Enrico U.

Baula

School-Based Solid Waste Management Initiative in the

Philippines: Lessons and Experiences of the
Toyota Auto Parts and Sta. Rosa City Partnership
Enrico U. Baula
Behavioral Sciences
De La Salle University-Manila
enrichko@hotmail.com

Abstract
Through the collaboration of multiple sectors, a four-year project on school-based solid waste
management is initiated in the city of Sta. Rosa in Laguna. This paper synthesizes the experiences
of the students, teachers, and school administrators during their solid waste management
program development and implementation. Using document reviews, focus group discussions,
and key informant interviews, the studys goal is to draw out the lessons learned and identify the
best practices from the first batch of participating high schools. The programs success relies on
the collaboration of both public and private sectors of the community. Within the school, the
participation of the student body, faculty, and administration is critical in achieving an effective
solid waste management program. It is essential for all stakeholders to be actively involved. This
will ensure that the next batches of schools will achieve sustainability in their respective solid
waste management programs.

Introduction
The Philippine government drew up a decree to further the environmental cause. On
July 24, 2000, the Philippine Congress enacted RA 9003 or the Ecological Solid Waste
Management Act. This Act provides 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. This Act mandated the Department of Education (DepEd), the
Technical Education and Skills Development Authority (TESDA), the Commission on
Higher Education (CHED), the Department of Environment and Natural Resources
(DENR), and other concerned government agencies to incorporate ecological solid
waste management in the school system at all levels (RA 9003, 2000).
This trend towards enlisting educational institutions had been taken up by private
organizations after the National Solid Waste Management Commission (NSWMC)
established a comprehensive approach in Mainstreaming Ecological Solid Waste
Management in the Philippine Educational System Project. Through the
implementation of the DENR, the project sought to enhance the capacity of students
waste management through an Ecological Solid Waste Management Training Program.
The NSWMC-Secretariat developed the Trainers Training Program not only to instruct
September 2010 Legazpi City, Philippines

205

School-Based Solid Waste Management Initiative in the Philippines: Lessons and Experiences of the Toyota Auto
Parts and Sta. Rosa City Partnership

students but also to teach them how to train other students about solid waste
management. The ultimate goal was to empower the students, teachers, and school
administrators to create their own school-based solid waste management program
(Ecological, n.d.).
From February 28 to March 1, 2007, TAP sponsored the Young Environmental
Stewards (YES) Trainers Training Workshop at Caleruega, Nasugbu, Batangas. The
projects goal was to utilize the SBSWM approach for the improvement of the social
and environmental welfare in Sta. Rosa City through multisectoral collaboration. It
aimed to provide training for all 64 public and private high schools in the city and in the
end, integrate SWM concepts, principles, and practices in the high school (year 1 to
year 4) curriculum. The program will be completed in 2011.
The NSWMC provided TAP with the Ecological Solid Waste Management
Handbook (Solid Waste Management Made EasyA Do-It-Yourself Guide to
Community-Based Ecological Solid Waste Management Programme) as the foundation
for the training modules used in the Trainers Training Workshop. Technical speakers
for the training consisted of representatives from United Nations Development
Programme (UNDP), DENR, Environmental Management Bureau (EMB), Community
Based Ecological Solid Waste Management Council (CBESWMC), Laguna Lake
Development Authority (LLDA), Save Silang Santa Rosa River (S3R2), and TAP. The
lectures were on RA 9003, community-based ecological solid waste management, air
and water quality management, and proposed ecological solid waste management
modules for schools.
In order to motivate the pilot schools to participate in the SBSWM program, TAP
organized a SBSWM Program Competition. For six months, TAP with consultants from
the LGU, DENR, NSWMC, and S3R2 conducted a monthly monitoring and evaluation
of the progress of the SBSWM programs. Substantial cash rewards, donated by TAP,
were awarded to the top 3 school performers to aid in their future SBSWM endeavors.
NSWMC provided the evaluation instrument for the competition.
As part of the SBSWM project, TAP also awarded a research grant to De La Salle
University-Manila to conduct a study on the experiences of the pilot schools in their
first year of SBSWM program implementation and development.

Rationale
The pilot project of the SBSWM covering 15 schools in Sta. Rosa, Laguna for SY
2007-2008 is already completed. When TAP conducted a training workshop on solid
waste management for students, teachers, and school administrators, they made sure that
inherent in the accomplishment of the project was the succeeding research and analysis
of the experiences of its pilot implementation. The goal of this study was to draw out
the lessons learned from the experiences of the first batch of selected high schools.
Knowing what additional assistance the schools may need, how they can help the next
batch of schools, what other activities they can recommend, and how they intend to
make their SWM program sustainable are just some of the questions that were
206

4th Asian Rural Sociology Association (ARSA) International Conference

Enrico U. Baula

addressed by this study. Results of this study would not only improve the existing
SWM program of the schools but will also serve as guide to the succeeding batches of
schools in creating their own sustainable SWM programs.
This study assessed the first year implementation of the SBSWM program in Sta.
Rosa, Laguna. It looked into the experiences of the students, teachers, and school
administrators in their SBSWM development. Specifically, the study aimed to: a)
identify the perceptions of the different stakeholders on the SBSWM program; b)
identify the roles of the stakeholders in the implementation of SBSWM program; c)
analyze the issues and challenges encountered in the course of piloting and
mainstreaming; and d) identify the SBSWM best practices that emerged in the schools
programs.
Implementation Framework of the SBSWM Program
The process of analysis is represented in this SBSWMP model (see figure 1). The
framework is composed of three main parts: a) inputs from the public and private
sectors, b) participation of school stakeholders, and c) lessons learned for program
enhancement.
The planning and implementation of the SBSWM program involved the
participation of and investments from various private and public institutions. The
involvement of these institutions made available the necessary political support,
organizational structure and resources (human, material, and financial) needed to effect
participation of the stakeholders in the schools. Inputs from these institutions included,
among others: Toyotas coordination and funding of the Trainers Training Program
(representing the private sector input); the LGUs provision of technical assistance
(representing the public sector input), and De La Salle Universitys generation of
research papers on solid waste management (additional private sector input). These
inputs facilitated the participation of the school stakeholders.
Central to the framework is the participation of the school stakeholders. The
stakeholders participation covers: a) their perceptions on the SBSWM program, b) the
roles and activities they are engaged in, and c) the issues and challenges they
encountered during program implementation.
Adapting specific roles and the creation of SWM activities are also affected by the
issues and challenges encountered by the stakeholders. This shows how the stakeholders
address the problems in the program development and how they adapt their roles and
activities to improve their SBSWM program.
Lessons and strategies for improvement are drawn from the analysis of processes in
the stakeholders participation. Recommendations are fed back to the private and public
institutions where policies can be modified, organizations restructured, and resources
redistributed to create a more effective SWM program with a greater impact on change
and sustainability.

September 2010 Legazpi City, Philippines

207

School-Based Solid Waste Management Initiative in the Philippines: Lessons and Experiences of the Toyota Auto
Parts and Sta. Rosa City Partnership

Figure 1. School-Based Solid Waste Management Program

Review of Literature
The primary cause of ecological degradation is the fact that there are too many
people living in too unequal societies who are making use of too many unsustainable
technologies and are consuming too many resources, which eventually produce too
much waste. Sustainability may be brought about through smaller populations living in
relatively equal societies, making use of appropriate green technologies, consuming
responsibly, reusing waste, and producing less waste.
With the Earths human inhabitants being the way they are, however,
environmental deterioration continues to increase. The rapid depletion of natural
resources is happening in all nations and significantly straining the quality of the
planets water, soil, and air. The pattern of production and consumption begs the
question: can the Earths natural resources feed and sustain a growing and increasingly
urbanized population? It is estimated that the Earths renewable natural resources has
declined by over thirty percent over the last thirty years while the demands on them has
increased by fifty percent (Strategies, 2001).
This environmental deterioration is made worse by the indiscriminate disposal of
waste materials. Whenever something is thrown out or is considered to be waste,
resources are lost. This called for the extraction of more natural resources to replenish
our societys never ending need for more products. Inevitably, these new products are

208

4th Asian Rural Sociology Association (ARSA) International Conference

Enrico U. Baula

used and eventually thrown away as waste and the cycle continues. As our waste piles
up to infinity, the Earths natural resources only become more noticeably finite.
There is a further and more direct consequence to the continual accumulation of
waste. The figurative term buried in garbage manifested itself literally in the Payatas
tragedy in Quezon City. Payatas is a 12-hectare dumpsite that is inhabited by around
311,500 people who make a living from scavenging and selling trash. Two typhoons
that hit Metro Manila loosened the mountain of garbage and in the morning of July 10,
2000, it eventually came crashing down on an estimated 300 shanties, killing 224
people. The dumpsite was temporarily closed. Six months after the disaster, having no
alternative dump sites, the Payatas dumpsite was reopened (Bildan, 2003).
Besides the threat to our lives, indiscriminate dumping has led to our streets being
lined with trash and to the flooding of our urban dwellings. Our health is threatened
when canals, clogged by garbage, become breeding grounds for insects that bring about
diseases like cholera and dengue. Respiratory diseases are also brought about by the
burning of garbage in our backyards. Landfills produce methane gas which is a potent
greenhouse gas.
As the primary contributor to solid waste in the world, how can man and his man
made organizations contribute to the management of solid waste?
Ecological solid waste management as defined by RA 9003 is the systematic
administration of activities which provide for segregation at source, segregated
transportation, storage, transfer, processing, treatment, and disposal of solid waste and
all other waste management activities which do not harm the environment. Part 6, Rule
21, Section 2 of RA 9003 states that the DepEd, TESDA, CHED, DENR, and other
concerned government agencies, shall aggressively incorporate ecological solid waste
management in the school systems at all levels, emphasizing the involvement of school
administrators, teaching and non-teaching staff, and studentry in school-wide and
nearby community waste management actions, and in strengthening of the waste
management content in the curricula.
Due to the ever-increasing population, rapidly increasing urban setting, and the
corresponding mountain of waste generated, it is a reality that local authorities lack the
financial, technical and human resources to manage its own wastes. With such
limitations they therefore become unable or unwilling to deliver and maintain this urban
service. Faced with an overwhelming task, it is the practice of LGUs to seek assistance
from non-government organizations (NGOs) and other public and private institutions in
managing its solid waste. This collaborative approach also makes use of community
involvement in waste segregation, storage, collection, and recycling.
Responding to the call for a more environmentally responsible nation, the LGUs, in
cooperation with various institutions and NGOs throughout the Philippines, had
engaged in solid waste management programs at the community level. A number of
these activities focused on educating and training the Filipino youth about the proper
solid waste management in their respective schools. By harnessing the idealism of the
September 2010 Legazpi City, Philippines

209

School-Based Solid Waste Management Initiative in the Philippines: Lessons and Experiences of the Toyota Auto
Parts and Sta. Rosa City Partnership

youth, student leaders can influence their fellow students and parents to become catalyst
for change not only in their schools but also in their communities.
SBSWM is being practiced in varying degrees in a number of schools throughout
Metro Manila. Quezon City had launched the Green School Brigade program where
students from six public elementary schools were encouraged to bring recyclable wastes
and take them to their schools in exchange for school supplies or grocery items
(Reganit, 2008). Marikina City instituted the Eco Savers program in 2004, requiring
students from 18 public elementary schools to bring recyclable garbage from their
households to their schools (Best Practices, 2007). Thirty-six schools in Makati City had
also been chosen to engage in waste segregation (Recycling, 2008).
One hundred students from five partner schools were chosen as participants to the
training program. The partner-schools include: Emilio Aguinaldo Integrated School,
Isaac Lopez Integrated School, Bonifacio Javier National High School, Eulogio
Rodriguez Vocational High School, and Rizal Experimental Pilot School for Cottage
Industries. After the training, the schools waste management programs were monitored
and evaluated for a period of six months, from August 2006 to April 2007. The LGUs in
Bulacan, Nueva Vizcaya, and Sorsogon followed suit and had replicated the program.
The program had also been implemented and privately financed by the Municipal
government of Imus, Cavite, Samsung Electronics Philippines Manufacturing Corp. in
Calamba, Laguna, and Toyota Autoparts Inc. in Sta. Rosa, Laguna (Aguinaldo, 2008).

Methodologies
The study utilized three qualitative methods to gather data from the sample schools:
Document Review. Published and unpublished materials were reviewed including
newspaper and online articles on the program, journals, reports, and SBSWM
competition results. Transcripts of the Focus Group Discussion (FGD) on the
participants (from all 15 schools) perceptions and experiences in their 6-month
SBSWM program development and competition were also reviewed. This also included
the survey results on the participants evaluation of the activities, lectures, and lecturers
on the designed Trainers Training program.
Key Informant (KI) Interviews. Face-to-face interviews with selected schools
teachers (2) and administrator (1) were conducted. The key informants were chosen
based on their participation and involvement in the Trainers Training Program,
SBSWM Program, SBSWM Competition and Evaluation. The information from the KIs
was also used to validate dates, names, and other information from the document
review. A digital recorder was used with the informants permission.
Respondents for the KI interviews were taken from the top seven school performers
(out of 15 pilot schools) in the SBSWM competition. The top school performers in the
first batch were chosen because they represented the best practices of SBSWM, and
thus, it was assumed that they would be the best source of information particularly in
terms of drawing out lessons and experiences in effective program implementation.
210

4th Asian Rural Sociology Association (ARSA) International Conference

Enrico U. Baula

Focus Group Discussion (FGD). Participants of the FGD were also taken from the
top seven school performers in the SBSWM competition. The teachers and the students
who participated in the training program were asked to identify other students who were
involved in the SBSWM program development, whether they participated as individuals
or as a member of a science group/club, student government or an environmental
organization. A maximum of 10 students were chosen for the FGD.

Results and Discussion

The data gathered from the top seven school performers showed that effective
SBSWM involved certain conditional factors:
Effective school performers had more comprehensive SBSWM programs.
Schools which engaged in SBSWM for a while managed to get their SWM initiatives to
the next level or to weave a more comprehensive and logistically complex program.
This could also be seen as a marker of how much the schools SWM program has
progressed through the years. Those ranked first and second were the only schools with
their own fully functional MRFs. When standards and objectives were met, new
standards were created and more complex objectives were set. Change was constant and
necessary. It is not enough for the next batch of students to simply replicate the SWM
initiatives set by their predecessors. It is their responsibility to learn from past
experiences and make the necessary changes to improve upon their own SBSWM
programs.
SBSWM in schools became more effective with multiple activities/initiatives.
Schools ranked 5th and 6th had a smaller number of SWM initiatives. Schools ranked 1st
through 4th had more than ten initiatives implemented in their schools. It is important to
make use of varying and interesting initiatives. Multiple initiatives on SWM could cater
to the interests of a wider audience. A heterogeneous group of students interested in
SWM means a more participative student population.
SBSWM in schools became more effective with multiple participating student
groups. More student organizations participating in the schools SWM means a broadbased support for the program from the student population. The top two ranking schools
had three or more student organizations involved in their schools SWM while the lower
ranked schools had only one.
Besides multiple initiatives, multiple student organizations involved in their
schools SWM is critical in an effective SBSWM program. Participation is the key.
Creating a specialized student organization for SWM is not necessary; allowing already
existing student groups to be involved in their schools SWM makes for more
participation composed of a heterogeneous population.

September 2010 Legazpi City, Philippines

211

School-Based Solid Waste Management Initiative in the Philippines: Lessons and Experiences of the Toyota Auto
Parts and Sta. Rosa City Partnership

It was critical for the schools administration to fully support the SBSWM
program. The data showed that full support from the school community was critical in
achieving an effective SBSWM program. All the schools had full support from their
school administration except the 7th ranked school.
The experience of School 7 in their SWM exemplifies a chain reaction of inaction.
The very participative leaders of the student government and YES could not properly
develop nor implement the schools SWM program on their own. The absence of a
supportive faculty, a resource of leadership and role models greatly hindered their
programs development. This negatively impacted the students, the followers who could
only get so far without proper guidance. The faculty could not be motivated to lead nor
act because the school administration had given them no reason nor created a policy to
do so. There was no policy in place requiring the faculty to neither promote nor support
the schools SWM program.

Recommendations
SBSWM program should be institutionalized in the schools. Following up on
schools with established SWM programs is important to maintain its sustainability. The
longer SWM is practiced in a school, the higher is the chance that it will be
institutionalized. As time passes and experience is gained, SBSWM evolves from an
inconvenient activity to an instilled reality in the consciousness of the school
community. The consistent monitoring and development of the schools SWM program
can assure its sustainability. Perhaps, a secondary SBSWM competition can be
implemented for the participating schools in the past. This competition will involve all
previously-trained schools competing for the Most Improved or Most Developed
SBSWM program. This gives an incentive for the poor performing schools in the past
to do better, and the top performing schools to further improve and sustain their
SBSWM programs.
More technical assistance on SWM should be granted to future recipient
schools. Results from the key informant interviews and FGDs show that there is a need
for more SWM workshops or seminars. TAP and other public or private organizations
can provide more resource speakers and more SWM workshops to the recipient schools
after the training workshop. Though the Trainers Training Workshop is much
appreciated by all, follow-up workshops or seminars would be even more helpful. The
programs effectiveness can be improved if resource speakers can go to the participating
schools and give a talk to the larger student population. This, of course, is in support of
the schools development of their own SBSWM program.
Additional inputs from private and public sectors should be granted to future
recipient schools. Obtaining more technical assistance on SWM and organizing more
SWM workshops have been heavily favored by the school community over acquiring
financial support from outside organizations. These, however, do not negate the fact that
financial support can be used to organize and enhance initiatives, specifically initiatives
focused on information, education and communication of SBSWM. Besides providing
additional workshops and technical support, these organizations can offer financial
212

4th Asian Rural Sociology Association (ARSA) International Conference

Enrico U. Baula

incentives to schools who are encouraged to develop their SWM information campaign.
At the very least, they can provide the materials and prizes in school competitions
which promote SWM. Private sectors can enable schools to gain access to their
resources such as multimedia devices and seminar halls or rooms. They can finance and
facilitate school outings, camping trips, summer activities and immersions, which deal
with environmental and SWM issues. At best, financial support can be used as
incentives for schools to develop and improve on their SBSWM programs. For example,
grants can be awarded to schools that can produce a paper or manual on their SBSWM
program.
Participating schools should be grouped into categories in the future. Instead of
randomly assigning schools in batches, an assessment of the schools prior experience
in SWM shall be taken into consideration. Schools with little or no experience in SWM
shall be grouped together and schools with existing SWM program/s shall be placed in
another category. The performance of schools can be more effective if they are grouped
with other schools with relatively the same level of knowledge and skill in SWM.
Grouping can mitigate lesser performing schools from becoming demoralized when
competing with better performing schools. More experienced schools in SWM are better
challenged when similarly grouped. In the same way, training can be adjusted to suit the
needs of schools from different categories. Instead of a generic workshop, trainings and
workshops can be specific, taking into account the strength and weaknesses of the
group.
More student leaders from different student organizations should be involved
in the SBSWM program. School administrators, faculty, and students who were
interviewed, recommended for the inclusion of more teachers and more students in
future Training Workshops. Training more capable student leaders will gain more
followers and train other students in SWM. TAP should recommend for the
involvement of student leaders and/or members of different student organizations as
participants to the training programs that may be conducted in other schools in the
future. Having trained students coming from different school organizations allow for a
wider base of influence. This can facilitate more participation from the student
population.
The school administration should fully support the SBSWM program. The
schools SWM program cannot be effective without the full support of its
administration. How do we then motivate/require the school administration to support
their schools SWM program? Looking back at the framework of the study, the impetus
of the SBSWM program comes from initiatives of the public and private sectors. Local
government agencies could involve themselves in the supervision of schools. They have
the authority to mandate schools, specifically the schools administration, to support the
SBSWM program. If they wish to do so, they also have the authority to impose
sanctions on schools that fail to be involved in SWM.

September 2010 Legazpi City, Philippines

213

School-Based Solid Waste Management Initiative in the Philippines: Lessons and Experiences of the Toyota Auto
Parts and Sta. Rosa City Partnership

Acknowledgement
The author would like to thank the Toyota Autoparts Philippines not only for
initiating the School-Based Solid Waste Management program in Sta. Rosa, Laguna, but
also for sponsoring studies such as this to ensure the sustainability of the program.
Immense gratitude is also extended to Dr. Ma. Elena Chiong-Javier for her patience,
direction, and untiring support. This study would not also have been possible without
the active cooperation and involvement of the pilot schools in the SBSWM program.

References
Aguinaldo E. (2008). National and local initiatives on solid waste management and
implementation of 3Rs in the Philippines. ADB Urban Day Conference.
http://www.adb.org/Documents/Events/2008/ADB-Urban-Day2008/presentation-SolidWaste-Emy-Aguinaldo.pdf (November 7, 2009).
Best practices in local governance: Eco Savers, Marikina City. (2007). Galing Pook Foundation.
http://www.galingpook.org/awardees/2007/2007_outstanding_marikina.htm (November 5,
2008).
Bildan, L. (2003). Disaster Management in Southeast Asia an Overview. Asian Disaster
Preparedness Center. www.redat.be/.../Regional/ADPC%20-%20Lolita%20 Bildan%20%20Disaster%20Management %20in%20Southeast%20Asia.pdf (January 20, 2008).
Ecological solid waste management training module. Mainstreaming Ecological Solid Waste
Management in the Philippine Educational System Project.
Recycling
on
Christmas:
Makati
to
launch
3B
sa
Pasko
2008
http://www.makati.gov.ph/portal/news/view_news.jsp?news_id=2075 (November 10, 2008).
Reganit, C. (2008). QC launches green school brigade. Retrieved http://balita.ph/2008/09/22/qclaunches-green-school-brigade-metro/ (November 5, 2008).
Republic Act No. 9003, The Ecological Solid Waste Management Act 2000.
Strategies
for
Sustainable
Development.
(2001).
The
www.oecd.org/dataoecd/34/10/2669958.pdf (November 28, 2007).

214

4th Asian Rural Sociology Association (ARSA) International Conference

DAC

Guidelines.