Module 5: Environmental Protection

Learning Outcomes:
After completion of the module, the students will be able to:
1. Define environmental protection, global warming and climate change.
2. Identify the effects of global warming.
3. Identify and generalize the principles of environment.
4. Develop an action plan on how to address environmental protection, global
warming and climate change.

Introduction:

Nature, since the beginning of time, is always providing foods, water, fuel,
medicines, building materials and other necessities for man’s everyday life. With man’s
progress and development, nature is often on his side. But because of these human
advances (e.g. science and technology), the environment is exploited.
Philippines is well-known for having a vast and outstanding natural resources
which, as stated in the Philippine Development Plan of 2011-2016 “could provide
essential ecosystem services to the population but because of the demands arising
from development and utilization activities, population expansion, poor environmental
protection, and being highly vulnerable to disasters and effects of climate variability,
however, have placed the country’s environment and natural resources under grave
threat.”
Our environment and natural resources offers convenience, pleasure and
relaxation, but it also requires responsibility from all of us so that the future generations
will also be able to enjoy it.
In this topic, you will learn the condition and circumstances of the environment
brought about by some negative changes. You will also learn some measures and
policies for the rehabilitation and restoration of degraded natural resources while
simultaneously protecting the fragile ecosystems and improving the lives and welfare of
resource-dependent communities which plays an important and crucial role.

Lesson Proper:

Lesson 1. Global Warming and Climate Change

Global warming as defined by NASA (National Aeronautics and
Space Administration) is the long-term heating of Earth’s climate system
observed since the pre-industrial period (between 1850 and 1900) due to
human activities, primarily fossil fuel burning, which increases heat-trapping
greenhouse gas levels in Earth’s atmosphere. The term is frequently used
interchangeably with the term climate change, though the latter refers to both
human- and naturally produced warming and the effects it has on our planet.
 It is most commonly measured as the average increase in Earth’s global
surface temperature.
Since the pre-industrial period, human activities are estimated to have
increased Earth’s global average temperature by about 1 degree Celsius (1.8
degrees Fahrenheit), a number that is currently increasing by 0.2 degrees
Celsius (0.36 degrees Fahrenheit) per decade. Most of the current warming
trend is extremely likely (greater than 95 percent probability) the result of
human activity since the 1950s and is proceeding at an unprecedented rate
over decades to millennia.

i. Effects of Global Warming

Increase in average temperatures and temperature extremes

One of the most immediate and obvious effects of global warming is the
increase in temperatures around the world. The average global temperature
has increased by about 1.4 degrees Fahrenheit (0.8 degrees Celsius) over
the past 100 years, according to the National Oceanic and Atmospheric
Administration (NOAA).

Extreme weather events

Another effect of global warming is extreme weather, other than cold and
heat extremes.
For example, hurricane formations will change.
Additionally, scientists are confident that hurricanes will become more intense
due to climate change." This is because hurricanes get their energy from the
temperature difference between the warm tropical ocean and the cold upper
atmosphere. Global warming increases that temperature difference. 
NOAA established the U.S. Climate Extremes Index (CEI) in 1996 to track
extreme weather events. The number of extreme weather events that are
among the most unusual in the historical record, according to the CEI, has
been rising over the last four decades.
Scientists project that extreme weather events, such as heat waves,
droughts, blizzards and rainstorms will continue to occur more often and with
greater intensity due to global warming, according to Climate Central. Climate
models forecast that global warming will cause climate patterns worldwide to
experience significant changes. These changes will likely include major shifts
in wind patterns, annual precipitation and seasonal temperatures variations.
In addition, because high levels of greenhouse gases are likely to remain
in the atmosphere for many years, these changes are expected to last for
several decades or longer, according to the U.S. Environmental Protection
Agency (EPA).
Ice melt
One of the primary manifestations of climate change so far is melt. North
America, Europe and Asia have all seen a trend toward less snow cover
between 1960 and 2015, according to 2016 research published in the journal
Current Climate Change Reports. According to the National Snow and Ice
Data Center, there is now 10 percent less permafrost, or permanently frozen
ground, in the Northern Hemisphere than there was in the early 1900s. The
thawing of permafrost can cause landslides and other sudden land collapses.
It can also release long-buried microbes, as in a 2016 case when a cache of
buried reindeer carcasses thawed and caused an outbreak of anthrax.
One of the most dramatic effects of global warming is the reduction in
Arctic sea ice. Sea ice hit record-low extents in both the fall and winter of
2015 and 2016, meaning that at the time when the ice is supposed to be at its
peak, it was lagging. The melt means there is less thick sea ice that persists
for multiple years. That means less heat is reflected back into the atmosphere
by the shiny surface of the ice and more is absorbed by the comparatively
darker ocean, creating a feedback loop that causes even more
melt, according to NASA's Operation Ice Bridge.
Glacial retreat, too, is an obvious effect of global warming. Only 25
glaciers bigger than 25 acres are now found in Montana's Glacier National
Park, where about 150 glaciers were once found, according to the U.S.
Geological Survey. A similar trend is seen in glacial areas worldwide.
According to a 2016 study in the journal Nature Geoscience, there is a 99
percent likelihood that this rapid retreat is due to human-caused climate
change. Some glaciers retreated up to 15 times as much as they would have
without global warming, those researchers found. 

Sea levels and ocean acidification

Increased ocean temperatures are melting glaciers and ice caps all over
the world. Melted ice increases the volume of water in our oceans. Warmer
temperatures also result in the expansion of the water's mass, which causes
sea levels to rise, threatening low-lying islands and coastal cities.
In general, as ice melts, sea levels rise. In 2014, the World Meteorological
Organization reported that sea-level rise accelerated 0.12 inches (3
millimeters) per year on average worldwide. This is around double the
average annual rise of 0.07 in. (1.6 mm) in the 20th century.
The oceans have absorbed most of extra heat and carbon dioxide (CO 2)
so far – more than the air – making the seas both warmer and more acidic.
Warming waters are bleaching coral reefs and driving stronger storms. Rising
 ocean acidity threatens shellfish, including the tiny crustaceans without which
marine food chains would collapse.
Sadly, the poorest and most vulnerable nations, and the people who have
contributed least to the problem, will be among the hardest hit by global
warming. Some of the country’s most at risk are those located at the Pacific
and Southeast Asia, including Kiribati, Tuvalu, Vietnam and the Philippines.
In the next several decades, storm surges and high tides could combine
with sea level rise and land subsidence to further increase flooding in many
regions. Sea level rise will continue past 2100 because the oceans take a
very long time to respond to warmer conditions at the Earth’s surface. Ocean
waters will therefore continue to warm and sea level will continue to rise for
many centuries at rates equal to or higher than those of the current century.

Negative effect on humans health and wellness

Allergies, asthma, and infectious disease outbreaks will become more
common due to increased growth of pollen-producing ragweed, higher levels
of air pollution, and the spread of conditions favourable to pathogens and
mosquitoes.

ii. Climate Change

Climate change is a long-term change in the average weather patterns

that have come to define Earth’s local, regional and global climates. These
changes have a broad range of observed effects that are synonymous with
the term.
Climate change is one of the most complex issues facing us today. It
involves many dimensions – science, economics, society, politics and moral
and ethical questions – and is a global problem, felt on local scales, that will
be around for decades and centuries to come. Carbon dioxide, the heat-
trapping greenhouse gas that has driven recent global warming, lingers in the
atmosphere for hundreds of years, and the planet (especially the oceans)
takes a while to respond to warming. So even if we stopped emitting all
greenhouse gases today, global warming and climate change will continue to
affect future generations. In this way, humanity is “committed” to some level
of climate change.
With this commitment, responding to climate change involves a three-point
approach:
1. Adaptation – adapting to life in a changing climate already in the pipeline –
involves adjusting to actual or expected future climate. Botkin et al. (1979)
distinguished anticipatory learning from adaptive learning, with adaptation
being a reactive adjustment to change (or external pressure).
 The goal is to reduce our vulnerability to the harmful effects of
climate change (like sea-level encroachment, more intense extreme
weather events or food insecurity). It also encompasses making the most
of any potential beneficial opportunities associated with climate change
(for example, longer growing seasons or increased yields in some
regions).
Throughout history, people and societies have adjusted to and
coped with changes in climate and extremes with varying degrees of
success. Climate change (drought in particular) has been at least partly
responsible for the rise and fall of civilizations. Earth’s climate has been
relatively stable for the past 12,000 years and this stability has been
crucial for the development of our modern civilization and life as we know
it. Modern life is tailored to the stable climate we have become
accustomed to. As our climate changes, we will have to learn to adapt.
The faster the climate changes, the harder it could be.
While climate change is a global issue, it is felt on a local scale.
Cities and municipalities are therefore at the frontline of adaptation. In the
absence of national or international climate policy direction, cities and
local communities around the world have been focusing on solving their
own climate problems.

2. Mitigation – reducing climate change – involves reducing the flow of heat-

trapping greenhouse gases into the atmosphere, either by
reducing sources of these gases (for example, the burning of fossil fuels
for electricity, heat or transport) or enhancing the “sinks” that accumulate
and store these gases (such as the oceans, forests and soil). The goal of
mitigation is to avoid significant human interference with the climate
system, and “stabilize greenhouse gas levels in a timeframe sufficient to
allow ecosystems to adapt naturally to climate change, ensure that food
production is not threatened and to enable economic development to
proceed in a sustainable manner” (from the 2014 report on Mitigation of
Climate Change from the United Nations Intergovernmental Panel on
Climate Change (IPCC).
3. Anticipation – is a critical component for building resilience (Boyd et al.
2015). By being proactive, anticipation focuses more on foresight drawn
from predictive capabilities, knowledge, experience, and skills (Nuttall
2010) and implying preparation for possible contingencies and
consideration of long-term alternatives.
Climate change adaptation, mitigation and anticipation in the Philippines
The Philippines is highly vulnerable to the impacts of climate change,
including sea level rise, increased frequency of extreme weather events,
 rising temperatures and extreme rainfall. This is due to its high exposure to
natural hazards (cyclones, landslides, floods, droughts), dependence on
climate-sensitive natural resources, and vast coastlines where all major cities
and the majority of the population reside. The urban poor, many of whom live
in temporary shelters, are most at risk, lacking the resources to prevent or
mitigate the threat of coastal inundation and storm surge. Consisting of 7,107
islands divided into three island groups (Luzon, Visayas and Mindanao), the
Philippines lies in the world’s most cyclone-prone region, averaging 19–20
cyclones each year, of which 7–9 make landfall. Sea levels in the Philippines
are rising faster than the global average, increasing the hazard posed by
storm surges and threatening permanent inundation of low-lying areas.
The National Framework Strategy on Climate Change (NFSCC) 2010-
2022 recommends an integrated ecosystem-based management approach to
address the country’s multiple vulnerabilities to climate change. For river
basin management, the objective is to manage watershed ecosystems and
multi-polar environments through the River Basin Management (RBM)
approach based on these strategies: (i) rehabilitate and develop watershed
resources through resource use and governance improvement; (ii) enhance
vulnerability and adaptation assessments; (iii) enhance ecosystem services to
control droughts, floods, and landslides; (iv) institute a comprehensive RBM
governance strategy; (v) establish appropriate and participatory institutional
arrangements with LGUs, private sector, and civil society organizations; and
(vi) reduce climate change risks and vulnerability of watershed ecosystems
and biodiversity through ecosystem-based management approaches,
conservation efforts, and sustainable environment and natural resources-
based economic endeavours such as ecotourism (Climate Change
Commission [CCC], 2010).
Sound management of natural ecosystems could also lead to climate
change mitigation as explained in more detail in Working Group 3’s
Contribution to the 2018 Philippine Climate Change Assessment on Mitigation
of Climate Change. For example, protection of existing forests by reducing
deforestation and forest degradation will prevent the release of CO2 to the
atmosphere. New plantings such as being done in the National Greening
Program will enhance sequestration of carbon from the atmosphere. Thus,
there is a great potential to obtain synergy between adaptation and mitigation
in the management of natural ecosystems.

Lesson 2. Seven Principles of Environment and Environmental Laws

a. Seven Principles of Environment
 According to Merriam Webster’s Dictionary, environment is the
circumstances, objects, or conditions by which one is surrounded; or the
complex of physical, chemical, and biotic factors (such as climate, soil, and
living things) that act upon an organism or an ecological community and
ultimately determine its form and survival.
Therefore it includes: physical components such as air, water, land and
energy; biological components such as plants and animals; and, socio-
economic components such as people, communities, institutions and values.
In his 1971 book “The Closing Circle”, Barry Commoner, an ecologist,
gives a clear and understandable example of what ecology really means,
while being one of the first to sound the alarm on the impending
environmental crisis.
Commoner’s life was devoted to helping people see the benefits of
ecological thinking. He goes on to lay out four basic and inescapable laws of
ecology. The principles describe a beautiful web of life on earth.
While in 2003 Angelina P. Galang, in her book “Seven Lenses (or
Environmental Principles as if Adults Mattered),” expounded Commoner’s
ecological principles. She enumerated seven core messages that explain and
emphasize – in non-technical terms – why, in a nutshell, ecology and the
environment matter. These seven lenses or environmental principles are as
follows:

1. Nature knows best.(Ang kalikasan ang mas nakakaalam.

Nature manifests certain processes that enable it to maintain

balance and remain in a state of equilibrium. The nutrient cycling of
nitrogen, carbon, sulfur and phosphorous in the air, water and land
indicates that minerals are utilized within the confines of the earth. The
flow of energy from the sun enables light to be converted into sugar in
plants through photosynthesis, and later for consumer organisms to obtain
energy from plant starch. Food chains and food webs allow transfer of
energy from producers and consumers and provide the means for all living
organisms to acquire nutrition. Population control also occurs naturally
through predator – prey relationships. The equilibrium in the ecosystem is
maintained, thus if humans intervene, unforeseen negative impacts known
as ecological backlash, may arise. Floods are often times backlashes of
excessive felling of trees. The importation of golden kuhol, that became a
pest, reminds us that biological organisms may not acclimatize in a new
environment or may cause harm to indigenous species.
2. All forms of life are equally important. (Ang lahat na may buhay ay
mahalaga).

All organisms have a role in the ecosystem (niche) All living

organisms were created for a purpose in relation to humans, other species
on earth and global ecosystem in general. Thus, when a species becomes
extinct, it is like removing a piece of a jigsaw puzzle from the web of life.
The variety of life forms, manifested by the different levels of biological
diversity – community, species and genes – contributes to the stability of
the environment. Food webs, food chains and ecological relationships link
plants and animals together in the web of life. Even bacteria, insects,
snakes and rats have ecological functions even though humans perceive
them as parasites or pests.
Many different organisms mean there is more biodiversity. This
adds to the aesthetic value and available genetic material in the
environment. Having fewer species and lesser biodiversity takes away
from the aesthetics of the environment and reduces the amount of genetic
material needed for the future agricultural or medical discoveries.
To maintain ecological balance, therefore, the conservation of
genes, species and ecosystems becomes essential to keep life together.
Biodiversity conservation strategies commence with the protection of both
terrestrial and aquatic ecosystems. Land uses, such as protected areas,
ensure that the natural state of these habitats continue to exist in
designated areas. Community-based approaches in conservation
maximize citizens’ participation in protected areas. Integrity of natural
ecosystems can likewise be guarded through the preservation of
indigenous species.

3. Everything is connected to everything else. (Ang lahat ng bagay ay

magkakaugnay).

It reflects the existence of the elaborate network of interconnections in

the ecosphere: among different living organisms, and between
populations, species, and individual organisms and their physicochemical
surroundings.
The single fact that an ecosystem consists of multiple interconnected
parts, which act on one another, has some surprising consequences. The
living component of the ecosystem affects and is affected by the abiotic
components, such as air, temperature, land. Inter-specific relationships
create a dependency with each other so that they both have to co-exist to
 live. All these relationships provide dependencies, check and balances
that compose the details of our life-support systems.
Human interaction with nature oftentimes alters the ecosystems. The
waste we improperly dispose of brings about the deterioration of land and
water quality. This may in turn reduce their capacity to provide life for
other organisms. Deforestation causes soil erosion and the earth
deposited on the water bodies covers the coral reefs resulting to fishery
loss. Suspended particulates from vehicular and stationary sources may
cause lung problems among city residents. War causes destruction of
wildlife and habitats. There is a cause and effect chain, even when it is
neither always visible nor observable.

4. Everything changes.(Ang lahat ay nagbabago).

Changes in the biophysical world occur naturally. As they say, there

is nothing more permanent in this world than change. Consider the
following examples. Metamorphosis of caterpillars to butterflies illustrates
morphological changes that occur in living forms. The increase of
vegetation on earth augmented the amount of oxygen in the atmosphere
through time. Seasons are cyclic changes that contribute to the diversity of
flowers, fruits, vegetables and other crops during the year. Random
changes manifested by natural catastrophe such as typhoons destroy
forests, coral reefs and mangroves. Volcanic eruptions annihilate surface
flora and submerge rivers. Human-induced alteration such as climate
change may cause more massive repercussions. Land use change – from
forests to agricultural land to human settlements – change the composition
of vegetation and animals.
Human-induced changes can be managed so that the negative
impacts are minimized and positive changes accentuated. Environmental
impact assessment (EIA) provides a tool for the projection, planning and
management of change brought about by industrialization and human
settlement expansion. Effluents can be managed through policy and
pollution control techniques by both industry and government to achieve
clean air and water.
Sustainable development presents a paradigm of change for the
21st Century. Sustainable development promotes ecological integrity,
equitable sharing of resources and people empowerment as pillars of
growth. Biodiversity conservation contributes to ecological integrity,
through both in-situ and ex-situ techniques. Biodiversity conservation
becomes successful only if coupled with poverty alleviation, improving
equity of access to resources and instituting social change. Environmental
 education facilitates social transformation by modifying attitudes and
behavior of people towards an ecological ethic.

5. Everything must go somewhere.(Ang lahat ng bagay ay may

patutunguhan).

Applied to ecology, the law emphasizes that in nature there is no

such thing as “waste.” In every natural system, what is excreted by one
organism as waste is taken up by another as food. Animals release
carbon dioxide as a respiratory waste; this is an essential nutrient for
green plants. Plants excrete oxygen, which is used by animals. Animal
organic wastes nourish the bacteria of decay. Their wastes, inorganic
materials such as nitrate, phosphate, and carbon dioxide, become algal
nutrients.
A persistent effort to answer the question “Where does it go?” can
yield a surprising amount of valuable information about an ecosystem.
Consider, for example, the fate of a household item which contains
mercury—a substance with serious environmental effects that have just
recently surfaced. A dry-cell battery containing mercury is purchased,
used to the point of exhaustion, and then “thrown out.” But where does it
really go? First it is placed in a container of rubbish; this is collected and
taken to an incinerator. Here the mercury is heated; this produces mercury
vapor which is emitted by the incinerator stack, and mercury vapor is toxic.
Mercury vapor is carried by the wind, eventually brought to earth in rain or
snow. Entering a mountain lake, let us say, the mercury condenses and
sinks to the bottom. Here it is acted on by bacteria which convert it to
methyl mercury. This is soluble and taken up by fish; since it is not
metabolized, the mercury accumulates in the organs and flesh of the fish.
The fish is caught and eaten by a man and the mercury becomes
deposited in his organs, where it might be harmful. And so on.
This is an effective way to trace out an ecological path. It is also an
excellent way to counteract the prevalent notion that something which is
regarded as useless simply “goes away” when it is discarded. Nothing
“goes away”; it is simply transferred from place to place, converted from
one molecular form to another, acting on the life processes of any
organism in which it becomes, for a time, lodged. One of the chief reasons
for the present environmental crisis is that great amounts of materials
have been extracted from the earth, converted into new forms, and
discharged into the environment without taking into account that
“everything has to go somewhere.” The result, too often, is the
 accumulation of harmful amounts of material in places where, in nature,
they do not belong.

6. Ours is a finite Earth. (Ang kalikasan ay may hangganan).

Everything that we need is provided by nature in abundance – food,
water, energy, minerals and air. However, some resources that we
depend upon nowadays are extracted excessively but are slow to replace.
These non-renewable resources experience limits of supply. For instance,
fossil fuels produced over thousands of years may be exhausted in a
hundred years. Some energy sources like water, and wood may be
replaced easier but have become inaccessible due to pollution and
excessive extraction. Diminishing forest cover have resulted from logging,
ineffective reforestation and continued land conversion. However, food
scarcity and poverty may have resulted from failed distribution systems
rather than inability of the land and water bodies to yield food.
It can be argued that increasing population decreases the amount
of resources available to each person. Carrying capacity, or the ability of
the ecosystem to support a number of people, may be influenced by limit
of resources due to an increasing population. Competition increases as
the carrying capacity is reached. Per capita consumption must also be
taken into account because people in Northern countries generally
consume more food, energy and resources than people in the developing
Southern countries. Carrying capacity may be addressed two ways:
increase resources and reduce population growth. Agricultural productivity
for instance may be increased with better availability of water and farm
inputs.
Pollution reduces the absorbing capacity of air and water. Pollution
likewise reduces the availability of land and water to produce food for
human consumption. A river classified a Class IV means that it becomes
fit only for only for navigation and can no longer sustain life forms.
Likewise, oil spills from accidents or war destroy bays and rivers.
Waterways that have become cesspool of domestic wastes cannot contain
fishes and shells or if they do might transmit toxins and harmful bacteria to
consumers. Several solutions have been suggested to solve this problem:
reduction of consumption, increased use of renewable energy, emissions
trading, and pollution control. The conservation ethic and technological
solutions have become viable strategies to address finiteness of
resources. Biodiversity conservation is anchored on the principle that lost
species are irreplaceable. Thus, extinct species have acquired a greater
value – more effort has to be exerted to protect and save endangered
species. The conservation ethic supports the belief that we should tread
 lightly on the earth by using only what we need. The philosophy of “sapat”,
meaning “enough” suggests that we should buy and consume only what
we need and leave some for the less privileged and the next generation.
In ecology, as in economics, the law is intended to warn that every
gain is won at some cost. Because the global ecosystem is a connected
whole, in which nothing can be gained or lost and which is not subject to
over-all improvement, anything extracted from it by human effort must be
replaced. Payment of this price cannot be avoided; it can only be delayed.
The present environmental crisis is a warning that we have delayed nearly
too long.

7. Nature is beautiful and we are stewards of God’s creation. (Ang

kalikasan ay maganda at tayo ang tagapangasiwa ng lahat ng nilikha ng
Diyos.)
Creation presupposes the existence of a Creator. The beautiful
nature around us, perfect by itself, has deteriorated due to the negative
impacts of human use. This principle suggests how a Human-Creator
relationship is translated in our attitude towards creation. Theologians
explain that there are different levels of this relationship. First is a
relationship determined by dominion of humans over creation, that
humans can do as they wish because this was given by God. The book of
Genesis says “have dominion over the fish of the sea and the birds of the
air…” The second level is one of stewardship, that of a caretaker where
humans are not owners but guardians of the integrity of nature. The third
level promotes a kinship relationship postulated by St. Francis de Assisi in
the famous verse “Bother sun, Sister moon”, where humans are no higher
than the birds and fishes of the sea. Fourth is one of sacrament, where
nature becomes a testimony of God’s love. Fifth is a covenant
relationship, where protection of the earth is a life mission manifested in
the things that we do and say.
Different religions from Islam to Buddhism to Judeo-Christian to
indigenous people’s animism express the belief of caring for the earth,
including all creatures. Thus it is the goal of environmental education and
biodiversity conservation education to motivate target audiences towards
developing an eco-spirituality that moves them into a more meaningful
relationship with nature and a greater participation in the biophysical
economic processes that make this world a better place to live in.

Based on these tenets, appreciating ecology ultimately means recognizing

that humankind is but a small piece of a larger, more intricate picture. People
may have achieved so much in terms of social structures, knowledge, and
technology throughout generations, yet the planet still holds much more
power – mightily creative and destructive at the same time – over them.
The seven key principles also establish interdependence and equal
importance among all forms of life on Earth, regardless of size, distribution, or
function. Changes that affect even the minuets organisms can create a ripple
effect that could bear tremendous impacts upon greater ecological
interactions, observable or otherwise. In this sense, the call for greater
awareness over “ecological footprints,” especially in this age of advanced
modernization and industrialization resonates louder than ever.
In addition, Earth, despite its abundant and resilient nature and sheer
grandeur, has its limits, and unfortunately, all signs point to human activity
being the primary force behind its premature depletion and degradation.
People have the sentient capacity, and thus a role, to acknowledge nature’s
wonderful abilities and worrisome limitations alike. As conscious stewards –
rather than abusive masters – of nature, humans have the greatest means to
appreciate as well as utilize what it can offer. Awareness and sensitivity to the
present ecological situation, along with an eye keen on the future, is therefore
a daunting responsibility and a humbling privilege at the same time.
By recognition and acceptance of these principles alone, people can
establish a genuine and impassioned foundation for advocacy and action
towards the cause of environmental conservation and sustainability.

b. Important Environmental Laws

i. R.A. 9003 – Ecological Solid Waste Management Act of 2000

In partnership with stakeholders, the law aims to adopt a
systematic, comprehensive and ecological solid waste management
program that shall ensure the protection of public health and
environment. The law ensures proper segregation, collection,
storage, treatment and disposal of solid waste through the
formulation and adaptation of best eco-waste products.
ii. R.A. 9275 – Philippine Clean Water Act of 2004
The law aims to protect the country's water bodies from pollution
from land-based sources (industries and commercial establishments,
agriculture and community/household activities). It provides for
comprehensive and integrated strategy to prevent and minimize
pollution through a multi-sectoral and participatory approach involving
all the stakeholders.
iii. R.A. 6969 – Toxic Substances, Hazardous and Nuclear Waste
Control Act of 1990
 The law aims to protect the country's water bodies from pollution
from land-based sources (industries and commercial establishments,
agriculture and community/household activities). It provides for
comprehensive and integrated strategy to prevent and minimize
pollution through a multisectoral and participatory approach involving
all the stakeholders.
iv. R.A. 8435 – Agriculture and Fisheries Modernization Act of 1997
It establishes that the Department of Agriculture, together with other
appropriate agencies, should take into account climate change,
weather disturbances and annual productivity cycles in forecasting
and formulating appropriate agricultural and fisheries programs.
v. R.A. 8749 – Clean Air Act of 1999
This moves for an effective air quality management program that
will mitigate the worsening problem of air pollution in the country.
vi. R.A. 9512 – National Environmental Awareness and Education Act
of 2008
This promotes national awareness on the role of natural resources
in economic growth and the importance of environmental
conservation and ecological balance towards sustained national
development.
vii. R.A. 9513 – Renewable Energy Act of 2008
It promotes the development, utilization and commercialization of
renewable energy resources.

Lesson 3. Forest Protection, Conservation and Development

Forests are indispensable to society. Their various ecosystems are vital to human
survival and stability of cultures, supporting and regulating environmental processes
including the maintenance and regeneration of biodiversity, soil formation and
nutrient cycling, crop pollination, infiltration of water, and enhancement of
microclimate. Nevertheless, neglectful societies have caused the destruction and
degradation of forests worldwide. In the Philippines, forest cover has declined
continuously from the estimated 27.5 million hectares (ha) at the time of Spanish
colonization five centuries ago, 20.9 million ha towards the end of Spanish
colonization (late-1800s), 17.8 million ha towards the end of American colonization
(1940s), up to the modern-era estimates of 10.9 million ha in 1970 and 6.7 million ha
in 1990. The most recent figure of 7.1 million ha in 2003 seems to indicate that the
decline has been arrested and that forest cover has even increased overall.
National programmes for conservation and management of forest genetic
resources

Tree improvement and genetic resource conservation activities in the

Philippines take place under national reforestation programmes, but are not clearly
defined. Breeding of forest trees has historically been underemphasized, owing to a
preference for natural regeneration methods such as seed trees for pines and
selective logging for dipterocarps. Changes in environmental and socio-economic
conditions, however, have promoted more intensive plantation approaches that
require specific tree improvement and genetic resource conservation efforts.

In situ conservation

As early as 1930, legislation was passed to prevent logging of four

leguminous timber tree species; namely, supa (Sindora supa), akle (Albizia acle),
tindalo (Afzelia rhomboidea) and ipil (Intsia bijuga), as well as a non-legume, Vitex
parviflora. Harvesting of an indigenous legume, narra (Pterocarpus indicus), and of
any dipterocarp species from virgin forest for log export, have also been regulated.
The plant genetic resources of a country are assets that should be protected by
clear national policies on their conservation and use. The sustainable use of each
production forest or management unit in the Philippines varies according to size,
shape, species composition, concentration of endemic species and so on. The
conservation value of any given area is reflected in its management objectives and
the quality of management. Because the conservation of forest genetic resources is
fundamental to the sustainable and productive management of forest ecosystems, in
situ conservation efforts should be reinforced.

Integrated protected area systems

The main strategy for protecting and conserving biodiversity in the Philippines
is the establishment of an integrated protected area system (IPAS). The IPAS was
set up to protect and preserve a representative sample of all ecosystems and habitat
types in the country, as well as their plant and animal species. Executive Order 192
created the Parks and Wildlife Bureau to consolidate government efforts to conserve
biological diversity in the protected area system.
In June 1992, Republic Act No. 7586, otherwise known as the National Integrated
Protected Area Systems (NIPAS) Law, was passed. The law, which is being
implemented by the Department of Environment and Natural Resources (DENR),
has the following special features:
 It requires the designation of a buffer zone to stabilize protected areas whenever
and wherever applicable;
 It recognizes ancestral rights and includes community interests with concern for
socioeconomic development;
 It requires the development of standard planning for site-specific management;
 It establishes the Integrated Protected Areas Fund (IPAF), a trust fund which will
form the basis of a sustained financing system; and
 It adopts a decentralized system of protected area management.

By 1999, 76 protected areas had been established under the NIPAS Law.
The regional offices of DENR, its Community Environment and Natural Resources
Offices, and provincial Environment and Natural Resources Offices have also
identified 25 old-growth and mossy forests for inclusion in the IPAS.

Plus tree selection

Plus trees are being selected continuously across the Philippine archipelago.
The criteria for selection are based on morphology and resistance to pests and
diseases, but there have been few attempts to propagate the selected trees in
nurseries. In 1991, plus trees from 23 species in eight administrative regions of the
country were selected. Thirty-eight seed production areas (SPA) have been
identified and documented. The Forest Management Bureau (FMB) has also
identified 61 seed production areas for 19 tree species. Plans to improve the genetic
composition of these SPAs are under development. Although seed is being collected
from selected plus trees and SPAs, a system to monitor the transfer of germplasm
and its performance after planting is not yet in place.

Ex situ conservation

There have been several ex situ conservation projects and programmes in

the Philippines. Seed orchards of various species have been established in several
parts of the country under both private and government initiatives. In most cases,
however, these orchards have been abandoned because of a lack of funds or
trained personnel. Financial and technical needs for rehabilitating these orchards are
being studied.
A resurgence of efforts to establish more seed orchards has followed
implementation of the National Forestation Programme. Nine seed orchards for 12
species were established in 1991 alone. For example, a 1.25ha seed orchard
of Eucalyptus deglupta was established in 1991, with 500 grafted trees planted at a
spacing of 5m x 5m.
 Species and provenance trials have also been used for ex situ conservation
purposes in the Philippines. Some provenance and species trials have been
conducted by DENR for Pinus, Acacia, Eucalyptus, Casuarina, Gmelina and other
multipurpose tree genera. PICOP Resources Inc. (formerly the Paper Industries
Corporation of the Philippines) and Provident Tree Farms Inc. have conducted
provenance trials of industrial plantation species such as moluccan sau
(Paraserianthes falcataria), Gmelina arborea and Endospermum peltatum.
The Ecosystems Research and Development Bureau (ERDB) has also
recently begun provenance trials for
several Gmelina, Acacia and Eucalyptus species in Cavite province. In Luzon and
Mindanao, superior species have been identified and provenance trials established
through joint efforts by DENR and the New Zealand government, for example the
ASEAN-New Zealand Afforestation Project and Bukidnon Forest Industries.
Introduced species such as mahogany (Swietenia macrophylla) and P.
falcataria are now considered naturalized exotics. P. falcataria plantations have
been established from a single seed source and have a narrow genetic base. Except
for the work of PICOP Resources, no efforts have been made to broaden the genetic
base of Paraserianthes or Swietenia. The outbreak of gall rust disease in Mindanao
that devastated the Bukidnon plantations and infected other plantations in Luzon can
be attributed to the narrow genetic base of these plantations.
Clonal propagation plays an important role in the preservation of genotypes.
Several methods have been used including macropropagation (e.g. air layering,
grafting, rooting of cuttings) and tissue culture. Macropropagation is commonly used
for species with recalcitrant seeds, such as dipterocarps. Siarot (1991) and Umali-
Garcia and Melegrito (1995) established a macropropagation protocol for inter-
specific hybrids of Acacia and Eucalyptus. Umali-Garcia (1990a) established the
protocols for rooting of Gmelina shoot tips and nodal cuttings. Oporto and Umali-
Garcia (1998) successfully propagated several endangered species,
including Diospyros philippinensis, Dracontomelum dao, Tectona
philippinensis and Agathis dammara.
The protocols for rooting of stem cuttings have been established in a number
of species, for example Dipterocarpaceae (Pollisco 1995; De la Cruz 1995; Oporto &
Umali-Garcia 1998), P. falcataria (Budelman 1989), Eucalyptus hybrid (Siarot
1991), S. macrophylla, V. parviflora (Umali-Garcia 1995), Pittosporum
pentandrum (Umali-Garcia 1998), Pinus merkusii (Umali-Garcia 1996) and A.
dammara and T. philippinensis (Oporto 1999).
Successful tissue culture protocols have been developed for P.
indicus (Calinawan & Halos 1984), Acacia mangium (Lapitan 1990), P.
falcataria (Umali-Garcia 1990b), E. peltatum (Quimado & Umali-Garcia
1997), Eucalyptus sp. (Halos 1985), Pinus caribaea (Halos 1992)
and Cratoxylon sumatranum (Quimado 1991). A variety of commercially important
indigenous and endemic species, as well as those reported to be rare, threatened or
endangered, require special attention for ex situ and in situ conservation. A forest
biotechnology programme at the College of Forestry and Natural Resources of the
University of the Philippines, Los Baños (UPLB) focuses on tissue culture of
selected industrial plantation species.
Nine botanical gardens exist in the Philippines with 16,000 taxa under
cultivation (Fernando 1998). The first to be established was Makiling Botanic
Gardens (MBG) in 1968. MBG maintains both ex situ and in situ conservation stands
of various timber species, for example S. macrophylla, P. falcataria, V. parviflora and
several species of dipterocarps. A problem with these stands, however, is the lack of
documentation on the origin of the introduced species.
Seed banks, clone banks, plant museums and in vitro banks are other ex
situ approaches, but none has been used for timber species in the Philippines. The
Institute of Plant Breeding at UPLB maintains a genebank for agroforestry species
such as Gliricidia sepium, and a collection of fruit and endemic tree species. The
Institute also has a genebank that can store seeds and tissues for an indefinite
period of time. It is currently storing specimens of cereals and horticultural and
ornamental species, but not timber species. Nevertheless, the Institute is planning to
start a programme of conservation of indigenous palms and selected forest species.
The ERDB has also established a genebank for rattan and bamboo in Mt. Makiling
Forest Reserve.

Institutional framework for conservation of forest genetic resources

Government programmes of tree breeding and propagation are spearheaded

by DENR with support from the Forest Management Bureau and ERDB. DENR has
prime responsibility for promoting the well-being of the Filipino people through
sustainable development of the country's forest resources, optimal use of forest
lands, social equity and effective forest management. Various state universities and
colleges also support DENR through research and training (both academic and
practical) of government personnel. In this regard, the main contributor is UPLB,
specifically its College of Forestry and Natural Resources, Institute of Plant Breeding
and Institute of Biotechnology Research. Other contributing state universities include
the Don Mariano Marcos State University, the Central Luzon State University, the
Central Mindanao University and the Visayas State College of Agriculture.
The Philippines has promulgated several laws and policies dealing with
conservation, protection and sustainable use of natural resources. Several laws
directly or indirectly related to protecting and conserving forest genetic resources are
detailed below.
The Philippine constitution has the following provisions relating to the
conservation of tree species:
 Support and protection by the State for the right of all Filipino people to a
balanced and healthy ecology in accordance with the rhythm and harmony of
nature (Sec. 16, Art. II); framework of national unity and development (Sec. 22,
Art. II).
 State ownership of all natural resources, except for agricultural lands (Sec. 2, Art.
XII).
 Full control and supervision by the State of exploration, development and use of
natural resources either by directly undertaking such activities or by entering into
co-production, joint ventures or production-sharing agreements with Filipino
citizens or Filipino-owned or controlled corporations or associations (Sec. 2, Art.
XII).
 Small-scale utilization of natural resources (Sec. 2, Art. XIII).
 Determination by Congress of the specific limits of forest lands by marking their
boundaries on the ground (Sec. 4, Art. XIII).
 State protection of the rights of indigenous cultural communities to their ancestral
lands to ensure their economic, social and cultural well-being (Sec. 5, Art. XII).
The Philippines is committed to protecting and conserving its biological
resources through the Philippine Strategy for Sustainable Development (PSSD).
This was endorsed by former President Corazon Aquino and subsequently approved
by the Cabinet in 1989 as a response to the global call for well-balanced resource
development. One of the ten major strategies of the PSSD is biodiversity
conservation. A sub-committee on biodiversity has been created by the Philippine
Council for Sustainable Development and is chaired by DENR's Protected Areas and
Wildlife Bureau. In 1994, the sub-committee formulated the Philippine Strategy for
the Conservation of Biological Diversity (PSBD), which subsequently provided a
basis for a 1995 biodiversity study supported by UNEP. This study transformed the
PSBD into a National Biodiversity Strategy and Action Plan for the Philippines
(NBSAP), which was approved in June 1997. The signing of the Convention on
Biological Diversity (CBD) by the Philippines in 1992 increased appreciation and
interest in biodiversity conservation.

The NBSAP has the following goals and objectives:

 Conservation of diversity through improved knowledge, management systems,
research and development, information and institutional support;
 Sustainable use of biodiversity;
 Equitable sharing of the benefits derived from biodiversity;
 Collaborative approaches to conservation strategies and management activities;
 Formulation of policies for the conservation, sustainable use, and equitable
sharing of biodiversity benefits;
 Integration of biodiversity conservation strategies into development planning;
 Practice of conservation ethics for using biodiversity;
 Multi-sectoral participation in biodiversity conservation; and
 Fulfilment of the country's obligations to various international agreements on
biodiversity conservation.
The following strategies and actions have been proposed to implement the
above-mentioned objectives:
 Expanding and improving knowledge of the extent, characteristics, uses and
economic values of biodiversity;
 Enhancing existing and planned biodiversity conservation efforts, and identifying
potential actions, consolidating research and development, and setting up a
network of conservation centres;
 Formulating policies and laws on biodiversity conservation that emphasize
sustainable use and equitable sharing of benefits;
 Integrating biodiversity conservation into all levels of government and non-
government planning, and strengthening human resources capability for
biodiversity conservation;
 Mobilizing and integrating information, education and communication on
biodiversity systems; and
 Advocating stronger international cooperation in biodiversity conservation.
Apart from the NIPAS Law (see above), eight other decrees, orders or
proclamations curb activities that may adversely impact biological diversity. Of these,
the following relate to conserving forest genetic resources:
 Presidential Decree No. 1151. The Philippine Environment Policy of 1978
established the Philippine Environmental Impact Assessment (EIA) System. This
law stipulates environmental impact assessments for all activities or projects that
may significantly affect the quality of the environment.
 Proclamation No. 2146. This identifies protected areas as environmentally
critical and therefore within the purview of the EIA system provided for under
Presidential Decree 1586. It is supported and strengthened by DENR
Administrative Order (DAO) No. 21, which decentralizes the issuing of
environmental compliance certificates for projects within environmentally critical
areas.
 DAO No. 90 series of 1988. This sets quotas for certain animal and plant
species collected under a permit for commercial purposes.
 DENR Memorandum Order No. 97-17. This protects the habitats of endemic,
rare, vulnerable and endangered wetland species.
 CITES. The Philippines joined the Convention on the International Trade in
Endangered Species of Wild Fauna and Flora (CITES) in 1981.
 Executive Order No. 247. This was issued in 1995. It emphasizes "prescribing
guidelines and establishing a regulatory framework for prospecting biological and
genetic resources, their by-products and derivatives for scientific, commercial
 and other purposes". The rules and regulations of implementation are in DAO
No. 96-2.
 DAO No. 95-9. This pronounced that "the basic policy of the government is to
establish well-adapted populations of forest trees which provide a sustained
supply of forest tree seed and other planting stock for the country's reforestation
programme". The production, procurement, collection, distribution and use of
planting materials were placed under monitoring and regulation by DENR.

National priorities in conservation

These are as follows:

 Coordination of all government agencies and non-governmental organizations
involved in tree breeding and propagation. The mandate of DENR will include the
proper management of the country's forest genetic resources. This will be
supported by formulating and enforcing policies on seed certification and
monitoring.
 Strengthening of government units directly involved in forest management, in line
with sustained implementation of long-term tree improvement research and
development programmes. A substantial number of nurseries are being planned
in the provinces. These are designed to increase the supply of planting stock to
meet provincial and national requirements.
 A campaign to promote investment in the seed production industry by
nongovernmental organizations, particularly to reinforce programmes for
producing genetically improved seed.
 Increasing the production of genetically superior seed and planting stock by
establishing and maintaining additional improved seed-production areas (i.e.
seed and clonal orchards), and species and provenance trials of indigenous and
exotic sources. This includes that assessment and rehabilitation, if necessary, of
all previously established species, provenance and progeny trials, and seed
orchards.
 Continued research and development of superior forest plantations. Possible
areas for research include site-specific adaptability testing, increasing seed
production by orchards, development of propagation techniques, pollination,
hybridization and recurrent selection techniques.
 Conservation of important germplasm produced by current research activities in
selection and hybridization.

Lesson 4. Water Sanitation and Conservation

 As early as 1996, monitoring of the country’s rivers showed that only 51% of
the classified rivers still met the standards for their most beneficial use. The rest
were already polluted from domestic, industrial and agricultural sources.
Most studies point to the fact that domestic wastewater is the principal cause
of organic pollution (at 48%) of our water bodies. Yet, only 3% of investments in
water supply and sanitation were going to sanitation and sewage treatment.
A recent World Bank report pointed out that Metro Manila was second to the
lowest in sewer connections among major cities in Asia and less than 7% compared
to 20% for Katmandu, Nepal and 30% for Dhaka, Bangladesh.
Thirty-one percent (31%) of all illnesses in the country are attributed to
polluted waters. Clearly, to ensure access to clean water for all Filipinos, it was
imperative that government put together a comprehensive strategy to protect water
quality.

 What is the Clean Water Act?

The Philippine Clean Water Act of 2004 (Republic Act No. 9275) aims to
protect the country’s water bodies from pollution from land-based sources (industries
and commercial establishments, agriculture and community/household activities). It
provides for a comprehensive and integrated strategy to prevent and minimize
pollution through a multi-sectoral and participatory approach involving all the
stakeholders.

Highlights of the Clean Water Act

 How will water quality be managed?

Management of water quality will either be based on watershed, river
basin or water resources region. Water quality management areas with
similar hydrological, hydrogeological, meteorological or geographic
conditions which affect the reaction and diffusion of pollutants in water
bodies are to be designated by the DENR in coordination with the National
Water Resources Board (NWRB).

 Who will manage these areas?

Management will be localized. Multi-sectoral governing boards will be
established to manage water quality issues within their jurisdiction.

 Who are the members of the Governing Boards?

 Governing Boards shall be composed of representatives of mayors and
governors as well as local government units, representatives of relevant
national government agencies, duly registered non-government
organizations, the concerned water utility sector and the business sector.

 What are the functions of the Governing Boards?

The Governing Boards will formulate strategies to coordinate policies
necessary for the effective implementation of this Act. They will create a
multi-sectoral group to establish and effect water quality surveillance and
monitoring.

 How will discharges of wastewater be controlled?

All owners or operators of facilities that discharge wastewater are
required to get a permit to discharge from the DENR or the Laguna Lake
Development Authority. Existing industries without any permit are given 12
months from the effectivity of the implementing rules and regulations (IRR)
promulgated pursuant to this Act to secure a permit to discharge.

 How will domestic wastewater be addressed?

The Department of Public Works and Highways (DPWH), in coordination

with local government units will prepare a national program on sewage and
septage management not later than 12 months from effectivity of this Act. A
priority list will likewise be prepared which will be the basis for the allotment
of funds on an annual basis by the national government for the construction
and rehabilitation of required facilities.
On the other hand, LGUs are to provide the land including road right of
the way for the construction of sewage and/or septage treatment facilities
and raise funds for the operations and maintenance of said facilities.
The Department of Health (DOH) will formulate guidelines and standards
for the collection, treatment and disposal of sewage as well as the guidelines
for the establishment and operation of centralized sewage treatment system.
The MWSS and other agencies mandated to provide water supply and
sewerage facilities are required to connect existing sewage lines, subject to
the payment of sewerage service charges/fees within five years following
effectivity of this Act.
All sources of sewage and septage are required to comply with the law.

 How will the discharge of wastewater be discouraged?

Anyone discharging wastewater into a water body will have to pay a
wastewater charge. This economic instrument which will be developed in
consultation with all concerned stakeholders is expected to encourage
investments in cleaner production and pollution control technologies to
reduce the amount of pollutants generated and discharged.
Effluent trading per management area will also be allowed.
Rewards will also be given to those whose wastewater discharge is better
than the water quality criteria of the receiving body of water. Fiscal and non-
fiscal incentives will also be given to LGUs, water districts, enterprise, private
entities and individuals who develop and undertake outstanding and
innovative projects in water quality management.

 What safeguards are provided for?

All possible dischargers are required to put up an environmental
guarantee fund (EGF) as part of their environmental management plan. The
EGF will finance the conservation of watersheds and aquifers, and the needs
of emergency response, clean up or rehabilitation.

 What are the prohibited acts under R.A. 9275?

Among others, the Act prohibits the following:
1. Discharging or depositing any water pollutant to the water body, or such
which will impede natural flow in the water body
2. Discharging, injecting or allowing to enter into the soil, anything that
would pollute groundwater
3. Operating facilities that discharge regulated water pollutants without the
valid required permits
4. Disposal of potentially infectious medical waste into sea by vessels
5. Unauthorized transport or dumping into waters of sewage sludge or solid
waste.
6. Transport, dumping or discharge of prohibited chemicals, substances or
pollutants listed under Toxic Chemicals, Hazardous and Nuclear
7. Wastes Control Act (Republic.Act No. 6969)
8. Discharging regulated water pollutants without the valid required
discharge permit pursuant to this Act
9. Noncompliance of the LGU with the Water Quality Framework and
Management Area Action Plan
10. Refusal to allow entry, inspection and monitoring as well as access to
reports and records by the DENR in accordance with this Act
11. Refusal or failure to submit reports and/or designate pollution control
officers whenever required by the DENR in accordance with this Act
12. Directly using booster pumps in the distribution system or tampering with
the water supply in such a way to alter or impair the water quality
13. Operate facilities that discharge or allow to seep, willfully or through
grave negligence, prohibited chemicals, substances, or pollutantslisted under
R.A. No. 6969, into water bodies.
14. Undertake activities or development and expansion of projects, or
operating wastewater treatment/sewerage facilities in violation of P.D.1586
and its IRR.
15.
 What are the fines and penalties imposed on polluters?
The following are among the fines and penalties for violators of this Act
and its IRR:
Upon the recommendation of the Pollution Adjudication Board (PAB),
anyone who commits prohibited acts such as discharging untreated
wastewater into any water body will be fined for every day of violation, the
amount of not less than Php 10,000 but not more than Php 200,000.
Failure to undertake clean-up operations willfully shall be punished by
imprisonment of not less than two years and not more than four years. This
also includes a fine of not less than Php 50,000 and not more than Php
100,000 per day of violation. Failure or refusal to clean up which results in
serious injury or loss of life or lead to irreversible water contamination of
surface, ground, coastal and marine water shall be punished with
imprisonment of not less than 6 years and 1 day and not more than 12 years
and a fine of Php 500,000/day for each day the contamination or omission
continues.
In cases of gross violation, a fine of not less than Php 500,000 but not
more than Php 3,000,000 will be imposed for each day of violation. Criminal
charges may also be filed.

 Who should implement the Clean Water Act?

The DENR is the primary government agency responsible for the
implementation and enforcement of this Act, with the support of other
government organizations, local government units, non -government
organizations and the private sector.
Towards this end, the DENR will review and set affluent standards,
review and enforce water quality guidelines, classify groundwater sources
and prepare a national groundwater vulnerability map, classify or reclassify
water bodies, establish internationally accepted procedures for sampling and
analysis, prepare an integrated water quality management framework and
subsequently prepare 10-year management plans for each water
management area.

The roles of other key government agencies are:

 • The Philippine Coast Guard shall enforce water quality standards in marine
waters, specifically from offshore sources.
• The Department of Public Works and Highways through its attached
agencies shall provide sewerage and sanitation facilities, and the efficient
and safe collection, treatment and disposal of sewage within their area of
jurisdiction.
• The Department of Agriculture shall formulate guidelines for the re-use of
wastewater for irrigation and other agricultural uses and for the prevention,
control and abatement of pollution from agricultural and aquaculture
activities.
• The Department of Health shall set, revise and enforce drinking water
quality standards.
• The Department of Science and Technology shall evaluate, verify, develop
and disseminate pollution prevention and cleaner production technologies.
• The Department of Education, Commission on Higher Education,
Department of Department of Interior and Local Government, and the
Philippine Information Agency shall prepare and implement a comprehensive
and continuing public education and Interior and Local Government, and the
Philippine Information Agency shall prepare and implement a comprehensive
and continuing public education and information program.

The Philippine Clean Water Act of 2004 (Republic Act No. 9275) aims to

protect the country's water bodies from pollution from land-based sources (industries
and commercial establishments, agriculture and community/household activities).

Lesson 5. The Role of the Youth in Environmental Protection and Management

The world is currently facing a crisis in the environment such as depletion of

resources, biodiversity loss, and long-lived radioactive wastes. Young people
can play a vital role in protecting and improving the environment as they
constitute a large part of the world’s population. They can change their
lifestyle and how it affects the environment, youth has a vital role to address
the said crisis. They can make their homes, schools and youth organizations
more environmentally friendly by adopting environmentally friendly practices
like recycling of different materials as well as preserving resources such as
water and electricity. Engaging youth in environmental protection not only
creates direct impact on changing their behaviours, beliefs and attitudes, but
they can possibly influence their parents, relatives and families. Youth are
back bone of the nation. They can change the future of the society with their
well-being and courageous behaviour.
 And that is what Executive Order 579 is stated – A Law Encouraging the
Formulation and Implementation of Green Philippines Programs
Through the National Service Training Program (NSTP).
Indicated therein that it is time for the younger generation to be actively
involved in civic life, and be responsible for their own future.
Specified under Section 1 of the said Executive Order that: The National
Service Training Program (NSTP) shall endeavor to build a new quality of life
that will keep the nation young and beautiful. In order to ensure its realization,
all students under NSTP, Reserve Officers’ Training Corps (ROTC), Literacy
Training Service (LTS), and Civic Welfare Training Service (CWTS), shall be
involved in Green Philippines Activities which include among others:
a. Taking back our forests and replenishing fallen trees with new,
protected forests;
b. Beautifying our barangay and cities;
c. Building more urban parks and recreation areas;
d. Purifying our water; and,
e. Cleaning up industrial sites.

Module 6: National Security Concerns

UNIT 1: NSTP COMMON MODULESIT 1: NSTP COMMON MODULES
Learning Outcomes:
After completion of the module, the students will be able to:
1. develop awareness on the concept national security in the promotion of
national development;
2. identify the values that must be developed and strengthened in
the furtherance of national security and peace building;
3. manifest concrete actions in forging national security and peace in the
country/world: and
4. identify the importance of belonging to the National Service Reserve Corps
after completing the NSTP course

Introduction:

Before proceeding with the discussion on National Security, let us

first differentiate between security and safety.
What is security?

Security means safety, as well as the measures taken to be safe or protected.

Often this word is used in compounds such as a security measure, security check
or security guard. The security department in a business is sometimes just
called security.

Security refers to all the measures that are taken to protect a place, or to ensure
that only people with permission enter it or leave it.

Security is freedom from, or resilience against, potential harm (or other

unwanted coercive change) caused by others. Beneficiaries (technically referents) of
security may be of persons and social groups, objects and institutions, ecosystems or
any other entity or phenomenon vulnerable to unwanted change.

Security mostly refers to protection from hostile forces, but it has a wide range of
other senses: for example, as the absence of harm (e.g. freedom from want); as the
presence of an essential good (e.g. food security); as resilience against potential
damage or harm (e.g. secure foundations); as secrecy (e.g. a secure telephone line); as
containment (e.g. a secure room or cell); and as a state of mind (e.g. emotional
security).

For further reading please refer to the given link

https://en.wikipedia.org/wiki/Security

Safety  is the state of being "safe"), the condition of being protected from harm or
other non-desirable outcomes. Safety can also refer to the control of recognized
hazards in order to achieve an acceptable level of risk.

Based from the give definitions and on what you have read further, how would you
differentiate security from safety?

One of the primary difference between the two terms is their definition. Security
refers to the protection of individuals, organizations, and properties against external
threats that are likely to cause harm. It is clear that security is generally focused on
ensuring that external factors do not cause trouble or unwelcome situation to the
organization, individuals, and the properties within the premises. On the other hand,
safety is the feeling of being protected from the factors that causes harm. It is also
important to highlight that an individual who controls the risk causing factors has the
feeling of being safe.

Lesson Proper:
NATIONAL SECURITY

National Security is the state or condition wherein people’s welfare, well-being,

ways of life; government and its institutions; territorial integrity; and core values are
enhanced and protected.

National security or national defence is the security and defence of a nation state,

including its citizens, economy, and institutions, which is regarded as a duty
of government.

Originally conceived as protection against military attack, national security is now

widely understood to include also non-military dimensions, including the security
from terrorism, minimization of crime, economic security, energy security, environmental
security, food security, cyber-security etc. Similarly, national security risks include, in
addition to the actions of other nation states, action by violent non-state actors,
by narcotic cartels, and by multinational corporations, and also the effects of natural
disasters.

Governments rely on a range of measures, including political, economic,

and military power, as well as diplomacy, to safeguard the security of a nation-state.
They may also act to build the conditions of security regionally and internationally by
reducing transnational causes of insecurity, such as climate change, economic
inequality, political exclusion, and nuclear proliferation.

NATIONAL SECURITY IN THE PHILIPPINES

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 establishes the
President as commander-in-chief of the Armed Forces. The President also heads the
National Security Council, the policy-making and advisory body for matters connected
with national defense.

The council itself is composed of the President and at least nine others:

 Vice President
 AFP chief of staff
 National Security Council director
 Executive Secretary
 Secretary of Foreign Affairs
 Secretary of National Defense
 Secretary of Interior and Local Government
 Secretary of Justice
 Secretary of Labor and Employment

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, then President Gloria Macapagal-Arroyo 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.

There are seven fundamental elements that lie at the core of, and therefore further
amplify our definition of national security. At the same time, they constitute the most
important challenges we face as a nation and people.

1. Socio-Political Stability - the government and the people must engage in nation-
building under the rule of law, Constitutional democracy and the full respect for human
rights.
2. Territorial Integrity - we must ensure the permanent inviolability of our national
territory and its effective control by the Government and the State. This includes the
preservation of our country’s Exclusive Economic Zone (EEZ) and its protection from
illegal incursions and resource exploitation.

3. Economic Solidarity and Strength - we must vigorously pursue a free-market

economy through responsible entrepreneurship based on social conscience, respect for
the dignity of labor and concern for the public interest.
4. Ecological Balance - national survival rests upon the effective conservation of
our natural environment in the face of industrial and agricultural expansion and
population growth.

5. Cultural Cohesiveness - our lives as a people must be ruled by a common set

of values anDbeliefs grounded on high moral and ethical standards, drawn
from our heritage and embodying a Filipino standard, drawn from our heritage
and embodying a Filipino identity transcending religious, ethnic and linguistic
differences.

6. Moral-Spiritual Consensus - we must be propelled by a national vision

inspired, and manifested in our words and deeds, by patriotism, national pride
and the Advancement of national goals and objectives.

7. External Peace - we must pursue constructive and cordial relations with all
nations and peoples, even as our nation itself must chart an independent course, free
From external control, interference or threat of aggression.

THREATS TO NATIONAL SECURITY

 Many security threats to the Philippines are non-military in nature. Pressing
security concerns like terrorism, poverty, and environmental degradation, needs to be
addressed in an informed and intelligent manner. In its internal aspect, national security
relates to the defense of the nation’s government against hostile local elements seeking
ts replacement with their own government. In this sense, national security refers to the
measures aimed at countering domestic or internal challenges to the existing political
and socio-economic order.

In its external aspects, national security is concerned with safeguarding the state
against outside or foreign forces, pressures, or influence designed to conquer it or
undermine its sovereignty, or placing under the domination or control of some foreign
state or states. In this sense, national security embraces the defense arrangements
directed at insuring the safety of the state against foreign intervention or domination.

TYPES OF THREATS
There are six common types of threats that undermine security:

1. Rebellion or Insurrection - a 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 - the systematic use of terror especially as a means of coercion.
Common definitions of terrorism refer only to those violent acts which are intended to
create fear (terror), are perpetrated for an ideological goal, and deliberately target or
disregard the safety of noncombatants (civilians).
3. Murder - as defined in most countries, is the unlawful killing of another human
being with intent (or malice afterthought), and generally this state of mind distinguishes
murder from other forms of homicide. Kidnapping and Serious Illegal
4. Detention - the taking 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 a child custody dispute.
5. Hijacking/Highway Robbery - the crime of taking or attempting to take
something of value by force or threat of force 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.
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. Ex. self-destructive behaviors,
suicide, demolition

INTERNAL THREATS AND EXTERNAL THREATS

INTERNAL THREATS

Our national security is infused with four important dimensions. Internal threats to
our national security make up the first dimension.

Moro Islamic Liberation Front (MILF) and Abu Sayyaf Group (ASG)
The main internal threat arises from the Moro Islamic Liberation Front (MILF)
which, in open rebellion against the government, has the avowed objective of
establishing an independent Islamic state in southern Philippines. Hand-in-hand with
this security problem is the threat from the Abu Sayyaf Group (ASG), a small band of
highly mobile terrorists with suspected links to international networks.

Communist Party of the Philippines / New People’s Army / National Democratic

Front (CPP / NPA / NDF)
These three continue to pose a serious threat to national security, although
presently weakened in comparison with their peak strength in the 1985-87 period.
During the past two years, there has been an incipient increase of underground
activities in the urban areas and a slight upward trend in isolated terrorist acts in the
countryside.

Organized Crime
The challenge of illegal drugs, in particular, has grown into a major threat to the
national community. Of the 42,979 barangays nationwide, about 12 per cent are
affected in varying degrees. The anti-drug campaign is a major cornerstone of the
government’s law and order drive, involving the police, the Local Government Units and
the private sector, and focusing on a tripartite strategy of reducing drug supply and
demand as well domestic and international cooperation.

Grave Incidence of Poverty

This is also a serious threat to national security, especially to the extent that it
breeds and abets rebellion, crime and dissidence. Poverty incidence affects about one-
third of Filipino families nationwide. Consequently, the distribution of wealth has been
skewed in favor of a wealthy minority.

Economic Sabotage
 Under this category are underground activities such as counterfeiting, money
laundering, large-scale smuggling, inter-oceanic poaching and commercial dumping.

Graft and Corruption

It has become another threat to our national security by virtue of the huge scale by
which it saps public resources, undermines the morale of the civil service and affects
the delivery of quality basic services. It has also become a disincentive to investment.

Severe Calamities
They cause serious food shortages, abet hoarding and profiteering and cause
hunger, disease and deprivation. Over the past ten years, the disaster toll stands at
more than 13,000 lives lost and P179 Billion worth of property destroyed. The National
Disaster Coordinating Center (NDCC) ensures the focused, coordinated and systematic
application of government and private manpower and resources to the tasks of disaster
mitigation, and community rehabilitation and reconstruction.

Persistent Environment Degradation

This poses a long-term security threat. The attrition of forests and watersheds, air-
land water pollution and the proliferation of toxic substances are a cause of sickness,
death and the diminution of national productivity and well-being.

EXTERNAL THREATS
The growing uncertainties that lie in the regional and global milieu make up the
second dimension of our national security concerns even as threat of external
aggression against our country remains in the remote horizon.

Multilateral dispute over the Spratlys Islands

This is a source of intermittent tensions, owing to the build up of structures,
believed to be military-oriented, by some claimant countries in the area.

Smuggling of firearms and contraband, illegal migration and the occasional

movement of foreign terrorists through the porous borders of our south western
frontier
Philippine law enforcement agencies work closely with international police
organizations, bilaterally and multilaterally, to check these activities.

Lingering effects of the currency crisis affecting the countries within the
Association of Southeast Asian Nations (ASEAN)
These are causes of regional anxieties, which tend to aggravate political
instabilities and socio-economic dislocations involving the poorest people.
Serious economic disparity between rich and poor nations
This keeps the world in a state of instability and virtually on the brink of war in
many places.

Local or regional shortages of fresh water, arable land, food, fisheries, and
energy are already causing tensions.

Ethnic, religious and cultural conflict

This pervades many regions and nations, including our own. It is constantly
exacerbated by mass poverty, limited access to resources, denial of human rights, lack
of national integration and international issues.

Proliferation of weapons of mass destruction (WMD)

This is a threat to global security. Nuclear materials and technologies are more
accessible now than at any other time in history. The relative ease of production of both
chemical and biological weapons has made these attractive to terrorists.

Transnational organized crime.

This has proliferated in the era of globalization. The International Monetary Fund
estimates that global drug trafficking now accounts for two percent of the world
economy, excluding illicit capital flight and money-laundering activity. There are links
among drug trafficking, terrorism, smuggling of illegal aliens, massive financial and bank
fraud, arms smuggling and political corruption.

Natural disasters and environmental issues

They will continue to pervade the global security agenda. Mankind’s global
activities –particularly population growth, resource consumption, pollution, urbanization,
industrialization, desertification and deforestation – will increasingly impact on climate
and weather patterns, strain fragile ecosystems, and put more pressure on health and
social support systems.

Cybernetic crime
This is a growing global threat, as experienced with computer viruses such as
Melissa and Chernobyl, which have attacked isolated or networked information systems
through the internet or through software carriers and devices. Many vital decision-
making processes of our Government are now electronically-based and therefore
vulnerable to this threat.
 Module 7: Gender and Development
UNIT 1: NSTP COMMON MODULESIT 1: NSTP COMMON MODULES
Learning Outcomes:
After completion of the module, the students will be able to:
1. Define School- Related Gender Based Violence
2. Identify the different School- Related Gender Based Violence
3. Distinguish Bullying from Sexual Harassment
4. Value the importance of studying the School- Related Gender Based Violence

Introduction:

The best educational environments are those that are fair to all students, male or
female. Students must feel welcome in a safe and secure learning environment.
Governments, schools, teachers and students all have a part to play in ensuring that
schools are free of violence and discrimination and provide a gender-sensitive, good-
quality education. To achieve this, governments can develop nondiscriminatory curricula
and facilitate teacher education. Schools are responsible for addressing school-related
violence. Teachers should follow professional norms regarding appropriate disciplinary
practices and provide unbiased instruction. And students must behave in a non-violent,
inclusive way.

In some part of our country school-related violence is a omnipresent issue.

Violence can be physical, psychological or sexual. It can occur on school grounds,
in transit or in cyberspace and it may include bullying, and sexual harassment.
While the vast majority of teachers are caring professionals who put the best
interest of their students first, some abuse their position of power. In this lesson we
shall discuss about two (2) school-related violence incidents, commonly
experienced in our educational environment. Bullying and Sexual Harassment

Lesson Proper:

What is School-related gender-based violence (SRGBV)?

School-related gender-based violence (SRGBV) can be defined as acts or

threats of sexual, physical or psychological violence happening in and around
schools. This type of violence is due to gender norms and stereotypes. It can
include verbal abuse, bullying, sexual abuse, harassment and other types of
violence. SRGBV is widely spread around the world and is common in many
societies. Millions of children and families suffer from this type of violence. Incidents
related to SRGBV has been reported in all countries and regions of the world
Source: https://en.wikipedia.org/wiki/School-related_gender-based_violence

School-related gender-based violence (SRGBV) affects millions of children,

families and communities. It involves acts or threats of sexual, physical or
psychological violence occurring in and around schools, perpetrated because of
gender norms and stereotypes, and enforced by unequal power dynamics.
Source: UNESCO/UNGEI (2015): https://en.unesco.org/themes/school-violence-and-
bullying/school-related-gender-based-violence
SRGBV is invasive and
cuts across cultural,
geographic and economic
differences in societies. It
is complex and
multifaceted. It includes
different manifestations of
physical, sexual and/or
psychological violence,
such as verbal abuse,
bullying, sexual abuse and
harassment, coercion and
assault, and rape. These
different forms of SRGBV
often overlap and reinforce
each other (see Figure 1).
Gender is a key driving
factor behind many forms of violence including SRGBV and using a gender lens to look
at violence can help when developing prevention and response approaches.

School Related Gender – Base Violence forms of Abuse

1. Physical
a. Physical Abuse - is generally defined as "any non-accidental. physical injury to
the child" and can include striking, kicking, burning, or biting the child, or any action. that
results in a physical impairment of the child.
b. Corporal Punishment - refers to disciplinary action taken by teachers or school
administrators in response to some type of student misbehavior. Corporal punishment
might include spanking, slapping or pinching, although it is most commonly applied by
hitting the buttocks with a paddle
2. Psychological
a. Verbal Abuse - usually include threats, offensive language, comments with
harsh words, uses of swear words, yelling, shouting, teasing, ridiculing, passing nasty
remarks, taunting to make the victim feel that they are not worthy of love or respect.
b. Emotional Abuse - is any kind of abuse that is emotional rather than physical
in nature. It can include anything from verbal abuse and constant criticism to more
subtle tactics such as intimidation, manipulation, and refusal to ever be pleased.
3. Sexual
a. Coercion - the practice of persuading someone to do something by using force
or threats.
b. Discrimination - the unjust or prejudicial treatment of different categories of
people or things, especially on the grounds of race, age, or sex.
SEXUAL HARASSMENT & BULLYING

Sexual harassment and bullying are two different ways for perpetrators to harm
their victims through violence, threats of violence, manipulation and unwanted touching.
However, while sexual harassment is a form of bullying, bullying isn’t always sexual in
nature.

What is Bullying?

Bullying is an act or set of behaviors that is unwanted, aggressive and typically

takes place among school-aged children. However, bullying can occur into young and
older adulthood as well becoming more commonly known as harassment, sexual or
otherwise.

Bullying often involves two defining characteristics that make it what it is and a
recurring problem. First, bullying typically involves a real or perceived power imbalance.
Second, the behavior is usually repeated or has the potential to be repeated over time
toward the same victim(s). Bullying can result in lasting serious mental health problems
for both the bully and the bullied victims.

While it is known by parents, teachers and other adults that sometimes kids can
be mean to one another, say hurtful words or occasionally hit out of anger and
frustration, that behavior becomes considered bullying in cases where one child is older
than another or physically stronger than another. Bullying among adults also must
maintain that characteristic, which is why it can take place when a boss bullies an
employee or subordinate or even big students, bullies fragile students. Bullying can also
take place when individuals of a predominant race or culture intentionally attack or
threaten minority classmates and other children.

Bullying can take on three primary types:

Verbal bullying. This can entail calling names, making threats, teasing, taunting and
inappropriate sexual comments, which then borders on sexual harassment.
Physical bullying. Hitting, spitting, tripping,
punching, taking or breaking someone’s things
and rude hand gestures would all be considered
physical bullying acts.
Social bullying. In the era of social media, which
more pre-teens and teens are having regular
access to than ever before, social bullying has
become one of the more prevalent types of
bullying. It is more difficult for parents to monitor as
children and teens can become more secretive
with how and where they post. They can post
anonymous rumors about a person, call names,
send harassing messages, take and post
unwanted pictures of a person, etc. Social bullying can also include intentionally leaving
other children out. Telling classmates not to talk to/hang out with a specific child,
making embarrassing comments and spreading false stories about them.

What is Sexual Harassment?

While still a form of bullying, sexual harassment typically happens to teens and
adults. Sexual harassment includes unwelcome sexual advances, non-consensual
flirting, requests for sexual acts or favors as well as other verbal and physical
harassment in a sexual nature.

Like other types of bullying, power play can be a big part of sexual harassment;
teachers sexually harassing students, employers to employees, etc. These power
dynamics are often the reason behind the perpetrator sexually harassing the victim – to
feel powerful.

How to prevent sexual harassment and bullying:

For children and teens, there are some great ways to help prevent sexual harassment
and bullying.

1. Recognize body autonomy. Never touch another person without their consent.
Never allow someone to touch you if you don’t want them to.

2. No means no. Always. No exceptions.

3. If you’re angry at a person, talk to them or consult an adult, parent, or teacher to

help mediate the disagreement. Do not resort to mean and bullying behaviors to
retaliate.

4. If you feel like you’ve bullied someone in the past, apologize. Everyone will feel
better.

5. Remember that everyone is different. Some people are born with physical or
mental differences, but those differences are part of who they are and are not an
excuse for someone to tease them or highlight those differences in a cruel way.

6. If you feel like you’re being bullied or you see bullying take place to a friend or
classmate, tell a teacher or parent right away.

7. If it seems safe to do so, laugh off the bullying or in a calm voice, tell the bully to
leave you or your friend alone.

8. If the bully seems dangerous, walk away and consult an adult.

9. Stay away from people and places where bullying happens. Don’t hang around with
bullies.

10. Stay close to adults. Most bullying takes place when adults are not around.

Other Ways To Prevent Bullying:

To avoid putting all of the responsibility on potential victims to prevent bullying

and sexual harassment, it is important to start by teaching lessons to students or young
children on concepts of consent and body autonomy as well as kindness and empathy.
Some studies have shown that children who are willing to make friends with the “loner”
students (who are often the biggest target for bullies) the number of bullied children is
able to drop significantly.

One resource, invented by a teen who

was bullied, is called the Sit with Us app.
The idea is that kids who are surrounded
by friends are less likely to be a target for
bullies. The Sit with Us app helps kids
and teens find friends to sit with at lunch
or hang out with in social settings.
Encouraging your child and teen to make
friends with everyone can greatly cut
down on the amount of students being
bullied.

Teaching these concepts to children at a

young age (including toddlerhood) can help them be more accepting of children who are
different, help them show kindness and compassion and help them learn the importance
of respecting others.
 Module 8: Self Awareness and Values Development
UNIT 1: NSTP COMMON MODULESIT 1: NSTP COMMON MODULES
Learning Outcomes:
After completion of the module, the students will be able to:
1. Explain the Nature of Self
2. Describe the Personal Development Plan
3. Discover the evolution of the “The Big Five” personality dimensions.
4. Explain the five dimensions of personality.
5. Conduct personality test using the available online tests
6. Understand the Roots of the Filipino Character
7. Describe the Nationalism and Patriotism Program
8. Identify the Good Citizen Values

Introduction:

Self is an aspect of human being that reflects the individual’s emotional,

psychological, spiritual and total personality. Self awareness on the other hand , means
to accept one’s self, one’s strength and weaknesses to the extent that one develops a
clear picture of personhood; to reveal oneself to others by investing or taking risks
towards growth, and to express one’s feelings consonant and dissonant in a loving
concern.
Self-acceptance is to let the individual understand and accept himself before
others. In so doing , it helps in building up confidence and risks taking interpersonal
relationship. The process of acceptance includes identifying specifically what you, as a
human being, don’t accept about yourself ;knowing that you are doing the best you can
taking a good hard look at your honesty level.
.
Lesson Proper:

SELF- AWARENESS
Self-awareness is the capacity to examine one’s conscious thoughts and feelings, and
the ability to recognize oneself as an individual separate from the environment and
other individuals. Self awareness involves being aware of different aspects of the self
including traits, behaviors, and feelings.

Nature of Self

Types of Self Awareness

Psychologist often breaks self awareness down into two different types either
public or private.

Public self-awareness involves the awareness of oneself from the imagined

perspective of others. For example, standing in front of an audience.
This type emerges when people are aware of how they appear to others. Public self-
awareness often emerges in situations when people are at the center of attention, such
as when giving a presentation or talking to a group of friends.
This type of self-awareness often compels people to adhere to social norms. When we
are aware that we are being watched and evaluated, we often try to behave in ways that
are socially acceptable and desirable.
Public self-awareness can also lead to evaluation anxiety in which people become
distressed, anxious, or worried about how they are perceived by others.

Private self-awareness refers to an awareness of oneself from a personal perspective.

This type happens when people become aware of some aspects of themselves, but
only in a private way.

For example, seeing your face in the mirror is a type of private self-awareness. Feeling
your stomach lurch when you realize you forgot to study for an important test or feeling
your heart flutter when you see someone you are attracted to are also examples of
private self-awareness.

How Can You Develop Self-Awareness?

1. Understand Your Life Story

Your identity is the story of your life; but it’s more than just a story. How you
understand your life frames both your current actions and your future goals. writing
about difficult life experiences improves our physical and mental health. How much
you confront your challenges, defines your level of self- awareness.

2. Create a Daily Habit of Self-reflection 

Develop a routine practice of setting aside at least twenty minutes to reflect on
your self. This routine enables you to focus on the important things in your life.
Reflection takes many forms. Some keep a journal, some pray, and others take
along walk or jog. Personally, I use routine meditation as my mindful habit. By
centering into myself, I am able to focus my attention on what's really important, and
develop an inner sense of well-being.

3. Seek Honest Feedback

We all have values and beliefs or practices that others see, but we are
unable to see in ourselves. We call these "blind spots." Do you see yourself as
others see you? If not, you can address these blind spots by receiving honest
feedback from people you trust.
 Receiving feedback is hard. If you feel defensive, think back to why you do.

Becoming self-aware won’t happen in a day. Rather, it will takes time of

reflection, introspection, and difficult conversations. As you follow these three
practices, you will find you are more comfortable being open, transparent, and even
vulnerable. As you do, you will become a more authentic leader and a more self-
aware person.

Levels of Self Talk

Level 1: Negative Acceptance

This is the lowest level of all.  This is when you say or believing something negative
about yourself, and you accept it/believe it to be true (You don’t want to be here).

Level 2: Recognition and Need to Change

You might use phrases such as, “I should..,” or “I need to..”  It’s nice that you are
receiving phrases the things you need to change or do, but you never really take
action.

Level 3: Decision to Change

This is where you accept the need to change, and actually do it.  You might use
phrases such as, “I never..,” or “I no longer..”  (This is the first step to better self
talk!)

Level 4: The Better You

This is the best kind of self talk.  This is where you can create a new picture of
yourself.  You may use phrases such as, “I am..”  This is a “Yes I can,” kind of
attitude.

Level 5: Universal Affirmation

This level is considered “oneness” with God. Like religions.

Now, you’ll want to unlearn levels 1 & 2, and program yourself to live in levels 3 & 4
where you can make some real changes and become a better person.  You can use
this in any aspect of your life.

What is a Personal Development Plan?

The objective of creating a personal development plan is to document a process of self-
analysis, personal reflection and honest appraisal of your strengths and weaknesses.
This should enable you to assess the value of the leadership and management training
you have received, and to consider your future leadership development.
Creating your PDP has three stages as follows:
Stage 1 – Personal Analysis. The first stage is designed to analyse your strengths and
weaknesses. You will be able to draw heavily upon your career and the outcomes of
courses that you may have attended. These should be supplemented by the perceived
opportunities that will have been derived from your experiences and threats to your
success.

Stage 2 – Setting Goals. This involves setting new and clear goals for yourself which
are measurable. The example PDP provides clear guidance on identifying these.

Stage 3 – Personal Objectives. This stage involves setting out your personal
objectives or goals. Personal objectives should be clearly definable.
Contemporary psychology suggests that there are five basic dimensions of
personality, often referred to as the “Big 5” personality traits. Previous trait theorist
suggested various numbers of possible traits, including Allport’s 4,000 personality
traits, Cattell’s 16 personality factors and Eysenck’s three-factor theory. Cattell’s theory
eventually proved too complex and Eysenck’s too limited in scope and as a result, the
five-factor theory emerged which describes the basic traits that serve as the building
blocks of personality.

Evidence of this theory grew extensively over the past 50 years, beginning with
the research of D.W. Fiske (1949) and later expanded upon by Norman (1963), Smith
(1967), Goldberg (1981), and McCrae & Costa (1990).

Evolution of “The Big Five”

Fiske (1949) Norman (1963)

— Confident Self-Expression — Surgency
— Social Adaptability — Agreeableness
— Conformity — Conscientiousness
— Emotional Control — Emotional stability
— Inquiring intellect — Culture
McCrae & Costa (1990)
— Neuroticism
— Extraversion
— Agreeableness
— Conscientiousness
— Openness to Experience

The “Big 5” are broad categories of personality traits. While there is a

significant body of literature supporting this five-factor model of personality, researchers
do not always agree on the exact labels for each dimension
 The Five Dimensions of Personality

Extraversion
Agreeableness
Conscientiousness
Neuroticism
Openness

Extraversion: Energy, positive emotions, assertiveness, sociability and tendency to

seek stimulation in the company of others. This trait includes characteristics such as
excitability, talkativeness, assertiveness and high amounts of emotional expressiveness.

Agreeableness: A tendency to be compassionate and co-operative rather than

suspicious and antagonistic towards others. It is also a measure of one’s trusting and
helpful nature, and whether a person is generally good tempered or not. This personality
dimension includes attributes such as trust, altruism, kindness, affection, and other pro-
social behaviors.

Conscientiousness: A tendency to be organized and dependable, show self-discipline,

act dutifully, aim for achievement, and prefer planned rather than spontaneous behavior.
Common features include high levels of thoughtfulness, with good impulse control and
goal-directed behaviors. Those high in conscientiousness tend to be organized and
mindful of details.

Neuroticism: The tendency to experience unpleasant emotions easily, such as anger,

anxiety, depression, and vulnerability. Neuroticism also refers to the degree of emotional
stability and impulse control and is sometimes referred to by tis low pole, “emotional
stability”. Individuals high in his trait tend to experience emotional instability, anxiety,
moodiness, irritability, and sadness.

Openness: This trait features characteristics such as imagination and insight, and those
high is this trait also tend to have a broad range of interests. They display an
appreciation for art, emotion, adventure, unusual ideas, curiosity, and a variety of
experiences. Openness reflects the degree of intellectual curiosity, creativity and a
preference for novelty and variety a person has. It is also described as the extent to
which a person is imaginative or independent, and depicts a personal preference for a
variety of activities over a strict routine. Some disagreement remains about how to
interpret the openness factor, which is sometimes called “intellect” rather than openness
to experience.

Each of the five personality factors represents a range between two extremes.
For example, extraversion represents a continuum between extreme extraversion and
extreme introversion. In the real world, most people lie somewhere in between the two
polar ends of each dimension. These dimensions represent broad areas of personality.
Research has demonstrated that these groupings of characteristics tend to occur
together in many people. For example, individuals who are sociable also tend to be
talkative. However, these traits do not always occur together.

Personality is complex and varied, and each person may display behaviors
across several of these dimensions. While, research has shown that in most cases,
people offer responses which are consistent with their underlying personality traits, it
must also be remembered that behavior involves an interaction between a person’s
underlying personality and situational variables. The situation that a person finds himself
or herself in plays a major role in how that person reacts.

There are multiple personality tests available, including online personality tests. Below
are some hyperlinks to online personality tests.

http://www.personalitytest.org.uk/
http://personality-testing.info/tests.BIG5.php

Personality Test Outcome Example

Dimension High scores are… Low scores are…

Extraversion Outgoing, enthusiastic and Aloof, quiet and independent;
active; you seek novelty and you are cautious and enjoy time
excitement alone
Neuroticism Prone to stress, worry and Emotionally stable but can take
negative emotions unnecessary risks
Conscientiousnes Organized, self-directed and Spontaneous, careless, can be
s successful, but controlling prone to addiction
Agreeableness Trusting, empathetic and Uncooperative and hostile, find
compliant, you are slow to it hard to empathize with others
anger
Openness Creative, imaginative, eccentric Practical, conventional,
 and open to new experiences skeptical and rational
Roots of Filipino Character
1. The Family and Home Environment
The main components of the home environment.
 Child rearing practices – Child rearing can be both difficult and rewarding at
the same time. The goal of every parent is to have your child grow up to be a
respectable and resourceful adult in society.

Child rearing in the Filipino family is characterized by:

 High nurturance The Filipino child grows up in an atmosphere of love and
affection. Providing the children with the opportunity, means and support to
pursue their goals.
 Low independence training
Over protection Some parents act on their own needs for power and use
control and coercion to ensure that they remain the dominant forces in their
use control and coercion to ensure that they remain the dominant forces in
their children’s lives.
Low discipline Attempts to maintain discipline come in the form of many
"no's" and "don'ts" and a system of criticism to keep children in line. Subtle
comparisons among siblings also are used by mothers to control their
children.
Family relations In a large family where we are encouraged to get along with
our siblings and other relatives, we learn pakikipagkapwa-tao. In an
authoritarian setting we learn respect for age and authority; at the same time
we become passive and dependent on authority.
Family attitudes and orientation Family Orientation The Filipino’s family
orientation may be attributed to the colonial times when the hierarchical
structure of family has been in prevalent place, where age and status demand
high levels of respect, and the good of the family takes precedence over
personal desires. This characteristic is still present despite modern times.

2. The Social Environment

The social environment of the Filipino is characterized by a feudal
structure with great gaps between the rich minority and the poor majority.
The main components of the social environment are:
 social structures
 social systems such as: interpersonal religious and community interaction.

3. Culture and Language

Language and culture cannot be separated. Language is vital to
understanding our unique cultural perspectives. Language is a tool that used to
explore and experience our cultures and the perspectives that are] embedded in
our cultures.
Filipino culture rewards such:
 Traits and corresponding behavioural patterns develop because they make
one more likable and enable life to proceed more easily.
  An openness to the outside which easily incorporates foreign elements
without a basic consciousness of our cultural core.

4. History
We are the product of our colonial history, which is regarded by many as
the culprit behind our lack of nationalism and our colonial mentality. Colonialism
developed a mind-set in the Filipino which encouraged us to think of the colonial
power as superior and more powerful.

5. Education System
Aside from the problems inherent in the use of a foreign language in our
educational system, the educational system leads to other problems for us as a
people.

6. Religion
Religion is the root of Filipino optimism and its capacity to accept life's
hardships. However, religion also instils in the Filipino attitudes of resignation and
a pre- occupation with the afterlife. We become vulnerable also to being
victimized by opportunism, oppression, exploitation, and superstition.

7. The Economic Environment

Many Filipino traits are rooted in the poverty and hard life that is the lot of
most Filipinos. Our difficulties drive us to take risks, impel us to work very hard,
and develop in us the ability to survive. • Poverty, however, has also become an
excuse for graft and corruption, particularly among the lower rungs of the
bureaucracy.

8. The Political Environment

The Philippine political environment is characterized by a centralization of
power. Political power and authority is concentrated in the hands of the elite and
the participation of most Filipinos often is limited to voting in elections.

9. Mass Media
Technology that is intended to reach a mass audience. It is the primary
means of communication used to reach the vast majority of the general public.
The most common flatforms for media are newspapers, magazines, radio,
television, and the latest is the internet.

10. Leadership and Role Models

Filipinos look up to their leaders as role models. Political leaders are the
main models, but all other leaders serve as role models as well. Thus, when our
leaders violate the law or show themselves to be self-serving and driven by
personal interest—when there is lack of public accountability--there is a negative
impact on the Filipino.
Difference between Nationalism and Patriotism
Nationalism and patriotism both show the relationship of an individual towards his
or her nation. The two are often confused and frequently believed to mean the same
thing. However, there is a vast difference between nationalism and patriotism.
Nationalism means to give more importance to unity by way of a cultural
background, including language and heritage. Patriotism pertains to the love for a
nation, with more emphasis on values and beliefs.
When talking about nationalism and patriotism, one cannot avoid the famous
quotation by George Orwell, who said that nationalism is ‘the worst enemy of peace’.
According to him, nationalism is a feeling that one’s country is superior to another in all
respects, while patriotism is merely a feeling of admiration for a way of life. These
concepts show that patriotism is passive by nature and nationalism can be a little
aggressive.
Patriotism is based on affection and nationalism is rooted in rivalry and
resentment. One can say that nationalism is militant by nature and patriotism is based
on peace.
Most nationalists assume that their country is better than any other, whereas
patriots believe that their country is one of the best and can be improved in many ways.
Patriots tend to believe in friendly relations with other countries while some nationalists
don’t.
In patriotism, people all over the world are considered equal but nationalism
implies that only the people belonging to one’s own country should be considered one’s
equal.
A patriotic person tends to tolerate criticism and tries to learn something new
from it, but a nationalist cannot tolerate any criticism and considers it an insult.
Nationalism makes one to think only of one’s country’s virtues and not its
deficiencies. Nationalism can also make one contemptuous of the virtues of other
nations. Patriotism, on the other hand, pertains to value responsibilities rather than just
valuing loyalty towards one’s own country.

The Good Citizenship Values Clusters

A. Pagkamaka-Diyos
1. Faith in the Almighty
2. Respect for Life
3. Order
4. Work
5. Concern for the family and future generation.

B. Pagkamaka-Tao
1. Love
2. Freedom
3. Peace
4. Truth
5. Justice
 C. Pagkamaka-Bayan
1. Unity
2. Equality
3. Respect for law and government
4. Patriotism
5. Promotion of the common good

D. Pagkamaka-Kalikasan
1. Concern for the environment
2. Environmental Sanitation

Module 9: Leadership Training

UNIT 1: NSTP COMMON MODULESIT 1: NSTP COMMON MODULES
Learning Outcomes:
After completion of the module, the students will be able to:
1. define leader, leadership and teamwork;
7. enumerate and discuss some principles of leadership and the different virtues
that serve as foundation of leadership ;
8. state and describe the characteristics of an effective leader and teamwork
9. differentiate leadership styles as practiced by leaders;
10. describe servant leaders and their qualities

Introduction:

Leadership can be considered as one of the requisites of becoming a successful

individual. It is a the key factor that can encourage other to work as a team in the
accomplishment of a common goal. A positive leader could influence others to follow
his good examples and see things in a positive perspective.

Leader and Leadership Defined

1. Leadership is the art of influencing and directing people towards the

attainment of a certain goal. It is the process whereby subordinates are
motivated to give their best shot or exert their maximum performance to
accomplish assigned tasks.
2. A leader is the individual in a group who was tasked to direct and coordinate
both internal and external activities in the accomplishments of the group’s
goals. He is one who inspires the whole organization to focus on achieving
their key objectives and guides them in making decisions to move forward.
Principles of Leadership (San Juan, 1991)
1. Take responsibility for your action – by virtue of command responsibility, a leader
 must be responsible not only for his actions but that of his subordinates as well

2. Know yourself and seek self improvement –leaders should identify their strengths,
weaknesses and be able to make use of the opportunities at hand to enhance
themselves and improve their relationship with others

3. Set the example – a leader should act as the role model to the team members in
order to solicit from them desired behavior and cooperation

4. Seek responsibility and develop a sense of responsibility among your

subordinates - a leader accepts responsibility and delegates the responsibility
to the team by engaging them in the accomplishment of results

5. Ensure that the job is understood, supervised and accomplished – in order to

achieve results, leaders should be specific and clear in giving instructions to the
people in-charge with tasks to be accomplished

6. Know your men and look for their welfare – leaders should look after the needs
and desires of their people for them to have a better understanding and control
of their behavior

7. Keep your men informed – being informed will develop a sense of belongingness
among the team members and may lead to more cooperation and better task
performance

8. Employ your command in accordance with its capabilities – leaders should

assign tasks to the team members based on their capabilities and expertise.
A person will have difficulty in accomplishing a task in which the person has no
knowledge or skills of doing

9. Train your men as a team- teamwork should be developed to ensure that all
members will do their share in the accomplishment of tasks

10. Make a sound and timely decision – a leader should have the ability to make
appropriate decisions at the right s place and at the right time so as not to miss
opportunities when they occur

11. Know your job – leaders should have a clear understanding and knowledge of
what is expected of them to be able to perform the task well

Covey (1990) considered the following virtues as foundation of leadership:

a. Prudence – the habit which enables man to direct his actions to human
life’s goals, knowing the right thing to do and applying it.
 b. Justice – the habit of giving each one his/her due with constant and
perpetual will; gives stability that a person needs to work without fear and
anxiety in search of happiness.
c. Fortitude – the habit of overcoming the difficulties and pressures of life in
pursuit of goodness
d. Temperance – the habit of bringing desires and natural inclinations of
man under the control of reason
e. Industry – the habit of working hard and working under pressure
f. Loyalty – the habit of remaining true to your friends and to your principles
(goals) in times of difficulty
g. Responsibility – the habit of being accountable for one’s actions, duties,
and obligations; readiness to answer for the consequences of one’s
actions
h. Cheerfulness – the habit of being optimistic; always seeing the bright side
of things
i. Generosity – the habit of sharing the good that one has with other people;
thinking first of the people around him/her and looking for ways he/she can
help and serve them
j. Magnanimity – the habit of having great ideals and ambitions of doing
good; being concerned with doing great deeds of service to others by
devoting one’s life to help one’s country and people
For readings on the following topics:
Nature and Characteristics of Leadership
1. Leadership is a personal quality.
2. Leadership exist only with followers.
3. The willingness of people to follow makes a leader.
4. Leadership is a process of influence.
5. The realization of a common goal is the reason for the existence of
leadership.
6. Leadership involves readiness to accept complete responsibility in all
situation.
7. Leadership is the function of stimulating the followers to strive willingly to
attain organizational objectives.
8. Leadership styles change under different circumstances.
9. Leadership is neither bossism nor synonymous with management.

Leaders maybe classified as formal leaders or those who are formally appointed
or elected to direct and control the activities of the subordinates . Informal leaders on
the hand, derive their authority from people under their influence.

Functions and Characteristics of Leaders

1. setting goals 4. co-ordination
2. organizing 5. Direction and motivation
3. initiating action 6. Link between management and workers
 Qualities of a Good Leader
1. good personality
2. emotional stability
3. sound education and professional competence
4. initiatives and creative thinking
5. sense of purpose and responsibility
6. ability to guide and teach
7. good understanding and sound judgement
8. Communicating skills
9. Sociable
10. objective and flexible approach
11. honesty and integrity of character
12. self confidence, diligence and industry
13. courage to accept responsibility

Characteristics of an Effective Leader

1. Search for opportunities for change and 7. Experiment and take risks
improvement 8. Fostering team work
2. Envision the future 9. Enlist others to follow
3. Foster collaboration 10. Recognize contributions
4 Empower followers 11 Lead by doing
5. Build commitment to action 12. Celebrate accomplishments
6. Provides support and expertise to other leaders 13. Foster Conflict Resolutions (win-win)

Styles of Leadership
1. Authoritarian (Autocratic) Leadership is where the leader tells his/her group what
he/she wants to be done and how he/she wants it to be done, without getting the
advice of his/her people
2. Democratic (Participative) Leadership is where leaders share decision making with
group members
3. Delegative (Free rein) Leadership is where a leader allows the team (or individual) to
make the decision

Servant leaders - people who use leadership as a means to help others, instead of as
a way to gain personal power

Team refers to a collection of two or more people who sharing some common interest
and interact with each other to accomplish certain activity.

Teamwork refers to individuals working together to accomplish more than what they
could do alone

Stages of Team Development

1. Forming - characterized by much uncertainty
2. Storming - characterized by intragroup conflict.
3. Norming - characterized by close relationship and cohesiveness.
4. Performing - characterized by when the group is fully functional.5. sense of purpose
and responsibility
5. Adjourning stage - characterized by concern with wrapping up activities rather than
task performance.
Module 10 : Literacy and Numeracy Skills

Module 10 a : Literacy Skills

Learning Outcomes:
After completion of the module, the students will be able to:
1. familiarize themselves with the significance of the literacy training program as
one of the components of NSTP .
2. acquire the essential skills in teaching children out-of-school youth and any
other segments of society in need of their services on the rudiments of
literacy.
3. Enhance their active participation in imparting the essential skills on literacy
among adopted communities.
4. Learn the basic of lesson planning as a guide to effectively teach the children
in adopted communities.
5. Develop their sense of self-worth as students-teachers in adopted
communities

Introduction:

Literacy traditionally means the ability to read and write . The modern terms of
meaning has been expanded to include the ability to use language, numbers ,
images, computers and any other basic means to understand, communicate and
useful knowledge, solve mathematical problems and use the dominant symbol
system of a culture.

In a civilized country like the Philippines every citizen should be able to read and
write . If not he will be counted among those labeled as illiterate. As an illiterate
person one has to endure realistic complexities and intricacies it life. If one is unable
to read and write, he cannot compute his own income and expenses nor preserve
his own financial record . In other word an illiterate person feels unconfident and
frail, hence , he suffers from an unrealistic feeling of general inadequacy.

When Republic Act 9163 or the National Service Training Program Act of 2001 was
enacted to law, students in tertiary schools enrolled in any of the community
Specifically Literacy Training Service (LTS) as one competent that is design to train
students in teaching literacy and numeracy skills to school children and out-of-school
 youth, readily conducts programs and advocates that will enhance the learning of
children within the partner communities.

Lesson Proper:

Causes of Illiteracy
Saranya Nayak (June 13 , 2014) wrote that illiteracy is rampant in
underdeveloped countries trough out the world and it`s expansion if it occurs poses
a significant threat to development and peace of nation.

The following are some of the common causes of illiteracy.

1. Poverty
2. Population explosion
3. Inadequate facilities
4. Backward Thinking
5. Geographical Factors
6. Attitude Towards Learning

What is Literacy?
Literacy is traditionally define as known as the ability to read and write. Another
interruption sees literacy as Knowledge and competence in a specific area. In today`s
modern time the concept of literacy has evolved in meaning. It has been expanded to
the ability to use language, numbers, images, computers, and other basic means to
understand communicate and gain useful knowledge

According to the United Nation Human Development report the Philippines has
consistently made the significant stride in its functional literacy rate, Functional literacy
as define by the National Statistics Authority is the level of literacy which includes not
only reading and writing but also numeracy skills that would help people cope with the
daily demands of life Based on 2016 Functional Literacy Education and Mass Media
Survey (FLEMMS). The country registered a 97.95% rate which means that nine out of
10 people aged 10-64 were functionally literate

Poverty to blame
Poverty is one of the causes of the country`s poor education record and has attended
participation in education in more ways than one according to “Education Watch
Preliminary Report Education Deprivation in the Philippines “ a study done by five
advocacy groups including E-Net Philippines Asian South Pacific Burean of Adult
Education Action for economic Reforms Popular Education for people`s Empowerment
and Oxfam.

Citing data from the national Statistics Office 2003 Functional Literacy. Education
and Mass Media Survey, the study say that the top reason of people aged 6-24 for not
attending school is employment or “looking for work”, with almost one-third or 30.5
percent citing that reason.
 Lack of personal interest among school children indicates the witness of the part of
the school syst
em to make education interesting for students. This may be due to poor teaching
quality, inadequate facilities and supplies, and poor infrastructure. Poverty social
exclusion, school distance, poor health care, likewise, are factors that weight on
children and dampen their interest to pursue schooling.

The challenge therefore is how to make the school interesting and encouraging
rather that intimidating how to make it inclusive non-discriminatory and poor sensitive
rather than exclusive and elite-oriented and how to make it accommodating rather than
restricting. Finally the education content process and experience should be made more
meaningful to the children`s life experiences by ensuring appropriate culture-sensitive
and value-based intervention.

Basic Lesson Planning

An effective Literacy Training Service usually starts in a proper profiling of children

and out of school youth in partner communities. This will be the basis of NSTP students
on what approach to utilize in their community out reach activities. On the other hand, it
is necessary for this NSTP students to be Acquainted with the basics of lesson planning
that will serve as guide in their instruction.

The Department of Education recognizes that instructional planning is essential to

successful teaching and learning (Enclosure to DepEd no.42, S. 2016). The legal basis
of which is article IV, Section 2 of the code of ethics for Professional Teachers adopted
in 1997 through Board Resolution No. 435 by the Board of Professional Teachers
stating that, “Every teacher shall uphold the highest standard of quality education, shall
make the best preparations for the career of teaching, and shall be at his best at all
times in the practice of his profession.”

A. Instructional planning
Instructional planning is the process of determining what learning opportunities
students in school will have by.
1. Planning the content of Instruction;
2. Selecting teaching materials;
3. Designing the learning activities in grouping methods;
4. Deciding on the pacing and allocation of instructional time.

Below are the benefits of instructional planning

1. Increases teacher`s chance of carrying out a lesson successfully;
2. Allows the teacher to be more confident before starting a lesson;
3. Inculcates reflective practice as it allows teachers to think about their teaching;
4. Facilitates learning and response to learner`s needs inside classroom;
5. Helps teachers have mastery of learning area content in sense of ownership;
6. Helps teachers relearn what they need to teach;
7. Helps teachers know their learners, teach what students need to learn ensures
curriculum coverage;
8. Helps teachers identify expectations for leaners, choose the materials and
organize the sequential activities.

B. Lesson planning
The following is a detailed discussion of of the lesson planning as indicated in
enclosure to DepEd No.42 s. 2016.

Lesson planning is one way of planning instruction. Lesson is a way of

visualizing lesson before it is taught. According to Scriviner (2005), planning a
lesson entails “prediction, participation, sequencing, and amplifying”. Lesson
planning is a critical part of the teaching and process. The objective of lesson
planning is learning. Lesson planning helps teachers set learning targets.

Elements of a lesson plan

a. What should be taught? The teacher must have a deep understanding of

the curriculum and strive to teach it`s content
b. How should it be taught? With a lesson plan, teachers can predict which
part of the lesson learners will have difficulty Understanding. The teachers
can then prepare strategies that help leaners learn , build learners`
understanding and respond to learners` needs
c. How should learning be assessed? Effective teachers do not only prepare
lesson plan, the also prepare an assessment plan of specifically a formative
assessment plan.

Parts of lesson plan

a. Before the lesson. This is the lesson opening or the “Beginning” of
lesson implementation. Before the actual lesson starts, the teacher can do
a variety of things including but not but not limited to the following; (a)
review the previous lessons (b) clarify the concepts from the previous
lesson that learners had difficultly understanding (c) introduce the new
lesson (d) infoem the class between the old and the new lesson and
establish a purpose for the new lesson; and (e) state the new lesson`s
objective as a guide for the learners.
b. The lesson proper. This is the “middle” or main part of the lesson. During
this time the teacher present the new material to the class this is the time
when a teacher “explains, models, demonstrates and illustrates the
concepts of new ideas, skills or process that students eventually
internalize ” (Teach for America 2011).
c. After the lesson. This is the lesson closing or the “end” of the lesson.
This can be done through different “wrap-up” activities. Teachers can
provide a summary of the lesson or ask students learners to recall the
lesson`s key activities and concepts. The lesson closing is meant to
 reinforce what the teacher has taught and assess whether leaner`s have
mastered the day`s lesson

C. Teaching strategies
An instructional strategies is what a teacher uses inside the classroom to
achieve the objective of a lesson. A teacher can use the strategy or a combination of
strategies to do this. Below are the examples of different instructional strategies
(Saskatchewan Education, 1991)
1. Direct Instruction is a systematic, structured, and sequential teaching. Its
basic steps include presenting the material, explaining, and reinforcing it.
According to Borich (2001) direct instruction methods are used to teach
facts, rules, and action sequences.
2. Indirect Instruction is the teaching strategy in which the learner is an
active and not passive participant. Indirect instruction methods are used of
concept learning, inquiry learning, and problem-centered learning (Borich,
2001).
3. Interactive instruction is teaching that addressed leaners` need to be
active in their learning and interact with others, including their teachers and
peers, interactive methods of teaching include brain storming, debates,
cooperative learning, interviewing , small group discussion, whole class
discussion, etc.
4. Experiential Instruction is teaching students by directly involving them in
learning experience. This strategy emphasize the process and not the
product of learning. Experiential learning include games, experiments, field
trips, model building, field observation, role play, simulation, etc.
5. Independent study is teaching in which the teacher`s external control is
reduced, and students interact more with content (Petrina in press).
Independent study method aim to develop learner`s initiative, self-reliance,
and self-improvement and include assigned questions, correspondence
lessons, computer-assisted question instruction, essays, homework,
learning contracts, reports, research projects, etc.

D. Evaluation tools
Evaluation Tools are necessary to assist teachers, specifically NSTP
student, assess engagement. practices and evaluate the progress of the
children being taught. This will also
Enable them to implement strategies to further, the NSTP students will be
able to identify
Where they are placed on continuum of engagement and where work can
be celebrated and further developed.

Ron Spreeuwenberg (August 26, 2015), listed here a number of education

assessment tools that can be used to better assess the progress of the children.

1. Observation
 While basic observation may seem like an obvious method of assessment,
you must take a strategic approach to watching and documenting young
children. Observing a child with your daily child care center of activities and
routine can be offer valuable information for the child`s development, interest,
and individual needs. For example --- do they initiate interaction with others?
Do they struggled with fine motor skills when attempting to make a craft?. It`s
important to record those interaction and activities over time to develop a
complete view of child`s skills and abilities, rather than one time observation.
Through strategic observation, you can begin to notice patterns and
determine how activities and routines can be adapted to meet child`s needs.

2. Standardize Tests
Standardize test are an early child hood education assessment tools that
can be used to compare a child with the average child at the same stage of
development. There are the number of standardize test available for
educators to use, including government-regulated testing, as well as test
design by notable early childhood educators and researchers. One of the
biggest downfalls of standardize testing, however, is the fact that they must
be administered under the same condition with the same direction as the
original test was performed. Additionally, many standardize test do not take
into account regional, cultural, and economic variation that may contribute to
child`s developmental progress.
3. Running records
You may choose to document a child`s progress over a period of time by
recording specific events, behavior, and success to gain insight into child is
developing. Running records is especially helpful on analyzing social skills
development or behavior concern in young children, Running records can
also be narrowly focused on specific activity or subject area if necessary. It`s
important to be objective in your record, and include as much detailed as
possible to help you assess he meaning of behavior at a later date.

Emergent Literacy
Considering that most of the children being taught in partner communities are street
children and/or those who have attended a formal school yet it is important to
understand the concept of emergent literacy which is an in appropriate approach in the
conduct of Literacy Training Services.

What is emergent literacy?

Emergent Literacy defined as the development steps a young child takes prior to
actually reading a text, including interacting with a book, responding to texts, and
pretending at reading or writing before actually being able to do so. A student who has
achieved emergent has oral language skills phonological awareness, print awareness,
and letter awareness.
 Emergent literacy builds future reading and vocabulary skills.

The period when students develop emergent literacy is significant in terms of their
overall enjoyment of reading ability to read effectively. If a child perceives reading as a
fun activity during these developmental stages, these feeling are likely to continue as
they get older. Parents and teachers who engaged with books and showcase reading
as pleasurable activity set the stage for them to became a strong readers.

Furthermore, students who achieve emergent literacy at an earlier age develop

stronger vocabulary , which is determinant o future academic success. By simply
reading to a child and encouraging language development, teachers and parents can
further his or her academic potential.

Evaluating Emergent Literacy

A number of different texts exists to determine a student`s attainment of literacy

skills. To test for vocabulary and syntax, teacher can administer tests including:

 Clinical Evaluation of Language Fundamentals

 The Expressive One-Word Picture Vocabulary Test
 The Preschool Language Scale

Functional Literacy
Refers to personal reflection on what textual and visual environment are presuming
where-as dialogic literacy refers to social learning and interaction in a productive way in
a specific domain. Practicing information literacy 2010 Improving Functional Literacy in
the Philippines.

Principles Facilitating Techniques

Facilitation has Three basic principles. A facilitator is a guide to help people more
though a process together not the seat of wisdom and knowledge. That means a
facilitator isn`t there to give opinions, but to draw out opinions and ideas of the group
members.

Training Life Skills

Life skills Training to grow into well-functioning adults, it is critical that youth learn
key life skills. Life skills include critical and creative thinking, decision making effective
communication, as well as skills for developing healthy relationships and a positive self-
concepts.

Benefits
How does training in life skills benefit young people?
 It help them to develop self-confidence and successfully deal w/significant life
changes and challenges, such as bullying and discrimination.
 It gave them a voice at school, in their community and society at their age.
Principles of Learning
Include readiness exercise, effect, primacy, intensity, and freedom. The principle of
freedom states that things freely learned are learned best

Seven Principle for Good Practice in under Graduate Education

1. Encourage contact between students and faculty.

2. Develop reciprocity and cooperation among students.
3. Encourage active learning.
4. Give prompt feedback.
5. Emphasize time on task.
6. Communicate high expectations
7. Respect diverse talents and ways of learning.

Nature and aspects of Learning process

Learning in the process of change which enables an organism itself to the
environment, it is therefore a process of development and growth and it is
characterized by flexibility because the individual has to adapt itself constantly to the
circumstances of the environment. Learning produces changes in behavior.

What is the Meaning and Nature of Learning?

Learning is the process by which an individual acquires knowledge, attitudes and
skills that are necessary to meet the demands of life.
The behavior of an individual is thus changed through experiences. This change
in behavior brought about by experiences is commonly known as learning.

5 Principles of Learning are:

1. Participation
2. Repetition
3. Relevance
4. Transference
5. Feedback

Instructional materials
Instructional Materials, also known as Teaching/Learning materials are any
collection of materials including animate and inanimate objects and human and non-
human resources that a teacher may use in teaching and learning situation to help
achieve desired learning objectives.