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

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-term effect 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, and more. 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 heatenergy 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

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

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.

References

• Cambridge University (2013). Climate Change: Action, Trends, and Implications for Business.

• EPA, United States Environmental Protection Agency available at

• 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

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 or property.

• 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

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.

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. The main 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 in the atmosphere is
responsible for acid rain.

Effects of Air Pollution

o Global warming

o Ozone depletion (Ozone hole)

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 and used 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 are washed 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, due to 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

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) (Phil Star), 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

Overview

This course focuses on the living conditions of people, the causes of poverty, and national and
international efforts to eradicate it. 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 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.

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.

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 toits 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.

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.

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

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled

Section 1. Title - This Act 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 A w a r e n e s s a n

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.

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

President of the Senate

(Sgd.) PROSPERO C. NOGRALES

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- REYES

Secretary of the Senate

(Sgd.) MARILYN B. BARUA-YAP

Secretary General Houseof Representative

Approved: DEC 12, 2008

(Sgd.) GLORIA MACAPAGAL-ARROYO

President of the Philippines

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/