Republic of the Philippines

President Ramon Magsaysay State University

(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
Tel/Fax No.: (047) 811-1683

College/Department College of Teachers Education CTE

Course Code NSTP 2
Course Title NATIONAL SERVICE TRAINING PROGRAM –
LTS / CWTS 2
Place of the Course in the Separate Program
Program
Semester & Academic Year 2nd Semester, S.Y. 2020-2021

Introduction

The National Service Training Program Civic Welfare Training Program 2 (NSTP-LTS/CWTS
2) will introduce students to their skills through the experiential learning and ethics of service, heart
for nationalism and patriotism are also developed. The course will provide students the fundamental
features and concepts of community engagement or immersion. Emphasis will be given on students
on service in the community. The practicum handouts are creatively developed and designed to
improve their knowledge and skills students outreach practicum.

Intended Learning Outcomes

1. To be knowledgeable of implementing rules and regulations of the NSTP Act

of 2000.
2. To analyze the IRR of NSTP which will guide students in working for community
development adopting the new normal.
3. Community Immersion: A Synopsis
4.Building Community through Community Immersion in the new normal

Discussion

LESSON 1: REVISED IMPLEMENTING RULES AND REGUALTION OF NSTP

Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National Service
Training Program (NSTP) Act of 2001, the Commission on Higher Education (CHED), Technical
Education and Skills Development Authority (TESDA), and Department of National Defense (DND),
in consultation with concerned government agencies, the Philippine Association of State Universities
and Colleges (PASUC), Coordinating Council of Private Educational Associations of the Philippines
(COCOPEA), Non-Government Organizations (NGOs) and recognized student organizations,
hereby jointly issue, adapt and promulgate the following implementing rules and regulations to
implement the provisions of the Act.
Rule I
GUIDING PRINCIPLES
Section 1. Guiding Principle. While it is the prime duty of the government to serve and protect its
citizens, in turn it shall be the responsibility of all citizens to defend the security and promote the
general welfare of the State, and in fulfillment thereof, the government may require each citizen to
render personal military or civil service.

Section 2. Role of the Youth

a. In 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
wellbeing. It shall inculcate the ideals of patriotism, nationalism, and advance their involvement in
public and civic affairs.

b. 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.

Rule II DEFINITION OF TERMS

Section 3. As used in this Implementing Rules and Regulations (IRR), the following terms shall
mean:

a. “National Service Training Program’’ (NSTP) – refers to the program aimed at enhancing civic
consciousness and defense preparedness in the youth, by developing the ethics of service
and patriotism while undergoing training in any of the three(3) Program components,
specifically designed to enhance the youth’s active contribution to the general welfare;

b. “‘Reserve Officers’ Training Corps’’ (ROTC) – refers to the Program component,

institutionalized under Sections 38 and 39 of Republic Act No. 7077, designed to provide
military training to tertiary level students in order to motivate, train, organize and mobilize
them for national defense preparedness.

c. “Literacy Training Service’’ (LTS) – refers to the Program component designed to train the
students to teach literacy and numeracy skills to school children, out-of-school youths and
other segments of society in need of their services;

d. “Civic Welfare Training Service’’ (CWTS) – refers to the Program component or activities
contributory to the general welfare and the betterment of life for the members of the
community or the enhancement of its facilities, especially those devoted to improving health,
education, environment, entrepreneurship, safety, recreation and moral of the citizenry and
other social welfare services;

e. “Program Component’’ – refers to the service components of NSTP as defined herein;

f. “Clustering’’ – refers to the grouping of students enrolled to different schools and taking up
the same NSTP component into one (1) group under the management and supervision of a
designated school;

g. “Cross Enrollment’’ – refers to a system of enrolment where a student is officially enrolled in

an academic program of an origin school but is allowed to enroll in the NSTP component of
another accepting school; and
 h. “Non-Government Organization’’ (NGO) – refers to any private organization duly accredited
by CHED or recognized by TESDA.

i. “Student Cadet”- refers to the student enrolled in the ROTC Component

Rule III PROGRAM IMPLEMENTATION

Section 4. Coverage

a. All incoming freshmen students, male and female, starting School Year (SY) 2002-2003,
enrolled in any baccalaureate and in at least two (2) year technical-vocational or associate
courses, are required to complete one (1) NSTP component of their choice, as a graduation
requirement.

The above provision however does not cover the following

a.1 Students who finished or graduated from a baccalaureate degree or two year technical
vocational or associate course and pursuing or enrolled in another or additional baccalaureate
degree or two-year technical-vocational or associate course in SY 2003-2004, and;

a.2 Students who completed any of the three NSTP component but considered freshmen to the
course where they transferred or shifted.

a.3 Foreign students or aliens.

b. All higher educational institutions including State Universities and Colleges (SUCs) and
technical vocational education institutions must offer upon enrolment, all the three (3) NSTP
components. (However,) State Universities and Colleges (SUCs) are required to provide and
maintain the ROTC component.
c. Program of study (syllabus) and enrolment forms shall bear the “NSTP” without stating
therein the three components. There shall be an orientation for all NSTP enrollees to be jointly
conducted by the ROTC, CWTS, and LTS coordinators/implementers. Students enrolled in
the first semester of the freshman year shall be made to undergo a common module phase
for 25 hours training; drug education; disaster awareness, preparedness and management;
environmental protection; and other national security concerns. Upon completion of the
common module phase, the student must select the specific NSTP program component that
he/she will pursue.
d. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA),
Philippine National Police Academy (PNPA) is exempted from the NSTP in view of the special
character of these institutions. Other State Universities and Colleges of similar nature will be
exempted subject to approval of the Department of National Defense.

e. e. Private Higher Educational Institutions (HEIs) and technical vocational education

institutions with at least 350 student cadets, must establish/maintain a Department of Military
Science and Tactics (DMST), subject to existing rules and regulations. DMST previously
approved and activated shall retain the status regardless of the number of cadets. However,
for DMST that has been created after approval of this IRR, there must be a minimum of 350
cadets. In cases where the number of cadets will be lesser than 350 clustering or ROTCU
will be undertaken with ROTCU of the State University and Colleges within the nearest
environ with the lead role.
Section 5. Program Components

a. The NSTP shall have the following components which the students can choose from as
defined in Rule II, Section 3 hereof: The Reserve Officers Training Corps (ROTC), Literacy
Training Service (LTS), and Civic Welfare Training Service (CWTS).
b. All program components; the ROTC in particular, shall give emphasis on citizenship training
and shall instill patriotism, moral virtues, respect for the rights of civilians and adherence to
the Constitution.
c. The CHED, TESDA in consultation with the DND, and PASUC, COCOPEA and other
concerned government agencies, may design and implement such other non-military training
components as may be necessary in consonance with the provisions of R.A. 9163.
d. Within thirty (30) days from the approval of this revised IRR, the CHED, TESDA, and the DND
shall jointly issue the minimum standards for the three (3) NSTP components which shall
form part of these guidelines.

Section 6. Duration and Equivalent Course Unit

a. Each of the aforementioned NSTP components shall be undertaken for an academic period
of two (2) semesters. It shall be credited for three (3) units per semester, for fifty-four (54) to
ninety (90) training hours per semester.
b. A One (1) Summer Program (OSP) in lieu of the two (2) semester program may be designed,
formulated and adopted by the DND, CHED and TESDA, subject to the capability of the
school and the AFP to handle the same.
c. Earned NSTP units shall not be included in the computation of Grade Point Average (GPA)
grades of college graduating students.

Section 7. Clustering and Cross-Enrollment

a. Clustering of students from different education institutions during Semestral or summer periods
may be done for any of the NSTP component, taking into account logistics, branch of service and
geographical locations. The host school shall be responsible in managing the Program.

b. The school must allow any NSTP student to cross-enroll in any CHED/TESDA recognized
institution. In cases that enrolment of ROTC Cadets is less than 350 then, the provisions of clustering
in Section 7 of NSTP IRR (RA9163) should be followed.

d. Students intending to cross-enroll shall be subject to the existing rules and regulations of the
school of origin and the accepting school.

Section 8. Monitoring and Evaluation

A. Management
a.1 The school authorities shall exercise academic and administrative supervision over the
design, formulation, adoption and respective schools, Subject to the provision of this IRR.

a.2 There should be an NSTP Office in each school, college, or university headed by an
NSTP Director or its equivalent position responsible for the implementation of the Program.
Each of the NSTP components is considered a distinct and/or separate unit under the NSTP
office, and the head of the unit shall report directly to the NSTP Director or its equivalent
position

a.3 A functional chart of the NSTP Office shall be structured based on the capability of the
institution to sustain the component program being offered based on the number of enrollees.
 a.4 In the case of ROTC, the school authorities and DND, subject to the policies, regulations
and program of DND on the military component of the training, shall exercise joint supervision
over its implementation.

a.5 NGOs contracted by the school must secure a joint accreditation from CHED, DND and
TESDA to formulate and administer training modules for CWTS and LTS component. CHED,
DND and TESDA shall jointly exercise such academic and administrative supervision with
those NGOs. Within forty-five (45) days from approval and issuance of this IRR, the CHED,
TESDA and DND shall issue the necessary guidelines for the accreditation of non-
government organizations (NGOs) and training modules to be utilized by these NGOs.

a.6 The DND shall formulate and administer training modules for the ROTC Program.

B. Monitoring
b.1 An NSTP Joint Committee at provincial, regional and national level shall be created by
Tripartite agreement for monitoring all the program components. In the various institutions.

b.2 CHED/TESDA Regional Offices, and DND-AFP (through the Major Service Reserve
Commands), shall oversee and monitor the implementation of the NSTP under their
respective jurisdiction, to determine if the trainings conducted are in consonance with the Act.
These offices shall submit periodic reports to the NSTP Joint Coordinating Committee.

b.3 An Annual NSTP Performance Evaluation (ANPE) shall be conducted towards the end of
the school year to evaluate and determine the achievement of training objective of the NSTP
three components program.

CHED, TESDA and DND (through Major Service Reserve Commands) shall formulate
respective evaluation parameters on program administration and implementation which shall
jointly form part of the minimum standards.

b.4 At the end of every school year, the Higher Education Institution shall submit an Annual
Report to the CHED Regional Office copy furnished the Office of the Student Service in
electronic template, indicating the following

b.4.1 Names who finished under each NSTP component,

b.4.2 The programs, projects and activities undertaken with pictorials and documentation as
much as possible, and

b.4.3 Financial statements on the funds collected, allocated and utilized.

The annual report on NSTP by the university or college shall be made available to faculty,
students and the general public in the NSTP Office.

In regions with universities and colleges having two or more campuses, the university
concerned shall consolidate the report before submission to CHED Regional Offices.

b.5 In cases of violations of guidelines, warnings and/or sanctions shall be imposed to schools
and accredited NGOs pursuant to pertinent rules and regulations.
 Rule IV
FEES AND INCENTIVE

Section 9. Fees a. No fees shall be collected for any of the NSTP components except basic
tuition which should not be more than fifty (50%) percent of the charges of the school per academic
unit. NSTP tuition collected shall constitute a Trust Fund, which shall be exclusively used for the
operation of the Program.

b. The NSTP fees collected shall constitute a Trust Fund, 70% of which shall be exclusively
used for the operation of the Program. The remaining 30% retained by the school shall serve as
contingency fund especially in support to un-programmed activities not originally included in the
program of expenditures prepared by the ROTC Commandant or CWTS/LTS Coordinator and
approved by the school head.

c. NSTP funds derived from NSTP-related operations shall serve as augmentation to sustain
programmed activities of the NSTP.

d. The unexpected fund balance shall be carried over to the next semester, provided
however, NSTP funds shall not be converted into savings at the expense of the proper
implementation of the program.

e. Subsidies from the government, any legal agency or institution appropriated for NSTP shall
be included in the preparation of the program of expenditure and report on the utilization of funds.
Expenditures/disbursement shall be subjected to periodic audits by the proper school authorities
and concerned NSTP Offices.

f. NSTP Component (ROTC/CWTS/LTS) coordinators shall submit a comprehensive report

on the utilization of the NSTP Funds to their respective NSTP Directors two (2) weeks after the end
of every semester. ROTC Commandants shall submit the same report to their respective Major
Service Reserve Commands.

g. The NSTP Director or its equivalent shall submit a consolidated comprehensive report on
the utilization of the NSTP Funds by program component to the school head, within 30 calendar
days after the end of every semester.

h. Rental space of school and other similar expenses shall not be charged to NSTP.

Section 10. Incentive, Insurance and Protection

A. Incentives
A program of assistance/incentives for ROTC students shall be provided and administered
by DND, in accordance with existing laws and regulations and subject to the availability of funds.

A special Scholarship Program and other forms of assistance and incentives for qualified NSTP
students shall be administered by CHED and TESDA, with funds for the purpose to be included in
the annual regular appropriations of the two agencies to the availability of funds.

The college or university may provide scholarship and other forms of assistance and incentives to
qualified and deserving NSTP students, the funding of which shall come from available NSTP funds
of the school.

Personnel involved in the NSTP shall be provided honorarium and other incentives based on the
standard policy set forth by the HEIs.
 B. Insurance and Protection

School authorities concerned, CHED and TESDA shall ensure that health and accident group
insurance are provided for students enrolled in any of the NSTP components.

Schools that already provide health and accident group insurance and collect the necessary
fees for the purpose from their students as of the effectivity of this Rules, are deemed to have
complied with this requirement.

Rule V
ORGANIZATION OF NSTP GRADUATES

Section 11. Organization of NSTP Graduates

a. Graduates of the non-ROTC components of the NSTP shall belong to the National Service
Reserve Corps (NSRC) and could be tapped by the State for literacy and civic welfare activities,
especially in times of calamities through the joint efforts of DND, CHED, and TESDA, in coordination
with DILG, DSWD and other concerned agencies/associations.

b. The CHED, TESDA and DND, in consultation with other concerned government and non-
government agencies, shall issue the necessary guidelines for the establishment, organization,
maintenance and utilization of the National Service Reserve Corps.

c. Graduates of the ROTC program shall form part of the Citizen Armed Force pursuant to
RA 7077, subject to the requirements of DND

Rule VI
MISCELLANEOUS PROVISIONS

Section 12. Certificate of Completion Certificate of Completion with corresponding serial

number issued by CHED, TESDA or DND, shall be awarded to students who have successfully
complied with the program requirements.

Section 13. Information Dissemination The CHED, TESDA and DND shall provide information
on these Act and IRR to all concerned publics through different modes of disseminating information.

Section 14. Amendatory Clause

a. Section 35 of Commonwealth Act No. 1, Executive Order No. 207 of 1939, Section 2 and
3 of presidential Decree No. 1706, and Sections 38 and 39 of Republic Act No. 7077, as well as all
laws, decrees, orders, rules and regulations and other issuances inconsistent with the provisions of
the Act are hereby deemed amended and modified accordingly.

b. This Rules may be amended, modified, or replaced jointly by CHED, TESDA and DND, in
consultation with PSUC, COCOPEA, NGOs and recognized student organizations

Section 15. Separability Clause

If any section or provisions of this IRR shall be declared unconstitutional or invalid the other
sections or provisions not affected thereby shall remain in full force and effect.

Section 16. Effectivity

 This rule shall take effect 15 days after publication in a newspaper of general circulation and
shall remain in force and effect until revoked or amended. 6161 Adopted and Issued on day of _
2006.
SGD. AVELINO CRUZ, JR. CARLITO S. PUNO,DPA (SGD)
Secretary, DND Chairman, CHED

Sec. AGUSTO ‘’BOBOY’’SYJUCO(SGD)

Director General, TESDA
Name : Joshua A. de Vera Score:________________

Year & Course:___________________ Date:_________________

OUTPUT (QUIZ 1)

I. Write on the space provided Agree if the statement is true, Disagree if false. (1pts each)
Agree 1. The prime duty of this act is to secure and protect its citizens.
Agree 2. The vital role of the youth in nation building is to advance their
involvement in public and civic affairs.
Agree 3. NSTP acts to enhance civic consciousness and defense
preparedness in the youth by developing the ethics of service and
patriotism while undergoing training on ROTC,LTS and CWTS.
Agree 4. ROTC is designed to provide military training to tertiary level
students in order to motivate, train and organize them to national
defense preparedness.
Agree 5. LTS is designed to train the students to teach literacy and
numeracy skills at school children, out of school youth, and other
segments of the society in need of these service.
Agree 6.CWTS refers to the program of activities of citizenry contributory
to the general welfare and the betterment of life for the number of
the community or endorsement of facilities, especially those devoted
to improving health, education, environment, safety recreations an morals.
Disagree 7. NSTP is requirements for graduation.
Agree 8. NSTP 2 is community immersion.
Agree 9. The latest revised IRR of NSTP took effect on July 21, 2007.
Agree 10. The NSTP office is headed by director.

LESSON 2: COMMUNITY IMMERSION: A SYNOPSIS

You must live with people to know their problems, and live with God in order to solve them.
By P.T. Forsyth

INPUT:

Community immersion is an essential part of the NSTP course offering in the Higher and Technical
Vocational Educational Institutions both private and public (RA 9163, Sec. &.(. Specifically, it is a
course taken as a sequel of NSTP 1 whether it is on a Semestral basis or taken a s[part of the One
Summer Program. It is a course description for CWTS 2 and LTS 2

Community Immersion is a strategy in community organizing that ensures NSTP trainees to

have a complete understanding of the different community concerns and provide experience on
community life situation specifically in the deprived, depressed and the underprivileged localities.
The experience they will gain will provide them opportunity to merge with specific persons who may
facilitated encouraging changes that will train them to become civic consciousness and responsible
citizens.

Community Immersion, as a scheme to develop student trainees n the NSTP Program in

appreciation to community life, is very essential because it will give opportunity for them to
experience and put themselves in real-life situation in the community. For this reason, each trainee
must have a true feeling of living with the people is order to understand better community concerns
and gain insights for their personal growth.
 The project of NSTP trainees shared in their own little way can also contribute significantly in
improving the quality of life of the people and developing in them the ethics of service as a reservist
imbued with values of Maka-Diyos, Maka-Kalikasan, Maka-Tao and Maka-Bansa.

Community Immersion concerns can also be addressed through immersion with specific
designed activities related to economic, social, spiritual, etc. Economic aspect particularly connotes
financial management while social aspect deals with people’s interaction and relationship building.
The spiritual aspects can be understood by enhancing the relationship towards the Supreme Being
or GOD.

Community Immersion, as used in the NSTP Training, is an approach of bringing the NSTP
Training, is an approach of bringing the NSTP-CWTS/LTS student trainees to the field to have a feel
of the real life situation of people in the deprived, depressed and under privilege communities and
extend possible assistance for the improvement of the community which will encourage them to
work out things for the benefits of the clientele and for the enrichment of their experiences.

The success of the community immersion of the NSTP Trainees lies in the result of
preparation, support of both the trainers and the people in the community. Lastly, the commitment
of the trainees coupled with the resources are needed in the conduct of the program.

OUTPUT(QUIZ 2)

Name :__________________________ Score:_________________

Year & Course:___________________ Date:_________________

A. Make a sketch of your community involving yourself and the people in community service
and described the learning you obtained from the activity. On the blanks below briefly
explain your sketch. (20pts)

- PLANTING TREES - Trees are our best friends because they clean the air we breathe.
Likewise, they also clean the water and soil and ultimately make the earth a better place. It
is also a fact that people who live near trees are healthier, fit, and happier than people who
do not. Moreover, it is our responsibility to look after our friends who serve us in many ways.
 Most importantly by saving plants, we are not doing any favor to plants but to ourselves only.
Because trees and plants do not depend on us but our lives depend on them.

B. Choose one activity below. From what you have learned about community immersion
, think of an appropriate community immersion project and connect it with community service to
subject learning (vice-versa). On the third column, identify the college or department or any private
institutions that can sponsor it. (10 pts)

Example. “Covid 19 Pandemic and Vaccination Awareness: A Webinar”- College of Nursing

Activities Suggested Place Community Project Target Sponsor College of

Department/Etc.
Backyard Tree
Seedlings
Propagations
Solid Waste 3R’s (Reuse, Reduce, Recycle): Online Government/ Prmsu
Management Seminar Campus
BakawanTree
Seedlings
Propagations
Backyard
Organic Farming
Add’t’l if needed

LESSON 3: SERVING TOWARDS COMMUNITY BUILDING:

BUILDING COMMUNITY THROUGH COMMUNITY IMMERSION
Use power to help people: For we are given power not to advance our own purposes, nor to make a great show in the world, nor
name. There is but one just use of power, and it is to serve people. GEORGE BUSH

INPUT:
Student trainees involved in community immersion are important factors in knowing the nature of
the community they belong and place to serve. This will provide them the opportunity to
understand community situation, problems, concerns, and as a target area for them to be
immersed.

According to Johnson, community is a collective of people with similar interest and goals living in
the same geographic locality or not.

As a trainee, one should be conscious of the elements in order to feel better about one’s
involvement in the community such as population distribution, history, way of living, structure,
income level and occupation of people. One must associate with people and partners in the
community to facilitate implementation of project.

The community as a venue for students for their immersion will allow them to conduct
activities that will let them feel, think, and behave and realize that they are far fortunate than
others, and that they need to do something to help others improve their lives.
 To ensure success in conducting community immersion, one must get familiar with all the
dynamics of relating with people, knowing the community immersion and nature of the community.

Hence, there is a need for them to get familiar with the process in conducting community
immersion.

The students in NSTP-both CWTS and LTS, are mandated to take community immersion
covering the period from 54-90 hours as required by law RA 9163.

BENEFITS OF COMMUNITY IMMERSION

The community and the students trainees are both benefited in the NSTP community
Immersion project as major factors such as.

⮚ Chance of the trainees to feel, think, and experience people’s lives because of the
opportunity given to see real life situation and to associate with them.

⮚ Opportunity to relate with community people

⮚ Experience in doing activities particularly in the utilization of resources and improved

relationships with the people.

⮚ Increase their concerns in helping solve peoples’ problems in the community

⮚ Opportunity to gain life skills that will make them a better person

In short, community immersion enhances individual in knowing more of oneself and others
and at the same time help improved the quality of life in the community.

DOs AND DON’Ts IN COMMUNITY IMMERSION

1ST LEVEL: BEFORE CONDUCTING COMMUNITY IMMERISON

DOs DON’Ts
1. Get familiar with the basic Don’t forget to get information from people
information of the locality where you concerned about the community.
conduct your immersion

2. Comply with all preliminary Don’t forget to inform the NSTP office about
requirement by the NSTP office and your whereabouts especially your
community target. community immersion manager in-charge
and parents,
3. Inform the community leaders Don’t just go to the community without the
concerned about the purpose of your approval of the community leaders.
immersion
 4. Be courteous with the leaders/people Don’t be boastful. It will create negative
in the community impact of the institution one represents.

5. Bring your own personal need. This Don’t be too dependent to the community in
will be helpful to both of you and the providing your personal needs.
community.

2ND LEVEL: DURING THE COMMUNITY IMMERISON

DOs DON’Ts
1. Be truthful and honest to yourself Don’t do anything that destroys you and the
and every person in the community. agency you represent.

2. For security reasons, wear your Don’t forget to inform your presence in the
uniform and ID community to the leaders and people.

3. Get familiar with your daily tasks and Don’t forget to make you project resources
needs in conducting your activities available.

4. Document all the details in the Don’t forget to maintain diary of all
conduct of your project. Complete activities.
the recording of your activities.

5. Make the best you can in working Don’t forget to enjoy your time with the
with the community people. Serve community people.
them well.

3RD LEVEL: AFTER THE COMMUNITY IMMERISON

DOs DON’Ts
1. Assess the project activities Don’t forget to inform community people
conducted with the leaders/people of the results of your evaluation and at the
in the community. same time inform them about your leaving
the community
2. Make narrative report and present Don’t forget to share a copy of your report
results as final requirement of the to the concerned institution/barangay you
course. have served and the NSTP office.

Getting familiar with the Dos and DON’Ts in community immersion will surely guide you
trainees in making your project successful. It will give you confidence and the community
immersion managers/faculty comfort for the safety of the students.
QUALITIES OF AN EFFECTIVE AND FUNCTIONAL COMMUNITY SERVICE WORKER
(LABUGUEN, 2004)

❖ COMMITMENT-responsible in fulfilling engagement and promises for a certain cause.

❖ OPTIMISTIC – looks at the brightest side of the things and hopes for the best.
❖ MALLEABLE- flexible, pliant in the sphere of community organization and development
❖ MODEL- To be an example or role model to people power
❖ UNDERSTANDING – feels the situation or conditions of others.
❖ NEGOTIABLE- has the willingness to compromise and openness to negotiation,
agreement and transaction.
❖ TACTICAL- exhibits maneuvering strategies, management tactics to gain and meet
objectives, ability to persuaded and links with other agencies in order to maintain
contact at high level, convinces others to help and work together.
❖ YOUTHFUL- to be keen, zestful, vigorous, and active in keeping people in the
community.
❖ WILLINGNESS- to have the zeal, enthusiasm and goodwill and geniality to help others.
❖ OBEDIENT- to be loyal, law abiding and respectful of no’s and command governing
body and it’s policies.
❖ RESCUING HAND- responsible to help other or reach out to clients to help make their
lives better.
❖ KINDNESS-to have good intentions, considerate, and sympathetic to one’s desire to
serve others.
❖ ENERGETIC-to be full energy, vigor, strength to work with people and the organization he/she
represents.
❖ RESOURCEFULL-capable of seeking means to meet the objectives of program for the
community.
❖ SENSE OF VISION- to try one’s new ideas and be ready to meet challenges; Can express
confidence in his own ability to complete difficult tasks as part of challenges in life.

Having the right qualifications as students-community worker will surely lead one to be
successful in rendering service to target clients and the community.
OUTPUT: (QUIZ 3)

Name :__________________________ Score:________________

Year & Course:___________________ Date:_________________

A. Directions: Knowing your own community, make an illustration by indicating

the specifics of the components as input to community immersions(20pts)

COMPONENT SPECIFIC
ILLUSTRATION
1. Population Transferring
Family to one
place to
another.
2. Past Events And Development Clean And
Green Project.
3. Ways Of Living Of The People Planting
Vegetables to
have food.
4. Occupation And Income Level The income is
Low because of
unemployed
people.
5. Physical, Political And Social Level The officials
helping the
other people
during the
calamities etc.

B. Identify and check the box of the specific stage (Pre,During and After) of
community immersion for each outreach instruction below. (5pts.)

1. Submit waiver, parent’s permit and advance schedule Pre During After
/
2. Once at the outreach site, have a courtesy call to the /
community leader.

3. Survey the community citizens on their needs and kind /

of outreach project.

4. Don’t leave without permission while conducting /

outreach project.

5. Submit and present the result of community immersion /

C. In the comunity, identify the socio economic, political, cultural, spiritual problems be setting
the area by indicating your response in the circle provided (20 pts.)
 POLITICAL ECONOMIC
PROBLEM PROBLEM

Mismanagement of Puberty, Lack of

funds funding for schools
and services
Community

poverty,crime,
racism, jobs,

Social Problem Spiritual Problem

Lack of fund in
Overpopulation
Churches/Chapels

Suggested Readings

1. Manalili, Agulto D(1990) Community Organizing for People’s Empowerment, Quezon City
Kapatiran Kaunlaran Foundaiton, Inc.
2. Regional Association of Implementer in NSTP, 2005. NSTP CWTS Handbook, USL Multi Media
Prod. Center, Cotabato.
3. LAbuguen, Florida Cx; Carmelo J Vidal et.Al., 2008, Towards A Responsive Community Action,
1st Edition, Mutya Publishing House Inc.
4.Scwatz, M. et.al, 1997. How Build the community We Want. The Bay Area Volunteers Handbook,
2nd ed.

Prepared by:

CARLOS PONCE C. VENTURA

NSTP Coordinator Instructor 1