NSTP – LTS MODULE 1  Late 90s  anomalies regarding ROTC implementation became
alarming; reports on hazing, grade-fixing AND gradebuying
LESSON I
WHAT’S IN IT FOR ME?
 National Service Training Program (NSTP) is a required course
mandated by law
 It is a preparation and opportunity to improve yourself to be
of service others
 Gives you the chance to be to be socially involved and have
deeper awareness of yourself in relation to others
 Endows you with theoretical and practical knowledge and
experiences that are needed for community services
 It opens a window for you to see the current situation of the
country
 Trains you to respond to present challenges, harnessing your
instinct for national service
 Contributions of young people have been recognized by
many.
 JOSE RIZAL: The Youth is the hope of the
motherland.
 role in shaping the future of our nation is significant 
section 13 article II
Footsteps. Service to the Country
 1762  youth was formally organized and mobilized to be of
service to the country
 Rev Fr Domingo Collantes OP + Royal Spanish Army
Sergeant  organized a battalion of youth for military
training  trained to fight against British troops
 King of Spain, Charles III  endowed within them the
“regalia” title and the seal of loyalty “muy Leal”
 University was awarded the Royal Cedula
 1912  Philippine Constabulary started conducting military
training in UP
 1922: 1st Reserved Officers Training Corps (ROTC) established in
UP
 1936: Commonwealth Act I was signed giving ROTC instruction
legal basis.
 All ROTC placed under Phil Army’s control and supervision
 1939: MANUEL QUEZON issued National Defense Act (exec
order no 207): ROTC will be compulsory in all colleges and
universities  graduates will serve as pool from which Phil army
officers will be drawn
 1944: significant numbers of ROTC grad played an impt role in
WWII
 1980: FERDINAND MARCOS signed Phil Decree No 1706 
making national service obligatory for all citizens of the country
 Civic welfare service
 Law enforcement service
 Military service
 1981: CORY AQUINO signed memorandum order No. 11 
suspending implementation of National Service Law
 1996: expanded ROTC was produced  same components but
not a requirement anymore
increased; clamor for abolition became pressing
 2001: MARK WELSON CHUA 2nd year eng student-cadet officer
of UST exposed anomalies in the UNIV ROTC UNIT
 March 18: body found lifeless in Pasig River
 Desperate act of vindictiveness and an effort to end expose
 June 13, 2004  San Lorenzo Ruiz medal of courage
 National Service Training Program , established by virtue of the
Article I Section 3 RA9163  compulsory 1year course for all
freshmen in the universities AND colleges in the country
 Reserved Officers Training Corps
 Civic Welfare Training Svc
 Literary Training Svc
What is NSTP?
 A compulsory 1year course for all freshmen in the universities
AND colleges in the country Article I Section 3 of RA 9163
 ROTC  provides military training in order to motivate,
train, organize and mobilize students for national defense
preparedness
 Skills: military leadership, basic combat, map reading,
military intelligence, artillery operations, unconventional
warfare, marches, and bivouac training.
 CWTS  actvts contributory to the general welfare and
betterment of life for the members of the community or the
enhancement of facilities, especially those devoted to
improving health, env, entrepreneurship, safety, recreation
and moral of the citizenry.
 shelter-building, tree planting, med missions
 LTS  trains students to teach literacy and numeracy to
school children, out-of-school youths and other segment of
societies in need of svcs
 Hold tutorials and other non-formal education related
actvts in public schools and underprivileged
communities  promoting imptance of education
among grade school and HS student, even adults, who
were not given the chance to study.
 NSTP in UST
 ROTC – 1st year
 CWTS and LTS – 2nd year
 After finishing LTS/CWTS become part of National Service
Reserved Corps
 After finishing ROTC  part of Citizen Armed Forces
LESSON II
 A good Filipino citizen is one who plays an active role and
intelligent role as a member of the community
 One who fulfills his obligations and duties to the govt and society
 Possesses trait of respectfulness, courtesy, and consideration for
parents and elders and for others
 Observes punctuality, promptness and good moral conduct
 PREAMBLE of 1987 Consti
 Pagkamaka-Diyos
 Faith in the almighty God
  You are asked to put God in the center of your NSTP – LTS MODULE 2
lives
 Communicate with him thru prayers Man: Image and Likeness of God
 Look to him as ultimate source
 Gen 1:27-29
 Faith alone without work is useless
 Gen 2:7
 Respect for life and Work
 Human dignity is the intrinsic worth that inheres in every human
 Your life is a gift from God
being.
 Respect each other’s dignity
 Source of human dignity is rooted in the concept of Imago Dei
 Order
Latin for “Image of God,” in Christ’s redemption and in our
 Doing first things first
ultimate destiny of union with God
 Doing rt thing at rt time without hesitation
 Human dignity transcends any social order as the basis for right is
 Entails discipline of mind, emotion and action
neither granted by society nor can it be legitimately violated by
 Work
society.
 Hard work, quality work, honest work
 Human dignity = conceptual basis for human right.
 Rt values and attitudes
 Every human being should be acknowledged as an inherently
 Concern for family and future generations
valuable member of the human community and as a unique
 Family is a gift from God
expression of life with an integrated bodily and spiritual nature.
 Pagkamaka-tao
 People must be conceived as being inherently connected to the
 Love
rest of society.
 Entails sacrifice, responsibility and svc
 Freedom
Man’s Dignity Comes from having a soul
 Give recognition and respect to individuality
 Power to act or not to act  Soul is his principle in life.
 Peace  What gives him spiritual nature
 Do well for others and for country  What makes him like God for it enables him to think and to
 Peace begins with you want.
 Truth  Intellect: power by which men can reason out to things.
 Value of truth is living and loving passionately with  Will: power which allows men to decide and to carry out
honesty and sincerity that decision.
 Justice
 Promote ethical practices that enhance essence of social Because man has a soul, he can be called a person
justice
 Pagkamakabayan  A person is a being with a rational nature.
 Unity  Man is called the image of his maker because he is rational.
 A kingdom divided against itself cannot stand  Something common with God and angels: intellect and will.
 Equality  Men can have a sense of humor
 Treating one another with equyality and utmost dignity  Can do so because he has a mind.
 All men are created equal
 Respect for law and govt With an Intellect, Man can search for Truth
 Should be law-abiding
 He studies the world around him in order to better understand
 Patriotism
and do things accordingly.
 Be a good citizen ever vigilant for the welfare of your
 With knowledge, he can work for the good of others by
country
producing or making things.
 Be committed to serve the interest of the nation
 He gropes for what is real.
 Common good
 His mind is not as encompassing as his Maker’s.
 Obligation of everyone
 Man can choose to do good.
 Pagkamaka-kalikasan
 As a person, we have two goals:
 Concern for the env
 Temporal: develop ourselves and take an active role in
 God made us stewards of His creation
society.
 Ultimate: to be in union with our Creator.
 Intellect enables us to acquire necessary knowledge abt the
meaning of life.
 Through it, we are able to discern if our actions are right or
wrong.
 Human will enables us to act on our discernment.
 We are able to lift our thoughts to the ideals and are able to
make judgments.
 Each and every one of us is unique.
Distinctive Characters of a Filipino Catholic
 We are those who:
 As baptized into discipleship of JC, discover our identity as
adopted children of our Father and as members of Christ’s
body, inspired by Mary, our mother.
 In the breaking of the bread around the table of the Lord,
find meaning in sharing ecclesial fellowship wih one another
and with Christ, their Priest and their Eucharist
 In meeting the crucified savior, are sustained in the sufferings
and hardships of life, and receive forgiveness for their sins
through his sacraments.
 Commit ourselves to our Risen Lord and His mission thru
the gift of faith, celebrated in great Hope in the Sacraments,
and lived out in Love and service of their fellow-men.
 From our world-vision led by the Spirit of the Risen Christ,
are experienced in the Christian community which sustains
us in our pilgrimage of life-in-christ.
 Approach and live out this Christian life within the powerful
inspiring presence of Mary, our Mother and Model.
Concept of Pagmamahal and Pagmumura
 Franciscan Venerable Juan de Oliver wrote his Tagalog
“Decalaracion de los Mandamientos de la Ley de Dios” between
1585-1590
 First commandment: YBIGUIN mo ang Dios, LALO sa lahat
 The reasonable man distinguishes within his heart what is good
and what is evil; he esteems the precious and what is worthless he
treats as worthless.
 Pagmamahal: a disposition of one being towards another being, by
which a degree of value is expressed or symbolized.
 Pagmumura: inclination to behave toward another who has been
considered as valueless or cheap.
 A parent who loves his children not only sees to it that they do
not come to harm
 They also actively promote their growth into mature people
 feeds them, educates them, chooses their schools, and
helps them decide on their career choice.
 The nagmamahal parent appreciates and enhances the value
of children by every means possible.
 Pagpapahalaga and pagmamahal: totality of those acts
 A thing is loved because it is valuable.
 Pagmamahal therefore is bound up with halaga.
 To love is to recognize worth or value and to act in a
manner consistent with the preservation and enhancement of
the value of minamahal.
 Pagmumura sa kapwa: a verbal expression of how little a person
values another.
 Pagmumura=demeaning of someone by language or by deed
Thomasian Ideals and Aspirations
 Responsibility: the ability to choose our response.
 Highly proactive people recognize responsibility
 Their behavior is a product of their own conscious choice,
based on values rather than a product of conditions based on
feelings.
 St. Dominic de Guzman
 Born to a family of nobility in Caleruega, Spain.
 Grew up in family of saints.
 Always had a heart for the poor.
 His fidelity to the church  inspired by Dominican ideals of
seeking the truth thru contemplation and sharing the fruits of
one’s contemplations with others.
 When he founded the ORDER  he drew up a program of
study.
 Study was a necessary means thru which order can
achieve its mission of preaching and saving souls.
 His means to find the truth
 His means to fight enemies with truth.
 He knew how to pray very well.
 Constant communion with God
 Ones faith is nurtured and becomes steadfast and what
he is doing.
 Actively interacts with people.
 Went from one place to another preaching on foot
carrying in his heart the Dominican motto VERITAS
 Dominicans were mendicant friars.
 Lived in simplicity.
 St. Thomas Aquinas
 When he was 5 y/o  his family placed him under the care
of the Benedictines of Monte Casino.
 Teachers surprised at his progress.
 He surpassed all his fellow pupils in learning and in
practice.
 Renounced things of the world  entered Dominicans in
1243 --Naples
 Gift of perfect chastity = title of “Angelic Doctor”
 After study in Naples, studied in Cologne under St. Albert
the Great
 Was called “dumb ox” because of silent ways and huge
size  but really brilliant.
 Age of 22 appointed to teach in that city and
published his first works.
 After 4 years  sent to Paris.
 Age of 31  received his doctorate.
 He not only wrote but he also preached often and with
greatest fruit.
 Left Summa Theologica unfinished for on his way to the
second council of Lyons (ordered by Gregory X), he fell
sick and died at the Cistercian monastery of Fossa
Nuova in 1274
 He is one of the greatest and most influential
theologians
 Canonized in 1323 and declared Doctor of the Church
by Pope Pius
 He never grew tired of seeking the truth and preaching
about it.
 He continued to persevere though not everyone agreed
with him.
 Commitment for truth did not cease or waver.
 St Martin de Lima (St Martin de Porres)
 Dominican priest declared “Blessed” by Pope Gregory XVI
 Canonized by Pope John XXII on May 6, 1962
 Continues to be greatly revered for his commitment to racial
and social justice.
 He often challenged his brothers on their racial attitudes.
 He also loved animals.
 His charity made him the patron saint of social justice.
 He fed, sheltered and doctored hundreds of families
 Provided the requisite dowry of 4,000 to enable atleast
27 poor young women to marry.
 He established the orphanage and school of the holy cross
which took in boys and girls of all classes and taught them
trades or homemaking skills.
 He insisted that the staff be well-paid so they would give
their best svc.
 Also extended his healing gifts – going to the servant’s
quarters and healing their ailments.
 His spiritual practices were legendary.
 Fast for extensive periods of time on bread and water.
 Loved all night vigils
 He scourges himself with chains three times a day for
the souls in the purgatory, for unrepentant sinners and
for his own soul.
 Showed disciplined life + charity + humility.
 St Catherine of Siena – DOCTOR of the Church
 St Antonius of Florence – social reformer
 Bartolome de Casas – defender of Human rights
Thomasian Core Values
 Competence
 Our life and work should always be an example of adherence
to the truth and intellectual creativity
 We are expected to study well in preparation for the kind of
life we wish to live in the future.
 Competent = doing one’s best.
 Competing with yourself
 Compassion
 We must live not only for ourselves.
 We should look into the concerns of othrs.
 Compassion: passion directed towards people in need.
 Enables us to focus on others and not giving ourselves
 Competence + compassion = ensures reign of God’s love
and mercy.
 Commitment
 We have to give ourselves fully to the ideals that we hold
dear
 We should commit to search for truth unceasingly.

Some Thomasian Alumni and Honorary

 Mother Teresa
 Devoted herself and life into working among the poorest of
the poor in the slums of Calcutta
 She depended on Divine Providence
 Started an open-air school for slum children
 Heroes
 Jose Rizal
 Mabini
 MH Del Pilar
 Antonio Luna
 Presidents
 Quezon
 Diosdado Macapagal

UST as a Catholic Educational Institution

 Med tech grad tops Sept 2008 Med Tech licensure Exam
 CRS is the top performing school in both PT and OT licensure
exam held on July 26 and 27, 2008.
 UST garnered highest rate among all schools who took the
exams.
 Passing rate of PT: 98
 Passing rate of OT: 84
 National passing rate: 48
 UST performs No1 during Oct 2008 CPA Licensure exam
 Produces new CPAs with 259passers out of 332
 78 passing rate
 NSTP – LTS MODULE 3
Lesson I: Poverty
 Almost 1out of 2 Filipinos consider themselves as poor
 46 of Filipino families or 40.4M Filipinos of the projected 86M
population of 2007 see themselves as poor (Social Weather
Stations, Jan 2008)
 Poverty: inability to secure the minimum consumption
requirements for life, health and efficiency on account of
insufficient income or property.
 Requirements: food, clothing, housing, education and
health
 Poverty is present all over the world.
 Complex problem
 Many factors involved and may differ in perspectives.
Globalization
 Growing integration of economies and societies around the word.
 Had opened economies domestically and internationally.
 Has both positive and negative effects
 Beneficial effects:
 increase in production, efficiency
 decrease in product prices
 improve the position of all parties which may cause
increased outputs and increased wage levels and living
standard
 greater potential for greater human well being
throughout the world.
 Negative effects:
 Negative effects of competition
Recession
 Negative effects of globalization are unemployment and economic
recession.
 Recession: significant decline in activity spread across the
economy, lasting longer than a few months.
 Two consecutive quarters of negative economic growth
 How does it happen?
 Growth of economy is based on the balance between the
production and consumption of goods and services.
 Economy has to slow down
 can be caused by oversupply  demand for goods
will drop  earnings and incomes will drop 
markets fall.
 Brings about economic difficulties, loss of jobs, increase in the
price of basic commodities and others.
Unemployment
 Unemployment rate  7.3% in 2008
 2003  10.20%
 2004  11.40%
 2005  11.70%
 2006  8.70%
 2007  8.90%
 Unemployment: occurs when individuals who are willing to
work cannot find jobs.
 Probable causes:
 Imbalance of demand and supply of working hours
 Technological advancement that human force is replaced by
machines.
 Jobless = no financial compensation
 Cannot meet his obligations  cause different problems
 Unemployed = may feel poor because of inability to secure a job.
 Developing one’s self by acquiring new skills increases the
marketability of a person.
 Another one is being open to career change
 The fact that there are many who are unemployed does not mean
that there are no jobs available.
Informal Setting
 Another problem that arises from poverty
 Informal setting: the act of occupying an abandoned or
unoccupied space or building, usually residential.
 Squatters do not own, rent or have permission to use a piece of
property
 Government offers low-cost housing and other NGOs make projects
that aim to give housing for people
Lesson II: Health
 Half a million around the world die from complications of
pregnancy and childbirth
 According to WHO, causes are:
 Severe bleeding
 Infections
 Unsafe abortions
 Hypertension
 Obstructed labor
 More than 90 of the reported deaths come from Asia and
sub-Saharan Africa
 DOH (2003) 45.1 of maternal death were brought about by
aforementioned causes.
 Pregnancy and childbirth does not only concern the mother, but
the baby as well.
 42.4 Filipino babies suffer from poor maternal health and
nutrition, inadequate care during pregnancy and delivery, and
lack of care for the newborn baby, infections, birth injury,
asphyxia, and problems relating to premature birth.
 Asphyxia: extreme decrease in oxygen + increase of
carbon dioxide  loss of consciousness  death
Reproductive Health
 Refers to the state of physical, mental and social well-being and
not merely the absence of disease or infirmity, in all matters
relating to the reproductive system and to its function and
processes
 Implies that people are able to have a satisfying and safe sex life,
that they have the capability to reproduce and the freedom to
decide if provided that these are not against the law.
 Reproductive Health and Population Dev’t Act (2008)
  Authorized by Representative Edcel Lagman
 Aims to grant public funding to family planning methods using
artificial contraceptives and sex education
 Gives access to reproductive health information to avoid
unwanted and untimely pregnancies and to limit country’s
population.
 One program: intensify health education
 Church disagrees opposed the bill and deemed that artificial
contraceptives as anti-life and immoral.
 Couples should practice natural family planning methods
 Church stressed that instead of allocating funds for family
planning, the govt should provide funds to medical svcs to
improve the reproductive health of Filipinos
 Media and technology plays a major part in the sex education of
young Filipinos
Drug Abuse
 Abuse of drugs is often the cause of crimes in our country
 Drugs are not dangerous if taken in moderation and with
prescription
 A person who abuses drugs may not realize that he has a problem
 Only realizes when he is arrested
 Drug: refers to label drugs which are natural or synthetic
substance
 Reasons for drug abuse:
 Calming/exciting effects
 Escape from reality
 Search for awareness and mysticism
 Masking pain
 Blunting anxiety
 Fighting depression
 Escaping physical or mental deficits
 Lighting burden
 Improving performance
 Other reasons:
 Psych disorders
 Solution to problems
 Widespread and easy access to drugs
 Peer pressure
 Notion that drugs give enjoyment to users in the context
that it is used as an alcohol substitute
Lesson III: Environment
 Environmental degradation: one of the unsolved issues all over the
world.
 Access to safe food, clean water and air is not as easy
anymore.
Pollution
 World bank said that there is a possible water scarcity in our
country by 2025 and around 1.4B of the people wont have access
to safe water.
 7M die yearly due to water-borne diseases
 2.2M are under 5yearsold
 Only 2.5 of the 70% of the earth water is fresh.
 Three quarters of this fresh water is trapped in ice and snow
 ¼ is what we use.
 With little water resource, the situation was aggravated by
modernization, pollution growth and urbanization.
 Factors contribute to land, air and water pollution.
 Land pollution: caused by improper waste disposal and weak
recycling practices
 Wastes go to landfills which are not the solution to the
growing problem of waste disposals
 They pollute the air
 Different advocacies were launched to prevent environment from
deteriorating quickly
Deforestation
 Destruction of Phil forest is the most rapid and most massive in
the world.
 In a couple of years, only 6 of the Philippine land area will be
covered by our forest
 No wonder we experience landslides, mudslides, abnormal
weather patterns and extinction of wild life.
 Asian Development Bank  average annual rate of deforestation
in the country is at 1.4% from 1990-2000
 Cause: Corruption
Illegal Trade of Wild Life
 International wild life: supplies both the domestic and
international markets
 Wildlife is traded for a number of reasons:
 Food
 Consumption
 Medicines
 Pets
 Trophies
 Decorative purposes
 Zoo
 Collections
 Smuggled exotic animals make way thru the Ro-Ro from
neighboring countries
 One solution: do not patronize
 Frightening facts:
 Illegal trade in wildlife is second to illegal drug abuse
 Ivory trade in 20th century caused the African elephant
population to fall by 10M between 1900-1989
 9 out of 10 birds caught from the wild for pet trade die
before reaching destination.
 Every year, an area the size of British isle is destroyed
 Fuel demand for trade in tropical wood.
 Animals in trade are subjected to stress  they can die
Lesson IV: Education
Literacy Information in the Philippines
 DepEd  only 58 for every 100 students who went to grade one
reached HS and only 14 finished college.
 2004  UNESCO Commission in the Philippines  only 22 enter
1st year college and finish.
 Mode of Travel to School
 More than half of the people aged 6-24 went to school by
walking.
 Tricycle and jeep  common transpo
 2 out of 5 take tricycle and jeepney.
 Reasons for not Attending School
 Of the 34M populations aged 6-24, 34% or 11.6M does not
attend school
 30% does not attend because they are working.
 22% lacked interest in going to school
 20% could not afford cost of education.
 Basic or Simple Literacy
 62M of Filipinos aged 10 and above, around 93% were
basically literate.
 Basic/Simple Literacy: ability to read and write with
understanding of a simple message in any language/dialect.
 2003  similar to 1994  94%
 Females  94.3%
 Male  92.6%
 It is also a responsibility of every Filipino
 Every citizen is entitled to vote and cant be deterred from
fulfilling this function
 Voting: one of Filipino’s alienable rights
 Article 1 Sec 4 Omnibus Election Code
 It shall be the obligation of every citizen qualified to vote
to register and cast his vote
 By casting his vote  Filipino makes himself a part of the
nation’s conscience
 Filipino is charged with the responsibility to promote and
uphold what is beneficial to the common good.
 When a Filipino chooses to forfeit his privilege  he makes
himself an apathetic bystander
 Whom should you vote for?
 Character
 Integrity
 Competence

Picturing State of Education

 Challenges facing the nation:

 Chairs
 Electric fan
 Classroom
 Teachers
 Literacy: one of the critical components of human development
 Foundation upon which all learning throughout life is based.
 Provides means for greater anticipation in all spheres of
society
 Low level  can limit individual in decision-making and can
make it difficult to for them to exercise their fundamental
citizenship rights.

Lesson V: Governance

 Politics  originated from word polis which means city state

 Generally refers to the process by which groups of people
make decisions.
 Art and science of governing, especially of a political
entity and the administration and control of its internal
and external affairs
 Governance: continuous exercise of authority over a political unit
 Difference between the two?
 Politics: involves processes by which a group of people with
initially different opinions or interests arrive at common
decisions usually regarded as compulsory on the group, and
enforced as a common policy
 Governance: suggests the administrative and process-
oriented elements of governing rather than its aggressive
ones.

Voters’ Education Program: To Responsible Voting

 Why should you vote?

 Voting/Suffrage: the privilege and right given to every
Filipino citizen.
MODULE4
Lesson 1: Community Development
 Vision of Community Development:
 We are all part of a community
 Most of us belong to more than one community
 UST  strong and established educational community for
higher learning  we share, transmit and promote our
identity to all the new Thomasians.
 Communities can also be defined by common cultural heritage,
language, and beliefs or shared interests also called communities
of interest.
 Community: a geographical area where a group of people live in
a common life linked together by factor such as religious belief,
sexual orientation, occupation, or ethnic origin, and a shared
sense of belongingness. (Coloma and Herrera)
 Development:
 Gradual unfolding, a fuller working out of the details, of
noted changes or growing improvement.
 Has meant different things at different times in relation to
changing circumstances and sensibilities.
 Prof Elmer Ferrer: development does not necessarily mean
growth; it is however about change, positive change.
 Community Development:
 Planned evolution of all aspects of community well-being
(economic, social, env, cultural)
 Not a quick fix for the day-to-day operations of the
community
 Follows a planned process that is long-term and integrated.
 Process is long and tedious
 Every step must be carefully planned and monitored.
 A process of facilitating people and actualizing themselves
and therefore discover their identities and possibilities and
connection with each other and the world.
 Not a new concept in the country.
 Balangay  each is related and headed by a leader
 Through the years it has evolved and developed
with the aid of western ideologies and teachings
which is being applied based on the needs of the
people in the community.
 The improvement, growth, and change of geographic area
and its people from “conventional to modern ways , from
crudeness to refinement, from ignorance to learning, from
faultiness to virtuosity”
 Goals of community development:
 Community development is people-centered
 People’s welfare
 Comm dev is for the people.
 It is impt to place their welfare above anything else
 FF endeavour has to be achieved:
 Improved quality of life
 Help people acquire coherence and meaning of life
 Lead people towards achieveing sustainability and
self-determination.
 People’s capacity
 All people and community have a certain amt of capacity
 no one is without capacity, but often we need to
develop
 Heart of capacity building is the people
 It would take capacity to achieve a healthy community
as well as good leadership, viable plan, motivation and
the support of the people from the community
 Capacity: ways and means to do what has to be done
 Broader than simply skills, people and plans.
 Includes commitment, resources and all that is
brought to bear on a process and make it
successful
 Indication that capacity is developing: people are being
active, interested and participating with what is going on
 More and more people will be getting involved,
identifying key issues and taking action.
 People’s participation
 Active community participation is the heart that pumps
the community’s life blood – its citizens – into becoming
an improved community.
 Community participation is critical to community
success
 Bordenave: participation is a joint effort of people for
achieving a common impt objective previously defined
by them.
 Paul: Community participation is and active process
whereby beneficiaries influence the direction and
execution of the development projects rather than
merely receiving a share of the project benefits.
 Far more than a requirement
 A condition for success.
 Studies have documented that communities that
engaged their citizens and partners deeply in the work
of comm. Dev raise more resources, achieve more
results, and develop in a more holistic and an ultimately-
more-beneficial way.
 Collective action
 Empowerment
 Refers to increasing political, social and economic strength of
individuals
 Often involves developing confidence in their own capacities.
 Increasing capacities of individuals/groups to make choices
and to transform those choices into desired actions and
outcomes.
 Central to this process are actions which both build
individual and collective assets, and improve the efficiency of
organizations and institutions.
 Empowered people have freedom of choice and action.
 Enables them to better influence the course of their
lives and the decisions which affect them.
  Process:
 To think  to express oneself  to belong to a group
 to be recognized and respected  to create and
recreate one’s cultural environment  to have a say in
decisions affecting one’s life  empowerment
 Goals of comm. Dev lead us to empowerment
 Empowerment is most essential to comm. Dev
 How can we empower our brothers and sisters?
 Cooperation
 About taking an active part in the community of
which you are an impt member
 Voluntary association for mutual benefit
 About the people who are affected by the decisions
being the people who makes the decisions
 About having your voice heard.
 Education
 Not only increases a person’s economic
opportunities
 Also serves as catalyst for social change
 Key factor for sustainable development.
 My Pedagogic Creed (John Dewey):
 Educ is fundamental method of social progress
 Educ is regulation of the process of coming to
share in the social consciousness; and that the
adjustment of individual activity on the basis of
this social consciousness is the only sure
method of social reconstruction.
 A continuing reconstruction of experience.
 Process and goal of educ is one and the
same
Lesson 2: Community Organizing
 Community Organization
 Process by which the people organize themselves to take
charge of their situation and thus develop a sense of being a
community together
 A particularly effective tool for the poor and powerless as
they determine for themselves the actions they will take to
deal with the essential forces that are destroying their
community and consequently causing them to be powerless.
 Rev. Robert Linthicum, World Vision International
 Winston Churchill: We make a living by what we get but we
make a life by what we give
 Application of principles and methods for effecting change in
which the community groups are helped to identify the
common problems or goals, mobilize resources and in other
ways develop and implement strategies for reaching the goals
they have set.
 Values-based process By which People (most often low and
moderate income people previously absent from decision-
making tables) are brought together in organizations to
jointly act in the interest of their communities and the
common good
 People involved in CO learn how to take greater
responsibility for the future of their communities, gain in
mutual respect and achieve growth as individuals
 In Phil setting  CO is seen as systematic, planned and
liberating change process of transforming a community into
an organized, conscious empowered, self-reliant, just and
humane entity and institution
 In a nutshell  CO is people working together to get things
done (Si Kahn)
 Goals:
 People’s Empowerment
 People will become conscious that they possess power
– power to assert their rights and to have a hand in
decisions that will affect their lives.
 Enable people to think that there are opportunities for
change and development thru cooperation and
collective action
 Improved Quality of Life
 People learn to secure short and long term
improvements in their standards of living as soon as
they receive access to their basic needs
 Leadership and Mobilization
 Leaders are identified and developed
 They gain knowledge, skills and proper attitude
required by their task in comm. Dev
 Social Transformation
 Community organizing seeks to change the life of the
community and the whole society into a democratic,
self-reliant, nationalistic, and self governing entity that
can respond to bigger concerns like env problems and
indiv needs
 Principles
 Go to the people, live among the people
 CO organizers can decide which approach can be
employed best if they know and feel what the
community believes, does, and wants to attain.
 Learn, Plan, and work with the people
 Organizer must be open to what the people want to
achieve and how they plan to achieve it.
 He should facilitate changes and ensure that residents
participate in the whole process of planning, decision
making, implementing and evaluating of activities
 Start with and build on what the people know
 Organizer should begin with the indigenous resources,
technologies and structures that a community has,
 Teach by showing, learn by doing
 Organizers should demonstrate procedures or
techniques not just merely give instructions so people
could learn easily
 Not by piecemeal but by an integrated approach
 CO is an interrelationship of different factors
 Cooperation System of the residents must be used until
the majority of the people are provided with the basics
in their daily life
 Not relief but release
 CO liberates a community from its problems
 Problems do not recur in their orig forms but are
resolved on a long term basis
 What does it take to be a good community organizer?
 Soul of organizing is the people
  Organizer may be paid or work as a volunteer
 They can differ in strategies, tactics, even on what seems to
be moral values  Spotting Potential Leaders
 BUT all organizers believe in the people, the ability of regular
folks to guide their lives, to speak for themselves, to learn
the world and how to make it better (Dave Beckwith and
Randy Stoeker)
 To become a community organizer, you must have:
 Imagination
 Sense of humor
 Blur vision of a better world
 Organized personality
 Strong ego/sense of oneself
 Free, open mind and political relativity
 Ability to create new out of the old (Saul Alinsky)
 Phases of CO (Mr Jose Cruz III, Dir of OCD UST 2009)
 Area-site Selection
 Comm chosen for CO are those that are generally  Core Group Formation
described as marginalized, those that are unserved,
underserved, and are economically depressed
 Chosen based on needs – a need that an external agent
would like to address and may have capacity to address
 Additional criteria:
 Location
 Distance
 Safety of the comm. Organizer
 General acceptance of the community to comm.
organizing and development work also plays a impt  Community Organization
factor in selection of community
 Entry to the Community
 Some call it integration or immersion
 This is when the organizer goes to the community, lives
with the people and assimilates into community life.
 To understand the community and allow community to
know you, you must be one of them and be one with
them.
 Organizers don’t do it but get others to do it.
 Organizers are simply facilitators and implementers.
 Must do:
 Hold courtesy call to local leaders
 Be prepared to explain purpose of visit
 NEver promise anything  don’t raise the hopes of
the community particularly in the things that we
cant deliver
 Assume simplicity and clothing
 Mobilization
 Act in a behaviour that will be a positive reflection
of you, your family and the University
 Have fun.
 Always greet everybody with a smile.
 Community Study
 Immersion should have given you a good idea of what
the community is
 It is time to formalize and conduct community study or
 Evaluation and Follow Up
profiling
 This is also called:
 Community diagnosis
 Social investigation
 Comm investigation
 Social analysis
 In the course of working and interacting with the
community, you will get the chance to know them
better
 You will also notice that there are indivs who show
more concern and are more active in the community
and have considerable influence and leadership among
others.
 They are the potential leaders
 Identify them because they will be able to help you
in your organizing work.
 You will also get know some of our partner
communities and some of our local leaders  observe
them, talk with them, try to pick up some of their traits
that qualify them as leader
 Organizing is a daunting task if you would place all the
responsibility on yourself
 You cant and must not do that
 As you identify potential leaders, meet them as a group
plan and divide the activities with everybody  work
gets easier and everybody feels responsible for the
success and therefore will slowly build up the comm.
organization
 Core group serves as the building
 May take on different forms.
 This is the phase when you formalize your organization
which must be:
 Clearly identified, articulated reason for being.
 Captured in statement of vision, mission and
goals.
 A general statement may suffice
 Community Organization and Dev plan:
 Objectives
 Activities
 Resources needed
 Timeframe
 Responsible persons
 Expected output
 Have a semblance of a structure
 May even have their policies
 Actual implementation or activity phase
 When you along with the community put your plans
into action.
 Remember:
 We work with the community and not for them
 Use available resources in the community
 Have fun
 Eval: process of assessing what has been done and its
impact
 Comm. Organizing is both a process and an output
  Proj may seem to fail but still produce learning
experiences that are in the long term, beneficial to
the community.
 May evaluate activity based on ff criteria
 Effectiveness
 Did we full achieve our objectives?
 What are the factors that facilitated the
achievement of objectives?
 Organizational/group
 Community factors
 Efficiency
 What resources were utilized in the project?
 How much time was spent for the whole
project? Was it enough? Was time used
wisely?
 How were these resources utilized?
 Is the output commensurate to the resources
utilized?
 Adequacy
 Is the project sufficient for the identified
problem?
 If not, what other proj could contribute to the
solution of the problem identified?
 Appropriateness
 Was it the right project to solve the problem?
 Was it a suitable solution to the problem?
 Your subsequent action would be based on the result of
your evaluation.
 At this point, you should also be weaning the
community with your direct influence in the
decision making.
 Slowly your presence is less felt and you are now in
exit phase.
 You occasionally visit the community to follow
up/monitor their progress and provide assistance
only when needed and expressed.
Module 5
Project Management: An Overview
 Program: a sequenced group of plans and activities
combined to meet a certain goal or give a specific
product or service
 Usually ongoing
 Consists of interrelated and independent projects.
 Project: a temporary execution of a designed plan to
create a specific product or service, which is usually
constrained by a definite schedule, set of task, budget
and goal.
 Project may be temporary but it is a progressive
work  developmental
 Management: act and processes that leads to the
completion of a desired goal.
 Involves a definite set of principles, goals, tools
and skills, or all resources to get things done by an
organization.
 “all of the processes assoc with defining,
planning, and executing the project are
considered part of project management.”
 Different resources are involved in project
management:
 Human resources
 Financial resources
 Technological resources
 Natural resources
 Proper supervision of these resources will lead to a
successful project.
 Program manager/supervisor: whom you recognize
as your facilitator
 Project manager: team leader within your group.
 Heads the overall program and communicates
with the program manager so that he can be
updated with the current situation of each
project, whether it is still in line with the overall
program.
 Also consults changes with a program manager
and gives timely report to monitor the progress of
the project.
Overview of Project Management Phases
Assessment: act of determining the importance, value
and goal of the project.
 Create a profile of the community and identify target
of project
 Where to start?
 Ask the right questions
 Identify the problem correctly.
 May be done thru assessment, data collection or
profiling.
 Some questions to be asked?
 What is the general state of the community?
 Where you give a general area description
and demographic profile.
 May cite condition of the community
based on their economic, educ, env,
health political and social sitch.
 Asses your group.
 Who are involved?
 When do you plan to execute the proj?
How long will it run?
 What resources are at hand?
Project profile
 set of data that helps identify the characteristics and
features of a community.
 Attempts to describe the community, highlights area
that needs to be developed, reveals possibilities, and
helps place a benchmark for your project.
 Forms of Profiling
 Individual action research
 Done by a community worker/parish minister
who is new to the area
 Gives them an orientation of what the
community is, and what they can do for the
community.
 Will be done if the OCD/NSTP has no profile
available for the community  we will be
acting as community worker who will
research on the community profile.
 Focused Profile
 Centers on what needs to be addressed and
known from the community
  Information needed is already
predetermined.
 Can be used when program has already an
existing project
 Tools and methods used for profiling:
 Census information
 NSO releases info and figures about the
different sectors in the country which can be
used to create a profile or as a basis for your
profile.
 Maps
 There are several maps available
commercially
 Contain different info that will be helpful with
your profiling such as the crops and livestocks
found in that community,
 Prior research
 Some areas already have profiles provided by
the bgy or other organizations that have
previously conducted projects in the area.
 Researchers will be helpful in further
enhancing your own profile.
 Surveys
 By using a questionnaire or survey form, you
can do a face-to-face interview with the
residents to better understand their
community.
 Community profile may vary depending on the
program that you are under.
 Some communities already have a profile that can
be found at the OCD/NSTP office
 For some new communities, you would need to come
up with an informative profile.
 Profile questionnaires may vary depending on
your NSTP program.
Planning
 What’s Next?
 After assessing, we can start to build on a possible
solution.
 Without proper planning, you are bound for a
disaster instead of success.
 In ever endeavour, you have to be prepared.
 Without preparation, you might be caught
unaware by the obstacles that you will encounter,
and due to being unprepared, you will encounter
a lot of problems.
 By failing to be prepared, you are preparing to
fail.
 You prepare by setting and formulating a well laid
plan for your project.
 Plan: a detailed formulation of a program action.
 Set of tasks that your group intends to do.
 Structured diagram or procedure that is arranged
beforehand to help attain a specified goal.
 No plan, No control.
 J. Lewis (Fundamentals of Project Mgmt): Control
is exercised by comparing where you are to where
you are supposed to be.
 Plan will be your guideline as you go along
with the project.
 Without a plan, group is bound to be off-control,
implementation bound to result to a catastrophe.
 A plan keeps you focused and organized -> points
out who should be doing the task and when,
which things to do, and what to be ready with.
 Plan should be well-thought and discussed so
project will be effective.
 Creating a plan should not be shouldered by
leader alone.
 Members involved should also help plan the
project.
 Group should use SMART as guideline to goals in your
project:
 Specific – don’t be too vague or wordy
 Measurable – rate the target that you want to
achieve
 Attainable – don’t set a very high expectation or a
fictitious idea
 should be susceptible to changes and
mistakes
 Realistic – should be practical, and not just an
idea that can be made possible.
 Consider resources at hand
 Time-bound – project will be completed within a
reasonable timeframe.
 Every plan should start with a goal in mind.
 What are these objectives?
  Objective specifies a desired end result to be
achieved.
 Things that you intend to do and accomplish in
the program
 Will serve as your guide as you go about with your
project
 Measuring sticks to know if you have achieved
what your project intended to get done.
 Should follow these aspects:
 HEAD (cognitive): affects thinking process –
commitment
 HEART (affective): affects emotions and
expressions – compassion
 HANDS (psychomotor): focuses on physical
and kinaesthetic skills – competence.
Implementation
 Step done to carry out and put into action the plan
that the group has prepared
 Provide the power and authority necessary to
accomplish or put something into effect.
 Guidelines:
 No faculty supervisor; no parental consent: NO
TRIP
 Do not be late. Respect each other’s time. Avoid
being cause of delay
 Wear and bring modest working clothes. Wear
NSTP shirt
 Expect to hike and get soiled
 Be prepared and do not bank on residents for
your needs
 Avoid a grand entrance and raise people’s
expectations when entering the community
 Do not look for comforts of your own home
 Don’t be pretentious – never pretend that you
know anything.
 Be courteous and polite to the people of the
community and be an active listener.
 Main purpose: ensure that you empower residents
with skills that will help them progress and enrich
their lives.
 Immerse with the community – adjust to them and
don’t look for luxury you are used to.
 Make sure that when you are done with your project,
they would be able to manage their own and have a
long-term use of what you imparted to them.
 We are to give service, make sure you do your best
and act responsibly.
 Etiquettes in taking pictures:
 Do not block someone’s view of the event
 Never be rude – not everyone wants to waste
their pictures taken especially when what they
are doing is private
 Do not put yourself or anyone else in danger by
your actions.
 Do not expect special treatment
 When in doubt if something is okay, ASK
 Take pictures of the activity especially while it is
being conducted.
 Prioritize taking pictures of implementers
while doing the activity.
Monitoring
 Regular observation done
 To check how the project is progressing
 Do the ff project:
 Analyze sitch in the community and its project
 Verify whether resources used in the project are
well utilized and allocated
 Isolate problems and make necessary
adjustments in the plan
 Make certain that all activities are done properly
by the right people and in time.
 Determine whether the way the proj was planned
is most appropriate, adequate, effective and
efficient way of solving the problem at hand.
 Where your proposed plan can come helpful – may be
used as a basis for monitoring.
 Can also aid you in making sure that objectives
and goals are achieved.
Evaluation
 Process of carefully examining and determining the
worth or the merit of the project
 Form an idea of the amount or value of;assess
 Applied to provide feedback that will be helpful for
future projects.
 Used to identify whether project should be continued
or cancelled.
 Will lead back to the objectives cited at the start of
project.
 Things to consider:
 Was it adequate for the goal of the program?
 Is it the appropriate project for the community?
For the program?
 Was the execution effective?
 Was the distribution of the resources efficient?
 Is the effect of the program long term?
 Did you empower the community?
 Project development is an interrelated process of
implementing projects that is ongoing process.
 Involves different resources which your group has
utilize wisely and efficiently for a successful and
effective project outcome.
 In developing project, identify the problem, needs or
concerns of the community  profile  formulate
possible solutions or responses for the said concerns
 project must be SMART and everyone must give
inputs and share in planning of project execute,
monitor and evaluate plans to check effectiveness
and efficiency of project implemented
Lesson Proper
 Lesson plan serves as a blueprint for a teacher
 Provides the general framework for the work of
the day or term that would be carried out
 Bossing (1952): a lesson plan is a “statement of
achievements to be realized and the specific
means by which these are to be attained as a
result of the activities engaged in day by day
under the guidance of the teacher”
 Purpose of lesson planning: the improvement of
teaching by the teachers and of the learning by the
learners
 Well-made plan will give the teacher a feeling of
confidence and security in the classroom
 She will have a definite and appropriate
experience ready to develop with students.
Basic Steps in LP
 Formulate goals and aims to accomplish
 Plan challenging goals for the students according
to their abilities
 Aims should be smart – specific, measurable,
attainable, realistic and time-bound
 Selecting and organizing the subject matter
 Teacher should anticipate situations that are to
be met, and what materials, activities,
information, understanding and skills are
necessary to achieve the goals.
 Recommendation: subject matter must be
selected closely as possible to solve or understand
daily activities and problems of the students.
 Possess a mastery of the subject
 It is the teacher who will provide the focus
and direction of classroom experiences
 Determining the methods and procedures in
planning
 Try to incorporate a variety of procedures into the
plan so that maximum efforts will be secured
from the pupils, indiv differences will be met, and
boredom could be avoided.
 Includes art of questioning, motivation, and
teaching strategy
 Evaluating the effectiveness of the procedure
 Intelligent teaching requires eval.
 Eval must be focused on the teaching and
learning of the pupils
 the ability of an effective teacher to evaluate the
growth of each pupil will be a factor to determine
whether the teacher succeeded in teaching the
subject matter or not.
 Includes recitation, quizzes and reviews
 Revisions
 Plan must be flexible to make any necessary
changes possible
 Giving the assignments
 Assignment: another impt phase in teaching.
 Aim: give pupils definite work to do and to guide
and to stimulate them for the performance of
such work.
 Result in educative experience
  Must bring interest of the student to the past or
new lesson
Types of Lesson Plans
 Detailed LP – type used by first time teachers.
 Just like script of play: write down all questions
and the expected answers of students,.
 Semi-detailed LP – simply contains the Lesson
procedures and guide questions for students.
 Brief LP – contains very short description of the
activity and is usually guided by a course outline.
Basic Parts of a LP
 Title – includes the type of LP that you will use, the
name of the teacher and the date of teaching.
 Objectives – place aims or objectives for your LP.
 Must be clear and measurable.
 Stated by the phrase, “at the end of the lesson,
the students are expected to...”
 Subject Matter – Provides main facts and concepts of
the lesson.
 Materials – include the instructional materials you
will use may be a blackboard, visual aids, or a
projector.
 Procedure – includes lesson proper, specifically the
teacher and student activities.
 Two column form – one side for teacher’s actvt
and another for the students.
 Motivation: in a detailed LP, it is where we write
the opening prayer, the greetings, the motivation
to be used (a quote, game or anecdote)
 Discussion: place main content of the subject and
also includes guide questions and expected
answers
 Summary/Closing Activity: where we write the
closing remarks, summary, and generalization of
the lesson.
 Evaluation or Assignment: serves to measure the
learner’s comprehension or their preparation for
the next lesson.
 If teacher want to teach her lesson very well, he must
have a blueprint that will serve as a guide throughout
the session.
 Very first step in making a LP is formulating the
objectives which are the things that the teacher wants
to attain at the end of every lesson.
 One of the most popular proponents of education,
Benjamin Bloom conceptualized the “BLOOM’S
TAXONOMY”
Bloom’s taxonomy objectives
 Three main domains of educational activities (Bloom):
 Cognitive domain: focuses on mental skills
 Affective domain: concentrates on the growth in
feelings or emotional areas of a child (attitude)
 Psychomotor domain: physical movement,
coordination, and use of motor skills
 Diagram gave emphasis on the five levels of cognitive
domain:
 Knowledge, comprehension, application,
synthesis, and evaluation
 Provides the right words/verbs to be used and
suitable activities for you to meet the objectives that
you want your students to learn.
 There are so many activities to give the students 00
you can even create one if you want to.
 Objectives should be made specific so you know if
you’re able to meet them and make activities suitable
for the learner
Evaluating Lesson Plan
 Measures how much the students learned from the
lesson that was taught.
 Also shows the impact of the lesson to the learner
 Will reveal effectiveness and efficiency of the LP in
the teaching protocol
 LP evaluating tool
 When giving feedbacks, provide a number in the
rating column.
 Use NA if statement is not applicable.
 Comment sections can be added to each
statement or as provided under each broad
section
 5 (outstanding), 4 (abv ave), 3 (satisfactory) 2
(below ave) 1 (unsatisfactory
 Effectiveness
 Efficiency
 Appropriateness
NSTP Module 6
Lesson 1: Brief History of Comm Dev in UST
Introduction to University’s CommDev Program
 Office for Community Development – Rm115 Main
Bldg
 Mission: the UCDP, through the OCD of the UST,
commits itself to the Christian formation of
Thomasians and university partner communities
in becoming agents of social transformation.
 Vision: the Univ Comm Dev Program (UCDP),
through the the OCD of the UST, pursuing the
effective and sustained involvement of the
Thomasian community, envisions partner
communities and at-risk sectors that are self-
reliant, interdependent, and empowered,
contributing to a Philippine society that is “Maka-
Diyos, makatao, makabayan and makakilakasan”
 Six words:
Introduction to the University’s Partner Communities
 It was June 15 1991, when the day turned night,
 Mt Pinatubo in Central Luzon erupted 
residents nearby were dislocated.
 Both govt and nongovt agencies pooled their
efforts together to help those who were directly
affected.
 Certain areas were identified as resettlement
sites for the victims whose houses were covered
with lahar
 One of the resettlement areas: sitio Layak in
Barangay Anupul, Bamban, Tarlac.
 Accommodated the residents from the
buried towns of Mabalacat and Dolores
Pampanga and Bamban, Tarlac.
 Prof Irene Grace Carlos was one of those
who went to the area with her our lady of
grace choir of quiapo church.  she
brought to their plight to the attention of
the UST College of Nursing.
 September 1992  the choir and UST
College of Nursing with its RCYO went
to Sitio Layak to make their initial
assessment.
 They also conducted a medmission
and relief goods distribution (Oct 17,
92)
 UST College of Nursing proposed to teh
UST admin thru the then OSACS 
adoption of the community as
catchments area for its various commdev
projects.
 OSACS organized the efforts of the
various colleges, faculties, departments to
come up with concerned effort which
would best address the immediate needs
of the community.
 Last December 17, 2008  UST in behalf of the OCD
received the outstanding regional higher education
institute extension program award.
 Given by CHED during ceremonies held at
Seameo-Innotech, Diliman QC.
 Really interesting to know how it happened:
http://ocd.ust.edu.ph/webapps/UST1-ocdweb-
bb_bb60/content/listContent.jsp?course_id=_209
0_1&content_id=_501106_1
Flagship Programs
 There are three flagship programs that the OCD is
undertaking – distance education, kamanlalakbay,
Bamban indigenous people’s program.
 Distance Education
 Our brothers and sisters from the five learning
centers study thru the radio
 Adult distance literacy program using the two-
way radio broadcast as the medium of delivery.
 Teacher broadcasts the lessons via a two-way
radio from the radio room in the college of
education to the learners in their communities.
 HOW IT GOES:
http://ocd.ust.edu.ph/webapps/UST-
ocdweb_bb_bb60/kamanlalakbay.jsp?course_id=
_2090_1&content_id=_223826_1
 Kamanlalakbay
  Leaders (head of the different partner
communities) unite and converge – they learn
from/with each other.
 Annual training for the leaders of the University’s
partner communities
 Univ and the community work hand in hand
towards a common goal.
 How: http://ocd.ust.edu.ph/webapps/UST1-
ocdweb-
bb_bb60/content/listContent.jsp?course_id=_209
0_1&content_id=_223914_1
 Bamban Indigenous Program
 An opportunity under the partnership between
the Aetas of Bamban and the UST OCD to pursue
the BIP Integrated development program.
 Reflection of Bamban Aetas’ vision that can be
achieved thru parcipatory, democratic, humane
and aeta-centered development strategies,
methodologies, interventions and projects.
 There are different ways of how one can help in
commdev.  TABLE.
 List of partner communities:
http://ocd.ust.edu.ph/webapps/UST1-
ocdwebbb_bb60/content/listContent.jsp?course_id=_
2090_1&content_id=486226_1
Lesson 2: Current Initiatives of NSTP CWTS and LTS
 NSTP CWTS and LTS has been a part of the OSA for
the past several years due to the comm. Dev nature of
the two components they were integrated as part of
the COD in Nov 2008.
 With this integ, the activities of both CWTS and LTS
are now being held in the diff partner communities of
the UST thru the OCD.
 Section three of RA9163: CWTS refers to “programs 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, educ, env, entre, safety,
recreation, and morals of the citenzry
 LTS: program designed to train students to become
teachers of literacy and numeracy skills to school
children, out of school youth, and other segments of
society in need of their svc.
 IN line with this, UST NSTP CWTS and LTS came up
with activities that will maximize the capabilities of
the students in diff fields of commdev, thus exposing
them to the different realities of life.
 CWTS
 Past: two major programs in CWTS which are the
Thomasian’s concern for the Environment and
CWTS Program on Social Transformation.
 Thomasian Concern for the Environment
 Cluster of activities which aims to motivate
the students to take part in improving the
condition of their environment.
 Some of the past activities: Bantay Kalikasan
and Pocket Discussion on Integ Waste
management – students wee asked to keep a
certain area in their own buildings clan.
 There are also selected barangays around
the university campus where the students
conducted campaigns for cleanliness and
info dissemination for proper waste
disposal, Tree planting activities, and Ilaw
ng Kalikasan
 Social Transformation
 Collective program which aimed to help in the
dev of humans as a part of society.
 Some activities: run for humanity and walk for
a cause – fund-raising event that was
intended for selected beneficiaries.
 Other past activities held in different Gawad
Kalinga Sites in Metro Manila – students
helped in activities such as shelter and library
building, med missions, livelihood projs,
gardening, faming, training on 1st aid and
disaster mgmt.
 Charitable institution visits.
 With the integ of both CWTS and LTS in the OCD,
the past programs of the CWTS were developed
thru the inception of the Program Clusters where
the students are grouped accdg to their acad
programs for commdev.
 Program clusters:
 Health Cluster
  Env and Infrastructure Cluster
 Character Enrichment Program Cluster
 Health Cluster
 Group who is involved in activities concerning
health and physical well-being.
 Includes students coming from Nursing, CRS and
Pharma.
 Objectives: fulfil the mission and vision of NSTP
CWTS which would give its facilitators and
students the opportunity to see, learn, and
respond to the health related needs of the
community.
 Following activities aim to cater to the needs
of the partner communities:
 Operation BulaTEPOK: intends to provide
deworming to the children.
 Botica sa PASO: help community prepare
medicinal plants as treatments to simple
ailments.
 Operation Bye Bye Tooth Decay: aims to
educate the residents the imptance of
dental hygiene and to provide dental
hygiene kits to the participants.
 Personal Hygiene for Children: seeks to
identify the common problems in terms
of hygiene and educate the children abt
the diseases that are brought about by
poor hygiene.
 Dengue Prevention Seminar: Dengue
awareness campaign that will propose
ways to make the partner community
dengue-free
 Env and Infra Cluster: group involved in activities
concerning the care and beautification of the env and
construction and rehab of physical infrastructures.
 Includes: ENG, Science, Archi, CFAD
 regarding the teaching-learning process in an
 Objective: improve the physical environment and
basic infrastructures of the University’s partner
communities thru activities like:
 Landscaping
 Mural painting
 Beautification
 Backyard gardening
 Clean up
 Tree planting
 Mangrove planting
 Waste segregation
 Trash bin making
 Build-a-lib
 Library rehab project
 Build a court (sports facilities)
 Day care center/ school rehabilitation project
 Character Enrichment Program Cluster: concern with
activities dealing with social dev and values
formation.
 Arts and letters, music, educ, acctancy, CTHM,
 Objectives:offer trainings to the communities
which focus on following aspects:
 Educ: includes activities that are for
knowledge empowerment:
 Build a lib, Book donation, enrichment
program
 Recreation: activities that are essentially for
physical improvement:
 Sports clinic, arts and crafts, dance
lessons
 Livelihood: activities that are mainly to help
the community utilize available resources for
economic dev
 Candle making, food preserves, stone
crafts, gardening
 Spiritual: actvts fundamentally abt the
strengthening of spirit and mind:
 Catechism, donate-a-bible, build-a-
chapel, choral lessons, yoga
Literary Training SErvice
 AIMS to provide opportunities to LTS students to
apply in actual situations the principles learned
environment diff from their own.
 Tutorial
 Supplement, enhance, and develop the
knowledge and develop the knowledge of those
in need of educational improvement-promoting
educ among underpriviledged.
 Christmas Party: Christmas celeb held at respective
sites assigned to the students together with the
preparation of games, prices, and gifts for the
learners.
 Culiminating: serves as the closing program as the
school year ends.
 Organizes a thanksgiving mass for all the LTS
students and is usually held at Santissimo Rosario
Parish
 Exhibits: showcase works and achievements of the
LTS students together with their learners in each
community.

Accomplishments

 LTS has pursued vigorous programs on many fronts,

including educ svcs such as tutorials, seminars and
workshops.
 When the program was first implemented in UST back
in 2003, it only had a handful of elem learners from
each of the 12 Basic Ecclesial Communities of the
Santissimo Rosario Parish and some pupils from
Graciano-Lopez Jaena Elem School/
 Now, program benefits approx 2000 learners
including daycare preschoolers, g1-g6, hs students
and indigenous adult learners in ff sites:
 Gugo elem schl, Samal, Bataan
 Samal South Elem school, Samal, Bataan
 Sta Mercedes Elem School, Maragondon, Cavite
 Jose T Reyes Elem schl, Alitagtag Batangas
 Ariendo Elem School, Bongabon Nueva Ecija
 Bamban, Tarlac
 Sapang Palay, San Jose Del Monte, Bulacan
 Camarin Caloocan
 Brgy56 Tondo Manila
 Other Univ Partner Comm
 Performance of learners under program improved in
natl exams.
