MODULE 2.

RA 9163

Lesson 1. History of NSTP

Prior to National Service Training Program (NSTP) Act of 2001, several legal
precedents have been enacted to address the need of national defense, security, and
general welfare of the state. These include:

Commonwealth Act No. 1

For most Philippine military historians, real ROTC in the Philippines did not start until
1912, when the Philippine Constabulary started conducting military instruction at the
University of the Philippines. Thus, the first ROTC unit in the country was established in
the University of the Philippines and instruction started on July 3, 1922. Other
institutions then formed their respective ROTC units including National University,
Ateneo de Manila, Liceo de Manila, & Colegio de San Juan de Letran. These units
remained independent of each other until 1936, when the Office of the Superintendent,
ROTC Units, Philippine Army, was activated to administer, supervise and control, as
well as to supply, all ROTC units that existed throughout the country.

On December 21, 1935, Commonwealth Act No. 1, otherwise known as the "National
Defense Act of 1935” enacted by the National Assembly of the Philippines on 21
December 1935 signed by Former President Manuel L. Quezon., provided the legal
basis for the conduct of ROTC instruction in the country and provided a purpose to
create an Independent Philippine Military. As further supported with Executive Order
(EO) 207, S. 1939, it states that “all colleges and universities and similar institutions of
learning having a total enrolment of one hundred students or more, upon proper receipt
of notification from the Chief of Staff, Philippine Army, shall include a course of military
instruction, commonly known as ROTC Course as a compulsory portion of their
respective curricula for all physically fit male citizens of undergraduate status, and shall
faithfully conduct the course in accordance with the policies and regulations approved
by the President of the Philippines.” In the year 1941 around 33 colleges and
universities nationwide was able to maintained ROTC units. However, with the onset of
World War II, all units were closed.

National Defense Act of 1935 stipulates the obligation to undergo military training which
shall begin with youth in school, commencing at the age of ten (10) years until he shall
reach the age of twenty-one (21) years when he shall become subject to service with
the colors. If at eighteen to twenty-one years of age the youth is not attending any
school or college, he shall enter the Junior Reserve subject to the exemptions
prescribed in section eighty-seven of this Act. This training prior to service shall be
termed "Preparatory Military Training”. It mandates “all able-bodied male citizens
between the ages of twenty (20) years and fifty-one (51) years, both inclusive, except
those specifically exempted” for obligatory military service. (Commonwealth Act No. 1 |
GOVPH, 1935)
Presidential Decree No. 1706

Commonwealth Act No. 1 known as National Defense Act of 1935 was then amended
by President Ferdinand Marcos on 8 August 1980 with Presidential Decree (PD) No.
1706 otherwise known as the National Service Law. The law made National Service
compulsory to Filipino citizens to any of the three (3) categories of national service: civic
welfare service; law enforcement service; and military service. Terms referred to
Commonwealth Act 1 was also amended in PD 1706 such as: from “military service” to
“national service” and from “military training” to “training to national service”.

Republic Act 7077

On June 27, 1991, Republic Act 7077 otherwise known as the Citizen Armed Forces or
Armed Forces of the Philippines Reservist Act was enacted into law. It provided for the
organization, administration, training, maintenance, and utilization of the citizen armed
force or the armed forces of the Philippines and for other purposes. It mandated the
establishment of the Reserve Officers’ Training Corps Units in schools.

Reserve Officers’ Training Corps (ROTC) was implemented on the following basis:

a. Section 4, Article II of the 1987 Philippine Constitution which states that “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 civil service;”
b. and Presidential Decree No. 1706 otherwise known as the National Service Law
which provided for compulsory National Service for Filipino Citizens.

In 1995, an expanded ROTC was conceptualized. When the Implementing Rules and
Regulations (IRR) of RA 7077 were promulgated the voluntary nature of ROTC was
integrated. All baccalaureate students were required to enroll in the military training
service component of the Expanded ROTC but after completing the two (2) semesters
of Military Training Service (MTS), the student was given the choice to continue and
attend another two (2) Semesters of MTS or two (2) semesters each of Law
Enforcement Service (LES) and Civic Welfare Service (CWS) to Qualify for graduation
in their respective Baccalaureate Courses.

Republic Act 9163

In 2001, discontent over the implementation of ROTC has reached its peak. Various
demonstrations were staged due to complaints about its content, conduct, competence
of its training staff and the corruption that has been going for years. The school
administrators especially the students did not find its relevance anymore. Protests for
the abolition of ROTC became high and intense when Cadet Sergeant Major Mark
Welson Chua was brutally murdered, allegedly by members of the University of Santo
Tomas (UST) ROTCU training staff. He was reported to have been abducted and, three
days later, his corpse was found in a river beside the Jones Bridge in Escolta. Three
years later, his fellow cadet was found guilty and sentenced to death by the Manila
Regional Trial Court.

Various bills were proposed in response to the protests. With the urgent need to have a
new ROTC law. In 2002, Republic Act No. 9163 established the National Service
Training Program for tertiary level students passed by the House of Representatives
and the Senate of the Republic of the Philippines on December 19, 2001 and was
approved by President Gloria Macapagal-Arroyo on January 23, 2002. It provided all
students with three (3) service components: Civic Welfare Training Service, Literacy
Training Service, Reserve Officers’ Training Corps. Its implementation started in the
School Year 2002-2003. The passage of Republic Act No. 9163 amended:
Commonwealth Act No. 1, P.D. 1706 and R.A 7077.

House Bill (HB) 8961

The attempt to reinstate the mandatory Reserve Officers' Training Corps (ROTC)
program, the House of Representatives approved on third and final reading House Bill
No. 8961 or the proposed “Reserve Officers’ Training Corps (ROTC) Act,” which seeks
to institutionalize, develop, train, organize and administer basic ROTC in Grades 11 and
12 in all public and private educational institutions.

According to Rappler’s report, “the bill has a long way to go, however, as its Senate
version remains pending at the committee level. It would have to go through successful
2nd and 3rd readings in the upper chamber before President Rodrigo Duterte may sign
it into law.”

Republic Act 9163 (Refer to Annex 1)

The Philippine Congress crafted a new version of E-ROTC in January 2002.

Representative Harlin Abayon sponsored House Bill 3593 while the late Senator Renato
Cayetano sponsored Senate Bill 1824. Both bills had been consolidated into the new
law known as the Republic Act 9163 or the National Service Training Program (NSTP).
Former President Gloria Macapagal-Arroyo signed it on January 23, 2002.

Republic Act 9163 and the NSTP Implementing Rules and Regulations (IRR)
emphasized that it aims at enhancing civic consciousness and defense
preparedness of the youth by Developing the ethics of service and patriotism
while undergoing training in any of the three (3) components that are specifically
designed to enhance the youth’s active contribution to the general welfare will be more
significant and productive to their leadership and social participation. The three
components are Literacy Training Service (LTS), Civic Welfare Training Service
(CWTS) and the Reserve Officers’ Training Corps (ROTC).
Lesson 2. Salient Features of the Revised Implementing Rules and Regulations (IRR) of
the NSTP

Salient Features of the Revised Implementing Rules and Regulations (IRR) of the
NSTP

 The Program of Study (syllabus) and enrollment forms shall bear the “NSTP”
without stating therein the three components. There shall be an orientation for all
NSTP enrollees to be jointly conducted by the ROTC, CWTS, and LTS
coordinators/implementers. Students enrolled in the first semester of the
freshmen year shall be made to undergo a common module phase for 25 hours
training period. Subjects covered are citizenship training; drug addiction; disaster
awareness, preparedness and management; environmental protection; and other
national security concerns. Upon completion of the common module phase, the
student must select the specific NSTP service component that s/he will pursue.
 Earned NSTP units shall not be included in the computation of Grade Point
Average (GPA) grades of college graduating students.
 Graduates of the non-ROTC components of the NSTP shall belong to the
National Service Reserve Corps (NSRC) and could be tapped by the state for
literacy and civic welfare activities, especially in times of calamities through the
joint efforts of DND, CHED and TESDA, in coordination with DILG, DSWD and
other concerned agencies/associations.
 Certificate of Completion with corresponding serial number issued by CHED,
TESDA or DND, shall be awarded to students who have successfully complied
with the program requirements.

ANNEX 1
National Service Training Program (Republic Act 9163) / January 23, 2002

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

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

Congress assembled:

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

Sec. 2. Declaration of Policy - It is hereby affirmed the prime duty of the government to
serve and protect its citizens. In turn, it shall be the responsibility of all citizens to defend
the security of the State and in fulfillment thereof, the government may require each
citizen to render personal, military or civil service.
Recognizing the youth's vital role in nation-building, the State shall promote civic
consciousness among the youth and shall develop their physical, moral, spiritual,
intellectual and social well-being. It shall inculcate in the youth patriotism, nationalism,
and advance their involvement in public and civic affairs.

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

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

 "National Service Training Program (NSTP)" is a program aimed at enhancing

civic consciousness and defense preparedness in the youth by developing the
ethics of service and patriotism while undergoing training in any of its three (3)
program components. Its various components are specially designed to enhance
the youth's active contribution to the general welfare.
 "Reserve Officers' Training Corps (ROTC)" is a program institutionalized under
Sections 38 and 39 of Republic Act No. 7077 designed to provide military training
to tertiary level students in order to motivate, train, organize and mobilize them
for national defense preparedness.
 "Literacy Training Service" is a program designed to train students to become
teachers of literacy and numeracy skills to school children, out of school youth,
and other segments of society in need of their service.
 "Civic Welfare Training Service" refers to programs or activities contributory to
the general welfare and the betterment of life for the members of the community
or the enhancement of its facilities, especially those devoted to improving health,
education, environment, entrepreneurship, safety, recreation and morals of the
citizenry.
 "Program component" shall refer to the service components of the NSTP as
enumerated in Sec. 4 of this Act.

Sec. 4. Establishment of the National Service Training Program. - There is hereby

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

 The Reserve Officers' Training Corps (ROTC), which is hereby made option and
voluntary upon the effectivity of this Act;
 The Literacy Training Service; and
 The Civic Welfare Training Service

The ROTC under the NSTP shall instill patriotism, moral virtues, respect for rights of
civilians, and adherence to the Constitution, among others. Citizenship training shall be
given emphasis in all three (3) program components.
The Commission on Higher Education (CHED) and Technical Education and Skills
Development Authority (TESDA), in consultation with the Department of National
Defense (DND), Philippine Association of State Universities and Colleges (PASUC),
Coordinating Council of Private Educational Associations of the Philippines
(COCOPEA) and other concerned government agencies, may design and implement
such other program components as may be necessary in consonance with the
provisions of this Act.

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

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

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

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

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

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

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

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

The school authorities concerned, CHED and TESDA shall ensure that group insurance
for health and accident shall be provided for students enrolled in any of the NSTP
components.
Section 9. Scholarships - There is hereby created a Special Scholarship Program for
qualified students taking the NSTP which shall be administered by the CHED and
TESDA. Funds for this purpose shall be included in the annual regular appropriations of
the CHED and TESDA.

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

The CHED and TESDA regional offices shall oversee and monitor the implementation of
the NSTP under their jurisdiction to determine if the trainings are being conducted in
consonance with the objectives of this Act. Periodic reports shall be submitted to the
CHED, TESDA and DND in this regard.

Sec. 11. Creation of the National Service Reserve Corps - There is hereby created a
National Service Reserve Corps, to be composed of the graduates of the non-ROTC
components. Members of this Corps may be tapped by the State for literacy and civic
welfare activities through the joint effort of the DND, CHED and TESDA.

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

Sec. 12. Implementing Rules. - The DND, CHED and TESDA shall have the joint
responsibility for the adoption of the implementing rules of this Act within sixty (60) days
from the approval of this Act.

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

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

Sec. 13. Transitory Provisions - Students who have yet to complete the Basic ROTC,
except those falling under Sec. 14 of this Act, may either continue in the program
component they are currently enrolled or shift to any of the other program components
of their choice; Provided, That in case he shifts to another program component, the
Basic ROTC course he has completed shall be counted for the purpose of completing
the NSTP requirement; Provided, further, That once he has shifted to another program
component, he shall complete the NSTP in component.
Sec. 14. Suspension of ROTC Requirement - The completion of ROTC training as a
requisite for graduation is hereby set aside for those students who despite completing
all their academic units as of the effectivity of this Act have not been allowed to
graduate.

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

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

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

MODULE 3. CITIZENSHIP

Lesson 1.

“12 Little Things Every Filipino Can Do To Help Our Country” by Mr. Alex Lacson

1. Be on Time, Honor Your Commitments. This 1st Little Thing may sound very
simple. But it addresses one of the most noticed and talked about negative traits of the
Filipino – that of always being late for something. Filipinos are known for always being
late and some make fun of it and say the “Filipino Time”. Being late is a sign of lack of
discipline. It shows lack of responsibility. To be punctual, to come on time for a meeting
or commitment, takes only a little discipline from each one of us. Let’s make “Filipino
Time” mean being on time, all the time.

2. Fall in Line, Respect Others & Follow the Law. This 2nd Little thing also sounds
very simple and ordinary. It is not only in big situations and crises but also through
simple, seemingly ordinary situations that the character of a person is tested and
revealed. This simple act of falling in line or following traffic rules reflects on our
character and reveals our discipline and level of education as a people. It is an
indication that the person knows what is right from wrong and what is good from bad.

3. Sing our national anthem with pride and honor. One of the simplest acts we can
do to honor the Filipino and our Motherland. Singing our national anthem with pride is
honoring all those of our people who fought and died to make us a nation of free people
today. What is being asked of us is really very simple – to stand up, put our right palm
over our chest, and sing the anthem with pride.
4. Study well. Give your best in everything you do. Dream big! Study and educate
yourself. If you are educated, even if you are poor, the high and mighty will listen to you
and the most powerful men/women will think a hundred times before violating your
rights and liberties. Educate yourself so you become part of the solution. Learn the true
essence of education, that is, to know the good from the bad, the truth from the falsity,
and may you prefer the good and the truth.

5. Be Honest. Do not cheat, lie or steal. Report any crime or illegal act. The
biggest problems in our government today and in the past are all about honor, or the
lack of it. They are all about cheating, stealing and lying. It is a challenge for us to
promote a “Culture of Honor”. Our youth should learn not to cheat, steal or lie and to
report people who do so we may have a better tomorrow. By doing so, we become part
of the hope of our nation.

6. Conserve water, plant a tree and dispose of your garbage properly. Our
country is a hotspot for climate change and clearly there are indications of changing
climate patterns around the world. In our own little way, we can reverse the trend of
degradation and save our environment by conserving water, planting trees, disposing
garbage and even lobbying laws to protect and preserve the environment.

7. Be an ambassador of the Filipino. Speak positively of the Filipino & Country.

We need to be careful with the words we use to call and describe ourselves. The words
we use to call and describe ourselves, if we keep on repeating them someday soon
would become our reality. Using “Ay naku, only in the Philippines!”, “Naku, Pinoy na
Pinoy talaga!”, “Pinoy kase eh!” or the label “Juan Tamad” by the Spaniards is used in a
negative way and creates a negative image of Filipinos. Let us try to develop a beautiful
and positive way of looking at the Filipino. Speak positively of the Filipino and our
country before our family, friends and other people, especially foreigners. Let us be
models of what an educated and dignified Filipinos is. And lastly, let us support Filipino
talents and products wherever we may be. Our challenge is to build a positive and
healthy image, a wonderful view of ourselves as a people. Our children, our youth, our
future, need to believe that there is greatness in our race.

8. Buy Pinoy. Do not buy fake or smuggled goods. Why buy Filipino products?
Because whenever you buy a Filipino product, wherever you may be, perhaps at least
40% of the price that you pay for the product will go back to the Philippines. Part of the
money that you paid will support the business and employees of the company that
manufactured the product. It will nurture the talents and skills of Filipino. And some part
of the money you paid would also go to the government by the way of taxes. Our simple
act of buying Filipino products supports our Motherland, especially in these times when
our country needs every little bit of help from each one of us. It is an act of patriotism. It
is an act of Bayanihan.

9. Save, plan ahead and learn business early. To get a head start on life you must
also become financially literate. Simply put, you must learn not only how to make a
living, but also, more importantly, how to save, invest and manage your money. Save
and invest early.

10. During elections, vote for and support candidates who stand for what is right
and good. The youth have the biggest voting number in the country. But do they have
the strongest voice in the country? Do they also have the biggest influence in the
government and in society as a whole? Do they have appropriate representation in the
government/. Do they exert their power in affecting change in society? If we want to see
progress in our country, we must start with the way we perform our duties as citizens.
As a people we must be involved.

11. Respect our elders, practice mano po. There is nothing like “Mano po” in the rest
of the world, especially in these modern times. It is uniquely and wonderfully Filipino.
Our “mano po” is a habit and tradition that truly captivates the hearts of foreigners who
come to our shores. Our respect for our elders is truly one of our best traits as a people.

12. Pray for our country and our people. The Filipino is essentially a person of faith.
He believes in a creator, although the name may vary among religions. When we pray
together, we become one people. But prayer without action or charity is nothing. Even if
we pray to God in church every Sunday but fail to see Him in every person we meet in
the street, there is something wrong with our faith. We must pray as people, but we
must also act to help one another, as one people.

Lesson 2. Republic Act 9418 [Volunteer Act of 2007]

Republic Act 9418 [Volunteer Act of 2007]

● It shall be the policy of the State to promote the participation of the various sectors
of the Filipino society, and as necessary, international and foreign volunteer
organizations in public and civic affairs and adopt and strengthen the practice of
volunteerism as a strategy in order to attain national development and international
understanding [Section 2].
● The inculcation of volunteerism as a way of life shall rekindle in every Filipino the
time-honored tradition of Bayanihan to foster social justice, solidarity and sustainable
development [Section 2].
● Volunteerism in the Academe includes, but is not limited to, provision of technical
assistance and sharing of technology within the academic circle, target communities
and other clienteles and the upgrading of the quality of education and curriculum
methodologies while providing career enhancement and exposure to the volunteers. b)
Volunteerism in the Corporate Sector as an expression [Section 5a].
● The Department of Education (DepEd) and the Commission on Higher Education
(CHED) shall integrate volunteerism as part of the curriculum in basic and higher
education to raise the consciousness of the youth and develop the culture of
volunteerism among the citizenry [Section 12b].
Lesson 3. The Underlying Principles of Citizenship

The Underlying Principles of Citizenship

1. Good citizenship is the duty of every Filipino.

“Our Constitution mandates every citizen's obligation to love the country. Nationhood
requires that its citizens agree on forms of expression that symbolize the respect,
patriotism and love for this country.

Every nation articulates itself through these symbols, rites or ceremonies. Our national
symbols, such as the national flag, the anthein, motto, coat-of-arms, and other heraldic
items and devices not only link our collective consciousness to a history, but also serve
as a reminder of how we, as a nation, must continuously strive for justice, equality, and
freedom, which these symbols signify. Thus, the respect accorded the use of these
symbols form the base of good citizenship and must be reiterated and strengthened.

Republic Act 8491 or the law that prescribes the Code of the heraldic items and devices
in the Philippines, is intended to invigorate love of country and underscore the
importance of complying with standard expressions of respect for our national symbols.”

2. Good citizenship actions proceed from the following good citizenship values which
is also the National Motto of the Philippines as stated in Chapter III, Section 40 of
Republic Act 8491 [Annex 1]:

I. Pagka- II. Pagka-Maka- III. Pagka- IV. Pagka-

Maka-Diyos Tao Makabansa Makakalikasan

a. Faith in the a. Love a.Unity a. Concern for the

Almighty Environment
b. Freedom b.Equality
b. Respect for
Life c. Peace c. Respect for Law
and Government
c. Order d. Truth
d.Patriotism
d. Work e. Justice
e.Promotion of the
e. Concern for Common Good
the Family and
Future Generations

3. The building of a strong, peaceful, progressive nation of the just and humane
society envisioned in the Philippine Constitution requires that every Filipino citizen
makes his unique contribution thereto.
4. Citizens are called to help, affirm, and reinforce one another as they seek to be
good citizens.

5. Good governance and good citizenship are inseparable.

Ethical people are good citizens. They go beyond their own interests, demonstrate a
concern for the needs of others and recognize their obligations to make their home,
school, neighborhood and country the best they can be. There are many ways to
express good citizenship. For some people, citizenship means performing public service
such as volunteering, serving in the armed forces, running for elective office or
campaigning for a candidate. For others, citizenship is holding a job, paying taxes and
obeying the law still to others, citizenship just means being born as a “citizen” of the
country.

Citizenship is not passive. Citizenship demands participation, involvement and

contribution. No one can make a difference without being involved. A good citizen is not
content to be just an anonymous face in the crowd or a non-participating member of a
group.

Citizenship Do’s
● Being a good neighbor. Caring about and pursuing the common good.
● Giving the share to make the school and community better, cleaner and safer
● Conserving resources by practicing the three R’s: reduce, re-use, and recycle
● Staying informed, voicing your opinions and voting on issues affecting the
community.

Citizenship Don'ts
● Looking out only for yourself
● Littering and waste resources
● Leaving all political matters to the “experts”

Lesson 4. Digital Citizenship

What is Digital Citizenship?

The Internet as we know it now began to take shape in the early 1990s, and since then
the digital world has become increasingly integrated in our daily lives. Whether they’re
surfing the web on a computer or playing games on their parent’s smartphone, many
children use technology on a regular basis. That’s why teaching digital ethics is so
important: to make sure students know how to use the Internet responsibly.

A broad definition of digital citizenship is the ability to use technology and the Internet in
an appropriate manner. As technology continues to advance, so does the potential to
abuse it (intentionally or otherwise). Digital citizenship skills give students the right tools
to engage with the digital world in ways that promote healthy online communities.
Because digital citizenship is such a wide-ranging topic, it can encompass a variety of
concepts and actions. A few examples of digital citizenship include:
● Learning to type, use a mouse, and other computer skills
● Avoiding harassment or hateful speech while conversing with others online
● Encouraging yourself and others not to illegally download content or otherwise
disrespect digital property

9 Elements of Digital Citizenship

These elements help students navigate online resources. They form a guide for
teaching students what they need to know to be safe and informed digital citizens.

Digital Access
Digital access involves the ability to connect with others or access information using
technology. As a teacher, you can instruct students on how to find valuable and safe
information on the Internet. You can also help children from disadvantaged communities
use computers or other resources at school to increase their digital access.

Digital Etiquette
Digital etiquette is just what it sounds like: treating other Internet users with respect and
avoiding inappropriate behavior. For elementary students, one of the most important
digital etiquette principles is understanding the consequences of cyberbullying.

Digital Commerce
Digital commerce refers to buying and selling electronics responsibly. For the most part,
elementary students do not need to learn or practice this element of digital citizenship.
For middle or high school students, however, discussions around digital commerce can
help them learn how to be better consumers or consider career paths related to digital
sales.

Digital Rights and Responsibilities

Digital rights and responsibilities refer to the privileges that all students have while using
the Internet, like freedom of speech. It also involves a student’s duty to make sure that
these rights remain available for everyone by treating other users fairly and respecting
their privacy.

Digital Literacy
The definition of digital literacy is the ability to learn how to use technology and access
information online. A few examples of digital literacy include knowing how to use a
mouse or how to find answers on a search engine. Not all students start school with the
same technological ability. Teaching Internet skills in class can help bridge gaps in
digital literacy.

Digital Law
Digital law encompasses the rules or guidelines set within an organization for using the
Internet. In your classroom, you could talk about preventing plagiarism or putting
phones away in class to teach digital law.
Digital Communication
The options that students have for communicating online are greater than ever. Text,
email, social media, and online games are all ways that children might digitally interact
with others. For this reason, it’s important to teach your students how to communicate
safely and effectively online.

Digital Health and Wellness

This element of digital citizenship involves teaching students how to protect their
psychological and physical well-being while using the Internet. This could include
practicing how to sit correctly in a chair while using the computer and avoiding too much
screen time.

Digital Security
The ninth element of digital citizenship—digital security—involves teaching students
how to take steps to stay safe online. Although the Internet can be an excellent
resource, students need to know how to avoid viruses, scams, or strangers online.
Internet safety lessons for children could include anything from why privacy online is
important to what to do if they encounter a cyberbully or stranger.

Why Teach Digital Citizenship with Technology in the Classroom?

The benefits of digital citizenship for kids extend far beyond the individual.[8] When we
help students develop healthy practices on the Internet, we’re also creating a better
space for everyone they interact with. If your students use technology in class, a digital
citizenship curriculum is one of the best ways to help everyone make the most of their
time online.

Because technology is so prevalent in schools, teachers often have to worry about how
to prevent cyberbullying, cell phones disrupting class, and plagiarism. Teaching digital
citizenship can be one of the best ways to decrease these and other inappropriate
behaviors at school. As they become good digital citizens, students can use the Internet
with a greater sense of self-awareness and better understand how to best use
technology.

Teaching digital literacy and other citizenship skills can also help bridge digital equity
gaps (or the “digital divide”) between students. Not all students have the same level of
access to technology at home. Students from low-income or marginalized communities
often have fewer digital experiences in comparison to their peers. When digital literacy
is a core part of their education, the technological resources and lessons in school can
help these students catch up with their classmates.

5 Digital Citizenship Activities and Tips [for Elementary Students]

Use these digital citizenship game and lesson ideas to help elementary students
develop essential skills for the wise and effective use of technology:
● Digital safety is important for everyone, but especially for young students. Teach
your students internet safety tips, like how to keep personal information private or avoid
talking with strangers online.
● The earlier students learn to use a keyboard and mouse, the better! Use your
school’s technology lab to play typing games or teach students how to use a computer.
● Show students the variety of free resources they can use online, like Wikipedia or
Google. Teach them not only how to access these resources but also how to use them
safely.
● Cyberbullying can affect anyone, [even elementary students]. Brainstorm with your
students how they can be respectful on the Internet and what to do if someone is
bullying them.
● To avoid plagiarism, teach older [elementary students] how to cite information that
they find online.

MODULE 4. DRUG EDUCATION

Lesson 1. The Drug Problem

SCIENCE OF ADDICTION AND RECOVERY

 Addiction is an illness
 People do not choose it
 Recovery is real

ADDICTION AND THE BRAIN

WHAT IS ADDICTION
“Addiction is defined as a chronic, relapsing brain disease that is characterized by
compulsive drug seeking and use, despite harmful consequences. It is considered a
brain disease because drugs change the brain—they change its structure and how it
works. These brain changes can be long lasting and can lead to the harmful behaviors
seen in people who abuse drugs.

WHAT MAKES PEOPLE VULNERABLE?

 Family history of addiction
 Young at first use
 Stress, trauma, poverty, hopelessness, physical illness
 Presence of mental illness, particularly untreated
 The drugs they use

WHY DO PEOPLE TAKE DRUGS?

 To feel good
 To feel better
 To do better
 Curiosity or “because others are doing it”
Addiction changes the brain:
 Strong urges
 Hard to think clearly
 Hard to resist urges
 Relief only under the influence

Therefore, addiction IS a disease.

HOW DO DRUGS WORK IN THE BRAIN?

 The brain has billions of cells.
 They pass messages to one another with chemicals.
 Messages carry thoughts, feelings, pain or pleasure, physical sensations, other
experiences
 One important chemical: Dopamine.

Hence:
 All drugs of abuse target the brain’s pleasure center
 All drugs of abuse increase dopamine
 All drugs of abuse target the brain’s reward system by flooding the circuit with
dopamine.
 Addiction changes the way brain cells send, receive, and use chemical
messengers.
 A lot like our natural chemicals: can “fool” the cells.
 Brain gets used to the drug, has a harder time using natural chemicals.
 People feel like they need more drugs.
 The earlier drug use starts in life, the more problems one has with memory and
thinking
 The longer the addiction continues, the more difficult it is for one to think clearly
and to make healthy decisions.

Much harder to:

 Remember things
 Think clearly
 Understand possible consequences of actions
 Make healthy and safe decisions
 Resist powerful urges to use harmful drugs

PROGRESSION OF SUBSTANCE USE

Stage 1: EXPERIMENTAL USE - trying it out of curiosity to know what it is or because

someone offered it

Stage 2: OCCASION TO FAIRLY REGULAR USE - The person uses it to experience a

particular effect or cope with situation
Stage 3: INTENSIFIED OR PROBLEMATIC USE AND ADDICTION - Drug use has
become a part of his life, more important than other things. Experience problems but
continues to use the drug

Lesson 2. Legal and Illegal Drugs

Legal drugs – prescribed by doctors, common health medications

(Examples: caffeine, alcohol, medication for headaches, colds, and other illnesses)

Illegal drugs - also include prescription drugs

- any substance used improperly
- used by patients in a manner contrary to their doctor’s instructions
- dangerous drugs bought on the “street”
(Examples: marijuana, cocaine, ecstasy)

PROFILE OF DRUG ABUSERS

Estimated drug users in the Philippines – 1.3M

MEAN AGE
20-29 years old

SEX RATIO (Male to Female)

10:1

CIVIL STATUS
Married

STATUS OF EMPLOYMENT
Employed

EDUCATIONAL ATTAINMENT
High School Level

AVERAGE MONTHLY INCOME

Php 12,337.57

PLACE OF RESIDENCE
Urban (NCR 43.31%)

DURATION OF DRUG
More than six (6) years

NATURE OF DRUG TAKING

Poly Drug-Use
DRUGS/SUBSTANCES OF ABUSE
(Top Three Drug of choice):

1. Methamphetamine Hydrochloride (Shabu)

2. Cannabis (Marijuana)
3. Inhalants (Rugby)

SIGNS OF DRUG ABUSE

The following are common signs of drug revealed by individual using drugs. While not
all of these signs mean that one person is involved in drugs and there could be some
other physical or emotional problem that is causing these behaviors, there is high
chance that drug use may be a possibility:

 declining interest in school or work

 suddenly changes friends (hangs out with individuals known for their drug use)
 becomes pessimistic, irritable and anxious all the time
 asks to be left alone a lot
 is always tired (or makes it as an excuse to be left alone)
 becomes careless and often becomes involved in accidents
 becomes implicated in a lot of fights
 frequent mood swings
 sudden change in appearance and conduct (red or puffy eyes, weight changes,
constant complaints of headaches or stomachaches, shaking, incessant cough,
brown stains on fingertips, stumbling, or a constant runny nose)
 loss of interest in hobbies or sports
 exhibits poor judgment
 finds it difficult to concentrate

EFFECTS OF DRUG USE

 develop changes in normal capabilities in school/work
 develop changes in attendance at school/work
 loss of memory, inability to think
 muscle cramps and weakness, numbness on the limbs, abdominal pains
 damage to central nervous systems, kidney, liver and bone marrow

Methamphetamine Hydrochloride (Shabu)

Street names: shabs, ice, meth, crystal, kristal, basura, tawas

Methamphetamine hydrochloride is found to have harmful effects to the brain. It

changes how the brain functions. Studies have shown that methamphetamine abusers
have reduced motor skills and impaired verbal learning as a result of alterations in the
activity of the dopamine, a neurotransmitter involved in reward, motivation, experience
of pleasure and motor function.
Other adverse effects:
 Extreme weight loss
 Severe dental problems (“meth mouth”)
 Anxiety
 Confusion
 Insomnia
 Mood disturbances
 Violent behavior

Cannabis Sativa (Marijuana)

Street names: weed, jutes, pot, grass, damo, chongke

Marijuana use impairs a person's ability to form new memories and to shift focus. Its
active component, tetrahydrocannabinol (THC) also disrupts coordination and balance,
posture, and reaction time (experience commonly referred to as “spacing out”). Thus,
chronic marijuana use significantly reduces a person’s capacity to learn, carry-out
complicated tasks, participate in sports, driving and operating other machineries.
Studies also show that marijuana use can lead to lung cancer and other problems in the
respiratory and immune systems.

Health problems that come with the use of marijuana include:

 Problems with memory and learning
 Distorted perception (sights, sounds, time, touch)
 Trouble with thinking and problem solving
 Loss of motor coordination
 Increased heart rate and palpitations

Inhalants
The effects of inhalants are similar to that of alcohol, including slurred speech, lack of
coordination, euphoria and dizziness. Inhalant abusers may also experience
lightheadedness, hallucinations, and delusions.

Harmful irreversible effects of inhalants include:

 Hearing loss
 Limb spasms
 Central nervous system or brain damage
 Bone marrow damage

IMPLICATIONS OF DRUG PROBLEMS

 panic reaction, crimes (rape, suicide)
 physical/physiological damages
 destroys family relationships
RECOVERY AND THE BRAIN
 Without drugs, damage to brain can be healed or managed. People can “bounce
back.”
 Few can return to safe and moderate use.
 Return to use triggers powerful urges.
 Brain doesn’t “forget” how to be addicted.
 Addiction is a chronic disease
 Long-term recovery support is important
 Brain needs to heal in community
 Everyone can be part of the solution!

CAN ADDICTION BE TREATED SUCCESSFULLY?

YES. Addiction is a treatable disease

CAN ADDICTION BE CURED?

Addiction can be managed successfully.
Treatment helps people:
 Counteract effects on brain and behavior
 Regain control of their lives.

PREVENTION RATHER THAN CURE

1. Effectively deal with peer pressure

- The biggest reason teens start using drugs is because their friends utilize
peer pressure. Teens should prepare a good excuse or plan ahead of time,
to keep from giving into tempting situations.

2. Deal with life pressure

- People today are overworked and overwhelmed, and often feel like a good
break or a reward is deserved. Anything positive and relaxing helps take the
mind off using drugs to relieve stress.

3. Seek help for mental illness

- Mental illness and substance abuse often go hand-in-hand. Those with
mental illness may turn to drugs as a way to ease the pain. Seek the help of a
trained professional for treatment before it leads to substance abuse.

4. Examine the risk factors

- If you’re aware of the biological, environmental and physical risk factors you
possess, you’re more likely to overcome them. A history of substance abuse
in the family, living in a social setting that glorifies drug abuse and/or family
life that models drug abuse can be risk factors.
 5. Keep a well-balanced life
- People take up drugs when something is not working, when they’re unhappy
or where their lives are going. Look at life’s big picture and have priorities in
order.

 Learn to talk to people about your problems (guidance counselors/peer

facilitators, formators, campus ministers, teachers, organization moderators)
 Learn to say “NO” and to ask for help
 Open education on dangerous drugs (films, slides, trips to rehabilitation center)
 Talking/meeting people who were rehabilitated on the use of dangerous drugs
 Formation of Youth Groups
 Involvement in the community/school,
 Adopt a barangay
 Workshops on drug/alcohol prevention
 Sponsor drug free alternative activities (fun runs, sports events)
 Develop a Newsletter that features activities of the youth
 Participate in the National Drug Abuse Prevention and Control Week every
November and start your own drug awareness week/month in your
school/community
 Write plays and compose songs on drug free living

Lesson 3. War on Drugs

“WAR AGAINST DRUGS”

The government’s “drug war” continued in 2019, with new cases appearing in the media
daily. The modus operandi for the killings involved police raiding homes to apprehend
alleged drug dealers or users, who instead of being taken into custody would be
reported dead, with the police claiming self-defense. Human Rights Watch has
documented the police planting weapons near suspects bodies to justify their lethal use
of force.

The Philippine National Police reported that 5,526 suspects were killed in police
operations from July 1, 2016 to June 30, 2019. However, this number does not include
the thousands more whom unidentified gunmen killed in cases that the police do not
seriously investigate, pushing the death toll to as high as 27,000 according to estimates
by domestic human rights groups. Research by Human Rights Watch and credible
media outlets such as Rappler and Reuters indicate that these vigilante-style killings
were perpetrated by police officers themselves or by killers linked to the authorities.

Previously concentrated in Metro Manila, an increasing number of the killings are now
being carried out in other urban areas, notably Cebu City in the central Philippines and
Bulacal province just north of Manila. Human Rights Watch also found “drug war”
killings in many other cities and towns in 2019.
Of these thousands of cases, only one care has resulted in the conviction of police
officers. In November 2018, three police officers were sentenced to up to 40 years in
prison for the murder of 17-year-old Kian delos Santos. CCTV footage showed the
police officers taking the teenager into a back alley where he was later found dead. The
police claimed in September 2019 that 103 were facing criminal charges in court for
their role in “drug war” killings, fewer than half of those implicated

President Duterte continued to endorse the anti-drug campaign, warning in a

September 25 speech that, “if you go into drugs... I will kill you.” He added: “Even with
the United Nations listening, I will kill you, period.”

Lesson 4. Republic Act No. 9165

REPUBLIC ACT NO. 9165 (June 7, 2002)

Short Title: Comprehensive Dangerous Drugs Act of 2002

State Policy
 to safeguard the integrity of its territory and the well-being of its citizenry
particularly the youth, from the harmful effects of dangerous drugs on their
physical and mental well-being,
 to defend them against acts or omissions detrimental to their development and
preservation. In view of the foregoing, the State needs to enhance further the
efficacy of the law against dangerous drugs, it being one of today's more serious
social ills.

Kinds of Illegal Drugs

 Cannabis or commonly known as "Marijuana" or "Indian Hemp" or by its any

other name – embraces every kind, class, genus, or specie of the plant Cannabis
sativa L. including, but not limited to, Cannabis americana, hashish, bhang,
guaza, churrus and ganjab, and embraces every kind, class and character of
marijuana, whether dried or fresh and flowering, flowering or fruiting tops, or any
part or portion of the plant and seeds thereof, and all its geographic varieties,
whether as a reefer, resin, extract, tincture or in any form whatsoever.
 Methylenedioxymethamphetamine (MDMA) or commonly known as
"Ecstasy", or by its any other name – refers to the drug having such chemical
composition, including any of its isomers or derivatives in any form.
 Methamphetamine Hydrochloride or commonly known as "Shabu", "Ice",
"Meth", or by its any other name – refers to the drug having such chemical
composition, including any of its isomers or derivatives in any form.
 Opium – refers to the coagulated juice of the opium poppy (Papaver somniferum
L.) and embraces every kind, class and character of opium, whether crude or
prepared; the ashes or refuse of the same; narcotic preparations thereof or
therefrom; morphine or any alkaloid of opium; preparations in which opium,
morphine or any alkaloid of opium enters as an ingredient; opium poppy; opium
 poppy straw; and leaves or wrappings of opium leaves, whether prepared for use
or not.
 Opium Poppy – refers to any part of the plant of the species Papaver
somniferum L., Papaver setigerum DC, Papaver orientale, Papaver bracteatum
and Papaver rhoeas, which includes the seeds, straws, branches, leaves or any
part thereof, or substances derived therefrom, even for floral, decorative and
culinary purposes.

Unlawful Acts and Penalties

Who are penalized by the anti-drug law?
1. User
2. Pusher
3. Possessor
4. Cultivator
5. Importer
6. Manufacturer
7. Financier
8. Protector / coddler

Importation of Dangerous Drugs [Section4, Article 11] - by any person, who, unless
authorized by law, shall import or bring into the Philippines any dangerous drug,
regardless of the quantity and purity involved, including any and all species of opium
poppy or any part thereof or substances derived therefrom even for floral, decorative
and culinary purposes.

Penalty : Life imprisonment to death

Fine : Php 500,000.00 to P 10M

Importation of Controlled Precursors and Essential Chemical [Section 4, Article 11] – by

any person, who, unless authorized by law, shall import any controlled precursor and
essential chemical.

Penalty : 12 years and one day to 20 years

Fine : Php 100,000.00 to 500,000.00

Sale, Trading, Administration, Dispensation, Delivery, Distribution and Transportation of

Dangerous Drugs and/or Controlled Precursors and Essential Chemicals [Section 5,
Article 11] - any person, who, unless authorized by law, shall sell, trade, administer,
dispense, deliver, give away to another, distribute dispatch in transit or transport any
dangerous drug, including any and all species of opium poppy regardless of the quantity
and purity involved, or shall act as a broker in any of such transactions

Penalty : Life imprisonment to death

Fine : Php 500,000.00 to 10M
Maximum Penalty imposed in the following instances:
1. Sale transpired within 100 meters from the school;
2. Use of minors or mentally incapacitated individuals as runners, couriers or
messengers or in any other capacity;
3. Proximate cause of death of a victim who is a minor or mentally incapacitated
individual

Maintenance of a Den, Dive or Resort [Section 6, Article 11] - by any person or group of
persons who shall maintain a den, dive or resort where any dangerous drug is used or
sold in any form

Penalty : Life imprisonment to death

Fine : Php 500,000.00 to 10M

Maximum Penalty imposed in the following instances:

 Allowing minors or mentally incapacitated individuals to use dangerous drugs in
such a place
 Proximate cause of death of a victim who is a minor or mentally incapacitated
individual

Possession of Dangerous Drugs [Section 11, Article 11] – any person, who, unless
authorized by law, shall possess any dangerous drug in the following quantities,
regardless of the degree of purity:
 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

Penalty : Life imprisonment to death

Fine : Php 500,000.00 to 10M

 10 grams or more but less than 50 grams [Shabu]

Penalty : Life imprisonment

Fine : Php 400,000.00 to 500,000.00

 5 grams or more but less than 10 grams of opium, morphine, heroin, cocaine or
cocaine hydrochloride, marijuana resin or marijuana resin oil, methamphetamine
hydrochloride or "shabu", or other dangerous drugs

Penalty : 20 years and one day to life imprisonment

Fine : Php 400,000.00 to 500,000.00
  Less than 5 grams of opium, morphine, heroin, cocaine or cocaine hydrochloride,
marijuana resin or marijuana resin oil, methamphetamine hydrochloride or
"shabu", or other dangerous drugs or less than three hundred (300) grams of
marijuana.

Penalty : 12 years and one (1) day to twenty 20 years

Fine : Php 300,000.00.00 to 400,000.00

Possession of Equipment, Instrument, Apparatus and other paraphernalia for

dangerous drugs [Section 12, Article 11] – by any person, who, unless authorized by
law, shall possess or have under his/her control any equipment, instrument, apparatus
and other paraphernalia fit or intended for smoking, consuming, administering, injecting,
ingesting, or introducing any dangerous drug into the body

Penalty : 6 months and one day to 4 years

Fine : Php 10,000.00 to 50,000.00

Use of Dangerous Drugs [Section 15, Article 11] – A person apprehended or arrested,
who is found to be positive for use of any dangerous drug, after a confirmatory test

Penalty

1st Offense : Minimum of 6 months rehabilitation in a government center

2nd Offense : Imprisonment ranging from 6 years and 1 day to 12 years
Fine : P50, 000.00 to P200, 000.00

(not applicable where the person tested is also found to have in his/her possession such
quantity of any dangerous drug provided for under Section 11 of RA 9165)

Unnecessary Prescription of Dangerous Drugs [Section 18, Article 11] –by a practioner
who shall prescribe any dangerous drug to any person whose physical or physiological
condition does not require the use or in the dosage prescribed therein

Penalty : Imprisonment from 12 years and one 1 day to 20 years /

revocation of his/her license to practice
Fine : Php 100,000.00 to P500, 000.00

Unlawful Prescription of Dangerous Drugs [Section 19, Article 11] – by any person, who,
unless authorized by law, shall make or issue a prescription or any other writing
purporting to be a prescription for any dangerous drug

Penalty : Life imprisonment to death

Fine : Php 500,000.00) to P10M
Participation of the Family, Students, Teachers and School Authorities

Family [Section 41, Article 4] – The family shall be primarily responsible for the
education and awareness of the members of the family on the ill effects of dangerous
drugs and close monitoring of family members who may be susceptible to drug abuse.

Student Councils and Campus Organizations [Section 42, Article 4] – All elementary,
secondary and tertiary schools' student councils and campus organizations shall include
in their activities a program for the prevention of and deterrence in the use of dangerous
drugs, and referral for treatment and rehabilitation of students for drug dependence.

School Curricula [Section 43, Article 4] – Instruction on drug abuse prevention and
control shall be integrated in the elementary, secondary and tertiary curricula of all
public and private schools, whether general, technical, vocational or agro-industrial as
well as in non-formal, informal and indigenous learning systems.

Heads, Supervisors, and Teachers of Schools [Section 44, Article 4] – all school heads,
supervisors and teachers shall be deemed persons in authority and are empowered to
apprehend, arrest or cause the apprehension or arrest of any person who shall violate
any of the said provisions

They shall be deemed persons in authority if they are in the school or within its
immediate vicinity, or even beyond such immediate vicinity if they are in attendance at
any school or class function in their official capacity as school heads, supervisors, and
teachers.

Any teacher or school employee, who discovers or finds that any person in the school or
within its immediate vicinity is liable for violating any of said provisions, shall have the
duty to report the same to the school head or immediate superior who shall, in turn,
report the matter to the proper authorities.

Failure to do so in either case, within a reasonable period from the time of discovery of
the violation shall, after due hearing, constitute sufficient cause for disciplinary action by
the school authorities.

Program for Treatment and Rehabilitation of Drug Dependents

Voluntary Submission of a Drug Dependent to Confinement, Treatment and
Rehabilitation {Section 54, Article 8]

1. A drug dependent or any person who use dangerous drugs may, by himself/herself
or through his/her parent, spouse, guardian or relative within the fourth degree of
consanguinity or affinity, apply to the DDB or its duly recognized representative, for
treatment and rehabilitation of the drug dependency.

2. DDB shall bring forth the matter to the Court which shall order that the applicant be
examined for drug dependency.
3. If the examination by a DOH-accredited physician results in the issuance of a
certification that the applicant is a drug dependent, he/she shall be ordered by the Court
to undergo treatment and rehabilitation in a Rehabilitation Center designated by DDB
for a period of not less than six (6) months: Provided, That a drug dependent may be
placed under the care of a DOH-accredited physician where there is no Rehabilitation
Center near or accessible to the residence of the drug dependent or where said drug
dependent is below eighteen (18) years of age and is a first-time offender and non-
confinement in a Rehabilitation Center will not pose a serious danger to his/her family or
the community.

Dangerous Drugs Board and Philippine Drug Enforcement Agency [Section 77, Article
9] – the policy-making and strategy-formulating body in the planning and formulation of
policies and programs on drug prevention and control. It shall develop and adopt a
comprehensive, integrated, unified and balanced national drug abuse prevention and
control strategy. It shall be under the Office of the President.

Creation of the Philippine Drug Enforcement Agency (PDEA) [Section 82, Article IX] –
To carry out the provisions of this Act, serves as the implementing arm of the Board,
and shall be responsible for the efficient and effective law enforcement of all the
provisions on any dangerous drug and/or controlled precursor and essential chemical
as provided in this Act.

Functions of PDEA

1. Supply Reduction
- Law Enforcement efforts through anti-drug operations
 Arrest of drug personalities
 Neutralization of drug groups
 Dismantling of illegal drug facilities
 Recovery of drug and non-drug evidence
 Filing of drug cases in court
 Destruction of dangerous drugs, CPECs and laboratory equipment confiscated

2. Demand Reduction
- Anti-drug advocacy complemented by referral for treatment and rehabilitation
 Conduct of anti-drug lectures, seminars, for a and other similar activities
 Referral for treatment and rehabilitation of drug dependents

MODULE 6: ENVIRONMENTAL PROTECTION

Seven Environmental Principles

1. Everything is connected to everything else (Ang lahat ng bagay ay
magkakaugnay)
2. All forms of life are important (Ang lahat na may buhay ay mahalaga).
3. Everything must go somewhere (Ang lahat ng bagay ay may patutunguhan).
4. Ours is a finite earth (Ang kalikasan ay may hangganan).
 5. Nature knows best (Ang kalikasan ang mas nakakaalam).
6. Nature is beautiful and we are stewards of God’s creation (Ang kalikasan ay
maganda at tayo ang tagapangasiwa ng lahat na nilikha ng Diyos).
7. Everything changes (Ang lahat ay nagbabago).

Republic Act No. 9512

An Act to Promote Environmental Awareness through Environmental Education and for

other purposes (December 12, 2008)

Title: "National Environmental Awareness and Education Act of 2008".

Scope of Environmental Education:

Implementing Agencies:
a. Department of Education (DepEd)
b. Commission on Higher Education (CHED)
c. Technical Education and Skills Development Authority (TESDA)
d. Department of Social Welfare and Development (DSWD)
e. Department of Environment and Natural Resources (DENR)
f. Department of Science and Technology (DOST)

Task:
Integrate environmental education in its school curricula at all levels, whether public or
private, including in barangay daycare, preschool, non-formal, technical vocational,
professional level, indigenous learning and out-of-school youth courses or programs.

Environmental education shall encompass:

 environmental concepts and principles
 environmental laws
 the state of international and local environment
 local environmental best practices
 the threats of environmental degradation
 its impact on human well-being
 the responsibility of the citizenry to the environment and the value of
conservation
 protection and rehabilitation of natural resources and the environment in the
context of sustainable development.

It shall cover both theoretical and practicum modules comprising activities, projects,
programs including, but not limited to:
 tree planting
 waste minimization
 segregation
 recycling
 composting
  freshwater and marine conservation
 forest management and conservation
 relevant livelihood opportunities and economic benefits

What is Environmental Education?

Environmental education is an across-the-curriculum approach to learning which helps
individuals and groups to understand the environment with the ultimate aim of
developing caring and committed attitudes that will foster the desire and ability to act
responsibly in the environment. Environmental education is concerned not only with
knowledge, but also with feelings, attitudes, skills and social action.

- Australian Association for Environmental Education

Environmental education is the preparation of people for their lives as members of the
biosphere. It is learning to understand, appreciate, work with, and sustain environmental
systems in their totality...

Environmental education is fundamentally education in problem-solving - but problem-

solving from a philosophical basis of holism, sustainability, enhancement, and
stewardship...

The goal is not just to solve a problem with a narrow focus that makes another problem
worse not just to make a correction and restore the status quo, but to make things
better.

- Meadows (1990, p. 5)

Three Approaches to Environmental Education

1. Education about the environment

- Provides understanding of how natural systems work
- Provides understanding of the impact of human activities upon them
- Develops environmental investigation and thinking skills

2. Education in the environment

- Gives reality, relevance and practical experience to learning through direct
contact with the environment
- Develops important skills for data gathering and field investigations
- Develops aesthetic appreciation
- Fosters environmental awareness and concern

3. Education for the environment

- Builds on education in and about the environment
- Develops an informed concern and sense of responsibility for the
environment
- Develops an environmental ethic
 - Develops the motivation and skills to participate in environmental
improvement
- Promotes a willingness and ability to

EXECUTIVE ORDER NO. 26: NATIONAL GREENING PROGRAM (NGP)

 
The National Greening Program (NGP) is a massive forest rehabilitation program of the
government established by virtue of Executive Order No. 26 issued on February 24,
2011, by President Benigno S. Aquino III.

It seeks to grow 1.5 billion trees in 1.5 million hectares nationwide within a period of six
years, from 2011 to 2016.

Aside from being a reforestation initiative, the NGP is also seen as a climate change
mitigation strategy as it seeks to enhance the country’s forest stock to absorb carbon
dioxide, which is largely blamed for global warming.

It is also designed to reduce poverty, providing alternative livelihood activities for

marginalized upland and lowland households relating to seedling production and care
and maintenance of newly planted trees.

As a convergence initiative among the Departments of Agriculture, Agrarian Reform and

DENR, half of the targeted trees to be planted under the program would constitute
forest tree species intended for timber production and protection as well. The other 50%
would comprise of agroforestry species.

Areas eligible for rehabilitation under the program include all lands of the public domain.
Specifically, forestlands, mangrove and protected areas, ancestral domains, civil and
military reservation, urban greening areas, inactive and abandoned mine sites and other
suitable lands.

REPUBLIC ACT 10176

AN ACT REVIVING THE OBSERVANCE OF ARBOR DAY BY AUTHORIZING THE

LOCAL GOVERNMENT UNITS THE RESPONSIBILITIES FOR CELEBRATING THE
DAY FOR TREE PLANTING AS AN ANNUAL EVENT

Section 2. “It is hereby declared the policy of the State to protect and advance the right
of the people to a balanced and healthful ecology in accord with the rhythm and
harmony of nature. Towards this end, the vital role and importance of trees in ecological
stability is recognized. Hence, there is a need for a collaborated effort between the
State and its citizenry to combat the loss of our natural resources and rejuvenate our
environment by undertaking nationwide tree planting activities and providing effective
measures for their maintenance and sustainability.
REPUBLIC ACT 10176

AN ACT REVIVING THE OBSERVANCE OF ARBOR DAY BY AUTHORIZING THE

LOCAL GOVERNMENT UNITS THE RESPONSIBILITIES FOR CELEBRATING THE
DAY FOR TREE PLANTING AS AN ANNUAL EVENT

It is hereby mandated that all provinces, provinces, cities and municipalities with their
component barangays shall be required to revive, by appropriate proclamation of their
respective local chief executives an Arbor Day at appropriate fixed date every calendar
year as shall be deemed suitable according to the proper time and season for planting
trees in the respective provinces and their respective component municipalities or cities
concerned... “

Ecological Solid Waste Management

- Refers to the systematic administration of activities which provide for
segregation at source, segregated transportation, storage, transfer
processing, treatment and disposal of solid waste management activities
which do not harm the environment.
- Should start at the household level. Management of waste materials in the
households is normally carried out by the house help and often the
homemakers. Thus, they must be well informed about proper waste handling
and management.

What Is Solid Waste?

- Refers to all discarded household, commercial waste, non-hazardous
institutional and industrial waste, street sweeping, construction debris,
agricultural waste and other non-hazardous and non-toxic solid waste.

SOLID WASTE MANAGEMENT ACT [Republic Act 9003]

An Act Providing for an Ecological Solid Waste Management Program, creating the
Necessary Institutional Mechanisms and Incentives, declaring certain Acts Prohibited
and Providing Penalties, appropriating Funds therefor, and for Other Purposes
 
Short Title:  
This Act shall be known as the "Ecological Solid Waste Management Act of 2000."

Approved on January 26, 2001

Took effect on February 16, 2001
Implementing Rules and Regulations took effect on January 2002

Requirements for Households, Business Establishments and LGUs under this Act
 Segregation at source
 Segregated Collection 
 Establishment of Material Recovery Facilities 
 Recycling
  Establishment of Multi-Purpose Environment Cooperatives or association in
every LGU
 Establishment of Mandatory Solid Waste Diversion
 Creation of Solid Waste Management Funds 
 Creation of Solid Waste Management Funds 
 Conduct of Public Education Information 
 Environmental Education in the Formal and Non-formal Sectors

Classification Of Solid Waste

 
1. Compostable Wastes
- Are biodegradable wastes such as food waste, garden waste and animal
waste. They undergo biological degradation under controlled conditions and
can be turned into composts (soil conditioner or organic fertilizer) by mixing
them with soil, water, air and biological additives/activators)
- Examples: Fruit and vegetable peelings, Leftover foods, Vegetable trims, Fish
/ fowl / meat / animal entrails, soft shells, Seeds, Leaves, Flowers, Twigs,
Branches, Stems

2. Recyclable Wastes
- Refer to any waste material retrieved from the waste stream and free from
contamination that can still be converted into suitable beneficial use. These
may be transformed into new products in such a manner that the original
products may lose their identity
- Examples: Papers, Plastics, Metals/aluminum, Glass

3. Residual Wastes
- Are solid waste materials that are non-compostable and non-recyclable. They
should be ecologically managed through the use of Alternative Technologies
or disposed through an ecologically sound disposal facility
- Examples: Sanitary napkins, Disposable diapers, Worn-out rugs, Cartoons
which contain a plastic lining usually used for milk and juice container,
Ceramics, Candy wrappers/sachets, Other soiled materials that cannot be
composted and recycled

4. Special Wastes
- Refer to household hazardous wastes
- Examples: Paints, Thinners, Household batteries, Lead-acid batteries, Spray
canisters, Bulky wastes (Large worn-out or broken furniture, Lamps,
Bookcases, filing cabinets), Consumer electronics which refer to worn-out
broken and other discarded items (Radios, Stereos, TV sets), White Goods
which refer to large worn-out or broken household appliances (Stoves,
Refrigerators, Dishwashers, Clothes washers, Dryers, Oil, Tires)
Waste Avoidance and The Three R’s of Solid Waste Management
 
Avoidance
 Avoid disposable goods such as throwaway razors, pens, diapers, etc.
 Eliminate household toxic waste from the garbage stream
 Avoid products that are made from non-renewable resources

Reduce
 Reduce the amount of unnecessary packaging
 Adopt practices that reduce waste toxicity

Reuse
 Consider reusable products
 Maintain and repair durable products
 Reuse bags, containers, and other items
 Borrow, rent or share items used infrequently
 Sell or donate goods instead of throwing them out

Recycle
 Choose recyclable products and containers and recycle them
 Select products made from recyclable materials
 Compost yard trimmings, food scraps and other biodegradable wastes
 Do not burn

Green Campus Agenda

- An agenda developed for greening the campus in response to the Jesuit
mission, 35th General Congregation of the Society of Jesus, which calls us to
commit to “Reconciliation with Creation.”
- It aims to improve energy efficiency, conserving resources and enhancing
environmental quality by educating for sustainability and creating healthy
living and learning environments. Also, it demonstrates its commitment to
ecological sustainability through its academic programs, its research,
its campus life, and its physical operations

What is Climate Change?

- “Climate Change is the defining issue of our time and we are at a defining
moment. From shifting weather patterns that threaten food production, to
rising sea levels that increase the risk of catastrophic flooding, the impacts of
climate change are global in scope and unprecedented in scale. Without
drastic action today, adapting to these impacts in the future will be more
difficult and costly.”

Paris Agreement
- At the 21st Conference of the Parties in Paris in 2015, Parties to
the UNFCCC reached a landmark agreement to combat climate change and
to accelerate and intensify the actions and investments needed for a
 sustainable low carbon future. The Paris Agreement builds upon the
Convention and – for the first time – brings all nations into a common cause
to undertake ambitious efforts to combat climate change and adapt to its
effects, with enhanced support to assist developing countries to do so. As
such, it charts a new course in the global climate effort.
- The Paris Agreement’s central aim is to strengthen the global response to the
threat of climate change by keeping the global temperature rise this century
well below 2 degrees Celsius above pre-industrial levels and to pursue efforts
to limit the temperature increase even further to 1.5 degrees Celsius.

Demands can be summarized into:

 Declare “climate emergency”
 Act with urgency
 Transition with equity / justice / democracy
 Keep going until we change the system

Principles of Climate Justice

 Respect and Protect Human Rights
 Support the Right to Development
 Share Benefits and Burdens Equitably
 Ensure that Decisions on Climate Change are Participatory, Transparent and
Accountable
 Highlight Gender Equality and Equity
 Harness the Transformative Power of Education for climate stewardship
 Use Effective Partnerships to Secure Climate Justice

Republic Act #9512

National Environmental Awareness and Education Act

 Right of the people to a balanced and healthful ecology in accord with the rhythm
and harmony of nature
 Vital role of the youth in nation building
 Role of education to foster patriotism and nationalism, accelerate social progress
and promote total human liberation and development

The state shall promote national awareness on the role of natural resources in
economic growth and the importance of environmental conservation and ecological
balance towards sustained national development.

Scope of Environmental Education

 Department of Education
- inclined towards developing scientifically, technologically, and
environmentally literate and productive members of the society

 Commission on Higher Education

 - Tertiary education and vocational courses with a curriculum of at least two
years
- Part of the National Service Training Program under its Civic Welfare Training
Service
 Technical Skills Development Authority
- Tertiary education and vocational courses with a curriculum of at least two
years
- Part of the National Service Training Program under its Civic Welfare Training
Service

 Department of Social Welfare and Development

 Department of Environment and Natural Resources

- Shall have the primary responsibility of informing all agencies concerned
updates about the environment

 Department of Science and Technology

- Mandated to create programs to ensure that students receive science-based
quality information on the environment and provide assistance for the
development of environment-friendly solutions

They shall lead in the implementation of public education and awareness programs on
environmental protection and conservation, through collaborative interagency and multi-
sectoral effort, at all levels. These government agencies are tasked to ensure that
information about the environment is disseminated to the students and community.

Who should be taught about the environment?

- Environmental education must be taught at all levels. This includes barangay
daycare, preschool, non-formal, technical vocational, professional level,
indigenous learning and out-of-school youth courses or programs, whether
public or private.

Scope of Environmental Education

 Environmental concepts and principles
 Environmental laws
 State of the local and international environment
 Local environmental best practices
 Environmental degradation threats to human
 Citizen’s role towards the environment and natural resources
 Environment in the context of sustainable development

 Tree-planting
 Waste minimization and segregation
 Recycling and composting
 Freshwater and marine conservation
  Forest conservation

Environmental Conservation Organizations

 Worldwide Fund for Nature
 Oceana
 The Climate Reality Project Philippines
 Greenpeace
 Greenducation Philippines

Community and Youth Participation

7R’s of Sustainability
 Rethink
 Refuse
 Reduce
 Repurpose
 Reuse
 Recycle
 Rot

Environmental Celebrations
 Environmental Awareness Month: Month of November
 Earth Day: Every April 22
 Earth Hour: Every Last Saturday of March
 International Day for Biological Diversity: Every May 22
 National Zero Waste Month: Every Month of January
 World Wildlife Day: Every March 3

Republic Act #9003

Philippine Ecological Solid Waste Management Act of 2000

Philippines is the fourth largest producer of solid waste among Southeast Asian
Countries with 14.66 million tons of solid waste a year and considered one of the most
serious environmental issues in the country.

Penal Provisions

Littering of Waste in Public Areas

- Php 300.00 – Php 1,000.00
- 1-15 days community service

Open bringing of Solid Waste

- Php 300.00 – Php 1,000.00
- 1-15 days imprisonment
Causing or Promoting the Collection of Non-Segregated or Unsorted Waste
- Php 1,000.00 – Php 3,000.00
- 15 days to 6 months imprisonment

Establishment or Operation of Open Dumps

First Violation
- Php 500,000
Second Violation
- Imprisonment between 1-3 years

Importation of Toxic Waste Misrepresented as Recyclable or with Recyclable Content

- Php 10,000.00 – Php 200,000.00
- 30 days – 3 years imprisonment

Construction of Establishment within 200 meters from the open dumps or control dumps
or sanitary landfills
- Php 100,000.00 – Php 1,000,000.00
- Imprisonment of 1-6 years

Republic Act #10176

Arbor Day Law of 2012

One three = five air conditioner

Republic Act #8749

Philippine Clean Air Act of 1999

 An act providing for a comprehensive air pollution control policy and for other
purposes
 Contains 7 chapters and 5 sections
 Approved on June 23, 1999, under the administration of Joseph Estrada

The law adheres to the Constitutional right of the people to “a balanced and healthful
ecology in accord with the rhythm and harmony of nature".

It also believes in the principle that “polluters must pay”, because a clean and healthy
environment is for the good of all and should, therefore be the concern of all.

Programs and Activities Implemented to Achieve this Objective

 Linis/Ligtas Hangin Program
 Bantay Tsimnea and Bantay Sunog
 Industrial enforcement program for stationary sources
  Promotion of clean fuel
 Strong collaboration between government and stakeholders on measures to
address pollution

Government Agencies that support the Act:

 Department of Transportation and Communication
 Department of Science and Technology
 Department of Trade and Industry
 Department of Energy
 Department of Education
 Commission on Higher Education
 Department of Interior and Local Government
 Local Government Unit
 Philippine Information Agency
 Philippine Atmospheric, Geophysical and Astronomical Services Administration
 Philippine Nuclear Research Institute