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