PNU Educational Policy Research and Development Office

This position paper of the Philippine Normal University proposes a domain-based framework for General Education (GE) as an alternative to the currently proposed General Education Outcomes (GEOs). The proposal is grounded in the view that General Education should not be reduced to a collection of transferable competencies or narrowly framed workforce skills, but should remain a coherent process of intellectual formation that prepares students for responsible participation in society, lifelong learning, and reflective engagement with an increasingly complex world.

You may access the complete position paper through https://bit.ly/PNUreimagineGE, or you may scan the QR code below.

---
We’re delighted to have shared this information with you, and we hope it serves you well!

Your thoughts matter to us. Visit https://nnp.pnu.edu.ph/, choose Strategic Communications and Public Relations Unit, and share your feedback with us.

We warmly welcome Jeffrey R. Galino as our new intern at the Educational Policy Research and Development Office (EPRDO).

Jeffrey joins us through an international academic internship under Université Côte d’Azur, where he is pursuing Master of Science in Smart Educational Technology. He will be undertaking his internship under the supervision of Dr Allen A Espinosa.

We are pleased to have him with us as he gains valuable experience in education policy research, innovation, and development. Welcome to the EPRDO team, Jeffrey!

𝐏𝐎𝐋𝐈𝐂𝐘 𝐁𝐑𝐈𝐄𝐅 𝐒𝐄𝐑𝐈𝐄𝐒 𝐕𝐎𝐋. 𝟏𝟎 𝐈𝐒𝐒𝐔𝐄 𝟓

𝐑𝐞𝐬𝐞𝐚𝐫𝐜𝐡 𝐏𝐫𝐨𝐝𝐮𝐜𝐭𝐢𝐯𝐢𝐭𝐲, 𝐕𝐢𝐬𝐢𝐛𝐢𝐥𝐢𝐭𝐲, 𝐚𝐧𝐝 𝐈𝐦𝐩𝐚𝐜𝐭 𝐨𝐟 𝐏𝐍𝐔: 𝐄𝐯𝐢𝐝𝐞𝐧𝐜𝐞 𝐚𝐧𝐝 𝐏𝐨𝐥𝐢𝐜𝐲 𝐃𝐢𝐫𝐞𝐜𝐭𝐢𝐨𝐧𝐬
𝘙𝘦𝘺𝘯𝘢𝘭𝘥 𝘔 𝘊𝘢𝘤𝘩𝘰, 𝘈𝘭𝘭𝘦𝘯 𝘈 𝘌𝘴𝘱𝘪𝘯𝘰𝘴𝘢, 𝘏𝘦𝘪𝘥𝘪 𝘉 𝘔𝘢𝘤𝘢𝘩𝘪𝘭𝘪𝘨, 𝘕𝘪𝘬𝘰𝘭𝘦𝘦 𝘔𝘢𝘳𝘪𝘦 𝘈 𝘚𝘦𝘳𝘢𝘧𝘪𝘤𝘰-𝘙𝘦𝘺𝘦𝘴, 𝘈𝘳𝘭𝘺𝘯𝘦 𝘊 𝘔𝘢𝘳𝘢𝘴𝘪𝘨𝘢𝘯, 𝘢𝘯𝘥 𝘙𝘰𝘭𝘥𝘢𝘯 𝘚 𝘊𝘢𝘳𝘥𝘰𝘯𝘢

Despite steady growth in research output, the Philippine Normal University (PNU) faces structural challenges in maximizing the visibility, citation impact, and global reach of its scholarly work. Drawing on Scopus, EduRank, and OpenAlex data from 2021 to 2025, this brief analyzes PNU’s publication trends, citation performance, thematic focus, language use, and publishing channels. Key findings show a stable and expanding publication base, with a notable surge in Scopus-indexed outputs in 2025—though this trend warrants further validation given possible indexing delays. EduRank reflects more variable trends, while citation performance remains strong but uneven, suggesting concentration of impact in select publications. Outputs are heavily concentrated in education-related themes and English-language publications, predominantly in university-based journals—including PNU-managed outlets—alongside growing engagement with commercial publishers. These patterns indicate a research system anchored in institution-centered dissemination, with uneven movement toward broader global visibility. To address these gaps, the brief recommends strengthening mentorship, improving incentive structures, expanding collaborative productivity, and developing strategic publishing pathways—measures essential to enhancing citation impact, improving performance in international ranking systems, and sustaining PNU’s leadership as the National Center for Teacher Education in the Philippines.

Read full article here: https://www.pnuresearchportal.org/wp-content/uploads/2026/04/Policy-Brief-10-S-5_2026.pdf.

📣 𝐍𝐄𝐖 𝐏𝐔𝐁𝐋𝐈𝐂𝐀𝐓𝐈𝐎𝐍 𝐀𝐋𝐄𝐑𝐓

𝐂𝐥𝐢𝐦𝐚𝐭𝐞 𝐂𝐡𝐚𝐧𝐠𝐞 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐢𝐧 𝐭𝐡𝐞 𝐇𝐨𝐦𝐞–𝐒𝐜𝐡𝐨𝐨𝐥–𝐂𝐨𝐦𝐦𝐮𝐧𝐢𝐭𝐲 𝐍𝐞𝐱𝐮𝐬: 𝐈𝐧𝐭𝐞𝐫𝐠𝐞𝐧𝐞𝐫𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠, 𝐘𝐨𝐮𝐭𝐡 𝐀𝐠𝐞𝐧𝐜𝐲, 𝐚𝐧𝐝 𝐀𝐜𝐭𝐢𝐨𝐧 𝐂𝐨𝐦𝐩𝐞𝐭𝐞𝐧𝐜𝐞 𝐢𝐧 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞 𝐁𝐚𝐬𝐢𝐜 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧
𝘈𝘭𝘭𝘦𝘯 𝘈. 𝘌𝘴𝘱𝘪𝘯𝘰𝘴𝘢, 𝘔𝘢 𝘈𝘳𝘴𝘦𝘯𝘪𝘢 𝘊. 𝘎𝘰𝘮𝘦𝘻, 𝘗𝘳𝘢𝘬𝘴𝘪𝘴 𝘈. 𝘔𝘪𝘳𝘢𝘯𝘥𝘢, 𝘕𝘪𝘬𝘰𝘭𝘦𝘦 𝘔𝘢𝘳𝘪𝘦 𝘈. 𝘚𝘦𝘳𝘢𝘧𝘪𝘤𝘰-𝘙𝘦𝘺𝘦𝘴, 𝘔𝘢𝘳𝘪𝘦 𝘎𝘳𝘢𝘤𝘦 𝘗𝘢𝘮𝘦𝘭𝘢 𝘎. 𝘍𝘢𝘺𝘭𝘰𝘯𝘢, 𝘈𝘥𝘰𝘯𝘪𝘴 𝘗. 𝘋𝘢𝘷𝘪𝘥, 𝘓𝘦𝘢𝘩 𝘈𝘮𝘰𝘳 𝘚. 𝘊𝘰𝘳𝘵𝘦𝘻, 𝘙𝘺𝘢𝘯 𝘝. 𝘓𝘢𝘯𝘴𝘢𝘯𝘨𝘢𝘯, 𝘈𝘳𝘭𝘰𝘯 𝘗. 𝘊𝘢𝘥𝘪𝘻, 𝘑𝘰𝘦𝘧𝘳𝘦𝘺 𝘙. 𝘊𝘩𝘢𝘯, 𝘢𝘯𝘥 𝘑𝘰𝘢𝘯𝘯𝘢 𝘔𝘢𝘳𝘪𝘦 𝘈 𝘥𝘦 𝘉𝘰𝘳𝘫𝘢

This study examines how climate change education (CCE) initiatives in Philippine basic education shape learners’ climate-related knowledge, awareness, behaviours, and perceptions of environmental well-being through the interconnected influences of families, schools, and communities. While many CCE initiatives focus on school-based knowledge and awareness, less attention has been given to how environmental practices are sustained across everyday socioecological contexts. Guided by action competence, intergenerational learning, and socioecological perspectives, the study integrates a systematic review of 109 Department of Education (DepEd) and government issuances with key informant interviews involving teachers and school-level programme implementers. Findings show that DepEd initiatives – such as YES-O, WASH programmes, and school-based greening activities – serve as critical entry points for environmental engagement but do not consistently lead to sustained behavioural change. The continuity of environmental practices depends on the degree of alignment across school, home, and community systems. Inconsistent family routines, limited local government unit (LGU) support, infrastructural constraints, and programme discontinuities weaken learners’ capacity to internalise environmental practices. Conversely, experiential learning, family modelling, lived experiences of climate risks, and active community participation strengthen children’s action competence and resilience. The study advances a socioecological alignment framework that conceptualises CCE as a relational and multi-level process shaped by structural, cultural, and institutional conditions. It argues that strengthening intergenerational learning, community engagement, and governance continuity is essential for cultivating sustained climate action. These insights offer implications for rethinking climate education in the Philippines and other climate-vulnerable and resource-constrained contexts.

Read the full article for free here:
https://doi.org/10.1017/aee.2026.10164

📣 𝐍𝐄𝐖 𝐏𝐔𝐁𝐋𝐈𝐂𝐀𝐓𝐈𝐎𝐍 𝐀𝐋𝐄𝐑𝐓

𝐂𝐨𝐚𝐜𝐡𝐢𝐧𝐠 𝐬𝐭𝐫𝐚𝐭𝐞𝐠𝐢𝐞𝐬 𝐚𝐧𝐝 𝐡𝐨𝐥𝐢𝐬𝐭𝐢𝐜 𝐚𝐩𝐩𝐫𝐨𝐚𝐜𝐡𝐞𝐬 𝐟𝐨𝐫 𝐭𝐡𝐞 𝐯𝐨𝐥𝐥𝐞𝐲𝐛𝐚𝐥𝐥 𝐬𝐭𝐮𝐝𝐞𝐧𝐭-𝐚𝐭𝐡𝐥𝐞𝐭𝐞𝐬 𝐢𝐧 𝐚 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞 𝐒𝐭𝐚𝐭𝐞 𝐔𝐧𝐢𝐯𝐞𝐫𝐬𝐢𝐭𝐢𝐞𝐬: 𝐢𝐧𝐩𝐮𝐭𝐬 𝐟𝐨𝐫 𝐚𝐧 𝐢𝐧𝐧𝐨𝐯𝐚𝐭𝐢𝐯𝐞 𝐭𝐫𝐚𝐢𝐧𝐢𝐧𝐠 𝐩𝐥𝐚𝐧
𝘈𝘲𝘶𝘪𝘯𝘰, 𝘑𝘰𝘩𝘯 𝘔𝘪𝘤𝘩𝘢𝘦𝘭 𝘋., 𝘊𝘢𝘴𝘵𝘶𝘭𝘰, 𝘕𝘪𝘭𝘰 𝘑., 𝘚𝘢𝘯𝘵𝘪𝘢𝘨𝘰, 𝘈𝘳𝘮𝘢𝘯𝘥𝘰, 𝘑𝘰𝘭𝘰, 𝘔𝘢𝘳𝘬 𝘜𝘭𝘺𝘴𝘦𝘴, 𝘔𝘢𝘳𝘢𝘴𝘪𝘨𝘢𝘯, 𝘈𝘳𝘭𝘺𝘯𝘦 𝘊., & 𝘗𝘳𝘪𝘮𝘦𝘪𝘳𝘰, 𝘜𝘢𝘪𝘵𝘦

This study examined the coaching strategies and holistic approaches employed by volleyball coaches to enhance both the athletic performance and personal development of student-athletes, guided by goal-setting theory. A descriptive qualitative research design was utilized, involving semi-structured interviews with 13 participants (10 head coaches and 3 assistant coaches) from selected State Universities and Colleges (SUCs) in Luzon, Philippines. Interviews were conducted face-to-face and online, lasting between 45 and 60 minutes, and generated rich narrative data on coaching practices and institutional conditions. Data were analyzed using thematic analysis with Atlas.ti version 25, following an inductive coding process. The findings revealed that coaches employ diverse strategies, including holistic athlete development, physical conditioning, resourcefulness in training, balancing of academic and athletic commitments, cultural sensitivity, environmental adaptation, and team communication. Holistic coaching practices emphasized character development, life skills acquisition, academic prioritization, mental resilience, and team cohesion. However, coaches reported significant institutional gaps, such as inadequate facilities, limited equipment, financial constraints, a lack of year-round training programs, and insufficient holistic support systems. This study proposes an innovative volleyball coaching training plan grounded in holistic development and goal-setting principles to support student-athletes in resource-constrained environments.

Read for free here: https://doi.org/10.1080/23311886.2026.2648147

𝐏𝐎𝐋𝐈𝐂𝐘 𝐁𝐑𝐈𝐄𝐅 𝐒𝐄𝐑𝐈𝐄𝐒 𝐕𝐎𝐋. 𝟏𝟎 𝐈𝐒𝐒𝐔𝐄 𝟒

𝐁𝐫𝐢𝐝𝐠𝐢𝐧𝐠 𝐏𝐨𝐥𝐢𝐜𝐲 𝐚𝐧𝐝 𝐏𝐫𝐚𝐜𝐭𝐢𝐜𝐞 𝐢𝐧 𝐭𝐡𝐞 𝐀𝐥𝐭𝐞𝐫𝐧𝐚𝐭𝐢𝐯𝐞 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐒𝐲𝐬𝐭𝐞𝐦 (𝐀𝐋𝐒): 𝐈𝐦𝐩𝐥𝐢𝐜𝐚𝐭𝐢𝐨𝐧𝐬 𝐟𝐨𝐫 𝐋𝐨𝐜𝐚𝐥 𝐆𝐨𝐯𝐞𝐫𝐧𝐦𝐞𝐧𝐭 𝐔𝐧𝐢𝐭 (𝐋𝐆𝐔) 𝐈𝐦𝐩𝐥𝐞𝐦𝐞𝐧𝐭𝐚𝐭𝐢𝐨𝐧 𝐚𝐧𝐝 𝐒𝐨𝐜𝐢𝐚𝐥 𝐃𝐞𝐯𝐞𝐥𝐨𝐩𝐦𝐞𝐧𝐭
𝘉𝘳𝘺𝘢𝘯 𝘊. 𝘋𝘢𝘺𝘶𝘵𝘢

Education is a fundamental human right and a critical driver of inclusive social and economic development. In the Philippines, however, persistent poverty, geographic isolation, conflict, disability, early pregnancy, and labor participation continue to exclude millions of children, youth, and adults from formal schooling. This has resulted in a growing population of out-of-school children, youth, and adults (OSCYA), which increased from an estimated 3.8–4.0 million in 2021 to nearly 11 million by 2025 based on data from the Philippine Statistics Authority (PSA), the Department of Education (DepEd), and the Second Congressional Commission on Education (EDCOM II).

The Alternative Learning System (ALS) serves as the government’s primary policy response to educational exclusion. Strengthened through Republic Act No. 11510 (ALS Act of 2020) and reinforced by Republic Act No. 11899 (EDCOM II Act), ALS is now institutionalized as a parallel and complementary pathway within the national education system. Despite this strong legal framework, ALS implementation remains uneven across Local Government Units (LGUs), with disparities in funding, infrastructure, facilitator support, and governance capacity affecting learner retention and completion outcomes.

This policy brief examines ALS as a social development intervention and emphasizes that national policy effectiveness ultimately depends on LGU-level implementation. It highlights key implementation gaps, presents evidence on access, completion rates, Community Learning Centers (CLCs), and facilitator support, and outlines actionable policy recommendations for LGUs. Strengthening LGU ownership, investing in community-based delivery, supporting ALS facilitators, and institutionalizing data-driven planning are critical to ensuring that ALS fulfills its mandate of inclusive, equitable, and transformative education.

Read full article here: https://www.pnuresearchportal.org/wp-content/uploads/2026/04/Policy-Brief-Vol-10-S-4_2026.pdf.

Join us at the 2026 International Conference on Advances in Chemistry and Chemistry Education (ICoACCE) 🌍🧪

This conference brings together researchers, educators, and professionals from around the world to discuss Transformative Chemistry and Chemistry Education in the Era of Sustainability and Digitalization

📅 Saturday, June 13, 2026
📍 Auditorium of JICA Building, FPMIPA – Universitas Pendidikan Indonesia, Bandung Jl. Dr. Setiabudi No. 229 Bandung, West Java, Indonesia
🖥 Hybrid Mode (Onsite & Online)

Featuring renowned international keynote and invited speakers from Finland, Australia, Malaysia, Korea, the Philippines, and Indonesia.

🗓️ Important Dates
* Call for Papers: 13 March 2026
* Registration & Abstract Submission: 16 March - 17 April 2026
* Abstract acceptance Notification: 19 March – 18 April 2026
* Full paper submission deadline: 13 May 2026
* Conference Day ICoAACE: 13 June 2026

📄 Selected papers will be published in reputable journals.

🔗 Register and submit your abstract: https:icoacce.upi.edu/register

🔗 More Information: https://icoacce.upi.edu/2026

Source: https://www.linkedin.com/posts/rosioktiani_join-us-at-the-2026-international-conference-share-7446745863412150272-FQ4j?utm_source=social_share_send&utm_medium=member_desktop_web&rcm=ACoAABEYYz8BE9J3QHA3CVN4IrXTpOZ-z7Uu1MM

📢𝐍𝐄𝐖 𝐏𝐔𝐁𝐋𝐈𝐂𝐀𝐓𝐈𝐎𝐍 𝐀𝐋𝐄𝐑𝐓
𝐆𝐞𝐧𝐝𝐞𝐫 𝐄𝐪𝐮𝐚𝐥𝐢𝐭𝐲, 𝐃𝐢𝐯𝐞𝐫𝐬𝐢𝐭𝐲, 𝐚𝐧𝐝 𝐒𝐨𝐜𝐢𝐚𝐥 𝐈𝐧𝐜𝐥𝐮𝐬𝐢𝐨𝐧: 𝐕𝐚𝐥𝐢𝐝𝐚𝐭𝐢𝐨𝐧 𝐚𝐧𝐝 𝐃𝐞𝐯𝐞𝐥𝐨𝐩𝐦𝐞𝐧𝐭 𝐨𝐟 𝐚𝐧 𝐢𝐧𝐬𝐭𝐫𝐮𝐦𝐞𝐧𝐭 𝐟𝐨𝐫 𝐇𝐢𝐠𝐡𝐞𝐫 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧
𝘕𝘪𝘭𝘰 𝘑 𝘊𝘢𝘴𝘵𝘶𝘭𝘰, 𝘔𝘢𝘳𝘺𝘧𝘦 𝘔 𝘙𝘰𝘹𝘢𝘴, 𝘈𝘳𝘭𝘺𝘯𝘦 𝘊 𝘔𝘢𝘳𝘢𝘴𝘪𝘨𝘢𝘯, 𝘑𝘢𝘺𝘴𝘰𝘯 𝘓 𝘥𝘦 𝘝𝘦𝘳𝘢, 𝘔𝘢 𝘓𝘢𝘢𝘳𝘯𝘪 𝘋 𝘉𝘶𝘦𝘯𝘢𝘷𝘦𝘯𝘵𝘶𝘳𝘢, 𝘚𝘵𝘢𝘳𝘳 𝘊𝘭𝘺𝘥𝘦 𝘚𝘦𝘣𝘪𝘢𝘭, 𝘑𝘰𝘩𝘯 𝘔𝘪𝘤𝘩𝘢𝘦𝘭 𝘈𝘲𝘶𝘪𝘯𝘰, 𝘉𝘰𝘯𝘫𝘰𝘷𝘪 𝘏 𝘏𝘢𝘫𝘢𝘯, 𝘔𝘢𝘳𝘬 𝘗𝘰𝘯𝘤𝘦 𝘊 𝘚𝘢𝘯 𝘑𝘶𝘢𝘯, & 𝘒𝘢𝘳𝘦𝘯 𝘈𝘣𝘦𝘨𝘢𝘪𝘭 𝘊 𝘓𝘦𝘦
Gender Equality, Diversity, and Social Inclusion (GEDSI) are critical in achieving the Sustainable Development Goals number 4 (Quality Education), number 5 (Gender Equality), and number 10 (Reduced Inequalities), impacting various aspects of society, organizations, and individual well-being. While GEDSI remains a pressing concern worldwide, this study aims to design an instrument for the GEDSI situationer tool for students, administrative staff, and faculty members. The instrument undergoes a thorough
validation and development process utilizing a mixed-method design. First, the item is designed through Focus Group Interviews (FGIs) on GEDSI in a prominent state university in the Philippines. Through exploratory Factor Analysis (EFA) using survey responses from 374 students and PLS-SEM for 40 faculty and 51 administrative staff, the study found that the data met all four fit statistics cutoffs, including Cronbach Alpha (α) ≥ 0.9, excellent in most of the factors except for factor 1 of the Student Tool, which has a score of 0.78 (acceptable), item loadings, average variance extracted (AVE), and composite
reliability results. The validated GEDSI Situationer Tool is a reliable instrument for assessing and addressing gender-related issues in the institution. This would help make evidence-based decisions and develop solutions to create a more inclusive and equitable environment.
Read for free here:
https://digitalcommons.lib.uconn.edu/jcihe/vol18/iss2/8/

Huge congratulations to Asst. Prof. Leonardo D. Tejano, Assoc. Prof. Romelyn T. Lagura, and Asst. Prof. Abril Ryan A. Dacanay for their latest Scopus-indexed publication! 🎓✨

Their work on aligning pre-service teacher preparation with classroom expectations is a vital contribution to the research project funded by Teacher Education Council led by PNU’s Educational Policy Research and Development Office entitled The Development of the National Teacher Education Research Agenda 2025-2030. Proud to share this research from our partners from the MMSU College of Teacher Education.

𝐅𝐀𝐂𝐔𝐋𝐓𝐘 𝐏𝐔𝐁𝐋𝐈𝐂𝐀𝐓𝐈𝐎𝐍

The MMSU College of Teacher Education Research Office congratulates Asst. Prof. Leonardo D. Tejano, MAEd, Assoc. Prof. Romelyn T. Lagura, PhD, and Asst. Prof. Abril Ryan A. Dacanay, MAEd, on their Scopus-indexed article titled, "How Well does Pre-Service Teacher Preparation Align with Classroom Competency Expectations? Evidence from Northern Luzon, Philippines."

Their paper is part of a bigger research project titled “Development of a National Teacher Education Research Agenda 2025-2030”, funded by the Teacher Education Council (TEC) through the Philippine Normal University (PNU).

To read the article, visit: https://www.ijlter.org/index.php/ijlter/article/view/16193

Congratulations Dr. Allen Espinosa on your designation as Editor-in-Chief of the ESERA Book Series Contributions from Science Education Research.

This prestigious appointment, for a four-year term beginning April 2026, reflects his strong leadership and significant contributions to the field of science education. As Editor-in-Chief, he will guide the strategic direction of the series, oversee peer review and publication processes, and collaborate with international scholars to advance high-quality research in science education.

The ESERA Book Series, published by Springer under the European Science Education Research Association, is a globally recognized platform showcasing cutting-edge research that informs both policy and practice.

For more information about the series:
https://link.springer.com/series/11180
https://www.esera.org/esera-book-series/

We at EPRDO take pride in this achievement and look forward to the continued impact of Prof Espinosa’s work in advancing research excellence.

𝐏𝐎𝐋𝐈𝐂𝐘 𝐁𝐑𝐈𝐄𝐅 𝐒𝐄𝐑𝐈𝐄𝐒 𝐕𝐎𝐋. 𝟏𝟎 𝐈𝐒𝐒𝐔𝐄 𝟑

𝐌𝐚𝐲 𝐏𝐚𝐠𝐤𝐚𝐢𝐧 𝐬𝐚 𝐁𝐚𝐬𝐮𝐫𝐚: 𝐀𝐝𝐝𝐫𝐞𝐬𝐬𝐢𝐧𝐠 𝐏𝐨𝐥𝐢𝐜𝐲 𝐆𝐚𝐩𝐬 𝐢𝐧 𝐒𝐨𝐥𝐢𝐝 𝐖𝐚𝐬𝐭𝐞 𝐌𝐚𝐧𝐚𝐠𝐞𝐦𝐞𝐧𝐭
𝘝𝘦𝘷𝘦𝘳𝘭𝘦 𝘋. 𝘚𝘢𝘯 𝘑𝘶𝘢𝘯-𝘔𝘢𝘴𝘢𝘨𝘢𝘯𝘥𝘢, 𝘛𝘳𝘪𝘤𝘪𝘢 𝘔𝘢𝘦 𝘓. 𝘋𝘦 𝘭𝘢 𝘊𝘳𝘶𝘻, 𝘑𝘰𝘦𝘭 𝘋. 𝘎𝘦𝘯𝘦𝘣𝘭𝘢𝘻𝘰 𝘑𝘳.

This policy brief looks at PNU South Luzon’s waste generation and solid waste management through the conduct of Waste Analysis and Characterization Study (WACS) on campus. We have three key findings: 1) University events balloon waste generation by as much as 700%; 2) the largest waste generations were paper, food waste, and residuals; and 3) residuals are mostly single-use plastics and containers, related to food consumption. Moreover, we find that there is a policy gap - with food waste constituting a quarter of total waste generation, yet no clear mechanism to address it in RA 9003, nor in the PNU Plastic Reduction and CLAYGO Policy. We recommend revisiting national and local policies to align with events planning, review the use of MRF and the possibility of an in-house infrastructure to process food wastes; and continuously monitor waste generation.

Read full article here: https://www.pnuresearchportal.org/wp-content/uploads/2026/03/Policy-Brief-Vol-10-S-3_2026.pdf.