ABSTRACT
This study aimed to determine the level of awareness and practices of teaching and non-teaching staff on solid waste management at Taysan National High School in compliance of Republic Act 9003. The volume of waste produced is quite big due to students’ non- compliance on the rules of waste segregation. Using mixed method of research, researcher-made questionnaire and interview as data gathering instrument were used. These were employed to 11 teachers, 1 Head Teacher and 1 Master Teacher. The results of the study revealed that their level of awareness on SWM is very high with the composite mean of 3.57. Their practices on SWM in terms of segregation was good with a composite mean of 3.18. Reduce and reuse were very good practices with 3.55 and 3.78, respectively. Recycle and disposal were fair practices with 2.37 and 2.18, respectively. This implies that the awareness on SWM of the respondents had no influence on their practices in terms of recycle and disposal however their awareness had affected their practices specifically on segregation, reduce, and reuse. The output of this study is the proposed plan of action to intensify the implementation of proper waste management and disposal.
INTRODUCTION
Waste management in Taysan National High School has long been a responsibility of the teachers and students. Every year students’ population continue to rise thus it increases the volume of solid waste produced per day. The greater percentage of waste in not properly segregated. The indiscriminate disposal of solid waste is one major threat to environmental and well-being. This alarming condition of poor waste management may create environmental and health problems.
According to Ancheta (2005), improper disposal of solid wastes contributes to air, soil and water pollution. Solid waste clogs drains, creates stagnant water for insect breeding and causes floods during rainy seasons. Insect and rodent vectors can also spread diseases such as cholera and dengue fever due to improper waste disposal (IBRD/WD 1999).
The Philippine government created a decree to further the environmental cause. This law for solid waste management (SWM) is the Republic Act 9003 or the Ecological Solid Waste Management Act of 2000.This Act provides for an ecological waste management program, creating the necessary institutional mechanisms and incentives, declaring certain acts prohibited and providing penalties, appropriating funds thereof, and for other purposes. This Act mandated the Department of Education (DepEd), the Technical Education Skills Development Authority (TESDA), the Commission on Higher Education (CHED), the Department of Environment and Natural Resources (DENR), and other concerned government agencies to “incorporate ecological waste management in the school system at all levels” (RA 9003,2000)
The Department of Education (DepEd) is considered significant in policy implementation along with the LGUs. In line with the Republic Act No. 9003 or Ecological Solid Waste Management and Deped Memorandum NO 1,s.2015, Division of Mabalacat Pampanga, the Department of Education intends to strengthen its policy on solid waste management through conducting seminars on Solid Waste Management.
In addition, DepEd Order 10 Series 2016-Policy and Guidelines for the Comprehensive Water, Sanitation and Hygiene in Schools (WinS) Program. This policy aims to ensure that schools are kept clean and safe through school-based solid waste management, proper drainage, the elimination of breeding grounds for mosquitoes to prevent vector-borne diseases, and food sanitation; and engage the public and private partners for program implementation and sustainability.
Teachers play an important part in determining the successful implementation of environmental policies. They have the ability to make an impact of waste reduction by educating their students about the policies but before that teachers must understand and be awareness of the policies on ecological waste management. Although the school has existing programs on proper waste management, the implementation however of these programs was not measured. It is with this purpose that this study was conducted, to identify the level of awareness and practices of science teachers on solid waste management in compliance with RA 9003 also known as Ecological Solid Waste Management Act of 2000.
REVIEW OF LITERATURE
In this contemporary time, solid waste management is one of the growing ecological problems that contribute to the underlying problems in environmental pollution and considered at present as an international issue. This problem, if not properly addressed, can be disastrous to human lives and other living organisms. Many studies have been taken to address this alarming condition of poor waste management.
Solid waste management is the collection, transport or disposal and treatment of waste materials. It relates to materials produced to human activities, and the process generally undertaken to endure its effects on health, the environment and aesthetics. It reduces or eliminates adverse impacts on the environment and human health rather supports economic development and improved the quality of life. In today’s polluted world, learning the correct methods of handling the waste generated has become essential (Marello and Helwege, 2014).
David Orr (1998) and Carmegie University (1998) conducted a study on schools about environmental education. They stressed that education is a great benefactor on how students see, how they move, what they eat, and how to relate to each other. An active student environmental organization must also establish as working arm toward better education and awareness on environmental issues throughout the campus. It is supported by Gotlieb (2003) in his research that relevant to student awareness on environmental issues suggested that students in the campus require working on the specific environmental on campus.
Rafael D. Guerero III, chair of “Basura Mo Pakinabangan Mo” Project, Los Baños Science Community states that 6, 000 metric tons of daily output can easily become a national crisis unless immediate, efficient and long term solution are found. He proposes that 1. Solid Waste Management should start at home and be applied in schools, offices, and all areas of activities, 2. An integrated solid waste management program should be adopted in every barangay, municipality, city and province in the country using environmentally sound methods, which should be the responsibility of each unit, 3. National awarded should be given to the barangay, municipality, city and province with the most innovative and efficient integrated solid waste management program.
A similar study conducted by Ayodeji Ifegbesan (2009), on secondary school students’ understanding and practices of waste management in Ogun State, Nigeria. His findings revealed that secondary school students from the sampled zones were aware of waste problems on their school compounds, but possessed poor waste management practices. The study showed that propensity for waste management practices differ by sex, class and age of students. Significant relationships were observed between students‘sex, age and class and their level of awareness, knowledge and practices of waste management.
This study has resemblance with the present study in terms of level of practices of waste management.
A research conducted by Dr. Robert Gotlieb (2003), relevant to student awareness on environmental issues suggested that students in the campus require working on specific environmental problem on campus. This strategy of incorporating real problem solving the curriculum is also recommended. He also proposed that they must engage young people and faculty together in the effort to solve real problems. Virtually all schools and institutions of Higher Education are located in places that are losing biological diversity and the means for livelihood, rural or urban places alike that are polluted, over exploited and increasingly neglected.
This study has resemblance with the present study in terms of waste management proposed in schools or campuses.
Another similar study was conducted by Dr. Jose Ariel R. Ibarrientos to transform the Camarines Sur Polytechnic Colleges into living models of an ecologically sustainable learning institutions. Results revealed that the college has an Eco Friendly Program and has implemented guidelines along solid Waste Management in Classrooms and Laboratories. Awareness on environmental policy, resource management in classrooms, buildings and grounds, purchasing, use of lights and electricity, paper conservation, water conservation, waste management were highly implemented (HI). Maintenance on air quality and waste management in the canteen were moderately implemented (MI) in the college. Generally, the college are Aware (A) along environmental programs and highly implement (HI) its environmental practices. T-test result shows that there was no significant difference between the level of awareness and implementation on environmental practices.
Mojana (2005) analyzed the Awareness on Ecological Waste Management Among Residents of Fernando Air Base, Lipa City as Basis for Waste Disposal Action Plan. The extent of awareness and skills was moderate regardless of gender, ages and educational attainment with identifying and segregating biodegradable garbage as the leading skills and knowledge. The awareness and skills on waste disposal of the respondents with higher educational attainment were significantly advanced than those of whose formal environmental issues, theoretically speaking, are more effectively learned through formal education. College graduates or professionals also exceeded significantly over the non-professional when it comes to attitude toward waste disposal. Reducing was the last preferred practice of waste disposal by both male and female respondents because it is unhealthy and not an environment friendly exercise. Thus, it was done only to moderate extent.
Another study conducted by Paghasian M., showed that the awareness on solid waste management of students was high; their practices in terms of segregation, reduce and recycle were good; and their practices in terms of disposal were fair. The awareness on solid waste management of the students had no influence on their practices in terms of disposal however their awareness their practices specifically on segregation, reduce, reuse and recycle.
In addition, Montgomery (2000) stated that the recycling or the 3r’s another method, which states off before disposal is waste reduction through recycling or often coined as the 3r’s reuse, reduce, and recycle on the local or regional level reducing waste is accomplished through these methods by source separation and subsequent material recovery.
Nevertheless, it is not possible to recycle or reuse all forms of solid waste. Some residual will always need to be managed and disposed of, hence, the importance of solid waste management is determined.
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