Central Luzon State University

Science City of Muñoz 3120

Nueva Ecija, Philippines

Instructional Module for the Course

NSTP 1100

Module: Environmental Protection

Topic: Global Warming

Overview

This course will focus on what exactly Global Warming is. It will cover
the most salient issues in global warming, such as the implications of human
activities affecting the earth and climate change. It will also deal with the
recent speculations about the long-term future of climate change and life on
earth and assess some of how we can help to reduce the warming effects
caused by some of our activities. It also deals with the involvement and
cooperation of the young people in their communities to become good
human beings, motivated to fulfill their true potential for their benefit as well
as for the betterment of society as a whole.

I. Objectives
At the end of the module the student should be able to:

1. Define Global warming;

2. Enumerate the causes of global warming and effects of climate change;

3. Discuss mitigation measures to limit the magnitude or the rate of the

long-termeffect of climate change; and

4. Involve the participation of young people in expressing their ideas and

cooperating to eliminate violence in our individual lives, in our
communities, and our societies.

II. Learning Activities

Introduction
Global Warming is the rising average temperature of Earth's climate system.
It is driving changes in rainfall patterns, extreme weather, the arrival of seasons,
andmore. Collectively, global warming and its effects are known as climate
change.
Climate Change refers to changes in any aspects of the earth’s climate
including temperature, precipitation, and storm intensity and patterns. A long-
term change in the Earth’s climate, or of a region on Earth.

Global Warming Drives Climate Change

• Heat is energy and when you add energy to any system changes occur.
• Because all systems in the global climate system are connected, adding heat
energy causes the global climate as a whole to change.
• Much of the world is covered with the ocean which heats up. When the ocean
heats up, more water evaporates into clouds.
• Where storms like hurricanes and typhoons are forming, the result is more
energy-intensive storms.
• A warmer atmosphere makes glaciers and mountain snow packs, the Polar ice
cap, and the great ice shield jutting off of Antarctica melt raising sea levels.
• Temperature changes the great patterns of wind that bring the monsoons in
Asia and rain and snow around the world, making drought and unpredictable
weather more common.

Causes of Global Warming

Global warming occurs when carbon dioxide (CO2) and other air
pollutants and greenhouse gases collect in the atmosphere and absorb sunlight
and solar radiation that have bounced off the earth’s surface. Normally, this
radiation would escape into space—but these pollutants, which can last for years
to centuries in the atmosphere, trap the heat and cause the planet to get hotter.
That's what's known as the greenhouse effect.

Causes of Temperature Increase in the Atmosphere

• Natural variation – the climate becomes warmer by internal chaotic
dynamics of the earth-atmosphere system.
• Solar activity – either direct increase of solar energy output or indirect
“trigger” mechanisms due to solar activity may cause the surface
temperature to go up.
• Greenhouse effect – increasing “greenhouse” gases such as CO2, CH4, NO,
and CFC.

The Greenhouse Effect

In the atmosphere, gases such as H2O, CO2, CH4, CFC, etc., are capable of
absorbing terrestrial radiation (peaking at infrared wavelength) and re-radiate in
all directions. Thus, part of the re-radiation is sent back to the surface. This
means that in the presence of these gases, the atmosphere will be warmer than
without them. These gases thus play the role of glass panels in a greenhouse.
Hence the name greenhouse gases. It is therefore reasonable to expect that
increasing concentrations of greenhouse gases will cause warming in the
atmosphere.
Currently, CO2 is the main suspect of causing global warming because the
combustion of fossil fuels naturally injects CO2 into the atmosphere. Whereas
 other natural processes also inject CO2, the industrial combustion process seems
to play a significant role in the concentration increase.

Greenhouse Gasses
• Carbon Dioxide
combustion of solid waste, fossil fuels (oil, natural gas, and coal), and wood
and wood products
• Methane
production and transport of coal, natural gas, and oil. Methane emissions
also result from the decomposition of organic wastes in municipal solid waste
landfills, and the raising of livestock.
• Nitrous Oxide
agricultural and industrial activities, as well as during the combustion of solid
waste and fossil fuels.
• hydrofluorocarbons (HFCs), perfluorocarbons (PFCs),a nd sulfur
hexafluoride
(SF6), industrial processes.

Some Effects of Global Warming

• Melting glaciers, early snowmelt, and severe droughts will cause more
dramatic water shortages and increase the risk of wildfires.
• Rising sea levels will lead to coastal flooding.
• Forests, farms, and cities will face troublesome new pests, heat waves,
heavy downpours, and increased flooding. All those factors will damage or
destroy agriculture and fisheries.
• Disruption of habitats such as coral reefs and Alpine meadows could drive
many plant and animal species to extinction.
• Allergies, asthma, and infectious disease outbreaks will become more
common due to increased growth of pollen-producing ragweed, higher
levels of air pollution, and the spread of conditions favorable to pathogens
and mosquitoes.

Human Activities that caused Climate Change

• Human activities, particularly the combustion of fossil fuels, are altering
the climate system.
• Human-driven changes in land use and land covers such as deforestation,
urbanization, and shifts in vegetation patterns also alter the climate,
resulting in changes to the reflectivity of the Earth's surface (albedo),
emissions from burning forests, urban heat island effects, and changes in
the natural water cycle.

Online Resources
• https://www.youtube.com/watch?v=oJAbATJCugs
• https://www.youtube.com/watch?v=G4H1N_yXBiA
• https://www.youtube.com/watch?v=_Me8YHObXmo
• https://www.youtube.com/watch?v=mNf2bvdTqV4
References
• Cambridge University (2013). Climate Change: Action, Trends, and Implications for Business.
• EPA, United States Environmental Protection Agency available at www.epa.gov/climatechangeApril2010
• Hatfield, J., K. Boote, P. Fay, L. Hahn, C. Izaurralde, B.A. Kimball, T. Mader, J. Morgan, D. Ort, W.
Polley, A. Thomson, and D. Wolfe, 2008. Agriculture. In: The effects of climate change on agriculture,
land resource, water resources, and biodiversity. A Report by the US Climate Change Science Program
and the Subcommittee on Global Change Research Washington, DC, USA 362pp
(CCSP_Ag_Report.pdf from http://www.sap43.ucar.edu/documents/Agriculture.pdf
• Henson R. 2014.The Thinking Person’s Guide to Climate Change, 1st Edition American Meteorological
Society/University of Chicago Press.
• Keller, Emily Margaret, “Re-Constructing Climate Change: Discourses of the Emerging Movement for
Climate Change,” Queen’s Research & Learning Repository, Queens University, Kingston, Ontario,
Canada October 2012.
• Mirandola, Alberto, and Enrico Lorenzini, "Energy, Environment, and Climate: From the Past to the
Future,” International Journal of Heat and Technology, Volume 34, Number 2, June 2016, pp. 159-164.
http://www.iieta.org/sites/default/files/Journals/HTECH/34.2_01.pdf
• Singer, S. Fred, “A Response to ‘The Climate Change Debates,’ Energy Environment, Vol. 21, No. 7,
November 2010, pp. 847-851.

Topic: Pollution

Overview
This course focuses on environmental quality. It will provide students with
an introduction to issues related to pollution, with emphasis on causes, risks,
mitigation, and prevention. By the end of this course, students will have a
good understanding of the nature of human-environment relationships.

III. Objectives

1. Introduce students to the most common environmental pollutants.

2. Engage students in at least one community-based civic engagement project
that involves environmental pollution.
3. Challenge students to explore and understand the environmental threats they
face in their neighborhoods

IV. Learning Activities

Introduction to Pollution

• Environmental Pollution can be defined as any undesirable change in physical,

chemical, or biological characteristics of any component of the environment
i.e. air, water, and soil which can cause harmful effects on various forms of
life orproperty.
• Pollution: The term pollution can be defined as the influence of any substance
causing a nuisance, harmful effects, and uneasiness to the organisms
• Pollutant: Any substance causing Nuisance or harmful effects or uneasiness
to the organisms, then that particular substance may be called the pollutant.
Types of Pollution

1. Water pollution
o Water Pollution can be defined as an alteration in physical, chemical, or
biological characteristics of water through natural or human activities and
making it unsuitable for its designated use.
o Fresh Water present on the earth's surface is put to many uses. It is
used for drinking, domestic and municipal uses, agriculture, irrigation,
industries, navigation, and recreation. The used water becomes
contaminated and is called wastewater.

The sources of water pollution can be classified as

• Industrial Waste
The major source of water pollution is the wastewater discharged from
industries and commercial bodies, these industries are chemical, metallurgical,
food processing industries, textile, and paper industries. They discharge several
organic and inorganic pollutants. That proves highly toxic to living beings.

• Inorganic Pollutants
They include fine particles of different metals, chlorides, sulfates, oxides of
iron, cadmium, acids, and alkalies.

• Organic Pollutants
They include oils, fats, phenols, organic acids grease, and several other organic
compounds

• Agricultural Wastes
o Chemical fertilizers and pesticides have become essential for present-day
high-yielding crops.
o Consequently, they have become a potential source of water pollution.
These fertilizers contain major plant nutrients mainly nitrogen,
phosphorous, and potassium.
o Excess fertilizers may reach the groundwater by leaching or may be
mixed with the surface water of rivers, lakes, and ponds by runoff
and drainage.
• Marine Pollution
Oceans are the final sink of all natural and manmade pollutants. Rivers
discharge their pollutants into the sea. The sewage and garbage of coastal cities
are also dumped into the sea. The other sources include the discharge of oils,
grease, detergents, and radioactive wastes from ships.

• Thermal pollution
Thermal Pollution of water is caused by the rise in temperature of the water.
Themain source of thermal pollution is thermal and nuclear power plants.

• Documentary on water pollution

https://www.youtube.com/watch?v=h198sZXP7fU
 2. Air pollution
o Air pollution is the introduction of chemicals, particulate matter, or
biological materials that cause harm or discomfort to humans or other
living organisms, or cause damage to the natural environment or built
environment, into the atmosphere.
o A substance in the air that can cause harm to humans and the
environment is known as an air pollutant.

Causes of Air Pollution

o Carbon dioxide-this happens because of Deforestation and fossil fuel
burning.
o Sulfur dioxide –Due to the burning of sulfur-containing compounds of
fossil fuels.
o Sulfur oxides- are very dangerous to humans at a high concentration.
Sulfur inthe atmosphere is responsible for acid rain.

Effects of Air Pollution

o Global warming
o Ozone depletion(Ozonehole)
o Acid Rain
o Various respiratory illnesses

• Air pollution video https://www.youtube.com/watch?v=e6rglsLy1Ys

3. Land Pollution
o Land pollution is the demolition of Earth's land surfaces often caused by
human activities and their misuse of land resources. It occurs when waste
is not disposed of properly.
o Urbanization and industrialization are major causes of land pollution.

Causes of Land Pollution

Construction
o Buildings take up resources and land, and the trees are chopped down
andused to make buildings.
o Takes away the places for animals and other organisms to live.

• Agriculture
o As there are more and more people inhabiting the earth, food is in higher
demand and so forests are chopped down and turned into farmland.
o In addition, herbicides, pesticides, artificial fertilizers, and animal
manure arewashed into the soil and pollute it.

• Domestic waste
o Tons of domestic waste are dumped every day. Some waste from
homes,offices, and industries can be recycled or burnt in incinerators.
 o There is still a lot of garbage, such as refrigerators and washing machines
that are dumped in landfills simply because they cannot be reused in any
way, or recycled.

• Industrial Waste
Plastic factories, chemical plants, oil refineries, nuclear waste disposal
activity, large animal farms, coal-fired power plants, metals production factories,
and other heavy industries all contribute to land pollution.

• Land pollution video https://www.youtube.com/watch?v=uTJExjbsEuc

4. Noise Pollution
o Noise pollution is excessive, displeasing human, animal, or machine-
created environmental noise that disrupts the activity or balance of human
or animal life.
o Sound becomes undesirable when it disturbs normal activities such as
working, sleeping, and conversations.
o World Health Organization stated that “Noise must be recognized as a
major threat to human well-being"

Sources of Noise Pollution

o Transportation systems are the main source of noise pollution in urban
areas.
o Construction of buildings, highways, and streets causes a lot of noise,
dueto the usage of air compressors, bulldozers, loaders, dump trucks,
and pavement breakers.
o Industrial noise also adds to the already unfavorable state of noise
pollution.
o Loudspeakers, plumbing, boilers, generators, air conditioners, fans, and
vacuum cleaners add to the existing noise pollution.

Effects of Noise Pollution

o According to the USEPA, there are direct links between noise and health.
Also, noise pollution adversely affects the lives of millions of people.
o Noise pollution can damage physiological and psychological health.
o High blood pressure, stress-related illness, sleep disruption, hearing
loss,and productivity loss are the problems related to noise pollution.
o It can also cause memory loss, severe depression, and panic attacks.

• Video on Noise pollution

https://www.youtube.com/watch?v=5jfmzufa8qo

Ways to Stop Pollution

o Reduce, reuse and recycle.
o Use non-toxic cleaning materials.
o Avoid using pesticides and fertilizers that can run off into the water
systems.
 o Don’t throw trash or chemicals into the sewer drains.
o Avoid products that come in aerosol spray cans.

• Documentary on Pollution Control

https://www.youtube.com/watch?v=IUXGjsZ3nxQ

References
• Behar, A., Chasin, M. and Cheesman, M. 2000. Noise Control: A Primer. California: Singular Publishing
Group.
• Hill, Marquita K. (2010). Understanding Environmental Pollution (2nd Ed. resp. 3rd Edition). New York:
Cambridge University Press.
• Smith, B.J., Peters, R.J. and Owen, S. 2001. Acoustic and Noise Control. 2nd edition. Essex: Longman
Group.

Topic: Sharing the Earth’s Resources

Overview

This course focuses on the living conditions of people, the causes

of poverty, and national and international efforts to eradicate it.

V. Objectives
1. Grasp the circumstances surrounding people’s way of life;
2. Value variation; and
3. Express their feelings correctly and handle problems amicably by the end of
this module.

VI. Learning Activities

Introduction
Many people live in abject poverty, even in affluent societies. Human
Development Report data from 2003 estimates that 1.22 billion of the world’s
population of 6.8 billion people had incomes of $1.25 or less per day. Likewise,
the severity of poverty can be assessed in a variety of ways. More than half of
the world’s population, or more than 2.6 billion people, lack access to even the
most basic sanitation; more than 1 billion of these people are still drinking
contaminated water (UN Millennium Project, 2002–2006), as reported by the
Food and Agriculture Organization of the United Nations (FAO) (PhilStar,
September 16, 2010). Approximately 30,000 children under the age of five die
every day due to poverty, according to UNICEF (2005). This amounts to around
210,000 children per week or just under 11,000,000 children per year. Some of
the world's poorest cities are places where people "die quietly, far from the eyes
and hearts of the world." One of the leading causes of maternal mortality is
poverty. As reported by the United Nations Millennium Project (2002-2006),
pregnancy-related causes of death account for more than half a million annual
deaths among women worldwide. About one-third of Filipinos, or 4.7 million
households, lived in poverty in 2006. It was established that a family of five
earning less than P6,274 per month was considered to be living in poverty.
About 33.2%, or 27.6 million, of the Philippines' population, was poor in 2016
(PDI, March 9, 2008).

Extreme wealth is concentrated in the hands of a few, while poverty and its
attendant hardships are afflicting an increasing fraction of humanity. The top
5% of the world’s earners, for instance, bring in 114 times as much as the
bottom 5%. In today’s economy, the top 1% of earners are equivalent to the
bottom 57%. The wealth of the top 25 million Americans is greater than that of
the bottom 2 billion persons on the planet (Milanovic, 2002, as cited by HDR,
2003). While the 200 wealthiest persons in the world have a collective net worth
of $1 trillion, the 582 million people who call the 43 LDCs home make a
combined total of only $146.2 billion (HDR, 2000). Furthermore, for every dollar
of aid, the destitute globe spends $13 (World Bank, 1999).

Comparatively, the situation in the Philippines exemplifies the disastrous

wealth gap that exists throughout the world. Metro Manila's poverty rate was
4.3%, while that of Mindanao's Sulu Province was 88.8%. Examining the
Progress Made in Human Development in the Philippines Comparing the two
provinces' life expectancies and rates of high school graduation reveals striking
discrepancies, as does the PHDR. These are both symptoms of low income. Sulu
had a life expectancy of 52.23 years in 2000, while Manila's was 69.2 years.
74.3 percent of those living in Metro Manila have a high school diploma,
whereas only 18.1 percent of those in Sulu have one. It's no surprise that Sulu
is among the Philippines' most dangerous regions. Conflict arises when the
majority of people wallow in their misery while the minority enjoys their material
success.

Systems, institutions, and policies that prioritize the goals, rights, or needs of
some individuals over those of others might be considered examples of
structured violence. Signs of violence include hunger and homelessness
(Cawagas, Toh, and Garrone, eds, 2006). The global economic order dominated
by strong nation-states, international organizations, and multinational
corporations is the bedrock upon which these structures, institutions, and
policies rest. As these things happen, the wealth disparity widens and unfair
commercial practices become the norm.

Causes of Poverty
There is no single source of poverty. During times of war, no one can earn a
living because all business is halted. Mindanao, Philippines, was estimated to
have lost between 5 and 7.5 billion pesos per year in productivity between 1970
and 2001 (Barandiaran, as cited by PHDR, 2005). There is less chance that the
majority of people will be able to make ends meet because of the combination
of a profit-driven economy and political institutions established by the local
political elite. The colonial era's legacy of unequal access to resources and
riches. Colonization has harmed the economies of the countries it conquered.
According to the Growth Education Project (1985), colonization altered the
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colonized economy by making raw materials more accessible to the colonizers
and restricting development opportunities for the colonized. In the natural
world, we live in resources are being allocated unevenly, with some areas
receiving more than others. Use of resources beyond reasonable levels. Overuse
of pesticides and inefficient resource management has led to the destruction of
coral reefs, the loss of forest cover, and significant topsoil loss in agricultural
regions. Damage to coral reefs, deforestation, and soil erosion on farms can all
be traced back to the excessive use of pesticides in the past. Lack of
employment opportunities, inadequate training, wasteful spending, excessive
wealth accumulation, and excessive want all contribute to economic stagnation
and consequent poverty.

Economic Globalization
Through growing movements of capital, labor, goods, and services, economic
globalization causes countries to become economically dependent on each other
(Stiglitz, 2007). This form of globalization is what Paul Streeten refers to as
“from above” (cited by Oloka-Onyango and Udagama, 1999). The elimination of
economic barriers between countries and the establishment of national financial
institutions are its two most crucial components (Khor, 2000). The efficiency
gains and growth prospects both benefit from economic globalization. The
elimination of poverty and inequality, as well as the enhancement of human
development and security, are additional benefits. The flow of money to
developing countries has increased as a result of economic globalization.
Because of globalization, there is more money around. The majority of people
have not become wealthy between 1990 and 2002, according to economic data.

Some 59% of the global population is based in nations where income inequality
is growing. There are 185.9 million people without work and 6.5 billion living in
poverty (Stiglitz, 2007). When did things start going wrong? Some argue that
the playing field is made unfair by the wealthy nations that control the world’s
multinational corporations and the world's financial institutions. Helpful
legislation was passed. Further, economic globalization has prioritized material
aims over more idealistic ones like preserving natural resources, maintaining
public safety, promoting equality, and advancing humanity. According to the
Human Development Report from 1999, putting these priorities first is essential
for globalization to flourish. The goal of peace education is not financial gain but
rather the fulfillment of its students.

Challenging Economic Inequity

Is there a more equitable way to split the world’s resources? Workshop
participants and development-focused groups at the Center for Peace Education
proposed the following:

Global
Create a new, equitable, global political, economic, and international order. In
NETWORK (2005), they present a framework for global commerce and
investment that does so without compromising people’s basic rights. The
primary tenet of this framework is that human beings should serve as the focus,
rather than the means, of progress.
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The common benefit, not private gain, should be prioritized in this new
international economic order. To ensure the continued viability of our planet,
NETWORK recommends that the global economic system prioritize
environmental protection.

Why the rich nations shouldn’t make it hard for the poor ones to enter their
marketplaces? Because most developing nations lack the resources to cover the
costs of essential social and economic services, the rich world should grant
them unconditional debt relief. Developing nations incur a debt of 13 cents for
every dollar of aid they receive (World Bank, 1999).

The poorest countries shouldn’t be saddled with further debt, so aid should be
given in the form of grants, not loans. Currently, developing countries have an
outstanding debt of approximately $1.5 trillion (Stiglitz, 2007). Countries with a
lot of money should let individuals use their technologies so the economy can
expand. Less money spent on the military would mean more for social programs
and productive enterprises.

National
An in-depth and comprehensive agrarian reform plan needs to be
implemented. As reported by the Institute for Food and Development Policy,
complete land reform has significantly increased food production in nations like
Zimbabwe, Japan, and Taiwan. More resources should be allocated to schools
so that everyone has a fair shot at success. To better assist entrepreneurs
running small and medium-sized enterprises, the federal government and
commercial lending institutions should implement credit reforms.

The government should provide classes on entrepreneurship and marketing.

The poor should be given more disposable income through progressive taxation.
Crop drying facilities, along with other rural infrastructure like highways
connecting farms to markets, are crucial. One of the goals of decentralization is
to improve citizens’ access to their government. The term “decentralization”
refers to the practice of empowering subnational governments with greater
autonomy and resources to improve the delivery of basic services to their
constituents.

Businesses on a global scale should be held to higher standards of ethics and

responsibility by being compelled to fund projects with a positive impact on
society and the environment. They need to be proactive in complying with local
laws and regulations, such as those about taxation, worker safety, and
environmental protection. Less money spent on the military would mean more
for social programs and productive enterprises.

Teaching-Learning Ideas
The Millennium Development Goals, which aim to halve extreme poverty by
2015 and were signed by 147 heads of state and government at the United
Nations Millennium Summit in September 2000, are recommended reading.

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 UN MILLENNIUM DEVELOPMENT GOALS
Goal 1: Eradicate extreme poverty and hunger
Goal 2: Achieve universal primary education
Goal 3: Promote gender equality and empower women
Goal 4: Reduce child mortality
Goal 5: Improve maternal health
Goal 6: Combat HIV/AIDS, malaria, and other diseases
Goal 7: Ensure environmental sustainability
Goal 8: Develop a Global Partnership for Development

1. Studies in an application. According to the Human Development Report 2003,

decentralization has been successful in Botswana, Brazil, Colombia, Jordan,
South Africa, and several Indian states. Learn how these nations' systems
operated. What signs of success exist? Can the Philippines anticipate
comparable incidents?

2. Perform research. "Globalization from above" and "Globalization from the

bottom" are the two globalization models. Investigate the second model as to
its purpose.

3. Consider musical or visual representations of economic inequality.

References

Environmental Studies Institute Miriam College. Seven environmental principles.

PowerPoint presentation
Galang, A. (2001). A post-modern approach: environmental education. Miriam College
Faculty Research Journal, 20.
Philippine Star World News, September 16, 2010. The number of hungry people
declines-UN, A–25.
Reardon, B. and Cabezudo, A. (2002). Learning to abolish war: teaching toward a
culture of peace. New York: Hague Appeal for Peace
Reyes, D. (n.d.) A paper on the seven environmental principles. Miriam P.E.A.C.E.
Stiglitz, J. E. (2007). Making globalization work. New York: W.W. Norton & Company,
Inc.

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Topic 1 National Environmental Awareness and Education
Act of 2008 (Republic Act No. 9512)
Republic Act No. 9512
National Environmental Awareness and Education Act of 2008

Fourteenth Congress
Second Regular Session

Begun and held in Metro Manila, on Monday, the twenty-eight day of July, two thousand eight
REPUBLIC ACT No. 9512 December 12, 2008

AN ACT TO PROMOTE ENVIRONMENTAL AWARENESS THROUGH ENVIRONMENTAL

EDUCATION AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled

Section 1. Title - This A ct shall be known as the “ N a t i o n a l E n v i r o n m e n t a l

Awareness and Education Act of 2008”

Section 2. D e c l a r a t i o n o f p o l i c y - Consistent with the policy

of the State to protect and advance the right of the people to a balanced and healthful
ecology in accord with the rhythm and harmony of nature, and in recognition of the vital role of
the youth in nation-building and the role of education to foster patriotism and nationalism,
accelerate social progress, and promote total human liberation and development, the state shall
promote national awareness on the role of natural resources in economic growth and the
importance of environmental conservation and ecological balance towards sustained national
development.

Section 3. S c o p e o f E n v i r o n m e n t a l E d u c a t i o n -
The Department of Education (DepEd), the Commission on Higher Education (CHED), the
Technical Education and Skills Development Authority (TESDA), the Department of Social Welfare
and Development (DSWD), in coordination with the Department of Environment and Natural
Resources (DENR), the Department of Science and Technology (DOST) and other relevant
agencies, shall integrate environmental education in its school curricula at all levels, whether
public or private, including in barangay daycare, preschool, non-formal, technical vocational,
professional level, indigenous learning, and out-of-school youth courses or programs.
Environmental education shall encompass environmental concepts and principles, environmental
laws, the state of the international and local environment, local environmental best practices, the
threats of environmental degradation and its impact on human well-being, the responsibility of
the citizenry to the environment and the value of conservation, protection, and rehabilitation of
natural resources and the environment in the context of sustainable development. It shall cover
both theoretical and practicum modules comprising activities, projects, and programs including,
but not limited to, tree planting; waste minimization, segregation, recycling, and composting;
freshwater and marine conservation; forest management and conservation; relevant livelihood
opportunities and economic benefits and other such programs and undertakings to aid the
implementation of the different environmental protection law.

Section 4. Environmental Education and Activities as Part of National Service

Training Program - The CHED and the TESDA shall include environmental education and
awareness programs and activities in the National Service Training Program under Republic Act
No. 9163, as part of the Civic Welfare Training Service component required for all baccalaureate
degree courses and vocational courses with a curriculum of at least two (2) years.

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Section 5. D e c l a r a t i o n o f E n v i r o n m e n t a l A w a r e n e s s
M o n t h - A c c o r d i n g to the policy set forth in this Act, the month of November of
every year shall be known as the "Environmental Awareness Month" throughout the
Philippines.

Section 6. I n t e r a g e n c y a n d M u l t i - s e c t o r a l E f f o r t - The DepEd,

CHED, TESDA, DENR, DOST and other relevant agencies, in consultation with experts on the
environment and the academe, shall lead in the implementation of public education and
awareness programs on environment protection and conservation through collaborative
interagency and multi-sectoral effort at all levels.

The DENR shall have the primary responsibility of periodically informing all agencies concerned
on current environmental updates, including identifying priority environmental education issues
for national action and providing strategic advice on environmental education activities. The
DepEd, CHED, TESDA, DENR, DOST, DSWD, and barangay units shall ensure that the information
is disseminated to the subject students.

The DOST is mandated to create programs that will ensure that students receive science-based
quality information on environmental issues to encourage the development of environment-
friendly solutions, devices, equipment, and facilities.

Section 7. C a p a c i t y - B u i l d i n g - T he DepEd, CHED, and TESDA, in

coordination with the DENR and other relevant agencies, shall undertake capacity-building
programs nationwide such as trainings, seminars, workshops on environmental education,
development and production of environmental education materials, and teacher-education
courses and related livelihood programs.

Section 8. S e p a r a b i l i t y C l a u s e - If any part, section, or provision of this

Act shall be held invalid or unconstitutional, the other provisions shall not be affected
thereby.

Section 9. R e p e a l i n g C l a u s e - All other acts, laws, executive orders,

presidential issuances, rules, and regulations or any part thereof which are inconsistent with this
Act are hereby repealed or modified accordingly.

Section 10. Effectivity - This Act shall take effect fifteen (15) days after its publication in
the Official Gazette or in at least two (2) newspapers of general circulation.

Approved

(Sgd.) MANNY VILLAR (Sgd.) PROSPERO C. NOGRALES

President of the Senate Speaker of the House ofRepresentative

This Act which is a consolidation of Senate Bill No. 1699 and House Bill No. 4381 was finallypassed by the
Senate and the House of Representatives on October 8, 2008.

(Sgd.) EMMA LIRIO- (Sgd.) MARILYN B. BARUA-YAP

REYES Secretary General House
Secretary of the Senate of Representative

Approved: DEC 12, 2008

(Sgd.) GLORIA MACAPAGAL-ARROYO

President of the Philippines

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References

Mabalay, Michael C. et. al. 2018. National Service Training Program 1. Center for
Educational Resources Development and Services. Central Luzon State University.
Science City of Munoz, Nueva Ecija. pp 49 -54.

https://lawphil.net/statutes/repacts/ra2008/ra_9512_2008.html
https://www.officialgazette.gov.ph/2008/12/12/republic-act-no-9512/

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