Electronic products that no longer satisfy the needs of the initial purchaser
waste
Contains hazardous materials such as lead, beryllium, mercury, cadmium, and chromium that pose both an occupational and environmental health threat
Methodology used by the authors
1. Estimation of Domestic E-Waste Generation: Utilized electronic sales data from the Philippine National Statistics Office to calculate the amount of obsolete equipment generated
2. Handling ofImported E-Waste: Imported e-waste was not covered in the study due to the unavailability of data from government trade and statistics offices
3. Equations for Estimating Reuse, Storage, Recycling, and Landfilling: Used equations to estimate the number of units that are reused, stored, recycled, and landfilled based on the sales data and predictive assumptions
The study highlighted the lack of clear guidelines for handling electronic waste (e-waste) in the Philippines, despite the classification of consumer electronics and white goods as special wastes under Republic Act No. 9003
There is a gap in data regarding e-waste generation and disposition in the Philippines, with no known studies estimating the quantity of e-waste produced domestically
Findings generalizable to the classroom setting
Awareness: Educators can use this information to raise the students' awareness of the different impacts of electronic waste
Policy Education: Students can learn about Extended Producer Responsibility (EPR) programs and the role of regulations in promoting responsible disposal practices
Critical Thinking: Students will be able to evaluate the implications of e-waste challenges and brainstorm potential solutions applicable to their own behaviors and communities
Findings generalizable to the classroom setting
Hands-on Activities: These can reinforce the importance of reducing, reusing, and recycling electronic devices
Collaborative Projects: This activity encourages students to work on collaborative projects for a sense of social responsibility