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Environmental Education
State of Local and International Environment

 The Philippine forests are amongst the most diverse in the world and is also considered as one of the
megadiverse countries (refers to any one of a group of nations that harbor the majority of Earth’s species
and high numbers of endemic species) as well as global biodiversity hotspot as it has the world’s richest
plant and animal species.
 In global biodiversity, it ranks 2nd in fish, 5th in plants, trees, and mammals, and 8th in reptiles. While the rest
of the whole world discovers one (1) species per taxa (family) per year, the Philippines discover five (5) to
six (6) specie per taxa per year (Morales, 2014).
 Philippines is richest in marine biodiversity and has the longest discontinuous coastline and one of the
richest coral reefs in the world (Morales, 2014). It is also regarded as “Center of Marine Biodiversity” in the
world, surpassing the Great Barrier Reef of Australia (Morales, 2014).
 Rich in coral reefs with 488 out of 800 known species in the world are found in the Philippines (Morales,
2014).
 Philippines has rich waters due to its geographic location. It has 421 rivers, 69+ natural lakes, 100+ hectares
of freshwater swamps and four major groundwater reservoirs (Morales, 2014).
 When it comes to agriculture, the country has vast land resources. The country has 14.2 million hectares of
alienable and disposable land – 47% of the country’s total land area and 13 million hectares or 43% of the
country’s total land area are classified as agricultural lands (Morales, 2014).
 Philippines has rich mineral resources for national industrialization and is 5th mineralized country worldwide
(Morales, 2014).

Environmental Crisis in the Philippines

 The Philippines forests are amongst the most diverse but is also amongst the most endangered. Forest
cover was reduced from 70% in 1909 to only 18.3% in 1999. Ideal is 54%. Due to deforestation, more than
93% of original forests lost in past 500 years and is still shrinking at an average rate of 2% per year (Morales,
2014). And according to CIA World Factbook (2018), the forest cover in the Philippines is at 25.9%.
 The Philippines is richest in marine biodiversity in the world but fish production is in crisis and fishing and
breeding grounds are diminishing. There is a decline in fish caught and maximum sustainable yields,
degraded coral reefs, decreasing mangrove areas and pollution. Also, 90% of fish stocks depleted in fifty
(50) years and only four (4) percent of coral reefs are in good condition. There is also an open access policy,
privatization of municipal fisheries and monopoly control of fishery resources (Morales, 2014).
 The Philippines has rich water resources due to its geographic location, but is currently in the middle of a
water crisis. Two out of five Filipinos (34%) do not get water from formal sources for domestic consumption.
There is a low annual per capita availability of freshwater. Only 65% of households have portable water
(Morales, 2014). The demand for surface water is higher than supply and drinking water is expensive and
privatized.
Widespread pollution is also a factor. Out of 421 rivers, 158 are unsafe for drinking. Fifty of those are
biologically dead (Morales, 2014). This is mainly caused by waste dumping into the water.
 When it comes to agriculture, the country has vast land resources but as years passed by, there is a
shrinking in agricultural lands. In 1990, there are 8 million hectares. In the late 90s it was reduced by 5
million hectares. In this land conversion, 1 million farmers were displaced (Morales, 2014). Land
degradation, soil erosion, crop conversion, recurrent droughts, pollution, landlessness, and backward
agriculture contributed to destruction of the agricultural lands.
 Philippines has rich mineral resources for national industrialization but policies are geared towards large-
scale mining for export. The state of mining in the country is mainly extractive, export-oriented, dominated
by local mining elite and dependent on foreign capital technologies.
 The country also suffers from air pollution. In Manila alone, 98% of the population is affected by the pollution.
Annually, the air pollution causes more than 4,000 deaths. (Morales, 2014)
 Overpopulation also plays a significant role in environmental issues. It seeds into a lot of problems. With
the need for new homes, development of new buildings, houses, and establishments are in order. After
which, the demand for electricity, food, and other greenhouse gases also increases. Scarcity of food can
be experienced due to the limited ability of animals to populate fast. Thus, dishonest people nowadays

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resort to using chemicals and medications to boost and fake the growth of these animals. Overpopulation
also means having more garbage to dispose.
 The Philippines has long been particularly vulnerable to extreme weather. But in recent years, the nation
has suffered from even more violent storms like Typhoon Haiyan. On average, about 20 tropical cyclones
enter the Philippine waters each year, with eight (8) to nine (9) making landfall. And over the past decade,
these tropical storms have struck the nation more often and more severely, scientists believe, because of
climate change.

State of International Environment

Global warming is “global” for a reason. While there is sometimes a tendency to focus on the bigger issues, or
the effects that hit close to home, this is multinational. Every sea is heating up and rising. Every region is
struggling with sustainability and urbanization.
1. Southeast Asia – Species are disappearing on every continent. The region of Southeast Asia is no
different. This biologically diverse, beautiful area is now struggling with issues of increased pollution, poor
resource management, and species and habitat loss. Like many regions, Southeast Asia is currently
experiencing increased urbanization. It is a natural response to a growing population in need of urban
housing and a desire for modernized living. Areas with increased populations and urbanization run the risk
of overcrowding, unsustainable living practices, and pollution. Increased emissions from transportation,
congested infrastructure, energy consumption and light pollution are all concerns. At the same time,
residents are consuming more food and goods, depleting resources. Then solution here relies on the
attitudes of both local authorities and the individual citizens. The issue of increase air pollution is particularly
troubling in Southeast Asia. As things stand, the region currently has some the worse cases of air pollution.
The situation is not as bad as that in East Asia, where smog and traffic emissions plague major cities like
Beijing. There is still a risk from increased traffic on these new road networks and increased burning of fuel.
With increased deforestation comes concerns over the conservation of endangered species. There are
animals and plants in the region threatened with extinction due to loss of habitat. Destruction of these areas
can displace species and leave them with nowhere to go and nothing to eat. Replacing native tree with
palms doesn’t help. Damage and coral loss has a devastating effect on the life that relies upon it. Rises in
water temperature and acidity kill coral and other species. In addition to this, the areas are over-fished,
further weakening the delicate ecosystem. Finally, there is the issue of water security. The world has now
come to the point where we consume fresh water almost as fast as we replenish it. Many poorer regions
have inadequate access to clean water at all. It is a problem that is apparent in Southeast Asia, where water
sources are in serious trouble. Much of the fresh water that remains is heavily polluted. Water pollution ‘s
hard to overcome, but small-scale local initiatives can help. As for the problem of the melting glaciers, it is
hard to understand a solution if the rate of global warming doesn’t decrease.
2. Africa - Africa is expected to be one of the continents hardest hit by climate change, with an increase in
severe droughts, floods, and storms expected to threaten the health of populations and economies alike.
Part of that vulnerability is simply down to geography - already the hottest continent, Africa is expected to
warm up to 1.5 times faster than the global average, according to the UN's Intergovernmental Panel on
Climate Change (IPCC) - the recognized global authority on climate science. The IPCC says it has "high
confidence" that rising temperatures and unpredictable rains will make it harder for farmers to grow certain
key crops like wheat, rice, and maize (corn). For example, it predicts that by 2050, yields for maize in
Zimbabwe and South Africa could decrease by more than 30%. Also, one of the biggest threats facing the
continent is also one of the hardest for scientists to definitively pin on climate change. Water scarcity is
driven by so many other factors, such as population growth, rapid urbanization, and changes to the way
land is being used, that it has not yet been possible to figure out exactly how climate change will add to the
mix.
3. Europe - Europe’s Atlantic-facing countries will suffer heavier rainfalls, greater flood risk, more severe storm
damage, and an increase in “multiple climatic hazards”, according to the most comprehensive study of
Europe’s vulnerability to climate change yet. Temperatures in mountain ranges such as the Alps and the
Pyrenees are predicted to soar to glacier-melting levels, while the Mediterranean faces a “drastic” increase
in heat extremes, droughts, crop failure, and forest fires. Europe and the entire northern hemisphere are
warming at a quicker pace than elsewhere, to the extent that tropical diseases such as West Nile fever are
expected to spread across northern France by mid-century. Hans-Martin Füssel, one of the lead authors of
the European Environment Agency report, said that scientific evidence was pointing increasingly to a
speeding up in the pace of climate change. “We have more data confirming that sea-level rise is

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accelerating,” he said. “It is not a linear trend, largely due to increased disintegration of ice sheets. There is
also new evidence that heavy precipitation has increased in Europe. That is what is causing the floods. The
[climate] projections are coming true.”
4. Antarctica - Marine life on the Antarctic seabed is likely to be far more affected by global warming than
previously thought, say scientists who have conducted the most sophisticated study to date of heating
impacts in the species-rich environment. Growth rates of some fauna doubled – including colonizing moss
animals and undersea worms – following a 1C increase in temperature, making them more dominant,
pushing out other species and reducing overall levels of biodiversity, according to the study published on
Thursday in Current Biology. The researchers who conducted the nine-month experiment in the
Bellingshuan Sea say this could have alarming implications for marine life across the globe as temperatures
rise over the coming decades as a result of manmade greenhouse gases in the atmosphere. Gail Ashton of
the British Antarctic Survey and Smithsonian Environmental Research Center said she was not expecting
such a significant difference. “The loss of biodiversity is very concerning. This is an indication of what may
happen elsewhere with greater warning.” Until recently, most of the coverage of temperature rises has
focused on the north pole, where the shrinking of arctic ice has been most visibly dramatic. But concerns
are growing about the impact of global warming on the far bigger southern ice cap. Earlier this year, the
United Nations weather agency announced that temperatures in the Antarctic recently hit a record high. An
Argentine research base near the northern tip of the continent recorded a balmy 17.5C in March 2015, the
World Meteorological Organization revealed. The vast continent contains 90% of the world’s fresh water,
most of it locked in ice that is several kilometers thick. The effects of climate change are not uniform, but
concerns grew in July when a trillion-ton block of the Larsen C ice shelf collapsed into the sea.
5. United States of America – Below are some impacts that are currently visible throughout the U.S. and will
continue to affect these regions, according to the Third National Climate Assessment Report, released by
the U.S Global Change Research Program (2017).
Northeast - Heat waves, heavy downpours, and sea level rise pose growing challenges to many
aspects of life in the Northeast. Infrastructure, agriculture, fisheries, and ecosystems will be
increasingly compromised. Many states and cities are beginning to incorporate climate change into
their planning.
Northwest - Changes in the timing of streamflow reduce water supplies for competing demands.
Sea level rise, erosion, inundation, risks to infrastructure, and increasing ocean acidity pose major
threats. Increasing wildfire, insect outbreaks, and tree diseases are causing widespread tree die-
off.
Southeast - Sea level rise poses widespread and continuing threats to the region’s economy and
environment. Extreme heat will affect health, energy, agriculture, and more. Decreased water
availability will have economic and environmental impacts.
Midwest - Extreme heat, heavy downpours and flooding will affect infrastructure, health,
agriculture, forestry, transportation, air and water quality, and more. Climate change will also
exacerbate a range of risks to the Great Lakes.
Southwest - Increased heat, drought, and insect outbreaks, all linked to climate change, have
increased wildfires. Declining water supplies, reduced agricultural yields, health impacts in cities
due to heat, and flooding and erosion in coastal areas are additional concerns.
6. Australia - Military and climate experts, including a former chief of the defense force, have warned that
Australia faces potential “disastrous consequences” from climate change, including “revolving” natural
disasters and the forced migration of tens of millions of people across the region, overwhelming security
forces and government. Former defense force chief Adm Chris Barrie, now adjunct professor at the strategic
and defense studies center at the Australian National University, said in a submission to a Senate
inquiry that Australia’s ability to mitigate and respond to the impacts of climate change had been corrupted
by political timidity: “Australia’s climate change credentials have suffered from a serious lack of political
leadership”. According to Barrie (n.d), [Australia] “will suffer great effects from these changes, such as new
weather patterns; droughts, sea-level rises, and storm surges, because we have substantial urban
infrastructure built on the coastal fringe; ravages of more intense and more frequent heatwaves and tropical
revolving storms.”

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REFERENCES:

Butterworth, S. (2017). Plastic bags ban won’t fix Africa’s serious waste problem. Retrieved from
https://www.environment.co.za/africa-sub-saharan-environmental-issues/plastic-bags-ban-
wont-fix-waste-problem.html
Clark, T. (2017). Some of the biggest environmental challenges faced by Southeast Asia. Retrieved
from http://www.apfed.net/biggest-environmental-challenges-faced-southeast-asia/
Doherty, B. & Slezak, M. (2017, August 10). Australia faces potentially disastrous consequences of
climate change, inquiry told. The Guardian. Retrieved from
https://www.theguardian.com/environment/2017/aug/11/australia-potentially-disastrous-
consequences-of-climate-change-inquiry-told
Facts. (n.d.). The consequences of climate change. Retrieved from https://climate.nasa.gov/effects/
Morales, F. (2014). Poverty and the Philippine environment. Retrieved from
http://www.ceap.org.ph/upload/download/201410/711404634_1.pdf
Neslen, A. (2017, January 25). Europe faces droughts, floods, and storms as climate change
accelerates. The Guardian. Retrieved from
https://www.theguardian.com/environment/2017/jan/25/europe-faces-droughts-floods-storms-
climate-change-accelerates
The World Factbook. (2018). Philippines. Retrieved from https://www.cia.gov/library/Publications/the-
world-factbook/geos/rp.html
Watts, J. (2017). Global warming doubles growth rates of Antarctic seabed’s marine fauna
– study. The Guardian. Retrieved from
https://www.theguardian.com/environment/2017/aug/31/global-warming-doubles-growth-
rates-of-antarctic-seabeds-marine-fauna-study
Williams, Hugo. (2015). COP 21: Five ways climate change could affect Africa. Retrieved from
http://www.bbc.com/news/world-africa-35054300

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Environmental Education

Environmental Degradation

 Environmental Degradation is the deterioration of the environment through depletion of resources such as
air, water, and soil. For instance, the destruction of ecosystem, the destruction of habitat, the extinction of
wildlife, and pollution.
 It is also defined as any change or disturbance to the environment perceived to be deleterious or undesirable.
 The primary cause of environmental degradation is human disturbance.

Causes of Environmental Degradation

Pollution – pollution is the process of making land, water, air, or other parts of the environment dirty and
unsafe to use. It can be done through the introduction of a contaminant into a natural environment, however,
the contaminant doesn’t need to be tangible. Things as simple as light, sound and temperature can be
considered pollutants when introduced artificially into an environment. Types of pollution are as follows:
1. Air Pollution – air pollution occurs when things that aren’t normally there are added to the air. A common
type of air pollution happens when people release particles into the air from burning fuels. Another
common type of air pollution may also come from dangerous gases, such as sulfur dioxide, carbon
monoxide, nitrogen oxides, and chemical vapors.
2. Land Pollution - Land can become polluted by household garbage and by industrial waste. In 2010,
Americans produced about 250 million tons (226.8 million kilograms) of garbage, consisting of product
packaging, grass clippings, furniture, clothing, bottles, food scraps, newspapers, appliances, paint, and
batteries. That's about 4.3 pounds (1.95 kg) of waste per person per day, according to the Environmental
Protection Agency (EPA). A little over half of the waste — 54 percent — is gathered in landfills. Only
about 34 percent is recycled, which is about double the amount recycled in 1980, according to
the American Society of Civil Engineers.
3. Water Pollution - Water pollution happens when chemicals or dangerous foreign substances are
introduced to water. These includes chemicals, sewage, pesticides, and fertilizers from agricultural
runoff. It could also be metals like lead or mercury.
4. Noise Pollution – Noise pollution happens when the sound coming from planes, industry, or other
sources reaches harmful levels. Research has shown direct links between noise and health, including
stress-related illnesses, high blood pressure, speech interference, and hearing loss. For example,
a study by the WHO Noise Environmental Burden on Disease working group found that noise pollution
may contribute to hundreds of thousands of deaths per year by increasing the rates of coronary heart
disease. Under the Clean Air Act, the EPA can regulate machine and plane noise.
Underwater noise pollution coming from ships has been shown to upset whales’ navigation systems and
kill other species that depend on the natural underwater world. Noise also makes wild species
communicate louder, which can shorten their lifespan.
5. Light Pollution - Most people can't imagine living without the modern convenience of electric lights. For
the natural world, though, lights have changed the way that days and nights work. Some consequences
of light pollution are:
 Some birds sing at unnatural hours in the presence of artificial light which can also affect migration
schedules, as they allow for longer feeding times.
 Streetlights can confuse newly hatched sea turtles that rely on starlight reflecting off the waves to
guide them from the beach to the ocean. They may often head in the wrong direction.
 Light pollution, called sky glow, also makes it difficult for astronomers, both professional and
amateur, to properly see the stars.
 Plant's flowering and developmental patterns can be entirely disrupted by artificial light.
 It could also be making smog worse by destroying nitrate radicals that helps the dispersion of smog.

Overpopulation – occurs when a species’ population exceeds the carrying capacity of its ecological niche.
Overpopulation is a major cause of most of the world’s problems. Whether it is a question of food shortage,
lack of drinking water or energy shortages, every country in the world is affected by it – or will be. The world
population is threatening to rise in the next few decades to 8 or 10 billion. There is a good chance that more
and more countries will need their own products themselves.

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Deforestation – Deforestation is the permanent destruction of forests in order to make the land available
for other uses. An estimated 18 million acres (7.3 million hectares) of forest, which is roughly the size of the
country of Panama, are lost each year, according to the United Nations' Food and Agriculture Organization
(FAO).
Overexploitation of Resources – overexploitation, also called overharvesting, refers to harvesting a
renewable resource to the point of diminishing returns. Sustained overexploitation can lead to the
destruction of the resource. The term applies to natural resources such as: wild medicinal plants, grazing
pastures, game animals, fish stocks, forests, and water aquifers.
Natural Causes – while environment degradation is most commonly associated with the activities of
humans, the fact is that environment are also constantly changing over time. Things like landslides,
earthquakes, tsunamis, hurricanes, and wildfires can completely destroy local plant and animal communities
to the point where they can no longer function.

REFERENCES:

Bradford, A. (2015). Deforestation: Facts, Causes & Effects. Retrieved from:

https://www.livescience.com/27692-deforestation.html
Bradford, A. (2015). Pollution Facts & Types of Pollution. Retrieved from https://www.livescience.com/22728-
pollution-facts.html
Gerbrands, P. (n.d.). The world is too small for us. Retrieved from http://www.overpopulationawareness.org/en/

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Environmental Education
Environmental Concepts and Principles
 The word environment is derived from the French word “environ” which means “surrounding.”
 Our surrounding includes biotic and abiotic factors.
Biotic factors in an ecosystem include all living things like human beings, plants, animals, microbes, etc.)
It can be broken down further into producers, consumers, and decomposers. The producers create their
own food, like plants through the process of photosynthesis. The consumers must eat others to gain
energy, like grazing animals or predatory animals. Decomposers breakdown the waste from both the
producers and consumers. Certain beetles, worms, and bacteria are types of decomposers.
Abiotic factors in an ecosystem are all nonliving components of an ecosystem. These factors include
chemical and geological features such as water or lack of water, soil, rocks, and minerals. Other abiotic
factors include physical components such as the temperature and weather affecting the ecosystem.

The Four Major Components of the Environment

 Hydrosphere includes all water bodies such as lakes, ponds, rivers, streams, and oceans etc. Hydrosphere
functions in a cyclic nature, which is termed as hydrological cycle or water cycle.
 Lithosphere means the mantle of rocks constituting the earth’s crust. It mainly, contains soil, earth rocks,
mountain, etc. It is divided into three layers—crusts, mantle, and core (outer and inner).
 Atmosphere is a thin layer which contains gases like oxygen, carbon dioxide etc. which protects the solid
earth and human beings from the harmful radiations of the sun. There are five concentric layers within the
atmosphere—troposphere, stratosphere, mesosphere, thermosphere, and the exosphere.
 Biosphere is otherwise known as the life layer. It refers to all organisms on the earth’s surface and their
interaction with water and air. It consists of plants, animals, and micro-organisms, ranging from the tiniest
microscopic organism to the largest whale of the sea.

The Seven Environmental Principle

1. Nature knows best. (Ang kalikasan ang mas nakakaalam)
This principle is the most basic and in fact encompasses all the others. Humans have to understand nature
and have to abide by the rules nature dictates. In essence, one must not go against the natural process if
one would like to ensure a continuous and steady supply of resources.
2. All forms of life are important. (Ang lahat na may buhay ay mahalaga)
Each organism plays a fundamental role in nature. Since such occupational or functional position, otherwise
known as niche, cannot be simultaneously occupied by more than one species. It is apparent that all living
things must be considered as invaluable in the maintenance of homeostasis in the ecosystem
3. Everything is connected to everything else. (Ang lahat ng bagay ay magkakaugnay)
This principle is best exemplified by the concept of the ecosystem. In an ecosystem, all biotic and amniotic
components interact with each other to ensure that the system is perpetuated. Any outside interference may
result in an imbalance and the deterioration of the system.
4. Everything changes. (Ang lahat ng bagay ay nagbabago)
It is said that the only permanent thing is change. As a general classification, change may be linear, cyclical
or random. The environment is constantly changing. Organisms evolve through time. However, man’s
technology has affected these natural changes often to a problematic extent.
5. Everything must go somewhere else. (Ang lahat ng bagay ay may patutunguhan)
When a piece of paper is thrown away, it disappears from sight but it does not cease to exist. It ends up
elsewhere. Gases from smokestacks may disperse but it will end up a component of the atmosphere or
brought down by rains. Since wastes are not lost to oblivion, and even goes back to backyard in some other
forms, it is important that one becomes aware of the different types of waste—whether hazardous or not.
6. Ours is a finite earth. (Ang kalikasan ay may hangganan)
The earth’s resources can be classified as either renewable or non-renewable. Renewable resources are
those that can easily be replenished by natural cycles (e.g. water, air, plants, and animals) while non-
renewable resources are those that cannot be replenished through natural cycles (e.g. ores of various
metals, oil, coal.)
Although renewable resources can be replenished, it is important to note that these are renewable only as
long as they are not overused nor destroyed from such factors as pollution.

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7. 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)
Among all creatures, humans are the only ones made in God’s image and have been given the right to have
dominion over all His creations. Being the most intelligent and gifted with reason, humans are capable of
manipulating creation to their own advantage. Yet, creation exists not to be ravaged or abused but to be
taken care of. Humans cannot exist without nature. They are co-natural with the environment they live in. If
the environment they lived is destroyed, with it go all Homo Sapiens.

Environmental Law
 Known as Environmental and Natural Resources Law, describing the network of treaties, statutes,
regulations, common and customary laws addressing the effects of human activity on the natural
environment.
 Environmental law is a foundation for environmental sustainability and the full realization of its objectives is
ever more urgent concerning growing environmental pressures.

Major Environmental Laws in the Philippines

 Environmental Impact Statement (EIS) Statement of 1978 (Presidential Decree 1586)
This was formally established in 1978 with the enactment of Presidential Decree no. 1586 to facilitate the
attainment and maintenance of rational and orderly balance between socio-economic development and
environmental protection. EIA is a planning and management tool that will help government, decision-
makers, the proponents, and the affected community address the negative consequences or risks on the
environment. The process assures implementation of environment-friendly projects.
 Toxic Substances, Hazardous and Nuclear Waste Control Act of 1990 (Republic Act 6969)
It aims to regulate restrict or prohibit the importation, manufacture, processing, sale, distribution, use, and
disposal of chemical substances and mixtures the present unreasonable risk to human health. It also
prohibits the entry of hazardous and nuclear wastes and their disposal into the Philippine territorial limits for
whatever purpose, and to provide advancement and facilitate research and studies on toxic materials.
 Philippine Clean Air Act of 1999 (Republic Act 8749)
The law aims to achieve and maintain clean air that meets the National Air Quality guideline values for criteria
pollutants, throughout the Philippines, while minimizing the possible associated impacts to the economy.
 Ecological Solid Waste Management Act of 2000 (Republic Act 9003)
In partnership with stakeholders, the law aims to adopt a systematic, comprehensive, and ecological solid
waste management program that shall ensure the protection of public health and environment. The law
ensures proper segregation, collection, storage, treatment, and disposal of solid waste through the
formulation and adaptation of best eco-waste products.
 Philippine Clean Water Act of 2004 (Republic Act 9275)
The law aims to protect the country’s water bodies from pollution from land-based sources (industries and
commercial establishments, agriculture, and community/household activities). It provides for comprehensive
and integrated strategy to prevent and minimize pollution through a multi-sectoral and participatory approach
involving all the stakeholders.
 Environmental Awareness and Education Act of 2008 (Republic Act No. 9512)
The Department of Education (DepEd), the Commission on Higher Education (CHED), the Technical
Education and Skills Development Authority (TESDA), the Department of Social Welfare and Development
(DSWD), in coordination with the Department of Environment and Natural Resources (DENR), the
Department of Science and Technology (DOST), and other relevant agencies, shall 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.
The CHED and the TESDA shall include environmental education and awareness programs and activities in
the National Service Training Program under Republic Act No. 9163, as part of the Civic Welfare Training
Service component required for all baccalaureate degree courses and vocational courses with a curriculum
of at least two (2) years.
REFERENCES:
Carpenter, M. (2018). The definition of abiotic and biotic Factors. Retrieved from https://sciencing.com/definition-abiotic-biotic-factors-8259629.html
Gifford, R. (2014). Environmental psychology principles and practice (5th ed.). Colville, WA: Optimal Books.
Major Environmental Laws. (n.d.). Retrieved from https://ecac.emb.gov.ph/?page_id=43

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Introduction to National Service Training Program

Preamble
We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just and humane society,
and establish a Government that shall embody our ideals and aspirations, promote the common good, conserve
and develop our patrimony, and secure to ourselves and our posterity, the blessings of independence and
democracy under the rule of law and a regime of truth, justice, freedom, love, equality, and peace, do ordain
and promulgate this Constitution.

Duties and Responsibilities:

According to the Citizen’s Movement for a Federal Philippines (CMFP) Article V. Bill of Duties and Obligations
(2014), the following are some of duties and responsibilities of a Filipino.
 Section 1. Loyalty, obedience, and cooperation – It shall be the duty of the citizen to be loyal to the
Federal Republic of the Philippines and to honor the Philippine flag, to defend the State and contribute
to its development and welfare, to uphold the Constitution and obey the laws, pay the taxes, and
cooperate with the duly constituted authorities in the attainment and preservation of a peaceful, just,
and orderly society.
 Section 2. Correlative Duty – The rights of the individual impose upon him or her the correlative duty
to exercise them responsibly and with due regard for the rights of others.
 Section 3. Human life, dignity, rights – Citizens shall respect the life and dignity of every human
person and help uphold human rights whenever these are threatened or violated. The State and the
citizens shall prevent and prohibit the killing of humans in any form and for whatever purpose.
 Section 4. Duty to work – It shall be the duty of every citizen to engage in gainful work and to work
well to assure himself/herself and his/her family a life worthy of human dignity.
 Section 5. Civic, political participation – It shall be the duty and obligation of every citizen qualified
to vote to register and cast his or her vote at every election, to participate actively in other public and
civil affairs, and to contribute to good governance, honesty and integrity in the public service and the
vitality and viability of democracy. Citizens shall enhance their civic efficiency and political effectiveness
by their involvement in people’s organizations, non-governmental organizations, civic and professional
associations, community associations, or political parties, as well as in discussions on public issues.
 Section 6. Promote equity, social justice – In their own homes, in the workplace, and in their various
organizations and institutions, citizens shall cooperate in the promotion of equity and social justice for
the good of all.
 Section 7. Responsibility of youth – The youth shall assume their responsibility in developing their
social, economic, intellectual and moral well-being. They shall develop their patriotism and nationalism
and their civic and political competence in order to serve the common good and national interest and
their own welfare.
 Section 8. Health, ecology, environment – Citizens shall exercise their right to a balanced and
healthful ecology, and contribute to the maintenance of a clean, enjoyable and sustainable environment.

The NSTP Law

R.A. 9163, also known as the National Service Training Program (NSTP) Act of 2001, refers to the program
aimed at enhancing civic consciousness and defense preparedness in the youth.

Rationale of the Law

“It is hereby affirmed the prime duty of the government to serve and protect its citizen. 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 and 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. 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.”
(R.A. 9163 Section 2)

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The Three Program Components of NTSP Law

 Reserve Officers’ Training Corps (ROTC) – is a program 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 (LTS) – 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 (CWTS) – programs or activities contributory to the general welfare and
betterment of life for the members of the community of enhancement of its facilities.

Coverage of the Law

Students, male and female, of any baccalaureate degree course or at least two-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.
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.
Private higher and technical-vocational education institutions may also offer the ROTC if they have at
least three hundred and fifty (350) cadet students.

Exemptions of the Law

 Students who finished or graduated from a baccalaureate degree or two-year technical-vocational or
associate course and pursuing or enrolled in another or additional baccalaureate degree or two-year
technical-vocational or associate course in SY 2002-2003.
 Foreign students or aliens.
 Students who completed any of the three NSTP components but considered freshmen to the course
where they transferred or shifted.
 Students of PMA, PMMA, and PNPA in view of the special characters of these institutions.

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 components of the NSTP, a one (1) summer program
may be designed, formulated, and adopted by the DND, CHED, and TESDA.
 A 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.

Evolution of R.A. 9163

 During the Spanish colonial years, there was a training course, similar to what is presently known as
ROTC, at the University of Sto. Tomas.
 The real ROTC in our country did not start until 1912. It started when the military instructions were
conducted in the University of the Philippines.
 National Defense Act 1935 or commonly known as Commonwealth Act No. 1 which states that national
service shall be obligatory for all citizens of the Philippines without distinction of sex or age was enacted
by President Manuel Quezon
 President Ferdinand Marcos issued National Service Law or Presidential Decree No. 1706 which is
composed of three main programs namely; civic welfare service, law enforcement service, and military
service and each citizen should render service in any of these three. Also, that such service shall be
credited in the favor of the citizen for the purpose of fulfilling educational requirements established by
law.
 Republic Act No. 7077 also known as the Citizen Armed Force of Armed Forces of the Philippines
Reservist Act is a military training for students enrolled in colleges, universities and similar institutions
of learning is mandatory pursuant to the provisions of National Defense Act and the 1987 Constitution.
It also established the ROTC Units in colleges and universities in the Philippines.

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References:

Abueva, J. (2014, July 20). Our rights and duties as citizens [Web log post]. Retrieved from
https://joseabueva.wordpress.com/2014/07/20/our-rights-and-duties-as-citizens/
CHED. (2015). Guidelines and procedures on the issuance of national service training program (NSTP) Serial
Numbers. Retrieved from http://ched.gov.ph/wp-content/uploads/2017/10/CMO-no.-27-s.-2015.pdf
Ortiz, R. (2014, June 30). Evolution of NSTP [PPT]. Prezi
The 1987 Constitution of the Republic of the Philippines. (n.d.). Retrieved from
http://www.dotr.gov.ph//images/front/GAD/issuances/1987constitution.pdf

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