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Department of Education Region VI – Western Visayas DIVISION OF SAN CARLOS CITY
San Carlos City, Negros Occidental FLORENTINA LEDESMA ELEMENTARY SCHOOL
PROJECT TITLE
“PAPEL KO, ULING MO”
Evelyn Senas and Dee Marie J. dela Victoria
Background
The primary cause of ecological degradation is the
fact that there are too many people living in too unequal
societies who are making use of too many unsustainable
technologies and are consuming too many resources, which
eventually produce too much waste. Sustainability may be
brought about through smaller populations living in
relatively equal societies, making use of appropriate green
technologies, consuming responsibly, reusing waste, and
producing less waste. (Baula, 2010)
With the Earth’s human inhabitants being the way they
are, however, environmental deterioration continues to
increase. The rapid depletion of natural resources is
happening in all nations and significantly straining the
quality of the planet’s water, soil, and air. The pattern
of production and consumption begs the question: can the
Earth’s natural resources feed and sustain a growing and
increasingly urbanized population? It is estimated that the
Earth’s renewable natural resources has declined by over
thirty percent over the last thirty years while the demands
on them has increased by fifty percent (Strategies, 2001).
This environmental deterioration is made worse by the
indiscriminate disposal of waste materials. Whenever
something is thrown out or is considered to be waste,
resources are lost. This called for the extraction of more
natural resources to replenish our society’s never ending
need for more products. Inevitably, these new products are
used and eventually thrown away as waste and the cycle
continues. As our waste piles up to infinity, the Earth’s
natural resources only become more noticeably finite.
Indiscriminate dumping has led to our streets being
lined with trash and to the flooding of our urban
dwellings. Our health is threatened when canals, clogged by
garbage, become breeding grounds for insects that bring
about diseases like cholera and dengue. Respiratory
diseases are also brought about by the burning of garbage
in our backyards. Landfills produce methane gas which is a
potent greenhouse gas. (Bildan, 2003)
As the primary contributor to solid waste in the
world, how can man and his man made organizations
contribute to the management of solid waste?
Ecological solid waste management as defined by RA
9003 is the systematic administration of activities which
provide for segregation at source, segregated
transportation, storage, transfer, processing, treatment,
and disposal of solid waste and all other waste management
activities which do not harm the environment. Part 6, Rule
21, Section 2 of RA 9003 states that the DepEd, TESDA,
CHED, DENR, and other concerned government agencies, shall
aggressively incorporate ecological solid waste management
in the school systems at all levels, emphasizing the
involvement of school administrators, teaching and non-
teaching staff, and studentry in school-wide and nearby
community waste management actions, and in strengthening of
the waste management content in the curricula. (Best, 2007)
Introduction
Paper has been known as one of the essential building
blocks of society, but has been taken for granted in
today’s advance world. Paper and related products --- such
as paperboard, packaging, tissue and newsprint ---
introduce the social fabric of the present generation.
Paper is very common in our everyday lives; it is in almost
every product that we use like books, tissue and sanitary
products, newspapers and magazines, containers, catalogs,
wall paper, food packaging, gift wrap and many other
staples of our daily routine. Paper fibers can be found in
our computers and paper insulation in our attics, car doors
and floors. Paper is still considered the safest long-term
way to store data. Even in surgical gowns, gas mask
filters, ice cream, our clothes, toothpaste, we can find
paper’s cellulose-based derivative products. In fact, the
world paper consumption is more than 600 billion pounds
every year. This totals to an average global consumption
level of about 100 pounds per person, of which
approximately one-third is printing and writing paper,
another third is paperboard packaging, and the remainder
represents all other uses combined.(Parayno,et.al.)
Project Description
The study entitled “Papel Ko, Uling Ko “, converting
trash into a cheap source of fuel, is the FLES paper
conservation initiative. The study straightly focuses on
how to make charcoal fuel out of the used papers. The
importance of the study is to lessen the problem on
managing waste in school.
Since we don’t have any paper recycling infrastructure
in the community, FLES opted to the idea of recycling used
paper by making paper charcoal.
Objectives:
1. Reduce school paper wastes disposal.
2. Develop awareness in conserving paper.
3. Educate pupils how to make paper charcoal.
Limitation of the Study
The study only focused on minimizing paper waste in
school.
Methodology
The YES-O (Youth for Environment in Schools
Organization) Team conducted a research on the process of
how to recycle used papers generated from the FLES school
children. The group conducted an interview with Mr. Henry
Akol, ESWM coordinator, who gave them the instruction on
how to make paper charcoal out of used waste papers.
The team used the waste characterization conducted by
the school last school year 2011-2012 to know the type and
quantity of wastes accumulated by the school and took note
of the amount of paper wastes as baseline for the study.
Then they distributed forms to be filled up by every
grade level and gathered data to determine the number of
paper wastes used to make paper charcoal.
School Profile
Florentina Ledesma Elementary School, BEIS ID No.
117773 is a public elementary school in District III in the
Division of San Carlos City in Negros Occidental. It is
located in Lot No. 175-B-1-C-3in Sitio Gemelina, Big Tibuco
and is approximately one kilometer from the city proper and
15 meters away from the Barangay Hall and Multi-Purpose
Complex of Barangay 1. The school is accessible by
bicycles, tricycles and motorized vehicles.
Name : Florentina Ledesma Elementary School
Population : ( 2013-2014 ) : 864
Distance from the City : 1 km.
Land Area : 9,226 sq.meters
Means of Transportation : any type of vehicle
No. of buildings : 11
No. of classrooms : 21
No. of teachers : 26
School Head : Dr. Ma. Carla L. Romanillos
Related Study
Parayno and Busmente made mention that recycling paper
provides several advantages. Every ton of paper used for
recycling saves at least 30,000 liters of water, 3000-4000
kWh of electricity (enough for an average 3 bedroom house
for one year), and 75% of air pollution. Producing recycled
paper involves between 28-70 percent less energy
consumption than virgin paper and uses less water. This is
because most of the energy in papermaking is used in the
process of pulping to turn wood in to paper.
Presentation, Analysis and Interpretation of
Data
This gives the presentation, analysis and
interpretation of the data gathered.
Table 1 presents the classification of waste in
school.
Table 1
Florentina Ledesma Elementary School Waste Characterization for S.Y. 2011-2012
2nd Semester
Type of Waste Weight in kg %
Food waste 30 kg 2%
Paper 540 kg 36%
Residuals 150 kg 10%
Garden waste 210 kg 14%
Other waste 570 kg 38%
Total 1,500 kg 100%
Figure 1. Types of Waste Collected by the School
0
100
200
300
400
500
600
Food Waste Paper Residuals Garden Waste
Other Waste
30
540
150
210
570
KILOGRAMS
FLES WASTE CHARACTERIZATION
The data in table 1 revealed that food waste
quantified 60 kg or 2%, likewise other types of waste
yielded 1,060 kg or 36% for paper; 300 kg or 10% for
rsiduals ; 420 kg or 14% for garden waste ; 1,040 kg or 38%
for other waste.
The over-all result indicated that the total waste
collected by the school amounted to 3,000 kg. This shows
that the other waste came out as the most number of waste
and seconded by the paper.
Table 2 presents the summary of the waste paper used
as paper charcoal.
The figures in table 2 indicates that Kinder
accumulated 50 kg of paper waste and generated 49.5 kg of
paper charcoal which is 99% of the paper waste recycled.
Similarly, Grade I had 66 kg and 65.5 kg were made into
paper charcoal, 99% of it was utilized; 56 kg of paper
waste were collected by Grade 2 and made 54.75 kg paper
charcoal that consumed 98% of the paper waste; while in
Grade 3, 35.2 kg paper waste were gathered and 34.50 kg
produced paper charcoal produced, 98% of used up paper
waste. The Grade 4 group gathered 59 kg of waste paper and
had produced 58.5 kg paper charcoal; 99% of the paper was
recycled. Pupils in Grade 5 had 25.25 kg of used paper
recycled resulting to 24.5 kg of paper charcoal so 97% of
the paper waste were consumed. Likewise, the Grade 6 had
49.5 kg of paper waste and turned out 49 kg paper charcoal
made indicating 99% of waste paper used up.
Table 2 Summary Table for the Quantity of the Paper Waste Used
and Paper Charcoal Made S.Y. 2013-2014
1st Semester (June – October)
Grade
Weight of
Paper Waste
in
(kg)
Weight of
Paper
Charcoal in
(kg)
Percentage
of Paper
Waste Used
(%)
Kinder 50 49.5 99
I 66 65.5 99
II 56 54.75 98
III 35.2 34.50 98
IV 59 58.5 99
V 25.25 24.5 97
VI 49.5 49 99
Total 384.45 378.5 98
Figure 2. Number of Paper Trash Utilized As A Paper
Charcoal
0
10
20
30
40
50
60
70
Kinder Grade I Grade II Grade III
Grade IV
Grade V
Grade VI
50
66
56
35.2
59
25.25
49.5
49.5
65.5 54.75
34.5
58.5
24.5
49
Paper waste
Paper Charcoal
KILOGRAMS
QUANTITY OF WASTE PAPER AND PAPER CHARCOAL
Table 3 reflects the profile of the waste generated in
school.
Table 3 Waste Characterization for S.Y. 2013-2014
1st Semester
Type of Waste Weight in kg %
Food waste 22.5 3
Paper 5.5 1
Residuals 148.5 20
Garden waste 168 22
Other waste 399 54
Total 743.50 100
Figure 3. Kinds Of Waste Accumulated In The School
Table 3 manifested that food waste generated 22.5 kg
or 3% so with other sort of trash produced 5.5% or 1% for
paper; 1 48.5 kg or 20% for residuals; 158 kg or 22% for
garden waste and other waste accumulated 399 kg or 54%.
The over-all result indicated that the total waste in
school sum up to 743.5o kg. This data revealed that the
other waste obtained the most number of waste and the used
paper got the least number of trash gathered.
22.5 kg 5.5 kg
148.5 kg
168 kg
399 kg
FLES WASTE PROFILE
Food Waste
Paper
Residuals
Garden Waste
Other Waste
Conclusion
Substantial components of waste stream in Florentina
Ledesma Elementary School could be reduced, reused,
recycled and composted. There is a great opportunity to
expand and improve school recycling program. In addition,
this study points to opportunities to reduce paper waste
generation by adopting additional waste prevention
strategies and implementing expanded use of reusable items.
Making the effort to act on the potential for improved
waste management at our school will return benefits in the
school’s advocacy in the campaign for zero waste disposal
and helping conserve natural resources.
Recommendation
1. Encourage parents’ participation in the paper
conservation program particularly in “Papel Ko,
Uling Ko“ initiative.
2. Conduct an orientation and workshop to pupils and
parents on how to make paper charcoal.
3. Look for other ways of conserving paper
4. Hold a recyclable bazaar to generate income.
Reference
• Baula, Enrico U., School-Based Solid Waste
Management Initiative in the Philippines: Lessona
and Experiences of the Toyota Auto Parts and Sta.
Rosa City Partnership, De La Salle University-
Manila, 2010.
• Best practices in local governance: Eco Savers, Marikina City. (2007). Galing Pook Foundation. http://www.galingpook.org/awardees/2007/2007_outstanding_marikina.htm (November 5, 2008).
• Bildan, L. (2003). Disaster Management in Southeast Asia an Overview. Asian Disaster Preparedness Center.www.redat.be/.../Regional/ADPC%20-%20Lolita%20 Bildan%20%20Disaster%20Management%20in%20Southeast%20Asia.pdf (January 20, 2008).
• Parayno, Phares P., Ph.D. and Busmente, Mitzi Gay
M., Integration of Solid Waste Management Tools
in Specific European and Asian Community.
• Strategies for Sustainable Development. (2001). The DAC Guidelines. www.oecd.org/dataoecd/34/10/2669958.pdf (November
28, 2007).
Photos
FLES YES-O conducts One-day Training Workshop on Paper
Charcoal Making with the supervision of Mr. Henry Akol,the
school ESWM Coordinator
The Grade 0ne pupils gathered waste papers ready for
weighing
The weighed used papers were cut to smaller pieces.
Mrs. Ruela Limos, Grade I class adviser and pupils grabbed
a handful of the mushy paper formed into paper balls.
Paper balls made by the Grade I pupils
The Grade II class adviser, Mrs Pedrita Mendrez with her
pupils collected used paper.
The weighing of paper waste by Mrs. Dahlia Vivit & Mrs.
Teoducia Limot.
The Grade IV too showed their effort turning trash to paper
charcoal fuel.
Paper balls were dried under the sun.
The paper waste collected by the Grade V
Grade V pupils weighed the used papers to be made into
charcoal briquettes