Environmental Awareness
Campaign Project in
DONCAMAR
Period: July to December 2002
Location: DonCaMar, Lupon,
Davao Oriental
FINAL REPORT
A Joint Project of the
Kaliwat Theatre Collective and the
Upland Development Program thru
Contract Agreement by the
European Union and the
Government of the Philippines thru the
Department of Agriculture
Introduction
The Upland Development Program (UDP) contracted the Kaliwat
Theatre Collective to implement an Environmental Awareness Raising
Campaign in the 3 barangays of Lupon, Davao Oriental, namely: Don
Mariano, Calapagan and Marayag. The project spans for a period of four
months and the last activity – a trainers training, was held last November 11
to 13 in Mati, Davao Oriental.
This document details the final report of the project. It is comprised of
three parts: The first part (1) outlines an assessment of the project while the
second part proceeds to briefly describe the project outputs. Part Three
serves as Annexes to the report and contains several summative
documentation of the various trainings, workshops and seminars conducted
that forms part of the project design.
The UDP also conducted a post-project evaluation and the results are
contained in a separate report. Moreover there were two reports submitted to
UDP as required by the terms of reference.
Contents:
Introduction
Part One: Project Accomplishment in Brief
1
Review of Project Objectives
Outline of Concrete Outputs
Strategies and Activities Undertaken
Status of Accomplishment
Problems and Recommendations
Part Two: Description of the Project Outputs
6
The EAC Modules
Priority Projects Identified and Validated
Stakeholders’ Commitment for Environmental Protection
Description of the Environmental Messages
Plans for Continuity by the Pool of Local EAC Tranersw
Part Three: Annexes
A. The FESTIVAL Brief
a
B. DONCAMAR’s FESTIVAL DECLARATION: b
A Stakeholders Covenant for Environmental
Conservation
C. ANAK-KALIKASAN DECLARATION
for Project Continuity
c
D. Documentation of Children and
Teachers Workshop
d
E. Documentation of EAC Trainers Training e
F. Documentation of the Symposium of Mining
And Environmental Laws
f
PART ONE:
PROJECT
ACCOMPLISHMENT
-IN-BRIEF
Part One:
Project Accomplishment-in-Brief
Essentially, this project is designed to actively involve a large segment
of the upland community population and the various stakeholders of the
environmental within the UDP focused barangays in the municipality of Lupon,
Davao Oriental. It is an Environment Action through creative and participatory
Environment Awareness Campaign. It spans for a period of four months (July
15 to November 15) and covers the three barangays specifically, Calapagan,
Don Mariano and Marayag.
A.
Review of the Project Objectives
The over-all Goal of the project is stated as: “an improved Ecosystems
health is prioritized and responded to by the Community-in-focus”. In the
project proposal this condition is best described by the following envisioned
project outcomes:
-
-
B.
Heightened community awareness on Environmental Issues &
Concerns
Integration of the sitio-level action plans in the Sustainable
Barangay Development Plan
Stakeholders affirming a People’s Covenant for the Sustainable
Management of the Natural Resources in the Barangay
Outline of Concrete Outputs
Essentially, the project implementers envisions the following five (5)
conditions serving as concrete outputs of the project, namely:
a) The majority of the community members are mobilized in the
Awareness Raising activities and five (5) modules on
Environmental awareness are developed
b) A Participatory Action Planning for Environment Conservation is
conducted and priority projects are identified and validated
c) The stakeholders affirm the People’s Covenant and Program for
the Sustainable Management of the Natural Resources in the
Barangay
d) Creative Environmental awareness messages are produced
and priority projects are launched
e) A pool of trainers is organized and equipped with knowledge
and skills to replicate the activities in other areas
1
C.
Strategies and Major Activities Undertaken
The project explored the use of Theatre and other art forms in the
conduct of community and sector levels Awareness-Raising Sessions. It
tapped the creativity of both local artists – coming the youth and children
sectors, specifically the ANAK KALIKASAN of DonCaMar and the resident
artists of Kaliwat Theatre Collective. Likewise, it organized and mobilized a
multi-sectoral Core of leaders representing the Barangay Council, Women’s
groups, Farmers Organizations, Indigenous Peoples and Youth in the phased
activities serving as project strategies, namely:
-
-
Series of Awareness Raising Sessions
Community Action Planning for Environmental Conservation
Multi-stakeholders Forum and Nature-Hug Festival for an improved Ecosystems
Health
The approved project design outlines the major activities that are to be
implemented in a four-month time frame as follows:
a)
PHASE 1: Series of Awareness-Raising Sessions
-
-
b)
One (1) Major 45 minute Learning Play on Environmental Issues and
Concern to be performed by Kaliwat Theatre Collective of Artists/Trainers
and community animators
Two (2) FDGs participated by Children & Youth, Women’s Groups, IPs,
farmers groups on Resource-use Impairments
Series of training for teachers on teaching ecosystems health inside and
outside the classrooms
PHASE 2: Multi-stakeholders Action Planning for Conservation
-
-
c)
Three (3) barangay action-plans and / or interest-groups action plans to be
consolidated into
One (1) Area-based / 3 Barangay-level Action Proposals for Natural Resource
Management
One (1) 45-minute theatre production participated by selected children and youth in
collaboration with the Kaliwat Creators through week-end creativity workshops and
training with environment issues, concerns and community vision as the primary
content
One (1) 2-day teachers training on Teaching Environment-related messages using
Creative methodology (song compositions, visual arts, dramatic sketches, posters,
etc.)
One (1) 2-day planning workshop with members of the community and the teachers,
local leaders and field extension agents or development facilitators
PHASE 3: Multi-stakeholders Forum and Festival
-
-
One 1/2-day Nature Hug / Children’s Arts Camp
One Community Theatre Production Showcase
One Visual Arts Exhibits and Installation
One Stakeholders Policy Forum / Conference with Local leaders and
concerned agencies
Consensus building process on People’s Covenant for Environmental
Protection
An organized multi-sectoral Core Group or an Environment Monitoring
committee
2
D.
Status of Accomplishment
All of the five (5) outlined outputs of the project have been adequately
accomplished and the project implementers have satisfactorily conducted all
the outlined activities. There are five major factors that facilitated the
accomplishment of the project, namely:
1) The animated participation of local leaders;
2) The active involvement of the children and youth members of
ANAK KALIKASAN;
3) The support and influence of the church sector particularly the
parish priest of the Catholic Church;
4) The administrative support of the provincial UDP office; and
5) The network of support generated from the State College
faculty and cultural affairs office and other support agencies.
The matrix below substantiates levels and rate of the project
accomplishment.
PLANNED
RESULTS
INDICATORS OF
OUTPUTS
- One major Learning Play on
environmental Issues and
concerns performed by Kaliwat
to some 900 audiences in
DonCaMar
- Sectoral Focus Group
Discussions (Children & Youth,
Women’s Groups, IPs,
Farmers) on Resource-use
Impairments
- Series of training for teachers
on teaching ecosystems health
inside and outside the
classroom
Five (5)
Modules for
Environmental
Awareness
Raising are
- Planning Workshop for
developed
Priority Environmental Projects
- Symposium on Mining and
Environmental Laws
- Workshop on Environmental
Policy Formulation participated
by Community Leaders
- Module for Community
Festival and Stakeholders
Forum
- Trainers Training Module is
tested
STATUS
REMARKS
- Fully
accomplished;
Very effective
tool for
generating
interest
- Adequately
done and was
able to form a
Core Group
- Very good
response from the
local audiences
- Fairly
accomplished;
able to hold
Environment
Week
- Fully
accomplished
- Teachers came
from two schools
only
- Accomplished
with LGU
participants
- Adequately
accomplished
- Adequately
accomplished
- Fully
accomplished
- Some
participants were
not able to attend
all activities
- The Plan was
validated in sitio
levels
- Only the core
group members
attend
- The barangays
have reviewed
and passed
resolutions
- Well participated
- Commitment was
firmed-up
3
PLANNED
RESULTS
INDICATORS OF
OUTPUTS
STATUS
- Three (3) barangay-level / or
interest-groups action plans
- Adequately
done and
validated
- Fairly achieved;
some LGU
validated the
plan
- Fully
accomplished
with consistent
multi-sectoral
participation
- One (1) Area-wide Action
Agenda for Natural Resource
Management
Priority
projects are
identified and
validated by
the
Community
The
stakeholders
affirm the
People’s
Covenant and
Program for
the
Sustainable
Management
of the Natural
Resources
Environmental
awareness
messages are
produced
A pool of local
trainers is
organized and
equipped with
knowledge
and skills
- One (1) 2-day planning
workshop with members of the
community and the teachers,
local leaders and field
extension agents or
development facilitators
- Environmental-week
celebration in local schools
with Environment-related
messages using Creative
methodology
- One ½ -day Nature Hug /
Children’s Arts Camp
- Community Theatre
Production Showcase
- One Visual Arts Exhibit and
Installation
- One Stakeholders Policy
Forum / Conference with Local
leaders and concerned
agencies
- Consensus building process
on People’s Covenant for
Environmental Protection
- An organized multi-sectoral
Core Group or an area-wide
Environment Monitoring
committee
- Creative environmental
messages were made by the
teachers and mounted in the
streets
- Children’s Theatre
Showcases
- Trainers Training
- Indicative Plan
- Fairly
accomplished
but only a few
teachers were
trained
- Done with Arts
workshops
- Fully
Accomplished
and showcased
during the
festival
- Accomplished
and exhibited
- Fairly
accomplished
- Accomplished
and graced by
Provincial
officials
- Accomplished
with Women
members
actively involved
Adequately
accomplished;
Showcased to a
large segment of
the population
Accomplished
with the
participation of
local leaders
from DonCaMar
and faculty of the
State College
REMARKS
- Output was
validated in the
sitio levels and
was ready during
the FORUMFESTIVAL
- The local COs
have very limited
involvement
- This is an unplanned activity
but got the interest
of the teachers
- School children
participated
- ANAKKALIKASAN
members were
mobilized and very
much pressured
- Betina made all
the photos and
DonCaMar
children created
art works
- Very few
representative
from various
agencies
- There is a need
to disseminate
further the outputs
- UDP has to raise
the capabilities of
the members
- Messages were
mounted by UDP
- Children acquired
a repertoire of
performances
- Action Plan is in
place
4
E.
Problems Encountered and Recommendations
As indicated the project had accomplished almost all of the planned
results and the implementers even conducted several additional activities in
the process. These include several orientation-meetings and workshop, e.g.
on Environmental Laws and Mining and the Environmental Week-Celebration
in schools, among others. The project activities went smoothly albeit some
minor problems related to coordination that were encountered in the process.
There was a post project evaluation meeting attended by
representative from the community, the UDP (PMO and Provincial Office) and
Kaliwat, wherein which the tasks of the project implementers as defined in the
Terms of Reference were reviewed. The results of the project evaluation can
be found in a separate report. Among the problems identified during the
evaluation are the following:
a)
Problem in the coordination of activities especially during the
initial phase. Since there is no point person assigned, Kaliwat
had difficulty in coordinating the project activities with the local
COs assigned in the area.
b)
Limited involvement of the Municipal LGU and the various
partner Line Agencies. It was found that representatives from
these bodies should have been involved in the planning stage
so as to achieve a sense-of-shared-ownership of the project.
c)
Administrative and logistical support. During the early phases,
there were problems related to transport and other logistical
needs that were encountered. However, when Myrna assumed
the responsibility, substantial administrative supports were in
place.
d)
Actions for Continuity. The festival ended with a high note yet
the community is still wanting of concrete indicators of
sustaining their efforts. A turn-over activity is yet to be
implemented for the local COs to pick-up whatever has to be
sustained. Likewise, a phase-out mechanism of Kaliwat has to
be installed.
Albeit the above problems, it is recommended that the project shall be
replicated in other UDP areas.
5
PART TWO:
DESCRIPTION OF
PROJECT OUTPUTS
Part Two:
Description of the Outputs
This section describes in some details the concrete outputs of the project
that were assessed in the Part One. Specifically, the section substantiate the
Learning Modules for Environmental Awareness Raising, The Priority Projects
identified by the community, the Network of Support from the agreed by the
various Stakeholders, a list of Environmental Messages disseminated and a
summary of the Re-entry Plan on EAC by the local Core of Trainers for Davao
Oriental.
A.
The Environmental Awareness Campaign Modules
The project facilitated the development and implementation of Learning
Modules that utilized creative approaches and addresses the need to raise the
levels of knowledge, attitudes and skills of the target learners. There were
several workshops and learning/working meetings that were participated by the
members of the DonCaMar communities, wherein which these modules were
adapted. The process documentation of the sessions is detailed in the annexes.
Module 1: Community Environmental Problem Identification and
Analysis - A Theatre Forum Event
Focus:
Review of Environmental Resource-use and Resource
Impairments
Analysis on the Environmental Cause and Effect Chain
Output:
Consensus on Community Environmental Problem
Participants: Community Leaders (not less than 60 pax in each barangay)
Duration:
One day including the theatre presentation
Module 2:
Creativity and Environment: Integrated Arts and Visual
Arts Workshops
Focus:
Children’s Rights and Environmental Issues
Elements of Expressions
Output:
Mini-Theatre Showcases for presentation in various puroks
Visual Arts Exhibit by Children
6
Participants: More than 70 children for visual arts and 70 for theatre arts
Duration:
Two-day workshop for theatre
Two-week-end enhancement and performance series
One day Visual arts workshop
Module 3: Environmental Awareness in Teaching / Learning
Situation - A Workshop for Teachers-Educators
Focus:
Integrating Environmental Messages inside and outside the
classroom
Outputs:
Lesson Plans
Environmental Messages
Community Environmental Week Celebration
Participants: 12 teachers
Duration:
2-day workshop and one week-end enhancement session
Module 4:
Core Group Formation and Visioning Workshop-series
Series of Awareness-building for Community Leaders
(Women, Public Officials, Farmer-Leaders, Indigenous
Peoples)
Focus:
Community Analysis on Environmental Problems and
Environmental Opportunities
Area-wide Vision and Identification of Priority Environmental
Projects (Community Action Plans)
Outputs:
Community Consensus on Vision and Projects
Initial Policy / Legislative Actions
Core-Group formation and Task Force Organizing
Participants: Sectoral representation in the Core Groups (15 from each of
the barangays)
Duration:
Series of week-end workshops and focus-group discussion
for two months
7
Module 5:
Convening a Nature Hug Festival / Forum
A Cultural Event for Environment Stakeholders
Focus:
Celebrating Environmental Awareness
Linking various stakeholders to advance environmental
protection efforts in DonCaMar
Outputs:
Affirmation of community vision and projects
Covenant for Community Action towards Environmental
Conservation
Participants: Community members and Leaders / Support Groups &
Agencies
Duration:
Two-days
Module 6:
Trainers Training for Environmental Awareness
Campaign
Focus:
Building a Learning Framework for Environmental
Awareness Raising
Creative Tools for EAC Campaign
Outputs:
Formation of a Core of Trainers
Indicative Action / Re-entry Plans
Participants: Local Leaders from DonCaMar and
Faculty and Staff from the State College
Duration:
Two-and-1/2 days
Other Sessions Conducted for the members of the Core Group:
§
§
Awareness on Environmental Laws on Mining and other Resource-use
Policy-Formulation Workshop for Community-watershed Conservation
8
B.
Priority Projects Identified and Validated
Through the various workshops and seminars, the Core Group of the
Community underwent a process of Environmental Problem Analysis. The
network of problems and potentials served as the base for the Vision Setting and
Strategy Development Workshops. The community vision for a balanced and
healthful environment in DonCaMar is aptly stated as:
Ang DonCaMar nagbarug nga usa ka katilingban
nga malambuon ug malinawon diin ang nagkahiusa ug
malipayong katawhan – mga lalaki ug babaye, adunay
himsog nga pang-lawas, maayong panghuna-huna,
dalaygon ang binuhatan, makanunayong edukasyon ug
lantip nga kahimatngon. Sa kanunay sila aktibong
nagpahigayon og mga lakang sa pagpanalipud ug
pagpalambo sa kinaiyahan nga masukod diha sa lapad
nga kalasangan, limpyong katubigan, mabungahong
kaumahan nga gigamitan og haum nga pamaagi sa
pagpanguma nga nagpatunhay sa daghang klaseng
mga tanum ug kahayopan ug diin ang bunga niini
makatubag sa panginahanglan sa tanang pumupuyo ug
sa mga umaabot pa nga mga kaliwatan.
The anchor program for environmental conservation is aptly called
BANTAY KALIKASAN. This a community-based natural resource management
program that shall enable the communities to formulation policies and create
effective and efficient mechanisms for environmental conservation. The identified
Key Results of this proposed integrated program includes the following:
Ø Capability building for Environmental Management
Ø Identification, Delineation of Protected Areas and the Conservation of
Forested Areas
Ø Policy Formulation for environmental conservation
Ø Continuing Advocacy Actions for Environmental Management
Moreover, this program shall effectively reinforce the planned and ongoing projects geared towards environmental protection and rehabilitation, such
as community reforestation projects, watershed management, soil and water
conservation technologies in sloping agriculture practices, etc., which have been
already identified in the Community Watershed Plan.
The basic strategy of the program is multi-stakeholdership – involving all
key players in environmental conservation. The program shall be instrumental for
the organizing of Environmental Task Forces and Management Councils, from
the Purok to the inter-barangay levels. They shall be the principal actors for the
9
program and projects aimed to restore, rehabilitate and conserve the natural
endowments of the area. The Environmental Councils shall also link with the
provincial and regional counterparts in order to ensure that local policies and
actions are supported and reinforced by provincial and national counterparts.
Project 1:
Formation of Environmental Task Forces within the Barangays and
the establishment of a Multi-sectoral Environmental Council of
DonCaMar
Three (3) Barangay-based Task Forces are formed through the Environmental
Committees of the Barangay Council and are tasked to conduct continuous
monitoring of critical areas and projects down to the purok levels and which shall
be the base of an inter-barangay Environmental Management Council which
shall set up policies and programs for environmental conservation covering the
three barangays
Project 2:
Protected Areas Establishment
Community-identified and delineated Protected areas are established and
sustain ably managed.
The Protected sites include:
1) Protection Forests in the 3 barangays (including the watershed areas);
2) Protected Sites / Landscapes - Mainit Spring, Magimitan River, Sumlog River,
Marayag River, Dumayooc River and the Ancestral Domain
Project 3:
Policies Formulation for Environment Protection and Management
A favorable policy environment shall be worked upon by the members of the
Local Government Units and the organized groups in the area. Likewise, law
enforcement must also be effectively addressed. This project shall include activities to
put to place the following:
1. Existing policies on Environmental Protection and Management are reviewed, reevaluated and enhanced and new policies are formulated
2. State policies on Environment Protection and Management are localized
3. Policies formulated are advocated and popularized in all levels
Project 4:
Continuing workshops and training on Environment Management
and Development
To ensure the initial impact of the EAC, the UDP shall ensure that the community
members shall sustain their awareness, the following must be set in place:
1. Modules on Environmental Conservation and Management are developed and
implemented
10
2. Local Trainers and Community Educators for Environment Management are
capacitated
3. More than 80% of the population have undergone basic environmental training
and are involved in community projects for environmental conservation
Project 5:
Multi-Media Environmental Awareness Campaign
To generate more people’s involvement in the Campaign, other media channels
must be tapped and explore, including the conduct of the following activities:
1.
2.
3.
4.
C.
Environment Awareness Campaign Materials are developed
Community Radio is set up participated by the different sectors of DonCaMar
Environmental issues and concerns are documented and broadcast
Film showings in the different communities are facilitated
Stakeholders Commitment to the Covenant for Environmental
Conservation
In the annexed Document, the Community had affirmed the Covenant for
Environmental Protection, which was presented to the following leaders during
the Nature-Hug Festival in Capalagan:
-
The Municipal Mayor of Lupon
The Governor of Davao Oriental
The Congressman of the District
The various Representatives Government Agencies
The UDP Director and Staff
The Covenant highlights the roles and responsibility of the Stakeholders
as stated:
1)
The Community shall:
-
2)
Organize and strengthen the Barangay Task Forces and Multi-sectoral
Environmental Monitoring Committees in DonCaMar to ensure the
protection of the critical ecosystems
Be vigilant in the enforcement of laws and local policies for protections
Evolve and enact local laws and favorable policy environment
Capacitate the community members for effective environmental
management
Declare and delineate environmental protected areas within the barangays
Sustain community education on effective environmental protections
The DENR shall endeavor to:
-
Provide or field trainers and resource persons to the different trainings and
seminars initiated by the community;
11
-
-
3)
Provide right information on Land Classification and Tenurial Security of
lands within the area as well as the appropriate Land Uses (Data on Land
Classification and Land-use/Tenure) so as to ensure the community
actions for the establishment of protected zones within the Barangays
Coordinate with the Environmental Task Forces and Multi-sectoral
Councils along the program of Community-based Forest Management
The Department of Education, through the principals and the teachers of
the established local community schools (both elementary and high
school) shall:
-
4)
Continue to integrate Environmental Education in the learning situations of
pupils inside the school
Organize and celebrate a yearly Environmental Week Activities in the local
schools
The Department of Agriculture shall:
-
-
5)
Train local upland farmers in environmental-sound farming systems and
technology – e.g. Integrated Pest Management
Support and encourage the community initiatives in the development of
Community Watershed in order to assure the success of agricultural
infrastructure like diversion dams and community irrigation systems
Provide the local communities with film / video materials for environmental
conservation and appropriate farming systems
The Office of the Provincial Environment and Natural Resources
(ENR0) shall:
-
6)
Provide orientation for the members of the multi-sectoral Environmental
Councils as well as support the community for deputization of the
members for the enforcement of environmental laws
The Upland Development Program (UDP) shall provide:
-
-
Capability-building in Environmental Management for community leaders
and the members of the Task Force for Environmental Protection in
DonCaMar;
Continuing Community Training for Environmental Protection and
Conservation
Support for the material development and production for Environmental
Education
Support the initiatives and the training of the members of ANAKKALIKASAN
12
D.
Environmental Messages
The workshop attended by teachers had generated a number of creative
environmental messages, some (20) of which were turned into signages
displayed in strategic areas in the barangay. A few samples of the displayed
messages are found in the appendix (Teachers Training)
Likewise, Anak-Kalikasan was able to devised three short dramatic pieces
with heavy environmental messages and animated the audiences during the
performances in the sitios and during the festival.
In due course Kaliwat has revised the version of its children’s play Biyaya Ng Buhay, the play that was toured to the three barangays in DonCaMar
and was responded favorably by the various audiences. The play contained
situations on Mining and the Forest conservation.
Moreover, two local schools in DonCaMar held an Evironmental Week
celebration wherein environmental messages were integrated in the week-lond
lessons of the pupils. Lastly, the two-day festival has reverberated with heaps of
environmental messages being affirmed by the community in focus.
E.
Pool of Trainers
Some twenty-five participants composed of 10 from DonCaMar and fifteen
from the State College attended the trainers training held last November in order
to organize a core of EAC trainers who can replicate the campaign in other UDP
focused areas. The training focused into developing critical orientation and skills
in popular education and creative pedagogy. One of the outputs of the training is
a re-entry plan that shall guide the participants for the continuing engagements in
line with the campaign.
The contents of plans are found in the annexes of this report (Trainers
Training).
13
PART THREE:
ANNEXES
FESTIVAL BRIEF:
ANNEX A:
PAKIGLAMBIGIT:
Kaamguhan, Kinaiyahan, Kalamboan
A Nature-hug Festival and Multi-Stakeholders’ Forum for
Environmental Conservation in DonCaMar
October 29 to 30
Barangay Calapagan, Municipality of Lupon
Province of Davao Oriental
A Joint Project of the Peoples of
Barangays Don Mariano Marcos,
Calapagan and Marayag (DonCaMar),
the Kaliwat Theatre Collective and
the Upland Development Program (UDP)
In Collaboration with the
Anak-Kalikasan of DonCamar
The Catholic Parish of DonCaMar and the
Local Government Units of
Barangays Don Mariano Marcos, Calapagan and Marayag
1
Background
DonCaMar is a valley that is comprised of three barangays, Don Mariano Marcos,
Calapagan and Marayag, all belonging to the municipality of Lupon, Davao Oriental.
It is nestled by a culturally mixed population of ethnic Mandaya and Mansaka as well
as the settler Filipinos from all over the archipelago. Likewise, the valley is a focused
area of the Upland Development Project (UDP).
After undergoing a series of activities aligned with the UDP-sponsored Environmental
Awareness Campaign, the leaders of the various sectors of DonCaMar decided to
convene a festival to celebrate their new consciousness and to forge closer links with
other stakeholders.
Theme
Pakiglambigit means linking together, as the call for environmental conservation
necessitates the involvement of all individuals and agencies, who have a stake on
the various environmental functions of the terrestrial ecosystem of the valley.
Kaamguhan
is new consciousness forged from the synthesis of the multiple
perspectives of the stakeholders, yet united to conserve the
Kinaiyahan, the life-support system in the valley towards a sustainable
Kalambo-an (development.)
The forum-festival is envisioned not as an end state but a continuing process of
dialogue, discourse, collaboration and advocacy actions for the conservation of the
national endowments of the area and the survival of peoples and cultures.
Objectives
To raise issues and concerns for the conservation of the
ecosystem of DonCaMar;
To forge concrete partnership with various stakeholders for
environmental advocacy and collaborative actions;
To give recognition of the roles of the different sectors – the
indigenous peoples, the farmers, the women and the children, in
restoring and conserving the ecosystem’s health;
To celebrate the consensus for the conservation of the natural
resources of the area, that has been arrived at during the forum and
festival.
2
VISION STATEMENT
ANG DONCAMAR NAGBARUG NGA USA KA KATILINGBAN
NGA MALAMBUON UG MALINAWON DIIN ANG NAGKAHIUSA UG
MALIPAYONG KATAWHAN – MGA LALAKI UG BABAYE, ADUNAY
HIMSOG NGA PANG-LAWAS, MAAYONG PANGHUNA-HUNA,
DALAYGON ANG BINUHATAN, MAKANUNAYONG EDUKASYON
UG LANTIP NGA KAHIMATNGON. SA KANUNAY SILA AKTIBONG
NAGPAHIGAYON OG MGA LAKANG SA PAGPANALIPUD UG
PAGPALAMBO SA KINAIYAHAN NGA MASUKOD DIHA SA LAPAD
NGA KALASANGAN, LIMPYONG KATUBIGAN, MABUNGAHONG
KAUMAHAN NGA GIGAMITAN OG HAUM NGA PAMAAGI SA
PAGPANGUMA NGA NAGPATUNHAY SA DAGHANG KLASENG
MGA TANUM UG KAHAYOPAN UG DIIN ANG BUNGA NIINI
MAKATUBAG SA PANGINAHANGLAN SA TANANG PUMUPUYO UG
SA MGA UMAABOT PA NGA MGA KALIWATAN.
The Interfacing Elements of the Community Vision:
ECOLOGICAL
DEVELOPMENT
HUMAN / SOCIAL
DEVELOPMENT
Ø
Ø
Ø
Ø
Ø
Ø
Hamugaway nga
pagpuyo ug adunay
maayong panginabuhi
Nagbarug ug nagsalig sa
kaugalingon
Dunay kahibalo/edukado
ug adunay kahanas
Nagpakabana
ngakatawhan ug
mahudlokon sa Diyos
Nagkahiusa
Kalinaw ug kahusay
Ø Lapad nga kalasangan
Ø Lunhaw nga katubigan
Ø Daghan abot ang
kaumahan
Ø Balanse nga kinaiyahan
Ø Maayong pagdumala
ECONOMIC
DEVELOPMENT
Ø Lambo ang agrikultura ug
daghan ang panginabuhian
Ø Adunay pagproseso sa mga
produkto
Ø Lambo ang mga local nga
negosyo ug pagpatigayon
Ø Nakig-angay ang katawhan sa
abot sa tanang higayon
Ø Maayong pagdumala sa
panginabuhian ug negosyo
Ø Adunay mga suportang mga
infrastruktura
3
Substantiation of the Doncamar’s Vision and Goals
A.
As to the Desired Qualities of the People of DONCAMAR:
1)
The people of DONCAMAR have achieved a better quality-of-life.
(Hamugaway ang pagpuyo ug adunay maayong panginabuhi-an).
This means that a substantial number of the farming populations are
successfully producing more than enough to meet the basic needs. Most are gainfully
employed and both men and women, especially those who do not own farmlands
have appropriate skills to enable them to earn adequately.
2)
The people of DONCAMAR are reaping sustainable growth with
equity. (Nakig-angay sa tanang kahigayonan.)
Majority of the population possess security of tenure on the productive lands and
have equal access to the shared natural endowments. Moreover, the women
populations have improved their socio-political and economic statuses.
3)
The people of DONCAMAR are well-educated. (Adunay edukasyon
ang tanan.)
The people have accessed better education and as the literacy level has
improved, a substantial number of the labor force is technically and vocationally
knowledgeable.
4)
The people of DONCAMAR are self-reliant. (Kaugalingong
paningkamot.)
They are able to provide their families with their basic needs through the
community-initiated and people-propelled programs especially those that deal on
health care and child welfare.
5)
The people of DONCAMAR are united. (Panaghiusa)
The indigenous practices of ‘hunglos’ or ‘bayanihan’ prevail and are valued by
the people of various cultural backgrounds. The majority of the population manifests
the spirit of volunteerism and cooperation in community affairs.
6)
The people of DONCAMAR are peace-loving citizens and actively
promoting a culture of peace. (Kalinaw ug kahusay)
Most, if not all of the residents of DONCAMAR are culturally sensitive and
promoting harmony in cultural diversity. They are respectful of the cultural rights of
all peoples – the indigenous and lowland settlers. Moreover, peace and order reigns
in the barangay because of a very low criminality rate.
7)
The people of DONCAMAR are vigilant in maintaining good
governance. (Maayong Pagdumala)
The people of DONCAMAR are be led and guided by God-centered and propeople local leaders, both in government and non-government organizations. The
4
Public Officials and the indigenous leaders share the value of humanism - fair, honest
and just. The public trust is upheld and the government / organizational funds are
properly disbursed and are accounted for.
Likewise, they are transparent, democratic and adhere to conducting
information campaigns and public consultations to regularly report to the people the
plans, programs as well as projects implementation and allocation of funds.
B.
As to the Desired State of the Environment.
8)
The people of DONCAMAR are conscientiously conserving its forest
areas. (Labong ang kalasangan)
Adopting a sustainable land-use policy and program, the upland population of
the barangays comprising DONCAMAR has successfully enhanced its forests cover to
an area equivalent to 30 to 40% of the total land area. There is a high index of biodiversity. Wildlife and wild vegetation have re-generated. Moreover, soil erosion is
minimized and landslides are non-occurring.
9)
The rivers and streams have clear and clean waters and are teeming
with life forms. (Lunhaw ang mga katubigan)
Adequate catch of freshwater fishes is an every day occurrence while wildlife
sanctuaries are established and are visited by many environmentalists in certain
cultural celebrations and seasons of the year.
10)
Farmlands are very productive and the farming households practice
diversified farming systems. (Daghang abot ang kaumahan)
Upland farmers are effectively and efficiently installing soil and water
conservation measures thus stabilizing soil fertility to medium and high levels. The
diversity of endemic plant species are conserved and agro-forestry farming systems
have enabled more than 90% of the population to be sufficient in their food needs.
Likewise, the rice-growing farmers are practicing effective and efficient
sustainable agriculture methods and are achieving a surplus of rice production.
Moreover, there are lush fruit-tree farms and commercial crops are raised all cover
the landscapes.
11)
Policies on environmental sanitation are observed best practices on
solid and liquid waste disposal systems are observed. (Maayo ang
sistema sa paghipos sa basura.)
C.
As to the Desired State of the Rural Economy.
12)
Diversified and progressive agricultural economy. (Lambo ang
Agrikultura ug daghan ang panginabuhi-an)
With the restored agro-ecosystems through the adoption of effective and
efficient Agro-Forestry technology, majority of the people in DONCAMAR are selfsufficient in food/grains and have:
•
•
Increased production of Fruits and various cash-crops;
Expanded Vegetable Farms;
5
•
•
Enhanced and increased Livestock and Poultry raising; and
Conserved and developed household-maintained fishponds.
Moreover, there are processed non-traditional agricultural products and
goods that are produced in the Barangay.
13)
Community enterprise and agri-industry abound including the
processing and/or manufacturing of agricultural products for
value-added. (Adunay pag-proseso sa mga produkto)
The Barangay owns a mill that is complete with mechanical dryer to process
the grains produced as well as small-scale food processing facilities. Likewise, minor
forest products are manufactured into other marketable goods. Moreover, the people
of the barangay are assembling agricultural tools and other pre-and-post harvest
equipments.
14)
Marketing and trading activities thrive and are propelled by local
savings due to increased access to financing and credit. (Lambo ang
kalihukan sa negosyo)
The organization of multi-purpose cooperatives shall be encouraged and
supported by both government and the private sector in order to ensure greater
degree of capital circulation. The peoples Cooperative have found their niche in the
emerging markets as well as in the associative market centers through direct trading
with other cooperatives and equitable retailers.
15)
Lastly there are adequate infrastructures that are maintained by the
barangay. (Adunay suportang mga infrastruktura.)
6
PROPOSED INTEGRATED PROJECTS ON
ENVIRONMENT CONSERVATION AND MANAGEMENT
IN DONCAMAR
The anchor program for environmental conservation is aptly called BANTAY KALIKASAN. This a community-based natural resource
management program that shall enable the communities to formulation policies and create effective and efficient mechanisms for environmental
conservation. The identified Key Results of this proposed integrated program includes the following:
Ø Capability building for Environmental Management
Ø Identification, Delineation of Protected Areas and the Conservation of Forested Areas
Ø Policy Formulation for environmental conservation
Ø Continuing Advocacy Actions for Environmental Management
Moreover, this program shall effectively reinforce the planned and on-going projects geared towards environmental protection and
rehabilitation, such as community reforestation projects, watershed management, soil and water conservation technologies in sloping agriculture
practices, etc., which have been already identified in the Community Watershed Plan.
The basic strategy of the program is multi-stakeholdership – involving all key players in environmental conservation. The program
shall be instrumental for the organizing of Environmental Task Forces and Management Councils, from the Purok to the inter-barangay
levels. They shall be the principal actors for the program and projects aimed to restore, rehabilitate and conserve the natural
endowments of the area. The Environmental Councils shall also link with the provincial and regional counterparts in order to ensure
that local policies and actions are supported and reinforced by provincial and national counterparts.
7
KEY RESULT
AREA
Capability
building for
Environmental
Management
PROJECT TITLE AND
DESCRIPTION
Project 1:
Formation of
Environmental Task
Forces within the
Barangays and the
establishment of a
Multi-sectoral
Environmental Council
of DonCaMar
Three (3) Barangaybased Task Forces are
formed through the
Environmental
Committees of the
Barangay Council and are
tasked to conduct
continuous monitoring of
critical areas and projects
down to the purok levels
and which shall be the
base of an inter-barangay
Environmental
Management Council
which shall set up policies
and programs for
environmental
conservation covering the
three barangays
ANTICIPATED/
VERIFIABLE RESULTS
TIME
FRAME
MAJOR ACTIVITES
1. A resolution stating
clear objectives and
functions of the Task
force is formulated and
enacted
2. A multi-sectoral task
force on environment is
organized and
capacitated
3. Issues, concerns and
cases on environment
misuses and abuses
are documented and
acted accordingly
4. Barangay-based
Environment Task
Forces are made
functional in the
monitoring of
environmentally critical
areas and projects
5. An inter-barangay
Environmental Council
is establish to set-up
policies and programs
for environmental
conservation
YEAR 1:
1. Passage and Adoption of
Barangay Resolutions
2. Recruitment and selection of
Task Force Members from
various sectors in 3 barangays
3. Series of Training re:
Environment Laws,
Management and Protection,
Strategies on Environment
Education
4. Planning and Implementation
5. Series of Policy Education in
the local level
6. Linkages and Complementation
with various agencies and
organizations
7. Capability-building on
Environmental Management
8. Continuing Environmental
Monitoring
9. DonCaMar Task Forces’ Round
Table Conferences and
Consultations*
10. Inter-barangay Environment
Council Formation
11. Evaluation and Forward
Planning
YEAR 2:
YEAR 3
AGENCIES
CONTRIBUTION
8
KEY RESULT
AREA
Identification,
Delineation of
Protected
Areas and the
Conservation
of Forested
Areas
PROJECT
TITLE AND
DESCRIPTION
Project 2:
Protected
Areas
Establishment
Communityidentified and
delineated
Protected
areas are
established
and sustain
ably managed.
The Protected
sites include:
1) Protection
Forests in the 3
barangays
(including the
watershed
areas);
2) Protected
Sites /
Landscapes Mainit Spring,
Magimitan
River, Sumlog
River, Marayag
River, Dumayooc
River and the
Ancestral Domain
ANTICIPATED /
VERIFIABLE
RESULTS
1. Sites/Areas are
identified and
evaluated and
Barangay Land-use
Plan / Management
Zoning is in place
TIME
FRAME
YEAR 1
2. Delineation and
proclamation of
Protected areas
3. Mechanisms are in
place for the
conservation and
management of the
delineated protected
areas
YEAR 2
6. Eco-systems health is
regularly checked
specifically in the
Protected Areas/
Zones
AGENCIES
CONTRIBUTIONS
1. Sites selection and
identification
2. Formulation of Barangay
Resolution, Public
Consultation and Enactment
of Policies
3. Review of the Barangay
Land-use Plan and
Formulation of an Indicative
Management Zones
4. Delineation of Protected
Areas
5. Formulation of Mechanisms
on the protection and
management of Protected
Areas
6. Public information and
Campaign
7. Restoration and Development
of Protected Areas
4. Established Protected
Areas are legislated in
the provincial level
5. Inter-barangay
Protected Area
Council is established
and supported by the
Provincial Council
MAJOR
ACTIVITES
YEAR 3
8. Inter-Barangay Consultations
and Conferences for
Complementation
9. Advocacy and Lobbying for
the proclamation of protected
areas in the municipal and
the provincial level
10. Conservation of Protected
Areas
TOTAL BUDGETARY REQ
9
KEY RESULT
AREA
PROJECT
TITLE AND
DESCRIPTION
Project 3
Policies
Formulation
for
Environment
Protection and
Management
Policy
Formulation for
environmental
conservation
ANTICIPATED /
VERIFIABLE
RESULTS
1. Existing policies on
Environmental
Protection and
Management are
reviewed, reevaluated and
enhanced
TIME
FRAME
YEAR 1
AGENCIES
CONTRIBUTONS
1. Barangay Environment Policies
and Resolutions Reviewed and
Strategies for effected
enforcement are developed
2. Implementing Rules and
Regulations for Environment
Protection and Management are
formulated and presented in
public consultations
2. New policies are
formulated
3. State policies on
Environment
Protection and
Management are
localized
YEAR 2
4. Policies formulated
are advocated and
popularized in all
levels
YEAR 3
5. A Manual on
Guidelines for
Projects Prioritization
for Environment
Protection is
developed and
available
MAJOR
ACTIVITES
3. Community Consultations and
Validation Sessions
4. Policies Finalization
5. Enforcement and Monitoring
Mechanisms are in place
6. Regular Policy Review and
Evaluation
7. Inter-Barangay Conference and
Complementation
8. Policy-Manual for Environmental
Conservation is published and
circulated
TOTAL BUDGETARY REQ
10
KEY RESULTS
AREA
Capability
building for
Environmental
Management
TITLE OF PROJECT
Project 4:
Continuing workshops
and training on
Environment Management
and Developpment
VERIFIABLE
INDICATOR
1. Modules on
Environmental
Conservation and
Management are
developed and
implemented
2. Local Trainers and
Community Educators
for Environment
Management are
capacitated
3. More than 80% of the
population have
undergone basic
environmental training
and are involved in
community projects
for environmental
conservation
TIME
FRAME
Year 1:
Year 2:
Year 3:
MAJOR ACTIVITIES
AGENCIES
CONTRIBUTIONS
1. Trainers-training series for
different sectors on various
topics:
- Environment Laws
- Community Watershed
Conservation and Management
- Strategies on Creative EAC
- Projects development
- Other topics developed
2. Series of Training with different
sectors: youth, women, farmers,
IP’s:
- Inventory of Training Needs
- Development modules and
learning “designs”
- Organizing of the Training
Committee
- Regularized Community
Training / Education
- Curriculum on Environmental
Management and Protection is
Developed
3. Monitoring and Evaluation of
Capability-building activities
Total budgetary Requirement
11
KEY RESULTS
AREA
TITLE OF PROJECT
Project 5:
Multi-Media
Environmental Awareness
Campaign
Continuing
Advocacy
Actions for
Environmental
Management
VERIFIABLE
INDICATOR
1. Environment
Awareness Campaign
Materials are
developed
TIME
FRAME
Year 1
2. Community Radio is
set up participated by
the different sectors
of DonCaMar
Year 13
3. Environmental issues
and concerns are
documented and
broadcast
Year 13
4. Film showings in the
different communities
are facilitated
MAJOR ACTIVITIES
AGENCIES
CONTRIBUTIONS
1. Training on Creative
Strategies on Environment
Awareness Raising Campaign
2. Inventory of multi-media
materials and films/videos
available
3. Documentation of
environment issues and
concerns in the area
4. Networking and linkages with
media
5. Development of community
video documentation and
local radio station
Total budgetary requirement
12
KEY RESULTS
AREA
TITLE OF PROJECT
Project 6:
People’s Celebration on
Environment through
Special Events
Continuing
Advocacy
Actions for
Environmental
Management
Environmental Week is
celebrated in the schools
and in the communities
and actively participated
by all sectors
An annual Festival on
Best Practices in
Environmental
Conservation is
participated by the
leaders and members of
the three barangays and
recognition of individual
and groups are awarded
VERIFIABLE
INDICATOR
1. A resolution declaring
environment week is
passed and enacted
TIME
FRAME
Year 1
MAJOR ACTIVITIES
AGENCIES
CONTRIBUTIONS
1. Formulation of the resolution
and Public Consultation
2. Environment Week
celebration in Schools and
communities
2. Environment Week is
held in the schools of
Don Camar annually
3. Environment Week campaign
3. Festivals and other
Celebrations for
environmental
conservation is held
annually
4. Community preparation for
environment festival
Year 2
5. Festival celebration
6. Environment Week
Celebration in Schools and
Communities
7. Festival Celebration
Year 3
8. Environment Week
Celebration
9. Festival Celebration
Total budgetary Requirement
13
STAKEHOLDER’S COVENANT:
ANNEX B:
Pag-amping sa Kinaiyahan:
Kaakuhan sa tanang Katawhan
Pamahayag sa Kahiusahan Diha sa Kampaniya sa
Pagpakabana ug Pag-amping sa Kinaiyahan sa DonCaMar
S
a milabay nga tulo ka bulan, kaming mga lideres ug representante sa
nagkalin-laing pundok sa katawhan – mga mag-uuma, mga kababayen-an,
mga sakop sa tribo, mga lumilihok sa simbahan, mga opisyales sa barangay,
mga magtutudlo ug mga kabataan, nga nagpuyo sa tulo ka Barangay sa
DonCamar, makugihon nga misalmot sa gipahigayon nga kampaniya sa
pagpakabana alang sa kinaiyahan.
Among natukod ang “Environmental Awareness Core Group sa DonCaMar”,
duyog sa suporta sa mga opisyales sa mga lokal nga Panggamhan sa
Barangay Don Mariano, Calapagan ug Marayag, ug kami hugot nga nagtu-o
ug mibarug nga:
“Ang Kinaiyahan, bala-an nga gasa sa Magbubuhat ug tuburan
sa kinabuhi…”
Diha sa among pagtuki sa among kahimtang kami nagkahiusa nga ipatunhay
ang paningkamot nga ma-ampingan ang among:
Lapad ang kalasangan
Lunhaw nga mga katubigan
Limpiyong hangin
Mabungahong mga kaumahan; ug
Maayong pagdumala sa kinaiyahan
Subay sa among mga pamalandong, kami nagkauyon nga magpahigayon og
mga katilingbanong kalihukan og mga proyekto sama sa musunod:
1)
2)
3)
4)
5)
Pagmugna og mga Barangay Task Forces ug Multi-sectoral
Environmental Council sa DonCaMar aron nga masusi ug mamonitor
ang kahimtang sa kinaiyahan ug mapahigayon ang pagpatuman sa
mga pamalaud kabahin sa pag-amping niini;
Pagpatunhay og mga lig-ong Polisiya ug mga Balaudnon kabahin sa
Environmental Conservation;
Pagpalig-on sa Kahanas diha sa Maayong Pagdumala sa Kinaiyahan;
Pagdeklara sa mga Piniling lugar ug Pagpalambo niini isip mga
Protected Areas;
Pagpadayon sa Katilingbanong Kampaniya ug Edukasyon alang sa Pagamping sa Kinaiyahan.
Niining gipahigayon nga Environmental Festival ug Stakeholders’ Forum ug
diha sa among paghisgot-hisgot kabahin sa among mga plano ug lakang,
kami nadasig sa mga suporta sa lain-laing ahensiya sa panggamhanan.
a)
Among hangopon ang suporta sa Department of Environment and
Natural Resources kon DENR, sama sa:
§
§
§
b)
§
§
c)
Paghatag og mga trainers ug resource persons sa mga nagkalain-laing
ipahigayon nga mga pagtuon ug mga seminar;
Paghatag og mga saktong impormasyon kabahin sa mga klasipikasyon
sa kayuta-an, ang kaseguruhan sa pag-angkon ug ang haum nga
gamit niini (Data on Land Classification and Land-use/Tenure) aron
among mapadayon ang gipahigayon nga mga Protected Areas sa
matag Barangay; ug
Pagduyog sa pagpalig-on sa mga Environmental Task Forces and Multisectoral Councils subay sa programa sa Community-based Forest
Management.
Among dasigon ang mga magtutudlo sa Department of Education
diha sa ilang:
Pagpadayon sa pag-integrate sa Environmental Education diha sa mga
Pagtulun-an sa mga Kabataan sulod sa eskwelahan; ug
Pagsaulog og Tinuig nga Environmental Week sa tulungha-an.
Among duyogan ang paningkamot sa Department of Agriculture
nga:
§
§
Maumol ang mga mag-uuma sa pagamit og mga teknolohiya sa
pagpanguma nga dili makadaot sa kinaiyahan sama sa Integrated Pest
Management; ug
Masuportahan ang pag-amping og pagpalambo sa mga Community
Watershed aron nga mapuslan ang mga proyekto nga makatabang
pagpadaghan sa abot sa uma sama sa mga diversion dam ug
community irrigation systems
d)
Among ipadayon ang pakig-lambigit sa Buhatan sa Environment and
Natural Resources (ENR0) sa Probinsiya, diha sa ilang paghatag og
oryentasyon sa katilingban kabahin sa pagpalig-on sa mga Multisectoral Environmental Councils ug ang paghatag og awtoridad sa
pagpatuman sa balaud (deputization of Environmental Councils)
kabahin sa pag-amping sa kinaiyahan.
e)
Among buligan ang mga paningkamot sa Upland Development
Program (UDP) ug kinasing-kasing namong pasalamatan ang ilang
suporta-pundo alang sa katilingban aron nga:
ii
§
§
§
Mapalig-on sa kahanas sa mga sakop sa Environmental Task Forces ug
Management Councils sa DonCaMar;
Magpadayon sa mga katilingbanong pagtuon subay sa maayong
pagdumala sa kinaiyahan; ug
Magpadaghan sa mga materyales ug mga balasahon kabahin sa
Environmental Education.
Sa dili pa mahuman kining tuiga, ang tagsa-tagsa ka barangay nga sakop sa
DonCaMar, makamugna na og mga Environmental Task Forces ug sa bulan sa
Enero 2003, masugdan na ang mga buluhanon alang sa pag-umol sa mga
sakop niini.
Kami usab maningkamot nga makiglambigit sa lain-laing mga kahugpungan
ug sa among mga silingang barangay sa laing probinsiya aron nga mabuligan
kami sa among mga lihok sa pag-amping sa kinaiyahan.
Nagtu-o kami nga kining among mga paningkamot maghatud kanamo
padulong sa hiniusang Handum, nga ang DonCaMar mahimong malambo-on
ug malipayong katilingban diin ang nagkahiuasa nga katawhan:
“… magpahigayon og mga lakang
sa pagpanalipud ug pagpalambo sa kinaiyahan
nga masukod diha sa:
lapad nga kalasangan,
limpyong katubigan,
mabungahong kaumahan
nga gigamitan og haum nga pamaagi sa pagpanguma
ug magpatunhay sa daghang klaseng mga tanum
ug mga kahayopan
ug diin ang bunga niini makatubag
sa panginahanglan sa tanang pumupuyo karon
ug sa mga umaabot pa nga mga kaliwatan…”
Kining among Pamahayag ug mga Bunga sa among paningkamot, gipanghinautonan nga mahatagan og pagtagad ug suporta sa among mga pinili
ug halandon nga mga lideres sa probinsiya ug sa uban pang mga ahensiya sa
panggahanan.
Gipadayag niining ika-30 nga adlaw sa Oktobre, tuig 2002,
dinhi sa Calapagan, Lungsod sa Lupon, Probinsiya sa Davao Oriental.
iii
ANAK-KALIKASAN
DECLARATION:
ANNEX C:
“KINAIYAHAN: Kaugmaon sa Kabataan”
Pagmahayag Kabahin sa mga Children’s Project in DonCamar for
Environmental Protection and Conservation
Kami ang mga kabata-an
sa DonCamar,
Kami ang mga AnakKalikasan.
Sulod sa pipila ka higayon,
adlaw ug gabii,
kaming mga kabataan sa DonCamar
nagkatapok aron masayud ug
makat-on sa among mga katungod
diha sa pag-angkon og lunhaw’ng kinaiyahan.
Tungod niini kami nakamugna og mga awit, mga drama-drama, mga sining
biswal.Nagbuhat kaming mga kalihukan aron ma-ampingan ang limpiyong palibot
ug balanseng kina-iyahan.
Ang among mga awit, mga drama ug mga sining-hulagway nagsaysay sa
among mga tinguha nga makatabang sa pag-amping sa among kinaiyahan aron
kaming mga kabataan:
Mabuhi nga may dignidad;
Maka-angkon og hingpit nga kahibalo;
Makasilbi sa among katilingban;
Mahimong sulundon nga pumupuyo sa nasud; ug
Maka-angkon og maayong kaugmaon.
Ang among panghinaot nga ang DonCamar magmatuto kanamo isip usa ka
katilingban nga:
haruhay ug malinawon,
malipayon ug nagkahiusa, nagminahalay,
nagtinabangay ug
malahutayon sa paglambo.
1
Subay niini, gusto namong ipadayon ang among mga nasugdan nga mga
kalihukan ug mga proyekto sama niining mga musunod:
1) Pagtukod og kahugpungan sa Anak-Kalikasa didto sa Barangay Don
Mariano ug Marayag (Expansion of Anak Kalikasan in Don Mariano
and Marayag)
2) Paghatag og kahigayonan aron mahibalo sila sa kamahinungdanon sa pagamping sa kinaiyahan (Environmental Awareness Seminar for
Children and Youth in Don Mariano)
3) Pagpadayon sa among kalihukan diha sa paghipos sa mga basura pinaagi
sa pagbutang og mga basurahan sa lain-laing luna (Solid Waste
Management – recycling and waste disposals bins)
4) Pagbuhat og daghan pang mga Mensahe alang sa Kinaiyahan nga ibutang
daplin sa mga kadalanan ug sa lain-laing lugar sa barangay (Production
of more environmental messages in the barangay); ug
5) Pagpahigayon og mga Educational Field Trip ug Exposure sa lain-laing
dapit aron makadugang sa among kahibalo ug kadasig diha sa pagamping sa maayong kinaiyahan.
Nanghinaot kami nga ang among mga paningkamot matabangan pa
sa
sa
sa
sa
among mga lideres,
among mga ginikanan,
among mga magtutudlo ug
lain-laing ahensiya alang sa kalambo-an
aron nga daghang pang mga kabata-an ang mahimong
makatabang sa among katilingban.
Kini ang tinguha sa mga kabataan sa DonCaMar.
Kini ang gihandum sa mga Anak-Kalikasan!
Gipadayag niining ika-30 sa Oktobre, tuig 2002 dinhi sa Calapagan, Lupon, Davao Oriental, sa
panahon sa Festival for the Environment.
2
CHILDREN’S AND TEACHERS’
WORKSHOP DOCUMENTATION:
ANNEX D:
ENVIRONMENTAL AWARENESS CAMPAIGN
CHILDREN’S WORKSHOP
September 13-15, 2002
Calapagan National High School
Documentation
Moderator/Facilitators: Richard Belar, Sheila Labos, Kai Lamanilao, Mario Lim,
Renate Barrete, Orgy Cerro (KALIWAT)
Day 01
September 13, 20002
Time started : 7:30pm
The workshop was attended by 68 “Anak ng Kalikasan” participants
headed by the President Em-Em Lemosnero. The activitystarted with a prayer.
Kaliwat lead the song “Kumusta Ka” song, interacting with the participants.
This song was introduced to facilitate the students to be comfortable and to
participate in the activity.
Youth Parish Leader, Octavio , gave his welcome remarks. He stressed
out that this workshop will help them develop and enhance their skills in acting.
Then, Bettine Robers also gave her message of support and inspired the
participants to enjoy the workshop in the next two days.
•
PRELIMINARIES
The participants were divided into 4 groups for their expectations.
Gipaabot (Expectations)
Ikatampo (Contribution)
•
REPORTING
•
Presentation of the objectives
O
-Mining
-logging
-
A
-artistic
-acting
-sayaw
-kanta
-drama
-drawing
-music
O
-group dynamics
-mga pamaagi
-
•
Objectives of the Project
Presented by Richard Belar
Workshop Design
-tingog sa mga kabataan
-pagpanalipud pag-amping sa kinaiyahan
-proposed narrative structure
-plan of activities
what, when, where, who, why, how
Drama/teatro
-elements of arts
-performance skills
-body & voice
-acting/drama
-singing/music
-visual arts
-games
-creative exercises
-action songs
-discussion/analysis
•
The activity ended at 9pm.
DAY 02
September 14, 2002
Attendance: 75 participants
AM
• Prayer
• Tuyok-tuyok song
• Sub-divided group into 3
• Theater inventory
• Diagnostic showcases
• Elements of arts
PM
•
•
•
LUNCH
Cont. Elements of arts
Elements of Theatre
Showcase
DAY 03
September 15, 2002
Attendance:
AM
• Prayer
• Song
• Lecture on the
•
•
Sub-groupings
Movement
PM
• Acting
• SHOWCASE
• PLANNING
Problems of the Environment
Discussion on the Development
ENVIRONMENT AWARENESS CAMPAIGN
DON CA MAR, DAVAO ORIENTAL
TEACHERS WORKSHOP
September 14-15, 2002
Calapagan National High School
DAY 01:
EXPECTATIONS CHECK
1. Madungagan ang among kahibalo
sa estratehiya sa pagtudlo
2. Dugang kahibalo para sa
conservation sa kinaiyahan
3. To gain knowledge relevant to our
profession
4. To know the objective of the
seminar and the campaign
5. To discuss environment
1. To know more knowledge
about arts
2. To discover art and learn how
to use it effectively in teaching
O
A
Orientation
EVENT/
ACTIVITY/
ENDEAVOR
O
Organization
1.
2.
3.
4.
5.
To share our time
To share our talent
To contribute our effort
Cooperation
Participate
Artistic
PRESENTATION OF WORKSHOP DESIGN
EAC Environment Awareness Campaign
One of the purposes of the training is to integrate the campaign in the schools of Don Ca Mar in
as much it hopes to discover, together with the participants, creative methods in teaching
environment to the students and in the long run integrate environment messages in the teachinglearning setting.
ORIENTATION AND ARTISTIC COMPONENTS OF THE TRAINING:
•
•
•
A Quick glance at sustainable environment analysis
Review Basic Concepts of Learning
Elements of Arts and Theatre and possibilities of using the elements and creative processes
in teaching
ORGANIZATION/METHODS
The above mentioned topics shall be tackled through:
•
•
•
•
•
Games
Exercises
Action Songs
Showcases
Sharing, Discussion and Analysis Session
TARGETS OF THE WORKSHOP
To come up with environment messages
Lesson plans integrating environment messages in core subjects
A plan for environment week
Action Plan for PTCA’s involvement
FIRST LESSON: POC (Point of Concentration)
The participants were grouped into two. The first group was asked just to stand in front. The
second group was asked to observe.
It was the turn of the second group to “perform”. The members of the group were asked to
portray the activities they do everyday. The first group was then asked to observe.
After the exercise, the participants were asked the following questions:
1.
2.
3.
4.
What have you observe?
What did you feel when you were asked just to stand in front? (For the first group)
Which did you like better, just standing in front or doing “something” in front?
What can you say about the simple exercise?
Some reflections:
1.
2.
3.
4.
The first group seems to be uncomfortable. They were smiling and were very
“conscious.”
It was better to do something that just standing because you become uneasy when
somebody looks at you when you are doing nothing.
When you are doing something, you tend to concentrate on the activity than
concentrating that you are being looked at.
The exercise tell us to “perform” what we are expected to do despite disturbances.
The facilitator then introduced the concept of “Point of Concentration” that it is the objective that
we are going to achieve. All actions are directed towards it.
SECOND LESSON:
ELEMENTS OF ARTS
SPACE and SHAPE:
The participants were instructed to imagine the workshop venue to become a mall, a cemetery, a
hospital, a market, a church, a disco pub, and a classroom. They were asked to move depending
on the imagine spaces they were at.
Reflections:
Space:
1.
There are several types of spaces such as small, medium and large. These spaces
maybe open and close.
2.
The types of spaces dictate on how we should behave on it. Small movements for small
spaces and bigger movements for big spaces. Moreover, we behave differently from
one space to the other like different behavior in a hospital and a disco house, a
restaurant and a church, and others.
3.
The space in the classroom is always divided into two, the teacher’s space and the
students’ space. The teacher’s space connotes power and requires a lot of confidence if
the students’ are given the chance to occupy it during recitations and reporting.
4.
The challenge for the teachers is to democratize the space in the classroom. A lot of
possibilities are on hand such as rearranging the chairs during selected lessons or
discussions.
Shape:
1.
We determine one thing from the other because it has a particular shape such as a chair
from a table, a chalk from an eraser, etc.
2.
We can also determine one space from the other because of the particular shapes in it.
There are different shapes inside a church in comparison with inside a mall or park.
3.
Persons have also different shapes such as a young boy from an older one, a teacher
from a student, a more confident student from a shy one, etc.
4.
Shapes also determine the content of a particular thing. A pitcher may mean it has water
inside while a box of chocolate with chocolates inside it. But this is not in all cases since,
in the Philippine setting, we are fond of recycling things. Thus, a gallon of kerosene
maybe used to contain tuba or soy sauce, etc.
LINE:
One volunteer was asked to connect one dot from the other dot in different ways. First he
connected the dots by walking and second by walking backwards with his arms extended on his
sides.
Some Reflections:
1.
2.
Lines maybe straight, curve, dotted, zigzag or spiral.
There are several ways of doing things. One should not be contented in “crossing the
bridge using one strategy alone”.
TEXTURE
Different objects were passed on from one participant to the other. They were asked to feel the
objects such as a stone, cellophane, paper, plastic flowers, glue, a chalk, cotton, and pentel pen.
Some Reflections:
1.
2.
The objects have different textures- rough, smooth, shiny, soft, hard, sticky, light, heavy,
coarse, brittle.
Textures are identified with emotions and characters, even events.
COLOR AND EMOTION
Different colors were shown to the participants. They were asked to identify the popular meaning
of each color.
Some Reflections:
1.
2.
3.
4.
Blue is always associated with the royalty, the so-called “blue blood”. Red is for bravery,
yellow for jealousy, green for being a neophyte, white for purity, black for death.
There are universal meanings of colors such as what are stated above. However, colors
are also culture-bound. Amongst the Muslims and even the Chinese, white means death,
although white also symbolizes peace. For the Maranaos, the color of royalty is yellow or
maroon.
Colors also come with two meanings, or colors have duality. Red may mean war but it
also means life because it is the color of blood. Yellow may mean jealousy but it also
means light. Black may mean darkness, but it also means sophistication. Green may
mean being a neophyte at the same time it means productivity.
White is the presence of all colors while black is the absence of colors.
Rhythm
A simple ¾ rhythm, 1-2-3, was written on the board. The participants were asked to stand to
move the rhythm.
1.
2.
3.
4.
5.
Rhythm is the arrangement of beats within a particular measure whether 2/4, ¾ or 4/4.
There are 2 beats in 2/4 measure, 3 beats in ¾ measure and 4 beats in 4/4 measure.
Beats can be divided into half, quarter or even eighth beats.
Rhythm can be upbeat or downbeat.
Rhythm is likened to a pattern.
Rhythm can be observed in the manner of walking, speech pattern, in our daily activities.
REFLECTIONS ON THE WOLE ACTIVITY
1.
2.
3.
4.
It was good that we reviewed the elements of arts and reminded us of its practical
application. We may begin with the lesson of space and how we are going to apply it in
the arrangement or layout of our classrooms.
We shall be conscious of considering even using one element at a time in making our
teaching creative.
It was good to experience each element and then get the reflections or lessons
afterwards. It means understanding more the lessons since it was actually experienced.
The elements of arts utilized or are present in the seven art forms such as
DRAMA/THEATRE, MUSIC, DANCE, VISUAL ARTS, FILM, ARCHITECTURE, AND
LITERARY ARTS.
LESSON 3: RAESMA
The learning principle of RAESMA is simply illustrated in the exercises of Elements of Arts.
RAESMA is a coined word for Release, Awareness, Exploration, Selectivity, Mastery and
Application.
Release exercises are first given so participants will loosen up and are expected to actively
participate in the activity. It is a pre-requisite to become more aware of the environment and the
lessons to be learnt being now open to possibilities.
Exploration exercises are then given to become more aware of the lessons having an actual
experience. Then, from the explorations, the participants are told to select the best experience.
Or reflect on them through sharing and discussions.
Mastery of the lesson is then expected. The participants then are also expected to effectively
apply the lessons learnt in their day-to-day life experience.
LESSON 4: ENVIRONMENT ISSUES AND CONCERNS IN DON CAMAR
1.
2.
3.
4.
4.1
4.2
4.3
5.
6.
6.1
6.2
7.
8.
9.
9.1
9.2
9.3
The participants were asked to list down environment issues and concerns that affect
majority of the people in Don Camar. Among the issues listed were: pollution, illegal
logging, illegal hunting, extinction of wildlife, erratic condition of climate, illegal fishing, low
farm production, Mining and hunting of wild animals.
The participants were grouped into two sub-groups. Each group were asked to choose
one of the listed issues and concerns and discuss the issue.
The groups then were told to illustrate the issue, using their bodies, as in creating a
picture out of it.
SHOWCASES:
Group 1 presented an image of pollution. One of the participants was throwing waste on
the river. The rest were covering their noses, while one of them acted out someone to be
sick.
The second group showed a picture of people cutting trees while the rest acted out to be
victims of flood and other illnesses. Some of the people were also showing mining.
The participants were asked what they saw and all of them were able to identify the
problems presented.
The participants where then asked to make another picture of ideal vision on environment
in Don Camar.
SHOWCASES:
The first group presented people to freely walk in the forest. Some acted out to be
healthy doing their day-to-day chores. All of them were smiling.
The second group showed similar picture. There were plenty of trees in the forest and
the people were happy.
The participants were then asked to create the transition picture of what happened in
between the pictures why they were able , from the first problematic picture came to the
ideal picture.
The sub-groups discussed amongst themselves on their roles as teachers to help in
solving problems of the environment..
SHOWCASES:
Both groups presented pictures to actively participate in educating the people to defend
and love the environment.
Some of the participants showed to actively engage in stopping people from cutting down
trees while the rest showed to participate in tree planting and reforestation projects.
Both groups considered their profession as teachers in their role to protect the
environment.
REFLECTIONS:
1.
The participants reiterated that the problems of the environment are man-made and each
one has the responsibility to take care of nature and defend it.
There are four laws of the environment: everything is interconnected, nobody is free from
the ill-effects brought by its destruction, whatever is taken from the environment should
be given back such as if one cuts a tree, it should be replenished not just by one tree but
more, and the environment or nature is not there forever.
The stakeholders of the environment involve everyone since everyone uses it- the
teachers, the farmers, the Indigenous Peoples, and even the unborn generation. Thus
the participants identified that all livelihood should be friendly or conscious to be
sustainable for the next generation.
Several uses of the environment were also discussed. Nature provides as space to live
or it has a carrying capacity of peoples, it also give us produce such as food, shelter,
clothing and even entertainment such as swimming in the river, or just viewing its natural
beauty, and specifically for the Indigenous Peoples, it is one of their life source of their
culture.
SHARING OF FGD RESULTS. The result of FGD OF THE FARMERS, IPS and
WOMEN were shared to the participants by the facilitator.
2.
3.
4.
5.
In a context of poverty, fragile eco-system and lack of political will, there are three major goals we
wanted to achieve as a community- Human Development, Economic Development and
Ecological Development. However, there are issues and concerns that we have to confront to be
able to achieve the goals. As teachers, our main concern is the achievement of Human
Development. The framework is illustrated below:
HUMAN
DEVELOPMENT
Limited
Recognition of
Rights & Diversity
Dis-function of
Value System
Low
Productivity
Poor
Environment
Management
ECONOMIC
DEVELOPMENT
Environment
Degradation
Inappropriate
Upland FS
Technology/
Practices
Weak Social
Cohesion
FRAGILE ECO-SYSTEM
Lack of
ConservationFocussed
Livelihood
Low capability in
development
Administration
LACK OF
POLITICAL WILL
POVERTY
Social
Exclusion/Cultural
Disintegration
ECOLOGICAL
DEVELOPMENT
REFLECTIONS:
1.
2.
3.
4.
5.
As teachers, we know that our role rests on Human Development. Our teaching has
always been focussed on the sustenance of the environment. But it is heart discouraging
since when the students go home or are back in their communities, the reality is different.
Oftentimes, their parents maybe engaged in livelihood that do not consider the
environment.
There are also times that the government officials are the ones involved in illegal
activities or destructive activities such as mining and illegal logging. So, our teachings
are put to waste.
We have been involving the community through the PTCA, but sometimes, the parents
escape during meetings. Of course we understand that they have to attend to their
livelihoods.
It is actually a heavy load since most of the elements shown in the framework such as
limited recognition of rights, disfunction of value system, poor environment management,
weak social cohesion are towards human development. The teaching of skills and
knowledge rests on us, the teachers. It needs the cooperation of everyone.
The school has to involve the family, the community and the local government for holistic
learning of the students. There has to be a way to be able to achieve this. It is a
painstaking process.
SCHOOL
FAMILY
HOLISTIC
EDUCATION
COMMUNITY
6.
7.
LOCAL
GOVERNMENT
UNIT/GOVERNANCE
That is a very ideal picture but the reality is that, there are conflicting practice done by the
family, the community and even the local government unit. This needs more activities
and more education for the protection of the environment.
We should be very vigilant in taking care of the environment.
LESSON 5:
ELEMENTS OF THEATRE
From the previous exercise, the elements of theatre were culled out with basic questions as hwat
were the issues or subject matter presented in the picture frames, what did you see, who brought
the stories of the pictures. From there, the elements of theatre were reviewed.
THEME is the subject matter or topic of the presentation. Themes are oftentimes refered to as
the message of the presentation. A PREMISE on the other hand is based on the THEME that
has CHARACTER, CONFLICT AND CONCLUSION.
CHARACTER (or TAUHAN ng DULA) has three dimensions namely- PHYSICAL (everything that
is seen including all physical attributes including nuances, manner of walking, manner of speech,
etc.); SOCIAL (referring to the status of the character and the sector/group that he or she belong)
and PSYCHOLOGICAL (what is the ambition or dream of the character? What does he wants?
What is his priorities?).
CONFLICT means that the objective of one character (protagonist/bida) may be in contrast to the
objective of the other character (antagonist/kontra-bida). Several types of conflic are man vs.
man, man vs. himself, man vs. society, man vs. narute. Manisfestations of conflict are silent
(mag-bungolay), physical (magsinumbagay, giyera, etc.) and verbal (magyawyawanay). Conflict
as to structure can be jumping, stagnant, repetitive and or slowly-rising. The most ideal structure
of conflict is the clowly-rising.
PLOT is the narrative structure of the presentation. Simple Plot can be Beginning, Middle and
End. A plot or structure can also be PROLOGUE (summary of the play or what is expected to be
seen), EXPOSITION (exposing the characters and to unravel the story), EXPANSION (further the
narrative of the play by exposing the relationships of the characters and the conflict of the story),
EXPLOSION (when the story reaches its climax when the conflict is finally displayed),
COCLUSION/DENOUMENT (when the conflct is finally resolved) and EPILOGUE ( a suggestion
of what happen to the story after the conflict has been resolved).
SCENES/SCENARIOS are the events or situations of the story that happens in a particular space
and time. A story is broken down into scenes while scenes are broken down into units. The
scenes are arranged according to the plot. Techniques such as FLASHBACKS or
FLASFROWARD are oftentimes used. A FLASHBACK is to show a previous scene torecall an
event while a FLASHFORWARD is to show a future scene/s as a warning, a vision or other uses
that the writer wanted to show.
FORM/STYLE is how the presentation is being done. It is oftentimes referred to as TREATMENT
of the presentation. Some forms widley used are straightg drama, dance drama, musical, and or
combination of the three. Other forms can also be developed based on Philippine performance
traditions such as Moro-Moro, Sinakulo, Operetta/Opera, and other forms.
LESSON 6: APPLICATION OF ONE SOME ELEMENTS: WRITING
ENVIRONMENT MESSAGES USING THE ELEMENTS OF
THEME OR PREMISE
ENVIRONMENT MESSAGES 1:
IPAGLABAN KALIKASAN, SEGURADOHIN ATING TIRAHAN. (Len Promanes)
MAGWALIS, MAGWALIS UPANG PALIGID MAGING MALINIS. (Naids Yongco)
BAKANTENG LUPA TAMNAN, SARIWANG HANGIN KAMTAN (Beth Estay)
BATA MAHALIN ANG KAPALIGIRAN, MASAGANANG BUKAS IYONG TUTUNGUHAN (Lith
Orias)
DI BIRO AND PAGTATANIM, NAKASALALAY DITO MUNDO NATIN. (Den Tondag)
ALAGAAN ANG KALIKASAN, LUMAYO TAYO SA KAPAHAMAKAN. (Ana Bandigan)
KALINISAN AY KALUSUGAN, BASURA’Y HUWAG ITAPON KAHIT SAAN. (Yoly Francisco)
KALIKASAN ALAGAAN, PROBLEMA MALUNASAN. (Josie Teoodoro)
IPALAGO KALIKASAN, PAG-AABUSO IWASAN. (Ven Saromines)
ANG DI MAGMAHAL SA KALIKASAN AY TAONG WALANG KINABUKASAN (Len Lobrigas)
MAHALIN NATIN INANG KALIKASAN, KAMTIN MABUTING KINABUKASAN (All Participants)
REFLECTIONS/applications:
1.
Other elements can also be used such as plot to write environment messages such as
PLOT. An example can be:
BEGINNING:
MIDDLE:
END:
2.
Ang batang nagmamahal sa kalikasan
Matiyaga at mapagkalinga
Maaliwalas na bukas makakamtan.
The other more detailed PLOT or narrative structure can also be used in theme writing.
LESSON 7: MORE EXERCISE IN WRITING: CINQUIAN POETRY
The participants were asked to look for any found object in the environment. They were
instructed to place the object in front of them and were given the following structure to write:
1 noun (the name of the object)
3 adjectives (description of the object)
2 verbs (or action words that can be done by or to the object)
I phrase (that substantiate the previous ideas)
Analogy (a word or another phrase that may connote the meaning or similarity)
POETRY/ENVIRONMENT MESSAGES 2:
Bulaklak
Maganda, makulay, mabango
Umaakit, sumasayaw
Nakakabighani sa tingin
Dalagita
Ni: Len Lobrigas
Bulaklak
maganda,malambot, humahalimuyak
tinitingnan, hinahawakan
umaakit kanino man
Daisy
Ni: Ann Bandigan
Bulaklak
Berde, maganda, mabango
Nagbibigay, tumutulong
Sa mga nangangailangan
Taong mapagkawanggawa
Ni: Beth Estay
Dahon
biluhaba, berde, malambot
nakahiga, sumasayaw
nahulog sa lupa
Babaeng ang lipad ay mababa
Ni: Naids Yongco
Bato
Matigas, magasapang, malaki, maliit
Bumubukol, pumapatay
Sa iba’t ibang hugis at kulay
Mina.
Ni: Len Pormanes
Flower
green, beuatiful, healthy,
moves, adds beauty
magandang tingnan
Lady.
Ni: Lith Orias
Lupa
Mataba, malambot, pinung-pino
Binubungkal, hinuhukay
Tinatamnan ng mga halaman
Inang kalikasan
Ni: Yoly Francisco
Tree
mataba, matigas, mataas
tumatayo, sumasayaw
nagbabantay sa paligid
mga kabataan
Ni: Josie Teodoro
Buto
Matigas, maliit, magaan
Tumutubo, lumalago
Kapag inaalagaan
Kabataan.
Ni: Den Tondag
Bungang bayabas
matamis, malambot, masustansiya
pinitas, nahulog
masarap kainin
Nagugutom.
Ni: Ven Saramines
LESSON 8: ASSIGMENT:
APPLICATION: The teachers were assigned
to write a lesson plan integrating environment messages using
the lessons learnt.
SHORT ASSESSMENT OF THE DAY:
1.
2.
3.
4.
5.
It was very informative. Most of the lessons learnt can really be applied in teachinglearning situations.
The workshop process was very participatory.
Sayang ang uban, wala miapil. They missed this big opportunity.
I should have done a lot of household works pero miapil gyud ko ug wala ko nagmahay.
Ugma, musimba ko pero, absent sa sa simba. Mubalik pa ko ugma for more lessons.
DAY 2:
Recap of the previous day.
Sharing of the Lesson Plan
LESSON PLAN IN ENGLISH
I.
OBJECTIVES
1.
Associate names of objects/pictures with printed symbols
2.
Noting details and making inferences from selection listened to
3.
Give the main idea of a selection listened to
4.
Copy sentences
II.
SUBJECT MATTER
A.
Increasing Vocabulary by associating Objects Pictures w/ Printed symbol
Noting details and making inferences from selection listened to
Giving the main idea of selection listened to
B.
INTEGRATION
GMRC- Keeping our homes clean & free from insects
Science II- Animals need shelter, shelters of animals
References / Materials
A.
BEC English handbook, listening 5,6 & 11
Reading I: page 10-11
Fun in English 2 pp 121-122
Picture showing animals in their shelters
PROCEDURE:
A. MOTIVATION:
Do animals need food, air, and water? What else do animals need?
B. Vocabulary development
1. Identifying animals and their shelters based on pictures shown
2. Associating pictures of animals with their name cards/ Matching the animals with
their name cards
3. Reading and pronouncing selected words correctly
III.
IV.
4. Writing the correct words for picture sentences given.
Ex: A horse lives in a shelter
C. 1. Listening to the selection
2. Comprehension Check-up
2.1
Where do we find animals in the daytime? Where do they stay at night?
2.2
Do animals need homes or shelter?
2.3
Why do animals need homes or shelter
3. Noting details, making inferences, giving the main idea. Complete the sentences
based on the selection listened to.
D. 1. Listening No.2
2. Oral exercise No. 2
Complete the sentences based on the selection
E. 1. Listening 3
2. Oral Practice No. 3
F. Value Infusion
1. Why should we get rid of insects at home?
2. How do we get rid of these insects
3. Do we need to love the animals?
G. Writing and Vocabulary
Copy and complete the sentence by choosing the correct word.
EVALUATION
Read the paragraph. Answer the questions.
Chickens stay in coops. Dogs stay in doghouses. Pigs live in pens. Horses, cows and
goats live in barns or stables.
1.
V.
A coop is a home for
a. chicken b. pigs c. bees
2.
A place where the dog can stay is a
a. cave
b. pens c. dog houses
3.
The selection tells us about
a. shelter for pets
b. shelters for wild animals
c. shelters for insects
ASSIGNMENT
Draw your pets with their shelter
By: BETH B. ESTAY
LESSON PLAN IN ENGLISH V
I.
II.
III.
OBJECTIVES
A.
Draw pictures in conserving our natural resources.
B.
Write a paragraph from the picture drawn
SUBJECT MATTER
Drawing pictures in conserving our natural resources
Materials: Pictures of our natural resources, crayons, manila paper, bond papers
References:
Fun in English V, page 30
Sample Lesson Plans in English 5 By Mila Bon page 31
Value:
Love of our natural resources
PROCEDURE:
A.
Are you good in drawing? What drawings or figures that you draw?
B.
Presentation:
1.
What are out natural resources? (Showing the Pictures. Describe the
Pictures)
2.
How can we conserve our natural resources?
C.
IV.
V.
Groups Activity:
1.
Write down some ways in conserving our natural resources
2.
Can we express it in drawing?
3.
Let them draw the pictures, then let them write a paragraph about the
drawing.
4.
Reporting by group
D.
Further explanation in conserving our natural resources
EVALUATION:
A.
Draw a picture in conserving our natural resources then color it
B.
Write a paragraph about it
Write a paragraph about our natural resources.
BANGHAY ARALIN
SIBIKA AT KULTURA
I.
II.
III.
IV.
LAYUNIN:
PAKSA:
Sanggunian:
Makikilala ang iba’t ibang anyong lupa ng bansa
Mga anyong lupa
PELC 1.3.1, 3.2, 3.4 pahina 6
Sibika at Kultura pahina 23-31
Pag-uinlad sa Pamumuhay pahina 15-18
Kag> Mapa ng Pilipinas, larawn ng mga anyong lupa, letter cut-outs
Saloobin:
pagpapahalaga sa mga anyong lupa
PAMAMARAAN:
A.
Panimulang Gawain:
1.
Balik-aral:
Pagbalik-aralan kung ano ang masasabi nila sa ating bansang Pilipinas
sa pamamagitan ng pagpapakita ng mapa.
2.
Pagganyak:
Pagpapaawit sa mga bata tungkol sa mga anyong lupa
B.
Panlinang na Gawain
1.
Pangkatin ang mga bata ng limang pangkat
2.
Pagbibigay ng mga sobre sa limang pangkat na may ginulong titik ng
mga anyong lupa.
3.
Ipabuo sa bawat pangkat ang mga ginulong titik at ipasulat sa pisara.
4.
Pgbibigay ng guro ng pamamaraan ng pagsasagawang MSEP. Ang
bawat pangkat ay gumuhit ng anyong lupa sa pisara ayon sa sasabihin
ng guro.
5.
Magkakaroon ng paligsahan sa pamamagitan ng pagpapakita ng
larawan ng mga anyong lupa.
K.
Pangwakas na Gawain:
1.
Paglalahat:
Anu-ano ang iba’t ibang anyong lupa ng bansa?
Anu-ano ang dapat nating gawin upang mapanatili ang kagandahan ng ating
mga anyong lupa?
2.
Paglalapat:
Ipagawa sa mga bata ang mga anyong lupa ayon sa sasabihin ng guro sa
PAGTATAYA:
Basahin at isulat sa bawat patlang ang tamang sagot sa mga sumusunod na tanong:
1.
Ang anyong lupa na mas amababa kaysa bundok ay ____________.
2.
Ang pinakamataas na anyong lupa ay ________________________.
3.
Ang matutulin at matataas na bahagi ng lupa na nasa baybaying dagat
ay___________________________.
4.
Ang anyong lupa na mataas nguiit sa ibabaw nito at patag
ay___________________.
5.
V.
Ang anyong lupan g naglalabas ng nagbabadyang bato, kumukulong
putik at lahar ay _____________________.
TAKDANG-ARALIN:
Iguhit ng isa-isa ang mga anyong lupa sa coupon bond at kulayan.
Ni. Gng. JOSIE TEODORO
BANGHAY-ARALIN NG FILIPINO 1
I.
II.
III.
IV.
MGA LAYUNIN:
A.
Natutukoy ang huling tunog ng salitang napakinggan.
B.
Nagagamit ang panandang ang at ang mga sa pagtukoy sa ngalan ng bagay at
hayop.
C.
Natutukoy ang mga bagay na may pagkakaiba ayon sa ayos.
D.
Naisusulat ang mga guhit na pahiga.
PAKSA
A.
pagtukoy sa huling tunog na napakinggan
B.
Paggamit na ang at ang mga
C.
Pagtukoy sa ayos ng mga bagay
D.
Pagsulat ng guhit na pahiga
PAGPAPAHALAGA:
Pag-iingat sa kalinisan
SANGGUNIAN;
Landas ng Wika pp.22-26, TX- pp 35-39
KAGAMITAN:
Mga larawan
PAMARAAN:
A.
Pagsasanay-Pagbighkas ng tugma. Ang mga gulay at prutas Baw.
B.
Balik-Aral. Sabihin kung ang larawang ipakikita ay tao, bagay o pook.
C.
Paglalahad:
a.
Ipakita ang unang larawan. Ano ang nakikita ninyo? Ang ibon, ang
bulaklak, ang isda, ang paru-paro, Ilang kahoy ang nakikita ninyo?
Isulat ang sagot sa isang pirasong papel.
b.
Ipakit ang ikalawang larawan. Ang-ano ang mga nakikita ninyo? Ang
mga kahoy, ang mga isda, ang mga ibon, ang mga bulaklak, ang mga
paru-paro. Ilang kahoy, ibon, isda ang nakikita ninyo? Talakayin ang
gamit ng ang at ang mga. (Infuse Value)
c.
Ipabasa ang mga sagot na naksulat sa pisara. Ipatukoy ang titik na nasa
hulihan ng bawat ngalan at ipabigkas ang tunog nito.
d.
Ayon sa tugmang binigkas ninyo, anu-ano ang mga prutas at gulay ang
nabanggit doon? Ituro ang mga bagay na naiiba ang ayos sa pangkat.
e.
Sanayin ang mga bata sa paggawa ng guhit na pahiga.
f.
Lagyan ng guhit na pahiga ang patola.
g.
Paglalahat; Saan ginagamit ang ang at ang mga?
PAGTATAYA: Isulat kung ang o ang mga. Gumamit ng mga larawan ng hayop o mga
gulay at prutas sa paglalarawan ng ang at ang mga.
Ni:
ZENAIDA L. YONGCO
LESSON PLAN IN MATHEMATICS 1
I.
II.
OBJECTIVES
A.
Observe examples of opposites in the real workl.
B.
Use positive (+) ang negative (-) signs to represent opposites
SUBJECT MATTER
A.
TOPIC: The use of signed numbers
III.
IV.
V.
B.
SKILLS:
Analysis
C.
VALUES:
Acceptance and respect for others
D.
MATERIALS: Manila Paper and Pentel Pens, pictures
D.
REFERENCES: Integrated Math 1 p 51
PROCEDURE
A.
Answer the assignment
Write the possible ratios
1.
10 wild animals in 1 tree
2.
7 guavas to 10 lanzones
3.
20 people in one sack of rice
B.
Pre-activity
Group Work:
Indivate features which are opposite between each others. Give five examples of
oppositeness involving nature.
C.
Activity Proper
Use the sign to show that the two things are opposite. Introduce a number line.
D.
Generalization:
1.
Opposites: Points on the number line which are to the right or to the left
of the origin.
2.
Positive and Negative Numbers: Numbers which are greater or less than
zero.
EVALUATION:
Give the opposites of the following:
1.
Cut 5 trees
2.
Hunt 15 Birds
3.
8 degrees drop in temperature
4.
4 steps going south
5.
a gain of five meters
ASSIGNMENT:
Write a positive or a negative number to represent each phrase:
1.
5 months of drought
2.
10 trees cut by illegal loggers
3.
3 wild ducks hunt by native hunters
By:
BETH VALERIANO
BANGHAY-ARALIN SA FILIPINO
I.
II.
IV.
LAYUNIN:
Natutukoy ang mga pahayag na patungkol sa di-magandang ginagawa
ng isang taon at magagandang aral na napupulot ng isang tao.
PAKSA:
Tula: Tinig na Darating
MGA KAGAMITAN:
Mga larawan ng kalikasan
SANGGUNIAN:
Batayang Aklat p 20-22
PAMAMARAAN:
A.
PAGHAHANDA: Itanong:
Anu-ano ang ating mga yamang-likas?
Paano ito ginagamit/pinapahalagahan ng mga tao?
B.
PAGTALAKAY SA PAKSA:
1.
Pagpapabasa sa tula: Tinig na Darating
2
Pabigyan ng kahulugan ang mga talasalitaan:
Kahubdan, salanta, kaanak, napapala, naimbak
3.
Pagtalakay sa diwang ipinahayag ng tula. Hayaang ipahayag ng klase
ang kanilang sariling ideya tungkol sa nilalaman ng tula.
3.1
Sino ang tinutukoy na Tinig na Darating?
3.2
IV.
V.
Paano makakatulong ang kabataan sa pagpapaunlad ng ating
mga likas na yaman?
3.3
Bakit tila nagiging kahiya-hiya sa mga inapo ang daratnang
kalagayan ng bayan?
3.4
Paano ka makakatulong sa pagsugpo sa mga di-kanais-nais na
ginagawa ng mga tao sa ating kalikasan?
C.
PAGPAPAHALAGA:
Sakaling lugmok sa hirap ang ating bayan, sisihin mo bang lagi ang mga
namamahala nito? Bakit?
PAGTATAYA: Ipaliwanag
A.
Ayon sa tula, anu-ano ang mga di magandang ginagawa ng tao sa ating
kalikasan?
B.
Naniniwala ka bang dapat paghandaan ng mga matatanda ang susunod na
henerasyon? Bakit?
C.
Ipahayag ang mga magagandang aral na napulot sa tula.
TAKDANG ARALIN:
Maghanda para sa pagtatalo: Dapat ba o hindi dapat asahan ng susunod na salinlahi
ang mga naunang nangabuhay sa kanila sa bansa?
Ni:
LESSON PLAN IN ARALING PANLIPUNAN I
I.
II.
III.
IV.
V.
MGA LAYUNIN:
A.
Natatalakay ang mga likas na yaman ng bansa na dapat ipagmalaki at
pangalagaan
B.
Napatunayang may likas na kagandahan ang bansa.
Yunit II: Kabanata 3: Katangiang Pisikal at Kasaysayan ng Pilipinas
PAKSA:
Mga Likas na Yaman ng Pilipinas
SALOOBIN:
Pagiging maka-kalikasan
MGA SANGGUNIAN: Pilipinas Kasaysayan at Pam. Pp. 19-26
A.
LUNSARAN:
Pagbasa at pagsuri sa isang tula tungkol sa kagandahan ng kalikasan
B.
PAGLINANG NG ARALIN:
1.
Magkaroon ng malayang talakayan na tutulungan ng paggamit ng mga
larawan at talahanayan o kaya’y magkakaroon ng lektura ang isang
tagapagsalita tungkol sa:
a.
Kahulugan ng likas na yaman
b.
Mga likas na yaman ng Pilipinas
c.
Kahalagahan ng likas na yaman
2.
Pagtatalakay tungkol sa mga kapakinabangan ng mga likas na yaman
ng bansa
C.
PANGWAKAS NA GAWAIN:
Ano ang mga pinatutunayan ng mga likas na yaman ng ating bansa? Paano
natin mapangalagaan ang ating likas yaman?
PGBIBIGAY-HALAGA: Maikling Pagsusulit
TAKDANG ARALIN:
Ano ang konserbasyon o preserbasyon?
Ni:
PRESENTATION OF (EAC) ENVIRONMENT AWARENESS CAMPAIGN
SCHEDULE
SECTOR
ADULTS
ACTIVITES AND DATES
Sectoral
Workshop
Sept. 4-6
Symposium:
Balaud ug
Katungod
Oct. 5
Core Group
Meeting
Sept. 13
Planning and
Project
Development
Workshop
Sept. 23-24
Policy
Formulation
Workshop
Oct. 10
Purok Level
Meeting and
Consultation
Sept. 26-29
CHILDREN
AND
YOUTH
Children’s
Workshop
Sept. 13-15
Showcases:
Planning,
Purok,
Symposium,
Barangay
assembly
TEACHERS
Teachers’
Workshop
Sept. 14-15
Barangay
Assembly
Oct. 15
Final
Production
Mounting
and
Workshop
Oct. 26-28
FESTIVAL AND
MULTISTAKEHOLDERS’
FORUM
OCT. 29-30
Environment
al Week
Oct. 12-18
PLANNING FOR ENVIRONMENTAL WEEK
DON MARIANO MARCOS CENTRAL ELEMENTARY SCHOOL
Environment Week October 14-18, 2002
DAYS
Day 1 Monday
Day 2 Tuesday
Day 3 Wednesday
Day 4 Thursday
Day 5 Friday
Integration of
Environment
Messages in the
Lesson
ü
ü
ü
ü
ü
Streamer/Poster Making
ü
Steamers and posters posted
ü
ü
ü
Culmination
Program
ü
Tentative Program for the Culmination Activity
October 18, 2002
1:00 PM
People to Invite: Barangay Officials, PTCA Officials and some visitors
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Prayer:
Pambansang Awit:
Opening Remarks:
Vocal Solo:
Pantomime:
Message;
Action Song:
Dramatic Presentation:
Message:
Sabayang Bigkas:
Dance:
Inspirational Talk:
Community Singing
Closing Remarks:
Tentative PTCA Assembly:
Mr. A. Estenzo
Mrs. Z. Yongco
Mr. Rogelio Rangas
Rogelio Roena
Selected Grade 2 Pupils
Barangay Captain F. Lubiano
Selected Grade 2 Pupils
Selected Grade V and VI Pupils
Mr. Richard Dian Belar
Selected Grade III Pupils
Selected Grade II Pupils
PTCA President
Mrs. A. Orias, Principal
October 12, 2002
CALAPAGAN NATIONAL HIGH SCHOOL
Environment Week Celebration
October 14-18, 2002
DAYS
Day 1 Monday
Day 2 Tuesday
Day 3 Wednesday
Day 4 Thursday
Day 5 Friday
Integration of
Environment
Messages in the
Lesson
ü
ü
ü
ü
ü
Program: To follow
Tentative PTCA Meeting:
Streamer/Poster Making
ü
Steamers and posters posted
ü
ü
ü
October 12, 2002
Culmination
Program
ü
TRAINERS’ TRAINING
WORKSHOP DOCUMENTATION:
ANNEX E:
Training of Trainers for
Environmental Awareness Campaign
This particular workshop is a component of the UDP-sponsored and
Kaliwat implemented Environmental Awareness Campaign in DonCaMar.
The workshop envisions to develop a core of local trainers who shall be
tasked to continue the activities initiated in DonCaMar and to conduct
similar community activities in other UDP focused-areas.
Training Objectives:
After the training, it is envisioned that the participants shall
have:
§ Been motivated by the positive qualities of a good
trainer-facilitator;
§ Enhanced their skills in Facilitating small group
meetings and big group assemblies;
§ Helped build a Framework for Environmental
Awareness Campaign for upland communities;
§ Gained knowledge in Creative Learning Processes and
Learner-focused teaching-learning situation;
§ Explored creative approaches and exercises for
environmental awareness including the energizers for
group activities;
§ Devised creative training modules for community
awareness raising.
i
Proposed Activities*:
Day 1 – November 11:
Evening:
6:00
Arrival and Registration
7:00
Dinner
8:00
Orientation and Expectations Check
Presentation of Training Design
Day 2 – November 12:
Morning:
7:00
Breakfast
8:00
Morning Praise and Recap of the previous activities
8:30
EAC Framework Building Exercises
9:30
Presentation and Critique of UDP-Kaliwat EAC
Framework in DonCaMar
10:30
Input: Adult Learning and Creative Activities for
teaching-learning situation
Afternoon:
1:30
Workshop: Building an EAC Framework for Upland
communities (Log Frame)
3:00
Presentation of Workshop Outputs
4:00
Facilitating Skills: Small Groups and Plenary
Sessions
5:30
Input: “Culture of Silence” and Levels of
Participation
ii
Day 3 – November 13:
Morning:
8:00
Morning Praise and Recap of the previous activities
8:30
Presentation of EAC Design
9:00
ADIDAS: A tool for creative / critical learning
§ Activity
§ Discussion
§ Input
§ Analysis
§ Deepening
§ Application
§ Synthesis
9:30
Creative activities / approaches in EAC: Participatory and
Evocative Methodology
§ Group Dynamics
§ Visualization
§ Role Play
§ Energizers
10:30
Workshop: Designing an EAC Module (Sample: SEAN
Problem Analysis)
§ Rationale
§ Learning Targets
§ Type Frame
§ Materials Needed
§ Activities / Procedure / Methodology
§ Expected Outputs
§ Notes on Facilitation
Afternoon:
1:30
Presentation and Clinique of Sample Modules
3:00
Input: Qualities of a Good Trainer
3:30
Workshop Assessment and Planning
5:30
Departure
iii
TRAINER’S TRAINING DOCUMENTATION
Nov. 11-13, 2002
Menzi, Mati, Dvo. Oriental
Facilitators : Nestor Horfilla and Sheila Labos
UDP Representative: Mel Laburada, Bettine Robers
Participants:
7 participants from EAC Core Group Members of DonCaMar
16 participants from Davao Oriental State College
Training Objectives:
After the training, it is envisioned that the participants shall have:
s
s
s
s
s
s
Been motivated by the positive qualities of a good trainer-facilitator
Enhanced their skills in Facilitating small group meetings and big group
assemblies;
Helped build a Framework for Environmental Awareness Campaignfor
Upland communities;
Gained knowledge in Creative Learning Processes and Learner-focused
teaching-learning situation;
Explored creative approaches and exercises for environmental awareness
including the energizers for group activities;
Devised creative training modules for community awareness raising.
Day 01 Nov. 11
The training started at 6:45pm with a prayer lead by Thelma Villegas, EAC Core
Group member of Brgy. Marayag. After the prayer, the group was asked to sing
the Kumusta ka song to break the ice and to meet new friends from the Davao
State College. The Provincial Project Manager Boy Yap of Mati gave HIS
welcome remarks to the participants and enthusiastically told the participants the
long partnership between the State college although no MOA was ever
produced, the support of DOSCST to UDP by providing a space in the school
campus as an office of the agency was remembered. And now, by its
participation of the EAC Trainer’s training , the future partnership with the State
college will now be official.
Blind Drawing
The participants was asked to find a friend that they have not met yet. Each were
given a piece of paper, a pen and a crayon. Then, they were told to look at their
partner’s face familiarizing them. At the count of 30 seconds, together they shall
draw their partner’s face without looking at their paper. Then , they shall highlight
this by using the crayons provided. When, they were finished, they were
iv
instructed to write their dedication for their new friend and also put on their name
as the artist. Then, they gave their works to their partner. Everybody was
amused, laughed, and giggled at their faces.
Then Mel Laburada gave some background on UDP’s 6 components and the
Environmental Awareness Campaign Project.
Expectation Check
The participants were divided in three groups and instructed to write their
expectations for the training. The following were the results of their discussions:
Context
s Aron makahibalo unsa gyud ang kalainan sa mission sa MPD ug sa DENR.
s Aron mapadayon ang programa sa Environmental Awareness Campaign.
Method
s Nga ang mga partisipante makahibalo sa mga pamaagi sa pagprotekta sa
kinaiyahan
s Pay it forward
s How to start EAC “tours” using theater arts
s Conceptualize campaigns using other approaches
s Mahibaloan ang mga pamaagi sa sa campaign nga creative
Content
s Dugang skills ang makat-onan sa usa ka trainor diha sa katilingban
s Skill enhancement/exposure
s To learn more about environmental care in planning, implementing
continuous program EAC.
s Pagpaambit sa natun-an
s Enhancing and goal-oriented
s Informative and interactive
s To become an effective instrument in realizing the goal of UDP.
s EAC is very interesting activity in learning, life loving & sharing and a very
nice extension to human. I want to continue the practice in generations of
the community by trainings.
Proposed Training design
Nestor grouped the participants’ expectations into content, context, and method .
While he also presented the training design.
Then , the group was divided into 4 for the hosting assignment.Their task was to
do the recap and provide energizer activities. The session ended at 9:00pm.
v
Day 02 November 12
Targets:
s
s
s
s
EAC Framework Building Exercises
Adult Learning and Creative Activities for Teaching-learning
Facilitating Skills: Small Groups and Plenary Sessions
Input: “Culture of Silence & Levels of Participation”
Ginawa ak song was introduced.
Ginawa ak Manama
Ines inged (2x)
Tinged kini igbagayden
Indas anakden
Andad ken pangituan si kanden
Direg (2x) kataren
Taman sa taman(4x)
Story-telling about a hunter and the pigs and about a farmer and the chicken.
Then , the participants were grouped to talk about the two stories and what they
thought about it. A buzz session was initiated.
ASPECTS
Object
Subject
Method
TRADITIONAL
LEARNING
student
teacher
banking
ALTERNATIVE
LEARNING
Realities
Students + teacher
Participatory creative
CREATIVE PEDAGOGY
CONTEXT
CONTENT
METHOD
Context leads to content demands certain methodology.
Some principles:
s Learning starts from the learner’s interest
s Learning builds up people’s experience
s Learning considers other people’s experiences
s Learning enables people to name their world
s Learning encourages active people’s interest involvement
In transformative action
vi
Learning process: AAA
Awareness ---analysis---action
Group activity:
CONTEXT-CONTENT-METHOD
(please refer to filename: TOT WRKSHOP OUTPUTS)
Summary:
Pagkaguba sa kinaiyaha
individuality
Psycho-social realities
Kinabuhi
Kultura ways of doing”
Legal
Illegal
Balaud
kahusay
kalinaw
Conflicts/differences
Kulang sa kahibalo/kahanas
Hintungdan sa tawo / pundok
Katilingba;ahensiya
suporta sa gobyerno
Development Direction:
Growth and equity
Pagkabililhon
Pagpagahum
value of indigenous knowldege
Pagpataas sa kahimatngon
pag-organize
Political empowerment
Song:
Buntag, udto , hapon
Ayos klang gihapon
Sa kasakit sa kalipay
Ayos lang kanunay
Mao kini ang kinabuhi
Kinabuhing ayos, ayos, ayos, ayos
Activity: ROLE-PLAY
There were 7 participants to play a role in a meeting . Each has its own
character to play. The roles were:
Paling-paling – no stand
Uyon-uyon – agree with evryone
vii
Tabian – talkative
Uyon-uyon – listening type
Good facilitator
patient,needs, encourage, responsibilidad
According to Paul Freire, that is what we call “culture of silence”
Those who are in Power re define as persons with money, wealth and
people. Those are talkative are powerless and wants to be liberated through
education (critical thinking)
Learning experience = change -----action leads to reflection
Praxis
Practice—theory—practice—theory
Group Activity:
Role-play in a big assembly. The purpose of the assembly was a community
consultation whether to attend EAC seminar for 3days or not.
Reactions:
s Different kinds of participation
s No consensus was made.
Workshop: theater practice
Process: the participants was instructed to find a partner. One has to be
assigned a A as the artist and B as the moulding. First exercise was to give an
image of a farmer. Then, they were instructed to step back and look at the
images. Next they change roles, the instruction again was to give an image of a
farmer defending his land or fighting.
Theater images
Three groups instructed to form images of the their context—improved context
and method . the exercise lasted for 45 minutes
Song:
Maru(3x)
Dan kenawamal
Shriginin te maru gerawa
Shriginin(2x)
Shriginin te maru gerawa
Group Assignement:
From the exercise, they shall write it into a framework or design to be passed
next day.
viii
Day 03 November 13
Recap
Presentation of the Design Summary (c/o filename TOT WORKSHOP
OUTPUTS)
Critiquing
Reactions to critique:
s Designs are discussed and critiqued by other groups
s Debate is important
s Affirm our qualities
s Aware of our blind spots
s Builds relations inter/intra personal trust
s Exercise critical thinlking
s Help/enable other
Design summary should be:
s Simple/clear
s Involvement of people/local community
s Community-based/propelled
s Shared authority/function of local experts
s Dynamism/multiple perspective
s Aspects of EAC; nature, human and society
s Deep ecology/spiritual dimension
s Strengths/ mandates/ focus of agencies
s “eye” for cohesion, collaboration
s addressing sustainability/appropriateness
s trajectory/direction s & sequential
s campaign, training, education
Hierarchy of (MART) objectives
s horizontal, vertical logic
s measures & indicators of results/impact
Guide for impact judgement
s accounting of beneficiaries
s beneficiary involvement
s impact on the lives of men/women/ youth
s change in beliefs/policies/practices &traditions
s area protected/preserved enhanced gender equity
s sustainability of impact
Presentation of schedules
ix
s
s
problems of Doncamar
network of potentials in doncamar
ADIDAS- Activity, Discussion, Input, Deepening, application & synthesis
Group Dynamics
s self-introduction
s listening exercises
s communication exercises
s team building/ learning exercise
s assessment/evaluation exercises
s forming/ storming/norming
Visualization
s mapping/collage
s seasonality diagrams
s venn diagrams/spider
s historical transects/ timeline
s flowcharts
s ]web of life
s problem tree/cause & effect
s parirante matrix
theater games
s role-play
s sculpturing games
s image theater
s dramatization of issues
s story-telling
s theater forum
s nature walk/travelogue
energizers
s community singing
s limbering/stretching
s action songs
s focusing/sounds/visual exercise
s body toning theater sports
SELF-GROUP CRITIQUE
s Factors considered in choosing an activity?
s What is the level of the target learners awareness and the choice of inputs?
s What can you say about the process and output?
s Any comment on feedback on ADIDAS as a tool.
Group Dynamics:
x
In three groups, each will write good qualities as a trainer.
Evaluation:
The group who presented their expectation was instructed to give a particular
face provided by the facilitator on whether their expectations were met or not.
Majority of their response was a happy face and satisfactory face.
The planning phase was divided into four groups. The output of this workshop
was there basis of the replication. _Please refer output on filename TOT
WORKSHOP OUTPUT)
Then, distribution of certificates were done and group picture as well. The
training ended at 6:15 pm.
xi
TRAINER’S TRAINING WORKSHOP OUTPUTS
Workshop 1 Output:
Group 1
EAC CONTEXT-CONTENT-METHOD
s
s
CONTEXT
Source of livelihood
Wanting
s
s
s
s
Agricultural practices
Kaingin
Lack of technology
Dili madawat bag-ong teknolohiya
s
Lack of government support
s
Peace & order
s
Conflict of concepts of development
CONTENT
METHOD
s
Values formation & eduation
s
s
Community empowerment
s
Education: symposium, forum, creative
performances
Technology suitable to upland through
concerned agencies
s Make resolutions address to concerned
govt. agencies
s Consultation
s Financial support
XII
Group 2
s
s
s
CONTEXT
Nature Degradation
Existence of illegal logging
Low level of technical knowledge
s
s
Lack of income alternatives
Insufficient farm production
s
Lack of knowledge in
planning/marketing
s Conflicting priorities of organizations
s Lack of participation/cordination of local
leaders
s
s
CONTENT
Continuing Education: agroforestry,
tree-farming/plantation,environment
protection
Provision of other income alternatives
s
s
Proper planning/ marketing
Community organizing/people
empowerment
s Education on political/social awareness
s Values formation
METHOD
Presentation of alternative new
knowledge
s Comparative analysis by the local
s Indigenous knowledge assessment
s
s
s
s
s
Visual arts
Focused group discussions
Workshops
Participatory rural assessment
s
Actual demonstrations
Group 3
s
CONTEXT
Emotional: rapid growth of maturity
Low aspiration in life
s
CONTENT
Self-motivation; futuristic attitude; goaloriented
s
Mental: realistic, practical & creative
s
Innovative & resourceful
s
s
Physical: dietary imbalanced
s
Proper knowledge of nutrition
s
s
s
Social: less social interaction, low selfesteem, inferior and neglected
s
Self-introspection
s
s
Spiritual: superstitious, practice psuedosciences 7 myth beliefs
s
Basic catechism
s
METHOD
Fora, symposia,folk media (theatre),
guidance counseling
Media: posters, comics,leaflets
Radio: advertisements, drama
AV( film showing)
Social Mobilization:advocacy,
enhancement
Bible-sharing
XIII
Workshop 2 Outputs:
EAC DESIGN SUMMARY OUTPUTS
Group 1
GOAL
IMPROVED QUALITY
OF LIFE
RESULTS/OUTPUTS
s Community
mobilization for
envt’al
protection &
mgt.
s Heightened
community
awareness ansd
help promote
the technology
s Adoption and
application of
farming
technology
METHODS
EAC resolution
Theatrical
presentation for
Envtal
awareness
s Lecture on
technology
transfer &
focused group
discussions
PARTICIPANTS
Upland community
OTHER PLAYERS
NGOs, Gos,
Academe
TIMEFRAME
2 years
METHODS
Pag-paila ug
paggamit sa
haum nga
teknolohiya sa
pag-uma
s Organize
theatre-EAC
groups/art
guilds
s Tap govt.
PARTICIPANTS
Katilingban
OTHER PLAYERS
NGO,GO, Academe,
Local leaders, church
organizations, youth
sector
TIMEFRAME
5-25 years
s
s
Group 2
GOAL
PASIG-ULI SA
KINAIYAHAN
RESULTS/OUTPUTS
s Mabungahong
nga panguma
s Malambo-ong
panginabuhi
s Mapakabanaong mga
organisasyon
s Makanunayong
pagtuon
s
XIV
agencies, NGOs
for
training/seminar
s Environmental
concerts will be
conducted
s Film
showing.radio
programs
entertainment
Group 3
GOAL
A QUALITY AND
BALANCED
LIFESTYLE TO
ATTAIN HUMAN
DEVELOPMENT
RESULTS/OUTPUTS
s Purpose-driven
& goal-oriented
personal
perspective
s Highly
motivated
personal
perspective
s Increased
knowledge in
proper nutrition,
sanitation and
hygiene
s Fully developed
skill and
fulfillment of
human
potentials
s Heightened
knowledge of
his relationship
with God
s
METHODS
Guidance &
counselling
sessions
s
Group
dynamics
(search of
outstanding
qualities)
s Forum.film
showing,
seminars
PARTICIPANTS
Upland dwellers
OTHER PLAYERS
s Guidance
counselors of
DOSCST
s
TIMEFRAME
2 months (3
sessions a
month)
s
Guidance
counselors &
Peer facilitators
s
1 day
s
DOH,POPCOM
,BNW,NSTP/
CWTS
s
3 days
s
Training, demoworkshop
s
R& E OF
DOSCST,
TLDC, DTI,
TESDA
s
3 days
s
Spiritual
enrichment
sessions
s
DYA,GKK,SFC,
YFC,CFC,MSO,
CSO.PSALM,
BUCP
s
year-round
XV
Workshop 3 Outputs:
Re-entry PLAN
A) UDP
WHAT
Site ID
Site Evaluation
1. Briefing of
trainer’s re:
different areas of
UDP
2. CWP shared with
trainers
3. Participatory
selection of area
to start
Trainer’s immersion in
selected area within
MPT
Design Summary
Inst. Arrangement
WHEN
DOSCST
UDP
MPT
November, 2002
DOSCST
MPT
UDP
DOSCST
December 2002
Brainstorming on the
design
DOSCST
MPT
UDP
DepEd
Other institutions
DOSCST
UDP
Depends on findings
on needs from
trainers
DOSCST
UDP
Final Design
Social Prep.
WHO
December 2002
WHERE
Mati , Davao Oriental
NEEDS
Meeting place
Funding for Food
CWP packages
Transportation
Food allowance
materials
Computer
Photocopy, etc.
January 2003
2) DONCAMAR (PHASING OUT PLAN)
XVI
WHAT
WHO
WHEN
WHERE
NEEDS
1 day
TIMEFRAME
Debriefing of Core
group EAC Doncamar
December 9, 2002
Staff House,
Calapagan
Meals/Snacks
1 day
Needs Assessment
December 10, 2002
Staff House,
Calapagan
Supplies
Materials
Meals/snacks
3 days
Project Proposal
Making
Core Group EAC
LGU(doncamar)
Kaliwat
UDP
Anak Kalikasan
Kaliwat
UDP
Anak Kalikasan
EAC Core Group
Kaliwat
UDP
Anak Kalikasan
EAC Core Group
Jan. 13-15, 2003
Staff House,
Calapagan
Facilitating Supplies
(funds)
WHEN
WHERE
NEEDS
3) DOSCST (UDP-INITIATED) Team B
WHAT
Site ID
Site Evaluation
Design Summary
Inst. Arrangement
Social Prep.
Pre-Campaign Needs
Site: Brgy. Culian,
Mati, Dvo. Oriental
Brgy. Profile
Assessment (Existing)
Survey
Adoption of Groups
1,2,3 (design
Summary)
MOA
Venue (Brgy. Hall)
preparation
ID of trainers &
participants
Contact Community
WHO
Ruel Rosal
Mark Lawani
3rd week of Nov.
1st week of Dec.
DOSCST Team B
4th week of Nov.
DOSCST Team B w/
UDP(MOA)
LGU
Brgy. Ofc.
Contact Community
Brgy. Captain
3rd week of Nov.
2nd week of Jan. 2003
3rd week Jan. 2003
Brgy. Culion
Accommodation
Food
Forms
Questionnaires
School Supplies
Transportation
DOSCST Campus
(Main)
Assistance :
Financial & Human
Resource
XVII
Community Visits
Communications
Consultative Meetings
Orientation of
Community
Organizing
4) DOSCST (TEAM A) SCHOOL-BASED INITIATED- EAC-NSTP
* MATI CREEK SOLID WASTE MANAGEMENT/COASTAL CLEAN-UP *
WHAT
Site ID
Brgy. Selection
Site Evaluation
PRA
Design Summary
Inst. Arrangement
EAC design
Coordination/Contract
s
Coordinate w/ existing
Barangay
Environmental
committee
Student Training on
EAC
Leveling off of teams
Team Work/Team
Building
EAC (ADIDAS)
Social Prep.
Pre-Campaign Needs
Final Design
WHO
WHEN
NSTP INstructors
Nov. 23, 2002
NSTP Teams
WHERE
NEEDS
Sainz, Central, Mati
Creeks
Dahican Coastal
Brgy. Contacts
Materials
Transportation
December 2002
Same as above
Supplies
Budget/funding
Faculty/team leaders
NSTP Coordinator,
Mr. Dionesio Lera
NSTP Coordinator,
Mr. Dionesio Lera
January 2003
December 2002
State college
Barangays
LGUs
Barangays
LGUs
Faculty /Team leaders
February 2003
December 2002
Budget
Transportation
supplies
DOSCST
XVIII
SYMPOSIUM ON MINING AND
ENVIRONMENTAL LAWS:
ANNEX F:
BALAUD UG KATUNGOD
A Symposium on Land, Laws and Rights
October 5, 2002, 10:00 am – 4:00 pm
Calapagan Elementary School, Calapagan, Lupon, Davao Oriental
I.
Opening
Performance by Anak Kalikasan
Prayer
Welcome Remarks by Myrna (UDP)
II.
Introduction of Participants
Introduction of Facilitator
III.
Objectives
§
§
§
§
§
§
§
IV.
Dugang kahibalo/kahimatngon sa pag-amping sa kinaiyahan : Mga balaud
ug lagda kabahin sa mina; Balaud sa Environmental Impact Statement (EIS)
System
Giya sa mga lakang diha sa pag-protekta sa kinaiyahan – kung unsa ang mga
mahinungdanong buluhaton alang sa kinaiyahan
Unsaon pagpadayag sa kahiusahan – lakang sa pagkab-ot sa kahiusahan
Unsa ang mga lakang sa pagapadayon
Hisgot-hisgot kabahin sa katungod, tawhanong katungod
Pagpadayon sa pagtuon – usa ka makanunayon og mapadayonon nga
proseso sa tibuok kinabuhi
Aron mahingpit ang katungod kinahanglan adunay balaud
Mga Gipaabot
Lugar
Don Mariano
Calapagan
Gipaabot
s Resulta sa tanang
panginahanglan/pangandoy sa mga
katawhan nga unta mapabalik ang
kanhing kinaiyahan
s Manghangyo, manghinaut sa
katilingban sa DonCAMar sa
mapadayonon nga pagpatuhop sa
kampanya alang sa pag-amping,
pagpalambo sa kinaiayhan
s Hunongon na unta ang pagpasipala,
dili husto nga paggamit sa kinaiyahan
Ipaambit
s Kahibalo
s Pagrespitohay
matag-usa
sa
A
Marayag
s
s
Anak Kalikasan
s
s
Gihangayo ang UDP nga motabang sa
pagpahunong sa illegal logging
Tagaan sa hustong presyo ang abot sa
mga mag-uuma
Magkahiusa ang kabataan ug
katilingban sa DonCaMar sa
pagpahibalik sa nagubang kalasangan
Ang mga hamtong maminaw sa tingog
kabataan, tungod kay aware na pud
mo sa kahimtang sa kinaiyahan
Dugang pagpaambit sa mga gipaabot:
Billy:
Kitang tanan mosuporta aron mabalik ang atong kinaiyahn aron makita
nato ang resulta sa atong pagtamabayayongay.
Terry:
pag-amping – unsaon pagpabalik sa kinaiyahan kung mosugot ta sa mina.
Maghiusa ta sa pagdumili sa mina.
Kgd. Lubiano:
kasayuran/kahibalo sa katungod ug balaud aron mahingpit ang
atong katungod
Kapt. Lubiano:
makakuha og kahibalo sa kasinatian nga nahitabo na. Giunsa
pagmugna ang balaud, unta ang balaud gikan sa ubos.
-----------:
pasalamat nga madungagan ang kahibalo sa balaud. Nangandoy nga
moabot ang kahiusahan, protektahan ang katungod
Nita:
Mahisgutan unsaon nga mapugngan ang “Law maker, law Breaker”.
Malou:
unta ang kampanya, mapahaum ug mapalig-on sa
katilingban – ang pamilya
Nemesia:
isip lumad, unta mag- levelling off ang tulo ka barangay unsaon
pagpatuman, pagsustiner sa program. Mangitag pamaagi nga makahimo
og polisiya unsaon pagpadagan sa programa.
basic sector sa
B
Synthesis & Input
By: Nestor T. Horfilla (Resource Person)
Synthesis:
Nagkadaiya ang atong interest, gikan ta sa lain-lain nga katilingban, nagkalahi
usab ang atong henerasyon, apan dili nato isirado ang atong huna-huna nga kita
“diverse”, apan kinahanglan ng mag “harmonize” kita.
Ang atong mga gipaabot, nabahin ngadto sa upat: Kahibalo, Buhat, “Pag-ila”, ug
ang Epekto/Sangpotanan.
Kahibalo:
s
s
s
s
Pagsabot sa balaud; paghingpit sa katungod
Pagpanday sa balud; gikan sa ubos padulong sa taas
Pagpaambit sa kasinatian; paglikay sa kadaut
Pagbuhat sa balaud, pag-implementar niini
Buhat
s
s
s
s
s
s
s
s
Humong sa pagpasipala sa kinaiyahan
Mahunong ang illegal logging
Hustong presyo
Kahiusa/suporta sa pagdili sa kadaut sa kinaiyahan
Pagsustiner: pangkinaugalingon
Polisiya ug buhat
Suport ug pagtambayayon sa tanan
Maghiusa sa pagpahiuli sa kinaiyahan
Pag-ila
s
s
Ilhon ang kontribusyon ug paminawon ang tingog sa kabataan
Ipaambit ang kahiblo/respeto
Epekto/Sangpotanan
s
s
s
s
Pagpdayon sa paglambo sa kinaiyahan
Paglambo sa panginabuhian
Pagpalig-on sa pamilya
Alang sa mga anak
C
Input: ANG KATUNGOD ug BALAUD
Ang tawo espesyal tungod kay adunay kini pagkatawhanon, dunay pagbarug sa
iyang katungod.
Ang tumang kawad-on naghatud sa usa ka kahimtang nga ang tawo dili na
tawhanon. Tungod sa kawad-on makahimo na siya’g dautan : anomaliya, krimen,
pagpanglapas sa katungod.
Ang kawad-on gumikan ra usab sa iyang pagkatawo ug tungod sa iyang
pagkatawhanon. Ug kining kawad-on dili lang kini binuhatan sa usa lang katawo,
binuhatan kini sa usa ka sistema, ang “SISTEMA SA PAGPAHIMULOS” o AMOSAKOP nga sistema. Ang amo isip nagpahimulos, ang sako walay gahum.
Kadtong mga tawo nga walay gahum, nakasinati sa kultura sa kahadlok ug
hulga mao kadtong mga tawo nga anaa sa “KULTURA SA KAHILUM”.
Ang mga timailhan sa mga tawo nga anaa sa “KULTURA SA KAHILUM” mao
ang mosunod:
⊕
⊕
⊕
⊕
⊕
Uyon-uyon
Hilom
Tulibagbag
Tabian
Paling-paling
Kung ang tawo usab walay baruganan, walay pagbarug sa iyang katungod,
mawala ang iyang pagkatawhanon. Ang pagbarug sa katungod, kinahanglan nga maguna diha sa pamalanong.
Tawhanong katungod ug katungod sa katilingban:
¬ UNIVERSAL DECLARATION OF HUMAN RIGHTS
• life -makakaon
• Security and Safety – kasegurohan, luwas
• Socio-Economic & Cultural rights – ipakita ang kahibalo, uniqueness
• Freedom and Sovereignty
• Participation, Information & Development – malambigit ug makaapil sa
dagan sa kalamboan
D
¬ PHILIPPINE CONSTITUTION AND BILL OF RIGHTS
•
•
•
•
Life
Security and Safety – kasegurohan sa mga katalagman ug panginabuhi
Freedom of Expression
Participation, Information, Education and Development
Ang pagbuhat og plano diha sa barangay o sa kintibuk-an, magabase kini sa
Minimum Basic Needs, nga mao ang Survival, Security, Capability.
Ang balaud dapat mag-promote kni og general welfare/human rights.
LAWS:
Ø Laws are made by men/women
Ø Laws can be changed
Ø Laws protect certain interest
Ang balaud kinahanglan nga ipatuman base sa atong giingon nga “Due
Process”.
“The Phil. Constitution safeguards the life. Liberty and property of all
persons from undue interventions and usurpation without due process of law”.
Sec. 1 Art. 3
LAWS AND REGULATIONS GOVERNING MINERAL RESOURCES
AND ENVIRONMENT
Ang state policies on natural resources nagabase sa “Regallian Doctrine” o “All
resources belong to the state”. Gipanag-iya sa estado ang atong mga natural resources,
apan ang Ancestral Land/domain dili usa ka public domain, ug anaa kini basehanan
nga mao ang “Native Title”, nga wala pay gobyerno naa na ang mga lumad, wala pa
ang balaud naa na ang mga lumad.
Ang katawhan adunay katungod sa “Balance & Healthful Ecology”.
Ang Balaud mahimong himoon sa Presidente, Congress/Senate ug sa Local
Government. Ang Supreme Court maoy mag-interpret sa balaud. Ang basehan sa
paghimo og balaud mao ang Batakang Balaud.
E
Mga Balaud kabahin sa Kinaiyahan:
+
+
+
+
+
+
+
Philippine Mining Act of 1995 RA 7942 DAO 23
Peoples Small Scale Mining Program RA 7076 DAO 34/92
Local Government Code of 1991 RA 7160
Omnibus Investment Code of 1987 EO 226
Mineral Resource Development Decree PD 463
IPRA RA 8371
NIPAS RA 75-86 DAO 25/92
Workshop/GameShop:
- ang mga partisipante nga nag lingkod sa usa lang ka lamesa mag- grupo
- mag-lista og mga pangutana kabahin sa balaud, binuhatan, epekto
- ang dunay pinakadaghan nga pangutana adunay premyo
Result:
Kabataan:
1. Unsa ang NIPAS
2. Unsa ang Katungod sa Kinaiyahan
3. Unsay pamaagi sa pagsulod sa proyekto
4. Unsa ang IPRA
5. Unsay pamaagi sa Mining Act
Table 1:
1. Small Scale Mining dili maangkon sa AD
2. EO dili alang sa gobyerno
3. Kinahanglan ang balaud mahuptan sa matag usa
4. Unsa ang IPRA
Table 2:
1. Ipasabot ang Mining Act
2. DAO 34-92
3. IPRA
4. NIPAS
5. PD 463
6. Art. 3 Sec. 1 of Phil. Constitution
Table 3:
1. mina vs. balaud
2. monopoly – capitalista – presyo sa kahoy
3. illegal logging
4. nganong naay NIPAS
5. katungod sa mag-uuma – lalaki , babaye, bata, nganong naubos?
F
6. Omnibus investment code
Table 4:
1. balaud nga walay ngipon
2. law maker law breaker
3. priority sa implementation
4. balaud pabor sa dato
5. balaud nga dili kaayo masabtan
Lunch break
Afternoon Session:
Kaliwat Concert
Input: MINING
Allowable Modes of Utlization
(gitugtan nga pamaagi sa pagmina kon “mineral utilization”):
s
s
direct state undertaking
entering into mining agreements
Adunay mga kontrata diin ang gobyerno mahimong mo apil sama sa:
s
s
s
co-production agreement – government as juridical entity
joint venture agreement – share from inputs
Mineral Production Sharing Agreement (MPSA) – share from gross outputs
Apan sa tulo ka kontrata, sa MPSA lang adunay kakayahan ang gobyerno nga
mosulod sa maong agreement, tungod kay wala man siyay ihatag nga input, maghulat
lang siya nga mabahinan gikan sa gross output. Samtang sa co-production ug joint
venture, kinahanglan nga mohatag siya og input o share aron makakuha usab siya sa
iyang income.
Lain pang matang sa agreement:
s Small Scale Utilization by Filipino Citizens and Cooperatives
s Financial or Technical Assistance Agreement (FTAA) – share from gross
outputs and technology ( usa kini ka dinagko nga pagmina, kinahanglan
mabalik usa ang ilang kapital adesir sila mohatag sa share ngadto sa
gobyerno)
Mga Matang sa Pag-mina:
s Surface Mining – open cut, open pit, ang bukid mapatag, tunawon ang bato
G
s Underground Mining- tunnel
Matang sa Gidak-on sa Mina:
s Large Scale – mogamit og heavy equipments (ex. Bulldozer, backhoe)
s Small Scale – manual lang, simple implements, dili mogamit og explosives,
not more than 20 has.
Stages of Mining Activities:
s Exploration/feasibility (is it viable)
s Development
s Utilization
s Mineral processing
s Decommissioning - rehabilitation, restoration, replanting
Ang decommissioning stage mao ang pagpahiuli na sa bukid, apan, tinuod kaha
nga mahibalik ang bukid?. Ang kinaiyahan, pag mausab na ang iyang hitsura, dili na
mabuhi ang tanum lampas sa 10 ka tuig.
Mga Epekto:
s Socio-Cultural Impacts:
- Maapektuhan ang imong kinabuhi
- Maapektuhan ang imong relasyon sa katilingban
s
Environmental Impacts:
- Negative - disadvantage
- Positive – advantage
Bentaha:
s Adunay trabaho
s Buwis/income sa LGU
s Infra and facilities
s Negosyo/kooperatiba
s Dugang kita/kakitaan
s Pag-maping/pagpahiuli sa kinaiyahan (posible kaha?)
Ang income nga makuha mao ang occupational fee nga 5.00 kada ektarya. Naa
poy share nga makuha gikan sa gross income. Ang gross income matarong lang og ihap
kung kini ibaligya sa legal nga pamaagi, ibaligya sa Central Bank. Kasagaran ang
income sa mina dili gyud mahibal-an tungod kay illegal ang pagbaligya sa minerales
nga makuha. Ila kininng ibaligya sa gawas sa nasud.
Ang infrstructure nga iilang himoon, kinsay mo- maintain niana? Ang negosyo,
maayo lang kung naa pa ang pag mina, kung wala na, mamingaw na usab.
H
Adunay madawat nga royalty mga 1% lang gikan sa gross income ang tag-iya
sa yuta ug mga claim-owners.
Disbentaha:
s Socio-cultural and economic dislocation
s Forced/involuntary relocation
s Threat to IP political system: management and right to AD
Mga Problema/Epekto:
s Kadaut sa kinaiyahan (mawala ang water table, mabanlas ang kayutaan)
s Kadaut sa panglawas
s Negative impacts on auxiliary activities
PEOPLES SMALL SCALE MINING AREA (PSSMA):
Unsa ang Peoples Small Scale Mining Area? Dili kini matawag nga Peoples Small
Scale Mining Area kung walay proseso nga agian:
s
s
Kinahanglan nga madeklara una magsugod ang small scale mining operation
Gi-deklara nga abri sa Prov’l./City Mining Regulatory Board
Unsaon pag-establisar sa sa PSSMA?
1. filing of application papers didto sa Board (ang apil sa board mao ang
gobyerno, DENR representative, NGOs, POs)
-
evaluation sa Prov’l. / City Board
notice for area clearance by the board
posting/piblication by the Mines and Geo-sciences Board (MGB)
identification o pag-ila sa laing mga area by the DENR
2. Area Clearance
-
segregation of the are subject for review by the DENR Secretary
declaration of the area
3.
4.
5.
6.
Submission of proposed contract
Evaluation, Negotiation, Award
Submission of Environmental Compliance Certificate (ECC), survey plans
Conduct of Small Scale Mining Operation
Kinsa ang Mahimong mo-apply?
1. small scale miners o traditional miners ( nga de mano, mogamit og simple
implements, mga minera nga nagpuyo sa maong lugar)
I
2.
3.
4.
5.
6.
Registered sa Board
Magtukod og Kooperatiba
Adunay legal papers of incorporation
Mobayad og application fees
Mohatag og kasayuran sa geographical coordinates
Katungod sa Small Scale Mining Contractors:
1. pagkuha ug pagbligya sa mineral ores
2. easement rights
3. pagpanag-iya sa mine tailing, mills ug planta
4. paggamit sa mga pasilidades
5. makadawat sa serbisyo
Mga Obligasyon:
1. Pagbaligya sa mina ngadto sa Central Bank
2. Magbayad og buwis
3. Mohatag og bahin sa gobyerno
4. Mobayad sa tag-iya sa yuta
5. Mopaseguro sa health and safety
6. Mo-protekta sa kinaiyahan
7. Motuman sa tanan obligasyon
Unsa kadugayon ang Small Scale Mining Operation? 2 years renewable subject to
verification.
Mga Katungod sa Claim-Owners:
s Exemption sa renta ug real property taxes
s Exemption sa occupational fees
s Modawat og royalty
Mga Katungod sa Tag-iya sa Yuta:
s Mapahibalo sa tanang plano/petition
s Mosupak / dili mosugot sa deklarasyon sa pagmina
s Mabayran sa mga damyos / damages
s Makadawat og royalty
Gidak-on sa area sa Small Scale Mining:
- depende basta dili molapas sa 20 ektaryas
s gilapdon / gitas-on sa tunnel
s gidak-on sa kooperatiba
s gidaghanon sa mineral deposits
s safety
s environment impact
J
Areas Open to Mining Operation (Large Scale):
s Public Lands – agricultural, released or A&D, timber and forest lands, mineral
reservations
s Private Lands – lands belonging to a private person or occupant wit vested
rights
*Kadtong mga nanag-iya sa yuta, gipanag-iya lamang nila ang “surface rights”, apan
ang ilalum niini, gipanag-iya na sa gobyerno.
Areas Close to Mining (Large Scale):
s
s
s
s
s
s
s
military and government reservations except upon prior written clearance by
government agencies
areas near or under public or private buildings, cemeteries, archaeological or
historic sites, bridges, highways, reservoirs, railroads, dams or other infra
projects, plantations, croplands except upon written consent
old growth or virgin forests, proclaimed watershed forest reserves,
wilderness areas, mangrove forests, mossy forests, national parks,
provincial/municipal forest parks, greenbelts, game refuge and bird
sanctuaries.
Ancestral lands unless with prior consent of IP cultural Communities
concerned
Areas covered by small scale miners defined by law unless with prior consent
of the small scale miners in which case a royalty payment upon the
utilization of mineral shall agreed upon
Areas expressly prohibited by law
Areas where the DENR Secretary may exclude
Areas Open to Mining Operation (Large Scale):
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Public lands subject to certain rights and conditions
Areas already occupied and actively mined by Small scale Mining before
Aug. 1, 1987
Areas occupied by a community of Small scale miners subject to the approval
of the said community
Ancestral lands with prior consent from IP communities
Areas Closed:
s Areas which have not been declared Peoples Small Scale Mining Area
s Burial site / cemetery or land situated 100 meters from
s Private lands with substantial improvements
s Lands less than 1 ha. or 10,000 sq.m.
K
Mga legal nga Pamaagi sa Pagbabag:
s Lobby political departments
s Mobuhat og mga lakang nga ang lugar masulod sa “are closed to mining”
s Demad participation in the process of evaluation of mining contract
s Assert rights and freedom of information, speech and participation
Legal Options/Remedies:
Pre-exploration
s Inclusion of area as closed to mining operation
s Assert IP rights to free-prior-informed consent (FPIC)
s Local government code:
- local consultation
- comprehensive land use plan
Exploration Stage
s right to be notified / consulted/ due compensation
s pagpasunod sa EIS system: social acceptability
Other remedies:
s Pagsang-at sa Korte : for damages, injunction, prohibition, etc.
Basehan sa Pagkansela sa Mining Contract:
Suspension:
s Kung dunay dakung hulga sa kinabuhi ug propiedad
s Pagpakyas sa pagdeposito og trust fund alang sa rehabilitation
s Pagpakyas sa pagsunod sa mga kasugoan sa balaud o DAO 23/95
Cancellation, revocation or termination:
s Kung ang mine wastes and tailings nagahatag og kadaut sa kinabuhi ug
propiedad
s Paglapas ug dili pagsunod sa mga lagda ug kondisyones sa kontrata
s Dili pagbayad og processing fees sulod sa duha ka tuig
s “falsehood / ommission of facts” kon dili pagbutyag sa tinuod
Unsaon Pagpasiugda sa Cancellation Procedures:
s pag-presentar sa kamatuoran sa paglapas sa mga lagda ug kondisyon sa
kontrata
s ipasaka ang reklamo ngadto sa panel of arbitrators
s ang panel adunay jurisdiction sa pagpaminaw ug paghukom sa mga mining
disputes
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Mga sakop sa Panel of Arbitrators:
s 2 lawyers
s 1 Licensed Mining engineer or professional
Unsaon pagsulbad sa bangi?
s Pag-apela ngadto sa korte suprema
s Creation of panel of arbitrators in the regional level
s Pagsang-at o pag-apela sa desisyon ngadto sa Mines Adjudication Board
(MAB)
Unsa ang Mining Disputes:
s Rights to mining areas
s Kabahin sa mineral agreemtns ug mining permits
s Tali sa land owners, occupants and claim owners / concessionaires
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Workshop:
- Unsay maayong buhaton sa katilingban aron dili magkatibulaag ang katilingban?
- Kinsa ang mobuhat, ug unsa ang ilang mga kaakuhan?
Kinsa
1. Katilingban / POs
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2. LGU / Brgy., Municipal
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3. NCIP/Elders
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Kaakuhan
Maghugpong ang katawhan
Magpakabana sa malahutayong pag-uma
Palamboon ang livelihood projects sa tanan
Kababayen-an palig-onon ang pamilya pinaagi
sa panginabuhian (home industry)
Panaghiusa nga mabalik ang kinaiyahan
Pakisayud
Self reliant
Magtinabangay alang sa kalambuan
Magpanday og Balaud gikan sa ubos ngadto sa
taas
Pagpaambit sa kasinatian, paglikay sa kadaut
Matinud-anon sa Pag-implementar sa
ensaktong balaud / ordinansa
Pag-respeto sa katungod
Maminaw sa tingog sa katawhan ug kabataan
Motuman sa mga balaud
Suportahan ang programa sa traditional
farming ug uban pang industriya
Motabang sa production planning and
marketing outlet pinaagi sa development
funds
State policies on Natural resources
Right of the people to a healthful and balance
ecology
Pagtinabangay / pag-amping sa kinaiyahan
Dapat mopaambit sila sa dugang kahibalo sa
mga lumad
Paminawon ang suggestion sa mga lumad
Moadto sa katilingban
Magpataliwala
Magpakatinuod sa pag-amoma sa mga damgo
sa lumad
Makanunayon sa pagpakabana sa locl issue sa
katilingbang lumad
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4. DENR/MGB / Peoples
Small Scale Mining
Regulatory Board
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5. NGOs/Agencies
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Pagtinabangay
Identification o pag-ila sa laing area
Submission of ECC survey plan to the board
for evaluation
Mo-coordinate sa lain-laing ahensya
Dili mag lider sa mali nga pamaagi
Sila ang magbantay sa kinaiyahan
Mopasabot sa katawhan
Publilc hearing
Suportahan ang edukasyon o pagpahibalo sa
ensaktong paggamit sa natural resources
Magpadayag sa tinuod nga kahimtang , sa
ilang responsibilidad alang sa katawhang
apektado ilabina sa kinaiyahan
Magbuhat og lakang nga ang lugar masulod sa
“area closed to mining”
Kung naay kadaut usa pud nga mobabag ang
NGOs
Dugang impormasyon kabahin sa NGOs
Mopatuman sa maayong balaud
Mosuport sa DENR – MGB
Education, campaign sa pag[abilin sa respeto
(values formation) ilabina sa tagsa-tagsa nga
katungod (mag-uuma, kabataan, kababayenan, lumad) alang sa panginabuhian nga
malahutayon
Exposure
Makanunayon ang pagkamalangkubon sa
program
Identified Areas for Protection:
1. Hagimitan
2. Sumlog River
3. Mainit Spring
4. Marayag River
5. AD
6. Dumayooc
Float In-charge:
Don Mariano:
Kgd. Billy
Marayag
:
Clara
Calapagan :
Kgd. Lubiano, Malou
O