PNTC COLLEGES

OFFICE OF STUDENT DEVELOPMENT

AND EMPOWERMENT (OSDE)

Developing the Mind . . . !!

Empowering the Heart . . . . !!!

 NATIONAL SERVICE TRAINING PROGRAM 102
• FOR MIDTERM PERIOD
A. THE PROCESS OF COMMUNITY IMMERSION:
– * WORKSHEET 7
– * WORKSHEET 8
– * WORKSHEET 9
– * WORKSHEET 10
– * WORKSHEET 11
– * WORKSHEET 12
B. FAMILY SURVIVAL TRAINING AND CLEAN AND GREEN ACTIVITIES:
• OPTION FOR THIS AREA OF ACTIVITIES:

OPTION-1 OPTION-2

1. Asynchronous: 1. 1. Asynchronous:
- Worksheet No. 7,8,9,10,11 and 12 - Worksheet No. 7,8,9,10,11 and 12

2. Recitation: 2. Recitation:
- PNTC Mission - PNTC Core Values
- PNTC Vision
- PNTC Core Values
- PNTC Quality Policy
3. Singing of PNTC Hymn (Actual one by one) 3. Face-to-face Drills and Ceremonies
4. Face-to-face Drills and Ceremonies 4. Virtual Home-Based Live Skills/Hands-On Training for Disaster
Emergency Management at RESCUE 177

5. Face-to-face Physical Fitness Training Incentives:

- No more Quizzes for Midterm Period
- Excuse from NSTP Class for 1 training session
- No Duty Watch Detail for 4 hours

6. Community Clean and Green at Brgy. Zone III, Dasmariñas

City, Cavite for 8 hours

7. With complete quizzes for Midterm Period

 THE PROCESS OF COMMUNITY IMMERSION (P.22)

• (MIDTERM PERIOD)
“ WE DON’T ACCOMPLISH ANYTHING IN THIS WORLD ALONE…
AND WHATEVER HAPPENS IS THE RESULT OF THE WHOLE
TAPESTRY OF ONE’S LIFE AND ALL WEAVINGS OF INDIVIDUAL
THREADS FROM ONE TO ANOTHER THAT CREATES
SOMETHING.”
PRE-IMMERSION: TRAINEES WILL HAVE TO PREPARE
THEMSELVES PHYSICALLY, MENTALLY AND SPIRITUALLY FOR
MANY TASKS AHEAD.
THE SCHOOL ALSO NEEDS TO ORGANIZE ITS OWN
MANPOWER, RESOURCES, AND OTHER TECHNICAL NEEDS.
 AREA SELECTION (P.23)

• GROUPS OR COMMUNITIES TO BE CHOSEN BELONG TO THE

DEPRIVED, DEPRESSED AND UNDERPRIVILEGED.
(MARGINALIZED GROUP ARE THE YOUTH, WOMEN, SLUM
DWELLERS, ETC)
• WILLINGNESS OF LOCAL GROUPS AND COMMUNITY LEADERS
TO WORK WITH YOU ON COMMUNITY PROJECTS.
• ANTICIPATED ACTIVITIES AND DEMANDS FALL WITHIN YOUR
AVAILABLE RESOURCES AND ABILITY TO MEET THEM.
• PRESENCE OF DEVELOPMENT AGENCIES AND OTHER
SUPPORT INSTITUTIONS PROVIDING ASSISTANCE TO THE
AREAS.
• STABLE PEACE AND ORDER SITUTIONS. – YOUR OWN SAFETY
• ACCESSIBILITY – EASY TO CONDUCT, MONITOR AND
EVALUATE THE PROJECTS.
 ENTERING THE COMMUNITY (P.25)

• OSTENTATIOUS ENTRY –COMPLETE WITH BANNER OR

INDENTICATION OF INSTITUTION YOU BELONG.
• BANKING ON THE PEOPLE’S WEAKNESS – CATCHING PEOPLE’S
ATTENTION – EMPHASIZE ON HOW THEY COULD BE HELPFUL.
• ACADEMIC STYLE OF ENTRY – PLACE TO TEST THE THEORIES
LEARNED IN CLASSROOMS.
• BUT THE BEST WAY IS PEOPLE-CENTERED APPROACH – INVEST
ON COMMUNITY RELATIONS, AND STRONG LINKAGE WITH
THE PEOPLE.
 COMMUNITY INTEGRATION (P.29)

BOARDER STYLE – THE TRAINEES MAY CHOOSE TO STAY AND

LIVE-IN THE IMMERSION AREA FOR A CERTAIN PERIOD OF
TIME.
ELITIST STYLE – TRAINEES TEND TO STAY CLOSE TO KEY
INFORMANTS AND POLITICAL PLAYERS DURING THEIR STAY IN
THE COMMUNITY.
PEOPLE-CENTERED METHOD OF LIVING WITH THE PEOPLE.

COMMUNITY NEEDS ASSESSMENT DEFINED (P.30)

- THE PROCESS WHEREIN PROBLEMS, ISSUES AND CONCERNS OF
THE COMMUNITY ARE IDENTIFIED THROUGH THE USE OF
SEVERAL TOOLS FOR ASSESSMENT.
 IMPORTANCE OF NEEDS ASESSMENT (P.30)

• GATHER INFORMATION ABOUT CITIZENS’ ATTITUDES.

• DETERMINE HOW CITIZENS RANK ISSUES, PROBLEMS AND
OPPORTUNITIES IN ORDER OF IMPORTANCE OR URGENCY.
• GIVE CITIZENS A VOICE IN DETERMINING POLICIES, GOALS,
AND PRIORITIES.
• EVALUATE CURRENT PROGRAMS AND POLICIES.
• PROVIDE SPECULATIONS ABOUT WHAT PEOPLE ARE
THINKING.
• PROVIDE SPECULATIONS ABOUT WHAT PEOPLE REALLY WANT.
INFORMATION TO BE INCLUDED IN ASSESSING COMMUNITY NEEDS,
P.30
• HISTORICAL DEVELOPMENT – DATA ON HOW COMMUNITY
BECAME.
• GEOGRAPHICAL AND TRANSPORTATION INFORMATION –
COMMUNITY’S PATTERNS AND POPULATION
CONTRIBUTIONS.
• POLITICAL AND LEGAL FUNCTIONS – STRATEGIES THAT
COMMUNITY USES FOR SELECTING PLAYERS IN THE POLITICAL
SPHERE.
• DEMOGRAPHIC DATA – AGE, CHARTERISTICS, SIZE, RACE AND
TRANSIENCE OF POPULATION.
• ECONOMIC DATA – ECONOMIC BASE, SOCIAL, CULTURAL,
EDUCATIONAL, RECREATIONAL ORGANIZATIONS, OR VALUES
AND SOCIAL PATTERNS.
 SAMPLE OF COMMUNITY NEEDS ASSESSMENT FRAMEWORK, P31

I. GEOGRAPHIC PROFILE:
A. PHYSICAL – LOCATION, TERRAIN, FACILITIES (CLINIC,
HOSPITAL, SCHOOLS)
B. CULTURAL – HISTORY OF PLACE AND PEOPLE,
LANGUAGES BEING USED PEACE AND ORDER SITUATION,
CLOTHING.
II. SOCIAL – TOTAL POPULATION, TOTAL NUMBER OF
HOUSEHOLD, POPULATION DISTRIBUTION BY GENDER,
POLULATION DISTRIBUTION BY EDUCATIONAL ATTAINMENT,
HEALTH AND COMMON ILLNESS, RECREATION.
III. ECONOMIC – WAGE EARNERS IN THE FAMILY, EMPLOYMENT,
HOUSEHOLD MONTHLY INCOME.
 CONT’N TO SAMPLE, P31

IV. LIFE SKILLS – ABILITIES, INTERESTS

V. SPIRITUAL ASPECT – NUMBER OF PEOPLE WITH ACTIVE
MEMBERSHIP IN THE CHURCH.
VI. SOCIO-POLITICAL ASPECT –
A. KNOWN SOCIAL PROGRAMS OR PROJECTS AND OTHER
RELATED COMMUNITY EFFORTS.
B. EXPRESSION OF SATISFACTION / DISSATISFACTION
TOWARDS CURRENT SOCIAL PROGRAMS.
C. PERCEIVE COMMUNITY PROBLEMS
D. RECOGNIZED COMMUNITY LEADERS
E. OTHER AGENCIES, GO’S OR NGO’S THAT ARE IN THE AREA
OR THAT SERVE THE COMMUNITY.
 METHODS IN COLLECTING DATA FOR COMMUNITY NEEDS
ASSESSMENT (P.32)

• FOCUSED GROUP DISCUSSION (FGD) WITH KEY INFORMANTS

– THESE PEOPLE WHO HOLD SOCIALLY RESPONSIBLE
POSITIONS (EDUCATORS, PUBLIC OFFICIALS, CLERGY AND
BUSINESS REPRESENTATIVES.
• COMMUNITY FORM / ASSEMBLY - INVOLVES HOLDING OF
GROUP EVENTS. IT GIVES VISIBILITY TO THE LEADERS AND
RAISES THE STATUS OF THE COMMUNITY BUT IT REQUIRES A
LOT OF PLANNING AND PUBLICITY.
• PUBLIC RECORDS – PUBLIC RECORDS LIKE NATIONAL CENSUS
WILL PROVIDE DATA INCLUDES AGE, GENDER, EDUCATIONAL
LEVEL, LOCALITY, ETC. THAT TEND TO CONTRIBUTE TO
LIBRARY USE.
 METHODS IN COLLECTING DATA FOR COMMUNITY NEEDS
ASSESSMENT (P.32 CONT’N.)

• SURVEY AND QUESTIONAIRES – INVOLVE ASKING

INDIVIDUALS IN THE COMMUNITY ABOUT THIS EVERY NEED
THROUGH THE FOLLOWING:
– A. MAILING QUESTIONAIRES TO RANDOMLY SELECTED
MEMBERS OF THE COMMUNITY.
– B. PERFORMING TELEPHONE SURVEY.
– C. HANDLING OUT SURVEYS WHILE PEOPLE ARE IN AN
ASSEMBLY,
– D. POSTING QUESTIONAIRES ON YOUR PUBLIC ACCESS
COMPUTER CATALOG WHEN NECESSARY.
 STEPS IN CONDUCTING NEEDS ASSESSMENT (P.32)

• 1. ESTABLISH A WORKING COMMITTEE TO SOLICIT CITIZEN

AND COMMUNITY INVOLVEMENT AND DEVELOPMENT OF A
PLAN OF ACTION.
• 2. LIST OF IMPORTANT ASPECTS THAT ARE NEEDED TO BE
LOCKED UPON – IDENTIFYING THE SURVEYORS’ OWN
CAPABILITY AND STRENGTH.
• 3. IDENTIFY THE POPULATION TO BE SURVEYED – MAKING
COMMUNICATIONS WITH COMMUNITY LEADERS AND
AUTHORITIES.
• 4. DETERMINE THE INFORMATION THAT IS NEEDED –
EXISTING INFORMATION GATHERED FROM BARANGAY,
MUNICIPAL, OR CITY RECORDS OFFICE.
 STEPS IN CONDUCTING NEEDS ASSESSMENT (P.33)

• 5. SELECT A RANDOM SAMPLE OF PERSON TO SURVEY.

• 6. DEVELOP AND PRETEST A QUESTIONAIRE – A VALID TOOL
FOR MEASUREMENT OF DATA.
• 7. COLLATE THE INFORMATION.
• 8. ANALYZE THE DATA.
• 9. GO BACK TO THE COMMUNITY FOR VALIDATION OF
INFORMATION.
• 10. FINALIZE THE DOCUMENT – MAKE SURE THAT THERE ARE
CORRESPONDING RECOMMENDATIONS FOR THE ISSUES AND
CONCERNS FOUND.
 COMMUNITY ASSISTANCE IN ASSESSING NEEDS (P.34)

• 1. HELP IDENTIFY COMMUNITY GROUPS AND CITIZENS TO BE

INVOLVED IN THE WORKING COMMITTEE.
• 2. FACILITATE GROUP DISCUSSION TO IDENTIFY IMPORTANT
ISSUES AND SET PRIORITIES.
• 3. HELP SELECT THE SAMPLE TO SURVEYED AND DESIGNED A
SYSTEM TO IDENTIFY RESPONDENTS.
• 4. PROVIDE TESTED QUESTIONS FROM WHICH THE WORKING
COMMITTEES CHOOSE QUESTIONS THAT ADDRESS THE ISSUES
AND CONCERNS.
• 5. HELP DESIGN A PROCESS TO DISTRIBUTE AND COLLECT
SURVEY QUESTIONAIRES AND ANALYZE.
COMMUNITY ASSISTANCE IN ASSESSING NEEDS (P.34 CONT..)

• 6. PROVIDE SUMMARY REPORTS OF DATA.

• 7. SUGGEST PROGRAMS TO REPORT THE RESULTS AND
STRATEGIES TO SOLICIT COMMUNITY INVOLVEMENT.
• 8. WORK WITH CITIZENS TO IDENTIFY COURSES OF ACTION
BASED ON THE INFORMATION.

PROGRAM / PROJECT IMPLEMENTATION –

1. AN ACTUAL EXECUTION OF THE PLANS.
2. FINAL ARRANGEMENT WITH THE TARGET CLIENTS,
COMMUNITY PARTNERS, OFFICIALS INVOLVED, RIGHT
SCHEDULE OF EVENT AND NEEDS OF THE CLIENTS,
MANPOWER, MONITORING AND EVALUATION.
 NEEDS OF THE CLIENTS WILL BE THE DOMINANT CONSIDERATION
(P.35)
• 1. PROGRAM MUST BE RESPONSIVE TO THE NEEDS OF THE
CLIENTS.
• 2. CONTRIBUTE TO THE UPLIFTMENT OF THE LIVING
CONDITIONS.
• 3. MAXIMIZE THE RESOURCES AVAILABLE IN THE
COMMUNITY.
• 4. TAP THE POTENTIALS OF THE CLIENTS AND GIVE DUE
RECOGNITION.
• 5. OBJECTIVE MUST BE SMART WITH TANGIBLE RESULTS
THAT TOUCH THE LIVES OF THE CLIENTS.
• 6. PROJECT MUST BE DONE SYSTEMATICALLY.
• 7. COMPLETE DOCUMENTATION MUST BE OBSERVED.
 NEEDS OF THE CLIENTS WILL BE THE DOMINANT CONSIDERATION
(P.35 CONT.)

• 8. PROJECT MUST BE WITHIN THE CAPACITY AND CONCERN

OF THE TRAINEES.
• 9. DEVELOP SHARED COMMITMENT AMONG TRAINEES.

PROJECT MUST PROMOTE CIVIC CONCIOUSNESS IMBUED

WITH GOOD CITIZENSHIP VALUES:
* PAGKAMAKA – DIOS
* PAGKAMAKA – TAO
* PAGKAMAKA – BAYAN
* PAGKAMAKA - KALIKASAN
 FLOW OF ACTIVITIES WILL GUIDE NSTP TRAINEES (P.35-36)

• A. PRE-IMMERSION – PREPARATION OF PROJECT PROPOSAL

• B. ACTUAL COMMUNITY IMMERSION – ACTUAL WORK,
COORDINATION, MONITORING, ETC.. REQUIRED TO MAKE
JOURNAL OF EVENTS. PICTORIALS ARE ALSO REQUIRED TO
SUPPORT THE ACTIVITIES UNDERTAKEN.
• C. PRESENTATION OF COMMUNITY SERVICE OUTPUTS –
MAKE NARRATIVE REPORTS.
• D. MONITORING – CONTINUOUSLY DONE TO MEASURE
EFFECTIVENESS OF ACTIVITY.
• E. EVALUATION – EACH GROUP WILL BE RATED AS PART OF
FINAL RATING GIVEN TO THEM. THAT PROJECT
REQUIREMENTS HAVE BEEN SATISFACTORY DONE.
 TERMINATION OF PROJECTS (P.37)

• NSTP TRAINEES ARE EXPECTED TO COMPLETE THEIR

PROJECTS IN THE SPAN OF 50-90 HOURS AS PRESCRIBED TO
THE CHED ENDORSED PROGRAM OF INSTRUCTION.

• IN CASE TRAINEES LACK HOURS OF COMMUNITY

IMMERSION OR DID NOT PERFORM WELL, THEY ARE BOUND
TO RECEIVE AN UNSATISFACTORY RATING.

• AS TRAINEES, ONE MUST LEARN HOW TO WORK WITHIN THE

ALLOTTED TIME FRAME GIVEN.
 SYNTHESIS (P38)
• COMMUNITY NEEDS ASSESSMENT IS A MEANS TO MEASURE
PROBLEMS, ISSUED AND CONCERNS OF SPICIFIC LOCALITY.
• NEEDS ASSESSMENT ARE A CRITICAL PART OF COMMUNITY
ORGANIZING PRACTICE / DEVELOPMENT WORK. IT IS
ESSENTIAL TO ASK THE QUESTION:
* HOW DO YOU KNOW THERE IS A PROBLEM?
* HOW DO YOU KNOW THERE IS A NEED FOR A PARTICULAR
INTERVENTION?
* HOW SERIOUS IS THE PROBLEM NEED?
* HOW PERVASIVE IS IT?
* HOW MANY PEOPLE DOES IT AFFECT?
* WHO BELIEVES THERE IS A PROBLEM NEED?
* WHO IS DEFINING THE PROBLEM NEED?
* WHY AT THIS TIME?
 ACTIVITY FOR MIDTERM PERIOD

PAGES NUMBER 27, AND 39 TO 57 :

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WORKSHEET 8
WORKSHEET 9
WORKSHEET 10
WORKSHEET 11
WORKSHEET 12