THE REVISED MINIMUM STANDARDS FOR THE

NATIONAL SERVICE TRAINING PROGRAM

MODULES

In accordance with the RA 9163, otherwise known as the National Service Training
Program Act of 2001, the National Service Training Program (NSTP) was
implemented and formed part of the curricula of all baccalaureate degree courses and
of at least two (2) year technical vocational courses and is a requisite for
graduation in coordination with the Technical Education and Skills Development
(TESDA) and the Department of the National Defense.

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 - Reserve Officers’ Training Corps
(ROTC), Literacy Training Service, and Civic Welfare Training Service.
Moreover, after completing the program, the LTS and CWTS graduates are expected
to be part of the National Service Reserve Corps (NSRC) whom the state may tap for
literacy and civic welfare activities especially in times of calamities.

In order to achieve what the law envisioned the CHED, DND and TESDA designed
the minimum standards for NSTP Modules which will serve as the guide for the
uniform implementation of the NSTP. The framework below shows how the NSTP
modules are currently inculcated in HEIs.

Current NSTP Module

Framework

National Service Reserve Corps (NSRC) Citizen Armed

Shall be mobilized in times of calamities Force (CAF)
NSTP 2
108hours-180hours

Non-Military Components Military

CHED and HEIs Component

draft
DND and HEIs
54hours-90hours

Skilled and prepared for literacy Skilled and prepared for civic welfare activities Trained and prepared
activities for military defense
activities
LTS
literacy and numeracy CWTS
skills general welfare
ROTC
military training
Specific Modules (83hours)

Physical NSTP Citizenship Drug Disaster Environmental Other

Organization Program (RA Training Education Awareness, Protection National
and Course 9163) Preparednes Security
Orientation s and Concerns
Management

Common Modules (25hours)

National Service Training Program (NSTP)

enhancing civic consciousness and defense preparedness in the youth, by developing the
ethics of service and patriotism

Page 1 of 15
Revised Minimum Standards for National Service Training Program Common and Specific Modules
 Per directive of the CEB during its meeting on 24 September 2019, the OSDS with
Commissioner Delas Llagas discussed to map out the learning outcomes from the
expected topics as provided by the law and its IRR. Below are the learning outcomes
from the identified topics.

THE ENHANCED MINIMUM STANDARDS FOR THE NATIONAL SERVICE

TRAINING PROGRAM COMMON AND SPECIFIC MODULES

General Learning Objectives

Graduates are expected to:

a. Develop the ethics of service;

b. Imbibe good citizenship values of being maka-dios, maka-kalikasan, and maka-
bansa; and
c. Demonstrate preparedness and skills when tapped for civic welfare and literacy and
numeracy activities especially during calamities.

The following are the proposed components with identified topics:

A. National Service Training Program (NSTP) 1

I. Common Module (25hours)

This module focuses on the five (5) topics mentioned in the Rule III. Program
Implementation, Section 4. Coverage, Paragraph c. of the implementing Rules
and Regulations of RA 9163. Students enrolled in the first semester of the
freshman year are required to undergo a common module phase for 25hours
before pursuing specific component of their choice.

During this phase, the students are expected to gain knowledge, skills, and attitude
towards deepened understanding and heightened appreciation of their role in the
promotion of common good and the general welfare. Further, they are expected to
demonstrate learning by applying concepts and principles on practical situations in
pursuit of community development for the task of nation building.

The common module aims to:

1. Inculcate the spirit of patriotism, nationalism and good citizenship values as potent
force in nation building;
2. Develop their physical, moral, spiritual, intellectual and social well-being;
3. Enhance civic consciousness and defense preparedness of the students;
4. Advance their involvement in civic and public affairs.

Topics Scope of Instruction Methodologies Knowledge Skills Attitude

1. Citizenship a. Historical and  Structured Upgrade knowledge Make reasonable Imbibe good
Training Legal Bases of Learning on the principles decisions that will citizenship values of
NSTP Exercises underpinning good address issues, being maka-dios,
b. Philippine (SLE) citizenship, rights explain concepts maka-kalikasan,
Constitution  Lecture and responsibilities and solve problems maka-tao at maka-
(Preamble, Bill of  Film Showing of citizens, service using relevant bansa which
Rights and duties  Role Playing and volunteerism for examples pertaining facilitate them to
and national the exercise of appreciate the
 Responsibilities of development. rights, fulfilment of significance of good
Filipino Citizen) obligations, and citizenship towards
c. United Nations Analyze issues that promotion of values the attainment of
Principles on relate to the good towards responsible national
Human Rights citizenship, values, citizenship development goals.
d. Flag Heraldic Code rights and
of the Philippines responsibilities of Instil the spirit of
(RA 8491, s. 1998) student-citizens in nationalism and
e. Good Citizenship the country patriotism as a good
Values citizen.
f. Voter Citizenship
Education Appreciate and
exercise one’s rights
of sovereignty.
2. Drug a. General orientation  Structured Explore the nature Make a personal Appreciate the value
Education on RA 9165, nature Learning and effects of drugs commitment to of a drug free self
of drugs, drug Exercises and substance remain drug free and community
menace, national (SLE) abuse such as and develop plan to
drug situation,  Lecture alcohol, tobacco and help address drug
controlled  Role Playing others on personal and substance
substances, and  Film Showing health and social abuse
other pertinent  Case Analysis relationships.
laws
b. Role of the youth Synthesize accurate
on drug detection information on
and prevention health, legal and
social consequence
of drug and
substance abuse
and examine how
these negatively
impact the person
who uses the drugs,
his/her family,
friends and
community
3. Disaster a. Disaster Risk  Structured Update knowledge Create contingency Value their
Awareness Reduction and Learning on the operational plans based on the involvement and
Preparedn Management Exercises concepts, principles, likely emergencies participation in
ess and (DRRM) concepts,  Town-watching structures and in their respective preventing disaster
Manageme principles and Exercise priority actions schools. risk reduction in
nt trends (RA 10121)  Demonstration relative to the their respective
b. Geographic Profile  Simulation Philippine Disaster Acquire knowledge schools as would be
of the Philippines Exercise Management skills in various reservist.
c. Disaster Risk  Lecture System. basic life support
Profile of the particularly on
Philippines (focus Identify risk preparedness and
on specific reduction and response training.
region/area where preparedness
the school is activities that will
located) reduce vulnerability,
d. Four thematic mitigate the impact
areas of the of emergencies and
Philippine Disaster support efforts to
Management prevent conflict and
System civil unrest.
e. Role of the youth in
disaster
preparedness and
management,
Basic Disaster
Preparedness and
Response Training
(Survival Training)
e.1. Basic First
Aid/Basic Life
Support
e.2. Search and
Rescue
(Water,
Earthquake,
Landslide
and Fire)
4. Basic knowledge and  Structured Upgrade knowledge Make action plan Value one’s
understanding on the Learning and competencies that will address involvement as
Environme following: Exercises on the various environmental environment

Page 3 of 15
Revised Minimum Standards for National Service Training Program Common and Specific Modules
 ntal a. Environmental  Lecture environmental laws, concerns particularly advocate and
Protection Protection and  Practical concepts and in their home, partner in taking
Management Exercise principles school and the care of the
Introduction  Tree Planting/ community school/university/
b. Seven Principles of Growing community
environment and Activity premises clean and
Environmental  Actual green.
Laws Cleaning of
c. Forest Protection, Esteros etc. Have the passion of
Conservation and keeping the
Development home/school and
d. Water Sanitation community
and Conservation environment
e. The role of the friendly.
youth in the
environmental Share love for the
protection and environment.
management
5. Other a. National Security  Structured Get familiar with the Prepare action plan Be aware of their
National Concerns Learning various internal and in preventing threats involvement to help
Security a.1. Internal Exercises external threats in the school and address national
Concerns Threats  Lecture affecting the the community as a security concerns
a.2. External  Film Showing national/local contribution in particularly in the
Threats  Role Playing security concerns. addressing national community and the
a.3. Role of the  Case Analysis security concerns. university.
youth in the
National
Security

II. Specific Modules (29hrs)

The set of specific modules was designed for non-military components—CWTS and LTS. The
CWTS is 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. While the LTS is
designed to train the students to teach literacy and numeracy skills to school children, out-of-
school youth and other segments of society in need of their services. However, for the ROTC
as a component, it shall be subject to the policies, regulations and programs of the Department
of National Defense (DND) on the military component of the training per Rule III. Program
Implementation. Section 8. Monitoring and Evaluation. Paragraph a.4 Management of the
IRR of RA 9163.

These modules shall be taken after completing the Common Module phase and for a period
equivalent to 29 hours to satisfy the minimum requirement as to training hours for NSTP 1 that
is 54 hours. The modular topics covered herein will help the students acknowledge their roles
in the society they belong especially in engaging themselves to activities contributory to the
general welfare as what the components are intended to.

In this phase, students are being introduced to the community-based activities as preparation
of their involvement to the National Service Reserve Corps (NSRC) which they will be part of
when they completed the NSTP. The NSRC is an organization composed of graduates of the
CWTS and LTS components tasked to provide a trained, motivated and organized manpower
reserve that can be tapped by the State for DRRM, civic welfare, literacy, national emergency,
environmental protection and other similar endeavors in the service of the nation.

The number of hours is defined according to the scope and depth of the topics. Completing
the Common and Specific Module Phases will satisfy the 54 minimum training hours for NSTP
1.

Page 4 of 15
Revised Minimum Standards for National Service Training Program Common and Specific Modules
 The objectives of this module are to:

1. Acquire additional insights in the enhancement of civic consciousness and defense

preparedness by reinforcing concepts of self-awareness, volunteerism, disaster
preparedness and readiness, peace building as well community-based project
management;
2. Deepen understanding on community involvement of students along the various aspects
of national/sustainable development in advancing more specific and relevant community
action; and
3. Develop deeper appreciation of the role students in terms of community participation
development, display of nationalism/patriotism and exercise of good citizenship values
through genuine civic/national service.
Topics Scope of Instruction Methodologies Knowledge Skills Attitude
1. Self and a. Nature of Self  Exercise Improve Perform various Live-by the spirit of
Filipino b. Self-Awareness  Lecture awareness in activities that nationalism,
Society Filipino Values  Demonstration/ knowing one’s instil patriotism, patriotism, good
c. Personal Simulation self and imbibe nationalism and citizenship values
Development Plans  Case Analysis the spirit of good citizenship of being maka-dios,
d. Roots of the  Brainstorming patriotism and values for them maka-kalikasan,
Filipino Character  Film Viewing nationalism to live-by. maka-tao at maka-
e. Nationalism and  Self- together with the bansa.
Patriotism Program Awareness good citizenship
f. Good Citizenship Exercises values
f.1. Pagkamaka-
Diyos
f.2. Pagkamaka-
Tao
f.3. Pagkamaka-
Bayan
f.4. Pagkamaka-
Kalikasan
2. Volunteerism a. Concepts/Elements  Lecture Increase Prepare Value volunteer
of Volunteerism  Film Viewing knowledge on the volunteering action as a means
b. The role of the  Structured elements and work that will of helping others
youth in Learning concepts of maximize their
strengthening Exercises volunteerism. involvement and
volunteerism and  Simulation strengthen their
the importance of Exercises spirit of doing
voluntary action voluntary action.
3. Peace a. Integrated theories  Structured Improve Prepare action Imbibe peace in the
Education on peace Learning knowledge in plan as basis of self, community
education Exercises advocating peace promoting and the
b. Role of the Youth  Lecture in the home, peace in the school/university.
in promoting and  Film showing school and the self, community
maintaining peace  Role Playing community. particularly in Become peace
in the community the university. advocates.
4. For CWTS:  Practical Get familiar with Acquire skills in Skilful responder
Dimensions Emergency Response Exercises the various the various on emergency
of Training  Lecture emergency skills needed in cases/ calamities,
Development  Demonstration/ response training responding and e.g.:
Simulation among the youth mitigating 1.first aider
DRR Info Dissemination  Case Analysis trainees. emergency 2. crowd controller
Training  Field Visit cases. 3. food packager
 Community 4. training assistant
Immersion 5. logistic
coordinator
6. advocates

For LTS:
Literacy and Upgrade Design several Appreciate the
Numeracy knowledge and numeracy and value of increasing
Skills competencies in literacy skills the literacy rate of
designing program that the country
program on basic will cater to the particularly in the
literacy and needs of various service
numeracy identified clients area of the
school/university.

Become literacy
teacher/advocates.
5. Introduction a. Analyzing  Lecture Explain the Conduct Be aware of their
to Community Needs  Practical principles and community involvement and
Community- b. Social mobilization Exercises concepts, and needs participation as
Based c. Formulating Plan  Demonstration/ processes of assessment. NSRC/volunteers in
Management for Community- Simulation community-based various area of
Based  Case Analysis management. Prepare action their interests.
Projects/DRRM  Field Visit plan based on
d. NSRC Overview  Get the overview the identified
Community
e. Managing of NSRC as needs such as:
Immersion
Community/School- instruments in 1. DRRM
Based NSRC Unit managing school- project
based community 2. Environment
projects. Protection
Action Point
3. Drug
Education
Prevention and
Control
Advocacy Plan
4. Peace and
Security School
Advocacy
Involvement

Manage
community
projects
assigned to
them as
planned

III. Optional Module (36hrs)

Considering that higher educational institutions (HEIs) are given the option to extend the
training hours for NSTP 1 to a maximum of 90 hours, the set of optional modules can be
delivered for a total of 36 training hours. These optional modules for CWTS and LTS based on
the prescribed minimum standards earlier prescribed alongside the promulgation of the
revised IRR of 2009 will provide avenues for additional training of the students in preparing
them to become active members of the NSRC. Students are expected to gain added
knowledge, skills and attitude that are relevant in the performance of their duties citizens and
as NSRC reservists.

Objectives:

The offering of these modules aims to:

1. Exemplify leadership and community services among the young in pursuit of the aims of
NSTP and NSRC;
2. Transform the students into community leaders and nation builders for efficient and
effective community-based programs/projects in recognition of their citizenship roles; and
3. Create awareness among community partners and stakeholders in promoting civic
consciousness, nationalism and ethics of service.
Topics Scope of Instruction Methodologies Knowledge Skills Attitude
1. Leadership a. Concept of  Exercises Upgrade knowledge Build in them the Recognize that
Training Leadership  Lecture/ on the concepts, ability to motivate, positive attitude and
b. Human Behavior Discussions behaviour, styles, inspire, guide, lead teamwork are the
c. Leading,  Demonstration/ communication and and gain support key to good
Direction, Simulation leadership among members in leadership and to
Communication  Case Analysis management the group/ ensure efficiency and
d. Motivation  Brainstorming process and organization effectiveness in
e. Leadership Style  Role Playing decision making of meeting goals and
f. Teamwork being a leader developing the ethics
g. Time of service for the
Management sake of others.
h. Decision Making
2. Community a. Nature of  Exercises Realize the Apply community Value the importance
 Exposure Community Work  Lecture importance of development of having community
Agency b. Development of  Demonstration/ understanding the approaches in development projects
Visits Community Work Simulation dynamics of a conducting project in as a way of practicing
c. Approaches in  Case Analysis community and partnership with standard operating
Community Work  Field Visit community community people. procedures and
d. Community  Community exposure as a way establish protocols
Development Immersion of meeting the governing community
Project objectives of NSTP. immersion
e. Community
Practice and
Community
Building
3. Community Community services  Exercises Gain knowledge on Conduct community Instil in them the
Service of any or combination  Lecture the processes of based service value of extending
of the following:  Demonstration/ conducting various projects in the help in the
 Drug Education Simulation community service various dimensions community with the
 Health e.g.  Case Analysis projects based on of development as true spirit of
Medical Dental  need. needed in the volunteerism.
Community
Education locality.
Immersion
 Environmental
Education
 Entrepreneurs
 Culture

B. NSTP 2 (54-90hrs)

This phase will provide students relevant trainings as they move towards the NSRC,
consistent with the provision of the IRR which envisions the graduates of the NSTP to be part
of NSRC whom the state may tap as needed especially during the time of calamities.

The HEIs have the option to stick on the 54 minimum training hours or to maximize the 90
training hours.

For the last two session of the program, there will be an evaluation to determine if the
training objectives are being achieved as stipulated in the Section 8. Monitoring and
Evaluation of the IRR.

The objectives of this phase are:

1. Apprise the students of their roles as community citizens and members of the National
Service Reserve Corps (NSRC.
2. Capacitate the students in the assumption of their citizenship roles and performance of their
functions as NSRC reservists particularly in organizing school/community –based NSRC
units in their respective institutions/communities as partner in sustaining the need of a ready
group to be mobilized in case of calamity/emergency
3. Evaluate the competence of the students they acquired.

Topics Scope of Instruction Methodologies Knowledge Skills Attitude

1. Introduction to  Introduction to  Lecture Gain knowledge Organize NSRC with Have NSRC group
organization and Project  Filed Visit in the defined duties and with a big heart that
mobilization of Implementation/  Simulation/ organization responsibilities serve and has
National Service Cluster Approach Demonstration and mobilization willingness to be
Reserve Corps of NSRC Apply the process of involved in any
mobilizing NSRC community projects
for the betterment
Involve I community of the school/
projects university or
community
2. Community- For CWTS:  Community Intensify Implement Value the need of
Based Project  Community First Immersion knowledge in community-based conducting
Implementation/ making project on DRRM or community-based
 Community-  Responder Basic  Community- community any of the project as a way
Based Disaster Training Based based project dimensions of helping others and
Risk Reduction Training implementation development as developing the
and For LTS:  CBDRRM/ needed by the ethics of service as
Management  Post-Damage Project community. trainees.
Training Assessment Management
 Needs Analysis
Training
3. Annual NSTP Evaluation and  Data Gain the Participate in Be aware of the
Performance determination of the Gathering importance of conducting the importance of the
Evaluation achievement of  Examination conducting ANPE ANPE as a way of
training objectives of  Simulation/ ANPE determining the
the LTS and CWTS. Demonstration achievement of the
program as to
objectives,
methodologies,
contents, trainers,
management of the
program and its
results.

With the new development and directive of the administration, the CHED sees the need
of reviewing and revising the minimum standards for the modules to effectively enhance
the implementation of the program and make it a responsive one. The Revised Minimum
Standards for the Common and Specific Modules is issued to be adopted by all higher
education institutions (HEIs), framed consistently with the requirements and envisions of
the law and its implementing rules and regulations. In the case of NSTP students
enrolled in schools under TESDA and ROTC students, shall be subjected to the policies,
regulations and programs of TESDA and DND respectively.

The NSTP Module Framework below, illustrates the different components of the NSTP,
the topics to be taught to students.

Proposed NSTP Module Framework

National Service Reserve Corps (NSRC) Citizen Armed Forces

Shall be mobilized in times of calamities (CAF)

draft
NSTP 2
108hours-180hours

Non-Military Components Military Component

CHED and HEIs DND and HEIs
54hours-90hours

Skilled and prepared for literacy Skilled and prepared for civic Trained and prepared for
activities welfare activities military defense activities

LTS CWTS
literacy and numeracy skills general welfare
ROTC
military training
Optional Modules (36hours)
54hours-90hours

Specific Modules (29hours)

Citizenship Training Drug Disaster Awareness, Environmental Other National

Education Preparedness and Protection Security
Management
Concerns

Common Modules (25hours)

Page 8 of 15
Revised Minimum Standards for National Service Training Program Common and Specific Modules
 National Service Training Program (NSTP)
enhancing civic consciousness and defense preparedness in the youth, by developing
the ethics of service and patriotism

Each component shall be taken for to two (2) semesters with fifty-four (54) to ninety (90)
training hours per semester, a total of minimum 108 training hours to maximum 180
training hours for an academic year.

Common module is the phase where all enrolled in NSTP are required to undergo to
have common understanding on relevant topics. As mentioned in the Rule III. Program
Implementation. Section 4. Coverage. Par. C. all enrolled in first semester shall undergo
a common module phase for twenty-five (25) hours covering: citizenship training; drug
education; disaster, preparedness and management; environmental protection; and
other national security concerns. During this phase, the students have no specific
component yet.

Upon completion of the Common Module phase, the students must select the specific
NSTP component that he/she will pursue. The specific modules will be thought for
29hours covering the topics which are aligned to the current needs of the society and to
produce expected graduates of the program. The total allotted time for the common
modules and specific modules would satisfy the required 54 minimum training hours for
the NSTP 1. Moreover, the HEIs have the prerogative to maximize the 90 training hours
by introducing the optional modules for 36hours which are also aligned and consistent
with the requirements of the law. At this phase, students are being exposed and
prepared to the real community scenario.

In NSTP 2 phase, the students will be trained and prepared to become active members
of the NSRC and to the communities they belong. After completing the NSTP 1 and 2,
the graduates are expected to be skilled and prepared for literacy and civic welfare

m1a.rizCeosmthmeodnifMfeordeunlece between the ex1is.

tinCgoamnmdotnheMoPdruolpeossed Minimum

Page 9 of 15
Revised Minimum Standards for National Service Training Program Common and Specific Modules
 Aarecatisviotief s. Existing Minimum Standards Proposed Minimum Standards for
Concerns for NSTP Modules NSTP Modules
ModuTleasble below
sum Standards for NST2P. MSopdeucliefisc.Modules 2. Specific Modules
3. Optional Modules
4. NSTP 2 Modules
Revised
Common Minimum
1. Standards forand
Physical Organization NSTP Modules 1. Citizenship Training
Module Topics Course Orientation 2. Drug Education
2. NSTP Program (RA 9163) 3. Disaster Risk Reduction
3. Citizenship Training and Management
4. Drug Education Awareness
5. Disaster Risk Reduction 4. Environmental Protection
and Management 5. Other National Security
Awareness 6. Other National Security
6. Environmental Protection Concerns
7. Other National Security
Concerns
NSTP 1 training Only 25hours have defined Have prescribed topics for
hours topics (Common Module) minimum to maximum training
hours.
NSTP 2 training No defined topics Have prescribed topics for
hours minimum to maximum training
hours.

Includes Annual NSTP

Performance evaluation

Page 10 of 15
Revised Minimum Standards for National Service Training Program Common and Specific Modules
 A. National Service Training Program (NSTP) 1

I. Common Modules (25hrs)

This module focuses on the five (5) topics mentioned in the Rule III. Program
Implementation, Section 4. Coverage, Paragraph c. of the implementing Rules
and Regulations of RA 9163. Students enrolled in the first semester of the
freshman year are required to undergo a common module phase for 25hours
before pursuing specific component of their choice.

During this phase, the students are expected to gain knowledge, skills, and attitude
towards deepened understanding and heightened appreciation of their role in the
promotion of common good and the general welfare. Further, they are expected to
demonstrate learning by applying concepts and principles on practical situations in
pursuit of community development for the task of nation building.

Topics Scope of Instruction Number Methodologies References

of
Hours
1. Citizenship g. Historical and Legal  Structured  1987 Philippine
Training Bases of NSTP Learning Constitution
h. Philippine Constitution Exercises  RA 8491
(Preamble, Bill of (SLE)  EPPC—Modules
Rights and duties and  Lecture on Good
Responsibilities of  Film Showing Citizenship Values
Filipino Citizen) 6  Role Playing  United Nations
i. United Nations Principles on
Principles on Human Human Rights
Rights  RA 7077
j. Flag Heraldic Code of PD 1706

the Philippines (RA  RA
8491, s. 1998) 9418—Volunteer
k. Good Citizenship
Act of 2007
Values
l. Voter Citizenship
Education
2. Drug c. General orientation on  Structured  RA 9165
Education RA 9165, nature of Learning  Suggested POI on
drugs, drug menace, Exercises Drugs Education
national drug situation, 3 (SLE)  Dangerous drugs
controlled substances,  Lecture Board Resolutions
and other pertinent  Role Playing and Regulations
laws  Film Showing
d. Role of the youth on  Case Analysis
drug detection and
prevention
3. Disaster f. Disaster Risk  Structured  Issuances of BFP,
Awareness Reduction and Learning PNRC, DND, and
Preparedness Management (DRRM) Exercises NDRRMC
and concepts, principles  Town-  Hazzard Maps
Management and trends (RA 10121) watching  RA 10121
g. Geographic Profile of Exercise  DND-OCD
the Philippines  Demonstration issuances:
h. Disaster Risk Profile of  Simulation - Hugo Frame of
the Philippines (focus Exercise Action (HFA)
on specific region/area  Lecture - Strategic
where the school is 8 National Action
located)
 i. Four thematic areas of Plan (SNAP)
the Philippine Disaster - ASEAN
Management System Agreement on
j. Role of the youth in Disaster
disaster preparedness Management
and management, Response
Basic Disaster (AADMER)
Preparedness and - Contingency
Response Training Plan (CP)
(Survival Training) Manual
e.1. Basic First - Program for
Aid/Basic Life the
Support Enhancement
e.2. Search and of Emergency
Rescue (Water, Response
Earthquake, (PEER)
Landslide and Training
Fire) Module

4. Basic knowledge and  Structured  EO

understanding on the Learning 579—Encouraging
Environmenta following: Exercises the Formulation
l Protection f. Environmental  Lecture and Implementation
Protection and  Practical of Green
Management Exercise Philippines through
Introduction  Tree Planting/ the NSTP
g. Seven Principles of Growing  RA
environment and Activity 9512—Environmental
Environmental Laws 3  Actual Awareness and
h. Forest Protection, Cleaning of Education Act of
Conservation and Esteros etc. 2008
Development  Department of
i. Water Sanitation and Environment and
Conservation natural resources
j. The role of the youth in (DENR) issuances
the environmental  CMO No. 33, s
protection and .2009
management
5. Other b. National Security  Structured  Merida Convention
National Concerns Learning  Anti-Human
Security a.1. Internal Threats Exercises Trafficking Law
Concerns a.2. External Threats 5  Lecture  National Defense
a.3. Role of the youth  Film Showing College and DND
in the National  Role Playing Publication
Security  Case Analysis  Executive Order
No. 3, s. 2001
 Proclamation No.
675, s, 2004
 Executive Order
570, s. 2006
 CMO No. 1, s. 2019

II. Specific Modules (29hrs)

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Revised Minimum Standards for National Service Training Program Common and Specific Modules
 This module was designed for non-military components—CWTS and LTS, which shall be
taken after completing the Common Modules phase. The CWTS is 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. While the LTS is designed to train the students to
teach literacy and numeracy skills to school children, out-of-school youth and other
segments of society in need of their services. The ROTC shall remain to be under the
policies, regulations and programs of the Department of National Defense per Rule III.
Program Implementation. Section 8. Monitoring and Evaluation, Paragraph a.4. Management
of the IRR of RA 9163.

The defined topics will help the students acknowledge their roles in the society they belong
especially in engaging themselves to activities contributory to the general welfare as what
the components are intended to.

In this phase, students are being introduced to the community-based activities as preparation
of their involvement to the National Service Reserve Corps (NSRC) which they will be part of
when they completed the NSTP. The NSRC is an organization composed of graduates of the
CWTS and LTS components tasked to provide a trained, motivated, and organized
manpower reserve that can be tapped by the State for DRRM, civic welfare, literacy, national
emergency, environment protection and other similar endeavors in the service of the nation.

The number of hours is defined according to the scope and depth of the topics. Completing
the Common and Specific Module Phases will satisfy the 54 minimum training hours for
NSTP 1.

Topics Scope of Instruction Number Methodologies References

of
Hours
6. Self and g. Nature of Self  Exercise  Modules on Good
Filipino h. Self-Awareness Filipino  Lecture Citizenship Values
Society Values  by EPPC and
i. Personal Development CHED
Plans Demonstration
j. Roots of the Filipino / Simulation
Character 2  Case Analysis
k. Nationalism and Brainstorming

Patriotism Program Film Viewing

l. Good Citizenship
 Self-
f.1. Pagkamaka-Diyos Awareness
f.2. Pagkamaka-Tao Exercises
f.3. Pagkamaka-Bayan
f.4. Pagkamaka-
Kalikasan
7. Volunteerism c. Concepts/Elements of  Lecture  RA 8044—The
Volunteerism  Film Viewing Youth in Nation
d. The role of the youth in 3  Structured Building (1994)
strengthening Learning  RA 9418—the
volunteerism and the Exercises Volunteer Act of
importance of voluntary  Simulation 2007
action Exercises  Office of Civil
Defense (OCD)
 Philippine National
Volunteer Service
Coordinating
 Council (PNVSCA)
8. Peace c. Integrated theories on  Structured  Universal
Education peace education 6 Learning Declaration of
d. Role of the Youth in Exercises Human Rights
promoting and  Lecture
maintaining peace in the  Film showing
community  Role Playing
9. For CWTS:  Practical  Lectures, Inputs,
Dimensions Emergency Response Exercises Readings and
of Training  Lecture Writings of the
Development  Experts on the
12 Field
Demonstration
For LTS: / Simulation
Literacy and  Case Analysis
 Numeracy
Field Visit DRR Info Dissemination
Skills Training
 Community
Immersion
10. Introduction f. Analyzing Community  Lecture  RA 10121
to Needs  Practical  RA 9163
Community- g. Social mobilization Exercises  Implementing
Based h. Formulating Plan for 6  Guidelines and
Management Community-Based Procedures,
Projects/DRRM Demonstration Organization,
i. NSRC Overview / Simulation Training,
j. Managing  Case Analysis Administration,
Community/School-  Field Visit Utilization,
Based NSRC Unit  Community Mobilization,
Immersion Operation,
Accreditation,
Protection and
Funding of the
NSRC

III. Optional Modules (36hrs)

Considering that higher educational institutions (HEIs) are given the option to extend the
training hours for NSTP 1 to a maximum of 90 hours, the set of optional modules can be
delivered for a total of 36 training hours. These optional modules for CWTS and LTS based on
the prescribed minimum standards earlier prescribed alongside the promulgation of the
revised IRR of 2009 will provide avenues for additional training of the students in preparing
them to become active members of the NSRC. Students are expected to gain added
knowledge, skills and attitude that are relevant in the performance of their duties citizens and
as NSRC reservists.

Topics Scope of Instruction Number Methodologies References

of
Hours
1. Leadership i. Concept of  Exercises  Lectures,
Training Leadership  Inputs,
j. Human Behavior Readings
k. Leading, Direction, Lecture/Discussion and Writings
Communication 6 s of the
l. Motivation  Demonstration/ Experts on
m. Leadership Style Simulation the Field
n. Teamwork  Case Analysis
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Revised Minimum Standards for National Service Training Program Common and Specific Modules
 o. Time Management  Brainstorming
p. Decision Making  Role Playing
2. Community f. Nature of Community  Exercises  Lectures,
Exposure Work Development of  Lecture Inputs,
Agency g. Community Work 9  Demonstration/ Readings
Visits Approaches in Simulation and Writings
h. Community Work  Case Analysis of the
Community  Field Visit Experts on
i. Development  Community the Field
Project
Immersion
Community Practice
j. and Community
Building

3. Community Community services of  Exercises  Lectures,

Service any or combination of  Lecture Inputs,
the following:  Demonstration/ Readings
 Drug Education 21 Simulation and Writings
 Health e.g. Medical  Case Analysis of the
Dental Education  Community Experts on
 Environmental Immersion the Field
Education
 Entrepreneurs
 Culture

B. National Service Training Program (NSTP) 2 (54-90hrs)

This phase will provide students relevant trainings as they move towards the NSRC,
consistent with the provision of the IRR which envisions the graduates of the NSTP to be part
of NSRC whom the state may tap as needed especially during the time of calamities.

The HEIs have the option to stick on the 54 minimum training hours or to maximize the 90
training hours.

For the last two session of the program, there will be an evaluation to determine if the
training objectives are being achieved as stipulated in the Section 8. Monitoring and
Evaluation of the IRR.

Topics Scope of Instruction Number Methodologies References

of Hours
4. Introduction to  Introduction to Project  Lecture  Lectures,
organization Implementation/Cluster  Filed Visit Inputs,
and Approach 3  Simulation/ Readings
mobilization of Demonstration and Writings
National of the
Service Experts on
Reserve Corps the Field
5. Community- For CWTS:  Community  Lectures,
Based Project  Community First Immersion Inputs,
Implementation  Responder Basic  Community- Readings
/ Community- Training Based Training and Writings
Based Disaster  CBDRRM/ of the
Risk Reduction For LTS: 45-81 Project Experts on
and  Post-Damage Management the Field
 Management Assessment
Training  Needs Analysis Training
6. Annual NSTP Evaluation and determination  Data Gathering  CHED’s
Performance of the achievement of 6  Examination formulated
Evaluation training objectives of the LTS  Simulation/ evaluation
and CWTS. Demonstration parameters

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Revised Minimum Standards for National Service Training Program Common and Specific Modules