1stSemester

A.
Y.2022-
2023
 MODULAR UNIT 4

Disaster Risk Reduction and Management

“Natural hazards are part of life. But hazards only become disasters when people’s lives and livelihoods
are swept away… let us remind ourselves that we can and must reduce the impact of disasters by
building sustainable communities that have long-term capacity to live with risk.”

-Former UN Secretary-General Kofi Annan

Learning Objectives

At the end of this modular unit, students are expected to:

▪ Be aware of the key statute and international conventions that underpin disaster risk reduction
and management and other emergencies;
▪ Understand the operational concepts, structures and priority actions relative to the Philippines
Disaster Management Systems;
▪ Verbalize the basic concepts and principles involving disaster risk reduction and management;
▪ Relate the factors a disaster risk reduction practitioner would use to determine the vulnerability
of a population to a natural hazard;
▪ Identify risk reduction and preparedness activities that will reduce vulnerability, mitigate the
impact of emergencies and support efforts to prevent conflict and civil unrest;
▪ Explain how poverty can contribute to vulnerability to natural hazards; and
▪ Create contingency plan based on likely emergencies in their respective schools/communities.

Overview

As an archipelago located at the south-eastern part of Asia, the Philippines is exposed to both
climatic and geological hazards. It is situated in the Pacific Ring of Fire where two major tectonic plates,
the Pacific Plate and the Eurasian Plate meet. With several fault line crossing the country, earthquakes
could have very devastating effects. There are 220 volcanoes, 22 of which are classified as active (NDCC
2008)

The Philippines is also located along the typhoon belt on the North Pacific Basin in the Pacific
where 75 percent of the typhoons originate. There are 20 to 30 typhoons passing through the country, 5-7
of which can be destructive (NDCC 2008). As a consequence of extreme rainfall events, flash floods,
flooding and landslides have become more prevalent since 2000.

The impacts of climate change in the Philippines are becoming better understood (Cruz et al, 2007).
There has been an increase in the annual mean rainfall since the 1980s and in the number of rainy days
since the 1990s (Cruz et al.: 10.2.2). On average, 20 cyclones cross the Philippine Area of Responsibility
(PAR) with about 8-9 making landfall each year.

The natural risks as associated with these trends are aggravated by human activities, particularly
in the exploitation of resources such as forests and minerals and development interventions that do not
incorporate responsible risk assessments.

According to the International Red Cross and Red Crescent Societies, the Philippines was the
fourth most accident-prone country in the world. Accordingly, 31,835 Filipinos were killed and 94,369,462
others were affected by natural disasters and calamities in a span of 20 years.

It is for the foregoing reasons that this module is focused on disaster risk reduction and
management.

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INPUT NO. 1. OVERVIEW OF THE PHILIPPINE DISASTER MANAGEMENT SYSTEM

I. Republic Act No. 10121, known as the “Philippine Disaster Risk Reduction and Management
(PDRRM) Act of 2010”

“An Act of Strengthening the Philippine Disaster Risk Reduction and Management System, Providing for
the National for the National Disaster Risk Reduction and Management Framework and Institutionalizing
the National Disaster Risk Reduction and Management Plan, Appropriating Funds Therefore and For Other
Purposes.”

Sections 2. Declaration Policy

1. Upholding people’s right to life and property and adherence to internationally accepted principles,
norms and standards for capacity building in DRRM and humanitarian assistance;

2. Adoption of a holistic, comprehensive, integrated, proactive and multi-sector approach in

addressing the impacts of disasters, including climate change;

3. Development, promotion and implementation of a comprehensive National Disaster Risk Reduction

and Management Plan (NDRRMP);

4. Mainstreaming DRR and Climate Change in national and local development plans and
development processes (e.g. policy formulation, socio-economic development planning, budgeting
and governance);

5. Mainstreaming DRR into the peace process and conflict resolution;

6. Ensuring DRR and CC-Gender responsive measures, sensitive to indigenous knowledge and
respect of human rights;

7. Strengthening capacity building of LGUs on DRR (e.g. decentralized powers, responsibilities,

resources) and vulnerable and marginalized groups;

8. Engaging the participation of CSOs, private sectors and volunteers in DRR;

9. Promotion of breastfeeding before and during a disaster or emergency; and

10. Ensuring maximum care, assistance and services to affected individuals and families.

Salient features of PDRRM Act of 2010

1. Policy Statements and Terminologies on DRRM (Secs. 2 & 3)

2. Institutional Mechanics (Secs. 5-12)

a. DRRMs (National, Regional, Provincial, City and Municipal Level and Barangay Development
Council at the barangay level);
b. Office of Civil Defense
c. Permanent Office on DRRM at the LGU Level; Barangay DRRM Committee
d. Disaster Volunteers

3. Operational Mechanics (Secs. 15-18)

a. Coordination during Emergencies
b. Declaration of State of Calamity
c. Remedial Measures

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 d. Mechanism for the IHAN

4. Participation, Accreditation, Mobilization, Protection and Development of Disaster Volunteers

5. Training and Education in DRR

a. Establishment of DRRM Training Institutes
b. Mandatory Training in DRR for Public Sector Employees
c. Integration of DRR in school curricula, training for out-of-school youth Sangguniang Kabataan,
and informal training

R.A. No. 10121 (Philippine Disaster Risk Reduction and Management (PDRRRM) Act of 2010)
▪ 21 years in the making
▪ 7 congresses
▪ 4 administrations
▪ Signed into law on May 27, 2010 by then President Gloria M. Arroyo

R.A. No. 10121 provides for:

▪ Strategies/approaches
▪ Policies Administration
▪ Institution
▪ Actors
▪ Financial Sustainability

II. The National Disaster Risk Reduction Management Council (NDRRMC)

Leading the collaborative efforts in disaster preparedness planning and mitigation, as well as
disaster response operations and rehabilitations both in the government and private sectors is the
NDRRMC. It is the highest policy-making coordinating and supervising body at the national level chaired
by the Secretary of National Defense thru the Executive Director of the Office Defense (OCD), and has
fourteen (14) departments and thirty nine (39) line agencies as members.

Th NDRRMC is also responsible for advising the President of the Republic of the Philippines on
the status of the national disaster preparedness programs and management plans, disaster operations,
and rehabilitation efforts of all stakeholders; and it also recommends to the President the declaration of the
state of calamity and the release of the national calamity fund needed.

III. The Office of Civil Defense (OCD)

The Office of Civil Defense (OCD), officially established on July 1, 1973, serves as the executive
arm and secretariat of the NDRRMC. The OCD formulates and implements the National Disaster Risk
Reduction Management Plan (NDRRMP). It has in its vision a service-oriented organization, prepared
population and a safe nation. Its mission is to basically administer a comprehensive national civil defense
and civil assistance program by providing leadership in the continuous development of measures to reduce
risk to communities and manage the consequence of disasters.

As the nerve center for alert and monitoring, resource mobilization, response coordination, and
information management, it has the primary task of coordinating the activities and functions of various
government agencies and instrumentalities, private institutions and civic organizations for the protection
and preservation of life and property during emergencies.

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IV. Organizational Network

The Philippine Disaster Management System (PDMS), as embodied in Presidential Decree No.
1566 and RA 19121, is carried out a various political subdivisions and administrative regions of the country
through the National Disaster Risk Reduction and Management Council (NDRRMC); 17 Regional Disaster
Risk Reduction and Management Councils (RDRRMC); 80 Provincial Disaster Risk Reduction and
Management Councils(PDRRMC), 113 City Disaster Risk Reduction and Management Councils
(CDRRMC); 1,496 Municipal Disaster Risk Reduction and Management Councils (MDRRMC) and 41,956
Barangay Disaster Risk Reduction and Management Councils (BRRMC) respectively.

I. Local Disaster Risk Reduction and Management Office (LDRRMO) (Section 12, PDRRM Act)

1. It is established in every province, city and municipality, and a Barangay Disaster Risk Reduction
and Management Committee (BDRRMC) in every barangay.

2. Responsibility – setting the direction, development, implementation and coordination of disaster

risk management programs within their territorial jurisdiction.

3. The LDRRMO shall be under the office of the governor, city or municipal mayor, and the punong
barangay in case of the BDRRMC. The LDRRMOs shall be initially organized and composed of a
DRRMO to be assisted by three (3) staff responsible for:

a. administration and training;

b. research and planning; and
c. operations and warning. The LDRRMOs and the BDRRMCs shall organize, train and
directly supervise the local emergency response teams and the ACDVs.

II. Accreditation, Mobilization, and Protection of Disaster Volunteers and National Service Reserve
Corps, Civil Society Organizations and the Private Sector (Section 13, PDRRM Act)

a. The government agencies, CSOs, private sector and LGUs may mobilize individuals or organized
volunteers to augment their respective personnel complement and logistical requirements in the
delivery of disaster risk reduction programs and activities.

b. The agencies, CSOs, private sector, and LGUs concerned shall take full responsibility for the
enhancement, welfare and protection of volunteers, and shall submit the list of volunteers to the
OCD, through the LDRRMOs, for accreditation and inclusion in the database of community disaster
volunteers.

III. Integration of DRR Education into the School Curricula and Sangguniang Kabataan (SK) Program
and Mandatory Training for the Public Sector Employees (Section 14, PDRRM Act)

a. The DepED, the CHED, the Technical Education and Skills Development Authority (TESDA), in
coordination with the OCD, the National Youth Commission (NYC), the DOST, the DENR, the
DILG-BFP, the DOH, the DSWD and other relevant agencies, shall integrate disaster risk reduction
and management education in the school curricula of secondary and tertiary level of education,
including the National Service Training Program (NSTP), whether private or public, including formal
and nonformal, technical-vocational, indigenous learning, and out-of-school youth courses and
programs.

b. The NDRRMC, the RDRRMCs, the LDRRMCs, the LDRRMOs, the BDRRMCs and the SK councils
shall encourage community, specifically the youth, participation in disaster risk reduction and
management activities.

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INPUT NO. 2. DISASTER RISK REDUCTION AND MANAGEMENT CONCEPTS

The Definition of Disaster Management Terms

1. Hazards. A situation that poses a level of threat to life, health, property or environment.
2. Risks. A probability or threat of a damage, injury, liability, loss or other negative occurrence that is
caused by external or internal vulnerabilities, and that may be neutralized through preemptive
action.
3. Vulnerability. The level of susceptibility or resiliency of the people and communities against the
impact of the prevailing hazards based on the state of physical, social, and economic conditions in
a given area.
4. Disasters. A serious disruption of the functioning of a community or a society involving widespread
human, material, economic or environmental losses and impacts, which exceeds the ability of the
affected community or society to cope using its own resources.

The Disaster Equation

▪ Hazards (H). Physical impact of disturbance
▪ Risk (R). Likelihood of harm, loss, disaster
▪ People or Community (Exposure). Elements affected by hazard
▪ Vulnerability (V). Susceptibility and capacity to prepare, absorb, and recover from hazard.

H x R + V = Disaster

Where:
▪ Hazards (H)
▪ Risk (R)
▪ People or Community
▪ Vulnerability (V)
▪ Exposure. Elements affected by hazard

Disaster Risk Management – What and Who?

▪ Disaster Risk Reduction and Management (DRRM) includes administrative decisions and
operational activities that involve:
1. Prevention
2. Mitigation
3. Preparedness
4. Response
5. Recovery
6. Rehabilitation
▪ Disaster risk management involves all levels of government – decision makers and local
government
▪ Non-governmental and community-based organizations play a vital role in the process
▪ Communities themselves are the first responders

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Disaster Management Cycle
Traditional Model – DM cycle. The traditional approach to disaster management is to regard it as number
of phased sequences of action or a continuum this can be represented as a cycle.

Disaster Management
▪ Refers to the efficient and effective utilization of resources and the application of measure that will
mitigate the impact of unfortunate events and facilitate return to normalcy and redevelopment.
1. Disaster management occurs before, during and after a disaster.
2. Disaster management consists of the DRM component as well as relief, response, early
and long-term recovery, including rehabilitation and reconstruction.

a. Disaster response, including relief activities, is conducted immediately after a

disaster occurs primarily to save lives and for humanitarian purposes.
b. Recovery occurs over the short, medium, long-term in the aftermath of a disaster.
Rehabilitation and reconstruction, on the other hand, are long-term activities
necessary to restore public infrastructures, services, and critical facilities.
c. Building back better during this process means not generating new risks and
mitigating existing ones.

Rationale for Risk Management

1. Comprehensive risk management process has the potential to break the cycle of damage and
reconstruction when a community is subjected to repeated natural hazards.
2. To be effective, a strategy must be in place and ready for immediate implementation when
necessary.
3. This can only be done through advance preparation and planning.

Disaster Risk Management Objectives

1. Reduce vulnerabilities in the community
2. When sustained over a long term, reduce unacceptable, risk to acceptable levels and make the
community become disaster resistant/resilient.

Disaster Risk Management refers to a range of:

1. Policies
2. Legislative mandates
3. Professional practices
4. Social, structural and non-structural adjustments
5. Risk transfer mechanism to prevent, reduce, or minimize the effects of hazards on a community.

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Range of Risk Management Measures
1. Engineering measures (keep hazard away from people)
2. Land use planning and management measures (keep people away from the hazard)
3. Control and protection works (modifying the hazard)
4. Early warning (predicting hazard)
5. Preparedness planning (prepare in anticipation of a hazard event)
6. Reconstruction planning after a disaster with the aim of reducing the vulnerability
7. Mainstreaming risk management in development practice and institutionalize

Evolving DM Concepts and Paradigms

Traditional/Reactive Risk Management/Proactive
Disasters as “Acts of God” and “Acts of Nature” Disasters as “Acts of Man”
From a humanitarian approach, relief and To a developmental approach, where disaster is a
response approach in which intervention was developmental concern and may arise as a result
provided only during or immediately after a of unsustainable development practices.
disaster.
From a technocratic approach, where engineering To promotion of non-structural and non-
and technological solutions were used including engineering measures such as community-based
prediction and modifying the hazards disaster preparedness and early warning,
indigenous knowledge, and land use planning,
emphasizing the need to modify vulnerabilities
(and capacities instead of hazards)
Single hazard approach Multi or all-hazards approach
Sectoral Inter-sectoral, inter-agency all-of government
effort
Public sector led All-of-society approach, participatory, inclusive,
transparent, gender-fair.

Disaster Risk Reduction Management Paradigm

▪ The Disaster Risk Reduction. Paradigm has become dominant in the twenty-first century. DRR is
proactive by aiming to establish a culture of disaster prevention and resilience. DRR measures
emphasizes non-structural mitigation measures are therefore a must.

▪ Disaster Risk Management is a “range of related activities for coping with risk, including how related
activities are identified and assessed and how social interventions to deal with risk are monitored
and evaluated”.

DRRM is undertaken during “normal times” and before another disaster strikes (e.g. during recovery). It on
focuses on the following:
a. Mitigation and Prevention. This is a sustained measure taken before a disaster occurs and
is aimed to minimize the potential impacts of a disaster or reduce disaster risks.
b. Preparedness. This helps reduce severity of impact or certain disasters, particularly slow-
onset disasters. Proactively with risk identification and capacity development. Common
preparedness measures: hazard maps, food and material stockpiling, emergency drills,
installation of early warning systems, and preparation of emergency kits.
c. Risk assessment (identification and monitoring). The information generated by this is
essential to the development of non-structural mitigation measures (e.g. institutional and
capacity building, information sharing and dissemination, land use planning)

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Risk Reduction focuses on prevention and mitigation. It involves:
▪ Development and Implementation of Policies, Regulations and Standards
▪ Land Use Planning, Zoning, Building Codes, Structural Best Practices
▪ Preparedness Planning, Investment Decision-Making, Institutional Frameworks and System
▪ Education/Training, Public Awareness

Components of Risk Identification

▪ Understanding the Nature of Hazards
▪ Understanding the Nature of Vulnerabilities

Disaster Response and Recovery

▪ Focuses on relatively narrow window post-event
▪ Focuses on triage, stabilization, bridging back to “normal” state.

Comprehensive Disaster Risk Management Framework

Paradigm Shift from Reactive to

Proactive Mode…

Disaster Risk Management R= HxV

Framework C

The government pursues a comprehensive disaster management framework that encompasses

disaster risk reduction, mitigation, and preparedness in the pre-event, and disaster response, rehabilitation
and recovery in the post-events as well as emerging concerns, and anchored on the national authority’s
programs thrust aimed to, among others, implement the Hyogo Framework for Action 2005-2015 Building
the Resilience of Nations and Communities to Disasters with the five (5) Thematic Areas/Priorities for
Action, as follows:

1. Governance. Ensure that disaster risk reduction is a national and local priority with a strong
institutional basis for implementation.
2. Risk Assessment and Early Waring. Identify, assess and monitor disaster risks and enhance
early warning.
3. Knowledge Management and Education. Use knowledge, innovation and education to build a
culture of safety and resilience at all levels.
4. Risk Management and Vulnerability Reduction. Reduce the underlying factors.
5. Disaster Preparedness. Strengthen disaster preparedness for effective response at all levels.

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Learning Exercise. 4.1. Disaster Risk Reduction and Management Concepts

1. What DRR Activities can take place in school?

2. What needs to be done to support these activities?

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3. Who needs to support this process?

4. How will the communities be involved?

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INPUT NO. 3. GEOGRAPHIC HAZARDS AND DISASTER RISK PROFILES OF THE PHILIPPINES

“Natural hazards are part of life. But hazards only become disasters when people’s lives and
livelihoods are swept away… let us remind ourselves that we can and must reduce the impact of disasters
by building sustainable communities that have long-term capacity to live with risk.”
-Former UN Secretary-General Kofi Annan

The Philippines is susceptible to various types of natural hazards due to its geographical location
and physical environment; being situated in the “Pacific Ring of Fire”, between two Tectonic plates
(Eurasian and Pacific), an area encircling the Pacific Ocean where frequent earthquakes and volcanic
activity result from the movements of said tectonic plates. In fact, the country experiences an average of
20 earthquakes per day (most are too weak to be felt). There are 22 volcanoes recorded to have erupted
in the history of the country. Also, being located along the typhoon belt/superhighway in the Pacific makes
it vulnerable to extreme weather events. An average of 20 typhoons/tropical cyclones visit the country every
year, with 5 of them considered the most destructive. Its 36,289 kms of coastline is also vulnerable to
tsunami, making the country also highly-susceptible to seal level rise and storm surges. Accompanying or
resulting from these tropical cyclone events are secondary phenomena such as landslides, floods,
flashfloods, tornadoes, drought and heavy monsoon rains.

Aside from the natural hazards, the Philippines also experiences human-induced incidents such as
urban/structural fires, air, land and sea mishaps, drowning, collapsed structure, epidemic/disease outbreak,
food poisoning, vehicular accidents, gas explosion, chemical poisoning, oil spillage, bombings, civil
disturbance, and complex emergencies, particularly those internally displaced citizens as a result of armed
conflicts mostly in Southern Philippines.

The consequences of disasters and the resulting environmental degradation pose a serious threat
to the economic development of the country. The country’s population density and extreme poverty worsen
the situation, making residents more vulnerable to natural hazards and public health emergencies.
Communicable diseases such as tuberculosis, malaria, dengue, H1N1 and HIV continue to pose significant
challenges.

Philippine Situationer
▪ Disasters, whether natural or human-made, affect everyone, especially the poor, children women
and the elderly who have the least capability to deal with disasters.
▪ From 1994 to 2003, some 2.5 billion people were affected by natural disasters alone worldwide,
which is an increase of 60% over the past decade
▪ More than 478,000 people were killed during this period
▪ Floods and earthquakes are the deadliest accounting for more than half of the casualties, and more
than 90% of those injured, homeless and needing assistance.
▪ Past disaster, events worldwide would indicate that the impact of disasters is most felt by
developing and underdeveloped countries, particularly the poorest segments of society.
▪ While government are primarily responsible for disaster managements however, everybody is
equally responsible to undertake disaster preparedness, mitigation, response and rehabilitation
activities to ensure one’s survival and safety during emergency situations.

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Philippine Disaster Risk Profile

▪ RP is vulnerable to almost all types of natural hazards becaus7e of its geographical location.

▪ Located within the Circum-Pacific belt of fires and along typhoon path, the Philippines becomes
exposed to natural perils like earthquakes, volcanic eruptions, typhoons and their resultant effects
like tsunami, landslides, floods and flashfloods.

▪ As an archipelago with 7,107 islands, the threat of tsunami affecting the country’s coastal areas is
not far-fetched.

▪ The Moro Gulf Earthquake with 7.6 intensity triggered a tsunami which affected Southern
Philippines and resulted to the death of around 3,800 persons and destruction of properties.

▪ Yearly, the country experiences an average of twenty (20) typhoons halves of these are destructive;
is a host to 300 volcanoes, twenty-two (22) of which are active, as well as active faults and trenches
that are potential sources of earthquakes.

▪ The country has also its episodes of human-made disasters such as urban fires, air, land and sea
mishaps, and complex emergency, mostly in Southern Philippines because of the secessionist
movement, coupled with a vulnerability to floods and other natural hazards.

▪ From 1970 to 2000, the Philippines incurred an average annual damage of Php 15 billion or USSD
300 Million due to disasters which have caused major setback in the country’s socio-economic
development.

▪ In 2004, the country experienced twenty-five (25) weather disturbances four of these occurring
successively in November and first week of December and brought massive landslides and flooding
in Southern and Central Luzon.

▪ Tropical Storm On

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Hazards in the Philippines

Hazard classification

1. Natural Hazards. are natural processes or phenomena occurring in the biosphere that may
constitute a damaging event. It can be classified by origin: geographical, hydro-meteorological and
biological.

a. Geographical Hazards. Natural earth processes or phenomena in the biosphere, which

include geological, neo-tectonic, geophysical, geomorphological, geotechnical and hydro-
geological nature. Examples: earthquakes, tsunamis, volcanic activity and emissions, mass
movements i.e. landslides, rockslides, rockfall, liquefaction, submarine slides, subsidence
surface collapse, geological fault activity.

b. Hydro-Meteorological Hazards. Natural process or phenomena of atmospheric,

hydrological or oceanographic nature. Examples; flood, debris and mud flows, tropical
cyclone, storm surge, thunder/hailstorms, rain and wind storms, blizzards and other severe
storms, drought, desertification, wild land fires, heat waves, sand or dust storms,
permafrost, snow avalanches.

c. Biological Hazards. Processes of organic or those conveyed by biological vectors,

including exposure to pathogenic micro-organism, toxins and bioactive substances.
Examples; outbreak of epidemics diseases, plant or animal contagion and extensive
infestations.

2. Technological Hazards (Anthropogenic Hazards). Danger originating from technological or

industrial accidents, dangerous procedures, infrastructure failures or certain human activities,
which may cause the loss of life of injury, property damage, social and economic disruption or
environmental degradation.

Examples:
Industrial pollution, nuclear activities, and radioactivity.
Toxic waste, dam failures, transport, industrial or technological accidents (explosions, fires, spills)

3. Environmental Degradation. Processes induced by human behavior and activities (sometimes

combined with natural hazards) that damage the natural resource base or adversely alter natural
processes or ecosystems.

Examples:
Land degradation, deforestation, desertification, wild land fires, loss of biodiversity
Land, water, and air pollution, climate change, sea level rise, ozone depletion.

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Learning Exercise 4.2. Geographic Hazards and Disaster Risk Profiles of the Philippines
Identify and make a list of hazard in your barangay.

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INPUT NO. 4. VULNERABILITY OF THE URBAN ENVIRONMENT

Vulnerability
• Defined as the characteristics of a person or group and their situation that influences their capacity
to anticipate, cope with, resist and recover from the impact of a natural hazard.
Urban vulnerability attributes:
1. Unplanned Urbanization is having increasingly devastating effects
2. Continuing social and physical degradation
3. Urban risk has been neglected
4. Damages from climate change will accelerate, as the world gets warmer
5. The link between disaster risk reduction and adaptation to climate change
6. Weak institutional arrangements
7. Lack of political feasibility
8. Insufficient knowledge, experience and capacity
9. Lack of acceptable standards of practice

Ways to create a Safer World are:

▪ Recognizing the environmental sustainability is a must for stopping a disaster
▪ Recognizing that social sustainability along with development is necessary for good risk reduction
▪ Recognizing information as a form of disaster response in its own right
▪ Supporting better access to information and communications along with technology for vulnerable
communities
▪ Building a partnership for sharing information with communities, local governments, media,
telephone companies and industries
▪ Women and men of all ages from disaster affected areas and wider local populations, including
vulnerable groups should receive information about the assistance programme and are given the
opportunity to comment to the assistance agency during all stages.

Vulnerability Assessment
Sample Exposure Rating of Community
Single Climatic Event: Flood
Community Category: Flatland/Urban
Exposure Rating Scale: Low = 1 Moderate = 2 High = 3
Instruction: Using the matrix below, assess your community’s exposure to the hazards and risks of
climate change.

Areas of Security Indicators of Exposure to Climate Change (CC) (Cite Exposure

instances of possible exposure to the hazards of Climate Rating 1-2-3
Change)
In what manner has climate change threatened or
affected these security areas?
Health Occurrence of water-borne diseases (e.g. amoebiasis, 2
diarrhea, cholera)
Life Death due to drowning and electrocution 3
Food Scarcity and/or contamination of food supply 3
Livelihood Temporary cessation of business activities, loss of profit, and 3
or income
Properties/Structures Damages to furniture, appliances, roads and bridges, houses 3
made of light materials
Peace and Order Looting 3
Way of Life (Culture) Hoarding of relief goods 3
Local Environment Uprooting of trees, landslides, contamination of potable 3
water sources
Total 23
Average 2.9

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Response-Ability Rating of Community

Single Climatic Event: Flood

Community Category: Flatland/Urban
Exposure Rating Scale: Low = 1 Moderate = 2 High = 3

Community Indicators of Ability to Respond to Hazards and Response-

Institutions/Sectors disasters due to Climate Change Ability
Cite concrete actual or potential indicators of Rating
capabilities) 1-2-3
In what ways the sectors are capable or prepared to
respond to hazards, threats, risks and disasters in
your community?
Health Workers/Centers Health education on prevention and treatment of water- 2
borne disease

Free consultation, treatment and distribution of adequate

supply of medicines
Food Donation of relief goods 1
Producers/Manufacturers
(Farmers, Fishermen, etc) Transport of food supply
Businessmen/Business Donation of cash and goods 2
Establishments
Offering of transportation and services
Clerics/Religious/Religious Offering temporary shelters 2
Groups
Solicitation and distribution of relief goods

Counseling
Local Government Allocation for calamity fund 2

Assessment of damage

Mobilization of emergency response

Civic Groups Donation of relief goods and medicines 2

Transport of food supply

solicitation
Non-Government Donation of relief goods and medicines 2
Organizations
Transport of food supply

solicitation
Schools Donation of relief goods and medicines 2

Transport of food supply

solicitation
Military/Police/Emergency Mobilization of emergency/rescue teams 2
Response Groups
Utilization of emergency/disaster equipment
Total 14
Average 1.8

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Learning Exercise 4.3. Vulnerability of the Urban Environment

1. Describe 2 ways by which vulnerability is linked to environment

2. Response-Ability Rating of Community

Single Climatic Event: Storm/Flood/Drought etc.

Community Category: Upland/Flatland/Coastal
Exposure Rating Scale: Low = 1 Moderate = 2 High = 3

Community Indicators of Ability to Respond to Hazards and Response-

Institutions/Sectors disasters due to Climate Change Ability
Cite concrete actual or potential indicators of Rating
capabilities) 1-2-3
In what ways the sectors are capable or prepared to
respond to hazards, threats, risks and disasters in
your community?
Health Workers/Centers

Food
Producers/Manufacturers
(Farmers, Fishermen, etc)

Businessmen/Business
Establishments

Clerics/Religious/Religious
Groups

Local Government

Civic Groups

Non-Government
Organizations

Schools

Military/Police/Emergency
Response Groups

Total
Average

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Learning Exercise 4. 4. Disaster Risk Reduction Management and Mitigation

Encircle the ten (10) words related to disaster risk reduction management, clues of which are provided
below.

J H N E O I A R O E L H A F U F D I O
F N Y D H R X L S S A S I T H I S L E
J D I S A S T E R M A N A G E M E N T
E P O P Z M A Q T M I D T S N Y D R T
S W E T A H I S E H W C K H L P H Q H
I H E C R I S K S N O C N B U N B W N
L C R E D C L E W P M L Y M O I F R F
O D S W S D E R A Q B T J I L E V T B
H H E Q T T H B J K I E T Q K S S Y S
H Y Y H L W P V K L G C M W N R V U B
Z Y O O I M D J I J U R M F E C C O U
F N O G T S R B K D W G K T Q K O P Q
M I S G I T R H E J Q N S V W O W L A
X E E O P E M R W H G A L H T H P M C
C H H G N T K F Q A S L O L H J N G M
Q W E L F S L J H I S W E R H Y L Z L
Z X U C I W E T D T Y U I O P P O X K
G V J R L D F H L H Y U K J L E H G T
T H M B A S D F G H P I I Y E Q V M O

Clues:

1. Concept that lessens the adverse effects of an emergency and thus stops a disaster
2. Natural or man-induced phenomena or activities which pose threat to people’s lives, limbs,
properties and socio-economic conditions
3. Degree or chance and frequency that hazards will affect or impact people and communities
4. Level of susceptibility or resiliency of the people and communities against the impact of hazards
5. Highest policy-making body for emergency management programs in the Philippines
6. Acronym of the organization that named the Philippines as the first worldwide on most number of
disasters in 2009
7. Progressive or sudden events brought about by natural or human-induced hazards that cause
losses and sufferings
8. Disaster management plan paradigm that has become dominant in the 21 st century
9. ________________ framework of action 2005-2015. a global blueprint for disaster risk reduction
10. Republic Act No. 10121 ________________ Act of 2010

19
 MODULAR UNIT 5

Environmental Awareness and Protection

“I think the environment should be put in the category of our national security. Defense of our resources is
just as important as defense abroad. Otherwise what is there to defend?”

-Robert Redford, Yosemite National Park Dedication, 1985

Learning Objective:

At the end of this modular unit, students are expected to:

▪ Understand and verbalize concepts and principles of environmental education;

▪ Value the importance of Environment Education as a way of developing the youth to be good
citizens; and
▪ Formulate action plan that shall address environmental concerns.

Overview

Environment Education is a process which is very useful to human beings in order to manage well
their environment and instill the right behavior that serves as key to sustainable development.

This module discusses the current environmental situation in the Philippines. It describes the
environmental pressures brought about by rapidly increasing Filipino population. As you realize the stressful
effects of people’s environment, we hope that you will also realize that environmental degradation has
become a major social concern. Likewise, we hope that such realization will help you to be more aware of
our responsibilities in protecting and enhancing the Philippine environment. And that with such new
awareness, is the emergence of another Filipino Youth who is committed to take an active stewardship role
in “saving the present for the future”.

INPUT NO. 1: BASIC CONCEPTS AND LAWS GOVERNING ENVIRONMENTAL EDUCATION

Environmental Education
Refers to organized efforts to teach about how natural environments function and, particularly, how
human beings can manage their behavior and ecosystems in order to live sustainably. The term is often
used to imply education within the school system, from primary to post-secondary. However, it is sometimes
used more broadly to include all efforts to educate the public and other audiences, including print materials,
websites, medica campaigns, etc. Related disciplines include outdoor education and experiential education.

Environmental education is a learning process that increases people’s knowledge and awareness
about the environment and associated challenges, develops the necessary skills and expertise to address
the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take
responsible action (UNESCO, Tbilisi Declaration, 1978)

20
Importance of Environment Education

1. All major natural resources in the country are in grave danger of irreparable damage.
2. A society cannot survive if its natural resources are rendered unfit for use by its people.
3. The only hope of salvaging this grave situation is by making the young aware that they need to
proactively begin to protect the environment they will inherit.
4. Science and technology can help in a limited way but cannot deliver it.
5. It is a moral and ethical education for changing people’s attitude.
6. To protect children living in polluted regions, environmental education represents a relevant means
of prevention.
7. It is a need of the time to propose environmental education delivered with moral concept,
8. It is conceived to sustain participation of the citizens especially the youth particularly in combating
ill effects of climate change.

Relate Laws in Promoting Environmental Education

Republic Act No. 9512

▪ An act to promote environmental awareness through environmental education and for other
purposes.
▪ This act is known as the “National Environmental Awareness and Education Act of 2008”.

Republic Act No. 9003 (January 26, 2001)

▪ 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 thereof, and for other purposes.

Republic Act No. 9275 (March 22, 2004)

▪ An Act providing for a comprehensive water quality management and for other purposes.

Republic Act No. 8749 (June 23, 1999)

▪ “Philippines Clean Air Act of 1999” an act providing for a comprehensive air pollution control policy
and for other purposes.

Republic Act No. 9147

▪ An act providing for the conservation and protection of wildlife resources and their habitats,
appropriating funds therefor and for other purposes.

Republic Act No. 9175

▪ An act regulating the ownership, possession, sale, importation and use of chainsaws, penalizing
violations thereof and for other purposes.

21
CHED Memorandum Order No. 33 Series of 2009

Subject: Integration of Environmental Education in the Tertiary Education Curriculum particularly the Civic
Welfare and Training Service Component of the National Service Training Program.

Definition of Terms

1. Biodegradable. Any material that can be broken down by naturally occurring organisms such as
bacteria and fungi in air water and soil.

2. Composting. Biological degradation under controlled conditions.

3. Domestic Waste. Refuse from households, as distinguished from industrial waste, hospital waste,
etc, which maybe classified as a biodegradable or non-biodegradable.

4. Food Materials. Include certain kind of seeds, pulp, peelings, pickles, sweet or snacks.

5. Hazardous Waste. Special types of waste containing the chemical biological and radioactive
elements which are harmful to human health.

6. Incineration. The controlled process by which combustible materials are burned and changed into
gases and residues that contain litter or no combustible materials.

7. Non-biodegradable. Any material that cannot be degraded or decomposed by naturally occurring

organisms such as bacteria and fungi in air, water and soil.

8. Putrescible. A substance that decomposes at certain temperature in contact with air and moisture
generally containing nitrogen.

9. Recycling. The re-use, retrieval, recommission of element/matter for any and all purpose
necessary to healthful and productive living; the process by which waste materials are transformed
into new products in such a manner that the original products may lose their identity.

10. Solid-waste. Include anything thrown away such as garbage, rubbish, trash, litter, junk and refuse
of any source.

22
INPUT NO. 2. THE SEVEN ENVIRONMENTAL PRINCIPLES

1. Nature knows best.

▪ 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 processes if one would like to ensure a continuous and steady supply
of resources.
▪ One natural process that needs serious attention is nutrient cycling. In nature, nutrients pass
from the environment to the organisms and back to the environment. Any disruption in the
cycle can bring about imbalance.
▪ For example, burning of farm wastes instead of allowing them to decompose naturally disrupts
the cycle. In burning, most of the organic compounds are lost. The combustion products bring
greater havocs as in the case of carbon dioxide build-up, which results in the warming-up of
the earth, or the so-called “greenhouse” effect.
▪ Nature has also its built-in mechanisms to maintain balance of homeostasis – the availability
of nutrients, conduciveness of the environment for growth and reproduction, and the feeding
relationships that exist between and among organisms which serve as population controls. For
example, the rat population is controlled by the presence and number of its predators, e.g.
snakes.
▪ The use of chemical pesticides and fertilizer disrupts check and balance in the ecosystem.
Pesticides can either kill vital organisms directly or induce genetic changes that result in
resistant pests or organisms. Chemical fertilizers increase the acidity of the soil through time
making a number of nutrients unavailable and thus, unfit for the survival of plants and other
organisms.
▪ History and our experiences are full of examples to prove the validity of this principle. In fact,
this principle only surfaced when many of the detrimental effects of technology were
recognized and coined thereon as “ecological backlash”.

2. All forms of life are important.

▪ 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
specie, it is apparent that all loving things must be considered as invaluable in the maintenance
of homeostasis in the ecosystem.
▪ It is easy to appreciate the beautiful butterflies, especially knowing their important role in
pollination. The giant beasts – elephants, the whales, the alligators – are objects of awe and
the products they yield – ivory, oil, leather, respectively – are highly prized. But when it comes
to unlovely, wriggly, and troublesome creatures, this principle is unusually overlooked.
▪ For instance, it has been customary for many to step on any wriggling creature (e.g.
earthworms) without even considering why God made them in the first place. People also react
adversely to the presence of snakes. At home, spiders are looked with disdain. Awareness of
the snake’s role in the limiting the rat population and of the spider’s role in checking the
population of mosquitoes and flies may, however, change this attitude.

3. Everything is connected to everything else.

▪ 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.

▪ In a lake ecosystem, the organisms are linked to one another through their feeding habit/level
and are also dependent on other physio-chemical factors in the lake (e.g. amount of nutrients,
amounts and types of gases, temperature, PH, etc.) at the same time, the physio-chemical

23
 factors in the lake are influenced by the terrestrial environment that surrounds it. The fertilizers
that reach the lake cause a faster growth of phytoplankton, which may lead to algae bloom,
red tide, or other such phenomena.
▪ This principle may be discussed in local, regional, or global perspective. Deforestation in the
mountains may affect the lowlands through floods, drought, and erosion. Whatever happens
to one country may affect other countries. An example of this is the Chernobyl accident, which
affected a lot of countries through the transfer of radioactive substances by natural agents
such as wind and water, as well as human activities like the export of contaminated food.

4. Everything changes.
▪ It is said that the only permanent thing is change. As a general classification, change may be
linear, cyclical or random. As example of linear change is evolution of species, which has
brought about higher and more complex type of organisms. Cyclical change may be
exemplified by seasons and the rhythms in floral and faunal life stages that go with the
seasons. An example of random change is the eruption of Mt. Pinatubo, which brought about
great upheaval in many parts of Luzon and changes in the topography of the land.
▪ The environment is constantly changing. Organisms also evolve through time. However,
human technology has affected these natural changes often to a problematic extent. Although
mutation is a natural change, pesticides have induced insect mutations, which are not matched
by natural checks and balances.
▪ Humans should rethink their relationship with the environment. Changes that they think may
be beneficial to the environment often turn out to be disastrous. Environmental technologies
should be given priority if humans would want more positive changes in the environment.

5. Everything must go somewhere.

▪ When a piece of paper is thrown away, it disappears from sight but it does not cease to exist.
It ends up elsewhere. Gases released in smokestacks may disperse but it will end up a
component of the atmosphere or brought down by rains. What a particular type of waste does
to the earth’s repository should be of concern to us. It may be a pollutant or a resource
depending on certain factors.

▪ Since wastes are not lost to oblivion, and even goes back to one’s own backyard in some other
forms, it is important that one becomes aware of the different types of wastes – whether they
are hazardous or not. Classification of wastes facilities their proper disposal and minimizes, if
not prevents, the entry of toxic wastes in vital ecosystems and ensures reconversion into useful
forms.

6. Ours is a finite earth.

▪ 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 resource 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 such as
pollution. To ensure that these resources will be continually replenished, it is essential to know
how much of a resource can be consumed at a given time to balance the rate of exploitation
with the rate of replenishment.

▪ Just how long would the earth be able to sustain demands on its resources? This is a question
that needs serious reflection. Unless the factors of population growth, lifestyles and polluting
technologies are checked, the collapse of the earth might be inevitable.

24
 ▪ Awareness of the earth’s limited resources leads to a conscious effort to change one’s
consumerist attitude as well as to develop processes and technology that would bring about
effective recycling of a great number of resources.

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

▪ 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 live in is
destroyed with it will go Homo Sapiens.

▪ This principle is inherent in all religious and tribal beliefs. Teachings of Christianity, Buddhism,
and Islam enjoin everyone to respect all life and the order of nature. Words of Chief Seattle,
Macli-ing Dulag and Chito Mendez, point to our duty to discern the true worth of modern
systems and techniques to reject those that degrade and promote those that elevate the
human condition.

25
Learning Exercise 5.1 Seven Environmental Principles

Contextualizing the Seven Environmental Principles to the Philippine Setting. Translate the environmental
principles into concrete examples/explanations based on contemporary situation.

Environmental Principle Concrete Example/Explanation

1. Nature know best

2. All forms of life are important

3. Everything is connected to everything

else

4. Everything changes

26
5. Everything must go somewhere

6. Ours is a finite earth

7. Nature is beautiful and we are stewards of

God’s creation

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INPUT NO. 3: CLIMATE CHANGE

What is Climate Change

▪ Climate Change is any change in climate over time whether due to natural processes or as a result
of human activity.
▪ It is a change pf climate which is attributed directly or indirectly to human activity that alters the
composition of the global atmosphere and which is, in addition to natural climate variability,
observed over comparable time periods (United Nations Framework Convention on Climate
Change),

How does it occur?

▪ Climate Change is caused by the increasing volume of Greenhouse Gases (GHG) in the
atmosphere. Greenhouse gases are gases that absorb and re-emit infrared radiation, warming the
earth’s surface and contributing to climate change (UNEP 1988). These gases are water vapor,
methane, carbon dioxide, nitrous oxide, ozone, hydrofluorocarbon, perfluorocarbon, sulfur in
hexafluoride. When these gases increase in volume, more solar heat will be trapped resulting to a
warmer atmospheric condition. This phenomenon is known as the “greenhouse effect”.
▪ Global warming is the increase in the average temperature of the earth’s near-surface air and
oceans that is associated with the increased concentration of greenhouse gases in the atmosphere.

What are the effects of climate change or global warming?

▪ The warming of the Earth’s atmosphere results in the melting of snow covers and glaciers, the rise
of sea level, shorter winters, early springs, hotter summers and delayed coming of autumns, altered
forest productivity and composition, habitat shifts of some animals, changes in the behavior
patterns of flora and fauna, spread of diseases, stronger and more frequent typhoons, more floods,
severe droughts, stronger heat waves and heavier rains and more.
▪ These changes in the environment as a result of climate change have already made their impact
on human population in a global scale. Socio-economic problems and difficulties will be amplified
compounding the already heavy burden of the poor sectors. Agriculture becomes less or non-
productive due to droughts and flooding. Mounting social pressure on the damaging effects of
climate change will influence political priorities and direction.

CAUSES HAZARDS Community Exposure

to Hazards

CLIMATE
CHANGE
Global GEOLOGICAL
Natural
Warming COMMUNITY

HYDROMETEOROLIGICAL

Anthropogenic and
Industrial Processes
BIOLOGICAL Level of Coping Ability
(adaptive capacity)

28
What can be done locally?

The following can be done

1. Reduce the sources of greenhouse gas emissions or enhance their sink or capture (Mitigation).
2. Moderate the harmful effects of climate change and exploit its beneficial opportunities (Adaptation).
3. Support or join awareness raising of people in your locality/community about climate change.
4. Carry out concrete disaster prevention, mitigation, and management activities (Capacity Building).
5. Suggest or advocate the integration of climate change mitigation an adaptation into
organizational/institutional plans to mainstream this consciousness.
6. Lobby for and support climate change responsive policies and ordinances (Policy development).
7. Synergize efforts with other enlightened individual or group stakeholders.
8. Develop a stable resource mobilization mechanism or system to ensure and facilitate the flow of
financial and technical support to local implementers.

LIFE

PROPERTY

HEALTH

FOOD
CLIMATE Threat to
CHANGE SECURITY
LIVELIHOOD

WAY OF LIFE

ENVIRONMENT

29
Learning Exercise 5.2. Climate Change

To protect your community from the ill effects of climate change, illustrate creatively action points that you
can do to ensure safe, clean and friendly environment.

30
INPUT NO. 3: ECOLOGICAL SOLID WASTE MANAGEMENT

What is R.A. No. 9003?

▪ Improper solid waste disposal is probably the most important environmental concern facing local
governments. This is particularly true in the Philippines. In response to a garbage crisis, the first
bill that then Philippine President Gloria M. Arroyo signed into law in 2001 was Republic Act No.
9003 or the Ecological Solid Waste Management (ECOSWAM) Act which requires municipalities
to dispose of waste in a sanitary and environmentally friendly manner.
▪ The act created the National Solid Waste Management (SWM) Commission and prescribed the
establishment of an SWM board in each local government unit (LGU) and the formulation of ten-
year local ECOSWAM plans. The act states that the LGUs shall be primarily responsible for the
implementation of ECOSWAM services. It authorizes the local SWM board to impose fees on the
SWM services that the LGU or any authorized organization provides and pool these fees into a
solid waste management fund.
▪ Republic Act No. 9003 provides the legal framework for the country’s systematic, comprehensive
and ecological solid waste management program that shall ensure protection of public health and
the environment. It underscores, among other things, the need to create the necessary institutional
mechanisms and incentives, as well as imposes penalties for acts in violation of any of its
provisions.

The implementing rules and regulations of R.A. No. 9003 are contained in DENR Administrative Order No.
2001-34

What are the salient features of R.A. No. 9003?

a. Creation of the National Solid Waste Management Commissions (NSWMC), the National Ecology
Center (NEC) and the Solid Waste Management Board in every province, city, and municipality in
the country. The NSWMC shall be responsible in the formulation of the National Solid Waste
Management Framework and other policies on solid waste, in overseeing the implementation of
the solid waste management fund. The NEC, on the other hand, shall be responsible for consulting,
information, training and networking services relative to the implementation of R. A. 9003. The Solid
Waste Management Board of provinces, cities and municipalities shall be responsible for the
development of their respective solid waste management plans.
b. Formulation of the National Solid Waste Management Framework; 10-year solid management
plans by local government units consistent with the National Solid Waste Management Framework;
c. Mandatory segregation of solid waste to be conducted primarily at the source such as household,
institutional, industrial, commercial and agricultural sources;
d. Setting of minimum requirements to ensure systematic collection and transport of wastes and the
proper protection of the health of garbage collectors;
e. Establishment of reclamation programs and buy-back centers for recyclable and toxic materials;
f. Promotion of eco-labeling in local products and services;
g. Prohibition on non-environmentally acceptable products and packaging;
h. Establishment of Materials Recovery Facility in every barangay or cluster of barangays;
i. Prohibition against the use of open dumps;
j. Setting of guidelines/criteria for the establishment of controlled dumps and sanitary landfills;
k. Provision of rewards, incentives both fiscal and non-fiscal, financial assistance, grants and the like
to encourage LGUs and the general public to undertake effective solid waste management; and
l. Promotion of research on solid waste management and environmental education in the formal and
non-formal sectors.

31
How can we help solve the solid waste problem?

There are many ways to do it. A highly recommended formula is to adopt the 3Rs of Ecological Waste
Management: REDUCE, REUSE, AND RECYCLE

In addition to that, let us refrain from doing what have been prohibited under the law, to include but are not
limited to the following:

a. Littering, throwing, dumping of waste materials in public places like roads, sidewalks, canals,
esteros, parks and establishment;
b. Open burning of solid waste;
c. Allowing the collection of non-segregated or unsorted waste;
d. Squatting in open dumps and landfills;
e. Open dumping or burying of biodegradable materials in flood-prone areas;
f. Unauthorized removal of recyclable material intended for collection by authorized persons;
g. Mixing of source-separated recyclable material with other solid waste in any vehicle, box,
container or receptacle used in solid waste collection or disposal;
h. Manufacture, distribution or use of non-environmentally acceptable packaging materials;
i. Establishment or operation of open dumps; and
j. Importation of consumer products packaged in non-environmentally acceptable materials.

Classification of Solid Wastes

Sources and Types of Solid Wastes

Source Facility Type of Waste

Domestic Single family dwelling, multi- Food, paper, packaging, glass,

family dwelling, low, medium and metals, ashes, bulky household
high rise apartments waste, hazardous household
waste

Commercial Shops, restaurants, markets, Food, paper, packaging, glass,

office, buildings, hotels and metals, ashes, bulky household
motels, institutions waste, hazardous household
waste

Industrial Fabrication, light and heavy Industrial process waste, metals,

manufacturing refineries, lumbers, plastics, oils,
chemical plants, mining, power hazardous waste.
generation

Construction and Demolition Solid concrete, timber, steel,

plastic, glass, vegetation

Agricultural Waste Pesticides, farm wastes

32
Physical Composition of Solid Waste

General Composition Typical Composition Detailed Composition

Organic Food putrescibles Food, vegetables

Paper and cardboard Paper, cardboard
Polyethylene terephthalate (PETE)
Plastic High-density Polyethylene (HDPE)
Polyvinyl chloride (PVC)
Low-density Polyethylene (LDPE)
Polypropylene (PP)
Polystyrene (PS)
Other multi-player plastics
Clothing/Fabric Textiles, carpets, rubber, leather
Yard waste Garden trimmings
Wood Wood
Inorganic Metals Tin cans, ferrous metals, aluminum,
non-ferrous metals
Glass Colorless, colored
Dirt, ash, etc Dirt screening, ashes, stone, bricks
Unclassified Bulky items

Refuse Materials by Kinds, Compositions and Sources

Kind Composition Sources

Garbage Waste from preparation, cooking and Households, restaurants,

serving of food, market wastes from institutions, stores and
handling, storage and sale of produce markets.
Rubbish Combustible: paper, cartoons, boxes, Households, restaurants,
wood tree branches, yard trimming, institutions, stores and
wood, furniture, beddings, markets
Non-combustible: metals, tin cans,
metal furniture, dirt glass minerals
Ashes Residue from fires used for cooking and Households, restaurants,
heating and from on-site incineration institutions, stores and
markets
Street refuse Sweeping, dirt, leaves, catch basin dirt, Streets, sidewalks, alleys
contents of litter receptacles
Dead animals Cats, dogs, horses, cows Streets, sidewalks, alleys
Industrial waste Food processing waste, boiler house, Factories, power plants
cinders, lumber scraps, metal scraps,
shavings
Construction waste Scrap lumber, pipe, construction New construction,
materials remodeling

33
Hazardous Wastes
These are solid wastes or a combination of solid waste which identify concentration of physical,
chemical or infectious characteristics may do the following:
1. Cause or significantly contribute to the increase in mortality or an increase in serious irreversible
or incapacitating reversible illness; and
2. Cause a substantial present or potential hazard to human health or the environment when
improperly treated, stored or transported.

Hazardous Waste Management

▪ A comprehensive and integrated management of toxic substances and hazardous wastes which
adheres to the waste management hierarchy of source reduction, recycling, treatment and safe
disposal for the protection of personnel, environment and property.

Four characteristics of Hazardous Wastes

1. Ignitable-the substance causes or enhances fires
2. Corrosive-the substance destroys tissues or metals
3. Reactive-the substance reacts with others and may explode
4. Toxic-the substance is a danger to health, water food and air

The Three Main Goals of Hazardous Waste Management

1. Protection of the environment
2. Improvement of Public Health
3. Conservation of Energy

Integration Solid Waste Management (ISWM)

It is the selection of combination of techniques, technologies and management programs to achieve
waste management objectives.

Source Reduction and

Minimization

Recycling and Reuse

Transformation

Landfill

34
Zero Waste Management
▪ Zero Waste Management is an ecological method of handling wastes that
does not degrade the environment nor pollute air, water, soil and facilitate
their sanitary retrieval, reuse of recycling. This is one of the most friendly,
economical tool of contributing ecological welfare for human beings and the
community.

Modern waste reduction consists of three (3) components namely:

1. Reuse. Means re-utilization of materials for particular purpose.

2. Reduce. The process of lessening the fresh raw materials that affects air, water and land pollution
through proper waste disposal
3. Recycling. Involves processing used, unwanted materials (waste) into new products to prevent
waste of potentially useful materials.

It involves processing used, unwanted materials (waste) into new products to prevent waste of
potentially useful materials, reduce the consumption of fresh raw materials, reduce energy usage, reduce
air pollution (from incineration) and water pollution (from landfilling) by reducing the need for “conventional”
waste disposal, and lower greenhouse gas emissions as compared to virgin production. Recycling is a key
component of modern waste reduction and is the third component of the “Reduce, Reuse, Recycle” waste
hierarchy.

INPUT NO. 5. AIR POLLUTION AWARENESS AND PREVENTION

This section discusses the nature, types, sources and effects of air pollution. It gives the general
status of air pollution in the country, and summarizes the salient features of the Clean Air Act and suggests
ways by which to prevent pollution in the country, and summarizes the salient features of the Clean Air Act
and suggests ways by which to prevalent pollution.

Stationary sources of pollutants are factories, crematorium, incinerators, power plants, garbage
dumps, and construction sites. These emit particulates, nitrates, sulfur oxides and ammonia, they contribute
88% of the total airborne sulfur oxides and 68% of nitrogen oxides.

Accumulation in the atmosphere of gases from industrial solvents such as nitrous oxides and
carbon tetrachloride’s and carbon dioxide from burning of fossils fuels and deforestation have possible
effects on climate and human health.

Anthropogenic sources of air pollution have been increasing vehicles that ply the road of Metro
Manila are smoke belchers.

Among the different air pollutants, 6 th criteria pollutants such as ozone, carbon monoxide, lead, sulfur
oxides, nitrogen oxides and particulates determine air quality standards.

▪ Ozone is the major ingredient in smog. In the stratosphere it occurs naturally and acts as a filtering
mechanism for the harmful ultraviolet rays from the sun but in the lower atmosphere comprise what
mainly we see as grey smog suspended on air. Ozone is formed by a series of complex reactions
involving nitrogen oxides volatile organic compounds and sunlight. Smog or ground level ozone
may cause lung inflammation, decreased ability to breathe and susceptibility to respiratory diseases

35
 such as pneumonia, bronchitis, fibrosis, and premature lung aging. Children are susceptible to
ozone exposure.

▪ Carbon monoxide is a toxic, odorless, colorless gas produced during fossil fuel or biomass
burning. Carbon monoxide exposure can block oxygen to the brain and cause poor concentrations,
fatigue and death.

▪ Lead is one of the most toxic substance. Lead in gasoline remain by far the single largest source
of lead exposure in urban areas and poses the greatest threat to the public. A special hazard for
young children, several studies have shown that lead exposures can significantly reduce the IQ of
school-aged children. It has also been associated with aggressive behavior, delinquency and
attention diseases in boys, between 7-11 years of age. In adults, lead exposure has been related
to increased blood pressure and hypertension. In a 6-month study in 1992, lead dust reached an
average of 3.3 micrograms per cubic meter. Controlling the high lead pollution levels in our ambient
air should thus be given top priority.

▪ Sulfur oxides are gases formed by combustion. Industries and electric power plants account for
88% of sulfur dioxide emissions totaling 88,458 tons in 1990, causing bronchitis and impairment of
preliminary functions. They are also active ingredients in the formation of acid rain.

▪ Nitrogen oxides are gases produces from high temperature combustion in the air. It can cause
respiratory ailments like asthma and eye irritation. They are also an active ingredient in the
formation of smog.

▪ Particulates (also called soots) are minute, microscopic particles suspended in the air. They range
in size from 10 to less than 2.5 microns in diameter (one micron is roughly equivalent to 1/70 the
width of human hair). Annual average TSP (total suspended particulates) concentrations in Metro
Manila are 5x higher than the World Health Organization Air Quality guidelines. Particulates of the
coarse and varieties are so small that they can enter deepest regions of the lungs where they can
enter the bloodstream or become trapped in the lung tissue. Continuous exposure to particulate
can induce wheezing, chest pain, coughing and phlegm, as well as more severe diseases like
pneumonia, bronchitis, asthma, emphysema and cardiovascular diseases.

Air pollution is the presence of substances in the air in amounts harmful to humans, other animals
and/or plants. There are over 100 identified air pollutants.

The main categories of pollutants are:

1. Particulates are very fine solids, collectively referred to as total suspended particulates (TSP);
2. Carbon monoxide and oxides of nitrogen and sulfur;
3. Volatile organic compounds (VOCs); and
4. Ozone

These substances are associated mostly with fossil-fuel burning. Particulates are unburned by
hydrocarbons and soot or carbon. They result from incomplete burning of fuels. So does carbon monoxide.
VOCs are benzene and other aromatics that are formed from the production of gasoline in order to improve
its performance as fuel for vehicles. Ozone is formed from the reaction of VOCs and nitrogen oxides (NOs).
Oxides and sulfur are released because sulfur is naturally found in petroleum and coal. Oxides or nitrogen
are released as the high temperature of combustion catalyzes reaction between the nitrogen in the fuel and
air oxygen of the air.

36
Sources of Air Pollution
▪ Mobile Sources. 3.9 million vehicles are registered in the whole country. Around 80% use gasoline
and 30% use diesel. Only a small percentage of Filipinos own cars, 20% in Metro Manila. The rest
take public transportation.
▪ Stationary Sources. Stationary sources that account for most of the air pollution are emissions from
powerplants, cement plants and oil refineries.

Effects of Air Pollution from Fossil Fuels

▪ Sulfur and nitrogen oxides, particulate matter and soot irritate the mucous membranes of the
respiratory system. If irritation is prolonged, it can lead to respiratory disease – persistent cough,
emphysema, asthma, and other allergies, and worst, cancer. Carbon monoxide is hazardous
because it bonds strongly with hemoglobin of the blood, replacing oxygen. As a result, the tissues
and organs of the body are deprived of the vital gas, oxygen. Ozone causes a range of acute effects
including eyes, nose and throat irritation. It also impairs respiratory functions. Ozone is a highly
oxidizing gas that causes damage to materials so do sulfuric and nitric acid from sulfur and nitrogen
oxide, respectively.
▪ Benzene the most toxic VOC is highly linked to leukemia. It is also an agent in ozone formation.
▪ Another by product of combustion of carbonaceous fuels is carbon dioxide. It does not directly harm
people or other organisms and is thus not a pollutant in the usual sense of the word. However, too
much of it in the atmosphere destroys ecological balance.
▪ Increased temperatures will negatively affect agriculture, ecology of microorganisms and thus
incidence of diseases.
▪ The Philippines is a signatory to the United Nations Conventions on Climate Change and has
ratified the Kyoto Protocol. Under the latter, all signatory countries are committed to exert all efforts
to lower their greenhouse gas emissions. The Protocol invokes a special commitment from
developed countries to reduce their emissions to 5% less than their 1990 levels between 2008 and
2012. The Protocol will go into effect when it is ratified by 55 countries which should include
developed countries responsible for 55% of the emissions worldwide.
▪ Another class of substances that must be regulated is what is collectively known as
chlorofluorocarbons (CFCs). CFCs are unreactive for mattresses, Styrofoam and insulation.
▪ A group of substances that are common in our everyday lives but are extremely toxic are known
as persistent organic pollutants (POPs). These are either human made substances or products of
combustion or other processes undergone by human made products.
▪ Radioactivity is the most lethal form of pollution because it can readily destroy cells and tissues.
No more nuclear radiation should be introduced into our environment in addition to that which
naturally occurs in the background environment.
▪ Radioactive emissions come from nuclear power plants even in routing operations.

The Clean Air Act

1. Principles which state the over-all mandate of the State
2. Recognition of rights of citizens which the States shall guarantee
3. The noteworthy features of the Air Quality Management Systems are the provisions regarding
airsheds and non-attainment areas.
4. The act gives an initial list of hazardous air pollutants and guidelines for ambient air quality.
5. Prohibition and regulation of other substances.

37
a. Ozone depleting substances. Consistent with the Montreal Protocol of which the Philippines
is a signatory. ODS shall be phased out.
b. Fluorinated Greenhouse Gases identified in Kyoto Protocol to the United Nations
Framework on Climate Change.
c. Framework convention on Climate Change, the DENR shall prepare a plan to reduce
greenhouse gas emissions.
d. Persistent Organic Pollutants. The DENR shall prepare an inventory of POPs in the country
and a program for elimination of these substances.
e. Radioactive Substances. The Philippine Nuclear Research Institute, DENR and related
agencies shall regulate all projects that involves release of radioactive substances.
f. Pollution from Smoking. Smoking in any enclosed public space including public vehicles
and private spaces outside of one’s residence is strictly prohibited. This probation shall be
implemented by the LGU.
g. Leaded Gasoline. The manufacture, importation, sale, disposal of leaded gasoline and
engines and components requiring leaded-gasoline is prohibited.

38
Learning Exercise 5.3. Environmental Awareness and Protection

Identify what is being described or answer the given question. Write the letter that corresponds to your
answer on the blank.

______1. It is an alteration of the atmospheric condition over time due to natural and human-made factors.

a. Global Warming
b. Climate Change
c. Storm
d. Cyclone

______2. Which of these gases absorbs and holds heat?

a. Oxygen
b. Helium
c. Nitrogen
d. Carbon Dioxide

______3. It is a process by which the absorption of infrared radiation by the atmosphere warms the Earth.

a. Global Warming
b. Ozone Depletion
c. Greenhouse Effect
d. Precipitation

______4. Reducing the sources of greenhouse gas emission into the atmosphere or enhance their capture
is ___________.

a. Mitigation
b. Litigation
c. Radiation
d. Evaporation

______5. If a community is unable to cope with the adverse effects of climate change, it is said to be
_________.

a. Weak
b. Vulnerable
c. Unstable
d. Invincible

______6. An adjustment made to moderate the harm climate change brings

a. Adoption
b. Prevention
c. Protection
d. Adaptation

39
______7. When you develop human skills or build structures to reduce risks you are doing

a. Capacity Building
b. Facility Constructing
c. Training
d. Skills Honing

______8. Which of the words in the series below captures the meaning of the term “Anthropogenic”?

a. Humanity
b. Human-centered
c. Human-made
d. Humanoid

______9. One of these is hydrometeorological event

a. Rise in sea level

b. Earthquake
c. Landslide
d. Volcanic eruption

______10. One of these greenhouse gases is anthropogenic

a. Methane
b. Nitrous oxide
c. Carbon Dioxide
d. Hydrofluorocarbon

Enumeration

Three (3) Rs of Ecological Solid Waste Management

1.
2.
3.

Four (4) characteristics of Hazardous Wastes

1.
2.
3.
4.

Three (3) Main Goal of Hazardous Waste Management

1.
2.
3.

40
Write the letter that corresponds to your answer on the blank.

_____1. This is caused by airborne acidic pollutants and has highly destructive result.

a. Acid Rain
b. Sulfur Rain
c. Volcanic Eruption
d. None of these

_____2. Which of the following would not cause acid rain?

a. SO
b. SO2
c. CO2
d. NO2

_____3. Causes the environmental problem which are induced by humans

a. Anthropogenic sources
b. Natural causes
c. Material sources
d. None of these

_____4. The following would be the effects of acid rain, except

a. Deforestation
b. Rusting of iron
c. Destruction of status
d. None of these

_____5. It is also called greenhouse effect

a. Global Warming
b. Precipitation
c. Acid Rain
d. Deforestation

_____6. Primary greenhouse gas emitted from burning coal

a. NO2
b. Ozone
c. CO2
d. CO

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_____7. The following are causes of global warming, except

a. Overpopulation
b. Volcanic eruption
c. Burning of coal
d. Climate changes

_____8. The following are effects of global warming, except

a. Rising of sea level

b. Climate change
c. Overpopulation
d. Melting of ice

_____9. The following are examples of hazardous wastes, except

a. Mercury
b. Lead
c. Radioactive wastes
d. Nuclear powerplant

_____10. It is a bluish gas that is formed by 3 atoms of Oxygen

a. Ozone
b. Oxygen gas
c. Stratosphere
d. None of these

_____11. Main causative agent of ozone depletion

a. CFCs
b. NO2
c. SO2
d. SO3

_____12. Ozone is the protection of living organisms against

a. Infrared
b. Microwave
c. Radiowave
d. Ultraviolet rays

_____13. Forest type present in the Philippines

a. Rain forest
b. Coniferous forest
c. Deciduous forest
d. None of these

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_____14. The following are causes of forest destruction, except

a. Illegal logging
b. Acid rain
c. Kaingin System
d. None of these

_____15. The Ecological Solid Waste Management Act of 2001

a. RA 9003
b. RA 9163
c. RA 7707
d. RA 7610

43
 MODULAR UNIT 6

National Security Concerns

“One is left with the horrible feeling now that war settles nothing; that to win a war is as disastrous as to
lose one.”

- Agatha Christie

Learning Objectives:
At the end of this modular unit, students are exposed to:
▪ Articulate the concept of national security and peace in the promotion of national development
▪ Identify values that must be developed and strengthened among students in the furtherance of
national security and peace building; and
▪ Manifest concrete actions in forging national security and peace in the country.

Overview
Since the emergence of territorially based states as the political organizing principle in Europe after 1648,
the concept of security for the past 400 years predominantly meant “protection from violence”. According
to McNamara (1968) security, includes the promotion of economic political, and social development in “poor
nations” as:
▪ Means of preventing conflicts;
▪ Preserving a minimal measure of “global order” and stability

Based on the 1992 UNDP Human Development Report by Dr. Mahbub ul Haq, the new approaches to
security emphasize the critical interrelationship among the most daunting threats to human survival.
Security of all people everywhere – in their homes, in their jobs, in the streets, in their communities, and in
the environment.
We are entering a new era of human security where the concept of security will change, and change
dramatically. Security will be interpreted as:
▪ Security of people, not just territory;
▪ Security of individuals, not just of nations; and
▪ Security through development, not through arms.

Security is a national concern that every Filipino must consider to ensure peaceful existence of the state. It
shall be the State’s primordial concern as well as to secure its constituents.
According to Leozek Busgynski, ASEAN IV National Security in the Part Cold War Era, the absence of
threat to territorial integrity entails the maintenance of a harmonious relationship between its political
systems and values the external environment.

It is a condition or state of being where the Filipino people’s values, way of life institutions, welfare and well-
being, sovereignty and strategic locations are protected and enhanced.

In view of the above information, it is prime essence that in transforming the youth into responsible citizens
that orientation on concepts and mechanisms of national security be done effectively carry out the task of
community development. Hence this module was formulated to achieve the said purpose.

44
INPUT NO. 1. CONCEPT OF NATIONAL SECURITY

UNESCO National Commission of the Philippine (UNACOM) Secretary General and Foreign Affairs Usec.
Rosario G. Manalo stressed that the centerpiece of this perspective is an expanded view of national security
that should assure the safety and well-being of the nation as a whole. Any redefinition of security should
integrate such concepts as population issues, environmental protection, the eradication of hunger and
poverty, and the promotion of human rights, among others. A threat to national security may be:

1. Any action or sequence of events that threatens to drastically and quickly degrade the quality of
life of people; or
2. Any development that has the potential to greatly narrow the range of policy choices available to
the government or to non-governmental entities within the state.

Definition of Terms]

▪ Subversion. It is a group of conspiracy seeking to alter an existing system or government through

deceit and other unlawful means, or it is an act of an individual or group who seek to alter an
existing system through deceitful means.
▪ Communism. It is a theory which advocates elimination of private ownership. It tends to make the
society stateless and classless.
▪ Agitation. It is subversive technique to arouse hatred and anger among the people.
▪ Propaganda. It is a line of persuasion to influence the belief, emotion, behavior, attitude and
opinion of the target audience.
▪ Infiltration. Deception use of legal activities. This is used to exert influence and if possible, seize
control of target groups
▪ Politics. It is an art or science concerning the winning and control over a government.

Concept of National and Human Security (UNDP, Human Development Report 1994)
Human Security (Kofi Annan. “Secretary-General Salutes International Workshop on Human
Security in Mongolia
1. Seeks to “protect the vital core of all human lives in ways that enhance human freedoms and human
fulfillment”;
2. Requires “protecting people from critical and pervasive threats” and “empowering them to take
charge of their own lives”;
3. “protection and empowerement are mutually reinforcing and cannot succeed in isolation”; and
4. Emphasis on the “need for comprehensive, integrated and people-centered solutions that together
can help people develop the building blocks of survival, livelihood and dignity”. (UN Commission
on Human Security)

1994: UNDP referred to human security as having the following two aspects:
1. Safety from such chronic threats as hunger, disease and repression;
2. It means protection from sudden and hurtful disruptions in the patterns of daily life – whether in
homes, in jobs, or in communities. Such threats can exist at all levels of national income and
development.

45
UNDP listed the threats to human security under the following main categories

1. Economic security
2. Food security
3. Health security
4. Environmental security
5. Personal security
6. Community security
7. Political security

Human Security and Human Development

“Human security, in its broadest sense, embraces far more than the absence of violent conflict. It
encompasses human rights, good governance, access to education and health care and ensuring that each
individual has opportunities and choices to fulfill his or her potential.

National Security and Human Security

Every step in this direction is also a step towards reducing poverty, achieving economic growth, and
preventing conflict. Freedom from want, freedom from fear, and the freedom of future generations to inherit
a healthy environment – these are the interrelated building blocks of human – and therefore national –
security.”

Human and Ecological Security

Human and ecological security is a change in paradigm and value. A change in the concept of security from
the military phenomena to poverty, ecological degradation and rapid demographic change.

National Security (NSC Permanent Secretariat)

▪ Commonwealth Act No. 1 also known as National Defense Act, is the original policy basis of the
National Security Program of the Republic of the Philippines
▪ The principal functions of the department in 1991 were to defend the State against internal and
external threats and, through the Philippine National Police, to maintain law and order
▪ A condition or state of being where the Filipino people’s values, way of life, institutions, welfare and
well-being, sovereignty and relations are protected and enhanced:
1. Reformulation of National Security Definition
2. Expanded previous national security concepts by taking into account the close
relationship and interdependence among security, development and governance;
3. NSC and a multi-sectoral group examined the relationship between national security
and human security in a process of conceptual re-definition.
4. Fundamental elements of national security:
a. Socio-Political Stability
b. Territorial Integrity
c. Economic Solidarity and Strength
d. Ecological Balance
e. Cultural Cohesiveness
f. Moral-Spiritual Consensus
g. External Peace or International Harmony

46
Threats to National Security
Types of Threats
1. Rebellion or Insurrection. A refusal or obedience or order. It may, therefore, be seen as
encompassing a range of behaviors from civil disobedience and mass nonviolent resistance, to
violent and organized attempts to destroy and established authority such as the government.
2. Terrorism. The systematic use of terror especially as a means of coercion.
3. At present, the International community has been unable to formulate a universally agreed, legally
binding, criminal law definition of terrorism. Common definitions of terrorism refer only to those
violent acts which are intended to create fear (terror), are perpetrated for an ideological goal, and
deliberately target or disregard the safety of non-combatants (civilians)
4. Murder. As defined in most countries, is the unlawful killing of another human being with intent (or
malice aforethought), and generally this state of mind distinguishes murder from other forms of
homicide.
5. Kidnapping and Serious Illegal Detention. The taking away or transportation of a person against
the person’s will, usually to hold the person in false imprisonment, a confinement without legal
authority. This may be done for ransom or in furtherance of another crime, or in connection with a
child a custody dispute.
6. Hijacking/Highway Robbery. This crime of taking or attempting to take something of value by
force or threat of force and or by putting the victim in fear. In common law, robbery is defined as
taking the property of another, with the intent to permanently deprive the person of that property,
by means of force or fear. Precise definitions of the offense may vary between jurisdictions.
Robbery differs from simple theft in its use of violence and intimidation.
7. Crimes involving destruction. It may apply either as a measurable degree of damage up to and
including a state beyond use or repair, or it may indicate a state wherein such damage is occurring
and continuing. Something ‘being destroyed’ is in a ‘state of destruction. e.g. Self-destructive
behaviors, suicide, demolition.

Internal Threats
1. Moro Islamic Liberation Front (MILF) and Abu Sayyaf Group (ASG)
2. Communist Party of the Philippines/New People’s Army/National Democratic Front
(CPP/NPA/NDF)
3. Organized Crime
4. Grave incidence of poverty
5. Economic sabotage
6. Graft and corruption
7. Severe calamities
8. Persistent environment degradation

External Threats
1. Smuggling of firearms and contraband, illegal migration and the occasional movement of foreign
terrorists through the porous borders of our south-western frontier
2. Lingering effects of the currency crisis affecting the countries within the Association of Southeast
Asian Nations (ASEAN)
3. Serious economic disparity between rich and poor nations
4. Ethnic, religious and cultural conflict
5. Proliferation of weapons of mass destruction (WMD)
6. Transnational organized crimes
7. Natural disasters and environmental issues
8. Cybernetic crime

47
Learning Exercise 6.1 Concept of National Security

I. Read each item carefully, write TRUE if the statements is correct and write FALSE if the
sentence is incorrect.

1. National security in the Philippines does not play an important role in the lives of
Filipino people.
2. The President of the Philippines serves as the commander of chief in terms of
emergencies
3. The main function of the Department of National Defense is to defend the state
against internal and external threats and, through the Philippine National Police,
to maintain law and order.
4. The President of the Philippines must have at least nine other members that will
compose the National Security of the country.
5. President Joseph Ejercito Estrada reestablished the council in 1999 through an
executive order.
II. If given a chance to be the overall-in-charge of the National Security Council of the country,
what will your three (3) priority security programs for your countrymen? Explain

48
INPUT NO. 2. UNDERSTANDING VALUES OF PEACE

“Since wars begin in the minds of men [and women], it is in the minds of men [and women] that the
defenses of peace shall be constructed.”
- (UNESCO Preamble)

Peace defined
▪ The concept of peace varies according to the people who give meaning to it, based on the work
they do and the cultural context they come from. Some of these concepts are:
1. “Peace is not just the absence of war. It is the wholeness of life where every person can
live with dignity.” (Mindanao Church Peace Congress, 1996)
2. “The new name of peace is development.” (Pope Paul VI, Popularum Progressio)

▪ Peace is not just the absence of war or violence. It is more than just the absence of war because
its absence does not always mean peace. Peace, as positively defined, means the presence of
harmony, understanding, tranquility, social justice, respect, and tolerance – meaning the
enhancement of life. In other words, it is the general well-being of the individual. Peace should be
viewed at different levels.

1. Personal Level. Refers to the development of inner harmony or inner integration characterized by
such qualities as self-respect, self-confidence ability to cope with negative feelings (fear, anger,
insecurity, and shame), and developing positive attitudes such as cheerfulness and optimism.

2. Interpersonal Level. Is manifested by the relationship of an individual with one another. The
interpersonal level peace can be shown in terms of:

a. Assertiveness. The capacity of the individual to express one’s views or exercise one’s
rights without being aggressive (injuring or violating the rights of others) or submissive
(denying one’s own views or rights).

b. Respect. To recognize the worth of others regardless of differences in social position,

culture, origin, ethnic grouping or gender.

c. Concern for Others. An awareness and understanding of their needs, feelings, and
condition and extending appropriate consideration for such.

d. Cooperation. The capacity and willingness to work with others to achieve a common goal.

e. Open-Mindedness. The willingness to approach difficult sources of information, people,

and events with a critical but open mind.

f. Humility. The virtue to accept and recognize that others may have the ability similar or
maybe more than you have and that recognition enables you to accept your own limitations.

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

49
 a. Social Responsibility. An awareness of one’s responsibility for the common welfare and
the willingness as well as the readiness to work for it.

b. Interdependence. An awareness of the impact of the decisions and actions of individuals

and groups on one another.

c. Social Justice. Requires an awareness and recognition of the civil, political, economic,
social, and cultural rights, especially of the more marginalized sectors of society and the
willingness to promote and defend them.

4. Global Level. Is similar to the social and national level peace, global level peace is concerned with
attaining related issues that have global impact or scale such issues include among others the
issue of unfair trade relations, racial discrimination, terrorism, militarization, environmental
degradation, xenophobia, and others.

a. Respect for the Environment. The value of recognizing the importance of the resources
in the environment as indicated by the act of preserving and conserving them. Also, the
efforts initiated to protect the resources of the environment.

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

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

d. Cultural Appreciation. A recognition of the presence of different cultures and such

difference give us the opportunity to learn from one another.

50
Learning Exercise 6.2. Understanding Values of Peace

Sketch two persons communicating to each other. Demonstrate how this interpersonal level peace is shown
in your own experience.

51
INPUT NO. 3. CREATING CULTURE OF PEACE

“if we are to reach real peace in this world… we shall have to begin with children.”

- Mahatma Gandhi

Peace Education
▪ is a holistic response as it is concerned with the issues and problems including militarization,
structural violence, human rights, cultural solidarity, environmental care, and personal peace. It
sees the interconnection between theory and practice and recognizes the links among the various
transformative goals and strategies (Toh, 1997)

▪ It is education that is directed to the full development of the human personality and to the
strengthening of respect for human rights and fundamental freedoms. It promotes understanding,
tolerance, and friendship among all nations, racial, or religious groups.

▪ Peace education aims to develop international understanding and universal brotherhood

Some countries that have peace education initiatives have common concerns such as:

1. Addressing violence at all levels;

2. Providing the individuals with understanding of the forces and factors within the social system;
3. Developing a future world that is less violent, more just and secure;
4. Promoting the symbolic relationship between humans and nature;
5. Eliminating the threats of war, violence, and environmental destruction and
6. Aiming for a peaceful equitable and ecologically sustainable future.

As such, peace education aims to develop among its students the values of:
1. Understanding multi-cultural society;
2. Inculcating peace to the youth and promoting peace among nations;
3. Resolving conflict peacefully;
4. Love for other persons;
5. Self-esteem, cooperation, communication, environmental concerns, and multi-cultural and global
awareness; and
6. Attaining inner peace.

Culture and Peace

▪ Developing the culture of peace was recognized as the development of creative life-styles and
practical ways of dealing with conflict that make violence and oppression obsolete. To promote a
culture of peace, it must be systematically integrated into formal education. However, some
problems are encountered in this effort as observed in the experience of Toh (1997), particularly in
Notre Dame University, Cotabato City, Philippines:
1. Peace education does not only promote critical understanding but also empowerment and
action for transformation.
2. An authentically holistic orientation towards peace education needs to promote critical
thinking and problem solving on contemporary and societal problems facing the Philippines.
3. Although peace education is gaining momentum, there are forces within the wider
Philippine society and global context that can lay the seeds for more conflict and
peacefulness.

52
The Steps in Non-Violent Actions
1. Information Gathering-well-informed research
2. Education-information gathered is transmitted to others
3. Personal Commitment-not a job but a commitment to offer one’s life for a cause
4. Negotiation-you are not a non-violent person if you do not open yourself for negotiation
5. Reconciliation and Healing – produce both truces and settlement

Role of Schools in Promoting Values of Peace

1. Peaceful pedagogies or strategies in teaching
2. Disarmament education, discourage parents from buying war toys
3. Avoid sexist education, language curriculum
4. Encourage student’s cooperative/collaborative activities rather than competitive one
5. Encourage students to discuss the roots of conflicts so that they can propose alternative ways of
solving them peacefully
6. Encourage students to undertake activities that promote intercultural dialogue to develop
intercultural understanding and tolerance

Reference:

Florida C. Labaguen, Ed.D, Carmelo John E, Vidal, D.A, Alexander I. Ramos, MPA, Ricky Prisco E.
Moralde, M.A., Remedios B. Placer, M.A., Eden V. Rendorio, MPA, et. al. (2012) Cyberwiz, Understanding
the National Service Training Program, Mutya Publishing, Inc. ISBN 978-971-821-289-9

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