The National Service Training Program (NSTP):

How it Came to Be

January 23, 2002 will be reckoned with in Philippine history as the birthdate of the long sought response to the clamor
of parents, students, and other people in the academe for reforms in the Reserve Officers', Training Corps (ROTC)
program, Republic Act 9163 creating the National Service Training Program (NSTP) which takes effect in SY 2002-2003
is, indeed, a landmark legislation, superseding at least three laws in a span of 65 years.

How did the NSTP evolve?

Commonwealth Act No. 1, otherwise known as the National Defense Act, penned on December 21, 1935, provided
the first legal basis for national defense training among students Section 35 of the law, as amended, provides for the
establishment and maintenance of ROTC units in such colleges and universities as the President may designate as well
as for the compulsory pursuit by every physically fit student of a course on military instruction designed to qualify him
as third lieutenant (then as second lieutenant as stipulated in section 4 (c) of Republic Act 291) of the reserve corps.
The student was to be permitted to choose the arm or service in which he wished to train, insofar as might be
practicable.

It took 45 years before another law on ROTC was passed but which would introduce some modifications of the
program. Presidential Decree 1706, better known as the National Service Law, was the first specific measure toward
alternative services, such as non-military options, in the ROTC program. The legislation, which was passed on
AAugust8, 1980, recognizes "the citizens of our country, particularly the youth, as the most valuable resource of our
nation" and, therefore, "need to be motivated, trained, developed, organized, mobilized, and utilized in regard to their
responsibilities as citizens particularly their commitment to civic welfare, their respect for the law and lawfully
constituted authorities and the fulfillment of their military or civil obligations." In effect, it provided for an obligatory
national service for all Filipino citizens to consist of civic welfare service, law enforcement service and military service.
Such service was to be credited for the purpose of fulfilling educational requirements established by law

For one reason or another, the law did not see full implementation.

Batas Pambansa Bilang 232, also called the Education Act of 1982, reiterates that it is the duty and responsibility of
students to "participate actively in civic affairs and be involved in the promotion of the general welfare particularly in
the social, economic and cultural development of the community and in the attainment of a just, compassionate and
orderly society." This law, together with PD 1706, is the precursor of the expanded ROTC program.

With the ratification of the Philippine Constitution of 1987, a stronger legal basis for a non-traditional ROTC program
was born. Article II, Section 4 of the fundamental law 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."
The passage of Republic Act 7077, the AFP Reservist Act of 1991, added flesh to the innovative skeletal framework
created by the 1987 Constitution even as it maintains relevant provisions of PD 1706. Section 38 of the law provides
for mandatory military training for students enrolled in colleges, universities and similar institutions of learning.
Section 63 specifies the need for reservists to render either civic auxiliary service such as helping maintain law and
order, assisting in rescue and relief operations, participating in socioeconomic development projects, delivery of health
services, or military auxiliary service like services rendered in meeting local insurgency.

The implementing rules and regulations of the law spelled out the following composition of the ROTC program:

First curriculum year Basic military subjects

Second curriculum year Any of the following components:

-Military Training Service (MTS)

- Civic Welfare Service (CWS)

-Law Enforcement Service (LES)

With RA 7077, the Expanded ROTC Program was born. Some constraints, barred its full implementation. RA 9163 is an
aggressive measure toward making the former military service program relevant to the changed needs of the present
century.

HISTORY AND LEGAL BASIS OF THE NATIONAL SERVICE

TRAINING PROGRAM ACT 2001 AND VIP-CWS

- R. A. 9163

- PHILIPPINE CONSITIUTION 1987

- CHED MEMOS

-NDCC MEMO 2002

History and legal Basis Related to the National Service Training Program Act 2001

Art II Sec. 4. 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

Sec. 5. The maintenance of peace and order: the protection of life, liberty, and property. and the promotion of the
general welfare are essential for the enjoyment by all the people of the blessings of democracy.

Sec. 9. The State shall promote a just and dynamic social order that will ensure the prosperity and independence of
the nation and free the people from poverty through policies that provide adequate social services, promote full
employment, a rising standard of living, and an improved quality of life for all.

Sec. 12. The State recognizes the sanctity of family life and shall protect and strengthen the family as a basic
autonomous social institution. It shall equally protect the life of the mother and the life of the unborn from conception.
The natural and primary right and duty of parents in the rearing of the youth for civic efficiency and the development
of moral character shall receive the support of the Government
Sec.13. The State recognizes the vital role of the youth in nation-building and promote and protect their physical,
moral spiritual, intellectual, and Social well-being. It shall inculcate in the youth patriotism and nationalism, and
encourage their involvement in public and shall civic affairs.

Sec. 14. The State recognizes the role of women in nation-building, and shall ensure the fundamental equality before
the law of women and men. Sec. 15. The State shall protect and promote the right to health and instill health
consciousness among them.

Sec. 16. The State shall protect and advance the right of the people to a balanced and healthful ecology in accord with
the rhythm and harmony of nature. Sec.17. The State shall give priority to education, science and technology, arts,
culture, and sports to foster patriotism and nationalism, accelerate social progress, and promote total human
liberation and development.

Sec.20. The State recognizes the indispensable role of the private sector, encourage private enterprise, and provides
incentives to needed investments.

Sec.21, The State shall promote comprehensive rural development and agrarian reform Sec.23. The State shall
encourage non-governmental community-based, or sectoral organization that promote the welfare of the nation.

The National Service Training Program Act-Republic Act No. 9163

AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM (NSTP) FOR TERITARY LEVEL STUDENTS,
AMENDING FOR THE PURPOSE OF REPUBLIC ACT NO 7077 AND PRESIDENTAL DECREE NO 1706, AND FOR OTHER
PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: SECTION 1 Short
Title- This Act be known as the "National Service Training Program (NSTP) Act of 2001,"

SECTION 2. Declaration of Policy, It is hereby affirmed that the prime duty of the government to serve and
protect its citizens. In turn it shall be the responsibility of all citizens to defend the security of the State and fulfillment
thereof, the government may require each citizen to render personal, military or civil service. Recognizing the youth's
vital role in nation building, the State shall promote civic consciousness among the youth and shall develop their
physical, moral, spiritual, intellectual and social well-being, it shall inculcate in the youth patriotism, nationalism, and
advance their involvement in public and civic affairs. In pursuit of these goals, the youth, the most valuable resource
of the nation, shall be motivated, trained, organized and mobilized in military training, literacy, civic welfare and other
similar endeavor in the service of the nation.

SECTION 3. Definition of Terms - For purposes of this Act the following are hereby defined as follows:

a) "National Service Training Program (NSTP) is a program aimed at enhancing vic consciousness and defense
preparedness in the youth by developing the ethics of service and patriotism while undergoing training in any
of its three (3) program components. Its various components are specially designed to enhance the youth's
active contribution to the general welfare.

b) Reserve Officers' Training Corps (ROTC) is a program institutionalized under Sections 38 and 39 of Republic
Act 7077 designed to provide military training to tertiary level students in order to motivate, train, organize
and mobilized them for national defense preparedness.

c) "Literacy Training Service: is a program designed to train students to become teachers of literacy and
numeracy skills to school children, out of school youth, and other segments of society in need of their service.
 d) "Civic Welfare Training Service" refers to programs of activities contributory to the general welfare and the
betterment of life for the members of the community or the enhancement facilities, especially those devoted
to improving health, education, environment entrepreneurship, safety, recreation and morals of the
citizenship.
e) "Program component shall refer to the service components of the NSTP as enumerated in Section 4 of this
Act.

SECTION 4. Establishment of the National Service Training Program – This is hereby established a National
Service Training Program (NSTP), which shall form part of the curricula of all baccalaureate degree courses and of at
least two (2) – year technical – vocational courses and is a requisite for graduation consisting of the following service
components:

1) The Reserve Officers’ Training Corps (ROTC), which is hereby made optional and voluntary upon the affectivity
of this Act;
2) The Literacy Training Service; and
3) The Civic Welfare Training Service

The ROTC under the NSTP shall instill patriotism, moral, virtues, respect for rights of civilians, and adherence to the
Constitution, among others. Citizenship training shall be given emphasis in all three (3) program components. The
Commission on Higher Education (CHED) and Technical Education and Skills Development Authority (TESDA). In
consultation with the Department of National Defense (DND), Philippine Association of State Universities and Colleges
9PASUC), Coordinating Council of Private Educational Associations (COCOPEA) and other concerned government
agencies may design and implement such other program components as may be necessary in consonance with the
provisions of the Act.

SECTION 5. Coverage Students, male and female, of any baccalaureate degree course or at two (2) year
technical-vocational courses in public and privates educational institutions shall be required to complete one (1) of
the NSTP components as requisite for graduation.

SECTION 6. Duration and Equivalent Course Unit - Each of the aforementioned NSTP, a one (1) summer
program may be designed, formulated and adopted by the DND, CHED and TESDA

SECTION 7. NSTP Offering in Higher and Technical-Vocational Educational Institutions -All higher and technical-
vocational institutions, public and private, must offer at least one of the program components. Provided, that State
Universities and Colleges shall offer the ROTC component and at least one other component as provided herein:
Provided, further, that private higher and technical-vocational education institutions may also offer the ROTC if they
have at least three hundred and fifty (350) cadet students. In offering the NSTP whether during the semestral or
summer periods, clustering of affected students from different educational institutions may done, taking into account
logistics, branch of service and geographical considerations. Schools that do not meet the required number of students
to cross-enroll to other schools irrespective of whether or not the NSTP components in said schools are being
administered by the same or another branch of service of the Armed Forces of the Philippines (AFP), CHIEF and TESDA
to which schools are identified.

SECTION 8. Fees and Incentives - Higher technical vocational institutions shall not collect any fee for any of
the NSTP components except basic tuition fees, which shall be more than fifty per cent (50%) of which is currently
charged by schools per unit. In the case of the ROTC, the DND shall formulate and adopt a program of assistance
and/or incentive to those students who will take the said component. The school authorities concerned, CHED and
TESDA shall ensure that group insurance for health and accident shall be provided for students enrolled in any of the
NSTP components.
 SECTION 9. Scholarship - There is hereby created Special Scholarship Program for qualified students taking the
NSTP which shall be administered by the CHED and TESDA Funds for this purpose shall be included in the annual regular
appropriations of the CHED and TESDA

SECTION 10. Management of the NSTP Components The school authorities shall exercise academic and
administrative supervision over the design, formulation, adoption and implementation of the different NSTP
components in their respective schools: Provided. That in case CHED- or TESDA-accredited, non-government
organization (NGO) has been contracted to formulate and administer a training module for any of the NSTP
components, such academic and administrative supervision shall be exercised jointly with that accredited NGO.
Provided, further, that such training module shall be accredited by the CHED and TESDA The CHED and TESDA regional
offices shall oversee and monitor the implementation of the NSTP under their jurisdiction to determine if the training
are being conducted in consonance with the objectives of the Act, Periodic reports shall be submitted to the CHED and
TESDA The CHED and TESDA regional offices shall oversee and monitor the implementation of the NSTP under their
jurisdiction to determine if the training are being conducted in consonance with the objectives of the Act. Periodic
reports shall be submitted to the CHED, TESDA and DND in this regard.

SECTION 11. Creation of the National Service Reserve Corps This is hereby created a National Service Reserve
Corps, to be composed of the graduates of the non-ROTC components Members of this Corps may be tapped by the
State for literacy and civic welfare activities through the joint effort of DND, CHED and TESDA Graduates of the ROTC
shall form part of the Citizens Armed Force, pursuant to Republic Act No. 7077.

SECTION 12. Implementing Rules - The DND. CHED and TESDA shall have the joint responsibility for the
adoption of the implementing rules of this Act within sixty (80) days from the approval of this Act. These three (3)
agencies shall consult with other concerned government agencies, the PASUC and COCOPEA, NGOs and recognized
student organizations in drafting the implementing rules. The Implementing rules shall include guidelines for the
adoption of the appropriate curriculum for each of the NSTP components as well as for the accreditation of the same.

SECTION 13. Transitory Provisions - Students who have yet to complete the Basic ROTC except those falling
under Section 14 of this Act, may either continue in the program component they are currently enrolled or shift to any
of the other program components of their choice. Provided. That in case he shifts to another program component, the
Basic ROTC Courses he has completed shall be counted for the purpose of completing the NSTP requirement: Provided
further, that once he has shifted to another program component he shall complete the NSTP in that component.

SECTION 14. Suspension of ROTC Requirement-The completion of ROTC training as a requisite for graduation
is hereby set aside for these scents who despite completing all their academic units as of the affectivity of this Act
have not been allowed to graduate.

SECTION 15. Separability clause if any section or pron of this Act shall be declared unconstitutional or invalid,
the other sections or provisions not affected thereby shall remain in full force and effect.

SECTION 16. Amendatory Clauss-Section 35 of Commonwealth Act No. 1. Executive Order No. 207 of 1939,
Section 2 and 3 of Presidential Decree No. 1706, and Sections 38 and 39 of Republic Act No. 7077, as well as all laws,
decrees: onders, rules and regulations and other issuances inconsistent with the provisions of this At by deemed
mondeo and modified accordingly

SECTION 17. Effectivity - This Act shall take effect futeen (15) days after its publication in two (2) newspaper
of national circulation, but the implementation of this Act shall commence in the school year 2002-2003,

Approved:

(SGD) FRANKLIN M. DRILON (SGD) JOSE DE VENECIA IR.

President of the Senate Speaker of the House of Representatives

This Act which is a consolidated of HB No. 3593 and S.B. No. 1824 was finally passed by the House of Representatives
and the Senate on December 19,2002.
(SGD) OSCAR G. YABES (SGD) ROBERTO P. NAZARENO

Secretary of the Senate Secretary General

House of Representatives

Approved: January 23, 2002

(SGD) GLORIA MACAPAGAL ARROYO

President of the Philippines

GUIDELINES FOR THE ESTABLISHMENT OF THE NATIONAL SERVICE RESERVE CORPS (NSRC)

A. Background

Section 11 of RA 9163 or the National Service Training Program Act of 2001, specifically provides for the creation of a
National Service Reserve Corps (NSRC), composed of graduates of the non-ROTC Components: the Civic Welfare
Training Service (CWTS) and Literacy Training Service (LTS). Members of this Corps maybe tapped by the State for
literacy and civic welfare activities, through the joint efforts of DND, CHED and TESDA.

B. The National Service Reserve Corps (NSRC)

1. Mission. To provide a trained and motivated manpower pool that can he tapped by the state for civic welfare,
literacy and other similar endeavors in the service of the nation.

2. Functions

a. To assist in the disaster preparedness, mitigation, response and rehabilitation programs;

b. To serve as an auxiliary to the Disaster Coordinating Council (DCC) 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 assist in environmental protection; and

g. To perform other similar endeavors.

3. Composition. The NSRC shall be composed of the graduates of the Civic Welfare Training Service (CWTS) and
Literacy Training Service (LTS) components of the NSTP.

4. Organization. The NSRC is organized under the umbrella of the National Disaster Coordinating Council (NDCC). It
shall have a national, regional, provincial and city/municipal level of organization parallel to the Disaster Coordinating
Council (DCC) structures at all levels. The DCC centers shall serve as the headquarters of the NSRC at respective level
of organization. Its National Center shall be based at the NDCC Disaster Preparedness Center, Camp General Emilio
Aguinaldo, Quezon City. A Secretariat at all levels shall be organized and composed of representatives from CHED and
TESDA

5. Inter-Agency Relationship of the NSRC Concerned Agencies

NDCC (DND-OCD) CHED and TESDA

RDCC (DND-OCD RC’s) CHED Ros and TESDA ROs

PDCC/MDCC
HEIs and TESDA PO
CDCC/BDCC

TESDA Schools

RDCC - Regional Disaster Coordinating Council

PDCC - Provincial Disaster Coordinating Council

CDCC - City Disaster Coordinating Council

MDCC - Municipal Disaster Coordinating Council

BDCC - Barangay District Coordinating Council

CHEDRO - CHED Regional Office

TESDA RO - TESDA Regional Office

TESDA PO - TESDA Provincial Office

HEI - Higher Education Institution

6. Duties and Responsibilities

a. NDCC through DND:

(1) Shall act as the lead agency in the administration, training, organization, development, maintenance and
utilization of the registered NSRC members:

(2) Maintain an official masterlist of registered NSRC members

(3) Coordinate with concerned agencies for the efficient and proper administration. training, organization,
development, maintenance and utilization of NSRC members
(4) Conduct performance assessment of NSRC members mobilized for the purpose and furnish the three (3)
implementing agencies results thereof;

(5) Formulate specific guidelines for the administration, training, organization development, maintenance and
utilization of the NSRC members; and

(6) Do related world.

b. CHED/TESDA

1. Central Offices

(a) Provide Secretariat services for the NSRC,

(b) CWTS and LTS graduates per school year

(c) Submit official national masterlist of registered NSRC members corresponding centrally-determined serial
numbers to NDCC through DND with per school year:

(d) Assist in the administration, training, organization, development, maintenance and utilization of the NSRC
members; (e) Coordinate with NDCC through DND regarding NSRC concerns and activities; and

(f) Do related work.

2. Regional Offices

(a) Prepare consolidated Regional list of CWTS and LTS graduates from HEIs and in the case of TESDA from the
Provincial Office to the schools, for submission to CHED TESDA Central Offices;

(b) Coordinate with RDCC (OCD RCs) on matters relative to NSRC concerns;

(c) Maintain a Directory of CWIS and LTS graduates for reference:

(d) Prepare reports as maybe required; and (e) Do related work.

3. Higher Education Institution (HER), TESDA Provincial Offices and Schools

(a) Prepare and submit a certified masterlist with complete addresses and contact numbers, of CWTS and LTS
graduates to respective Regional Offices. IN the case of TESDA, the same shall be submitted through its Provincial
Offices;

(b) Provide information on CWTS and LTS graduates as may be officially requested by authorized concerned
agencies:

(c) Coordinate with PDCC CDCC/MDCC/BDCC. as the case may be, on matters relative to NSRC: and

(d) Do related work. NSRC Members: 4.

(e) Report to the call of NSRC for training and respond immediately for utilization in cases of disasters calamities and
other relevant socio-economic service concerns as the needs arise, through its Centers (RDCC/PDCC
CDCC/MDCC/BDCC) nearest the member's residence and or work place at the time of the call; and (b) Register at the
said Center and get instructions/briefing for specific duties and responsibilities.

ANGELO T. REYES ESTER ALBANO-GARCIA ALCESTIS M. GULANG

Secretary Chairperson Director

Department of National Defense Commission on Higher Education General Technical Education & Skills

Development Authority
 VALUES INTEGRATION AND PROMOTION (VIP); A CIVIC WELFARE SERVICE (CWS) COMPONENT of the NATIONAL
SERVICE PROGRAM (NSP)

COURSE SYLLABUS
Vivian A. Gonzales
Background and Rationale

VIP's origin as a student development program operationalizing the STET (Students Transformation and
Enrichment for Truth Paradigm complements and enhances classroom instruction to nurture value formation,
inculcate transformational leadership and develop social interaction. STET, a moral recovery program for youth
organizations formally launched on April 6. 1995 was piloted at the University of the Philippines Los Baños (UPLB). As
a paradigm for a holistic transformation and moral recovery program for the youth. STET provides conceptual
framework for harnessing the youth and their organizations. It advocates uniting knowledge, skill, and desire to uphold
the truth at all times. It is an integrative cooperative approach for student development and community building.

As an offshoot of the successful piloting of the STET Program the VIP was adopted as the CWS Component of
the Expanded-ROTC Progam during the Academic Year (SY) 1996 1997 at UP Los Baños. Thus the Society's
Transformation and enrichment for Truth evolved and was launched on January 25,1997. In AY 1998 1999 VIP CWS
was piloted in San Pablo Colleges in San Pablo City in the province of Laguna. The following AY 1999-2000, the VIP CWS
was adopted by University of the Philippines, Diliman Recognizing the successful implementation of the VIP-CWS. the
Commissions on Higher Education (CHED) issued a memorandum on May 31.1999 to all Higher Education Institutions
(Els) encouraging them to adopt the VIP-CWS Program of Instruction (PI) under the Expanded ROTC Program effective
AY 1999-2000. Hence, from the campus to the community. From the studentry to the society, STET metamorphosed
to expand its locus of commitment nationwide through the VIP-CWS.

STET aims to develop the physical, mental, spiritual, and socio-emotional growth of the students. It promotes
integral self-development, advocates social responsibility fosters nationalism and patriotism, and cultivates global
solidarity. As a paradigm. STET has five integral components namely, SA (Situational Analysis for Integrative Leavening),
HELP (Holistic Emancipation from Life's Pressures), LEAD (Leadership Education and Administrative Development),
WORKS (Worth Organizational Reaffirmation of Knowledge for Society), and CARE (Continuing Action for
Reengineering Empowerment)

SAIL. is a need assessment strategy, which consists of consultative and participatory processes involving
stakeholders and interest groups. It analyzes the strengths, weaknesses, s opportunities, and threats (SWOT) relative
to the well-being of the students and the community.

HELP is an integrative approach responsive to the fulfillment of the four interrelated dimensions of human
nature namely: physical, mental spiritual and socio-emotional. It includes es generation of support through
networking, linking, and collaborative projects.

LEAD involves capability building for leadership through training, education, and development. If focuses on
the principle-centered leadership paradigm practiced from the inside out on four levels namely: personal,
interpersonal managerial and organizational.

WORKS is an operational mechanism for student initiatives in carrying out projects 10 benefit society. It
enables the students to operational re the value of integrating the personal and national action perspective.

CARE is a sustainability measure that includes feedback mechanism, monitoring and evaluation activities as
well as awards and incentives. It adapts the six conditions of the operational concept of empowerment, name
character, skills win-win agreement, self-supervision, helpful structures, and accountability.

The VIP was conceived to reaffirm St. Thomas Aquinas concept of education, that is "the direction and
advancement of the child to the perfect state of man as man which is the state of virtue". The state of virtue is one
wherein ran's powers of intellect and will are disposed in a stable way into attaining their proper goals in truth and
good".

The idea of education dates back to the Greek paidela or "child formation" where the distinction between life
in the wilderness and life in the city emphasized the need for forming citizens and empowering them with virtues
needed for the purpose of social life. In the tradition of the early Greeks, the VIP upholds "values development being
inextricably bound to student development and commitment to the latter presupposes commitment to the former"
(Thomas, Muriel, and Chickering, 1982) Moreover, "efforts at values education, built on a theoretical foundation, can
provide guidance to student affairs professionals who seek to develop values in students" (Kohlberg, 1969: Perry,
1970).

Given the above premises, the VIP was conceptualized as an integrative and cooperative strategy for national
renewal. It operationalizes the Moral Recovery Program (MRP) focusing on the youth sector. As a movement for
individual and national transformation, the Moral Recovery Program "aims to train and mobilize Filipinos for nation-
building through the exercise of human values in their daily lives as citizens and to awaken in them the power of these
values in achieving individual and national goals" (Shahani, 1993). On October 15,2001 the Revised Rules and
Regulations t Implement the National Service Law (P) 1706) was issued by the Department on National Lefense (DND).
These rules "shall apply to all citizens of the Philippines who are obligated by law to render National Service (NS) in
one or any combination of the three main programs which the citizen may choose: provided that such service shall be
credited in his/her favor for the purpose of fulfilling educational and other requirements established by law". The NSP
consists of three main program components namely Civic Welfare Service (CWS); the Law Enforcement Service (LES);
and Military, Service (MS).

CWS under the NSP refers to service that contributes to the general welfare and the betterment of life for the
members of the community or enhancement of its facilities especially those devoted to improving health, education,
safety, recreation, and morale of the citizenry, and the protection of the environment. To achieve these ends adopting
it for the youth sector, the VIP embodies values education framework that translates values from the abstract into the
practical by providing a mechanism for values to be internalized and translated into actions that contribute to the
common good. Hence, the VIP envisions to develop social entrepreneurs, defined as "value-driven innovators who
enhance society" (Drucker, 1986) through the inculcation of transformational leadership (Covey, 1991) and the
application of sustainable Social Mobilization for development (UNICEF, 1989).

The consequence between the NSP-CWS and the STET-VIP evident. The five major components of the STET
paradigm taken together can operationalize the NSP-CWS curriculum requirements to correspond to the minimum 54
credit hours for each semester Thus for the second, third, and fourth semesters, the LEAD, SAIL, HELP, WORKS, and
CARE components will satisfy the NSP requirements for CWS as shown in the attached VIP-CWS Framework for NSP.
 Values Integration and Promotion – Civic Welfare Service (VIP-CWS)

Framework for the National Service Program (NSP)

INPUTS TRANSFORMATION OUTPUTS OUTCOME

LEAD WORKS

*Values Education *Implementation of

*Transformational Projects on Environmental
Leadership and Natural Resources
Management
*Social Mobilization
*Development *Health Services
Management
* Socio-civic Activities
*Institutions Public
*Culture and Arts
- (National Government, National
LOUS) *Livelihood

- Civil Society (NGOs), Civic SAIL *Campus -Based

Organizations entrepreneurship Peace
*Integrating with the
*Local Communities VIP- people in the community *University Activities
CWS Cadets
*Social analysis And
*Reservists
*Needs identification
*Information Technology CARES
*Participatory Decision- Development
*Managerial Leadership
making *ARMS
*Impact Analysis

*PBMES

*Policy Advocacy

*Institution Building
HELP

* Resource generation

*Social Mobilization

*Process Community
Organizing Advocacy
Networking and Alliance
Building Information,
Education, Communication
and Capacity Building)