Tagum City Regional Academy for Senior High School
Supreme Secondary Learner Government
PROJECT PROPOSAL
Part 1: Proponents’ Information
Names, Positions in the Organization, and Grade Levels
Full Names Positions in the Grade Levels
Organization
Syruz B. Federigan SSLG – President Grade 12
Laika V. Compuesto SSLG – Vice President Grade 12
Junas D. Lozada HearTeens – President Grade 12
Royce Jade S. Sanaga LINGAP – President Grade 12
School: Tagum City Regional Academy for Senior High School
Teacher Advisers’ Name: April Mae Y. Asis
Division: Tagum City
Part 2: Project Overview
Project Title: Basurahan at Kaalaman: Tulay Patungo sa Malusog
na Kinabukasan
Problem Statement: At Tagum City Regional Academy for Senior High
School, the absence of trash cans inside each
classroom has become a growing concern. This
situation stems from the deliberate decision of some
advisers to prevent the placement of trash bins within
learning spaces, often citing reasons related to
cleanliness management or behavioral discipline.
However, this lack of accessible waste disposal
options has led to unintended consequences,
including increased littering, improper waste disposal
and segregation, and reduced student accountability in
maintaining classroom hygiene. The issue not only
affects the physical cleanliness of the school but also
undermines efforts to instill environmental
responsibility and proper waste management habits
among students.
Connection of the The absence of trash cans inside classrooms at
Problem to Climate TCRASHS, due to the prevention by some advisers,
Change: may appear to be a minor concern, but it has broader
implications for climate change. Without proper waste
disposal options, students are more likely to litter or
discard trash improperly, which can lead to pollution,
clogged drainage systems, and even the burning of
waste—practices that release harmful greenhouse
gases into the atmosphere. This not only affects the
cleanliness of the school but also undermines the
cultivation of environmental responsibility among
students. Schools serve as vital platforms for shaping
eco-conscious behavior, and failing to provide basic
waste management tools like trash cans weakens
efforts to reduce carbon footprints and promote
sustainable practices. Addressing this issue is a small
but meaningful step toward climate action and
environmental stewardship. In addition, landfills
produce significant amounts of methane, a potent
greenhouse gas, from the anaerobic decomposition of
organic materials, while open burning releases carbon
dioxide, black carbon, and other harmful air pollutants.
Furthermore, inadequate waste management can lead
to waste contaminating water bodies and ecosystems,
disrupting natural carbon sinks and exacerbating the
effects of climate change. Lastly, the interconnected
issues of inaccessible trash bins and a lack of
awareness collectively contribute to higher
greenhouse gas emissions and environmental
degradation, intensifying the climate crisis.
Target Audience: Grade 11 and 12 HUMSS, GAS and ABM students
and teachers in TCRASHS
Stakeholders Involved 1. PTA: Provide financial aid for the project
and their roles: implementation.
2. Faculty and staff: Encourage students to
actively participate in the move against the
practices that contributes to climate change, in
our context, it’s the improper waste segregation
and disposal.
3. Student-volunteers, SSLG Officers, and the
BasuHeroes (Solid Waste Management
Organization): Facilitate and help in the project
implementation (e.g., make the program flow,
request speakers, arrange the activities, etc.)
Project Goal: Despite the current situation of students at Tagum City
Regional Academy for Senior High School being
considered refugees or temporary occupants in
borrowed classrooms, the long-term goal remains
clear: to cultivate a sustainable and environmentally
responsible waste management culture within the
school community. This goal aims not only to improve
cleanliness but also to instill eco-conscious values that
contribute to climate change mitigation. While advisers
may restrict the use of trash bins inside classrooms
due to ownership concerns or maintenance issues,
students can still take initiative by proposing portable,
low-impact waste solutions such as categorized bins.
These efforts can be aligned with national policies like
DepEd’s WASH in Schools (WinS) Program, which
advocates for inclusive sanitation practices and
environmental education regardless of a school’s
structural limitations. By engaging in respectful
dialogue with advisers, collaborating with school
administrators, and involving student-led
organizations, the academy can begin building a
culture of accountability and climate awareness, even
within temporary spaces. This approach not only
addresses immediate waste concerns but also lays the
foundation for long-term environmental stewardship
among students.
Objectives: 1. To advocate for the installation of portable and
monitored trash bins in each classroom (6
Grade 11 Classrooms and 10 Grade 12
Classrooms) to be used by senior high school
students, despite their temporary status as
refugees or borrowers of space.
2. To raise awareness among advisers and school
administrators about the importance of
accessible waste disposal.
3. To align classroom waste management
practices with national policies such as DepEd’s
WASH in Schools (WinS) Program.
4. Empower students to be climate changemakers
through leadership and fostering eco-
responsibility.
5. To reduce littering and improper waste disposal
and segregation within the classroom and
school premises.
6. To integrate climate education into classroom
routines.
Success Indicators: At least 12 sections (out of 16 sections) are
able to segregate and dispose their waste
properly.
At least 40 pieces of 5-liter trash bins are
provided. Four (4) trash bins per classroom (10
classrooms); one for biodegradable, non-
biodegradable, hazardous, and recyclable.
The effectiveness of the waste segregation and
disposal will be evaluated through survey
questionnaires administered to the BasuHeroes
(SWM Officers). A key success metric for this
project is that at least 13% of the sections (12
out of 16 sections) must demonstrate a
measurable increase in proper waste disposal
and segregation practices.
Through the symposium, students and teachers
will be informed about the proper waste
disposal, segregation, as well as how it
contributes to climate change. The participants
will be 32 students (class presidents and one
BasuHero in each of the 16 sections), and 16
class advisers. this will be checked through an
attendance sheet.
Expected Outcomes: Improved waste segregation and disposal
Increased awareness about climate change
Accessible trash bins
Cultivation of self-discipline among students
Part 3: Project Tasks and Tentative Schedules
Preliminary Activity with Description: Invitation of guest speakers, preparation of
Fellow Officers PowerPoint presentations and learning materials,
activities, program flow, and snacks.
Tentative Date: August 1, 2025
Task 1 Name and Description: Identify quantifiable methods of
verification (e.g., attendance, monitoring and evaluation
through survey questionnaires, progress/annual reports)
Schedule: August 1, 2025
Task 2 Name and Description: Request the utilization of the
TCNHS Audio Visual Room as a venue for the
symposium.
Schedule: August 1, 2025
Task 3 Name and Description: Inform all class presidents and
vice presidents, class advisers, and BasuHeroes about
the symposium.
Schedule: August 3, 2025
Task 4 Name and Description: Individual classrooms
progress/annual reports about the implementation of the
proper waste disposal and segregation. These annual
reports detail each classroom's progress and active
participation in implementing proper waste disposal and
segregation. They'll highlight achievements, identify
areas for improvement, and showcase the collective
effort of students and teachers in fostering a more
sustainable school environment.
Schedule: From August to March, every end of the
month.
BUDGET PROPOSAL
Budget and Resources Needed (Maximum of PhP 15,000 cash from CTC 3.0)
Item Amount Quantity Sub-Total
Bond papers (for P300 2 P600
handouts and
brochures)
Ink printers P200 4 P800
Snacks (Burger, P50 24 P1,200
buy 1 take 1)
Drinks (Minute P110 (per box) 5 P550
Maid, 10 pcs. per
box)
Certificate P5 (per paper) 50 P250
Trash bins P70 40 P2,800
TOTAL P6,200
