Module 4: Lesson 1:

Historical Perspective of the Philippine Educational System

Present the development of the Philippine Educational System from pre-Spanish

era to the Japanese era by means of a time line.

Pre-Spanish Spanish Era Revolutionary Government American Japanese

Era Regime Era

Informal, Formal and Formal, developing upright Formal, Formal,

unstructured, church behavior, citizenship and academics realization
focus on based, vocational training,
and of Asian
vocational Christianity primary/intermediate/secondary,
training and language, GMRC and civics democracy, new
parents and academics, educational. teaching order,
tribal tutors traditional
using English traditional
served as learning
teachers. and language, learning,
catechism, primary and vocational
insertion of
intermediate education,
religious
doctrines. language, tagalog,
GMRC and history
civics highly and
centralized character
public education,
school love for
systems- work and
1901. dignity of
labor.

By means of a graphic organizer give the list of at least five significant laws in
Philippine Education:
Section 1. The state shall protect and promote the right of all the citizens to quality
education at all levels and shall take appropriate steps to make such education
accessible to all.

Section 2. The state shall:

1. Establish, maintain and support a complete, adequate and integrated system of

education relevant to the needs of the people and society;

2. Establish and maintain s system of free public education in the elementary and
high school levels. Without limiting the natural rights of parents to rear their
children, elementary education is compulsory for all children of school age;

3. Establish and maintain a system of scholarship grants, student loan programs,

subsidies and other incentives which shall be available to deserving students in both
public and private schools, especially to the underprivileged;

4. Encourage non- formal, informal and indigenous learning system, as well as self-
learning independent and out-of-school study programs particularly those that
respond to community needs; and

5. Provide adult citizens, the disabled and out-of-school youth with training in civics,
vocational efficiency and skills.

Section 3.

1. All educational institutions shall include the study of the Constitution as part of
the curricula.

2. They shall inculcate patriotism and nationalism, foster love of humanity, respect
for human rights, appreciation of the role of national heroes in the historical
development of the country, teach the rights and duties of citizenship, strengthen
ethical and spiritual values, develop moral character and personal discipline,
encourage critical and creative thinking, broaden scientific and technological
knowledge and promote efficiency.

3. At the option expressed in writing by the parent or guardians, religion shall be

allowed to be taught to their children or wards in the public elementary and high
schools within the regular class hours by instructors designated or approved by the
religious authorities of the religion to which the children or wards belong, additional
cost to the Government.

Section 4.

1. The state recognizes the complementary roles of the public and private
institutions in the educational system and shall exercise reasonable supervision and
regulation of all educational institutions.

2. Educational institutions, other than those established by religious groups and

mission boards, shall be allowed solely by citizens of the Philippines or corporations
or associations at least sixty per centum of the capital of which is owned by such
citizens. The Congress may, however, require increased Filipino equity participation
in all educational institutions. The control and administration of educational
institutions shall vested in citizens of the Philippines. No educational institution shall
be established exclusively for aliens and no group of aliens shall comprise more than
one third of the enrollment in any school. The provisions of this subsection shall not
apply to schools established for foreign diplomatic personnel and their dependents
and, unless otherwise provided by law, for other foreign temporary residents.

3. All revenues and assets of non- stock, non- profit educational institutions used
actually, directly and exclusively for educational purposes shall be exempt from taxes
and duties. Upon the dissolution or cessation of the corporate existence of such
institutions, their assets shall be disposed of in the manner provided by law.
Proprietary educational institutions, including those cooperatively owned, may
likewise be entitled to such exemptions subject to the limitations provided by law
including restrictions on dividends and provisions for reinvestment.
4. Subject to conditions prescribed by law, all grants endowments, donations or
contributions used actually, directly and exclusively for educational purposes shall be
exempt from tax.

Section 5.

1. The State shall take into account regional and sectoral needs and conditions and
shall encourage local planning in the development of educational policies and
programs.

2. Academic freedom shall be enjoyed in all institutions of higher learning.

3. Every citizen has a right to select a profession or course of study, subject to fair,
reasonable and equitable admission and academic requirements.

4. The State shall enhance the right of teachers to professional advancement. Non-
teaching academic and non-academic personnel shall enjoy the protection of the
State.

5. The State shall assign the highest budgetary priority to education and ensure that
teaching will attract and retain its rightful share of the best available talents through
adequate remuneration and other means of job satisfaction and fulfillment.

Research on the Thomasites. What qualities did they possess as teachers?

Thomasites possessed a sense of adventure that allowed them to be willing to

travel to a non-English speaking distant land. Culled from thousands of applicants,
these were teachers who had very high credentials, and were committed to
teaching. The Thomasites were able to transform the Philippines into the third
largest English speaking country in the world via their teaching methods. Teachers
should possess commitment and passion to his/her profession. Teacher are the one
who cares student and give sympathy to those who unfortunately in need of better
understanding about theories, concepts and everything around us.

For research. Give the district characteristics of the educational system from the
Commonwealth era to the present.

Education continued to receive from the Commonwealth government the same

attention that the Americans gave it. President Quezon created the National Council
of Education in 1936 as an advisory body on educational matters. The council made
important recommendations to further improve the educational system in the
Philippines. Most of these recommendations were accepted and carried out by the
government. Under the Commonwealth, vocational and adult education were given
emphasis. It was also during the Commonwealth regime that an organized effort to
develop a common national language was stared in compliance with the mandate of
the 1935 constitution. To help counteract the American cultural influence among the
Filipinos, President Quezon greatly encouraged the revival of native culture as well
as desirable Filipino values. And to help strengthen the moral fibers of the Filipinos
and to foster love of country especially among the youth, President Quezon issued
his famous Code of Ethics which was required to be taught in all schools

In 1940, several changes were made in the Philippine educational system by virtue
of the Educational Act of 1940. Under this law, the elementary course was reduced
from 7 years to 6 years. The minimum age for admission to Grade I was raised to 7.
The school calendar was also changed so instead of the school year from June to
March, it was changed to July to April.
 Module 4: Lesson 2:

The 1987 Constitution

1. Read carefully the provisions in Section 3 (2) of Article XIV on Education, explain
the mandate that the state shall "establish, maintain, and support a complete,
adequate and integrated system of education" What do the underlined words
mean?

It means that all educational institutions should follow or implement a

curriculum which is responsive with what the current society needs. All institutions
must be able to deliver or produce students who will perfectly suit to the demands
of the industry they will soon work with. Complete adequate educational needs
should be address with no gap,materials/device and all physical facilities that will
help develop/enhance students learning must be attended without delay. Integrated
means all the learnings/skills shall be in line with the mandated laws. It should be in
coordination with what the society/industry needed. Skills by the students should
meet the demands of the society. Students who graduate can easily be hired without
further or atleast only little training is needed for them to be able to contribute to
what the society needs.

2. Discuss the complementary roles of public and private instructions. Are these
roles of public and private institution reflected in the pre-service education of
teachers?

The roles of public and private institutions both give scholarship grants for
deserving students. I think yes because the pre-service education teachers can help
the institutions in having more teachers. That will be the teachers training ground.

3. As a would be teacher what are the educational institutions doing to attain the
goals stated in Section 3?

All educational institutions are working to attain these goals, but ofcourse
there are failures in achieving all the goals. They might be able to attain some but no
educational institution can fully achieved these goals.

Both public especially private institutions provide scholarships, vocational training to

adults, OSY and disabled, On the job trainings and the like, its just that some staff
maybe lacking in motivation or skills to implement these programs or they might not
have enough or not resourceful enough to attain these goals.
4. Section 2, paragraph 2 cites free public education in the elementary and
secondary levels. Was this privilege enjoyed before? Does this free public have a
bearing on your teaching career in the future? Explain your answer.

Somehow this so called "free public education in the elementary and

secondary levels" are quite implemented because compare to private schools their
tuition fee is really soaring high, the uniform, books and some other things they
really have to pay for every goods and services given to them. Unlike in public
schools, they do not have tuition fee and I believed that there are teachers who
properly teach their students, even if the students are not the ones who are really
paying them. They just do their jobs which is teaching, hence students in public are
being thought for free. Except for the fact that they need to have money for
transportation, projects, books, uniforms, meal and the like. With regards to tuition
fee, I believe its almost free. If I will be in a public school to teach I hope this free
public education will not have a great deal on me. As much as possible I would like to
do my job which is to let the students learn through my teaching. Although I believe
that somehow, it will have a bearing on me, especially if the student will require my
full effort and attention.

Module 4: Lesson 3:

Executive Order No. 356 - Remaining the Bureau of Non-Formal Education to

Bureau of Alternative Learning System

1. Explain the functions of Bureau of Alternative Learning System formerly the

Bureau of Non-Formal Education.

There are two major programs on ALS that are being implemented by the
Department of Education, through the Bureau of Alternative Learning System (BALS).
One is the Basic Literacy Program and the other is the Continuing Education Program
– Accreditation and Equivalency (A&E). Both programs are modular and flexible. This
means that learning can take place anytime and any place, depending on the
convenience and availability of the learners.
2. What would be the reason behind the re-naming of BNFE to BALS?

It is a declared State policy, “to protect and promote the right of all citizen to
quality basic education and such education accessible to all by providing all Filipino
children in the elementary level and free education in the high school level. Such
education shall also include alternative learning system for out-of school youth and
adult learners.” (Section 2 of PA. 9155, The Governance of Basic Education Act of
2001)

3. What is meant by parallel learning system relative to EO No. 356 states that the
Alternative Learning System is a parallel learning system to provide a viable
alternative to the existing for mal education instruction..

Section 12.1 Rules Xll of R.A. 9155 stipulates that “the alternative Learning
System is a parallel learning system to provide a viable alternative to the existing
formal education instruction, encompassing both the nonformal and informal
sources of knowledge and skills”; the Department of Education, through the Bureau
of Nonformal Education is mandated to ensure that all learning needs of
marginalized learners are addressed; one of the most important initiatives in
Nonformal Education in the Philippines in the last 10 Sears is the Alternative
Learning System (ALS, which is a major component of basic education with a clearly
defined role within the overall educational goals the ALS will respond to the need of
a more systematic and flexible approach in reaching to all types of learners outside
the school system.
 Module 4: Lesson 4:

UNESCO

1. List down specific knowledge and skills and values that you ought to learn under
each pillar of education.

Learning to know leads to an understanding of the world around him/her,

openness to the knowledge of one’s own and the other, which keeps him/her from
ignorance. Learning to do leads to practicing absorbed knowledge, which takes you
away from immobilism. Learning to live together directs him to teamwork, which
keeps him away from isolation. The learning to be that solidifies the pillars and
harmonizes them to conform the human being intact.
2. Cite at least one practice for each of the characteristics of a Child-Friendly
School.

1. A child-friendly school is inclusive, gender-sensitive, and non- discriminating.

It is said to be inclusive, gender-sensitive, and non- discriminating when it

• Does not turn away any child from enrolling and attending classes for whatever
reason

• Gives boys and girls equal learning opportunities

• Treats all children equally, regardless of gender, social status, cultural origin or
religious belief.

2. It is child-centered

• Has the best interest of the child in mind in all its learning activities

• Has a curriculum that addresses the child’s learning needs as well as those of the
community and society

• Employs teaching methods that are suited to the child’s age, abilities, and ways of
learning

• Encourages children to think and decide for themselves, ask questions, and
express their opinions

• Makes sure that children master the basic skills of writing, reading, speaking (and
listening), mathematics, and the necessary skills that they can use

3. A child-friendly school is healthy for children

It is said to be healthy for children when it

• Promotes children’s health

• Guarantees that school buildings, grounds, and facilities are safe, clean, healthy,
and with adequate water and sanitary facilities

• Has written policies and regular practices that promote good health

• Integrates health education and life skill development in its curriculum

• Hosts regular health services for children, such as immunization

4. A child-friendly school is caring and protective of all children

It is said to be caring and protective of all children when it

• Safeguards and provides security for children

• Helps defend and protect children from harm and abuse

• Encourages children to care for each other

• Does not tolerate physical punishment on children

• Has clear guidelines for conduct between students and does not allow bullying

5. A child-friendly school involves children’s families and the community

It is said to involve families and the community when it

• Works closely with children’s families

• Consults parents and invites their opinions regarding school policies and activities

• Holds regular dialogues with parents regarding their children’s learning progress

• Collaborates with parents to encourage their children to practice at home what

they are learning in school

• Cares as much as parents that children get enough nutrition and are in good health
• Cares about the children’s safety not only within the school premises but also on
their way to and from school

3. Discuss the features of universal primary education.

It advocates high-quality, child-friendly basic education for all, with an

emphasis on gender equality and eliminating disparities of all kinds through a range
of innovative programs and initiatives.

Module 4:

The Professionalization of Teaching

 Module 5: Lesson 1:

The Magna Carta for Public School Teachers

1. Who are referred to as " teacher" in R.A 4670? Who are not included although
they are school personnel/employees?

The term "teacher" shall mean all persons engaged in classroom teaching, in
any level of instruction, on full-time basis, including guidance counselors, school
librarians, industrial arts or vocational instructors, and all other persons performing
supervisory and/or administrative functions in all schools, colleges and universities
operated by the Government or its political subdivisions; but shall not include school
nurses, school physicians, school dentists, and other school employees.

2. Discuss the safeguards in the disciplinary procedures in resolving cases of

teachers.
As inscribed in Section 8 of the Republic Act 4670 (Magna Carta for Public School
Teachers), every teacher shall enjoy equitable safeguards at each stage of any
disciplinary procedure and shall have:

a. the right to be informed, in writing, of the charges;

b. the right to full access to the evidence in the case;

c. the right to defend himself and to be defended by a representative of his choice

and/or by his organization, adequate time being given to the teacher for the
preparation of his defense; and

d. the right to appeal to clearly designated authorities.

No publicity shall be given to any disciplinary action being taken against a teacher
during the pendency of his case. As Magna Carta promotes the living and working
conditions of public school teachers, it dictates that every teacher shall have
reasonable protection when a case is filed against him. With focus on the
administrative discipline for public school teachers, this is to ensure that due process
is observed. It is also made known in the principle of due process that before a party
may be held bound by administrative proceedings, he must been notified and given
an opportunity to defend his rights.

3. Explain the meaning of " exigency of the service" reffered to in Section6 of the
Magna Carta as regards transfer of a teacher from one station to another.

The exigencies of the service require the transfer of a teacher from one station
to another, such transfer may be effected by the school superintendent who shall
previously notify the teacher concerned of the transfer and the reason or reasons
therefor. If the teacher believes there is no justification for the transfer, he may
appeal his case to the Director of Public Schools or the Director of Vocational
Education, as the case may be. Pending his appeal and the decision thereon, his
transfer shall be held in abeyance: Provided, however, That no transfers whatever
shall be made three months before any local or national election.

Necessary transfer expenses of the teacher and his family shall be paid for by the
Government if his transfer is finally approved.

4. What can be examples of "discrimination" to the teaching profession based on

professional consideration?

There shall be no discrimination whatsoever in entrance to the teaching

profession, or during its exercise, or in the termination of services, based on other
than professional consideration.

5. What are your realizations about the teaching profession after a study of the
Magna Carta? Do these realization help you decide to pursue the teaching career?

I realized that teaching isn’t an easy job. It requires our full dedication, love
and compassion on the profession and learners.
 Module 5: Lesson 2:

Presidential Decree No. 1006, s. 1976

1. Why is it imperative to consider teacher as professional and teaching as a

profession?

Because they are the ones who are responsible in molding students, and
guiding them towards their professional life, in other words- no teacher means no
education, no education will then result to no professionals at all.

2. What is registration by reciprocity?

The bureau may enter into a reciprocal agreement with any other state(s) that
has similar voluntary registration policies. Under such an agreement, a registered
serviceperson and a registered service agency from any state that is party to the
reciprocal agreement is granted full reciprocal authority, including reciprocal
recognition of standards and testing equipment, in all states that are a party to such
an agreement.
3. Since when was every teacher required of Professional Teacher Certificate in
order to teach?

In the first half of the nineteenth century, the requirements for entry into
teaching were modest: new teachers had to persuade a local school board of their
moral character, and in some districts, pass a test of their general knowledge. In
1834, Pennsylvania became the first state to require future teachers to pass a test of
reading, writing, and arithmetic. By 1867, most states required teachers to pass a
locally administered test to get a state certificate, which usually included not only
the basic skills, but also U.S. history, geography, spelling, and grammar.

4. Does the professionalization of teaching have an impact on you as a future

teacher?

Yes, Professionalization involves the formation of an occupation, on the one

hand, and interrelated developments regarding the social division of labor,
structures of authority, and sociocultural inequality, on the other. Professionalization
is a process whereby occupations have become, or seek to become, publicly
recognized as professions according to the degree to which they meet the alleged
criteria.
 Module 5: Lesson 3:

Republic Act 7836: Philippine Teachers Professionalization Act of 1994

1. What maybe the causes of a teacher's revocation of his/her certificate of

registration, suspension from the practice of the teaching profession or
cancellation of temporary or special permit?

Teacher's licenses may be subjected to suspension or revocation for many reasons.

Among these, some common ones include:

 Abusing or harassing students

 Accepting bribes in any form
 Having an inappropriate relationship with a student
 Illegally acquiring properties owned by the school also endanger their license.

2. The Board for Professional Teachers is described as a collegial body in Sec. 5

Article II of RA 7836. What does collegial body mean?

Collegial body means a governmental entity marked by power or authority

vested equally in each of a number of colleagues.
3. Which section of RA 7836 supports continuing professional education teacher?

Article 4 of RA 7836: The Teacher and the Profession

- Teacher shall maintain the nobility of teaching profession

- as well as continuing professional growth to improve efficiency, competency, and

productivity, nationally and internationally.

4. Based on RA 7836, is membership to the integrated national organization for

professional teachers mandatory?

Integration of the Teaching Profession. Upon registration with the Board, every
professional teacher shall be encouraged to become a member of the integrated
national organization. Membership in the integrated organization shall not be a bar
to membership in other associations of the teaching profession

5. Is willful neglect of continuing professional education a ground for the

revocation of license?

Depending on the state that you teach in, there will be a list of grounds that
constitute just cause for a Department of Education to suspend or revoke your
teaching certificate. Willful neglect of duty and unprofessional conduct are two other
common reasons that a teacher's license could be revoked.
 Module 5: Lesson 4:

Republic Act No. 9293

1. What amendments of RA 7836 were made by RA 9293 on the following:

 Number of units in professional education required of non-education

graduates.
At least eighteen (18) units in professional education.
 Registration of those engaged in teaching without examination.
No person shall engage in teaching and/or act as a professional teacher as
defined in this Act, whether in the preschool, elementary or secondary level,
unless the person is a duly registered professional teacher, and a holder of a
valid certificate of registration and a valid professional license or a holder of a
valid special/temporary permit.
 Effectively of special permits for para-teachers and period of extension.
Not lower than five percentage points from the passing general average
rating. (The para-teachers shall be assigned to areas where there is a
shortage or absence of a professional teacher)

2. Other than para-teachers who are else are entitled to a special permit?

A person who has excelled and gained international recognition and is a widely
acknowledged expert in his or her respective field of specialization.
3. What is required of teachers covered by Sec. 26 of RA 9293 who have not
practiced their profession for the past 5 years?

Professional teachers who have not practiced their profession for the past five (5)
years shall take at least twelve (12) units of education courses, consisting of at least
six (6) units of pedagogy and six (6) units of content courses, or the equivalent
training and number of hours, to be chosen from a list of courses to be provided by
the Board and the Department of Education, before they can be allowed to practice
their profession in the country.
 Module 5: Lesson 6:

Code of Ethics for Professional Teachers

1. What are the characteristics of the professional teacher given in the article by
means of skit, song, symbol or poem.

Every teacher shall actively insure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling. Every teacher
shall uphold the highest possible standards of quality education, shall make the best
preparations for the career of teaching, and shall be at his best at all times and in the
practice of his profession. Teachers must model strong character traits, including
perseverance, honesty, respect, lawfulness, fairness, patience, and unity. As an
educator, teachers must treat every student with kindness and respect without
showing any favoritism, prejudice or partiality.

2. Based on your observation, list down teacher behaviors that are not in keeping
with the provision given in the article/Code of Ethics for the Professional Teachers.

A teacher shall not engage in the promotion of any POLITICAL, religious, or other
partisan interest, and shall not, directly or indirectly, solicit, require, collect, or
receive any money or service or other valuable material from any person or entity
for such purposes. Therefore, Code of Ethics for Professional Teachers Article XII:
Disciplinary Actions, section 1 states, any violation of any provision of this code shall
be sufficient ground for the imposition against the erring teacher of the disciplinary
action consisting of revocation of his Certification of Registration and License as a
Professional Teacher, suspension from the practice of teaching profession, or
reprimand or cancellation of his temporary/special permit under causes specified in
Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and
Regulations Implementing R.A. 7836.

3. What do you do for your continuing professional education? Write down your
plan.

Strive to push the boundaries and actively create challenges for my self, learning
from my experiences and adding skills and self knowledge, often in my own time.
 Module 5:

Becoming a Professional Teacher

 Module 6:

Child Protection

Learning Activities:

1. What are acts and conditions prejudicial to the child's development?

It is hereby declared to be the policy of the State to provide special protection

to children from all forms of abuse, neglect, cruelty, exploitation and discrimination,
and other conditions prejudicial to their development including child labor and its
worst forms; provide sanctions for their commission and carry out a program for
prevention and deterrence of and crisis intervention in situations of child abuse,
exploitation and discrimination. The State shall intervene on behalf of the child when
the parent, guardian, teacher or person having care or custody of the child fails or is
unable to protect the child against abuse, exploitation and discrimination or when
such acts against the child are committed by the said parent, guardian, teacher or
person having care and custody of the same.

2. Discuss actions that constitute child abuse at home and in school.

Child abuse and neglect in the home is but one aspect of the larger set of
problems related to child maltreatment that occurs in a variety of places and by
people with varied relationships to the victim. This guide is limited to addressing the
particular harms created by child abuse and neglect that occurs in the home,
typically by the child's caretaker or someone close to the caretaker (e.g., the
mother's boyfriend).

3. Make a poster in an A4 size of bond paper about "Beware Child Abuse". Use any
available materials for poster making.

Module 6:
 Republic Act No. 8980

Learning Activities:

1. Discuss the five objectives of the ECCD Act.

The ECCD System includes five components: (1) ECCD Curriculum that focuses on the
child’s total development, delivery of complementary and integrative services for
health care, nutrition, early childhood education, and social protection and the use
the child’s first language as the medium of instruction; (2) Parent Education and
Involvement, Advocacy and Mobilization of Communities to harness and develop
parents’ strengths as providers of ECCD at home, and active ECCD partners in their
communities; (3) Human Resource Development Program which entails establishing
the mechanism for the systematic professionalization of ECCD service providers; (4)
ECCD Management which focuses on the continuing process of planning,
implementation, supervision, financial management, monitoring and evaluation of
ECCD at the local government level guided by the principles of decentralization as
stipulated in the Local Government Code of 1991; and (5) Quality Standards and
Accreditation to ensure that each component in the ECCD System complies with
national quality standards.
2. Look for 3 different images of a day care center in the net and make some
comments on social and physical environment you can see in the picture.

 Attending daycare allows children to develop social skills early on which are
valuable for their social and emotional development. Children can benefit
cognitively from the activities and learning games offered at a quality child
care center. They will learn language skills, colors and numbers, and more.
Living in a good social environment increases the likelihood that a child will
develop positive social relationships. Social behaviour and the ability to
develop positive relationships with others were traditionally conceived as
skills which would develop naturally. Good classroom arrangement inspires,
and encourages children to easily interact with each other and develop
various skills including language, and social behavior. Poor classroom physical
arrangement may affect children's free movement and can result into social
behavior problems.
3. What further education and training do you need to become a pre school
teacher?

Those wishing to start a preschool teacher career generally need to undergo

some formal education and may need to become state certified. This training can
help students learn necessary preschool teacher skills, such as teaching
methodologies, and how to monitor students' progress. Aspiring preschool teachers
need to be patient with their young students and should also aim to further develop
their skills in communication, organization, and creativity to work with these
students.
 Module 6:

Teaching Profession
 WASTE MANAGEMENT

The Philippines has endeavored to improve its management of solid waste

through the passage of RA 9003 or the Ecological Solid Waste Management Act that
provides for a systematic, comprehensive and ecological waste management
program to ensure the protection of public health and the environment. It
mandates the bureau to provide secretariat support to the National Solid Waste
Management Commission in the implementation of the solid waste management
plans and prescribes policies to achieve the objectives of the National Ecology Center
that is in charge of information dissemination, consultation, education and training
of various local government units on ecological waste management.

The ecological solid waste management program is expected to assist Local

Government Units in implementing RA 9003 or the Ecological Solid Waste
Management Act particularly in the development of their 10 yr. SWM Plan, closure
and rehabilitation of dumpsites, establishment of Materials Recovery Facilities, and
an environmentally sound disposal system.

The issuance of Guidelines and provisions of technical support in the

establishment and operation of Waste To Energy facilities will enhance the
sustainability of disposal system for municipal residual wastes to all provinces and
highly urbanized areas. The significant contribution of this project is expected to
enhance the economic development of the country through formalizing the waste
collection and recycling, and promotion of job opportunities. It also helps the
economy to reduce reliance on imported oils and increased in power generation.

A review of the institutional structures, capabilities and responsibilities, of

the national agencies and the LGUs in the context of their roles and responsibilities
in RA 9003 including the IRR, and other previous supporting laws and regulations as
well as local ordinances passed by LGUs and a review of the capabilities and
responsibilities of the varied and numerous stakeholders in the SWM sector has also
been completed. Focus is upon the status of implementation of RA 9003, and what
capacity building activities and training is required to complete its implementation.

The Ecological Solid Waste Management Act of 2000 is a complex and

comprehensive law regulating the SWM waste management sector in the Philippines
which implements many new and technologically advanced methods and processes
for waste management, all of which require extensive resources. The national
agencies, the LGUs, the barangays and the NGOs continue to make significant
progress in implementing the clauses and provisions of the law, and designing
programs to ameliorate the solid waste management crisis in Metro Manila. This is a
time consuming and difficult process. Even before this project started, the
stakeholders had recognized the problem and had established the NSWMC which
immediately began to exercise its roles and responsibilities, creating coordinating
committees and working groups, setting schedules, etc., to address the requirements
of the law, stop the proliferation of waste at source and deal with the issues
surrounding recycling, collection and disposal (both past, current, and future). The
stakeholders have made a good start, but there is still much to be done with serious
issues and challenges to be addressed and overcome.

One major issue identified that has a serious adverse impact on the
implementation of RA 9003 and its IRR, is the inability of the national government,
Congress, DBM and possibly DOF, to provide a budget for the Solid Waste
Management Fund described in Section 46 of the Act. The impact of this is also
discussed in Financial Management, Report No: 9. The Commission’s ability to
function adequately and carry out its roles and responsibilities has and continues to
be severely impacted by the unavailability of this fund. Therefore, a major and most
critical recommendation is that the Commission establishes and implements a critical
path advocacy program and secure adequate SWM funding to implement the Act.
There are many competing priorities for national government funds during these
trying economic and global competitive times, but the full implementation of RA
9003 is in serious jeopardy without this fund.

RA 9003 and its IRR are the driving legislation for SWM giving powers to the
LGUs for solid waste management, and MMDA for solid waste disposal, so
institutional strengthening, capacity building, and training all flow from the
Ecological Solid Waste Management Act and the precedent laws which regulate the
sector including RA 7120, RA 7924, and PD 856.

PURPOSIVE COMMUNICATION
(Project Proposal)