CHAPTER 1

IMPLEMENTING RULES AND REGULATIONS OF

NATIONAL SERVICE TRAINING PROGRAM

Introduction

It was January 23, 2002 it would be reckoned in Philippine history as to the birth date of the
long sought clamor of parents, students and other people in the academe for the reforms in the
Reserve Officers Training Corps (ROTC). Republic Act 9163 creating the National Service
Training Program, which took effect in SY 2002-2003 is indeed landmark legislation.

Evolution of NSTP

Commonwealth Act No. 1 or National Defense Act (December 21, 1935) provides for the first
legal basis for national defense training among students. Sec. 35 of the law, as amended,
provides for the establishment and maintenance of ROTC in such colleges and universities as
the president may designate as well as for the compulsory pursuit by every physically fit
student of a course on military instruction.

After 45 years another ROTC law was pass and some modifications were introduce.
Presidential Decree 1706, better known as the National Service Law was the first specific
measure toward alternative services, such as non-military options, in the ROTC program.

Batas Pambansa Bilang 232, also called the Education of 1982, reiterates that it is the duty
and responsibility of students to “participate actively in civic affairs and be involved in the
promotion of the general welfare particularly in the social, economic and cultural development
of the community.

The 1987 Constitution is the stronger legal basis for a non-traditional ROTC program. Art. II,
Sec. 4 of the fundamental law states, “The prime duty of the Government is to serve and
protect the people. The government may call upon the people to defend the State and, in the
fulfillment thereof, all citizens may be required, under conditions provided by law, to render
personal, military, or civic service.

Republic Act 7077- the AFP Reservist Act of 1991, that sec 38 of the law provides for
mandatory military training for student enrolled in colleges, universities and similar institutions
of learning. Sec 63 specifies the need for reservist to render either civic auxiliary service

Republic Act No. 9163 or otherwise, known, as the National Service Training Program ACT of
2001. It refers to the program aimed at enhancing the civic consciousness and defense
preparedness of the youth by developing their ethics of service and patriotism while
undergoing training in any of the components.

The said NSTP Law is an aggressive measure toward making the former military service
program relevant to the needs of the present generation.

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REPUBLIC ACT NO. 9163

AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM (NSTP) FOR

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

Three Components

1. Civic Welfare Training Service [CWTS] – This refers to the program component of
activities contributory to the welfare and the betterment of life for the members of the
community or the enhancement of their facilities, especially those devoted to improving
health, education, environment, entrepreneurship, safety, recreation and moral values of
the citizenry and other social welfare services.

2. Literacy Training Service [LTS] – refers to the program component designed to train the
students to teach literacy and numeracy skills to school children, out-of-school youths
and other segments of society which considerably need of their services.

3. Reserve Officers Training Corps [ROTC] – refers to the program component ,

institutionalized under section 38 and 39 of Republic Act No. 7077, designed to provide
military training to tertiary level students in order to motivate, train, organize and
mobilize them for national defense preparedness.

4. Program Component – refers to the service components of the NSTP

5. Clustering-refers to the grouping of student’s enrollees in different schools and taking up

the same NSTP component into one group under the management and supervision of a
designated school.

6. Cross Enrollment – refers to a system of enrollment where a student is officially enrolled

in an academic program of a school but is allowed to enroll in the NSTP component of
another school

7. Non-Government Organization – refers to any private organization duly accredited by

CHED or recognized by TESDA

Clustering and Cross-Enrollment

1. Clustering of students from different education institutions during semester periods may
be done or any of the NSTP components.

2. Schools that do not meet the required number of students to maintain the optional
ROTC and any of the NSTP components, or do not offer the component chosen by the
students, shall allow their students to cross-enroll to other schools, whether the said

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 school is under CHED or TESDA, for students taking the ROTC whether the two
semesters shall be taken from different schools as long it is administered/managed by
different branches of service of the AFP.

3. Students who cross-enroll shall be subject to the existing rules and regulations of the
school of origin and the accepting school.

Prime Duty of the Government

The prime duty of the government is to serve and protect the citizens and in turn it shall
be the responsibility of all the citizens to defend the security of the state and in fulfillment
thereof, the government may require each citizen to render personal military or civil service.

The ROLE OF THE YOUTH

The state shall promote civic consciousness among the youth and shall develop their
physical, moral, spiritual, intellectual and social well-being. It shall inculcate the ideals of
patriotism, and nationalism, and advance their involvement in public and civic affairs.
They shall be motivated, trained, organized and involved in military, literacy, civic
welfare programs and other similar endeavors in the service of the nation.

Program Implementation

WHO ARE REQUIRED TO COMPLETE ONE NSTP COMPONENT OF THEIR CHOICE AS A

GRADUATION REQUIREMENT

a. All incoming freshmen students, male and female, starting School Year [SY] 2002-2003,
enrolled in any baccalaureate and at least two year technical-vocational or associate
courses, are required to complete one NSTP component of their choice, as a graduation
requirement.

b. All higher and technical vocational educational institutions must offer at least one of the
NSTP components.

c. State Universities and Colleges [SUC’s], shall offer the ROTC component and at least
one other NSTP component.

d. The Philippine Military Academy [PMA] Philippine Merchant Marine Academy [PMMA] ,
Philippine National Police Academy [PNPA], and other SUC’s of similar nature, in view
of the special character of this institution are exempted from NSTP.

e. Private higher and technical-vocational education institutions with at least 350 student
cadets may offer the ROTC component and consequently establish/maintain a

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 Department of Military Science and Tactics [DMST], subject to the existing rules and
regulations of the Armed Forces of the Philippines [AFP]

CHED – Commission on Higher Education

TESDA – Technical Education and Skills Development Authority
DND – Department of National Defense
PASUC – Philippine Association of State Universities and Colleges
COCOPEA – Coordinating Council of Private Educational Association of the
Philippines

****** The CIVIC WELFARE TRAINING SERVICE***** The importance of this

component is geared towards the development and redirection of positive values
and attitude among students. This is by giving them the chance to see that they can
create a difference in their own ways. To make them appreciate their role and accept their
responsibilities as an individual for the betterment of life in the community, and to the nation
as a whole.

The Vision

To develop the youth as social entrepreneurs serving the communities as value driven
innovators for national peace and development.

The Goal

To promote and integrate values education, transformational leadership and sustainable

social mobilization for youth and family development, community building, national
security, and global solidarity.

Objectives

1. To promote and protect the physical, mental, spiritual, and social well being of the
youth.

2. To inculcate patriotism and nationalism to the youth.

3. To encourage their involvement in the public and civic affairs.

What will become of NSTP graduates?

Graduates of the non-ROTC components shall belong to the National Service Reserve
Corps [NSRC] which could be tapped by the state for literacy and civic welfare activities.
Graduates of the ROTC component shall form part of the AFP Citizen Armed Force, subject
to DND requirements

Guidelines for the Establishment of the National Service Reserve Corps [NSRC]

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 Sec. 11 of RA 9163 or the National Service Training Program Act 2001 specifically
provides for the creation of a National Service Reserve Corps, composed of graduates of the
non-ROTC Components; the Civic Welfare Training Service, Literacy Training Service.
Members of this Corps may be tapped by the State for literacy and civic welfare activities,
through the joint efforts of DND, CHED, and TESDA.

The National Service Reserve Corps [NSRC]

A. Mission

To provide a trained and motivated manpower pool that can be tapped by the State for
civic welfare, literacy and other similar endeavors in the service of nation.

B. Functions

1. To assist in the disaster preparedness, mitigation, response and rehabilitation

programs.
2. To serve as an auxiliary to the Disaster Coordinating Council [DCC] response units
3. To assist in the promotion of civic welfare activities
4. To assist in the implementation of literacy programs
5. To assist in socio-economic development
6. To assist in environmental protection
7. To perform other similar endeavors

C. Composition

The NSRC shall be composed of the graduates of the Civic welfare Training Service
[CWTS] and Literacy Training Service [LTS] components of the NSTP.

Organization

The NSRC is organized under the umbrella of the National Disaster Coordinating
Council [NDCC]. It shall have a national, regional,, provincial and city/municipal level of
organization parallel to the Disaster Coordinating Council [DCC] structures levels.

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EXERCISES

Name :___________________________________________________ Score _______

Course and Year _______________________ Schedule _______________________

Date : ______________ Instructor _________________________________

A. Enumerate at least 3 important things you need to do to be a role model to

our community and to our nation as well.

B. The government gives emphasis and importance to the youth, what do you
think are the roles and contributions of the youth in nation building?

C. In the development of the Nation what do you thing is the least important to
be given a budget by the government?

Chapter II

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 VALUES EDUCATION AND DEVELOPMENT

***** A. Developing Self-Awareness

How well do you know yourself? Has it ever occurred to you that before you could
understand others, you must first understand yourself? Have you realized how difficult it
would be for you to accept and love others if you have not yet accepted and loved
yourself?

Self Awareness

Self Awareness is defined as an awareness of one’s own personality or individuality. Self

oftentimes refers to yourself, myself, himself/herself, oneself and your ownself.

Awareness is referred to having or showing realization, participation, commitment and

knowledge of one’s values development.

Everybody has an obligation to himself, but there are times that we are facing difficulties in
understanding these obligations. One of the reasons is how we understand exactly what
“SELF” is.

Man could not exist alone, things do not exist, and man has the capacity to co-exist with fellow,
human persons.

1. You as You

a. Know the difference between your biological or inherited traits and your
environmental or acquired traits.
b. Self-Awareness is an awareness of one’s own personality or individuality

Self- oneself/himself/herself/myself
* Belonging to oneself
* a person in prime condition
* entire person as an individual

Awareness is having or showing realization, perception or knowledge.

 Be your own best friend and believe in yourself
 You are you and you are what you think.

2. You as Filipino

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 a. Awareness and remain constant on guard against the Filipino tendency toward
negativism and propel yourself into positivism.
b. Use your courage and strength to move away from the fatalistic wheel of fortune,
and come what may attitude.
c. Get involved with your own life. To cooperate, though initiating a change in
yourself.
d. Do not expect instant miracles. Your best and worst enemy is yourself.
e. Believe in your abilities and work unyieldingly (hardheartedly) to reach your
objective.

3 You and Your Faith

Filipino worship is directed towards God as a Father-figure who takes care of all –
signifying that Divine Providence is responsible to our destinies. Thus, Whenever problems
confront us, we tend to turn against God and blame Him for all the misfortunes.

4. Your “Self-Help” Concepts (Morell R.W. 1999)

You may or may not be aware of the ‘self-help’ or self –improvement teachings, but if
you want to be more successful, you should:

 Believe in Yourself
 Keep Your Priorities Straight
 Take Responsibilities for Yourself
 Create Your Own Future
 Focus On What You Want
 Learn To Visualize The Outcome of Your Goals
 Never Let Anyone Control Your Destiny For You
 Be Creative

5. A Self –Made Wall of Negative Self -Talk (Helmstetter, S. 2000)

Here is some example s of frequently-used negative self –talk. As you read them, see if
you know someone who says something similar, or if you have said something similar, or if you
have said something like any of this yourself:

 I can’t remember names.

 It’s to be another one of those days!
 It’s just no use!
 I just know it won’t work!
 Nothing ever goes right for me.
 That’s just my luck.
****** B. SELF-MANAGEMENT

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 Success is not just a result of luck or fortune. It is always the result of something else,
something that leads up to it.

1. The Self-Management Sequence

1. Behavior - This is the most crucial step in determining success or failure. It

means our actions. How we act, what we do, each moment of each day will
determine whether or not we will be successful that moment in everything we
do.

2. Feelings - Every action we take is first filtered through our feelings. We feel
good or positively about something, we will behave more positively about it.

3. Attitudes - It is the perspective form which we view our lives. We need to be

optimistic and not pessimistic.

4. Beliefs - belief does not require something be the way we use to be. It only
requires us to believe that it is.

5. Programming - conditioning by our parents and our environment have created,

reinforced, and nearly permanently cemented most of what we believe about
most of what goes around us

2. The Twelve Rules for Self-Management

1. Live by your values, whatever they are

2. Speak up!
3. Honor your own good word
4. Ask for your responsibility
5. Don’t expect people to trust you.
6. Be more productive
7. have a good work ethic
8. be interesting
9. Be nice
10. Be self-disciplined
11. Don’t be a victim or a martyr
12. Keep healthy and take care of yourself

*****C. The Human Person

The human person is the subject of education a person who is learning and being taught.
The human person is also the subject, the center of the curriculum and the entire educational
program.

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In the attainment of having a JUST AND HUMANE SOCIETY, students should develop his
human potentials, know how to contribute to the growth of Philippine Culture, and helping the
environment by using human and non-human resources and to build appropriate structures
and institutions.

The Human Person and His Dimensions

1. The distinction between the person as self and the person in the community. The person
as self grows, develops his faculties in contact with the world and others in the
community and by making an active role in improving that community.

2. The human person is an individual self- conscious being of incalculable value in himself
(Art. 1 Sec. II, Art. XIII, Sec. 1), who cannot be a mere instrument of the juxtaposed (put
together) or mix as soil and water, but he is embodied (personified) spirit. Hence, his
physical, intellectual, moral and spiritual well-living is recognized by the State. (Art II,
Sec 13)

C 1. Important Realities of the Human Person

1. The Self-Image

a. Self-image refers to a person’s understanding of himself/herself

b. It is responsible in influencing people’s way of living
c. There are three kinds of self-image
6. Negative self-image- delves on limitations and differences rather than assets.
7. overrated self-image – stresses on the positive traits
8. realistic self-image- based on the real self

2. The Others

These are referred to persons or groups considered important and given the right to
influence one’s self.

3. The Being

a. it is the mainspring or motivating force in the human person

b. it is the wellspring , a fountainhead of one’s identity, one’s essential course of action,
one’s essential bonds.
c. These are seven approaches to get in touch with the being
1. Approach by way of the self-image
2. Approach by way of important choices

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 3. Approach by way of action
4. Approach by way of what is “natural” and stress less
5. Approach by way of people who had the greatest impact
6. Approach to self through severe trials
7. Approach by way of deep and not yet fulfilled aspirations

4. The “I”

The “I” has different aspects. These are the intellect, the freedom and the will.

5. The Sensibility and the Body

This is the important realities of the human person.

Behavior – it is the manner of conducting oneself. It is the response of an individual, group or
species to its environment

Attitude – It is a position assumed for a specific purpose.

It is an organic state of readiness to respond in a characteristic way to a stimulus as
an object, concept or situation.

C 2. TEN COMMANDMENTS OF HUMAN RELATIONS

1. Speak to people - There is nothing as nice as a cheerful word of greeting

2. Smile at people - it takes 65 muscles to frown and only 15 muscles to smile

3. Call people by name – the sweetest music to anyone’s ear is the sound of his
own name.

4. Be friendly and helpful – add more friends , be friendly

5. Be cordial – speak and act as if everything you do were a genuine pleasure

6. Be genuinely interested in people – you can like everybody if you try.

7. Be generous with praise – take caution in criticizing

8. Be considerate with the feelings of others- It will be appreciated

9. Be thoughtful of the opinion of others – - there are three sides of a

controversy- yours, the other fellow’s and the right one

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 10. Be alert to give service - What counts most is what we do for others.

DIMENSIONS OF THE HUMAN PERSON

Physical
THE HUMAN PERSON
Must maintain health and
harmony with nature BODY

Spiritual A corporeal substance

which is alive and grows
Capable of higher concerns
and of rising above the Experiences
material. sensations-feels
pleasure and pain.
Must cultivate a sense of
spirituality A means of
and respond to God in faith. communication between
the outside world and
Intellectual/Mental the mind.

Must constantly search for Through the body, the

truth. mind adjusts to the
outside world
Seeks knowledge that would
transform society and the
world Soul

Moral Spiritual substance

Endowed with the faculty of The principle of

freely Intellect spiritual acts.
choosing and loving.
It is the The source of
Must go out to others and in cognitive intellectual abstraction
fact to all humanity in love. power of the
mind The source of self-
Social reflection
The power by
Must cultivate a sense of which human The origin of free
social knowledge is national volitions
responsibility. acquired.
Must be aware of his unique Junction of the Will

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participation in the pursuit of intellect is
the welfare of the family and intellection The tendency to
the common good of the thought which desire, to seek and to
larger society consist of enjoy that which is
three mental apprehended by the
Economic processes; the intellect as good.
mental
Has obligation to help process; the Guiding force which
achieve economic efficiency formation of molds and directs the
for the community. ideas; life of man and as such
judgment and it is the chief
Political reasoning. integrating force in
man’s character.
Must foster the sense of
nationalism and patriotism

Must cultivate a sense of

Global solidarity

Maslow’s Hierarchy of Motives

The need to
Fulfill one’s
unique
potential

Esteem Needs: to
Approval and recognition Psychological Needs

Safety Needs: to feel secure Fundamental Needs

Safe, and out of danger

Physiological Needs: to satisfy hunger,

Thirst, and sex drives

The five Levels of Motives

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 1. Biological or Physiological, these motives include the need for food, water, oxygen,
activity and sleep.

2. Safety/Security- being cared for as a child and having a secure source of income and
place to live as an adult are examples of safety needs. Many people spend their lives in
attempt to satisfy needs.

3. Belongingness and Love- belongingness is integration into various kinds of social

groups, such as clubs, and other formal social organization. While love an affectionate
relationships with others. Mutual respect and admiration and trust is needed for a
relationship.

4. Esteem is an honest fundamental respect of a person as a useful, honorable human

being constitutes esteem. It brings feelings of competence and confidence and a sense
of achievement and individuality.

5. Self-actualization when we are motivated (people) not so much by unmet needs as by

the desire to become all they are capable of, then they are seeking, self-actualization.
To explore and enhance relationships with others and to be concerned with issues and
problems affecting all people, not just oneself. It is the essence of mental health.

We sometimes experience moral obligation which arises from a sense of one’s self, that in a
certain way we say ‘I owe it to myself’. In which MY (YOUR) obligation to MYSELF
(YOURSELF) is an experience in which I (YOU) sense some dimensions
(magnitude/proportions) of MY (YOUR) life to be precious, to be an absolute value. My life
confronts me and demand a response, I should feel and call upon myself to acknowledge the
presence of value and to respect it. My life is precious and should not be ignored; it deserves
to be treated with a certain reverence (admiration). I should make my life precious that I should
live my life whole-heartedly and that I should develop it.

WE ARE MEANT TO BE SOMETHING, my life reach out toward something, they are destined
for something. By failing to live this dimension of my existence in a full way I betray myself

VALUE DEVELOPMENT

Value Defined > Value is derived from the Latin word, valere, to be worth, be strong-
something intrinsically (basically) valuable or desirable (sought after). A thing has value when it
is perceived as good and desirable.

To develop is to acquire gradually, by successive changes, to move from the original position-
to one providing more opportunity for effective use. Thus, values development is the act,
process or result of developing the values for a Human Dignity.

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The Meaning of Values

According to Clyde Kluckholm: “ A value is a conception, explicit (clear) or implicit( inherent),

distinctive of an individual or characteristics of a group, of the desirable which influences the
selection from available which influences the selection from available modes, means and ends
of action.”

According to Cornelius Van Der Poel: “ Value refers to the understanding of a certain good for
an individual or society which is considered worthy of realization.”

According to Brian Hall, Michael Kenny & Maury Smith: “Something that is freely chosen from
alternatives and is acted upon, that which the individual celebrates as being part of the creative
integration in development as a person.”

A value is something or someone who is considered good or worthy and is desirable or useful.
It is something considered worthy by a person or a group. It can be a one-word standard of
conduct (respect) or a policy everyone in an organization adheres to and believe in. Society
depends on certain values like cooperation and honesty. To function values may also be
concepts considered importantly by a select group, and not by others. It may be explicitly
(openly) stated as they are more and more in organizations. Or they may be unspoken, yet
recognized at all.

LEVELS OF VALUES

Foundation Values

The foundation values relate to the satisfaction of the basic or fundamental for life to be
sustained and to achieve state of health. It needs are classified as physiologic, safety, love and
belongingness and esteem must be met to attain health. Health is multi-dimensional; it
involves the biological physiological, social and spiritual realms and it is essential to self-
actualization

Ultimate Values

People always pondered and asked questions. What is life all about? What are we here for?
Are we here for our own sake? What is human life meant to be?
People who seek to answer such questions move on to the ultimate matters of life.

VALUES EDUCATION

Values Formation through Community Service

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VALUES ARE CAUGHT AND NOT TAUGHT. Environment could influence every human being;
we learned at home, in school and in the environment are internalized (within ourself).

Values Education> Values Education is the process by which values are formed in the learner
under the guidance of the teachers and parents as he/she interacts with his/her environment.

1. Values as subject matter must have a direct and immediate relevance to the
personal life of the learner.

2. The process must involve all the faculties of the learners. It must not just be
cognitive. It must appeal not only to the mind but to the heart, recognizing the
total human person.

3. The Teacher’s and parents personal values play an important role in values
learning.

Importance of Teaching Values

1. Values are extremely powerful. They guide people and identify what behavior is
acceptable and what behavior is not. It is a principle that either accomplishes a well-
being or prevents harm or does both. It is something that helps or something that
prevents hurt.

2. Values have to do with being and with giving. It is who we are and what we give
rather than what we have that make up our truest inner selves.

3. The values of being (who we are) are honesty, peaceability, self-reliance,

discipline and fidelity. These are given as they are gained and practiced on the “outer”
as they are developed in the “inner”. The values of giving (what we give) are respect,
love, loyalty, unselfishness, kindness and mercy. These are gained and developed as
they are practiced.

The Values of Being and Giving (Linda Eyre, et al; 1993)

A true universally acceptable “value” is one that produces behavior that is beneficial
both to the practitioner and to those on whom it is practiced. A value is a quality distinguished
by, a) its ability to multiply and increase to our possession even as it is given away; and b) the
fact (even the law) that, the more that it is given to others, the more it will be returned by others
and received by others.

1. On Values of Being. The following are values of Being:

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 > Honesty it must be practiced with other individuals, with institutions, with society
and with self. The inner strength and confidence are bred by exacting truthfulness,
trustworthiness, and integrity.

> Courage this means daring to attempt difficult things that are good. It is the strength
not to follow the crowd, to say no and mean it. It means being true to convictions and
following good impulses even when they are unpopular or inconvenient. It means
boldness to be outgoing and friendly.

> Peaceability this means calmness, peacefulness, and serenity. It is the tendency to
accommodate rather than argue. It is the ability to understand how others fell rather
than simply reacting to them. It means the control of temper.

> Self-Reliance and Potential this means individuality, awareness and development
of gifts and uniqueness. It means taking responsibility for one’s own actions. It means
overcoming the tendency to blame others for difficulties. It is commitment to personal
excellence.

> Self-Discipline and Moderation This refers to physical, mental and financial self-
Discipline. It means moderation in speaking, in eating and in exercising. It also means
the controlling and bridling of one’s own appetites and understanding the limits of body
and mind. It means avoiding the dangers of extreme, unbalanced viewpoint.

> Fidelity and Chastity This refers to the value and security of fidelity within
marriage and of restraints and limits before marriage. It is the commitment that go with
marriage and that should go with sex.

2. On Values of giving. The following are the values of giving:

> Loyalty and Dependability This refers to loyalty of the family, to employers, to
country, to church, to school and to other organizations and institutions. It means
reliability and consistency in doing what you say you will do.

> Respect This means respect for life, for property, for parents, for elders, for nature,
and for the beliefs and rights of others. It refers to courtesy, politeness and manners. It
means self respect and the avoidance of self criticism.

> love It means individual and personal caring that goes beneath and beyond loyalty
and respect. It means love for friends, neighbors even adversaries, and prioritized,
lifelong commitment of love for family.

> Unselfishness and Sensitivity This means becoming more extra-centered. It

means learning to feel with and for others. It refers to empathy, tolerance, brotherhood,
sensitivity to needs of people and situations.

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 > Kindness and Friendship This refers to awareness that being kind and
considerate is more admirable than being tough and strong. Th/e tendency to
understand rather than confront, and be gentle, particularly toward those who are
younger and weaker. It is the ability to make and keep friends. It means helpfulness and
cheerfulness.

> Justice and Mercy This refers to obedience to law, fairness to work and play. It is
an understanding of the natural consequences, and the law of the harvest. It refers to
grasp of mercy and forgiveness and an understanding of the futility (and other poison)
of carrying the grudge.

Value Formation

The Christian Value-Formation is a lifelong process of growing which gets its strength
form Jesus’ sermon on the mount. The following factors affect one’s value formation:

1. Two Factors Affecting Value Formation

 Influences – these depends on a person’s internal influences such as intellectual

and emotional capabilities.
 Experience Factors – like good influences, good experiences are needed in value
formation.

2. There are four types of experiences that will influence or affect the formation of
value

 Liturgical Experiences
 Bible Experiences
 Learning Experiences
 Human Experiences

Value Clarification – Value clarification is a difficult task

1. There are three basic steps that are useful in Value Clarification:

 Choice
 Value
 Action

2.Values are better than rules.

Forward- thinking -> the organization promotes values to guide people. Doing these
serves time because organization need not write rules, and need not refer to rule books
or organization manual.

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 3.Values serve an outline goals.

An explicit set of values shall form the foundation of any organization because they
endure.

4.Values send a message.

A good value teaches and guides the member of the organization. A symbolic act
affirms the value over and over.

5. Value shape an organization.

Value manifests itself in various ways. It trusts members to produce quality good
products. Values can shape and animate an organization.

STUDENTS’ TRANSFORMATIONAL AND

ENRICHMENT FOR TRUTH (STET)

This refers to the inculcation of virtues and providing opportunities to concretely express
commitment to the common good. It calls for empowering dynamism of a leader, a manager
and an administrator with innovative ideas. It requires the proactive stance and professional
competence of a social entrepreneur responding to the various concerns of the students and
bridge them with the prevailing administrative constrains in a changing environment

It utilizes a ‘paradigm shift’ characterized by ‘change of mindset” ‘reorientation’, and a new

ways of thinking and doing, as well as a new assumptions anchored on sound, positive
philosophy and principles in life. The paradigm shift requires believing in the potentials and
capabilities of the students to be renewed and to be transformed into an effective resource in
the service otf the nation.

Five Integral Components of the STET

LEAD (Leadership Education and Administrative Development)

1. It involves capability building for leadership through training, education, and

development.
2. It focuses on the principle-centered leadership paradigm practiced from the inside
out on our four levels; personal, interpersonal, managerial and organizational.

SAIL (Situational Analysis for Interactive Learning)

1. It refers to a need assessment strategy.

2. It consists of consultative and participatory processes.

19
 3. It involves stakeholders and interest groups.
4. It analyzes strength, weaknesses, opportunities, and threats relative to the well-
being of the students and the community
5. It is a continuous process.

HELP (Holistic Emancipation from Life’s Pressures)

1. It is an interactive approach responsive to the development of the four interrelated

dimensions of human nature; physical, mental, spiritual, and socio-emotional
2. It includes generation of support through networking, linking, and collaborative
projects.

3. It takes into consideration the multi-dimensional, inter-disciplinary, and dynamic

nature of community development.

WORKS (Worthy Organizational Reaffirmation of Knowledge for Society)

1. It is an operational mechanism for student’s initiatives in carrying out projects to

benefit society.

2. It enables the students to operationalize the values of integrating the ‘personal and
national action perspectives’.

CARE (Continuing Action for Reengineering and Empowerment)

1. It is a sustainability measures which adopts the six conditions of the operational

concept of empowerment; character, skills, win-win agreement, self-supervision,
helpful structures, and accountability.

2. It includes feedback mechanisms, monitoring and evaluation activities, awards, and

incentives.

EXERCISES

Name :___________________________________________________ Score _______

20
Course and Year _______________________ Schedule _______________________

Date : ______________ Instructor _________________________________

1. Define self- awareness, motivation, values, and values education

___________________________________________________________________________

2. What do you fear most in your life

3.How do your friends describe you? Do you agree with their descriptions? Why or why
not?

Chapter III

LEADERSHIP

Definition of Leadership

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 - Is the process of persuasion by which an individual or leadership team induces a group
to pursue objectives held by a leader or shared by the leader and his followers.
- Ability to inspire, support, motivate and coordinate the people in the group to work
together towards the accomplishment of the objectives of the organization.
- Involves the exercise of influencing one person over another towards the achievement
of a commonly approved goal.

Functions of leadership

Function of leadership refers to the activities and processes that move a group
or organization towards the accomplishment of its goals.

 Setting up goals - statement of result that the group would like to achieve.
 Moving group towards its goals.
 Improving the quality of interaction among the members.
 Building cohesion of the group.
 Making resources available to the group.
 Participate in decision-making.

TRAITS OF A GOOD LEADER

A. GENERAL PERSONALITY TRAITS - a trait that is observable both outside and inside.

• Emotional stability. Good leaders must be able to tolerate frustration and stress. Overall,
they must be well-adjusted and have the psychological maturity to deal with anything they are
required to face.

• Enthusiasm, Leaders are usually seen as active, expressive and energetic. They are often
very optimistic and open to change. Overall, they are generally quick and alert and tend to be
uninhibited.

• Conscientiousness. Leaders are often dominated by ^ sense of duty and tend to be very
exacting in character. They usually have a very high standard of excellence and an inward
desire to do one's best. They also have a need for order and tend to be very self-disciplined.

• Social boldness. Leaders tend to be spontaneous risk-takers. They are usually socially
aggressive and generally thick-skinned. Overall, they are responsive to others and tend to be
high in emotional stamina.

• Self-assurance. Self-confidence and resiliency are common traits among leaders. They tend
to be free of guilt and have little or no need for approval. They are generally secure and free
from guilt and are usually unaffected by prior mistakes or failures.

• Empathy, Being able to "put yourself in the other person's shoes" is a key trait of leaders
today. Without empathy, you can't build trust. And without trust, you will never be able to get

22
the best
effort from your employees.

• Charisma. Leaders motivate employees to reach toward a future goal by tying the goal to
substantial personal rewards and values,

B. TASK RELATED PERSONALITY TRAITS

• Compulsiveness. Leaders were found to be controlled and very precise in their social
interactions. Overall, they were very protective of their integrity and reputation and
consequently tended to be socially aware and careful, abundant in foresight, and very careful
when making decisions or determining specific actions.

• Tough-mindedness. Good leaders are practical, logical, and to-the-point,

• Flexibility and adaptability. Able to adjust to different situations.

TYPES OF LEADERSHIP

1. Autocratic Leadership – a style that assumes individuals are motivated by external

forces, therefore, the leader makes all the decisions and directs the followers behaviors.

2. Democratic Leadership – It is a leadership style that assumes individuals are

motivated by internal forces; leader uses participation and majority rule to get
work done.

3. Laissez-faire Leadership – It is a leadership style that assumes individuals are

motivated by internal forces and should be left alone to complete work; leader
provides no direction or facilitation.

4. Bureaucratic Leadership - It is a leadership style that assumes individuals are

motivated by external forces; leader trusts neither followers nor self to make
decisions and therefore relies on organizational policies and rules.

DO THE RIGHT THING

People are illogical, unreasonable and self-centered…

LOVE AND TRUST THEM ANYWAY

23
If you do good people will accuse you of selfish ulterior motives…
DO GOOD ANYWAY

If you are successful you will win false friends and true enemies…
SUCCEED ANYWAY

The good you do today, will be forgotten tomorrow…

DO GOOD ANYWAY

Honesty and frankness will make you vulnerable…

BE HONEST AND FRANK

The biggest men with the biggest ideas can be shot down by the smallest men with the
smallest ideas…
THING BIG ANYWAY

People favor underdogs, but follow top dogs…

FIGHT FOR THE FEW UNDERDOGS ANYWAY

What you spend years building may be destroyed overnight…

BUILD ANYWAY

People really need help, but may attack you if you do help…
HELP PEOPLE ANYWAY

Have the world the best you have and you’ll get kicked in the teeth…
GIVE THE WORLD THE BEST YOU HAVE ANYWAY.

VIRTUES AS THE FOUNDATION OF LEADERSHIP

prudence
PRUDENCE - the habit which enables man to direct his actions to human life’s
goals of knowing the right thing to do and applying it.

LOVE…rather than hate

JUSTICE – the habit of giving each one his due with constant and perpetual will;
gives stability which man needs to work without fear and anxiety in the search for
happiness.

HEAL…rather than wound

FORTITUDE – the habit of overcoming the difficulties and pressures of life in the
pursuit of good.

PERSEVERE…rather than quit.

24
 TEMPERANCE – the habit of bringing desires and natural inclination of man under
the control of right reason.

FORGIVE…rather than curse

INDUSTRY – the habit of working hard and working under pressure

ACT…rather than delay

LOYALTY – the habit of remaining true to your friends and to your principles insure
of difficulty

PRAISE…rather than gossip.

RESPONSIBILITY – the habit of being accountable for one’s actions, duties

obligations; readiness to answer to the consequences of our actions.

BUILD…rather than destroy.

CHEERFULNESS – the habit of being optimistic, positive, always seeing the bright
side of things.

SMILE…rather than frown.

GENEROSITY- the habit of sharing the goods that one has with other people
thinking first of the people around him and looking for ways he can help and serve
them

GIVE…rather than grasp.

MAGNANIMITY – the habit of having great ideals and ambitions of doing good;
being concerned with doing great deeds of service to others by devoting his life to
serve his country or to help people.

PRAY…rather than despair.

Leadership is leadership, no matter where you go or what you do. Times change, technology
marches forward. Cultures vary from place to place. But the true principles of leadership are
constant. Leadership principles stand the test of time. They are irrefutable.

1 The Laws Can Be Learned. Some are easier to understand and apply than others, but
every one of them can be acquired

2 The Laws Can Stand Alone. Each law compliments all the others, but you don’t need one in
order to learn another .

25
3 The Laws Carry Consequences. Apply the laws, and people will follow you. Violate or
ignore them, and you will not be able to lead others.

4 These Laws Are The Foundation Of Leadership. Once you learn the principles, you have
to practice them and apply them to your life.

The Irrefutable Laws of Leadership

1. THE LAW OF THE LID 11 THE LAW OF EMPOWERMENT

Leadership Ability Determines Only Secure Leaders

A Person’s Level of Effectiveness Give Power To Others

2. THE LAW OF INFLUENCE 12. THE LAW OF REPRODUCTION

The True Measure It Takes A Leader

Of Leadership Is Influence To Raise Up A Leader

3. THE LAW OF PROCESS 13. THE LAW OF BUY IN

LEADERSHIP DEVELOP People Buy In To The Leader Then The

DAILY NOT IN A DAY Visitors

4. THE LAW OF E.F. HUTTON 14. THE LAW OF VICTORY

When The Real Leader Leaders Find A Way

Speaks, People Listen For The Team To Win

5 THE LAW OF SOLID GROUND 15. THE LAW OF THE BIG MO

Trust Is The Momentum Is A

Foundation Of Leadership Leader’s Best Friend

6. THE LAW OF MAGNETISM 16. THE LAW OF PRIORITIES

Who You Are
Is Who You Attract Leaders Understand That Activity Is
Not Necessarily Accomplishment

7. THE LAW OF NAVIGATION 17. THE LAW OF SACRIFICE

Anyone Can Steer The Ship, A Leader Must Give Up To Go Up

But it Takes A Leader
To Chart The Course

26
8. THE LAW OF RESPECT 18. THE LAW OF TIMING

People Naturally Follow When To Lead Is As Important As What

Leaders Stronger Than them To Do And Where To Go

9. THE LAW OF CONNECTION 19 THE LAW OF EXPLOSIVE

GROWTH
Leaders Touch A Heart
Before They Ask For A Hand To Add Growth, Lead Followers; To
Multiply, Lead Leaders

10. THE LAW OF INNER CIRCLE 20. THE LAW OF LEGACY

Leader’s Potential Is Determined By A Leader’s Lasting Value Is Measured

The Closest To Him By Succession.

EXERCISES

Name :___________________________________________________ Score _______

Course and Year _______________________ Schedule _______________________

27
Date : ______________ Instructor _________________________________

1. Explain the virtues as the foundation of Leadership

2. How can you tell within a group or class if he/she is a natural leader?

Chapter IV

COMMUNITY DEVELOPMENT AND PLANNING

Community Development – is the utilization under one single program of approaches and
techniques which rely on local communities as units of action and which attempt to combine
outside assistance with organize local self-determination and effort and which correspondingly
seek to stimulate local initiative and leadership as the primary instrument of change.

28
It is the process designed to create conditions of economic and social progress for the whole
community with the active participation and largely upon the initiative of the community.

The people themselves needs to excess effort and to unite with those of government
authorities to improve the economic, social and cultural conditions of the community. We need
to integrate these communities into the life of the nation and enable them to contribute fully to
national progress.

Complex Process – Two Essential Elements

1. The participation of the people themselves in efforts to improve their level of living, with
as much reliance as possible on their own initiative.

2. The provision of technical and other services in ways which encourage initiative, self-
help and make these more effective.

Some community development adopted by other countries.

1. Mass Education
2. Fundamental Education
3. Rural reconstruction
4. Rural development
5. Social development

Development Programs (common)

1. The concept of self-help

2. The initiative comes from the people themselves and not imposed outside
3. The process of stimulation of change agent-the development worker.
4. The employment of trained personnel
5. The utilization of techniques and approaches to get cooperative support from all
sectors.

Community Development consist of:

1. procuring
2. organizing
3. utilizing local resources ( material, energy, people and information)
…………………………………….. for the betterment of the community.

Principal Objectives of the Community Development

29
 to assist the development of self-government in the barrios

 to facilitate construction, largely on a self-help basis, of roads which will connect

barrios with principal highways or feeder roads

 to increase productivity and income of the rural population through self-help projects
in agriculture and other industries.

 To provide governmental service in barrios more nearly equal to those available in

the poblacion.

 To promote better coordination of governmental services at all administrative levels.

 To improve through a maximum of self-help projects, rural facilities for education,

water supply, irrigation, health, sanitation, housing and recreation.

 To increase the educational and vocational opportunities for the adult population in
the rural areas.

 To increase citizen awareness and action with respect to enforcement of tenancy,

usury, labor and other subjects.

 To take steps needed to improve morale of barrio citizens and strengthen their
participation in the economic life of the nation

………………………………….self-reliance and community participation.

Approaches to the Community development Program

1. Program Initiated by External Agents

An agent promoting change appears in a community usually on the initiative of an

external sponsoring organization but seldom at the request of the local citizens. The
change agent proceeds by diagnosing a community needs for his services, prescribes a
remedy, and urges action to accept his recommendations.

2. Coordinated Team Approach

This approach is concerned with the effects of innovation and with obtaining its
acceptance within the community. It recognizes the integrated wholeness of life and of
the need to consider the consequences of introducing a new practices.

3. Aided Self-Help Approach

30
 Stress is laid on the need to encourage communities of people to identify their own
wants and needs and to work cooperatively at satisfying them.

Change comes as a community sees a need for change and as it develops the will and
the capacity to make changes it feels desirable
Direction is established internally, rather than externally.

MOTTO on Community Development

Go to the people
Live among them
Learn from them
Serve them
Plan with them
Start with what they know
Build on what they have.

Specific Approach to Rural Community Development in the Philippines

1. Government Approach

 Multi-purpose Community Development worker

In the barrios, the government’s rural community development program is headed by

multi-purpose barrio community workers. It undergo a training course which is
directed toward the practical approach to barrio folks.

 Agricultural Extension Service

The main objective of this service is better farming and better home and barrio living.

 Community School Approach

The school operates directly as an agent for community development/betterment,

and with pupils, be they children or adults, taking part in community activities. Thus,
a community school was established

A community school has two broad characteristics:

a. It teaches children to discover, develop, and use the resources of the local
community.

b. It serves the entire community, not merely the children of school age

2. Voluntary and Non-Government Approaches

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  The Philippine Rural and Reconstruction Movement

The PRRM was founded in 1952 by a group of civic leaders in Manila as a result
of a series of meeting with Dr. Y.C. James Yen who had done important rural
reconstruction work in pre-communist China. Its method of community
development consist of four-fold integrated program

a. increasing the means of livelihood of the barrio people.

b. Eradicating illiteracy and advancing their education.
c. Improving rural health and sanitation.
d. Training the barrio people in self-government

 World Neighbors

The function is to develop local helping hand groups, one for each community.

 The Model Farmer Approach

The community shall work with all resource agencies existing in the area,
including the council, to solve all the problems that arose in his discussions with
the local people of their needs.

 The Church Community Service Approach

The most effective in achieving community well-being

 The Community Study Group Approach

This would lead to a consideration by the formal or informally organized

community study group of what ways are available for meeting these needs.

We need to find an organization that would sponsor local leaders to discuss

systematically the needs of the people in the barrio.

We need to identify and take action with respect to the problems.

The four Steps in Community Development

a. Systematic discussion of common felt needs by members of the community.

b. Systematic planning to carry out the first self-help undertaking that has been selected
by the community.
c. The almost complete mobilization and harnessing of the physical, economic and social
potentialities.

32
 d. Creation of aspiration and the determination to undertake additional community
improvement projects.

Community Planning

Development in the community does not happen by chance. It is the result of deliberate
and concerted efforts by denizens who see the needs for planned changes.

Planning

Planning is a process of determining what is to be done, when and where it should be

done, who should do it and how it should be done.

We need to determine the objectives and how to accomplish the project. It is a futuristic
or proactive, and never retroactive.

A planner may look back to past events as he needs to have sound bases for his plan,
such action does not make planning retroactive. A LOOKING-AHEAD PROCESS.

Planning is continuous/cylical

PLAN/REPLAN ------ EVALUATE------IMPLEMENT THE PLAN--------MONITOR

THE RATIONALE OF PLANNING

People who succeed in their chosen fields of endeavor are, by and large, those who have a
plan in life, Be it on paper or simply in the mind of the individual, such plans spells out the
difference between failure and success.

Community people or extension workers therefore should subscribe to planning as a basic

activity towards the attainment of their development goals.

1. Planning provides direction.

2. Planning ensures economy of time, effort and money
3. Planning reduces risks.
As we plan our programs we adhere to the sense of direction. If we know to plan, we know just
were we are heading and rarely get lost or confused in the rough-and-tumble of everyday life.
If we plan, the future is charted and it is just a matter of coping with unforeseen circumstances,
before we realize what we want to happen.

Economical- it helps save time, effort and financial resources.

33
Steps in Planning

Planning is not a haphazard activity as it involves a set of sequential procedures, the

observance of which would more or less ensure the attainment of desired outputs.

1. Formulation/statement of vision, mission and philosophy, goals and objectives.

Every accomplishment started as a vision or a dream. Vision is the picture of what we

want to realize.

Mission is what we carry upon our shoulder, the task to realize our vision.

2. Scan the Environment

The internal environment refers to the existing conditions within the community, while
external environment involves conditions outside the community. Environmental
scanning should result in the identification of four important planning consideration,
strengths, weaknesses, opportunities and threats.

3. Identify needs/problems

Identified needs should be prioritized on the bases of the degree of the seriousness of
the problem, availability of financial resources, magnitude of benefits to be derived from
the activity.

4. Formulate alternative courses of action

After identifying the needs of the barangay, the planners should propose courses of
action

Brainstorming is needed to the suggested alternatives projects, and the need to adopt
the solution. But we need to focus on how workable and practical such activities.

5. Undertake a contingency planning

FORESEE THE FUTURE……. We need to prepare to any eventuality that, may hamper
the attainment of objectives. We need to ensure the success of the project.
6. Implement the plan

Key personnel are needed to implement the project. The planners should refer to their
schedule of activities and implement the strategies formulated.

7. Monitor and evaluate the plan implementation

34
 The implementers should take note of certain problems ascertain which parts of the
plan were difficult to carry out, which strategies were effective and which were not.

8. Replan, if necessary

Unforeseen circumstances may affect the project implementation, we need to re-plan or

modify the existing plan or some of its part. But they need to review the goals/objective
identifying the problems.

ACTION PLANNING

1. Objectives
The immediate aims which the organization seeks to attain.

2. Projects or Activities
To accomplish the objectives, projects or activities should be undertaken by the
development workers.

3. Target Outputs
To ensure the attainment of the objective set, planners should categorically spell
out the desired outputs. Monitor and evaluate accomplishments.

4. Strategies
HOW TO GET THERE…………………(the world steps aside for the one who
knows). To have a specific, or more or less sure ways of facilitating the
attainment of formulated objectives and targets.

5. Funding Requirements
There are no activities do not involve finances. It is imperative that planners
provide funds for these activities, especially if such could not be obtained thru
self-help.

6. Persons Involved/Responsible
It is important that at the inception of planning, planners are able to identify who
should do what, otherwise, plan implementation will bog down. Pinpoint
responsible or accountable people on the project.

7. Timetable
A plan should be time-bounded in order to avoid waste of time. It should be
effectively managed.

8. Remarks
This is explanation or indicators of your observation that are not reflected on your
plans.

35
EXERCISES

Name :___________________________________________________ Score _______

Course and Year _______________________ Schedule _______________________

36
Date : ______________ Instructor _________________________________

1. Make your own Action plan

Chapter V
ENVIRONMENTAL EDUCATION

 A process of teaching and learning, helping people to acquire understanding, skills and
values that makes them active and informed in the development and maintenance of an
ecological, sustainable and socially just society.

37
  Contextualizing environment issues within the physical, biological, social, economic,
historical and cultural imperatives of the Philippines.

Environmental Problems, Its Issues and Concerns in the Community

* Population Growth
* Poverty
* Deforestation
* Pollution of Water, Air and Soil
* Waste Disposal
* Loss of Species

The increase of human and animal pollution it causes environmental degradation and over
exploitation of the natural resources.

Ecosystem in the Philippines

A. Agricultural Ecosystem

Agriculture is said to be the “backbone” of our country’s economy since most Filipinos
depend on farming. They depend on agriculture for sustenance (nourishment) and
survival.

B. Coral Reef Ecosystem

Our country has some of the richest and most diverse coral reefs in the world. If left
disturbed, the animal populations of the reef will increase in number. The reefs provide
recreation and tourism opportunities due to its magnificent beauty.

C. Freshwater Ecosystem

Water is life. All living creature depend on it. Clean water means clean ecosystem as a
whole. Once a body of water is polluted, the living things within will die and those which
or who depend on them will be affected.

D. Forest Ecosystem

A healthy forest ecosystem is “productive”. Productivity means efficient use of the

natural resources or materials available in the system without external inputs and
without leaving behind any harmful effects.
The Importance of Ecosystem

1. They are habitats for diverse species

2. Provide raw materials for pharmaceutical products
3. Provide raw materials for breeding higher-yielding strains.

38
 Forest also prevent flood. Absorbed water from existing trees supply water to the creeks
and streams so that they never dry. It also help stabilize the climate by regulating the
amount of carbon dioxide in the atmosphere, thus maintaining the earth’s temperature.

E. Marginal Ecosystem

It usually occurs in the circumference of other ecosystems, these are converted system
of forests, cropland, and coastal areas.

F. Mangrove Ecosystem

It is located in saltish water and muddy portions of the coastline where the freshwater
from rivers and saline water from seas meet. It provide physical barrier from storm and
prevent soil erosion and pollutants.

G. Sea grass Ecosystem

It is called the meadows of the sea. They are the source of food for plant-eating animals
such as sea cows or dugong, sea urchins, turtles and other fishes.
The shady effect of sea grass protects the organisms from strong sunlight and
temperature and salinity fluctuations.

H. Softbottom Ecosystem

This ecosystem is found in the open seas beyond light penetration from depth of 50
meters up to more than 10,000 meters deep.

I. Urban Ecosystem

It refers to the loci of human activities. In an urbanized place, street patterns exit, town
hall, church, and market, public plaza, schools, hospital and other familiar
establishments. Population is one indicator of urban ecosystem. As the population
increases, poverty rate also increases

POLLUTION

Pollution is define as the alteration of our surroundings, wholly or largely as a product of

man’s actions, through direct or indirect effects of changes in every pattern of chemical and
physical constituent of organisms. It is the change in the environment that makes it impure
or unclean.

Classification and Sources of Pollution

1. Air Pollution – the problem of air pollution has become a worldwide phenomenon. If
left unabated it can cause major health problem and even death.

39
 Air pollution is defined as physical and chemical altercation of the properties of air,
which is harmful to human health, vegetation and animals.

Republic Act 8749 otherwise known as the Philippine Clean Air Act, is a comprehensive air
quality management, policy and program that aims to achieve and maintain healthy air for all
Filipinos. The guiding principles of the Clean Air Act provide that the state shall:

1. Protect and advance the right of the people to a balanced and healthful ecology in
accord with the rhythm and harmony of nature
2. Promote and protect the global environment while recognizing the primary responsibility
of local government units to deal with environmental problems
3. Recognize that the responsibility of cleaning the habitat and environment is primarily
area-based
4. Recognize that the clean and healthy environment is for the good of all and should,
therefore, be the concern of all

Major Types of Air Pollution

A. Outdoor Pollution is a type of pollution derived from the mixture or collection

of additional loads of chemicals produced by natural components of the
atmosphere that produces harmful effects to living system.

The following are the major sources of Outdoor Pollution

 Burning of fossil fuels for power consumption

 Photochemical and industrial smog
 Volcanic eruptions which emit sulphur dioxide and suspended particulates
 Forest Fire, “kaingin”, or the Fire and Lightning
 Evaporation of volatile organic compounds from decaying organic matters.
 Natural Radioactive 222-gas from uranium deposits

The chemical substances varieties of sources contribute to air pollution

NITROGEN OXIDES, CARBON MONOXIDE and ORGANIC compounds that can evaporate
and enter the atmosphere.

B. Indoor Air Pollution a type of pollution derived from the accumulation or

build up of chemicals inside the office, building, houses, school, commercial
store are harmful to health.

Effects of Air Pollution

Air pollution is responsible for major health effects. Every year , the health of
countless people is ruined or endangered by air pollution.

Damage of Human Health

40
  Overloading and degrading of the body’s defense mechanism
 Chronic bronchitis
 Emphysema
 Lung cancer
 Damage of plants that lead to dehydration and inhibition of photosynthesis
 Damage to materials
 Depletion of ozone layer
 Increase of global warming

2. Water Pollution - It is defined as the physical or chemical change in the surface and
ground of water caused by pollutants that affect living organisms

a. Major cause of Water Pollution

 Point source – a source of pollution that discharges pollutants into
bodies of water to specific location
 Non-point Source – a source of pollution that are widely scattered and
discharges pollutants over a large sea.

b. Water pollution-causes
The dumping of sewage, sludge, garbage and even toxic
waste/pollutants from houses, industries and even government into the
water makes it polluted

c. Water Pollution Effects

Both government and non-government projects are implemented and
carried out to clean up the water like the “Water Clean Act”

3. Solid Waste/land Pollution - refers to the presence of any solid waste in the land that
is injurious to the health human beings, animals and other living organisms.

Cause of Garbage

 Effects of “thrown-away and disposable society”

 Overpopulation
 Overproduction of non-biodegradable materials
 Medical waste
 Household waste

4. Solid Waste and Its Disposal

 Landfills – designed to reduce the amount of waste that leaks out into the
environment
 Incineration – the process of reducing solid waste by burning it first. This
causes fly ash, gases, and particular matter in the air.

41
  Ocean dumping- discharge into the ocean.

NATURE OF BIODEGRADABLE AND NON-BIODEGRADABLE WASTES

1. Biodegradable Waste

They are compost able and can be reused as feeds, fermentable, fuel and
fertilizers.

2. Non- Biodegradable

They are factory returnable and can serve as potential sources of livelihood
projects.

THE 4r’s of Waste Management-Guiding Principle

1. Reduce – avoid wasteful consumption goods

2. Reuse- reuses items that are useful instead of throwing them away.
3. Recycle- the process whereby portions of these wastes are sorted out and
used for something of benefit
4. Repair – repair reusable items to make them functional rather than throwing
them.

Chapter VI

SOCIAL MOBILIZATION

Social mobilization is an approach and tool that enables people to organize for collective
action, by pooling resources and building solidarity required to resolve common problems and
work towards community advancement. It is a process that empowers women and men to
organize their own democratically self-governing groups or community organizations enabling
them to control their own personal and communal organizations

KEY ELEMENTS OF SOCIAL MOBILIZATION

ORGANIZATIONAL DEVELOPMENT – a process in which community members and

especially the poor form their own groups or organizations based on common development
interests and needs that are best served by organizing themselves as a group.

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CAPITAL FORMATION FOR DEVELOPMENT THROUGH COMMUNITY SAVINGS- it
enhances a community organization’s power to realize its full potential. Through capital
formation mobilization of savings generated by individual members are the assets of the
community organization and the first step towards their self-reliance.

TRAINING FOR HUMAN RESOURCE DEVELOPMENT- Community members can maximize

their potential not only by organizing themselves but also by upgrading their existing skills to
better new inputs- business and community initiatives.

SOCIO-ECONOMIC DEVELOPMENT – initiatives are a great incentive for community

members to organize themselves. It is important therefore that an initiative which includes
social mobilization provides support in the form of matching grants or access to credit,
marketing and other services that will lead to tangible improvements in socioeconomic
conditions within the community

The following should be undertaken in social mobilization

Advocacy— An element which is focused on various actors which could create the positive
environment for program or service delivery.

Information, Education and Communication – A set of accurate and consistent information

on the programs and services as a timely response by those in direct contact with the
communities.

Community Organizing – Individual and community groups are able to get a sense of what
they can do among themselves to improve their situation.

Capacity Building – Social mobilization can only be sustained if the network of the advocates
and mobilizers are continually expanded through
 Capacity – building (people)
 Institutional development (organization)

Community Empowerment and Program Sustainability -

 Empowerment is the process of people taking action to overcome the obstacles to
progress where this action involves getting more control over their situation.
 Community empowerment enables individuals and the community to do their own
thinking and reflection to improve their situation.\
 Sustainability comes only when individuals, groups, and communities have ownership of
the problem and are able to act on their own.

Institutional Development
 seeks to improve the ability of the institution to carry out its mandate, mission and vision
and achieve its goals and objectives.
 Key levels: Systems, processes, networks financial capacity, physical infrastructure and
management of resources.

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Networking and Alliances Building- Social mobilization’s success depends on the
identification of relevant individuals and groups which can contribute to the achievement of the
program’s goals.
 Partners are those with whom we work directly
 Allies are those who have similar interests and programs with us, but with whom we
may not work directly.

BENEFITS OF SOCIAL MOBILIZATION

Poverty Alleviation - Social mobilization is an important tool in the poverty alleviation

process, as it enables communities and the poor themselves to engage actively in solving their
own problems and effectively tackling poverty in its multi-dimensional form.

Promoting Democratic Governance – experience shows that poverty and bad governance
mutually reinforce, as they foster exclusion of citizens from decision making processes, lack of
access to basic services, lack of opportunity, dependency, and limited availability of public
goods

Environmental Management – it is the act if organizing people to better manage their natural
resources and fight against practices and organizations that degrade the environment through
promoting appropriate legal, regulatory, and institutional frameworks and policy dialogue.

Conflict Prevention- as people organize to address problems and to collectively improve their
socio-economic conditions in an equitable, democratic, and transparent manner possibility of
conflict can be significantly reduced.

The series of mobilization and management

training interventions goes something like this
(modified according to varying situations)

Sensation and Clearance - Sessions with local leaders and government officials
Awareness Raising - Public meetings with members of target communities.
Mobilizer Training - Organizing the community workers.
Unity Organizing - Putting together different community units or members.
Management Training - The training of community leaders and mobilizers.
Participatory Assesssment - Identifying priority problems.
Community Action Plan (CAP) -Consistent with District plans and community priorities.
Community Project Designs - created from and submitted by target communities as
proposals.
Negotiation - Proposals discussed until they meet everyone’s
expectations.

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Implementation Begins - Work on community projects by community members starts.
Monitoring and Reporting - Following up and preparing updated reports on
development
Work Continues until Completion - Implementation, monitoring, reporting, payments
Official Completion Ceremony - Invite community project designs.

Community Management Processes:

I. Situation Analysis - It is a collective process of examining the prevailing social, political,

economic, environmental, cultural, and spiritual conditions of a given community. It is a
preparatory step to the actual planning process.

Roles of Community Workers in Situation Analysis

1. Determine how they can improve the prevailing situation to achieve community goals.
2. Collectively understand and define community needs and problems
3. Identify change strategies and resources, and making decisions on how to implement the
identified solutions.

Steps in Facilitating Situation Analysis

1. Community Orientation
2. Data Gathering
3. Data Processing
4. Preparation of Community Profile
5. Presentation, Validation and Approval of the Community Profile
6. Finalization of the Community Profile and Dissemination

II Community Planning - it is a process through which the people collectively define their
priority problems, determine their development vision, set goals and objectives, identify
resources which they can utilize, and develop a plan of action to achieve community goals

1. Enable people to address their community needs and problems

2. develop planning skills
3. Involve community member in decision-making
4. Provide the community members with a process where they can plan their own development
5. Guide the community members in developing a plan of action geared towards achieving
community goals

Steps in Facilitating community Planning

1. Formation of Community Planning Team

2. Community Visioning
3. Setting of community goals and objectives

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4. Identifying resources and constraints
5. Preparation of community plan of action and budget
6. Presentation, community validation and approval of the community plan of action and
budget
7. Finalization of the community profile and its dissemination

II Impementation - It is a process of carrying out the projects and activities in the community
action plan. Its main purpose is to test the feasibility of the planned projects and activities, and
institute necessary change or modifications when necessary.

Roles of Community Workers during Implementation

1. Oversee and direct the implementation of projects and activities.

2. Conduct an information and advocacy campaign on the community plan.
3. Motivate the community members to contribute to the projects and activities
4. Monitor the status of implementation (come up with checklist)
5. Make quick adjustment in consultation with the community members when problems arise.
6. Coordinate various activities, tasks and efforts of community member
7. Mobilize community resources for the projects or activities
8. Conduct regular consultation and feed-backing with community members
9. Clarify roles of each member on projects or activities.
10. Manage interpersonal relationships and conflict management
11. Facilitate team-building activities ( reflection process, values formation)

Chapter VII

DRUG EDUCATION

WHAT IS DRUG?

- A drug is a chemical substance that brings about physical, emotional or behavioral change in
a person taking it.

WHAT DRUGS ARE COMMONLY ABUSED?

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

 Stimulants – drugs which increase alertness and physical disposition. Examples:

Amphetamines, Cocaine, Caffeine, Nicotine

 Hallucinogens – (also called psychedelics) – drugs which affect sensation, thinking, self-
awareness and emotion. Changes in time and space perception, delusions (false
beliefs) and hallucinations may be mild or overwhelming, depending on dose and quality
of the drug. Examples: LSD< Mescaline and Marijuana.

46
  Sedatives – drugs which may reduce anxiety and excitement. Examples: Barbiturates,
non-barbiturates, Tranquilizer, Alcohol.

 Narcotics – drugs that relieve pain and often induce sleep. Examples: Opium and its
derivatives such as Morphine, Codeine, Heroin.

WHEN IS DRUG HARMFUL?

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

WHAT IS DRUG ABUSE?

Drug abuse is the use of any chemical substance, licit or illicit, which results in an
individual’s physical, mental, or social impairment.

It may refer to any of the following practices:

 Using, without benefit or prescription, useful drugs which have the capacity to alter the
mood or behavior.

 Using Drugs and substances for a purpose different from the one from which the drug
has been prescribed.

 Using drugs and substances having no legitimate medical application fro purposes other
than research.

WHY DO PEOPLE TURN TO DRUGS?

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

HOW CAN YOU TELL WHEN ONE IS ABUSING DRUGS?

A lot of changes – in behavior, in acceptance and in mood-occur in a person. Sudden

changes occur in the person’s disposition from pleasant to unpleasant.

 Is often associated with known drug abusers

 Is irritable, discourteous, defiant and aggressive
 Is untrustworthy and lacks self-confidence
 Is unhealthy and unconcerned with good grooming
 Has a low frustration tolerance
 Lacks interest in his studies / work
 Blames everybody but himself for his problems

47
  Prefers his “barkada” where he feels accepted
 Frequently goes to odd laces (to take drugs)
 Unusually wear sunglasses at inappropriate time
 Has abrupt changes in overall attitude
 Develop changes in attendance in school or at work
 Develop changes in normal capabilities in school / work

WHAT ARE THE ILL-EFFECTS OF DRUG ABUSE?

Drug abuse leads to medical and health problems. The physical complications depend
to an extent on the specific drug. Its source and the way it is used. Among the physical and
mental complications associated with drug abuse are:

 Malnutrition – The lies of drug dependents revolve around drug abuse. They miss their
regular meals because
they loss their appetite.
 Panic Reaction – The loss of thought processes can cause panic reactions or feelings
of invulnerability. Both of these
states can lead to injury and death.

Physical damages- In addition to those diseases which accompany the use of unsterile
syringes and contaminated drugs may cause certain medical problems. Liver and
kidney damage may result when large quantities are taken.

WHAT CAN A PERSON DO TO PREVENT DRUG ABUSE?

 Maintain good physical and mental health

 Use drugs properly,. Most drugs are beneficial when used under medical advice.
 Understand your own self. Accept and respect yourself for what you are.
 Develop your potentials. Engage in wholesome, productive and fulfilling activities.
 Learn to relate effectively to whom you can communicate your problems freely.
 Learn to cope with your problems and other stresses without the use of drugs
 Seek professional help if you feel you cannot cope with your problems.
 Develop strong moral and spiritual foundations.

HOW CAN YOU AVOID DRUG ABUSE?

 Feel better about your self – believe that you are unique, valuable, capable and lovable
 Make a list of everything you do well. Ask other people what you can do well. Listen to
other people’s comments about you, but don’t let them put you down.
 Find ways by which you can turn your weaknesses into strengths
 Find out what is really important
 Make effective decisions – use your intuition – do what you feel is right. Or use reason
work out what is involved, the outcome you want, your opinions, the risks you will take.
Then decide and act. Finally, review your decision.

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WHAT IS REPUBLIC ACT NO. 9165?

Republic Act (R.A) No. 9165, otherwise known as the Comprehensive Dangerous Drugs
Act of 2002, which was passed into law on June 7, 2002, overhauls the 30 – year old
Dangerous Drugs Act of 1972. the new law increases penalties for drug related offenses while
placing more emphasis on the rebuilding of lives though rehabilitation and treatment.

The law is primarily designed to safeguard the well being of its citizenry especially the
youth from the harmful effects of dangerous drugs. Its provisions against the use of dangerous
drugs show the intent of the present legislature to pursue an intensive and unrelenting
campaign to eliminate the drug menace and reintegrate its victims into society.

PROHIBITED ACTS

What are the considered unlawful by the Act?

The law imposes the penalty of death and a fine extending to P10 million on persons
who shall import or bring in to the country, see administer, trade, dispense, deliver, distribute to
another any dangerous drugs,. The same is true for those who shall maintain a den, dive, or
resort where any dangerous drug is used or sold, and against those who shall engage in the
manufacture of dangerous drugs.

R.A. 9165 likewise imposes capital punishment to those who shall possess any of the following
dangerous drugs:

 10 grams or more of opium

 10 grams or more of morphine
 10 grams or more of heroin
 10 grams or more of cocaine or cocaine hydrochloride
 50 grams or more of methamphetamine hydrochloride or “shabu”
 10 grams or more of marijuana resin or marijuana resin oil
 500 grams or more of marijuana
 10 grams or more of other dangerous drugs such as but not limited to the MDMA or
“ecstasy”, PMA, TMA, LSD, GHB and those similarly designed or newly introduced
drugs and their derivatives.

Those found positive for use of drugs shall be placed in rehabilitation centers for a minimum
period of six months, but those who will be caught for the second time will be sent to jail and
made to pay a fine.

UNLAWFUL ACTS FINE IMPRISONMENT

Importation of Dangerous Drugs and/or P 500T – Life imprisonment to death
Controlled Precursors and Essential P10M
Chemicals

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Sale: Trading: Administration: Delivery: P 500T – Life imprisonment to death
Transport and Distribution of Dangerous P10M
Drugs and/or Controlled Precursors
Maintenance of a Den, Dive or Resort P 500T – Life imprisonment to death
P10M
Employee and visitors of a Den, Dive or P 100 – 12 years and one (1) day to 20
Resort P500 T years
Manufacture of Dangerous Drugs and / or P 500 – Life imprisonment or death
Controlled Precursors and essential P10 M
Chemicals
Illegal Chemical Diversion of Controlled P100 T – 12 years and one (10) day to 20
Precursors and Essential Chemicals P500 T years
Manufacture or Delivery of Equipment an P100T – 12 years and one (10) day to 20
other Paraphernalia for Dangerous Drugs P500 T years
and / or Controlled Precursors and
Essential Chemicals
Possession of Dangerous Drugs P500 T – P Life imprisonment to death
10 M
Possession of Equipment, Instruments, P 10 T – P Six Months (6) and one (1) day to
Apparatus and Other Paraphernalia for 50 T four days (4)
Dangerous Drugs
Possession of Dangerous Drugs during P500 T – P Life imprisonment to death
Parties, Social Gatherings or Meetings 10 M
Possession of Equipment, Instruments, P 10 T – P Six Months (6) and one (1) day to
Apparatus and Other Paraphernalia for 50 T four days (4)
Dangerous Drugs During Parties, Social
Gatherings or Meetings
Use of Dangerous Drugs None for 1st Six (6) months in rehabilitation
Offense center – minimum for the first
offense
P50 T – Six (6) years and one (1) day to 12
P200 for 2nd years for 2nd offense
Offense
Cultivation of Culture of Plants Classified P500 T – Life Imprisonment to death
as Dangerous Drugs P10 M
Failure to Maintain and Keep Original P10 T – One (1) year and one (1) day to six
Records of Transactions on Dangerous P50 T (6) years
Drugs and / or Controlled Precursors
Unnecessary Prescription of Dangerous P100 T – P 12 years and one (1) day to 20
Drugs 500 T years

WHAT ARE CONSIDERED DANGEROUS DRUGS?

The term dangerous drugs pertains to those listed in the schedules annexed to the 1961
Single Convention on Narcotic Drugs, as amended by the 1972 Protocol, and in the Schedules

50
annexed to the 1971 Single Convention on Psychotropic Substances enumerated in the
attached annex of R.A. 9165.

R.A. 9165 gives definition to dangerous drugs, removing the distinction between
prohibited and regulated drugs. The old law defines the term “dangerous drugs” as pertaining
to either “prohibited drug” or a “regulated drug.”

With regard to the confiscated, seized and surrendered dangerous drugs, plant sources
of dangerous drugs, controlled precursors and essential chemicals, instrument s/
paraphernalia and / or laboratory equipment, the Philippine Drug Enforcement Agency (PDEA)
shall have custody on it.

CAN THE ACCUSED PLEA-BARGAIN OR INVOKE THE PROBATION LAW?

A person charged under any Provision of R.A. 9165 shall not be allowed to avail of the
provision on plea-bargaining. Persons convicted for Drug Trafficking or Pushing under this law
cannot avail of the privilege by the Probation Law.

WHO ARE REQUIRED TO UNDERGO DRUG TESTING?

The following should undergo Drug Testing:

 Applicants for Driver’s License

 Applicants for firearm’s license and permit to carry firearms
 Students of secondary and tertiary schools
 Officers and employees of public and private offices
 Officers and members of the military, police and other law enforcement agencies
 All persons charged before the prosecutor’s office of a criminal offense punishable with
imprisonment of not less than six (6) years and one (1) day.
 Candidates for public office whether appointed or elected in the national or local
government.
WHO SHALL CONDUCT THE DRUG TESTING?

Any government forensic laboratory or any drug-testing laboratory accredited and monitored
by the Department of Health shall conduct drug tests.

ROLES OF FAMILY, STUDENTS, TEACHERS AND SCHOOL AUTHORITIES

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WHAT ARE THE ROLES OF THE FAMILY, STUDENTS, TEACHERS AND SCHOOL
AUTHORITIES IN THE CAMPAIGN OF THE GOVERNMENT AGAINST ILLEGAL DRUGS?

 The family shall educate, make family members aware of the illegal effects of drugs and
closely monitor family members who may be prone to drug abuse.

 Student councils and campus organizations should include their activities a program for
the prevention of drug abuse and the referral of drug-dependent students for treatment
and rehabilitation.

 School curricula of public and private schools should include instruction on drug abuse,
prevention, and control.

 As persons in authority, school heads, supervisors and teachers can apprehend arrest
or cause the arrest of any person who violates any of he unlawful acts enumerated in
Article II of R.A. 9165.

WHAT IS EXPECTED FROM THE DEPARTMENT OF EDUCATION AND OTHER

GOVERNMENT AGENCIES IN THE EDUCATION SECTOR?

The Department of Education and the Technical Education and Skills Development Authority
(TESDA) shall develop, publish and distribute information, and support educational materials
on dangerous drugs for students, faculty, parents and the community.

WHAT IS THE SPECIAL EDUCATION CENTER?

A special education center shall be established in each province to sponsor drug-prevention

programs and information campaigns and educate the out-of-school youth and street children
on the harmful effects of drugs.

PROGRAMS FOR DRUG TREATMENT AND REHABILITATION

R.A. 9165 provides for both a voluntary submission program and compulsory confinement for
the rehabilitation and treatment of drug dependents.

How is the voluntary submission program conducted?

1. A drug dependent may voluntarily apply with the dangerous Drugs Board for treatment
or rehabilitation. It can also be done by a parent, spouse, guardian or relative.

2. The Board shall refer the matter to the court.

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 3. The court shall order that the applicant be examined for drug dependency.

4. If the applicant is found to be drug dependent by a DOH-accredited physician, the court

shall order the applicant to undergo treatment and rehabilitation for a period of not less
than six (6) months.

5. After confinement in a center for treatment and rehabilitation, the court shall determine
whether the drug dependent will undergo further confinement.

6. After the applicant has been temporarily released, he will still be required to report to the
DOH for aftercare and follow-up treatment.

HOW WILL THE DRUG DEPENDENT BENEFIT FROM THIS PROGRAM?

Aside form benefiting from the treatment and rehabilitation, the drug dependent shall also be
exempt from the liability imposed for drug abuse. However, the applicant should meet the
following requirements:

 Compliance with rules and regulations of the rehabilitation center

 Has not been charged or convicted of any offense under R.A. 9165 or R.A. 6425 or the
Revised Penal Code.
 Has not escaped from the center.
 Poses no threat or danger to himself, his family and the community.

Applicants who cannot meet these rehabilitated after the second commitment to the Center,
shall be charged fro violation of Section 5 (Drug Use).

A drug dependent who escapes from the Center may submit himself for recommitment for one
(1) week. If he fails to submit himself within one week, the Dangerous Drug Board shall apply
to the court for his recommitment. If he escapes again, he will be charged for violation of
Section 15 and be placed under compulsory confinement.

THE DANGEROUS DRUGS BOARD (DDB) AND THE PHILIPPINE DRUG ENFORCEMENT
AGENCY (PDEA)

WHAT ARE THE FUNCTIONS OF THE DANGEROUS DRUGS BOARD AND THE
PHILIPPINE DRUG ENFORCEMENT AGENCY?

The Dangerous Drugs Board is the policy-making and strategy –formulating body in the
planning and formulation of programs on drug prevention and control. It is composed of 17

53
members to ensure wider presentation. It shall promulgate rules and regulations to carry out
the provisions of R.A> 9165.

R.A. 9165 also mandates the creation of the Philippine Drug Enforcement Agency (PDEA).
This shall serve as the implementing arm of the Board and will carry out the national drug
campaign.

The PDEA shall have custody of all dangerous drugs seized, and establish forensic
laboratories in each PNP office. It shall cause the filing of the appropriate criminal and civil
cases for violation of all laws on dangerous drugs. It is also required by R.A. 9165 to establish
and maintain a national drug intelligence system.

Chapter VIII

CALAMITY AND DISASTER PREPAREDNESS

A disaster is an event, natural or manmade, sudden or progressive, which impacts with such
severity that the affected community has to respond by taking exceptional measures.

It is a serious disruption of the functioning of a society causing widespread human, material,

financial, and environmental losses which exceed the ability of the society to cope using its
own resources.

Disaster Preparedness- these are measure, which enable government agencies,

organizations, communities, and individuals to respond rapidly and effectively in case of
disaster.

COMMON TYPES OF DISASTER

1. Earthquake 7. Bushfire
2. Volcanic Eruption 8. Drought
3. Tsunami 9. Epidemic
4. Tropical cyclone 10. Major accident
5. Flood 11. Armed conflict and civil unrest
6. Landslide

General Effects of Disaster

1. Loss of life
2. Injury
3. damage or destruction of property
4. Damage to and destruction of subsidence and cash crops
5. Disruption of lifestyles
6. Disruption of production
7. Loss of livelihood

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 8. Disruption of essential services
9. damage of national infrastructure and disruption of government system
10. National economic loss
11. Sociological and psychological after-effects

Disaster counter measures

1. Development of possible earning indicators

2. Land use regulations
3. Building regulations
4. Relocation of communities
5. Public awareness and education programs
6. Evacuation plans and arrangements
7. Fire prevention regulations
8. International cooperation in information and technology.

Philippine approach to disaster management

1. Prevent/mitigate
2. Prepare
3. Take adaptive action;
4. Take corrective action

Common Problems in disaster management

1. Lack of appreciation for Disaster Preparedness Program by local officials themselves

2. Lack of strong and effective Disaster coordinating council installed in the LGU
3. Absence of Disaster Preparedness Planning.
4. Lack of effective linkages for disaster operation
5. Absence of functional Disaster Operation Center
6. Erroneous disaster reporting and monitoring.

Components of Disaster Managements

1. Prevention- These are the actions or programs designed to impede the occurrence of
disaster or its harmful effects on communities and key installations
2. Mitigation- These are the programs intended to reduce the ill effects of disaster
3. Preparedness – These are measures, which enable government, organizations,
communities and individuals to respond rapidly and effectively to disaster situations.
4. Disaster Impact - This is the effect of disasters and is varied according to different types
of disasters.

55
 5. Response- these are measures taken immediately prior to and following disaster’s
impact.
6. Recovery – This is a process by which communities and organizations assist people in
returning to their proper level of functioning following a disaster.
7. Development – this provides the link between disaster- related activities and national
development.

Disaster Management Policies

1. Self-reliance through self-help and mutual assistance

2. Maximum utilization of resources in the affected areas.
3. Planning and operation to be done on the barangay level, in an interagency multi-
sectoral basis to optimize existing resources
4. Documentation of plans of DOC members
5. Local leadership to take charge at their respective levels.
6. National government to support local government efforts
7. Exercise and periodic drills to be conducted, principally at the barangay level, to ensure
readiness by all concerned.

Different tasks of the National Disaster Coordinating Council

1. Advises the President on the status of disaster preparedness programs, disaster

operations and rehabilitation efforts undertaken by the government and the private
sector.

2. Establishes policy guidelines on emergency preparedness and disaster operations

involving rescue, relief and rehabilitation.

3. Establishes priorities in the allocation of funds, services, and disaster equipment and
relief supplies.

4. Advises the lower-level Disaster Coordinating Council through the Office of the Civil
defense in accordance with the guidelines on disaster management.

5. Recommends to the President the declaration of state of calamity in areas affected by

the calamity and submit proposals to restore normalcy in the affected areas.

6. Creates an Action Group composed of permanent representatives from the member

departments and other government agencies with the executive officer as head

7. Utilizes the facilities and serves the Office of civil Defense discharging its functions.

Members of the Coordinating Council

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 Chairman – Secretary of Department of National Defense
Members : Department of public Works and Highways (DPWH)
Department of Transportation and Communication (DOTC)
Department of Social Welfare and Development (DSWD)
Department of Agriculture (DA)
Department of Education (DEPED)
Department of Foreign Affairs (DFA)
Department of Labor and Employment (DOLE)
Department of Trade and Industry (DTI)

Composition of personnel’s Coordinating Councils in their respective operating

centers.

1. Damage Assessment and Needs Analysis Unit.

2. Emergency Management Information Service unit.
3. Vulnerability Risk Reduction Management Unit
4. Plans and Operations Unit
5. Resource Unit

Each Council shall provide operating units for:

1. Communication, Transportation Service and Early Warning Device

2. Health Service
3. Auxiliary Fire and Police Service
4. Relief and Rehabilitation Services
5. Public Information Services
6. Rescue, Evacuation, and Engineering Services.

Objectives of Disaster Management

1. To avoid or reduce physical and economic losses

2. To reduce human personal sufferings and personal losses
3. To achieve rapid and durable recovery.

The Program of National Disaster Management

1. Disaster Preparedness
2. Construction of disaster reduction facilities
3. Disaster response and short-term rehabilitation
4. Public information
5. Research and development

How to enhance Community Preparedness

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 1. Appreciation of the fact that any disaster can occur with or without warning
2. Awareness on the characteristics and corresponding effects of calamities
3. Identification of vulnerable and disaster prone areas in the locality
4. Readiness in responding to the threats of natural and man-made hazards
5. Capability to do and what must be done and when to do it in case disaster strikes
6. Application of counter-measures to cushion the impact of the calamity

Precautions if Disaster Strikes

1. Remain Calm and be patient

2. Follow the advice of local emergency officials
3. Listen to your radio or television for news and instructions
4. If the disaster occurs near you, check for injuries, Give the first aid and seek help for
seriously injured people.
5. If the disaster occurs near your home while you were there , check for damage using a
flashlight, Do not light matches and candles nor switch on any electrical device.
6. Shut off any damage utilities
7. Confine or secure your pets
8. Call your family contact- do not use the telephone unless it is life threatening emergency
9. Check on your neighbors, especially those who are elderly or disabled.

EVACUATION

1. Wear a long-sleeved shirts, long pants and sturdy shoes so you can be protected as
much as possible.
2. Take a disaster supplies kit
3. Take your pets with you, do not leave them behind.
4. Lock your home
5. Use travel routes specified by local authorities
6. Stay away from downed power lines

What to Have:

1. First Aid Kit – includes medicines and essentials for primary treatment for fever, LBM,
cough, colds, wounds, and other ailments
2. Flashlights, candles, matches, and fresh, spare batteries
3. Portable radio and spare batteries
4. Potable drinking water in sealed containers, store water for everyday use in other pails
and drums
5. basic equipment for the needs of infants, the elderly and the disabled
6. Non-perishable food stuffs sufficient for three days

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 7. Blankets clean clothes, raincoats, rubber boots, tissue paper, and other sanitary
supplies
8. Bring some money, including loose changes
9. large and sturdy plastic bags that can be used to store and protect various important
items and documents

IN CASE OF TYPHOONS

 Stay indoors and keep calm

 Monitor TV and radio reports
 Secure your home
 Trim trees near dwellings
 Keep roads clear for emergency vehicles
 If your house is in flood prone area, go to the nearest designated evacuation center
 Have a flashlight and radio handy with new batteries
 Stock up on food, potable water, kerosene, batteries and first aid supplies
 In case of flooding, turn of the main sources of electricity, gas and water in your home.
 Stack furniture above the expected flood level. Keep appliances, valuables, chemicals,
toxic substances and garbage beyond reach of floodwater.
 Avoid low-lying areas, riverbanks, creeks and coastal areas, slopes cliffs and foothills.
Rains can trigger landslides, rockslides or mudslides
 Avoid wading through flooded areas. Do not attempt to cross flowing streams
 Do not operate any electrical equipment during a flood
 Do not use gas or electrical appliances that have been flooded.

IN CASE OF TSUNAMIS

 A strong earthquake is a natural tsunami warning. Do not stay in low-lying and seashore
areas after an earthquake. A Tsunami might occur within minutes.
 Other natural signs include sudden lowering of the sea level or an unusual rise and fall
of the sea level.
 Fish and other marine life may be exposed when the sea retreats. Never go down to the
beach to collect these. Tsunami waves might rush back anytime and carry you out to
sea with great force.
 Tsunamis are also preceded and/or accompanied by unusual sounds. Be alert for these
signs, too.
 Immediately vacate and seek higher ground. Stay here until all signs of danger have
passed.

IN CASE OF EARTHQUAKES

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  If you are in a structurally sound building protect yourself by getting a sturdy table or
desk and holding on it while shaking occurs, or you can also protect your head with your
arms
 If you are inside a moving vehicle, do not attempt to cross bridges, overpasses or
flyovers which may have been damaged.
 If you are near the shore and feel an earthquake , it is safest assume that a tsunami
might occur
 If you are outside, move to an open area, stay away from power lines, post and
concrete structures that may fall or collapse
 Stay calm, don’t panic
 Check yourself and others for injuries
 Do not enter partially damage buildings
 Check for spills of chemicals, toxic and flammable materials.
 Check for fires
 Check water and electrical lines for damage
 Should you decide to evacuate leave a note
 Bring along items essential for your survival
 Follow official advisories and warnings
 Avoid needless telephone and road use.

IN CASE OF VULCANIC ERUPTIONS

 Residents living around an erupting volcano are faced volcanic hazards that may
ensure, these include pyroclastic flows, ash falls and lahars
 Hazard maps are needed
 Avoid the declared permanent danger zones
 Should ash-fall occur, cover your nose with a wet cloth
 Food should always be covered
 If you are inside a moving vehicle, seek shelter immediately
 If you are along the path of potential lahar flows, move to higher ground or to a
designated evacuation site immediately.

FIRST AID PRIMER

If you encounter a person who is injured, apply the emergency action steps:

Check-Call-Care

Check- for you to make sure that it is safe to approach

The victim for unconsciousness and life threatening conditions
Call –out for help,

Care- for someone who is hurt,

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Control Bleeding

 Cover the wound with a dressing

 Elevate the injured area above the level of the heart
 Cover the dressing with a roller bandage
 If the bleeding do not stop
o Apply additional dressings and bandages
o Use a pressure point to squeeze the artery against the bone
 Provide care for shock

Care for Shock

 Keep the victim from getting chilled and overheated

 Elevate the legs about 12 inches
 Do not give food or drink to the victim

Tend Burns

 Stop the burning by cooling the burn with large amounts of water
 Cover the burn with dry, clean dressings or cloth

Care for Injuries to Muscles, Bones and Joints

 Rest the injured part

 Apply ice or a cold pack to control swelling and reduce pain
 Avoid any movement or activity that causes pain
 If you must move the victim because the scene is becoming unsafe, try to immobilize
the injured part to keep it from moving.

Reduce Any Care Risks

The risk of getting a disease while giving first aid is extremely rare

 Avoid direct contact with blood and other body fluids

 Use protective equipment, such as disposable gloves and breathing barriers
 Thoroughly wash your hands with soap and water immediately after giving care.

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