LESSON 1: ORIENTATION TO XAVIER Program Outcomes
UNIVERSITY – NATIONAL SERVICE TRAINING 1. Responsible Citizenship
PROGRAM Presentation
Xavier University Student Formation
CERAE
• Context – Magis - First Year
• Reflection – Cura Personalis – Second Year
• Expression – Faith that does Justice – Third Year
• Action – Finding God in All Things – Fourth/Fifth Yea
Three-Fold Thrust
• Academic Excellence
• Growth in Spiritual Life
• Commitment to a Life of Service
Ignatian Values and Principles
• Creation
• Indifference
• Magis
• Love is Expressed in Deeds and Not in Words
• Cura Personalis
• Tantum Quantum
• Non Multa Sed Multum
• Contemplative in Action
• Ad Majorem dei Gloriam
• Discernment
Attitudes of Person for Others
• Live More Simply
• No Unjust Profits
• Agents of Change
NSTP contributes to facilitating the fulfillment of the
Xavier University goal on global competitiveness,
allowing the “learners to successfully transition into
global citizens and avail of opportunities to actively
shape a just and peaceful world”
NSTP Framework
The National Service Training Program is the
formation program intended for first year college
students. This is a requirement for graduation and the
students are required to undergo the CHED mandated
modules namely: Republic ACT 9163, Citizenship
Training (including the Community, Gender, and
Development), Drug Education as Mental Illness),
Disaster Risk Reduction Management).
a. Civic Consciousness
b. Nationalism
c. Sense of Service
d. Care for our Common Home
e. Ignatian Leadership
Learning Outcomes
1. Demonstrate understanding of the NSTP Law, Xavier
Formation Program by participating in various NSTP
platforms or avenues
1.1 Demonstrate understanding of the Jesuit
Education values through articulation in
reflections and integrations.
To achieve learning outcomes, you are expected to:
a. Recognize the origin of Xavier University
b. Articulate the students’ mission vis-à-vis the
university’s
c. Make a plan of action of her/his way
contributing to his/her formation
d. Recall the description of the different
characteristics of Jesuit Education
e. Analyze the significance of each characteristic
to their growth as a person
f. Integrate into their daily lives the values and
principles brought about by the characteristics
g. Recall the basic knowledge on the fundamental
and principles of NSTP, its values and
appropriate attitudes
h. Recognize their duties and responsibilities as
students in nation building
2. Apply 12 Little Things in their daily life and perform
the duties & responsibilities of a good Filipino Citizen to
his/her own community
To achieve the learning outcomes, you are expected to:
a. Describe what good citizenship is.
b. Exercise good citizenship values to situations in
daily life
c. Abide by rules and regulations of the Philippines
d. Define what community is
e. Identify social issues and concerns related to
gender, environment, peace, human rights,
health and sanitation, education, national
security and governance
f. Apply social analysis tools in analyzing situations
affecting the marginalized sectors such as
women, children, youth and urban poor
3. Propose a disaster risk reduction management
(DRRM) plan for the community
To achieve the learning outcomes, you are expected to:
a. Recognize salient points of Republic ACT 10121
 b. Recognize the importance of DRRM
c. Asses risks of disaster
d. Demonstrate their roles in managing disasters
e. Prepare a kit according to disaster survival plan
4. Participate actively in drug education programs
To achieve the learning outcomes, you are expected to:
a. Explain the provisions of RA 9165
b. Describe the ill-effects of drug use
c. Apply web-chart analysis tool to the issue on
drug addiction
d. Make wise decisions against drug use
e. Undertake their roles in leading drug education
campaigns
History of NSTP
SPANISH YEARS
During the Spanish colonial years, there was a
training course similar to Reserve Officers' Training
Corps (ROTC), at the University of Santo Tomas
1912
• American Colonial Period
• ROTC in Philippines began when Philippine
Constabulary commenced with military
instruction at University of the Philippines
1935
• President Manuel L. Quezon
• Enacted Commonwealth Act No. 1 or the
National Defense Act- required all MALE citizens
to finish two (2) years of military training to
institutionalize the reservist system in the country's
national defense.
1939
 ROTC Units in schools (MQuezon)
 Executive Order No. 207 -"requiring the
establishment of ROTC Units in all colleges and
universities as a requisite recognition by the
government"
1942
 ROTC in World War II
 Product of ROTCproved their worth on the
battle (Japanese Occupation)
1967
 Post-war Training (FMarcos)
 Executive Order No. 59 (repealed EO 207,1939)
 -inclusion of ROTC course in the curricula
making it mandatory for all colleges and
universities"
1980
 President Ferdinand Marcos
 Issued Presidential Decree (PD) No. 1706 or the
National Service Law (NSL)
 "Compulsory national service for Filipino
citizens"
 specified three (3) categories of national
service:
a. Civic Welfare Service (CWS)
b. Law Enforcement Service (LES)
c. Military Service (MTS)
1986
• President Corazon Aquino
• Widespread protests and demand for review
of NSL provision
• Released Memorandum Order No. 11,
suspension of the implementation of NSL
(except the military component)
1994
• Expanded ROTC or the E-ROTC was
conceptualized
2001
• Year of high and intense protests of the
abolition of ROTC
Reasons:
- complaints on the content, conduct,
competence of its training staff and the
corruption that has been going for years
- death of Cadet Sergeant Major Mark Welson
Chua (University of Santo Tomas)
19 December 2001
- RA 9163 was passed by the House of the
Representatives and Senate of the
Republic of the Philippines
2002
• President Gloria Macapagal-Arroyo
• Signed RA 9163 or the National Service
Training Program Act of 2001 (23 January 2002)
• Implemented school year 2002-2003
HISTORY OF NSTP
 1912 - PH Constabulary commended with
Military instruction at UP
 1935 – Commonwealth Act No. 1 or National
Defense Act
 1980 – PD No. 1706 or the National Service Law
(NSL)
 1986 – Suspension of NSL
 1991 – RA 7077 or the Citizen Armed Forces of
the Philippines Reservist Act
 1994- Expanded ROTC Program
 2001 – Expose on the implementation of ROTC
 2002- RA 9163 or the NSTP Act of 2001
PROVISIONS OF RA: 9163
Title: National Service Training Program (NSTP) Act of
2001
Amends:
Sec. 16: Amendatory Clause
 Commonwealth Act No. 1 (Section 35)
 Executive Order No. 207 of 1939
 Presidential Decree No. 1706 (Sections
2 &3)
  Executive Order No. 207 of 1939 • -CHED Regional Offices, TESDA,
Presidential Decree No. 1706 (Sections 2 Provincial/District Offices and DND-AFP shall
&3) oversee and monitor implementation of NSTP

NATIONAL SERVICE RESERVE CORPS (NSRC)

Panlaáng Hukbo ng Pambansang Paglilingkod

BACKGROUND: Section 11 of RA 9163 specifically

provides creation of NSRC which composed of
graduates of the non-ROTC components. Members of
this Corps may be tapped for literacy and civic welfare
activities, through the joint efforts of DND, CHED and
TESDA.

MISSION: "To provide a trained and motivated

manpower pool that can be tapped by the State for civic
welfare, literacy and other similar endeavors in the
service of the nation."

Functions of NSRC
• To assist in the disaster preparedness, mitigation,
response and rehabilitation programs;
• To serve as an auxiliary to the Disaster Coordinating
Council (DCC) response units;
• To assist in the promotion of civic welfare activities;
• To assist in the implementation of the literacy
programs;
Non-military Programs of NSTP
• To assist in socio-economic development;
• To assist in environmental development;
Objectives of CWTS/LTS:
• To perform other similar endeavors.
• Strengthen the values and traits of the youth
• Improve youth's skills and knowledge of various
Two (2) Categories of NSRC Reserve Units
endeavors
a. SCHOOL-BASED NSRC RESERVISTS UNITS
• Develop youth's interest in community service
- non-ROTC components of the NSTP who are
• Make the youth responsible for peace and
still enrolled in the school
development to ensure harmony and growth in the
b. COMMUNITY-BASED NSRC RESERVISTS UNITS
Filipino communities
- composed of graduates of non-ROTC
Section 5: Coverage
components of the NSTP who are residents of
-Incoming freshmen students, male and female,
their respective localities (Barangay, Municipal,
starting SY 2002-2003
Provincial)
-Enrolled in baccalaureate or at least two (2)
year vocational
-Required or to associate courses complete one
(1) NSTP component of their choice as
graduation requirement
Section 6: Duration and Equivalent Course Unit
-Two (2) semesters / 54 to 90 training hours per
semester
-Three (3) units per semester
Section 10: Management of NSTP Components
-School authorities shall exercise academic and
administrative supervision of the different NSTP
components in their respective school
Section 10: Components
-School authorities shall exercise academic and
administrative supervision of the different NSTP
components in their respective school

LESSON 1: ORIENTATION TO XAVIER UNIVERSITY –
NATIONAL SERVICE TRAINING PROGRAM PDF
CONTEXT
Xavier University has a developmental
formation program for the students from first year to
fourth year college students. The National Service
Training Program (NSTP) is the formation program
intended for the 1st year college students.
The program is integrated into the student
formation framework of the university and the sessions
are anchored in the guiding principles of Republic Act
9163 and the mission-vision of Xavier University-Ateneo
de Cagayan. Learning of students should not only take
place in the classroom but also for them to actualize
what they have learned through actual community
engagements.
Students were already exposed to outreach
programs like feeding, donating, and packing relief
goods, and assisting in community activities and
projects. In their young age, they were given venues to
render service to others.
Objectives
a. Recall the basic knowledge on the
fundamental and principles of Civic Welfare Training
Service, Literacy Training Service, Reserve Officers’
Training Corps, military service, values and appropriate
attitudes
b. Distinguish the community service options on
Civic Welfare Training Service, Literacy Training Service
and Military Training Service
c. Recognize their duties and responsibilities as
students in nation building
EXPERIENCE
Input 1: Xavier University Social Formation
As a Jesuit University, Xavier takes heed of Fr,
Pedro Arrupe, SJ call:
“Today our prime educational objective must be
to form men and women for others; men and women
who live not for themselves but for God and his Christ…
men and women who cannot even conceive of love of
God which does not include love of the least of their
neighbors… men and women completely convinced that
love of God which does not issue in justice for people is
a farce.”
The Ignatian Pedagogical Paradigm (IPP)
formerly used as a guide for the studies of the Jesuits is
a teaching methodology that ensures “action” as a
manifestation of one’s reflection after a given
experience. The interplay of experience-reflection-
action is accompanied with an Ignatian value “cura
personalis” serves a guiding process among educators in
a Jesuit institution such as Xavier in facilitating in
becoming men and women for others. Doing the
Ateneo way.
Xavier has created the ladderized social formation
programs in order to ensure the fulfilment of “forming
men and women for others” articulated in the
curriculum in every year level. These social formation
programs are Freshmen Formation Program (FFP),
National Service Training Program (NSTP), and the
Service-Learning Program (SLP).
Xavier has created the ladderized social
formation programs in order to ensure the fulfilment of
“forming men and women for others” articulated in the
curriculum in every year level. These social formation
programs are Freshmen Formation Program (FFP),
National Service Training Program (NSTP), and the
Service-Learning Program (SLP).
The FFP is designed for the holistic formation of
the first-year students and transferees. It is an
introduction to Jesuit and Xavier education and a
preparation to college life. The FFP also introduces a
social exposure where students are exposed to
communities and institutions that respond to the
emergent development concerns to the signs of times.
Following the Republic Act 9163, the National
Service Training Program is anchored on the roles of the
youth in nation-building. Xavier provides the first-year
college students with opportunities to integrate with
the communities doing concrete community
engagements. Through NSTP, Xavier’s mission of
forming person for others as a manifestation of good
and responsive citizens among the students is
actualized
The Service-Learning Program (SLP) aims to
provide Xavier University students from various
academic disciplines with constructive and
transformative learning experiences. It is an
engagement with partner communities and institutions
that brings theoretical premise into proactive social
relevance.
Hence, the existence of these social formation
programs at Xavier University is a manifestation of what
a Jesuit institution should be. Jesuit Education contends
that our distinction is not to suggest “uniqueness” but
rather a description of “our way of proceeding” – our
way of life, the Ateneo way. It also contends that “the
success of Jesuit education is measured not in terms of
academic performance of students or professional
competence of teachers, but rather in terms of this
quality of life – a life lived “in service of others ‘for raise,
reverence and service of God’.” Indeed, Xavier’s slogan
of “forming men and women for other” is not only a
word of mouth but also in action framework making it
realistic and practical.
Input 2: Xavier University-National Service Training
Program (XU-NSTP)
Implementer
Xavier University has a developmental
formation program for the students from first year to
fourth year college students. The National Service
Training Program (NSTP) is the formation program
intended for the 1st year college students.
The program is integrated into the student
formation framework of the university and the sessions
are anchored in the guiding principles of the Republic
Act 9163 also known as the NSTP Law and the mission-
vision of the university. Thus, the learning of the
students in the classroom should be well manifested
through actual and concrete community engagements.
Xavier University facilitates the three (3) service
components of the National Service Training Program
namely: Civic Welfare Training Service (CWTS), Literacy
Training Service (LTS), and the Reserve Officers Training
Corps (ROTC). The CWTS refers to program component
or activities contributory to the general welfare and the
betterment of life for the members of the community of
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; the LTS
refers to the program component 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; and the ROTC refers to
the program component, institutionalized under Section
38 and 39 of RA 7077 designed to provide military
training to motivate, train, organize, and mobilize them
for national defense preparedness (Espiritu, et.al. 2012).
XU-NSTP regards these components as venues
for facilitating programs that will provide the students
more opportunities for community involvement that
can also actualize the University’s mission of forming
persons for others as a manifestation of being good and
responsive Filipino citizens. These are also venues for a
structured community service program that is
integrated into the educational curriculum as mandated
by law.
As one of the units under the Mission and
Ministry cluster, XU-NSTP underscores the formation of
the students through community services anchored to
its formation areas on Spiritual/Faith and Moral, Socio-
Cultural, and Mission and Service
Framework
The XU-NSTP is a one-year formative process
tailored to the capabilities of second year students.
Aimed at developing the student’s civic consciousness,
the program facilitates student’s formation, which takes
off from the Jesuit framework of weaving community
service into the threads of the academe. Parallel to the
classroom sessions are area work in the different
communities of Cagayan de Oro, which are directly
facilitated by the partner institutions of NSTP. XUNSTP’s
work is directed toward the formation of responsible
citizens through the three (3) elements of sustainable
development – on society, where the value of
leadership in community engagement is highlighted; on
economy, where the value for work and resources is
maximized; and on environment, where the value of
respect and care for sustainability of creation is
observed.
The mechanics of the program are designed to
create an impact on the communities by facilitating
activities for the communities such as Catechism,
Cultural Program, Political Education Program, Green
Campus Agenda (GCA), Traffic Education and
Enforcement, Information Education Campaigns (IEC) on
Basic Marine Ecology, Disaster Risk Reduction
Management and Solid Waste Management, Nursery
Establishment and Maintenance, Scouting Program,
Social Entrepreneurship Program, Sustainable Sanitation
Assistance, Tutorial Learning Program (Community-
based / School-based), Values Education, School
Gardening and Youth Savings.
The implementation of such projects shall
enrich the students’ sense of responsibility and shall
deepen their own analysis of the social situations as
they immerse themselves in the communities. It is the
goal of the program that they shall then view and
maximize their education as a tool to serve others.
At the outset, the partnership has a clear
orientation and a goal to mobilize the communities,
where the students would be fielded for work to
implement their own community development projects,
thereby giving their own share in the barangay
development processes. Such partnership will set a
learning example for students that a community whose
members work together can achieve much for its
development.
Approach
The XU-NSTP adopts the two-pronged
approach. This approach allows for the facilitation of
two formation processes: a) Classroom Sessions with
the corresponding Reflection Sessions, and b) Area
Work Experience. The ROTC, however, includes military
training. The classroom sessions focus on inputs
through lectures and activities in preparation for the
actual community work. The area work experience
focuses on the students’ actual community work by
doing concrete barangay development assistance.
 The program integrates the parallel processes
of classroom intervention and community integration.
The sessions/activities are inspired by the Ignatian
Pedagogical Paradigm’s “constant interplay of
experience, reflection, and action”. The concrete area
work experiences of the students are processed through
in-depth reflection sessions both in the classroom and
by themselves. They are mobilized to do action that is
“the work of the spirit of Christ”, embodying the call of
Jesuit Education.
Input 3: The Ideal XU-NSTP Graduate – Responsible
Citizens
The ideals of an XU-NSTP graduate have its
roots in the three-fold thrust of Xavier University on
formation – to produce XU graduates with competence,
conscience, and commitment. The formation in NSTP is
one of the primary encounters of a second-year
student, which would hopefully inspire the student to
maximize the formation offered by Xavier University as
he/she continues his/her education. In sum, an XU-NSTP
graduate has the following:
Nationalism which translates into a having basic
knowledge of what he/she is capable of and a deeper
understanding of him/herself as a person, an Atenean,
and a Filipino citizen who knows his/her role in society.
Nationalism, on the other hand, is a sense of nation
above all others and placing primary emphasis on
promotion of its culture and interests as opposed to
those of other nations or supranational groups.
Sense of Service which translates into a high
regard for his/her Ateneo education, and views this as a
tool for serving others especially the poor Thereafter, as
Flanagan and Levine (2010) articulated that the sense of
service refers to the civic engagement of young adults—
whether in the form of joining community groups,
volunteering to help neighbors, or leading grassroots
efforts to gain civil rights—is important to the health
and performance of democracy. It is also important for
personal growth and identity formation during the
transition to adulthood.
Trustworthiness which translates into a
conscientious care and concern for environment, being
a steward of God’s creation; The Good Citizenship refers
to membership, belonging, rights, and obligation
(Stevenson 2000); it is the willingness and opportunity
of a large proportion of citizens to participate in the
running of their social lives through groups and pressure
groups (Heater 2004); modern citizenship itself was
born of the nation – state in which certain rights and
obligations were allocated to individuals under its
authority (Isin, E. F., & Turner, B. S. 2002).
Principled Leadership which translates into
deep concern for others, love of country, a strong faith
in God, and a thought on what is for the common good
rather than the personal aggrandizement. This could
also be known as servant leadership, a theory which
was conceptualized by Robert Greenleaf (1977) which
states that servant – leader’s primary mission is to
serve: ‘it begins with the natural feeling that one wants
to serve, to serve first. Then, conscious choice brings
one to aspire to lead’. Greenleaf stated that leaders
aspire to lead first, rather than serve, do as a s result of
a need to achieve control, or power and personal gain
(Dennis, et al 2010)
EXPERIENCE
Input 1: History of NSTP 
Prior to National Service Training Program (NSTP) Act of
2001, several legal precedents have been enacted to
address the need of national defense, security, and
general welfare of the state. These includes:  
Commonwealth Act No. 1
For most Philippine military historians, real ROTC in the
Philippines did not start until 1912, when the Philippine
Constabulary started conducting military instruction at
the University of the Philippines. Thus, the first ROTC
unit in the country was established in the University of
the Philippines and instruction started on July 3, 1922.
Other institutions then formed their respective ROTC
units including National University, Ateneo de Manila,
Liceo de Manila, & Colegio de San Juan de Letran. These
units remained independent of each other until 1936,
when the Office of the Superintendent, ROTC Units,
Philippine Army, was activated to administer, supervise
and control, as well as to supply, all ROTC units that
existed throughout the country.
On December 21, 1935, Commonwealth Act No. 1,
otherwise known as the "National Defense Act of 1935”
enacted by the National Assembly of the Philippines on
21 December 1935 signed by Former President Manuel
L. Quezon.  , provided the legal basis for the conduct of
ROTC instruction in the country and provided a purpose
to create an Independent Philippine Military. As further
supported with Executive Order (EO) 207, S. 1939, it
states that “all colleges and universities and similar
institutions of learning having a total enrolment of one
hundred students or more, upon proper receipt of
notification from the Chief of Staff, Philippine Army,
shall include a course of military instruction, commonly
known as ROTC Course as a compulsory portion of their
respective curricula for all physically fit male citizens of
undergraduate status, and shall faithfully conduct the
course in accordance with the policies and regulations
approved by the President of the Philippines.” In the
year 1941 around 33 colleges and universities
nationwide was able to maintained ROTC units.
However, with the onset of World War II, all units were
closed.
National Defense Act of 1935 stipulates the obligation
to undergo military training which shall begin with
youth in school, commencing at the age of ten (10)
years until he shall reach the age of twenty-one (21)
years when he shall become subject to service with the
colors. If at eighteen to twenty-one years of age the
youth is not attending any school or college, he shall
enter the Junior Reserve subject to the exemptions
prescribed in section eighty-seven of this Act. This
training prior to service shall be termed "Preparatory
Military Training”. It mandates “all able-bodied male
citizens between the ages of twenty (20) years and fifty-
one (51) years, both inclusive, except those specifically
exempted” for obligatory military service.
(Commonwealth Act No. 1 | GOVPH, 1935)
Presidential Decree No. 1706
Commonwealth Act No. 1 known as National Defense
Act of 1935 was then amended by President Ferdinand
Marcos on 8 August 1980 with Presidential Decree (PD)
No. 1706 otherwise known as the National Service Law.
The law made National Service compulsory to Filipino
citizens to any of the three (3) categories of national
service: civic welfare service; law enforcement service;
and military service. Terms referred to Commonwealth
Act 1 was also amended in PD 1706 such as: from
“military service” to “national service” and from
“military training” to “training to national service”.
Republic Act 7077
In June 27, 1991, Republic Act 7077 otherwise known as
the Citizen Armed Forces or Armed Forces of the
Philippines Reservist Act was enacted into law. It
provided for the organization, administration, training,
maintenance, and utilization of the citizen armed force
or the armed forces of the Philippines and for other
purposes. It mandated the establishment of the Reserve
Officers’ Training Corps Units in schools.  service components: Civic Welfare Training Service,
Reserve Officers’ Training Corps (ROTC) was
implemented on the following basis:  2002-2003. The passage of Republic Act No. 9163
1. Section 4, Article II of the 1987 Philippine
Constitution which states that “The prime duty
of the Government is to serve and protect the
people. The Government may call upon the
people to defend the State and, in the
fulfillment thereof, all citizens may be required,
under conditions provided by law, to render
personal, military or civil service;” and  Officers' Training Corps (ROTC) program, the House of
2. Presidential Decree No. 1706 otherwise known
as the National Service Law which provided for
compulsory National Service for Filipino
Citizens.  institutionalize, develop, train, organize and administer
 
In 1995, an expanded ROTC was conceptualized. When
the Implementing Rules and Regulations (IRR) of RA
7077 were promulgated the voluntary nature of ROTC
was integrated.  All baccalaureate students were
required to enroll in the military training service
component of the Expanded ROTC but after completing
the two (2) semesters of Military Training Service (MTS),
the student was given the choice to continue and attend
another two (2) Semesters of MTS or two (2) semesters
each of Law Enforcement Service (LES) and Civic
Welfare Service (CWS) to Qualify for graduation in their
respective Baccalaureate Courses.
Republic Act 9163
In 2001, discontent over the implementation of ROTC
has reached its peak. Various demonstrations were
staged due to complaints about its content, conduct,
competence of its training staff and the corruption that
has been going for years. The school administrators
especially the students did not find its relevance
anymore. Protests for the abolition of ROTC became
high and intense when Cadet Sergeant Major Mark
Welson Chua was brutally murdered, allegedly by
members of the University of Santo Tomas (UST) ROTCU
training staff. He was reported to have been abducted
and, three days later, his corpse was found in a river
beside the Jones Bridge in Escolta. Three years later, his
fellow cadet was found guilty and sentenced to death
by the Manila Regional Trial Court.  
Various bills were proposed in response to the protests.
With the urgent need to have a new ROTC law. In 2002,
Republic Act No. 9163 established the National Service
Training Program for tertiary level students passed by
the House of Representatives and the Senate of the
Republic of the Philippines on December 19, 2001 and
was approved by President Gloria Macapagal-Arroyo on
January 23, 2002. It provided all students with three (3)
Literacy Training Service, Reserve Officers’ Training
Corps. Its implementation started in the School Year
amended: Commonwealth Act No. 1, P.D. 1706 and R.A
7077.  
House Bill (HB) 8961
The attempt to reinstate the mandatory Reserve
Representatives approved on third and final reading
House Bill No. 8961 or the proposed “Reserve Officers’
Training Corps (ROTC) Act,” which seeks to
basic ROTC in Grades 11 and 12 in all public and private
educational institutions.
According to Rappler’s report, “the bill has a long way to
go, however, as its Senate version remains pending at
the committee level. It would have to go through
successful 2nd and 3rd readings in the upper chamber
before President Rodrigo Duterte may sign it into law.”
Republic Act 9163 (Refer on the provided copy of the
law)
coordination with DILG, DSWD and other
concerned agencies/associations.
 Certificate of Completion with corresponding
serial number issued by CHED, TESDA or DND,
shall be awarded to students who have
successfully complied with the program
requirements.

The Philippine Congress crafted a new version of E-

ROTC in January 2002. Representative Harlin Abayon
sponsored House Bill 3593 while the late Senator
Renato Cayetano sponsored Senate Bill 1824. Both bills
had been consolidated into the new law known as the
Republic Act 9163 or the National Service Training
Program (NSTP). Former President Gloria Macapagal-
Arroyo signed it on January 23, 2002.   

Republic Act 9163 and the NSTP Implementing Rules

and Regulations (IRR) emphasized that it aims at
enhancing civic consciousness and defense
preparedness of the youth by Developing the ethics of
service and patriotism while undergoing training in any
of the three (3) components that are specifically
designed to enhance the youth’s active contribution to
the general welfare will be more significant and
productive to their leadership and social participation.
The three components are Literacy Training Service
(LTS), Civic Welfare Training Service (CWTS) and the
Reserve Officers’ Training Corps (ROTC).

Input 2: Salient Features of the Revised Implementing

Rules and Regulations (IRR) of the NSTP

 The Program of Study (syllabus) and enrollment

forms shall bear the “NSTP” without stating
therein the three components. There shall be
an orientation for all NSTP enrollees to be
jointly conducted by the ROTC, CWTS, and LTS
coordinators/implementers. Students enrolled
in the first semester of the freshmen year shall
be made to undergo a common module phase
for 25 hours training period. Subjects covered
are: citizenship training; drug addiction; disaster
awareness, preparedness and management;
environmental protection; and other national
security concerns. Upon completion of the
common module phase, the student must select
the specific NSTP service component that s/he
will pursue.
 Earned NSTP units shall not be included in the
computation of Grade Point Average (GPA)
grades of college graduating students.
 Graduates of the non-ROTC components of the
NSTP shall belong to the National Service
Reserve Corps (NSRC) and could be tapped by
the state for literacy and civic welfare activities,
especially in times of calamities through the
joint efforts of DND, CHED and TESDA, in