module, you should be able to:

1. Internalize the general concept of RA 9165; and
2. Inculcate social responsibility and awareness in terms of illicit drugs.

Pretest

Directions: Match the terms in Column A with their respective description in Column B. Write only the letter of
your answer on the space before each number.

Column A Column B
___C___ 1. Den a. An analytical test using a device to confirm the result of
the screening test.
____A__ 2. Confirmatory Test b. Any person who pays for, raises or supplies money for,
or underwrites any of the illegal activities prescribed
under RA 9165

_____B_ 3. Financier c. A place where any dangerous drug is administered or

distributed
___D___ 4. Deliver d. Any act of knowingly passing a dangerous drug to
another
____E__ 5. Cultivate e. Any act of knowingly planting any plant which is the
source of a dangerous drug
_____H_ 6. Pusher f. The illegal cultivation, culture, delivery of any
dangerous drug

__J____ 7. Manufacture g. Refers to the coagulated juice of the opium poppy

___I___ 8. Cannabis h. Any person who sells, trades, administers, dispenses,

delivers or gives away to another

____G__ 9. Opium i. commonly known as "Marijuana"

____F__ 10. Illegal Trafficking j. The production, preparation, compounding or

processing of any dangerous drug

19

Content

Republic Act No. 9165 is the act known and cited as the "Comprehensive Dangerous Drugs Act of
2002". It concretizes government’s intensive and unrelenting campaign against the trafficking and use of
dangerous drugs, and other similar substances through an integrated system of planning, implementation and
enforcement of anti-drug abuse policies, programs, and projects.

Republic Act No. 9165      

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

ARTICLE I

Definition of Terms
Section 3. Definitions. As used in this Act, the following terms shall mean:
(a) Administer. – Any act of introducing any dangerous drug into the body of any person, with or without his/her
knowledge, by injection, inhalation, ingestion or other means, or of committing any act of indispensable
assistance to a person in administering a dangerous drug to himself/herself unless administered by a duly
licensed practitioner for purposes of medication.
(b) Board. - Refers to the Dangerous Drugs Board under Section 77, Article IX of this Act.
(c) Centers. - Any of the treatment and rehabilitation centers for drug dependents referred to in Section 34,
Article VIII of this Act.
(d) Chemical Diversion. – The sale, distribution, supply or transport of legitimately imported, in-transit,
manufactured or procured controlled precursors and essential chemicals, in diluted, mixtures or in concentrated
form, to any person or entity engaged in the manufacture of any dangerous drug, and shall include packaging,
repackaging, labeling, relabeling or concealment of such transaction through fraud, destruction of documents,
fraudulent use of permits, misdeclaration, use of front companies or mail fraud.
(e) Clandestine Laboratory. – Any facility used for the illegal manufacture of any dangerous drug and/or
controlled precursor and essential chemical.
(f) Confirmatory Test. – An analytical test using a device, tool or equipment with a different chemical or physical
principle that is more specific which will validate and confirm the result of the screening test.
(g) Controlled Delivery. – The investigative technique of allowing an unlawful or suspect consignment of any
dangerous drug and/or controlled precursor and essential chemical, equipment or paraphernalia, or property
believed to be derived directly or indirectly from any offense, to pass into, through or out of the country under
the supervision of an authorized officer, with a view to gathering evidence to identify any person involved in any
dangerous drugs related offense, or to facilitate prosecution of that offense.
(h) Controlled Precursors and Essential Chemicals. – Include those listed in Tables I and II of the 1988 UN
Convention Against Illicit Traffic in Narcotic Drugs and Psychotropic Substances as enumerated in the attached
annex, which is an integral part of this Act.
(i) Cultivate or Culture. – Any act of knowingly planting, growing, raising, or permitting the planting, growing or
raising of any plant which is the source of a dangerous drug.
(j) Dangerous Drugs. – Include those listed in the Schedules annexed to the 1961 Single Convention on
Narcotic Drugs, as amended by the 1972 Protocol, and in the Schedules annexed to the 1971 Single
Convention on Psychotropic Substances as enumerated in the attached annex which is an integral part of this
Act.
(k) Deliver. – Any act of knowingly passing a dangerous drug to another, personally or otherwise, and by any
means, with or without consideration.
(l) Den, Dive or Resort. – A place where any dangerous drug and/or controlled precursor and essential chemical
is administered, delivered, stored for illegal purposes, distributed, sold or used in any form.
(m) Dispense. – Any act of giving away, selling or distributing medicine or any dangerous drug with or without
the use of prescription.
(n) Drug Dependence. – As based on the World Health Organization definition, it is a cluster of physiological,
behavioral and cognitive phenomena of variable intensity, in which the use of psychoactive drug takes on a20 high
priority thereby involving, among others, a strong desire or a sense of compulsion to take the substance and the
difficulties in controlling substance-taking behavior in terms of its onset, termination, or levels of use.
(o) Drug Syndicate. – Any organized group of two (2) or more persons forming or joining together with the
intention of committing any offense prescribed under this Act.
(p) Employee of Den, Dive or Resort. – The caretaker, helper, watchman, lookout, and other persons working in
the den, dive or resort, employed by the maintainer, owner and/or operator where any dangerous drug and/or
controlled precursor and essential chemical is administered, delivered, distributed, sold or used, with or without
compensation, in connection with the operation thereof.
(q) Financier. – Any person who pays for, raises or supplies money for, or underwrites any of the illegal
activities prescribed under this Act.
(r) Illegal Trafficking. – The illegal cultivation, culture, delivery, administration, dispensation, manufacture, sale,
trading, transportation, distribution, importation, exportation and possession of any dangerous drug and/or
controlled precursor and essential chemical.
(s) Instrument. – Anything that is used in or intended to be used in any manner in the commission of illegal drug
trafficking or related offenses.
(t) Laboratory Equipment. – The paraphernalia, apparatus, materials or appliances when used, intended for use
or designed for use in the manufacture of any dangerous drug and/or controlled precursor and essential
chemical, such as reaction vessel, preparative/purifying equipment, fermentors, separatory funnel, flask,
heating mantle, gas generator, or their substitute.
(u) Manufacture. – The production, preparation, compounding or processing of any dangerous drug and/or
controlled precursor and essential chemical, either directly or indirectly or by extraction from substances of
natural origin, or independently by means of chemical synthesis or by a combination of extraction and chemical
synthesis, and shall include any packaging or repackaging of such substances, design or configuration of its
form, or labeling or relabeling of its container; except that such terms do not include the preparation,
compounding, packaging or labeling of a drug or other substances by a duly authorized practitioner as an
incident to his/her administration or dispensation of such drug or substance in the course of his/her professional
practice including research, teaching and chemical analysis of dangerous drugs or such substances that are not
intended for sale or for any other purpose.
(v) Cannabis or commonly known as "Marijuana" or "Indian Hemp" or by its any other name. – Embraces every
kind, class, genus, or specie of the plant Cannabis sativa L. including, but not limited to, Cannabis
americana, hashish, bhang, guaza, churrus and ganjab, and embraces every kind, class and character of
marijuana, whether dried or fresh and flowering, flowering or fruiting tops, or any part or portion of the plant and
seeds thereof, and all its geographic varieties, whether as a reefer, resin, extract, tincture or in any form
whatsoever.
(w) Methylenedioxymethamphetamine (MDMA) or commonly known as "Ecstasy", or by its any other name. –
Refers to the drug having such chemical composition, including any of its isomers or derivatives in any form.
(x) Methamphetamine Hydrochloride or commonly known as "Shabu", "Ice", "Meth", or by its any other name. –
Refers to the drug having such chemical composition, including any of its isomers or derivatives in any form.
(y) Opium. – Refers to the coagulated juice of the opium poppy (Papaver somniferum L.) and embraces every
kind, class and character of opium, whether crude or prepared; the ashes or refuse of the same; narcotic
preparations thereof or therefrom; morphine or any alkaloid of opium; preparations in which opium, morphine or
any alkaloid of opium enters as an ingredient; opium poppy; opium poppy straw; and leaves or wrappings of
opium leaves, whether prepared for use or not.
(z) Opium Poppy. – Refers to any part of the plant of the species Papaver somniferum L., Papaver setigerum
DC, Papaver orientale, Papaver bracteatum and Papaver rhoeas, which includes the seeds, straws, branches,
leaves or any part thereof, or substances derived therefrom, even for floral, decorative and culinary purposes.
(aa) PDEA. – Refers to the Philippine Drug Enforcement Agency under Section 82, Article IX of this Act.
(bb) Person. – Any entity, natural or juridical, including among others, a corporation, partnership, trust or estate,
joint stock company, association, syndicate, joint venture or other unincorporated organization or group capable
of acquiring rights or entering into obligations.
(cc) Planting of Evidence. – The willful act by any person of maliciously and surreptitiously inserting, placing,
adding or attaching directly or indirectly, through any overt or covert act, whatever quantity of any dangerous
drug and/or controlled precursor and essential chemical in the person, house, effects or in the immediate
vicinity of an innocent individual for the purpose of implicating, incriminating or imputing the commission of any
violation of this Act.
(dd) Practitioner. – Any person who is a licensed physician, dentist, chemist, medical technologist, nurse,
midwife, veterinarian or pharmacist in the Philippines.

21
(ee) Protector/Coddler. – Any person who knowingly and willfully consents to the unlawful acts provided for in
this Act and uses his/her influence, power or position in shielding, harboring, screening or facilitating the escape
of any person he/she knows, or has reasonable grounds to believe on or suspects, has violated the provisions
of this Act in order to prevent the arrest, prosecution and conviction of the violator.
(ff) Pusher. – Any person who sells, trades, administers, dispenses, delivers or gives away to another, on any
terms whatsoever, or distributes, dispatches in transit or transports dangerous drugs or who acts as a broker in
any of such transactions, in violation of this Act.
(gg) School. – Any educational institution, private or public, undertaking educational operation for
pupils/students pursuing certain studies at defined levels, receiving instructions from teachers, usually located
in a building or a group of buildings in a particular physical or cyber site.
(hh) Screening Test. – A rapid test performed to establish potential/presumptive positive result.
(ii) Sell. – Any act of giving away any dangerous drug and/or controlled precursor and essential chemical
whether for money or any other consideration.
(jj) Trading. – Transactions involving the illegal trafficking of dangerous drugs and/or controlled precursors and
essential chemicals using electronic devices such as, but not limited to, text messages, email, mobile or
landlines, two-way radios, internet, instant messengers and chat rooms or acting as a broker in any of such
transactions whether for money or any other consideration in violation of this Act.
(kk) Use. – Any act of injecting, intravenously or intramuscularly, of consuming, either by chewing, smoking,
sniffing, eating, swallowing, drinking or otherwise introducing into the physiological system of the body, and of
the dangerous drugs.

Assessment

Learning Task 1
Directions: Read the lyrics of the song entitled, “Anak” by Freddie Aguilar. Reflect on its message and fill in the
table below with both positive and negative traits from the song which are related to you. For your negative
traits, provide ideas on how to correct them.

Anak by Freddie Aguilar

Means to Correct
Nung isilang
Learning Taskka2 sa mundong ito Positive Traits Negative Traits
the Negative Traits
Laking tuwa ng magulang mo
At ang kamay nila ang iyong ilaw
At ang nanay at tatay mo'why TAKING GOOD DISOBEYING WE SHOULD
Di malamanConstruct
Directions: ang gagawin an minamasdan
essay CARE OF YOUR RESPECT AND
Pati pagtulog
to explain themoquotation by Billie YOUR CHILD PARENTS OBEY OUR 22
At sa gabi'why
Holiday, “Dopenapupuyat
never helpedang iyong nanay PARENTS
Sa pagtimpla
anybody Dopesingngaregatas
better
drugsmo
or taken
play illegally for ALWAYS
At sa umaga
music nama'why
betterpurposes,
recreational kalong ka ngmarijuana
or do anything
especially iyong
Amang
better.
and tuwang-tuwa
All
heroin. dope
Manycan dosafor
people yo' youtoisuse those for GUIDING
tried BEING HARD NEVER STICK ON
Ngayon nga
kill ay
youmalaki
kill you –purposes.
different the ka is
long,
Heroin naslow,
a highly addictive YOUR CHILD HEADED YOUR BELIEFS.
Nais
hard mo'why
way.drugmaging
analgesic derivedMalaya
from morphine, often UNTIL IT LISTEN TO
Di man sila payag walang magagawa
used illicitly as a narcotic producing euphoria GROWS OTHERS.
Ikaw nga
while ay biglang
marijuana is nagbago
th3 psychoactive dried
Nagging matigas
resinous flower buds angandiyong ulo of the female GIVING YOUR BEING
leaves
WE MUST STOP
At angprpayo
hemp nila'y sinuway
cannabis plant thatmo contain high CHILD WHAT ADDICTED TO OUR VICES AND
Di mo of
levels man lang inisip na ang THC that are THEY NEES
tetrahydrocannabinol
VICES FOCUS ON
Kanilangvaped
ginagawa'why para sa yo ACTIVITIES THAT
smoked or ingested.
Pagka't ang nais mo'why másunod of Billie WILL HELP
From the quotation
Ang layaw he mo clearly
dimo sila pinapansin OUSELF
HOLIDAY, stated that dope never
Nagdaan pa ang mga araw IMPROVE
helped anybody do better. It kills you long,
At anghard
slow, landasway.mo'why maligaw
The reason why people are REPENTANCE BEING FREE WE MUST GIVE
Ikaw ay
into nalulong
drugs wassa másama
to relieve bisyo boredom, AND AND OURSELVES
At ang una mong
experiment, relax, nilapitan
rebel, fit in and escape the CONFESSION INDEPENDENT LIMITATION AND
Ang iyong
reality of theinang
world.lumuluha
Nowadays, people having OF SIN ON MAY ALSO MUST ASK FOR
At ang tanong nila
a lot of problems take ANAK, drugsba't to
ka escape
nagkaganyan?
and THE PAST LEADS YOU THE GUIDANCE
At angthe
forget iyong mata'why
situation theybiglang lumuha drugs
have, because TO BAD OF THE FAMILY
Ng dithe
give momuch
napapasin
pleasurepagsisisi at sa isip mo't
and happiness. If a DEEDS
nalamanis on drugs, he may feel so much
person
Mong ika'ytonagkamali
confident the point that he can do
everything he wants. He may feel that he
have the power to rule the world and become
superior. People think that they can do better
when they are taking dopes. But on the other
hand, drug will lead you to the situation that is not necessary for you. You can do evil things because you might
not control your mind and body. The toxic inside your body gives you the will to do such cruel things. The drugs
take over your body as well.
 Always remember that the pleasure and satisfaction brought by drugs are just temporary but the
effects of it may slowly kill us slowly, longer and hard way. Drugs brings joy but kills a lot of people.

Rubric for Paragraph Writing:

Content – 15 pts
Organization – 15 pts
Total – 30 pt

Learning Task 3 23
Directions: Read the statements carefully. Select the best answer by encircling the letter of your choice.

1. An act instituting the Comprehensive Dangerous Drug Act of 2002, and repealing R.A. 6425
a. RA 9165 b. RA 9163 c. RA 9162
A

2. The three agencies responsible in providing continuing in-service training of teachers in the effective
utilization of the support instructional materials and on teaching strategies on drug education
a. PDEA, DSWD, LTO b. PDEA, DOH, CHED c. CHED, TESDA, DepEd
C

3. The article and Section of RA 9165 which stipulate the instruction on drug abuse prevention and
control to be integrated in the elementary, secondary and tertiary school curricula of all public and
private schools, whether general, technical, vocational, or industrial
a. Article IV, Sec 43 b. Article IV, Sec 10 c. Article V, Sec 5
A
4. Which does not belong to the group?
a. Shabu b. Ecstasy c. Ice

B
5. The dangerous drug which is commonly used by drug users
a. Marijuana b. Shabu c. Ecstasy
B
6. The agency responsible to carry out the provisions of RA 9165 known as Dangerous Drug Act of 2002
a. PDEA b. DDB c. CHED
A
7. The body responsible in making policies and formulating strategies and programs on drug prevention
and control
a. PDEA b. DDB c. CHED
A
8. The term used to describe the secret places for manufacturing drugs
a. Cannabis b. Clandestine c. Stock House
C
9. The area for preparing chemicals used for dangerous drugs
a. Cannabis b. Clandestine c. Stock House
B
10. Any act of giving away any dangerous drug for money
a. Sell b. Manufacture c. Cultivate
A

References

https://lawphil.net/statutes/repacts/ra2002/ra_9165_2002.html

https://www.ddb.gov.ph/images/downloads/The_Philippine_Anti-illegal_Drugs_Strategy.pdf

https://www.google.com/search?
q=anak+by+freddie+aguilar&rlz=1C1GCEA_enPH861PH861&oq=anak+by+fre&aqs=chrome.0.0j46j69
i57j0l5.3619j0j4&sourceid=chrome&ie=UTF-8
 24

Module 5: National
Introduction Security Concerns
Security is a national concern that every Filipino must consider to ensure peaceful existence of the
state. It shall state’s primordial concern as well as to secure its constituents. According to Leozek Busgynski,
ASEAN IV National Security in the Part-Cold War Era, the absence of threat to territorial integrity, entails the
maintenance of a harmonious relationship between its political systems and values the external environment.
It is a condition or state of being where the Filipino peoples’ values, way of life, institutions, welfare and
well-being, sovereignty and strategic locations are protected and enhanced.

Learning Outcomes

After successfully completing this module, you should be able to:

1. Increase awareness on the external and internal threat situations the country faces;
2. Differentiate external from internal security; and
3. Participate in school and community security.
Pretest

Directions: Read each statement carefully then write True on the space provided it is correct and False if wrong.

___TRUE_____ 1. National security in the Philippines plays an important role to the lives of Filipino people.
_____TRUE___ 2. The president of the Philippines serves as the commander in chief in times of
emergencies.
______TRUE__ 3. The main function of the Department of National Defense is to defend the state against
internal and external threats.
_____FALSE___ 4. The president of the Philippines should have at least six (6) other members for the
National Security of the country.
____FALSE____ 5. Former president Joseph Estrada reestablished the council in 1986 through an executive
order.
____FALSE____ 6. Kidnapping is the use of intentional violence for political or religious purposes.
____TRUE____ 7. Highway robbery is also known as hijacking.
___TRUE_____ 8. Security threats could be minimized by having good citizens’ values.
___FALSE_____ 9. Internal security refers to security against aggression by foreign countries.
____FALSE____ 10. Rebellion is also known as terrorism.

Content

Commonwealth Act No. 1, also known as the National defense Act, is the original policy basis of the
national security program of the Republic of the Philippines.
The 1987 Constitution mandates civilian control of the military and stablishes the president as
commander in chief of the armed forces. The President also heads the National Security Council, ostensibly the
policy-making and advisory body for matters connected with national defense. Former President Corazon
Aquino reestablished the council in 1986 through an executive order that provided for a National Security
Council director to advise the president on national security matters and for a National Security Council
Secretariat. The council itself is composed of the President and at least nine others: the Vice-President; the
AFP chief of staff; National Security Council director; the Executive Secretary; and the secretaries of Foreign
Affairs, National Defense, Interior and Local Government, Justice, and Labor and Employment (called ministers
before 1987). By the end of 1990, however, the National Security Council had only convened twice.
Responsibility for national security was vested in the Department of National Defense. The principal
functions of the department in 1991 were to defend the state against internal and external threats and, through
the Philippine National Police, to maintain law and order. The Secretary of National Defense, by law a civilian,
was charged with advising the president on defense matters and developing defense policy.
In 2002, Philippines President Gloria Macapagal-Arroyo has won crucial backing from her cabinet and
the Congress for the deployment of US soldiers in the country as part of the war on Terrorism. The President
convened a meeting of the country’s National Security Council during that time, in a bid to pull wavering
officials, including her vice-president into line and smooth over differences in her administration over the issue.
Arroyo insisted her oppositions to marshal support for her stance to back a U.S.-led campaign against terrorism,
not only

to implement the unanimous UN Security Council resolution calling on U.N. members to bring the perpetrators
25
to justice but also the Philippines’ strategic alliance with the United States and to assist the global campaign to
end the scourge of terrorism.
National Security Advisor (NSA) and Director-General serve as Chief of Staff and adviser for Special
Concerns in National Security to the President. The NSA has A Cabinet rank in the government. The Chief is
Cesar Garcia then.

Types of Threats

1. Rebellion or Insurrection
This type of threat refers to the refusal of obedience or order. It may, therefore, be seen as
encompassing a range of behaviors from civil disobedience and mass nonviolent resistance, to violent
and organized attempts to destroy an established authority such as the government.

2. Terrorism
Terrorism is, in the broadest sense, the use of intentional violence for political or religious
purposes. It is used in this regard primarily to refer to violence during peacetime or in the context
of war against non-combatants (mostly civilians and neutral military personnel).
 3. Murder
As defined in most countries, murder is the unlawful killing of another human being with intent of
malice aforethought and generally this state of mind distinguishes murder form other forms of
homicide.

4. Kidnapping and Serious Illegal Detention

This threat is the takin away or transportation of a person against the person’s will, usually to
hold the person in false imprisonment, a confinement without legal authority. This may be done for
ransom or in furtherance of another crime, or in connection with child custody dispute.

5. Hijacking or Highway Robbery

It is a crime of taking or attempting to take something of value by force or threat and or by
putting the victim in fear. In common law, robbery is defined as taking the property of another, with the
intent to permanently deprive the person of that property, by means of force or fear. Precise definitions
of this offense may vary between jurisdictions. Robbery differs from simple theft in its use of violence
and intimidation.

6. Crimes involving Destruction

It may apply either as a measurable degree of damage up to and including a state beyond use
or repair, or it may indicate a state wherein such damage is occurring and continuing. Something
‘being destroyed’ is in a ‘state of destruction’ such as demolition.

These types of security threats could be minimized by having proper citizens’ values,
commitment to support and act positively on issues related to national security and concern for a
friendly and peaceful environment.

Internal and External Security

Internal security refers to upholding national law and maintenance of peace, law and order within a
country’s territory. On the other hand, external security refers to security against aggression by foreign
countries. External Security comes under Ministry of Defense.
There are several aspects of internal security such as domestic peace, rule of law, public safety,
peaceful co-existence and communal harmony. The main internal security challenges to the country include
militancy and terrorism, insurgency or left wing extremism, organized crimes, communal, caste, ethnical
problems, regionalism, cybercrime, coastal security, data security etc. There are several historical and non-
historical reasons for causing these problems such as hostile neighbors, porous borders, poverty,
unemployment, inequality, failure of administration, increasing communal divide, casteism, sectarian politics,
linguistic issues, poor justice delivery system, nexus among criminals, politicians and bureaucrats in India, lethal
non-state actors and so on.
Assessment

Learning Task 1

Directions: Choose one among the security threats and draw a caricature to represent such. Then, construct a
26
paragraph to explain your illustration.
Interpretation

Nowadays, one of the major problems of our country was the government. From the caricature I
drawn, it shows that a countryman works hard to sustain his needs, while the government abuses their power to
manipulate other. It is one of the major threats that our country faces. The corrupt leader must not be on their
place. Let us fight for the right of the people.
Rubric:

Artistry – 10 pts
Interpretation – 15 pts
Total – 25 pts

References

Constitution of the Philippines

Commonwealth Act No. 1 “National Defense Act”

https://books.google.com.ph/books?id=woLbODl25TkC&pg=RA5-PA4&lpg=RA5-
PA4&dq=what+is+hijacking+or+highway+robbery%5D
%5D&source=bl&ots=LPuW1iEIXI&sig=ACfU3U1BczVqtRlJGl9K1HhsWqkozPv6UQ&hl=en&sa=X&ve
d=2ahUKEwiMmbGepcPrAhUIrZQKHag7BPMQ6AEwEXoECAIQAQ#v=onepage&q=what%20is
%20hijacking%20or%20highway%20robbery%5D%5D&f=false

https://www.gktoday.in/gk/difference-between-internal-and-external-security/#:~:text=Internal
%20Security%20refers%20to%20upholding,order%20within%20a%20country's
%20territory.&text=External%20Security%20refers%20to%20security,comes%20under%20Ministry
%20of%20Defense.

27
Module 6:
Disaster Risk
Reduction and
Management
Introduction

Awareness
A disaster is an event, natural or manmade, sudden or progressive which impacts with such severity
that the affected community has to respond by taking exceptional measures. It is a serious disruption of the
functioning of a society causing widespread human, material, financial, and environmental losses which exceed
the ability of the society to cope using its own resources.
The Philippines is oftentimes subjected to different natural disasters and calamities because we are
surrounded by water. It is considered as an Archipelago because our country is composed of 7,000 islands.
These ocean and seas that surround us are considered blessings because they are the sources of marine
wealth.

Learning Outcomes
After successfully completing this module, you should be able to:

1. Differentiate man-made from natural disasters; and

2. Identify the safety tips during natural disasters.

Pretest
Directions: Identify whether the statement is true or false. Put a check mark on the space before the number if it
tells a fact and a cross mark if not.

___/___ 1. Disasters can be caused by humans.

___x___ 2. Industrial accidents are classified as natural disaster.
____x__ 3. Fire Prevention Week is observed in June.
____/__ 4. Disruption of production is one of the general effects of disasters.
____/__ 5. The Philippine archipelago is surrounded by ocean and seas.
____x__ 6. It is safe to stay by the seashore during an earthquake.
_____/_ 7. Prevention refers to the action designed to impede the occurrence of a disaster or its harmful effects
on communities and key installations.
____/__ 8. If your clothes catch on fire, you should drop to the ground and cover your face if you can.
____/__ 9. Fires, groundwater contamination, transportation accidents, structure failures are examples of man-
made disasters.
____/__ 10. Response is one of disaster management components which refer to the programs intended to
reduce the ill effects of disaster.
Content
Republic Act No. 10121 is an act strengthening the Philippine Disaster Risk Reduction and
Management System, providing for the national disaster risk reduction and management framework and
institutionalizing the national disaster risk reduction and management plan, appropriating funds therefor and for
other purposes.

Common Types of Disaster

1. Earthquake
2. Volcanic eruption
3. Tsunami
4. Tropical cyclone (typhoon, hurricane)
5. Flood
6. Landslide
7. Bushfire
8. Drought
9. Epidemic
10. Major accident; and
11. Armed conflict and civil unrest
28
General Effects of Disaster

1. Loss of life
2. Injury
 3. Damage to and destruction of property
4. Damage to and destruction of subsistence and cash crops
5. Disruption of production
6. Disruption of lifestyles
7. Loss of livelihood
8. Disruption of essential services
9. National economic loss; and
10. Sociological and psychological after-effects

With the different calamities presented, there is a need for calamity and disaster preparedness so
that the people will be aware of how they will at least, manage their families accordingly during these calamities.
Disaster Counter-Measures
1. Development of possible warning indicators
2. Land-use regulations
3. Building regulations
4. Relocation of communities
5. Public awareness and education programs
6. Evaluation plans and arrangements
7. Fire prevention regulations
8. International cooperation in information and technology sharing
Components of Disaster Management
1. Prevention. This pertain to the action designed to impede the occurrence of a disaster or its harmful
effects on communities and key installations.
2. Mitigation. These refer to the programs intended to reduce the ill effects of disaster.
3. Preparedness. This includes measures which enable government organizations, communities and
individuals to respond rapidly and effectively to disaster situations.
4. Disaster impact. This reminds us that the impact of disasters can vary between different types of
disasters.
5. Response. This pertain to the measures taken immediately prior to and following disaster impact.
6. Recovery. This is a process by which communities and organizations are assessed in returning to their
proper level of functioning following a disaster.
7. Development. This provides the link between disaster-related activities and national development.

What to do during an Earthquake

If you are indoors: "DROP, COVER, HOLD ON"

 Stay inside.
 Drop under heavy furniture such as a table, desk, bed or any solid furniture.
 Cover your head and torso to prevent being hit by falling objects.
 Hold onto the object that you are under so that you remain covered.
 If you can't get under something strong, or if you are in a hallway, flatten yourself or crouch against an
interior wall.
 If you are in a shopping mall, go into the nearest store.
 Stay away from windows, and shelves with heavy objects.
 If you are at school, get under a desk or table and hold on. Face away from windows.
 If you are in a wheelchair, lock the wheels and protect the back of your head and neck.

If you are outdoors 29

 Stay outside.
 Go to an open area away from buildings.
 If you are in a crowded public place, take cover where you won't be trampled.
 If you are in a vehicle
 Pull over to a safe place where you are not blocking the road. Keep roads clear for rescue and
emergency vehicles.
 Avoid bridges, overpasses, underpasses, buildings or anything that could collapse.
 Stop the car and stay inside.
  Listen to your car radio for instructions from emergency officials.
 Do not attempt to get out of your car if downed power lines are across it. Wait to be rescued.
 Place a HELP sign in your window if you need assistance.
 If you are on a bus, stay in your seat until the bus stops. Take cover in a protected place. If you can't
take cover, sit in a crouched position and protect your head from falling debris.

AVOID the following in an earthquake

 Doorways. Doors may slam shut and cause injuries.
 Windows, bookcases, tall furniture and light fixtures. You could be hurt by shattered glass or heavy
objects.
 Elevators. If you are in an elevator during an earthquake, hit the button for every floor and get out as
soon as you can.
 Downed power lines - stay at least 10 metres away to avoid injury.
 Coastline. Earthquakes can trigger large ocean waves called tsunamis.

Fire Prevention and Safety Procedure

 Know how to safely operate a fire extinguisher
 Remember to GET OUT, STAY OUT and CALL your local emergency phone number.
 Yell "Fire!" several times and go outside right away. If you live in a building with elevators, use the
stairs. Leave all your things where they are and save yourself.
 If closed doors or handles are warm or smoke blocks your primary escape route, use your second way
out. Never open doors that are warm to the touch.
 If you must escape through smoke, get low and go under the smoke to your exit. Close doors behind
you.
 If smoke, heat or flames block your exit routes, stay in the room with doors closed. Place a wet towel
under the door and call the fire department. Open a window and wave a brightly colored cloth or
flashlight to signal for help.
 Once you are outside, go to your meeting place and then send one person to call the fire department.
If you cannot get to your meeting place, follow your family emergency communication plan.

If your clothes catch on fire:

 Stop what you’re doing.
 Drop to the ground and cover your face if you can.
 Roll over and over or back and forth until the flames go out. Running will only make the fire burn faster.
Then:
 Once the flames are out, cool the burned skin with water for three to five minutes. Call for medical
attention.
Man-made Disasters

Man-made disasters can include hazardous material spills, fires, groundwater contamination,
transportation accidents, structure failures, mining accidents, explosions and acts of terrorism. There are
actions that we can take to prepare to react appropriately to these events. The key to acting appropriately to
these man-made threats is to find out what you need to do and what you need to have in advance of a man-
made emergency and to prepare to respond appropriately.

Examples of Man-made Disasters

 Industrial Accidents
Mines, factories, and other industrial centers have been at the heart of some of history's worst
accidents. These places can contain volatile materials, or undergo immense structural stress due to the
labor conducted there. In worst case scenarios, these sites can suffer from explosions or collapses, leading
to loss of life and potential environmental damage.
30
 Nuclear and Chemical Disasters
Though they've been infrequent since the discovery of nuclear fission in the 1930s, there have
been a few instances where attempts to harness nuclear power have gone horribly awry. These disasters
 can leave miles of land uninhabitable for decades, or even centuries. Leaks of dangerous chemicals can
have a similar effect, though these are generally less severe. 

 Transportation Accidents
Anyone who has driven a car knows that getting from point A to point B can sometimes be
dangerous. Errors in judgement, minor technical malfunctions, and even the interference of animals can
cause serious problems. When these problems occur with mass transit vehicles like trains, those problems
can be disastrous. 

Assessment

Learning Task 1

Directions: List the best earthquake safety tips, preparation and readiness. You are encouraged to use local
resources like dry leaves to design your work.

Learning Task 2
31
Directions: Enumerate the following:
 Ten Common Types of Disaster

EARTHQUAKES, TSUNAMI, STORM, TORNADOES, EXTREME HEAT, HURRICANE,

VOLCANIC ERUPTION, WILD FIRES, LANDSLIDE, FLOODING,

 Components of Disaster Management

PREVENTION, MITIGATION, PREPAREDNESS, DISASTER IMPACT, RESPONSES,

RECOVERY, DEVELOPMENT,

Learning Task 3
Directions: Construct a paragraph on how you can help your community during a disaster.
Disaster is an event that causes severe destruction and is harmful to human. As a youth, I will engage
myself on activities that will help me know that we must do when a disaster came. During disasters, I will simply
follow the instructions, safety precautions and guidelines given by the risk reduction management office of our
community and I will also apply the things I learn during the time I engage myself on preparedness for disasters.
I will keep myself and my family calm and evacuate as soon as possible. Being calm and educated can help
yourself be safe. With that, we can make ourself safe while also contributing for the safetyness of the
community.
Prepare for the aftershocks and don’t forget to pray.
Rubric:

Content – 10 pts
Organization – 15 pts
Total – 25 pts

References:
Gasilla - Dela Cruz, Sonia, (2005). NSTP National Development via National Service Training
Program (CWTS & ROTC). Mandaluyong City: Books Atbp. Publishing Corp.

https://www.redcross.org/get-help/how-to-prepare-for-emergencies/types-of-emergencies/fire/if-a-fire-
starts.html

https://www.officialgazette.gov.ph

32
Module 7:
Introduction Environment
Education
 Environment Education is a program which is very useful to human beings in order to manage well
their environment and instill the right behavior that serves as key to sustainable development. It is also an
opportunity especially for the youth to participate actively in making their respective locality become clean and
green, and a pleasant place to live in. Through relevant undertakings, the youth become a great force to combat
the ill effect if climate change.

Learning Outcomes

After successfully completing this module, you should be able to:

1. Internalize the value of executive order for environmental protection;
2. Adopt dynamic strategies in environment education; and
3. Value the importance of environment education as a way of developing the youth to be good citizens.

Pretest

Directions: Identify what is being described and answer the given question. Write the letter that corresponds to
your answer on the blank.

__b___ 1. It is an alteration of the atmospheric condition over time due to natural and man-made factors.
a. Global Warming b. Climate Change c. Storm d. Cyclone

__d___ 2. Which of these gases absorbs and hold heat?

a. Oxygen b. Helium c. Nitrogen d. Carbon Dioxide

___c__ 3. It is a process by which the absorption of infrared radiation by the atmosphere warms the Earth.
a. Global Warming b. Ozone Depletion c. Greenhouse Effect d. Precipitation

____a_ 4. Reducing the sources of greenhouse gas emissions into the atmosphere or enhance their capture is
__.
a. Mitigation b. Litigation c. Radiation d. Evaporation

___b__ 5. If a community is unable to cope with the adverse effects of climate change, it is said to be___.
a. Weak b. Vulnerable c. Unstable d. Invincible

__d___ 6. An adjustment made to moderate the harm climate change brings.

a. Adoption b. Prevention c. Protection d. Adaptation

___a__ 7. When you develop human skills or build structures to reduce risks you are doing
a. Capacity Building b. Training c. Facility Constructing d. Skills Honing

___c__ 8. Which of the words in the series below captures the meaning of the term “Anthropogenic”?
a. Humanity b. Human-centered c. Human-made d. Humanoid

__a___ 9. Which of these is a hydro meteorological event?

a. Rise in sea level b. Earthquake c. Landslide d. Volcanic eruption

___a__ 10. Which of these activities best moderates the impact of global warming?
a. Tree planting b. Coastal clean-up c. Recycling papers d. Putting off unused light

Content

Environmental education refers to organized efforts to teach about how natural environments function
and, particularly, how human begins can manage their behavior and ecosystems in order to live sustainably.
The term used to imply education within the school system, from primary to post-secondary. However, it is
something used more broadly to include all efforts to educate the public and other audiences, including print
materials, websites, media campaigns, etc. related disciplines include outdoor education and experiential
education.

33
Environmental education is learning process that increases people’s knowledge and awareness about
the environment and associated challenges, develops the necessary skills and expertise to address the
challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take
responsible action (UNESCO, Tbilisi Declaration, 1978).
Related Laws in Promoting Environment Education

Republic Act No. 9512

AN ACT TO PROMOTE ENVIRONMENTAL AWARENESS THROUGH ENVIRONMENTAL EDUCATION AND

FOR OTHER PURPOSES

This Act shall be known as the “National Environmental Awareness and Education Act of 2008“.

Specifically, Section 2. Declaration of Policy states that:

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 No. 9003: January 26, 2001

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 therefor, 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

“Philippine Clean Air Act of 1999” / An act providing for a Comprehensive Air Pollution Control Policy and for
Other Purposes

Commission on Higher Education Memorandum Order No. 33 Series of 2009

Subject: Integration of Environmental Education in the Tertiary Education Curriculum particularly the Civic
Welfare and Training Service Component of the National Service Training Program.

Importance of Environment Education

The following are the importance of Environment Education. Each must consider and put hem action on it.

 All major natural resources in the country are in grave danger of irreparable damage.
 A society cannot survive if its natural resources are rendered unfit for use by its people.
 The only hope of salvaging this grave situation is by making the young aware that they need to
proactively begin to protect the environment they cannot deliver it.
 Science and Technology can help in a limited way but cannot deliver it.
 The moral and ethical education for changing people’s attitude
 To protect children living in polluted regions, environmental education represents a relevant means of
prevention
 It is a need of the time to propose environmental education delivered with moral concept.
 Sustain participation of the citizens especially the youth particularly in combating ill effects of climate
change.

Climate Change

34
 The global focus on coronavirus will come at the expense of attention paid to climate change. Climate
change is any change in climate over time whether due to natural processes or as a result of human activity. It
is likewise attributed directly or indirectly to human activity that alters the composition of the global atmosphere.
Environmental, social, and corporate governance (ESG) investing mandates will become weaker in
implementation if not in spirit, as investors and companies pursue recovery and growth above all else. The
rising average temperature of Earth's climate system, called global warming, is driving changes in rainfall
patterns, extreme weather, arrivals of seasons, and more. Collectively, global warming and its effects are
known as climate change. While there have been prehistoric periods of climatic change, observed changes
since the mid-20th century have been unprecedented in rate and scale.
Observed temperature from NASA vs the 1850–1900 average as a pre-industrial baseline. The main
driver for increased global temperatures in the industrial era is human activity, with natural forces adding
variability. The Intergovernmental Panel on Climate Change (IPCC) concluded that "human influence on climate
has been the dominant cause of observed warming since the mid-20th century". These findings have been
recognized by the national science academies of major nations and are not disputed by any scientific body of
national or international standing. The largest human influence has been the emission of greenhouse gases,
with over 90% of the impact from carbon dioxide and methane. Fossil fuel burning is the main source of these
gases; agricultural emissions and deforestation are also important. Temperature rise is enhanced by self-
reinforcing climate feedbacks, such as loss of snow cover, increased water vapor, and melting permafrost.

What can be done locally?

The following can be done:

1. Reduce the sources of greenhouse gas emissions or enhance their sink of capture (Mitigation). What
activities in your locality release carbon dioxide and similar greenhouse gases in the air? These
activities must be curtailed, in what concrete way can we help capture carbon dioxide in the air?
2. Moderate the harmful effects of Climate Change and exploit its beneficial opportunities (Adaption).
What activities or projects are being done in your communities to lessen the harmful effects of global
warming or offset its potential damages? What opportunities associated with global warming did you
take advantage of?
3. Support or join awareness raising of people in your locality/community about Climate change. While it
is a very important and urgent concern to this generation, it is however, a relatively new issue that
needs to be disseminated and linked to potential hazard and risks. It is important to discuss this project
in a dialect local people can understand and learn. Learning is gleamed in the changes in local
practices and behavior. What practices and behavior of people in your locality need to be changed?
4. Carry out concrete disaster prevention, mitigation and management activities (Capacity Building). If
your community is high risk to flooding, stormy conditions, earthquake or landslides, training the local
people in damage/ need assessment, shelter management, first aid, risk mapping, fire prevention, tree
planting and early warning among other things should be done, you reduce the level of risk if you
develop in individuals and groups these skills and install infrastructures within the community for this
purpose. Equally important in this task is good organizing of community stakeholders for coordination.
5. Suggest or advocate the integration of Climate Change mitigation and adaption into
organizational/institutional plans to mainstream this consciousness. Are your campus clubs aware of
the Global Warming issue? Have they included activities to address this concern in their respective
action plans?
6. Lobby for and/or support Climate Change responsive policies and ordinances (Policy Development). Is
barangay one of those who have ordinances that are proactive in favor of reducing the risk Climate
Change and strengthening the coping capacity of the community residents?
7. Synergize efforts with other enlightened individual or group stakeholders, to reduce vulnerability to
Climate change hazards and risks, Adaption, Risk Reduction, Development Planning and
Humanitarian Action need to come together. Do you have local initiatives where individuals and groups
unite to combine efforts to reduce local vulnerability and risks? Do you observe movements to
synchronize local activities with that of the region and the nations?
8. Develop a stable resources mobilization mechanism or system to ensure and facilitate the flow of
financial and technical support to local implementers. Without an adequate and sustainable financial
and technical backing, plans will remain good only in writing.

Zero Waste Management 35

 Generally, “Zero Waste” is a philosophy of eliminating the generation of materials that have no viable
or economic option for end-of-use management. In reality, there are varying interpretations for when (and if) it is
achieved. Does zero waste really mean zero waste? Does it consider the waste that’s produced in the
production of materials upstream?

Modern waste reduction consists three (3) components namely:

1. Reuse means re-utilization of materials for particular purpose.
2. Reduce is the process of lessening the fresh raw materials that affects air, water and land pollution
through proper waste disposal.
3. Recycling involves processing used, unwanted materials (waste) into new products to prevent waste of
potentially useful materials.

It involves processing used, unwanted materials (waste) into new products to prevent waste of
potentially useful materials, reduce the consumption of fresh raw materials, reduce energy usage, reduce air
pollution (from incineration) and water pollution (from landfilling) by reducing the need for “conventional” waste
disposal, and lower greenhouse gas emissions as compared to virgin production. Recycling is a key component
of modern waste reduction and it the third component of the “Reduce, Reuse, Recycle” waste hierarchy

Importance:
 Does not pollute air, water and soil.
 Facilitates sanitary retrieval, reuse or recycling.
 Contributes reduction of waste.
 Economic source of funds through total utilization of feeds, fuel materials and fertilizers.
 Helps sustain good and friendly environment.

Assessment

Learning Task 1

Directions: To protect your community from the ill effects of Climate Change, illustrate creatively action points
that you can do to ensure safe, clean, and friendly environment.

36

Learning Task 2
Directions: Inside the callouts () write your responses to Climate Change. Write only ONE idea per callout. You
can add more callouts as you will. Please write legibly.

Tree
planting
Reforestation

Implemen
ental laws
environm
programs

t
waste
Clean up water

References

https://feed.org.ph/directory-of-environmental-education-institutions-in-the-philippines/philippine-
environmental-education/

https://www.climatelinks.org/resources/climate-change-risk-profile-philippines#:~:text=The
%20Philippines%20is%20highly%20vulnerable,rising%20temperatures%20and%20extreme
%20rainfall.&text=The%20Philippines%20lies%20in%20the,which%207%E2%80%939%20make
%20landfall.

37
Module 8: Health
Education
Introduction

We often hear that health is wealth and this is very true. No matter how much we study and work hard
to earn a big income, without good health, everything is futile. How do we define health? Health is the complete
fitness of the body soundness of mind and wholesomeness of the emotion, which make possible the highest
quality of effective living and of service.

Learning Outcomes

After successfully completing this module, you should be able to:

1. Gain basic knowledge on health education; and

2. Appreciate the value of health education in achieving success.

Pretest

Directions: Match the diseases in Column A with their meaning in Column B. Write only the letter of your answer
before each number.

Column A Column B

__d___ 1. Sore eyes a. a disease of children, usually attacks salivary glands

___c__ 2. Typhoid fever b. transmitted by mosquito, also known as “H-Fever”
____f_ 3. Chronic bronchitis c. a bacterial infection transmitted by contaminated water
and food
_b____ 4. Dengue fever d. pink eyes
__e___ 5. Common colds e. a blocked nose which is caused by a viral infection of
the upper passages
___j__ 6. Tuberculosis f. often a result of a common cold and caused by
cigarette smoking and air pollution
___h__ 7. Cholera g. a respiratory disease caused by a certain kind
of
bacteria
____a_ 8. Mumps h. infection of the small intestine characterized
by severe diarrhea
__g___ 9. Pneumonia i. called pertussis
___i__ 10. Whooping cough j. a respiratory disease caused by a certain kind of
bacteria, known as TB

Content

The World Health Organization defines health as a state of complete physical, mental, and social well-
being and not merely the absence of disease or infirmity. This means that health is a resource to support an
individual’s function in wider society, rather than an end in itself. A healthful lifestyle provides the means to lead
a full life with meaning and purpose.
The following are the reasons why we have to study health:

1. Medical health records show that current health practices are poor.
2. People’s attitude towards health does not lead to hygienic living.
3. People lack basic information regarding health matters.
4. Habits effect health and the school can develop health habit.

Principles underlying health

1. Heredity, environment and mode of living determine one’s health.

2. The students’ health is a joint responsibility of the home, the school as well as the community.
3. Teaching health in the school is principally in the hands of the Health teacher.
4. Health education is included in the curriculum starting kindergarten up to college.

38
 5. The health specialist of the school should have a better understanding, sympathy, cooperation and
support in order to have an effective health education.
6. Better accomplishment of the medical and dental and nursing services of the school lies in the health
instruction and the development of health, attitude and habits.
7. The promotion of the teacher’s health is important to the health education program as well as to the
quality and cost of education.
8. What constitutes a valuable element in the health education of the student is the professional skill and
initiative of the teacher.
9. It is very essential to develop the health practices of the student starting from kindergarten until he
becomes old enough to understand the scientific reasons upon which these practices rest.

The following terms have to be considered in the study of health:

Health Education. It is the sum total of the experiences which favorably influences habits, attitudes and
knowledge relating to the individual and the community.
Hygiene. It is the science of promoting and prolonging health.
Public Health. It is the science and art of preventing disease and promoting and prolonging life through
organized effort.
Sanitation. It refers to the establishment of the environmental conditions favorable to health.
School Health. It includes all the act carried on in a school system in the interest of the students’
health.

According to Fuentes (1999), women tend to live longer and are generally far healthier than men. Yet
they visit the doctor twice as often. This is partly because even when they are in the best of health, their basic
biological functions – menstruation, pregnancy, childbirth and menopause – frequently require medical
intervention.
Further, she said that there is an increasing and predominantly silent crisis in men’s health and well-
being. Due to lack of awareness, poor health education, and culturally induced behavior patterns in their work
and personal lives, men’s health and well-being are deteriorating steadily. In the1920’s. the life expectancy of
males and females was roughly the same. Now, life expectancy among males is over 10% lower or 7 years
shorter that of women. The relative slack in men’s health is due to a number of reasons. The primary reason is
that men have been brought up to think it is unmanly to react to pain in their bodies. The consequences is that
men are at greater risk for several of the top killers – hearth disease, cancer, suicide, accidents and violence.
Women depend on their gynecologist for female problems, and learn the benefits of early detection for
breast cancer through self-examination. Men, on the other hand, often ignore warning signs and symptoms until
the problem becomes serious. Furthermore, there really isn’t a medical specialty to deal with the wide variety of
problems that a man faces.

Balanced Diet Food

1. Eat a variety of food with different nutrients good for your body.
2. Balance the foods you eat so that you can attain good health; eat grain products which are energy
giving foods, vegetables, and fruit which supply other nutrients needed by your body.
3. Choose a diet rich in grain products, vegetables, and fruits because these are excellent sources of
many nutrients like vitamins, minerals, complex carbohydrates (starch) – as well as fiber and other
healthful food substances. Legumes are also high in protein.
4. Choose a diet low in saturated fat and cholesterol. Fat is essential for health. It supplies energy,
contains essential fatty acids, and carries vitamins A, D, E, and K into your blood stream, but too much
of it can also cause an ailment.
5. Choose a diet moderate in sugars because it can cause diabetes.
6. Choose a diet moderate in salts, especially those who are suffering from high blood pressure. Sodium
is a nutrient and a natural part of many foods. It helps the body maintain fluid balance and regulate
blood pressure but a person with high blood pressure is sodium-sensitive.
7. Drink alcoholic beverages in moderation. Drinking higher amount is linked to many health problems,
including high blood pressure, stroke, heart disease, certain cancers, birth defects, and disease of the
liver and pancreas.

39
Common Communicable Diseases

A disease is the abnormal state or functioning of all or part of the organism. It is also an alteration of
the dynamic interaction between an individual and his environment. On the other hand, a communicable
disease is a disease that can be transferred from the source to another person.

Some signs of diseases are abnormal changes in temperature, pulse rate, and respiratory rate.
Symptoms are pain and restlessness, through these may not be the same for all person.
The following are the different communicable diseases:

1. Sore Eyes (Conjunctivitis, Pink eyes, Red eyes). In conjunctivitis the surface of the eyeball and the
inside of the eyelids become inflamed from exposure to dust and germs. It is more commonly known
as pink eyes or sore eyes due to redness, swelling, and yellow pus that come with it. In a newborn
baby, sticky eyes or a yellow discharge from the eyes may not be due to sore eyes, but to sexually
transmitted disease.

There are several symptoms of sore eyes such as:

1. The eyes are very itchy.
2. Redness in one or both eyes.
3. Tearing (watery eyes).
4. Mild pain.
5. Uncomfortable gritty sensation.
6. Uneasy in bright lights.
7. Yellow discharge (pus) from the eyes in the presence of bacterial infection.
8. Encrusted eyelids upon waking in the morning.

2. Chronic Bronchitis. (Chronic obstructive lung diseases, smoker’s couch, emphysema, bronchitis. This
is a common sickness among children and weak adults. It is most often a result of a common cold.
Enlarged adenoids and tonsils of children may lead to repeated attacks of bronchitis. Bronchitis is
caused by cigarette smoking and air pollution.

The symptoms are the following:

1. Shortness of breath.
2. Tiredness.
3. Due to lack of oxygen, the person could have bluish lips and complexion.
4. Swollen ankles and legs.
5. Persistent cough with thick phlegm throughout the day and night.

In order to prevent this disease, one has to quit smoking and avoid living a polluted
environment.
3. Common Cold (Blocked nose, runny nose). The common cold is a viral infection of the upper air
passages, which causes the inflammation of the mucous membranes lining the nose and throat. It
usually begins in the nose and throat. A cold is easily spread via coughing or sneezing and by direct
contact. Other ways of catching colds are staying in very warm or cold rooms, lack outdoor exercise,
poor diet including overeating sugary and fatty, and having diseased tonsils and adenoids.

A person is susceptible to cold because of his low resistance, which allows the viruses to enter his
body. Allergic disorders of nose and throat also make a person more susceptible to colds and other viral
infections.

The symptoms are:

1. Malaise
2. Congestion of the nasal passages.
3. Sneezing and severe throbbing headache
4. Couch
5. Sore throat, hoarseness
6. Congested or runny nose
7. Watery eyes
8. Body aches
9. Mild fever
 10. Chills

Take note of the following:

1. Bed rest is still the best treatment for any severe cold. 40
2. A hot bath may help to relieve much of the congestion in the chest and nasal membrane.
3. Inhale steam to loosen nasal congestion and ease expulsion of mucus.
4. Blow your nose frequently, blocking only one nostril at a time to keep the nasal secretions from being
forced into the sinuses and the middle ear and infecting them. Immediately throw used paper tissues to
avoid spreading the virus.
5. Take medicine and drink plenty of fluids, particularly hot fluids.
6. If symptoms persist, consult a doctor.

To avoid this disease, eat a balanced diet and have regular exercise to keep healthy. Avoid staying in
overcrowded places.

4. Chickenpox (herpes zoster, Shingles). These are mild, highly contagious, which affect young ones
during their early years, but are more severe in adults. Infection is easily spread via airborne droplets
that are exhaled or expelled (e.g., when coughing or sneezing), causing outbreaks in places where
there are close person-to-person contacts.

Here are the following symptoms:

1. It begins with a low-grade fever.

2. Severe itch
3. Mild headache
4. Feeling of weakness
5. Running nose
6. Small teardrop shaped blisters appear on the skin, mostly on the upper back or chest.
7. In more severe cases, the face and extremities are also involved.

5. Typhoid fever is caused by Salmonella typhi bacteria. Typhoid fever is rare in industrialized countries.
However, it remains a serious health threat in the developing world, especially for children. Typhoid fever
spreads through contaminated food and water or through close contact with someone who's infected. Signs and
symptoms usually include a high fever, headache, abdominal pain, and either constipation or diarrhea.
Most people with typhoid fever feel better within a few days of starting antibiotic treatment, although a
small number of them may die of complications. Vaccines against typhoid fever are available, but they're only
partially effective. Vaccines usually are reserved for those who may be exposed to the disease or are traveling
to areas where typhoid fever is common.
6. Cholera is an infectious disease that causes severe watery diarrhea, which can lead
to dehydration and
even death if untreated. It is caused by eating food or drinking water contaminated with a bacterium
called Vibrio cholerae.
Cholera was prevalent in the U.S. in the 1800s, before modern water and sewage treatment systems
eliminated its spread by contaminated water. Only about 10 cases of cholera are reported each year in the U.S.
and half of these are acquired abroad. Rarely, contaminated seafood has caused cholera outbreaks in the U.S.
However, cholera outbreaks are still a serious problem in other parts of the world. The World Health
Organization reports that there are 1.3 million to 4 million cases each year.
The disease is most common in places with poor sanitation, crowding, war, and famine. Common
locations include parts of Africa, south Asia, and Latin America. If you are traveling to one of those areas,
knowing the following cholera facts can help protect you and your family.

First AID

We do not know when an emergency may occur and therefore we need to know how to react quickly to such a
situation. Knowing how to react is essential in applying first aid which is very crucial.

First Aid – is the skilled application if treatment, using facilities or materials available at the time, that
any trained individual gives an ill or injured person while waiting for medical assistance to arrive.
It is further defined as an immediate and temporary care given to a person who suffers from sudden
illness or an accident until the doctor arrives.
It is important that you learn how to keep safe and how to get or give first aid. By getting or giving
proper first aid on time, you could lessen the suffering of the victim and make doctor’s work easier when he

41
takes over. It may also mean the difference between temporary or permanent injury, between fast recovery and
long hospitalization, between a chance to live or die.

One who gives first aid always strives to:

 Preserver the victim’s life.
 Prevent complications or keep the condition from worsening.
 Aid recovery.
 Assure the victim by comforting him and relieving pain.

Anyone who gives first aid must know exactly what to do in different situation, as the wrong treatment
could aggravate a victim’s condition instead of improving it.

The Qualities of a Good First Aider

1. Gentle. He should not cause pain in handling the victim.

2. Observant. He should notice all signs in the body of the victim.
3. Resourceful. He should make the best use of things at hand.
4. Sympathetic. He should know how to comfort the victim.
5. Tactful. Ge should not alarm the patient as it may cause a nervous breakdown.
6. Cheerful. If the person as a happy expression, he can inspire confidence in the victim.

The Need for First Aid

1. To prevent accidents
2. To prevent added injury or danger
3. To prevent suffering and death
4. To train people to do the proper thing at the right time
5. To provide proper treatment when emergency occurs

Nine General Directions for First Aiders

1. Adjust the proper position of the victim.
2. Examine the victim. Check for injuries.
3. Give immediately needed first aid.
4. Maintain the victim’s body temperature.
5. Call a doctor.
6. Keep curious people away.
7. Make the victim happy and comfortable.
8. Proper and comfortable transportation should be given to the victim together with tender loving care.
9. Don’t give any liquid to an unconscious victim.

Three Details to Say when Calling for a Doctor.

1. Say your name clearly and tell directly your needed assistance.
2. Exact place where the accident happened, give the landmarks so that the place can be located easily.
3. Explain exactly what happened.

Where does the duty of the first aider start and end?
The duty of first aider start the moment an accident happens and ends where the services of the
doctor begin, but he should stand by. Making his report to the physician about the accident that occurred; the
nature of the injury, and the first aid treatment given to the victim.

Assessment

Learning Task 1

Directions: Provide the answers as required each part.

I. Definition
Define the following briefly:
 1. Health (5) – state of being free from illnesses and injuries -
___________________________________________________________

2. Health education (5) -principle by which people should learn on how to attain and maintain
health
3. ________________________________________________________

4. Hygiene (5) - keeping things clean to stay healthy and maintain good condition of the
body___________________________________________________________
42
5. Public health (5) - _branch of science that protects and improves the health of people on
communities__________________________________________________________

6. Sanitation (5) - promoting hygiene and prevent disease by maintaining sanitary

conditions___________________________________________________________

7. School health (5) -system that protects the health of students enabling them to be well
physically and mentally healthy
___________________________________________________________

II. Essay

1. Discuss briefly the importance of studying health (20)

Health is a state of being free from illnesses and injuries. It is important to study health to
maintain a healthy living. People health is wealth. There are several factors to analyze the fitness of the body. It
helps us live naturally and at the same time, be healthy. Our body condition is the guide on what activities must
perform and must not. In able to have a productive life we must practice exercises and balanced diet to
maintain good condition of the body.

Learning Task 2

Directions: Create your weekly meal plan to maintain a balance diet.

References

Gasilla - Dela Cruz, Sonia, (2005). NSTP National Development via National Service Training
Program (CWTS & ROTC). Mandaluyong City: Books Atbp. Publishing Corp

43
 Module 9: Self-
awareness and Introduction
Values
Self-awareness is the ability to see yourself clearly and
Development objectively through reflection and introspection. While it may not
be possible to attain total objectivity about oneself, there are
certainly degrees of self-awareness. It exists on a spectrum.
Increasing our level of self-awareness by paying attention to our many senses, thoughts, feelings and
intuition. We should go deep into our emotions to tap their sources. We should see our thinking and how it
creates our reality. Then, we discover our deepest essence.
In order to assess what you do, you should first become aware of where your inner intention lies. The more
frequently you do this, the more natural and habitual it will become, and the more you give yourself the chance
to truly change your behavior.

Learning Outcomes

After successfully completing this module, you should be able to:

1. Recognize how self-awareness affect one’s behavior and social actions; and
2. Discuss the relevance of self and others within the context of serving the community.

Pretest

Directions: Group the terms inside the box and place them to their respective core values.

Responsibility Contentment Independence

Kindness Self-acceptance Trust
Global awareness Generosity Reflection
Compassion Manners Loyalty
Fairness Citizenship Optimism

 Righteousness
Manners
Responsibility
Independence
 Peace
Contentment
Self acceptance
optimism
 Truth
Fairness
Trust
reflection
 Love
Kindness
Compassion
generosity

 Non-violence
Global awareness
Citizenship
Loyalty

44
Content

Self-awareness lets us build a better model of ourselves and understand what drives us. Some key
areas for building self-awareness include our emotions, personality traits, values, habits, needs, and
physiological feelings that drive our behavior.
 Emotional
A person with high emotional self-awareness understands the internal processes associated with
emotional experiences and has greater control over them. Emotional self-awareness is your ability to recognize
your own emotions, what causes them, and the effects they have on your thoughts and actions. Building a
strong sense of emotional self-awareness will allow you to:
 Know what emotions you are feeling at any given time and understand why; 
 Understand the link between your emotions and your thoughts, actions and reactions;
 Understand how you're feeling and how it will affect your performance;
 Understand how your emotional stance can be affecting those around you; and
 Understand the links between your emotional health and your personal health and well-being.

 Personality
Personality self-awareness is an understanding of the characteristics that form our unique character. It
is understanding the qualities that make you – you. For most of us, our personalities don't change drastically
throughout our lives – without personal intervention. By becoming self-aware about our personalities, we can
help strengthen characteristics we like, weed out ones we do not, and find situations in which we will thrive in.
 
 Values
Self-awareness of your values means understanding the things that you believe are important in the
way you live, work and operate in your life. Knowing your values will allow you to allocate the resources you
have on the things that matter most to you. In a world where we are constantly bombarded with requests,
knowing your values will help make sure you don't spend too much time on activities that don't amount to much
for you in the long run. By focusing on your values, you're more likely to accomplish what you consider most
important.
 
 Habits
Habits are the behaviors that we repeat regularly and (mostly) automatically. Self-awareness of your
habits means understanding the things you do daily. Although, we all would like to possess the habits that help
us interact effectively with ourselves and the world, we can probably all identify at least one or two that
decrease our effectiveness. Self-awareness of your habits will give you a platform to hone the good ones and
eliminate the bad ones. 

 Needs
Needs are what create motivations and when they aren't satisfied, they can cause frustration, inner
conflict and stress. Self-awareness of our needs is the understanding of what underlying things motivate us and
whether they are fulfilled or not. It is an understanding of the psychological desires that drive us such as
esteem, affection, security, belonging, achievement, power, control, and self-actualization.

 Physical
Physical self-awareness is often the least talked about part of self-awareness, but can have a profound
impact on your health and well-being. Here some quick questions to understand physical self-awareness.
 How does my body feel in this moment?  Is it relaxed or tense?
 Am I breathing shallow or deep?
 When does my body feel most relaxed? When does by body feel most stressed?
 Am I energetic or lethargic?
 Where do I feel tension or pain?
Understanding physical self-awareness matters because often, many of the feelings talked about
above, express themselves physically long before we understand them mentally. For example, when we are
stressed our breathing shallows. When we are angered, our jaw tenses. Understanding the physical is a
gateway to understanding the emotional and mental.

Increasing your Self–Awareness

Knowing yourself completely is a long and onerous tasks. It takes a life-time of learning, but
considering you're the one thing that's stuck with you your entire life, you might as well try and get comfortable
with it. Know that you probably can't solve every problem overnight, but you can definitely make some
headway. Like most good things, we'll suck in the beginning, but stick to it. The rewards are worth it.

45
 Here are a few ways of doing increasing self-awareness:

1. Get to know your emotions

As the man Roosevelt once said “Men and women are not prisoners of fate, but only prisoners of their
own minds.” Until you understand your emotions, you have no power to control them. The first step for
practicing self-awareness is gaining a greater awareness of your emotions.
Most of us have been taught to shut our feelings out of any decision-making process and to rely solely
on our rational thoughts. We place rationality above any kind of emotional understanding. Not only has science
proven that humans emotionally prime every logical decision, not taking emotions into the equation puts our
decision-making process out of balance. Our feelings are the internal advocate for our own ideals – whether we
are aware of them or not. To make effective decisions, we need both rational thought and our feelings. We need
to pay attention to our gut as much as our brain. Bring greater awareness to your feelings by including them in
your decisions. Listen to your gut and explore why your feelings might object to the decision of one of your
rational thoughts. Ask yourself, “Where is that feeling coming from and what does it mean?” Make a habit of
recognizing your feelings. It's not easy at first, but you'll get the hang of it. Once you can notice and understand
your emotions, you give yourself the power to control them. Self-awareness of emotion will help you to
understand what you're feeling, stop you from reacting impulsively to them, and give you the opportunity to
choose your response to any situation – and that’s the ultimate freedom.
 
2. Talk to yourself (and ask lots of questions).
Okay, this sounds a little insane, even at 4:30AM, but it's a proven way to get to know yourself better.
Throughout the day, ask yourself questions and answer them as if you were explaining the answer to someone
on the outside. Simple things like "what am I feeling right now?" and "why am I feeling it?" are a good place to
start. These questions, reflected back on yourself, will help complete the picture of who you are, how you feel
and act, and what matters to you.

 3. Journal Often.

Our memory colors the past pretty deeply. To get a more accurate gauge of yourself, journal often.
Make a habit of tracking what you're feeling and take stabs at why you might be feeling that way. Doing this will
help make you much more aware of what you're doing, how you’re feeling, what problems might be on the
horizon, and what matters to you. Spend time each day/week writing down the little things and soon you'll start
to notice larger trends that will give you a better understanding of yourself and allow you to correct.

4. Look at yourself objectively.

This is one of the hardest parts of self-awareness. Humans' are storytelling creatures and we tell no
better stories than the ones we tell ourselves. The best way to look at yourself objectively – writing down what
you're feeling in the moment and why you're feeling it. Then, when it's all said and done, go back and read over
your actions from an outside perspective with data. You'll soon begin to realize some of the many stories you
tell yourself, which is the first step to correcting or accepting them.
Instead of spending your time thinking about what you should improve about yourself, think about what
your friends, parents or co-workers might think you should improve about yourself. No, I'm not saying you go
chase everyone else's expectations, but thinking in that light momentarily will let you look at this from someone
else's perspective and gain a little extra insight into yourself. Even better, find a trustworthy friend that you can
talk to and get some honest feedback from. Yes, self-awareness requires some level of vulnerability.

5. Create your own manifesto.

For many of us, the main purpose of self-awareness is self-improvement. If that’s the case, we got to
have some goals we’re working towards. Creating a personal manifesto is a great way to figure out who you
are, what you care about, and what you want. Refer back to it often.
 
6. Perform a self-review.
Almost all of us set goals, intentions and ambitions, but few of us actually stick around low enough to
see how they turn out. No matter how overwhelming clear it is that this is a good thing, the majority of us won't
stick to it. Why? Because it tough. Setting up time to periodically review your thoughts, actions, and self-
awareness long in advance can give you something to hold you accountable to down the road. This can include
going through old journals, looking at key understandings and insights about yourself and spending some time
to track it against who you want to become.

Human Values
 Human values are the virtues that guide us to take into account the human element when we interact
with other human beings. Human values are, for example, respect, acceptance, consideration, appreciation,
listening, openness, affection, empathy and love towards other human beings.
It is with those human values that one becomes truly able to put into practice his/her ethical values, such as
justice, integrity, refusal of violence and ban to kill – even in a crisis situation.
Human values convey a positive and affective surge, which reinforces the rationale of moral values.
They are the values that permit us to live together in harmony, and personally contribute to peace. Human46
values are a tool to manage human relations and a tool for peace when the tension is high.
Human values give worthiness and respect to life. The five human values are righteousness, peace,
love, truth and non-violence. These elevate the individual as well as the society of which one is a part. How
does one differ from the other?

Core Values Related Values

Righteousness  Manners
 Living skills
 Helpfulness
 Responsibility
 Independence
 Perseverance
 Courage

Peace  Patience
 Concentration
 Optimism
 Self-acceptance
 Self-discipline
 Thankfulness
 Contentment

Truth  Truthfulness
 Creativity
 Honesty
 Determination
 Fairness
 Trust
 Reflection

Love  Kindness
 Friendship
 Forgiveness
 Generosity
 Compassion
 Tolerance
 Service

Non-violence  Consideration
 Cooperation
 Global awareness
 Loyalty
 Citizenship
 Justice
 Respect
Assessment

Learning Task 1 47
Directions: Design your own graphic organizer to present your personality and behavior.

Rubric:

Creativity – 10 pts
Interpretation – 15 pts
Total – 25 pts
References

https://positivepsychology.com/self-awareness-exercises-activities-test/

https://www.grainesdepaix.org/en/peace-resources/peace-dictionary/human-values#:~:text=Human
%20values%20are%20the%20virtues,love%20towards%20other%20human%20beings.

Module 10:
Leadership
Introduction 48
Training
Leadership is the highest potent quality of an individual to be greatly successful in life. It is the key
dynamic factor that can encourage one to activity participate in many ventures that lead to the attainment of
goals. It is also the key force to developing teamwork to ensure completion of common goals or purpose.
Leaders help themselves and others to do the right things. They set direction, build an inspiring vision,
and create something new. Leadership is about mapping out where you need to go to "win" as a team or an
organization; and it is dynamic, exciting, and inspiring.
Yet, while leaders set the direction, they must also use management skills to guide their people to the
right destination, in a smooth and efficient way.

Learning Outcomes

After successfully completing this module, you should be able to:

1. Comprehend the idea of leadership;
2. Differentiate leadership from management; and
3. Possess the characteristics of a good leader.

Pretest

Directions: Identify what is being described and answer the given question. Encircle the letter that corresponds
to your answer on the blank.

1. What is the art of influencing and directing others to do assigned tasks?

a. Management b. Leadership c. Administration
B
2. How do you call the process of dealing with or controlling things or people?
a. Management b. Administration c. Leadership
C
3. What is the process of running an organization?
a. Management b. Administration c. Leadership
C

4. Which of the following does not describe a good leader?

a. Respectful b. Risk-taker c. Bossy
C
5. What kind of a leader leads his men by means of his rank position?
a. Authoritarian b. Paternalistic c. Participative
A
6. A Lassie-Faire leader is best described as someone who ____________.
a. leaves decision making to his subordinates
b. is a self-centered type
c. makes his men participate actively in the task of the organization
A
7. A term used to refer to leader who reserves the right to make final decisions on critical matters is ____.
a. Authoritarian b. Paternalistic c. Participative
C
8. What kind of leadership is done as a sense of vocation?
a. Lassie-Faire leadership
b. Servant leadership
 c. Paternalistic leadership
B
9. Leadership is a process of giving control, guidance, hardship, direction, and _________ to a group or
organization
.
a. Command b. Governance c. Directive
B
10. Who develop through a never-ending process of self-study, education, training, and experience?
a. Followers b. Subordinates c. Leaders
C
Content
49
Leadership is a process of giving control, guidance, hardship, direction, and governance to a group or
organization. It is a key dynamic factor that motivates and coordinates organizations to accomplish their
objectives. Without being inspired by a leader, the whole organization or a department might drift along with no
definite focus on key objectives such as trying to improve the worker’s safety.
Leadership is the art of influencing and directing others to do assigned tasks or goals in such a way as
to attain them. There is obedience, respect, loyalty and cooperation. Leadership can be exercised by anyone
irrespective of the framework of command. Also, it is the process of guiding and directing the behavior of the
people in the work environment.
Servant leadership is a kind of servanthood and done as a sense of vocation. It also implies
stewardship of good citizenship and community. It is a means of serving others more than oneself. April et. al.,
(2000) support the notion of servant leadership in complex organizations where a major role of the leader is to
synthesize and develop a sense of community in the organization, with shared power and decision making and
group-oriented approaches. Servant leadership has long pedigree of religion and involves a sense of
servanthood, with leadership as a state of being (a sense vocation). It also implies stewardship (a recognition of
shared ownership and interdependence rather than personal ownership of organization), one consequence of
which is a sense of citizenship and community. The servant leader facilitates the surfacing of other ideas and
networks, and helps to create their futures.

Nature of Leadership

There are certain characteristics found in some people that seem to naturally put them in a position
where they are looked up as a leader. Whether in fact a person is born a leader or develops skills and abilities
to become a leader is open for debate. There are some clear leadership characteristics which are found in a
good personality. How often have you heard the comment, “He or she is a born leader?”
Good leaders are made not born. If you have the desire and will power, you can become an effective
leader. Good leaders develop through a never-ending process of self-study, education, training, and
experience.
Leaders carry out this process by applying the leadership attributes, such as beliefs, value, ethics, character,
knowledge, and skills.
To inspire your workers into higher levels of teamwork, there are certain things you must be, know,
and do. These do not come naturally, but are acquired through continual work and study. Leadership is a
process by which a person influences others to accomplish an objective and directs the organization in a way
that makes it more cohesive and coherent.

Styles of Leadership
 Authoritarian Leadership. The leader leads his men by means of his rank position. It is self-
centered type of leadership where he believes he is the only one capable of directing his
subordinates.
 Paternalistic Leadership. The leader leads his men by always setting example. This type of
leader manifests an example of a father who seems to be always after the welfare of his
children.
 Participative Leadership. The leader makes his men participate actively in the task of the
organization but the leader reserves the right to make final decisions on critical matters.
 Lassie-Faire Leadership. The leader leaves decision making to his subordinates. He will give
assignments, and it is up for his men to accomplish the task in whatever manner they can do
it.
Characteristics of an Effective Leader

Listed below are the characteristics of an effective leader.

1. Effective communication
2. Open, honest, and fair
3. Make decisions with inputs from others
4. Act consistently
5. Give the team members the information they need to their job
6. Keep focus through follow up
7. Listen to feedback and ask questions
8. Create an atmosphere of growth and want to take charge
9. Give praise and recognition
10. Criticize constructively and address problems
11. Set guidance for how team members are to treat one another
12. Share their group’s mission and goals
13. Display tolerance and flexibility
14. Demonstrate assertiveness and accept ownership for team decisions 50
15. Exhibit willingness to change
16. Accepts ownership for team decisions
17. Wants to take charge

“Blessed is the
leader who
leads for the
Assessment
good of the
Learning Task 1
most
Directions: Differentiate leadership from management. Explain further the general concept of leadership in just
one to concerned,
two paragraphs.
and not for the
personal
gratification of
his own
ideas”.
 51

References:

Maxwell, Jhon C. (2005). The 21st Indispensable Qualities of a Leader. Nashville Tennessee by Tomas
Nelson Inc.

Labuguen, Florida (2005). Servanthood Leadership, a Paper presented during the National Seminar
Workshop for the Successful Implementation of NSTP in the HEI’s.
 Module 11: Sports
Introduction and Recreation
52
Recreation is one of the most important dimensions in the National Services Training Program and
Civic Welfare Training Service, which can also be used in the Literacy Training Program. This could be the core
of all activities in which actions, movements and participation of the clients can contribute to definite learning
experiences. “Learning by Doing” is the principle behind the learning process which can cause definite transfer
of reactions, laughter, actuation, or appreciation to progressive learning experiences.

Learning Outcomes

At the end of the learning process the students are expected to:
1. Perform designated activities with maximum effectiveness and enjoyment; and
2. Develop traits like sense of cooperation, sportsmanship, value of teamwork and good leadership.

Pretest

Direction: Identify the values of recreation being described on the following situations. Write your answers on
the space provided.

1. Too happy in meeting different people in the community especially during a certain occasion.
_____SOCIAL ASPECTS______________.
2. Any physical incapability is not a hindrance in joining a certain activity. ______PHYSICAL
ASPECTS_____________.
3. Running, / walking is the easiest way of giving contentment to an individual. ______PHYSICAL
ASPECTS__________.
4. Basketball, football, swimming, aerobics are important activities that may answer your curiosity to be
fit. ______PHYSICAL ASPECTS______________.
5. Provide opportunity to meet people and be friend their friend. _______SOCIAL
ASPECTS______________.
6. Attend recreational activities for mental care. _____PSYCHOLOGICAL ASPECTS_______________.
7. Ability to organize and carry responsibility. ______PSYCHOLOGICAL ASPECTS______________.
8. Activities to lessen stress and tension. ______PSYCHOLOGICAL ASPECTS______________.
9. Engaging into swimming classes to improve one’s mental wellness. ________PSYCHOLOGICAL
ASPECTS____________.
10. Goes to gym to attain his/her ideal figure. _____Physical aspects_______________.

Content

Play may be defined as active and passive recreational activities that allow us to develop our physical,
social, emotional and moral capacities. Play can take place in the form of both organized as well as
unstructured activities. Over the years social, cultural and economic trends including changes in family
structure; parenting styles; pressures of education; busier, less-active lifestyles; and the perception of safety
have contributed to a general decline in time and space for play. The increasing popularity of “formal” after
school programs, and the rise of indoor, technology-based informal entertainment have contributed to the
decline of unstructured play. There is greater emphasis on sports and organized play, and not enough
opportunity for informal, free and imaginative play that facilitates a different kind of exploration and learning.
These informal, free-play opportunities are critical to child development.

Basic Concepts of Play and Recreation from Different Point of Views.

Play is defined as …

 Slavon - the means whereby the child, in fantasy, comes to know reality.
 Huizinga - a voluntary activity or occupation executed within certain fixed limits of time and place,
according to rules freely accepted but absolutely binding. It is accompanied by a feeling of tension, joy,
and the consciousness that it is different from ordinary life.
 Froebel - it is the purest spiritual activity of man. It holds the sources of all that is good. It
gives therefore joy, freedom, contentment, inner and outer rest, and peace with the world.
 Plato - that which neither utility nor truth nor likeness, in its effects, is harmful. It can be
best judged by the criterion of charm that is in it and pleasure it affords.

Recreation is defined as… 53

 The recreation program… Athletic Institute is looked upon as a task or activity voluntarily engaged in
during leisure and motivated by the personal satisfactions, which result from it.
 Carlson, et al, 1963 - is any enjoyable activity which participants voluntarily engage n and from
Awhich they receive immediate satisfaction.
 Vannier, 1977 -Recreation is any activity, which is performed for its own sake during free
time, which offers man joy and satisfaction and an outlet for his physical, mental and creative powers.
 Bromney - is not a matter of motions but rather of emotion. It is personal response, a
psychological reaction, and attitude, as way of life.
 Fitzgerald -is a natural expression during leisure of human interest seeking
satisfaction.
 Butler -maybe considered any activity which is not consciously performed for the
sake of reward beyond itself, which is usually engaged in during leisure, which offers man an outlet for
his physical, mental, creative power. It is engaged in because of inner desire and not because of outer
compulsion.

Sports is defined as…

 all forms of usually competitive physical activity which, through casual or organized participation, aim
to use, maintain or improve physical ability and skills while providing entertainment to participants, and
in some cases, spectators.
 governed by a set of rules or customs, which serve to ensure fair competition, and allow consistent
adjudication of the winner.

Values of Recreation

1. Psychological Aspects – Recreation has been recognized as an important tool in the prevention of
mental illness and in the rehabilitation of mentally ill patients.
2. Physical Aspects – Recreation in the form of sports, games, and moderately strenuous outdoor
pastimes can make an important contribution to the physical well-being.
3. Social Aspects – Recreation can provide the opportunity to group experience that meet fundamental
human needs.
 Personal Values – Physical Well-Being, Mental and Emotional Health, Intellectual
Development, Character Development, Social Adjustment, Aesthetic, Spiritual Values and
Ability to Organize and carry responsibility.
 Values to Society – Community Attractiveness
Assessment

Learning Task 2

Directions: Make a collage in connection with the different values of recreation. 54

Rubric:

Creativity – 10 pts
Interpretation – 15 pts
Total – 25 pts

References

https://www.econlib.org/library/Enc/Entrepreneurship.html#:~:text=Entrepreneurship%20is%20the
%20process%20of,the%20entrepreneur%20makes%20a%20profit.

https://www.sciencedaily.com/terms/sport.htm
 NSTP Module Phase III by Florda Labuguen, Ed. D., Prof. Remedios B. Placer, and Prof. Brenda B.
Balajadia

55
Module 12:
Introduction Entrepreneurship
“Entrepreneurship is more than word. It is a mission”. We must perceive opportunities inherent in
change; we must create a desire for pursuing the opportunities that arise; and we must create an environment
in which success is possible and the consequences of failure are tolerable.

Learning Outcomes

After successfully completing this module, you should be able to:

1. Embody Filipino values favorable to entrepreneurship; and

2. Discover the different roles of an entrepreneur.

Pretest

Directions: Identify whether the statement is true or false. Put a check mark on the space before the number if it
tells a fact and a cross mark if not.

__/____ 1. Entrepreneurs are afraid of challenges.

___/___ 2. Entrepreneurs are never satisfied with the tradition or existing source of material.
___/___ 3. Entrepreneurs take advantage of business opportunities and transform these into profits.
___x___ 4. The biggest employer is the public sector.
___/___ 5. A market economy is an entrepreneurial economy.
___x___ 6. Entrepreneurship is a mission.
___/___ 7. Enterprises are leading in the generation of jobs and wealth.
__x____ 8. Entrepreneurs are not resourceful and creative.
___/___ 9. Leadership is having a strong faith in one’s abilities.
___/___ 10. Entrepreneurs are leaders by the very nature of their function.

Content
Entrepreneurship according to Professor Nathaniel Left is the capacity for innovation, investment and
expansion in new market, products and techniques. This definition implies that an enterprise is at work, if an
individual takes the risk to invest resources to make something new and design a new way to create new
markets. Any person who can create something new or something different has already acquired a competitive
advantage because it means improvement.
Importance of Entrepreneurship?
Statistics in both rich and poor countries shows that the enterprises are leading in the generation of jobs
and wealth. In the Philippines, most of our economic activities fall under the micro and small business
categories. There are many retailers, vendors and other small sole proprietors. As long as they perform some
risk taking ventures, innovation and creative undertaking, they are considered entrepreneurs. Because of the
proven importance of entrepreneurship, subject in entrepreneurship have been included in the curriculum of
high schools, colleges and universities in many countries.
Contribution of Entrepreneurship
  Development of New Market
Under the modern concept of marketing, markets are people who are willing and
able to satisfy their needs. In economics, this is called effective demand.
Entrepreneurship are resourceful and creative.

 Discover new sources of materials

Entrepreneurs are never satisfied with the tradition or existing source of material.
Due to their innovative nature, they persist on discovering new sources of materials to
improve their enterprises.

 Mobilize capital resources

Entrepreneurs are organizers and coordinators if the major factors of production,
56
such as land, labor and capital. They properly mix factors and production to create good and
services.

 Introduce new market technologies, new industries and new products

Aside from being innovators and reasonable risk-takers, entrepreneurs take
advantage of business opportunities and transform these into profits.

 Create employment

The biggest employer is the private sector. Millions of jobs are provided by factories,
services industries, agriculture enterprises and numerous small-scale businesses. For
instance, the support department stores like SM, Uniwide, Robinson’s and others employ
thousands of workers.

Characteristics of Successful Entrepreneurs

 Reasonable Risk Takers

Entrepreneurs enjoy challenges. But they are careful and calculating. So they shy
away from high-risk situation, because these may not be attainable.

 Self-confident
Entrepreneurs have strong faith in their abilities. They believe they can be the best in
the field. They do not accept things as they are, because they believe they can do better.

 Hardworking
Successful people always attribute their success to hard work Thomas A. Edison
said that success is 99% perspiration and 1% inspiration.

 Innovative
Entrepreneurs are creative. They do things in different ways. For example, they,
create new products or services, new methods of production, new markets, new sources of
raw materials.

 Leadership
Entrepreneurs are leaders by the very nature of their function. They are people who
are task-oriented. They are effective planners, organizers and implementers and they are
also achievers. They possess selfless dedication purpose and vision, courage, conviction,
enthusiasm, integrity and tactfulness.

 Positive Thinker
Entrepreneurs are positive thinkers. They think of success and bright sides. Such
success consciousness leads entrepreneurs to success begets success.

 Decision maker
Entrepreneurs make decisions all the time. Being creative or innovative, they always
make decisions on how to create new markets, how to increase consumer’s satisfaction, or
how to maximize profits.

Filipino Values favorable to Entrepreneurship

  “Pakikipagkapwa” values promote ideals of entrepreneurship.
 Many values promote risk-taking or “Lakas-loob”
 Bahala na
 Pakikipagsapalaran
 Gaya-gaya
 Close family ties
 Utang na loob, hiya, awa, bayanihan

Other values drive us to succeed in enterprise 57

 Kasipagan
 Pagtitipid
 Pagtitiis
 Pagtitimpi
 “Katapatan” as a value promote ethical bisuness practices
 Our values ethical practices
 Our values promote social mobility

Practices and Values Deterrent to Entrepreneurship

 Traditional child rearing practices inhibit the development of an independent spirit.

 Belief in the existence of all-powerful forces that control all destinies may destroy
entrepreneurial initiative.
 “Amor propio” disinclines the Filipino to take full responsibility for his action when he fails.
 The “bahala na” attitude if not tempered by intelligent judgement and planning, may lead
to imprudent business decision-making.
 Our family and kin may be a very supportive lot, but watch out, for they can also do harm to
our business enterprise.
 Colonial mentality impedes the development of a self-reliant entrepreneur.

 Discipline
Our minds and emotions are the sources of our success or failure. If we know how to
control our actions, which come from our minds and emotions, then we have discipline. Patience
is Discipline.

 Appreciation
Human being like to be appreciated for their good work. They also like to be respected
and to feel important. Evidently, business success depends in others-employees, customers and
suppliers. Thus, an entrepreneur must be good in human relations.

Assessment
Learning Task 1
Direction: Based on the inputs provided, share your ideas on entrepreneurship by writing them on the boxes
provided. Write one or two paragraph on how NSTP trainees can benefit from this dimension.
A. Ideas on Entrepreneurs

58
 B. Benefit for the NSTP Trainees in taking entrepreneurship as a dimension of the NSTP. (one or two
paragraph)

Rubric
Content - 10 pts
Organization - 10 pts
Total - 20 pts
References

Entrepreneurship.com by Tim Burns

Innovation and Entrepreneurship by Peter Drucker
The Young Entrepreneurs’ Edge by Jennifer Kushnell

59
Module 13: Voter
Education
Introduction

The Constitution guarantees that we are a sovereign people, where all government authority comes
from. Sovereignty or the power to govern is exercised directly through suffrage and indirectly through public
officials elected by the people. The will of the people, then, is be expressed in clean, orderly honest election.
The representative democratic structure, in which the people govern through elected representatives,
is based on the idea of “consent of the governed”. Thus, the government officials chosen and elected by the
people become servants not masters of the people from whom and for whom these officials exercise their
power and authority.
The citizen voters are entitled to free ad informed choice on whom to vote and must be dictated by the
genuine welfare of the majority. Every individual political choices and decisions made by the citizen voters will
determine the kind government that will serve them.

Learning Outcomes

After successfully completing this module, you should be able to:

1. Pot the history of election using a map; and
2. Explain the election process in the Philippines.

Pretest

Directions: Shade the box if the described statement is correct. If the statement is incorrect, keep the box as it
is.

1. The history of election helps the NSTP student to be fully aware of the situation of the country

2. Don’t bother to join any activity especially for a change of leaders in government

3. Election is a means of selecting officials who will serve the government for a certain period of
time

4. Election of officials is done every two years.

5. Sworn statement is a document showing the commitment of a winning candidate to serve.

6. A Filipino citizen must be seventeen years of age to become a qualified Voter

7. The COMELEC and the community must join forces in the validation of registration

8. To validate a registration, fingerprints must be captured by technology

9. A voter can vote twice in an election

10. For a transfer to another registration area, one must apply at the COMELEC

Content

History of Elections 60
A system of election was first practiced in the Philippines during the Spanish and American Colonial
period. But the process was only limited to male voters and was more of a ceremonial rather than a genuine
democratic mechanism. Sectoral struggle and political participation were only realized in 1937: when Act 4112,
granting women the right of suffrage, was implemented; and when the peasant movements gained meaningful
participation in political parties and in actually filling of government positions.
The first democratic election after WW II was the 1946 election for President and Vice-President of the
republic, Members of the Senate and the House of Representatives. From then on, the country operated on a
two-party system where two major political parties, the Nacionalista Party and the Liberal Party, figure in
succeeding elections. When Marcos declared Martial Law in 1972, the 1935 Constitution was scrapped, an
Interim Batasang Pambansa Election for the Interim Batasang Pambansa was created and a new (1973)
Constitution was adopted.
Election for the Interim was called for in 1978. The Kilusang Linunan (KBL) became the administration
party. The election was claimed to be towards restoration of old political order but Marcos’ purpose was to gain
legitimacy for his unpopular administration and to create a rubber stamp legislature. The exercise defied
democratic procedures, and was characterized by rampant electoral manipulation done by the Marcos
government to ensure victory. Local election in 1980 was characterized by widespread terrorism, violence and
wholesale fraud. Intense opposition coming from the peasant and student sectors in the countryside supported
peasant and labor unrest. In 1981, Marcos submitted himself to the electoral process to regain legitimacy. This
is mandated by the constitutional provision of a parliamentary system.
 The Aquino assassination in 1983 resulted in waves of protest forcing the creation of wider democratic
space. Batasang Pambansa. The exercise was intended to divert the people’s attention away from the Aquino
assassination. Still, weakening popularity of Marcos marked the period and the people’s growing political will to
guarantee that their sentiments are reflected in election results.
Snap elections were held in 1986. The widespread election manipulation and irregularities and the
worsening social, political and economic order triggered the EDSA uprising in the same year. The mass action
known as the People Power Revolution of 1986 led to the ouster of Marcos, the collapse of KBL and the
installation of Corazon Aquino as the President.
Aquino’s program of restoring democracy, promoting stability and establishing political legitimacy
involved three major electoral exercise: national plebiscite for the approval of the 1987 Constitution in
February1987; election for members of the Senate and House of Representatives in May 1987; and local
elections in January 1988. The 1987 Constitution provided for a multi-party system.
During the 1992 synchronized national and local elections, the people voted for president for the first
time under the 1987 Constitution. The main campaign issue was doing away with “trapo” or traditional politics.
In 1995, congressional and local elections were held. A new form of fraud dubbed as “dagdag-bawas” or the
subtraction of voted form one candidate was in practice during these two major elections. In 1998, the first
party-list elections were held, Joseph Estrada was seated as President of the Republic with popular support.
However in January 2001, EDSA DOS, a repeat if 1986 People Power removed Estrada from Malacañang and
seated Gloria Macapagal-Arroyo as the new president.
Time and again, the struggle for our independence and for democratic governance resulted in a kind of
political system, political leaders and electorate that we have right now. Election has been one major feature
and mechanism in practice and through a more informed electorate it is hoped that is continues to serve as a
vehicle towards genuine democratic governance.

Basic Information on Election

Election is a process by which people choose their officials for definite and fixed periods.
Different Types of Electoral Exercises

Regular Elections Special Elections

National Plebiscite
Local Referendum
Barangay Initiative
ARMM recall
Sangguniang Kabataan (SK)

How often are elections held? 61

1. Every 2nd Monday of May for national and local elections
a. President and Vice-President; every 6 years
b. Senators, Congressmen, Provincial, City and municipal officials; every 3 years
2. Every last Monday of October, every 3 years for barangay and SK officials
3. Every 3 years from March 1993 – ARMM elections

Citizen Voter Registration

Registration refers to the act of accomplishing and filling of a sworn application for registration by a
qualified voter.
Why Should I Register?
To have the opportunity to choose our leaders
What’s in it for me?

 Just like text voting, you get heard and counted.

  Equal chance for a vote, whether rich or poor
 Guaranteed opportunity to participate
What will your vote mean?

 Better services form the executive

 Better policies and laws from the legislative
 A brighter future for us, Filipinos
What must we do?

 Go out and register or revalidate your registration

 Encourage tour friends to register and to revalidate their registration
 Help educate tour friends. Be a National Youth Council Voter ( Voters Education Advocate)
 Cast your vote
 Watch the count
What are the requirements for registration?
One must be:
1. A Filipino citizen
2. At least eighteen (18) years old
3. A resident of the Philippines for one-year and the city of municipality wherein he proposes to vote for at
least six months immediately preceding the election.
4. Not otherwise disqualified by law
What is validation of registration?
A process wherein fingerprints of the voter would be captured electronically at no expense to the voter.
Where should I register?
COMELEC office
Where should I validate my registration?
Barangay office
How do I go about transferring my registration?

 You may apply with the Election officer of new residence for the transfer records.
 You will be asked to accomplish 6 application forms.

Specific Mechanisms
Since the enactment of the 1987 Constitution, elections for President and Vice-President is held every
six years while elections for senators and members of the House of Representatives and local government
62
officials happen every three years. At the local level, barangay elections and Sangguniang Kabataan elections
are also held periodically.

ARMM Elections
In 1993 and 1996, elections for the Autonomous Region of Muslim Mindanao (ARMM) were held. The
1996 ARMM elections also served as pilot-test for automated system of elections.

Aside from voting, our Constitution mandates other mechanisms to advance democratization and
citizen’s stake in governance.

Initiative and Referendum

The system of initiative and referendum gives the people power to directly enact, propose and reject a
law at the local level.

Also, through initiative, the people may directly propose amendments to the constitution by a petition of
at least 12% of the total number of registered voters, in which 3% of registered voters is represented in each
legislative distinct.
Plebiscite
Through plebiscites the people approved or reject the call for a constitutional change to propose
changes to the Constitution, approve or reject proposed changes in the Constitution and, at the local level,
express their will or respect certain local issues.

Sectoral Representation
The party-list system of representation allows for marginalized and underrepresented sectors to be
represented in the national legislature. The system serves as an attempt to depart from the personalistic
character of political and electoral system by giving focus on the party and its issue-based platform.
The Constitution and the 1991 Local Government code (LGC) mandate sectoral representation in the
legislative bodies of local governments.

Local Consultative Bodies

People participation is also provided for by the Local Government Code though representation in
consultative bodies such as the local health boards, local school board, local peace and order councils and
local development councils in all local levels.

Barangay Assembly

There is also the LGC- mandated barangay assembly (people’s assembly or meeting or meeting of all
over-15-year old-residents of the barangay). The assembly has the power to hear and pass upon the report of
Sanguniang Barangay’s (SB) performance. It can also recommend measures for legislation by SB.
The Barangay Assembly is one manifestation of people’s power and a (truly) direct and participatory
democratic exercise.

Overseas Absentee Voting

The latest development in upholding the right of suffrage is Republic Act 9189, which provides for a
system of absentee voting for qualified Filipinos abroad.

Election Process

Modernized Election Process

Republic Act 8436 or the Election Modernization Act legislated in 1997, mandates the use of
automated election system in the country as early as the May 1998 elections. This system will make use of
appropriate technology for voting and electronic devices to count votes and canvass/consolidate results.
The act also provides for the following features of the automated systems: a) use of appropriate
ballots; b) stand-alone machine which will count and consolidate elections result; c) provision for audit trails; d)
minimum human intervention; and e) adequate safeguard and security measures.

However, the success of the elections in 1998, 2001, and 2002(except for the 1996 ARMM and63the
1998 ARMM regional election which pilot-tested an automated system) never came and we went back to
counting. The approaching 2004 elections will again not see through a fully automated system.
Only Phase I of the modernization progress was implemented by the Comelec. According to Comelec
officials, voters who were not able to validate can still vote. Phase II will not push through for the 2004 elections
because of a Supreme Court Ruling, which nullified the contract of the automated, counting machines. Phase III
will still be implemented during the May 2004 elections, says the Comelec.

The Election Process

1. Registration Day
2. Revision Day
3. List of Voters
4. Casting of Votes
5. Counting of Votes
6. Preparation of Election Returns
7. Distribution of Election Returns
8. a. Board of Canvassers (for President and Vice-President)
b.Board of Canvassers (for Senators)
c. Board of Canvassers (Provincial/City/Distinct/Municipality)
 9. Proclamation of winning candidates

Assessment

Learning Task 1

Directions: Use a map in plotting the history of election. Make use of different symbols/legends to highlight
significant events that happened.

Rubric:

Organization - 10 points
Correctness - 15 points
Total - 25 points

References

Citizen – Voter Education Module-Building Project and Voter Education Campaign prepared by
Political and Electoral Reform (IPER) with the support of Consortium on Electoral Reforms (CER) and
the United Nations Development Program (UNDP), 2006

http://www.ombudsman.gov.ph/UNDP4/citizen-voters-education-basic-module/index.html

64