National

Service
Training
Program

Civic Welfare,
Literacy, and Military
Training Services – 1
Manual
(A Revision)
UC-NSTP 2

By:
Austria, Ramir S.
Agnawa, Marcelino M.
Malecdan, Paul M.
ACKNOWLEDGMENTS

The authors recognize the following who were instrumental for the revision
of this manual:

First and foremost, the authors would like to give praise and thanks to the
Almighty God for all His gifts, especially for the wisdom and love, from above;

UC Board of Trustees, Executive Council, Academic Affairs Council, and

the whole UC Administration for the thrust and confidence they had extended:

The College of Teacher Education for the all the motivations and
encouragements that challenged the re-birth of NSTP and its manual;

The original authors of UC-NSTP manual from its birth to the latest
material produced (Benjamin Alo, Ramir Austria, Ramsay Colorado Sr., Danilo
Cong-o, Luis Corpuz, Jennifer Dindin, Eliseo Ruiz, Charlotte Santos, Jesus
Soloria, Dionisio Tandingan, Roldan Ta-a, Edna Velasco);

The NSTP Faculty for all their support and motivation;

The NSTP students and volunteers for you are the reason in completing
this manual.

Thank you very much.

Authors
UC-NSTP 3

TABLE OF CONTENTS

Title Page 1
Acknowledgments 2
Table of Contents 3
UC Philosophy 4
UC Vision 4
UC Mission 4
UC Core Values 4
UC Hymn 5
UC March 5
Grading System 6
Criteria for Group Dynamics 6
Policies on Attendance 6
Introduction 7
Learning Guide 9
First Dimension 10
Module 1: NSTP Laws and Policies 11
Module 2: Drug Education 18
Second Dimension 26
Module 3: Human Transformation 27
Module 4: Gender and Development 32
Third Dimension 40
Module 5: Emergency Preparedness 41
Module 6: Environmental Education 50
References 57
UC-NSTP 4

UNIVERSITY OF THE CORDILLERAS

Philosophy, Vision, Mission, and Core Values

UC Philosophy: (ERA)
UC believes that EDUCATION of the people is the foundation of a
progressive nation, in the REARING of the youth towards civic efficiency and the
development of moral character and the benefits of higher education shall be
made ACCESSIBLE to everyone who deserves it.

UC Vision: (SIPAT)
UC envisions itself as a community of SCHOLARS aggressively
INVOLVED in the pursuit of knowledge who help PRESERVE Filipino culture and
values to ACT positively by training them to THINK critically and creatively.

UC Mission: (FILL)
UC’s mission is to provide FUNCTIONAL knowledge and skills, dynamic
INTERACTION, and LEADERSHIP in various disciplines for a better quality of
LIFE.
The University of the Cordilleras shall pursue the following:
1. Develop a teaching-learning environment that is conducive to inquiry and
independent thought;
2. Empower its constituents for responsible and functional leadership in the
quest for economic progress and the equitable distribution of the national
wealth;
3. Contribute to the appreciation of historical and cultural heritage of the
Filipino and the human race;
4. Be Actively involved in the molding of a national identity, the formation of
the national purpose, and the attainment of unity and brotherhood among
Filipinos;
5. Cultivate a Deep sense of moral and spiritual values in order to enhance
the development of humane and just individuals;
6. Expand its scholarship by making it available to a wider segment of the
community;
7. Intensify the University’s community involvement and research programs;
and
8. Regularly update its Curricular offerings to keep abreast of the ever-
changing knowledge environment.

UC Core Values:
UC-NSTP 5

To Teach – focused and engaged in the formation of professionals

To Research – enhancing mankind’s body of knowledge
To Give Back – serving our communities; serving our country; serving
our fellowmen

UNIVERSITY OF THE CORDILLERAS HYMN

Composer: Dr. Rodolfo Cornejo

Hold high the torch

Let its blaze reach all corners,
Throughout the world
To lighten the course of darkness.
Keep wise and well
Not forgetting fidelity,
To our Alma Mater wherever we may be
Keep our hearts together
With glowing love and loyalty.

Hold tight the shield

And defend our dear country,
We must not yield
To threats made upon our safety.
This is the pledge
We shall keep till our dying day,
To our Alma Mater wherever we may be
Keep our hearts together
With glowing love and loyalty.

UNIVERSITY OF THE CORDILLERAS MARCH

Composer: Dr. Rodolfo Cornejo

Up the zigzag road you will find your way

Leading to the gate of learning
Give the place some thought
You can’t go astray
There is where you’ll hear them singing

‘Neath the tall and stalwart pine tress

Our Alma Mater proudly stands
Over hills and over valleys
With full command upon the strand;
There is where my mind is nourished
With the wisdom that I need
There is where I reap some knowledge
UC-NSTP 6

My heart to strengthen my creed.

Hear the murmur of those pine trees

Feel the softness of mountain breeze
If you have some ambition, the right inspiration
You’ll find in the Baguio Colleges.

Grading System
Uniform - 20%
Attendance - 30%
Class Participation - 20%
Examination - 30%

Computation of Final Grade

½ Midterm Grade + ½ Tentative Final Grade

Criteria for Class Participation (Group Dynamics)

Participation - 10 points
Execution - 10 points
Content - 10 points

Uniform
NSTP official t-shirt
Maong (denim) pants
Rubber shoes
Group ID

Policies on Attendance
- Students are required to be in class on time.
- Students who report to class 15 minutes after the official start of the class
will be considered tardy.
- Three (3) accumulated tardiness consecutive or not is equivalent to one
(1) absence.
- Three (3) unexcused absences whether consecutive or not will make the
student dropped from the class.
- Coming in after the first checking of attendance is considered tardy.
- Coming in after the break is considered absent.
- Absence / none appearance during the second checking of attendance is
considered escape, therefore will be marked absent.
- Student reported to OSAS due to absences has to seek re-admission
before attending the class.
UC-NSTP 7

INTRODUCTION

“When we think about the kind of character we want for our young
people, it’s clear that we want them to be able to judge what is right,
care deeply about what is right, and then do what they believe to be
right – even in the face of pressure from without and temptation from
within”
Thomas Lickona, Educating for Character

When adults discuss what they want for young people, there is remarkable
agreement. They want young people to grow up healthy and productive, able to
take responsibility and form positive relationships in the family and community.
Becoming this kind of person involves using basic values as guidelines for
personal decisions and actions and holding firm to these values in difficult
situations.
The National Service Training Program (NSTP), is a civic education and
defense preparedness program students instituted by the Government of the
Philippines on 5 January 2000 by virtue of Republic Act 9163, otherwise known
as the "National Service Training Program (NSTP) Act of 2001.
Instead of the military science courses for males, the NSTP courses for
both male and female students have been offered starting First Semester 2002-
2003. The NSTP has three components: the Civic Welfare Training Service
(CWTS), the Literacy Training Service (LTS), and the Reserve Officers Training
Corps (ROTC). Students are required to take two NSTP courses under the
component of their choice. Foreign students are exempted from the NSTP.

Civic Welfare Training Service (CWTS)

This program component is designed to provide students with
activities contributory to the general welfare and betterment of life for the
members of the community especially those devoted to improving social
welfare services.

Literacy Training Service (LTS)

This program component is designed to train students in
teaching literacy and numeracy skills to schoolchildren, out-of-school
youths, and other segments of the society in need of their services. The
hope is to continue learning on a peer - to - peer interaction.
UC-NSTP 8

Military Training Service (MTS)

This is also known as Reserve Officers’ Training Corps (ROTC)
which is designed to provide military education and training for students to
mobilize them for national defense preparedness. This is also a glimpse
for young people to see how military life is and encourage them into
service.

Graduates of the ROTC program component are organized into the

Citizen Armed Force, while graduates of the LTS and CWTS program
components are organized into the National Service Reserve Corps (NSRC)
administered by the Department of National Defense, the Commission on Higher
Education and Technical Education and Skills Development Authority.
National Service Training Program (NSTP) incorporates a clear set of
values that most people agree are necessary and important for successful living.
Opportunities for positive values to be modeled, supported, and reinforced are
integral to all program activities.
It is therefore imperative to equip the youth with the knowledge and
competencies that would assist them to effectively deal with themselves and the
community. This manual hopes to assist students to fully understand youth
welfare and development.
But more than anything else, the Manual capitalizes on the learners’
capability to be empowered by harnessing their self-awareness and that of
others, and by honing their skills so that together they could work hand in hand
as they go about shaping their future into the mold of glory that would benefit all
the generations to come.
UC-NSTP 9

LEARNING GUIDE

How to use this Manual

The NSTP Manual is ladderized such that it graduates from the knowledge
of oneself to establishing and nurturing healthy relationships with others. It
consists of six modules divided in three dimensions.

First, it harnesses one’s self-image and value system. It explores one’s

personal vision and goals until it graduates to the service to the community.

The Modules are PARTICIPATORY

The modules are designed in a way that they promote maximum

participation and active involvement of the learners through variety of structured
learning activities and group dynamics. All these in turn make learning fun and
enjoyable.

The Modules are USER-FRIENDLY

The Modules adapted the format of a manual to facilitate the effective

conduct of each module. Each dimension is provided with opening statements
that can guide the learner in achieving the set of identified objectives.

A detailed cue is also provided to help the learners ensure the smooth flow
of the activities. Further, to ensure the institutionalization of key messages, key
learning points are also provided in order to reinforce the students’ acquired
learning.
UC-NSTP 10

FIRST DIMENSION

OVERVIEW

Awareness has always influenced man’s involvement in one’s

environment. It requires him/herself to know and carryout the expected duties
and responsibilities of a responsive citizen. This paves way for man to transcend
or transform. However, involvement is not effective and meaningful when the
values and virtues are not the roots – or the main guide – of all actions and
behaviors. The First Dimension focuses on the modules on the Laws and
Policies of NSTP that includes the different components such as Civic Welfare
Training Service (CWTS), Literacy Training Service (LTS), and Military Training
Service (MTS) through the Reserve Officers Training Corps (ROTC) including
Development and National Security and Drug Education that deals with both drug
education and rehabilitation.

MODULE 1: NSTP Laws and Policies

Topics:
RA 9163 / IRR
The Three NSTP Components
Development Management and National Security
Definition of Terms
Nature of Development
Themes of Development Management
Dimensions and Elements of National Security
The Elements of National Security

MODULE 2: Drug Education

Topics:
Republic Act 9165
Art. II Unlawful Acts and Penalties
Art. IV Participation of the Family, Students, Teachers and
School
Authorities in the Enforcement of this Act
Drug Prevention and Rehabilitation
UC-NSTP 11

MODULE 1
NSTP LAWS AND POLICIES

I. SCOPE
A. Republic Act 9163 (RA 9163) and Implementing Rules and
Regulations (IRR)
B. Development and National Security

II. OBJECTIVES
At the end of the module, the students are able to:
A. Enhance one’s awareness on the nature and scope of RA 9163
B. Comprehend the relevance of the IRR
C. Appreciate the development and national security

III. CONTENT
A. RA 9163 / IRR

The Filipino youths are considered as the most valuable resource of the
country. The “Youth in Nation-Building Act” (RA 8044) which was enacted in 1995
established the National Youth Commission and the National Comprehensive
and Coordinated Program on Youth Development. This act defined the Filipino
youth as those with ages 15-30. Currently, the Philippines have a projected 85.2
million population. The youth comprises more than 40 percent of the total
population.
The National Service Training Program is also known as “An Act
Establishing the National Service Training Program (NSTP) for Tertiary Level
Students, Amending for the Purpose, Republic Act No. 7077 and Presidential
Decree No. 1706, and for other Purposes, Republic Act No. 9163. It was signed
into law in January 23, 2002 amidst the various calls of dissenting sectors for its
abolition or reform.
It invoked the constitutional provision regarding the “duty of the state to
serve and protect its citizens,” specifically Article II (Declaration of Principles and
State Policies), Section 2, which states that “The prime duty of the government
is to serve and protect the people. The government may call upon the people to
defend the state, and in fulfillment thereof, all citizens may be required under
conditions provided by law, to render personal military or civil service” (italics
supplied). This is the same principle that created and sustained the Reserve
Officers Training Corps.
UC-NSTP 12

The primary objective of the NSTP law is to promote the role of the youth
in nation-building. As such, it aims to encourage the youth to become civic
and/or military leaders and volunteers whom could be called upon by the nation
in cases their services are needed.

Compared with the ROTC which specializes in military training, and the E-
ROTC which granted three options for students yet was limited in
implementation, the NSTP law ensured that the three components – Civic
Welfare Service, Literacy Training Service, and Reserve Officers Training Corps
– will be given the same and equal implementation in educational institutions.
Moreover, it defined the different components, the duration

The Three NSTP Components

The National Service Training Program is composed of three different

components.
The Civic Welfare Training Service (CWTS) is geared towards activities
that have social impact through activities that could contribute to “health,
education, environment, entrepreneurship, safety, recreation and morals of the
citizenry”, thus the CWTS component of the NSTP stresses the importance of
youth involvement in broad programs or activities that will benefit the people.
The Literacy Training Service (LTS) has a more limited yet equally
useful objective that is to “train students to become teachers of literacy and
numeracy skills to school children, out of school youth, and other segments of
society in need of their service”. LTS thus specializes in the education of the
people, strengthening the education sector to empower the people through
education.
Meanwhile, the Military Training Service (MTS) or also known as the
Reserve Officers’ Training Corps (ROTC), is deemed equally important by the
NSTP law (it maintained its existence and nature mentioned in RA 7077) having
the primary objective to prepare the youth in national defense, became merely a
component of the program.
The program consists of two parts, the first being theoretical courses on
civic service and citizenship. The second part of the training program involves
the students applying what they have learned about civic service with actual
volunteer projects.
The NSTP required male and female students to undergo the program
they have chosen for two (2) semesters or one (1) academic year in contrast with
the ROTC which required males to take military training for four (4) semesters or
two (2) academic years. Students taking NSTP will get three (3) units from
taking the program; equivalent of 1.5 units every semester. Thus, in contrast to
the mandatory – yet free – ROTC, students will now have to pay for their NSTP.
This included the former cadets of the ROTC who enjoyed the free reservist
program. Also, the law states that private learning institutions could offer one of
the three options but required state colleges and universities to maintain their
ROTC units together with an alternative unit from the two other options. The law
UC-NSTP 13

also limited the existence of the ROTC in private and vocational institutions
requiring it to have 350 cadets for it to be called a unit, otherwise – and
considering other factors such as insufficient cadet number, lack of logistics to
support ROTC program of instruction (POI), etc. – cross-enrolling the students to
other schools for their NSTP is an option.
The goal of the law and of the program is to harness the strength and
capacity of the youth to contribute to nation-building, thus the National Service
Reserve Force was created to enlist CWTS and LTS graduates which is also
equivalent to the Citizen Armed Force of the ROTC. In the event that the state
will need people for its civic and literacy activities, it will merely utilize the
personnel of the reserve force, the student volunteers the NSTP-CWTS and the
NSTP-LTS has produced. As with the need of the Armed Forces for additional
force for its defense campaigns, it can easily use its body of reservists in the
Reserve Command.
With many strong youth-focused organizations in the government and
public sector, Filipinos are placing great importance on youth participation and
service. Programs like the National Service Training Program target youth in
schools, while others such as Volunteers for Information and Developmental
Service target young people
Article II, Section 13 of the Philippine Constitution recognizes the vital
role of the youth in nation-building, and promotes and protects their physical,
moral, spiritual, intellectual and social well-being. It shall inculcate in the youth
patriotism and nationalism and encourage their involvement in public and civic
affairs.
The provisions are reaffirmation and culmination of Dr. Jose P. Rizal’s
expectation that the “…youth are the fair hope of the Fatherland”. The roles
played by the youth in the past for nation-building had caught the attention of the
government. Their demonstrations and activism, though sometimes beyond
limits, opened the eyes and minds of Filipino leaders and functionaries for
needed reforms throughout the country. The Filipino youth, like his other
counterparts in some parts of the world, dared without fear the corrupt practices
of their elders, and expressed the urgency of changes for reform.
Today, the State provides various assistance to the youth especially in
education such as: scholarship grants, study now-pay-later programs, summer
youth jobs, sports and league competitions, summer youth camps and trainings.
Any right-thinking man or woman would want to have the best of everything for
him. Besides wanting to be a success in his endeavor, the average person would
like herself to be regarded by his fellowmen as a man of honor, of good character
and reputation. To his country, he must be a good citizen – for us in the
Philippines, a good Filipino citizen.
To be worthy of the respect and confidence of our countrymen, we must
strive, first and above all, to be a good citizen. A good Filipino citizen is one who
plays an active and intelligent role as a member of the community. He is one who
fulfills his duties and obligations to the government and society. He possesses
the traits of respectfulness, courtesy, and consideration for parents, elders and
others. He observes punctuality, promptness, and good moral conduct.
UC-NSTP 14

The human person is an individual self-conscious being of incalculable

value in himself who cannot be a mere instrument of the society and of the State
(Art. I, Sec. 11; Art. XIII, Sec. 1). He is not just a body and soul mixed as oil and
water; but he is an embodied spirit. Hence, his physical, intellectual, moral and
spiritual well-being is recognized by the State (Art. II, Sec. 13).
As a physical being, he has material need. He is intellectual, equipped as
he is with an intellect whose activity is to know, with a view to transforming
himself, society, and the world. As moral, he is endowed with a freewill that
searches for the good and whose motive force is love. His personhood is
oriented to Supreme Being from which he derives his spiritual nature.
The human person, however, does not live in isolation but in community
with other persons – physical, intellectual, moral, and spiritual like himself.
Hence, he is inevitably social (Art. II, Sec.13). He belongs to a family, that basic
unit of society, as well as to a wider and more complex society of men and
women. Being social, he participates in defining the goals and destinies of the
community and in achieving the common good.
He is also economic. Life in a community involves the concerns of
livelihood, sufficiency, production and consumption. Lastly, he is political. Like
other people in the world the Filipinos have constituted themselves into a nation-
sate to pursue the goal of “social progress” and “total human liberation and
development” (Art. II, Sec.17).

B. DEVELOPMENT MANAGEMENT AND NATIONAL SECURITY

National development and national security are among those essential

components of National Sovereignty.

DEFINITION OF TERMS
Development – an event causing change or it is an incident that causes a
situation to progress. It is positive change.
Management – a skill of handling or using something in an organized and
systematic manner.
National Security – the protection of nation from danger by maintaining
adequate armed forces, adequate economic resources, adequate civil services
and moral development. It is also defined as a state or condition wherein the
people’s way of life and institutions, their territorial integrity and sovereignty, as
well as their welfare and well-being are protected and enhanced.

NATURE OF DEVELOPMENT
Political development – the active participation and involvement of all
individuals to all governmental activities and public affairs.
Economic development – the constant progress or social mobility of
every individual; the presence of adequate economic resources, conservation
and proper consumption; and the maintenance of peace and order in the society.
Socio-cultural development – the harmonious relationship of individuals
belonging to the different social groups, culture and religion; and the preservation
UC-NSTP 15

of the cultural virtues and values necessary for moral development.

THEMES OF DEVELOPMENT MANAGEMENT

1. The set of management systems and processes.
2. An organization that sets-up to achieve the vision, aspirations, and
goals of development.
3. It is a participatory nature of management.
4. It can be promoted on socio-cultural, politico-economic, environmental,
moral, and ethical grounds for practical considerations.
5. It is a commitment to promote the application of the science and the art
of management to the process of nation building.
6. It considers the community as central to development.
7. It aims to determine approaches and strategies for efficiency and
effectiveness of all developmental processes.
8. It aims to address the complex, multi-faceted and dynamic process of
development.
9. It is an action oriented through collaborative operation of active
linkages with different external groups and associations.
10. It adopts an integrative perspective and holistic approach of in
promoting participatory ethics in administration, carrying innovative
values and placing high premium on the degree of commitment to an
improved quality of life for all.

DIMENSIONS and ELEMENTS OF NATIONAL SECURITY

The Two (2) Schools of Thought on the Meaning of National Security:
Equated with National Defense – National Security is the protection of the
nation’s people and territories from physical assault, protection from internal and
external threats.
National Security Viewed as a Broader Concept – National Security includes
the protection of vital economic and political interest, eradication of threats
against fundamental values and vitality of the State itself. For the developing
countries where poverty is the common denominator, national security is in fact
equated with development.

The Elements of National Security:

Cultural Cohesiveness – an instance where people share the values and
beliefs handed down by their forebears and possesses a strong sense of
attachment to the national community despite of their religious, ethnic and
linguistic differences. This cultural cohesiveness is manifested through the
presence of commonalities of ideas, feelings and perspectives among the people
of different language, religion, lifestyle or ethnic affiliation.

Moral Consensus – an instance where people are inspired by their

UC-NSTP 16

patriotism and national pride to participate vigorously in the pursuit of the

countries goals and objectives. There is agreement among the people where
they want to go as a nation and how they want to get there. There is agreement
among the people about what is right and what is wrong and an agreement about
national vision.
Territorial Integrity – Refers to an instance where the territory of the
country is intact and it is under the effective control of the government. The
nation’s territory is adequately protected from illegal intrusions and destructive
explorations, and rebels or belligerent group has control over any portion of the
territory where our laws cannot be enforced.

Ecological Balance – Refers to an instance where the environment is

capable of supporting sustainable development strategies for the benefits of the
nation and the people who depend on it for their existence. A state of affairs
wherein current action and decision affecting natural resources consider the
needs of future generations and the population is accorded protection against
large-scale threats to health and survival.

Socio-political Stability – Refers to peace and harmony among the

divergent groups of people in the country, and mutual cooperation and support
exists between the government and the people as a whole. This refers to a
situation where civil and human rights are respected and just policies and rules
are obeyed. The lawmakers and law-enforcers are dedicated to the effective
delivery of basic services to the people.

Economic Solidarity – Refers to an instance where the nation’s economy

is strong, capable of supporting national endeavors, and derives its strength from
the people who have an organic stake in it through participation or ownership.
This is also a situation where people have control over their own lives, livelihood
and economic destinies, and economic democracy prevails.

External Peace – Refers to an instance where the country and the people
enjoy cordial relations with their neighbors and they are free from any control,
interference or threat of aggression from any of them. A particular state or
country is respected by other nation-states regardless of its political, economic
and socio-cultural status, and it is able to conduct its activities without being
hampered by any nation.

ADDENDUM:
UC-NSTP 17

Voters’ Education
- It is a program intended to initiate political development
- Political development is best observe on the citizens’ exercise of their right
to vote
- Right to vote is primarily exercised during election

What is Election? Election is the means by which the people choose their officials
for definite and fixed periods.

What are the different types of electoral activities?

Regular Elections Special Elections
- National - Plebiscite
- Local - Referendum
- Barangay - Initiative
- ARMM - Recall
- SK (Sangguniang Kabataan)

How often are elections held?

- Every 2nd Monday of May for national and local elections
- President and Vice-President: every 6 years
- Senators, Representatives, Provincial, City and Municipal elective
officials: every 3 years
- Every last Monday of October, every 3 years for barangay and SK
- Every 3 years from March 1993 – ARMM elections

How to participate in electoral activities? An individual who wants to participate in

electoral activities must register.

What is Registration? This refers to the act of accomplishing and filing of a sworn
application for registration by a qualified voter.

Why should register? To have the opportunity to choose our leaders.

What are the requirements for registration?

One must be :
UC-NSTP 18

- a Filipino citizen;
- at least eighteen (18) years old;
- a resident of the Philippines for at least one (1) year and in the city
or municipality for at least six (6) months immediately preceding
the election;
- not otherwise disqualified by law.

Validation of Registration. It is a process wherein fingerprints of the voter would

be captured electronically at no expense to the voter.

Where to register? COMELEC Office

How to transfer registration?

- Apply with the Election Officer of new residence for the transfer of your
registration records.
- Accomplish six (6) application forms.

MODULE 2
DRUG PREVENTION AND REHABILITATION

I. SCOPE
A. Republic Act 9165 (RA 9165) “Comprehensive Dangerous Drugs
Act of 2002”
B. Art. II. Unlawful Acts and Penalties
C. Art. IV. Participation of the Family, Students, Teachers and School
Authorities in the Enforcement of this Act.

II. OBJECTIVES
At the end of the module, the students are able to:
A. Determine the harmful effects of dangerous drugs on their physical
and mental well-being;
B. Pursue an intensive and unrelenting campaign against the
trafficking and use of dangerous drugs and other similar
substances through an integrated system of planning,
implementation and enforcement of anti-drug abuse policies,
programs and projects;
C. Provide effective mechanism or measures to lessen if not minimize
victims to drug abuse or dangerous drug dependence.
UC-NSTP 19

III. CONTENT
A. Republic Act 9165 (RA 9165)

This act is also known as the “Comprehensive Dangerous Act of 2002”

which is considered as the policy of the State to safeguard the integrity of its
territory and the well-being of its citizenry particularly the youth, from the harmful
effects of dangerous drugs on their physical and mental well-being, and to
defend the same against acts or omissions detrimental to their development and
preservation. In view of the foregoing, the State needs to enhance further the
efficacy of the law against dangerous drugs, it being one of today’s more serious
social ills.
It is further declared the policy of the State to provide effective
mechanisms or measures to re-integrate into society individuals who have fallen
victims to drug abuse or dangerous drug dependence through sustainable
programs of treatment and rehabilitation.

B. Art. II. Unlawful Acts and Penalties

Sec. 15 – Use of Dangerous Drugs.

Addiction is progressive. Without intervention or treatment, it can cause disability

or even death.

DRUG: Definition
- A substance that by virtue of its chemical nature alters the structure or
function of a living organism.
- Any absorbed substance that changes or enhances any physical or
psychological function in the body.

Drug Misuse
- Occurs when a person uses drug for the purpose of fulfilling a need that
the drug cannot pharmacologically fulfill.

Legal Drugs (Prescribed and OTC Drugs)

Illegal Drugs (Psychoactive Substances)

Psychoactive Substances - Substances that modify a person’s perception,

mood, cognition, behavior, or motor functions.

Substance Abuse - The harmful use of psychoactive substances, including

alcohol and other drugs (AOD).

The sustained use of psychoactive substances can lead to dependence

syndrome, a cluster of behavioral, cognitive, and physiological phenomena.

Understanding Drug Dependence

UC-NSTP 20

Typically characterized by:

- A strong desire to consume drugs
- Difficulty controlling its use
- Persistent use despite detrimental effects
- Preference to use drugs than to other activities
- Increasing tolerance to the drug used

Drug Abuse - Person uses drug excessively and indiscriminately beyond its
medical purpose resulting to interfere with the individual’s health or his social
behavior.

Drug Dependence - State of psychological and/or physical dependence on a

dangerous drug following periodic or continuous use of that drug to achieve the
desired effect.
Tolerance: User becomes “immune”.
Habituation: Characterized by a continued desire for a drug.
Addiction: Having a severe craving for the substance.

Dangerous Drugs: Classification

Prohibited drugs
- All drugs producing psychological effects of narcotics or those that relieve
pain and induce sleep

Regulated drugs
- Self-inducing sedatives like barbiturates or any similar to amphetamines or
any hypnotic drugs or compound producing the same physiological
effects.

Drugs commonly abused

Stimulants
- Drugs which increase alertness and physical disposition
Examples: Amphetamine, Methamphetamine, Cocaine, Caffeine, Nicotine

Hallucinogens
- Drugs which affect sensation, thinking, self-awareness, and emotion
Examples: LSD, Mescaline, Marijuana

Sedatives
- Drugs which may reduce anxiety and excitement; can sedate and induce
sleep
UC-NSTP 21

Examples: Barbiturates, Non-barbiturates, Tranquilizer, Alcohol, Valium

Narcotics
- Drugs that relieve pain and often induce sleep; if taken in large dosage
may produce stupor, coma and death
Examples: Opium and its derivatives such as Morphine, Codeine, Heroin

Inhalants
- Volatile chemical substances that contain psycho-active vapors which
produce s state of intoxication. Usually inhaled or sniffed through the
nose.
Examples: Rugby or solvent

Anabolic Steroids
- Chemical substances taken orally or injected into the body that temporarily
enhance physical and mental performance and develop muscles. Have
serious side effects to the internal organs like liver and kidneys.
Examples: Dianabol

Personality Dynamics Contributory to Drug Abuse

- Impulsivity and egocentricity - Poor self-image
- Emotionally instability - Weak ego control
- Low frustration tolerance - Strong need for independence
- Immaturity - Need for acceptance and
belongingness

Common Causes of Drug Abuse

- Membership in a “barkada” - Removal of inhibition
- Overuse - Boredom
- Curiosity - Ignorance
- Frustration - Easy access to drugs
- Victim of a pusher - Influence of Mass Media

Harmful Effects of Drugs

Physical effects Social Effects Spiritual/Moral Effects
- malnutrition - socially non- - Pathological liars,
- skin Infections functional manipulative
- fetal deformity - interpersonal - No relationship with
- impaired perception and relationship God, forgets God’s
judgment deterioration existence, DRUGS
- secondary psychosis - socially maladjusted become his god
UC-NSTP 22

Psychological Effects Economic Effects - Lowering of moral

- Motivational Syndrome - Expensive treatment values
- Lowering of IQ and rehabilitation of Indulge in prostitution
drug dependents

How to Avoid Drug Use

- Understand how alcohol and drug addiction develops
- Get help if you have an alcohol or drug problem
- Avoid temptation and peer pressure Find support that you need
- Maintain physical wellness and mental health
- Use drugs properly
- Accept yourself
- Develop your potentials and engage in productive and fulfilling activities
- Communicate your issues and concerns
- Learn how to cope with your problems
- Seek professional help if you feel you cannot cope with problems
- Develop strong moral and spiritual foundations

C. Art. IV. Participation of the Family, Students, Teachers and School

Authorities in the Enforcement of this Act.

Sec. 41 – Involvement of the Family

The family being the basic unit of the Filipino society shall be primarily
responsible for the education and awareness of the members of the family on the
ill effects of dangerous drugs and close monitoring of family members who may
be susceptible to drug abuse.
The Family – the family, particularly the parents, shall be primarily
responsible for promoting and strengthening the economic, physical, social,
emotional / psychological and spiritual well-being of each member in order to
develop it into a healthy, strong and stable one.
Family Solidarity – family solidarity shall be promoted through family
rituals such as praying together and reunions, family hour for sharing
experiences, hobbies and other family life enrichment activities to enhance
cohesiveness, bonding and harmonious relationships among its members
Family Drug Abuse Prevention Program – the family is the best defense
against drug abuse. Therefore, the prevention of drug abuse shall start within the
family.
The family drug abuse prevention program is a community-based program
of preparing families to protect their members against the adverse effects of drug
abuse.

Sec. 42 – Student Councils and Campus Organizations

UC-NSTP 23

All elementary, secondary and tertiary schools’ student councils and

campus organizations shall include in their activities a program for the prevention
of and deterrence in the use of dangerous drugs, and referral for treatment and
rehabilitation of students for drug dependence
The student governments / councils and legitimate school organizations of
all private and public schools shall:
A) include dangerous drug abuse awareness and prevention in the
objectives, programs and projects provided for in their respective
Constitution and By-Laws;
B) have detailed plans of action of their projects duly approved, with the
implementation of the same, monitored and evaluated by the school
heads / teacher-advisers;
C) participate actively in drug abuse prevention programs and training
activities initiated by government organizations (GOs) and non-
government organizations (NGOs) in the community, as part of their
extension services / co-curricular activities;
D) implement programs/projects focused on, but not limited to, information
campaigns, peer counseling, life skills and leadership trainings; and
E) coordinate with the school administration relative to the treatment and
rehabilitation of students with drug-related problems.

Sec. 43 – School Curricula

Instruction on drug abuse prevention and control shall be integrated in the
elementary, secondary and tertiary curricula of all public and private schools
whether general, technical, vocational or agro-industrial as well as in non-formal,
informal and indigenous learning systems. Such instructions shall include:
adverse effects of the abuse and misuse of dangerous drugs on the person, the
family, the school and the community;
A) preventive measures against drug abuse;
B) health, socio-cultural, psychological, legal and economic dimensions and
implications of the drug problem;
C) steps to take when intervention on behalf of a drug dependent is needed,
as well as the services available for the treatment and rehabilitation of
drug dependents; and
D) misconceptions about the use of dangerous drugs such as, but not limited
to, the importance and safety of dangerous drugs for medical and
therapeutic use as well as the differentiation between medical patients and
drug dependents in order to avoid confusion and accidental stigmatization
in the consciousness of the students.

The Commission on Higher Education (CHED) shall continue to enrich

and update the integration of dangerous drug prevention concerns, in the general
education components of all higher education coursed offerings, as well as in the
professional subjects particularly that of Health-related, other Science and
Teacher Education courses.
UC-NSTP 24

DepEd, CHED and TESDA shall:

A) provide a continuing in-service training of teachers on the effective
utilization of the support instructional materials and on teaching strategies
on drug education;
B) continuously monitor and evaluate the effectiveness of the overall impact
of the dangerous drug abuse prevention program through their respective
regional/field offices;
C) secure funds from local and foreign donor agencies for the implementation
of the drug education program whenever possible;
D) enlist the assistance of any government agency or instrumentality to carry
out the objectives of the education program; and
E) include the pertinent provisions of the Act as one of the major topics of
drug education in appropriate courses.

Sec. 44 – Heads, Supervisors, and Teachers of Schools

For the purpose of enforcing the provisions of Article II of the Act, all
school heads, supervisors and teachers, shall be deemed persons in authority
and, as such, are hereby empowered to apprehend, arrest or cause the
apprehension or arrest of any person who shall violate any of the said provisions,
pursuant to Section 5, Rule 113 of the Rules of Court. They shall be deemed
persons in authority if they are in the school or within its immediate vicinity, or
even beyond such immediate vicinity if they are in attendance at any school or
class function in their official capacity as school heads, supervisors, and
teachers.
Any teacher or school employee, who discovers of finds that any person in
the school or within its immediate vicinity is liable for violating any of said
provisions, shall have the duty to report the same to the school head or
immediate superior who shall, in turn, report the matter to the proper authorities.
Failure to do so in either case, within a reasonable period from the time of
discovery of the violation shall, after due hearing, constitute sufficient cause for
disciplinary action by the school authorities.
The school heads, supervisors and teachers:
A) shall effect the arrest of any person violating Article II of the Act inside the
school campus and/or within its immediate vicinity or in other places as
provided for in Section 44 of the Act, and turn over investigation of the
case to the PDEA;
B) may summon the services of other law enforcement agencies to arrest or
cause the apprehension or arrest of persons violating Article II of the Act;
C) shall be trained on arrest and other legal procedures relative to the
conduct of arrest of violators of the Act along with student leaders and
Parent-Teachers Association (PTA) officials; and
D) shall refer the students or any other violators found to be using dangerous
drugs to the proper agency / office.
A special Unit or Task Force from existing school personnel student
leaders and PTA officials shall be organized in every school and trained to assist
UC-NSTP 25

in the apprehension or arrest of violators of Article II of the Act within their areas
of jurisdiction.
Appropriate protection of the concerned school officials shall be put in
place to ensure personal security and peace of mind among them, such as free
legal assistance, police protection and any other assistance as may be deemed
necessary.

Sec. 45. Publication and Distribution of Materials on Dangerous Drugs.

With the assistance of the Board, the Secretary of the Department of
Education (DepEd), the chairperson of the Commission on Higher
Education(CHED), and the Director-General of the Technical Education and
Skills Development Authority (TESDA) shall cause the development, publication
and distribution of information and support educational materials on dangerous
drugs to the students, the faculty, the parents and the community. They shall
A) develop and provide adequate information materials on dangerous drug
abuse and prevention;
B) create an Evaluation Committee and the main task of which, is to
determine the appropriateness of all instructional and information
materials to be used in schools; and
C) include drug abuse prevention and control activities in their Manual of
Regulation/Service information/guidelines on drug abuse prevention and
control in the Student’s Handbook/ school publications/official organs.
Sec. 46. Special Drug Education Center.
With the assistance of the Board, the Department of Interior and Local
Government (DILG), the National Youth Commission (NYC), and the Department
of Social Welfare and Development (DSWD) shall establish in each of its
provincial office a special drug education center for out-of-school youth and
street children. Such Center which shall be headed by the Provincial Social
Welfare Development officer shall sponsor drug prevention programs and
activities and information campaigns with the end view of education the out-of-
school youth and street children regarding the pernicious effects of drug abuse.
The programs initiated by the Center shall likewise be adopted in all public and
private orphanage and existing special centers for street children.
UC-NSTP 26

SECOND DIMENSION

OVERVIEW

The NSTP program is designed to recover the youth’s sense of patriotism

and national pride, values and habits of discipline and hard work, integrity and
accountability for nation building. The youth should also be made aware of the
relevance of gender and development since various government and non-
government agencies including all institutions be it in academics or not, support
the existence and the roles each one portrait in the implementation of gender and
development in the workplace.

MODULE 3: Human Transformation

Topics:
Framework for Transformation
Values as Springboard for Transformation
Virtues as the strength of leadership
UC-NSTP 27

MODULE 4: Gender and Development

Topics:
Gender and Development
Gender Equality
Gender Stereotype
Gender Socialization

MODULE 3
HUMAN TRANSFORMATION

I. SCOPE
A. Framework for Transformation
B. Values as Springboard for Transformation
C. Virtues as the strength of leadership

II. OBJECTIVES
At the end of the module, the students are able to:
A. Explain the framework for understanding human transformation
B. Build awareness and application of, and commitment to values
which would lead to transformation
C. Develop and enhance virtues as foundations of leadership

III. CONTENT

A. Framework for Transformation

A. VALUES B. VIRTUES
A. Pagkamaka-Diyos * Prudence
INPUT TRANSFORMATION
B. Pagkamaka-Tao PROCESS
* Justice OUTPUT
C. Pagkamaka-Bayan * Fortitude
D. Pagkamaka-Kalikasan * Temperance
* Industry
* Loyalty
* Responsibility
* Cheerfulness
* Generosity
* Magnanimity
 UC-NSTP 28

Youth
Organizations
NATIONAL
Family
Community DEVELOPMENT
Institutions

B. VALUES AS SPRINGBOARD FOR TRANSFORMATION

As depicted in the table below, human beings must be endowed with the
following values and virtues that will serve as the backbone of man in pursuit of
the common good.

PAGKAMAKA-DIYOS
VALUES APPLICATION
 Faith in the Almighty - integration of the value of faith in God in all activities
God - stronger faith practices in the home
- attributing one’s efforts to God
- making God a part of choices and decisions that one makes

- instilling discipline
 Respect for Life - recognition of the uniqueness and worth of each member
- appreciating the value of the life of every person
- recognizing the dignity of others

- develop a good set of study habits and zealously follow

 Order through everyday
- develop organization skills
 UC-NSTP 29

- practice good grooming and gentlemanly/ladylike conduct

- managing resources, studies and extra-curricular activities
well
- follow and respect rules and regulations in and outside school

- affirming inspiring and appreciating efforts toward achieving

results in school work
 Work - continually strive to develop talents and gifts and learning to
be self-reliant
- being a productive member of society
- work-related actions are governed by an unwavering faith and
conviction in doing what is moral, honest and just

- respect for elders, parents and siblings

 Concern for the Family - direct parent involvement in children’s development
and Future - regular family counseling
Generations - appraisal of one’s role in the family and devise ways to be a
better family member

PAGKAMAKA-TAO
VALUES APPLICATION
 Love - perform little acts of love: being more attentive parent,
understanding and charitable sibling, responsible and caring
child, sincere and trustworthy friend
- being a good example of generosity, genuine concern,
compassion and integrity to one’s fellowmen
- unification of members of the society and working against
injustice or tyranny

 Freedom - not allowing oneself to be used to further others vested

interest or impede others from practicing their own freedom
- perceive freedom as one that allows a person to act
responsibly, conscientiously and charitably
- every citizen must be a keeper of the other’s freedom
- strive to be well informed of issues that are crucial to the
defense and preservation of our freedom

 Peace - establishing order in one’s affair & having the will to stick by it
- review one’s stand on certain issues that deal with peace
- preparing well for school in terms of accomplishing
assignments and requirements
 UC-NSTP 30

 Truth - never considering cheating as an option

- enthusiastically and sincerely performing one’s task and role
as a student guided by a sound and prudent set of priorities

 Justice - nurturing an attitude of vigilance and understanding of

situations that tend to undermine justice in one’s relationships
and in the community
- develop a renewed consciousness of being mindful of the
rights and dignity of others and maintain a high level of
respect for every individual
- promoting social justice by seeking ways of reaching out to
those who are less fortunate as well as giving them justice by
helping them live a dignified life

PAGKAMAKA-BAYAN
VALUES APPLICATION
 Unity - make a united stand with the rest of the country
- give everybody hope and make them understand that you are there
for them in any way you can, as a responsible and loving countryman
- have a more active and dynamic involvement in your community
- being a faithful advocate of good values and civic duty
- be a productive worker and share in the success of your organization

 Equality - treat classmates kindly and fairly

- learn to judge every person based on his/her own uniqueness and
giftedness
- encourage others to live out the value of equality by being a good and
consistent example to them

 Respect for - develop a conscious habit of abiding by rules and regulations starting
Law and with those in school and your home
Government - seek to understand the laws and roles of the government as well as
your own role as a citizen more fully
- be a good example for your friends and family by being law-abiding
and by respecting the work of the government

 Patriotism - love our country by being vigilant and ready to defend it from internal
and external threats
- patronize our country’s products
 UC-NSTP 31

- uphold and live good citizenship values

- being proud of one’s heritage and national identity
- being vigilant and proactive citizens
- doing simple acts of service to our fellowmen without string attached
- carrying oneself as Filipinos with dignity and pride
- being a responsible voter

- learning to think beyond yourself

 Promotion of - learn to reach to the many people who are not as fortunate as you are
the Common - render volunteer service in times of crisis
Good - actively participate in immersion, outreach and social exposure
activities

PAGKAMAKA-KALIKASAN
VALUES APPLICATION
Concern for the - develop a more conscious and consistent habit of keeping your
Environment surroundings clean as well as using environmental resources
- have a deeper understanding of the dire state of the environment and
in your own capacity, contribute to the work of preserving it

C. VIRTUES AS THE STRENGTH OF LEADERSHIP

VIRTUES DEFINITION
UC-NSTP 32

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

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

Fortitude - the habit of overcoming the difficulties and pressures of life in the
pursuit of good

Temperance - the habit of bringing the desires and natural inclinations of man under
the control of right reason

Industry - the habit of working hard and working under pressure

Loyalty - the habit of remaining true to your friends and to your principles in
spite of difficulty

Responsibility - the habit of being accountable for one’s actions, duties, obligations,
readiness to answer to the consequences of our actions

Cheerfulness - the habit of being optimistic, positive, always seeing the bright side of
things

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

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

MODULE 4
GENDER AND DEVELOPMENT
UC-NSTP 33

I. SCOPE
A. Gender and Development
B. Gender Equality
C. Gender Stereotype
D. Gender Socialization
E. Gender Sensitivity

II. OBJECTIVES
At the end of the module, the students are able to:
A. Create awareness on gender and development
B. Develop consciousness on gender equality
C. Eliminates gender biases and gender stereotyping
D. Promotes gender socialization

III. CONTENT

A. Gender and Development (GAD)

GAD refers to the development perspective and process that is

participatory and empowering, equitable, sustainable, free from violence,
respectful of human rights, supportive of self-determination and actualization of
human potentials. It seeks to achieve gender equality as a fundamental value
that should be reflected in development choices and contends that women are
active agents of development, not just passive recipients of development.
-Commission on Population, Philippines

GAD focuses on the socially constructed basis of differences between

men and women and emphasizes the need to challenge existing gender roles
and relations. GAD is not concerned specifically with women, but with the way in
which a society assigns roles, responsibilities and expectations to both women
and men. GAD applies gender analysis to uncover the ways in which men and
women work together, presenting results in neutral terms of economics and
efficiency. In an attempt to create gender equality, (denoting women having same
opportunities as men, including ability to participate in the public sphere.
In the context of the world of work, equality between women and men includes
the following elements (International Labour Organization):
1. Equality of opportunity and treatment in employment
2. Equal remuneration for work of equal value
3. Equal access to safe and healthy working environments and to social
security
4. Equality in association and collective bargaining
5. Equality in obtaining meaningful career development
6. A balance between work and home life that is fair to both women and men
7. Equal participation in decision-making at all levels
UC-NSTP 34
UC-NSTP 35

B. Gender Equality

What is Gender Equality?

Gender equality is achieved when women and men enjoy the same rights
and opportunities across all sectors of society, including economic participation
and decision-making, and when the different behaviors, aspirations and needs of
women and men are equally valued and favored.

How Do We Measure Gender Equality?

Gender equality is measured by looking at the representation of men and

of women in a range of roles.

Are men and women equal?

Gender Equality vs. Gender Equity

“Gender equality, equality between men and women…does not mean

that women and men have to become the same, but that their rights,
responsibilities and opportunities will not depend on whether they were born
male or female. Gender equity means fairness of treatment for men and women
according to their respective needs. This may include equal treatment or
treatment that is different but which is considered equivalent in terms of rights,
benefits, obligations, and opportunities.” –United Nations Educational, Scientific
and Cultural Organization (UNESCO)

Sex and Gender

Sex refers to the anatomical and other biological differences between

females and males that are determined at the moment of conception and develop
in the womb and throughout childhood and adolescence.

Gender is a social concept. It refers to the social and cultural differences a

society assigns to people based on their (biological) sex. A related concept,
gender roles, refers to a society’s expectations of people’s behavior and attitudes
based on whether they are females or males.

“An extremely important part of an individual’s identity and one that begins
at least at birth, is gender.” – Dr. Kenneth Cushner, American Professor (Human
Diversity in Education: An Intercultural Approach)

Sex is a biological characteristic; Gender is social characteristic Gender

role can be affected by: race, ethnicity, social class, religion, and geographical
region (Crushner, 2012).
UC-NSTP 36

Comparison between sex and gender:

Sex Gender
 Categorized as male or female  Masculinity and femininity
 Biological  Socially, culturally and historically
 Fixed at birth determined
 Does not change across time and  Learned through socialization
space  Varies over time and space
 Equally valued  Unequally valued (masculinity as
the norm)

C. Gender Stereotypes

Gender stereotypes can be a result of gender socialization: girls and boys

are expected to act in certain ways that are socialized from birth. Children and
adults who do not conform to gender stereotypes are often ostracized by peers
for being different.
A. Gender stereotype. A form of prejudgment, bias or limitation given to roles
and expectations of males and females.
B. While individuals are typically socialized into viewing gender as a
masculine-feminine binary, there are individuals whose gender identity
does not align with their assigned gender, which indicates that the gender
binary is not universally applicable.
C. Individuals are socialized into conceiving of their gender as either
masculine (male) or feminine (female).
D. Sociologists explain through gender socialization why human males and
females behave in different ways: For example, girls learn to do different
household chores than boys; girls learn to bake and clean, and boys learn
to mow lawns and take out garbage. Gender socialization occurs through
such diverse means as parental attitudes, schools, how peers interact with
each other, and mass media.
E. Sometimes gender roles lead to inequality; for example, women's social
roles were once more restricted regarding politics, and United States law
prohibited women from voting. Some researchers believe that biological
differences underlie some behavioral differences between males and
females; others disagree.
F. However, some individuals do not fall into the gender binary. For
example, individuals that identify as transgender have a gender identity
that does not match their assigned sex. For example, they may have been
assigned male at birth because they have a male organ, and a gender
identity that is feminine.
G. Individuals that identify as genderqueer have a gender identity that
challenges classifications of masculine and feminine, and may identify as
somewhere other than male and female, in between male and female, a
combination of male and female, or a third (or fourth, or fifth, etc.) gender
altogether.
UC-NSTP 37

Gender Differentiations in 3 aspects:

1. Social roles
2. Capacities
3. Traits and characteristics

Gender Stereotype in Social Roles

Men Women
 Provides financially for the family  Takes care of the household and
 Works as managers, construction children
builders, engineers  Works as nurse, teacher,
 Portray as leaders secretary
 Portray as followers

Gender Stereotype in Capacities

Men
 good in Math and Science
 Physically strong
 Firm decision-makers
Women
 good in arts and less intellectual
pursuits
 Physically weaker and fragile
 Wishy-washy or fickle minded in
decision-making

Gender Stereotype in Traits and Characteristics

Men Women
 Active  Passive
 Aloof  Loving
 Aggressive  Peaceful
 Independent  Dependent
 Brave  Fearful

D. Gender Socialization

Gender socialization is the process by which individuals are taught how

to socially behave in accordance with their assigned gender, which is assigned at
birth based on their sex phenotype.

Gender socialization is the process of educating and instructing males and

females as to the norms, behaviors, values, and beliefs of group membership as
men or women. Today, it is largely believed that most gender expression
differences are attributed to differences in socialization, rather than genetic and
biological factors.
UC-NSTP 38

Areas of Gender Socialization

- Family
- Church
- Mass Media
- School

Family

4 processes involved in gender socialization:

1. Manipulation – means that people handle girls and boys differently as
infants
Examples:
- Mothers tend to use more physical stimulation on male infants and more
verbal stimulation on female infants.
- Boy babies are tossed in the air.
- Girl babies get more delicate handling.

2. Canalization – means that people direct children’s attention to gender-

appropriate objects
Examples:
- In the choice of toys, boys are given toy cars and machines, girls are
given dolls and tea sets.
- Toys teach children what their prescribed roles in life will be.

3. Verbal Appellation – telling children what they are and what is expected
of them
Examples:
- Brave boy, pretty girl.
- Boys don’t cry, girls don’t hit playmates.

4. Activity exposure – familiarizing children to their gender-appropriate

tasks
Examples:
- Girls help their mother with housework.
- Boys are encouraged to play outside the house.

Gender-Free Education
1. Shared parenting
- Taking care of the baby
- Helping the children with their homework
- Disciplining the children

2. Shared decision-making
- Family council
- Giving permission to children
- Deciding for the affairs of the children
UC-NSTP 39

3. Shared home management

- Fixing the house, cleaning the house
- Doing laundry
- Going to market
- Cooking, preparing the table, washing the dishes

Church

Gender roles in Christianity vary considerably today as they have during

the last two millennia. This is especially true with regards to marriage and
ministry.

Mass Media

What are examples of Mass Media?

Ex. Internet, etc.
- Media’s sexualization of young female celebrities
- Marketing of unrealistic beauty standards through fashion magazines
- Video games that promote violence and negative stereotypes.
- Music lyrics and music videos that promote negative stereotypes and
violence
- Sex stereotypes in kid`s TV program

School

- Instructional Language
- Classroom Management
- Instructional Materials

1. Instructional Language
The use of generic words to refer to both girls and boys.
Examples:
he, his, man

The use of stereotyped language.

Examples:
freshman …. first year student
mankind …. humanity
fisherman …. fisher folk
chairman …. chairperson

2. Classroom Management
Assigning of groups – (boys and girls together not boys against girls)
Tasks given by teachers
Discipline
UC-NSTP 40

3. Instructional Materials
Textbooks
Direct teaching materials
Peripheral teaching materials

Activity:
Think of Myths or Truths about gender stereotyping.
Some examples:
 If a father does the household work, he is considered as “under de saya”
 Men are better leaders and administrators than women
 It is the woman’s fault if she is being harassed sexually when she is
wearing skimpy clothing
 It is not proper for a girl to say “I love you” first to a boy
 The mother should be the only one responsible for a child-rearing and
parenting
UC-NSTP 41

THIRD DIMENSION

OVERVIEW

Youths’ responsiveness to social issues and sensitivity to emergencies

and calamities is at stake. NSTP aims to prepare them to become responsible
citizens willing and always ready for any circumstances. The NSTP students shall
hold the lead in applying the disaster risk reduction and management, become
first aiders ready with all emergencies, and will become catalysts of protecting
and preserving the environment.

MODULE 5: Emergency Preparedness

Topics:
Emergency Preparedness
Disaster Management
Basic First Aid

MODULE 6: Environmental Education

Topics:
Brown Environment
Healthy Community
The 5 S
Proper Waste Management
Health and Sanitation
UC-NSTP 42

MODULE 5
EMERGENCY PREPAREDNESS

I. SCOPE
A. Emergency Preparedness
B. Disaster Management
C. Basic First Aid

II. OBJECTIVES
At the end of the module, the students are able to:
A. Identify the proper measures in giving immediate care
B. Apply DRRM
C. Determine the Importance and Values of First Aid Training

III. CONTENT

A. Emergency Preparedness

Emergency Preparedness refers to the steps you take to make sure you
are safe before, during, and after an emergency or natural disaster. These plans
are important for your safety in both natural disasters and man-made disasters.
Examples of natural disasters are floods, landslides, storm surges, and
earthquakes. Man-made disasters can include explosions, fires, chemical and
biological attacks.
Disasters and emergencies can happen anytime and anywhere. They can
happen without warning, leaving you with limited time to respond. Learn how to
protect yourself and cope with disaster by planning ahead. Ensure you have the
correct supplies, contact information and escape routes prepared ahead of time.
By having these supplies and plans in place, you will be able to react
appropriately and survive.

Why Should You Prepare?

Preparation is the best method of coping with devastating long-term
effects. Threats of bioterrorism, disease outbreak, and even other emergencies
that could greatly impact you and your community. After a disaster, local officials
and relief workers may not be able to reach everyone immediately. depending on
the disaster, assistance could be days or weeks away. Would your family be
prepared to cope with an emergency until help arrives?

How to Prepare
You will cope best in an emergency by preparing for the disaster before it
strikes. One way to prepare is by assembling a disaster supply kit. Once a
disaster strikes, you won’t have time to shop or search around for supplies.
However, if you have gathered these supplies in advance, you can endure an
evacuation or home confinement.
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Various Conditions
Unsafe act > 2% non-preventable
vs 98% preventable
Unsafe Condition 88% unsafe act
10% unsafe condition

Reasons for unsafe act > improper attitude

> lack of knowledge and skill
> physical unsuitability
> improper mechanical or physical
environment
DIFFERENT HAZARDS
Earthquake Hazards
Potential earthquake hazards:
1. Ground shaking
2. Ground rupture
3. Liquefaction
4. Earthquake-induced ground subsidence
5. Tsunami
6. Earthquake-induced landslide

Fire hazard
Fire hazards and related concepts
1. Fire triangle
2. Causes of fires
3. Phases of a fire emergency

Workplace hazards

DIRECT INDIRECT
CHEMICAL BIOLOGICAL
Unguarded machines Vapors Bacteria
Falling object Gas Virus
Physical Dust
Noise Fumes
Temperature extremes
Extreme pressures
Vibrations

Factors in Accident Prevention

A. Education about accident
B. Personal factors
C. Engineering factors
D. Enforcement of safety rules and regulations
UC-NSTP 44

Earthquake preparedness is a set of measures taken at the individual,

organizational and societal level to minimize the effects of an earthquake. It could
range from securing heavy objects, structural modifications and storing supplies,
to having insurance, an emergency kit, and evacuation plans.

WHAT TO DO BEFORE, DURING, AND AFTER AN EARTHQUAKE?

BEFORE
1. Purchase earthquake kits and supplies
2. Customize your earthquake kit
3. Replace expired earthquake supplies
4. Make an earthquake preparedness plan
5. Secure hazards

DURING
Stay as safe as possible during an earthquake. Be aware that some
earthquakes are actually foreshocks and a larger earthquake might occur.
Minimize your movements to a few steps to a nearby safe place and stay indoors
until the shaking has stopped and you are sure exiting is safe.

When INDOORS…Apply the Duck, Cover and Hold (DCH)

1. When you feel an earthquake, DUCK under a desk or sturdy table. Stay
away from windows, bookcases, file cabinets, heavy mirrors, hanging
plants, and other heavy objects that could fall. Stay undercover until the
shaking stops and hold onto your cover. If it moves, move with it.
2. Drop to the ground; take COVER by getting under a sturdy table or other
piece of furniture; and HOLD on until the shaking stops. If there is no table
or desk near you, cover your face and head with your arms and crouch in
an inside corner of the building.
3. If in bed when the earthquake strikes, hold on and protect your head with
a pillow, unless you are under a heavy light fixture that could fall. In that
case, move to the nearest safe place.
4. If you are in a HIGH-RISE BUILDING, and not near a desk or table, move
against an interior wall and protect your head with your arms. Stay
indoors. Glass windows can dislodge during the quake and sail for
hundreds of feet.
5. If you're in a CROWDED STORE/ OTHER PUBLIC PLACE, do not rush
for exits. Move away from display shelves with objects that could fall.
6. If you're in a GYMNASIUM OR THEATER, stay in your seat and protect
your head with your arms. Do not try to leave until the shaking is over then
leave in a calm, orderly manner. Avoid rushing toward exits.
7. Be aware that the electricity may go out or the sprinkler systems or fire
alarms may turn on. DO NOT use the elevators.
8. Stay inside until shaking stops and it is safe to go outside.
9. Use a doorway for shelter only if it is in close proximity to you and if you
know it is a strongly supported, load-bearing doorway.
UC-NSTP 45

When OUTDOORS…Stay there!

1. Move to a clear area away from trees, signs, buildings, electrical wires and
poles.
2. Once in the open, stay there until the shaking stops. The greatest danger
exists directly outside buildings, at exits, and alongside exterior walls.
3. If you're on a SIDEWALK NEAR BUILDINGS, DUCK into a doorway to
protect yourself from falling bricks, glass, plaster, and other debris.
4. If you're DRIVING, pull over to the side of the road and stop. Avoid
overpasses, power lines, and other hazards. Stay inside the vehicle until
the shaking is over. Stop as quickly as safety permits and stay in the
vehicle. Avoid stopping near or under buildings, trees, overpasses, and
utility wires. Proceed cautiously once the earthquake has stopped. Avoid
roads, bridges, or ramps that might have been damaged by the
earthquake.

AFTER
If you have been fortunate to survive a catastrophic earthquake, you still
won't be out of the clear yet. The days after an earthquake can be just as
dangerous as the seismic event itself. Learn what you can do to survive after an
earthquake.
1. Check for injuries and damages
2. Communicate and recover.

FLOODS
Floods, big or small, can have devastating effects on your home and your
family. You can take steps to reduce the harm caused by flooding. Learn how to
prepare for a flood, stay safe during a flood, and protect your health when you
return home after a flood.

DURING
1. Gather emergency supplies and follow local radio or TV updates.
2. Unplug appliances to prevent electrical shock when power comes back.
3. Do NOT drive or walk across flooded roads.
4. TURN OFF gas, power, and water.
5. Tie down or bring outdoor items inside.
6. Recognize Flood Risk
o Identify flood-prone or landslide-prone areas near you.
o Know your community’s warning signals, evacuation routes, and
emergency shelter locations.
o Know flood evacuation routes near you.
UC-NSTP 46

AFTER
1. Throw away items that cannot be disinfected, like wall coverings, cloth,
rugs, and drywall.
2. Use fans, air conditioning units, and dehumidifiers for drying.
3. For cleanup, wear rubber boots and plastic gloves.
4. Clean walls, hard floors, and other surfaces with soap and water. Use a
mixture of 1 cup bleach and 1 gallon water to disinfect.
5. Caution! Flood water may contain trash.
6. Practice Safe Hygiene
o Wash hands with soap and water to help prevent germs.
7. Listen for information from your local officials on how to safely use water
to drink, cook, or clean.

LANDSLIDES AND MUDSLIDES

Landslides occur when masses of rock, earth, or debris move down a
slope. Debris flows, also known as mudslides, are a common type of fast-
moving landslide that tends to flow in channels.
Landslides are caused by disturbances in the natural stability of a slope.
They can accompany heavy rains or follow droughts, earthquakes, or volcanic
eruptions. Mudslides develop when water rapidly accumulates in the ground and
results in a surge of water-saturated rock, earth, and debris. Mudslides usually
start on steep slopes and can be activated by natural disasters. Areas where
wildfires or human modification of the land have destroyed vegetation on slopes
are particularly vulnerable to landslides during and after heavy rains.

B. Disaster Management

Republic Act (RA) No. 10121 otherwise known as Philippine Disaster Risk
Reduction and Management Act of 2010 which was enacted on May 27, 2010
was established to strengthen the Philippine Disaster Risk Reduction (DRR)
system. It specifically provides for the development of policies, plans and the
implementation of actions and measures pertaining to all aspects of disaster risk
reduction and management, including good governance, risk assessment and
early warning, knowledge building and awareness raising, reducing underlying
risk factors, and preparedness for effective response and early recovery (COA,
2014).

Current thinking defines four phases of emergency

management: mitigation, preparedness, response, and recovery.
UC-NSTP 47

Concept of Disaster Risk Reduction (DRR) and Disaster Risk Reduction

and Management (DRRM)

Disaster Risk Reduction:

1. Concept of DRR
2. Importance of DRR
3. Key principles

National Disaster Risk Reduction Management Framework

Disaster Prevention and Mitigation. Avoid Disaster Preparedness. Establish and

Hazards and mitigate their potential impacts strengthen capacities of communities to
by reducing vulnerabilities and exposure and anticipate, cope and recover from the
enhancing capacities of the communities negative impacts of emergency occurrences
and disasters.

Safer, adaptive and disaster resilient Filipino

Communities towards sustainable development.

Disaster Response. Provide life Disaster Rehabilitation and Recovery.

preservation and meet the basic subsistence
needs of affected population based on
acceptable standards during or immediately
after disaster.
Restore and improve facilities, livelihood and
living conditions and organizational
capacities of affected communities, and
reduced disaster risks in accordance with the
building back better principle.

As defined in RA 10121 (2010), "Disaster Risk Reduction and

Management" refers to the systematic process of using administrative directives,
organizations, and operational skills and capacities to implement strategies,
policies and improved coping capacities in order to lessen the adverse impacts of
hazards and the possibility of disaster.

Community-based Disaster Risk Reduction and Management for

preparedness
1. Emergency plan
2. Monitoring and Evaluation
3. Early Warning Systems
4. Survival kits and materials

Three Phases in Response to a Disaster

1. Alarm Phase - concerned with the immediate activation of adequate and
appropriate resources
2. Work Phase - the implementation of the prepared action plan which
include the elements of rescue (LAST)
3. Let-Down Phase - recovery of all the persons (victims and rescuers) involved
in the disaster
UC-NSTP 48

The Four Elements of People-Centered Early Warning System

Risk Knowledge. Monitoring and Warning Service.

Systematically collect data and
undertake risk assessments.
Are the hazards and the vulnerabilities
well known?
What are the patterns and trends in
these factors?
Are risk maps and data widely
available?
Develop hazard monitoring and early
warning services.
Are the right parameters being
monitored?
Is there a sound scientific basis for
making forecasts?
Can accurate and timely warnings be
generated?

Dissemination and Communication Response and Capability

Communicate risk information and
early warnings
Do warnings reach all of those at risk?
Are the risks and warnings
understood?
Is the warning information clear and
useable?
Build national and community response
capabilities
Are response plans up to date and
tested?
Are local capacities and knowledge
made use of?
Are people prepared and ready to react
to warnings?

Emergency Rescue and Transfer

INDICATIONS OF CONSIDERATION
EMERGENCY RESCUE FOR TRANSFER
Fire or explosion Welfare and security of injury
Danger of toxic gases Size of victim
Serious traffic hazards Physical capabilities
Drowning Availability of resources
Electrocution Nature of evacuation route
Collapsing wall Distance to be covered
Gender
UC-NSTP 49

How to Deal with Emergency?

Emergency Action Principle

SURVEY THE SCENE DO A PRIMARY SURVEY
TO THE VICTIM
(Techniques in ABC
checking)
Is the scene safe? Check for responsiveness
What happened? If unresponsive, shout for help
How many are injured? Position the victim if necessary
Are there bystanders Open the airway
who could help? Check for breathing
If breathless, give two initial
ventilation
Check for pulse
Activate medical assistance
Do necessary first aid
measures
ACTIVATE MEDICAL
ASSISTANCE
Do secondary survey to
the victim
Interview the victim
Determine if breathing,
pulse and body temperature
are normal
Look for other injuries

Patient Categories and Tagging

HIGHEST PRIORITY (RED)
- patients requiring immediate care and
transfer
- airway and breathing difficulties
- open chest and abdominal wounds
- severe head injuries
- tension pneumothorax
- pre-cardial tamponade
- impending shock
IMMEDIATE PRIORITY (YELLOW)
- patients whose care and transport can
be delayed temporarily
- burns with complications
- back injuries
- major open fractures
- eye and abdominal injuries

DELAYED or LOW PRIORITY (GREEN) LOWEST PRIORITY (BLACK)

- those ‘walking wounded’ patients - Patients who are near death or dead
whose care and transport can be - Devastating injuries
delayed until last - Little chance of survival
- simple fracture and sprain
- Soft tissue injuries
- Other non-serious injuries

C. First Aid

FIRST AID – an immediate care given to a person who has been injured
or suddenly taken ill when medical service is not available.

Objectives and Roles

Objectives
A. Alleviate human suffering and pain
B. Prevent added injury or danger
UC-NSTP 50

C. Prolong life

Roles
A. Bridge that fills the gap between the victim and the physician
B. Not intended to compete with nor take the services of the physician
C. Ends when the service of the physician begins

Values and Importance of First Aid Training

Values
A. Preventing and caring for accidental injury or sudden illness
B. Caring for persons caught in disasters
C. Equipping individuals to deal with the whole situation, the person,
and the injury
D. Distinguishing what to do and what not to

Importance
A. The difference between life and death
B. The difference between temporary and permanent disability
C. The difference between rapid recovery and long hospitalization

DO’s and DON’Ts of FIRST AID

DO’s DON’Ts
- Be calm and deliberate, take time - Give any liquid to an unconscious
- Keep the onlookers away from the victim
injured - Try to arouse an unconscious
- Make the victim comfortable and victim
keep him/her cheerful - Let the victim see his / her own
- Keep the handling of the victim to injury
the minimum
- Loosen tight clothing

Characteristics of a Good First Aider

A. Gentle
B. Resourceful
C. Observant
D. Tactful
E. Empathetic

Hindrances of giving first aid

A. Unfavorable surroundings
B. Presence of crowds
C. Pressure from victim or relatives
UC-NSTP 51

MODULE 6
ENVIRONMENTAL EDUCATION

I. SCOPE
A. Brown Environment
B. Healthy Community
C. The 5 S
D. Proper Waste Management
E. Health and Sanitation

II. OBJECTIVES
At the end of the module, the students are able to:
A. Appreciate the qualities of an effective community housekeeping
B. Identify the areas of the community that needs improvements
C. Maintain the discipline needed to be productive
D. Express appreciation of the well-maintained community
E. Develop a healthy community by applying the solid waste
management

III. CONTENT

“We all impact on the Earth. We all contribute to changes, subtle or

otherwise. The need is for all to factor in the environment in our behavioral
choices, to make the necessary adjustments and if necessary, sacrifice,
so as to lighten our ecological footprint on the earth. Should this attitude
become prevalent, there will be hope that humanity will redeem itself and
reconstruct the planet for a brighter future for the coming generation”

A. The State of the Brown Environment

Human health depends on a healthy environment, including clean water,

clean air, good sanitation and an adequate supply of food. The environment had
provided these to man. However, through time, environmental degradation
persists because of destructive and resource-extractive economic activities of
man. Air, water and land pollution and natural resources depletion have resulted
and continuously affected mankind and vice-versa.
The World Bank reports that in developing countries, between 500,000
and one million people die prematurely every year as a result of air pollution
induced respiratory problems and million of cases of respiratory illnesses are
associated with air pollution in large cities. Air pollution also contributes to the
accumulation of stratospheric greenhouse gases, with implications for global
climate change, a phenomenon that pose risks because of its effects like rising
sea levels, flooding, and possible changes in the frequency of storms, declining
water resources and agricultural production due to variations in temperature and
UC-NSTP 52

precipitation. Climate change will also increase the frequency of extreme weather
events, increasing the vulnerability of the poor.
The demand for water through time has continuously stresses the
environment as well. Population, urbanization, and economic growth warn that
water demand is growing and shifting, posing threat to water quality and
eventually to human health. Also, the problem of managing solid wastes,
especially in urban areas, has been taxing local government units too. Reports
show that between 10 to 50 percent operational expenditures for solid waste
services in cities of most low and middle-income countries is inadequate to
provide wide area hence its adverse impacts on public health and the urban
environment.

B. A Healthy Community

A healthy community continuously create and improve the physical and

social environment and expand the community measures that enable people to
mutually support each other in performing all the functions of life and in
developing to their maximum potential.

Healthy Community Principles

A. a broad definition of health
B. shared vision from community values
C. collaborative, consensus-based approach to problem solving
D. address quality of life for everyone
E. diverse citizen participation and widespread community ownership
F. focus on systems change
G. build capacity using local assets and resources
H. benchmark and measure progress and outcomes

Characteristics of a Healthy Community

A. a clean and safe environment
B. a diverse and vibrant economy
C. good housing for all
D. people who respect and support each other
E. a place that promotes and celebrates its cultural and historical heritage
F. a place where citizens and government share power
G. a place that has affordable health care for all
H. a place that has good schools
I. a place that has and supports strong families
J. a community that offers access to quality preventive and curative health
care services for all
UC-NSTP 53

Health Determinants
A. peace, shelter, education
B. social security social relations, social justice
C. food, income
D. empowerment of women
E. a stable ecosystem, sustainable resources
F. respect for human rights, equity

Healthy Schools
Students’ attitudes, behavior, health and academic achievement benefit
from schools that provide not only students’ basic needs but also promote an
atmosphere of community and well-being.

A comprehensive approach to a healthy school environment is essential

so that every student can rise up to challenging academic standards.

Healthy Schools Criteria

A. location
B. licenses and permits
C. structural requirements
D. lighting, ventilation
E. classroom and other rooms
F. equipment
G. sanitary requirements (water supply, toilets, hand-washing facilities,
showers, drinking fountains, waste water, solid waste disposal, pest
control)
H. safety requirements (maintenance, fire/explosion, gas poisoning
prevention)
I. housekeeping
J. other school facilities (gym, auditorium, cafeteria, library, laboratories,
dissection rooms)
K. school health facilities
L. personnel
M. miscellaneous (greenery, vendors, road signs, presence of animals,
security)
UC-NSTP 54

C. The 5 S

What is 5S?
Five S is a systematized approach to:
- organize work area
- keep rules and standards
- maintain the discipline needed to do a good job

It utilizes a work place organization and work simplification techniques to

make work easier, faster, cheaper, safer, and more effective.

The 5S in the three languages

JAPANESE ENGLISH FILIPINO

Seiri Sort Suriin
Seiton Systematize Sinupin
Seiso Sweep Simutin
Seiketsu Sanitize/Standardize Siguruhin
Shikutse Self-discipline

Principles of 5S

1. SEIRI (waste elimination)

a. remove unnecessary items and dispose them properly them properly
b. eliminate obstacle
* Some SEIRI practices:
- disposed tags
- designed storage area
- disposal procedure

2. SEITON
a. arrange necessary items in good order so that they can easily be picked
up for use
b. prevent loss and waste of time
c. easy to find and pick up necessary items
* Some SEITON practices:
- everything must have its location
- label items and their locations systematically mark everything
- separate special tools from common ones
- put frequently used items nearer to the user
- make things visible to reduce searching time, organize by color
UC-NSTP 55

3. SEISO
a. clean your work place completely
b. prevent machinery and equipment from deterioration
c. keep workplace safe and easy to work.
* Some SEISO practices:
- Big SEISO (Clean-up) day.
- 3-5 minutes clean up daily
- Prevent causes of dust and dirt

4. SEIKETSU
a. Maintain high standards of house keeping and workplace organizations
at all times.
b. Maintain cleanliness and orderliness
c. Prevent mis-operation
d. Make it easy to find out abnormality standardize good practices.

5. SHIKUTSE
a. Do things spontaneously without being told or ordered.
b. Enhance autonomous management activities
c. Maintain the discipline needed
* Some Shikutse practices:
- Wash hands after going to the toilet
- Wash hands before and after meals

Benefits of 5S
A. A clean and well-organized workplace is high in PRODUCTIVITY
B. A clean and well-organized workplace produces QUALITY products and
services
C. A clean and well-organized work place reduces cost to a minimum
D. A clean and well-organized workplace ensures DELIVERY on time
E. A clean and well-organized workplace is SAFE for people
F. A clean well –organized workplace makes employee MORALE high

Other Benefits of 5S
A. Improves CREATIVITY of people
B. Improves COMMUNICATION among people
C. Improves HUMAN RELATIONS among people
D. Improves TEAM WORK among people
E. Enhances COMRADESHIP among people
F. Gives VITALITY to people
UC-NSTP 56

3S among the 5S

SEIRE (Sort) SEITON (Systematize) SEISO (Sweep)

- Take necessary items - Arrange necessary - Clean your community
and dispose items in good order - Easy to check
- Make work easy by - Prevent loss and waste abnormality
eliminating obstacles of time - Prevent machinery and
- Eliminate the need to - Easy to find and pick up equipment from
take care unnecessary necessary items deterioration
items - Ensure first-come - first - Community safe and
- Provide no chance of serve basis easy to work
being disturbed by - make production flow
unnecessary items smooth and work easy
- Prevent accumulation of
unnecessary items

D. PROPER WASTE SEGRATION

Republic Act 9003 (The Ecological Solid Waste Management (SWM) Act of
2003) - a multi-sectoral body tasked to institute a national framework for waste
management
Success of RA 9003 lies in the effective cooperation among various
sectors of society: consumers, advocacy group, industries, recycling enterprises,
LGUs, and others
Ecological Solid Waste Management is a systematic administration of
activities that provide for segregation at source, segregated transport, storage,
transfer, processing, treatment, and disposal of solid waste and all other waste
management activities that do not harm the environment.

The 3 R’s of Solid Waste Management:

1. REDUCE – means reducing the amount of waste produced
2. REUSE – try to reuse containers of materials for other purposes
3. RECYCLE – convert waste materials such as paper into decors and others

Waste segregation refers to a solid waste management practice of

separating different materials found in the solid waste in order to promote
recycling and re-use of resources and to reduce the volume of waste for
collection and disposal.
UC-NSTP 57

CLASSIFICATION OF SOLID WASTE IN A HOUSEHOLD

Biodegradabl Recyclables Residuals Special Bulky

e
Fruit & veggie Dry papers, sando bags Paint Destroyed TV
peelings newspapers containers sets
Spoiled food, Dry packing Thinner Destroyed
leftovers cardboards, wrappers containers radios
cartons
Vegetable Plastic styropors Household Destroyed
trimmings containers batteries stereos
Fish scales Plastic cigarette Pharmaceutical Destroyed
materials butts waste washing
machines
Egg shells Plastic water worn out Spray canisters Destroyed
bottles plastic sacks dryers
Seafood shells Plastic bottle dirt from Lead-acid Destroyed
cap sweepings batteries stoves
Animal entrails Tin cans and worn out Used oil filters Destroyed
and carcasses covers rags refs
corn cobs and Aluminum sanitary Broken Destroyed
sheaths cans napkins tiles/lamps dishwashers
rice hulls Iron steel disposable Spoiled waste Broken
diapers furniture
peanut shells Broken plastic straws Spilled waste Broken filing
glasses cabinets
wet Glass bottles parlor waste Expired Broken book
newspapers, cosmetic waste cases
cardboards
wet papers, Toner barber shop Broken beds
cartons cartridges waste
coconut shells Computer household Broken
& husks, seeds casing medicine cushions
bottles
garden, grass Computer ink broken Garden
clippings cartridges ceramics debris
pet manure PVC pipes colored
broken
glasses
poultry, PE pipes coco fiber
livestock from
manure cushions
chipped
branches,
sawdust
UC-NSTP 58

REFERENCES

NSTP Manual