NSTP 1 Prelims To Finals

Divine Word College of Bangued
Bangued, Abra
College Department
Course Syllabus
Course Code: NSTP – CWTS 1

Course Title: Values Integration and Skills Training Program
Credit Unit: 3 units
Prerequisite: None
Course Description:
This program is one of the options under the National Service Training Program (NSTP). It consists of lectures on
values education, transformational leadership, and social mobilization. This is taken on a 54 class hours.
General Objectives:
At the end of the course, students are expected to:
1. Explain the concepts and processes of values education and transformational leadership within the
framework of national development.
2. Interpret the basic concepts of national development and its application and civic welfare projects for a given
community.
Topic Outline:
Module 1: RA # 9163 – “National Service Training Program (NSTP) Act of 2001
Module 2: Students’ Transformation and Enrichment for Truth (STET)
Module 3: An Assessment of the Expanded ROTC Program’s Civic Welfare Service and Its Implications to the
National Peace and Development Plan (NPDP)
Module 4: VIP Framework for Understanding Human Dignity
Module 5: Transformational Leadership
Module 6: Nature and Meaning of Development/Development Management: A Definition
Module 7: Review of Organization and Management Theories
Module 8: Introduction to Entrepreneurship
Module 9: Project Development and Management
Module 10: Social Mobilization Concepts, Principles and Tools
Module 11: Resource Generation – Fund Raising
Module 12: Charting the Changing Tides
As a student of Divine Word College of Bangued, you are given the following GUIDELINES ON FLEXIBLE
LEARNING in order to pass this subject/course.
General Instructions:
The Covid 19 pandemic has forced all learning institutions to shift from the classic teaching mode to the flexible
modality of teaching-learning as to ensure the continuity of education of the youth. The Divine Word College of
Bangued your school, despite its limitation has done all means to make education relevant to its students as it
endeavors to offer quality education amidst this pandemic. Hence, a module for this course has been prepared for
you, to read, study and work on while you are enrolled but have to study at home. Do remember that your success in
accomplishing what are contained in your modules lies in your hands! Therefore, make time to read the content and
honestly answer the learning tasks. If your internet connection will allow it and online platforms will be agreed upon in
this class, participate as much as you can in the discussions. Thus, to pass in this subject, you MUST:
1. Go through the modules and read thoroughly their contents. Participate actively in all activities including
asynchronous online discussion for a when possible and agreed upon.
2. Submit assignments and learning tasks required during the specified time.
3. Explore other learning resources, online and offline, to accomplish required tasks.
4. Submit final requirements.
5. Take and do pass the periodic examinations (prelims, midterms and finals)
On line discussion fora. In addition to the scheduled face-to-face interactions when it becomes possible, on online
classroom will also be conducted for an easier processing of on-line tasks and clarifications in the given tasks.
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This module is a property and is exclusively used by the DWCB College Department. Any duplication and reproduction, storing in
any retrieval system, distribution, posting or uploading online as well as transmitting in any form or means (photocopying& electronic
sharing) of any part, without prior written permission from the owner is strictly prohibited.
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Google classroom and/or FB messenger/group chat will be set up whichever is more feasible considering the
limitations. You are encouraged to keep yourself updated on any development. In any case, you are expected to
participate in the discussion. As you are expected to:
1. Demonstrate a basic understanding of the course content.
2. Develop a deeper understanding of the topics through a collaborative exploration of ideas, reflection and
analysis, application and synthesis.
3. Read the questions and instructions very carefully.
4. Contribute and respond to the questions posted in the forum during the allotted time.
5. Read and react or make a comment in response to the ideas posted by your professor or classmates.
Participation in the online discussions will be assessed according to the scoring guide will be provided.
Assignments will be given in the module, GC or online classrooms whichever is feasible. Be sure to answer
according to the instructions which will be provided.
Important Reminders:
1. Manager your time wisely. Make your timetable and stick to it. Allot time to read and understand every part
of each module given to you. Read for comprehension not for compliance and get settled with being able to
submit something for submission sake. You should rather strive to have excellent performances in the given
activities.
2. Be consistent. Stick to your schedule so that you can do the activities in every module given to you. Note
that studying from home can be tricky as you may think that you have plenty of time until you realize that
you no longer have enough time to do your tasks and then cram.
3. Ask for help. If you do not understand the readings and other tasks, take time to read again. After re-reading
and you still cannot decipher the text, do not hesitate to ask members of your family for help however, do
not rely on them by letting them do the work for you. If no member of your family can help you, ask the
assistance of your respective subject professors. Refer to the contact information you see at the beginning
of this module. Your professor will be more ready and more than willing to help you but only during your
SCHEDULED CLASS HOUR or the TIME AGREED UPON by your class.
4. Be resourceful. You may browse different resources that may help you to better understand and learn from
the module.
5. Observe deadlines. You will be given a schedule to secure and submit your module. Do not miss your
assigned day/time and any activity in every lesson. Make sure to communicate with your professor or your
dean/program head in case circumstances will not allow you to come to school. Before the end of the
prelims, midterms and finals, you must submit other requirements asked by your professor for they deem
necessary in the computation of your marks/grades.
6. Strictly follow the instructions. Read the instructions carefully before answering the assessment and
evaluation
References:
Training Manual: Values Integration and Promotion – Civic Welfare Service (VIP-CWS), 2001.
Qualifying Course for Coordinators/Lecturers/Volunteers of the National Training Program (NSTP),
SIKAP/STRIVE Foundation, 2002.
Modules on Good Citizenships Values, 2004.
Modules on Good Citizenship Values, CHED, 2006.
Values Integration and Promotion: A Civic Welfare Service, Gonzales, Vivian A., 1997.
Handouts.
Module 1: Topics to be covered:
- RA # 9163 “National Service Training Program” (NSTP) Act of 2001
- Implementing Rules and Regulations (IRR)
- Basic Guidelines for Implementation
- CHED Suggested Curricular Program for the Civic Welfare Training Service (CWTS) and Literacy Training
Service (LTS)
- VIP-CWS Course Syllabus for NSTP
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Learning Objectives:
At the end of the module, the students should be able to:
1. Articulate the salient points and provisions of RA 9163, its Implementing Rules and Regulations;
2. Appraise the VIP-CWS Course Syllabus being centered on advocating the tradition of the early Greeks on
the idea of education “paideia”, and
3. Discuss concerns and prepare a general Implementation Plan (IMPLAN) to ensure the effective, efficient,
and productive carrying out of the NSTP starting SY 2002-2003 in the Higher Education Institution (HEI)
represented by the students.
Implementing Rules and Regulations of the National Service Training Program (NSTP):
Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National Service Training Program
(NSTP) Act of 2001, the Commission of Higher Education (CHED), Technical Education Skills Development Authority
(TESDA), and Department of National Defense (DND), in consultation with concerned government agencies, the
Philippine Association of State Universities and Colleges (PASUC), Coordinating Council of Private Educational
Associations of the Philippines (COCOPEA), Non-Government Organizations (NGOs) and recognized student
organizations, hereby jointly issue, adopt and promulgate the following rules and regulations to implement the
provisions of the Act.
Rule 1. Guiding Principles
Section 1. Guiding Principle. While it is 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 in fulfillment thereof, the government
may require each citizen to render personal military or civil service.
Section 2. Role of the Youth

a. In recognition of the vital role of the youth in nation-building, the State shall promote civic consciousness
among them and shall develop their physical, moral, spiritual, intellectual and social well-being. It shall
inculcate the ideals of patriotism, nationalism, and advance their involvement in public and civic affairs.
b. As the most valuable resource of the nation, they shall be motivated, trained, organized and involved in
military, literacy, civic welfare programs and other similar endeavors in the service of the nation.
Rule II. Definition of Terms
Section 3. As used in this Implementing Rules and Regulations (IRR), the following terms shall mean:
a. “National Service Training Program” (NSTP) – refers to the program aimed at enhancing civic
consciousness and defense preparedness in the youth, by developing the ethics of service and patriotism
while undergoing training in any of the three (#) Program components, specifically designed to enhance the
youth’s active contribution to the general welfare.
b. “Reserve Officers’ Training Corps” (ROTC) – refers to the Program component, institutionalized under
Sections38 and 39 of Republic Act No. 7077, designed to provide military training to tertiary level students
in order to motivate, train, organize and mobilize them for national preparedness.
c. “Literacy Training Service” (LTS) – refers to the Program component designed to train the students to
teach literacy and numeracy skills to school children, out-of-school youths and other segments of society in
need of their services
d. “Civic Welfare Training Service” (CWTS) – refers to the Program component or activities contributory to the
general welfare and betterment of life for the members of the community on 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.
e. “Program Component” – refers to the service components of the NSTP as defined herein.
f. “Clustering” – refers to the grouping of students enrolled in different schools and taking up the same NSTP
component into one (1) group under the management and supervision of a designated school.
g. “Cross Enrollment” – refers to a system of enrollment where a student is officially enrolled in an academic
program of a school but is allowed to enroll in the NSTP component of another school; and
h. “Non-Government Organization” (NGO) – refers to any private organization duly accredited by CHED or
recognized by TESDA.
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Rule III. Program Implementation

Section 4. Coverage:
a. All incoming freshmen students, male and female, starting School Year (SY) 2002-2003, enrolled in any
baccalaureate and in at least two (2) technical-vocational or associate courses, are required to complete
one (1) NSTP component of their choice, as a graduation requirement.
b. All higher and technical-vocational education institutions must offer at least one (1) of the NSTP
components.
c. State Universities and Colleges (SUCs), shall offer the ROTC component and at least one (1) other NSTP
component.
d. The Philippine Military academy (PMA), Philippine Merchant Marine Academy (PMMA), Philippine National
Police Academy (PNPA), and other SUCs of similar nature, in view of the special character of these
institutions, are exempted from the NSTP.
e. Private higher and technical-vocational education institutions with at least 350 student cadets, may offer the
ROTC component and consequently establish/maintain a Department of Military Science and Tactics
(DMST), subject to the existing rules and regulations of the Armed Forces of the Philippines (AFP).
Section 5. Program Components.
a. The NSTP shall have the following components which the students can choose from as defined in Rule II,
Section 3 hereof: The Reserve Officers’ Training Corps (ROTC), Literacy Training Service (LTS), and Civic
Welfare Training Service (CWTS).
b. All program components, the ROTC in particular, shall give emphasis on citizenship training and shall instill
patriotism, moral virtues, respect for the rights of civilians and adherence to the Constitution.
c. The CHED and TESDA, in consultation with the DND, and PASUC, COCOPEA and other concerned
government agencies, may design and implement such other non-military training components as may be
necessary in consonance with the provisions of R. A. 9163.
d. Within 30 (30) days from the approval of this IRR, the CHED, TESDA, and the DND shall issue the minimum
standards for the three (3) NSTP components which shall form part of these guidelines.
Section 6. Duration and Equivalent Course Unit.
a. Each of the aforementioned NSTP components shall be undertaken for an academic period of two (2)
semesters. It shall be credited for three (3) units per semester, for fifty-four (54) to ninety (90) traini9ng hours
per semester.
b. A one (1) summer program in lieu of the two (2) semester program may be designed, formulated and
adopted by the DND, CHED and TESDA, subject to the capability of the school and the AFP to handle the
same.
Section 7. Clustering and Cross-Enrolment.
a. Clustering of students from different education institutions during semestral or summer periods may be done
for any of the NSTP component, taking into account logistics, branch of service and geographical locations.
The host school shall be responsible in managing the program.
b. Schools that do not meet the required number of students to maintain the optional ROTC and any of the
NSTP components, or do not offer the component chosen by the students, shall allow their students to
cross-enroll to other schools, irrespective of whether such school is under CHED or TESDA; and in the case
of students taking the ROTC component, irrespective of whether the two semesters shall be taken from
different schools whose ROTC are administered/managed by different branches of service of the AFP.
c. Students intending to cross-enroll shall be subject to the existing rules and regulations of the school of origin
and the accepting school.
Section 8. Management and Monitoring.
a. 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.
b. In the case of ROTC, the school authorities and DND, subject to the policies, regulations and programs of
DND on the military component of the training, shall exercise joint supervision over tis implementation.
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c. Schools which have contracted CHED- accredited or TESDA-recognized NGOs to formulate and administer
training modules for any of the NSTP components shall jointly exercise such academic and administrative
supervision with those NGOs. Within forty-five (45) days from approval and issuance of this IRR, the CHED,
TESDA and DND shall issue the necessary guidelines for the accreditation of non-government organizations
(NGOs) and training modules to be utilized by these NGOs.
d. CHED Regional Offices, TESDA Provincial/District Offices and DND-AFP (through the Major Service
Reserve Commands), shall oversee and monitor the implementation of the NSTP under their respective
jurisdiction, to determine if the trainings conducted are in consonance with the Act. These Offices shall
submit periodic reports to the Central Offices of CHED, TESDA and DND.
Rule IV. Fees and Incentives

Section 9. Fees. N fees shall be collected for any of the NSTP component except basic tuition fees which should not
be more than fifty (50%) percent of the charges of the school per academic unit.
Section 10. Incentives.
a. A program assistance/incentives for ROTC students shall be provided and administered by DND, in
accordance with existing laws and regulations and subject to the availability of funds.
b. School authorities concerned, CHED and TESDA shall ensure that health and accident group insurances are
provided for students enrolled in any of the NSTP components.
c. Schools that already provide health and accident group insurance and collect the necessary fees for the
purpose from their students as of the effectivity of this Rules, are deemed to have complied with this
requirement.
d. A Special Scholarship Program for qualified NSTP students shall be administered by CHED and TESDA,
with funds for the purpose to be included in the annual regular appropriations of the two agencies, subject to
the availability of funds.
Rule V. Organization of NSTP Graduates
Section 11. Organization of NSTP Graduates
a. 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 of literacy and civic welfare activities, through the joint efforts of
DND, CHED and TESDA, in coordination with DILG, DSWD and other concerned agencies/associations.
b. The CHED, TESDA and DND, in consultation with other concerned government and non-government
agencies, shall issue the necessary guidelines for the establishment, organization, maintenance and
utilization of the National Service Reserve Corps.
c. Graduates of the ROTC program shall form part of the Citizen Armed Force pursuant to RA 7077, subject to
the requirements of DND.
Rule VI. Transitory Provisions
Section 12. Suspension of ROTC Requirement. The completion of ROTC training as a requisite for graduation is set-
aside for students who have completed all their academic requirements for their respective courses as certified by
the school on or before the effectivity of the NSTP Act of 2001, which is March 23, 2002. The concerned students
may apply for graduation with their respective schools.
Section 13. Transitory Provisions
a. Male students who are not covered by Section 12 of this Rule and are currently enrolled but have not taken
any of the Military Service (MS), Civic Welfare Service (CWS) of Law Enforcement Service (LES) programs
shall be covered by the NSTP Law.
b. Male students who have completed two semesters of the Expanded ROTC (E-ROTC)/National Service
Program (NSP) are deemed to have complied with the NSTP requirement.
c. Male students who are not covered by Section 12 of this Rules and have taken only one (1) semester of
Basic ROTC or E-ROTC/NSP shall take one more semester of any of the NSTP components to qualify for
graduation.
d. Students who want to qualify for enlistment in the Reserve Force or attend the Advance ROTC program shall
undertake a special program for this purpose.
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Rule VI. Miscellaneous Provisions

Section 14. Information Dissemination. The CHED, TESDA and DND shall provide information of these Act and IRR
to all concerned publics through different modes of disseminating information.
Section 15. Amendatory Clause.
a. Section 35 of Commonwealth Act No. 1, Executive Order No. 207 of 1939, Sections 2 and 3 of Presidential
Decree No. 1706, and Sections 38 and 39 of Republic Act No. 7077, as well as all laws, decrees, orders,
rules and regulations and other issuances inconsistent with the provisions of the Act are hereby deemed
amended and modifies accordingly.
b. This Rules may be amended, modified, or replaced jointly by CHED, TESDA and DND, in consultation with
PASUC< COCOPEA, NGOs and recognized student organizations.
Section 16. Separability Clause. If any section or provisions of this IRR are declared unconstitutional or invalid, the
other sections of provisions not affected thereby shall remain in full force and effect.
Section 17. Effectivity. This Rules shall take effect immediately upon adoption and issuance.
Adopted and Issued, April 10, 2002.
Signed:
ANGELO T. REYES
Secretary, DND
ESTER A. GARCIA
Chairman, CHED
LUCITA S. LAZO
Director General, TESDA
Updated on April 10, 2006

References: Training Manual: Values Integration and Promotion-Civic Welfare Service (VIP-CWS)
Qualifying Course for Coordinators/Lecturers/Volunteers of the National Service Training Program (NSTP), 2002.
Modules on Good Citizenship Values; Good Citizenship Movement: EPPC Institution Building Team, 2004.
Modules on Food Citizenship Values; Good Citizenship Movement: EPPC in partnership with CHED, 2006.
Values Integration and Promotion: A Civic Welfare Service; Gonzales, Vivian A., SIKAP/STRIVE. Inc., 1997.
Enhancement Activity/Outcome:
Module 1. Guide Questions
Discuss briefly the questions below and write your answers on a whole sheet of intermediate paper. Limit your
discussions into 3 – 5 sentences at 5 points each. (Do not write anything at the back)
1. What insights have you learned about RA #9163? What is this all about?
2. Who are suppose to take this course?
3. Why is it important to take this course?
4. Give the program components of this program.
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Module 2 – The STET Paradigm

1. Explain the rationale, goals, and objectives of the STET paradigm for a holistic transformation of students;
2. Discuss the 5 integral components of the STET paradigm and suggest ways to operationalize each
component; and
3. Appreciate STET as proactive mechanism for student development and community building.
Students’ Transformation and Enrichment for Truth (STET):
By: Vivian A. Gonzales
Given the STET vision of transforming and enriching the youth for truth and its concomitant programs, what now
is the fundamental requirement to “sharpen the saw”? What is the “essential shift” that we must achieve?
The concept of “paradigm shift” was introduced by Thomas Kuhn in his book The Structure of Scientific
Revolutions wherein he shows how almost every significant breakthrough in the field of scientific endeavor is first a
break with tradition, with old ways of thinking, with old paradigms. Likewise, according to Albert Einstein “the
significant problems we face cannot be solved at the same level of thinking we were at when we created them”.
Such “paradigm shift” characterized by “change of mindset”, “reorientation”, and new ways of thinking and
doing, as well as new assumptions must be anchored on sound, positive philosophy and principles in life. It requires
believing in the potentials and capabilities of the students to be renewed and to be transformed into an effective
resource in the service of the nation, no longer thinking of their own selfish interests but attuned towards the good of
the larger society they are part of.
Institutions of higher learning must commit to help students attain their full potentials. We have the tremendous
responsibility to teach them, guide them, lead them, counsel them, and to provide them relevant opportunities to
realize the purpose and meaning of their lives. Just like the early Greeks, STET empowers the youth through paideia
and synergia. Thus, STET is about the inculcation of virtues and providing opportunities to concretely express
commitment to the common good.
STET call for an emergency dynamism of a leader, a manager, and an administrator with innovative ideas. It
requires the proactive stance and professional competence of a social entrepreneur responding to the various
concerns of the students and bridge them with the prevailing administrative constraints in a changing environment. A
grand vision it may seem, but like the grandeur of the ocean that cannot be seen apart from its bed of tiny sand, each
one of us has a significant role to play no matter how modest it may be perceived.
Finally, just like the song “let there be peace on earth, let it begin with me”, we must begin with each one of us
making that commitment to subjugate oneself to a higher purpose, to hope, to love, to have faith and be renewed,
and to remain serving people for God’s glory.
“Jesus said, the reason I was born, the reason I came into this world is to testify the truth, anyone committed to the
truth hears my voice”. (John l8:33-37)
“The Lord is near to all who call on him, to all who call on him in truth. He fulfils the desires of all those who fear him;
he hears their cry and saves them”. (Psalm l45:l8-l9)
“The Holy Spirit is a witness to Jesus because He is the “Spirit of Truth” dwelling in the disciples and leading them
into the fullness of truth”. (John l4:l6-l7)
“The doors of God’s pardon are always open, and entrance is easy for those who search for and come to understand
the truth”. (St. Cyprian, Ad Demetrianum, 28)
When the Spirit of God beckons you, do not refuse it; feel decisively moved to transform and enrich oneself for
truth . . .
“Let us begin up then, at long last, for the Scriptures rouse us when they say: It is high time to arise from sleep (Rom.
L3:11). Let us open our eyes to the light that comes from God, and our ears to the voice from heaven that every day
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calls out this charge: If you hear your voice today, do not harden your hearts (Ps. 94[95]:8)”. And again: You have
ears to hear, listen to what the Spirit says to the churches (Rev. 2:7). And what does He say? Come and Listen to
me, sons: I will teach you the fear of the Lord (Ps. 33 [34]:12). Run while you have the light of life, that the darkness
may not overtake you (John 12:35).
SAIL - Situational Analysis for Integrative Leavening
HELP - Holistic Emancipation from Life’s Process
LEAD - Leadership Education and Administrative Development
WORKS - Worthy Organizational Reaffirmation of Knowledge for Society
CARE - Continuing Action for Reengineering and Empowerment
GRIP - Generating Resources for Integrative Program
UNITE - University Networking for Internal Transformation and Effectiveness
SOAR - Student Organizations’ Activities for Renewal
Human Capacity for Transformation:
- The capacity we have been given to change, to transform ourselves is so extraordinary.
- And nowhere is our capacity more evident than through the successive stages of psychological growth from
infancy, through adolescence, to adulthood.
- -Thereafter, however, our willingness, if not our capacity to change is far less evident as we become
older and more set in our ways, more convinced of the rightness of our opinions, less interested in new
things, more rigid.
- -We do no have to grow old mentally. Physically, yes, we must age, but mentally, spiritually no.
-It is our capacity for transformation that makes us, part, such different people. Lacking a fixed set nature, possessing
the freedom to do the new, the different, the unnatural, it is inevitable that we humans should be molded into or
choose multiple paths.
-What most characterizes the human species, therefore, is its variability, by virtue of different genes, different
childhood, different cultures and different life experiences, and perhaps above all by different choices,
________________We Have Transformed Ourselves In Different Ways.
-And it is this profound difference of temperament, character, and culture that makes it difficult for us to live together
harmoniously.
-Yet by exercising this same capacity for transformation, it is possible for us transcend our childhood, our cultures,
and our past experiences, and hence, without obliterating them, to transcend our differences. Thus, what was
originally the cause of war can eventually become its cure.
-True adults are those of us who have learned to continually develop and exercise their capacity for transformation,
Because of this exercise, progress along the journey of growth often become faster and faster the farther we proceed
on it.
For the more we grow, the greater our capacity to be empty--- to empty ourselves of the old so that the new may
enter and we may be transformed. Thus, a continuing “rebirth” and “renewal”.
References:
The same with the first module.
Guide Questions:
In relation to (STET) Students’ Transformation and Enrichment for Truth, discuss the following Biblical Texts in 3 – 5
sentences each at 10 points each on an intermediate pad paper.(Do not write anything at the back)
1. Jn. 18:13-37 -
2. Jn. 14:16-17 -
3. Ps. 145:18-19 –
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Module 3:
Topics to be covered:
- Findings of the Nationwide Study on CWS under the Expanded ROTC
- VIP-CWS: Looking Back and Beyond
1. Explain the findings of the nationwide study on CWS;
2. Discuss how VIP-CWS evolved and accomplished the various projects/activities to help communities;
3. Discuss the lessons learned during the pilot years of VIP-CWS under the Expanded ROTC;
4. Apply the VIP-CWS experience to their VIP-CWS IMPLAN from Module 1.
Looking Back and Beyond:
The Values Integration and Promotion – Civic Welfare Service (VIP-CWS) Experience under the Expanded ROTC
Program (Vivian A. Gonzales, MNSA, Ph.D.)
The VIP-CWS – was one of the three components of the Expanded Reserve Officer Training Corps (RPTC) Program.
The program offers three options, namely:
a. Military Training Service
b. Law Enforcement Service
c. Civic Welfare Service
-was piloted at the University of the Philippines Los Banos (UPLB) during the S.Y. 1996-1997. It is expanded through
the ROTC units in Laguna (SY 1997-1998) and the ROTC of UP Diliman (SY 1998-199).
-was endorsed by the Commission on Higher Education (CHED) for the adoption in State Universities and Colleges,
CHED supervised Institutions effective S.Y. 1999-2000, as provided in the CHED Memorandum dated May 31, 1999.
-from the STET (Students’ Transformation and Enrichment for Truth) program for youth development and community
building.
-as a sub-program of STET, VIP provides a venue for self-development and community service.
The 5 Integral Components of the STET Program:
- LEAD
- SAIL
- HELP
- WORKS
- CARE
LEAD - involves capability building for leadership through training, education, and development. It focuses on the
principle-centered leadership paradigm practiced from the inside out on four levels: personal, interpersonal,
managerial, and organizational.
SAIL – a need for assessment strategy. It consists of consultative and participatory processes. It involves
stakeholders and interest groups. It analyzes strengths, weaknesses, opportunities, and threats (SWOT) relative to
the well-being of the students and the community. It is a continuous process.
HELP – an integrative approach responsive to the development of the four interrelate dimensions of human nature:
physical, mental, spiritual, and socio-emotional. It includes generation of support through networking, linking and
collaborative projects. It takes into consideration the multi-dimensional, inter-disciplinary, and dynamic nature of
community development.
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WORKS – an operational mechanism for student initiatives in carrying out projects to benefit society. It enables the
students to operationalize the value f integrating the “personal and national action perspective”.
CARE – a sustainability measure. It includes feedback mechanism, monitoring and evaluation activities, awards and
incentives. It adopts the six conditions of the operational concept of empowerment: character, skills, win-win
agreement, self-supervision, helpful structures, and accountability.
VIP evolved . . .
- To operationalize the CWS component of the Expanded ROTC, bringing about the curriculum option called
VIP-CWS.
- To fulfill the students’ social responsibility for nation building.
- To metamorphose from the campus to the community through the Society’s Transformation and Enrichment
for Truth (STET Part II).
Our Strategy – self-reliant community development supportive of national goals; community building; and
participatory decision making.
Our Values:
- Love of God
- Human dignity
- Truth, goodness and social responsibility
- Innovation and creativity
- Synergy and professionalism
- Protection of the environment
- Indigenous learning and conservation
- Quality service delivery
VIP-CWS students were developed as – social entrepreneurs who are result-oriented individuals with strong values
to accomplish what society needs.
As social entrepreneurs students perceived themselves as:
- Seminarians
- Missionaries
- Agents of change
- Soldiers of nature
- Scientists
- Reformists
- Social mobilizers
- Few good men
- Phoenix rising from the ashes
- Symphonic musicians
- “Lovers”
Love is . . . patient, kind, not envious or boastful, does not insist on its own way, not irritable or resentful, does not
rejoice in wrongdoing, but rejoices in the truth, bears all things, hopes all things and endures all things. (1 Corinthians
13:4-7).
As social entrepreneurs students perceived themselves as . . .
- Innovators
- Survivors
- Servants
When we draw our final breath, the question will not be who we are but who we’ve been. Not how much we’ve got,
but how much we’ve given. Not if we’ve won, but if we’ve run. Not if we were successful, but if we were servants.
“Whoever desires to become great among you, let him be your servant”. (Matthew 20:26)
VIP-CWS – developed students committed to serving people for God’s glory to enhance growth and development in
one’s self, family, and community.
VIP-CWS served communities by:
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- developing an informed and aware community;

- encouraging inter-government agency cooperation;
- assisting the community in defining and identifying idea of development.
- providing complementary assistance and support to facilitate socio-economic development, environmental
and natural resources management, and delivery of basic services; and
- up-lifting the well-being of the people.
Social Entrepreneurship in the Military Tradition:
As an innovative approach to the traditional two-year basic ROTC course, the VIP-CWS curriculum offered the
opportunity for the students to:
a) enrich their human dignity and enhance family integrity;
b) realize their social responsibility to contribute to society; and
c) express their love of country.
From Thomas Merton’ Assent to Truth:
“The whole happiness of man and even his sanity depend on his moral condition. And since society does not exist at
all by itself in a void, but made up of the individuals who compose it, the problems of society cannot ultimately be
solved except in terms of the moral life of individuals”.
Accomplishments of the VIP-CWS:
- Community welfare
- Contests
- Gift-giving and donation
- Seminars/orientation/workshop
- Others
References:
Guide Questions:
1. Discuss briefly the 5 components of the (STET) Students’ Transformation and Enrichment for Truth Program
at 5 points each on an intermediate pad paper (not back to back).
Module 4:
- VIP Framework for Understanding Human Dignity
- Living One’s Life Well; A Social Responsibility
- “Seven Habits of Highly Effective People” by Steven Covey
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- True Way to Greatness/Ascent to Truth

- “The Tools of Good Works”
1. Explain the VIP framework for understanding human dignity in the context of self- awareness and human
purpose;
2. Discuss why living one’s life well is a social responsibility;
3. Enumerate the Seven Habits of Highly Effective People; and
4. Make a distinction between the true way to greatness and the world’s way to greatness and explain the
significance of the moral condition of individuals in the society.
VIP Framework for Understanding Human Dignity:
What are the Dimensions of the Human Nature?
- Physical – caring effectively for our physical body
- Spiritual – leadership to one’s life and commitment to value system
- Mental – reading, visualizing, planning and writing
- Social/Emotional – interpersonal leadership, emphatic communication and creative cooperation
Values Education – Development of the capacity to: discern the truth; analyze alternative means towards the good;
and apply oneself habitually to these means.
Virtues – Good habits of living and conduct; and ensure that man actualizes his spiritual powers to reach the fullness
of truth and good.
Truth – that which is true.
Good –that to which everything tends the purpose of each thing.
Instruction –: a) formal – principles and norms of conduct; b) informal – culture and convenience
Intellectual Virtues –a) for contemplating the truth: understanding; science; and wisdom b) for conduct: art; and
prudence
Discipline - : a) formal – rules and sanctions b) informal – tone, encouragement, atmosphere, example
Virtues of the will (moral or cardinal virtues): fortitude, temperance, justice, prudence
Human acts (choice and freedom) (Work) – serve as a purpose and gives meaning to attain self-realization and self-
fulfillment.
Professional competence - : a) dynamic – eager to learn and develop; b) responsible – feels accountable for work;
organized; and seeks feedback; c) ethical/virtuous – has moral uprightness.
Social Impact (Social Responsibility):
Common good – “the sum total of social conditions that allow people, either as groups or as individuals to reach their
fulfillment more fully and more easily”. This is always oriented towards the progress of persons. “The order of things
must be subordinate to the order of persons, and not the other way around.” This order is founded on truth, built up in
justice, and animated by love.
The common good consists of three essential elements:
1. presupposes respect for the person
2. requires the social well-being and development of the group itself
3. requires peace, that is, the stability and security of a just order
HAPPINESS – “fullness of truth and good.”
The Seven Habits of Highly Effective People: (by: Steven Covey (1988)
Habit 1. Being Proactive – means recognizing “response-ability” that is, the ability to choose the response; taking the
initiative; one way to determine which circle our concern is to distinguish between the “have’s” and the “be’s”: the
circle of concern is filled with the “have’s” and the circle of influence is filled with the “be’s”. Consequences and
mistakes – while we are free to choose our actions, we are not free to choose the consequences of those actions:
“when we pick up one end of the stick, we pick up the other”.
It is there that we find two ways to put ourselves in control of our lives immediately:
1. we can make a promise – and keep it
2. we can set a goal – and work to achieve it
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This is the essence of the basic habits of effectiveness which creates the strength of character.
Reactive Language:
- There’s nothing I can do.
- That’s just the way I am.
- He makes me so mad.
- They won’t allow that.
- I have to do that.
- I can’t.
- I must
- If only.
Proactive Language:
- Let’s look at our alternatives.
- I can choose a different approach.
- I control my feelings.
- I can create an effective presentation.
- I will choose an appropriate response.
- I choose.
- I prefer.
- I will.
HABIT 2: “Begin With The End In Mind” – means to start with a clear understanding of your destination. People often
find themselves achieving victories that are empty, successes that have come at the expense of things they suddenly
realize were far more valuable to them: “the ladder is not leaning against the right wall”. By design of default – if we
do not develop our own self-awareness and become responsible for first creations, we empower other people and
circumstances outside our circle of influence to shape much of our lives by default. Leadership and management –
management is climbing the ladder of success, leadership determines whether the ladder is leaning against the right
wall. Management is doing things right, leadership is doing the right things.
Habit 3: Put First Things First - is practicing effective self-management. The ability to manage well doesn’t make
much difference if you’re not even in the “right principle”. In addition to self-awareness, imagination, and conscience,
itis the fourth human endowment – independent will – that really makes efficient self-management possible. It is the
ability to make decisions and choices and to act in accordance with them. Effective management is putting first things
first: management is discipline, carrying it out.
Habit 4. Think Win Win – a fame of mind and heart that constantly seeks mutual benefit in all human interactions. It
means agreement or solutions are mutually beneficial, mutually satisfying. It sees life as a cooperative, not a
competitive arena.
3 Character Traits Essential to Win/Win Paradigm:
1. integrity – the value we place on ourselves; as we clearly identify our values and proactively organize and
execute around those values on a daily basis, we develop self-awareness and independent will by making
and keeping meaningful promises and commitments.
2. Maturity - the balance between courage and consideration: if a person can express his feelings and
convictions with courage balanced with considerations for the feelings for the feelings and convictions of
another person, he is mature.
3. Abundance mentality – the paradigm that there is plenty out there for everybody. It flows out of a deep inner
sense of personal worth and security. It results in sharing of prestige, of recognition, of profits, of decision-
making. It opens possibilities, options, alternatives, and creativity.
Habit 5. Seek To Understand And, Then To Be Understood – involves emphatic listening – gets inside another
person’s frame of reference: looking through it, and seeing the world the way they see the world. It diagnoses before
giving prescriptions.
Four Autobiographical Responses:
1. evaluate (we either agree or disagree)
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2. probe (we ask questions from our own frame of references)

3. advise ( we give counsel based on our own experience)
4. interpret (we try to figure out to explain their motives, their behavior, based on our motives and behavior)
Habit 6. Synergize – synergy is the essence of principles-centered leadership. All the habits prepare us t create the
miracle of synergy. It is simply defined, it means that the whole is greater than the sum of its parts. It means that the
relationship which the parts have to each other is a part in and of itself, it is not only a part, but the most catalytic, the
most empowering, the most unifying, and the most exciting part.
Habit 7. Sharpen The Saw – it’s preserving and enhancing the greatest asset you have. It’s renewing the four
dimensions of human nature: physical; socio-emotional; mental; and spiritual. Renewal – is the principle – and the
process – that empowers us to move on an upward spiral of growth and change, of continuous improvement.
In the words of Dag Hammarskjoed: “You cannot play with animal in you without becoming wholly animal, play with
falsehood without forfeiting your right to truth, play with cruelty without losing your sensitivity of mind. He who wants
to keep his garden tidy doesn’t reserve a plot for weeds”.
“In order to achieve true greatness, we must first discard our own ideas of what it is”.
Man’ Way To Greatness:
a. Focus on power
b. Emphasis on freedom
c. Concern for gain
d. Desire for immediate fulfillment
e. Yearning for the praise of man
f. Aspiration to be served
g. Longing for self-gratification
h. Need for pushing ahead
i. Striving to lead men
j. Interest in competition
God’s Way To Greatness:
a. Focus on submission
b. Emphasis on responsibility
c. Concern for giving
d. Desire for lasting achievement
e. Yearning for the approval f God
f. Aspiration to serve
g. Longing for self-control
h. Need for patience
i. Striving to follow God
j. Interest in cooperation
References:
Guide Question/s: To be written on an intermediate pad paper.
1. Which of the (7) seven habits of highly effective people do you belong and why? Discuss in 3 – 5 sentences
at 10 points.
2. In 3 – 5 sentences, how can you develop/improve this habit? (10 points)
Module 5.
- Transformational Leadership
- Virtues as Foundation of Leadership/Choose to”
- Principle-Centered Leadership
- The Friendship Rainbow
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At the end of the module, the students should be able to.

1. Define the nature of transformational leadership;
2. Discuss the ten virtues considered as the foundation of leadership; and
3. Explain the qualities of principle-entered leadership.
Society’s transformation requires transformational leadership. Steven Covey (1992) explains that the goal of
transformational leadership is to “transform people and organizations in a literal sense – to change them in mind and
heart; enlarge vision, insight, and understanding; clarify purposes, make behavior congruent with beliefs, principles,
or values; and bring about changes that are permanent, self-perpetuating; and momentum building”.
He stresses that transformational leadership basically means that we change the realities of our particular world to
more clearly conform to our values and ideals. It focuses on the “top line” and is principle-centered, thus it:
- Builds on man’s need for meaning
- Is preoccupied with purposes and values, morals, and ethics
- Transcends daily affairs
- Is oriented toward meeting long-term goals with compromising human values and principles
- Separates causes and symptoms and works at prevention
- Values profit as the basis of growth
- Is proactive, catalystic, and patient
- Focuses more on missions and strategies for achieving them
- Makes full use of human resources
- Identifies and develops new talent
- Recognize and rewards significant contributions
- Designs and redesigns jobs to make them meaningful and challenging
- Releases human potentials
- Models love
- Leads out in new directions
- Aligns integral structures and systems to reinforce over-arching values and goals
Thus, the paradigm shift towards transformational leadership is an integral focus of all leadership trainings, seminars,
and workshops of STET.
Virtues As Foundations Of Leadership:
Leadership – “It is the ability to influence others towards desired goals”. It also means “doing the right things”.
1. Prudence – the habit which enables man to direct his actions to human life’s goals of knowing the right thing
to do and applying it.
2. Justice – the habit of giving each one his due with constant and perpetual will; gives stability which man
needs to work without fear and anxiety in the search for happiness.
3. Fortitude – the habit of overcoming the difficulties and pressures of life in the pursuit of good.
4. Temperance – the habit of binging desires and natural inclination of man under the control of right reason.
5. Industry – the habit of working hard and working under pressure.
6. Loyalty – the habit of remaining true to your friends and to your principles (goals) inspite of difficulty.
7. Responsibility – the habit of being accountable for one’s actions, duties, obligations; readiness to answer to
the consequences of our actions.
8. Cheerfulness – the habit of being optimistic, positive, always seeing the bright side of things.
9. Generosity – the habit of sharing things that one has with other is thinking first of the people around him and
looking for ways he can help and serve them.
10. Magnanimity - the habit of having great ideals and ambitions of doing good; being concerned with doing
great deeds of service to others by devoting his life to serve his country or to help people.
Do The Right Thing:
People are illogical, unreasonable and self-centered. . .
LOVE AND TRUST THEM ANYWAY.
If you do good, people will accuse you of selfish ulterior motives. . .
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DO GOOD ANYWAY.
If you are successful, you will win false friends and rue enemies. . .
SUCCEED ANYWAY.
The good you do today, will be forgotten tomorrow. . .
DO GOOD ANYWAY.
Honesty and frankness will make you vulnerable. . .
BE HONEST AND FRANK ANYWAY.
The biggest men with the biggest ideas can be shot down by the smallest men with the smallest ideas. . .
THINK BIG ANYWAY.
People favor underdogs, but follow top dogs. . .
FIGHT FOR THE FEW UNDERDOGS ANYWAY.
What you spend years building may be destroyed overnight. . .
BUILD ANYWAY.
People really need help, but may attack you if you do help. . .
HELP PEOPLE ANYWAY.
Have the world the best you have and you’ll get kicked in the teeth. . .
GIVE THE WORLD THE BEST YOU HAVE ANYWAY.
Team Names: Choose To;

Prudence . . . Love . . . rather than hate.
Justice . . . Heal . . . rather than wound.
Temperance . . . Forgive . . . rather than curse.
Industry . . . Act . . . rather than delay.
Fortitude . . . Persevere . . . rather than quit.
Loyalty . . . Praise . . . rather than gossip.
Responsibility . . . Build . . . rather than destroy.
Cheerfulness . . . Smile . . . rather than frown.
Generosity . . . Give . . . rather than grasp.
Magnanimity . . . Pray . . . rather than despair.
Steven Covey (1990), identifies the following characteristics of principle-centered leaders:
- Continually learning
- Service oriented
- Radiate positive energy
- Believe I other people
- Live balanced lives
- See life as an adventure
- Exercise of self-renewal
1. They are continually learning – constantly educated by their experiences. Read, see learning, take classes,
listen to others, learn through both their eyes and their ears. Continually expand their competence and
ability to do things. Develop new skills, new interests. Make and keep promises or commitments. Increase
their personal worth as they elevate themselves to the next level of challenge and make their self-mastery
grow.
2. They are service-oriented – see life as a mission not as a career. “Yoke” up every morning, think of others
and put on the harness of service in various stewardships. They believe that the effort to become principle-
centered without a load to carry simply will not succeed. Have a sense of responsibility, of service, of
contribution.
3. They radiate positive energy – cheerful, pleasant, happy. Attitude is optimistic, positive, upbeat,
enthusiastic. Spirit is hopeful, believing. Have e an energy field or an aura that changes or charges weaker,
negative energy fields around them. Attract and magnify smaller positive energy fields. Tend to either
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neutralize or sidestep the negative energy they come into contact with. Wisdom gives them a sense of how
strong the negative energy source is and a sense of humor and timing in dealing with it.
4. They believe in other people – do not overreact to negative behaviors, criticism of human weakness.
Realize that behaviors and potentials are two different things; believes in the unseen potential of all people.
Feel grateful for their blessings. Don’t carry grudges. Refuse to label other people, to stereotype, categorize
and prejudge. Seek the oak tree in the acorn and understand the process of helping the acorn become a
great oak. Create a climate for growth and opportunity.
5. They lead balanced lives – intellectually active, having many interests. Healthy sense of humor, particularly
laughing at themselves and not at other’s expense. Open in their communication, simple, direct and non-
manipulative. Their actions and attitudes are proportionate to the situation-balanced, temperate, moderate,
wise. Live sensibly in the present, carefully planning the future and flexibly adapting to changing
circumstances. Genuinely happy for other’s successes and do not feel in any sense that these take anything
from them. See success on the far side of failure; he only real failure for them is the experience not learned
from
6. They see life as an adventure – savor life because their security comes from within instead of from without.
See old faces freshly, old scenes as if for the first time; rediscover people each time they meet them. Like
courageous explorers going on an expedition into unchartered territories. Their security lies in their
initiatives, resourcefulness, creativity, will, power, courage, stamina, protection, and abundance of comfort
zones in their home camps. They are completely present when they listen. Basically unflappable and
capable of adopting virtually to anything that comes along.
7. They are synergistic – as changed catalysts, they improve almost any situation they get into. In team
endeavors, they build on their strength and strive to complement their weaknesses with the strength of
others. In negotiating and communicating with others in seemingly adversarial situations, they learn to
separate the people from the problem. Focus on other person’s interests and concerns rather than fight over
positions. Together, they arrive at synergistic solutions, which are usually much better than any of the
original proposals, as opposed to compromise solutions wherein both parties give and take a little.
8. They exercise the four dimensions of the human personality; physical, mental and emotional and spiritual.
Participate in some kind of balanced, moderate, regular program of aerobic exercise, meaning
cardiovascular exercise-using the large muscles and working the heart and lungs. Exercise their minds
through reading, creative problem-solving, writing, and visualizing. Emotionally, they can make an effort to
be patient, listen to others with genuine empathy, show unconditional love, accept responsibility for their
own lives, make decisions, and reactions. Spiritually, they focus on prayer, scripture study, meditation, and
fasting.
The Friendship Rainbow:
Once upon a time, the colors of the world started to quarrel. All claimed that they were the best. The most important.
The most useful. The favorite.
Green Said: “Clearly I am the most important. I am the sign of life and of hope. I was chosen for grass, trees and
leaves. Without me, all animals would die. Look over the countryside and you will see that I am in the majority”.
Blue interrupted: “You only think about the earth, but consider the sky and the sea. It is the water that is the basis of
life and drawn up by the clouds from the deep sea. The sky gives space and peace and serenity. Without my peace,
you would all be nothing”.
Yellow chuckled: “You are all so serious. I bring laughter, gaiety, and warmth into the world. The sun is yellow, the
moon is yellow, the stars are yellow. Every time you look at a sunflower, the whole world starts to smile. Without me,
there would be no fun”.
Orange started next to blow her trumpet: “I am the color of health and strength. I may be scarce, but I am precious for
I serve the needs of human life. I carry the most important vitamins. Think or carrots, pumpkins, oranges, mangoes
and papayas. I don’t hang around all the time, but when I fill the sky at sunrise or sunset, my beauty is so striking that
no one gives another thought to any of you”.
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Red could stand it no longer he shouted out: “I am the ruler of all of you. I am blood – life’s blood! I am the color of
danger and of bravery. I am willing to fight for a cause. I bring fire into the blood. Without me, the earth would be as
empty as the moon. I am the color of passion and of love, the red rose, the poinsettia and the poppy”.
Purple rose up to his full height: He was very tall and spoke with great pomp: “I am the color of royalty and power.
Kings, chiefs, and bishops have always chosen me for I am the sign of authority and wisdom. People do not question
me! They listen and obey”.
Finally Indigo spoke, much more quietly than all the colors, but with just as much determination: “Think of me. I am
the color of silence. You hardly notice me, but without me you all become superficial. I represent thought and
reflection, twilight and deep water. You need me for balance and contrast, for prayer and inner peace”.
And so the colors went on boasting, each convinced of his or her own superiority. Their quarreling became louder
and louder. Suddenly there was a startling flash of bight lightning thunder rolled and boomed. Rain started to pour
down relentlessly. The colors crouched down in fear, drawing close to one another for comfort.
In the midst of the clamor, Rain began to speak: “You foolish colors, fighting amongst yourselves, each trying to
dominate the rest. Don’t you know that you were each made for a special purpose, unique and different? Join hands
with one another and come to me.”
Doing as they were told, the colors united and joined hands.
The Rain continued: “From now on, when it rains, each of you with stretch across the sky in a great bow of color as a
reminder that you can all live in peace. The Rainbow is a sign of hope for tomorrow.” And so, whenever a good rain
washes the world, and a Rainbow appears in the sky, let us remember to appreciate one another.
Friendship is like a rainbow: Red like an apple, sweet to the core. Orange like a burning flame, never dying out.
Yellow like the sun that brightens your day. Green like a plant that keeps on growing. Blue like the water that is so
pure. Purple like a flower that is ready to bloom. Indigo like the dreams that fill your heart:
Thank you for our friendship!
References:
Guide Question/s: In 2 – 4 sentences, discuss the following at 10 points each.

1. Of all the colors of the friendship rainbow, where do you belong? Relate that color to your personality why
you have chosen such color.
2. From the (8) eight characteristics of principle-centered leaders by Steven Covey, where do you belong and
why?
3. Of the (10) ten virtues which are considered the foundations of leadership, where do you belong? Justify.
4. Discuss/Explain transformational leadership.
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:
Module 6:
- Development in the context of People-Centered Strategy for Empowerment
- Development Management: A Definition
- The Meaning of National Security
Development Management: A Definition
The set of management systems and processes, an organization set-up to achieve the vision, aspirations, and goals
of development, giving particular attention to ways by which the participatory nature of management can be promoted
on socio-cultural, politico-economic, environmental, moral, and ethical grounds for practical considerations.
Development Management . . .
- A commitment to promote the application of the science and the art or management to the process of nation
building;
- Am integrative and complex field of study, it examines the structure, processes, and behavioral patterns
involved in managing development projects at the project, program, and policy levels;
- Includes all phases of management interventions;
- Main focus is on the implementation of the development processes in an effort to determine approaches and
strategies for better efficiency and effectiveness;
- Considers the community as central to development;
- Advocates an inter-disciplinary/transdisciplinary orientation to address the complex, multi-faceted, and
dynamic process of development;
- Is action oriented and has a temporal dimension that emphasizes the active linkages with external groups
and associations that enable the use of management systems in collaborative operation for the achievement
of results; and
- Adopts an integrative perspective and holistic approach in promoting participatory ethics in administration,
carrying innovative values and placing high premium on the degree of commitment to an improve quality of
life.
The Meaning of National Security:
(National Defense College of the Philippines, 2000)
Two Schools of thought on the meaning of National Security:
A. Equated with National Defense
- Views national security as the protection of the nation’s people and territories from physical assault;
- Threats to a nation’s security are perceived to emanate solely from outside the country;
- Prevalent until the 1950’s especially among the highly industrialized countries.
B. National Security Viewed as a Broader Concept
- In addition to national defense, it includes the protection of vital economic and political interests, the loss of
which could threaten fundamental values and vitality of the state itself;
- National security ceases to be concern solely of the military, and it may be threatened both from within and
from outside of the country;
- This view started to gain adherents in the 1950’s, after the establishment of the National Security Council of
the United States;
- Obtained wider acceptance only in 1970’s;
- Among its advocates was Robert McNamara who claimed that among developing countries, where poverty
was a common denominator, national security may in fact be equated with development.
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The common National Security Council and National Defense College of the Philippines definition of National
Security: - “a state or condition wherein the people’s way of life and institutions, their territorial integrity and
sovereignty, as well as their welfare and well-being are protected and enhanced”.
From the standpoint of the NSC, the security of the nation would largely depend on the maintenance of the following
elements:
Cultural Cohesiveness – the people share the values and beliefs handed down by their forebears and possess a
strong sense of attachment to the national community despite their religious, ethnic and linguistic difference: - that
there are commonalities of ideas, feelings and perspectives transcending differences in language, religion, lifestyles
or ethnic affiliations.
Moral Consensus – there is consensus among the people on the wisdom and righteousness of the national vision,
and they are inspired by their patriotism and national pride to participate vigorously in the pursuit of the country’s
goals and objectives: - there is agreement on who we are as a people, where we want to go as a nation, and how we
want to do there; there is agreement about what is right or wrong and agreement about the national vision.
Territorial Integrity – the territory of the country is intact and under the effective control of Government: - the nation’s
territory (including its exclusive economic zone) (EEZ) is adequately protected from illegal intrusions and destructive
explorations, and no rebel or belligerent group has control over any portion of the territory where our laws cannot be
enforced.
Ecological Balance – the environment is able to support sustainable development strategies for the benefit of the
nation and the people who depend on it for their existence: - a state of affairs wherein current action and decisions
affecting natural resources consider the needs of future generations and the population is accorded protection
against large-scale threats to health and survival.
Socio-Political Stability – there is peace and harmony among the divergent groups of people in the country, and
mutual cooperation and support exists between the Government and the people as a whole: - a situation where evil
and human rights are respected and just policies and rules are obeyed; lawmakers and law-enforcers are dedicated
to the effective delivery of basic services to the people.
Economic Solidarity – the economy is strong, capable of supporting national endeavors, and derives its strength from
the people who have an organic stake in it through participation or ownership: - this is a situation where people have
control over their own lives, livelihood and economic destinies, and economic democracy prevails.
External Peace – the country and the people enjoy cordial relations with their neighbors; and they are free from any
control, interference or threat of aggression from any of them: - the Philippines as a nation is respected by other
nation-states and it is able to conduct its activities without being hampered by any nation.
NDCP Dimensions NSC elements of National Dimensions of
Of National Security security Development
military socio-economic stability
territorial integrity political
Political extended peace and harmony
Economic economic solidarity economic
Socio-cultural cultural cohesiveness socio-cultural
moral and spiritual consensus
Environmental ecological balance environmental
Techno-scientific techno-managerial
References:
Guide Question: On a sheet of intermediate pad paper, in 3 – 5 sentences each at 5 points each, how could you
develop?
1. Physically
2. Politically
3. Economically
4. Socially
5. Spiritually
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6. Emotionally
Module 7:
- Review of Organization and Management Theories
- Henri Fayol’s Principle and Management
- Seven Central Managerial Activities
At the end of the modules, the students should be able to:
1. Discuss some Theories of Organization and Management; and
2. Relate the application of Organization and Management Theories in the implementation of the
VIP-CWS/NSTP.
Review of Organization and Management Theories
By: Dinah Pura T. Depositario
Assistant Professor and Chair
Department of Agribusiness Management
CEM, UP Los Banos
A. Planning – any activity concerned with choosing the best means to achieve a given goal; decision-making
about the future.
The Planning Process:
1. Identification of Opportunities and Threats
Examples of Perceived Opportunities in the environment
Demand for low-cost housing and construction materials
Demand for smaller cars
Demand for import-substitutes
Examples of perceived threats to a firm
New legislation
Increased competition
Price control
2. Evaluation O present Situation
Strengths and weaknesses of the company
Gap between the desired level of performance and its present levels of performance
3. Goal setting
Three stages:
-Statement of purpose or the reason for being of the organization (Purpose)
-Statement of scope of activities organization will undertake to achieve the purpose (Mission)
-Statement of objectives classifies the level of performance to be achieved in these activities (Objective)
Example: Purpose: Be a highly profitable company for its investors
Mission: Retail the widest range of consumer products to all income groups
Objective: Maintain leadership in sales in the retail trade industry
4. Determination of Premises – Assumptions about the future which form an important basis for the strategic
choices as well as the detailed plans of a firm. The premises will underlie planning usually concern external
and internal variables which are expected to have a major impact on the firm’s future performance.
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External Variables:
The rate of growth of the economy and/or the industry
The rate of inflation and its expected impact on costs and prices
Internal Variables:
The level of internally generated funds to support investments
The company’s total staffing level
5. Matching Process: (Evaluation of Alternatives and Selection of Course of Action)
6. Programming – Translates broad plans to specific activities to be undertaken by an enterprise that extend
over a period of several years. The output of programming is an integrated plan composed of the following
parts: 1) Marketing plan; 2) Production plan; 3) Capital expenditure plan; and 4) Staff plan.
7. Budgeting –Translation of programs to financial and other quantitative data. The budget is stated in
monetary terms after supplemented by non-monetary amounts like units sold or produced. The budget
period usually covers one year. The types of operating budget are: 1) revenue budgets and 2) expense
budgets.
People plan because they want their actions be both: effective and efficient.
Types of Plans:
Projects – plan which pertains to a discrete activity unit which has a specific starting and ending point.
Programs – collection of related plans or projects.
Policies – general statements or understandings that guide company personnel in making decisions, usually
contained in memos or, more frequently, in company manuals.
Rules or Procedures – specific instructions or definite actions to be taken with respect to a task or situation (e.g.
customer’s refund, uniform rule, gate pass, etc.).
B. Organizing – The process of identifying activities needed to accomplish a goa, subdividing and grouping
these activities into meaningful units, and assigning authority and responsibility to people for their
accomplishment.
Four fundamental steps in organizing:
1. Divide the total workload into tasks that can be logically and comfortably be performed by individuals or
groups. This is referred to as division of labor (Job Design).
2. Combine tasks in a logical an efficient manner. The grouping of tasks is generally referred to as
departmentalization.
3. Specify who reports to whom in the organization. The linking of departments results in organizational
hierarchy.
4. Set up mechanisms for integrating departmental activities into coherent whole and monitoring the
effectiveness of that integration. The process is called coordination.
Types of Organizational Structure:
1. Functional Structure – most basic form of organizational structure.
2. Divisional Structure – grouping jobs into units according to similarity of products and markets: Division
by product; division by geography; and division by customer.
3. Hybrid Structure – combines aspects of both the functional and divisional forms with some jobs grouped
into departments by function and others grouped by products or markets.
4. Matrix Structure – superimposes a horizontal set of divisional reporting relationships into a hierarchical
functional structure.
Organization-Related Concepts:
1. Organizational design – is the determination of the organizational structure that is most appropriate for
the strategy, technology, people and tasks of the organization.
2. Organizational structure – is the way in which an organization’s activities are divided, organized and
coordinated. It is the formal pattern of interactions and coordination designed by management to link
the tasks of individuals and coordination designed by management to link the tasks of individuals and
groups in achieving organization objectives.
3. Organizational chart – a line diagram that depicts the broad outlines of an organization structure.
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4. Chain of command – is the unbroken line of authority links each individual with top organizational
position through a managerial position at each successive layers in between.
5. Job design – the specification of task activities associated with a particular job.
6. Work specialization- the degree to which the work necessary to achieve organizational goals is broken
into various units.
7. Span of management or span of control – number of subordinates who report directly to a specific
manager.
8. Line position – position that has authority and responsibility for achieving the major goals of an
organization.
9. Staff position – position whose primary purpose is providing specialized expertise and assistance to
line positions.
Contingency factors in Organizing:
1. Technology and Technological Interdependence
2. Size
3. Environment (Mechanic vs. Organic Structure)
4. Strategy
C. Staffing – The management function that deals with recruitment, selection, assignment, and development of
the various kinds of human resources required by the organization.
Recruitment – is the process of attracting the appropriate number of qualified individuals to apply for vacant positions
in an organization; requires job analysis and the identification of applicants for vacant positions.
Job Analysis – outputs of job analysis are the job description and the job specifications.
Sources of applicants – can either be sourced internally or externally.
Selection – process of gathering information about the applicants with the objective of arriving at a decision to hire
the appropriate person for the vacant position.
Performance Appraisal – the process of evaluating employees for the following reasons: 1) to determine whether
employees should be retained, promoted, or transferred; 2) determine the amount of adjustment in salaries or wages,
and 3) to provide feedback to employees in the areas where they need some improvements through their own efforts
or by additional training.
Training and Development – training attempts to improve the ability required by the job of operative employees and is
immediately focused on skills while development attempts to improve the abilities of personnel to prepare them for
more responsible positions in the future.
Manpower Planning – planning how it is going to provide the human resource inputs required by the firm at the
present time and in the foreseeable future considering the goals or objectives of the firm.
D. Directing – process through which a manager communicates with the influences other-members of the
organization in the pursuit of company objectives.
E. Controlling – the process of ensuring the actual activities conform to planned activities; that organization
plans, programs, and specific tasks are carried out effectively and efficiently.
Steps in the Control Process:
1. Establishments of Standards
2. Analysis of Performance
3. Correction of Deviations from Standards or Plans
Establishments of Standards – The most common tools used by the management as a benchmark is the budget;
Budget – quantitative expression of a plan of action.
Analysis of Performance – The established standards should be used to measure performance if the control system
is to influence people to change their behavior.
Correction of Deviation – Analysis of performance should lead to remedial actions when actual performance of
managers, or their respective units, is not in accordance with planned performance.
Key Performance Areas or Key Result Areas – aspects of a unit or organization that must function effectively if the
entire unit or organization is to succeed.
Reference:
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Rafael A. Rodriguez and Erlinda S. Echanis, 1997, Fundamentals of Management, (3rd Edition), Diwata Publishing
In., MM.
Organization and Management Theories:
Webber (1975) identifies seven (7) central managerial activities, namely:
a) Formulating plans and executing controls
b) Structuring tasks and making unpopular decisions
c) Communicating critical information
d) Allocating scarce resources
e) Managing conflicts
f) Maintaining stability
g) Managing change
Henri Fayol (1949), the Father of Management Theory defined administration in terms of the primary elements:
a) Planning
b) Organizing
c) Command
d) Coordination
e) Control
“Seldom we do apply the same principle twice in identical conditions; allowances must be made for different changing
circumstances” (Fayol, 1949).
Principles of Management:
1. Division of work – specialization of labor considerate activities for efficiency.
2. Authority and responsibility – the right to give order and power to exact obedience.
3. Discipline – respect for agreements which are directed at achieving obedience, application energy, and the
outward marks of respect.
4. Unity of command – should receive orders from one superior only.
5. Unity of direction – one head and one plan for a group of activities having the same objective.
6. Subordination of individual interests to generate interests – interest of one should not prevail over
organization.
7. Remuneration of personnel – fair compensation as far as possible.
8. Centralization – the extent to which authority is concentrated or dispersed.
9. Scalar chain – chain of superiors ranging from the ultimate authority to the lowest rank.
10. Order – a place for everyone and everyone in this place.
11. Equity – sense of justice.
12. Stability of tenue of personnel
13. Initiative – the thinking out and execution of plan.
14. Esprit de corps – need for teamwork and the maintenance of interpersonal relationship.
What they are Satisfy needs
What they have Develop attitudes
What they do Motivate lead
Develop groups
Grow
Develop
Change
Combine
Divide
Communicate
Make decisions
Reference/s:
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Discuss briefly the following at 10 points each. Limit your discussion in 3 – 5 sentences to be written on an
intermediate pad paper. (not back to back)
1. On Earning: Never depend on single income. Make investment to create second source.
2. On Spending: If you buy things you do not need, soon you will have to sell things you need.
3. On Saving: Do not save what if left after spending, but spend what is left after saving.
Module 8:
- Introduction to Entrepreneurship
- The Meaning of Entrepreneurship
- The National Internal Security Plan: Strategy and Interagency Coordination
1. Define Entrepreneurship as a concept;
2. Discuss Social Entrepreneurship and its condition;
3. Explain the application of Social Entrepreneurship on the VIP-CWS/NSP implementation; and
4. Present the SHA and ICI of the NISP.
Introduction to Entrepreneurship: Joseph Schumpeter (1934)
Economic growth is initiated by enterprising men and women who produce not necessarily for personal profit but for
nobler, less selfish reasons. These men and women promote new goods and new methods of production, use new
sources of materials and explore new markets because:
- They find joy in creating or in producing.
- They feel a sense of fulfillment in getting things done.
- They like to achieve for achievement’s sake.
An entrepreneur is someone who plans, organizes and puts together all the resources combined to bring a new
enterprise into existence and to run and manage it on a long-term.
These resources which an entrepreneur puts together are human resources (workers, managers, customers, and
suppliers) and non-human resources (land and building, money, machines, materials, and methods).
An entrepreneur is a man or woman who:
- Perceives business opportunities in the environment.
- Takes risks to make us of these business opportunities.
- Invests his own or borrows money to use in the business.
- Introduces innovations or improvements to make the business better, more efficient and more profitable.
- Makes plans an decisions for the business and
- Makes profit from the business.
Filipino Values Favorable to Entrepreneurship:
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1. Pakikipagkapwa (human relations)

2. Pakikisama (togetherness)
3. Malasakit (concern)
4. Utang na loob (deabt of gratitude)
5. Amor propio (self-esteem)
6. Bayanihan (cooperative spirit)
7. Lakas ng loob (risk taking)
8. Bahala na (let-fate-decide attitude)
9. Pakikipagsapalaran (adventure)
10. Close family ties
11. Awa (compassion)
12. Sipag (hard work/industry)
13. Katipiran (thrift or frugality)
14. Pagkamatiisin endurance
15. Pagtitimpi (self-control)
16. Katapatan (sincerity)
Filipino Values and Practices that Deter Entrepreneurship:
1. Authoritarian/strict child-rearing practices
2. Belief in the existence of all-powerful forces that control destiny
3. Amor propio (self-esteem)
4. Bahala na (let-fate-decide attitude)
5. Close family ties
6. Colonial mentality (preference for imported things)
7. Gaya-gaya (imitation)
8. Kanya-kanya (selfish motives)
9. Crab mentality (putting each other down)
10. Balat-sibuyas (sensitive to criticism)
11. Ningas-kugon (lacking in perseverance or persistence)
12. Sobrang makisama (tendency to go along with wishes of group)
13. Segurista (lack in risk taking)
14. Hiya (loss of face/shame)
General Character Traits of a Successful Entrepreneur:
- She takes moderate risks.
- She takes personal responsibility for her own actions.
- She is self-confident.
- She likes to get concrete feedback on her own performance from others.
- She is concerned with tasks and problems rather than with people.
- She is very creative.
- She is achievement-oriented.
Personal Entrepreneurial Competencies or PECs:
- Opportunity seeking
- Persistence
- Commitment to work contract
- Risk taking
- Demand for efficiency and quality
- Goal setting
- Information seeking
- Systematic planning and monitoring
- Persuasion and net working
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- Self confidence
Reference:
Paz H. Diaz R. Xo., Zenaida Macaspac and Theodista T. Vinuya, 1997, Personal Entrepreneurial Development
Course Manual, University of the Philippines Open University.
The Meaning of Social Entrepreneurship: (taken from J. Gregory Dees, Stanford University, 1998)
Rich history and significant meaning of “entrepreneur”:
- Originated in French economics as early as the 17th and 18th centuries.
- Means someone who “undertakes” a significant project or activity.
- It came to be used to identify the venturesome individuals who stimulated economic progress by finding new
and better ways of doing things.
- Around the 19th century, Jean Baptist Say put it this way: “the entrepreneur shifts economic resources out of
an area of lower and into an area of higher productivity and greater yield”.
- In the 20th century, Joseph Schumpeter described entrepreneurs as “the change agents in the economy” by
serving new markets or creating new ways of doing things, they move the economy forward.
- Thus, the Say-Schumpeter tradition that identifies entrepreneurs as the catalysts and innovators behind
economic progress has served as the foundation for contemporary use of this concept.
Current Theories of Entrepreneurship:
Peter Drucker starts with Say’s definition but amplifies it to focus on opportunity: “this defines entrepreneur and
entrepreneurship – the entrepreneur always searches for change, responds to it, and exploits it as opportunity”.
Thus, entrepreneurs have a mindset that sees the possibilities rather than the problems created by change.
Howard Stevenson, a leading theorist of entrepreneurship at Harvard Business School, suggests defining the heart of
entrepreneurial management as “the pursuit of opportunity without regard to resources currently controlled”. He found
that:
1. Entrepreneurs not only see and pursue opportunities that elude administrative managers;
2. Entrepreneurs do not allow their initial resource endowments to limit their options; and
3. Entrepreneurs mobilize the resources of others to achieve their entrepreneurial objectives.
Defining Social Entrepreneurship:
- Which combines an emphasis on discipline and accountability with the notions of value creation taken from
Say, innovation and change agents from Schumpeter, pursuit of opportunity from Drucker, and
resourcefulness from Stevenson;
- An “idealized” definition, hence, the closer a person gets to satisfying all these conditions, the more that
person fits the model of a social entrepreneur:
A. Change agents in the social sector:
-reformers and revolutionaries described by Schumpeter, but which a social mission;
-make fundamental changes in ways things are done in the social sector;
-their visions are bold, attacking the underlying causes of problems, rather than simply treating symptoms;
-they often reduce needs rather than just meeting them;
-they seek to create to create systematic changes and sustainable improvements;
-though they may act locally, their actions have the potential to stimulate global improvements in their chosen arenas,
whether that is education, health care, economic development, the environment, the arts, or any other social sector
field.
B. Adopting a mission to create and sustain social value:
_-the core of what distinguishes social entrepreneurs from business entrepreneurs even from socially
responsible businesses; for a social entrepreneur, the social mission is fundamental;
-making a profit, creating wealth, or serving the desires of the customers may be part of the model, but
these are means to a social end, not the end in itself.
-profit is not the gauge of value creation, nor is customer satisfaction, social impact is the gauge;
-considers long-term social return on investment creating lasting improvements; and -think about
sustaining the impact.
C. Recognizing and relentlessly pursuing new opportunities:
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-where others see problems, entrepreneurs see opportunity;

-not simply driven by the perception of a social need or by their compassion, rather they have a vision of
how to achieve improvement and they are determined to make their vision work;
-they are persistent;
-the models they develop and approaches they take can, and often do, change, as the entrepreneurs learn
what works and what does not;
-the key element is persistence combined with a willingness to make adjustments as one goes;
-rather than giving up when an obstacle is encountered, entrepreneurs ask: “How can we surmount this
obstacle? How can we make this work?’
D. Engaging in a process of continuous innovation, adaptation, and learning:
-entrepreneurs are innovative; they break new ground, develop new models, and pioneer new approaches;
-on the funding side, social entrepreneurs look for innovative ways to assure that their ventures will have
access to resources as long as they are creating social value;
-not just a onetime burst of creativity but a continuous process of exploring, learning, and improving;
-tend to have a high tolerance of ambiguity and learn how to manage risks for themselves and others;
-they treat failure of a project as a learning experience, not a personal tragedy.
E. Acting boldly without being limited by resources currently in hand:
-social entrepreneurs do not let their own limited resources keep them from pursuing their visions;
-skilled at doing more with less and attracting resources from others;
-use scarce resources efficiently, and they leverage their limited resources by drawing in partners and
collaborating with others;
-they explore all resource options, from pure philanthropy to the commercial methods of the business sector;
-not bound by sector norms or traditions;
-develop resource strategies that are likely to support and reinforce their social mission;
-take calculated risks and manage the downside, so as to reduce the harm that will result from failure; and
-understand the risk tolerances of their stakeholders and use this to spread the risk to those who are better
prepared to accept it.
F. Exhibiting a heightened sense of accountability to the constituencies served and for the outcomes created:
-social entrepreneurs take steps to assure they are creating value by seeking a sound understanding of the
constituencies they are serving;
-they make sure they have correctly assessed the needs and values of the people they intend to serve and
the communities in which they operate, which in some cases, requires close connections with these communities;
-they understand the expectations and values of their “investors”, including anyone who invests money, time,
and/or expertise to help them;
-they seek to provide real social improvements to their beneficiaries and their communities, as well as
attractive (social and/or financing) return to their investors;
-creating a fit between investor values and community needs is an important part of the challenge;
-when feasible, social entrepreneurs create market-like feedback mechanisms to reinforce this accountability;
-they assess their progress in terms of social, financial, and managerial outcomes, not simply in terms of
their size, outputs, or processes and using this information to make course corrections as needed.
The National Internal Security Plan (NISP):
Provided for in Executive Order No. 21` “Creating Coordinative and Integrative System on Internal Security” June 19,
2001.
Based on Memorandum Order No. 44 approving National Internal Security Plan and Directing All Concerned
agencies to Comply with and Implement the Plan.
Aims to prescribe the general framework and provide policy guidelines for coordinating, integrating and accelerating
overall government response to overcome insurgency nationwide.
Purpose and Objectives:
A. To coordinate, integrate and accelerate government peace and order, security and development efforts to
effectively implement the Strategy of Holistic Approach at the national, sub-national levels;
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B. To provide direction, assign roles, define responsibilities, and ensure consistency in the formulation and
implementation of the national policies, plans and programs that impact on internal security;
C. To establish relationships among and synchronize the operations of existing government structures on
peace and order, security and development to achieve synergism and efficiency; and
D. To ensure the coordination and complementation of psychosocial interventions with the overall internal
security effort in order to enhance social capital and promote social cohesion and national unity.
Strategy of Holistic Approach (SHA):
- Comprehensive multidisciplinary government response
- Consist of four major component responses: political/legal/diplomatic; information;
socio-economic/psychosocial; and peace and order/security.
- Customized, need-based, site-specific, and strategy-driven actions to address particular situations.
Components of the SHA:
1. Political/Legal/Diplomatic
Political response – seeks to tap the full cooperation of local government units and civil society to promote good
governance and citizen’s participation in the implementation of the NISP. Develops and propagates democratic
tenets to confront communist ideology. Highlights the government’s commitment to pursue its Comprehensive Peace
Process along the Six Paths to Peace:
a. Pursuit of social, economic and political reforms;
b. Consensus-building and empowerment for peace;
c. Peaceful, negotiated settlement with the different rebel groups;
d. Programs of reconciliation, reintegration and rehabilitation;
e. Conflict management and protection of civilians caught in armed conflict; and
f. Building and nurturing a climate conducive to peace.
Legal response – aims to pursue institutional legal reforms and ensure the provision of legal and prosecutorial
services, legal assistance to civilians, as well as military/police personnel in cases relating to the performance of their
duties while addressing insurgency. Involves the combined efforts of DOJ, DND/AFP, and DILG/PNP to provide
efficient and well-coordinated investigation and prosecution of related cases while strictly observing the principles of
International Humanitarian Law/Human Rights.
Diplomatic response – includes the prevention of foreign intervention in the country’s internal armed conflicts,
promotion of international support for the government’s peace and development efforts by maintaining ties with
international bodies such as the Organization of Islamic Conference (OIC), Association of Southeast Asian Nations
(ASEAN) and the United Nations (UN), and generating support from concerned bilateral/multi-lateral aid agencies for
programs/projects in priority areas that require official development assistance (ODA).
2. Socio/economic/Psychosocial Component
Socio-economic – demands new strategies and innovative programs to alleviate poverty and meet development
needs. Includes the provision of greater access to productive resources, redistributive asset reforms, livelihood
opportunities, and human development services that would bring about normal family and community life. It calls for
additional resources beyond regular allocations and the acceleration of development necessary to build up human
capital. Consists of collaborative action and institutional development initiatives that pushes for social and economic
reforms to confront the lingering causes of insurgency.
Psychosocial – cuts across the implementation of political, socio-economic, and security initiatives. Develops and
implements programs to create and strengthen a spirit of nationhood among the people, which include developing
national character/identity without losing cultural integrity. Contributes in the area of building social capital and
addressing the psychosocial needs of vulnerable groups like women and children, and other groups directly affected
by conflict. Takes into consideration the cultural, ethnolinguistic, religious diversity and deep historical roots of armed
conflicts in specific areas or priority areas.
3. Peace and order/security – consists of responses aimed to protect the people from the insurgents and
provide a secure environment for national development. Involves activities to deny the insurgents access to
their most important resource - popular support – and direct efforts towards establishing conditions whereby
the local population can, with limited government support, provide for its own security. Seeks to directly
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address the insurgent party, its army and mass organization, and the armed conflict itself and initiate
programs to defend communities, protect the people and secure viral installations and national assets.
4. Information component – refers to overall effort to advocate peace, promote public confidence in
government efforts to overcome insurgency through tri-media and interpersonal approaches. Includes
efforts to counter insurgent propaganda and other psychological actions.
Interagency Coordination and Integration:
AFP/POs-NGOs/NGAs/LGUs/PNP/Other Stakeholders – effective and efficient synchronization and integration of
efforts and responses of the entire government machinery and manpower entities.
Areas of exclusivity – are delineated by the inherent mandate of an agency, department, or organization in which
other players can not interfere with.
Areas of coordination – are determined by mutually supporting programs and involved networking and linkaging of
two or more agencies, departments, an organizations to achieve a common objective.
Area of integration – involves a deeper interfere of resource sharing in priority areas and complementary working
relationships for maximum results.
For interagency coordination to be effective, it should be based on personal relationship: include forging the bonds of
mutual respect and creating an atmosphere that will permeate and impact on every action and decision. Successful
interagency coordination rests in no small part on the ability of heads and key officials of agencies, departments, and
organizations to personally work together to achieve desired objectives.
Reference/s:
Discuss briefly the following at 10 points each on an intermediate pad paper. (not back to back)
1. Who is an entrepreneur?
2. Choose 5 Filipino values favorable to entrepreneur and how?
3. Choose 5 Filipino values and practices that deter entrepreneurship and why?
Module 9:
- Project Development and Management
Learning objectives:
1. Discuss the project concept and its application in VIP-CWS projects;
2. Explain the elements in the project cycle and relate it with Project Cycle Management; and
3. Formulate a Project Planning Matrix using a would be VIP-CWS project.
Project Development and Management:
(taken from Stuckenbruck, L.C The Implementation of Project Management: The Professional’s Handbook, 1981)
The Concept of a Project: - s project is created to address a specific concern, the need or concern usually requires
immediate attention, It is undertaken to solve an existing or potential problem and/or take advantage of a rare
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opportunity that presents itself. Hence, the design of a project is always aimed to produce specific and well-defned
outputs that are directly linked to a particular problem, need, or concern.
What is a project?
Projects operates outside the regular functions of an organization, i.e., it does not do nor duplicate any of the routine
functions of the organization, However, it produces results that will help the organization achieve its goals via
improved or better performance of its regular functions.
Project do not continue and repeat the cycle after delivering the results or outputs (unless it becomes an organic part
of an existing regular organization). When this happens, a project undergoes the process called institutionalization;
the most important or sustainable components of a project are institutionalized.
Sustainability determines which projects are to be institutionalized. Among other things, sustainability of projects
draws from its potentials of having stakeholders who are willing and capable of continuing the most relevant and
important components of the project after the project life.
When the project concept is translated into a set of operational organization and management tools, it is called the
“project approach” that is used to address or undertake some specific and non-routine concerns of the organization.
Projects (together with programs and budgets) belong to the single-use plan (SUO) category or type of plans. A
project has a set of activities plotted within each phase and across its projected life span. All projects operate under
limited time. Should a project continue much longer than its planned life span, it ceases to be a project. Probably, it is
able to transform itself into a standing plan and become an organic part of a regular organization.
Project demands are always high as tasks have to be done within a timeframe. Hence, the role of experts and the
primary task of the project manager to orchestrate the efforts of the specialists and weld them into an effective team.
Principles in coordination (e.g., synchronized interdependence) play a big role.
In development-oriented projects, the experts who participate in the project include the target groups or beneficiaries.
Projects follow growth and development patterns that help systematize and organize all the components, like
resources, efforts and abilities. The phases in the project life span ensure that the desirable progression of the
project follows a logical order, called project cycle. This helps in the sequential scheduling of activities, events and
expected outputs of the project.
Phases in the project life:
1. Conception phase;
2. Formulation and approval phase;
3. Start-up phase;
4. Production phase; and
5. Post-production and completion phase
Advantages of Projects:
1. Presence of organizational pressure to complete the assigned tasks. - A project is an organizational
commitment put into action. Schedules and targets are always found in a project plan to make sure certain
outputs will be delivered or made available at specific points in the project life.
2. Well-defined goals and clear, achievable targets. - Projects are time-bound. All of its components should
work in union toward hitting the targets and achieving the goals. Well-defined goals and attainable targets
will make efforts to yield desirable results.
3. Outstanding performance attracts additional or supplemental resources. - Good performance will never go
unnoticed. People and organizations usually get attracted by the outputs of a good performance. If ever this
happens to a project, additional resources are poured by donors who ride on the continuing success of the
project.
4. Flexibility or relaxed bureaucratic procedures. - Difficulties or problems related to bureaucratic set-up create
unwanted delays and other undesirables can be avoided when more flexibility in bureaucratic rules and
procedures are applied.
5. Autonomy or non-interference from the regular organization. – This means a “freer hand in a relatively big
elbow room” in its operations. However, this autonomy should be coupled with accountability in the project
work so that it will not be abused.
Disadvantages of Projects:
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1. Difficulty of integrating project components into the thrusts and structure of the regular organization or
beneficiary groups (Institutionalization problem). – Certain projects (or some of their components like
outputs and/or activities) have to continue and be sustained for a considerable time to produce the desired
impact. Hence, sustainability has to be a primary consideration right at the conceptualization or planning
stage of a project, i.e., who will take care of a particular project component during even after the project life?
2. Intermittent (but increasing) work pressure. – Commitment to deliver always goes with the accompanying
work pressure. The price of commitment is the strict observance of work deadlines. Work pressure is the
normal work condition in a project where only the fit (the experts) will be able to survive.
3. Demoralization of employees in the regular organization. – In projects, it is in other organizations, activities
are the objects of resource expenditure. Translated into monetary terms, they become the budget items.
The more activities there are, the more resources are required and the bigger the project budget becomes.
4. The inability of the regular organization to provide resources in integrating a good project to itself. – When
the organization becomes overly dependent or certain components or outputs of a project that becomes
desirable to incorporate them as its regular units. But it is very difficult to create new positions and/or units
for it will necessarily alter the thrusts, structure, and of course, resources (funds) of the organization as
dictated by existing bureaucratic policies, rules and regulations.
5. Regular organization spends its own resources to sustain a failing project and save its own reputation. –
Project funds do not always come from a regular organization. Many projects get funds from donors in
exchange for some goods and/or services. When there is a drop in project performance, organization tries
to perk-up the performance of the project and save its corporate image in the eyes of its donors by using its
own funds.
6. “Withdrawal syndrome” or refusal to part ways from each other and the project. – Being time-bound dictates
that a project ends at the predetermined time. Everything and everybody is co-terminus with the project and
ceases to operate when it ends (except for those components that get institutionalized). However, the
collegial and wholesome work atmosphere in a project breeds a closely-knit organization (an interpersonal
relations) which makes any physical or emotional separation hurting and difficult. This leads to deliberate
slow down of processes and activities. This becomes very apparent toward the terminal phase of the project
resulting in undue delays and extension.
7. “Hot house syndrome” or getting so used to Project’s flexibility and fringe benefits, the seconded staff no
longer find the work environment in the regular organization conducive to be productive and effective. – The
abundance of resource especially during the early phases of the project, other fringe benefits and amenities,
like salary premium, travel, first-class accommodation, and top-of-the-line supplies and equipment are
commonly enjoyed by the project staff. But all these come and go with the project.
8. Project terminates without achieving its intended results. – The more common reason for untimely stoppage
of a project is its poor performance. This prevents it from producing the intended outputs, In other instances,
it is done to curb any impending threat (organizational, financial, etc.) or the discovery that it duplicates
another project. Lesson is, not to spend resources in vain.
Goal Oriented Project Planning (GOPP):
- The English translation of the German words “Ziel Orientierte Projekt Planung”
- A set of simple yet effective planning tools and procedures designed to come up with the needed set of
planning documents that are useful in preparing the plans of a proposed project;
- As planning framework, it goes down to the minor details of a plan which are often overlooked or given less
emphasis in other more conventional planning techniques;
- Project plans produced using the GOPP are consistent with one another because of the interactive nature of
planning of the planning process, that is, the latter plans are built-on (dovetailed on) plans produced earlier;
and
- Expanded to include other tools in project development and management and is also called Project Cycle
Management (PCM).
Basic concerns and biases of PCM:
1. Promoting self-help[ among target groups (project staff);
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2. Beneficiary (target group) orientation;

3. Capacity-building orientation;
4. Application of management concepts and principles;
5. Objective-driven work and effort;
6. Process orientation; and
7. Promotion of participation.
Four planning documents in GOPP:
1. Problem analysis
2. Objectives analysis
3. Alternatives analysis
4. Participation analysis
Problem Analysis – problem is taken as anything or a state that is undesirable, such as inadequacies, deficiencies,
and constraints; involves constructing a network or problems following a linear logic called problem tree; a structured
presentation of all identified and real problems that includes other relevant information about a particular problem
context.
Constructing a Problem Tree:
Step 1. Write on cars all likely candidates as Core Problem (existing problems only).
Step 2. Choose one and only Core Problem.
Step 3. Establish the major causes of the Core Problem and line up the cards immediately below the Core Problem.
Step 4. Develop the major effects of the Core Problem.
Step 5. Review the diagram (Problem Tree) and check if it is completely and logically structured (both upward and
downward)
Constructing the Objective Tree:
- Comes after finishing the problem tree;
- Objectives should be written as an end-state, an achieved condition, something that is not only desirable but
also realistically attainable and feasible; and
- The rule to be followed is no longer the “cause-effect” but the “means-end” relationship.
Objective analysis:
-describes a situation that would exist after solving the problems
-identifies means-end relationships between the objectives
-visualizes these means-ends relationships in a diagram (objective tree)
How To Do Objectives Analysis:
Step 1. Reformulate all negative conditions in the problem tree into positive conditions (objectives) that are: desirable
and realistically achievable
Step 2. From a diagram showing the means-ends relationships in the shape of an “objectives tree”
Step 3. Review the diagram as a hole and verify its validity and completeness
Objectives Analysis:
If necessary:
- Revise statement
- Add new objectives if these appear to be relevant and necessary to achieve an objective on the next higher
level
- Delete objectives which do not seem to be necessary
Objectives Analysis follows the general steps in decision-making such as:
1. Formulating the objective or goal;
2. Formulating the criteria;
3. Looking for possible alternatives or options;
4. Assessing alternative solutions or actions using the criteria; and
5. Choosing the most feasible and suitable alternative.
Alternatives Analysis is done by following these easy-to-follow steps:
Step 1. Formulate a set of criteria
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- Criteria are measures of performance;

- Criteria are the yardsticks against which all would-be alternatives are evaluated;
- Criteria are formulated before gathering or identifying the alternatives; and
- Criteria may be quantitative or qualitative depending on the decision-making to be used.
Step 2. Select rating system
a. Ranking technique – done by giving preferential order to the possible options; the higher the number, the
higher the priority and preference;
b. Equal weights technique – used when all criteria, in effect, treated as equally important; all criteria are
desirable and needed in achieving a particular end; and
c. Variable weights technique – accommodates the ideal that each criterion is unique as a measure to
discriminate one option from another.
Step 3. Assess the alternatives against the criteria
- This is where the analysis part of the process is carefully done; and
- Assessment or evaluation entails looking deeper into an alternative using the set of criteria.
Step 4. Sum-up the scores to determine the choice
- Get the total score for each alternative;
- Alternative with the highest score is the choice; and
- Arranging the scores from the highest to lowest gives a priority list of project approaches/strategies.
Participation Analysis – is looking the constellation of actors connected to a would-be project. It is an analysis of the
problem, fears, interests, expectations, constraints, and potentials of all those who are connected to a would-be
project; takes into account the contributions of individuals, groups and/or organizations and institutions, who in one
way or another, are linked to the proposed project.
Important linkages of the Participation Analysis to other planning document or instruments of the PCM_GOPP:
1. Each problem mentioned in the Participation Analysis has to appear or reappear in the Problem Tree. No
omissions are allowed.
2. Any expectation or interest is a source of ideas for the project strategy or set of objectives.
3. Alternative Analysis should consider the potentials and deficiencies mentioned in the Participation Analysis.
Project Planning Matrix (PPM) or Project Design – usually a one page summary of the proposed project; and
document that gives the over-all picture of the whole project strategy because it answers the basic questions about
the proposed project.
PPM is divided vertically into four columns:
Project Strategy: where the set of project objectives are found
Objectively Verifiable Indicators (OVI)
Means of Verification (MOV) which tells where the proofs of indicators can be found
Important Assumptions: where the externalities (risks and uncertainties) are found
The Project Stages:
- Project Identification
- Project Planning
- Project Implementation
- Evaluation
- Project Replanning
- Project Implementation
- Evaluation
- Project Handover (End of the Project)
References”
Guide Questions: Discuss briefly the following at 10 points each on a whole sheet of intermediate pad paper: (not
back to back)
1. What personal project you presently have? What benefit/s could you derive from it?
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2. What may be the core problem about a tree that is withering in your back yard?
3. Give the meaning of the following acronyms. (2 points each)
a. SUP –
b. GOPP –
c. PCM –
d. PPM –
e. PDM –
Module 10:
- Social Mobilization Concepts, Principles, and Tools
1. Define Social Mobilization;
2. Identify the components of Social Mobilization;
3. Discuss advocacy strategies and techniques; and
4. Explain the learning points on Social Mobilization and advocacy based on the VIP-CWS experience.
Social Mobilization (taken from UNICEF handbook on Social Mobilization): - is a planned process enlisting the
support and active involvement of all sectors within a society that can play a role in:
- Achieving an agreed social objective
- Converging the interest and actions of institutions, groups and communities towards an objective: mobilizing
human and material resources to reach it; and rooting it in society’s and in the community’s conscience to
ensure sustainability
It begins with a conscious recognition of problem(s) and the seeming lack of collective action of these. It generates
the acceptance of new ideas, attitudes and technologies. It initiates discussion and decision-making for: political will;
action; and resource management. It brings together those affected by the problem and those who have the solution.
It uses all available and potential communication resources. It sustains awareness, cooperation, commitment and
action to achieve a common goal.
Social Mobilization – is a process of bringing together all feasible and practical inter-sectoral allies to:
- Raise people’s awareness of and demand for a particular development programme
- Assist in the delivery of resource and services
- Strengthen community participation for sustainability and self-reliance
Social Mobilization is a broad scale movement – engaging large numbers of people in action to achieve a specific
development goal. It is a planned process that seeks to facilitate change and development. It takes into account the:
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felt needs of people; embraces the critical principle of community involvement; and seeks to empower individuals for
action. (Ling and Hewett, 1991)
Social Mobilization – is an active participation of all and any elements of society that can make appositive
contribution to health improvement as a part of an overall service delivery programme. Is is the process of generating
and sustaining the active and coordinated participation of all sectors at various levels to facilitate and accelerate the
improvement of the situation of children, women and other vulnerable groups.
Elements and Processes of Social Mobilization:

Advocacy – Elements which is focused on various actors who could create the positive environment for program or
service delivery.
Information, Education and Communication – a set of accurate and consistent information on the programs and
services as a timely response by those in direct contact with the communities. IEC materials include: specialized print
e.g. Posters, brochures; audio-visual materials.
Community Organizing – individuals and community groups re able to get a sense of what they can do themselves to
improve their situation.
Capacity Building – social mobilization can also be sustained if the network of advocates and mobilizers are
continually expanded through capacity building. Capacity building (People) Institutional development (Organization)
Networking and alliance-building – SocMob’s success depends on the identification or relevant individuals and
groups who can contribute to the achievement of the programs’s goals.
Distinguishing Advocacy from IEC:

The goal of advocacy is to introduce or change a policy, program or legislation, or shift the position of influential
individuals or organizations on the specific issue. The expected outcome of advocacy is change in policy, positions.
The goal of IEC is to change awareness, attitudes, beliefs, values, behavior or norms within individuals. The outcome
of an IEC program is a change in awareness, attitudes, values, behavior or norms.
Definition of Empowerment:
Empowerment - is the process of people taking action to overcome the obstacles to progress where this action
involves getting more control over their situation.
Community Empowerment and Program Sustainability:

- Enable individuals and the community do their own thinking and reflection to improve their situation.
- Sustainability comes only when individuals, groups and communities have ownership of the problem and
are able to act in their won.
Institutional Development – seeks to improve the ability of the institution to carry out its mandate, mission and vision
and achieve its goals and objectives. The Key levels: systems, processes, networks, financial capacity, physical infra,
management of resources.
Capacity Building – seeks to improve knowledge, skills and attitudes (KSA) of service providers as well as
beneficiaries in order for them to be able to do their jobs and better participate actively in the dynamic process of
change.
Partners – are those with whom we work directly. Allies – are those who have similar interests an programmes as us,
but with whom we may not work directly.
Social Mobilization Catalyzes Action:

- Moves
- Links – People/Resources
Creating awareness, knowledge, commitment
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Creates demand for services

Promotes sealing-up of project for widen implementation
Widens participation of sectors
Pools resources
The Politics of Planning and Management for Social Mobilization:

- Power
- Control
- Resources
SocMob’s 5 Key Mobilization Avenues and Goals:

Political – win political and policy commitment for major goals and resource allocation.
Government – enlist cooperation of service providers.
Corporate – secure support or resources or endorsements, communications.
Community – gain commitment of local political, religious, social leaders and local organizations.
Beneficiary – inform and motivate to take appropriate action.
Evaluation – an assessment of whether or not the social mobilization strategies actually WORKED in practice. It
involves analyzing information and discussing data with SOCMOB team member.
References:
Guide Questions:
In 2-4 sentences each, discuss the following at 10 points each on an intermediate pa paper (not back to back):
1. How can you achieve social mobilization in your own family?
2. In your own words, what is empowerment?
3. Differentiate the two terms: Partners and Allies.
Module 11:
- Resource Generation
1. Explain the concept and operationalization of fund raising-its different elements in the context of
development organization;
2. Discuss guiding principles, criteria for considerations, and different strategies of fund raising;
3. Explain the existing fund sourcing schemes of development organizations, and their transactions/relations
with donor organizations;
4. Identify organizational features of the donor and the recipients that make for effective fund raising;
5. Describe te exchange of transaction process; and
6. Share lessons/fund raising stories, anecdotes or cases or good practices adopted by development
organizations.
No funds, no glory . . . .
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Resource Generation/Fund Raising:

Dr. Mimosa Cortez-Ocampo
Institute of Development Management and Governance, College of Public Affairs
University of the Philippines, Los Banos
Presentation Outline:
Introduction
Rationale
Objectives
Methodology
Conceptual Framework
What is fund raising/resource generation
As management practices
Resource generation as an exchange model
Basic elements of fund raising
Objectives in fund raising
The Donor
The Recipient
The Transaction
Strategies in fund raising
Externally-driven strategies
Internally-driven strategies
General Lessons in fund raising
Objective/Purpose:
- To explain the concept and operationalization of fund raising – its different elements, in the context of
development organization.
- To discuss guiding principles, criteria for considerations, and different strategies of fund raising.
- To explain the existing fund sourcing schemes of development organizations, and their
transactions/relations with donor organizations.
- To identify organizational features of the donor and the recipients that make for effective fund raising.
- To describe the exchange of transaction process.
- To share lessons/fund raising stories, anecdotes or cases on good practices adopted by development
organizations.
Serendipitously, this presentation can also entice the reader to reflect on the status of their respective organizations,
answer the following questions and tell their own story: What are the main sources of revenue of my organization? Is
my organization financially sustainable? If answer to above is “no”, what can I do to help my organization generate
more resources? On the other hand, if the answer is “yes”, how did my organization achieve financial sustainability?
What are the resource generating strategies employed that I could share to others?
Fund Raising/Generation: Concepts and Meanings:

- It is a science because it requires a systematic way of doing it.
- It is a process since it involves steps or procedures on how to go about it.
- It is an art because it takes one’s creativity to come up with new ideas to convince a prospective donor to
give; and different people can employ different “tricks” or ways and means to get what they are asking for.
- It is a profession that is why there are a lot of professional fundraisers hired by different organizations just to
source funds.
Basic Elements of Fund Raising and their Meanings:

- Objective/Purpose
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- The requesting party or prospective user of funds

- The prospective donor-provider of funds
- The process of exchange or transaction between the grantee/recipient of funds and the grantor/provider of
funds
- The funds involved and the actual usage of such funds
The Requesting Party or Prospective User of Funds:

If you were to give funds to anyone or to any organization, what else will you look for? What is the track record of the
organization?
Organizational Attributes
Size of membership or number of clients
Magnitude of operations
Revenues
Locations
The Process of Exchange or Transaction Between the Grantee/Recipient of Funds and the Grantor/Provider of
Funds:
Quality of the transaction or “fit” between you as a fund sourcer and your donor or granting organization spells mutual
satisfaction over the process.
Difficulties of Funding Institution in Dealing with Philippine NGDOs and POs:

- Fake/disappearing NGDOs and POs
- Lack of organizational and programmed tools, techniques and systems
- Lack of internally generated sources
- Inability to sustain programs, projects and activities
- Miscommunication and misinterpretation with NGDOs and POs
- Parochialism
- Impact of projects and programs
The Prospective Donor-Provider of Funds:

- Depends on the purpose and amount needed
- Request matches priority thrusts of the donor
If you have complementing objectives, you have a better chance of getting what you want.
Guidelines on Project Approval: (Morgan, 2002)

- Project should be beneficial to several countries, have a pin-off effect but at the same time, must remain
manageable.
- Target beneficiaries should be the poorer strata of the population (small producers/exporters; smallholders;
small and medium sized enterprises involved in production, processing or trade)
- It pays due regard to sustainability and replicability of activities
- It pays due attention to private sector concerns (demand driven projects), national development policies,
environmental aspects
- The project budget is small to medium size; ranging from 23 to 6 million US$ total project costs (including in-
kind counterpart contributions)
- It has project life span of 1 to 5 years
- Project objectives must be achievable within a specific period of time
Criteria:
- Leadership of the organization. Is it respectable and credible?
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- Objectives related to fund raising. Are they relevant?

- How officers and members view fund raising. Is this acceptable to them?
- Acceptable to the professional interest of the employees of the organization.
- Interest and preferences of the donors. Consider the biases and preferences of the prospective donors.
- Capacity of the organization to offer a counterpart required by the possible donor(s)
Strategies in Fund Raising:

Externally-Driven Strategies:
- Availing of government subsidy or government programs.
- Tapping individual gifts and contributions
Internally-Driven Strategies:
- Local or domestic savings mobilization
- NGDOs sale of services
- Generating internal funds from use of NGDO’s facilities
- Credit and diversification of service or credit products
- Institutional strengthening and networking
- Holding on special events
How to Prepare a Winning Proposal:

Qualities of a Winning Proposal:
- Something important needs doing right away!
- If we do it, many currently under-privileged people will be much better off; If we don’t, these people are
going to suffer.
- We have sensible and cost-effective way of doing it; we are staffed, equipped and eager to do the job!
- All we need is your support!
NGOs in the Child Friendly Movement Strategies:

Most-Often Used – seeking grants, submission of project proposals, tie-ups with LGUs, collection of
membership/registration and meeting fees, direct mailing to potential donors/sponsors.
Most Impact – tie-up with LGUs, seeking grants, direct mailing partnerships with the academe and religious
groups.
Other Strategies – offering of professional services, special events, raffles, dance for a cause, eat for a cause,
light for a cause, telemarketing, small exhibits, signature cards, 20-hour famine, sale of tea bags, mass media
campaign.
Ten Steps to Successful Fundraising:

1. Recognizer the value of freedom of choice – the right of concerned citizens to choose improvements for
their society.
2. Examine your own attitude to money.
3. Define goals clearly.
4. Develop a workable plan of action for spearheading fund raising action.
5. Select your leaders.
6. Know your ‘Public’.
7. Rely on person-to-person contact.
8. Launch fund raising at the right stage in the campaign.
9. Ask for the money.
10. Don’t forget to say ‘Thank You’.
General Lessons in Fund Raising:
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- Foreign aid or overseas development assistance is declining worldwide.

- Giving of grant is influenced not simply by the viability and reasonableness of a proposed project but also by
the credibility, integrity and reputation of the individual proponent or leader.
- Focus on generating own or internal resources.
- Be more creative an offer unconventional or “out of box” products and services.
- Capitalize on partnerships and networks.
- Fund raising is not just about money, it is also about friend-raising and making lasting relationships.
Reference/s:
Explain briefly and directly on a sheet of pad paper (not back to back):
1. If you were given a fund of P10,000.00, what type of business are you going to put up in order to generate
funds. State the location and the goods to be sold (25 points).
2. Explain this quote briefly: “If you have complementing objectives, you have a better chance of getting what
you want.” (10 points).
Module 12.
Topic to be covered:
Monitoring and Evaluation:
1. Define the general concepts of Monitoring and Evaluation;
2. Apply the general concepts of Monitoring and Evaluation to VIP-CWS implementation; and
3. Discuss measures for strengthening VIP-CWS Monitoring and Evaluation.
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NSTP 1 Prelims To Finals

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Divine Word College of Bangued

Course Code: NSTP – CWTS 1

Section 2. Role of the Youth

Rule III. Program Implementation

Rule IV. Fees and Incentives

Rule VI. Miscellaneous Provisions

Updated on April 10, 2006

Module 2 – The STET Paradigm

- developing an informed and aware community;

- True Way to Greatness/Ascent to Truth

2. probe (we ask questions from our own frame of references)

At the end of the module, the students should be able to.

Team Names: Choose To;

Guide Question/s: In 2 – 4 sentences, discuss the following at 10 points each.

1. Pakikipagkapwa (human relations)

-where others see problems, entrepreneurs see opportunity;

2. Beneficiary (target group) orientation;

- Criteria are measures of performance;

Elements and Processes of Social Mobilization:

Distinguishing Advocacy from IEC:

Community Empowerment and Program Sustainability:

Social Mobilization Catalyzes Action:

Creates demand for services

The Politics of Planning and Management for Social Mobilization:

SocMob’s 5 Key Mobilization Avenues and Goals:

Resource Generation/Fund Raising:

Fund Raising/Generation: Concepts and Meanings:

Basic Elements of Fund Raising and their Meanings:

- The requesting party or prospective user of funds

The Requesting Party or Prospective User of Funds:

Difficulties of Funding Institution in Dealing with Philippine NGDOs and POs:

The Prospective Donor-Provider of Funds:

Guidelines on Project Approval: (Morgan, 2002)

- Objectives related to fund raising. Are they relevant?

Strategies in Fund Raising:

How to Prepare a Winning Proposal:

NGOs in the Child Friendly Movement Strategies:

Ten Steps to Successful Fundraising:

General Lessons in Fund Raising:

- Foreign aid or overseas development assistance is declining worldwide.

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