Beruflich Dokumente
Kultur Dokumente
Message
The environment reflects the way of life in modern society. No longer do we enjoy a
nature of hills and seas but are faced instead, with mountains and rivers of garbage. The
picture is entirely unappealing, and something must be done.
Schools are basins where people are molded, the training ground through which to
instill necessary attitudes and mindsets that would serve as the core towards proper living in
a demanding world. Thus, a partnership between and among children and adults, individuals
The Solid Waste Management Module for Schools is a guidebook, a step-by-step instruction
manual on how solid waste management should be implemented, and who among the school commu-
nity would be the key players in the immersion process. The goal is to foster participation among
children and adults, and put schools in action for the welfare of Mother Earth.
Let this module provide guiding principles, as we raise hopes that members of the school
community will learn to understand the importance of managing solid wastes. Together, let us work
towards a picture perfect world, and lend a gentle hand to guide the young generation as they form
patterns of thoughts and behaviors geared towards environmental protection and concern. The
responsibility to lead the youth lies in us, for truly, they are the hope of our nation, and the world.
MICHAEL T. DEFENSOR
Secretary
Message
Solid waste management is an emergent concern. Based on studies made by the National Solid
Waste Management Commission-Secretariat based at the Environmental Management Bureau (EMB),
there is a daily estimated 0.5 kilogram per capita waste generation in Metro Manila alone. With an
estimated population of 10.5 million, the total waste generation in Metro Manila alone could run up to
1.95 million metric tons per year. Of this magnitude of generated waste, only 73% are collected daily by
dump trucks, with the remaining 27% ending up in canals, rivers, or any other space where garbage could
possibly be dumped into.
The problem on solid waste management brought to the environment evidences of neglect and
abuse. Wastes flood the metropolis as canals and esteros become filled with trash. In 2000, countless
lives have been lost as hundreds of people got buried alive as mountains of garbage collapsed due to
heavy downpour a disaster which we all regard now as the Tragedy of Payatas.
The tragedy paved way towards the enactment of Republic Act 9003, or the Ecological Solid
Waste Management Act of 2000. Yet, even before the passage of the Act, the government, through the
EMB of the Department of Environment and Natural Resources, has been financially and technically
assisting community-based projects particularly in the establishment of Materials Recovery Facilities
Foreword
One day, I met my masteral student in the library and he asked with some exasperation in his
voice, Isnt there a book on Solid Waste Management (SWM)? I thought about his need and
the various materials in the library and I then realized that what he was looking for was a HOW
TO book, a step-by-step guide through the many options one can take.
Our librarian confirmed this need. A large number of researchers coming to the Environmental
Studies Institute wanted such a source book.
Most SWM Programs that are now functioning fairly well were trial-and-error endeavors at the
start. They finally succeeded because of the dogged determination of individuals who refused
to give up in spite of uncooperative and even slanderous neighbors, unreliable collectors, and
This book resulted from a reflection on the steps taken, retracted, revised, and re-tried by
these individuals and their communities or schools.
This book is written for all those who want to but do not know how to begin an SWM program.
Perhaps, this book will help others without going through much of the pain and trouble that our
pioneering individuals have experienced.
This book is dedicated to the Odettes, Sonias, Ofhies, Pepings, Luzes, Nardas, Ofels, Nitas,
Tessas of our society who simply DID IT.
The system of dealing with waste, based on this attitude, was simply GARBAGE
DISPOSAL.
- fuel
- labor
- truck and road maintenance
)
raw
waste
materials
)
use
)
Mandates
- segregation at source
- segregated collection
- Materials Recovery Facility (MRF) and
- composting for each barangay or cluster of barangays
Penalizes violation
Although the basic principles are common, different settings often require different SWM systems. What
are the peculiar characteristics of a school which point to certain features that would be different for,
e.g. a wet market or a commercial center?
1. Schools, by nature, serve as the most ideal models for correct / proper behavior and attitude
development, and are composed of many young people who are impressionable and idealistic.
2. The students are on campus most of the day and theories learned in the classroom can be
reinforced by rules and guidelines for behavior.
3. They are let out all together or in big segments at recess time, eating their snacks after playing.
4. There are certain nodes of waste concentration, e.g., paper in classrooms and offices, soiled
tissue, soft drink cans, and disposable cups in the canteen, tin cans, and peelings in the kitchen.
5. In all-female schools, feminine napkins make up a big portion of the total waste.
There are many differences too. Some campuses are large, some are extremely limited in space. The
organizational structures vary. The curriculum levels from pre-school to college have different age
clientele.
The pages on your left contain the outline of the concepts discussed in this book.
The opposite pages explain the concepts. Thus, you can scan the book to get the
main ideas quickly by just reading the pages on the left. If you want the information
in detail, read the main thought on the left and then read the page opposite.
However, burning garbage causes air pollution which brings about another set of prob-
lems. Burning chlorine-containing material, e.g., certain types of plastics, can produce
the toxic compounds, dioxins and furans. It has been found that even some garden
waste can produce these chemicals when burned. This is the reason incinerators have
been banned in the Clean Air Act and open burning is not allowed in the Ecological Solid
Waste Management Act. Furthermore, burning of carbon-based materials produces
carbon monoxide which is hazardous, and, carbon dioxide which contributes to global
warming. Also, bringing garbage to dumpsites and landfills simply transfers the prob-
lem from one site to another. To the dumpsite will transfer the rodents, roaches, and
bacteria.
When we recycle glass, we lessen the pressure on our beaches from which silica, the
main material for glass, comes. When we recycle metals like aluminum, tin and iron, we
help lessen mining which brings about a host of problems - deforestation, soil erosion,
siltation, toxic chemicals, etc. When we recycle plastic, we conserve petroleum, the raw
material for plastic. When we recycle paper, we conserve trees.
When we compost, organic matter and minerals are returned to the soil and enrich it,
minimizing the need for artificial fertilizer.
Schools which care to make money from waste need a higher-order system to
coordinate the activities involving human resources and possibly, some infra-
structure.
1. Administration
2. Faculty
3. Students
4. Maintenance Office / General Services (janitorial; gardeners)
5. Cafeteria concessionaire
6. Junk dealers may be included on an ad hoc basis. They should be
consulted to determine what wastes have commercial value and which
therefore they will collect and bring to factories. Compost buyers can also
be consulted.
Drivers and other fetchers should be oriented on the SWM guidelines and that they are
expected to follow them too.
Trash bins for visitors areas should also allow for segregation. This is a way to help
educate the general public.
When plastic cups in a canteen are used in enormous quantities, it makes sense to
segregate them; there is always some buyer who will be interested. Food scraps can
go to pigs feed while soiled napkins and paper wrappers can be composted.
SELF-MONITORING FORM
Paper (kg.)
Hard Plastic (kg.)
Cans (kg.)
Glass (kg.)
Compostables
Pig feed (kg./cans)
Residual waste (non-
recyclable / non-
compostable) (kg.)
The hard plastics can be further classified depending on volumes of each type, e.g.,
water bottles, plastic cups, etc. The cans can be classified into aluminum and tin
cans.
A school with large grounds can have large compost pits while with limited space,
drums, pots, or the tire model can be used for composting. Fortunately small cam-
puses do not have to contend with big volumes of yard waste. (See pages 137-139
for tips on and methods of composting)
Small campuses with large population require fast turn-over of recyclables. Big popu-
lations generate big amounts of recyclables. Big volumes are worth the while of junk
dealers and they will come as often as needed.
The Materials Recovery Facility (MRF) is needed in all schools. Here, the non-biode-
gradable waste is stored until collected. How large or small the MRF is, depends on the
waste volume, characterization, and space available.
Each school must decide on the optimum system where the best results are
obtained within its financial capabilities.
Actual field exposure to the ugly (uncontrolled dumpsites) and the beautiful (where SWM is
practiced properly) works wonders.
Hands-on experience primes people to continue. When they segregate or bury waste in compost
pits themselves, they will usually do it at home.
There is a wide range of other motivational strategies. Some can emphasize the negative effects
of improper garbage disposals; e.g. videos of the Payatas tragedy, of litter on the streets, esteros
and the Pasig River. Some strategies can focus on the benefits of SWM-added income either to
the school or to poor beneficiaries, conserved forests and other ecosystems, organic gardening.
Class projects using recycled materials can be effective in increasing student awareness. Knowing
that they or others can benefit from such an occupation can serve as motivation. Rag dolls,
bags, slippers, and a multitude of items can be made from scrap cloth. Plastic cups have been
fashioned into shapes like deer and the result is similar to those made of brass, and so on. There
is no limit to the possibilities.
In many Philippine communities, there is/are a pig raiser(s) who goes/go around doing the
collection themselves.
In the absence of a pig raiser, kitchen waste as well as garden waste, wet paper, soiled
tissue, and even disposable diapers and sanitary napkins can go to the compost pit. The
composted material is good soil conditioner. Its benefit is maximized when applied to agri-
cultural crops.
Dry paper is best brought to the factory for recycling into new paper.
Do you know that at present, we are even importing waste paper to feed our factories?
Otherwise, these materials are a dead-end. They are residuals. The only option for them is
burial in ones yard, a community dumpsite or landfill. Therefore, their use should be
minimized.
However, this is true for any kind of waste. Unless it is brought to where it can be useful
again, its use should be minimized.
Paper cups, if coated, take a long time to degrade. They should be torn or shredded
prior to disposal.
Softdrink Cans
Paper and Plastic Cups Tissue
Paper Products Mineral Water Bottles Feminine Napkins
Pig Feed
Paper Napkins
Residuals
CLASSROOM TOILETS
CAFETERIA
glass
cans
Bote Junk Manufacturers
Dyaryo Dealers
rubber
tires
For schools, the chain of buyers may start from the junk dealer or the factory truck.
This is a decision point and will also have a bearing on the collection scheme.
Schools which do not care to earn from their waste should just see to it that their
segregated waste is picked up by entities which are responsible and who will bring their
waste to where they will become precious resources again.
The benefits can be either 1) direct income distributed to the members of the sector, e.g.
janitors, 2) added to a special fund, e.g. the seniors yearbook, investigatory projects, or
an outreach program, or 3) a savings and loan fund for the employees.
White
Dry Paper _____ Others
Cartons
_____ Factory
Residual (Not
Economically _____ Landfill/dumpsite
Valuable)
Engineering
Enforcement
Enterprise
Chemistry which can explain the nature and differences of the different types of
biodegradable, non-biodegradable recyclable waste
Biology which can explain how microorganisms break down organic matter.
Earth Science which can discuss soils, biogeochemical cycles, and pollution.
Christian Life Education/Ethics which can discuss SWM as a social responsibility
Homeroom which can discuss the SWM system of the school
Music, poetry, . . . to inspire love for nature
Other subjects as the faculty sees fit.
Behavioral indicators of the students internalization of the value of SWM are just as
important. Do they not litter? Do they segregate according to the prescribed system?
Are all the sectors doing their job? Who or what are the weak links in the entire
system?
What extra and other resources are needed? Who manages crafts manufacture?
Who collects the income? Who benefits?
ENGINEERING EDUCATION
(Scheme)
MRF
HRD
Campaign
Administration
Faculty slogans
Personnel posters
Disposal
Parents
activities
recyclers Cross Visits
Waste Segragation LGUs
hog raisers
waste characterization compost buyers
nature and destination Composting Curricular
sorting scheme Integration
collection container
storage organic gardening
marketing
Incentives Manufacture
and Sale (if applicable)
Organization Sanctions
Beneficiary product
Head development
Committee marketing
Policy Monitoring financing
Formulation and
Evaluation
Marketing
(if applicable)
In summary:
a. Your Objectives
Do you want to earn income from your recyclables? If you do, your waste segregation
will be different from that if e.g. you just want to help reduce the dumpsite crisis. If you
want to sell your compost, you need to take steps that you need not take otherwise.
5. The committee to oversee the project must have representatives from the pertinent
sectors of the school.
6. As a rule, there must be one person or group determined to make the whole
endeavor.
In the academe, it is also important to synthesize ideas into basic concepts on which
implementation will be based.
3. Theoretically, any material is recyclable. However, only those waste materials which
are commercially valuable are retrieved by recyclers.
6. Toxic and hazardous waste such as small batteries, cans of hazardous mate-
rials such as paints, pesticides and solvents should be separated and should
have a separate place in the dumpsite. Otherwise, when dissolved by water or
other solvents, they can be the source of hazardous leachate.
4. rapid loss of forests for paper, beach sand for glass, petroleum for plastic, and
other natural resources for all the materials that go into the products we use
everyday
College building janitors from the sale of all recyclables from the college area.
Grade School & High Schools janitors - from the sale of plastic cups and mineral
water bottles from the cafetorium.
Gardeners from the sale of recyclables found in the grounds and from the garden
waste which they compost for their vegetable garden.
3. Xavier School in San Juan focuses on the segregation of recyclables from ev-
erything else. The paper is classified into bond, newsprint, and cardboard. It has an
arrangement with a plastics company whereby the schools recyclables are collected
1. Chop the biodegradable wastes into finer portions. The smaller the size of organic wastes,
the faster the compost will be ready for use.
2. Mix-up the biodegradable wastes and place them into the composters. Do not burn on top
of the piles or composters because the heat will kill the biological decomposers, thus, delaying
the composting process.
3. Sprinkle a small amount of water. Moisture is essential for microbial activity. Protect the
composters from accumulating too much liquid to avoid leaching.
4. Sprinkle or layer with soil so as not to invite flies and to control odors. Place the soil in
between the layers of the mixture.
6. When the interior of the pile is no longer hot and the material has broken down into a dark and
dry soil, the composting is finished.
1. TWIN PITS
Dig into (1m x 1m x 1m) one-half meter apart. Put small twigs at the bottom and place a hallow
tube for air inlet. Follow the rules for composting, using the pits by turns. For an average
household, it might take a month to fill up each pit, thus allowing sufficient time for the materials
to decompose or mature into soil conditioners.
2. TOWER TIRES
Make two piles of old car tires directly on the ground and use them as containers for composting.
To aerate, just insert anything in between the tires. If placed directly on cemented ground, line
the bottom with soil.
Old drums, cans, plastic water containers with the bottoms off, even an old jute or rice sack
with bottom seam ripped off and supported by three pegs or cheap posts.
Have ten flower pots. Use flower pots by turns. By the time the tenth pot is full, in about a
months time, empty contents of the first pot and use as soil conditioner for plants/trees/lawn.
Pots may be stacked one on top of another but keep contents moist.
Line plastic bags with soil, place chopped biodegradables top with soil/leaves, moisten, then
stack them one top of another while awaiting collection. In few weeks time, these become
clean, safe, odorless compost, very good for plants.
6. COMPOST BINS
These may be constructed from chicken wire or any durable basket material for small scale
composting. They are designed to adequately accommodate the necessary materials or ingre-
dients and to allow access of air.
The completion of this Solid Waste Management Module for Schools would not have been possible, if
not for the invaluable support and assistance of the following, and are, thus gratefully acknowledged:
Dr. Angelina Galang,Writer of this module and Executive Director of the Environmental Studies
Institute of Miriam College
Mr. Albert Magalang, Executive Director of the National Solid Waste Management Commission
(NSWMC) Secretariat
Ms. Elenida del Rosario-Basug, Chief of the Environmental Education and Information Division
(EEID) of the EMB
Engrs. Margarita Caridad and Janet Yanto and Ms. Delia Valdez of the NSWMC Secretariat
Mr. Harry Quaioit , Ms. Ma. Cristina Francisco, Ms. Alona Arreza, and Mr. Timoteo Idea of the
EMBs EEID
The photographs were culled from selected submissions of regional solid waste management initiatives
from the EMB Regional Offices, and from selected entries to the Nationwide Search for Model Barangays
on Eco-Waste Management System (2004). Acknowledgement is also extended to these submissions.