Let’s help build

the communities together.

 TABLE OF CONTENTS
1st Semester S.Y. 2021-2022
Angelica A. Vallejo
Chapter I ASCOT Vision and Mission 2 Karmina B. Valete
Melissa Grace P. Nacino
Chapter II Introduction to NSTP 2
Daniel O. Roxas
Chapter III Citizenship Training 7 Joel M. Castelo
Lyka Mae C. Gaurano
Chapter IV Drug Education 15 Jemuel B. Lagarto
Omar F. Subad
Chapter V Disaster Awareness, Preparedness & Management 28 Marlon G. Lingon
Chapter VI Environmental Awareness and Protection 43 Novelyn D. Buhong
Chapter VII National Security Concerns 52 Mary Jane P. Aragon
Chapter VIII Self and Filipino Society 60 Conrad C. Mendizabal
Kim Ann M. Avenilla
Chapter IX Volunteerism 63 Andrea G. Valencia
Chapter X Peace Education 65 Eden Joy V. Manalo
Christopher G. Marmol
Chapter XI Sports & Recreation 73
Sherwin B. Glorioso
Chapter XII Emergency Response Training 75 Dale Lyko V Abion
Engr. Jerick L Tangson
Chapter XIII Intro to Community-Based Management 86 Engr. Richard G. Pascua
Jomar R. Merciales
Jasper B. Alvarez
Maurine P. Gabriel
Eljane T. Julio
LIST OF FACILITATORS
Education Department
Education Department
Department of Arts & Sciences
Department of Arts & Sciences
Department of Arts & Sciences
Department of Arts & Sciences
Department of Arts & Sciences
Department of Arts & Sciences
Department of Forestry and Environmental
Sciences
Department of Forestry and Environmental
Sciences
Department of Forestry and Environmental
Sciences (Casiguran)
Department of Agriculture & Aquatic Sciences
Department of Agriculture & Aquatic Sciences
Department of Agriculture & Aquatic
Sciences- BsFi and BIT (Casiguran)
Department of Agriculture & Aquatic Sciences
Department of Information Technology
Department of Information Technology
Department of Information Technology
Department of Engineering
Department of Engineering
Department of Industrial Technology
Department of Industrial Technology
Department of Industrial Technology
Department of Industrial Technology
NORMA T. BARBASA
ASCOT NSTP Director
1
CHAPTER 1 ASCOT VISION & MISSION CHAPTER 2 INTRODUCTION TO NSTP

Time allotment: 1 hour

Learning Objectives:
Vision
• To identify basic concepts in the undertaking of NSTP
ASCOT envisions to become a globally-recognized scientific and • To explain the program components of the NSTP
technological university in Aurora by 2027. • To value the importance of undertaking the NSTP as a basic
requirement in college

FREQUENTLY ASKED QUESTIONS (FAQS) ABOUT NSTP

Mission
1. What is the National Service Training Program Law?
ASCOT shall produce globally-competitive, ethically-upright and
gender-sensitive graduates in the fields of arts and sciences, forestry, ✓ The National Service Training Program (NSTP) Law as embodied in
agriculture, education, information technology, industrial technology, Republic Act 9163 is a program aimed at enhancing civic
engineering, marine and environmental sciences by promoting quality and consciousness and defense preparedness in the youth by developing
gender-responsive instruction, research, extension, and production towards the ethics of service and patriotism while undergoing training in any
sustainable development. of its three program components specifically designed to
enhance the youth’s contribution to the general welfare.

2. What are the program components of the NSTP?

✓ A. The Reserve Officers Training Corps (ROTC) is designed to

provide military training to tertiary level students in order to
motivate, train, organize, and mobilize them for national defense
preparedness.

✓ B. The Literacy Training Service (LTS) is designed to train the

students to teach literacy and numeracy skills to school children, out-
of-school youth and other segments of society in need of their
services.

✓ C. The Civic Welfare Training Service (CWTS) refers to activities

contributory to the general welfare and the betterment of life for the

2
 members of the community. It also refers to the enhancement of
its facilities, especially those developed to improving health,
education, environment, entrepreneurship, safety, recreation, and
moral of the citizenry and other social welfare services.
3. Who shall take the NSTP?
✓ All incoming freshmen students, male and female, enrolled in any
baccalaureate and in at least two-year or technical-vocational or
associate courses, are required to complete one NSTP
component of their choice as a graduation requirement.
4. How will the NSTP be taken up?
✓ Each of the NSTP components shall be undertaken for an academic
period of two semesters and credited for three units per semester with
54 to 90 training hours per semester.
5. What if the NSTP cannot be taken up during the regular semester?
✓ A one summer program in lieu of the two-semester program may be
designed, formulated, and adopted by the Department of National
Defense (DND), Skills Development Authority (TESDA) subject to the
capability of the school and the AFP to handle the same.
6. What if the NSTP program component chosen by a student is not
offered in his/her school?
✓ Schools that do not meet the required number of students in order to
conduct a program component or do not offer the component chosen
by their students shall allow them to cross-enrol to other schools
irrespective of whether that school is under CHED or TESDA and for
ROTC, whether, they are managed by different AFP branches of
service.
These students, however, shall be subjected to the existing rules and
regulations of their original school and the accepting school.
7. Are currently-enrolled students covered by the NSTP?
✓ Students currently enrolled but have not taken any program
component of the previous Expanded ROTC (E-ROTC)/National
Service Program are covered by the NSTP.
8. Will a student who has completed all the academic requirements of
his course except ROTC be allowed to graduate?
✓ A student who has completed all his/her academic requirements
except for ROTC will be allowed to graduate provided that he/she is
a certified candidate by the school on or before the effectivity of the
NSTP which is March 23, 2002.
9. What if a student has completed two semesters of E-ROTC/NSP?
✓ He/She is deemed to have complied with the NSTP requirement.
10. What if a student has only taken one (1) semester of Basic ROTC
and E-ROTC/NSP?
✓ He/She shall take one more semester of any of the NSTP
components to qualify for graduation.
11. What will become of NSTP Graduates?
✓ Graduates of the non-ROTC components shall belong to the National
Service Reserve Corps (NSRC) that could be tapped by the state for
literacy and civic welfare activities. Graduates of the ROTC
component shall form only part of the AFP Citizen Armed Force,
subject to DND requirements.
12. How can a student continue to qualify for enlistment in the AFP
Reserve Force?
✓ He/She may qualify for enlistment in the AFP Reserve Force as long
as he/she has completed the two semesters of Basic ROTC.
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13. How much fee will be charged for an NSTP component? ✓ CHED Regional Offices, TESDA Provincial and District Offices and
the DND-AFP, through the major Service Commands and their
✓ No fees shall be collected for any of the NSTP component except ROTC Units, shall oversee if the trainings conducted are in
basic tuition fees, which should not be more than 50% of the charges consonance with the Republic Act.
of the school per academic year.
17. Is the NSTP available in all schools and universities?
14. What student incentives can be provided by the NSTP?
✓ All higher and technical vocational educational institutions shall be
✓ A program assistance /incentive for ROTC students from DND which offering at least one of the NSTP components, while State
will be in accordance with existing laws and regulations and subject Universities and College (SUCs) will offer the ROTC component and
to the availability of funds. at least one other NSTP component.
✓ School authorities concerned, CHED, TESDS shall ensure that health
and accident group insurances are provided to students enrolled in
any of the NSTP components

✓ A special scholarship program for qualified NSTP shall be

administered by CHED and TSDA

15. Who is responsible for supervising the NSTP?

✓ School authorities shall exercise academic and administrative

supervision over the design, formulation, adoption and
implementation of the different NSTP components in their respective
schools.

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

16. What lead agencies will monitor the implementation of the NSTP?

4
LEARNING ASSESSMENT

Name : ______________________________ Course : _____________________ Time : ______________

Trainer: ______________________________ Date : _____________________ Rating : ____________

I. Read each item carefully, write T if the statement is true and F if the statement is false, put answer on the space provided.

_______ 1. NSTP is a prerequisite for graduation.

_______ 2. Only male students are required to join the ROTC.

_______ 3. There are three components in NSTP namely: CWTS, LTS and ROTC

_______ 4. The LTS is a component that best suit the students enrolled in a bachelor courses intended for teaching.

_______ 5. The CWTS is the most appropriate component; the students can experience variety of activities in terms of services: health, education,
environment, safety and other social welfare services.

_______ 6. The NSTP is commonly taken for first year students and need to finish within two semesters.

_______ 7. One summer program is intended for students who are foreigners.

_______ 8. Students who are considered foreigners are required to enrol NSTP.

_______ 9. TESDA, CHED, and DND are tasked to monitor the implementation of NSTP.

______ 10. Any students who belong to SUCs, LGUs, and private schools must take their NSTP 1 and NSTP 2.

5
 II. Identify the word or phrase described in each item below. Write the answer on the space provided before each item.

__________________________1. Program aimed at enhancing civic-consciousness and defense preparedness in the youth by developing the ethics of
service and patriotism

__________________________2. Program component of NSTP designed to provide military training to tertiary-level students in order to motivate, train,
organize, and mobilize them for mobilize for national defense preparedness

__________________________3. Refers to activities contributory to the general welfare and the betterment of life for the members of the community or the
enhancement of facilities

__________________________ 4. NSTP component designed to train the students to teach literacy and numeracy skills

__________________________ 5. A program option for students who cannot take NSTP during the regular semester

__________________________ 6. It is responsible to exercise academic and administrative supervision over the design, formulation, adoption, and
implementation of the different NSTP components in their school

__________________________ 7. Number of NSTP program component that a student trainee is required to complete as a graduation requirement

__________________________ 8. Number of semester(s) NSTP will be taken by a student

__________________________ 9. Number of hours per semester that a student must take the NSTP component of his/her choice

__________________________ 10. Organization where graduates of the ROTC component shall form PART OF ________.

III. In 100 words or less, discuss the role of the youth in nation building through NSTP.

6
CHAPTER 3 CITIZENSHIP TRAINING
Time Allotment: 6 hours
Learning Objectives:
a. To exhibit nationalistic attitude through recitation of the Preamble, the
National Anthem, the Pledge to the National Flag, and the National
Motto;
b. To explain students’ rights according to the Philippine Constitution
and other Philippine laws
c. To value the importance of citizenship as a member of the Philippine
society
THE PHILIPPINE CONSTITUTION
Since June 12, 1898, Proclamation of Independence, there has been a total
of six (6) Philippine Constitution. Below is the evolution of the constitution:
1. Malolos Constitution (1898 – 1901) – First Philippine Constitution; First
republican constitution in Asia
2. Philippine Organic Act of 1902 & Philippine Autonomy Act of 1916 (1902
– 1935) - The Phil. Organic Act of 1902 provided a Philippine Assembly
composed of Filipino citizen while the Phil. Autonomy Act of 1916 included
the first pledge of Philippine Independence.
3. Commonwealth and Third Republic/1935 Constitution (1935 – 1943 &
1945 – 1972) – The United States Congress in 1934 passed the Philippine
Independence Act that paved way to the creation of a constitution for the
Philippines. Through the 1934 Constitutional Convention, a draft of the
Constitution for the Philippines was produced. It was ratified through a
national plebiscite on May 14, 1935. In November 15, 1935 with the
inauguration of the Commonwealth of the Philippines, the constitution was
fully implemented and enforced. Part of its provision states that the said
constitution will remain in effect once independence was declared on July 4,
1946. In 1940, the National Assembly of the Philippines amended the
constitution from having a unicameral assembly to a bicameral congress and
changing the term limit of the president from six (6) years with no re-election
to four (4) years with a possibility of re-election for a second term. In 1945,
the constitution was again observed with the liberation of the country.
4. Japanese-Sponsored Republic/Second Republic/1943 Constitution (1943
– 1945) – The Japanese-sponsored government nullified the constitution
during the World War II. The government created a Preparatory Committee
on Philippine Independence to replace the constitution. The new constitution
was used by the administration under President Jose P. Laurel.
5. Martial Law Constitution/1973 Constitution (1973 – 1986) – During the
regime of President Ferdinand Marcos, a Constitutional Convention was
formed to amend the 1935 Constitution. Through the Presidential Decree No.
86, s. 1972 – creation of a citizen assembly to ratify a drafted constitution by
means of a Viva Voce in place of secret ballots, President Marcos announced
the ratification and its effectivity on January 17, 1973. Although there were
several oppositions to its ratification, the 1973 Constitution was deemed valid
and was enforced.
6. Freedom Constitution/1987 Constitution (1987 – Present) – After Martial
Law and the democracy was restored, President Corazon Aquino issued the
suspension of several provision in the 1973 Constitution and promulgated a
transitory constitution through Proclamation No. 3. The Constitutional
Commission was created by Proclamation No. 9, s. 1986 and was tasked to
write a new charter to replace the previous Constitution. The National
Plebiscite for the new Constitution was held on February 2, 1987. Then, on
February 11, 1987, by virtue of Proclamation No. 58 the new constitution was
ratified.
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 PREAMBLE
We, the sovereign Filipino people, imploring the aid of Almighty God, in order
to build a just and humane society and establish a Government that shall
embody our ideals and aspirations, promote the common good, conserve
and develop our patrimony, and secure to ourselves and our posterity the
blessings of independence and democracy under the rule of law and a
regime of truth, justice, freedom, love, equality, and peace, do ordain and
promulgate this Constitution.
BILL OF RIGHTS 15
SEC. 1 No person shall be deprived of life, liberty, or property without due
process of law, nor shall any person be denied the equal protection of the
laws.
SEC. 2 The right of the people to be secure in their persons, houses, papers,
and effects against unreasonable searches and seizures of whatever nature
and for any purpose shall be inviolable, and no search warrant or warrant of
arrest shall issue except upon probable cause to be determined personally
by the judge after examination under oath or affirmation of the complainant
and the witnesses he may produce, and particularly describing the place to
be searched and the persons or things to be seized.
SEC. 3
1. The privacy of communication and correspondence shall be
inviolable except upon lawful order of the court, or when public safety
or order requires otherwise as prescribed by law.
2. Any evidence obtained in violation of this or the preceding section
shall be inadmissible for any purpose in any proceeding.
SEC. 4 No law shall be passed abridging the freedom of speech, of
expression, or of the press, or the right of the people peaceably to assemble
and petition the government for redress of grievances.
SEC. 5 No law shall be made respecting an establishment of religion, or
prohibiting the free exercise thereof. The free exercise and enjoyment of
religious profession and worship, without discrimination or preference, shall
forever be allowed. No religious test shall be required for the exercise of civil
or political rights.
SEC. 6 The liberty of abode and of changing the same within the limits
prescribed by law shall not be impaired except upon lawful order of the court.
Neither shall the right to travel be impaired except in the interest of national
security, public safety, or public health, as may be provided by law.
SEC. 7 The right of the people to information on matters of public concern
shall be recognized. Access to official records, and to documents, and papers
pertaining to official acts, transactions, or decisions, as well as to government
research data used as basis for policy development, shall be afforded the
citizen, subject to such limitations as may be provided by law.
SEC. 8 The right of the people, including those employed in the public and
private sectors, to form unions, associations, or societies for purposes not
contrary to law shall not be abridged.
SEC. 9 Private property shall not be taken for public use without just
compensation.
SEC. 10 No law impairing the obligation of contracts shall be passed.
SEC. 11 Free access to the courts and quasi-judicial bodies and adequate
legal assistance shall not be denied to any person by reason of poverty.
SEC. 12
1. Any person under investigation for the commission of an offense
shall have the right to be informed of his right to remain silent and to
have competent and independent counsel preferably of his own
choice. If the person cannot afford the services of counsel, he must
8
 be provided with one. These rights cannot be waived except in writing
and in the presence of counsel.
2. No torture, force, violence, threat, intimidation, or any other means
which vitiate the free will shall be used against him. Secret detention
places, solitary, incommunicado, or other similar forms of detention
are prohibited.
3. Any confession or admission obtained in violation of this or Section
17 hereof shall be inadmissible in evidence against him.
4. The law shall provide for penal and civil sanctions of violations of
this section as well as compensation to and rehabilitation of victims
of torture or similar practices, and their families.
SEC. 13 All persons, except those charged with offenses punishable by
reclusion perpetua when evidence of guilt is strong, shall, before conviction,
be bailable by sufficient securities, or be released on recognizance as may
be provided by law. The right to bail shall not be impaired even when the
privilege of the writ of habeas corpus is suspended. Excessive bail shall not
be required.
SEC. 14
1. No person shall be held to answer for a criminal offense without
due process of law.
2. In all criminal prosecutions, the accused shall be presumed
innocent until the contrary is proved, and shall enjoy the right to be
heard by himself and counsel, to be informed of the nature and cause
of the accusation against him, to have a speedy, impartial, and public
trial, to meet the witnesses face to face, and to have compulsory
process to secure the attendance of witnesses and the production of
evidence in his behalf. However, after arraignment, trial may proceed
notwithstanding the absence of the accused provided that he has
been duly notified and his failure to appear is unjustifiable.
SEC. 15 The privilege of the writ of habeas corpus shall not be suspended
except in cases of invasion or rebellion when the public safety requires it.
SEC. 16 All persons shall have the right to a speedy disposition of their cases
before all judicial, quasi-judicial, or administrative bodies.
SEC. 17 No person shall be compelled to be a witness against himself.
SEC. 18
1. No person shall be detained solely by reason of his political beliefs and
aspirations.
2. No involuntary servitude in any form shall exist except as a punishment for
a crime whereof the party shall have been duly convicted.
SEC. 19
1. Excessive fines shall not be imposed, nor cruel, degrading or
inhuman punishment inflicted. Neither shall death penalty be
imposed, unless, for compelling reasons involving heinous crimes,
the Congress hereafter provides for it. Any death penalty already
imposed shall be reduced to reclusion perpetua.
2. The employment of physical, psychological, or degrading
punishment against any prisoner or detainee or the use of
substandard or inadequate penal facilities under subhuman
conditions shall be dealt with by law.
SEC. 20 No person shall be imprisoned for debt or non-payment of a poll tax.
SEC. 21 No person shall be twice put in jeopardy of punishment for the same
offense. If an act is punished by a law and an ordinance, conviction or
acquittal under either shall constitute a bar to another prosecution for the
same act.
SEC. 22 No ex post facto law or bill of attainder shall be enacted.
9
DUTIES & RESPONSIBILITIES OF A FILIPINO CITIZEN
1.It is the duty of every Filipino to respect, honor and give due accord to his
Filipino heritage, patrimony, values and tradition.
2. It is the duty of every Filipino to contribute to the development, welfare and
nation-building of its country.
3. It is the duty of every Filipino to engage in gainful work to assure himself
and his family a life of worthy of human dignity.
4. Loyalty to the federal republic and national consciousness, aspirations and
ideals shall be asked from every Filipino citizen.
5. Every Filipino citizen is asked to uphold this Constitution, obey the laws of
the land, pay taxes and duties, and to cooperate with the duly constituted
authorities in the attainment and preservation of a just and orderly society.
6. Every Filipino citizen must give due honor to the Philippine flag, National
Anthem, Philippine President and other national symbols and emblems.
7. It is the duty of every Filipino citizen to defend the national territory from
aggressive invaders, protect the sovereignty of its people, and preserve the
continuity of a just, human society and government.
8. It is the duty of every Filipino to report to the proper authorities all plots of
terrorism, plans of rebellion, subversion, or insurrection toward the duly and
legally acknowledge government, and other acts that will compromise the
union and sovereignty of the federal republic.
9. It is the obligation of every Filipino, to report corrupt, dishonest or
fraudulent government officials to the proper forum, courts and agencies. A
Filipino shall not tempt or bribe government officials, steal from the coffers of
the government, or escape or abandon his lawful responsibilities.
10. It is the responsibilities of every Filipino to elect officials of government
as a means of demonstrating his personal ideas and aspirations for the
motherland. Omission or abstention from this responsibility may indicate a
person’s renunciation of his rights of suffrage. No fine or inappropriate or
excessive penalty shall be asked from him as reparation for his choice not to
vote. People, who lost their social right of suffrage, may reclaim such rights
accordance of law.
REPUBLIC ACT 8491 – FLAG HERALDIC CODE OF THE PHILIPPINES
For the implementation of the Flag Heraldic Code of the Philippines, the
NSTP should be guided with the following provisions:
SEC. 2 States that it is the policy of the state to prescribe the Code of the
National Flag, Anthem, Motto, Coat-of-Arms and other Heraldic Items and
Devices of the Philippines, ensure the promotion and implementation of its
corresponding rules and regulations, and adopt effective administrative,
regulatory, coordinative and supervisory programs and activities, where
appropriate, in conformity with national government policies.
SEC. 4 The Flag Heraldic Code of the Philippines will promote or sustain
reverence and respect for the flag, the anthem and other national symbols,
and those which symbolizes the national ideals and traditions.
DEFINITION OF TERMS
These are the terminologies used in these rules:
1. Military – means all the branches of the Armed Forces of the Philippines
including the Philippine National Police, the Bureau of Jail Management and
Penology, and the Bureau of Fire Protection
2. Festoon – to hang in a curved shape between two points as a decoration
3. National Flag – is the National Flag and Ensign of the Philippines, use on
land and sea by public, private and the military and shall refer to the flag or
any other design that resembles it as likely to cause any person to believe
that it is the flag or design stated
10
4. Fly – is the part of the flag outside the hoist or length A. HALF-MAST

5. Symbol – any conventional sign that shows man’s achievement and

heroism, identification, authority and a sign of dignity

6. Half-mast – is the lowering of the flag to the middle of the pole

7. Halyard – the long rope used for raising and lowering the flag

8. Inclement Weather – when there is a typhoon signal raised in a locality

9. National Anthem – the “Lupang Hinirang”, Philippine National Anthem

10. Official Residences – is Malacanang and other government-owned

structures where the President lives, and other structures occupied by the
Philippine Consulate or Embassies abroad

11. Places of Frivolity – places of hilarity marked by or providing boisterous
merriment or recreation
12. Advertisement or Infomercial – these are any information material,
printed or through radio, television and electronic media which seeks to
promote individuals, products or services, political purposes or information
campaigns
13. Heraldic Items and Devices – are coat-of-arms, seals, logos, insignia,
badges, flashes, patches, orders and decorations, medals, stars, citations,
lapel pins, trophies, dry, wax or wet seals, and imprints on letterheads,
envelops and cards
14. Government Entities – all branches of government, its bureaus and
attached agencies, constitutional offices, government owned and/or
controlled corporations, government financial institutions, state universities
and colleges, Armed Forces of the Philippines and its basic units
15. Vexillary Items – national, local house flags or administrative and
corporate organization’s banner
SEC. 27 The National Flag should be at half-mast as a sign of mourning on
all the buildings and places where it is displayed on the official day of
announcement of the death of the following officials:
a. The President or former President (10 days);
b. The Vice-President, the Chief Justice of the Supreme Court, the President
of the Senate and the Speaker of the House of Representatives (7 days);
c. Cabinet Secretaries, Associate Justice of the Supreme Court, Members of
the Senate and House of Representatives, the Chief of Staff of the Armed
Forces of the Philippines and the Director-General of the Philippine National
Police (5 days);
d. Head of National Government Agencies, including Government Owned
and Control Corporations and Government Financial Institutions (3 days)
e. The Commanding Generals of the Philippine Air Force and the Philippine
Army and the Flag Officer in Command of the Philippine Navy (3 days)

11
f. Governors, Vice-Governors, city and municipal Mayor, city and municipal
Vice Mayors (3 days)
g. Members of the Sangguniang Panlalawigan, Sangguniang Panlungsod
and Sangguniang Bayan (on the day of interment)
the flag, the white triangle must be at the head of the casket while the blue
field must cover the right side. To prevent the flag from falling off, a black
band may be wrapped along the side of the casket.
C. PLEDGE TO THE NATIONAL FLAG

h. Barangay Chairmen and Barangay Councilmen on the day of interment SEC. 29 The following shall be the Pledge of Allegiance to the National Flag:

i. Former National or Local Government Officials, appointive or elective Panunumpa ng Katapatan sa Watawat ng Pilipinas

j. Regional Directors, Superintendents, Supervisors, Principals, Teachers Ako ay Pilipino

and other school officials Buong Katapatang nanunumpa
Sa watawat ng Pilipinas
During calamities and disasters, National Flag shall also be flown at At sa bansang kanyang sinasagisag
half-mast. Na may dangal, Katarungan at Kalayaan
RULE The flag must be raised to the top of the pole before it is lowered to Na pinakikilos ng sambayanang
the half-mast position; and before it is lowered for the day it must be raised Maka-Diyos,
Maka-Tao,
to the top again.
Makakalikasan at
B. CASKET Makabansa.

This pledge should be recited right after singing the National Anthem with
right palm open and shoulder raised high.

E. NATIONAL ANTHEM

SEC. 40 -41 The National Anthem should be interpreted in accordance with

the musical arrangement and composition of Julian Felipe with its original
SEC. 28 The National Flag may be used to cover the caskets of the dead
lyrics and tempo.
honored men (military, veterans of previous wars, National Artists and other
civilians) who rendered noble service to our nation. It should not touch the LUPANG HINIRANG
ground but must be folded solemnly and handed it to the heirs of the
deceased. No object must be placed on top of it except for the religious Bayang Magiliw Perlas ng Silanganan,
objects that symbolizes “God above the country”. RULE When positioning Alab ng puso sa dibdib mo’y buhay.
12
 Lupang hinirang duyan ka ng magiting,
Sa manlulupig.
Di ka pasisiil.
Sa dagat at bundok,
Sa simoy at sa langit mong bughaw,
May dilag ang tula
At awit sa paglayang minamahal.
Ang kislap ng watawat mo’y
Tagumpay na nagniningning
Ang bituin at araw niya,
Kailan pa may di magdidilim.
Lupa ng araw, ng luwalhati’t pagsinta,
Buhay ay langit sa piling mo,
Aming ligaya na pag may mang-aapi,
Ang mamatay ng dahil sa iyo.
F. NATIONAL MOTTO
SEC. 45 The Philippine National Motto is: Maka-Diyos, Makatao,
Makakalikasan at Makabansa
G. NATIONAL COAT-OF-ARMS (SAGISAG NG PILIPINAS)
SEC. 46 The National Coat-of-Arms shall have: Paleways of two (2) pieces,
azure and gules; a chief argent studded with three (3) mullets equidistant
from each other; and, in point of honor, ovoid argent over all the sun
rayonnant with eight minor and lesser rays. Beneath shall be the scroll with
the words “REPUBLIKA NG PILIPINAS,” inscribed thereon. The eight-rayed
sun symbolizes the eight provinces (Batangas, Bulacan, Cavite, Manila,
Laguna, Nueva Ecija, Pampanga and Tarlac) which were placed under
martial law by Governor-General Ramón Blanco during the Philippine
Revolution, and the three five-pointed stars representing the three primary
geographic regions of Luzon, Visayas, and Mindanao.
H. THE GREAT SEAL
The Great Seal should be in circular form with the same descriptions with the
National Coat-of-Arms but without the scroll and the inscription “Republika
ng Pilipinas”. It should be surrounded by a double marginal circle which
“Republika ng Pilipinas” should appear. The Great Seal should also bear the
National Motto. I.
PENALTIES
Failure or refusal to adhere to the provisions of this act, and/or any violations
of these Rules shall be penalized as stipulated in R.A. 8491.
13
LEARNING ASSESSMENT our _____ and aspirations, promote the ________, conserve and develop
our _______, and secure to ourselves and our posterity the blessings of
Answer the following in a one whole sheet of paper. _________ and ________ under the ________ and a regime of truth, justice,
freedom, love, equality, and peace, do ordain and promulgate this
I. Write T on the blank if the statement is true and F is the ____________.
statement is false.
____1. The United States Congress in 1934 passed the Philippine
Independence Act that paved way to the creation of a constitution for the
Philippines.
____2. A new constitution was used during the Japanese regime.
____3. According to the Bill of Rights, a person can be detained for his/her
political beliefs.
____4. Establishment of unions in public and private sectors is not allowed
under the Bill of Rights.
____5. Private property may be used publicly subject to proper
compensation.
____6. Omission or abstention from electing officials may indicate a person’s
renunciation of his rights of suffrage.
____7. Only the military must defend the national territory from aggressive
invaders.
____8. It is the obligation of every Filipino, to report corrupt, dishonest or
fraudulent government officials to the proper forum, courts and agencies
____9. It is the duty of every Filipino to contribute to the development, welfare
and nation-building of its country.
____10. The Philippine National Motto is Maka-Diyos, Makakalikasan at
Makabayan.

II. Fill in the blanks.

PREAMBLE

We, the _______ Filipino people, imploring the aid of ________, in order to
build a just and humane society and establish a _______ that shall embody
14
CHAPTER 4 DRUG ABUSE/ PREVENTION AWARENESS
Time allotment: 3 hours
Learning Objectives:
• To identify types of drugs which are commonly used abusively
• To explain why people abuse the use of drugs
• To determine the ways on how to prevent drug addiction and the
programs dedicated to it
• To value the importance of undertaking drug education
The Department of Education (DepEd) plans to integrate the
government’s drug education program into the curriculum in the coming
school year.
During the 1st 2019 Balik Eskwela orientation on Monday, Glene
Basio, supervising education program specialist of the Bureau of Curriculum
Development, presented the drug education program that President Rodrigo
Duterte has been pushing since the start of his term.
The program is based on RA 7624 of 1992 or “an act integrating drug
prevention and control in the intermediate and secondary curricula as well as
in non-fornal, informal, and indigenous learning systems and for other
purposes” and RA 9165 or the “Comprehensive Dangerous Drug Act of
2002.”
Basio explained that the department preferred to integrate the drug
program in appropriate classes rather than introducing it as a subject.
The drug program would be implemented in different stages.
At present, the DepEd is developing an updated comprehensive
supplemental drug program in cooperation with the Department of Health,
the Dangerous Drugs Board and other experts.
Reports of drug related crime are common in the Philippines media.
The main concern tends to be towards Shabu which gets the most media
attention. It does seem that illegal drug use is on the rise, and this has
worrying implications for the future. There is an urgent need to educate young
people as to the dangers of drug use, and there is also a great need to help
those who are already addicted to escape their misery. Failure to do this
could mean there will be further deterioration within many Filipino
communities.
WHAT IS THE MEANING OF DRUG?
A drug is any substance (with the exception of food and water)
which, when taken into the body, alters the body's function either physically
and/or psychologically. Drugs may be legal (e.g. alcohol, caffeine and
tobacco) or illegal (e.g. cannabis, ecstasy, cocaine and heroin).
WHAT IS DRUG EDUCATION?
Drug education is the planned provision of information, resources,
and skills relevant to living in a world where psychoactive substances are
widely available and commonly used for a variety of both medical and non-
medical purposes, some of which may lead to harms such
as overdose, injury, infectious disease (such as HIV or hepatitis C),
or addiction.
CLASSIFICATION OF DRUGS:
Classifying drugs by chemical similarities is useful because drugs that
are chemically similar often have similar impacts and risks. An individual who
is addicted to a drug is also more likely to abuse and become addicted to
another drug if it is chemically similar. Also, the same treatment is often
effective for chemically similar drugs. Despite these generalities, chemically
similar drugs may have very different legal and medical impacts.
Many people classify drugs by how they impact the mind and body.
For example, some drugs have a tendency to make a user active and
energetic while others make an individual feel relaxed and calm. Many of
these drug classifications have little basis in chemical similarity or legal
outcomes, although there is often overlap.
Most countries have a legal classification system for drugs. These
systems determine the circumstances, if any, under which that drug is legal,
various requirements for that drug, and any legal penalties associated with
possession, distribution, or manufacture of it. Legal classifications are
generally based on the perceived medical value of a drug and its perceived
risk and danger.
15
 When considering only their chemical makeup, there are six main
classifications of drugs: alcohol, opioids, benzodiazepines, cannabinoids,
barbiturates, and hallucinogens. Out of all the thousands of drugs that are
out there, both prescription and illegal, each one can be categorized under
one of these six headings.
Many people also classify drugs based on the various effects they
have on the mind and on the body. For example, some drugs have a
tendency to make a user active and energetic while others make an individual
feel relaxed and calm. These drug classifications in this article are entirely
based on chemical similarities and are not grouped by their overall effect,
although sometimes there is some overlap between the classifications.
Alcohol:
Alcohol is the single most widely abused substance throughout the
world, and the United States is no different. Legal to some varying degrees
in all 50 states, alcohol impacts several of the body’s basic functions. This
causes a wide variety of effects on those who drink it. Alcohol has the ability
to create feelings of euphoria and it lowers inhibitions, but for those who begin
to imbibe while they are sad or angry, it can greatly magnify those feelings
as well. In addition to its effects on the mood, alcohol also severely impairs
judgment, perception (both emotional and physical), and reaction times.
Some forms of alcohol include:
• Beer
• Wine
• Liquor
Opioids
More commonly referred to as opiates, opioids are either derived from
the drug opium or a series of synthetic chemicals designed to mimic opium.
Opiates work by interacting with neurotransmitters in the brain and blocking
the signals that they are sending. This enables opioids to be used as
extremely powerful painkillers, but they also induce feelings of intense
pleasure, which is one of the reasons they are so addictive. Opioid addiction
is one of the most serious problems faced by America today. Opiates are one
of the most addictive substances known today, and they are also some of the
most lethal. Some popular examples of opioids include:
• Heroin
• Fentanyl
• Oxycodone
Benzodiazepines
Benzodiazepines, more commonly known in America as Benzos, are
a classification of drugs that function by interacting with a neurotransmitter in
the brain called gamma-aminobutyric acid-A (GABA-A). Each different form
of Benzodiazepine interacts with GABA-A differently, which is how they are
each able to affect the body and mind differently from one another. They are
prescribed to treat a varied set of psychiatric conditions and sleep problems,
but they are also very widely abused, and highly addictive They will very
probably cause numerous medical and psychiatric problems if they are not
used in the medically prescribed way. Some examples of benzodiazepines
include:
• Ativan
• Valium
• Xanex
Cannabinoids
Cannabinoids are a classification of drugs that have similar chemical
compounds to tetrahydrocannabinol (THC), the active agent in marijuana.
Cannabinoids create feelings of elation, but they do also have a chance of
negatively impacting your mental and physical functioning. Cannabinoids are
the second most widely abused drug in the world, and they are becoming
increasingly legal in more and more states. They are considered to have little
to no chance of physical addiction, especially compared to other drug
classifications. Some example of cannabinoids include:
16
• Cannabis • DMT
• Hashish
PHARMACOLOGICAL CLASSIFICATION OF DRUGS
Barbiturates
• HALLUCINOGEN
The functioning of the central nervous system is slowed down when • STIMULANTS
someone takes barbiturates. This classification of drugs is a derivative of the • DEPRESANT
chemical barbituric acid. Barbiturates were historically popular for the • NARCOTICS
treatment of psychiatric and sleep disorders and reached their peak notoriety
in the 1950s and 1960s. They are still used for anesthesia and to treat a wide DRUG DEPENDENT'S PROFILE:
variety of conditions like epilepsy and even headaches. They are also
extremely addictive and can present a very high overdose risk as they cause  Majority of the patients were within the 15-29 age groups
many bodily systems to shut down. Some examples of barbiturates include:  The mean age is 27 years old
 The ratio of male to female is 14:1
• Amytal
 Majority are workers/employees
• Luminal
• Pentobarbital  Drugs are first introduced at age 15-19
 Almost 70% cited friends as their major source
Hallucinogens  Most are mono-drug users (shabu)

Hallucinogens are drugs that alter the thinking processes and the Drugs maybe in different forms:
perception of those who take them. These perceptions are altered in such a
manner that leads to significant distortions and fragmentations of reality. 1. Tablets
Hallucinogens have the ability to affect one’s perceptions in a vastly different 2. Capsules
manner than many other drugs. Popularly, the influence of these drugs 3. Syrup/Liquid
represents experiences of new and even expanded consciousness. For 4. Plant
example, some individuals may experience synesthesia (mixed sensory 5. Cigarette
experiences, such as seeing sounds or hearing colors). Other common 6. Powder
occurrences produced by this classification of drug include hallucinations 7. Crystals
(seeing things that aren’t actually there), an altered sense of time (feeling like
hours have passed but it has only been a few minutes or vice versa), and
dissociative experiences (not being inside your physical body or not feeling
connected to reality). These drugs carry a very low risk of addiction or fatal DRUGS OF CHOICE
overdose but can alter the mind in a lasting way if taken in too great a
quantity. Some examples of hallucinogens include: 1. SHABU
Scientific Name of Shabu:
• LSD, also known as acid Methamphetamine Hydrochloride
• Psilocybin, also known as mushrooms
17
Immediate Effects:  INHALATION- Inhaled drugs enter the bloodstream through the
capillaries of the lungs.
• Increase in blood pressure/heart rate/breathing rate/body  INJECTION- When a drug is injected into a vein, it travels directly to
temperature the heart and circulate throughout the system.
• Involuntary body twitching
• A sense of well-being
• Feels energetic/alert Legal and illegal drugs:
• Less hunger
• Slurred speech Legal drugs can either be bought over-the-counter or with
a prescription from a medical doctor. Illegal drugs cannot legally be
2. MARIJUANA or CANNABIS manufactured, bought or sold in any area or country. And some
Scientific Name: other drugs are legal in some situations but illegal when abused.
Cannabis Sativa (Plants) Tetrahydrocannabinol (Process)
Street / Slang Names: The prevalence of illegal drug use in the Philippines is lower than the
Mary Jane, MJ, Flower, Doodie, Pampapogi, Brownies, Damo, Pot, Tea, global average, according to the United Nations Office on Drugs and
Joint, Dope, Jutes, Chongki, Weed, Ganja, Hushies, etc. Crime (UNODC). President Rodrigo Duterte has claimed that the country
could become a "narco-state". Two of the most used and valuable illegal
drugs in the country are methamphetamine hydrochloride (known locally as
3. ECSTASY shabu) and marijuana. In 2012, the United Nations said the Philippines had
Scientific Name of Ecstasy: the highest rate of methamphetamine use in East Asia, and according to a
MethyleneDioxyMethAmphetamine U.S. State Department report, 2.1 percent of Filipinos aged 16 to 64 use the
or MDMA drug based on 2008 figures by the Philippines Dangerous Drugs Board. As
of 2016, the United Nations Office of Drugs and Crime report that 1.1 percent
Immediate Effects: of Filipinos aged 10 to 69 use the drug. In Metro Manila, most barangays are
• Faster heart beat and pulse rate affected by illegal drugs.
• Bloodshot eye
• Dry mouth and throat What is drug addiction?
• Forgetfulness/Inability to think
• Altered sense of time/disorientation
Addiction is defined as a chronic, relapsing disorder characterized by
• Impaired reflexes coordination and concentration
compulsive drug seeking, continued use despite harmful consequences, and
long-lasting changes in the brain. And it occur over time with drug use
challenge an addicted person's self-control and interfere with their ability to
How are drugs taken?
resist intense urges to take drugs.
 INGESTION- Most drugs are taken orally. When a drug is swallowed
it goes to the stomach, absorbed by the small intestines and into the DRUG ABUSE:
blood for circulation.
This pertains to the use of illegal drugs or the use of prescription or
over-the-counter drugs for purposes other than those for which they are
18
 meant to be used, or in large amounts. Drug abuse may lead to social, • Early use
physical, emotional, and job-related problems. • Taking a highly addictive drug

WHY DO PEOPLE TURN INTO DRUGS?

What are the causes and effects of drug abuse?
• Family Problems
Substance abuse can have an effect on a person's physical and • Lack of Parental Guidance
mental health, as well as social relationships, family, work, school, and • Peer Pressure/Curiosity
quality of life. The potential effects of substance abuse include: Damage to • Boredom, Frustration
organs, such as the heart, brain, and liver and diseases, such as heart • Weak Personality, Desire to Escape From Reality
disease, HIV, and cancer.
Three factors that contributed to the present national drug situation:
What factors contribute to the effects of drugs?
➢ existing laws that imposed light punishment for offenders;
Factors influencing drug effects ➢ the profitability of the illegal drug trade; and
➢ the I-don’t-care attitude of the various sectors of our society.
• Type of drug.
• Quantity of drug used. DRUG ADDICTION EFFECTS:
• Method of drug use.
a. Changes in Behavior
• Time taken to consume.
• Tolerance. • Change from normal capabilities (work habits, efficiency, etc.)-
• Gender, size and amount of muscle. • Change in attendance at work or school
• Use of other psycho-active drugs. • Stealing items which can be readily sold for cash (to support a drug
• Mood or attitude. habit)

b. Changes in Appearance
What are the major causes of drug abuse?
• Body appearance and looks older than usual age prep.
Certain factors can affect the livelihood and speed of developing
an addiction: c. Changes in Mood

• Family history of addiction. Drug addiction is more common in some families • depending on the drug taken
and likely involves genetic predisposition.
• Mental health disorder Example: depressed or becoming elated and euphoric
• Peer pressure Other effects:
• Lack of family involvement

19
 • Parents who are heavy users of LSD and Marijuana are likely to
produce children with Hydrocephalus (Big, Watery Head)
GENERAL SIGNS OF AN ADDICT OR DRUG ABUSE:
• Wearing sunglasses at inappropriate times to hide dilated or
constricted pupils, or bloodshot eyes.
• Found in old places like closets and storage
• Intoxication and drunkenness
• Aggressive behavior or drowsiness.
• Lack of concentration
• Scars on arms and body
• Antisocial, very low morals
• Nasal secretion and watering eyes.
• Extreme cheerfulness and exhilaration
• Extreme restlessness and irritability
DRUG PREVENTION:
Substance Abuse Prevention, also known as drug abuse prevention,
is a process that attempts to prevent the onset of substance use or limit the
development of problems associated with using psychoactive's
substances. Prevention efforts may focus on the individual or their
surroundings.
Substance abuse prevention efforts typically focus on minors –
children and teens especially 15-35 years of age. Substances typically
targeted by preventive efforts include alcohol (including binge
drinking, drunkenness and driving under
influence), tobacco (including cigarettes and various forms of smokeless
tobacco), marijuana, inhalants (volatile solvents including among other
things glue, gasoline, aerosols, ether, fumes from correction fluid and
marking pens), cocaine, methamphetamine, steroids, club drugs (such
as MDMA), and opioids. Community advocacy against substance abuse is
imperative due to the significant increase in opioid overdoses in the United
States alone. It has been estimated that about one hundred and thirty
individuals continue to lose their lives daily due to opioid overdoses alone.
Drug Abuse Prevention - Education is Key
Drug abuse prevention begins with education, spreading the word
regarding the dangers of drugs to oneself and to the community. These
programs are just the beginning. The information provided is most effective
when it is followed up with continued support. Drug prevention programs
seek to involve the family, community or workplace in the prevention process.
To be effective, communities need to sustain the progress. This often
requires continued leadership and financial support.
Important Facts
Drug abuse has a pervasive effect on an entire community.
Understanding drug use risk factors and spreading the word through
prevention programs is the best defense against drug abuse.
• Parental monitoring has been the most effective way to slow the expansion
of drugs in family situations.
• School drug prevention programs serve a valuable purpose in first time
users aged 12-17.
• Schools with strict compliance rules and counseling support have been
successful at reducing usage.
• The National Institute Against Drug Abuse (NIDA) has found that gains
resulting from community drug prevention programs far outweigh the
financial investment by the community.
the
• Programs should make sure to address all aspects of drug abuse. This
includes underage use of legal drugs such as alcohol and tobacco, illicit
street drugs, inhalants and the inappropriate use of legal drugs such as
prescription and over the counter drugs.
20
• These programs must also be tailored to the specific needs of the
audience. Having specialized programs for different genders, ages,
cultures and ethnicities only make the programs more effective.
Programs for Drug Prevention
As previously mentioned, drug prevention begins with education. This
education can take place at a number of levels including:
• Family Based Drug Prevention. The prevention of drug abuse should
start inside the family unit as early as possible. There are many obvious
benefits of home based drug prevention education including self-
awareness, and the enhancement of parent-child communication skills
and family bonding. Parental supervision and involvement are critical in
adolescents. Parents must not only have a plan to educate their children
on the dangers of drug use and abuse, but they must also establish and
enforce family rules. This includes creating an effective system of
monitoring their children's activities.
• School Based Drug Abuse Prevention Programs. Drug abuse
prevention should be addressed as early as preschool. Preschool children
can benefit from learning how to handle aggression, solve problems, and
communicate better so that they can avoid putting themselves at risk for
drug abuse later in life. Middle and high school programs should focus on
peer relationships, communication, assertiveness, drug resistance skills
and developing anti-drug attitudes. School based prevention programs
should be repeated often for the best level of success.
• Community Based Drug Abuse Prevention Programs. Communities
that make an effort to come together in the fight against drugs are sure to
make an impact in the prevention of drug abuse. There are many places
to establish these prevention programs including schools, churches and
community based clubs.
What Is a Drug Intervention?
A successful intervention is an opportunity for an addicted individual to
accept help from concerned loved ones and take the first step toward
recovery
Drug problems affect not only the user but the individual’s entire network of
friends and family. Several family-oriented drug interventions have been
developed over the years to provide concerned loved ones with a structured,
solution-oriented process to help motivate someone who has a problem with
drug or alcohol abuse to seek help. Family, friends, and others involved in
the person's life use the intervention to demonstrate the extent of the effects
of substance abuse or alcoholism and related behaviors.
A successful intervention is an opportunity for an addicted individual
to accept help from concerned loved ones and take the first step toward
recovery. Often, an interventionist is invited to serve as a guide and educator
before, during, and after the intervention.
Is a Drug Intervention Necessary?
Some people struggling with substance abuse and addiction can and
do recognize the extent of the problems stemming from drug abuse and seek
treatment without the need for an intervention. Many, however, are reluctant
or unable to realize that drugs are responsible for the problems in their
relationships, health, or work and often ignore the safety issues related to
drinking and driving and other high-risk behaviors.
It is common for addicts to deny that drugs are the source of the
difficulties they face. They may instead blame other people or circumstances
in their lives. When that happens, studies show that methods such as the
Johnson Intervention can break through the denial and help these individuals
engage with treatment.
21
 When is the Right Time? Risk and protective factors can affect children in a developmental risk
trajectory, or path. This path captures how risks become evident at different
A long-held belief is that an addict must reach rock bottom before stages of a child’s life. For example, early risks, such as out-of-control
they will be ready to seek help, but this is a myth. Research shows that the aggressive behavior, may be seen in a very young child. If not addressed
most effective way to help a loved one who is struggling with a substance through positive parental actions, this behavior can lead to additional risks
use problem is to intervene early, before their addiction gets worse.4 A when the child enters school. Aggressive behavior in school can lead to
skilled interventionist can help you communicate effectively with your your
rejection by peers, punishment by teachers, and academic failure. Again, if
loved one and improve the chances that they will agree to treatment. And
by intervening early, family and friends can help their addicted loved one not addressed through preventive interventions, these risks can lead to the
before irreversible damage occurs. most immediate behaviors that put a child at risk for drug abuse, such as
skipping school and associating with peers who abuse drugs. In focusing on
Before starting the intervention, a few things should be in order. If possible, the risk path, research-based prevention programs can intervene early in a
loved ones should plan ahead for the intervention. This can include: child’s development to strengthen protective factors and reduce risks long
before problem behaviors develop.
• Meeting with the interventionist to go over questions.
The table below provides a framework for characterizing risk and
• Securing a spot in a treatment program. protective factors in five domains, or settings. These domains can then serve
• Helping to iron out details like childcare to reduce the amount of as a focus for prevention. As the first two examples suggest, some risk and
obstacles to your loved one saying 'yes.' protective factors are mutually exclusive—the presence of one means the
absence of the other. For example, in the Individual domain, early aggressive
• Packing a bag for their loved one – including enough clothes and
behavior, a risk factor, indicates the absence of impulse control, a key
personal hygiene items for the entire length of stay at the treatment
center. protective factor. Helping a young child learn to control impulsive behavior is
a focus of some prevention program
• Ensuring there is adequate transportation to rehab following the
intervention. Risk Factors Domain Protective Factors
Early Aggressive Individual Impulse Control
Behavior
Lack of Parental Family Parental Monitoring
PREVENTIVE PRINCIPLES/PROGRAMS ON DRUG ABUSE Supervision
Substance Abuse Peer Academic Competence
Risk Factors and Protective Factors Drug Availability School Antidrug Use Policies
Poverty Community Strong Neighborhood
Factors associated with greater potential for drug abuse are called
Attachment
“risk” factors, while those associated with reduced potential for abuse are
called “protective” factors. Please note, however, that most individuals at risk
for drug abuse do not start using drugs or become addicted. Also, a risk factor Other risks and protective factors are independent of each other, as
for one person may not be for another. demonstrated in the table as examples in the peer, school, and community
22
domains. For example, in the school domain, drugs may be available, even
though the school has “antidrug policies.” An intervention may be to
strengthen enforcement so that school policies create the intended school
environment.
Risk factors for drug abuse represent challenges to an individual’s
emotional, social, and academic development. These risk factors can
produce different effects, depending on the individual’s personality traits,
phase of development, and environment. For instance, many serious risks,
such as early aggressive behavior and poor academic achievement, may
indicate that a young child is on a negative developmental path headed
toward problem behavior. Early intervention, however, can help reduce or
reverse these risks and change that child’s developmental path.
For young children already exhibiting serious risk factors, delaying
intervention until adolescence will likely make it more difficult to overcome
risks. By adolescence, children’s attitudes and behaviors are well established
and not easily changed.
Risk factors can influence drug abuse in several ways. They may be
additive: The more risks a child is exposed to, the more likely the child will
abuse drugs. Some risk factors are particularly potent, yet may not influence
drug abuse unless certain conditions prevail. Having a family history of
substance abuse, for example, puts a child at risk for drug abuse. However,
in an environment with no drug-abusing peers and strong antidrug norms,
that child is less likely to become a drug abuser. And the presence of many
protective factors can lessen the impact of a few risk factors. For example,
strong protection—such as parental support and involvement—can reduce
the influence of strong risks, such as having substance-abusing peers. An
important goal of prevention, then, is to change the balance between risk and
protective factors so that protective factors outweigh risk factors.
1. Prevention programs should enhance protective factors and reverse
or reduce risk factors.
• The risk of becoming a drug abuser involves the relationship
among the number and type of risk factors (e.g., deviant attitudes
and behaviors) and protective factors (e.g., parental support)
• The potential impact of specific risk and protective factor s
changes with age. For example, risk factors within the family have
greater impact on a younger child, while association with drug-
abusing peers may be a more significant risk factor for an
adolescent.
• Early intervention with risk factors (e.g., aggressive behavior and
poor self-control) often has a greater impact than later intervention
by changing a child’s life path (trajectory) away from problems and
toward positive behaviors.
• While risk and protective factors can affect people of all groups,
these factors can have a different effect depending on a person’s
age, gender, ethnicity, culture, and environment.
2. Prevention programs should address all forms of drug abuse, alone
or in combination, including the underage use of legal drugs (e.g.,
tobacco or alcohol); the use of illegal drugs (e.g., marijuana or
heroin); and the inappropriate use of legally obtained substances
(e.g., inhalants), prescription medications, or over-the-counter drugs.
3. Prevention programs should address the type of drug abuse problem
in the local community, target modifiable risk factors, and strengthen
identified protective factors .
4. Prevention programs should be tailored to address risks specific to
population or audience characteristics, such as age, gender, and
ethnicity, to improve program effectiveness.
23
Prevention Planning
Family Programs Family-based prevention programs should enhance family
bonding and relationships and include parenting skills; practice in developing,
discussing, and enforcing family policies on substance abuse; and training in
drug education and information. Family bonding is the bedrock of the
relationship between parents and children. Bonding can be strengthened
through skills training on parent supportiveness of children, parent-child
communication, and parental involvement .
• Parental monitoring and supervision are critical for drug abuse
prevention. These skills can be enhanced with training on rule-setting;
techniques for monitoring activities; praise for appropriate behavior;
and moderate, consistent discipline that enforces defined family rules
• Drug education and information for parents or caregivers reinforces
what children are learning about the harmful effects of drugs and
opens opportunities for family discussions about the abuse of legal
and illegal substances (Bauman et al. 2001).
• Brief, family-focused interventions for the general population can
positively change specific parenting behavior that can reduce later
risks of drug abuse.
School Programs
✓ Prevention programs can be designed to intervene as early as
preschool to address risk factors for drug abuse, such as aggressive
behavior, poor social skills, and academic difficulties.
✓ Prevention programs for elementary school children should target
improving academic and social-emotional learning to address risk
factors for drug abuse, such as early aggression, academic failure,
and school dropout. Education should focus on the following skills.
• self-control;
• emotional awareness;
• communication; • social problem-solving; and
• academic support, especially in reading.
✓ Prevention programs for middle or junior high and high school
students should increase academic and social competence with the
following skills.
• study habits and academic support;
• communication;
• peer relationships;
• self-efficacy and assertiveness;
• drug resistance skills;
• reinforcement of antidrug attitudes; and
• strengthening of personal commitments against drug
abuse.
Community Programs
✓ Prevention programs aimed at general populations at key transition
points, such as the transition to middle school, can produce beneficial
effects even among high-risk families and children. Such
interventions do not single out risk populations and, therefore, reduce
labeling and promote bonding to school and community.
✓ Community prevention programs that combine two or more effective
programs, such as family-based and school-based programs, can be
more effective than a single program alone.
✓ Community prevention programs reaching populations in multiple
settings—for example, schools, clubs, faith-based organizations, and
the media—are most effective when they present consistent,
community-wide messages in each setting (Chou et al. 1998).
24
Prevention Program Delivery
✓ When communities adapt programs to match their needs, community
norms, or differing cultural requirements, they should retain core
elements of the original research-based intervention, which include:
• Structure (how the program is organized and constructed);
• Content (the information, skills, and strategies of the program); and
• Delivery (how the program is adapted, implemented, and evaluated).
✓ Prevention programs should be long-term with repeated
interventions (i.e., booster programs) to reinforce the original
prevention goals. Research shows that the benefits from middle
school prevention programs diminish without follow up programs in
high school.
✓ Prevention programs should include teacher training on good
classroom management practices, such as rewarding appropriate
student behavior. Such techniques help to foster students’ positive
behavior, achievement, academic motivation, and school bonding .
✓ Prevention programs are most effective when they employ interactive
techniques, such as peer discussion groups and parent role-playing,
that allow for active involvement in learning about drug abuse and
reinforcing skills.
✓ Research-based prevention programs can be cost-effective. Similar
to earlier research, recent research shows that for each dollar
invested in prevention, a savings of up to $10 in treatment for alcohol
or other substance abuse can be seen.
PHILIPPINE INTER AGENCY DRUG ENFORCEMENT GROUP
• Creation of the new Dangerous Drugs Board that serves as the policy
and strategy formulating body
• The Philippine Drug Enforcement Agency (PDEA) as its implementing
arm
PDEA Basic roles:
◼ As the regular law enforcement agency on matters pertaining to
dangerous drugs;
◼ As the principal implementing arm of the Dangerous Drugs Board or
DDB which remains as the policy making and strategy formulating
body on drug matters; and
◼ As the coordinator of anti-drug activities of other sectors.
SALIENT PROVISIONS OF REPUBLIC ACT 9165 (penalties)
SECTION 5, ARTICLE II
Sale, Trading, Administration, Dispensation, Delivery, Distribution and
Transportation of Dangerous Drugs and/or Controlled Precursors and
Essential Chemicals
➢ Maximum Penalty – Life imprisonment to death and fine ranging from
P500,000.00 to 10 million pesos
➢ Minimum Penalty – Imprisonment from 12 years and 1 day to 20 years
and fine ranging from P100,000.00 to P500,000.00.
SECTION 11, ARTICLE II
Possession of Dangerous Drugs
Maximum penalty of life imprisonment to death and fine ranging from
P500,000.00 to 10 million pesos shall be imposed upon any person for
possession:

Reorganization of the Philippine Drug Enforcement System • 10 grams or more of opium;

• 10 grams or more of morphine;
• 10 grams or more of heroin;
25
 • 10 grams or more of cocaine or cocaine hydrochloride; ➢ Referring drug dependents to the proper authorities for
• 50 grams or more of shabu; treatment and rehabilitation
• 10 grams or more of marijuana resin or resin oil; ➢ Supporting the operation of the treatment and rehabilitation
• 500 grams or more of marijuana; and centers
• 10 grams or more of ecstasy, TMA, LSD, etc ➢ Participating in the conduct of drug awareness and education
campaign
SECTION 15, ARTICLE II ➢ Monitoring the status of drug-related cases especially the
sensational or big one and making the authorities aware that
Use of Dangerous Drugs their performance in the handling of cases is being watched
➢ Participating in activities of the Local Anti-Drug Abuse
❖ 2nd time – 6 years and 1 day to 12 years imprisonment and fine from Councils
P50,000.00 to P200,000.00. ➢ Participating in activities of NGOs with programs against
❖ 1st time - 6 months rehabilitation drugs
➢ Providing feedback to law enforcement agencies regarding
Role of the Citizen in the Anti-Drug Campaign (RA 9165) the conduct and behavior of their personnel

ARTICLE IV OPERATION “PRIVATE EYE”

➢ Participation of the Family, Students, Teachers and School • Program to encourage reporting of illegal drug activities
Authorities in the Enforcement of RA 9165
July 30,2002-June 30, 2004
Role of the Citizen in the Anti-Drug Campaign (RA 9165)
▪ P5.45 million or 1.5% of the total amount of drug seized was
ARTICLE IV given to 58 individual informants
▪ 122 drug personalities arrested
▪ P368.47 million worth of illegal drugs seized
➢ Section 41 – Involvement of Family
✓ The family, being the basic unit of the Filipino society, shall be
primarily responsible for the education and awareness of the At year until 2016- increases up to 41%.
members of the family on the ill-effects of dangerous drugs
and for close monitoring of family members who may be Oplan tokhang- under Pres. Duterte the drug percentage decreases.
susceptible to drug abuse.

Role of the Citizen in the Anti-Drug Campaign (RA 9165)

➢ The citizens can also actively participate in the national effort to rid
our society of illegal drugs and their destructive effects by doing the
following, among other things:
➢ Providing information to the law enforcement agencies
26
LEARNING ASSESSMENT II. Enumerate the following:
I. Write the answer before each number: 1. Factors influencing drug effects
_________________1. It is derived from opium or a series of synthetic 2. Classification of drugs
chemicals designed to mimic opium.
3. Major causes of drug abuse
_______________2. A chronic, relapsing disorder characterized by
compulsive drug seeking, continued use despite harmful consequences, 4. Preventive principles/programs on drug abuse
and long-lasting changes in the brain
5. General signs of an addict or drug abuse
_______________3. The single most widely abused substance throughout
the world and causes a wide variety of effects on those who drink it 6. Programs for drug prevention

_______________4. Drugs that alter the thinking processes and the 7. Pharmacological classification of drugs
perception of those who take them
8. Drugs of choice

_______________5. Sale, trading, administration, dispensation, delivery,

distribution and transportation of dangerous drugs and/or controlled
precursors and essential chemicals

_________________6. An opportunity for an addicted individual to accept

help from concerned loved ones and take the first step toward recovery

_________________7. It creates feelings of elation, but they also have a

chance of negatively impacting your mental and physical functioning.

_______________8. It is still used for anesthesia and to treat a wide variety

of conditions like epilepsy and even headaches.

_______________9. When a drug is swallowed it goes to the stomach,

absorbed by the small intestines and into the blood for circulation.

________________10. Taking drugs enter the bloodstream through the

capillaries of the lungs.
27

CHAPTER 5 DISASTER AWARENESS PREPAREDNESS &
MANAGEMENT
Time Allotment: 7 hours
Learning Objectives:
1. explain concepts on Disaster Risk Reduction and Management
2. demonstrate skills within their capacity in responding to disaster
incidence
3. Appreciate the impact of disaster by building sustainable and resilient
communities.
OVERVIEW
✓ As an achipelago located at the southern part of Asia, the Philippines
is exposed to both climatic and geological hazards.
✓ It is situated in the Pacific Ring of Fire where two major tectonic
plates, the Pacific Plate and the Eurasian Plate meet.
OVERVIEW OF THE PHILIPPINE DISASTER MANAGEMENT SYSTEM
✓ With several fault lines crossing the country, earthquakes could have
very devastating effects.
✓ There are 220 volcanoes, 22 of which are classified as active (NDCC
2008).
✓ The Philippine is also located along the typhoon belt on the North
Pacific Basin in the Pacific where 75 % of the typhoon originate.
✓ There are 20 to 30 typhoons passing through the country, 5-7 of which
can be destructive (NDCC 2008).
✓ As a sequence of extreme rainfall events, flashfloods, flooding and
landslide have become more prevalent since 2000.
✓ The impacts of climate change in the Philippines are becoming better
understood (Cruz et al, 2007).
✓ There has been an increase in the annual mean rainfall since the
1980s and in the number of rainy days since the 199s (Cruz et al.;
10.2.2).
✓ On average, 20 cyclones cross the Philippine Area of Responsibility
(PAR) with about 8-9 making landfall each year.
✓ The natural risks associated with these trends are aggravated by
human activities, particulary in the exploitation of resources such as
forests and minerals and development interventions that do not
incorporate responsible risk assessments.
✓ According to the International Red Cross Crescent Societies, the
Philippines was the fourth accident-prone country in the word in 2015.
✓ Accordingly, 31,835 Filipinos were killed and 94, 369,462 others were
affected by natural disasters and calamities in a span of 20 years.
✓ The office of Civil Defense and National Disaster Risk Reduction
Management Council’ creation PD 1566 0f 1978 has been basic law
that guides the disaster management programs, projects, strategies
implementation in the country.
✓ It has been observed and noted from past experiences, combined
with lessons learned and gaps examination, that the law that creates
the Council is more learning and gives more emphasis on response
action, thus, making the implementers reactive to possible disasters
rather than a proactive stance in disaster risk manangement.
✓ President Arroyo signed on May 27 Republic Act 10121, also known
as the Philippine Disaster Risk Reduction and Management Act of
2010.
28
 ✓ This Act provides for the development of policies and plans and the
implementation of actions and measures pertaining to all aspects of
disaster risk reduction, management and recovery, including good
governance, risk assessment and early warning, knowledge building
and awareness raising , reducing underlying risk factors, and
preparedness for effective reponse and early recovery.
✓ The new law adopts and adhere to principles and strategies
consistent with the international standards set by the Hyogo
Framework for Action (HFA), a comprehensive, action-oriented
response to international concers about the growing impacts of
disasters on individuals, communities and national development.
✓ A National Disaster Risk Reduction, Management and Recovery
Framework and Plan was developed, formulated, and implemented.
✓ The Framework provides for comprehensive, all-hazards, multi-
sectoral, interagency and community-based approach to disaster risk
reduction, management and recovery.
✓ It serves as the principal guide to disaster risk reduction,
management and recovery efforts in the country in conformity with
the National Disaster Reduction, Management and Recovery
Framework (NDRRMRF).
REPUBLIC ACT NO. 10121, KNOWN AS THE “PHILIPPINE DISASTER
RISK REDUCTION AND MANAGEMENT (PDRRM) ACT OF 2010”
“An act Strengthening the Philippine Disaster Risk Reduction and
Management Framework and Institutionalizing the National Disaster
Risk Reduction and Management Plan, Appropriating Funds
Therefore and For Other Purposes”
Section 2. Declaration of Policy
1. Upholding people’s rights to life and property and adherence to
internationally accepted principles, norms and standards for capacity building
in DRRM and humanities assistance;
2. Adoption of a holistic, comprehensive, integrated, proactive and multi-
sector approach in addressing the impacts of disasters, including climate
change;
3. Development, promotion and implementation of a comprehensive National
Disaster Risk Reduction and Management Plan (NDRRMP).
4. Mainstreaming DRR and Climate Change in national and local
development plans and development processes (e.g. polocy formulation,
socio-economic development planning, budgeting and governance);
5. Mainstreaming DRR into the peace process and conflict resolution;
6. Ensuring DRR and CC-Gender responsive measures, sensitive to
indigenous knowledge and respect of human rights.
7. Strengthening capacity building of Local Government Units on DRR and
vulnerable marginalized proups;
8. Engaging the participation of Civil Society Organizations or CSO, private
sectors and volunteers in DRR;
9. Promotion of breastfeeding before and during a disaster or emergency;
and
10. Ensuring maximum care, assistance and services to affected individuals
and families.
SALIENT FEATURES OF PDRRM ACT OF 2010
1. Policy statements and terminologies on DRRM (Secs. 2& 3)
2. Institutional mechanism (Secs. 5-12)
29
 a. DRRMCs (National, Regional, Provincial, City and Municipal
Levels and Barangay Development Council at the barangay level);
b. Office of Civil Defense
c. Permanent Office on DRRM at the LGU level;
Barangay DRRM Committee
d. Disaster Volunteers
3. Operational Mechanism (Secs. 15-18)
a. Coordination during emergencies
b. Declaration of a State of Calamity
c. Remedial Measures
d. Mechanism for the international humanitarian
assistance network.
4. Participation, accreditation, mobilization, protection and development of
disaster volunteers
5. Training and Education in DRR
a. Establishment of DRRM training institutes
b. Mandatory training in DRR for public sector
employees
c. Integration of DRR in school curricula, training for out-of-school
youth, Sangguniang Kabataan, and information training
THE NATIONAL DISASTER RISK REDUCTION MANAGEMENT
COUNCIL (NDRRMC)
✓ Leading the collaborative efforts in disaster preparedness planning
and mitigation, as well as disaster response operations and
rehabilitation both in the government and private sectors is the
NDRRMC.
✓ It is the highest policy-making, coordinating and supervising body at
the national level chaired by the Secretary of National Defense thru
the Executive Director of the Office of Civil Defense (OCD), and has
14 departments and 39 line agencies as member.
✓ The NDRRMC is also responsible for advising the President of the
Republic of the Philippines on the status of the national disaster
preparedness programs and management plans, disaster operations,
and rehabilitation efforts of all stakeholders.
✓ It is also recommends to the President the declaration of the state of
calamity and the release of the national calamity fund as needed.
THE OFFICE OF CIVIL DEFENSE (OCD)
✓ The Office of Civil Defense (OCD), as the implementing arm of the
National Disaster Risk Reduction and Management Council, shall
have the primary mission of administering a comprehensive national
civil defense and disaster risk reduction and management program
by providing leadership in the continuous development of strategis
and systematic approaches as well as measures to reduce the
vulnerabilities and risks to hazards and manage the consequences of
disasters.
✓ Its mission is to provision leadership and administration of a
comprehensive national civil defense and disaster risk reduction and
management program. The vision is to become center of excellence
in disaster risk reduction and management by 2020.
Organizational Network
✓ The Philippine Disaster Management System (PDMS), as embodied
in P.D. 1566 and R.A. 10121, is carried out at various political
subdivisions and administrative regions of the country through the
National Disaster Risk Reduction and Management Council
(NDRRMC); 17 Regional Risk Reduction and Management Councils
(RDRRMC); 80 Provincial Disaster Risk Reduction and Management
Councils (PDRRMC), 113 City Disaster Risk Reduction and
30
 Management Councils (CDRRMC); 1,496 Municipal Disaster Risk
Reduction and Management Councils (MDRRMC); and 41,956
Barangay Risk Reduction and Management Councils (BRRMC)
respectively.
Local Disaster Risk Reduction and Management Office (LDRRMO)
(Section 12, PDRRM Act)
a. It is established in every Province, City,
Municipality, and Barangay Disaster Risk
Reduction and Management Committee in
every barangay.
b. Responsibility – setting the direction,
development, implementation and
coordination of disaster risk management
programs within their territorial jurisdiction.
c. LDRRMO shall be under the office of the
governor, city or municipal mayor, and the
barangay captain in case of the BDRRMC. The
LDRRMO’s initially organized and is composed of a
DRRMO, assisted by three staffs responsible for:
• Administrative and training;
• Research and planning; and
• Operation and warning. The LDRRMOs and the
BDRRMCs shall organize, train and directly supervise
the local emergency response teams and the
Accredited Community Disaster Volunteers (ACDV).
ACCREDITATION, MOBILIZATION, AND PROTECTION OF DISASTER
VOLUNTEERS AND NATIONAL SERVICE RESERVE CORPS, CIVIL
SOCIETY ORGANIZATIONS AND THE PRIVATE SECTOR (SECTION 13,
PDRRM ACT)
a. The government agencies, CSO, private sectors and
LGUs may mobilize individuals or organized volunteers to
augment their respective personnel complement and
logistical requirements in the delivery of disaster risk
reduction programs and activities.
b. The agencies, CSOs, private sectors and LGUs
concerned shall take full responsibility for the
enhancement, welfare and protection of
volunteers, and shall submit the list of
volunteers to the OCD, through the LDRRMOs,
for accreditation and inclusion in the database of community
disaster volunteers.
INTEGRATION OF DRR EDUCATION INTO THE SCHOOL CURRICULA
AND SANGGUNIANG KABATAAN (SK) PROGRAM AND MANDATORY
TRAINING FOR THE PUBLIC SECTOR EMPLOYEES (SECTION 14,
PDRRM ACT)
a. The DepEd, CHED, TESDA in coordination with OCD, NYC,
DOST, DENR, DILG-BFP, DOH, DSWD and other relevant agencies,
shall integrate DRRM education in the school curricula of secondary
and tertiary levels of education, including NSTP, whether private or
public, including formal and non-formal, technical-vocational,
indigenous learning, and out-of-school youth courses and programs.
b. The NDRRMC, RDRRMCs. LDRRMCs, LDRRMOs, BDRRMCs,
and the SK counsils shall encourage community, specifically the
youth, participation in DRRM activities.
31
OPERATIONAL STRUCTURE (PDMS) TYPICAL ORGANIZATION OF
DISASTER COORDINATING COUNCIL

TYPICAL ORGANIZATION OF A BARANGAY

DISASTER COORDINATING COUNCIL

ESSENTIAL ELEMENTS OF AN EFFECTIVE RESPONSE OPERATION IN

CONSEQUENCE MANAGEMENT

32
LEARNING ASSESSMENT
Read each item carefully. Choose the letter of the best answer. Write
your answer in one (1/4) bond paper (can be handwritten or printed.
_____1. The basic law that guides the disaster management programs,
programs projects and strategies implementation in the country.
a. Presidential Degree 1566
b. Presidential Degree 1956
c. Presidential Degree 1800
d. Presidential Degree 2000
_____2. President Gloria Macapagal-Arroyo signed on May 27, 2000
Republic Act 10121 as______________.
a. Philippine Charity Organization Act 1956
b. Philippine Risk Management Act of 2000
c. Philippine Disaster Risk Reduction and Management Act of 2010
d. Philippine National Service Training Program Act of 2001
_____3. “An Act Strengthening the Philippine Disaster Risk Reduction
and Management System, Providing for the National Disaster Risk
Reduction and Management Framework and Institutionalizing the
National Disaster Risk Reduction and Management Plan, Appropriating
Funds Therefore and For other Purposes”
a. Republic Act. No. 9165 known as the “Dangerous Act Law”
b. Republic Act. No. 10354 known as “Philippine Commission on
Women”
c. Republic Act No. 9163, known as the “Philippine National Service
Act of 2001
d Republic Act No. 10121, known as the “Philippine Disaster Risk
Reduction and Management (PDRRM) Act of 2010
_____4. An implementing arm of the National Disaster Disaster Risk
Reduction and Management Council, this office have the primary
mission of administering a comprehensive national civil defense and
disaster risk reduction and management program by providing
leadership in the continuous development of strategic and systematic
approaches as well as measures to reduce the vulnerabilities and risks to
hazards and manage the consequences of disasters.
a. Office on the Commission on Election (COMELEC)
b. Office of the Civil Aviation Authority (CVA)
c. Office of the Solicitor General (Sg)
d. Office of Civil Defense (OCD)
_____5. Integration of Disaster Risk Reduction Education into the
School Curricula and Sangguniang Kabataan (SK) Program and
Mandatory Training for the Public Sector Employees must include
these agencies.
a. The Deped, CHED, TESDA in coordination with Office Civil
Defense, National Youth Commission, Department of Science
Technology
b. Department of Environmental Natural Resources, Department of
Interior Local Government, Department of Health, and Department
of Social Welfare Development and other relevant agencies, shall
integrate DRRM education
c. Secondary and tertiary levels of education, including NSTP, whether
private or public, including formal and non-formal, technical-
vocational, indigenous learning, and out-of-school youth course and
programs.
d. Private organization are exempted in the integration of Disaster Risk
Reduction Education due to their modern equipment
_____6. All of the following are TRUE about disasters except for one.
a. A disaster may be domestic or international.
b. A disaster may have known and gradual onset.
c. A disaster maybe caused by nature or has human origins.
d. A disaster always receives wide spread media coverage.
33
_____7. Disasters frequently result in all of the following except for one. d. Lack of privacy, threat to safety

a. Damage to the ecological environment

b. Displacement of populations
c. Destructions of a population’s homeland
d. Sustained public attention during the recovery phase

_____8. The National Disaster Coordinating Council under the Office of

the President during the Marcos era was established as the highest
policymaking body in responding to natural disasters. Fast forward two
decades and decentralization movements had taken over the country.
What presidential decree was institutionalized?

a. Presidential Decree 1566

b. Presidential Decree 9165
c. Presidential Decree 9163
d. Presidential Decree 2016

_____9. There are tasks in the disaster management. All of the following
are tasks except for one.

a. Assess secondary social problems such as health

epidemics, displaced persons.
b. Provide security; prevent looting, protect person and
property.
c. Counsel those have suffered trauma and grief on a calamity.
d. Control rumors, provide accurate information.

_____10. Conditions for the delivery of concrete good and services at

disaster site all of the following except for one.

a. Crowded and cramped conditions for living and working

b. A clear demarcation of being on or off duty
c. Extreme climate: hot cold, wet, etc.

34
DISASTER RISK REDUCTION AND MANAGEMENT CONCEPTS THE DISASTER EQUATION

• The concept of disaster risk reduction and management (DRRM)
accepts that some hazard events may occur but tries to lessen the
impact by improving the community’s ability to absorb the impact with
minimum damage or destruction.
• Disaster risk reduction and management is a series of actions
(programmes, projects and/or measures) and instruments expressly
aimed at reducing disaster risk in endangered regions, and mitigating
the extent of disasters.
• Hazards (H). Physical impact of disturbance
• Risk (R). Likelihood of harm, loss, disaster
• People or Community (Exposure). Elements affected by
hazard
• Vulnerability (V). Susceptibility and capacity to prepare,
absorb, and recover from hazard
H x R + V = Disaster

• Operationally, it includes risk assessment, disaster prevention and Where:

mitigation and disaster approach to hazards posed by extreme • Hazards (H)
natural phenomena. • Risk (R)
• People or Community
DEFINITION OF DISASTER MANAGEMENT TERMS • Vulnerability (V)
1. Hazards. A situation that poses a level of threat to life, health, • Exposure Elements affected by hazard
property or environment.
DISASTER RISK MANAGEMENT: WHAT AND WHO
2. Risks. A probability or threat of a damage, injury, liability, loss , or
other negative occurrence that is caused by external vulnerabilities, ➢ Disaster risk reduction and management (DRRM) includes
and that may be neutralized through pre-emptive action. administrative decisions and operational activities that involve:
1. Prevention
3. Vulnerability. The level of susceptibility or resiliency of the people 2. Mitigation
and communities against the impact of the prevailing hazards based 3. Preparedness
on the state of physical, social, and economic conditions in a given 4. Response
area. 5. Recovery
6. Rehabilitation
4. Disaster. A serious disruption of the functioning of a community or
society involving widespread human, material, economic or
✓ Disaster risk management involves all levels of government –
environmental losses and impact, which exceeds the ability of the
decision makers and local government.
affected community or society to cope using its own resources.
✓ Non-governmental and community-based organizations play a vital
role in the process.
35
 ✓ Communities themselves are the first responders. 3. Environmental Degradation – processes induced by human behavior
and activities (sometimes combined with natural hazards) that
DISASTER RISK MANAGEMENT OBJECTIVES damage the natural resource base or adversely alter natural process
1. Reduce vulnerabilities in the community. or ecosystem.

4. Geographical Hazards. Natural earth processes or phenomena in the

2. When sustained over a long term, reduce unacceptable risk to
acceptable levels and make the community become disaster resistant biosphere, which include geological, neo-tectonic, geophysical,
geomorphological, geo technical and hydro-geological nature.
/ resilient.
Examples: earthquakes, tsunamis; volcanic activity and emissions;
Disaster risk management refers to a range of: mass movements like landslides, rockslides, rockfall, liquefaction,
submarine slides; subsidence, surface collapse, geological fault
1. Policies activity.
2. Legislative
3. Professional practices 5. Hydro-Meteorological Hazards. Natural processes or phenomena of
4. Social, structural and non-structural adjustments atmospheric, hydrological or oceanographic nature. Examples: flood,
5. Risk transfer mechanisms to prevents, reduce or minimize the effects debris and mudflows; tropical cyclone, storm surge,
of hazards on a community thunder/hailstorms, rain and wind storms, blizzards and other severe
storms; drought desertification, wild land fires, heat waves, sand or
dust storms; permafrost, snow avalanche.
HAZARDS IN THE PHILIPPINES
6. Biological Hazards. Processes of organic or those conveyed by
The Philippines is prone to various natural hazards because of its geographic biological vectors, including exposure to pathogenic microorganisms,
and geologic setting. toxins and bioactive substances. Examples: outbreak of epidemic
diseases, plant or animal contagion and extensive infestations.
HAZARD CLASSIFICATION
Technological or Anthropogenic Hazards
1. Natural Hazards – are natural processes or phenomena occurring in
the biosphere that may constitute a damaging event. It can be Examples:
classified by origin: geographical, hydro-meteorological, and
biological. a. Industrial pollution, nuclear activities and radioactivity

2. Technological Hazards – or Anthropogenic Hazards. Danger b. Toxic wastes, dam failures, transport, industrial or technological
originating from technological or industrial accidents, dangerous accidents (explosions, fires, spills)
procedures, infrastructure failures or certain human activities, which
may cause the loss of life of injury, property damage, social and
economic disruption or environmental degradation.
36
Environmental Degradation
Examples:
a. Land degradation, deforestation, desertification, wild land fires, loss
of biodiversity
b. Land, water and air pollution, climate change, sea level rise, ozone
depletion
LEARNING ASSESSMENT
In a one (1) whole sheet of paper (can be handwritten or printed), identify
FIVE (5) hazards found in your community or barangay.
VULNERABILITY OF THE URBAN ENVIRONMENT
• Vulnerability is defined as “the characteristics of a person or group
and their situation that influences their capacity to anticipate, cope
with, resist, and recover from the impact of a natural hazard.”
• Differential vulnerability means different populations face different
levels of risk and vulnerability.
• Policies aimed at addressing risk and vulnerability must also take into
account these differential impacts and outcomes of disasters.
• Most of the important factors that affect vulnerability include
population growth and distribution and social diversity.
URBAN VULNERABILITY ATTRIBUTES
1. Unplanned Urbanization. Rapid exploding growth of cities is
overwhelming government institutions with the pressure of
urbanization. Much of growth is haphazard, as a result, uncontrolled
urbanization often feeds the growth of slums, reinforces poverty and
diminishes cities’ ability to deal with disasters. Migration aggravates
the problem by creating large scale informal construction.
2. Continuing social and physical degradation. New migrants and the
underprivileged move into inner city neighborhoods where buildings
are old and in poor maintenance conditions; access roads are narrow
and service delivery is difficult. Solutions to reduce social and
physical vulnerabilities are socially, politically and financially difficult
to devise and implement. Reducing the social and physical
vulnerability of these neighbors remains a formidable challenge to the
authorities.
3. Urban risk has been neglected. To a large extent, local authoritize
have been ignoring urban risk from extreme hazards. And worse,
national governments and international organizations have been
neglecting cities in setting DRR priorities and providing funding
support, respectively. The premise has been that cities, especially
megacities, have the capacity to address risk on their own; however,
it is clear that most cities, particularly in the developing world, are not
effectively managing their risk.
4. Damages from climate change will accelerate, as the world gets
warmer. Higher temperatures will increase the chance of triggering
abrupt and large-scale changes that lead to regional disruption,
migration and conflict. Warming may induce sudden shifts in regional
weather patterns such as the monsoon rains in South Asia or the El
Niño phenomenon. Climate change is aggravating the impact of
climate-related hazards particularly those related to temperature and
37
 precipitation changes, which in turn, bring forth environmental health
risk.
5. The link between disaster risk reduction and adaptation to climate
change. From the disaster risk reduction perspective there is a
growing recognition of two key ideas: the practical application of
adaptation to climate chance is risk reduction, and the disaster risk
reduction needs to take climate change into account.
6. Weak institutional arrangements. While it is recognized that disasters
are local events, accountability, authority and resources are not
sufficiently decentralized to enable local governments to assume
ownership and take action to manage disaster risk effectively.
7. Lack of political feasibility. Politicians, administrators, and community
leaders all face conflicting priorities, and DRR almost invariably takes
the back seat to other needs which may be considered more pressing
or easier to solve. Risk is not managed preemptively, but thought of
in terms of something to be dealt with when disaster strikes through
emergency response and humanitarian assistance.
8. Insufficient knowledge, experience and capacity. Disaster risk
reduction is complex, and few administrators have experienced
implementing DRR initiatives. It takes time, effort, tools, and training
to assimilate disaster risk reduction in city functions and ongoing
operations.
An additional weakness relates to the project planning processes od
government. While concepts are often understood and policies are in place,
carrying these policies and concepts to practice is a major hurdle for
government at all levels.
9. Lack of acceptable standards of practice. DRM is a professional
practice that still lacks its own set of acceptable standards of practice.
This results in a dispersion of effort and an ineffective use of
resources. It also erodes the political support for local level action on
DRR.
Hence the ways to create a safer world are:
a. recognizing that Environmental Sustainability is a must for stopping a
Disaster
b. recognizing that Social Sustainability along with development is
necessary for good Risk Reduction
c. recognizing information as a form of disaster response in its own right
d. supporting better access to information and communication along
with technology for vulnerable communities
e. Building a partnership for sharing information with communities, local
governments, media, telephone companies and industries; and
f. women and men of all ages from disaster affected areas and wider
local populations, including vulnerable groups should receive
information about the assistance program and are given the
opportunity to comment to the assistance agency during all stages.
VULNERABILITY ASSESSMENT
Activity 1: Sample Exposure Rating of Community
Single Climatic Event: Flood
Community Category: Flatland/Urban
Exposure Rating Scale: Low = 1 Moderate = 2 High = 3
Instruction: Using the following matrix, assess your community’s
exposure to the hazards and risks of climate change.
38
 Indicators of Exposure to Climate Change (CC)
Exposure
Areas of Security (Cite instances of possible exposure to the hazards of Climate Change)
Rating 1-2-3
In what manner has climate change threatened or affected these security areas?

Health Occurrence of water-borne disease (e.g. amoebiasis, diarrhea, cholera) 3

Life Death due to drowning and electrocution 2

Food Scarcity and/or contamination of food supply 3

Livelihood Temporary cessation of business activities, loss of profit and/or income 3

Properties/Structures Damages to furniture, appliances, roads and bridges, houses made of light materials 3

Peace and order looting 3

Way of life (Culture) Hoarding of relief goods 3

Local Environment Uprooting of tress, landslides, contamination of potable water resources 3

Total 23

Average 2.9

39
Activity 2: Response-Ability Rating of the Community

Single Climatic Event: Flood

Community Category: Flatland/Urban

Response-Ability Rating: Low = 1 Moderate = 2 High = 3

Indicators of Ability to Respond to Hazards and Disasters due to Climate Change

Community Institutions/ (Cite concrete actual or potential indicators of capabilities) Response-Ability

Sectors Rating 1-2-3
In what ways the sectors are capable or prepared to respond to hazards, threats, risks and
disasters in your community?

Health Workers/Centers health education on prevention and treatment of water-borne diseases; free consultation, treatment 2
and distribution of adequate supply of medicines

Food producers/ Donation of relief goods, transport of food supply 1

manufacturers (Farmers,
fisherman etc.)

40
 Indicators of Ability to Respond to Hazards and Disasters due to Climate Change

Community Institutions/ (Cite concrete actual or potential indicators of capabilities) Response-Ability

Sectors Rating 1-2-3
In what ways the sectors are capable or prepared to respond to hazards, threats, risks and
disasters in your community?

Businessmen/ Donations of cash and goods; offering of transportation and services 2

business establishments

Clerics/Religious Groups Offering temporary shelters; solicitation and distribution of relief goods; counseling 2

Local government Allocation for calamity fund; assessment of damage; mobilization of emergency response 2

Civic groups Donation of relief goods and medicines; transport of food supply; solicitation 2

Non-government Donation of relief goods and medicines; transport of food supply; solicitation 2
organizations

Schools Donation of relief goods and medicines; transport of food supply; solicitation 2

Military/Police/Emergency Mobilization of emergency/rescue teams; utilization of emergency/disaster equipment 2

Response Groups

Total 17

Average 1.8

41
VULNERABILITY ASSESSMENT 2. As a youth today, discuss three (3) ways on how you can create a
safer world.
Compute the vulnerability rating of your community. Vulnerability refers to the
degree of susceptibility to or inability of a community to cope with the adverse
effects of climate change.

Formula: V = E – R

Where: V – Vulnerability

E – Potential Impact (Exposure)

R – Adaptive capacity (Response – Ability)

Vulnerability Assessment Formula: using the average data generated from

activities 1 and 2, compute the vulnerability (degree of susceptibility) of the
community to the adverse effects of climate change.

Solution: V= E – R

V = 2.9 – 1.8

V = 1.1 (meaning the community has low vulnerability)

The community is less susceptible to the damaging effects of climate change.

The community is capable of coping with the adverse effects of climate
change. Intervention can be done to strengthen their coping capabilities

LEARNING ASSESSMENT

Answer the following in a one whole sheet of paper:

1. Based on the characteristics of persons and their situation that

influences in facing natural hazards, describe two (2) ways by which
vulnerability is linked to environment.
CHAPTER 6 ENVIRONMENTAL AWARENESS AND
PROTECTION
Time Allotment: 3 hours
Learning Objectives:
b. Recognize the present environmental conditions and challenges in
both local and global context;
c. Discuss the roles of institutions, communities and individuals in
EAP to achieve balance in serving humanity and protecting the
environment; and
d. Apply best practices and lifestyle choices that contribute to
environmental protection and preservation.
THE PHILIPPINE ENVIRONMENT
• Environment refers to the climate, topography, natural resources and
the degree to which these factors can support population.
• The Philippines has been truly blessed. Surrounding its 7500+ islands
are the oceans and seas where the richest most biodiverse marine
environments thrive, creating virtual factories of fish and aquatic
resources.
• Its vast, rich and diverse coastal and marine resources are composed
of coral reefs, seagrass beds, mangrove and beach forests, fisheries,
invertebrates, seaweeds, marine mammals and many others.
• Our land has fertile plains embraced by majestic mountain ranges
with tropical forests teeming with all sorts of unbelievable life forms.
The diverse flora includes 8,000 species of flowering plants, 1,000
kinds of ferns, and 800 species of orchids.
• The Philippine archipelago is home to endemic flora and fauna like
tamaraw, Philippine eagle, Philippine crocodile, giant golden-
crowned flying fox, visayan warty pig, visayan spotted dear, tarsier,
Philippine teak, Attenborough pitcher plant, kalingag, Philippine tung,
ipot palm among the others.
• The Philippine geography is full of many valuable minerals, estimated
at 21.5 billion metric tons of metal deposits and 19.3 billion metric
tons of nonmetal minerals in the ground.
• The country’s main agricultural crops are rice, corn, coconut,
sugarcane, banana, pineapple, coffee, mangoes, tobacco and abaca.
• However, Philippine environment is risk to natural disasters due to its
location. The country lies in the Pacific ring of fire, where most
earthquakes and volcanic eruptions occurred. The country is
surrounded by large bodies of water, facing the Pacific ocean where
60% of the world’s typhoon formed.
• Other environmental threats the country is facing right now includes
pollution, illegal mining and logging, deforestation, dynamite fishing,
landslides, coastal erosion, wildlife extinction, global warming and
climate change.
THE PHILIPPINES TODAY
Projections about the country’s environmental condition as cited in the
Philippine Climate Change Commission Report are as follows:
▪ Major rainfall changes in patterns and distributions
▪ Threats to natural ecosystems
▪ Dying corals
▪ Declining rice yields
▪ More intense droughts
▪ Higher sea level rise
▪ Water scarcity
▪ More pubic heath emergencies
43
 ▪ Labor productivity declines Causes of Climate Change
▪ More women endangered and killed
▪ Natural Causes

CONTEMPORARY ENVIRONMENTAL ISSUES ➢ Continental drift

➢ Volcanoes
Global Warming ➢ Earth's tilt
▪ gradual heating of the Earth’s surface, ocean’s and atmosphere ➢ Ocean currents
caused primarily by human activities
▪ impacts include increase in average temperatures and temperature ▪ Human Causes
extremes, extreme weather events, ice melt, sea levels and ocean ➢ Carbon dioxide
acidification, decline in Earth’s ecosystem and social effects ➢ Methane
➢ Nitrous oxide
Causes of Global Warming ➢ Nitrogen

▪ Burning fossil fuels. When we burn fossil fuels like coal, oil and gas
to create electricity or power our cars, we release CO2 pollution into
the atmosphere.
▪ Deforestation and tree-clearing. Plants and trees play an important
role in regulating climate because they absorb CO2 from the air and
release oxygen back into it.
▪ Agriculture and farming. Livestock animals like sheep and cattle
produce methane, a greenhouse gas. At a large scale, it will be a big
contributor to global warming.
Climate Change
▪ change in the statistical distribution of weather over periods of time
that range from decades to millions of years
▪ influenced by many factors, mainly by the amount of energy coming
from the sun, amount of greenhouse gases and aerosols in the
atmosphere, and the properties of the Earth‘s surface, which
determine how much of this solar energy is retained or reflected back
to space
HUMAN CONTRIBUTION TO CLIMATE CHANGE
▪ Electricity is the main source of power in urban areas. All our gadgets
run on electricity generated mainly from thermal power plants. These
thermal power plants are run on fossil fuels (mostly coal) and are
responsible for the emission of huge amounts of greenhouse gases
and other pollutants.
▪ Cars, buses, and trucks are the principal ways by which goods and
people are transported in most of our cities. These are run mainly on
petrol or diesel, both fossil fuels.
▪ We generate large quantities of waste in the form of plastics that
remain in the environment for many years and cause damage.
▪ We use a huge quantity of paper in our work at schools and in offices.
▪ Timber is used in large quantities for construction of houses, which
means that large areas of forest have to be cut down.

44
Impacts of Climate Change
▪ Temperature will continue to rise
▪ Frost-free season will lengthen
▪ Changes in precipitation patterns
▪ More droughts and heat waves
▪ Hurricanes will become stronger and more intense
▪ Sea level will rise 1-8 feet by 2100
▪ Arctic likely to become ice-free
Pollutions
▪ introduction of harmful materials and contaminants into the
environment
▪ harmful materials are called pollutants which can be natural like
volcanic ash or brought about by human activities such as trash and
runoff produced by factories
▪ pollutants damage the quality of air, water, and land.
Air Pollution
▪ Polluted air can be dangerous, even if the pollutants are invisible. It
can make people’s eyes burn and make them have difficulty
breathing. It can also increase the risk of lung cancer.
▪ Natural disasters can also cause air pollution to increase quickly.
When volcanoes erupt, they eject volcanic ash and gases into the
atmosphere. Volcanic gases, such as sulfur dioxide, can kill nearby
residents and make the soil infertile for years.
▪ It comes from burning fossil fuels—coal, oil, and natural gas. When
gasoline is burned to power cars and trucks, it produces carbon
monoxide, a colorless, odorless gas. The gas is harmful in high
concentrations, or amounts. City traffic produces highly concentrated
carbon monoxide.
▪ Cars and factories produce other common pollutants, including
nitrogen oxide, sulfur dioxide, and hydrocarbons. These chemicals
react with sunlight to produce smog, a thick fog or haze of air
pollution.
▪ When air pollutants such as nitrogen oxide and sulfur dioxide mix with
moisture, they change into acids. They then fall back to earth as acid
rain.
▪ Acid rain can kill all the trees in a forest. It can also devastate lakes,
streams, and other waterways. When lakes become acidic, fish can’t
survive.
▪ Acid rain also wears away marble and other kinds of stone. It has
erased the words on gravestones and damaged many historic
buildings and monuments.
▪ Greenhouse gases are another source of air pollution. Greenhouse
gases such as carbon dioxide and methane occur naturally in the
atmosphere. In fact, they are necessary for life on Earth. They absorb
sunlight reflected from Earth, preventing it from escaping into space.
By trapping heat in the atmosphere, they keep Earth warm enough
for people to live. This is called the greenhouse effect.
▪ But human activities such as burning fossil fuels and destroying
forests have increased the amount of greenhouse gases in the
atmosphere. This has increased the greenhouse effect, and average
temperatures across the globe are rising.
▪ Global warming is causing ice sheets and glaciers to melt. The
melting ice is causing sea levels to rise at a rate of 2 millimeters (0.09
inches) per year.
45
 ▪ Ocean acidification is the process of ocean waters absorbing more
carbon dioxide from the atmosphere. Fewer organisms can survive in
warmer, less salty waters.
▪ People and governments can respond quickly and effectively to
reduce air pollution. Chemicals called chlorofluorocarbons (CFCs)
are a dangerous form of air pollution that governments worked to
reduce in the 1980s and 1990s.
▪ CFCs are found in gases that cool refrigerators, in foam products, and
in aerosol cans.
Water Pollution
▪ Polluted water is unsafe for drinking and swimming. Some people
who drink polluted water are exposed to hazardous chemicals that
may make them sick years later.
▪ Sometimes, polluted water harms people indirectly. They get sick
because the fish that live in polluted water are unsafe to eat. They
have too many pollutants in their flesh.
▪ There are some natural sources of water pollution. Oil and natural
gas, for example, can leak into oceans and lakes from natural
underground sources.
▪ Human activity also contributes to water pollution. Chemicals and oils
from factories are sometimes dumped or seep into waterways. These
chemicals are called runoff. Chemicals in runoff can create a toxic
environment for aquatic life.
▪ Mining and drilling can also contribute to water pollution. Acid mine
drainage (AMD) is a major contributor to pollution of rivers and
streams near coal mines.
▪ Oil spills are another source of water pollution.
▪ Buried chemical waste can also pollute water supplies. If not disposed
of properly, radioactive waste from nuclear power plants can escape
into the environment. Radioactive waste can harm living things and
pollute the water.
▪ Sewage that has not been properly treated is a common source of
water pollution. Sewage and other waste produced may dumped into
river which makes the river dangerous to use as a source of water for
drinking or hygiene. It also reduces the river’s fishery, resulting in less
food for the local community.
▪ A major source of water pollution is fertilizer used in agriculture.
Fertilizer is material added to soil to make plants grow larger and
faster. Rainwater washes fertilizer into streams and lakes. There, the
nitrogen and phosphorus cause cyanobacteria to form harmful algal
blooms.
▪ Rain sometimes washes chemical pesticides off of plants and into
streams. Pesticides can also seep into groundwater, the water
beneath the surface of the Earth.
▪ Heat can pollute water. Power plants, for example, produce a huge
amount of heat. Power plants are often located on rivers so they can
use the water as a coolant. Cool water circulates through the plant,
absorbing heat. The heated water is then returned to the river.
Aquatic creatures are sensitive to changes in temperature
▪ Warmer river temperatures prevent fish eggs from hatching. It also
contributes to harmful algal blooms.
▪ Another type of water pollution is simple garbage. Floating trash
makes the river difficult to fish in.
▪ Plastic bags and twine can kill many ocean creatures. Chemical
pollutants in trash can also pollute the water, making it toxic for fish
and people who use the river as a source of drinking water.
46
 ▪ The fish that are caught in a polluted river often have high levels of
chemical toxins in their flesh. People absorb these toxins as they eat
the fish.
▪ Garbage also fouls the ocean. Many plastic bottles and other pieces
of trash are thrown overboard from boats.
▪ Ocean currents carry plastics and other floating trash to certain
places on the globe, where it cannot escape
▪ The trash is a threat to fish and seabirds, which mistake the plastic
for food. Many of the plastics are covered with chemical pollutants.
Land Pollution
▪ Many of the same pollutants that foul the water also harm the land.
Mining sometimes leaves the soil contaminated with dangerous
chemicals.
▪ Pesticides and fertilizers from agricultural fields are blown by the
wind. They can harm plants, animals, and sometimes people. Some
fruits and vegetables absorb the pesticides that help them grow.
When people consume the fruits and vegetables, the pesticides enter
their bodies. Some pesticides can cause cancer and other diseases
▪ Trash is another form of land pollution. Around the world, paper, cans,
glass jars, plastic products, and junked cars and appliances mar the
landscape. Litter makes it difficult for plants and other producers in
the food web to create nutrients. Animals can die if they mistakenly
eat plastic.
▪ Garbage often contains dangerous pollutants such as oils, chemicals,
and ink. These pollutants can leech into the soil and harm plants,
animals, and people.
▪ Inefficient garbage collection systems contribute to land pollution.
Often, the garbage is picked up and brought to a dump, or landfill.
Garbage is buried in landfills. Sometimes, communities produce so
much garbage that their landfills are filling up. They are running out
of places to dump their trash.
▪ Sometimes, landfills are not completely sealed off from the land
around them. Pollutants from the landfill leak into the earth in which
they are buried. Plants that grow in the earth may be contaminated,
and the herbivores that eat the plants also become contaminated
which may lead to bioaccumulation.
▪ Some communities do not have adequate garbage collection
systems, and trash lines the side of roads. The trash is dangerous to
ocean life and reduces economic activity in the area.
▪ Some cities incinerate, or burn, their garbage. Incinerating trash gets
rid of it, but it can release dangerous heavy metals and chemicals into
the air. While trash incinerators can help with the problem of land
pollution, they sometimes add to the problem of air pollution.
▪ Aside from the air, water and land pollution, there are also other forms
of pollutions like thermal pollution, radiation pollution, and noise
pollution.
▪ Thermal pollution is the discharge of waste heat via energy
dissipation into cooling water and subsequently into nearby
waterways. The major sources of thermal pollution are fossil-fuel and
nuclear electric-power generating facilities and, to a lesser degree,
cooling operations associated with industrial manufacturing, such as
steel foundries, other primary metal manufacturers, and chemical and
petrochemical producers.
▪ Radiation pollution is any form of ionizing or non-ionizing radiation
that results from human activities. The most well-known radiation
results from the detonation of nuclear devices and the controlled
release of energy by nuclear-power generating plants. Other sources
47
 of radiation include spent-fuel reprocessing plants, by-products of ➢ Logging and fuel wood
mining operations, and experimental research laboratories. ➢ Overgrazing
➢ Fires
▪ Increased exposure to medical X-rays and to radiation emissions ➢ Mining
from microwave ovens and other household appliances, although of ➢ Urbanization/industrialization and infra-structure
considerably less magnitude, all constitute sources of environmental ➢ Air pollution
radiation. ➢ Wars and role of the military
▪ Noise may be generally associated with industrial society, where ➢ Tourism
heavy machinery, motor vehicles, and aircraft have become everyday
items. Noise pollution is more intense in the work environment than ▪ Indirect causes
in the general environment, although ambient noise increased an ➢ Colonialism
average of one dB per year during the 1980s. ➢ Exploitation by industrialized countries
▪ The most readily measurable physiological effect of noise pollution is ➢ The debt burden
➢ Overpopulation and poverty
damage to hearing, which may be either temporary or permanent and
➢ Transmigration and colonization schemes
may cause disruption of normal activities or just general annoyance.
➢ Land rights, land tenure and inequitable land distribution and
Deforestation resources
➢ Economic causes - development/land conversion value, fiscal
▪ Deforestation is the conversion of forest to an alternative permanent policies, markets and consumerism
non-forested land use such as agriculture, grazing or urban ➢ Undervaluing the forest
development. ➢ Corruption and political cause
▪ The agents of deforestation are those slash and burn farmers,
commercial farmers, ranchers, loggers, firewood collectors, infra- Effects of Deforestation
structure developers and others who are cutting down the forests.
▪ Climate change
▪ Causes of deforestation are the forces that motivate the agents to ▪ Water and soil resources loss and flooding
clear the forests. This can be regarded as direct or indirect cause. ▪ Decreased biodiversity, habitat loss and conflicts
▪ Economic losses
Deforestation
▪ Social consequences
▪ Direct causes ▪ Strategies to reduce deforestation
▪ Reduce population growth and increase per capita incomes
➢ Expansion of farming land ▪ Reducing emissions from deforestation and forest degradation
➢ Forest and other plantations ▪ Increase the area and standard of management of protected areas
48
 ▪ Increase the area of forest permanently reserved for timber
production
▪ Increase the perceived and actual value of forests
▪ Promote sustainable management
▪ Encouraging substitutes
▪ Increase area of forest plantation
▪ Strengthen government and non-government institutions and policies
▪ Participatory forest management and rights
▪ Support and reforms
▪ Increase investment in research, education and extension
▪ Improve the information base and monitoring
▪ Policy, legislative and regulatory measures-enforcement and
compliance
SEVEN ENVIRONMENTAL PRINCIPLES
✓ Everything is connected to everything else.
✓ All forms of life are important.
✓ Everything must go somewhere.
✓ Ours is a finite earth.
✓ Nature knows best.
✓ Nature is beautiful and we are stewards of God’s creation.
✓ Everything changes.
IMPORTANT ENVIRONMENTAL LAWS
▪ 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.
▪ 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.
▪ 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 multi sectoral and
participatory approach involving all the stakeholders.
▪ 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.
▪ R.A. 9513 – Renewable Energy Act of 2008. It promotes the
development, utilization and commercialization of renewable energy
resources.
▪ 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.
▪ 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.
49
BEST PRACTICES IN ENVIRONMENTAL PROTECTION
Individual Initiative
▪ House & Garden
➢ Grow your own food. Planting things like garden vegetables
and herbs will help you eat locally and organic.
➢ Redecorate with Eco-products. If you need to repaint your
house, use latex paint rather than oil based. Latex paint
releases significantly fewer harmful fumes while drying and
smells a lot better - it's healthier for you, too.
➢ Buy energy-efficient appliances. These will require less
energy to do their job, meaning lower bills and less fossil fuels
being burned.
➢ Reduce your electricity use. Unplug your cell phone charger,
TV and other electronics from the wall when you are not using
them, because they use energy when plugged in and on
standby.
➢ Reduce the usage of refrigerants and air-conditioners.
➢ Pack your refrigerator more tightly to reduce cooled air.
▪ Water Conservation
➢ Take short showers and share bathwater.
➢ Pollute less. When washing dishes, wash greasy pans last to
keep the water clean.
➢ Turn off taps properly. Especially when brushing your teeth -
every little bit helps.
➢ Fix dripping taps. The constant drip wastes water, energy and
money, so repair them as soon as possible.
▪ Use appliances efficiently. Transportation
➢ Use a bike.
➢ Walk short distances rather than drive.
➢ Use public transportation or carpool for long trips.
➢ Consolidate your trips. If you must drive to do grocery,
shopping, etc., plan to do all weekly errands on one day.
➢ Research biodiesel.
➢ Research energy efficient, electric, hybrid and diesel engines
when buying a new car, motorbike or scooter.
▪ Shopping
➢ Buy only post-consumer recycled paper products, including
toilet paper and tissues.
➢ Avoid using plastic bags from grocery stores. Bring canvas
bags to carry your grocery items.
▪ Community
➢ Knowledge is power. Learn everything you can about global
warming.
➢ E-mail relevant articles to your friends and family to get them
up to speed about global warming.
➢ Write to your local council to ask for environmentally minded
services such as recycling collection.
➢ Educate yourself, you family, your friends, and everyone you
meet. Our culture is just waking up to issues that have existed
for years.
Nationwide Initiative
▪ Food security – community-based gardening
▪ Human security – mangroves planting and preservation
▪ Water sufficiency – rainwater catchment
▪ Climate-smart industries and services – agro-forestation
▪ Sustainable energy – solar panel installation
▪ Knowledge and capacity development – purok system
50
 ▪ Ecosystem and environmental sustainability – ecotourism sites
▪ Knowledge and capacity development –climate field schools

LEARNING ASSESSMENT

Crafts Making

Direction: Make a creative craft using scraps and other indigenous materials
as a way of helping our environment. Be creative, resourceful and purposeful
with your creation. Output (photo, video clips, or slides) must be posted on
social media for online exhibit. Caption must include short background about
your crafts including the materials used. (100 points)

Grading: 40% - Relevance/Concept

30% - Originality
30% - Creativity/Impact

51
CHAPTER 7 NATIONAL SECURITY CONCERNS
Time Allotment: 5 hours
Learning Objectives:
• To comprehend the concept of national security and peace in
promotion of national government;
• To identify values that must be developed and strengthened among
students in betterment of national security and peace building; and
• To apply concrete actions in building national security and peace in
country
OVERVIEW
For the past 400 years since the rise of territorially based states as
political organizing principle in Europe after 1648, the concept of security
primarily meant “protection from organized violence.” according to
McNamara(1968), security includes promotion of economic, political, and
social development in “poor nation” as a means of preventing conflicts and
preserving a minimal measure of “global order” and stability.
The new approaches to security emphasize the critical relationship
among the most daunting threats to survival. Security of people everywhere
(homes, jobs, streets, communities, and environment. – 1992 (UNDP Human
Development Report by Dr, Mahbub ul Haq).
We are entering a new era of human security where the concept of
security will dramatically change. Security will be interpreted as:
1. Security of people , not just territory;
2. Security of individuals, not just of nations; and
3. Security through development, not through arms.
Security is a national concern of Filipino and the State’s primordial
concern. Filipino people should ensure peaceful existence of state while the
state secures its constituents.
The absence of threat to territorial integrity entails the maintenance
of a harmonious relationship between its political system and values the
external environment- Leozek Busgynski, ASEAN IV National Security (Part-
Cold War Era)
The condition and state of wellbeing of Filipino people’s values, way
of life, institutions, well fare and wellbeing, sovereignty and strategic locations
are protected and enhanced.
CONCEPT OF NATIONAL SECURITY
UNESCO National Commission of the Philippines (UNACOM)
Secretary General and Foreign Affairs Usec. Rosario G. Manalo emphasize
that the center of this outlook is an expanded view of national security that
should assure the safety and well-being of the nation as a whole. Redefinition
of security should fuse concepts of population issues, environmental
protection, eradication of hunger and poverty, and promotion of human rights,
among others. Threat to national security may be:
1. Any action and event that drastically and quickly degrade and
threatens the quality of life of people; or
2. Development that has great potential to narrow the range of policy
choices available to the government or nongovernment entities within
state.
Definition of Terms:
1. Subversion – an act of individual or group, or an group of conspiracy
who seeks to alter an existing system or government through deceit
or unlawful ways.
52
 2. Communism -theory which advocates elimination of private
ownership. Tends to make society stateless and classless.
3. Agitation- subversive technique to arouse anger and hatred among
the people.
4. Propaganda- line of persuasion to influence the belief, emotion
behaviour, attitude and opinion of the target audience.
5. Infiltration- deception used of legal activities. This is used to exert
influence and if possible, seize control of target groups.
6. Politics- an art or science concerning the winning and control over a
government.
CONCEPT OF NATIONAL AND HUMAN SECURITY
(UNDP, HUMAN DEVELOPMENT REPORT 1994)
Human Security (by Kofi Annan “Secretary- General Salutes
International Workshop on Human Security in Mongolia”)
1. Seeks to “protect the vital core of all human lives in ways that enhance
human freedoms and human fulfilment”;
2. Requires “protecting people from critical and pervasive threats” and
“empowering them to take charge of their own lives”;
3. “Protection and empowerment” are mutually reinforcing and cannot
succeed in isolation”; and
4. Emphasis on the “need for comprehensive, integrated and people
centered solutions that together can help people develop the building blocks
of survival, livelihood, and dignity”. (UN Commission on Human Security)
In 1994, the UNDP referred to human security as having the following
two aspects:
1. safety from such chronic threats as hunger, disease and repression;
2. it means protection from sudden and hurtful disruptions in the patterns of
daily life – whether in home, in job, or in communities. Such threats can
exist at all levels of national income and development.
UNDP listed the threats to human security under the following main
categories:
1. Economic security- requires an assured basic income-usually from
productive and remunerative work, or in the last resort from some
publicly financed safety net. But only about a quarter of the world's
people may at present be economically secure in this sense.
2. Food security -means that all people at all times have both physical
and economic access to basic food. This requires not just enough
food to go around. It requires that people have ready access to food-
that they have an "entitlement" to food, by growing it for themselves,
by buying it or by taking advantage of a public food distribution
system. The availability of food is thus a necessary condition of
security-but not a sufficient one. People can still starve even when
enough food is available-as has happened during many famines.
3. Health security - In developing countries, the major causes of
death are infectious and parasitic diseases, which kill 17 million
people annually, including 6.5 million from acute respiratory
infections, 4.5 million from diarrheal diseases and 3.5 million from
tuberculosis. Most of these deaths are linked with poor nutrition and
an unsafe environment particularly polluted water, which contributes
to the nearly one billion cases of diarrhea a year.
4. Environmental security - Human beings rely on a healthy
physical environment-curiously assuming that whatever damage they
53
inflict on the earth, it will eventually recover. This clearly is not the
case, for intensive industrialization and rapid population growth have
put the planet under intolerable strain. The environmental threats
countries are facing are a combination of the degradation of local
ecosystems and that of the global system.
5. Personal security- Perhaps no other aspect of human security is
so vital for people as their security from physical violence. In poor
nations and rich, human life is increasingly threatened by sudden,
unpredictable violence. The threats take several forms:
• Threats [rom the state (physical torture)
• Threats to self (suicide, drug use).
• Threats from other states (war)
• Threats from other groups of people (ethnic tension)
• Threats directed against women (rape, domestic violence)
• Threats from individuals or gangs against other individuals or
gangs (crime, street violence)
• Threats directed at children based on their vulnerability and
dependence (child abuse)
6. Community security- Most people derive security from their
membership in a group-a family, a community, an organization, a
racial or ethnic group that can provide a cultural identity and a
reassuring set of values. Such groups also offer practical support.
The extended family system, for example, offers protection to its
weaker members, and many tribal societies work on the principle that
heads of households are entitled to enough land to support their
family-so land is distributed accordingly. But traditional communities
can also perpetuate oppressive practices: employing bonded labour
and slaves and treating women particularly harshly.
7. Political security - One of the most important aspects of human
security is that people should be able to live in a society that honours
their basic human rights.
HUMAN SECURITY AND DEVELOPMENT
Human Security in broadest sense is far more than the absence of violent
conflict. Its involves human rights, good governance, access to education
and health care and ensuring that each individual has opportunities and
choices to fulfil their potential.
NATIONAL SECURITY AND HUMAN SECURITY
Steps taken in this direction is a step towards reducing poverty, achieving
economic growth, and preventing conflict. Freedom from want, fear, and
freedom of future generations to inherit a healthy and natural environment-
these are the interrelated building blocks of human – and therefore a national
security.
HUMAN AND ECOLOGICAL SECURITY
Human and ecological security is a change in paradigm and value. A change
in the concept of security from the military phenomena to poverty, ecological
degradation and rapid demographic change.
NATIONAL SECURITY (NSC PERMANENT SECRETARIAT)
Commonwealth Act No.1, also known as the National Defense Act of
1935, 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. Former President
Corazon Aquino re-established the council in 1986 through an Executive
Order No.115 that provided for a National Security Council director to advise
the president on national security matters and for a National Security Council
Secretariat. The council itself is composed of the President and at least nine
54
others: the Vice President; AFP chief of staff; National Security Council
director; Executive Secretary; and the Secretaries of Foreign Affairs, National
Defense, Interior and Local Government, Justice, and Labor and
Employment (called ministers before 1987)
Responsibility for national security was vested in the Department of
National Defense. The principal functions of the department in 1981 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 Arroyo won crucial backing from her
Cabinet and Congress for the deployment of US soldiers in the country as
part of the war on terrorism. The President convened a meeting of the
country’s National Security Council during that time, in a bid to pull wavering
officials including her Vice President into line and smooth over differences in
her administration over the issue. Arroyo insisted on her opposition to
marshal support for her stance to back a U.S.- led campaign against
terrorism, not only to implement a unanimous U.N. Security Council
resolution calling on U.N. members to bring the perpetrators to justice but
also the Philippines’ strategic alliance with the United States and to assist the
global campaign to end the scourge of terrorism.
National Security Advisor and Director- General serve as Chief of
Staff and adviser for Special Concerns in National Security to the President.
The NSA has a Cabinet rank in the government.
The NSC’s function is to advise the President with respect to the
integration of domestic, foreign, and military policies relating to the national
security. The NSC also serves as the President’s principal arm for
coordinating these policies among various government departments and
agencies in matters involving the national security.
A condition or state of being where the Filipino people’s values, way of life,
institutions, welfare and well-being, sovereignty and strategic relations are
protected and enhanced:
1. Reformulation of National Security Definition
2. Expanded previous national security concepts by taking into account the
close relationship and interdependence among security, development and
governance;
3. NSC and a multi- sectoral group examined the relationship between
national security and human security in a process of conceptual redefinition.
4. Fundamental Elements of National Security:
Seven fundamental elements at the core and that amplify the
definition of national security. At the same time, they constitute the most
important challenges we face as a nation and people.
a) Socio-Political Stability -It is to achieve peace and harmony among
all Filipinos, regardless of creed, ethnic origin, and social status. The
government and the people must engage in nation-building under the
rule of law, constitutional democracy, and the full respect for human
rights. At the same time, the government is accountable to the people
and as such, must ensure sociopolitical stability through good
governance by focusing on its purpose and outcomes for its citizenry
and performing efficiently and effectively in clearly defined roles and
functions.
b) Territorial Integrity - This means that the territory of the country is
intact and under the effective control of the government. It is to ensure
the permanent inviolability of our national territory and its effective
control by the Government and the State. This includes the
preservation of our Exclusive Economic Zone (EEZ) and its protection
from illegal incursions and resource exploitation. It is this geographic
fact that the national interest is enhanced whereby, the land territories
55
 as well as bodies of water within our Philippine maritime jurisdiction
are effectively secured.
c) Economic Solidarity and strength- It is to collectively pursue and
build the economy to be strong, capable of supporting national
endeavors, and derives its strength from the solidarity of our people
who have an organic stake in it through participation and ownership.
This is the core interest of the national vision to ensure that Filipinos
become stakeholders in economic and business enterprises so that
they will collectively defend, protect, and improve the economic
system for themselves and the future generations of Filipinos.
d) Ecological Balance - The national survival rests upon the effective
conservation of our natural environment in the face of industrial and
agricultural expansion and population growth. This dimension of
national security seeks to support development that is
environmentally sustainable for the benefit of the nation and the
people who depend on it. As the country sustains its economic
growth, there is a clear indication that the ecological balance is being
threatened by natural calamities and other man-made destructive
activities. The environment, with its life support systems, is in a
position to sustain and secure development for the benefit both of the
present and future Filipino generations. Ecological balance is a
shared responsibility of all Filipinos, as individuals, families, and
communities.
e) Cultural Cohesiveness -This element implies that the Filipinos have
shown their collective sense of value to the principles of freedom and
human dignity of a person. These inherent manifestations of the
Filipino values have been shown when our forebears had fought for
our freedom against their colonizers, authoritarian rulers and
oppressive powers as exemplified by the resistance of LapuLapu,
Jose Rizal, Apolinario Mabini, Andres Bonifacio and Jose Abad
Santos. The most recent manifestations of this value were the
martyrdom of Senator Benigno Aquino and the courageous heroism
demonstrated by his wife, Corazon Aquino in the struggle to restore
democracy. This also means that our people is imbued by a common
set of values and beliefs handed down by their forebears on moral
and ethical standards, drawn from our traditions and cultural heritage,
embodying a Filipino identity transcending socio-economic, religious,
ethnic, and linguistic differences.
f) Moral-Spiritual Consensus - The Filipino people must be propelled
by the national vision inspired and manifested in words and deeds,
by patriotism, national pride and the advancement of our national
goals and interests. The primordial element for our national survival
is national unity, where the people have become proud of their
country, their culture and tradition, and their history. Consequently,
there is moral and spiritual consensus among the Filipinos on the
wisdom and righteousness of our shared national vision, as
enunciated by the President. This shared vision inspires and
motivates the citizens to get involved and participate vigorously in the
programs that promote the country’s security and development goals
and objectives.
g) External peace and internal harmony- The Philippines as a
democratic country is committed to world peace and the preservation
of world order. National security is engendered and sustained through
harmonious relations with our neighbors and allies. For this purpose,
it is for the enduring interest of the country to forge harmonious
engagement and relationship with other nations starting with the
member-countries of the ASEAN. The country and people must
pursue constructive and cordial relations with all nations and peoples,
and are free from any control, interference or threat of aggression
from any of them.
56
THREATS TO NATIONAL SECURITY
Many security threats the Philippines are facing are non-military in
nature. They are terrorism, poverty, and environmental degradation, that
needs to be addressed in an informed and intelligent manner.
Internal Threats are internal aspects of national security that relates
to defenses of national government against those local elements that seek
its replacement with their own government. In this sense, national security
deals with measures aimed at countering domestic or internal challenges to
the existing political and socio-economic order.
Our national security concern is infused with four important
dimensions. Internal threats to our national security make up the first
dimension.
1. 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.
2. 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.
3. 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.
4. 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.
5. Economic sabotage - undermines the market economy, the financial
system and the nation’s resources. Under this category are underground
activities such as counterfeiting, money laundering, large-scale smuggling,
inter-oceanic poaching ad commercial dumping.
6. Graft and Corruption - 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.
7. 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
8. Persistent environment degradation - poses a long-term security threat.
The attrition of forest 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
57
External threats. In this aspect national security is concerned in
safeguarding the state against foreign forces, pressure, or influence
designed to conquer or undermine its sovereignty, or placing under control
of some foreign states or states. In this sense, national security embrace
defense arrangements directed to ensure the safety of the state from foreign
intervention or domination.
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.
1. The multi-lateral dispute over the Spratly Island - This is a source of
intermittent tensions, owing to the build-up structures, believed to be military-
oriented, by some claimant countries in the area.
2. Smuggling of firearms and contraband, illegal migration and the
occasional movement of foreign terrorists through the porous borders
of our southwestern frontier -Philippine law enforcement agencies work
closely with international police organizations, bilaterally and multilaterally, to
check these activities
3. The lingering effects of the currency crisis affecting the countries
within the Association of South East Asian Nations (ASEAN) - are a
cause of regional anxieties which tend to aggravate the political instabilities
and socio-economic dislocations involving the poorest people.
4. The 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.
5. 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.
6. 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.
7. 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.
8. 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.
9. 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.
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.
58
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 non-combatants (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.
4. Kidnapping and Serious Illegal 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.
This type of threats could be minimize by proper citizens’ values,
commitment to support and act positively on issues related to national
security and concern for a friendly and peaceful environment
LEARNING ASSESSMENT
MODIFIED TRUE OR FALSE (2 PTS. EACH)
Write True if the statement is correct and False if the statement is incorrect
Encircle the incorrect word and write the right word/answer at the end of the
sentence to correct the statement.
____________1. Ecological Balance is to collectively pursue and build the
economy to be strong, capable of supporting national endeavors, and derives
its strength from the solidarity of our people who have an organic stake in it
through participation and ownership.
____________2. There are seven fundamental elements of national security.
____________3. Internal Threats are internal aspects of national security
that relates to defenses of national government against those local elements
that seeks its replacement with their own government.
____________4. Economic sabotage is the challenge of illegal drugs, in
particular, has grown into a major threat to the national community.
____________5. The absence of threat to territorial integrity entails the
maintenance of a harmonious relationship between its political system and
values the external environment- Leonel Michael, ASEAN IV National
Security (Part- Cold War Era)
59
CHAPTER 8 SELF AND FILIPINO SOCIETY
Time Allotment: 2 hours
Learning Objectives:
• To identify the prominent Filipino values
• To explain how these values are reflected in everyday life
• To value the importance of studying Filipino values
WHAT ARE VALUES?
Before delving into the discussion of values – Filipino values, in particular –
it is worth analyzing the word itself. The word “value” has its root in the Latin
word “valere” which means to be strong and vigorous. This proceeds from
the premise that a human person has to have strength or valor in every
endeavor. It is the basis on which his strength in facing the challenges of life
should be directed.
Dr. Tomas Q. D. Andres (1986) would define values as “things, persons,
ideas or goals which are important to life; anything which enables life to be
understood, evaluated, and directed.”
On the other hand, Edgar Sheffield Brightman defines value as “whatever is
liked, prized, esteemed, desired approved, or enjoyed by anyone at any time.
It is the actual experience of enjoying a desired object or activity. Hence,
value is an existing realization of desire.”
Collectively, the values of a society would be the standards or principles for
which an act is judged to be what is right or wrong, correct or incorrect. As
such, it is the goal set for every member of the community to attain what is
desirable. In other words, values in a society give meaning and direction to
every individual’s life and influence his human behavior.
Based on these definitions, we can say that values are those which are
considered by the society as desirable and important and have attained the
status as moral impetus behind every action of each member geared towards
the desired end or goal.
WHAT ARE FILIPINO VALUES?
Significantly, Filipino values would be the standards or principles set forth by
the Filipino society as basis for what is right or wrong, the principles on which
every member of the Filipino society should persevere to attain in order to
reach the ultimate realization of his life, regarding his person and in relation
to his family and society in general.
SIGNIFICANCE OF STUDYING FILIPINO VALUES
• A study on the Filipino values would provide us a deeper
understanding of the Filipino culture
• The shaping of the Philippine society into a successful and
progressive nation would depend on understanding and appreciating
the positive side of the Filipino values.
• The purpose of studying Filipino values is to help us understand our
Filipino values to enable us to put the positive side of Filipino values
in use to disregard the negative ones. Thus, in the end, through the
development and use of positive values, we may bring out the best in
the Filipino society in general and the individual in particular
UNDERSTANDING THE FILIPINO VALUES AND CULTURE
• The Filipino society is composed of a mixture of different races which
influenced the lifestyle and values being practiced in the Philippine
community.
• The resulting blend of this mixture of influences, which are sometimes
conflicting, is uniquely Filipino in character.
60
Most Prominent Filipino values are the result of:

FILIPINO CHARACTERISTICS

The characteristic that makes a Filipino way from different society is

his uniquely blended culture and values from different influences. Filipino
values, for reason of several influences that shaped the identity, are bipolar
like a coin that has two sides. They may either positive or negative polarity

Due to ambivalence of Filipino values, they have the potential of being

used for good and evil. They may either help or hinder personal and natural
development, depending on how they are understood, practiced or lived.

a. UTANG NA LOOB- is a situation where an individual is required to

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

61
b. BAHALA NA- comes from the words Bathala na. It reflects the OTHER STRENGTHS OF THE FILIPINO CHARACTER
Filipino's dependence on the supernatural being and on fate. This
tends to move toward the commonly conceived procrastination
character of the Filipino

c. MAÑANA HABIT- “Mañana” is a Spanish word that means

“tomorrow”. This is a Filipino trait that enforces procrastination -
practice of putting off work to be done in the near future or in the
last minute. This habit is exemplified through the “Mamaya na” or
“Bukas na.”

d. NINGAS KUGON- translates to “burning of cogon grass”. As a

Filipino trait, it means that Filipinos tend to have a strong
enthusiasm in the beginning of each work or endeavor but gradually
slows down and lose their drive to work and finish the job. It is said
that in work Filipinos tend to do their job halfbaked or leave it
unfinished.

e. AMOR PROPIO- is another Spanish term that means a sense of

self-esteem or self-respect that prevents a person from swallowing
OTHER WEAKNESSES OF THE FILIPINO CHARACTER
his pride. It also means ego defensiveness or maintaining one’s
dignity and personal pride.

f. BAYANIHAN- is a core essence of the Filipino culture. It is helping

out one’s neighbor as a community, and doing a task together, thus
lessening the workload and making the job easier. It is also called
the ‘community spirit.’

62
LEARNING ASSESSMENT
Interview three (3) members of your family particularly those coming
from different generations (e.g. grandparent, parent, and younger
sibling/cousin not younger than 10). Ask them about the differences
that they observe regarding the values of the old and the new
generation of Filipinos. Summarize their answers in a short paragraph
consists of 4-6 sentences only. Write your answer on a ½ sheet of
paper.
CHAPTER 9 VOLUNTEERISM
Time Allotment: 3 hours
Learning Objectives:
• To define volunteerism and its related concepts
• To explain the roles of the private sector in volunteerism
• To determine the agencies within the national network of volunteer
organizations
• To write a community service plan
REPUBLIC ACT 9418 – VOLUNTEER ACT OF 2007
It should be the policy of the state to promote the participation of the different
sectors of the society, international and foreign volunteer organizations in
public and civic affairs, and adopt and strengthen the practice of volunteerism
as an approach in order to reach national development and international
understanding. Every Filipino should be educated of volunteerism to foster
social justice, solidarity and sustainable development. To achieve
attainment, here are the goals and objectives of the policy:
a. To provide the policy framework that shall underscore the fundamental
principles necessary to harmonize the broad and diverse efforts of the
voluntary sector,
b. To provide a conducive and enabling environment for the mobilization and
nurturance of volunteers and volunteer organizations,
c. To strengthen the Philippine National Volunteer Service Coordinating
Agency (PNVSCA) as an effective institution to support volunteerism in the
country.
63
 DEFINITION OF TERMS
1. Volunteerism – (A) act that involves different activities which includes
traditional form of mutual aid and interventions empowering both on the part
of the beneficiary and the volunteer; (B) a powerful means for bringing more
people into the fold. It strengthens civic engagement, safeguards social
inclusion, deepens solidarity and solidifies ownership of development results.
It simply is not possible to attain the SDGs without a wide range of people
engaged at all stages, at all levels, at all times.
2. Volunteer – an individual or group who contribute time, service and
resources whether on full-time or part-time basis to a just and essential social
development cause, mission or endeavor in the belief that their activity is
mutually meaningful and beneficial to public interest as well as to themselves
3. Volunteer Service Organization – a local or foreign group that recruits,
trains, deploys and supports volunteer workers to programs and projects
implemented by them or by other organizations or any group that provides
services and resources, information, capability building, advocacy and
networking for the attainment of the common good
4. Voluntary Sector – those sectors of Philippine society that organizes
themselves into volunteers to take advocacy and action primarily for local
and national development as well as international cooperation and
understanding
ROLES AND MODALITIES OF VOLUNTEERISM IN PRIVATE SECTOR
a. Volunteerism in academe encourage academic institutions to continuously
devise ways to effectively teach and practice the value of volunteerism. Such
integration provides students with the volunteering arena by which they can
channel their idealism and vigor into something worthwhile.
b. In corporate sector, volunteerism serves as an expression of corporate
social responsibility and citizenship, which refers to the activities recognized
by the company, where give their time, skills and resources in the service of
the company’s internal and/or external communities. PHILIPPINE
NATIONAL VOLUNTEER
SERVICE COORDINATING AGENCY (PNVSCA)
PNVSCA was created under the Executive Order No. 134 to review and
provide policies and guidelines regarding the national volunteer service
program. It establishes and maintains a national network of volunteer
organizations and serves as liaison between and among local. Recognizing
the important contributions of volunteerism in nation-building, the Philippine
National Volunteer Service Coordinating Agency (PNVSCA) leads the
promotion and coordination volunteer programs and services in the
Philippines, to maximize the benefits that may be derived from volunteer
assistance and properly gauge the contributions of volunteers to national
development and international cooperation.
MULTI-SECTORAL ADVISORY BODY (MSAB)
It was created under the Executive Order No. 365 to assist the PNVSCA. It
composed of different government agencies (NEDA, DepED, DFA, DOJ,
DILG, DSWD, CHED and PMS) and representative from the corporate
sector, private academe sector and from the not-for-profit sector. MSAB
functions to provide advice in the formulation of policies and guidelines for
the national volunteer service program, provide consultative and technical
advisory services on volunteer matters, and serves as forum to enhance and
strengthen linkages between and among volunteer groups and communities.
64
LEARNING ASSESSMENT CHAPTER 10 PEACE EDUCATION

Using the table below, fill it out with your plans on how you will engage Time Allotment: 3 hours
as a volunteer in a community service. Make sure that your plans are Learning Objectives:
aligned with the course you are currently taking in school. (100 points)
• To define peace
TYPE OF
COMMUNITY
PROPOSED
ACTIVITY/IES
TARGET/
BENEFICIARY
NEEDS OF
THE
OBJECTIVES
OF THE
EXPECTED
OUTCOMES
• To explain the values and importance of peace education
SERVICE OF THE TARGET ACTIVITY • To appreciate the value of having peace education
ACTIVITY COMMUNITY PLAN
(Direct/ (at least 3)
Indirect/ UNDERSTANDING VALUES OF PEACE
Advocacy)

Humankind needs to take lessons from its past in order to build a new and
better tomorrow. One lesson learned is that, to prevent our violence-ridden
history repeating itself, the values of peace, non-violence, tolerance, human
rights and democracy will have to be inculcated in every woman and man,
young and old, children and adult alike.

PEACE DEFINED

The concept of peace varies according to the people who give meaning to it,
based on the work they do and the cultural context they come from. Some of
these concepts are:
*Direct- Students interact with the recipients of service (e.g. volunteering at
a food kitchen for a feeding program) 1. “Peace is not just the absence of war. It is the wholeness of life where
every person can live with dignity.” (Mindanao Church Peace Congress,
*Indirect- Students channel resources to a problem but no interaction takes 1996)
place (e.g. organizing a food drive or participating in a community
beautification project) 2. “The new name of peace is development.” (Pope Paul VI, Populorum
Progressio)
*Advocacy- Students bring awareness to an issue and inspire others to take
action (e.g. speaking in a seminar on mental health) Peace is not just absence of war or violence because its absence does not
always mean peace. Peace, as positively defined, means the presence of
Grading: Table completion 40% harmony, understanding, tranquility, social justice, respect, and tolerance-
Organization and alignment of ideas 25% meaning the enhancement of life. In other words, it is the general well-being
Content substance 35% of the individual.

65

LEVELS OF PEACE
Peace should be viewed at different levels:
1. Personal Level -refers to the development of inner harmony or
integration characterized by such qualities as self-respect, self-
confidence, ability to cope with negative feelings (fear, anger,
insecurity, and shame), and developing positive attitudes such as
cheerfulness and optimism.
2. Interpersonal Level -is manifested by the relationship of an individual with
one another.
The interpersonal level peace can be shown in terms of:
a. Assertiveness - The capacity of an individual to express one’s views or
exercises one’s rights without being aggressive (injuring or violating the rights
of others) or submissive (denying one’s own views or rights).
b. Respect -To recognize the worth of others regardless of differences in
social position, culture, origin, ethnic grouping or gender.
c. Concern for others -An awareness and understanding of their needs,
feelings, and condition and extending appropriate consideration for such.
d. Cooperation - The capacity and willingness to work with others to achieve
a common goal.
e. Open-Mindedness - The willingness to approach difficult sources of
information, people, and events with a critical but open mind.
f. Humility - The virtue to accept and recognize that others may have the
ability similar or maybe more than you have and that recognition enables you
to accept your own limitations.
3.Social/ National Level - is a addressing issues that affect society and it’s
social, political, and economic components. For example, addressing the
issue of social injustice such as land grabbing, forest degradation, water
pollution, and others that have a societal impact.
a. Social Responsibility - An awareness of one’s responsibility for the
common welfare and the willingness as well as the readiness to work for it.
b. Interdependence - An awareness of the impact of the decisions and
actions of individuals and groups on one another.
c. Social justice - Requires an awareness and recognition of the civil,
political, economic, social, and cultural rights, especially of the more
marginalized sectors of society and the willingness to promote and defend
them.
4. Global Level - is similar to the social and national level peace is concerned
with attaining related issues that have global impact or racial discrimination,
terrorism, militarization, environmental degradation, xenophobia, and others.
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a. Respect for the environment - The value of recognizing the importance a. Respect for the environment - The value of recognizing the importance
of the resources in the environment as indicated by the act of preserving and of the resources in the environment as indicated by the act of preserving and
conserving them. Also, the efforts initiated to protect the resources of the conserving them. Also, the efforts initiated to protect the resources of the
environment. environment.

b. Unity in the oneness of Humankind - The value of recognizing the b. Unity in the oneness of Humankind - The value of recognizing the
importance of being one with other humans as the semblance of God’s power importance of being one with other humans as the semblance of God’s power
and love. It is recognition that everyone is as important as the other. and love. It is recognition that everyone is as important as the other.

c. Religious Appreciation - The ability to respect and appreciate the
presence of people with the religious beliefs other than his own. This
recognition brings us into realization that we have different ways of
expressing our faith but we have common aspiration to be pleasing to the
Creator.
c. Religious Appreciation - The ability to respect and appreciate the
presence of people with the religious beliefs other than his own. This
recognition brings us into realization that we have different ways of
expressing our faith but we have common aspiration to be pleasing to the
Creator.

3.Social/ National Level - is a addressing issues that affect society and it’s
social, political, and economic components. For example, addressing the
issue of social injustice such as land grabbing, forest degradation, water
pollution, and others that have a societal impact.

a. Social Responsibility - An awareness of one’s responsibility for the

common welfare and the willingness as well as the readiness to work for it.

b. Interdependence - An awareness of the impact of the decisions and

actions of individuals and groups on one another.

c. Social justice - Requires an awareness and recognition of the civil,

political, economic, social, and cultural rights, especially of the more
marginalized sectors of society and the willingness to promote and defend
them.

4. Global Level - is similar to the social and national level peace is concerned
with attaining related issues that have global impact or racial discrimination,
terrorism, militarization, environmental degradation, xenophobia, and others.

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STRATEGIC APPROACHES OF THE AFP IN WINNING PEACE
The AFP Internal Peace and Security Plan (IPSP) is, in a nutshell, a
paradigm shift on how the armed forces views its mandate of protecting the
people and the state- in this case, from armed threats. The primary objective
of AFP internal security operations shall be Winning the Peace rather than
simply defeating the enemy.
Winning the peace provides the framework of AFP’s new approach to
peace and security. This is a shift from a predominantly militaristic solution to
a people-centered security strategy that is founded on board-based
consultations and engagement with key stakeholders. Instead of only
considering the immediate goal of diminishing the armed capability of threat
groups, the AFP also chooses to also focus on the long-term and more
important effects of its military operations on the people and communities,
their way of life, and well-being. In other words, peace is to be won for the
people.
In this context, military operations shall be conducted within the large
framework of the government’s peace strategy. Military operations are tools
to be used in the government’s efforts to achieve peace and security. The
military’ primary role is to address the armed capability of groups who
threaten the security and safety of the state, the people, and the
communities. This translates to the conduct of combat operations against
armed internal threats that are intelligence-driven, deliberate, and calibrated
to diminish the armed capability of said threat groups. Military operations
shall not be limited to purely combat operations. The AFP shall likewise shall
maximized the utilization of non-combat operations such as civil military
operations (CMO) and development – oriented activities.
Moreover, a focus on winning the peace is likewise an
acknowledgement that a purely military solution will never be enough to
achieve peace. Unity and harmony of efforts with other stakeholders is
essential. Inasmuch as the objective of military operations is not just to
protect the state but also to protect the people, the people themselves must
be active participants in the pursuit of peace and security.
Therefore, to win the peace, the IPSP, from its planning to its
implementation and evaluation shall be underpinned by two strategic
approaches: The Whole-of-Nation Approach and the People-Centered
Security /Human Security Approach. The Whole of Nation Approach is the
framework that shall guide how the AFP will implement this internal peace
and security plan while the People Centered Approach under the broader
frame of Human Security reflects the paradigm shift that the AFP has
undertaken in this Plan. These two approaches run parallel run parallel to the
United Nation Commission on Human Security's (UNCHS) "protection
empowerment" framework. In this IPSP, the AFP seeks to protect the people
while at the same time supporting their capacity development, and
recognizing their indispensable role as partners in ensuring peace and
security.
1. Whole of Nation Approach
As peace and security are indivisible, efforts towards their attainment
must be shared by all. As earlier stated, the Whole Nation approach is based
on the recognition that the AFP cannot single handedly solve the internal
peace and security concerns of the country. The comprehensive definition of
security, with focus on the well-being of the people, entails a multi-faceted
and multi-pronged approach. This can only be attained through a sustained
multi-stakeholder effort borne out of partnerships with different government
institutions, non-government stakeholders, such as NGOs and CSOs, and
the local communities.
The Whole of Nation approach seeks to bring about a concerted effort
towards national peace and security. It must be clarified that this approach is
not just about burden sharing. It is about a concept and understanding of
security that is shared not just among security forces and government
institutions but also with civil society and communities. This shared
responsibility can only emanate from shared concept of security.
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 The Whole of Nation approach is but a natural progression and
enhancement of the previously enunciated "whole of government" approach
to internal security. While the latter only highlights the roles to be played by
the various national government instrumentalities, the Whole of Nation
approach presupposes that ordinary citizens and the entire Filipino nation are
active contributors to internal peace and security. In this context, the role of
the AFP is to catalyze the involvement of all stakeholders and facilitate the
synergy of all these efforts. It shall activately engage its counterparts and
partners in consultation and dialogue, forge partnership, and build a broad
peace and security constituency.
2. People-Centered Security /Human Security Approach
The Internal Peace and Security Plan focuses on the people. A
people-centered security within the frame of Human Security puts people's
welfare at the center of its operations. "In human security operations, the
protection of civilians, not defeating an enemy, is an end in itself". It puts
primacy to human rights and also explores ways on promoting local security
and safety based on the needs and realities of communities on the ground.
In its most basic sense, human security is freedom from fear and
freedom from want. It is the state of being able to live with human dignity.
More than the absence of violent conflict, human security means the
protection and respect for human rights, good governance, access to
economic opportunities, education and health care. The concept has several
components: economic security, food security, health security,
environmental security, personal security, community security, and political
security requiring the entire government bureaucracy, the private sector, and
the civil society to collectively implement. It must be stressed that human
security does not conflict with human security.
These are in fact, complementary concepts. The human security
approach seeks to enhance human rights and promote human development
efforts, the necessary conditions to create a peaceful and secure
environment. On the other hand, ensuring state security means removing
armed threats that hinder the promotion of human security efforts. Pursuing
the tandem of human security and state security,thus, remains consistent the
AFP's two-fold constitutional mandate as the protector of the people and the
state. This constitutional mandate is further reinforced by President Aquino's
pronouncement that the ultimate goal of national security is the safety and
well-being of the people.
Concretizing the desire to put human security at the core of the AFP's
plans means placing the people at the center of its peace and security
activities. As mentioned earlier, and reiterated here, the end goal is not just
defeating the threat group(s), rather protecting the civilians under the ambit
of human rights is an equally if not more important goal. Needless to say, the
successful implementation of this Plan is the primary contribution of the AFP
to human security. Within the institution itself, the AFP shall implement
measures to enhance the appreciation and understanding of troops on the
concept of human security. On the ground, vital components of this Plan's
implementation include supporting local capacity building activities to tackle
the human security agenda, mobilizing the broadest possible participation of
people and communities to build the constituency for peace, and
collaborating with other government agencies(GAs), civil society, business
community and LGUs to pursue the human security agenda.
LEARNING ASSESSMENT
A. Modified true or false (2 pts. each)
Write True if the statement is correct and False if the statement is incorrect.
Encircle the incorrect word and write the right word/answer at the end of the
sentence to correct the statement.
____________1. Interdependence is an awareness of the impact of the
decisions and actions of individuals and groups on one another.
____________2. Open-Mindedness is the virtue to accept and recognize that
others may have the ability similar or maybe more than you have and that
recognition enables you to accept your own limitations.
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____________3. There are five levels of peace.
____________4. Interdependence is an awareness of one’s responsibility for
the common welfare and the willingness as well as the readiness to work for
it.
B. Write an essay on the following topic. Write it down on a whole sheet
of paper. (6 pts.)
If given a chance to focus on just three level of peace. What is it and why?
CREATING CULTURE OF PEACE
Martin Luther King Jr. espouses equality to all regardless of color. He
campaigned against racial discrimination. His campaign was made popular
by his work I Have Dream" where he expressed his vision of black boys and
girls sitting with white boys and girls in a table of brotherhood".
Peace Education is concerned with the issue and problems including
militarization, structural violence, human rights, cultural solidarity,
environmental care and personal peace. It sees the connection between
theory and practice and the link among the various transformative goals and
strategies.
It is directed to the full development of human personality and
strengthening of respect for human rights and fundamental freedom.
It promotes understanding, tolerance, and friendship among all
nations, racial and religious groups. It also promotes international
understanding and universal brotherhood.
Peace Education is the process of acquiring the values, the
knowledge and developing the attitudes, skills, and behaviors to live in
harmony with oneself, with others, and with the natural environment.
Some countries that have peace education initiatives have common
concerns such as:
1. Addressing violence at all levels;
2. Providing the individuals with understanding of the forces and factors
within the social system;
3. Developing a future world that is less violent, more just and secure;
4. Promoting the symbolic relationship between humans and nature;
5. Eliminating the threats of war, violence, and environmental
destruction; and
6. Aiming for a peaceful equitable and ecologically sustainable future.
At such, peace education aims to develop among its students the value of:
1. Understanding multi-cultural society;
2. Inculcating peace to the youth and promoting peace among nations;
3. Resolving conflict peacefully;
4. Love for the other persons;
5. Self-esteem, cooperation, communication, environmental concerns,
and multi-cultural and global awareness; and
6. Attaining inner peace.
CULTURE OF PEACE
A culture of peace (COP) is achieved when citizens of the world
understand global problems, have the skills to resolve the conflicts and
struggle for justice Non-violently, live by international standards of human
70
rights and equity, appreciate cultural diversity, and respect the Earth and
each other. Such learning can only be achieved with systematic education
for peace (Hague Appeal for Peace Global campaign for peace education).
The culture of peace must be understood by the message it brings.
Let us first discuss the meaning of culture. Culture is established in a human
society composed of the spiritual aspect where values, meanings and
worldviews are developed; and the material aspect consist of language,
gesture, symbols, rituals, and styles. The classic definition of culture which
more sociological definitions have followed was stated by Taylor: "That
complex whole which includes knowledge, belief, art, morals, law, custom
and any other capabilities and habits acquired by man as a member of
society."
Developing the culture of peace was recognized as the development
of creative life-styles and practical ways of dealing with conflict that make
violence and oppression obsolete. To promote a culture of peace, it must be
systematically integrated into formal education. However, some problems are
encountered in this effort as observed in the experience of Toh (1997),
particularly in Notre Dame University, Cotabato City, Philippines:
1. Peace education does not only promote critical understanding but also
empowerment and action for transformation - Therefore, schools and
institutions - as well as individual peace advocates all need to take on the
challenges of institutional and personal transformation so that organizational
and interpersonal structures and relationships are more consistent with
principles of peace, justice, sustainability democracy, and compassion.
2. An authentically holistic orientation towards peace education needs to
promote critical thinking and problem solving on contemporary and societal
problems facing the Philippines - This means that alternative perspectives on
paradigms of national development, human rights, environmental and
resource use, and democracy and cultural relationships must be a central
feature of official curricula and pedagogies. The challenge for government
institutions is to encourage open dialogue and critical analysis of these
alternative views
3.Although peace education is gaining momentum, there are forces within
the wider Philippine society and global context that can lay the seeds for more
conflict and peacelessness.
These obstacles are not however, insurmountable. There are strategies to
facilitate the progress of peace education. Hereunder is some of the
strategies:
1. Constant dialogue among all sectors, institutions, and agencies on
the meaning and purpose of peace education, informed by the
willingness to learn from the experience of institutions, NGOs, and
community organizations who may provide lessons for such
experience.
2. Coordinating the expansion of peace education programs with
adequate training and orientation of decision-makers, administrators,
citizens, and educators in a holistic framework.
3. Improving coordination mechanism between government agencies,
NGOs and other institutions seeking to integrate peace education into
their activities.
4. Setting up of opportunities for sectoral advocates and educators to
dialogue and explore the relevance of a holistic peace education
framework to their specific work.
The Steps in Non-violent Actions
1. Information Gathering-well-informed research.
2. Education-information gathered is transmitted to others.
3. Personal Commitment- not a job but a commitment to offer one's life
for a cause.
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 4. Negotiation - you are not a non-violent person if you do not open CHAPTER 11 SPORTS AND RECREATION
yourself for negotiation.
Time Allotment: 3 hours
5. Reconciliation and Healing - produce both truces and settlement.
Learning Objectives:

1. To distinguish between recreation and sport;

Role of Schools in Promoting Values of Peace
1.Peaceful pedagogies or strategies in teaching.
2.Disarmament education, discourage parents from buying war toys.
3.Avoid sexist education, language curriculum.
4.Encourage student's cooperative /collaborative activities rather than
competitive one.
5. Encourage students to discuss the roots of conflict so that they can
propose alternative ways of solving them peacefully.
6.Encourage students to undertake activities that promote intercultural
dialogue to develop intercultural understanding and tolerance.
2. To explain various forms of sports and recreation;
3. To associate sports and recreational setting; and
4. To identify the benefits of participation associated with sports
and recreation activities.
Definitions
Recreation refers to all activities people do to refresh their bodies and
minds and make their leisure time more interesting and enjoyable.
Examples of recreation activities include walking, swimming, meditation,
reading, playing games, and dancing.
It refers to the free time that people can spend away from their everyday
responsibilities (e.g. work and domestic tasks) to rest, relax, and enjoying
life. It is during leisure time that people participate in recreation and sporting
activities.

Sports refers to any type of organized physical activity, e.g. soccer,

LEARNING ASSESSMENT
A. Why is it important to study about creating a culture of peace? (10
points)
B. Pick, Draw and Name at least 3 culture of peace symbols/sign and
explain why you picked it. (total 15pts)
You can choose peace symbols from the link below:
(https://www.thehistorypress.co.uk/articles/peace-symbols-through-history/)
football, basketball, and athletics.
The benefits of participation
Participation in recreation and sports activities can have many benefits for
both the individual and community.
• Health promotion and disease prevention – recreation and sports
activities are an enjoyable and effective way to improve health and
well-being they can relieve stress, increase fitness, improve physical
and mental health, and prevent the development of chronic
diseases, such as heart disease.

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 • Skill development –physical and social skills are some of the many E. Intellectual
skills that can be developed through participation in recreation and • poetry writing
sports activities. • song writing
• Awareness raising, reduction of stigma, and social inclusion- • reading
recreation and sports activities are powerful low cost means to • research and investigations
foster greater inclusion of people with disabilities, they bring people • short story and novel writing
of all ages and abilities together for enjoyment and provide people • answering crossword puzzles
with disabilities the opportunity to demonstrate their strengths and
• playing chess
abilities and promote a positive image of disability.
• scrabble
• International peace and Development – universal language that
can be used as a powerful tool to promote peace, tolerance and
understanding by bringing people together across boundaries
cultures and traditions.
• Empowerment – recreation and sports activities can empower LEARNING ASSESSMENT (1 whole sheet of paper)
people with disabilities by positively influencing their self- confidence III. Using the Word Pool Below choose the letter of the correct
and self- steem. answer.

TYPES OF RECREATIONAL ACTIVITIES a. Recreation c. fitness e. play g. singing i. relaxation

b. Sports d. health f. dancing h. movement j. Physical
B. Physical
• aerobics
• dancing 1. Having material existence; perceptible especially through the
• group games senses and subject to the laws of nature.
• minor sports 2. The act of relaxing or state of being relaxed.
• outing like field trips, picnics, hiking and camping
3. The act or process of moving especially: change of place or position
C. Social or posture.
• parties, dancing
• evening dinner with friends 4. To make a shrill whining or whistling sound.

5. To move or seem to move up and down or about in a quick or lively

D. Cultural
manner.
• arts and crafts
• glee club and choral groups 6. This is a particular act or maneuver in game.
• dramatics, concerts and lectures
7. The condition of being sound in body mind or spirit.
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8. The quality of state of being fit.
9. An activity involving physical exertion and skill in which an individual
or team competes against another or others for entertainment.
10. Activity done for enjoyment when one is not working.
IV. Explain the following. (5 points each)
If you are to conduct an outreach program for NSTP, identify five
(5) recreational activities that you can introduce to the community.
Explain each briefly.
CHAPTER 12 EMERGENCY RESPONSE TRAINING
Time Allotment: 12 hours
Learning Objectives:
• To differentiate between and among the basic concepts in disaster
management
• To identify the hazards in the Philippines
• To determine how to properly make a disaster preparedness plan
• To make a sample plan based on the hazards within a community
REVIEW OF BASIC CONCEPTS IN DISASTER MANAGEMENT
A. HAZARD
A hazard is any unusual event that has a potential to threaten people’s lives,
their property and livelihoods. Some hazards occur naturally or are of natural
origin, like typhoons, earthquakes and volcanic eruptions. Some hazards are
74
caused by humans, like environmental pollution, deforestation, civil conflicts,
toxic gases and chemicals.
B. VULNERABILITY
Vulnerability is the extent or degree to which an individual, community,
structure, service, or geographic area is likely to be damaged or disrupted by
the impact of a particular hazard. Families and communities are said to be
vulnerable when they are exposed to known hazards and are likely to be
adversely affected by those hazards, if and when, they occur.
C. DISASTER
A disaster can be defined as the serious disruption of the functioning of a
community, causing widespread human, material or environmental losses,
which exceed the ability of the affected people to cope using their own
resources. Disasters can be classified according to a number of criteria. They
are often classified according to their speed of onset (sudden or slow), or
according to their cause (natural or man-made).
OVERVIEW
An archipelago of over 7,100 islands, the Philippines is the fourth most at-
risk country in the world in terms of climate-related natural disasters, such as
typhoons, sea level rise, flooding and extreme temperature. It is one of the
top three countries in the world for population exposure and has the largest
proportion of capital investment and stock along coastlines. Already it is
estimated that multi-hazard average annual loss for the Philippines is
US$7.893 million, which is equivalent to 69 per cent of social expenditure in
75
the country. The changing nature of meteorological hazards and emergence WHAT ARE THE MOST COMMON HAZARDS IN THE PHILIPPINES?
of the ‘New Normal’ mean that events such as Super Typhoon Haiyan – and
the devastating impact it had – can be expected to occur more frequently, ➢ Typhoons
intensifying potential losses. High levels of poverty (25 per cent of the ➢ Earthquakes
population are living below the national poverty level) and high
inequality result in large demographics being unable to prepare, cope with ➢ Drought
and recover from disasters. The Philippines government has devoted
significant resources to build disaster capacity and reduce population ➢ Flood
exposure and vulnerability. A focus on the Philippines with its high risk,
➢ Fire
challenges of poverty and inequality, can serve as a model on how to build
resilience and promote disaster risk reduction (DRR). ➢ Volcanic Eruption

➢ Climate Change

Can you identify the following common hazards in the country?

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 The probability of a disaster occurring, or what is sometimes called
as disaster risk, is a function of the possibility of a hazard occurring at a
particular time and place and the level of vulnerability of the people or
community that can potentially be affected. A disaster occurs only when the
hazard actually causes human and material losses for families and
communities.
The occurrence of a hazard or natural phenomenon, by itself, is not a
disaster, only a flood, or a drought, or wind, etc. A hazard is the “trigger
event”, which sets off the disaster. For example, it could be a typhoon,
landslide or industrial accident. Without the “trigger event” there is no
disaster. Similarly, a population maybe vulnerable to a disaster for many
years without a disaster occurring.
➢ Organizational Vulnerability - People that have been
marginalized in social or economic terms are vulnerable to
suffering from disasters whereas people who belong to groups
which are well organized and in which there is a high
commitment to each other suffer less when a disaster strikes.
➢ Attitudinal / Motivational Vulnerability - people that have low
confidence in their ability to affect change or who have “lost
heart” and feel defeated by events they cannot control are
harder hit by disasters than those who have a sense of their
ability to bring about changes they desire.
DISASTER MANAGEMENT

Many people, for example, live in unsafe conditions near a river
estuary, they are unable to construct safe houses, they engage in dangerous
livelihoods (e.g. sea fishing) and have low incomes. A disaster happens when
these two come together. The “unsafe conditions” or vulnerability are the
contexts where people and property are exposed to the risk of disaster.
These make the community vulnerable to a particular hazard.
Disaster management is the collective term used to describe all the
encompassing aspects of planning and responding to disasters, including
post-disaster activities. In other words, disaster management refers to the
entire range of activities and interventions that can, and should be,
undertaken before, during and after a disaster to minimize loss of life,
property and human suffering and to hasten recovery.

Unsafe conditions or Vulnerability is a combination of interrelated and

dynamic factors. One way to help you understand vulnerabilities is by
grouping or classifying them into the following three basic categories:

➢ Physical / Material Vulnerability – for example, poor people

who have little physical or material resources suffer more from
disasters than rich people. People who are poor often live on
marginal land; they do not have any savings or insurance;
they are in poor health. These factors make them more
vulnerable to disasters and mean that they have a harder time
surviving and recovering from a calamity than people who are
better off economically. Social /

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I. PRE-DISASTER
A. PREVENTION
Prevention measures are activities designed to provide permanent protection
from the threat of disasters or reduce the intensity or frequency of a
hazardous event so that it does not become a disaster. These include
activities designed to impede the occurrence of a disaster event and/or
prevent such an occurrence from having harmful effects on communities and
infrastructure.
B. MITIGATION
Mitigation is the measure taken in advance of a disaster aimed at reducing
its impact on society and the environment. These include all measures that
can be taken to minimize the destructive and disruptive effects of hazards
and thus lessen the magnitude of a disaster.
C. PREPAREDNESS
Preparedness involves measures taken in anticipation of a disaster to ensure
that appropriate and effective actions are taken in the aftermath.
Preparedness activities attempt to minimize the impact of a disaster by
structuring the response and effecting a quick and orderly reaction to the
disaster.
II. DURING DISASTER
DISASTER RELIEF AND RESPONSE
This applies to those extraordinary measures required in search and rescue
of survivors, as well as to meet the basic need for shelter, water, food and
health care. This includes essential services and activities that are
undertaken in the aftermath of a disaster to assist affected people.
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 III. POST-DISASTER
REHABILITATION AND CONSTRUCTION
Reconstruction is the term used to describe involves taking permanent
measures undertaken to repair, or replace, damaged houses and
infrastructure and to get the economy going. Actions include construction
of permanent housing and full restoration of all services. Rehabilitation
and recovery refers to the process undertaken by a disaster–affected
community to fully restore itself to a pre-disaster level of functioning.
Rehabilitation covers interventions to restore basic services to facilitate
recovery of the affected people.
HOW DO WE PREPARE FOR DISASTERS?
1. Disaster Risk Assessment The first step to take in order to be
prepared for disasters is to get a good picture of the existing situation
or condition in the community. This is achieved by gathering data and
information about the hazards, vulnerability and capacities present in
the area. The analysis of this will then form the basis in the
determination of any and all future activities and projects. In addition,
it will be necessary to know who and where the most vulnerable are
and what how people cope with disasters.
2. Developing Community Action Plan What can our community do to
cope with disaster? Of the disaster preparedness activities, one of the
most critical is to have disaster preparedness plans in place that are
agreed upon, implement able and for which commitment and
resources have been relatively assured. The emphasis of a disaster
preparedness plan should be to anticipate the resources and logistics
necessary to implement these components and the most effective
ways of meeting those requirements. Hence, an effective disaster
preparedness plan gives practical guidelines on its various
components, including a specific focus on the following:
3. Early Warning System For most types of rapid onset disasters, a
warning system can save many lives by giving a vulnerable
population adequate notice of an impending disaster they can either
escape the event or take precautions to reduce the dangers. The
most appropriate means of obtaining and disseminating forecast
and early warning information must be defined within the disaster
preparedness plan. It is imperative that early warning messages
must reach and be understood by the people that will potentially be
affected. An effective early warning system should also identify how
we provide information to people and who is responsible at different
levels for this.
4. Evacuation People should be aware of the historical places for
evacuation in their communities, the local authority plan for
evacuation and alternative routes to the evacuation place. The roles
and responsibilities of the different disaster management officials at
the different levels should then be clearly outlined in the planning
process. Provision for other equally important aspects of water and
sanitation, shelter and food provisions in evacuation or safe areas
should also be considered within the context of preparedness
activities for evacuation.
5. Search and Rescue Activities should be undertaken to organize
disaster response teams or brigades. These teams should be
trained and be present at provincial, district, commune and village
levels to undertake search and rescue both on land and water.
Team members should know the principles of search and rescue
as well as basic life-saving techniques and First Aid.
6. Mitigation Measures Gathering and analyzing hazard and
vulnerability data and information should lead to the identification of
all the relevant non-structural and structural activities and projects
that should be implemented in order to reduce the impact of disaster
events in the community. Assessing capacities, on the other hand,
will show which of the activities and projects the community can
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 already be done (because they require little or no-cost), those they
can do with some technical or financial assistance from outside
sources and those which only government and/or external
organizations and institutions can implement due to the extensive
financial and/or technical requirements needed.
7. Public Awareness Campaigns There are several waves of
awareness campaigns that will be required. The disaster risk
reduction process will only be effective if those who are the ultimate
beneficiaries know what to do in times of disasters and know what
to expect. For this reason, an essential part of disaster
preparedness is the education of those who may be threatened by
disasters. Preparedness measures that should be taken by families
and communities to reduce the impact of the disaster should also
be disseminated. People, especially those in high-risk areas, should
also know about disaster plans and activities so that they are able
to participate.
8. Capacity Building and Training disaster plans and activities so that
they are able to participate. Training of all community leaders and
members involved in the implementation, in whole or in part, of the
disaster preparedness plan is essential. Those responsible for
issuing warnings must be trained as well as those who will have
direct relief functions. Training cannot be a one-time event.
Refresher courses are essential. Training should be active in every
way possible. Training courses should be conducted specifically for
all those involved.
9. Damage and Needs Assessment (DANA) There should be a
prepared and agreed upon system and procedure set for the
conduct of damage and needs assessment among community
stakeholders. This is very important because it would be very
difficult to decide what form of response or assistance will be
effective without accurate knowledge of the extent of damage. The
primary purpose of this assessment is to provide a clear, concise
picture of the postdisaster situation, to identify relief needs and to
develop strategies for recovery. This will determine the options for
humanitarian assistance, how best to utilize existing resources, or
to develop requests for further assistance.
10. Rehearsal and Simulation Exercises Rehearsals, drills or simulation
exercises must be conducted system-wide and taken seriously.
System-wide means that all the components which would be
involved in a real disaster situation, from central to local authorities,
should be rehearsed. Cynicism and half-heartedness will probably
affect the rehearsal but this should nevertheless be seriously
pursued because it is the nearest anyone will get, until disaster
strikes, to seeing if the plan is effective.
LEARNING ASSESSMENT
I. Fill out the following table with five (5) responses in each column with
what you need to do before, during, and after a disaster. You may
research on the internet or ask your local community. Write your
answer on a whole sheet of paper.
PRE- DURING POST-
DISASTER DISASTER
Typhoons
Earthquakes
Floods
Fire
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II. Study the following Service Continuity Planning Roadmap of ASCOT. How can you contribute to the success of such plan? Write your answer in
paragraph form consists of 4-6 sentences only. (1/2 sheet of paper)

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CHAPTER 13 INTRODUCTION TO COMMUNITY-BASED
MANAGEMENT
Time Allotment: 6 hours
1. To explain what a Community-Based Management (CBM) is;
2. To recognize the importance of Community-Based Management
(CBM);
3. To explain why and how communities play an important role in
successful resource management;
4. To identify common conflicts encountered by shareholders and
investors who are involved in Community-Based Management
(CBM) programs or projects.
OVERVIEW
Community-Based Management (CBM) is a bottom up approach of
organization which can be facilitated by the national government, local
government unit (LGU) or non-government organization (NGO). Its main
objectives are for the local stakeholder’s participation in the planning,
research, development, management and policy making for a community to
flourish and develop.
This Community-Based Management (CBM) program is focused on natural
resources such as land, water, air, minerals, forests, fisheries, and wild flora
and fauna located within the community or rural areas inhabited by a group
of local people with a distinct identity and using it communally.
Therefore, Community-Based Management (CBM) program organizes and
train local stakeholders on how to use these natural resources in a
sustainable application which conserves the environment and improves the
welfare of local people. With proper utilization, these natural resources
provide the ecosystem valuable replenishment that will provide better quality
to human life within the responsible community.
Since, natural resources provide fundamental life support, such as air, water
and food along with building and manufacturing materials (logging, mining,
petroleum, natural gas, hydro, geothermal, etc.), as well as beautiful scenery
which is used for tourism (birdwatching, photography, beach, camping,
hiking, hunting, fishing, diving, etc.) thus it must be preserve to enable it to
last to support the upcoming younger generations of the involved
community.
Community-Based Management (CBM) may be based on a conservation
science or driven by social values of the local or indigent people in the
community. Regardless of the approach, its goal is to achieve both livelihood
and conservation goals. It is usually framed around the ecosystem of the
location. Most of the programs are either created to manage forests or marine
and coastal resources.
The heart of Community-Based Management (CBM) is the community, which
is the basic unit of the program. Therefore, a clear definition and
understanding of the concept is key to the success or failure of the programs
implemented under Community-Based Management (CBM). It is defined as,
the management of resource usage; and achieves financial and other
benefits from stewardship.
Community-Based Management (CBM) is generally viewed as a mechanism
to address both environmental and social-economic goals and to balance the
exploitation and conservation of valued ecosystem components. It requires
some degree of decentralization of decision-making power and authority over
natural resources to communities and community-based organizations. This
approach seeks to encourage better resource management outcomes with
the full participation of communities and resource users in decision-making
activities, and the incorporation of local institutions, customary practices, and
knowledge systems in management, regulatory, and enforcement
processes.
CHARACTERISTICS OF COMMUNITY-BASED MANAGEMENT (CBM)
Community participation is the key to the success of a Community-Based
Management (CBM) programs. In addition, community participation helps to
ensure sustainability and builds local capacity. However, the success of
Community-Based Management (CBM) depends on the devolution of
property rights over resources to the communities. Communities are better
positioned to manage and benefit if they have tenure over the resources
(WWF 2006).
Stakeholders of Community-Based Management (CBM) programs include
individuals, groups of people, or institutions. Secondary stakeholders include
people who are interested in the project but are not directly affected by it.
They are, however, able to influence the project. Examples of secondary
stakeholders include politicians, local government officials, NGO’s, private
sector businesses, research institutes, and academic institutions.
The significant principle of Community-Based Management (CBM) is that
natural resources management is better addressed with participation and
empowerment of local communities. Empowerment means that people in
the community themselves have the power to decide how resources should
be managed. The figure shows how they have been “learning” and
“celebrating success” in natural resources management that ensured their
survival as communities.
The core objective of Community-Based Management (CBM) is poverty
alleviation. Community-Based Management (CBM) should also work for
equity, meaning that benefits from natural resources management activities
should be equitably shared in communities, taking into account social,
gender, and intergenerational considerations. Community-Based
Management (CBM) should result in the development of sustainable
livelihoods. It is not just the protection of an endangered species or
regeneration of a deforested area. It should focus on social and human
issues.
KEY CHARACTERISTICS OF COMMUNITY-BASED MANAGEMENT
(CBM)
1. It has clear and defined boundaries to prevent outsiders from capturing
resources.
2. It is managed under local rules that specify when, how, what, and the
level technology is used that are appropriate to local conditions.
3. It includes conflict resolution mechanisms to resolve conflicts quickly
and efficiently.
4. It consists of a mixture of new management arrangements that can be
applied not only to wildlife management but to all renewable natural
resources.
5. It is not an approach to manage natural resources only but also relates
to the benefits that are earned from their use.
6. It is applicable where land is communally owned, natural resources are
being used and managed by communities rather than private landowners.
7. It expects improvement in the status of the resources, improvement in
the livelihoods of people who manage them, and overall promote sustainable
use of natural resources for the benefit of people.
COMPONENTS OF COMMUNITY-BASED MANAGEMENT (CBM)
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It is recognized that both migrants and indigenous people who had been
living together in a particular area, although they do not necessarily share the
same history and interest yet consider themselves as part of the local
community and claim to have the right to use local natural resources.
Local people’s ability to make decisions should be enhanced, so that they
are better able to negotiate their divergent interests. Local people have a
different way of doing things. The problem is usually government thinks it is
always right. It must first try to listen and understand what local people are
saying.
In the Philippines, Community-Based Management (CBM) programs usually
have the following components: (A) community organizing, (B)
environmental education, (C) sustainable livelihoods, and (D) networking and
advocacy.
Community organizing means helping communities form appropriate social
structures that would manage natural resources beyond confines of a family
farm or an individual fishing area. Community organizing is a very important
community-based natural resource management strategy in the Philippines.
Environmental education is done alongside community organizing, for
communities to have a broader understanding of issues they are addressing.
Sustainable livelihoods, to us, refer to income generation or socioeconomic
projects that allow people to sustain the management of natural resources.
In our context, it includes services such as health and education.
Community-Based Management (CBM) depends on Community-Based
Organization (CBOs) to succeed. Community-Based Organizations are
usually created to manage a particular resource by the community – water,
wildlife, forests, lake (WWF 2006). Community-Based Organizations are
formed within the legal framework of the program and they have the capacity
to make management decisions of the resources they operate with purpose
to manage money, staff, wildlife, and partnerships and reach the target goals.
The first step in forming a Community-Based Organization is by bringing the
community together to manage the resource. Next, the group forms roles,
rules, and responsibilities for the members to follow. The last step includes
forming a leadership committee to oversee the operations of the Community
Based Management (CBM) programs. Usually the committee is elected by
the Community-Based Organization members for a specific time-term (3–5
years). The committee must be inclusive of the different groups from the
community.
CHARACTERISTICS OF EFFECTIVE COMMUNITY-BASED
ORGANIZATIONS
1. It must ensure that those people who are using the resources are
involved in the management of the resource.
2. It involves all members of the community in the decision-making
and establishes a representative system if necessary.
3. It operates with a set of procedures and processes to ensure
sustainability, planning, monitoring, and evaluation and financial
management.
4. It should establish partnerships with other CBOs, government
agencies, NGOs, private sector, and neighboring communities.
. 5. It must ensure that the benefits from the program go directly and
entire to the local community.
STRUCTURE AND FRAMEWORK OF COMMUNITY-BASED
MANAGEMENT (CBM)
The structure and framework for community involvement in Community-
Based Management (CBM) (forest management, coastal resource
management, and marine protected area) and why Community-Based
Organizations (CBOs) are critical for the success of Community-Based
Management (CBM) are:
1. Proximity: Local people live closest to the forest, marine and
coastal area; therefore, as caretakers they are fully conscious to take care
of it for the future of their children and grandchildren.
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 2. Impact: Local people’s livelihood options have a direct effect on
condition of the forest or the marine and coastal area; thus, their
involvement in its management makes practical sense.
3. Equity: Community-Based Management (CBM) is designed to
increase resource flows to rural populations, leading to poverty alleviation
and equal income distribution.
4. Livelihoods: Local people’s needs and interests should not be
ignored, particularly when they are dependent on forest resources or marine
and coastal resources. Community-Based Management (CBM)
overcomes shortcomings of single use management and is
expected to build multiple benefits locally.
5. Capacity: Community members’ increased capacity to manage
forests or marine and coastal area has been found to substantially improve
the quality and condition of the forests or marine and coastal area, over
and above the level as seen in national government management systems.
6. Biodiversity: Local users are interested in multipurpose
management, and biodiversity is one of the sectors they are willing to
conserve. It has been found, Community-Based Management (CBM)
improves biodiversity in the managed forests or marine and coastal area.
7. Cost-effectiveness: National governments, mostly in developing
nations, are constrained by resource limitation for effective management of
resources; in this scenario, local management is cost- effective.
8. Adaptation: since Community-Based Management (CBM)
encourages diversity of values; they are adaptive of local conditions. It is
known that flexible and adaptive management cannot be delivered centrally,
and local pressures and interest s must be included.
9. Governance: Inclusion of local people in the management of
resources will promote good governance and offer checks and balances of
the whole system. Furthermore, community groups can act as “people’s
voice” and focus on local values.
10. Development philosophy: Community-Based Management
(CBM) fits well within the model of international development that values
principles of local participation, decentralization, and subsidiarity, as well as
promotion of civil society.
BENEFITS OF COMMUNITY-BASED MANAGEMENT (CBM)
Successful CBM projects have positive results in three areas: nature
(environmental management), wealth (economics and revenue generation),
and power (local empowerment and good governance).
Social benefits of Community-Based Management (CBM) include social
capital, human capital, equity and inclusiveness. Social capital is seen as a
key asset in rural development. Collective action to manage forests or
marine and coastal resources helps create social networks built through trust,
reciprocity, common values, and connectedness. In Community Based
Management, community members must work together to manage forest and
ensure that benefits are distributed equitably. Human capital consists of
knowledge, talents, skills, experience, training, and wisdom attributed to the
population.
Community-Based Management (CBM) builds human capital through formal
and informal training on community development, organizational
management, and leadership development. Equity values fairness in
decision-making and fair outcomes from decisions. Generally, equity should
not marginalize poor and are given special consideration to make it inclusive.
Community-Based Management (CBM) achieves this by waiving
membership fees, allocation of land for poor, and access to easy and
affordable loans.
Community-Based Management (CBM) promotes inclusiveness by removing
barriers and providing incentives to increase participation of marginalized
groups in the program. This can be done by ensuring marginalized groups
(women, poor, indigenous people) are included in key decision-making
committees and helping them build human capital to perform those functions.
A list of benefits of Community-Based Management (CBM) includes:
1. Increased implementation of and compliance with management
decisions.
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 2. Application of diverse knowledge sources to management,
including both local ecological knowledge and science.
3. Improved on-the-ground resource management
4. Increased monitoring and adaptive management
5. Decreased conflict over resources
6. Increased trust and strengthened relationships within the
community
7. Improved livelihoods
8. Greater community capacity
9. Improved environmental conditions
10. More resilient social-ecological systems.
ENFORCEMENTS OF COMMUNITY-BASED MANAGEMENT (CBM)
Effective enforcement of rules and regulations is a necessary objective to
help achieve the primary management goals of the Community-Based
Management (CBM). Monitoring the observance of these regulations and
the success of enforcement should be a prominent feature of the evaluation
plan.
SUSTAINABLE TOURISM OF COMMUNITY-BASED MANAGEMENT
(CBM)
A common management goal for Community Based Management (CBM) is
to ensure sustainable use of the forest or marine and coastal resources.
Sustainable tourism can help attain many objectives (e.g. provide alternative
income for local or indigenous people of the community) that support this
overall goal. Tourism, like all other uses of a Community-Based
Management (CBM), should be monitored as part of the evaluation plan.
MEDIA AND COMMUNICATIONS OF COMMUNITY-BASED
MANAGEMENT (CBM)
Communications with the media enable Community-Based Management
(CBM) executives to clearly describe the management goals and
objectives of the Community Based Management (CBM) programs, and
explain why these goals are important. Effective communications skills
are invaluable for securing the local, regional, and national support that
are necessary before any management plan can succeed.
MAJOR ACTIVITIES FOR COMMUNITY INVOLVEMENT THROUGH
COMMUNITY-BASED MANAGEMENT (CBM)
Here are the major activities required to involve communities in the CBM’s
management process:
1. Identifying stakeholders and forming partnerships. The first step in
community-based or co-management approaches is to identify key
stakeholders and potential participants.
2. Community organization and mobilization. Stakeholders are more
accessible and have more opportunities to be involved if they are organized.
The community organizer can help local community members increase their
level of participation. The non-governmental organization or local
government unit can assist the community in identifying an
appropriately trained community organizer.
3. Community participation in the planning process. The community
will be better able to participate in the planning process with the help of an
experienced community organizer. Community participation is important to
the CBM planning and implementation process —particularly the
development and adoption of a management plan.
4. Information, education and communication. To raise public
awareness and to promote the goals and strategies of CBM plans, it is
essential to have information, education and communication initiatives
through the CBM planning and implementation process.
RESPONSIBILITIES ON RESOURCE MANAGEMENT IN RURAL
COMMUNITIES THROUGH COMMUNITY-BASED MANAGEMENT (CBM)
A) What are the current Environmental problems in our community?
B) What are we doing to address the Problems? CBM Strategies.
89
C) Is our Community-Based Management (CBM) effective? Limitations of
CBM? Recommendations?
Efforts must be made by the national and local government especially by the
local communities, NGO’s, CBO’s and other stakeholders to establish
sustainable natural resource use that will enable them to build a better life for
themselves while revitalizing the degraded resources.
GENERAL STRATEGIES THAT COMMUNITY-BASED MANAGEMENT
(CBM) USED IN PROMOTING SUSTAINABLE USE OF NATURAL
RESOURCE
1. Increase income from a given unit of resource “The ability of the People
to obtain higher value from the local natural resources” concept: If the local
people obtain jobs and additional income from their resources, they would
definitely conserve it (value their resources and support its growth).
A) Poverty alleviation through: Support on eco-tourism (generating
income while conserving its natural resources)- The (local/national)
Government and other agencies need to provide marketing support for
products generated from natural resources. It will sustain the efforts
and investment in rehabilitating the forest
B) Production Efficiency; Improvements on the wide range of
technical, financial, and infrastructure solutions (technology and enterprise
development/improved infrastructure) that facilitate access to markets;
Includes Efforts to promote soil and water conservation, developing
agroforestry initiative, fisheries production, etc.
2. Reducing Pressure on the Resources Concept:
Reduce the use of resources or increase the resource supply.
Environmental Education (building awareness of human patterns of resource
depletion) - Generating other means of livelihood, creating diversified job
opportunities encourage the people not to depend solely on the natural
resource) - Reforestation for greater quantity of resources and improvement
of biodiversity
3. Create incentives for the management and conservation of resources
Concept: Link the current environmental activity to its future benefits
Environmental management arrangements such as:
A) Support and involvement by the local government (with clearer
responsibilities of the LGUs), Improvement of partnerships between private
sector and local communities
B) Creation of local policies that would limit duration of environmental
extraction (e.g. tenure of farming/ agricultural/mining operations)
C) Mapping and enforcing municipal territorial (land/air/water)
boundaries (e.g. where fishing or “kaingin farming” in some areas are
prohibited)
COMMUNITY-BASED MANAGEMENT (CBM) AND CONFLICT
MANAGEMENT
A conflict situation is a state of unrest, turmoil or chaos. In the physical and
biological sciences, there is entropy – a state of disequilibrium. This is similar
to a conflict situation. A conflict situation is an opportunity for introducing
social change. Conflict management is a process of recognizing, managing
and transforming a conflict situation into an opportunity for positive social
change.
The Chinese term of crisis (wei chi) means both danger and chance or
opportunity. Thus, a conflict situation presents both danger and opportunity.
DIFFERENT KINDS OF CONFLICT SITUATIONS IN COMMUNITY-
BASED MANAGEMENT (CBM)
➢ Land/resource related disputes: involves competition over access to
natural resources.
➢ Income disputes: conflicts that happen when there are questions
about who benefits from natural resources.
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 ➢ Property relations: disputes that emerge when people have different
interpretations of how common property should be managed.
➢ Political disputes: conflicts that occur when the local government is
not able to negotiate the different political interests within a
community.
CONFLICTS BETWEEN GOVERNMENT AND NGO’S IN
IMPLEMENTING COMMUNITY-BASED MANAGEMENT (CBM)
➢ In the Philippines, NGO advocacy resulted in laws that gave local
people more opportunities to manage their resources. The
implementation of this policy, though, remains a big problem. Conflict
management in the Philippines have to do with sensitizing the other
party to one’s own worldview and convincing them to agree with it,
such as debating and pressuring government by showing examples
that local people can manage resources sustainably.
➢ Rehabilitation first before conservation (focus must be made on
degraded areas in the community). Rehabilitation would take 10-25
years
➢ Problems such as limited technical assistance, termination of funds
and support to local communities, poor Peoples Organization’s (POs)
leadership (poor capacity of assisting organizations, and organizing
being conducted too fast)
➢ Projects supported by the government is not for sustainability; these
programs are confronted with high degrading pressures, unresolved
conflicts and it cannot be maintained in the long term.
➢ Tenures are organized by larger organizations (national and
international) rather than the local communities. Tenure has become
insufficient to bring conservation. Laws and Policies formulated
favored the larger political organizations while the local communities
had little role.
➢ Differences of People’s values; most user, of course will seek to
maximize the availability of resources that commend the greatest
profit.
➢ Conflict of interests between the members of community (greed and
personal/financial/political goals)
RECOMMENDATIONS FOR A SUCCESSFUL IMPLEMENTATION OF A
COMMUNITY-BASED MANAGEMENT (CBM) PROGRAMS
Encourage more local community participation; establishment of strong
partnership with the LGU; Political and Social support must be strengthened
(both in national and local level; including NGOs, and POs) to generate,
secure and ensure successful natural resource management. Clear and
consistent policies, dissemination and implementation must be required for
natural resource management. Strengthen law enforcement as regards to
natural resource management. Minimize corruption especially on
government agencies who are sponsoring the CBM’s projects.
1. In your opinion, are the Agta, Dumagat, Ilongot, Igorot and other
Indigenous People (IP’s) in the Province of Aurora shall be included in
Community-Based Management (CBM) program/project such as
sustainability of tourism industry. What are their importance in the
preservation of natural resources especially in the booming tourism industry
of the province?
2. Give some concepts or idea of a venture on how a Community-
Based Management (CBM) program/project that can alleviate the poverty ]of
Indigenous People (IP’s) using the flourishing tourism industry of the
Province of Aurora.
LEARNING ASSESSMENT
Write your answer in a one whole sheet of paper.
In your opinion, should the Agta, Dumagat, Ilongot, Igorot, and other
Indigenous People (IP’s) in the Province of Aurora be included in Community-
Based Management (CBM) programs/projects such as sustainability of
tourism industry? Write down five (5) importance of the IPs in the
preservation of natural resources especially in the booming tourism industry
of the province.
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