MODULE 1

RA 9163 IMPLEMENTING GUIDELINES

At the end of this chapter, the students should be able to:

1. Be familiar with the provision of the Revised Implementing Rules and Regulation( IRR) of RA
9163;
2. Explain the impact of RA 9163 on community service-learning; and
3. Develop an active role, involvement, and participation of students in community/civic affairs.

OVERVIEW

This chapter deals with the latest IRR of RA 9163, otherwise known as the National Service
Training Program (NSTP) Act of 2001, which was issued on the November 13, 2009. The
commission on Higher Education (CHED), Technical Education and Skills Development Authority
(TESDA), and Department of National Defense (DND), in cooperation with other concerned
government agencies, the Philippines Association of State Universities and Colleges (PASUC), the
Coordinating Council of Private Educational Associations of the Philippines (COCOPEA), non-
government organizations (NGOs), and other well-known organizations, jointly issued, adopted, and
promulgated the aforementioned IRR for the NSTP.

LECTURE

According to Section 9 of Article II of the 1987 Constitution, “The State shall promote a just
and dynamic social order that will ensure the prosperity and independence of the nation and free
the people from poverty through policies that provide adequate social services, promote full
employment, a rising standard of living, and an improved quality of life for all.”

In line with this, De Leon (2011) explains that a “nation’s social services delivery system,
particularly universal access to education and health care, is central to achieving equality and closing
the wealth and income gap between the rich and the poor.”

Social development aims to reduce poverty and unemployment and create jobs. However,
these obligations should be shouldered not only by the government but also by all Filipinos.

Principle behind RA 9163

Section 1 of the IRR of the NSTP Law state that “[w]hile it is the prime duty of the government
to serve and protect its citizen, in turn, it shall be the [duty] of all citizen to defend the security of
the state, and in fulfillment thereof, the government may require each citizen to render personal
military or civil service.”

The NSTP on the Role of the Youth

Section 2 of the IRR of the NSTP law provides the following:

1. ’’In the recognition of the vital role of the youth in nation-building, the state shall promote
civic consciousness among them and shall develop their physical, moral, spiritual, intellectual,
and social well-being. It shall inculcate the ideal of patriotism, nationalism, and advance their
involvement in public and civic affairs.’’

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

 2. ’’As the most valuable resource of the nation, they shall be motivated trained, organized, and
involved in military , literacy, civic welfare programs , and other similar endeavors in the
service of the nation.”

Components of the NSTP

The following are the components of the NSTP Law as enumerated in section 5 of the IRR:

1. The Reserve Officers Training Corps (ROTC) institutionalized under section 38 and 39
of Republic Act No. 7077 and designed to provide military training to motivate, train,
organize, and mobilize the youth for national defense preparedness;
2. The Civic Welfare Training Service (CWTS) which consists of activities that contribute
to the general welfare and the betterment of life of the members of the community or the
enhancement of its facilities especially those devoted to improving health, education,
environment, entrepreneurship, safety, recreation, morals, and other areas; and
3. The Literacy Training Service (LTS) designed to train students to teach literacy and
numeracy skills to school children, out-of-school youth (OSY), and other segments of society
who are in need of such services.

All program components shall emphasize citizenship training and instill patriotism, moral
virtues, respect for the right of civilians, and adherence to the constitution.

Coverage of the NSTP Law

1. All incoming first-year students, male and female, starting the academic year (AY) 2002-
2003, enrolled in any baccalaureate degree comprising at least two years of technical-
vocational or non-degree education are required to complete one NSTP component of their
choice as a requirement for graduation.
2. All higher and technical-vocational education institutions must offer at least one NSTP
component.
3. State universities and colleges (SUCs) shall offer the ROTC component and at the least one
other NSTP component.
4. The Philippine Military Academy (PNPA) and other SUCs of similar nature, in view of the
special nature, in view of the special character of these institutions, are exempted from the
NSTP.
5. Private higher education institution (HEIs) and technical-vocational education institution with
at least 350 students-cadets may offer the ROTC component and consequently established
and maintain a Department of Military Science and Tactics (DMST), which, however, will still
be subject to the existing rules and regulations of the Armed Forces of the Philippines (AFP).

The implementation of the NSTP-CWTS by HEIs is mandated by RA 9163 in accordance with its
latest IRR.

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Module Activities

Instructions: Relate the following questions to real-life situations and write your answers on the
space provided.

1. If you were given the chance to inculcate the ideals of patriotism and nationalism in people,
what strategies would you adopt or use?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. If you were as soldier required to render service to the victims of flash flood, would you
rescue your family members in the same are first or assist the other victims and just let the
other rescuers aid your family instead?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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Instructions: Write your reflection on the space provided.

1. “The state shall promote a just and dynamic social order that will ensure the prosperity and
independence of the nation.” In what ways can the country’s development be promoted?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. What is the vital role of the youth in nation-building?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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A. Instructions: Discuss the following topics substantially. Write your answers on the space
provided.

1. A Constitutional provision relevant to the establishment of a national civil service

(Relate it to the provisions of the NSTP.)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. The components of the NSTP

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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B. Instructions: Write the letter that corresponds to the correct answer on the space provided.

_______1. What section in the ’’Declaration of Principles and state Policies’’ (Article II of the 1987
Constitution) orders the state to promote a just and dynamic order of the nation?
a. Section 6
b. Section 7
c. Section 8
d. Section 9
_______ 2. RA 9163 is also known as the ____________________.
a. National Service Training Program Act of 2001
b. National Service Training Program Act of 2002
c. National Service Training Program Act of 2003
d. National Service Training Program Act of 2004
_______ 3. Which section of RA 7077 institutionalized the Reserve Officers Training Corps program
component of the NSTP?
a. Section 36 and 37
b. Section 38 and 39
c. Section 37 and 38
d. Section 35 and 36

_______ 4. PMA refers to the ______________.

a. Philippine Military Academy
b. Philippine Marine Academy
c. Philippine Merchant Academy
d. Philippine Medical Academy

_______ 5. The principal duty of the government is to serve and protect its _________.
a. Citizens
b. Natural resource
c. Civilians
d. Youth
_______ 6. Higher education institution (HEIs) are mandated to implement the NSTP , except for
the ______________________.
a. University of Sto. Tomas
b. University of the Philippines
c. Philippine Normal University
d. Philippine Military Academy

_______ 7. Private HEIs and technical-vocational education institution must have ____ student-
cadets before they can offer the ROTC.
a. 350
b. 300
c. 200
d. 250

_______ 8. When was the Revised Implementing Rules and Regulations (IRR) of NSTP issued?
a. November 12, 2009
b. November 10, 2009
c. November 13, 2009
d. November 11, 2009

_______ 9. The main duty of the government is__________________.

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 a. To serve and protect its citizens
b. To provide land for the landless
c. To develop science and technology
d. To maintain peace and order

______ 10. Which of the following is NOT an area of concern of the CWTS?
a. Health
b. Safety
c. Governance
d. Recreation

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 MODULE 2
SERVICE LEARNING
Learning Objective

At the end of this chapter, the students should be able to:

1. Explain how service-learning leads to effective community intervention and active

participation.
2. Outline the different strategies applied or adopted in community services and intervention;
3. Formulate programs or campaigns that reinforce service-learning and community
involvement.

OVERVIEW

This chapter deals with guidelines and procedures of community service-learning. It

integrates meaningful community service and reflection to enrich the student’s learning experience
and social development.

LECTURE

Service-Learning provides students the opportunity to work with others, gain valuable
insights, and acquire different skills. Through varied community projects, they can apply what they
have been taught in class by formulating appropriate solutions to the problems they encounter in
their chosen communities.

As enrollees of NSTP-CWTS, 2 students can use the insights they gain in the classroom and
provide solutions to real-life problems in the community. They become bona fide members of their
assigned communities as they render service and perform acts like the following:

1. Students can analyze the effect of natural disasters and use a kit to gather important items
during disaster preparation. Elementary students can design and distribute these kits to the
members of the community.
2. High School students can closely monitor the effects of poor nutrition and lack of exercise by
organizing health-related activities, concoct nutritious recipes, and putting up fruit and
vegetable stands in schools in the community.
3. Biology majors can study the complexity and diversity of wetlands to eliminate invasive
aquatic species. Streams can also be monitored and the results may be presented to the
class.
4. University students can help struggling local non-profit organizations cope with difficult
economic conditions. Students who are enrolled in communication-related courses can
provide varied public relations services with community partners, develop press kits and
provide assistance in holding events.

Characteristics of Service-Learning

The common characteristics of service-learning include the following:

1. It brings good, substantial and practical results for the participants.

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 2. It promotes cooperation rather than competition where the skills associated with teamwork
and active community involvement are developed.
3. It gives appropriate rather than simplified solutions to problems that seriously affect the
community.
4. It provides real-life experiences wherein students gain knowledge from a particular
community engagement activity rather from a textbook. Through these direct experiences,
service-learning offers great opportunities for students to develop their critical thinking skills
and learn how to identify relevant and merging issues in community settings.
5. It gives students a deeper understanding of concepts and real-life situation in the community
through immediately observable results.
6. Through and immediate understanding of a situation in the community service-learning
becomes a more significant experience for students leading to their emotional and social
development and cognitive learning.

What Service-Learning is not?

Students have misconceptions about the conduct and value of service-learning. Service-learning is
not:

1. An episodic volunteer programs

2. An odd-on course to an existing school or college curriculum
3. Logging a set number of community service hours in order to graduate
4. Compensatory service assigned as a form of punishment by the courts or by school
administrators
5. Only for high school or college students
6. One-sided, that is, beneficial only to the students or the community

The distinctive element of service-learning is that it improves the community through the
services provided and it also result in the improvement of the students and the other people
providing the services. Service-learning is rapidly growing and becoming popular because of its
powerful impact on the people and their development. It is dynamic process, through which the
students’ personal and social growth are tightly interwoven into their academic and cognitive
advancement. According to Eyler and Giles (199), the service-learning model enhances
understanding and leads to more effective action.

Service-Learning Theory

Service-learning theory is based on the idea that experience is the foundation for
learning, and the bases for learning are the different forms of community service (Morton & Troppe,
1996). Service-learning, therefore, is a form of experiential education wherein learning occurs
through cycles of action and reflection. Students work with others in applying what they have
learned in class to solve community problems while, at the same time, reflecting upon their
experiences as they seek to attain their goals for the community and to develop skills for themselves
(Eyler & Giles, 1999).

Legal Bases of Service-learning

Service-learning is based on RA 8292, also known as the Higher Education Modernization

Act of 1997. This law reiterates Section 2(1) of Article XIV of the 1987 constitution by declaring
that the “policy of the state is to establish, maintain, and support a complete, adequate, and
integrated system of education relevant to the needs of the people and the society.” This policy can

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be attained through the HEIs’ trilogy of functions-academics (teaching-learning), research, and
extension (community service) - and their keeping in mind of their legal responsibility to act as
effective agents of change and development.

HEIs on Service-learning

One of the trifocal functions of the university is community extension. According to Tariman
(2007), its duty to the youth is to make them literate and functional, so they can make good
decisions regarding the problems affecting their health, families, and duties and responsibilities to
the community. They should be provided with opportunities for cooperative undertakings affecting
the welfare of the entire community, so they can develop into young men and women who look
upon their own interests in terms of the welfare of others.

Benefits of Service-learning

Service-learning has potential benefits to the students, faculty, and community.

Students in service-learning classes can benefit academically, professionally, and personally.

They will:

1. Increase their understanding of the class topic

2. Gain firsthand experience (possibly leading to a future internship or job)
3. Question or defend values or beliefs
4. Have the opportunity to act on values and beliefs
5. Develop critical thinking and problem-solving skills
6. Increase their knowledge of diverse cultures and communities
7. Learn more about social issues and their causes
8. Improve their ability to handle difficult situations
9. Be open to change and become more flexible
10. Develop or enhance their skills, especially in the areas of communication, collaboration,
and leadership
11. Test out the skills, interests, and values required in a potential career path and learn more
about their field of interest
12. Connect with professionals and community members who will also learn from the service-
learning program
13. Grow a professional network of people, whom they can contact later for career growth
14. Be encouraged in joining public service or social organizations

There are personal and professional benefits that faculty members can derive from
integrating service-learning into the courses they handle. Their decision to teach service-learning
classes can:

1. Promote interactive teaching as well as reciprocal learning between them and their
students
2. Provide new concepts and subjects that will enrich the class
3. Open up new areas of concern for research
4. Motivate their students to engage in active learning and be exposed to varied teaching
styles
5. Enable their students to learn more and further development themselves
6. Increase enrollment by giving the proper motivation to highly engaged and active
students

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 7. Enhance the leadership potential of their students
8. Expose their students to networking activities with active faculty members in other
disciplines
9. Promote quality relationship between them and the members of the community or the
institution which may facilitate collaborative endeavors
10. Offer firsthand information or concepts and opportunities for community involvement that
will help them understanding and resolve issues

Community partners involved in service-learning can:

1. Receive additional human resource assistance that can expedite the achievement of
organizational goals
2. Inspire a higher level of enthusiasm, perspective, and energy
3. Improve the organization’s pool of volunteers as students engaged in the service-learning
will boost their own morale prompting them to share their experiences with their
classmates and friends
4. Enhance public awareness regarding significant issues confronting the community
5. Ensure future support for the organization
6. Make students well informed about issues in the community and enlighten them regarding
common misconceptions
7. Prepare the youth of today, particularly students, to become tomorrow’s responsible
community leaders
8. Establish strong network with partners in the organizations and agencies
9. Gain access to the other resources of the university and strengthen collaborative ties with
its faculty members, students and staff

The objectives of service-learning provide the stakeholders especially the implementers of

different programs and activities with opportunities for reflection and the assessment of personal
values, skills, and knowledge.

The following are significant and helpful steps in effectively implementing service-learning:

1. Assess the community resources.

After selecting a project, the available resources of the community must be assessed
or evaluated. This includes looking into opportunities to establish partnerships with the local
leaders, out-of-school youth, businessmen, women leaders, and youth leaders regarding
community issues and problems.

2. Establish partnership and linkages.

Establishing partnerships with different service-oriented organizations is necessary to

make the delivery of community services more effective. Maintaining and improving existing
affiliations and developing potential partnerships are important in ensuring that an
organization’s needs and limitations can be met and worked on

3. Indicate the specific learning objectives in the syllabus.

Specific learning objectives should be clearly started in the syllabus. It must be a

dominant component that can be easily identified in the service-learning organized by
community-based organizations. Assessment tools should be devised and used to evaluate

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

student performance with regard to the application of the subject. The service outcomes
may differ from what is initially expected.

4. Initially plan on the chosen program.

In selecting the program, the initial stage of planning is of utmost importance. Plan
according to expected goals. Find out your human, financial, physical, intellectual resources
including the additional student leaders who can assist your group in executing and
coordinating the different activities you have prepared for the community.

5. Plan the details of the program.

Prepare the program with all the important things in mind like the rationale, timeline,
budget, and list of assignment. The partners must be involved in this process. The community
project must have the following components: a through plan, schedule or time frame,
benchmark budget evaluation and assessment, and tools and processes to identify,
document, and address problems and issues that can potentially take place.

6. Look for funds.

It is necessary to look for adequate funding source such as tie-ups with local
businessmen, national corporations, faith-based organizations NGOs, government agencies
(Gas), and other local community organizations.

7. Implement and manage the program.

The plan of action must properly implemented. The right intervals for assessment
must be sent and partners must be involved in the process, this, in turn, will enhance the
program.

8. Organize reflection activities

Carefully design activities that give students the chance to better understand
community service. Through this, the students’ knowledge and perceptions will continuously
be reinforced. Students must be permitted to record all their experiences, including their
assignments, in a journal. This also helps in further improving the program.

9. Asses and evaluate the program

It is imperative to include the active involvement of the community or institution in

assessing community service outcomes. The active participation of individual students and
organization in the service-learning program must also be properly documented. This signals
a readiness for future community projects.

10. Celebrate the achievement.

Appreciating and recognizing the students’ active involvement in community projects

will develop their life-long interest in service involvement. Student names can be posted in
bulletin boards. The presence or attendance of community leaders in recognition programs
is necessary for inspiring students and other active participants in community projects.

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

Guidelines and Procedures

A. Preparatory stage

Faculty members interested in conducting service-learning must see to it that the

service-learning program (SLP) is indicated in the syllabus.

1. The students and faculty members are both responsible for the selection of the
community or institution. However, institutions or communities with already existing
Memorandum of Agreements with the school/university are the most appropriate choices.
2. The faculty member must submit a letter intent to the college dean through the chairman
or the head of the SLP. The letter should come with the program/activity design indicating
the rationale, objectives, time frame, the evaluation process (rubrics and reflection
papers), and the schedule of activities.
3. The faculty members will write a letter of intent and request for permission to conduct a
SLP to the selected community or institution. The letter must be noted by the dean
through the program coordinator or head.
4. The students who will join the SLP must secure a waiver from the office of student affairs
(OSA) to be signed by their parents or guardians. The faculty member will collect the
waivers a day before the actual activity. Students without signed waivers will not be
allowed to join the SLP.
5. The faculty member must conduct a classroom briefing about the program/activity before
the implementation of the SLP.

B. Implementation Stage

1. The students and the supervising faculty member of the SLP are required to wear
prescribed school identification card (ID) and college T-shirt and observe proper decorum
while in the community or institution. Smoking and engaging in other forms of vices while
in the community or institution, whether before, during, or after the SLP are strictly
prohibited for both faculty members and students.
2. The students and faculty member on the SLP shall cover their respective transportation,
communication, and meal expenses during the period. Other logistical requirements shall
be based on those indicated in the approved activity design of the college dean.
3. The faculty member or the assigned group leaders shall take responsibility for all
communications and coordination with the partner community or institution in relation to
the SLP. They are also in charge of ensuring the safety and security of the students while
in the community.
4. The college dean or the head of the program will conduct spot monitoring or follow-up of
students involved in the SLP to determine the actual and current status of the program.
5. In case the faculty or the member in-charge will be absent, he or she must inform and
ask permission from the college dean to find another faculty member as substitute to
supervise the students. Any SLP activity without supervision of an assigned faculty
members shall be considered unofficial.

C. Post-activity Evaluation Stage

1. The students must submit a narrative report with pictorial documentation and a reflection
paper to the faculty member. The report must be hardbound, must follow the required
format, and be submitted 15 days after the SLP activity.

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 2. The faculty member will evaluate the students’ narrative report using an assessment tool
or rubrics design for the activity. There are two evaluation results to be combined and
then divided into two (Nugroho, 2010). The SLP activity constitute ten percent (10%) of
the computed grade for the term for every subject with an SLP.
3. The college or university, through chairman or head of the program, must conduct an exit
conference with the community or institution beneficiaries and leaders to assess the SLP
implemented.
4. A certificate of SLP completion shall be issued by the college or university upon the written
request of the faculty member in charge.
5. The college or university shall issue a certificate of appreciation to the cooperating
community or institution upon the completion of the SLP activities.

Service-learning is applied in a wide variety of settings, including schools, universities, and

community- and faith-based organizations. It can involve a group of students, a class, or an entire
student body. Students build character and become active participants as they work with others in
their school and community in various service projects designed for the development of education,
public safety, and the environment.

For example, student volunteers collecting trash or dredging an urban or rural river, stream,
or waterway render a valuable service to the community. If students also analyze their findings to
determine the possible sources of pollution and share the results with the residents of the
neighborhood also engaged in service-learning, they will be doing community much good.

Service-learning provides an important service to the community. Students develop an

understanding of actual social, political, economic, and environmental issues in their assigned
communities. They may also reflect on their future personal and career interests, whether these be
in the field of natural sciences, behavioral sciences, public administration, values clarification and
formation, environmental studies, public policy, or other related areas. The learners and the
community both acquire transformative experiences through SLPs.

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

A. APPLICATION

Instruction: Relate the following questions to real-life situations, then write your answers on the
spaces provided.

1. What public awareness campaigns or programs are needed to resolve the issues and problems in
your community?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. If you were given a chance to organize students to participate in a three-year strategic planning
for an SLP, how would you lead your team?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________

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A. REFLECTION

Instruction: Write your reflection on the spaces provided.

1. What real-life experiences have you gained after a particular community engagement?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. In what ways have you significantly developed your cognitive learning?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________

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B. EXERCISE

Instructions: Write the letter that corresponds to the correct answer on the space provided before
each number.

____1. Which of the following is a form of experiential education?

A. Service-learning C. Participatory learning

B. Comparative learning D. Cooperative learning

____2. Which Republic Act is also known as the Higher Education Modernization Act of 1997?

A. R.A No. 9161 C. R.A No. 6165

B. R.A No. 8292 D. R.A No. 6175

_____3. Which is a form of experiential education wherein learning occurs through cycles of action
and reflection?

A. Service-learning C. Cooperative learning

B. Aesthetic-learning D. Individual learning

_____4. Which would best complete the statement, “Securing a/an _________ from the office of
student affairs is necessary. It must be signed by the students’ parents or guardians as a part of
the protocol in program implementation”?
A. Program C. Syllabus
B. Activity D. Waiver

_____5. Which of the following aims to transform the lives of both the recipients and the providers
of the service?

A. Service-learning C. Cooperative learning

B. Aesthetic-learning D. Individual learning

_____6. Which of the following is based on the idea that experience is the foundation of learning
and that it is the basis for learning the different forms of community service?
A. Legal Bases Theory

B. Experience Learning Theory

C. Service-learning Theory

D. Experiential Theory

____7. Which of the following is not a significant and helpful and step in the effective
implementation of an SLP?

A. Assessing the Community

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

 B. Establishing Partnerships

C. Looking for Recreation

D. Assessing the Program

____8. What is one of the trifocal functions of a university?

A. Community Engagement

B. Community Needs Assessment

C. Community Extension

D. Community Motivation

____9. What is the second stage in rendering an SLP according to its guidelines?

A. Implementation C. Evaluation

B. Preparation D. Activation

____10. Develop appreciation and recognition of the students’ active involvement in community
projects by posting congratulatory greetings for students on bulletin boards. Which step in
implementing an SLP describes the aforementioned statement?

A. Evaluating the Program

B. Celebrating the Achievement

C. Looking for Motivation

D. Planning the details for the program

____11. Which step in the implementation of SLPs involves the plan of action being properly
implemented?

A. Implementing and managing the program

B. Planning the details of the program

C. Planning the chosen program

D. Assessing the community resources

____12. Which step in the implementation of SLPs involves preparing the programs with all the
important things in mind, such as the rationale, timeline, budget, and list of assignments?

A. Implementing and managing the program

B. Planning the details of the program

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

 C. Planning the chosen program

D. Assessing the community resources

____13. Which step in the implementation of SLPs involves finding out the human, financial,
physical, and intellectual resources need, including the additional student leaders who can provide
assistance?

A. Implementing and managing the program

B. Planning the details of the program

C. Planning the chosen program

D. Assessing the community resources

____14. Which step in the implementation of SLPs involves looking for opportunities to establish
partnerships with local leaders, out-of-school youth, and businessmen?

A. Implementing and managing the program

B. Planning the details of the program

C. Planning the chosen program

D. Assessing the community resources

____15. Which of the following is also known as the Higher Education Modernization Act of 1997?

A. R.A. No. 8292

B. R.A. No. 9835

C. R.A. No. 8495

D. R.A. No. 9936

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

 MODULE 3
COMMUNITY IMMERSION
Lesson 1: Community Immersion Requisite of NSTP

“I don’t know what your destiny will be, but something I know; the ones among you who will be
really happy are those who have sought and found how to serve”,

-Albert Schweiltzer

Intended Learning Outcome

At the end of the unit the student should be able to:

1. Gain insights on community immersion as a requirement of NSTP.

2. Explain the significance of the community immersion in the purview of NSTP and national
development and
3. Internalize the significance of community immersion as an effective tool in addressing
concerns of both the NSTP trainees and the communities served.

Activate Prior Knowledge

Below are sample pictures of a community immersion, try to look at the picture carefully and answer
the following questions below:

COURSE OVERVIEW

1. Have you ever done any of these activities?

2. Which of their activities have you already experienced?
3. How do you feel as you do this? Why?
4. Are you willing to do it again but you will take the lead?

Acquire New Knowledge:

In this lesson, you would be able to learn about the basic information of Community
Immersion. In this way, the NSTP trainees will gained a better understanding and realization of the
different community concerns through the exposure on actual life condition in the community
specifically in the deprived communities.

As a concept community immersion is a strategy in community organizing that is sought to

imbibe among the NSTP trainees a better understanding and realization of the different community
concerns through exposure on actual life situations specifically in the deprived depressed and the
underprivileged (DDU) communities. These experiences will allow them to integrate with other

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

people who may facilitate them to undergo certain changes that will make them socially responsible
citizens.

Corollary community immersion as a process, is aimed at developing among students-

trainees through the training program their appreciation of rendering community works which
quintessential in affording for them the opportunity to experience and put themselves in real life
situations in the communities in they serve. For this reason, each of you should have a genuine
feeling in living with the people in order that you may understand and relate with community
concerns as you go through a self-transformation and personal growth at the same time.

More specifically the NSTP trainees are required to initiate community-based programs in the
form of projects and events that resolve a variety of issues and concerns as well as needs
assessment/ analysis study that points out the issues that abstract the community’s important goals
in the field of service.

The trainees contribute to the improvement of the quality of life of the people in the service
areas in their own small way while also developing their service ethics imbued with the good
citizenship principles of makadiyos, Makabayan, makatao and makakalikasan, thus better training
them as reservists in responding to the call of the times.

Community Immersion is an approach of developing among the NSTP students-trainees the

concept of service and empowerment as they reach out to deprived, depressed and underprivileged
communities and the marginalized segments of the society.

The myriad of problems in the community can be addressed by the immersion projects and
activities specifically designed to improve the different aspects of human development like
economic, social, spiritual, etc. these aspects cannot and should not be defined singly and
separately, but must be viewed interdependently and I totality. However, for purposes of delineation
the economic aspect suggests financial management while social aspect is focuses on people
interactions and relationship building. On the other hand, the spiritual aspect is associated with
religion and our religion and our relationship with the Supreme Being regardless of whatever name
we call our God.

Translating the aforementioned aspects of human existence, NSTP had contextualized the
said concepts by determining the various dimensions of development along the CWTS component
of the program as per guidelines of the NSTP law to wit:

 Education
 Health
 Safety and Disaster management
 Sports and Recreation
 Environmental Services
 Entrepreneurship and livelihood and moral of citizenry and other social/ general welfare
concerns

In a nutshell community immersion is an approach of bringing the NSTP trainees to DDU

communities and to understand marginalized sectors providing them the venue where they may
encounter paradigm shifts from being more spectators of community action nonchalant and passive
citizens to responsible and effective change agents who are empowered to touch the lives of other
people.

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

 However, in as much as the principals involved in NSTP community immersion a solid
foundation for the attainment of the common goal the quality of the program implementation from
different institutions and schools may vary depending on the NSTP implementers extent of
knowledge on concepts and level of understanding of the process and protocols in community
immersion not to mention the level of commitment in realizing the seemingly lofty yet noble goals
of the program.

Moreover, generation of resources must be given as an equal amount of attention and forging
of collaborative partnership with the community and organization is deemed necessary in forgoing
a successful community immersion program for NSTP students.

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

 Application:

Relate a story, whom you consider that it is a community immersion.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________________

Assessment:

Choose the right answer by encircling the letter.

1. Community immersion is an important requirement among_______ NSTP students.

a. Male B. Female C. both Male & Female d. none of the above
2. Community Immersion is a requirement for students in _______.
a. NSTP 1 b. NSTP 2 c. OSP d. none of the above
3. Republic Act is the law that requires each students the NSTP to undergo community immersion
and implementation of community service projects and activities for a specified number of hours.
a. RA 9163 b. RA 9003 c. RA 7077 d. RA 1906
4. In community immersion, trainees are expected to _______.
a. Initiate community-based projects
b. Be aware of the multi-faceted issues and concerns
c. Promote their school
d. All of the above.
5. Trainees undergoing community immersion contribute in the _________.
a. Upliftment of the quality of life.
b. Enhancement of the economic condition of the families.
c. Empowerment of people especially the marginalized and underserved.
d. None of the above.
6. Participation of students in community immersion deepen their______.
a. Sense of oneness with the community.
b. Community involvement
c. Self-awareness of the real life
d. All of the above.

7. Project components of community immersion include__________.

a. Health, safety education, sports and recreation
b. Environment and Entrepreneurship
c. Social advocacies
d. All of the above.

8. Community Immersion is a means of developing the _________.

a. Community Leaders
b. DDU Communities
c. Underprivileged, marginalized sectors of the society.
d. All of the above.

9. The prescribed minimum and maximum number of training and implementation hours required
of the trainees to fulfill their community immersion requirements in the NSTP law and its
implementing rules and regulations is ______.
a. 36-72 hrs.
b. 54-90 hrs.

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

c. 4-9 hrs.
d. 48-72 hrs.

10. Community immersion provides opportunity for students to _________.

a. Experience real community life
b. Identify true feelings of living with the people
c. Be actively involved in community undertaking
d. All of the above.

Lesson 2: Understanding the Concept and Principles of Community

Immersion

Intended Learning Outcomes:

At the end of the unit, the students should be able to:

1. Explain the concepts and principles underpinning community and community immersion.
2. Realize the importance of understanding the dynamics of the community and community
immersion as a way to realize the objectives of NSTP; and
3. Practice the standard operating procedures and establish protocols governing community
immersion.

Activate Prior Knowledge:

 Before going through the pages try to look or search for a photo showing the different kinds
of volunteerism. Cut and paste it in a separate journal or notebook.

Philippines the National Disaster Risk Reduction and Management Plan (NDRRMP)
2011-2018

A plan which serves as the national guide on how sustainable development can be achieved
through inclusive growth while building the adaptive capacities of communities; increasing the
resilience of vulnerable sectors; and optimizing disaster mitigation opportunities with the end in
view of promoting people’s welfare and security towards gender-responsive and right-based
sustainable development. It outlines the activities aimed at strengthening the capacity of the
national government and the local government units (LGU’s) together with partner stakeholders to
build the disaster resilience of communities and to Institutionalize arrangements and measures for
reducing disaster risks, including projected climate risks and enhancing disaster preparedness and
response capabilities at all levels.

Community Immersion

Community Immersion, a program of the AQ CSTP, is an experimental process of being with

the people in communities. The process helps concretize theoretical classroom discussion through
actual experiences. It also raises the level of awareness and consciousness of the realities besetting
the people in the communities. And lastly, it promotes involvement and service to the communities.

Purpose of Community Immersion

Each community needs to find its own solutions to its own problems. There are no easy or
"universal" answers that can be brought in from the outside. Human factors (more than technical

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

ones) are what make community activities fail or succeed. To serve those whose needs are greatest,
community programs must make every effort to help the weak gain and keep control (sometimes
this may mean refusing or limiting assistance from those in positions of power-whether inside or
outside the community). To be healthy is to be self-reliant.

Importance of Community Immersion

How Important a Community Immersion? We thought it would be boring and just a matter
of wasting time. For some it is, but for others it is not. For poor people it’s significant and valuable,
but for the rich one, most of them will consider it worthless. Being in a community immersion is a
great challenge because you need to compromise with those matters that the Indigenous people
are used to. You need to show up that everything is fine and smoothly moving. You need to adjust
and maximize your understanding. You need to accept and embrace the things you met along the
way. You should avoid offending your poster families, like showing that you don’t like what’s going
on, instead show love and care for them. Eve realized many things when I was in the situation of
community Immersion. Eve realized things which awakened my senselessly as an Individual. Can
you imagine a 6 yr. Old child walking for about 6 km everyday just to go to school? Just to learn!
That’s how blessed we are! We just ride In a car and eventually we’re on school. But them they
suffered a lot because they Alma for a simple goal, to finish their studies.

Concept and Principles of Community Immersion

1. Community

a. According to Arlien Johnson, a noted community development specialist, a community

is a collective of people with similar interests and goals whether living in the same
geographic locality or not.

2. Geographical and Functional

Geographical Community is defined in the purview of group of persons living in the same
geographical location like a certain village, town, district, area, or territory.

Functional Community is defined as the aggregate of people though not necessarily based on living
in the same geographical location, is bounded by a common end such as fighting for the same
cause, having the same interests and goals.

Forms of Integration in Community Immersion

1. Home Visits
2. Living with selected families preferably with key informants
3. Informal discussions with individuals and groups
4. Sharing in household and community activities
5. Attendance in social gatherings
6. Assistance in production work

Elements of a Community

The important elements are the following:

1. Demographics – includes population distribution and density

2. History – events of the past that contributed to the development of the community

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 3. Culture – ways of living of the people
4. Economy – income level and occupation of people
5. Structures – physical, political, and social structures in the community

Examples of Community Partners

1. Parents
2. The Youth (In-school or out of school)
3. Differently-abled Constituents
4. Professionals
5. Members’ of Peoples’ Organizations

Personal Gains for Students in Community Immersion

1. Opportunity for students to comprehend people’s lives

2. Gain social acceptance derived from community relations
3. Enhance experience in conducting surveys and researches
4. Establish rapport and relationships with different people
5. Develop their conscientization ability
6. Acquire first-hand experiences in dealing with community works
7. Chance to learn life skills

Whom do you immense within the Community?

When one goes to a community, he/ she associates with the people whom intends to work
with as partners, allies Community-based service projects must be premised on the principle of
people empowerment and not the dole out mentality. The parent’s youth, the differently-abled
constituents, professionals, members of people’s organizations and other formal and informal group,
and others who can be potential collaborator or your project or activities. We do not just work for
and serve the people but rather we encourage their participation. This practice of enjoining people’s
support is adherent to the Confucian Philosophy of give man a fish and he will for a day: teach him
how to fish and he will for a lifetime. “Community immersion is empowering the people towards
development of the locality.

Conditions in a Community Immersion

It is desired one fundamental pre-requisite qualification among those who intend or are
tasked to undergo community immersion is full understanding of the concepts and theories behind
the dynamics of groups and community. In the same breath knowing the very process of immersion
is primordial condition. This is so because this endeavor requires a great deal of know-how and
skills in facilitating interventions planning and managing community service projects among others.
Training-wise community developers/organizers and social workers are most qualified because it
assumed that they have more or less formal background on carrying out these kinds of undertaking.

As for NSTP students enrolled in NSTP-CWTS/ LTS 2 are mandated to undergo community
immersion for a period concerning a minimum of 54 hours to a minimum of 90 hours as cited from
CHED prescribed Program of Instruction (POI) 2007 edition.

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Dos and Don’ts in Community Immersion

It is basic rule that trainees must be well-versed with the area, skilled to communicate with
community people and disciplined to keep yourself from responding indifferently towards diverse
types of personalities.

Prudence, therefore orders t6hat community “immersionists” must be wee-informed of the

prescriptive and proscriptive norms in the conduct community immersion.

Hereunder is a guide prepared by Dr. Florida C. Labuguen and Ms. Emily Rose M. Bautista in
manuscript form entitled “Essential Protocols when Visiting Community”.

Before the Conduct of Community Immersion

Things to Remember Things to Avoid

1.Familiarize yourself with the basic
information and theories regarding
community life
2. Secure a waiver from the NSTP office Never forget to inform and get the consent
prior to the visit and have it signed by your of your parents/ guardian about the
parents. activities.

3. Always inform your faculty-in-charge of

your destination, time table and plan of
action.

4.Be armed with background information Do not go directly to the community who
about the area of immersion determining it background info.
5. Pay courtesy call to community leaders,
whether formal or informal.

6. Secure documents pertinent to your

stay in the community.

7. Be ready with personal provisions like

water, snacks and extra shirt.

During the Conduct of Community Immersion

Things to Remember Things to Avoid

1. Be courteous to everyone. Avoid labelling and naming people with
politically in correct terms.
2. Act properly and discreetly.
3. Wear proper school uniforms and Do not show off in terms of dressing up.
identification cards. You are there in the community help.

4. Keep your valuables secured. Never bring out your valuable things like
cellphones, jewelry, and money in public
places.
5. Always document your visit.

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

 6. Always ask permission form concerned Never promise and commit a task that is
people when you have to take photos. beyond your and school’s capability.

After the Conduct of Community Immersion

Things to Remember Things to Avoid

1. Validate and evaluate the programs and
activities conducted appropriately as
planned.

2. Submit final documentation outputs to

the NSTP Office and to the community
where you conducted your immersion for
the records purposes.

Application:

Direction: Answer the following questions as guide in portraying a community you envision.

1. What makes an ideal community?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. What is the role of each institution / community participants in the establishment of peaceful
and orderly community?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Assessment:

Based on your understanding in this lesson, enumerate the importance of community

immersion to our society.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

 MODULE 4
COMMUNITY BASED-PROJECT
Lesson 1: The Process of Community Immersion

Intended Learning Outcomes:

At the end of the unit, the students should be able to:

1. Explain the concepts of understanding underpinning community and community immersion;

2. Realize the importance of understanding the dynamics of the community and community immersion
as a way to realize the objectives of NSTP; and
3. Practice the standard operating procedures and establish protocols governing community immersion.

Activate Prior Knowledge

 As a way to familiarize the student-trainee with the structure/institutions in the community, one tool
known as community map comes in a handy. Community mapping illustrates the community
indicating the locations of the church, school, market, hospital/clinics, etc. specifying the number of
residential lots, idle lots and others. Make mapping of your respective community/purok.

Acquire New Knowledge:

Community immersion generally takes on different overlapping phases, similar to performing

community organizing strategies called social preparation phase, integration, social analysis, program
implementation, evaluation and report writing and termination of the project.

The Process of Community Immersion

The community immersion process is a series of interrelated and intertwined phases which
commences with the Pre-immersion follows by entering the Community integration, community needs
assessment, Program or Project Implementation and Termination of the Project.

Phase 1: Pre-Immersion

This phase regards the identification of the community where the students will be immersed for many tasks
ahead. Trainees must have waivers from their

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

parents and guardians starting that they are informed of the mandate to undergo the NSTP community
immersion. The school also needs to organize in own manpower, immersion, the activities could be both
exciting, and exhausting.

Aside from preparation of the trainees and the school, the community is primarily the one to be prepared
and informed. With this, trainees must set up criteria in selection of an area for immersion.

Area Selection

Factors to be considered in area selection:

1. Select our Areas

The marginalized sectors are your target clients because they are the one’s needing your assistance
more than any other group in the society. Examples of marginalized are the youth, women, slum
dwellers, the differently- abled, among others.

2. Local Partners must be willing and support community project.

This goes to say that with the people and work with the people.

3. Consider needs and resources within the capability of the students and community
partners.

You cannot extend what you do not have in the first place.

4. Places that are not saturated by other agencies.

Supporting agencies are probable resource waiting to be tapped that can provide financial assistance
when it comes to projects that are also within their type of service.

Soliciting their support will also prevent duplication of services and activities. You have to identify if
their schedule activities coincide with yours so that you will not confuse the people with your spate identity.
There is a danger that people will not support you if the schedules of your activities overlap with those of an
agency that has long existed in the community before you came.

Through appropriate communications and relations with these agencies, they can most likely be the
source of other updates baseline of that data you will need to understand the community.

5. Stable peace and other situation

You have to put into consideration your own safety when you conduct your immersion. Some of the
salient questions you need to ask are that,” Are the roads and work area secure to travel on?” “Am I not
putting myself and other members of the immersion team in danger if we conduct our immersion in this
venue?” “Will I and my school compromised if I continue to work in this area?”

Sometimes despite the community leader’s commitment to work with the trainees, when community
in general does not regard their area a shaving stable peace and other situation, they themselves will not
cooperate because their community issues go beyond what you can respond to.

Remember, you are also a student and that one of your main objectives is to learn and experience
community living without disregard to your own safety.

6. Accessibility

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 Successful community immersion also relies on how quickly and how often you can visit the
community. If you live in Nueva Valencia and you happen to have chosen Buenavista as an immersion area,
would it be easy for you to conduct, monitor and evaluate your projects in the latter area mentioned?

You need to take in to account how much time you spend travelling, how much money you spend for
transportation or lodging. There is a chance that you spend extra effort on tasks like carrying training
materials on the field, etc. that could otherwise be prevented if you have chosen a much accessible venue
for immersion.

If you have been able to select an area for immersion based on the -foregoing factors, you can now
proceed to entering the community.

Phase II: Entering the Community

To ensure success in entering the community, it is necessary to have community mapping of the
target area. This will help you identify the geographic coverage of the project. It will also help point out the
resources that may be used by the trainees in the community and the relationship of people with these
resources.

Angelita g. Manalili in his book Community Organizing for People’s Empowerment (1990), remarked
that there are different ways of entering the community. Similarly, immersion begins with the initial steps in
community organizing. Anchored on Manalili’s concepts, those planning to conduct community immersion
can enter community thru:

Ostentatious Entry

Complete with banner and general assembly of the people, the community ushers in the people who
will undergo immersion or outsiders. People naturally expect more from the outsiders because the latter’s
identity is boosted.

Banking on the People’s Weakness

Outsiders sometimes enter the community through catching people’s attention. At times when
community people are in distress, they usually adhere to outsiders, like during economic crisis, emergency
and disaster situations. The outsiders try to find out which aspect is that the community will need them for
and through this, they emphasize on how they could be helpful.

Academic Style of Entry

Communities are often called social laboratories because they are a place to test the theories learned
in the classrooms. Academic institutions field some students into the community to assist the community
regarding its concerns. A trialogue between the school, the students and the community are due to identity
the terms to which the community service will be fulfilled.

People-Centered Approach

This approach ultimately believes on the capacity of the community people to participate and
knowledge whether outsider assistance is really needed. Users of this type of entering the community invest
on community relations, believing that both partners to community development. Key to this of entry is
strong linkage with the people in the community.

When entering the community, the members of the community immersion team must establish good
relationship with the community people. Gathering information and doing a background investigation about
the goal of establishing linkages in the locality. Ground working can also be an effective mechanism in
knowing the community well. Talk to as many people as possible and document or record your conversations.

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

 Pay courtesy call to recognized leaders of the community. Make communications ahead of time of
entering the community. Write the community leader a letter of intention and in turn you should have a letter
of acceptance from them. Whatever type of entry to be used, it is a must to secure a memorandum of
agreement between you and the community. This will set your working parameters. It is giving due respect
to them and formalizing a commitment of the helping contract.

Phase III. Community Integration

Integration is a continuous process wherein the trainees come into direct contact and become
involved with the community people. This phase is where the immersion phase gets more personal. The
trainees should realize that there is an existing concern within the community. As the problems of the
community become more apparent, you become aware and validate that you are part of the circle.

Integration may be done through:

a. Border Style

If provisions allow, the trainees may choose to stay and live in the immersion area for certain
period of time. They may live in the community to pursue deeper knowledge about the community.
However, the ‘boarder’ or guest status will still be the regard of the people toward them unless they
integrate themselves fully with community life.

b. Etilist Style

Some trainees tend to stay close to key informants and players during their stay in the
community. Due to this, their social circle becomes limited and their interaction is confined to a few
people. Immersion activities must always take into account the involvement of the majority.

c. People-centered Method of Living with the People.

Phase IV: Community Needs Assessment

Needs assessment, social analysis or community diagnosis as others refer to, is a concrete
base for the formulation of programs. It reflects the sentiments, needs, aspirations, and
recommendations of the community people. When it is done properly, it will reflect also the trainees’
feeling of oneness with the community. They begin to see that the people’s problems also reflect
their own.

Needs Assessment becomes significant when it is conducted through integration with the
people. Our analysis and assessment should be done with the people. Hence, it does not merely
contain our perceptions, but also the people for it to be genuinely pro-people. Those immersing in
the community must not just make the people realize their issues but also make them to act on it.
Their local condition and situation of other communities around them. It is important that the people
realize that they can do something to change their situation for the better.

Assessing the needs of the community is a prelude to effective program offered to clients.
This will ensure solutions to problems, issues and concerns of the people in the locality.
This discussion covers the meaning, importance, steps and exercises in preparing community needs
assessment instruments that will equip students to prepare similar tool which they will utilize in
measuring the needs of the community assigned to them.

Community Needs Assessment Defined

Community needs Assessment is the process wherein problems, issues and concerns of the
community are identified through the use of several tools for assessment. It encourages the
participation of the community, as they are the stakeholders, to the findings in the assessment.

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 Importance of Needs Assessment

1. Gather information how citizen’s attitudes and options in order of importance.

2. Determine how citizens rank issues, problems and opportunities in order of importance or urgency.
3. Give citizens a voice in determining policies, goals and priorities.
4. Evaluate current programs and policies.
5. Provide speculation about what people are thinking.
6. Provide speculations about what people really want.

Information to be included in Assessing Community Needs

1. Historical Development- refers to data on how the community became what it is today and provides
insights into the kind of resources to collect and weed.
2. Geographical and Transportation Information- includes information on the community’s patterns and
population contributions.
3. Political and legal Functions
Includes strategies for community-based selection (or this may include strategies that community
uses for selecting players in the political sphere).
4. Demographic Data- includes data on age, characteristics, size, race and transience of population.
5. Economic Data- refers to the economic base, social, cultural, educational, recreational, organizations.
This includes the values and social pattern.

I. Geographical Profile
(Data source may come from barangay or city/ municipal hall)
a. Physical
I. Location/ Boundaries (north, east, west, south)
II. Terrain
III. Facilities (like clinic/hospital, schools, recreation hall, etc.)
IV. Climate
V. Basic Food

b. Cultural
I. History of place and people
II. Languages being used
III. Peace and order situation (usual community conflict and/ or crime rate)
IV. Clothing (most applicable to rural setting)

II. Social
(Data comes from survey)
a. Total population
b. Total number of households
c. Population distribution by Gender (and Age)
d. Population distribution of Educational Attainment
e. Health and common illness
f. Recreation

III. Economic
a. Age earners in the family.
b. Employment
c. Household monthly income
IV. Life Skills
a. Abilities
b. Interests
V. Spiritual Aspect
Number of people with active membership in the church.

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

 VI. Socio-Political Aspect
a. Known-social programs or projects and other related community efforts (whether
existing or planned efforts)
b. Expression of satisfaction/ dissatisfaction towards current social programs.
c. Perceived community problems
d. Other agencies, GO’s or NGO’s that are in the area or that serve the community.

Phase V. program/ Project Implementation

Project implementation deals with the actual execution of the plants. This phase of project
development includes, making the final arrangement with the target clients/ community partners, officials
involved in the activities, right schedule of each event, day to day activities and needs of clients, manpower
each day of the program, monitoring and evaluation plan and other requirements like social and recreational
activities, and the culminating activities of the project.

It must be remembered always that the needs of the clients will be dominant consideration
throughout the conduct of the projects.

To ensure the success of the NSTP community service projects performed by the trainees during their
immersion time, the following must be considered:

 Program must be responsive to the needs of the clients;

 Contribute to the improvement of the living conditions of the clients;
 Maximize the resources available in the community;
 tap the potentials of the clients and give due recognition;
 objectives must be SMART with tangible results that touch the lives of the clients;
 project must be done systematically to ensure significant contributions from pre-planning, planning
stage, implementation, and evaluation;
 complete documentation must be observed as basis for reporting and for future studies;
 projects must be within the capacity and concern of the trainees that will allow them to gain the
knowledge, skills and encourage reflective action’ and
 Develop shared commitment among the trainees.

The following flow activities will guide you in the implementation of their project:

a. Pre-immersion -Preparation of project proposal based on community needs.

-Approval of the proposal
-Once the project is approved, the trainees will prepare all
immersion requirement.
-letter of request regarding their immersion to the community or
the partner agency signed by the Trainor and approved by NSTP
coordinator.
-Community immersion responds to the request by signifying their
acceptance through a letter.
-Based on the detailed program approved, the NSTP trainees will
implement the specifics of the activities as designed. The actual
immersion time will last for 8-10 meetings with the clients or
partner community. It may also depend on the design of the
project.
b. Actual community immersion - In the course of the actual work, coordination, monitoring and
evaluation is done to give immediate action to problems
encounters and make necessary adjustments if needed.

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 -During this stage, trainees are required to make and complete
their journal f events which as a reference in finalizing their tasks.
Pictorials are also required to support the activities undertaken.
c. Presentation of community service -Each group of trainees will make a narrative report. The
outputs presentation of documents during the post evaluation of the
program is about the community service activities conducted
during the immersion time.
d. Monitoring -Continuously done to measure effectiveness of activity.
E. Evaluation -Each group will be rated as part of the final rating given to them.
-Implementation of the project ends by the time all requirements
have been satisfactorily done.

Phase VI: Termination of Projects

Trainee-implementers must apprise their target participants of the participants of the projects
undertaken especially in terms of time frame. This will enable their clients or partner community to prepare
for any eventualities should be implementers will terminate the project. Trainees are advised to inform them
with due respect of the status of the project and other details as may be deemed necessary. Nevertheless,
the trainees may decide to continue with the project if the endeavor proves worthy of continuation, follow-
up or replication. If the proponents and implementers have decided to pursue and push through with their
venture, they can seek the assistance and support of the school’s extension services/ community outreach
unit just sustain the project.

If in case trainees lack hours of community immersion or did it not perform well, they are bound to
receive an unsatisfactorily rating, more so, failure of compliance must be noted. If trainees go beyond the
required number of hours in the community in their conduct of the project for failure to conform or comply
with the requirements of the plan of action formulated, then a similar ‘poor’ rating should be accorded.

As trainees, one must learn how to work within the allotted time frame given, for their convenience
and also for the community’s sake. If one stays in the community beyond the agreed time, the action can be
construed by the community for something else like, extending more help (intensified volunteerism) to them
or that they could still ask for their help even beyond their capacity. This might also encourage their
dependency on the implementers.

However, it is not really a problem if trainees want to extend their community services in the
community. In fact, NSTP encourages trainees to continue their community work. This time, their services
will already be regarded as their personal commitment to do voluntary work, separate and distinct from the
NSTP initiated activities. In step with enjoining NSTP students to eventually becoming volunteer workers, the
school may establish volunteer corps either under the auspices of the school’s NSTP unit or extensions
services office to ensure the continuity of the immersion program for volunteers.

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM

Application:

Present an illustration that will depict the step-by-step process of project implementation.

Assessment:

Answer the following questions relative to community needs assessment.

1. What is community assessment? Why is it important in formulating NSTP projects?

NATIONAL SERVICE TRAINING PROGRAM | 2nd Semester - MIDTERM