Understanding Gender Sensitivity
The concept of Gender Sensitivity has
been developed as a way to reduce barriers
to personal and economic development
created by Seyism.
Gender Sensitivity helps to generate
respect for the individual regardless of sex. It
is about pitting women against men. It is the
act of being sensitive to the ways people
think about gender.
a. Gender refers to the socially constructed
roles, behaviors, activities, and attributes
that a given society considers appropriate for
men and women. It is what a person
identifies himself or herself as. It is not
binary; it is a spectrum.
> What is masculine or feminine.
> Socially determined; culturally defined.
> Refers to learned behavior.
> What happens afterwards.
b. Sex is biologically assigned to an
individual. It refers to the biological and
physiological characteristics that define men
and women.
> What makes one male or female.
> Biologically determined.
> Refers to physical characteristics.
> What you are born with.
Thus, while sex is permanent and Universal,
gender construction varies from one society
to another. To put it in another way, “Male”
and “Female” are sex categories, while
“Masculine” and “Feminine” are gender
categories.
Gender as Social Construct
The Social Construction of gender is a
theory in feminism and sociology about the
operation of gender and gender differences
in societies. According to this view, society
and culture create gender roles, and these
roles are prescribed as ideal or appropriate
behavior for a person of the specific sex.
Where does Gender Emanate?
This question translates to the source of
gender or where did it come, and gender
came from the society itself. People before
had no basis of understanding of gender until
a sexologist John Money introduced the
distinction between biological sex and
gender as a role.
a. Sex Role refers to the roles that is
according to the reproductive function of a
person’s body.
b. Gender Role refers to the roles that a
person is expected to perform as a result of
being male or female in a particular culture.
> Determines how males and females should
think, speak, dress, and interact within the
context of society.
> Are not inborn but are passed on through
generations.
> Learned in early stages of childhood and
are further reinforced.
This become gender issues once it blocks
people’s capacity to do and to be.
 Gender Sensitivity
The ability to recognize Gender Issues,
especially women’s different perceptions and
interests, arising from their unique social
location and gender roles.
a. Seeing what men and women can actually
do rather than relying on assumptions.
b. Hearing, women and men, their needs,
priorities, and perspectives.
c. Counting, putting values in women’s work.
d. Respecting women’s and men’s views and
human rights.
e. Caring about women and men, and the
impact on them of the programs involved.

The Basic Idea of the Gender-Equal

Society
A "Gender-Equal Society" is a "society in
which both men and women, as equal
members, have the opportunity to participate
in all kinds of social activities at will, equally
enjoy political, economic, and cultural
benefits, and share responsibilities."
Gender issues include all aspects and
Gender Equality does not mean that
concerns related to women's and men's lives
women and men have to become the
and situation in society, to the way they
same, but it can only be achieved when
interrelate, their differences in access to and
women and men enjoy the same rights,
use of resources, their activities, and how
responsibilities and opportunities across all
they react to changes, interventions, and
sectors of society, including economic
policies.
participation and decision-making, and when
the different behaviors, beliefs, aspirations
and needs of women and men are equally
valued and favored. How does Gender Inequality affect our
Society?
Quality education is important for girls
and women, preventing gender-based The reason why investments and education
violence and equality through education policies are producing different outcomes
clearly also remains a priority. Gender- for women and men is because they happen
based discrimination in education is, in in societies where gender inequality is
effect, both a cause and a consequence of deeply entrenched. Inequality is often driven
deep-rooted differences in society. by existing gender stereotypes that
determine how we perceive the roles
of women and men in society.
Agents of Socialization of Gender
Roles
a. Social groups
It often provides the first experiences of
socialization. Families, and later peer
groups, communicate expectations and
reinforce norms. People first learn to use the
tangible objects of material culture in these
settings, as well as being introduced to the
beliefs and values of society.
b. Family
The family is the most important agent of
socialization. The family has been viewed
as the major vehicle for socialization.
Parents provide physical and social
conditions in which children learn social
skills. Family is the first agent of socialization.
Mothers and fathers, siblings, and
grandparents, plus members of an extended
family, all teach a child what he or she needs
to know. For example, they show the child
how to use objects (such as clothes,
computers, eating utensils, books, bikes);
how to relate to others (some as “family,”
others as “friends,” still others as “strangers”
or “teachers” or “neighbors”); and how the
world works (what is “real” and what is
“imagined”). As you are aware, either from
your own experience as a child or from your
role in helping to raise one, socialization
includes teaching and learning about an
unending array of objects and ideas.
Keep in mind, however, that families do not
socialize children in a vacuum. Many social
factors affect the way a family raises its
children. For example, we can use
sociological imagination to recognize that
individual behaviors are affected by the
historical period in which they take place.
Sixty years ago, it would not have been
considered especially strict for a father to hit
his son with a wooden spoon or a belt if he
misbehaved, but today that same action
might be considered child abuse.
c.Institutional
The social institutions of our culture also
inform our socialization. Formal institutions—
like schools, workplaces, and the
government—teach people how to behave in
and navigate these systems. Other
institutions, like the media, contribute to
socialization by inundating us with messages
about norms and expectations.
d. School
Students are not in school only to study
math, reading, science, and other subjects—
the manifest function of this system. Schools
also serve a latent function in society by
socializing children into behaviors like
practicing teamwork, following a schedule,
and using textbooks.
School and classroom rituals, led by
teachers serving as role models and leaders,
regularly reinforce what society expects from
children. Sociologists describe this aspect of
schools as the hidden curriculum, the
informal teaching done by schools. Schools
also socialize children by teaching them
about citizenship and national pride.
For example, schools have built a sense of
competition into the way grades are awarded
and the way teachers evaluate students
When children participate in a relay race or a
math contest, they learn there are winners
and losers in society. When children are
required to work together on a project, they
practice teamwork with other people in
cooperative situations. The hidden
curriculum prepares children for the adult
world. Children learn how to deal with
bureaucracy, rules, expectations, waiting
their turn, and sitting still for hours during the
day. Schools in different cultures socialize
children differently in order to prepare them
to function well in those cultures.
e. The Workplace
Just as children spend much of their day at
school, many U.S. adults at some point
invest a significant amount of time at a place
of employment. Although socialized into their
culture since birth, workers require new
socialization into a workplace, in terms of
both material culture and nonmaterial
culture.
Different jobs require different types of
socialization. In the past, many people
worked a single job until retirement. Today,
the trend is to switch jobs at least once a
decade. Between the ages of eighteen and
forty-six, the average baby boomer of the
younger. This means that people must
become socialized to, and socialized by, a
variety of work environments.
f. Religion
Religion is one of the most powerful agents
of socialization which is linked with
concepts and values people identify
themselves with. At the same time, it is the
most sensitive agent of socialization as well.
People tend to develop their
own religious beliefs from their parents, right
from their inception.
It is an important avenue of socialization for
many people. Like other institutions, these
places teach participants how to interact with
the religion’s material culture, like prayer rug,
or a communion wafer.
People gather to worship and learn important
ceremonies related to family structure—like
marriage and birth—are connected to
religious celebrations. Many religious
institutions also uphold gender norms and
contribute to their enforcement through
socialization. From ceremonial rites of
passage that reinforce the family unit to
power dynamics that reinforce gender roles,
organized religion fosters a shared set of
socialized values that are passed on through
society.
g. Mass Media
Mass media distribute impersonal
information to a wide audience, via
television, newspapers, radio, and the
Internet. With the average person spending
over four hours a day in front of the television
(and children averaging even more screen
time), media greatly influences social norms
(Roberts, Foehr, and Rideout 2005). People
learn about objects of material culture (like
new technology and transportation options),
as well as nonmaterial culture—what is true
(beliefs), what is important (values), and
what is expected (norms).
Socialization is a big factor in shaping people
to become who they are. Our social relations
help us in forming our individuality and sense
of self towards others. Socialization is the
process whereby we learn and internalize
the values, beliefs, and norms of our culture
and, in so doing develop a sense of self.
There are many agents of socialization, such
as our families, the friends we gain, and the
institution we belong to.
Mass media had become one of the most
powerful forces that connect people to other
people. Because of this, mass media can
already be considered a significant agent of
socialization. And since mass media had
already developed into a powerful and
influential agent, serve as a powerful
socializing agent, and has indeed become a
large influence of who we become.
It is a fact that the role of mass media as
agents of socialization has been both
strengthened and changed by the
modernization of the world. Technology had
increased the spread of mass medias reach.
People spend most of their time in touch with
the world through the different forms of mass
media. Sometimes, the time allotted to other
agents of socialization is even sacrificed just
to give time to the usage of mass media.
Television shows and movies today
dominate culture as the kind of life they
portray easily dictates what will be reality.
The number of people who depend on what
they watch in the television, hear from the
radio, or read from the internet, is increasing
rapidly because of the help of modern
advancements. More time is given to mass
media use, and greater proportions of that
time is dedicated to entertainment. To keep
people entertained means that the form of
mass media is successful in gathering
supporters, and hence, profit also. Mass
media, after all, has also a business side.
Important Legislations
Equality Act. The objective of the Equality
Act is to prevent gender-based
discrimination and promote equality between
men and women, thereby improving the
status of women, particularly in working life.
Another goal of the act is to prevent
discrimination based on gender identity or
the expression of gender.
Gender equality is intrinsically linked to
sustainable development and is vital to the
realization of human rights for all. The overall
objective of gender equality is a society in
which women and men enjoy the same
opportunities, rights and obligations in all
spheres of life.
a. RA 7877
An Act Declaring Sexual Harassment.
Unlawful in the Employment, Education, or
Training Environment, and for other
Purposes. Be it enacted by the Senate and
House of Representatives of the Philippines
in Congress assembled. This Act shall be
known as the "Anti-Sexual Harassment Act
of 1995."
b. Republic Act No. 9262
An act of defining Violence Against women
and their Children (VAWC), providing for
protective measures for victims, prescribing
penalties therefore, and for other purposes.
This Act shall be known as the “Anti-Violence
Against Women and their Children Act of
2004.”
Violence Against Women & their children
(VAWC) any act or series of acts committed
by any PERSON against a WOMAN who is
his wife, former wife, or with whom the
person has or had a sexual or dating
relationships, or with whom he has a
common child, or Violation of a Barangay
Protection Order (BPO) shall be punishable
by imprisonment of thirty (30) days without
prejudice to any other criminal or civil action
that the offended party may file for any of the
acts committed.
c. Republic Act 7610
An act providing stronger deterrence and
special protection against child abuse,
exploitation, and discrimination, providing
penalties for its violation and for other
purposes.
A graphic titled “Rape Culture” that has a
triangle with words and a background
gradient of darker red at the top peak, orange
in the center, and yellow at the bottom. On
the side of the pyramid is an arrow and 3 feminine conventions. A person may have a
works, explaining the gradient. Normalization male or female identity with the physiological
leads to Degradation which leads to Assault. characteristics of the opposite sex, in which
The text under the pyramid explains the case this person is considered transgender.
relationship: “Tolerance of the behaviors at
b. Gender Expression refers to the way a
the bottom supports or excuses those higher
person communicates gender identity to
up. To change outcomes, we must change
others through behavior, clothing, hairstyles,
the culture. If you see something, say
communication or speech pattern, or body
something! Start the conversation today.”
characteristics.
The words inside the pyramid, starting with
the top and most severe: Rape, Drugging, c. Sexual Orientation refers to the direction
Molestation, Stealthing (Covert Condom of emotion, sexual attraction, or conduct
Removal), Contraceptive Sabotage, Victim towards people of the same sex
Blaming & Shaming, Coercion/Manipulation, (homosexual orientation) or towards people
Threats, Revenge Porn, Safe Word of both sexes (bisexual orientation), or
Violations, Groping, Non-Consensual Photo towards people of the opposite sex
or Video, Flashing & Exposing, Unsolicited (heterosexual orientation) or to the absence
Nude Pics, Catcalling, Unwanted Non- of sexual attraction (asexual orientation)
Sexual Touch, Stalking, Sexist Attitudes,
Rape Jokes, Locker Room Banter. d. LGBT Community refers to the collective
of persons who are male and female
homosexuals (gays and lesbians,
respectively), bisexual, and transgender.
Is Gender Equality a Law?
Discrimination based on gender (or sex) is
a common civil rights violation that takes
many forms, including sexual harassment,
pregnancy discrimination, and unequal pay
for women who do the same jobs as men.
Equal Credit Opportunity Act prohibits
discrimination against credit applicants on
the basis of gender.
The National Center on Elder Abuse
distinguishes between seven different types
of elder abuse. These include Physical
Abuse, Sexual Abuse, Emotional Abuse,
Financial/Material Exploitation, Neglect,
Abandonment, and Self-Neglect.

Sexual Orientation and Gender

Identity and Expression (SOGIE) Bill
a. Gender Identity refers to the personal
sense of identity as characterized, among
other, by manner of clothing, inclinations,
and behavior in relation to masculine or
What is SWOT Analysis?
A SWOT Analysis is a useful strategic
planning tool. It shows an overall view of the
factors influencing a project. The outcome of
the SWOT Analysis serves as a basis to
provide recommendations and action plans
for the successful execution and completion
of a project.
A SWOT is a straightforward and cost-
effective way to “brainstorm” and plan for
your project. When you fully understand your
project's strengths, weaknesses,
opportunities, and threats, you are able to
plan a strategy for success that addresses
these four factors.
Conducting a SWOT analysis can help you
produce new ideas to help you take
advantage of what you and your team do
best and potential opportunities that might
arise. A SWOT also helps increase your
awareness of weaknesses and potential
threats to your project so that you can defend
against them.
What is the goal of SWOT Analysis?
Maximize the strengths and opportunities,
and at the same time, minimize the impact of
the weaknesses and threats in a project.
Strengths
Are positive internal factors that will largely
contribute to the success of the project.
a. The abilities and skills that you have.
b. Previous experiences that will be useful for
the project.
c. Knowledge – on how well you know the ins
and outs of the project.
d. Resources – access to financial concerns,
technologies, instruments, and time.
Weakness
Are negative internal factors that will make a
project difficult to succeed.
a. The abilities and skills needed.
b. The resources needed.
c. Contacts needed.
d. Limitations of the project.
Opportunities
Are positive external factors that serves as
catalysts to further enhance and/or support
the success of the project, opportunities are
out of control but can be identified, taken
advantage of, or created to make a positive
impact in the success of the project.
a. Identify the positive trend.
b. Accessible support.
c. Network for further exploration.
d. Trainings and/or technologies available
that can help the project.
Threats
Are negative external factors that serves as
obstacles in the success of the project.
Threats are identified so that the impact can
be minimized or better yet, eliminated.
a. The risks you have to take for the
implementation of the project.
b. The change in circumstances (whether
economically, politically, or even personally)
may affect the success of the project.
c. Obstacles that will be encountered prior,
during, and even after the implementation of
the project.
Benefits of SWOT to an “Individual”
a. You get to know more about yourself.
b. Gives you a clear direction towards your
goals.
c. You are able to envision a better career
path.
d. Gives you an understanding on the things
you need to improve on, acquire and develop
new knowledge and skills.
e. There is a call to action.
Benefits of SWOT to an “Organization
/ Corporation”
a. To stay true to its Mission-Vision-Values
b. To know if the organization / corporation is
able to achieve its goals and targets.
c. To identify areas for improvement.
d. To create more programs for the benefit of
the members of the organization /
corporation.
e. To evaluate and implement Key
Performance Indicators (KPIs) for the
continuous growth of the organization /
corporation.
Benefits of SWOT to a “Project
Proposal”
a. To envision if the project is doable or not.
b. To better understand the project proposal
wholistically.
c. To measure the effectivity of the project
proposal (on whether the project proposal
will align with the objectives set and be
successful).
d. To identify the things that needs
improvement (whether it has something to do
with the process or implementation to reach
the desired output).
e. To evaluate whether the project proposal
is aligned to the target community’s needs.
How to Conduct a SWOT Analysis?
a. Prepare 4 separate sheets of paper and
label each paper as Strengths / Weaknesses
/ Opportunities / Threats.
b. Assign a SWOT Facilitator (will lead the
group to a free-flowing discussion).
c. Set and state your goal in conducting a
SWOT Analysis (what is the purpose of your
SWOT)
d. Members of the group participates and
contributes in identifying the SWOT
accordingly.
e. After identifying the SWOT, members of
the group are encouraged to rank the items
listed in the order of importance. This will
help the group come-up with better action
plans.
SWOT Matrix
To further understand and appreciate
SWOT, let us discuss the so-called SWOT
Matrix. By using this matrix, we will be able
to create better action plans as it seeks to,
again, “maximize the strengths and
opportunities, and minimize the impact of
weaknesses and threats” in our project.
S – O this is about Leverage – using your
strengths to take advantage of the
opportunities.
S – T this is about Vulnerabilities – using
your strengths to minimize or eliminate the
threats.
W – O this is about Constraints – using the
opportunities to improve your weaknesses.
W – T this is about dealing with Problems
– creating strategies to minimize or eliminate
threats which reduces your weaknesses.

DO’s
a. Be Analytical and Specific.
b. List down all thoughts and ideas and
evaluate.
c. Think outside of the box.
d. Be ready and accept change/s.

DON’Ts
a. Disguise weaknesses.
b. Treat SWOT as a blame-laying exercise.
c. Make a list for the sake of having a list.
d. Ignore the outcome of the SWOT Analysis.

Community
Community as a network or informal
relationships between people connected with
each other by kinship, common interest,
geographical proximity, friendship,
occupation, or the giving and receiving of
services or various combination of theses.
Community is a “group of people with a
common characteristic or interest living
together within a larger society” or a “body of
persons or nations having a common history
or common social, economic, and political
interests.
The term Community describes the nature
of a particular series of connections between
individuals which binds them together into a
group. The coherency of the group will
depend on the number and strength of these
connections between individuals.
Talcott Parsons defined community as
collectivity the members of which share a
common territorial area as their base of
operation for daily activities.
According to Tonnies community is defined
as an organic natural kind of social group
whose members are bound together by the
sense of belonging, created out of everyday
contacts covering the whole range of human
activities. He has presented ideal-typical
pictures of the forms of social associations
contrasting the solidarity nature of the social
relations in the community with the large
scale and impersonal relations thought to
characterize industrializing societies.
Kingsley Davis defined it as the smallest
territorial group that can embrace all aspects
of social life.
Karl Mannheim community is any circle of
people who live together and belong together
in such a way that they do not share this or
that particular interest only but a whole set of
interests.
Some of the connections which bind
people together into a Community
a. A common Geographical Area
b. A common Interest
c. Ethnic Origin
d. Disability
e. Common Purpose
f. Consistency of Interaction
g. Common/Shared Values, Beliefs and
Outlook
h. Common Perception of Experience
Community as a Geographical
Concept
Robert E Park and Ernest W. Burgess
stated that community is the term which is
applied to societies and social groups where
they are considered from the point of view of
the geographical distribution of the
individuals and institutions of which they are
composed.
Mabel A Elliott and Francis E Merrill
defined that community has two related
aspects, the geographical and the
psychological. Geographically it may be
considered as a contiguous distribution of
people with their social institutions….
psychologically we may think of the
community in terms of the elements that
combine to make it a dynamic and living
entity.
Arthur E Morgan defined that a community
is an association of individuals and families
that plan and act in concert as organized unit
in meeting their common needs.
a. The community as a geographical concept
geographical distribution of the individual
and institution.
b. The community as a natural local area
characterized by equal stress on both
aspects.
c. Act together in order to provide for mutual
protection and welfare living in a contiguous
territory.
d. Participation in collective life which gives
unity to the population of a locality.
e. The community as a socially homogenous e. Mutual Support
area characterized by group interaction.
f. It stresses on consensus, identification, a
common way of life, shared interests and
values.

Difference between Community and

Elements of Community Society
a. Group of People Population is one of the most essential
characteristics of a community irrespective of
b. Definite Locality the consideration whether people have or do
c. Community Sentiment not have conscious relation. Population is
important but here the population is
d. Likeness conditioned by a feeling of oneness. Thus,
conscious relations are more important than
e. Permanency
the mere population for a society.
f. Neutrality
A Community by nature is discrete as
g. Size compared with society. By nature, and
character society is abstract.
h. Wider Ends
For Community area or locality is very
i. A Particular Name essential and that perhaps is the reason that
the community had a definite shape. Society
is area less and shapeless and for a society
Community Sentiment area is no consideration.
a. We Feeling A Community has comparatively narrow
scope of community sentiments and as such
b. Role Feeling
it cannot have wide heterogeneity.
c. Dependency Feeling
A Society has heterogeneity and because of
its wide scope and field can embrace people
having different conflicts.
Types of Community
The scope of community is narrow than that
a. Geographic Community of society because community came much
b. Community of Interest later than the society. Though the primitive
people might not have understood the
importance of community, but they realized
that of the society and lived in it.
Functions of Community
The Society has much wider scope as
a. Production – Distribution - Consumption compared with the Community.
b. Socialization In a Community every effort is made to
c. Social Control avoid differences or conflicts and to bring
likeness as nearly as possible because
d. Social Participation
cooperation and conflicts cannot exist in a
community.
In a Society likeness and conflict can exist
side by side and in fact the scope of society
is so vast that there is every possibility of
adjustment.
A Community cannot be self-sufficient
because of its limited scope and nature. It is
possible for a society to become self-
sufficient.
Community Social Work is a basic method
of social work which starts from problems
affecting individual or groups, the
responsibilities and resources of social work
departments and informal organizations, it
seeks to support, enable and formal and
informal relationships. (Barclay)
Community social work is about encouraging
people to discover their resources and
possibilities in order to work for positive
change in their community. People have the
right to participate in decision making
process that affecting them.
Social work with communities is a generalist
practice method that enables individuals and
groups to achieve a more desirable level of
life satisfaction as well as more effective
levels of adaptation.
Community Practice Approach
a. Social Action
b. Social Planning
c. Community Development
The means and ends of community social
work are not merely to provide people with
services and or resources, to make possible
the process of discovering and learning
together by which communal life is created.
a. It fights against poverty and social
exclusion.
b. It aims to include service users as full and
active citizen.
c. It challenges discrimination by race,
disability, age, religion, gender and sexual
orientation.
d. It is about people working together.
e. It promotes participation in decision
making and gives people more power.
f. It works for prevent problems.
g. It encourage people to learn skills and
knowledge and confidence through taking
actions.
h. It supports joint work. Action can range
from individual self-help to lobbying and
campaigning.
(Community, Needs of Community,
Institutions, Representatives, Process)
1.
a. Community as People
b. Community as Social System
2. Felt Needs
a. Community needs assessments.
b. Needs/problems can be identified by
understanding the community as a whole.
c. Particularly concerned with the needs of
those who have been disadvantaged or
oppressed through poverty, discrimination
on the basis of race, class, gender, age or
disability.
3. Formal and Informal institutions have been
working for fulfillment of needs of community
and providing services.
4. Community worker as community
development worker and community
organizer work as representative. They work
as guide, as enabler, as teacher, as
mediator, etc.
5. Social Work process or community work
process. By itself it cannot possible
substitute for wider processes of economic,
social, and political changes. But it has the
potential to contribute to such wider process
of changes and in relation to the
development of more preventive and more
participatory approaches to social work. The
process can promote more appropriate,
more coordinated and more democratically
accountable approaches to economic and
social planning, to meet social needs.
a. Community social work based on felt
needs.
b. Community social work based on
assumptions that people want to be free from
poverty and pain.
c It is assumed that people wish to have
freedom in controlling their own lives.
d. Peoples value has given due
consideration.
e. Self-help is the base of community social
work.
f. People are the greatest resources.
g. Community social work involves changes.
h. Making contact with individuals, groups
and organizations.
i. Developing a community profile, assessing
community resources and needs.
j. Developing a strategic analysis and
planning aims, objectives and targets.
k. Working productively with conflict, within
and between groups and organizations.
l. Working with individuals, including
counselling.
m. Managing resources, including staff, time
and budgets.
n. Supporting group and organizations in
obtaining resources.
o. Monitoring and evaluating progress and
the most effective uses of resources.
p. Collaborating and negotiating with other
agencies and professions.
Community Development
A process whereby the efforts of
Government are united with those of the
people to improve the social, cultural, and
economic conditions in communities.
“Community development is the participation
of people in a mutual learning experience
involving themselves, their local resources,
external change agents, and outside
resources. People cannot be developed.
They can only develop themselves by
participating in activities which affect their
wellbeing. People are not being developed
when they are herded like animals into new
ventures.” - Julius Nyerere, 1968
United Nation’s report states that:
“Community Development is the process
designed to create conditions of economic
and social progress for whole of community
development with its active participation and
fullest possible reliance on community
initiative.”
Background and Concept of
Community Development
Community Development seeks to
empower individuals and groups of people
by providing them with the skills they need to
effect change within their communities.
These skills are often created through the
formation of large social groups working for
a common agenda.
It is a broad term given to the practices of
civic leaders, activists, involved citizens and
professionals to improve various aspects of
communities, typically aiming to build
stronger and more resilient local
communities.
Community Development is a process
where community members come together
to take collective action and generate
solutions to common problems.
Community Development is a process
where community members come together
to take collective action and generate
solutions to common problems. Community
wellbeing (economic, social, environmental
and cultural) often evolves from this type of
collective action being taken at a grassroots
level.
Community Development is a grassroots
process by which communities:
a. Become more responsible.
b. Organize and plan together.
c. Develop healthy lifestyle options.
d. Empower themselves.
e. Reduce poverty and suffering.
f. Create employment and economic
opportunities.
g. Achieve social, economic, cultural, and
environmental goals.
Community Development Approach
Approaches to Community
Development
a. Community Capacity Building
b. Social Capital
c. Nonviolent Direct Action
d. Economic Development
e. Community Economic Development
f. Sustainable Development
g. Community-Driven Development (CDD)
h. Asset-Based Community Development
(ABCD)
i. Faith-Based Community Development
j. Community-Based Participatory Research
(CBPR)
k. Community Organizing
l. Participatory Planning
Community Development Projects
Community Development Projects are
aimed at strengthening local communities.
There are many different ways to develop
communities. Types of community
development projects include those aimed at
improving the safety of its members and
enhancing social and cultural performance in
the region.
Financing community development projects,
foundations, and local organizations can
motivate the community cities and villages
for the purpose of future growth and
development.
Types of Community Development
Projects
a. Decrease in Unemployment Rate
Projects
This assistance can be realized through
building job training centers for the
unemployed and helping adults in the
community find employment. To achieve this
goal, local companies can cooperate with
community organizations to hire displaced
workers. The programs provide job-related
training, job search assistance, and other
programs. Job placement programs that are
aimed at lowering an unemployment rate can
also involve educational programs that are
conducted at universities and colleges.
b. Homelessness Prevention Projects
Community programs aimed at
preventing homelessness in the
community can involve upgrading
facilities for homeless people, economic
empowerment for low-income families,
helping no-income families in gaining
access to public funding and receiving
help from the government.
c. Neighborhood Stabilization
Projects
A neighborhood stabilization programs
are dealing with foreclosures and home
abandonment. The local governments
can purchase foreclosed and abandoned
homes in the community region. The
thing is abandoned homes often become
centers of various crimes. Neighborhood
stabilization programs may demolish an
abandoned home or redevelop it for more
productive use. It helps in improving the
overall economic outlook.
d. Domestic violence community
projects.
Such projects provide relief to the victims of
abuse. The programs create and upgrade
facilities for domestic violence victims or offer
safe places for survivors of domestic
violence and their children. These programs
are also aimed at psychological support and
encouraging survivors of domestic violence.
The victims may also be provided with the
legal help and advise on the possible
methods of acting against the abuser.
e. Cultural development programs.
The cultural component of a community is
vital to its stable growth. By encouraging a
local cultural life, a village, town or city can
help enhance its reputation as a comfortable,
enjoyable place to live. Creating a local
chorus, city orchestra is an example of the
culture-based community development
programs.
f. Social Welfare Development and
Reform Project
This is a funding project to continue support
of the Pantawid Pamilya, the Philippines’
conditional cash transfer (CCT) program. It
ensures that health and education services
are used effectively for poor children.
Currently assisting more than four
million poor families and 11 million children,
Pantawid Pamilya’s objective is to provide
aid to poor and struggling households. Doing
so helps protect them from crises such as
economic issues and natural disasters, and
it reduces poverty numbers.
g. Flood Funding in Metro Manila
The Philippine government, with the help of
the World Bank and the Asian Infrastructure
Investment Bank, is creating a funding
project for the Metro Manila area, which is
the urban area that surrounds the
Philippines’ capital city, Manila.
Because of typhoon season, ranging from NSRC (National Service Reserve
June to October, flooding is a major problem Corps)
within the metro Manila area. In 2009,
Tropical Storm Ondoy (Ketsana) caused Title
damage equalling 2.7 percent of the entire
These guidelines shall be known and cited
economy. When flooding like this takes
as the Implementing Guidelines and
place, it is easy for people to fall back into
Procedures (IGP) on the Development,
poverty because of the strain it puts on their
Organization, Training, Administration,
economic situation.
Utilization, Mobilization, Operation,
Accreditation, Protecting and Funding of the
National Service Reserve Corps (NSRC).
Community Building
Purpose
According to media scholar, Henry Jenkins,
characteristics of a participatory culture These guidelines are hereby promulgated to
include the following: prescribe the procedures for the
development, Organization, Training,
a. Relatively low barriers to engagement. Administration, Utilization, Mobilization,
b. Strong support for sharing with others. Operation, Accreditation, Protecting and
Funding of the NSRC as provided for in the
c. Informal mentorship. above legal authority.
d. Participants believe their contributions
matter.
Definition of Terms
e. Not every participant must contribute
every time, but all must feel they are free to a. National Service Reserve Corps
contribute when they are ready and that what (NSRC)
they contribute will be appropriately valued.
An organization composed of graduates of
the Civic Welfare Training Service (CWTS)
and Literacy Training Service (LTSO
Community Practice components of the National Service Training
The activities of a community of practice are Program (NSTP) as mandated by Republic
dependent on an environment of mutual Act 9163 (NSTP Act of 2001).
respect and trust, which encourages a b. NSRC Reservist
willingness to:
A person who is graduate of the CWTS and
a. Share ideas. LTS components of the NTSP program and
b. Expose one’s knowledge gaps. designated an NSRC serial number.

c. Ask difficult questions. c. NSRC Reserve Group (NRG)

d. Listen carefully. The highest level of organization of NSRC

reservists composed of at least five (5) or
more NSRC Sections organized at the
provincial level and highly urbanized cities,
as well as in Higher Education Institutions
(HEls), and Technical-Vocational Education
and Training Institutions (TVETs).
d. NSRC Reserve Section (NRS)
A subordinate unit of the NSRC Reserve
Group composed of at least five (5) or more
teams.
e. NSRC Reserve iTeam (NRT)
A subordinate unit of the NSRC Reserve
Section composed at least eight (8) but not
more than twelve (12) members. Team
composition is discussed under Section 5
(Organization).
f. NSRC Reserve Unit (NRU)
A generic term which refers to any level or
size of NSRC organization.
g. School-Based NSRC Units (SBNU)
NSRC units established in different HEIs
under CHED and TVETs under TESDA.
h. Community-based NSRC Units
(CBNU)
NSRC units established in different localities
from the provincial down to barangay level.
i. NSRC National Directorate Center
(NNDC)
The office under OCD that has responsibility
over the development, organization, training,
administration, utilization, mobilization,
accreditation, and operation of the NSRC.
j. NSRC School Directorate Office
(NSDO)
The office established under the HEIs and
TVETs that has responsibility over the
development, organization, training,
administration, utilization, mobilization,
accreditation, and operation of the NSRC.
k. NSRC Community Directorate
Office (NCDO)
The office established under the LGU/Local
DRRMCs that has responsibility over the
development, organization, training,
administration, utilization, mobilization,
accreditation, and operation of the NSRC at
the community level.
l. Mobilization
In the context of NRSC organization for
DRRM, mobilization is the official act of
calling upon NSRC reservists and NSRC
units to report to their respective designated
mobilization centers and organized to
perform duty as disaster responders and
other DRRM tasks.
m. Accreditation
The process of determining the suitability
and capability of an individual or organization
to perform DRRM tasks, based on the criteria
and procedures to be issued by the OCD in
consultation with other concerned agencies,
offices, organization, and entities.
Responsibility
a. The Secretary of National Defense
(SND)
As Chairperson of the National Disaster Risk
Reduction and Management Council
(NDRRMC) thru Administrator, Office of Civil
defense shall exercise overall responsibility
on the development, organization, training,
administration, utilization, mobilization,
operation, accreditation, protection, and
funding of the NSRC.
b. The Chairperson, Commission on
Higher Education (CHED)
Thru the Higher Education and Institutions
(HEIs) shall be responsible for the issuance
of NSRC serial numbers to all graduates of
CWTS/LTS components of the NSTP and
the Development, Organization, Training,
Administration, Utilization, Mobilization,
Operation, Accreditation, Protection and
Funding of the School-Based NSRC
Reservists and Reservist Units in HEIs under
its jurisdiction.
c. The Director General, Technical
Education Services and Development
Authority (TESDA)
Thru the Technical-Vocational Education
and Training Institutions (TVETs) shall be
responsible for the issuance of NSRC serial
numbers to all graduates of CWTS/LTS
components of the NSTP and the
Development, Organization, Training,
Administration, Utilization, Mobilization,
Operation, Accreditation, Protection and
Funding of the School-Based NSRC
Reservists and Reservist Units in TVETs
under its jurisdiction. They may be tasked to
assist in the formulation or conduct of training
for skills needed in DRRM such as
Emergency Medical Services (EMS)
Trainings and other related services.
d. The Secretary, Department of the
Interior and Local Government (DILG)
Thru the Local Government Units (LGUs) /
Local Disaster Risk Reduction and
Management Councils (LDRRMCs) shall be
responsible for the Development,
Organization, Training, Administration,
Utilization, Mobilization, Operation,
Accreditation, Protection and Funding of the
Community-Based NSRC units from the
provincial down to the barangay level, and …
E. Other Member Agencies, Bureaus,
Offices, Entities of the NDRRMC
Shall be responsible for conducting
advocacy of volunteerism for DRRM and
shall actively support the organization of the
NSRC offices in their respective areas of
responsibilities and the implementation of its
programs and activities.
Mission
To provide a trained, motivated, and
organized manpower reserve that can be
tapped by the State for DRRM, civil welfare,
literacy, national emergency, environmental,
protection, and other similar endeavors in the
service of the nation.
Function
a. To assist in the disaster preparedness,
mitigation, response and rehabilitation
programs;
b. To serve as an auxiliary to the Disaster
Risk Reduction and Management Councils
(DRRMCs) response units;
c. To assist in the promotion of civic welfare
activities;
d. To assist in the implementation of literacy
programs;
e. To assist in socio-economic development;
f. To respond in case of mobilization for
national emergency;
g. To assist in environmental protection, and
h. To perform other similar endeavors as
directed by higher DRRM authorities.
Composition
The NSRC shall be composed of the
graduates of the Civil Welfare Training
Service (CWTS) and the Literacy Training
Service (LTS) components of the NSTP.
Organization
a. The NSRC National Directorate
Center (NNDC)
Shall be organized and established as an
organic unit under the OCD. The National
Director of the said Office shall be
responsible for the supervision and
monitoring of the implementation of NSRC
development, organization, training,
administration, utilization, mobilization,
accreditation, and protection of the National
Service Reserve Corps (NSRC) from the
National down to the Regional, Provincial
and Municipal level. It shall serve as
repository of all data pertaining to NSRC and
shall formulate the NSRC manual and
operating procedures for the full
implementation of the NSRC program as
provided for in this IGP and subsequent OCD
publications.
b. The NSRC School Directorate Office
(NSDO)
Shall be established in all HEIs/TVETs. The
NSDO shall be responsible for the
development, organization, training,
administration, and operationalization of the
school based NSRC. The NSRC School
Directorate Office will be placed under the
Office of the School President.
c. The NSRC Community Directorate
Office (NCDO)
Shall be organized under the local
government units/ local DRRMCs at the
provincial and municipal level. The
LGU/LDRRMC thru their respective NCDOs
shall be responsible for the development,
organization, training, administration,
utilization, mobilization, protection, funding,
and operation of the NSRC units.
d. Graduates of the CWTS and LTS
Components of the NSTP
Shall be organized into NSRC Reserve
Units. They shall be classified into two (2)
categories CBNRUs and SBRNus.
e. Community-Based NSRC Reservist
Units:
CBNRUs shall be organized at the
Barangay, Municipal City and Provincial
level. The membership shall come from
graduates of the CWTS and LTS
components of NSTP who are residents of
their respective localities. The concerned
LGUs thru the LDRRMCs, in coordination
with DILG and OCD, shall undertake the
organization of CBNRUs. The OCD thru the
Local DRRMCs shall issue the Activation
orders of the CBNRUs.
f. School-Based NSRC Reservist
Units:
HEIs under CHED and TVETs under TESDA
shall organize SBNRUs to be composed of
graduates of the CWTS and LTS
components of the NSTP who are still
enrolled in said institutions. The OCD thru
the HEIs and TVETs shall issue the
Activation orders of the SBNRUs. These
reserve units shall be placed under control of
the College/University Disaster Control
Group Chairperson for the conduct of
training and operations.
g. School-Based and Community-
Based NSRC Reserve Groups are
independent each other however,
All NSRC Reservists who graduated from
their respective tertiary courses and are
leaving their schools shall be reassigned to
CBNRUs that are organized in their
respective places of residences. Report on
the organization of SBNUs shall be
submitted by the HEIs/TVETs to
CHED/TESDA, through their Regional
Offices CHED / TESDA shall submit the
consolidated report of NSRC Reserve
Groups / Units organization to OCD.
h. The system for designation of
NSRC Reserve Unit names shall be
formulated by OCD.
It shall publish a unit designation list that
shall incorporate the following: NSRC
reserve group number; Name of
HEIs/TVETs; Barangay; Municipality; and
Province. The same shall be made known to
all concerned offices for the smooth
implementation of the same.
i. NSRC Reservist Serial Numbers.
The CHED and TESDA shall provide OCD
with a list of all NSTP graduates since the
NSTP Act was implemented in 2001. The list
of the NSTP graduates shall include but are
not limited the following Data: Complete
Name; Serial Number; Name of School; date
graduated from NSTP; present
residence/home address; present status as
student (If still in school). Every year
thereafter, it will submit the new list of
graduates not later than 30 days after the
graduation date of the NSTP CHED/TESDA
shall issue a block of serial numbers to each
HEI/TVET corresponding to the number of
NSTP students enrolled at the start of the
course. Respective schools/institutions shall
in turn designate the serial numbers to the
students alphabetically. Unused serial
numbers shall be returned to CHED/TESDA.
These serial numbers shall be reallocated for
the next school year. The OCD shall design
a system designation of NSRC Reserve
Groups Unit Names that shall incorporate the
following information cluster / Groups /
School / Barangay / Municipality / City /
Province / Region.
Administration of NSRC Reservist
Groups/Units
a. Maintain a centralized NSRC Reservist
database that shall include, among others,
the following information: Full name, date
and place of birth, serial number, name of
school, date graduated from NSTP, present
residence and address, present occupation
and specialty/skills. This database shall be
updated periodically. A mechanism for the
periodic update of the database shall be
provided by OCD in coordination with other
concerned government agencies.
b. Issue orders for assignment,
reassignment, designation, and awards of
NSRC reservists.
c. Formulate a system of morale and welfare
upliftment that will include but not limited to
the following. Awards, Ranks, Promotions,
Training/Schooling.
d. Formulate an NSRC reservist Career
Development System.
e. Registration: NSRC Reservist shall be
required to physically register in their
respective barangays of residence and shall
secure a barangay certification that he/she is
registered and accounted for Said
Certification shall be a requirement for
college/program graduation. The Barangay
shall issue said certificate free of charge to
the student. The barangay shall charge such
expenses to their respective calamity funds.
f. Accounting: NSRC Reservists shall be
accounted for during NSRC assembly test or
actual assembly during mobilization by their
respective LDRRMCs. Assembly tests shall
be held at least twice a year at the barangay
level.
Training
a. OCD shall provide a system for NSRC
individual reservist and unit training program
in line with the skills and experience required
for their utilization.
b. All NSRC reservists are required to
undergo periodic training to provide them the
advance and special training needed for their
respective skills requirement.
c. NSRC leadership training will be given to
selected NSRC reservists who will form the
core of NSRC leadership.
d. Specialized Training shall be given to the
Reservist to enhance their capability to
deliver the needed services.
e. A certification of special or advance
training shall be eligible for TESDA/CHED or
other concerned agencies equivalency
program for higher learning.
f. There shall be a mechanism to maintain a
roster of NSRC Reservists who will be
eligible applicants for the scholarship
programs other than those funded by the
national government.
g. The Community-Based NSRC reservists
will undergo training through the LDRRMCs
in coordination with their respective
RDRRMCs.
h. The HEIS under CHED and TVETs under
TESDA shall organize and conduct training
for the school based NSRCs in accordance
with the NSRC training system and
guidelines set forth by OCD.
i. The local government HEIs/CHED/TESDA
and other appropriate agencies/ organization
shall program trainings and allocate funds for
NSRC activities.
j. The OCD, CHED, TESDA, DILG thru the
HEIs, TVETs, LGUs/LDRRMs, accredited
NGOS and other concerned offices /
organizations shall organize and train core of
trainers among NSRCs in their schools,
offices and in the areas / localities.
Utilization
a. The NSRC reservists and units shall be
utilized in accordance to the PDRRM Act
of 2010 (R.A. 10121) and the NSTP Act of
2001 (R.A. 9163) which include but not
limited to the following:
✓ DRRM: Mitigation; Preparedness;
Prevention; Response; Relief and
rehabilitation;
✓ Environmental
Protection/preservation and
rehabilitation;
✓ Civil Welfare and Literacy Activities;
and
✓ Other tasks needed to address
emergencies/calamities/crises.
b. OCD shall prescribe the procedures
for the utilization of the NSRC Reservists
and units in coordination with
CHED/TESDA for school-based NSRCs
and with DILG and LGUs/LDRRMCs for
community-based NSRCs.
Mobilization
a. Mobilization of NSRC units shall be
undertaken by officials vested with
mobilization authority to muster NSRC
reservists to assemble in their designated
mobilization centers and organized by their
respective NSRC units to perform official
duty during disasters emergencies and other
DRRM purposes.
b. The Secretary of National Defense (SND),
as Chairperson of the National Disaster Risk
Reduction and Management Council
(NDRRMC) thru the Administrator, Office of
Civil Defense shall have the power to
mobilize NSRC reservist units for DRRM
purposes and other national emergency /
crisis situation.
c. The Chairperson of the LDRRMCs shall
have the power to mobilize the NSRC units
based in their respective localities for DRRM
response within their geographical
jurisdiction upon the declaration of a state of
calamity.
d. Mobilization and deployment of NSRC
units outside of the locality shall emanate
from ah higher authority as defined under
Section 15 of RA 10121.
e. Mobilized NSRC units shall be placed
under control of the concerned DRRMC.
f. School-based NSRC units, in case of
disaster, may be mobilized by the COD in
coordination with HEIs under CHED and
TVETs under TESDA provided that all NSRC
reservists who are mobilized are of legal age.
Mobilized school based NSRC units are
placed under their respective HEIs/TVETs
Disaster Control Group (DCG) and shall be
placed further under control and supervision
of the LDRRMC deployment.
g. The controlling school shall provide the
necessary administrative and logistics
requirement such as insurance, food and
other benefits covered under R.A. 10121. In
the event the school based NSRC unit is
deployed or utilized outside the immediate
vicinity of the school, The LDRRMC provide
additional logistics, protection, and insurance
requirements.
REPUBLIC ACT 10121
Section 3 (e) "Community-Based Disaster
Risk Reduction and Management" or
"CBDRRM" - a process of disaster risk
reduction and management in which at risk
communities are actively engaged in the
identification, analysis, treatment, monitoring
and evaluation of disaster risks in order to
reduce their vulnerabilities and enhance their
capacities, and where the people are at the
heart of decision-making and implementation
of disaster risk reduction and management
activities.
Section 12 Local Disaster Risk Reduction
and Management Office (LDRRMO). - (a)
There shall be established an LDRRMO in
every province, city and municipality, and a
Barangay Disaster Risk Reduction and
Management Committee (BDRRMC) in
every · barangay which shall be responsible
for setting the direction, development,
implementation and coordination of disaster
risk management programs within their
territorial jurisdiction.
Being part of the community and the forefront
of the affected areas, community members
should be part of all the processes of disaster
risk reduction management from mitigation
to response. This lesson aims to introduce
the learners to the approach and ensure the
Civil Society takes a pro-active stance on
inclusion.
Importance Of CBDRRM
a. Disaster Risk Reduction
Comprises all forms of relevant activities
from effective response to disasters,
structural and non-structural measures to
avoid or to limit adverse hazard effects.
b. Disaster Risk Reduction
Management
Is a systematic process of administrative
decisions, organizational and operational
skills and capacities to implement policies
and strategies and to facilitate the coping
capacities of a community or a society with
regard to the impacts of natural hazards and
related environmental and technological
disasters.
c. People capacities are used and built on
through their participation. Survivors are not
to be treated as passive recipients of aid.
d. Damage and needs assessment are
inclusive and should not only decided upon
by the external factors.
e. Damage and needs and capacity
assessment are done with people’s
participation with special consideration to
vulnerabilities such as but not limited to
gender, culture and age.
CBDRRM
a. Assistance include material aid, and
organizational/motivational aspects to
address root causes of vulnerabilities.
b. Community members participate in
decision making to prioritized needs.
c. DRRM is everybody’s responsibility.
Disaster agencies have supportive roles.
d. Goals is to reduce long-term
vulnerabilities and to increase people’s
capacities to better cope with disasters.
TOPDOWN APPROACH DRRM
a. Focused only on physical and material aid
and technical solutions.
b. Donors, studies, and relative statistics
decide victim needs and logical support.
c. Providing aid is only the responsibility of
disaster agencies.
d. The goal is to meet emergency needs to
bring things back to normal.
CBDRRM Process
a. Establishing a Process and
Building Rapport
Ensuring your LGU (Local Government
Units) and agencies are aware of the
CBDRRM process and appreciate its
importance in improving your communities’
DRR initiative. Aside from knowing the
process government entities should also
know your organization, you should be able
to build good relationships with them to
ensure mutual trust in reaching a common
goal.
b. Conduct both Participatory Risk
Assessment and DRRM Planning
DRRM Planning should always include all
sectors of society especially those most
vulnerable. Risk Assessment is a valuable
process that helps us understand existing
capacities and vulnerabilities of
communities. It will identify gaps and needs
of our communities which would help us in
formulating the plan.
c. Formation and Strengthening of
CBDRRM Organization
Mainstream CBDRRM in an organization. It
means putting in place workplace policies,
programs, and projects that will widen
your CBDRRM Portfolio.
d. Community Implementation,
Monitoring and Evaluation
The whole process of CBDRRM includes the
community. Community participation does
not end only at the planning stage, but the
community should also be included in the
implementation up until the evaluation of the
project.
This means you and your partners should
make the effort of organizing info-session,
discussions, listening sessions within your
community. It is also best to tap other
organizations to help you in monitoring
and evaluating the project.
e. Progressing Towards Safety and
Resilience
This process is about sustaining your efforts
and ensuring CBDRRM is an established
approach in your community. Safety and
resilience should be the ultimate goal of your
CBDRRM efforts and in line with the idea of
being able to build back better after every
disaster.
The Four (4) Areas of CBDRRM
CBDRRM is split into four thematic areas. To
help the organization it is better to aline the
program, project, and activities into the four
areas. A comprehensive CBDRRM plan
means that the four areas are equally
focused on and complemented not only
within the organization but in your
partnership projects.
Preparedness
Establish and strengthen capacities of
communities to anticipate, cope and recover
from the negative impacts of emergency
occurrences and disasters.
Recovery
Restore and improve facilities, livelihood and
living conditions and organizational
capacities of affected communities, reduced
disaster risks in accordance with “building
back and better” principle.
Emergency Response
Provide life preservation and meet the basic
subsistence needs of affected population
based on acceptable standards and inclusive
discussion during or immediately after a
disaster.
Mitigation and Prevention
Avoid hazards and mitigate their potential
impacts by reducing vulnerabilities and
exposure and enhancing capacities of
communities.
Quiz on NSRC
1. To provide a trained, motivated and
organized manpower reserve that can be
tapped by the state for DRRM, civil welfare,
literacy, national emergency, environmental,
protection, and other similar endeavors in the
service of the nation is the NSRC’s ______
ANSWER: Mission
2. The _____ shall be responsible for the
supervision and monitoring of the
implementation of NSRC development,
organization, training, administration,
utilization, mobilization, accreditation and
protection of the National Service Reserve
Corp (NSRC) from the National Down to the
Regional, Provincial, and Municipal level.
ANSWER: NSRC National Directorate
Center (NNDC)
3. NSRC reservists who will form the core of
NSRC leadership will be provided with the
NSRC leadership training.
ANSWER: True
8. Which of the following is NOT a function of
the NSRC?
ANSWER: To take part on the decision-
making process as part of the DNRRMC

4. Which of the following agencies shall bare 9. The NSRC reservists and units shall be
the overall responsibility on the utilized in accordance to the PDRRM Act of
development, organization, training, 2010 (R.A. 10121) and the NSTP Act of 2001
administration, utilization, mobilization, (R.A. 9163) which include the following
operation, accreditation, protection, and except:
funding of the NSRC.
ANSWER: Planning and decision –
ANSWER: DND through OCD making a call as to where and to whom
the resources should be given

5. Under Administration of NSRC Reservist

Groups/Units; the OCD shall perform the
following except
ANSWER: Provide Sponsorship and
scholarship to students
6. _____ shall be organized at the Barangay,
Municipal City and Provincial level. The
members shall come from graduates of the
CWTS and LTS components of NSTP who
are residents of their perspective localities.
ANSWER: Community-Based NSRC
Reservist Units
10. This is the process of determining the
suitability and capability of an individual or
organization to perform DRRM tasks, based
on the criteria and procedures to be issued
by the appropriate office in consultation with
concerned agencies, offices, organization
and entities.
ANSWER: Accreditation
11. This is the highest level of organization of
NSRC Reservists that is compose of at least
5 NSRC Section organized at the provincial
level or highly urbanized cities, as well as in
HEIs and TVETs.

7. This is the office established under the ANSWER: NSRC Reserve Group (NRG)
HEIs and TVETs that has responsibility over
the development, organization, training,
administration, utilization, mobilization, 12. Only NSTP Graduates of the non-military
accreditation and operation of the NSRC. component from HEIs and TVETs can be
NSRC reservists.
ANSWER: NSRC School Directorate
Office (NSDO) ANSWER: True
13. A subordinate unit of the NSRC Reserve
Section composed of at least eight but not
more than twelve members.
ANSWER: NSRC Reserve Team (NRT)
Management (RDRRM) Act of 2010,
provides that the NSRC is a member of the
National Disaster Risk Reduction and
Management Council (NDRRMC)
ANSWER: False

14. The Chairperson of the LDRRMCs shall

have the power to mobilize the NSRC units 20. _____ is the official act of calling upon
based in their respective localities for DRRM NSRC reservists and NSRC units to report to
response within their geographical their respective designated centers and
jurisdiction upon the declaration of a state of organized to perform duty as disaster
calamity. responders and other DRRM tasks.
ANSWER: True ANSWER: Mobilization

15. The School-Based NSRC Unit (SBNU)

and Community-Based NSRC Unit (SBNU)
are dependent on each other.
ANSWER: False

16. NSRC Reservist shall be required to

physically register in their respective
Barangays of residence and secure a
certification that he/she is accounted for.
ANSWER: True

17. Which of the following agencies is

responsible for the issuance of Serial
Numbers to NSRC Reservists.
ANSWER: CHED

18. Which of the following is NOT TRUE

about the NSRC.
ANSWER: The NSRC is composed of all
NSTP Graduates

19. RA 10121 otherwise known as the

Philippine Disaster Risk Reduction and