NSTP Silm 21 22

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MARIAN COLLEGE
Ipil, Zamboanga Sibugay
SELF-INSTRUCTIONAL LEARNING MODULE
NSTP 1
2021-2022
FOREWORD
Republic Act No. 9163 or the NSTP Law of 2001 carts the directive of the state for Higher
Educational Institutions to restore and transform the lives of the youth in terms of their learned
knowledge and skills, proper values and character. The National Service Training Program is a
prudent developmental device aimed at instilling in genuine ideals of leadership and
community service.
This Self-Instructional Learning Module is uniquely prepared for you to pursue your goals in
this New-Normal condition.
This Self-Instructional learning module contains theories, concepts, principles and activities
that will help you navigate to the lane of righteous and proactive living. Most importantly, the
contents of the Self-Instructional Learning Module will unstitch and flare up your self-
leadership.
May God bless and guide us all in this endeavor. GOOD LUCK!
Julius E. Pelonia
Instructor/Facilitator
Contact # 09061708700
[email protected]
COMPONENTS OF THE SELF-INSRUCTIONAL LEARNING MODULE
The Self-Instructional Learning Module on (NSTP-1) R.A. 9163 National Service Training Program use a
format with the following basic components.
1. Objectives
2. Topics
3. Activities
4. Assessment
5. Sources/References
6. Printed Documents, Articles , Song lyrics, Self-Testing questionnaires
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Basic considerations for recipients:
1. Start your day with a PRAYER and end it with a PRAYER. (Do……do.)
2. STAY safe and healthy.
3. Be normal with new normal.
4. Be wired always with the current situation.
5. Secure a place where you can be you.
6. Let us work for progress together.
7. Some songs intended for reflection and activity accompaniment have also been included in
some of the modules. In the same way, other songs that the recipient feels are more
appropriate and or effective may be added or used instead of those recommended on the
modules.
8. In the activities, the recipient is free to use his or her discretion to allot a particular time
constraint, as he or she deems best or necessary.
9. Other instructional aids, materials and relevant activities may be employed to enhance the
manner of attaining the intents of the modules.
10. Written activity outputs and assessment should be submitted in the designated drop box.
11. If you see that there are some discrepancies or technical errors of this Self-Instruction Learning
Module, immediately informed the facilitator, so that corrections can be made.
12. Welcome and accommodate if there are some the changes, adjustments, supplements and
developments to this module.
13. For your request, negotiations, complains, doubts and queries keep in touch with this number
09061708700.
CONTENT
I. MODULE 1- NSTP LAW R.A. 9163 ……………………………………………….5-18

1.1.Overview NSTP Law
1.2.Full text of the Law
1.3.Full of NSTP Implementing Rules and Regulations
II. MODULE 2-HEALTH EDUCATION …………………………………….…………19-24

II.1.Health Education
II.2. Your Health Triangle
III. MODULE 3-SELF-AWARENESS AND SELF-MANAGEMENT...……….24-29
3.1. Self-Awareness and Self-management

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3.2. Song Lyrics “Persons are Gifts”
IV. MODULE 4-VALUES DEVELOPMENT…………………………………………..29-39
4.1. Why Values Are Important?

4.2. Value Formation
4.3. What Are Your Values?
4.4. A Virtue Is A Good Habit.
4.5. Value Education: Definition and the Concept of Value Education (With Example)!
V. MODULE 5-DIMENSIONS OF DEVELOPMENT…………………………….…40-46
5.1. The Good Filipino Citizens

5.2. Morals of Good Citizenry
5.3. Patriotism and Nationalism in the Philippines
5.4. What is Good Governance?
5.5. Right to Suffrage
5.6. Why do we Vote?
VI. MODULE 6-LEADERSHIP……………………………………………………………….46-62
6.1. Self-leadership
6.2. How to Cultivate Self-Leadership to Master Your Behavior and Realize Your Leadership
Potential
6.3. The Servant as Leader
6.4. 7 Habits for Leadership Success
6.5. 10 Common Leadership Styles
VII.MODULE 7-RECREATION AND TEAM BUILDING……………………………62-67
7.1. The Benefits of Team Building

7.2. Characteristics of a Good/Effective Team
VIII. MODULE 8-ENTREPRENEURSHIP……………….……………………………67-77

8.1. Entrepreneurship Skills
8.2. Types of Entrepreneurs
8.3. Roles of an Entrepreneur
8.4. Entrepreneurial Motivations
8.5. How to Be a True Entrepreneur
IX. MODULE 9-ENVIRONMENTAL RESOURCE MANGEMENT……...77-85

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9.1. Environmental Resource Management

9.2. Song lyrics “Kapaligiran”
X. MODULE 10- DISASTER MANAGEMENT AND EMERGENCY

SAFETY MEASURES…………………………………………………..85-99
10.1. Disaster
10.2. Why Prepare?
10.3. Natural Disaster Survival: A Disaster Preparedness Checklist
10.4. Disaster Management Cycle
XI. MODULE 11-PEACE EDUCATION………………………………………..…………99-108
11.1. Printed texts for peace education

11.2. Song lyrics “Let There Be Peace on Earth”
XII. MODULE 12-COMMUNITY NEEDS ASSESSMENT……………………..….108-115

13.1. Community Needs Assessment
13.2. Sample Survey Instrument
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I. MODULE 1
OBJECTIVES:
 The students may be able recognize and describe the legal bases National Service Training
Program
Identify and explain the vital provisions of the NSTP Implementing Rules and Regulations
 Distinguish the scope of three components of NSTP
 Appreciate the importance of NSTP
TOPIC: NSTP LAW R.A. 9163
MATERIAL:
1.1. Overview NSTP Law

1.2. Full text of the Law
1.3. Full of NSTP Implementing Rules and Regulations
Writing pen and Writing Pad
ACTIVITY:
Readings:
Document 1.1.Overview NSTP Law

Document 1.2.The NSTP law and
Document 1.3.The NSTP Implementing Rules and Regulations
ASSESSMENT:
Undertake Practice Sheet 1

NSTP RULES AND REGULATIONS
Name __________________________________________________________________ Practice Sheet 1

Section ____________________________ Date ________________________________Score ________
A. Modified True or False: Write true if the statement is true. If it is false, write the correct answer in
the given space to make the statement true. The underlined words serve as clues.
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______________________1. NSTP refers to the program component designed to train the students
to teach literacy and numeracy skills to school children, out of school youths, and other segments
of the society in need of services.
______________________2. The maximum time in undertaking NSTP is 74 hours.
______________________3. The NSTP Law, Rule 4, offers less 40% in the basic tuition fee of the
subject per student.
______________________4. NSTP Law was first implemented in School Year 2002-2003.
______________________5. LTS refers to the Program component or activities contributory to the
general welfare and the betterment of the life for the members of the community.
______________________6. All graduates of ROTC shall form part of the NSRC or National Service
Reserve Corps.
______________________7. Only males are be required to take the NSTP.
______________________8. Every student should finish the three components of the NSTP.
______________________9. CWTS is a program aimed at enhancing civic consciousness and
defense preparedness in the youth by developing the ethics of service and patriotism.
______________________10. All graduates of NSTP will be given a certificate of recognition with
serial number from DND, CHED, and TESDA.
B. Essay: Explain the differences among the three components on the NSTP. (5pts)
REFERENCES:
De los Santos, Andres and Company. NSTP CWTS LTS. 2014. Chap 1
Binag, Binag J., PhD. NSTP/CWTS Handbook.2007
Leo, Sergio. NSTP Sourcebook 2nd edition
Coloma, Teresita Miguel. Towards a Relevant and Responsive NSTP in Schools
De la Cruz, Sonia Gasilla. National Development via NSTP
https://la https://nstp.upd.edu.ph/wp-content/uploads/2018/04/Republic-Act.-No-9163-NSTP-Act-
2001.pdfwphil.net/statutes/repacts/ra2002/ra_9163_2002.html
https://www.coursehero.com/file/7178058/NSTP-Law/
Document 1.1.
NATIONAL SERVICE TRAINING PROGRAM

From Wikipedia, the free encyclopedia
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."
Under the NSTP Program, both male and female college students of any baccalaureate
degree course or technical vocational course in public or private educational institutions are
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obliged to undergo one of three program components for an academic period of two
semesters. The students, however, are free to choose which particular program component to
take. The three NSTP Program components are:[1]
Civic Welfare Training Service (CWTS)
This program component is designed to provide students with activities contributory to the
general welfare and betterment of life of the members of the community especially those
developed to improve social welfare services.
Literacy Training Service (LTS)

This program component is designed to train students in teaching literacy and numeracy skills
to schoolchildren and out-of-school youths. The hope is to continue learning on a peer - to -
peer interaction.
Reserve Officers' Training Corps (ROTC)

This program component 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.
Legal Precedents:
President Manuel Quezon controlled the National Assembly which enacted the National
Defense Act of 1935
There have been several legal precedents to the National Service Training Program (NSTP) Act
of 2001. These include:
Commonwealth Act No. 1

Main article: National Defense Act of 1935
Commonwealth Act No. 1, otherwise known as the "National Defense Act", was enacted by the
National Assembly of the Philippines on 21 December 1935. It provided for obligatory military
service for all male citizens of ages between 18 and 30.[2]
Presidential Decree No. 1706

Presidential Decree No. 1706, otherwise known as the "National Service Law", was signed into
law on 8 August 1980. It made national service obligatory for all Filipino citizens and specified
three categories of national service: civic welfare service, law enforcement service and military
service.
Republic Act 7077

Republic Act 7077, otherwise known as the "Citizen Armed Forces of the Philippines Reservist
Act", was enacted by the 8th Congress of the Philippines on 27 June 1991. The Reservist Act
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provided for organization, training and utilization of reservists, referred to in the Act as "Citizen
Soldiers". The primary pool of manpower for the reservist organization are graduates of the
Reserve Officers' Training Corps basic and advance courses.[4]
Statistics
According to the Commission on Higher Education, over a ten-year period from 2002-2012 the
CWTS component has produced 10,614,000 graduates, the highest among the three NSTP
components. This is followed by the ROTC component, with 1,435,000 AFP reservists and the
LTS component with 538,700 graduates.
A comparison of the number of NSTP graduates per component,

2002-2012
NSTP Component No. of Graduates
CWTS 10,614,000
LTS 538,700
ROTC 1,435,000
Document 1.2.
Congress of the Philippines

Twelfth Congress
REPUBLIC ACT NO. 9163 January 23, 2002
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
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:
Section 1. Short Title - This Act shall be known as the "National Service Training Program (NSTP) Act of
2001".
Section 2. Declaration of Policy - It is hereby affirmed the prime duty of the government to serve and
protect its citizens. In turn, it shall be the responsibility of all citizens to defend the security of the State
and in fulfillment thereof, the government may require each citizen to render personal, military or civil
service.
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Recognizing the youth's vital role in nation-building, the State shall promote civic consciousness among
the youth and shall develop their physical, moral, spiritual, intellectual and social well-being. It shall
inculcate in the youth patriotism, nationalism, and advance their involvement in public and civic affairs.
In pursuit of these goals, the youth, the most valuable resource of the nation, shall be motivated,
trained, organized and mobilized in military training, literacy, civic welfare and other similar endeavors
in the service of the nation.
Section 3. Definition of Terms - For purposes of this Act, the following are hereby defined as follows:
(a) "National Service Training Program (NSTP)" is a program aimed at enhancing civic
consciousness and defense preparedness in the youth by developing the ethics of service and
patriotism while undergoing training in any of its three (3) program components. Its various
components are specially designed to enhance the youth's active contribution to the general
welfare.
(b) "Reserve Officers' Training Corps (ROTC)" is a program institutionalized under Sections 38
and 39 of Republic Act No. 7077 designed to provide military training to tertiary level students in
order to motivate, train, organize and mobilize them for national defense preparedness.
(c) "Literacy Training Service" is a program designed 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.
(d) "Civic Welfare Training Service" refers to programs or activities contributory to the general
welfare and the betterment of life for the members of the community or the enhancement of
its facilities, especially those devoted to improving health, education, environment,
entrepreneurship, safety, recreation and morals of the citizenry.
(e) "Program component" shall refer to the service components of the NSTP as enumerated in
Section 4 of this Act.
Section 4. Establishment of the National Service Training Program. - There is hereby established a
National Service Training Program, which shall form part of the curricula of all baccalaureate degree
courses and of at least two (2)-year technical vocational courses and is a requisite for graduation,
consisting of the following service components:
(1) The Reserve Officers' Training Corps (ROTC), which is hereby made option and voluntary
upon the effectivity of this Act;
(2) The Literacy Training Service; and
(3) The Civic Welfare Training Service
The ROTC under the NSTP shall instill patriotism, moral virtues, respect for rights of civilians,
and adherence to the Constitution, among others. Citizenship training shall be given emphasis
in all three (3) program components.
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The Commission on Higher Education (CHED) and Technical Education and Skills Development
Authority (TESDA), in consultation with the Department of National Defense (DND), Philippine
Association of State Universities and Colleges (PASUC), Coordinating Council of Private
Educational Associations of the Philippines (COCOPEA) and other concerned government
agencies, may design and implement such other program components as may be necessary in
consonance with the provisions of this Act.
Section 5. Coverage - Students, male and female, of any baccalaureate degree course or at least two
(2)-year technical vocational courses in public and private educational institutions shall be required to
complete one (1) of the NSTP components as requisite for graduation.
Section 6. Duration and Equivalent Course Unit - Each of the aforementioned NSTP program
components shall be undertaken for an academic period of two (2) semesters.
In lieu of the two (2) semester program for any of the components of the NSTP, a one (1)-summer
program may be designed, formulated and adopted by the DND, CHED, and TESDA.
Section 7. NSTP Offering in Higher and Technical-Vocational Educational Institutions - All higher and
technical-vocational institutions, public and private, must offer at least one of the program
components; Provided, that State universities and colleges shall offer the ROTC component and at
least one other component as provided herein; Provided, further, that private higher and technical-
vocational education institutions may also offer the ROTC if they have at least three hundred and fifty
(350) cadet students.
In offering the NSTP whether during the semester or summer periods, clustering of affected students
from different educational institutions may be done, taking into account logistics, branch of service and
geographical considerations. Schools that do not meet the required number of students to maintain the
optional ROTC and any of the NSTP components shall allow their students to cross-enroll to other
schools irrespective of whether or not the NSTP components in said schools are being administered by
the same or another branch of service in the Armed Forces of the Philippines (AFP), CHED and TESDA
to which schools are identified.
Section 8. Fees and Incentives - Higher and technical vocational institutions shall not collect any fee for
any of the NSTP components except basic tuition fees, which shall not be more than fifty percent (50%)
of what is currently charged by schools per unit.
In the case of ROTC, the DND shall formulate and adopt a program of assistance and/or incentive to
those students who will take the said component.
The school authorities concerned, CHED and TESDA shall ensure that group insurance for health and
accident shall be provided for students enrolled in any of the NSTP components.
Section 9. Scholarships - There is hereby created a Special Scholarship Program for qualified students
taking the NSTP which shall be administered by the CHED and TESDA. Funds for this purpose shall be
included in the annual regular appropriations of the CHED and TESDA.
Section 10. Management of the NSTP Components - The school authorities shall exercise academic and
administrative supervision over the design, formulation, adoption and implementation of the different
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NSTP components in their respective schools; Provided, That in case a CHED- or TESDA-accredited
non-government organization (NGO) has been contracted to formulate and administer a training
module for any of the NSTP components, such academic and administrative supervision shall be
exercised jointly with that accredited NGO; Provided, further, That such training module shall be
accredited by the CHED and TESDA.
The CHED and TESDA regional offices shall oversee and monitor the implementation of the NSTP
under their jurisdiction to determine if the trainings are being conducted in consonance with the
objectives of this Act. Periodic reports shall be submitted to the CHED, TESDA and DND in this regard.
Section 11. Creation of the National Service Reserve Corps - There is hereby created a National Service
Reserve Corps, to be composed of the graduates of the non-ROTC components. Members of this Corps
may be tapped by the State for literacy and civic welfare activities through the joint effort of the DND,
CHED and TESDA.
Graduates of the ROTC shall form part of the Citizens' Armed Force, pursuant to Republic Act No. 7077.
Section 12. Implementing Rules. - The DND, CHED and TESDA shall have the joint responsibility for the
adoption of the implementing rules of this Act within sixty (60) days from the approval of this Act.
These three (3) agencies shall consult with other concerned government agencies, the PASUC and
COCOPEA, NGOs and recognized student organizations in drafting the implementing rules.
The implementing rules shall include the guideline for the adoption of the appropriate curriculum for
each of the NSTP components as well as for the accreditation of the same.
Section 13. Transitory Provisions - Students who have yet to complete the Basic ROTC, except those
falling under Section 14 of this Act, may either continue in the program component they are currently
enrolled or shift to any of the other program components of their choice; Provided, That in case he
shifts to another program component, the Basic ROTC course he has completed shall be counted for
the purpose of completing the NSTP requirement; Provided, further, That once he has shifted to
another program component, he shall complete the NSTP in component.
Section 14. Suspension of ROTC Requirement - The completion of ROTC training as a requisite for
graduation is hereby set aside for those students who despite completing their entire academic units as
of the effectivity of this Act have not been allowed to graduate.
Section 15. Separability Clause - If any section or provision of this Act shall be declared unconstitutional
or invalid, the other sections or provisions not affected thereby shall remain in full force and effect.
Section 16. Amendatory Clause - Section 35 of Commonwealth Act No. 1, Executive Order No.207 of
1939, Sections 2 and 3 of Presidential Decree No. 1706, and Sections 38 and 39 or Republic Act No. 7077,
as well as all laws, decrees, orders, rules and regulations and other issuances inconsistent with the
provisions of this Act are hereby deemed amended and modified accordingly.
Section 17. Effectivity - This Act shall take effect fifteen (15) days after its publication in two (2)
newspapers of national circulation, but the implementation of this Act shall commence in the school
year of 2002-2003.
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Approved,
(Sgd)
FRANKLIN M. DRILON
President of the Senate
(Sgd)
JOSE DE VENECIA, JR.

Speaker of the House of Representatives
This Act which is a consolidation of H.B. No. 3593 and S.B. No. 1824 was finally passed by the House of
Representatives and the Senate on December 19, 2001.
(Sgd) Approved: January 23, 2002

(Sgd)
OSCAR G. YABES (Sgd)
Secretary of the Senate ROBERTO P. NAZARENO
Secretary General GLORIA MACAPAGAL-
House of Representatives ARROYO
President of the Philippines
Document 1.3.
The NSTP Implementing Rules and Regulations

IRR NSTP 2006
10 April 20061REVISEDIMPLEMENTING RULES AND REGULATIONSOF THENATIONAL

SERVICE TRAINING PROGRAM (NSTP)Pursuant to Section 12 of Republic Act No. 9163
otherwise known as the National Service Training Program (NSTP) Act of 2001, the
Commission on Higher Education (CHED), Technical Education and Skills Development
Authority (TESDA),and Department of National Defence (DND), in consultation with
concerned government agencies, the Philippine Association of State Universities and
Colleges(PASUC), Coordinating Council of Private Educational Associations of the
Philippines(COCOPEA), Non-Government Organizations (NGOs) and recognized student
organizations, hereby jointly issue, adapt and promulgate the following implementing rules
and regulations in implement the provisions of the Act.
Rule I GUIDING PRINCIPLES

Section 1. Guiding Principle.
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While it is the prime duty of the government to serve and protect its citizens, in turn it shall be
the responsibility of all citizens to defend the security and promote the general welfare of the
State, and infulfillment thereof, the government may require each citizen to render personal
military or civil service.
Section 2. Role of the Youth

a. In recognition of the vital role of the youth in nation building, the State shall promote
civic consciousness among them and shall develop their physical, moral, spiritual,
intellectual and social well-being. It shall inculcate the ideals of patriotism, nationalism,
and advance their involvement in public and civic affairs.
b. b. As the most valuable resource of the nation, they shall be motivated, trained,
organized and involved in military, literacy, civic welfare programs and other similar
endeavours in the service of the nation.
Rule II DEFINITION OF TERMS
Section 3. As used in this Implementing Rules and Regulations (IRR), the following terms
shall mean:
a. “National Service Training Program” (NSTP) – refers to the program aimed at enhancing
civic consciousness and defence preparedness in the youth, by developing the ethics of
service and patriotism while undergoing training in any of the three (3) Program
components, specifically designed to enhance the youth’s active contribution to the
general welfare;
b. “Reserve Officers’ Training Corps” (ROTC) – refers to the Program component,

institutionalized under Sections 38 and 39 of Republic Act No. 7077, designed to provide
military training to tertiary level studentsin order to motivate, train, organize and mobilize
them for national defence preparedness;
c. “Literacy Training Service” (LTS) – refers to the Program component designed to train
the students to teach literacy and numeracy skills to school children, out-of-school youths
and other segments of society in need of their services;
d. “Civic Welfare Training Service” (CWTS) – refers to the Program component or activities
contributory to the general welfare and the betterment of life for the members of the
community or the enhancement of its facilities, especially those devoted to improving
health, education, environment, entrepreneurship, safety, recreation and moral of the
citizenry and other social welfare services;
e. “Program Component” – refers to the service components of NSTP as defined here in;
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f. “Clustering” – refers to the grouping of students enrolled to different schools and taking
up the same NSTP component into one (1) group under the management and supervision
of a designated school;
g. “Cross Enrolment” – refers to a system of enrolment were a student is officially enrolled

in an academic program of an origin school but is allowed to enrol in the NSTP component
of another accepting school; and
h. “Non-Government Organization” (NGO) – refers to any private organization duly

accredited by CHED or recognized by TESDA.
Rule III PROGRAM IMPLEMENTATION
Section 4. Coverage
a. All incoming first year students, male and female, starting School Year (SY) 2002-2003,
enrolled in any baccalaureate and in at least two (2) year technical-vocational or
associate courses, are required to complete one (1) NSTP component of their choice, as
a graduation requirement.
The above provision, however, does not cover the following:
a. 1. Students who finished or graduated from a baccalaureate degree or two year

technical-vocational or associate course and pursuing or enrolled in another or
additional baccalaureate degree or two-year technical-vocational or associate course in
SY 2003-2004, and;
a. 2. Students who completed any of the three NSTP components but considered
freshmen to the course where they transferred or shifted.
a.3. Foreign students or aliens
b. All higher and technical-vocational education institutions must offer at least one (1) of
the NSTP components.
c. State Universities and Colleges (SUCs), shall offer the ROTC component and at least
one (1) other NSTP component.
d. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy

(PMMA), and Philippine National Police Academy (PNPA) are exempted from the NSTP
in view of the special character of these institutions. Other State Universities and
Colleges of similar nature will be exempted subject to approval of the Department of
National Defence.
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e. Private higher and technical-vocational education institutions with at least 350 student
cadets may offer the ROTC component and consequently establish/maintain a
Department of Military Science and Tactics (DMST), subject to the existing rules and
regulations of the Armed Forces of the Philippines (AFP).
Section 5. Program Components
a. The NSTP shall have the following components which the students can choose from as
defined in Rule II, Section 3 hereof: The Reserve Officers Training Corps, Literacy
Training Service (LTS), and Civic Welfare Training Service (CWTS).
b. b. All program components, the ROTC in particular, shall give emphasis on citizenship
training and shall in still patriotism, moral virtues, respect for the rights of civilians and
adherence to the Constitution.
c. The CHED, TESDA in consultation with the DND, and PASUC, COCOPEA and other
concerned government agencies, may design and implement such other non-military
training components as may be necessary in consonance with the provisions of R.A.
9163.d.
d. Within thirty (30) days from the approval of this revised IRR, the CHED, TESDA, and the
DND shall jointly issue the minimum standards for the three (3) NSTP components
which shall form part of these guidelines.
Section 6. Duration and Equivalent Course Unit
a. Each of the aforementioned NSTP components shall be undertaken for an academic

period of two (2) semesters. It shall be credited for three (3) units per semester, for fifty-
four (54) to ninety (90) training hours per semester.
b. A One (1) Summer Program (OSP) in lieu of the two (2) semester program may be
designed, formulated and adopted by the DND,CHED and TESDA, subject to the
capability of the school and the AFP to handle the same.
c. Earned NSTP units shall not be included in the computation of Grade Point Average
(GPA) grades of college graduating students.
Section 7. Clustering and Cross-Enrolment
a. Clustering of students from different education institutions during semestral or summer

periods may be done for any of the NSTP component, taking into account logistics,
branch of service and geographical locations. The host school shall be responsible in
managing the Program.
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b. Schools that do not meet the required number of students to maintain the optional
ROTC and any of the NSTP components, or do not offer the component chosen by the
students, shall allow their students to cross-enroll to other schools, irrespective or
whether such school is under CHED or TESDA; and in the case of students taking the
ROTC component, irrespective of whether the two semesters shall be taken from
different schools whose ROTC are administered/managed by different branches of
service of the AFP.
d. Students intending to cross-enroll shall be subject to the existing rules and regulations
of the school of origin and the accepting school.
Section 8. Monitoring and Evaluation
A. Management
1. The school authorities shall exercise academic and administrative supervision over the
design, formulation, adoption and implementation of the different NSTP components in the
irrespective schools.
2. There should be an NSTP Office in each school or college/university headed by an NSTP

Director or its equivalent position responsible for the implementation of the Program. Each of
the NSTP components is considered a distinct and/or separate unit under the NSTP office, and
the head of the unit shall report directly to the NSTP Director or its equivalent position.
3. A functional chart of the NSTP Office shall be structured based on the capability of the
institution to sustain the component program being offered based on the number of enrolees.
4. In the case of ROTC, the school authorities and DND, subject to the policies, regulations and
programs of DND on the military component of the training, shall exercise joint supervision
over its implementation.
5. Schools which have contracted CHED-accredited or TESDA-recognized NGOs to formulate

and administer training modules for any of the NSTP components shall jointly exercise such
academic and administrative supervision with those NGOs. Within forty-five (45) days from
approval and issuance of this IRR, the CHED,TESDA and DND shall issue the necessary
guidelines for the accreditation of non-government organizations (NGOs) and training
modules to be utilized by these NGOs.
B. Monitoring
1. CHED Regional Offices, TESDA Provincial/District Offices and DNDAFP (through the Major
Service Reserve Commands), shall oversee and monitor the implementation of the NSTP
under their respective jurisdiction, to determine if the trainings conducted are inconsonance
with the Act. These Sub Offices shall submit periodic reports to the Central Offices of CHED,
TESDA and DND.
17
2. CHED deputized officials shall coordinate and conduct spot visits to actual NSTP activities.
3. At the end of every school year the Higher Education Institution shall submit an Annual
Report to the CHED Regional Office copy furnished the Office of Student Services in electronic
template, indicating the following:
3.1 names who finished under each NSTP component,
3.2 the programs, projects and activities undertaken with pictorials and documentation as
much as possible, and
3.3 financial statements on the funds collected, allocated and utilized.
The annual report on NSTP by the university or college shall be made available to faculty,
students and the general public in the NSTP Office.
In regions with universities and colleges having two or more campuses, the university
concerned shall consolidate the report before submission to CHED Regional Offices.
In cases of violations of guidelines, warnings and/or sanctions may be imposed to schools and
accredited NGOs that disregarded or grossly violated the provisions of this implementing rules
and regulations.
Rule IV FEES AND INCENTIVES
Section 9. Fees.
a. No fees shall be collected for any of the NSTP components except basic tuition which should
not be more than fifty (50%) percent of the charges of the school per academic unit. NSTP
tuition collected shall constitute a Trust Fund, which shall be exclusively used for the operation
of the Program.
b. NSTP funds derived from NSTP-related operations shall serve as augmentation to sustain
un-programmed activities of NSTP.
c. The unexpended fund balance shall be carried over to the next semester; provided, however,
NSTP funds shall not be converted into savings at the expense of the proper implementation of
the program
d. Subsidies from the government, any legal agency or institution appropriated for NSTP shall
be included in the preparation of the program of expenditure and report on the utilization of
funds.
18
e. Expenditures/disbursements shall be subjected to periodic audits by the proper school

authorities and concerned NSTP officers;
f. The NSTP Director or its equivalent shall submit a comprehensive report on the utilization of
the NSTP Funds by program component to the school head, two weeks after the end of every
semester.
g. Rental space of school and other similar expenses shall not be charged to NSTP.
Section 10. Incentive, Insurance and Protection
A. Incentives
1. A program of assistance/incentives for ROTC students shall be provided and administered by

DND, in accordance with existing laws and regulations and subject to the availability of funds.
2. A Special Scholarship Program and other forms of assistance and incentives for qualified
NSTP students shall be administered by CHED and TESDA, with funds for the purpose to be
included in the annual regular appropriations of the two agencies, subject to the availability of
funds.
3. The college or university may provide scholarship and other forms of assistance and
incentives to qualified and deserving NSTP students, the funding of which shall come from
available NSTP funds of the school.
4. Personnel involved in the NSTP shall be provided honorarium and other incentives based on
the standard policy set forth by the HEIs.
B. Insurance and Protection
1. School authorities concerned, CHED and TESDA shall ensure that health and accident group
insurances are provided for students enrolled in any of the NSTP components.
2. Schools that already provide health and accident group insurance and collect the necessary
fees for the purpose from their students as of the effectivity of this Rule, are deemed to have
complied with this requirement.
Rule V ORGANIZATION OF NSTP GRADUATES
Section 11. Organization of NSTP Graduates
a. Graduates of the non-ROTC components of the NSTP shall belong to the National Service
Reserve Corps (NSPC) and could be tapped by the State for literacy and civic welfare activities,
19
especially in times of calamities through the joint efforts of DND, CHED and TESDA, in
coordination with DILG, DSWD and other concerned agencies/associations.
b. The CHED, TESDA and DND, in consultation with other concerned government and non-
government agencies, shall issue the necessary guidelines for the establishment, organization,
maintenance and utilization of the National Service Reserve Corps.
c. Graduates of the ROTC program shall form part of the Citizen Armed Force pursuant to RA
7077, subject to the requirements of DND.
Rule VI MISCELLANEOUS PROVISIONS
Section 12. Certificate of Completion. Certificate of Completion with corresponding serial

number issued by CHED, TESDA or DND, shall be awarded to students who have successfully
complied with the program requirements.
Section 13. Information Dissemination. The CHED, TESDA and DND shall provide information
on these Act and IRR to all concerned publics through different modes of disseminating
information.
Section 14. Amendatory Clause
a. Section 35 of Commonwealth act No.1, Executive Order No. 207 of1939, Section 2 and 3 of
presidential Decree No. 1706,and Sections38 and 39 of Republic Act No. 7077, as well as all
laws, decrees, orders, rules and regulations and other issuances inconsistent with the
provisions of the Act are hereby deemed amended and modified accordingly.
b. This Rules may be amended, modified, or replaced jointly by CHED, TESDA and DND, in
consultation with PASUC, COCOPEA, NGOs student organizations.
Section 15. Separability Clause. If any section or provisions of this IRR shall be declared
unconstitutional or invalid, the other sections or provisions not affected thereby shall remain in
full force and effect.
Section 16. Effectivity. This rules shall take effect 15 days after publication in a newspaper of
general circulation and shall remain in force and effect until revoked or amended. Adopted
and Issued on ____ day of __________________ 2006.
AVELINO CRUZ, JR. CARLITO S. PUNO, DPA Sec. AGUSTO

DND Chairman CHED “BOBOY”SYJUCO
Director General TESDA
20
II. MODULE 2
OBJECTIVES:
 Apply concepts of the good health triangle
 Practice personal hygiene and proper sanitation
 Value the needs for proper nutrition
 Comply with food guide pyramid for daily healthy diet
TOPIC: HEALTH EDUCATION
MATERIALS:
1. Printed texts for HEALTH EDUCATION

2. Links: Health and wellness
3. Writing pen and Writing pad
ACTIVITY:
Activity 1- Read and study the printed text on Health Education, specifically the printed text about
“Your Health Triangle”.
Activity 2- Think and write positive attitudes that will represent each of the letters in the word GOOD
HEALTH.
G ____________ H ____________ T ____________

O ____________ E ____________ H ____________
O ____________ A ____________
D ____________ L ____________
ASSESSMENT
1. READ each statement. Indicate which of the 3 parts of the health triangle are addressed by putting a P
for physical, M-E for mental/emotional, and S for social health in the blank.
1. _____ Accept helpful feedback and suggestions.

2. _____ Avoid using tobacco, alcohol, and other drugs.
3. _____ Bathe and wash my hair regularly.
4. _____ Be loyal, dependable and truthful.
5. _____ Be open and friendly towards others.
6. _____ Be open to learning new skills and information.
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7. _____ Be physically active for at least 60 minutes each day.

8. _____ Become close friends with at least one person.
9. _____ Brush my teeth at least twice a day.
10. _____ Eat a well-balanced diet, including a healthy breakfast, every day.
11. _____ Express my feelings clearly and calmly.
12. _____ Find activities that I enjoy.
13. _____ Learn to be a good listener.
14. _____ Learn to disagree without arguing.
15. _____ Manage feelings in a healthy way.
16. _____ Pay attention to the words I use when speaking to or about others.
17. _____ Sleep at least nine hours each night.
18. _____ Support my friend and family members.
19. _____ Understand my strengths and weaknesses.
20. _____ Visit the dentist and doctor for regular check-ups.
21. _____ Wear a safety belt when riding in a vehicle.
22. _____ Wear protective gear when I bike, skate, or ride a skateboard.
23. _____Show that I respect and care for others.
24. _____Take responsibility for my actions.
2. Create your specific health triangle plan for this pandemic condition. Or Share tips on how to have a
balanced health triangle.
REFERENCES:
https://www.who.int/topics/health_education/en/
https://www.svsd410.org/cms/lib05/WA01919490/Centricity/Domain/534/Your_Health_Triangle%20pp.pdf
https://www.bing.com/search?
q=how+have+a+balanced+health+triangle&form=EDGEAR&qs=PF&cvid=3e292ad97f3a4a2fbcd47332cbb42ada&
cc=PH&setlang=en-US&plvar=0&PC=ASTS
https://www.youtube.com/watch?v=BDbHPF3Kc_Q https://www.youtube.com/watch?v=Og1rHFoBL-
Q/healthandwelness
YOUR HEALTH TRIANGLE
Your goal is to be able to describe the relationship between health and wellness!
Step- 1
Label your paper
My Health Triangle Physical Health

1.)
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2.)
3.)
4.)
5.)
6.)
For each statement that follows answer YES or NO on your paper depending upon whether the
statement is true for you.
Physical Health
1.) I get at least eight hours of sleep each night.
2.) I eat a well-balanced diet, including a healthful breakfast each day.
3.) I keep my body, teeth, and hair clean.
4.) I do at least 60 minutes of moderate physical activity each day.
5.) I avoid using tobacco, alcohol, and other drugs
6.) I see a doctor and dentist for regular check-ups.
Step- 2
Label your paper

My health triangle Mental/Emotional Health
1.) 3.) 5.)

2.) 4.) 6.)
statement is true for you
Mental/Emotional Health
1.) I generally feel good about myself and accept who I am.
2.) I express my feelings clearly and calmly, even when I am angry or sad.
3.) I accept helpful criticism.
4.) I have at least one activity that I enjoy.
5.) I feel like people like and accept me.
6.) I like to learn new information and develop new skills.
Step -3
Label your paper
My Health Triangle Social Health

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1.) 3.) 5.)

2.) 4.) 6.)
statement is true for you
Social Health
1.) I have at least one close friend.

2.) I respect and care for my family.
3.) I know how to disagree with others without getting angry.
4.) I am a good listener.
5.) I get support from others when I need it.
6.) I say no if people ask me to do something harmful or wrong.
Step -4
Analysing Your Results On your sheet of paper, you will draw a triangle that will allow you to
see if your health triangle is balanced or unbalanced.
Using a ruler and the scale below, draw your Health Triangle! 1 inch = 1 yes answer
For example, if you answered 3 of the questions in the physical health section with “yes”, then
you would draw a line that is 3 inches long!
Draw all three sides of your triangle according to the scale!
Illustrating your Triangle Within each of the three sections of your triangle, draw a picture that
represents the questions you said “yes” to. Label them as well!
Step -5
Reflect on your Triangle
1. On the back of your paper, write a paragraph describing your Triangle.

2. Explain your strengths and weaknesses in each area (physical, emotional, social).
3. Describe how you will maintain or improve your Triangle.
Step -6
Think about it?
1.) Does your Health Triangle have equal sides?

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2.) Is there one area that you are strong in?

3.) Is there an area that you need to work on?
Step -7
Inculcate
The Health Triangle
● Health is the measure of our body’s efficiency and over-all well-being.

● The health triangle is a measure of the different aspects of health.
● The health triangle consists of: Physical, Social, and Mental Health.
Physical Health
● Physical health deals with the body’s ability to function.

● Physical health has many components including: exercise, nutrition, sleep, alcohol & drugs,
and weight management.
Physical Health Exercise

● Exercise is the act of using your muscles to stay physically fit.
● Exercise helps to give you more energy, maintain weight, increase confidence & self- esteem,
and helps to battle chronic diseases.
Physical Health Nutrition

● Proper balanced meals are essential in leading a healthy life.
● Nutritious meals create a balance between what we eat and the way our body uses the food
for energy and growth.
Physical Health Sleep

● It is recommended that the average person get at least 8 hours of sleep.
● The human body likes regularity, so try to go to bed and wake up at the same time daily.
Physical Health Alcohol & Drugs

● Alcohol and other drugs interfere with messages to the brain and alters perception.
● Use of such substances puts you at risk for accidental injuries, car crashes, trouble with the
law, unwanted pregnancies, and fights.
Physical Health Weight Management

● Maintaining a healthy weight decreases your risk of certain diseases such as heart disease
and diabetes.
● Exercise and proper nutrition helps to maintain healthy weight levels.
Mental Health
● Mental heath deals with how we think, feel and cope with daily life.
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● Mental health encompasses learning, stress management, and mental illnesses or disorders.
Mental Health Learning

● Learning is the development of skills, behaviors, and knowledge.
● Learning increases self-confidence, awareness, and self- perception. It also teaches one
coping skills.
Mental Health Stress Management

● Stress deals with the way our bodies and minds deal with life changes.
● It is important to learn healthy ways to deal with stress or you could be at risk for anxiety or
depression.
Mental Health Mental Disorders

● Stress and problems with school, friends, and family can cause mental illnesses.
● Mental illnesses include: depression, bipolar disorder, schizophrenia, and phobias.
Social Health
● Social Health deals with the way react with people within our environment.
● This includes: public health, family relationships, and peer relationships.
Social Health Public Health

● Public health includes disease prevention and promoting health through good decision
making.
● Keeping yourself safe and healthy benefits your community as a whole.
Social Health Family Relationships

● A healthy family relationship is one that is supportive, loving, responsible, and balanced.
● Families should work together to eliminate stress and negativity in the home. Promoting a
safe and enjoyable environment.
Social Health Peer Relationships

● Strong and supportive friendships increase happiness, self-esteem, and reduces stress.
● Friends are there to help celebrate your accomplishments and there to offer support in times
of need.
The Health Triangle Review

● There are 3 major areas of the health triangle: physical, mental and social.
● Good decision making and healthy choices reduce the risk of disease and increase health
overall.
Write a Summary
What can you do to improve your Health and balance your triangle? or
How to have a balanced health triangle?
26
III. MODULE 3
OBJECTIVES:
 Relate one’s self to others to discover purposes, abilities and limitations

 Discuss the importance of self-awareness in relating with others
 Explain the link between self-awareness and values education
TOPIC: SELF-AWARENESS AND SELF -MANAGEMENT
MATERIALS:
1. 3.1. Printed texts for Self-Awareness and Self-management

2. 3.2. Song Lyrics “Persons are Gifts”
ACTIVITY:
Activity 1 -Read and reflect on the printed for Self-Awareness and self-management.
Activity 2 –Listen or read the lyrics of the song “Persons are Gift”. After listening, answer the following:
a. Who am I?
b. Why am I living?
c. What am I living for?
d. What do I want in life?
e. What direction am I taking?
ASSESSMENT:
A. Essay (5pts each)

 What is the importance of knowing yourself? Relate it to community building
 In your own experience, how do you assess yourself?
Note: View these recommended videos. They might help you accomplish module 3.
https://www.youtube.com/watch?v=tbnzAVRZ9Xc/watchthiseverydayandchange your life

https://www.youtube.com/watch?v=bXGhtjezJPYhowtosucceedinlife
https://www.youtube.com/watch?v=gsBnwARJhDU/andygullahorn/”self -awareness(the Ennagram Song)”
https://www.youtube.com/watch?v=52S2r_7354U/self awareness-know yourself
REFERENCES:
https://www.spiritualresearchfoundation.org/spiritual-practice/steps-of-spiritual-practice/personality-defect
27
https://positivepsychology.com/self-awareness-matters-how-you-can-be-more-self-aware/
https://hbr.org/2018/01/what-self-awareness-really-is-and-how-to-cultivate-it
https://www.psychologytoday.com/us/blog/click-here-happiness/201903/what-is-self-awareness-and-how-do-
you-get-it
https://markmanson.net/self-awareness
https://www.verywellmind.com/what-is-self-awareness-2795023
https://www.skillsyouneed.com/ps/self-awareness.html
https://elearningnstp.blogspot.com/2015/07/self-awareness-and-self-management.html
PRINTED TEXTS
3.1.
SELF-AWARENESS AND SELF-MANAGEMENT
What is Self Awareness?
• is having a clear perception of your personality, including strengths, weaknesses, thoughts, beliefs,
motivation, and emotions
• Allows you to understand other people, how they perceive you, your attitude and your responses to
them in the moment.
• Is the first step in creating what you want and mastering it. Where you can focus your attention, your
emotions, reactions, personality and behavior determine where you go in life.
Characteristics of a Person
Eddie Babor discussed in his book ―The Human Person, Not Real But Existing‖ that the human person
have several characteristics, among which are the following:
1. Rational - Every person is a rational being. This is what distinguishes a person from all other
creatures in the world. As a rational being, a person is free to think and has the capacity to reason. He
can distinguish what is right and what is wrong because he has intellect.
Free - All human beings are born free. A person has the freedom to do or not to do a specific action.
However, every person must be responsible for his own action. In other words, a person can do
whatever he pleases but not to the extent of doing harm to his co-creatures.
3. Unique - Every person is unique. Every person has his own identity such that no two persons are the
same. Generally speaking, human beings have the same characteristics and physical features and but
no two persons are the same because every person has its own perception, has different sets of values
and priorities in life.
4. Social being - Every person is intrinsically a social being. He cannot detach his ―being‖ from others
and all other creatures in the universe. Human nature is characterized by his togetherness and
relationship towards other creatures; be it a thing, object or his fellowman.
5. Sexual - All created living things are sexual in nature but the uniqueness of expression of a person‘s
sexuality makes it all different. The expression of a person‘s emotions, attitudes, feelings, actions and
thoughts in sexual activity best exemplifies his uniqueness from animals.
28
You as You
1. Know the difference between your biological or inherited traits and your environmental or acquired
traits.
2. Self-awareness is an awareness of one’s own personality or individuality

 Be your own best friend and believe in yourself, so that you become the person you want to be.
 you are you and you are what you think.
 You are unique in your own way.
 Only you can control your destiny and make a difference in your life.
You as a Filipino
1. Being aware of and remaining constantly on guard against the Filipino tendency towards negativism
2. Use your “lakas ng loob” (courage and strength) to move away from the fatalisitc “gulong ng palad”
(wheel of fortune) and “bahala na” ( come what may) attitude.
 Begin by getting involved with your own life
 Begin without expecting instant miracles
 Believe in your abilities and work unyieldingly to reach your objective
You and Your Faith
1. Recognizing Divine Providence

2. Filipino worship is directed towards God as a father-figure who takes care of all- “Bahala na ang
Diyos”
Your self-help concepts -
Self- improvement teachings

Examples:
 Believe in Yourself
 Keep Your Priorities Straight
 Take Responsibility for Yourself
 Focus on What You Want
 Control Stress
 Do Everything with Love
Your self-made wall of negative self-talk
 Negative Self-concept
Examples:
 It’s just no use!
 I just know what it won’t work!
 That’s just my luck!
29
 I’m so clumsy!
 Everything I eat goes right to my waist.
 Today just isn’t my day!
 I can never afford the things I want
 I never have enough time!
 That really makes me mad!
 I’m too shy!
 I never know what to say!
 And the never ending list goes on…
The Self-Management sequence
1. Life is not a matter of luck or fortune

2. Success in self-management is always the result of something else, something that leads up to it.
3. Most of what happens to you happens because of you- something you created, directed, influenced,
or allowed to happen.
1. behavior
 Means our ACTIONS- How we act, what we do, each moment of each day will determine whether or
not we will be successful that moment or that day in everything we do.
 What we do or do not do
2. feelings
 How we feel about something will always determine or affect what we do and how we will do it.
 Our feelings will directly influence our actions.
 Our feelings are created, controlled, determined, or influenced by our attitudes.
3. attitudes
 Are the perspectives from which you view life.
 Good attitudes are created, controlled, or influenced entirely by our beliefs.
“The difference between a good day and a bad day is your attitude"
4. beliefs
 What we believe about anything will determine our attitudes about it, create our feelings, direct our
actions, and influence us to do well or poorly, or succeed or fail.
 Belief is a power to make something appear to be something different than what it really is!
 Belief does not require something to be true: it only requires us to believe that it’s true.
5. programming
 Our conditioning from the day we were born has created, reinforced, and nearly permanently
cemented most of what we believe about ourselves and what we believe about most of what goes on
around us.
CONCLUSION…
1. Programming creates beliefs.
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2. Beliefs create attitudes

3. Attitudes create feelings
4. Feelings determine actions
5. Actions create results
THE LEVELS OF SELF- TALK

Level I: negative acceptance
 The lowest, least beneficial, and the most harmful level of self-talk
 You say something bad or negative about yourself, and you accept it
 “I can’t” “If only I could…”
Level II: recognition and need to change

 This level is beguiling.
 On the surface it looks as though it should work for us, but instead, it works against us.
 “I need to…” “I ought…” “I would…”
Level III: decision to change

 Is the first level of self-talk that works for you
 You recognize the need to change, but also you make the decision to do something about it
 You state the decision in the “present tense” like “I never…” “I no longer…”
Level IV: better you

 The most effective kind of self-talk
 You are painting a completed new picture of yourself
 “This is me I want myself to create” “ I am…” “ Yes I can”
Level V: universal affirmation

 self-talk which has been spoken for thousands of years
 Self-talk of “oneness” with God
 “It is…”
“I am one of the universe and it is one with me. I am fit, within it, and exist as a shining spark in a
firmament of divine goodness”
3.2
Persons Are Gifts (Song Lyrics)
Author Unknown Persons are gifts which the Father sends me wrapped. Some are wrapped very beautifully; they
are very attractive when I first see them. Some come in ordinary wrapping paper. Others have been mishandled in
the mail. Once in a while there is a ‘Special Delivery!’ Some persons are gifts which are loosely wrapped; others
very tight.
But the wrapping is not the gift. It is so easy to make this mistake. Its amusing when babies do it. Sometimes the
gift is very easy to open. Sometimes I need others to help. Is it because they are afraid? Does it hurt? Maybe they
have been opened up before and thrown away. Could it be that the gift is not for me?
31
I am a person, therefore I am a gift too. A gift to myself, first of all. The Father gave myself to me. Have I ever
really looked inside the wrappings? Afraid to? Perhaps I have never accepted the gift that I am…? Could it be that
there is something else inside the wrappings than what I think there is?
Maybe I have never seen the wonderful gift that I am. Could the Father’s gifts be anything but beautiful? I love the
gifts which those who love me give. Why not this gift from the Father?
And – I am a gift to other persons. Am I willing to be given by the Father to others? A person for others? Do others
have to be content with the wrappings… never permitted to enjoy the gift? Every meeting of persons is an
exchange of gifts. But a gift without a giver is not a gift; it is a thing, devoid of relationship to a giver, or givee,
Friendship is a relationship between persons who see themselves as they truly are: gifts of the Father to each
other, for others…brothers, sisters. A friend is a gift not just to me but to others through me. When I keep my
friend and possess him, I destroy his ‘Giftedness.’ If I save his life for me, I lose it; if I lose it for others, I save it.
Persons are gifts, gifts received and given, like the Son. Friendship is the response of persons – gifts to the Father
– Giver.
IV. MODULE 4
OBJECTIVES:
 Define values.
 Discuss the importance of values in one’s self and others.
 Explain how values are being develop
TOPIC: VALUES DEVELOPMENT
MATERIALS:
1. Printed texts for VALUES DEVELOPMENT
2. Writing and Writing pad
ACTIVITY:
Activity 1- Read and reflect on the printed text of Values Development
1) Fill in the graphic organizer
SKILLS HAPPINESS OPPORTUNITIES PASSIONS SERVICES
1.
2.
3.
4.
32
5.
2) Depending on what you are good at, create or invent a product example; it could be a design,
plan, drawing, painting, technology, poem, song, etc.
ASSESSMENT:
A. Essay
a. Why are virtues required for good life?

b. In your own words, how are values being formed and developed?
c. Explain briefly “inner peace is not possible if our personal values contradict one or more universal
values.”
Note: Do not miss to watch this video. https://www.youtube.com/watch?

v=VhztaSc4afE/howdoiknowwhati’mgoodat? Finding Your Superpower
REFERENCES:
http: https://gdhr.wa.gov.au/learning/teaching-strategies/developing-
values//changingminds.org/explanations/values/values_development.htm
https://ww https://www.valuescentre.com/values-are-important/w.nfer.ac.uk/publications/91009/91009.pdf
http://livingvalues.net/developing-values/
https://www.eetika.ee/en/values-development-0
https://www.studocu.com/ph/document/our-lady-of-fatima-university/national-service-training-
management/lecture-notes/human-person-and-values-development/2727402/view
https://www.valuescentre.com/values-are-important/
https://www.mssresearch.org/?q=Value_formation
https:/ www.harryhiker.com/ec/docs/virtue.pdf
https://www.mindtools.com/pages/article/newTED_85.htm
https://www.virtuesforlife.com/creating-good-habits/
https://www.yourarticlelibrary.com/essay/value-education-definition-and-the-concept-of-value-education-with-
example/30222
PRINTED TEXTS 4.1
Why Values are Important?
Our values inform our thoughts, words and actions.

Our values are important because they help us to grow and develop. They help us to create the future
we want to experience.
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Every individual and every organization is involved in making hundreds of decisions every day. The
decisions we make are a reflection of our values and beliefs, and they are always directed towards a
specific purpose. That purpose is the satisfaction of our individual or collective (organizational) needs.
When we use our values to make decisions, we make a deliberate choice to focus on what is important to
us. When values are shared, they build internal cohesion in a group.
There are four types of values that we find in an organizational setting: individual values, relationship
values, organizational values and societal values.
INDIVIDUAL VALUES
Individual values reflect how you show up in your life and your specific needs-the principles you live by
and what you consider important for your self-interest. Individual values
include: enthusiasm, creativity, humility and personal fulfillment.
RELATIONSHIP VALUES
Relationship values reflect how you relate to other people in your life, be they friends, family or
colleagues in your organization. Relationship values include: openness, trust, generosity and caring.
ORGANIZATIONAL VALUES
Organizational values reflect how your organization shows up and operates in the world.
Organizational values include: financial growth, teamwork, productivity and strategic alliances.
SOCIETAL VALUES
Societal values reflect how you or your organization relates to society. Societal values include: future
generations, environmental awareness, ecology and sustainability.
EXPLORE YOUR VALUES

The free Personal Values 4.2.
Assessment takes less than VALUE FORMATION
five minutes to complete.
Shortly after you have What accomplishes in life is work. Acts are the units of work. The
completed the survey, you prime agent that brings an act about and to its result is the SKILL
will receive a detailed report required for the act. Along with the skill, discipline and values come
showing how your values into play to generate the full individual or social utility of the act
map to the seven levels of which goes to make a work possible.
consciousness model. The
report will also contain Physical skill formation
exercises you can do to
deepen your understanding At the base of any skill it's the energy needed for its formation.
Energy accomplishes when it is given a direction that converts it into
of your values.
Force, that Force is channeled through organization to become
effective power. Physical and that power are expressed through
appropriate skills to generate results.
Physical skill requires physical energy. Skills in each higher plane require energy of that plane. Skills can
develop in the vital and mental only when skill formation in the lower planes is well established. Thus,
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vital skills require a base of physical energy and skill and mental skills require a sufficient foundation of
vital energy and skill.
Writing is a physical skill. The pure skill of writing is complete when one learns the correct formation of
letters and the words. But in addition, there are also a set of 'non-writing' skills required for complete
mastery of the skill of writing, such as the capacity to form letters evenly and maintain the writing in a
straight line. Then comes what to write. This is not the physical part of the writing skill, but it is an
essential part. Thus, the complete skill of writing skill includes letter formation, evenness and
straightness. Physical energy that directed to the exercise of writing turns into physical skill of writing.
Values complete skills
The skill thus acquired is of use for the individual when it is accompanied by values of cleanliness (e.g.
not smudging the paper) accuracy of spelling and word selection, orderliness, punctuality and the
personal discipline of work. Any skill will not deliver its full utility unless it is accompanied by the
requisite values and discipline.
These are values of the same plane in which the skill is exercised, i.e. physical values of cleanliness,
orderliness, punctuality, straightness of line and paper, judgment of where to place the paper for
writing, the angle in which the pen is to be held, the amount of pressure one can exert with benefit on
the nib etc. These accompanying values and disciplines (keeping the pen closed while not writing) are
endless.
Energy in each plane matures into skill of work in a single act and yields its full result when the requisite
values and discipline are also present.
Higher level skill formation
The vital skills follow the very same rules in their formation but will appear to be different for the
untrained eye. Speaking is a vital act whose primary components are coordination of the muscles in the
mouth, throat and face. Very dull people who speak with an effort can be seen making strange
muscular movements of the facial areas, as the primary skill of speaking at this level is not yet formed in
them. Words form into sentences and sentences go to convey a thought. When the person has acquired
this much, he must modulate his voice to the hearing of the listener and initiate speaking when the
other man is not speaking. If this much can be described as the skill of speaking skill, innumerable other
values and disciplines are called into play to complete the act of speaking or yield their result. For
example, control of saliva to prevent it running over one's own lips, gesturing with the hand and other
parts of the body, making eye contact, the value of respect for the listener, the discipline of bringing his
notes to the table or looking or not looking at the notes etc.
Thinking and understanding are mental skills. The same process applies at this level as well.
Value as spiritual skills
Mind consists of multiple levels or layers. Values can be described as spiritual skills. Values such as
honesty, loyalty and patience are skills of the higher or spiritual mind that is above the thinking mind.
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The formation of these values or spiritual skills follows the same process as the formation of skills at
lower levels.
Human accomplishment is determined by the dimensions (width, amplitude, scope, reach and spread)
of his work. All significant accomplishment in work includes a dimension of the values (of spirit). An
ordinary citizen seeking a career acquires a degree, a job, a family and sets about seeking a goal. His
goal is achieved or not, depending on whether he includes values or not in his pursuit. Suppose his goal
is to become an executive, a politician, the head of the family or a wealthy businessman. Unless the
values corresponding to this goal are also acquired during the process of his pursuit, he will not reach
that goal. Beyond a certain level in the society, no goal can be reached without positive values. Up to
that level, goals such as the accumulation of money or power can be reached negatively also.
The values that enable a person to accomplish his goals are primarily given by family and secondarily by
school education. Later one's job may impart a few values. In addition one may consciously choose to
acquire other values.
1. Skill is a work value.

2. Skill accomplishes in the physical plane.
3. In each plane, skill belongs to the physical part of that plane i.e. [[Nine Levels | Levels 3, 6 and 9].
4. Skill in the vital is known as attitude.
5. Skill in the mind is known as decision.
6. Skill in the spirit is known as values.
7. Skill in the being is known as motive.
8. Individuals achieve in the measure they learn the skills required for achievement.
9. Skill needs to be distinguished from capacity, ability and talent which are more complex formations.
10. Skills accomplish in the measure values and discipline supports them.
11. Family imparts psychological skills, schools impart mental skills, work imparts work skills and human
interaction imparts social skills.
12. Every individual and society possesses a significant untapped potential of formed skills that are not
being utilized. This is so because skill formation is subconscious.
13. Making skill formation conscious can enable individuals and societies to raise their accomplishments
tenfold, the way Asian countries developed by importing foreign technology.
14. Individuals and societies are only attracted to new possibilities when those potentials appeal to the
fabric of their formed values.
15. Man has invested so much effort to build up his current formation of values such as prestige, security
and money that he will not risk them for anything.
16. He will readily risk and nothing can prevent him from risking, provided the opportunity appeals to a
higher level of his formed values. Even if it is far higher and unattainable, he will exert his maximum to
attain it. He would rather die than not attempt it.
17. This irresistible urge can be seen in the revolution of rising expectations.
18. If a complete map of value formation and scales of several values (physical, vital, mental, social,
operational, etc.) are developed, it can be used by any individual, organization or society to identify the
next higher level which can inspire higher accomplishment. That next higher level always involves a
tenfold expansion over the present level of accomplishment.
19. If such scales are constructed and made available to the population through schools, the world can
eliminate all its present problems.
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20. Education plays a partial but crucial role in the entire process.
4.3.
WHAT ARE YOUR VALUES?
Deciding What's Most Important in Life

How would you define your values?
Before you answer this question, you need to know what, in general, values are.
Your values are the things that you believe are important in the way you live and work.
They (should) determine your priorities, and, deep down, they're probably the measures you use to tell
if your life is turning out the way you want it to.
When the things that you do and the way you behave match your values, life is usually good – you're
satisfied and content. But when these don't align with your personal values, that's when things feel...
wrong. This can be a real source of unhappiness.
This is why making a conscious effort to identify your values is so important.
How Values Help You
Values exist, whether you recognize them or not. Life can be much easier when you acknowledge your
values – and when you make plans and decisions that honor them.
If you value family, but you have to work 70-hour weeks in your job, will you feel internal stress and
conflict? And if you don't value competition, and you work in a highly competitive sales environment,
are you likely to be satisfied with your job?
In these types of situations, understanding your values can really help. When you know your own
values, you can use them to make decisions about how to live your life, and you can answer questions
like these:
 What job should I pursue?

 Should I accept this promotion?
 Should I start my own business?
 Should I compromise, or be firm with my position?
 Should I follow tradition, or travel down a new path?
So, take the time to understand the real priorities in your life, and you'll be able to determine the best
direction for you and your life goals !
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Tip:
Values are usually fairly stable, yet they don't have strict limits or boundaries. Also, as you
move through life, your values may change. For example, when you start your career, success –
measured by money and status – might be a top priority. But after you have a family, work-life
balance may be what you value more.
As your definition of success changes, so do your personal values. This is why keeping in touch
with your values is a lifelong exercise. You should continuously revisit this, especially if you
start to feel unbalanced... and you can't quite figure out why.
As you go through the exercise below, bear in mind that values that were important in the past
may not be relevant now.
Activity
DEFINING YOUR VALUES

When you define your personal values, you discover what's truly important to you. A good way of
starting to do this is to look back on your life – to identify when you felt really good, and really confident
that you were making good choices.
Step 1: Identify the times when you were happiest
Find examples from both your career and personal life. This will ensure some balance in your answers.
 What were you doing?

 Were you with other people? Who?
 What other factors contributed to your happiness?
Step 2: Identify the times when you were most proud
Use examples from your career and personal life.
 Why were you proud?

 Did other people share your pride? Who?
 What other factors contributed to your feelings of pride?
Step 3: Identify the times when you were most fulfilled and satisfied
Again, use both work and personal examples.
 What need or desire was fulfilled?

 How and why did the experience give your life meaning?
 What other factors contributed to your feelings of fulfillment?
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Step 4: Determine your top values, based on your experiences of happiness, pride, and fulfillment
Why is each experience truly important and memorable? Use the following list of common personal
values to help you get started – and aim for about 10 top values. (As you work through, you may find
that some of these naturally combine. For instance, if you value philanthropy, community, and
generosity, you might say that service to others is one of your top values.)
Step 5: Prioritize your top values
This step is probably the most difficult, because you'll have to look deep inside yourself. It's also the
most important step, because, when making a decision, you'll have to choose between solutions that
may satisfy different values. This is when you must know which value is more important to you.
 Write down your top values, not in any particular order.
 Look at the first two values and ask yourself, "If I could satisfy only one of these, which would I choose?"
It might help to visualize a situation in which you would have to make that choice. For example, if you
compare the values of service and stability, imagine that you must decide whether to sell your house
and move to another country to do valuable foreign aid work, or keep your house and volunteer to do
charity work closer to home.
 Keep working through the list, by comparing each value with each other value, until your list is in the
correct order.
Step 6: Reaffirm your values
Check your top-priority values, and make sure that they fit with your life and your vision for yourself.
 Do these values make you feel good about yourself?

 Are you proud of your top three values?
 Would you be comfortable and proud to tell your values to people you respect and admire?
 Do these values represent things you would support, even if your choice isn't popular, and it puts you in
the minority?
When you consider your values in decision making, you can be sure to keep your sense of integrity and
what you know is right, and approach decisions with confidence and clarity. You'll also know that what
you're doing is best for your current and future happiness and satisfaction.
Making value-based choices may not always be easy. However, making a choice that you know is right
is a lot less difficult in the long run.
Key Points
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Identifying and understanding your values is a challenging and important exercise. Your
personal values are a central part of who you are – and who you want to be. By becoming more
aware of these important factors in your life, you can use them as a guide to make the best
choice in any situation.
Some of life's decisions are really about determining what you value most. When many options
seem reasonable, it's helpful and comforting to rely on your values – and use them as a strong
guiding force to point you in the right direction.
4.4
A VIRTUE IS A GOOD HABIT.
Moral philosophy started in ancient Greece, when Socrates asked questions about virtue and
encouraged people to think about such questions in a rational way.
• For Plato, who was Socrates’s star pupil, the lower must depend on the higher.
• Our soul needs to control the body. Our soul in turn needs to be guided by the Good, which is an
objective pattern that our minds can grasp.
• There are four main virtues: wisdom, self-control (temperance), courage, and justice.
• St Augustine and other Christian thinkers accepted this but added three theological virtues: faith,
hope, and love.
Aristotle discussed many virtues, but divided them into two main groups: intellectual virtues and moral
virtues.
• Virtue is a mean between extremes. Courage, for example, is midway between cowardice (having too
much fear) and foolhardiness (having too little fear).
• We need practical wisdom to pick the virtues and determine the mean.
• Virtues aim at happiness (the excellent exercise of reason), which is the ultimate goal of our actions.
• Virtue raises controversial issues. For example, here are claims by Ima Relativist and Ima Utilitarian.
Each culture has its own “socially approved habits,” or virtues. There is no objective way to call the
virtues of one culture better than the virtues of another culture.
Virtues are habits that promote the general good, seen in terms of pleasure and pain. The supreme
virtue is the character trait to do the individual action that we think has the best total consequences.
The golden-rule consistency view, expressed in virtue terms, would talk about character traits like
consistency, conscientiousness, and impartiality.
Corresponding to the golden rule is the character trait, (perhaps “compassion” or “consideration for
others”) that we have when we habitually treat others only as we consent to being treated in the same
situation.
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To apply the golden rule, it’s important to have character traits like being informed and being
imaginative.
Virtue versus duty?
• An extreme ethics of duty would say that “ought” is primary, virtue is derivative, and we could without
loss dispense with talking about virtue.
• An extreme ethics of virtue would say that “virtue” is primary, duty is derivative, and we could without
loss dispense with talking about duty.
• A middle view sees both duty and virtue as inter definable (so neither is more basic) – and as different
but complementary sides of the same moral coin.
4.5
Value Education: Definition and the Concept of Value Education (With Example)!
Values’ education is a term used to name several things, and there is much academic
controversy surrounding it. Some regard it as all aspects of the process by which teachers (and
other adults) transmit value s to pupils.
Others see it as an activity that can take place in any organization during which people are
assisted by others, who may be older, in a position of authority or are more experienced, to
make explicit those values underlying their own behaviour, to assess the effectiveness of these
values and associated behaviour for their own and others’ long term well-being and to reflect
on and acquire other values and behaviour which they recognize as being more effective for
long term well-being of self and others.
This means that values education can take place at home, as well as in schools, colleges,
universities, offender institutions and voluntary youth organizations. There are two main
approaches to values education. Some see it as inculcating or transmitting a set of values
which often come from societal or religious rules or cultural ethics.
Others see it as a type of Socratic dialogue where people are gradually brought to their own
realization of what is good behaviour for themselves and their community. Value education
also leads to success. It has values of hard work, how nobody is useless and loving studies.
Explicit values education is associated with those different pedagogies, methods or

programmes that teachers or educators use in order to create learning experiences for
students when it comes to value questions.
Implicit values education on the other hand covers those aspects of the educational experience
resulting in value influence learning, which can be related to the concept of hidden curriculum.
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This discussion on implicit and explicit raises the philosophical problem of whether or not an
unintentional action can be called education.
Objectives of Value Education:

a. To improve the integral growth of human begins.
b. To create attitudes and improvement towards sustainable lifestyle.
c. To increase awareness about our national history our cultural heritage, constitutional rights,
national integration, community development and environment.
d. To create and develop awareness about the values and their significance and role.
e. To know about various living and non-living organisms and their interaction with
environment.
Value Based Environmental Education:

Let us see how environmental education be made value-oriented:
1. Human Values:
Preparation of text-books and resource materials about environmental education can play an
important role in building positive attitudes about environment. The basic human value ‘man
in nature’ rather than ‘nature for man’ needs to be infused through the same.
2. Social Values:
Love, compassion, tolerance and justice which are the basic teachings of most of our religions
need to be woven into environmental education. These are the values to be nurtured so that all
forms of life and the biodiversity on this earth are protected.
3. Cultural and Religious Values:

These are the values enshrined in Vedas like ‘Dehi me dadami te’ i.e. “you give me and 1 give
you” (Yajurveda) emphasize that man should not exploit nature without nurturing her. Our
cultural customs and rituals in many ways teach us to perform such functions as would protect
and nurture nature and respect every aspect of nature, treating them as sacred, are it rivers,
earth, mountains or forests.
4. Ethical Values:
Environmental education should encompass the ethical values of earth-centric rather than
human-centric world-view. The educational system should promote the earth-citizenship
thinking. Instead of considering human being as supreme we have to think of the welfare of
the earth.
5. Global Values:
The concept that the human civilization is a part of the planet as a whole and similarly nature
and various natural phenomena over the earth are interconnected and inter-linked with special
bonds of harmony. If we disturb this harmony anywhere there will be an ecological imbalance
leading to catastrophic results.
6. Spiritual Values:
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Principles of self-restraint, self-discipline, contentment, reduction of wants, freedom from

greed and austerity are some of the finest elements intricately woven into the traditional and
religious fabric of our country. All these values promote conservationism and transform our
consumeristic approach.
V. MODULE 5
OBJECTIVES:
 Discuss the importance of good citizen values.
 Describe a good Filipino citizen.
 Explain the meaning of Nationalism and Patriotism.
 Acquaint the electorate with the basic concepts of democracy and the role of elections in
democracy and good governance
 Stress the importance of one’s right to suffrage
 Involve NSTP students in national issues especially in choosing the right leaders of the
country
TOPIC: DIMENSIONS OF DEVELOPMENT
MATERIALS:
1. Printed Texts for DIMENSIONS OF DEVELOPMENT
ACTIVITY:
1. Read and Reflect the printed texts of Dimensions of Development

2. Notice the values of modern Filipinos below. Choose three values that you are practicing now, and
make or attach a picture, an image or figure.
 Pananalig (Faith)
 Katapatan (Loyalty)
 Pag-aaruga (caring and Affection)
 Kasipagan (Industry
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 Tibay ng lood (Endurance)
3. Show a picture or an images demonstrating that the fruit of being nationalist or patriotic is success.
4. “View your ideas!” There are so many ways that obstruct Filipinos to become patriots. What are the
aspects/factors that hinder us to do so? Reflect! Enumerate! Explain! Creatively present your ideas.
ASSESSMENT:
A. Essay
Option A- In the case of government’s rejection on ABS-CBN Franchise, the last remaining remedy is
through “People Initiative” (Petition/Signature campaign); is it realistic? Share your thoughts about this
effort?
Option B- What are the Filipino native values, norms, traditions do you practice? How do you value
them? Explain further
Note: Do not miss to watch this video. https://www.youtube.com/watch?

v=6duklUo2org/patriotismandnationalismofafilipinoyouth
REFERENCES:
https://www.comelec.gov.ph/?r=References/RelatedLaws/ElectionLaws/AutomatedElection/RA9369
http://www.set.gov.ph/resources/election-law/republic-act-no-8436/
https://www.unicef.org/socialpolicy/files/Dimensions_of_Human_Development.pdf
http://www.glopp.ch/A2/en/html/resear_area_present_1_3.html
https://opinion.inquirer.net/118796/the-good-filipino-citizen
https://hubugin.wordpress.com/2012/07/03/i-moral-citizenry-17/
https://www.slideshare.net/100000861051472/patriotism-and-nationalism
https://www.creativelearning.org/blog/2016/11/08/what-is-good-governance/
https://www.rappler.com/move-ph/ispeak/101214-vote-philippines-elections
PRINTED TEXTS
5.1.
MORAL CITIZENRY
What is a good Filipino Citizen?

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A good Filipino Citizen is the one who plays an active and intelligent role as a member of a
community. He is the one who fulfils his/her duties and obligations of the Government and
society. He possesses the traits of respectfulness, courtesy and consideration for parents and
elders and for others. He observes punctuality, promptness, and good moral Conduct.

How can we become good Filipino citizens?
By living up the Preamble.

We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just
and humane society and establish a Government that shall embody our ideals and aspirations,
promote the common good, conserve and develop our patrimony, and secure to ourselves and
our posterity the blessings of independence and democracy under the rule of law and a regime
of truth, justice, freedom, love, equality, and peace, do ordain and promulgate this
Constitution.
* Phil. Constitution
What are the four characteristics of an individual shall a Filipino have?

1. Maka-Diyos
2. Maka-tao
3. Maka-kalikasan
4. Maka-bansa
* Panunumpa ng katapatan sa watawat ng Pilipinas

Every Man Has His Due ( A story )
There was once a poor farmer who would come to town every day in order to supply a baker a
homemade bibingka. In exchange of five pounds of bibingka, the baker gave him five pounds
of bread for his family.
One day, the baker decided to weigh the bibingka. He discovered that the bibingka was one
pound short. This made the baker very angry and have accused the farmer of cheating.
But the farmer calmly replied “You see sir, I am poor, I have no weights at home. So I take the
five pounds of bread you exchanged me for it, and used it as a standard. In this way, I am very
sure of giving you an equal amount of bibingka.

5.2.
PATRIOTISM AND NATIONALISM
What does Nationalism mean?
From the Philippines, its stronghold, nationalism is a devotion of love for one’s country. Nationalism
means to give more importance to unity by way of a cultural background, including language and
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heritage. It implies to a person that his country is the most superior among other countries and he will
defend it no matter what.
What does Patriotism mean?
Patriotism is a devotion to one’s country for no other reason than being a citizen of that country. It is a
common virtue that pertains to the love for a nation, with more emphasis on values and beliefs. One
who is patriotic will be ready to make any sacrifice for his country. He will never live selfishly for himself
alone. A soldier for instance makes the supreme sacrifice of his life for the sake of his country.
What is the difference between PATRIOTISM and NATIONALISM?
Patriotism vs. Nationalism is often used interchangeably, meaning one for the other. There is, however,
a wide distinction between nationalism and patriotism as political concepts. Nationalism,
etymologically, means love, care for, preservation and patronage of one’s native land and everything in
it—the country of birth of a national, whether it be Filipino or otherwise.
To be a Filipino nationalist, therefore, the ethnological ramifications of nationalism must all be present
in one’s being. This implies a heartfelt dedication for the love, care, and preservation of the Philippines
and everything that is identified with it: the Philippine territory, the inhabitants, Philippine sovereignty,
its government, all things that represent and symbolize the country; the aspirations, hopes, dreams and
needs of the Filipino people.
On the other hand, patriotism is taken from the Latin term pater, which literally means “father”.
Patriotism is the willingness and determination to lay down one’s life for the fatherland—the constant
resolve to sacrifice one’s life and limb for the preservation of the State. It is the total realization of that
love for the country, which is nationalism. In other words, to be patriotic is to be nationalistic.
Conversely, one cannot be patriotic without being nationalistic.
Patriotism vs. Nationalism The famous poet Rabindranath Tagore, himself a great patriot, said that
patriotism is more important than nationalism. A patriot loves his own country, but he does not hate
the people of other countries. A nationalist might consider his own nation important and hate the
people of other nations. A patriot is international in his outlook. He is broad-minded and tolerant. He is
a citizen of the world. A nationalist may be narrow-minded. He may think in terms of his own country
and hate all those who are not his countrymen.
Improve your citizenship!
You may call yourself a nationalist if you consider these:

1. Respect the flag and value Filipino identity.
2. Know your nation’s history and be able to share it to others.
3. Be a productive citizen.
4. Be aware of the issues in our country.
5. Stand proud for every Filipino achievement.
6. Patronize and support our own products.
You may call yourself a patriot if you consider these:

7. Respect everyone and value our traditions.
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8. Speak out our own language and not hesitant to tell where you really came from.
9. Remember and commemorate our heroes’ sacrifices for our country.
10. Love our family, our neighbours, and our compatriots.
Fact!
In the Philippines, today, we are lacking in patriots largely due to the diffusion of Filipino values, culture,
influence of conquistadores, and the confluence of historical bad governance. The Philippine State is in
dire need of statesmen who truly understand the basics of politics—politics being defined as the
systematic study of the state…
-the state being defined as having four basic elements: territory (the Philippine archipelago, its waters,
subterranean shelves, etc.), people (the Filipino people who are nationalistic and patriotic), sovereignty
(freedom from foreign dictates), and government (a body politic composed of delegates who are
considered to be representatives of the people to stand and fight for Filipino interests, dreams,
aspirations, and hopes).
For as long as our political leaders blind us of these things, for as long as the Filipino people refuse to
learn, for as long as we remain mediocre, for as long we could not change our self inwardly, for as long
as we refuse to change, nationalism and patriotism will only be words in the dictionary. Remembe
5.3.
WHAT IS GOOD GOVERNANCE?
Good Governance is an approach to government that is committed to creating a system founded in

justice and peace that protects individual’s human rights and civil liberties. According to the United
Nations, Good Governance is measured by the eight factors of Participation, Rule of Law,
Transparency, Responsiveness, Consensus Oriented, Equity and Inclusiveness, Effectiveness and
Efficiency, and Accountability.
Participation requires that all groups, particularly those most vulnerable, have direct or representative
access to the systems of government. This manifests as a strong civil society and citizens with the
freedom of association and expression.
Rule of Law is exemplified by impartial legal systems that protect the human rights and civil liberties of
all citizens, particularly minorities. This is indicated by an independent judicial branch and a police force
free from corruption.
Transparency means that citizens understand and have access to the means and manner in which
decisions are made, especially if they are directly affected by such decisions. This information must be
provided in an understandable and accessible format, typically translated through the media.
Responsiveness simply involves that institutions respond to their stakeholders within a reasonable
time frame.
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Consensus Oriented is demonstrated by an agenda that seeks to mediate between the many different
needs, perspectives, and expectations of a diverse citizenry. Decisions needs to be made in a manner
that reflects a deep understanding of the historical, cultural, and social context of the community.
Equity and Inclusiveness depends on ensuring that all the members of a community feel included and
empowered to improve or maintain their well-being, especially those individuals and groups that are
the most vulnerable.
Effectiveness and Efficiency is developed through the sustainable use of resources to meet the needs
of a society. Sustainability refers to both ensuring social investments carry through and natural
resources are maintained for future generations.
Accountability refers to institutions being ultimately accountable to the people and one another. This
includes government agencies, civil society, and the private sector all being accountable to one another
as well.
THE 1987 CONSTITUTREPUBLIC OF THE PHILIPPINES – ARTICL#5ARTICLE V
5.4.
Philippine Constitution
Article 5
SUFFRAGE
Section 1. Suffrage may be exercised by all citizens of the Philippines not otherwise disqualified by law,
who are at least eighteen years of age, and who shall have resided in the Philippines for at least one
year, and in the place wherein they propose to vote, for at least six months immediately preceding the
election. No literacy, property, or other substantive requirement shall be imposed on the exercise of
suffrage.
Section 2. The Congress shall provide a system for securing the secrecy and sanctity of the ballot as well
as a system for absentee voting by qualified Filipinos abroad.
The Congress shall also design a procedure for the disabled and the illiterates to vote without the
assistance of other persons. Until then, they shall be allowed to vote under existing laws and such rules
as the Commission on Elections may promulgate to protect the secrecy of the ballot.
What is the importance of the right to suffrage?

Because it is fair and right that those who must obey the laws should have a voice in making them, and
that those who must pay taxes should have a vote as to the size of the tax and the way it shall be spent.
5.5.
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Why should we vote?
'It is time to recognize that our choice must not be tied solely to an analysis of individual or party
platforms but to civic virtues that we believe must underlie and determine the behaviour of all citizens
in relation to our society'
Marker in hand and facing an elongated ballot sheet, we citizens elect our fellow citizens in accordance
with the answers we have created for the question: "What will happen after the elections?"
Though I will not criticize the weight and validity of this question, I argue that we must ask this equally
important question: "Why should we vote?"
"We should vote" as a positive and oft-pronounced answer cannot bear the weight of a question that
necessitates further analysis.
Now, why ask the question?
First, we must recognize that while our votes give victory to candidates, it also helps sustain our
political system in its entirety. We are not only electing individual candidates but we are also justifying
the existence of our country’s political system. Votes give victory; voter turnout gives legitimacy to a
political system. As members of the state (as tax payers at the very least), citizens have the capacity to
determine its persistence, development, or demise.
Through the electoral process, a political system can derive its legitimate existence through
quantitative means. Though this is not sufficient to ensure near absolute legitimacy (the ideal for
legitimate authority), it is enough to allow a system to achieve a sense of internal cohesion (i.e., it will
continue to function as a whole), and to justify its existence as a centre of power in our society.
Simply put, we are voting for both individuals and for the continued existence of the political system.
"Why vote" as a question directly leads to another question: "Can we allow the political system to
continue?"
Thus, as citizen-voters we must recognize that our political system is based upon the capacity of the
majority to sustain it – at least at the level of ideas and legitimacy – through the act of voting. Also,
those who are vying for fundamental change must re-think their approach towards this legitimizing
institution.
Second, this question opens up another path to other relevant and oft-asked questions. For example, if
we ask the question “Who should we vote for?" in relation to "Why should we vote?" then we are
necessitated to analyse and arrive at conclusions on how should the political system and the elected
serve our interests.
VI. MODULE 6
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OBJECTIVES:
 Distinguish leader from leadership in terms of content, roles, and process

 Regulate the level of impact of building blocks in leadership through life experiences
 Actualize the principles of servant leadership
 Explain the pros and cons of leadership behaviors
 Evaluate characteristics that reflect leadership behavior through leadership tools.
TOPIC: LEADERSHIP
MATERIALS:
1. Printed text for LEADERSHIP

2. Writing pen Writing pad
ACTIVITY:
Activity 1- Read the printed texts on Leadership
Printed text 6.1.-Self-leadership

Printed text 6.2.- How to Cultivate Self-Leadership to Master Your Behavior and Realize Your Leadership
Potential
Printed text 6.3.-The Servant as Leader
Printed text 6.4.- 7 Habits for Leadership Success
Printed text 6.5.-10 Common Leadership Styles
Activity 2- Pretend that you and your friends witness a vehicular accident. Your friends did not move
out of shock. You noticed a victim lying on the pavement still conscious. If you were to act as a leader
in the scene, how would you save the victim?
ASSESSMENT:
1. What is the different between a leader and a boss?
2. What kind of a leader are you envisioning for yourself? (Answer this question by using your
creativity; drawing, picture assemblage, song composition, poem, etc.)
3. Considering the attitude and culture of the Filipinos nowadays, in a broad analysis, what do you
think is the best leadership skills to be adopted by the President to improve the quality of life of
the Filipinos?
Note: Videos you must watch!
https://www.youtube.com/watch?v=LrVNTZ6ORm8/employeeteachesbossalesson
https://www.youtube.com/watch?v=H4xH8sw0Eh8/studentversusteacher
https://www.youtube.com/watch?v=dqTTojTija8/isuedtheschoolsystem
https://www.youtube.com/watch?v=gEkVwYG3syk/richdadpoordadsummary(tagalog)
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REFERENCES:
Frick, D. M., Greenleaf, R.K. 2004. “A Life of Servant Leadership”
https://www.skillsyouneed.com/leadership-skills.html
https://www.youtube.com/watch?v=vlpKyLklDDY
https://www.youtube.com/watch?v=dMEJKxrQjSo
https://www.leadership.com.sg/person/self-leadership/what-is-self-leadership/#.XwZM6UBFzIU
https://scottjeffrey.com/self-leadership/
https://www.servantleaderjournal.com/ten-principles.html
https://www.tlnt.com/7-habits-for-leadership-success-from-dr-stephen-covey/
https://www.indeed.com/career-advice/career-development/10-common-leadership-styles
PRINTED TEXTS
6.1.
WHAT IS SELF-LEADERSHIP?
By Dr John Ng Email |
“EXCEPTIONAL LEADERS DISTINGUISH THEMSELVES BECAUSE OF SUPERIOR SELF-LEADERSHIP.” – DANIEL

GOLEMAN
GREAT leadership is a cultivated art. It begins with self- leadership. Because at the center of leadership
is the person who, more than anything else makes the difference. Leadership success or failure begins
with how the leader approaches self-leadership.
Bill Hybels, a noted leader of one of the largest non-profit organizations in the world, points out, “The
toughest management challenge is always yourself.” Dee Hock, writing about leadership for over 20
years and a laureate in the US Business Hall of Fame, shares this wisdom, “We should invest 50 per cent
of our leadership amperage in self-leadership and the remaining 50 per cent should be divided into
leading down, leading up and leading laterally.”
Chris Lowney, in his book Heroic Leadership, writes, “If you want your team to perform heroically, be a
hero yourself.”
What is Self-Leadership?
There are four different aspects to self-leadership.
 Self-awareness: The ability to acknowledge, understand and be conscious of one’s own values,
perspectives, strengths, weaknesses, and leadership propensity and emotional needs.
 Self-management: The ability to nurture and harness one’s own passion, abilities, emotions and
leadership capacity in decision- making.
 Other-awareness: The ability to acknowledge and recognize the passion, gifting, strengths,
weaknesses, potential and needs of others.
 Other-management: The ability to grow and motivate other people to develop their potential
and/or fulfill the organization’s objectives.
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Great leaders begin with self-awareness and move to self-management, then proceed to other-
awareness culminating in other-management. It is not a linear but an interactive effect among all four
factors.
Some leaders are conscious of themselves, their personalities, idiosyncrasies, motivations, and
competencies but they cannot manage themselves, especially their emotions and weaknesses. They
lack self-control, lose their cool, become unusually critical, behave inappropriately, want to do
everything, and are unable to keep their pride in check.
Why is self-leadership so important?
Appreciating others
When you truly know yourself, your strengths and weaknesses, you will appreciate others. Lowney
points out that because leaders are anchored by an appreciation of their own dignity, they develop an
appreciation of the aspirations, potential and dignity of others. This is how they transform the way they
look at others.
Preventing derailment
Many hotshot, rising stars self-destruct, never achieve their early potential because of the lack of self-
leadership. Daniel Goleman, in his extensive study on leadership derailment, points out, “When I
compared star performers with average ones in senior leadership positions, nearly 90 per cent of the
difference in their profiles was attributable to emotional intelligence factors rather than cognitive
abilities.”
Ensuring long-term success

Great leaders have a long-term perspective for life and success. They are not here for the short-term
but for the long haul. Only leaders who practice consistent self-leadership can ensure long-term
success. The temptation to push for quarterly profits at all costs can derail the leader. Unless leaders
have a keen sense of self-leadership, they cannot stay focused on what’s important.
Leaving a legacy
All leaders leave legacies, whether good or bad. They leave their imprint on the organization through
their beliefs, values and attitudes. Hence, effective self-leadership is essentially about leaving a great
legacy for the people we are leading.
Let me conclude by making two pertinent observations in self- leadership.

First, self-leadership is an on-going process of self-reflection. As Lowney writes, “Self-awareness is no
one-time project. No less essential than the initial assessment of one’s strengths, weaknesses, values,
and world view is the on-going, everyday habit of self-reflection, the examen. It’s an opportunity to
measure life — a little bit at a time — against principles and goals.”
Second, continual self-leadership is a mark of leadership maturation. Personal leadership is a never-

ending work in progress that draws on continually maturing self-understanding. Some people never
mature as leaders — they remain insecure, self-defeating, juvenile or worse still, delinquent in their
leadership development.
Hence, self-leadership is imperative if we want to be great leaders.

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This is an adapted excerpt from John’s book “Dim Sum Leadership”. His latest book “Dim Sum Leadership:
Your Second Serving” continues the powerful and insightful series on leadership for busy executives.
6.2.
How to Cultivate Self-Leadership to Master Your Behavior and Realize Your Leadership
Potential
Leadership is a popular topic in business.
There are tens of thousands of books offering advice on how to become a better leader.
But, as psychologist Daniel Goleman points out in his bestseller Emotional Intelligence,
“Exceptional leaders distinguish themselves because of superior self-leadership.”
Yet self-leadership isn’t a popular topic.
It is understandable why: Self-leadership is far more challenging.
Although we exert great effort to keep things together, if we’re honest, we’re all a little bit out of
control.
What is Self Leadership?
While leadership focuses on how one influence others, self-leadership is about observing and managing
oneself.
Self-leadership is similar to mature adulthood. Research in developmental psychology shows that

mature adulthood is rare.
According to developmental psychologist Susanne Cook-Greuter, less than three percent of people
reach mature adulthood. (Yes, less than 3!)
Prior to mature adulthood, we project authority onto other people, groups, and institutions. We look
to these sources to determine our beliefs and establish moral codes of conduct.
With mature adulthood, we stop placing authority in others. We become responsible for all our actions
and behaviors.
Self-leadership requires qualities like self-awareness, self-honesty, self-knowledge, and self-discipline.

(We’ll discuss these conditions and others below.)
Many of us try to drive ourselves forward with self-criticism; this is not self-leadership.
Can a successful leader use criticism and judgment to influence another person in a positive direction?
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Self-leadership means guiding yourself with gentleness, humility, and compassion throughout your
daily existence.
What is the “Self” in Self-Leadership?
It’s easy to incorrectly assume what the “self” in self-leadership represents.
“Self,” in this context, doesn’t just mean “you” or “me.” Our true Self (capital “S”) is the organizing
principle within our psyches. This Self already possesses all the qualities we seek to develop or integrate
to become a mature adult.
Jay Earley, psychologist and author of Self-Therapy explains:
We all have a core part of us that is our true Self, our spiritual center. When our extreme parts are not
activated and in the way, this is who we are. The Self is relaxed, open, and accepting of yourself and
others. When you are in Self, you are grounded, centered, and non-reactive. You don’t get triggered by
what people do. You remain calm and unruffled, even in difficult circumstances …
When you are in Self, you come from a depth of compassion, enabling you to be loving and caring toward
others as well as yourself and your parts. The Self is like the sun—it just shines.
Earley highlights the qualities of Self discussed in both Western integrative therapies and Eastern
spiritual traditions: connected, curious, compassionate, calm, centered, and grounded.
The goal of self-leadership is to navigate through our various parts, tendencies, and conditioning so our
Self can shine forth.
Why is True Self Leadership So Rare?
There are several ways we can answer this question, but three reasons are most relevant for our
purposes here.
First, our culture doesn’t support or encourage self-leadership or mature psychological development.
Collectively, we value wealth and materiality over development and positive well-being.
As best-selling author and researcher Jim Collins points out, “Our problem lies in the fact that our
culture has fallen in love with the idea of the celebrity CEO.”
While we marvel at their business achievements, these individuals are egocentric individuals with low
levels of psychological development.
Without role models for self-leadership, we model our behavior after what our culture values.
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Second, self-leadership doesn’t happen by accident. It takes effort, requiring daily practice and
attention to make progress.
When the culture’s dominant value is on making money, it’s difficult for self-leadership to become a
topic of consideration.
Third, overall, we have a low level of what’s called emotional intelligence. Let’s discuss what this means
right now.
Five Characteristics of Emotional Intelligence

In his article in Harvard Business Review titled, “What Makes a Leader,” Daniel Goleman highlights five
characteristics of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and
social skill.
Self-awareness is the foundation for both emotional intelligence and self-leadership.
All the other characteristics of emotional intelligence hinge on this one. Our capacity for self-awareness
determines our self-leadership potential.
Self-awareness is the ability to recognize and understand our moods, emotions, drives, and how they
all affect others.
With self-awareness, you can observe when a situation, thought, or person triggers you. You can
provide a realistic self-assessment of your current emotional state and the drivers behind your
behavior.
Seriousness or a rigid view of oneself blocks an accurate self-assessment.
Goleman finds those with greater self-awareness have a self-deprecating sense of humor. To see
yourself clearly—including the often irrational reactions you have in situations—requires light-
heartedness.
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Self-awareness is a vital skill. We’ll discuss ways of developing this skill below.
Self-Regulation
Self-regulation is the ability to control or redirect disruptive impulses and moods; to think before
acting.
Those who can regulate their emotions have greater integrity, which makes them trustworthy.
But self-regulation doesn’t mean repressing your impulses; it means being flexible, open to change, and
comfortable with ambiguity.
Internal Motivation
Motivation is the ability to work for reasons beyond money or status; to pursue goals with energy and
persistence.
Abraham Maslow invested much of his career studying intrinsic motivation.

He found that most people focus on meeting their basic human needs like physiological, security,
belonging, and self-esteem needs. External motivations drive all of these basic needs (for example,
material possessions and what other people think).
Self-actualizing people, in contrast, are internally motivated. They show a commitment to actualizing
their potentials, capacities, and talents. Self-actualizing individuals often feel a sense of mission,
calling, or destiny.
Internally-driven people are optimistic, even in the face of failure.
Empathy
Empathy is the ability to understand the emotional makeup of other people and to treat others in
accordance with their emotional reactions.
This quality requires a close connection to one’s feelings.
We can only understand the emotional reactions of others by knowing our reactions and triggers. We all
come hard-wired with the same emotions.
The more we’re able to feel and understand our emotional landscape (including negative emotions), the
larger our capacity for empathy for others.
Social Skill
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Social skill is the ability to find common ground, build rapport, manage relationships and foster
networks.
With social skills, a person can influence and persuade others, lead them toward change, and foster
high-performing teams.
As in all other lines of intelligence, we can learn, develop, and grow our emotional intelligence. (See
below.)
Ten Qualities of Self-Leadership
Certain characteristics support emotional intelligence and self-leadership.
Curiosity
We start out as a mystery to ourselves. Layers upon layers of conditioned programming, beliefs, biases,
and self-identities create a false image of ourselves (ego). We are none of these things. Curiosity helps
us inquire into our true nature.
Self-honesty
Self-honesty, also called integrity, is much easier to talk (and write) about than to practice. To peel
away the layers that block the Self requires honesty. It takes integrity to observe our behavior and our
underlying motivations without filters or judgment.
Accountability
Being responsible for our thoughts, emotions, behaviors, and actions is a hallmark quality of mature
adulthood. The ego has an unlimited ability for self-deception. Without accountability, no growth can
occur.
Self-discipline
We need vigilance and self-discipline to manage our mental and emotional state. A strong personal will
is one of the two qualities Jim Collins identified in outperforming leaders.
Humility
As our emotional intelligence grows, we become conscious of the tensions, oppositions, and ambiguity
within us. Observing these tensions breeds humility. We don’t know the answers. We aren’t in control.
Humility is the other quality Collins highlights in his Level 5 leadership.
Courage
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Most of us are conditioned since childhood to “be good.” Much of what we express in our thoughts,
emotions, and behavior, however, is far from good. It takes courage to face our shadow and become
conscious of our shortcomings and limitations.
Self-compassion
Self-compassion is a necessary ingredient for long-term, healthy development. Most of us approach

change with self-criticism, which ensures we never change. When we have compassion for ourselves,
we can learn about ourselves with understanding, kindness, and self-acceptance.
Assertiveness
In between aggressiveness and passivity is assertiveness. Unconsciously, we often behave either

as bullies (aggressive) or weaklings (passive). Neither of these behavioral patterns supports self-
leadership. When we’re assertive, we stand up for ourselves without going to either extreme.
Willingness
Acknowledging our resistance to growth is difficult. In the face of our resistance to change, we need the
willingness to sit with discomfort, to adapt to feedback (internal and external), and to let go of wanting
control.
Inner Faith
With self-leadership, we’re placing authority within ourselves instead of putting it in another person or
institution. This transition requires us to trust our Inner Guide and have faith it will direction us in a
supportive way.
Tools for Self-Leadership
Here are three resources to give you more clarity and increase your self-knowledge.
Discover Your Personal Values

We don’t create our personal values; we discover them.
Our values are like signposts that guide our behaviors, actions, and decisions. Knowing our values is
part of building awareness and understanding our motivations.
See: 7 Steps to Discover Your Core Values

Clarify Your Personal Vision
Great leaders hold a vision that guides their team toward a compelling future. For self-leadership, it
helps to have a general map of where we’re going.
For self-leadership, it also helps to have a general map of where we’re going. What does your future self
look like?
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See: How to Craft an Inspiring Personal Vision Statement

Identify Your Strengths and Weakness
Knowing your strengths and weaknesses is important for self-leadership.
Over time, we discover these strengths and weaknesses through self-awareness and honest reflection.
But external assessments can be helpful too.
 Martin Seligman’s Signature Strength Test (free)

 Gallup’s StrengthFinders Assessment (not free)
 Enneagram Personality Test (free version)
See: How to Increase Your Authentic Happiness (includes a list of Seligman’s 24 signature strengths.)
6.3.
THE SERVANT AS LEADER
While servant leadership is a timeless concept, the phrase “servant leadership” was coined by Robert K.
Greenleaf in The Servant as Leader, an essay that he first published in 1970. In that essay, Greenleaf
said:
“The servant-leader is servant first… It begins with the natural feeling that one wants to serve, to serve
first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who
is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material
possessions…The leader-first and the servant-first are two extreme types. Between them there are
shadings and blends that are part of the infinite variety of human nature.
“The difference manifests itself in the care taken by the servant-first to make sure that other people’s
highest priority needs are being served. The best test, and difficult to administer, is: Do those served
grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more
likely themselves to become servants? And, what is the effect on the least privileged in society? Will
they benefit or at least not be further deprived?“
A servant-leader focuses primarily on the growth and well-being of people and the communities to
which they belong. While traditional leadership generally involves the accumulation and exercise of
power by one at the “top of the pyramid,” servant leadership is different. The servant-leader shares
power, puts the needs of others first and helps people develop and perform as highly as possible.
THE INSTITUTION AS SERVANT
Robert Greenleaf recognized that organizations as well as individuals could be servant-leaders. Indeed,
he had great faith that servant-leader organizations could change the world. In his second major essay,
The Institution as Servant, Greenleaf articulated what is often called the “credo.” There he said:
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“This is my thesis: caring for persons, the more able and the less able serving each other, is the rock
upon which a good society is built. Whereas, until recently, caring was largely person to person, now
most of it is mediated through institutions – often large, complex, powerful, impersonal; not always
competent; sometimes corrupt. If a better society is to be built, one that is more just and more loving,
one that provides greater creative opportunity for its people, then the most open course is to raise both
the capacity to serve and the very performance as servant of existing major institutions by new
regenerative forces operating within them.”
THOUGHT LEADERS IN SERVANT LEADERSHIP
The servant leadership philosophy and practices have been expressed in many ways and applied in
many contexts. Some of the most well-known advocates of servant leadership include Ken Blanchard,
Stephen Covey, Peter Senge, M. Scott Peck, Margaret Wheatley, Ann McGee-Cooper & Duane
Trammell, Larry Spears, and Kent Keith.
TEN PRINCIPLES OF SERVANT LEADERSHIP

LEAD, SERVE, INSPIRE
By Robert Greenleaf
1. Listening - Traditionally, leaders have been valued for their communication and decision
making skills. Servant-leaders must reinforce these important skills by making a deep commitment to
listening intently to others. Servant-leaders seek to identify and clarify the will of a group. They seek to
listen receptively to what is being said (and not said). Listening also encompasses getting in touch with
one's inner voice, and seeking to understand what one's body, spirit, and mind are communicating.
2. Empathy - Servant-leaders strive to understand and empathize with others. People need to be
accepted and recognized for their special and unique spirit. One must assume the good intentions of
coworkers and not reject them as people, even when forced to reject their behavior or performance.
3. Healing - Learning to heal is a powerful force for transformation and integration. One of the
great strengths of servant-leadership is the potential for healing one's self and others. In "The Servant
as Leader", Greenleaf writes, "There is something subtle communicated to one who is being served and
led if, implicit in the compact between the servant-leader and led is the understanding that the search
for wholeness is something that they have."
4. Awareness - General awareness, and especially self-awareness, strengthens the servant-leader.

Making a commitment to foster awareness can be scary--one never knows that one may discover! As
Greenleaf observed, "Awareness is not a giver of solace - it's just the opposite. It disturbed. They are not
seekers of solace. They have their own inner security."
5. Persuasion - Servant-leaders rely on persuasion, rather than positional authority in making

decisions. Servant-leaders seek to convince others, rather than coerce compliance. This particular
element offers one of the clearest distinctions between the traditional authoritarian model and that of
servant-leadership. The servant-leader is effective at building consensus within groups.
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6. Conceptualization - Servant-leaders seek to nurture their abilities to "dream great dreams."

The ability to look at a problem (or an organization) from a conceptualizing perspective means that one
must think beyond day-to-day realities. Servant-leaders must seek a delicate balance between
conceptualization and day-to-day focus.
7. Foresight - Foresight is a characteristic that enables servant-leaders to understand lessons

from the past, the realities of the present, and the likely consequence of a decision in the future. It is
deeply rooted in the intuitive mind.
8. Stewardship - Robert Greenleaf's view of all institutions was one in which CEO's, staff,
directors, and trustees all play significance roles in holding their institutions in trust for the great good
of society.
9. Commitment to the Growth of People - Servant-leaders believe that people have an intrinsic
value beyond their tangible contributions as workers. As such, servant-leaders are deeply committed to
a personal, professional, and spiritual growth of each and every individual within the organization.
10. Building Community - Servant-leaders are aware that the shift from local communities to large
institutions as the primary shaper of human lives has changed our perceptions and has caused a feeling
of loss. Servant-leaders seek to identify a means for building community among those who work within
a given institution.
6.4.
7 Habits for Leadership Success from Dr. Stephen Covey
By MONICA WOFFORD
How do you apply his lessons to leading others? Here are seven ways to be a more highly effective
leader, as taught by Dr. Stephen Covey.
1. Value the important over the urgent. Running around like your hair is on fire keeps you
focused on running and not completing what is most important. Do your best to avoid the ‘crazy busy’
mentality.
2. Focus on what matters most. People produce profit but they don’t show up on the P and L.
They do, however, show up in your customer comments, office morale, and ongoing motivation. Thus,
it’s people that matter most and make all the other things leaders focus on, necessary.
3. Seek first to understand those you lead. We all have different personalities and preferences,
much like what is outlined in my book Make Difficult People Disappear. It’s one thing to know we’re
different but quite another to seek to understand the differences in others. If you seek to recognize the
differences, no one will be difficult. They will just be different. And that’s certainly acceptable.
4. Sharpen the saw. What are you doing daily to develop your character, confidence, skills, or
relationships with those you lead? Are you doing things to support their efforts for growth or are you
asking people to work long hours without recognizing their needs and desires to learn grow
professionally and personally. The blades can be sharpened through classes and trainings. If that is
ignored, it will be difficult to get the job done.
5. Begin with the end in mind. We know there is value in setting and having goals, but the
greater value is in leading those goals to fruition. The team can’t help you drive toward those goals
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unless you share not only the target, but the resources, authority, skills, tools, and expectations for the
journey. Begin with the end in mind means setting the team up for success from the start.
6. Remember ‘Someday’ is not a date on the calendar. Leaders who overload and procrastinate
often say they’ll get to a task “someday.” Leaders who live through their jobs with no life in sight may
think they can focus on family “someday.” But that day does not have a place on the calendar and never
arrives. It simply doesn’t exist. Be a model for the work-life balance or well-being you wish to see in
those you lead. Do what you desire now before you find yourself looking for “someday.”
7. Be proactive. Think ahead when it comes to customer’s needs. Think ahead when it comes to
needs of the team. Think ahead when it comes to changes in the market and shifting industry trends.
Your success as a leader depends on you celebrating what’s been done well, staying present to what the
team is doing now, and looking ahead to what you’ll need to lead far into the future.
6.5.
10 COMMON LEADERSHIP STYLES
At some point in your career, you may take on a leadership role in some capacity. Whether you’re
leading a meeting, a project, a team or an entire department, you might consider identifying with or
adopting a defined leadership style.
Most professionals develop their own style of leadership based on factors like experience and
personality, as well as the unique needs of their company and its organizational culture. While every
leader is different, there are 10 leadership styles commonly used in the workplace.
Why are leadership styles important?
As you develop leadership skills, you’ll likely use different processes and methods to achieve your
employer’s objectives and meet the needs of the employees who report to you. To be effective as a
manager, you might use several different leadership styles at any given time.
By taking the time to familiarize yourself with each of these types of leadership, you might recognize
certain areas to improve upon or expand your own leadership style. You can also identify other ways to
lead that might better serve your current goals and understand how to work with managers who follow
a different style than your own.
Here are 10 common leadership styles:
1. Coach
A coaching leader is someone who can quickly recognize their team members’ strengths, weaknesses
and motivations to help each individual improve. This type of leader often assists team members in
setting smart goals and then provides regular feedback with challenging projects to promote growth.
They’re skilled in setting clear expectations and creating a positive, motivating environment.
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The coach leadership style is one of the most advantageous for employers as well as the employees
they manage. Unfortunately, it’s often also one of the most underutilized styles—largely because it can
be more time-intensive than other types of leadership.
Example: A sales manager gathers their team of account executives for a meeting to discuss learnings
from the previous quarter. They start the meeting by completing an assessment together of strengths,
weaknesses, opportunities and threats regarding the team’s performance. The manager then
recognizes specific team members for exceptional performance and goes over the goals achieved by
the team. Finally, the manager closes the meeting by announcing a contest to start the next quarter,
motivating the salespeople to reach their goals.
2. Visionary
Visionary leaders have a powerful ability to drive progress and usher in periods of change by inspiring
employees and earning trust for new ideas. A visionary leader is also able to establish a strong
organizational bond. They strive to foster confidence among direct reports and colleagues alike.
This type of leadership is especially helpful for small, fast-growing organizations, or larger
organizations experiencing transformations or corporate restructuring.
Example: A teacher starts a group at work for colleagues who want to help resolve anxieties and issues
students have outside of school. The goal is to help students better focus on and succeed at school. He
has developed testing methods so they can find meaningful ways to help students in a quick, efficient
way.
Related: How to Demonstrate Leadership Skills at Work
3. Servant
Servant leaders live by a people-first mindset and believe that when team members feel personally and
professionally fulfilled, they’re more effective and more likely to produce great work regularly. Because
of their emphasis on employee satisfaction and collaboration, they tend to achieve higher levels of
respect.
A servant leader is an excellent leadership style for organizations of any industry and size but is
especially prevalent within nonprofits. These types of leaders are exceptionally skilled in building
employee morale and helping people re-engage with their work.
Example: A product manager hosts monthly one-on-one coffee meetings with everyone that has
concerns, questions or thoughts about improving or using the product. This time is meant for her to
address the needs of and help those who are using the product in any capacity.
4. Autocratic
Also called the authoritarian style of leadership, this type of leader is someone who is focused almost
entirely on results and efficiency. They often make decisions alone or with a small, trusted group and
expect employees to do exactly what they’re asked. It can be helpful to think of these types of leaders
as military commanders.
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This leadership style can be useful in organizations with strict guidelines or compliance-heavy
industries. It can also be beneficial when used with employees who need a great deal of supervision—
such as those with little to no experience. However, this leadership style can stifle creativity and make
employees feel confined.
Example: Before an operation, the surgeon carefully recounts the rules and processes of the operation
room with every team member who will be helping during the surgery. She wants to ensure everyone is
clear on the expectations and follows each procedure carefully and exactly so the surgery goes as
smoothly as possible.
5. Laissez-faire or hands-off
This leadership style is the opposite of the autocratic leadership type, focusing mostly on delegating
many tasks to team members and providing little to no supervision. Because a laissez-faire leader does
not spend their time intensely managing employees, they often have more time to dedicate to other
projects.
Managers may adopt this leadership style when all team members are highly experienced, well-trained
and require little oversight. However, it can also cause a dip in productivity if employees are confused
about their leader’s expectations, or if some team members need consistent motivation and boundaries
to work well.
Example: When welcoming new employees, Keisha explains that her engineers can set and maintain
their own work schedules as long as they are tracking towards and hitting goals that they set together
as a team. They are also free to learn about and participate in projects outside of their team they might
be interested in.
Read more: Laissez Faire Leadership: Definition, Tips and Examples
6. Democratic
The democratic leadership style (also called the participative style) is a combination of the autocratic
and laissez-faire types of leaders. A democratic leader is someone who asks for input and considers
feedback from their team before making a decision. Because team members feel their voice is heard
and their contributions matter, a democratic leadership style is often credited with fostering higher
levels of employee engagement and workplace satisfaction.
Because this type of leadership drives discussion and participation, it’s an excellent style for
organizations focused on creativity and innovation—such as the technology industry.
Example: As a store manager, Jack has hired many brilliant and focused team members he trusts.
When deciding on storefronts and floor design, Jack acts only as the final moderator for his team to
move forward with their ideas. He is there to answer questions and present possible improvements for
his team to consider.
7. Pacesetter
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The pacesetting leadership style is one of the most effective for driving fast results. These leaders are
primarily focused on performance. They often set high standards and hold their team members
accountable for hitting their goals.
While the pacesetting leadership style is motivational and helpful in fast-paced environments where
team members need to be energized, it’s not always the best option for team members who need
mentorship and feedback.
Example: The leader of a weekly meeting recognized that an hour out of everyone’s schedule once a
week did not justify the purpose of the meeting. To increase efficiency, she changed the meeting to a
15-minute standup with only those she had updates for.
8. Transformational
The transformational leadership style is similar to the coach style in that it focuses on clear
communication, goal-setting and employee motivation. However, instead of placing the majority of the
energy into each employee’s individual goals, the transformational leader is driven by a commitment to
organizational objectives.
Because these types of leaders spend much of their time on the big picture, this style of leading is best
for teams that can handle many delegated tasks without constant supervision.
Example: Reyna is hired to lead a marketing department. The CEO asks her to set new goals and
organize teams to reach those objectives. She spends the first months in her new role getting to know
the company and the marketing employees. She gains a strong understanding of current trends and
organizational strengths. After three months, she has set clear targets for each of the teams that report
to her and asked individuals to set goals for themselves that align with those.
Related: What Does Leadership Mean?
9. Transactional
A transactional leader is someone who is laser-focused on performance, similar to a pacesetter. Under

this leadership style, the manager establishes predetermined incentives—usually in the form of
monetary reward for success and disciplinary action for failure. Unlike the pacesetter leadership style,
though, transactional leaders are also focused on mentorship, instruction and training to achieve goals
and enjoy the rewards.
While this type of leader is great for organizations or teams tasked with hitting specific goals, such as
sales and revenue, it’s not the best leadership style for driving creativity.
Example: A bank branch manager meets with each member of the team bi-weekly to discuss ways they
can meet and exceed monthly company goals to get their bonus. Each of the top 10 performers in the
district receives a monetary reward.
10. Bureaucratic
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Bureaucratic leaders are similar to autocratic leaders in that they expect their team members to follow
the rules and procedures precisely as written.
The bureaucratic leadership style focuses on fixed duties within a hierarchy where each employee has a
set list of responsibilities, and there is little need for collaboration and creativity. This leadership style is
most effective in highly regulated industries or departments, such as finance, healthcare or
government.
Example: Managers at a Department of Motor Vehicles office instruct their employees to work within a
specific, defined framework. They must take many steps to complete a task with strict order and rules.
Remember, most leaders borrow from a variety of styles to achieve various goals at different times in
their careers. While you may have excelled in a role using one type of leadership, another position may
require a different set of habits to ensure your team is operating most effectively.
By understanding each of these leadership types, and the outcomes they’re designed to achieve, you
can select the right leadership style for your current situation.
VII. MODULE 7
OBJECTIVES:
 Define terms in relation to recreational activities

 Appreciate effective and meaningful living
 Ensure through assistance from various organization
TOPIC: RECREATION AND TEAM BUILDING
MATERIALS:
1. Printed texts for RECREATION AND TEAM BUILDING
2. Writing pad
ACTIVITY:
Activity 1- Read and study the contents of this module.
Activity 2-Since the heart is one of the important parts of your body, recalls your experiences that made
you feel happy and satisfied because of your voluntary participation to any event or activity. Draw a
heart shape figures; write a word description of each experience inside the heart-shaped figures.
ASSESSMENT:
Create or introduce an example of a team building activity or game appropriate for any of these
purposes. Please, include the mechanics of the activity or game.
 Team building activity or game that will promote creative thinking.

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 Team building activity or game that will promote communication skills.

 Team building activity or game that will promote problem solving capacity.
Note: Videos to watch!
https://www.youtube.com/watch?v=H_vOfqIpD60/whyteambuildingisimportant
https://www.youtube.com/watch?v=RuQjYzP9PMo/excellentteamwork-mustwatch
REFERENCES:
Oxford Colour Dictionay & Thesaurus, 1996. USA: Oxford University Press.
Vannier, M. 1977. Recreational Leadership. Philadelphia: Lea & Febiger.
https://www.tinypulse.com/blog/the-ultimate-list-of-team-building-activities
https://www.sodexoengage.com/blog/rewards-recognition/the-benefits-of-team-building-activities
https://www.process.st/team-building-activities/
https://managementstudyguide.com/characteristics-good-team.htm
https://affinitymc.com/what-motivates-people/
PRINTED TEXTS
7.1.
THE BENEFITS OF TEAM BUILDING
BRINGING PEOPLE TOGETHER
Over the past few years, we've seen businesses moving away from competitive work environments to
workplaces where collaboration and co-operation between staff is seen as the key to success.
As part of this change more and more companies are undertaking regular team building activities.
These activities can range from a short, problem-solving activity to a retreat lasting a couple of days.
And whilst some people see team building activities as a ‘nice break’ from work, they do have a serious
purpose: and that is to develop the skills and knowledge of your staff.
If you can organise team building activities that have a purpose and objectives behind the planning then
your organisation can reap a range of benefits.
IMPROVE PRODUCTIVITY
Improving productivity is one of the most common goals of team building activities. Take the
opportunity to identify ways to improve the three Ps (policies, processes and procedures) that can
affect productivity. By encouraging employees to learn to work together more effectively and reduce
duplication of effort your employees can work more efficiently.
INCREASE MOTIVATION
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Team building activities can help increase employee motivation and nurture a successful company
culture in a number of ways. When a group of employees successfully complete a team building activity
it creates momentum and makes them feel good about themselves, it increases employees’ confidence
in their, and their team’s, ability and it also shows employees that the organisation is willing to invest in
them.
INCREASED COLLABORATION
One of the most important benefits of a properly planned team building activity is greater collaboration
between employees. Collaboration is about knowing who has what knowledge (or can answer to a
question), trusting them and their experience and being able to get access to that person when you
need it. By creating activities that people enjoy and can experience as a group, employees can build
relationships and develop networks of contacts outside their day-to-day role that will help them in the
future.
ENCOURAGE CREATIVITY
To have a successful business based on creativity and innovation you need to employ different people
with diverse perspectives and expertise in order to “cross-pollinate” the organisation with fresh ideas.
Out-of-the-ordinary team building tasks give employees permission to use their imagination to come
up with creative solutions, and they send the message that creativity in the workplace, and bouncing
ideas off each other, is welcome.
POSITIVE REINFORCEMENT
Team building activities can also be used to provide recognition to employees by highlighting the work
specific employees are doing and the behaviours that have led to the recipient receiving the
recognition. By incorporating recognition into the team building you can send a strong message to
every attendee about your company values and what that means to the success of the organisation.
IMPROVED COMMUNICATION
Perhaps the key benefit of a properly planned team building activity is improved communication
between employees. Enjoyable, fun activities enable employees to get to know each other, create a
better understanding of each other and break down walls of mistrust by encouraging people to focus on
what they have in common rather than their differences.
Team building activities can be a powerful way to develop collaboration and trust, improve motivation,
nurture strengths, and address weaknesses. However, they need to be have a real purpose and be
properly planned in order to make a genuine impact, rather than just providing ‘a nice day out of the
office’.
FOUR APPROACHES
Team building describes four approaches to team building:
Setting Goals
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This emphasizes the importance of clear objectives and individual and team goals. Team members
become involved in action planning to identify ways to define success and failure and achieve goals.
This is intended to strengthen motivation and foster a sense of ownership. By identifying specific
outcomes and tests of incremental success, teams can measure their progress. Many organizations
negotiate a team charter with the team and (union leaders)
Role clarification
This emphasizes improving team members' understanding of their own and others' respective roles and
duties. This is intended to reduce ambiguity and foster understanding of the importance of structure by
activities aimed at defining and adjusting roles. It emphasizes the members' interdependence and the
value of having each member focus on their own role in the team's success.
Problem solving
This emphasizes identifying major problems
Interpersonal-relations
This emphasizes increasing teamwork skills such as giving and receiving support, communication and
sharing. Teams with fewer interpersonal conflicts generally function more effectively than others.
A facilitator guides the conversations to develop mutual trust and open communication between team
members.
Effectiveness
The effectiveness of team building differs substantially from one organization to another. The most
effective efforts occur when team members are interdependent, knowledgeable and experienced and
when organizational leadership actively establishes and supports the team.
Effective team building incorporates an awareness of team objectives. Teams must work to develop
goals, roles and procedures. As a result, team building is usually associated with increasing task
accomplishment, goal meeting, and achievement of results within teams.
Effect on performance
Team building has been scientifically shown to positively affect team effectiveness. Goal setting and
role clarification were shown to have impact
on cognitive, affective, process and performance outcomes. They had the most powerful impact on
affective and process outcomes, which implies that team building can help benefit teams experiencing
issues with negative affect, such as lack of cohesion or trust. It could also improve teams suffering from
process issues, such as lack of clarification in roles.
Goal setting and role clarification have the greatest impact because they enhance motivation, reduce
conflict and help to set individual purposes, goals and motivation.
Teams with 10 or more members appear to benefit the most from team building. This is attributed to
larger teams having – generally speaking – a greater reservoir of cognitive resources and capabilities
than smaller teams.
Challenges to team building

The term 'team building' is often used as a dodge when organizations are looking for a 'quick fix' to poor
communication systems or unclear leadership directives, leading to unproductive teams with no clear
of how to be successful. Team work is the best work.
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Teams are then assembled to address specific problems, while the underlying causes are not ignored.
Dyer highlighted three challenges for team builders:
 Lack of teamwork skills: One of the challenges facing leaders is to find team-oriented
employees. Most organizations rely on educational institutions to have inculcated these skills into
students. Dyer believed however, that students are encouraged to work individually and succeed
without having to collaborate. This works against the kinds of behavior needed for teamwork. Another
study found that team training improved cognitive, affective, process and performance outcomes.
 Virtual workplaces and across organizational boundaries: according to Dyer, organizations
individuals who are not in the same physical space increasingly work together. Members are typically
unable to build concrete relationships with other team members. Another study found that face-to-face
communication is very important in building an effective team environment. Face-to-face contact was
key to developing trust. Formal team building sessions with a facilitator led the members to "agree to
the relationship" and define how the teams were work. Informal contact was also mentioned.
 Globalization and virtualisation: Teams increasingly include members who have dissimilar
languages, cultures, values and problem-solving approaches problems. One-to-one meetings has been
successful in some organizations.
7.2.
CHARACTERISTICS OF A GOOD/EFFECTIVE TEAM
Success in the workplace depends on your ability to build a team, as well as to interact with
others on that team. Together, people are able to accomplish what one person alone cannot.
This is known as synergy.
Following are the characteristics of a Good/Effective team:
1. A clear, elevating goal: This is a goal which has been communicated to all. A results-driven
structure: The goal has been jointly decided by all the team members. They are fully
committed towards achieving it.
2. Competent members: Each team member has the required skill set in order to achieve the
team objectives.
3. Unified commitment: There is nothing happening in silos. With the total commitment from
team members, achieving organizational goals becomes easier.
4. A collaborative climate: Commitment from team members and a good leadership leads to a

collaborative team with a productive work environment.
5. Standards of excellence: Quality orientation is vital to the success of any organization.
6. External support and recognition: Appreciation as well as appraisal is required to keep the

morale of the team high.
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7. Principled leadership: Leadership defines a team. An able-bodied leadership can chart the

team’s path to success. Each team member participates actively and positively in meetings as
well as projects. This shows a person’s commitment as well as understanding towards a
project.
8. Team goals are clearly understood by all: Communication is vital for achieving successful
completion of any project. Individual members have thought about creative solutions to the
team’s problem. Thinking out of the box is vital in today’s economic scenario. Members are
listened to carefully as well as given a thoughtful feedback. Listening is an important skill for
any team. Each team member is important. The thoughts and ideas of each team member
have to be listened to, with respect, no matter how silly they may sound at first. Everyone
takes the initiative in order to get things done. There is no concept of passing the buck. This is
an indication of clear communication leading to understanding of individual responsibilities.
9. Each team member trusts the judgment of others: Mutual trust and respect is highly important
for the team. This is the only way to achieve the organization goals.
10. The team has to be willing to take risks: Risk taking is an attitude which comes with
confidence. Confidence on yourself as well as on the team, besides the ability to face all
consequences. Everyone has to be supportive of the project as well as of others. A team is one
unit. Unless these cohesive forces are there, the team will never be able to work efficiently
enough. There is ample communication between the team members. Team decisions are
made by using organized as well as logical methods.
11. Dissenting opinions are never ignored: In fact, they are always recorded in order to be revisited
in case the future situations dictate so.
12. Teams are given realistic deadlines: External support as well as aid is vital to the success of any
team. An efficient team needs support from both inside and outside. It needs to meet the
individual needs of its members in order to achieve the organization’s goals.
VIII. MODULE 8
OBJECTIVES:
 Distinguish entrepreneurship from entrepreneurs
 Analyze some Filipino values favorable to entrepreneurship
 Explain ways on how to go into business
 Apply small scale entrepreneurial skills
TOPIC: ENTREPRENEURSHIP
MATERIALS:
1. Printed texts for ENTREPRENEURSHIP
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2. Writing pen and writing pad
ACTIVITY:
Activity 1- Read and study the printed texts for Entrepreneurship
Activity 2- Do you know some Filipino entrepreneurs who became successful in their respective fields?
What do you think are the keys to their success?
ASSESSMENT:
1. Create a Business Plan. Your guide is (https://www.google.com/search?

source=univ&tbm=isch&q=entrepreneurship+activity+sheets&sa=X&ved=2ahUKEwjN_IC9_qrqAhUB7WEKHSn3BmUQsAR6BAgKEAE&biw=1
366&bih=657#imgrc=6kEVydvhZ9NCuM
Note: Videos to Watch!

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https://www.youtube.com/watch?v=5bp4KToMg-0/13-year-oldworld’ssuccessfulentrepreneur
https://www.youtube.com/watch?v=Fqch5OrUPvA/howtowritebusinessplan
REFERENCES:
https://fee.org/articles/what-is-entrepreneurship/
https://www.entrepreneur.com/article/290269
https://entrepreneurhandbook.co.uk/entrepreneurship/
https://www.investopedia.com/terms/e/entrepreneur.asp
https://www.tutorialspoint.com/entrepreneurship_skills/entrepreneurship_skills_introduction.htm
PRINTED TEXTS
8. 1.
Entrepreneurship Skills
Many industry observers have debated on the origin of entrepreneurship. The fact to note here is that
most scholars who debate the origin of entrepreneurship are either Economists or Historians. The
common forum accepts that the concept of ‘Entrepreneur’ is derived from the French
concept entreprendre, which matches closely with the English concept of business conduct; in this
sense – “to undertake”. From the business point of view, to undertake simply means to start a
business.
The entrepreneurship theory has been changing throughout several decades of business growth and
has received numerous definitions and characteristics from different scholars, who believe that some
qualities are common among most entrepreneurs. Entrepreneurship’s foundations are based on
economics and other such disciplines such as History, Politics, Education, Culture, Experience, and
Networking.
Schumpeter(Joseph Alois Schumpeter, who was an Austrian-born American Economist and Political
Scientist) told that the coming together of various disparate theories forms a generalized set of
entrepreneurship skills and guidelines. He then listed the characteristics of entrepreneurs as given
below −
 Risk-Bearers  Leaders
 Coordinators and organizers  Innovators
 Gap-Fillers  Creative Imitators
He concedes that although these features are not the only ones, but they do go a long way in
explaining why some people become entrepreneurs while others do not.
What is Entrepreneurship?
There are many meanings of the term ‘entrepreneurship’. After attentively discussing all the available
ones, we can conclude that entrepreneurship is a system of operating business in which opportunities
existing within the scope of a market are exploited.
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Self-employment necessitates that any available opportunities within the economic system should be
utilized in the creation and functioning of new organizations. A potential entrepreneur should show the
interest to seek out investment opportunities in the market, so that they can run the enterprise
successfully based on the identifiable opportunities.
Thus, going through the above responsibilities of an entrepreneur, the term ‘entrepreneurship’ has
been finally defined as a function which covers multiple functions such as −
 Building organizations.  Bringing together multiple factors of

 Providing self-employment production in a tangible manner.
 Utilization of available resources  Identifying and exploiting business
 Innovation applied to the novel concept opportunities within the available market
Who is an Entrepreneur?
Entrepreneurs are business people who can detect and sense the availability of business opportunities
in any given scenario. They will then utilize these opportunities to create new products by employing
new production methods in different markets. They will also function in different ways by using various
resources who will give them profit.
It is important to note that although most entrepreneurial businesses start small, the owners of such
businesses need not be small scale owners. They could in fact be big business owners, who first try and
test the waters before investing big time in the business. Small business owners dread risk, but
successful entrepreneurs are very innovative and know how to operate profitably in a business
environment, even if the risk is very high.
In fact, innovation is the life blood of any kind of entrepreneurs; this is one of the tools that help them
gain an advantage over established players in the market. Entrepreneurs are, thus, defined as
“individuals or groups of individuals who carry out entrepreneurship activities that are based on their
innovative approaches to solving real-word problems”.
Who is an Entrepreneur?
There are many possible situations where a potential entrepreneur doesn’t get a chance to establish or
fund his or her own business and is forced to work in an organization. In this case they are referred to as
‘Entrepreneurs’ i.e. entrepreneurs within an organization. These individuals are also entrepreneurs
because they don’t share the typical “employer employee” relationship with their bosses; instead, they
operate just as collaborators and are treated as visionaries in the organization.
Sometimes, such individuals themselves aren’t aware of their talent and hidden skills. The organization
needs to identify these talented people and then encourage these individuals to exercise their
entrepreneurial abilities to the benefit of the organization otherwise such people eventually will get
frustrated over the routine life and will leave the organization or start their own businesses to pursue
their ideas.
How an Entrepreneur differs from an Intrapreneur?

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An entrepreneur is a person who enters a venture through a start-up model of business and tries to
establish it. This is done while taking risks of bringing together the factors of production to address a
cause and making a profit out of it at the same time.
An intrapreneur, on the other hand, will tend to work within an existing organization to pursue the
exploitation of business opportunities, in the absence of available business capital, infrastructure or
clear direction.
Who is a Technopreneur?
Just like entrepreneurs and intrapreneurs, we also have a “technopreneur”, who is an individual
interested in bringing innovations thorough technology, and then using the same technology to build a
successful business empire.
A technopreneur is first a technological innovator and then a businessman who wants to create self-
employment and other employment opportunities through his technological innovations.
8.2.
TYPES OF ENTREPRENEURS
Based on their working relationship with the business environment they are functioning in, various
types of entrepreneurs can be found. The chief categories are these four types of entrepreneurs, i.e.
 Innovative entrepreneurs,  Fabian Entrepreneurs, and

 Imitating Entrepreneurs,  Drone Entrepreneurs.
Let us now discuss each of them in detail.
Innovative Entrepreneurs
This type of an entrepreneur is more interested in introducing some new ideas into the market,
organization or in the nation. They are drawn towards innovations and invest a lot of time and wealth
in doing research and development.
Imitating Entrepreneurs
These are often disparagingly referred to as ‘copy cats’. They observe an existing successful system
and replicate it in a manner where all the deficiencies of the original business model are addressed and
all its efficiencies are retained.
These entrepreneurs help to improve an existing product or production process and can offer
suggestions to enhance the use of better technology.
Fabian Entrepreneurs
These are entrepreneurs that are very careful in their approaches and cautious in adopting any
changes. They are not prone to sudden decisions and try to shy away from any innovations or change
that doesn’t fit their narrative.
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Drone Entrepreneurs
These are entrepreneurs who do not like a change. They are considered as ‘old school’. They want to do
business in their own traditional or orthodox methods of production and systems. Such people attach
pride and tradition to even out-dated methods of doing business.
8.3.
ROLES OF AN ENTREPRENEUR
Entrepreneurs fulfill the following three dominant roles −
 Economic Change  Social Change  Technological

Change
These are referred to as behavioral roles. All entrepreneurs have these common characteristics and
decide to become an entrepreneur due to the factors or circumstances in their lives which made them
think the way they do.
To do their work effectively and operate a successful business, these entrepreneurs should perform
certain roles. These roles are the same as the basic managerial roles. All such roles are listed out in
detail as follows −
Figure Head Role
The entrepreneur needs to be the Head in the organization and participate in ceremonial duties, such
as representing the organization in formal and informal events or even being the public spokesperson
whenever there is a press release, etc.
Leader Role
The entrepreneur should also act as a leader because an entrepreneur may need to bring people with
dissenting views and approaches to work together as a team. So, he needs to be good with his people
management and leadership skills. He has to lead the people by hiring, firing, training and motivating
his resources as and when necessary.
Liaison Role
The entrepreneur should also be the liaison officer for his organization. He should be the source of link
with the outside world and business houses, always trying to find an opportunity of working together
with other big organizations.
Monitor Role
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The entrepreneur acts as a regulatory body too; he monitors both the internal and the external
environment of the business constantly.
Information Provider and Receiver Role
The entrepreneur should also act as the organizational representative and transmit information
internally and externally the organization.
Spokesman Role
The manager should also act as the spokesman of the business and transmit information internally and
externally the organization. He needs to be the source of knowledge about his company to potential
investors and collaborators.
Entrepreneurial Role
This is the basic role of the entrepreneur; he/she declares new ideas for the organizations, brainstorms
it with the employees and friends and then bears the risk of any unsuccessful implementation.
Disturbance Handler
The entrepreneur needs to act as the mediator and bring people with dissenting thoughts to the table
and get them motivated to work together. He needs to handle all conflicts and get the team to focus
constantly on the goal.
Resource Allocator
The entrepreneur needs to find out how the available resources can be allocated between different
departments of the organization to suit their demands and necessities. This helps them achieve the
organizational goals and the objectives.
Negotiator Role
The entrepreneur must negotiate on behalf of the organization both internally with the staff as well as
with the external investors or collaborators. At such opportunities, the entrepreneurs need to be more
focused on their role of being a ‘win-win” deal breaker.
Added Roles of an Entrepreneur
Apart from the above-mentioned roles, there are some specific entrepreneurial roles that a person is
supposed to fill up in his duties of an entrepreneur. These are divided into three categories, which are
as follows −
 Social Roles,  Economic Roles, and  Technological Roles.

Let us now discuss each of them in detail.
Social Roles of Entrepreneur

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 Creating opportunities for  Engaging in social welfare services of

entrepreneurship. redistributing income and wealth.
 Creating job or employment opportunities  Transforming a standard working
in the society. procedure into a more modern approach.
Economic Roles of Entrepreneur
 Bearing the risk of failing in business.  Utilizing human resources in a cost-efficient

 Mobilizing the revenue of the organization manner.
properly.  Providing channels of further economic
growth in the organization.
Technological Roles of Entrepreneur
 Changing traditional technology to modern  Utilization of available technology in the

system. production process.
 Adapting improved technology to business  Developing efficiency and competence in
environment. the workforce through technology
8.4.
HOW TO BE A TRUE ENTREPRENEUR
A careful decision must be made to move on to a position involving leadership. This means that,
entrepreneurs should begin to inherit attributes of great leaders from now onwards. This can boost
entrepreneurs to be capable of thriving in their varied roles in the organization.
Set a Role Model
Choose leaders whom entrepreneurs idolize most. They may be leaders of modern world or may be
legendary leaders from history or maybe both. Start working by combining styles that entrepreneurs
think are most suitable for them. They might include personally known mentors as well.
Maintain Discipline and Decorum
To become an entrepreneur, you need to change some habits that you inherited when you were a
follower. A good control over the working process and a consistent rate of implementing ideas are
necessary qualities of an entrepreneur. As entrepreneurs, who we have seen before, basic building
blocks of a great leader is based on being sincere; have some patience and wait to strike the right note.
Be Determined
Embrace responsibilities of entrepreneurs to understand the role of one. Be persistent in the role of an
entrepreneur as it is one of the toughest things to do.
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Learn to Study
Be a student of the qualities in a good leader. Conduct various researches with respect to subject, listen
to records, lectures and debates about entrepreneurship and take classes based on it. There are many
learning options available in the market. Study the greatest ideas out of each of them and start to
implement them in everyday activities and thinking.
Practice
Know the basics of entrepreneurship and then try to master them, while integrating some newer
attributes or consciousness level all time. With course of time, not only will entrepreneurs become the
masters at the art of harnessing their skills, but also will become capable enough to mentor others
towards becoming better leaders as well.
This brings us to the statement that entrepreneurs are made, not born. The path of an entrepreneur
will not necessarily always seem to be easy nor it may look fun, but they need to keep in mind that their
goals are always within reach. Some people like to say that journey itself contains all the rewards. With
this positive attitude, entrepreneurs are already nurturing their winning habits.
Risk Takers
If an entrepreneur intends to grow, it is important to sportively accept failures as different possibilities.

A great entrepreneur has to do this and tell others they need not worry about failures. In fact, the best
of entrepreneurs follow their idea at the cost of repeated failures, as every misstep gets them closer to
success.
Entrepreneurs must be willing to take certain risks, so that they learn from their mistakes and become
capable enough to answer questions correctly to make investors feel comfortable with their idea. That
is why if someone approaches an entrepreneur with an idea, they don’t immediately reject it as
ineffective.
They permit him/her to think around the idea and determine if it really makes sense. If something goes
wrong, they do not discourage that person, instead they are grateful for learning something new.
Entrepreneurs gain experience and learn from such meetings, which encourages them to take more
risks by analysing every aspect of that risk.
Ethical Behavior
Entrepreneurs set the bar very high when it comes to maintaining their integrity and accountability
towards the organization, irrespective of any circumstances that may, at times, look detrimental to the
company’s cause. Still, in the longer run, the organization will come out much stronger and better
because of this.
Entrepreneurs will be held liable for some of their toughest decisions. They need to keep in mind that it
is never possible to satisfy everyone to their heart’s content all the time. But the least entrepreneurs
can do is to be fair to all their team members. When the nature of business is a bit too competitive,
entrepreneurs will have to take tough decisions, which may initially be unsavory, but will benefit the
company later.
Positive Attitude
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The significance of a positive attitude is great in the professional lives of entrepreneurs. Great
entrepreneurs tend to harness a strong, positive attitude that leaves a mark on others and tends to
spread throughout the team. They inject their team members’ minds with confidence, which makes
them capable enough to bounce back in in case of any adverse circumstances.
Even if entrepreneurs have a greater number of odds against them, greater also are the chances for a
true entrepreneur to rise from a tough situation. As a matter of fact, a large number of entrepreneurs
have earned fame for themselves by standing strongly against the toughest of times.
People at times perceive them as being unshakable and calm during crisis situations. This does not
mean that they are just acting likewise and are being untrue to themselves. A great leader, most of the
times, needs help when something does not go right. However, the most important quality is not to
panic and lose focus
Eat that Gerbil
Imagine one morning you wake up and you eat a Gerbil for breakfast. This may sound disgusting but
the best part is nothing worse than this could happen to you all day. So, the entire day, you will have a
satisfaction that nothing worse than this could happen.
Here, Gerbil is the work that has the greatest impact on achieving your goals and the work that you are
most likely to procrastinate starting. There is a different story which says, "If you have to eat two
gerbils, eat the ugliest one first!". Let us put it this way, say you have two important tasks to complete,
then start with the biggest, toughest and the most important task first.
Always discipline yourself to start immediately and then to stop when you complete that task. Do not
let your mind wander in any other task. Always try to stop yourself from starting with the easier task.
Remember, a small decision you take today affects your present and your future as well.
Now, if you plan to eat a living Gerbil, it will not sit quiet waiting for you to come and eat it. You must
work hard to catch it first; so, the key to complete your task is by learning how to handle different
situations and planning what is the most important thing you have to complete, and then start working
on it.
Examples of Entrepreneurs
What is entrepreneurship about? Let’s take a look at some examples of entrepreneurs to find
out:
A. Walt Disney co-founded the Walt Disney Company, one of the leading motion picture studios.
He was also the visionary of theme parks like Disneyland and Walt Disney World. His brand
started with the creation of the Mickey Mouse character and eventually expanded to include
characters like Snow White, Cinderella and more. As an entrepreneur, he had to overcome
adversity with challenges such as people stealing his work, commercial failures and more.
However, he kept pushing through staying committed to his vision.
B. Mark Zuckerberg created several products before building Facebook. He created an instant
messaging tool that his father used in his dentistry practice to communicate with his
receptionist. Zuckerberg also created music software that Microsoft and AOL were interested
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in buying even though he was only a teenager. Within the year he first founded Facebook, he
had already had 1 million users. Today, Mark Zuckerberg has a net worth of $68.3 billion.
C. Sara Blakely first started her Spanx brand in 1998. She was one of the first creators of
women’s leggings. Her brand specializes in shape wear and also includes bras, panties, hosiery
and more. She’s also the inventor of arm tights which allows women to wear their summer
clothing year round. At one point, Blakely was the youngest self-made female billionaire.
Entrepreneur Quotes
 The entrepreneur always searches for change, responds to it, and exploits it as an
opportunity.” – Peter Drucker, entrepreneur quotes
 “Entrepreneurs are simply those who understand that there is little difference between
obstacle and opportunity and are able to turn both to their advantage.” – Niccolo Machiavelli,
entrepreneur quotes
 “From my very first day as an entrepreneur, I’ve felt the only mission worth pursuing in
business is to make people’s lives better.” – Richard Branson entrepreneur quotes
 “A person who sees a problem is a human being; a person who finds a solution is visionary; and
the person who goes out and does something about it is an entrepreneur.” – Naveen Jain
entrepreneur quotes
 “An entrepreneur is someone who jumps off a cliff and builds a plane on the way down.” —
Entrepreneur quotes from Reid Hoffman
 “The number one reason why people fail in life is because they listen to their friends, family and
neighbors.” – Napoleon Hill entrepreneur quotes
 “It’s not about ideas. It’s about making ideas happen.” – Scott Belsky entrepreneur quotes
 “There’s lots of bad reasons to start a company. But there’s only one good, legitimate reason,
and I think you know what it is: it’s to change the world.” – Phil Libin entrepreneur quotes
 “Being an entrepreneur is a mindset. You have to see things as opportunities all the time. I like
to do interviews. I like to push people on certain topics. I like to dig into the stories where
there’s not necessarily a right or wrong answer.” – Soledad O’Brien entrepreneur quotes
IX. MODULE 9
OBJECTIVES:
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 Describe and analyze the present situation of the Philippine environment

 Identify the country’s natural resources
 Appreciate and manage the country’s natural resources
 Apply the principles of managing natural resources
 Illustrate human interference with ecosystem
 Identify the causes of ecological imbalance and ways to achieve ecological balance
 Value the importance of sustainable development
TOPIC: ENVIRONMENTAL RESOURCE MANAGEMENT
MATERIALS:
1. 9.1. Printed texts for ENVIRONMENTAL RESOURCE MANAGEMENT
2. 9.2. Song lyrics “Kapaligiran” and “What a Wonderful World by” Armstrong
3. Writing pen and writing pad
ACTIVITY:
Activity 1- Read the printed texts on Environmental Resource Management
Activity 2-
a) Listen to the song or read the lyrics the song “Kapaligiran” and “What a Wonderful World”, and
reflect from its messages. Discuss the relevance of the song to the country’s current environmental
condition.
b) Create a realistic environmental plan using the letters of the word E.N.V.I.R.O.N.M.E.N.T.
LETTER DESCRIPTION SPECIFIC EXPECTED RESULT

S ACTION
N
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ASSESSMENT:
1. In order for to sustain in this Pandemic situation apply the principles of Sustainable Resource
Management. Make a Green Project at home. Tower Garden is among the many options that you can
choose.
REFERENCES:
https://www.erm.com/
https://www.definitions.net/definition/environmental+resource+management
https://www.slideshare.net/orunjubaer/scope-and-aspect-of-environmental-resource-management-91054836
http://www.nea.org/tools/EnvironmentalEducationActivitiesAndResources.html
https://youmatter.world/en/definition/definitions-sustainability-definition-examples-principles/
https://en.wikipedia.org/wiki/Ecosystem_management
PRINTED TEXTS
9.1.
SCOPE AND ASPECT OF ENVIRONMENTAL RESOURCE MANAGEMENT
SCOPE AND ASPECT OF ENVIRONMENTAL RESOURCE MANAGEMENT

Department of Geography and Environment Jahangirnagar University Jubaer orun
INTRODUCTION
Environmental resources can be defined as elements of the human environment, and include
both natural and built resources. Three major categories of resources are socioeconomic,
cultural and natural. Environmental resource management is an issue of increasing concern,
which highlighted the integrated nature of environment and international development.
ENVIRONMENT
 Environment means everything around to a living being. Especially the circumstances of life of
people or society in their life conditions.
 It comprises the set of natural, social and cultural values existing in a place and at a particular
time, that influence in the life of the human being and in the generations to come.
 It is not only the space in which life develops, but it also includes living beings, objects, water,
soil, air and the relation between them
RESOURCE
A resource is a source or supply from which benefit is produced. Resources can be broadly
classified on bases upon their availability they are renewable and non-renewable resources.
Resources have three main characteristics:
 Utility  Limited availability and
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 Potential for depletion or

consumption.
ENVIRONMENTAL RESOURCE MANAGEMENT
Environmental resource management is the management of the interaction and impact of

human societies on the environment. Environmental resources management aims to ensure
that ecosystem services are protected and maintained for future human generations.
Environmental resource management tries to identify factors affected by conflicts that rise
between meeting needs and protecting resources.
The resources which are included
1. Biotic resources (flora and fauna)

2. Abiotic resources (land, water, air etc.)
The ecological balance and ecosystem stability are duly maintained by the nature itself but the
emergence of modern industrial era has disturbed the ecological balance through heavy
industrialization, technological revolution, faster growth of means of transportation, rapacious
exploitation of resources, unplanned urbanization etc. The process, environmental
management is related to the rational adjustment of man with nature involving judicious
exploitation and utilization of natural resources without disturbing the ecosystem balance and
ecosystem equilibrium. If the natural resources are overexploited, it will affect socio-economic
development of a nation. Thus, environmental management must take into consideration the
ecological principles and socioeconomic needs of the society Environmental management is
very wide in scope and includes all the technical, economical and other aspects of
environment.
Concept of Environmental Management
The broader objectives of environmental management include:
 To identify the environmental problem and to find its solution.

 To restrict and regulate the exploitation and utilization of natural resources.
 To regenerate degraded environment and to renew natural resources (renewable).
 To control environmental pollution and gradation.
 To reduce the impacts of extreme events and natural disaster.
 To make optimum utilization of natural resources.
 To assess the impacts of proposed projects and activities on environment.
 To review and revise the existing technologies and make them eco-friendly.
 To formulate laws for the implementation of environmental protection and conservation
programmers.
Objectives of Environmental Management

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SCOPE
 Environmental resource management can be viewed from a variety of perspectives. It involves
the management of all components of the biophysical environment, both living (biotic) and
non-living (abiotic), and the relationships among all living species and their habitats.
 The environment also involves the relationships of the human environment, such as the social,
cultural and economic environment, with the biophysical environment.
 The essential aspects of environmental resource management are ethical, economical, social,
and technological. These underlie principles and help make decisions.
 The concept of environmental determinism, probabilism and possibilism are significant in the
concept of environmental resource management.
Aspect of Environmental Resource Management
1. Environmental Perception and Public Awareness:

2. Environmental Education and Training:
3. Resource Management:
4. Control of Environmental Degradation and Pollution:
5. Environmental Impact Assessment:
PERCEPTION AND AWARENESS OF ENVIRONMENT
The environmental perception and public awareness considers the following points:
 Source of perception and awareness
 Level of perception, and
 Role of perception in environmental planning.
ENVIRONMENTAL EDUCATION AND TRAINING

Environmental education and training should be given at school, college and University levels
by professionals
 At school, college and university levels
 Through media, and
 At research and training institutes.
RESOURCE MANAGEMENT
The resource management considers the following points:

 Classification of natural resources
 Survey and evaluation of eco-resources
 Conservation of energy, mineral, forest, soil and water resources, and
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 Proper utilization of human resources
ENVIRONMENTAL IMPACT ASSESSMENT
The environmental degradation and pollution can be checked by considering the following
points:
 Assessment of present conditions

 Assessment of the impact of industrial and technological developments
 Assessment of the efforts done for eco-balance, and
 Development of eco-friendly techniques.
9.2.
RESOURCES MANAGEMENT PRINCIPLES
Sustainability can be defined as the processes and actions through which humankind avoids
the depletion of natural resources (which is influenced by the way societies are organized) to
keep an ecological balance so that society’s quality of life doesn’t decrease.
In this way, we can say that resources exploitation, manufacturing operations, the direction of
investments, technological developments, wealth distribution, institutional changes, among
others, are being sustainable if they don’t hurt the ecosystem services and if they allow for
society’s quality of life not to decrease.
Daniel Christian Wahl, the author of Designing Regenerative Cultures,

defends sustainability refers to sustaining the underlying pattern of health, resilience, and
adaptability that maintain this planet in a condition where life as a whole can flourish (more
about regenerative cultures at the bottom of this piece).
University of the Philippines Open University
Sustainable resource management means managing resources in a way that their sources are not
depleted; so that the future generations can also benefit from it. A renewable resource can be used
again and again, so is more sustainable, eg water, wind, wood, sun and wave energy. A non-renewable
resource will eventually run out, so it is not sustainable in the long run, eg fossil fuels such as gas, oil,
and coal. There is only a finite supply of non-renewable resources.
ECOSYSTEM MANAGEMENT
Ecosystem management is a process that aims to conserve major ecological services and

restore natural resources while meeting the socioeconomic, political, and cultural needs of
current and future generations.
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The principal objective of ecosystem management is the efficient maintenance and socially

appropriate use of natural resources. It is a multifaceted and holistic approach which requires a
significant change in how the natural and human environments are identified.
Several different approaches to implementing ecosystem management exist and these involve
conservation efforts at both local and landscape levels and involve:
ADAPTIVE MANAGEMENT
Adaptive management is based on the concept that predicting future influences/disturbance to

an ecosystem is limited and unclear. Therefore, the goal of adaptive management is to
manage the ecosystem so it maintains the greatest amount of ecological integrity, but also to
utilize management practices that have the ability to change based on new experience and
insights.
Adaptive management aims to identify uncertainties in the management of an ecosystem

while using hypothesis testing to further understand the system. In this regard, adaptive
management encourages learning from the outcomes of previously implemented
management strategies. Ecosystem managers form hypotheses about the ecosystem and its
functionality and then implement different management techniques to test the hypotheses.
The implemented techniques are then analyzed to evaluate any regressions or improvements
in functionality of the ecosystem caused by the technique. Further analysis allows for
modification of the technique until it successfully meets the ecological needs of the ecosystem.
Thus, adaptive management serves as a “learning by doing” method for ecosystem
management.
Adaptive management has had mixed success in the field of ecosystem management, fisheries
management, wildlife management, and forest management, possibly because ecosystem
managers may not be equipped with the decision-making skills needed to undertake an
adaptive management methodology. Additionally, economic, social and political priorities can
interfere with adaptive management decisions. For this reason, adaptive management to be
successful must be a social process as well as a scientific one, focusing on institutional
strategies while implementing experimental management techniques.
Natural Resource Management
Main article: Natural resource management
The term natural resource management is frequently used when dealing with a particular
resource for human use rather than managing the whole ecosystem. A main objective of
natural resources management is sustainability for future generations. One method to achieve
this is by appointing ecosystem managers to balance natural resources exploitation and
conservation over a long-term timeframe. The balanced relationship of each resource in an
ecosystem is subject to change at different spatial and temporal scales. Dimensions such
87
as watersheds, soils, flora, and fauna need to be considered individually and on a landscape

level. A variety of natural resources are utilized for food, medicine, energy and shelter.
The ecosystem management concept is based on the relationship between sustainable

resource maintenance and human demand for use of natural resources. Therefore,
socioeconomics factors significantly affect natural resource management. The goal of a natural
resource manager is to fulfill the demand for a given resource without causing harm to the
ecosystem, or jeopardizing the future of the resource. Partnerships between ecosystem
managers, natural resource managers and stakeholders should be encouraged in order to
promote a more sustainable use of limited natural resources. Natural resource managers must
initially measure the overall condition of the ecosystem they are involved in. If the ecosystem's
resources are healthy, managers can decide on the ideal amount of resource extraction, while
leaving enough to allow the resource to replenish itself for subsequent harvests. Historically,
some natural resources have experienced limited human disturbance and therefore have been
able to subsist naturally. However, some ecosystems, such as forests, which typically provide
considerable timber resources; have sometimes undergone successful reforestation processes
and consequently have accommodated the needs of future generations. A successfully
managed resource will provide for current demand while leaving enough to repopulate and
provide for future demand.
Human populations have been increasing rapidly, introducing new stressors to ecosystems,

such as climate change and influxes of invasive species. As a result, the demand for natural
resources is unpredictable. Although ecosystem changes may occur gradually, the cumulative
changes can have negative effects for humans and wildlife. Geographic Information
Systems (GIS) and Remote Sensing Applications can be used to monitor and evaluate natural
resources by mapping them in local and global scales. These tools will continue to be highly
beneficial in natural resources management.
Strategic Management
Main article: Strategic management
Strategic management encourages the establishment of goals that will sustain the ecosystem
while keeping socioeconomic and politically relevant policy drivers in mind. Strategic
management differs from other types of ecosystem management because it keeps
stakeholders involved and relies on their input to develop the best management strategy for
an ecosystem. Similarly to other modes of ecosystem management, this method places a high
level of importance on evaluating and reviewing any changes, progress, or negative impacts
and prioritizes flexibility in adapting management protocols as a result of new information.
Landscape Level Conservation
Landscape level conservation is a method that considers wildlife needs at a broader landscape

level scale when implementing conservation initiatives. This approach to ecosystem
88
management involves the consideration of broad scale interconnected ecological systems that
acknowledges the whole scope of an environmental problem. In a human-dominated world,
weighing the landscape requirements of wildlife versus the needs of humans is a complicated
matter.
Landscape level conservation is carried out in a number of ways. A wildlife corridor, for
example, is a connection between otherwise isolated habitat patches that are proposed as a
solution to habitat fragmentation. In some landscape level conservation approaches, a key
species vulnerable to landscape alteration is identified and its habitat requirements are
assessed in order to identify the best option for protecting their ecosystem. However, lining up
the habitat requirements of numerous species in an ecosystem can be difficult, which is why
more comprehensive approaches to further understand these variations have been considered
in landscape level conservation.
Human-induced environmental degradation is an increasing problem globally, which is why

landscape level ecology plays an important role in ecosystem management. Traditional
conservation methods targeted at individual species need to be modified to include the
maintenance of wildlife habitats through consideration of both human-induced and natural
environmental factors.
Command and Control Management
Command and control management utilizes a linear problem solving approach where a
perceived problem is solved through controlling devices such as laws, threats, contracts and/or
agreements. This top-down approach is used across many disciplines and works best with
problems that are relatively simple, well-defined and work in terms of cause and effect and for
which there is broad societal agreement as to policy and management goals. The application
of command and control management has often attempted to control nature in order to
improve product extractions, establish predictability and reduce threats. Some obvious
examples of command and control management actions include: the use
of herbicides and pesticides to safeguard crops in order to harvest more products; the culling of
predators in order to obtain larger, more reliable game species; and the safeguarding of timber
supply, by suppressing forest fires.
Attempts at command and control management often backfire (a literal problem in forests
that have been ‘protected’ from fire by humans and are subsequently full of fuel build-up) in
ecosystems due to their inherent complexities. Consequently, there has been a transition away
from command and control management due to many undesirable outcomes and a stronger
focus has been placed on more holistic approaches that focus on adaptive management and
finding solutions through partnership
Song Lyrics
9.3.
"Masdan Mo Ang Kapaligiran"
89
By: Asin
Wala ka bang napapansin May mga ilog pa kayang lalanguyan

Sa iyong mga kapaligiran
Kay dumi na ng hangin Bakit 'di natin pag-isipan
Pati na ang mga ilog natin Ang nangyayari sa ating kapaligaran
Hindi nga masama ang pag-unlad
Hindi nga masama ang pag-unlad Kung hindi nakakasira ng kalikasan
At malayu-layo na rin ang ating narating Darating ang panahon, mga ibong gala
Ngunit masdan mo ang tubig sa dagat Ay wala nang madadapuan
Dati'y kulay asul, ngayo'y naging itim Masdan mo ang mga punong dati ay kay tatag
Ang mga duming ating ikinalat sa hangin Ngayon'y namamatay dahil sa ating kalokohan
Sa langit, 'wag na nating paabutin
Upang kung tayo'y pumanaw man Lahat ng bagay na narito sa lupa
Sariwang hangin, sa langit natin matitikman Biyayang galing sa Diyos kahit no'ng ika'y wala
pa
Mayro'n lang akong hinihiling Ingatan natin at 'wag nang sirain pa
Sa aking pagpanaw, sana ay tag-ulan 'Pagkat 'pag Kanyang binawi, tayo'y mawawala
Gitara ko ay aking dadalhin na
Upang sa ulap na lang tayo magkantahan
Mayro'n lang akong hinihiling
Ang mga batang ngayon lang isinilang Sa aking pagpanaw, sana ay tag-ulan
May hangin pa kayang matitikman Gitara ko ay aking dadalhin
May mga puno pa kaya silang aakyatin Upang sa ulap na lang tayo magkantahan
X. MODULE 10
OBJECTIVES:
 Apply the proper guidelines in emergency care

 Equip the students with enough background regarding disaster and emergency safety measures
TOPIC: DISASTER MANAGEMENT AND EMERGENCY SAFETY MEASURES
MATERIALS:
1. Printed texts for DISASTER MANAGEMENT AND EMERGENCY SAFETY MEASURES
2. Writing pen and pad
ACTIVITY:
Activity 1- Read and study the printed texts on Disaster Management and Emergency Safety Measures
90
Activity 2- Identify and describe the specific measures utilized by the Government COVID-19 Inter-
Agency Task Force in reference to the 4 Emergency Management Cycles.
Mitigation-
Preparedness
Response-
Recovery-
ASSESSMENT
1. Create a simplified plan for each emergency management cycles.
Event (Example): Flood
Cycles Sequence of Activities Description
Mitigation 1.
2.
3.
4.
5.
preparedness 1.
2.
3.
4.
5.
Response 1.
2.
3.
4.
5.
Recovery 1.
2.
3.
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4.
5.
2. Project: Create a before, during and after survival emergency plan; Hotline Directory, survival kit, drills,
maps, distress signals, etc.
.
REFERENCES:
PHILIPPIN National Red Cross, Handbook on First aid
https://www.ifrc.org/docs/IDRL/-%20To%20add/Community%20Disaster%20Preparedness%20Guide.pdf
https://ammo.com/articles/why-prepare-for-a-disaster
https://higuide.elrha.org/humanitarian-parameters/disaster-management-cycle/
https://ccaha.org/resources/emergency-management-cycle
PRINTED TEXTS
10.1.
DISASTER
A disaster is a serious disruption occurring over a short or long period of time that causes widespread
human, material, economic or environmental loss which exceeds the ability of the affected community
or society to cope using its own resources. [1][2] Developing countries suffer the greatest costs when a
disaster hits – more than 95 percent of all deaths caused by hazards occur in developing countries, and
losses due to natural hazards are 20 times greater (as a percentage of GDP) in developing
countries than in industrialized countries.[3][4] No matter what society disasters occur in, they tend to
induce change in government and social life. They may even alter the course of history by broadly
affecting entire populations and exposing mismanagement or corruption regardless of how tightly
information is controlled in a society.
Classification
Disasters are routinely divided into natural or human-made, [8] although complex disasters, where there
is no single root cause, are more common in developing countries. A specific disaster may spawn a
secondary disaster that increases the impact. A classic example is an earthquake that causes a tsunami,
resulting in coastal flooding. Some manufactured disasters have been ascribed to nature. [8]
Some researchers also differentiate between recurring events such as seasonal flooding, and those
considered unpredictable.[9]
Natural disaster
Main article: Natural disaster
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A natural disaster is a natural process or phenomenon that may cause loss of life, injury or other health
impacts, property damage, loss of livelihoods and services, social and economic disruption, or
environmental damage.
Various phenomena like earthquakes, landslides, volcanic eruptions, floods, hurricanes, tornadoes,
blizzards, tsunamis, cyclones and pandemics are all natural hazards that kill thousands of people and
destroy billions of dollars of habitat and property each year. However, the rapid growth of the world's
population and its increased concentration often in hazardous environments has escalated both the
frequency and severity of disasters. With the tropical climate and unstable landforms, coupled with
deforestation, unplanned growth proliferation, non-engineered constructions make the disaster-prone
areas more vulnerable. Developing countries suffer more or less chronically from natural disasters due
to ineffective communication combined with insufficient budgetary allocation for disaster prevention
and management.
Airplane crashes and terrorist attacks are examples of man-made disasters: they cause pollution, kill
people, and damage property. This example is of the September 11 attacks in 2001 at the World Trade
Center in New York.
Human-made disasters
Main article: Anthropogenic hazard
Human-instigated disasters are the consequence of technological or human hazards. Examples
include stampedes, fires, transport accidents, industrial accidents, oil spills, terrorist
attacks, nuclear explosions/nuclear radiation. War and deliberate attacks may also be put in
this category.
Other types of induced disasters include the more cosmic scenarios of catastrophic global
warming, nuclear war, and bioterrorism.
One opinion argues that all disasters can be seen as human-made, due to human failure to introduce
appropriate emergency management measures.[10]
10.2.
Why Prepare?
Benefits
Being prepared can reduce the fear, anxiety and losses that accompany disasters. Communities,
families, and individuals should know what to do in the event of an earthquake and where to seek
shelter during a fire. They should be ready to evacuate their homes and take refuge in public shelters
and know how to care for their basic medical needs. You can reduce the impact of disasters by flood
proofing, securing items that might shake loose in an earthquake, and taking other pre-emergency
precautions.
The Need
Disasters disrupt hundreds of thousands of lives every year. Each disaster has lasting effects, both to
people and property. If a disaster occurs in your community, local government and disaster relief
organizations will try to help you. But you need to be ready as well. Local responders may not be able to
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reach you immediately or they may need to focus their efforts elsewhere. You should know how to
respond to severe weather or any disaster that could occur in your area, including earthquakes,
wildfires, landslides, pandemic, flooding, terrorism and more. You should also be ready to be self-
sufficient for three to seven days. This may mean providing for your own shelter, first aid, food, water
and sanitation.
Emergency Pyramid
All of us need to take a role in helping to protect each other and our families and friends in the event of
an emergency. In fact, every citizen in Orange County is part of a national emergency management
system that focuses on the protection of people and property from all types of hazards. Think of the
national emergency management system as a pyramid with you, the citizen, forming the base of the
structure. The community, the state, and the national government also have roles.
You have a responsibility to protect yourself and your family by knowing what to do before, during and
after an event.
During /before/after
Before an Emergency:
 Know the risks and danger signs of potential emergencies.

 Purchase insurance, including earthquake and/or flood insurance (not part of your homeowner’s
policy).
 Develop plans for what you and your family should do in case of emergency.
 Assemble an emergency kit with supplies for every member of your household, including pets.
 Volunteer to help others in your community as you are able.
During an Emergency:
 Put your emergency plan into action.

 Help others as you are able.
 Follow the advice and guidance of officials in charge of the event.
After an Emergency:
 Repair damaged property.

 File insurance claims if necessary.
 Take steps to prevent or reduce future loss.
 Reassess your emergency plan and make appropriate changes.
10.3.
Natural Disaster Survival: A Disaster Preparedness Checklist
Every year, nearly 200 million people are impacted by natural disasters, another 99,000 are killed, and
over $162 billion a year is spent on the emergency situations they create – a staggering impact that is
just the beginning of the far reach of natural disasters. Serious injury, displacement, loss of family, and
even the effects PTSD are just a few of the traumatizing results that can be felt long after the disaster
itself.
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Even though every state in the Union has risks of natural disasters, only about half of American adults
are prepared. Many don’t have a plan or even have enough food or water to get the family through a
few days. And when utilities get shut down and grocery store shelves are empty, they’re left with little
to do but panic.
While you can’t stop a disaster from happening, you can prepare for it. Because in dire situations when
first responders may not be able to reach you, being prepared keeps you from needing emergency help
while allowing responders to handle the cases that do. Staying prepared also reduces the impact of an
emergency on your life and makes you more capable of dealing with the chaos of the unknown – not to
mention potentially avoiding danger altogether.
This guide walks you through how to prepare for a natural disaster, how to act if one occurs, and what
actions to take once it ends – because disasters happen quickly, which means you must be prepared to
act quickly.
Why Disaster Preparedness Is Important?
Why prepare for disaster? There are many reasons to prepare for an emergency, but these are some of
the most important:
 Immediately after an emergency, services and utilities may be cut off. If you’re not prepared,
you may not have access to water, refrigeration, or communication to stay updated on the situation.
 Emergency responders may not be able to reach you, which means you may need to fend for
yourself from a few hours to a few days.
 Even if you can get out during or after an emergency, it may be hard to get things you need.
Grocery stores sell out, and once those shelves are empty, it can be awhile before they get restocked.
 With some emergency situations, you have time. You may have two to three days to prepare
before a hurricane hits, but if you’re involved in a terrorist attack or flash flood, there’s not much time to
get things in order.
 Depending on the situation, things may be dangerous right after a disaster. Small earthquakes
could hit at any time or there may be people looting on the streets. Try to stay inside to avoid danger.
 If you or a family member have a disability or special needs, it’s even more important to stay
prepared. Without preparation, you may not have the items you need to maintain health.
 While the rate of natural disasters typically remains stable, the amount of climate-related
disasters is increasing. And with a growing number of people living in and working around danger zones
– such as floodplains and high-risk earthquakes zones – the risk of being a victim in a disaster is more
likely.
 More than anything, a natural disaster can happen to you. Nine in 10 Americans say they have
either been in a disaster or have been impacted by one.
How to Prepare for a Natural Disaster
When it comes to preparing for an emergency, your first defence is always knowledge. You need to
know the types of natural disasters that could occur in your area, as well as the best ways to handle
each one. By knowing what the specific risks are, you can better prepare for them and improve your
chances of getting through the emergency with little risk. Here’s how:
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To prepare for a disaster, be ready to be self-sufficient for a minimum of three days. This means having
the ability to provide the following for you and your family:
 Shelter  Water  First aid

 Food  Sanitation
To meet these needs, you can build an emergency supply kit – which contains just about everything
you’ll need, all in one easily accessible place.
Survival Kit List for a Natural Disaster
When building your emergency supply kit, start with the right container. Choose something that is
waterproof and easy to carry, like a plastic tote or waterproof duffle bag. For your home kit, you may
need multiple containers.
Here’s the basics of what you need to make it through three days:
Water
At a minimum, keep one gallon of water per person per day. That means if your family consists of five
people, you want 15 gallons of water. If you can store more, do so. Those who’ve been faced with an
emergency situation have said that the gallon a day is hard to stretch when it comes to drinking water,
cleaning yourself and your surroundings, and cooking – especially if and when medical treatment needs
to be administered.
Make sure that any water you use for drinking, washing or preparing food, cleaning dishes, brushing
your teeth, or making ice is not contaminated. Anything with a bad odor or taste should be avoided, as
it may cause diseases like dysentery, cholera, typhoid, or hepatitis.
Food Supplies
Non-perishable goods such as canned vegetables, soups, and powdered milk provide your family with
nutrients when the possibility of cooking or preparing food is minimal. Strive to have around 2,000
calories per person per day to consume, with some to spare. Keeping a variety of foods in stock,
including vegetables, fruits, grains, dairy, and meat will give you a balanced diet and keep everyone
healthy and well-fed.
First-Aid Supplies
If you end up in an emergency situation, there’s a good chance you’ll have to do some level of first aid
on someone. While it may be as simple as putting a bandage on a toddler's knee, it could also be as
stressful as stitching a wound on that same child’s head.
For your emergency disaster kit, include more than just bandages and creams. Have syringes, splints,
and a suture kit to ensure you’re prepared no matter what happens. You never know when you’ll end up
needing to render first aid to not only family, but also friends, neighbors, or even strangers who
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stumble upon your disaster sanctuary. Include a week’s worth of any and all prescription medications
you and other family members take, as well as things like ibuprofen, antihistamines, and antibacterial
creams.
If you have infants, young children, elderly parents, or disabled family members, keep their needs in
mind as you pack and prepare your emergency disaster kit. Things like diapers, formula, insulin, and a
walker can mean the difference between keeping things calm and controlled and swimming in absolute
chaos.
Utensils
If you have your stockpile of food and water, but no can opener or pot to heat things up, you’ll be in a
bit of trouble. That’s why it’s important to have utensils included in your disaster kit. Anything you need
to prepare and eat meals, include it. Better to be over prepared than under.
Safety Items
Almost as important as first-aid supplies, safety supplies are essential. Include emergency blankets,
equipment to start fires, flashlights, a multi-tool, a knife, and a whistle. A NOAA weather radio keeps
you updated on weather alerts and helps you stay prepared.
Documents
In your emergency kit, keep copies of all your important documents. These include your insurance cards
(medical, house, auto, and life), birth certificates, passports, social security cards, marriage licenses,
state identification or driver’s licenses, and your emergency disaster plan – which includes the contact
information for everyone in your family, as well as out-of-state family, emergency services in the area,
and anything else you might need. Keep these inside a waterproof container within your disaster kit.
Other Items
The list doesn’t stop there. Here are more items you should have in your kit to ensure you get through
an emergency or disaster.
 Personal care items like toothpaste and shampoo

 A battery-operated or crank-style radio
 Extra batteries of all sizes
 A small amount of cash, preferably in small bills
 Spare credit card
 Map of the local area
 Extra set of car and house keys
 A list of things that should be done before you leave and how to do them
 Emergency contact list, including names, phone numbers, and addresses
Children and Pets

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If a coloring book and crayons may not seem like they deserve a place in your emergency disaster kit,
you’ve never spent an afternoon in a doctor’s office with a four-year-old. By including a few items that
can entertain, comfort, and soothe a child, you’re making your emergency situation a little less stressful
– for both you and the child in question.
And if you have pets, their needs and safety must be taken into consideration when it comes to
disasters and emergencies. Make sure to have food and medications, as well as any other immediate
needs your pets will require. Include ways to transport and clean up after pets, as well as any supplies
you need in your kit.
Every six months, revisit your disaster preparation kit. Make sure the things included are still relevant
and replace what’s needed. Check the expiration dates on food, water, and medications – and if they’re
getting close, renew them.
Kits for Your Vehicle and On-the-Go
While having a home disaster emergency kit is vital to staying prepared, it’s also important to have
emergency kits in your vehicles and one that you can grab and go, even if it’s on foot. These kits should
have water and non-perishable food, but should also have a way to purify it. Hardy snacks like granola
bars or dried fruit should be included, as well as blankets to get you through the night if the weather’s
cold.
Emergency Evacuation
For many disasters and emergencies, staying home is the best bet. If you’re prepared with a well-
stocked disaster emergency kit, you should have everything you need for you and your family to get
through the first few days. At home, you’re safe, you’re secure, and you’re more comfortable.
Yet, there are those times when staying isn’t the safest solution. Hurricanes, tornadoes, and man-made
chemical spills can all warrant an evacuation. And any time local government says to evacuate, you
should do so. While you may want to stay home just a little longer, the government agencies could have
more information than you, escape routes may be blocked and emergency personnel non-reachable.
When it comes to having to evacuate, you need to be prepared. Here’s how:
Have a Plan
Planning is essential in disaster preparedness, and it’s no different with an evacuation. Before an
evacuation is even suggested, you should know the evacuation routes for your area, know where you’re
headed, and be ready to leave within 30 minutes of being told to go.
What’s more, having one plan isn’t enough. You need to have a plan B, including a different evacuation
route and a different destination – because you never know what’s going to happen and you need to be
prepared when your first plan is no longer possible.
Your on-the-go emergency bag should have everything you need. Be sure to include copies of your
important documents (insurance cards, social security cards, birth certificates, wills, etc.) in your kit, as
well as some petty cash, just in case.
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For extra security, have the name and number of an out-of-state friend or family member and ensure
everyone in your party has it. This is your emergency contact person. If by chance your group gets
separated, this is the person that everyone contacts to let the others know where they are and if they’re
okay. Before you leave, discuss what to do if someone gets separated, and be sure to set a specific
amount of time that everyone should “report in” to the out-of-state contact.
Never park your car at home with an almost empty tank. Always, no matter what, keep at least a half
tank in the vehicle. If there’s ever a disaster that strikes without warning, you don’t want to worry about
getting gas before evacuating.
Secure Your Home
Before evacuating, secure what you can to protect your property. Take things inside and strap down
patio furniture and picnic tables that are too large. Take down umbrellas and lawn chairs and pack them
away. Inside, unplug your electronic devices and small appliances, such as televisions, computers, and
microwaves. If told to, turn off the water and outside propane tanks.
Before leaving the house, check the list in your emergency kit to ensure nothing was forgotten.
Preparing to evacuate is a stress-ridden experience and it’s easy to forget things you normally wouldn’t.
Lastly, before you close that door behind you, leave a note on the kitchen table. Include the date, the
fact that you’re evacuating, where you’re going, and a way to contact you there. That way if something
happens and people are looking for you, they’ll know where you headed.
Don’t Forget the Pets
If you have pets or livestock, ensure their safety as well as your family’s. Pets should be evacuated with
you, but be sure to have specific plans that do not include staying at an emergency shelter (which only
allow medical-assistance animals to be present). Many hotels do not allow pets either, but given the
circumstance, some may allow it. Otherwise, your destination needs to be a friend or family member’s
house.
Finding Help
If you don’t know where to go or need help during an evacuation, seek out the American Red Cross.
They have both staff and volunteers that can help you find an emergency shelter, help you locate loved
ones, and assist in recovery efforts after the disaster. The organization also helps people to get their
immediate needs met – including medical attention, clean water, and warm meals.
What to do After a Natural Disaster
Once the emergency is over, you’ll have to deal with the aftermath of the disaster. The health and
safety of you and your family should be your first priority. And if medical attention is needed, now is the
time to seek help. Call local responders, travel to a hospital or medical center, or contact the Red Cross
to get assistance.
Returning Home
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If you’ve evacuated, return home as soon as local government gives the okay – but don’t expect
everything to be as it was when you left. Proceed with caution, especially if there were massive storms,
flash floods, or other natural disasters – as damage could have occurred that isn’t necessarily visible at
first glance.
It’s also important to prepare yourself mentally. Even if everyone is okay and made it through the
disaster unscathed, it can feel devastating to return home and see your home and belongings
destroyed.
Recovering Your Losses
When a natural disaster or emergency hits, it’s not unusual to experience physical and financial losses.
But with proper preparation, you can minimize the impact.
Well before you’re faced with an emergency situation, talk to your home owner’s insurance company
about what is covered and what’s not. You may be surprised to learn that the company will cover roof
damage, but not flood damage. By knowing what’s covered and what isn’t, you can get extra coverage
for the types of disasters that are most common in your area.
Make a written or photographic record of your valuable possessions. From jewelry to appliances to
video games, know what things you have of value so that if they’re damaged during a disaster
emergency, you can detail your losses. This list will also be of value when dealing with your insurance
company and at the end of the year where you can account certain losses as a tax deduction.
When You Need Mental Health or Crisis Intervention
Dealing with a natural disaster or emergency takes its toll on emotions and mental health. Depending
on what you’ve seen and had to deal with, you may suffer from depression, anxiety, panic attacks, or
even post traumatic stress disorder (PTSD). But don’t suffer in silence. Reach out to your family, your
doctor, or the Red Cross about seeking mental health assistance.
It’s especially important to watch children for signs of emotional stress, as these types of events can
have a massive impact on them and they may not understand what happened or have the ability to
verbalize how they feel about it. Even if a child didn’t experience the disaster first hand, it can still be
traumatic, so be sure to keep communicating with them. Answer any questions to the best of your
ability, and be sure to give them a little extra TLC.
Many communities have specialized CERT teams that are specifically trained in crisis intervention after
a devastating event, whether it’s a natural disaster or a man-made calamity.
Emergency Drills: Practicing Your Plan
Regardless of how well thought out your emergency disaster plan is, and how much water you have
stored, it’s only as effective if you can act on it. This requires practice. While you want to check your
disaster emergency kits every six months, you should completely run through your plan at least once a
year – including checking phone numbers, ensuring evacuation routes are the same, and that your
documents are up to date.
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Without practice, you’re only as good as your frazzled mind will allow you to be. You may forget
important aspects, like including the dog or checking on your elderly neighbor. Practicing a dry run
annually keeps disasters from getting the best of you.
Types of Natural Disasters and How to Prepare
There’s no doubt about it, disaster preparedness saves lives. And while having an emergency disaster
kit and evacuation plan are important, knowing the specifics about the disasters you’re most likely to be
involved in can help you even more.
Here are some of the most common natural disasters Americans may become victims of, and what you
can do to keep you and your family safe:
Floods
Every state in the U.S. is susceptible to flooding, making it a disaster everyone should be prepared for.
Water levels can quickly rise, push into your home and wreak havoc on your things. But there’s more
than just water damage to worry about. Flash floods carry unseen debris that, if given the opportunity,
can damage both wooden and steel buildings, and knock unknowing people down and into the rushing
water where they could be carried away.
To survive a flood, the most important thing to remember is never drive or walk through floodwater.
Even if it doesn’t look deep and even if it doesn’t appear to be moving quickly – floodwaters are
dangerous and kill at least 100 people a year.
Hurricanes
Hurricanes, which are called cyclones or typhoons in other parts of the world, are dangerous ocean
storms that are known to cause high winds, flooding, heavy rain, and tidal waves. While the majority of
damage typically occurs on coastlines, hurricanes often travel several hundred miles inland and their
impact is devastating.
You must prepare ahead of time for hurricanes. Keep supplies stocked, have a family emergency plan,
and evacuate when you’re told to. While you may not want to leave, there’s nothing you can do to
protect your home once a hurricane has hit, and the futile attempt to try is not worth your life.
Earthquakes
If you live in an earthquake zone, here’s a few preparation tips:
 Anchor wall hangings and shelving units to studs to ensure they don’t fall over.
 Keep heavy items on low shelves.
 If you’re outside when an earthquake hits, get low to the ground and move away from
buildings, utility wires, and any fuel or gas lines.
 If driving, slow to a stop as quickly and safely as possible, making sure to stay away from tall
buildings, telephone poles, and utility wires.
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To get through an earthquake unscathed, you must remember these three things: drop, cover, and hold
on. Drop to the ground. Cover your head and neck. And hold on to whatever stationary object you can.
Volcanoes
Volcanos occur when pressure from gases in molten rock become too great and cause an eruption.
While this can be dangerous, the real risk with volcanos comes from the toxic gases and ash, flash
floods of extremely hot water, earthquakes, landslides, and other natural disasters they can spawn.
While all of these can be dangerous, the most common cause of death is from suffocation. Infants,
elderly, and those with respiratory illnesses are the most likely to be impacted. In the U.S., you’re most
likely to be affected by a volcano if you live in Hawaii, Alaska, or the Pacific Northwest.
If you’re caught in a volcanic eruption, here’s what you need to know:
 If a call for evacuation occurs, follow it.

 If you see lava flow, leave the area as soon and as quickly as possible.
 While driving, keep your doors and windows closed.
 If inside, close all access to the outdoors, including windows, doors, vents, and dampers.
 Do not run air conditioners or fans that pull air in from outside.
 If you have pets or livestock, put them in a closed shelter.
 Wear long sleeves and long pants if you must go outdoors.
Wildfires
Wildfires are dangerous and deadly, and are becoming more so as homes and communities are being
built in high-risk areas. If you’re in an area that is at prone to wildfires, here’s what you need to know to
stay prepared and ready.
 Keep your roof and gutters clean.

 Make sure nothing burnable is within 30 feet of your home – this includes things like wood piles,
picnic tables, brush, or dried leaves.
 Fill containers around the outside of your home with water – things like garbage cans, animal
water troughs, and tubs work well.
 If you see a wildfire and have not had an evacuation order, call 911. It may not have been
reported.
 Once an evacuation has been ordered, leave as soon as possible.
Extreme Heat
To survive extreme heat, preparation and recognition are essential. When high temperatures mix with
high humidity, it can become hard for the body to regulate itself, especially for infants and the elderly.
Staying indoors in air conditioning and increasing fluid intake with non-alcoholic beverages is your best
bet. Watch for signs of heat stroke, including the following:
 Body temperature above 103 degrees

 No sweating
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 Red, hot skin

 Rapid pulse
 Nausea
 Confusion
 Unconsciousness
When any of these occur, seek medical attention immediately. Extreme heat is dangerous and can kill
you. If that’s not possible, or if emergency responders are delayed, get the person into a shaded area
and cool them as quickly as possible by whatever means you have. Cool water, ice compresses, and
fanning should be constant until the body temperature drops to below 102 degrees.
No matter where you live, you’re susceptible to emergencies and disasters – and the only way to get
through them is to be prepared. In order to keep yourself and your family safe from the unexpected,
you must know your risks, know what you need to do, and be able to act upon it.
10.4.
7 PHASES OF THE DISASTER MANAGEMENT CYCLE
1. Prevention: Activities aimed at trying to prevent future disasters occurring, such as building

dykes or a dam to control flooding.
2. Mitigation: Preventing emergencies and minimizing the effects if an event occurs. Activities

aimed at trying to mitigate the impact of a disaster if prevention is not possible, such as building
schools to be more earthquake resistant.
3. Preparedness: Identified efforts to prepare for the event. Activities aimed at trying to prepare
communities for a disaster, such as emergency drills or pre-stocking relief items in logistic hubs.
4. Disaster: An event that causes significant damage to people, property and infrastructure.
5. Response: Plans and efforts to respond safely to the event. Activities aimed at understanding
needs and responding to them, including rapid assessments, provision of food and non-food items,
provision of water, sanitation and hygiene services, and health and shelter interventions. In the
immediate hours and days after a disaster, when search-and-rescue activities are critical, it is most
often local actors who are first to respond. Information is often patchy and confused; there can be
significant damage to infrastructure, and large movements of people.
6. Recovery: Actions needed to return the facility to normal operations. Activities aimed at trying
to return communities to normal life, such as livelihoods development or formal education.
Recovery activities can start when the disaster has stabilised, and the affected population has
access to food and water and some form of transitional shelter. This stage is sometimes divided
into two: early recovery and medium-term recovery.
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7. Reconstruction: Activities aimed at rebuilding infrastructure and housing. This can often take
years and many activities may also blend back into mitigation, such as retrofitting schools to make
them more earthquake resistant.
EMERGENCY MANAGEMENT CYCLE
Emergency management aims to reduce or avoid the potential losses from hazards, assure
prompt and appropriate assistance to damaged materials, and achieve rapid and effective
recovery. The emergency management cycle illustrates the ongoing process by which all
organizations should plan for and reduce the impact of disasters, react during and immediately
following a disaster, and take steps to recover after a disaster has occurred. As a cyclical process,
it is never complete. Recovery, even from the smallest incidents, can inform prevention and
mitigation.
• Mitigation: Activities designed to alleviate the effects of a major disaster/emergency or long-

term activities minimizing the potentially adverse effects of future disaster in affected areas. It
includes all actions to mitigate both hazards and vulnerabilities.
Examples: Keeping collections stored 4”-6” off of the floor on risers and/or shelves. Using
earthquake straps to secure collections stored on shelves.
• Preparedness: Activities, programs, and systems that exist prior to an emergency and that are
used to support and enhance response to an emergency or disaster. This phase implies that risks,
hazards and vulnerabilities have been assessed.
Example: Having supplies and salvage equipment, like plastic sheeting and absorbent pads,
stocked and placed near collections storage. Installing water sensors in areas that have had issues
with leaks.
• Response: Activities and programs designed to address the immediate and short-term effects of
the onset of an emergency or disaster such as artifacts salvage and relocation within 48 – 72
hours.
Examples: Draping shelves in plastic sheeting during a water emergency. Placing objects affected
by mold in polyethylene bags to prevent cross-contamination.
• Recovery: Long-term activities and programs beyond the initial crisis period of an emergency or
disaster designed to return all systems to normal status or to reconstitute these systems to a new,
less vulnerable condition. Upon completion of the post-emergency critique, it is possible to
update plans and implement corrective actions.
Example: Arranging for professional conservation treatments of damaged materials.
XI. MODULE 11
OBJECTIVES:
 Define the concept of peace in a holistic way;

 Explain the contribution or importance of peace education in the quest for positive social changes or
transformation;
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 Identify and explain the key themes of peace education.
TOPIC: PEACE EDUCATION
MATERIALS:
1. 11.1. Printed texts for peace education

2. 11.2. Song lyrics “Let There Be Peace on Earth”
3. Writing pen and pad
ACTIVITY:
Activity 1-Read the printed texts on Peace Education
Activity 2-Listen to the song or reflectively read the lyrics of the song “Let There Be Peace on Earth”, Create a
Peace Plan using the very letters of the word P.E.A.C.E.
DESCRIPTION SPECIFIC EXPECTED RESULT

ACTION
ASSESSMENT:
a. Write two paragraphs about your best qualities. Give examples to show these qualities.
b. Write 3 people you admire.
c. Write 2 of your friends.
d. Write 3 paragraphs about your village or town.
e. Write 10 things you would like for the future.
f. Write one page about how you will try to make those things happen.
REFERENCES:
https://gppac.net/news/peace-education-webinar-building-capacity-local-global-level?gcli
https://www.peaceinsight.org/themes/peace-education/https://www.peace-ed-campaign.org/the-value-of-
peace-education-in-local-communities-philippines/https://www.slide http://therippleeffecteducation.ca/peace-
education-https://youth/share.net/Vijirayar/peace-education-76082354
https://www.slideshare.net/wdulnuan/peace-education-55775719
https://www.slideshare.net/denisevalino/peace-education-13735962
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11.1.
PEACE EDUCATION
PEACE EDUCATION: A Transformative Response to Major Societal Challenges
INTRODUCTION
 Peace education is the process of acquiring the values, the knowledge and developing the attitudes, skills,
and behaviours to live in harmony with oneself, with others, and with the natural environment.
 Ian Harris and John Synott have described peace education as a series of "teaching encounters" that draw
from people: their desire for peace, nonviolent alternatives for managing conflict, and skills for critical
analysis of structural arrangements that produce and legitimize injustice and inequality.
The greatest resource for building a culture of peace are the people themselves, for it is through them that
peaceful relationships are created.
 Educating people toward becoming peace agents is central to the task of peace building.
 Peace building refers generally to the long-term period of building peaceful communities, a desirable goal.
 The Philippines and the whole world as well have many problems that arise from many forms of violence. An
education that responds to these challenges should be encouraged and supported. Our young people in
particular need new perspectives, skills and value orientations that will enable them to build relationships and
structures that lead to positive change and human well-being.
 A culture of peace must replace the current culture of violence if we and our common home, planet Earth, are
to survive.
A Holistic Understanding of Peace

A new way of thinking about peace is important today.
Our ideas shape our feelings and our actions, as well as how we live, and how we relate to each other confidential
to me
1. A Holistic Understanding of Peace
 Fritjof Capra, has argued for a change in thinking, about both concepts and values, as a necessary first
step to solve our many problems today (Capra, 1982).
 Early secular writings on the subject of peace indicate that peace was defined as merely the absence of
war or direct violence. This negative formulation was first given by Hugo Grotius in 1625 (Dobrosielski,
1987).
 The simplest and most widespread understanding of peace was that of absence of death and destruction
as a result of war and physical/direct violence.
An alternative view started to emerge, beginning with the late 1960s. Attention shifted from direct to indirect or
structural violence, i.e., ways in which people suffer from violence built into society via its social, political and
economic systems (Hicks, 1987).
 It was realized that it was not only war and direct violence that caused the death and disfigurement.
Structural violence also led to death and suffering because of the conditions that resulted from it:
extreme poverty, starvation, avoidable diseases, discrimination against minority groups and denial of
human rights.
 It was further realized that a world marked by said conditions is a world devoid of peace and human
security; it breeds anger and generates tension leading to armed conflict and war.
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 Johann Galtung, a renowned peace theorist and researcher, argues that structural violence occurs when
the wealth of affluent nations, groups or individuals is based on the labor and the essential resources
drawn from nations, groups and individuals who, as a consequence, are required to live diminished lives
of deprivation (Monez, 1973).
 There is now a consensus that we need to have a comprehensive and holistic understanding of peace if
we are to move toward a genuine peace culture.
 Johann Galtung explains that peace is the absence of violence, not only personal or direct, but also
structural or indirect. The manifestations of structural violence are the highly uneven distribution of
wealth and resources as well as the uneven distribution of power to decide over the distribution of said
resources.
 Peace is both the absence of personal/direct violence, and the presence of social justice.
 The meaning of peace can be captured by the idea of a negative peace and the idea of a positive peace.
 Negative peace refers to the absence of war or physical/direct violence, while positive peace refers to the
presence of just and non-exploitative relationships, as well as human and ecological well-being, such that
the root causes of conflict are diminished.
 The non-exploitative relationships mentioned above refer not only to relationships between humans but
also those between human and nature. Peace with nature is considered the foundation of “positive
peace” (Mische, 1987). It is because the earth is ultimately the source of our survival, physical sustenance,
health and wealth; it is not possible to provide for human survival if nature’s capacity to renew itself is
seriously impaired. I t must also be remembered that human behavior is intimately related to the
availability of basic resources (Barnaby, 1989).
LEVELS OF PEACE
PEACE BETWEEN HUMANS AND THE EARTH BEYOND (Harmony with Nature)
GLOBAL PEACE Respect for other nations, Justice, Tolerance, Cooperation (Harmony with Others)
INTERGROUP/SOCIAL PEACE with Respect for other groups, Justice, Tolerance, cooperation (Harmony with
others)
INTERPERSONAL PEACE Respect for other persons, Justice, Tolerance, c Cooperation (Harmony with others and
with the self)
PERSONAL PEACE Self-respect, Inner resources: love, hope (Harmony with the self)
Types of Violence
o Betty Reardon, a peace educator who has made significant contributions to the field, defines violence as
“humanly inflicted harm” (Reardon, n.d.).
o Conceptual map of Violence done by Toh Swee-Hin and Virginia Cawagas (1987). It is a typology that
indicates the various types/ forms of violence and some examples/illustrations of each type in the personal,
interpersonal, social and global levels.
Level Personal Interpersonal/ National Global Type(s) community
Direct/Physical Suicide, drug Domestic Civil war, Conventional abuse violence, violent crimes, war, nuclear crimes
human rights war, human abuses rights abuses Structural Powerlessness, Local National Global alienation, low
inequalities, self-esteem, poverty, hunger, poverty, hunger, poverty, hunger, anxiety prejudice, cultural
domination, domination, domination, racism, sexism, religious intolerance.
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Types of Violence Level Personal Interpersonal/ National Global Type(s) community Ecological Over-
consumption, pollution, chemical and biological warfare
Peace Education as Transformative Education

o Peace education or an education that promotes a culture of peace, is essentially transformative. It cultivates
the knowledge base, skills, attitudes and values that seek to transform people’s behaviors that, in the first
place, have either created or exacerbated violent conflicts. It seeks this transformation by building awareness
and understanding, developing concern, and finally, challenging personal and social action that will enable
people to create conditions and systems that actualize nonviolence, justice, environmental care and other
peace values.
o This means that the learning process utilized in peace education is holistic and it tries to address the
cognitive, affective and active dimensions of the learner. A usual procedure includes the introduction of
relevant new knowledge or reinforced knowledge, posing valuing questions and using discussion and other
participatory methods to cultivate concern and eliciting/challenging/encouraging appropriate personal and
social action.26
o The action towards transformation may include action against prejudice and the war system, or action for
social and economic justice. Paying attention to all these levels- the cognitive, affective and active- increases
the possibility that the peace perspective or value that is being cultivated would be internalized.
THE PEACEABLE TEACHING- LEARNING PROCESS COGNITIVE PHASE (Being aware, Understanding)
AFFECTIVE PHASE ACTIVE PHASE (Being concerned, (Taking practical action) Responding, Valuing)
WHY EDUCATE FOR PEACE?

o Betty Reardon (Comprehensive Peace Education: Educating for global Responsibility, 1988) reminds that
peace education has an important social purpose: it seeks to transform the present human condition by
“changing social structures and patterns of thought that have created it.” Learning to Abolish War;
Teaching toward a Culture of Peace (Reardon and Cabezudo, 2002), the main purpose of peace education are
the elimination of social injustice, the rejection of violence and the abolition of war.
 Peace education is a practical imperative
o Educating for peace will give us in the long run the practical benefits that we seek. As stated earlier it is
expected to build a critical mass of people who will demand for and address the needed personal and
structural changes that will transform the many problems that relate to peace into nonviolent, humane and
ecological alternatives and solutions.
o Peace education challenges the long-held belief that wars cannot be avoided. Often this belief is based on an
underlying view that violence is inherent in human nature.
o Peace education can transform people’s mind-sets with regard to the inevitably of war and can in fact enable
people to see that alternatives exist and that there are ways by which violent conflict can be prevented.
o Educating for peace is an ethical imperative considering the negation of life and well- being caused by all
forms of violence.
o The ethical systems of the major world faith traditions, humanitarian ethics and even primal and indigenous
spirituality have articulated principles that inspire the striving for peace.
o These ethical principles include the unity and value of life, not only of human life but also other life forms in
nature; respect for human dignity; nonviolence; justice; and love as a social ethic. They are the principles that
are highly encouraged for actualization because they are expected to bring us to the common good.
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Peace Education’s Schema of Knowledge, Skills and Attitudes/Values Knowledge/Content Areas Some of the
knowledge or content areas that are integral to peace education are:
1. Holistic Concept of Peace
2. Conflict and Violence
3. Some peaceful alternatives
 Disarmament  Human Solidarity
 Nonviolence  Development Based on Justice
 Conflict Resolution, Transformation and  Democratization
Prevention  Sustainable Development
 Human Rights
Peace Education’s Schema of Knowledge, Skills and Attitudes/Values Attitudes/Values It is suggested that the
following attitudes and values be cultivated:
 Self-respect  Ecological Concern
 Respect for others  Cooperation
 Respect for Life/Nonviolence  Openness/Tolerance
 Gender Equality  Justice
 Compassion  Social Responsibility
 Global Concern  Positive Vision
Peace Education’s Schema of Knowledge, Skills and Attitudes/Values Skills Some of the skills that need
to be developed are
 Reflection  Communication
 Critical Thinking and Analysis  Conflict Resolution
 Decision-making  Empathy
 Imagination  Group Building
REFLECTION
A holistic understanding of peace is needed for the youth to be educated on the different facets of
peace for them to be able to live and apply what they have learned in order to be able to have peaceful
relationships with themselves, with others, with other nations and with the world as a whole to prevent
increasing the number of victims affected by violence of various kinds.
PEACE EDUCATION
• Peace is part of the differing way of life of many cultures. Jewish & Christians- “Peace be unto you”
Muslims- “Asalaam Aleikum” Greeks- “Irene”
“Peace” according to… Johan Galtung
• Hebrew “Shalom” and the Arab “Salam” means beyond the Roman Pax (Roman Peace) to an
understanding of peace that includes justice .
• Peace in not the only the absence of all violence, but also the presence of justice and human security
in all their forms.
“Peace” according to… Hizkias Assefa (1993)

• Defined peace as philosophy and, in fact, a paradigm, with its own values and precepts, which
provides a framework to discern, understand, analyse, and regulate all human relationships in order to
create an integrated, holistic, and humane social order.
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“Peace” according to… Gilbert Mboubou (2000)

• Defined peace as a precarious victory of the forces of cooperation and diplomatic understanding over
those of aggression and domination
• For peace to reign, the forces of peace within and around individuals must oppose and overcome the
forces of aggression.
“Peace” according to… A.M. Yinda (2003)
• Peace is a vehicle of rule, order, discipline, equilibrium, and above all of harmony, depending on the
nature and aspirations of each one and on the available resources and potentials.
Two Kinds of Peace

 Negative peace (cold war) Is the absence of wide-ranging physical violence or the condition of
war.
 Positive peace (hot peace) Promoting structural and cultural peace as it involves the
development of a society in which there is no structural violence or social injustice.
According to Nakamura (2004)…

NEGATIVE PEACE
 Absence of direct and structural violence.
 Absence of personal and social violence.
POSITIVE PEACE
 Presence of well- being and social justice. Presence of fundamental human rights.
 Presence of gender equity and racial equality.
Levels of Peace
 Personal or Inner Peace
 Social Peace
 Peace with Nature
 Peace with the Supreme Being
What is PEACE EDUCATION?
• The definitions of PEACE education are dependent by its advocates, making the concept difficult to
delineate. The following definitions of peace education are presented for discussion to see differing
perspectives about it
PEACE EDUCATION according to… Mary Lee Morrison “peace educators point out both the value and
the risk of conflict and social change…”
PEACE EDUCATION according to… UNICEF (2009) “Peace Education is the process of promoting the
knowledge, skills, attitudes, and values needed to bring about behavior change that will enable
children, youth, and adults to prevent conflict and violence, both overt and structural; to resolve conflict
peacefully; and to create the conditions conducive to peace, whether at an interpersonal, intergroup,
national, or international level.”
PEACE EDUCATION according to… Johan Galtung “Peace Education is the pedagogical efforts to
create a world at peace. By peace, we mean more than the absence of violence (negative peace).”
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PEACE EDUCATION according to… Betty Reardon “Peace Education is the attempt to promote the
development of an authentic planetary consciousness that will enable us to function as global citizens
and to transform the present human condition by changing the social structures and patterns of
thought that have created it. The transformational imperative must be at the centre, both in knowledge
and values.”
PEACE EDUCATION according to… Susan Gelber Cannon “Peace Education is good, old-fashioned
teaching: love, respect, and thinking, with the twist of changing the paradigm…”
PEACE EDUCATION according to… Ecyclopedia, Absolute Astronomy “Peace Education may be
defined as the process of acquiring the values, the knowledge, and developing the attitudes, skills, and
behaviors to live in harmony with oneself, with others, and with the natural environment.”
From the foregoing definitions, it can be surmised, that peace education has the following
characteristics:
• It is developmental;
• Systematic in its approach;
• Transformative;
• Comprehensive or holistic in scope; and
• Ethical
Major Reasons for PEACE EDUCATION
• The importance of peace education cannot be ignored, especially in post- modern times. The
following are reasons peace education must be taught in schools:
1. To provide students the capability and values they must have to build and sustain peace in their
respective families, friends, community, workplace, country, world, and within themselves.
2. To constructively handle the after-effects of war or conflict and presence of violence in

individuals’ daily lives like increased violence and aggression.
3. To develop social responsibility which is needed in the 21st century.
4. To provide hope for a better future for the younger members of society, because it indicates that
their society is aware of its ills and its ills and is striving o remedy them in order to build a better
place to live.
5. To value the richness of the philosophy and concept of peace as a process, to understand war
behavior, to promote a concept of peace accompanied by social justice, and to stimulate a respect
for life by managing conflicts non-violently.
Basic Assumptions on Peace Education Another basic assumption in the promotion of peace
education is that is founded on universal values and attitudes, which are related to the following:
1. Human Rights
2. Democracy
3. Cooperation and Solidarity
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4. Preservation of Cultures
5. Internationalism 6. Protection of Environment
7. Spirituality
Categories or Interventions of Peace Education to implement an effective peace education curriculum,

these important skills must constitute its content as they are imperative to create peace at different
levels of human relationship. Ideally, these skills are fundamentally embodied and developed in three
broad categories or interventions of peace education such as: (
a) Conflict Resolution
(b) Violence Prevention Education
(c) Non-Violence Education
Approaches and Methodologies in Teaching Peace Education Teaching peace education is not easy
task to accomplish. The success of doing it relies heavily on the content and the process of teaching it. If
peace education must be successful, the recommended approaches and methodologies to teach the
subject as follows:
1. Cooperative and Collaborative Learning.

2. Critical Pedagogy.
3. Inquiry Methodology or Problem Solving.
4. Emphasis on Conceptual Frameworks.
5. Conflict Analysis and Responses.
6. Civil Society Participation.
Peace Education Around the World In JAPAN, peace education is limited and defined as “anti- atomic
bomb” education. In AUSTRALIA, peace education emphasizes on combating racism, ethnocentrism,
and violent behavior, on the one hand, advocating cultural diversity, eliminating nuclear weapons, and
resolving conflicts. In SOUTH AMERICA, where peace education is preoccupied with structural violence,
such as human rights, security, and economic equality because of the widespread poverty that the
people experience in the area.
Peace Education Around the World In the UNITED STATES OF AMERICA, peace education programs
often revolve around prejudice, discrimination, violence, and environmental issues because these are
the pressing issues and concerns of the people. In CAMEROON where the country’s leadership
adopted, the introduction of citizenship education and democracy in schools and colleges with main
objective of resolving the frequent inter-ethnic conflicts in the country. Their leaders believe that
effective peace studies and citizenship education should develop greater social cohesion and prevent an
instant conflict in the country, which may adversely affect the entire Central-African sub-region.
Peace Education Around the World In the PHILIPPINES, peace education is centered on peace
negotiations and ceasefire agreements between the government and the revolutionary movements
such as the MILF, NPA, Communist Party of the Philippines, and the like. It also tackles structural
violence such as human rights violence, economic inequality, and social discriminations among the
marginalized groups of the country for these are the serious issues that people face in the country.
Theoretical Views on Peace Education

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• Interactionist view Interactionist believe that like many things in life, peace education starts at home,
developed through socialization or interaction with significant persons in one’s life.
• Functional Perspective Believes that school plays a crucial role in attaining peace from personal level
to global level. Education has a huge role to play in promoting the ideals of peace, freedom, and social
justice.
• Conflict Perspective The asserted role of education in promoting solidarity, peace, and harmony is
one of the great self-illusions of education.
• Critical Perspective Peace Education is a tool Western countries use to cover up the injustices and
oppression they have caused the world, especially to the world countries.
Advantage vs. Disadvantage of PEACE EDUCATION
• DISADVANTAGE
It contains in numerous themes and that you may lose track.
• ADVATAGE
You can work by theme. You can concentrate themes like peace on conflicts, on prejudices, on
the multicultural society, on violence in everyday life, the theme of rich and poor
IMPACT of PEACE EDUCATION
Conclusion
• Teaching Peace Education is not an easy task to accomplish. The success of doing it relies heavily on
the content and the process of teaching it.
• Peace education addresses one of the most difficult human dilemmas: How can people live in peace?
Throughout this past century peace educators have created academic content, practical skills, and
peaceful pedagogies that could help the citizens of the world produce peace. In spite of these efforts,
not all schools and colleges embrace the study of peace.
11.2.
Song lyrics
Let there be peace on earth
Let there be peace on earth With every step I take

And let it begin with me. Let this be my solemn vow.
Let there be peace on earth To take each moment
The peace that was meant to be. And live each moment
With God as our Father With peace eternally.
Brothers all are we. Let there be peace on earth,
Let me walk with my brother And let it begin with me.
In perfect harmony.
Let peace begin with me
Let this be the moment now.
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XII. MODULE 12
OBJECTIVES:
 Identify the assessment techniques

 Follow the guides in assessing community needs
 Make action plan based of the needs of the community
TOPIC: COMMUNITY NEEDS ASSESSMENT
MATERIALS:
1. 12.1. Printed text for COMMUNITY NEEDS ASSESSMENT

2. Writing pad
ACTIVITY:
Activity 1- Read printed texts for Community Needs Assessment
Activity 2- Accomplish the Sample Survey Instrument in Filipino
Survey ng mga Pinakakailangang Proyekto/Serbisyong Pangkomunidad
Kung magsasagawa po ng proyekto o serbisyong pangkomunidad ang mga mag-aaral, guro at

empleyado ng Marian College sa inyong lugar, anu-anong uri ng serbisyo ang kinakailangan ng inyong
barangay.
1. SERBISYO/PROYEKTO
Direksiyon:
RANK SERBISYO PARTIKULAR NA PROYEKTO
Ibang proyekto o serbisyonng kailangan ninyo na hindi naisama ditto. (Pakisulat na Lang)
_______________________________________________________________________________________
_______________________________________________________________________________________
_________________________________________________________________________________
2. INPORMASYON NG PAGSASAGAWA NG PROYEKTO

Direksiyon:
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3. PANGSARILING TALA O INPOMASYON
4. Mga mungkahi ninyo ukol sa pagpapatupad ng proyektong ito:
ASSESSMENT:
1. Action Plan
Action Plan
Name _________________________ course _____________
Objectives Tasks Success Criteria Time frame Resources

(Lists of Goals) (What do you (How can you (By when you can (Who can help
need to do to identify your complete your you complete the
achieve your success) tasks) tasks)
goals)
1. (Physical)
2.
(Mental/Emotional
)
2. (Social )
REFERENCES:
De los Santos, Andres and Company. NSTP CWTS LTS. 2014. Chap 13.
https://ohioline.osu.edu/factsheet/CDFS-7https://clubrunner.blob.core.windows.net/00000050172/en-
au/files/sitepage/club-program-information/community-assessment-tools/Community-Assessment-Tools.pdf
https://www.galaxydigital.com/blog/conduct-community-needs-assessment/
https://www.cdc.gov/globalhealth/healthprotection/fetp/training_modules/15/community-
needs_pw_final_9252013.pdf
https://www.learningtogive.org/resources/community-needs-assessments
12.1.
What Is Community Needs Assessment?
A community needs assessment identifies the strengths and resources available in the community to

meet the needs of children, youth, and families. The assessment focuses on the capabilities of
the community, including its citizens, agencies, and organizations.
Why are community needs assessments important?

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Community Needs Assessments seek to gather accurate information representative of the needs of

a community. Assessments are performed prior to taking action and are used to determine current
situations and identify issues for action. Needs assessments establish the essential foundation for vital
planning.
What is included in the needs assessment?
A needs assessment is a process used by organizations to determine priorities, make organizational

improvements, or allocate resources. It involves determining the needs, or gaps, between where the
organization envisions itself in the future and the organization's current state.
What are some examples of needs assessment?
Example Community Problems: Adolescent pregnancy, access to clean drinking water, child abuse and
neglect, crime, domestic violence, drug use, environmental contamination, ethnic conflict, health
disparities, HIV/ AIDS, hunger, inadequate emergency services, inequality, jobs, lack of affordable
housing, poverty, racism ...
What are the three main categories of needs assessment?
With this data, communities can map out a course for health improvement by creating strategies to
make positive and sustainable changes in their communities. The main outcomes of a community
needs assessment are in 3 main categories: Policy Change, Systems Change, and Environmental
Change.
What are the four types of needs?
Definition of Need
The seminal paper on concepts of need is by Bradshaw, 1972 who describes four types:
Normative Need, Comparative Need, Expressed Need and Felt Need.
Real Need
A Normative need tends to be professionally defined and has a knowledge base. A desirable
standard is set by professionals, policy makers or social scientists, against which the actual
standard is compared. Those below the standard are said to be in need of support and special
services. A good example is rules and regulations.
A felt need or perceived need is equated to what people want. It can be defined easily by
asking service users or potential users what they wish to have. Hence, a felt need can be
inflated by users’ reference to their own high expectation (for example, a housing unit reaching
a good private market standard). A felt need can be deflated by the potential users’ ignorance
or rejection of services (for example Your neighbour bought a new cell phone so you also fell
that you also need to have your own.
An expressed need is generally taken as equivalent to demand, as the unmet need. The notion
is that one does not make a demand unless one feels the need. However, considering that
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people requiring social services are often those with fewer resources and education, they do
not often voice their demands. Sometimes, well-justified collective demands, such as that for
industrial safety, could easily be taken as political activity against the governments, hence,
there is some reluctance for these needs to be expressed. Policy makers normally take it that
‘no demand’ means ‘no need’. There are also cultural reasons as to why a need is not expressed
Comparative need is measured by reference to a user already receiving the service in question.
Therefore, a person is in comparative need if he or she has the same or worse characteristics as
someone receiving the service. The concept also can be applied to districts (for example,
district A provides free medical treatment while district B does not) countries. However, this
method of comparison leaves two questions unanswered as only existing services are being
compared. “What if there is a need for a new service?” “Does it also imply that the reference
standard is faultless and no longer needs improvement?”(The issuance of SAP during the
Pandemic was done based on comparative need)
What are the steps in conducting a community needs assessment?
This workbook explains steps 1, 3, 4 and 5 in detail.

 Step 1: Plan for a community needs assessment.
 Identify and assemble a diverse community team. ...
 Step 2: Conduct the needs assessment. ...
 Step 3: Review and rate the data. ...
 Step 4: Record and review consolidated data. ...
 Step 5: Develop a community action plan.
What are the components of community needs assessment?
Common Components Across Assessment and Planning Models

 Preplanning. ...
 Partnerships development. ...
 Vision and scope. ...
 Data collection, analysis, and interpretation. ...
 Identifying priorities. ...
 Develop and implement intervention plan. ...
 Develop and implement evaluation plan. ...
 Communicate and receive feedback.
COMMUNITY ASSESMENT TOOLS.
What is a community assessment tool?
Surveys are a popular method of collecting information and opinions. In the context of a community
assessment, a survey can reveal the community's perceived strengths, assets, weaknesses, and needs.
Surveys can be general or targeted to specific groups.
Community Needs Assessments

117
Community Needs Assessments seek to gather accurate information representative of the needs of a
community. Assessments are performed prior to taking action and are used to determine current
situations and identify issues for action, establishing the essential foundation for vital planning. The
process is an invaluable tool for involving the public in solving problems and developing goals. A needs
assessment can be an excellent way for the public to become involved and contribute to the outcome.
Community Needs Assessments
https://www.learningtogive.org/resources/community-needs-assessments
situations and identify issues for action, establishing the essential foundation for vital planning. The
process is an invaluable tool for involving the public in solving problems and developing goals. A needs
assessment can be an excellent way for the public to become involved and contribute to the outcome.
Definition
situations and identify issues for action. Needs assessments establish the essential foundation for vital
planning.
A Needs Assessment is an extension of the strategic planning process. Strategic planning confirms,
transforms or develops a new mission and vision; characterizes the nature of the business; furnishes a
sense of direction for the organization; identifies the goals necessary to achieve the mission; develops
specific plans to carry out each goal; and identifies essential resources such as people, property, time,
money, and technology to attain the goals.
After the goals and the required resources have been determined, the needs assessment process
becomes fairly straightforward. A needs assessment will:
1. Identify the essential resources are already available within the organization.
2. Identify the essential resources to be acquired.
3. Determine how to use, develop or obtain those resources.
"If we could first know where we are and whither we are tending, we could better judge what to do and
how to do it." - Abraham Lincoln
"By failing to prepare, you are preparing to fail." - Benjamin Franklin
"Plans are nothing; planning is everything." - Dwight D. Eisenhower
Historic Roots
Strategy is a term that comes from the Greek strategia, meaning "generalship." The concept of
strategy has been borrowed from the military and adapted for use in business. A review of what noted
writers have to say about business strategy suggests that adopting the concept was easy because the
adaptation required has been modest. In business, as in the military, strategy bridges the gap between
policy and tactics. Together, strategy and tactics bridge the gap between ends and means (Nickols
2003).
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Practitioners of the Way of Strategy from China and Japan have been known as the "masters of
strategy." The Art of War, about Chinese strategy, was written 2500 years ago by Sun Tzu and has
become a standard reference for military strategy. "There have been numerous translations and
interpretations, the first really useful translation into English being by Lionel Giles in 1910" (Crouch
2003). The 36 Stratagems , written approximately 300 years ago by an unknown scholar, is a classic work
of ancient China. It emphasizes deception as a military art and follows in the tradition of Sun Tzu's Art
of War by seeking to win without fighting. Another translation, The Art of Strategy by R.L. Wing
"provides a literal translation related to the management needs of today, and outlines an exceptional
program for studying the work of Sun Tzu" (Crouch 2003). A Book of Five Rings, written in 1645, is a
Japanese guide to strategy in the tradition of the Samurai. These four classical works continue to be
studied and influence modern strategic planning.
A popular trend in the mid-1960s was formalized strategic planning. There is an abundance of literature
on modern strategic planning. From the late 1960s to the present, many scholars and business elitists
wrote about strategy and strategic planning. In 1979, George Steiner wrote the book Strategic Planning
, which became one of the most popular resources for strategic planning in the business world.
Communities, governments and businesses have utilized the many resources now available on the
subject of strategic planning.
Needs assessments are an extension of strategic planning. Therefore, the historical roots of needs
assessments mirror those of the formalized strategic planning popular in the mid-1960s. However, only
in recent years have non-profits taken advantage of strategic planning and needs assessment
processes. These processes, together with outcome evaluations, are relatively new to non-profit
organizations.
Importance
Change is the main reason to obtain accurate information regarding the needs of a community. All
communities are in a continual state of change. As they experience natural growth and development,
communities encounter fluctuating demographics.
For instance, there may be major shifts in the average age of the population, the ethnic composition or
unemployment rate. Other contributing factors are the social, cultural and economic changes which
can alter the character or attitude of a community. Policies and programs that once may have been
suitable are later viewed as inappropriate or obsolete for the area. Effective planning and action
requires accurate and up-to-date information about the needs of the community.
The community needs assessment process is an invaluable tool for involving the public in solving
problems and developing goals. People have a natural tendency to resist change due to the lack of
adequate information or lack of involvement in the decision making process. Taking advantage of a
needs assessment can be an excellent way for the public to become involved and contribute to the
outcome(s). "I appreciate feeling like I have a voice that someone wants to hear. If this is continued, you
will always have grateful residents." (Utah State University Extension 2003).
The same arguments apply to government and business (profit or non-profit). Their environments are
in a continual state of change by demographic shifts, economic fluctuations, technological advances
and social and cultural changes. Instead of the term citizens, the terms clients, customers, patrons,
consumers, students or families would apply, depending on the type of business. Instead of the term
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community, the terms target population, customer base, service area, district or region would apply,
depending on the type of business .
Similar to community needs assessments, businesses and governments can adapt the needs
assessment process to involve their stakeholders in solving problems and developing goals. As stated
above, people are reluctant to change, so engagement in the process allows their involvement and
contribution to the outcome(s).
Ties to the Philanthropic Sector
The basic premise of a non-profit organization is to serve the public. The best way to serve the public is
by fulfilling the needs of the community. Performing a community needs assessment is an effective
way to determine community needs.
As mentioned, needs assessments are an extension of strategic planning. Only in recent years have
non-profits taken advantage of strategic planning and needs assessment processes. These processes,
together with outcome evaluations, are recent tools for use by non-profit organizations.
Strategic planning and conducting a needs assessment are important steps in determining an effective
course of action. As competition increases within the non-profit sector and the private sector, it has
become increasingly important for non-profits to effectively plan for their futures. Strategic planning
and needs assessments will help accomplish this difficult task.
Key Related Ideas
Evaluations are the counterpart to needs assessments. Needs assessments are completed before
evaluations. Evaluations assess the relevance, adequacy and appropriateness of current individual
programs, activities and events. They measure the relevance, satisfaction and effectiveness of an
existing activity.
A Focus Group is an informal technique used to help assess the needs and feelings of participants on
particular subjects. Participants engage in informal discussions about the particular study area(s). Focus
groups are typically small in size and usually range between six to twenty participants. They are
commonly used during the needs assessment process.
Forums are public meetings for invited people to express opinions about problems and needs. Forums
are commonly used during the needs assessment process.
Organizational Planning involves creating a "to do" list for an organization. It lists the plan of work,
programs and organizational growth over a period of time. Plans are created relatively easily; writing an
organizational plan includes crafting a list of the work for action, identifying the work tasks, assigning
staff or members to the tasks and projecting calendar dates the work will be accomplished.
Program Evaluation carefully collects information about a program or an aspect of a program in order
to make necessary decisions about the program. Program evaluation can include any or a variety of at
least 35 different types of evaluation, such as needs assessments, accreditation, cost/benefit analysis,
effectiveness, efficiency, formative, goal-based, process, outcomes, etc. The type of evaluation you
undertake to improve your programs depends on what you want to learn about the program"
(McNamara 2003).
120
Strategic Planning "is a systematic process through which an organization agrees on - and builds
commitment among key stakeholders to - priorities which are essential to its mission and responsive to
the operating environment" (Allison 1997).
Surveys are a particular form of data collection utilized during the needs assessment process. Types of
surveys commonly applied are person-to-person interviews, drop-off and pick-up questionnaires, mail
questionnaires and telephone interviews.
SWOT Analysis evaluates the Strengths, Weaknesses, Opportunities and Threats of an organization.
"SWOT analysis is a broad overview of the most important internal Strengths and Weaknesses and the
most important external Opportunities and Threats" (Allison 1997). It is a function performed during the
strategic planning process.

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1

COMPONENTS OF THE SELF-INSRUCTIONAL LEARNING MODULE

Basic considerations for recipients:

I. MODULE 1- NSTP LAW R.A. 9163 ……………………………………………….5-18

II. MODULE 2-HEALTH EDUCATION …………………………………….…………19-24

III. MODULE 3-SELF-AWARENESS AND SELF-MANAGEMENT...……….24-29

3.1. Self-Awareness and Self-management

3.2. Song Lyrics “Persons are Gifts”

IV. MODULE 4-VALUES DEVELOPMENT…………………………………………..29-39

4.1. Why Values Are Important?

V. MODULE 5-DIMENSIONS OF DEVELOPMENT…………………………….…40-46

5.1. The Good Filipino Citizens

VI. MODULE 6-LEADERSHIP……………………………………………………………….46-62

VII.MODULE 7-RECREATION AND TEAM BUILDING……………………………62-67

7.1. The Benefits of Team Building

VIII. MODULE 8-ENTREPRENEURSHIP……………….……………………………67-77

IX. MODULE 9-ENVIRONMENTAL RESOURCE MANGEMENT……...77-85

9.1. Environmental Resource Management

X. MODULE 10- DISASTER MANAGEMENT AND EMERGENCY

XI. MODULE 11-PEACE EDUCATION………………………………………..…………99-108

11.1. Printed texts for peace education

XII. MODULE 12-COMMUNITY NEEDS ASSESSMENT……………………..….108-115

TOPIC: NSTP LAW R.A. 9163

1.1. Overview NSTP Law

Document 1.1.Overview NSTP Law

Undertake Practice Sheet 1

Name __________________________________________________________________ Practice Sheet 1

NATIONAL SERVICE TRAINING PROGRAM

Literacy Training Service (LTS)

Reserve Officers' Training Corps (ROTC)

Commonwealth Act No. 1

Presidential Decree No. 1706

Republic Act 7077

A comparison of the number of NSTP graduates per component,

Congress of the Philippines

REPUBLIC ACT NO. 9163 January 23, 2002

(2) The Literacy Training Service; and

(3) The Civic Welfare Training Service

JOSE DE VENECIA, JR.

(Sgd) Approved: January 23, 2002

The NSTP Implementing Rules and Regulations

10 April 20061REVISEDIMPLEMENTING RULES AND REGULATIONSOF THENATIONAL

Rule I GUIDING PRINCIPLES

Section 2. Role of the Youth

Rule II DEFINITION OF TERMS

b. “Reserve Officers’ Training Corps” (ROTC) – refers to the Program component,

g. “Cross Enrolment” – refers to a system of enrolment were a student is officially enrolled

h. “Non-Government Organization” (NGO) – refers to any private organization duly

Rule III PROGRAM IMPLEMENTATION

The above provision, however, does not cover the following:

a. 1. Students who finished or graduated from a baccalaureate degree or two year

d. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy

Section 5. Program Components

Section 6. Duration and Equivalent Course Unit

a. Each of the aforementioned NSTP components shall be undertaken for an academic

Section 7. Clustering and Cross-Enrolment

a. Clustering of students from different education institutions during semestral or summer

Section 8. Monitoring and Evaluation

2. There should be an NSTP Office in each school or college/university headed by an NSTP

5. Schools which have contracted CHED-accredited or TESDA-recognized NGOs to formulate

3.1 names who finished under each NSTP component,

3.3 financial statements on the funds collected, allocated and utilized.

G H T