Chapter 1 3.
Retirement communities
Community Development Principles, Community
Engagement Process, and Pamantasan Social
Perspective
Community
 The word ‘community’ originated from the
Latin word communis which means common,
public, general or shared by all or many. It
later develop into its Latin translation
communitatem which translates into
community, society, or fellowship.
 Community is defined in the dictionary as a
unified body of individuals such as:
 people with common interest living
in a particular area
 a group of people with a common
interest or characteristic living
together within a larger society
 a body of persons of common and
especially professional interests
scattered through a larger society
 While we traditionally think of a community
as the people in a given geographical
location, the word can really refer to any
group sharing something in common. This
may refer to smaller geographic areas -- a
neighborhood, a housing project or
development, a rural area -- or to a number
of other possible communities within a
larger, geographically-defined community.
 In a sociological point of view, the simplest
definition of a community is “an aggregation
of families and individuals settled in a fairly
compact and contiguous geographical area,
with significant elements of common life, as
shown by behaviors, manners, customs,
traditions and modes of speech.”
Types of Community
A. Formal Communities - Engage in joint
activities and decisions, help each other and
share information with each other; they care
about their standing with each other.
Example of formal communities:
1. Ecovillages
2. Co-Housing communities
3. Co-ops communities
4. Religious communities
B. Informal Communities - Consist of a set of
personal relations, social networks, common
interest and emotional sources of motivation.
Example of informal communities:
1. Academic communities
2. Recreation communities
C. Urban Communities - Large in terms of land
area and population, advanced in science and
technology, with favorable physical
environment and diverse cultures, and the
people are engaged in various occupations.
 
Characteristics of Urban communities:
1. Advancement in science and technology;
2. Many business establishments recreational centers,
educational and religious institutions;
3. People are crowded
4. Social heterogeneity
5. Class Extremes
6. Greater population
7. Many crimes committed
8. Family ties tends to be weak
9. Limited spaces
10. Greater impersonality among neighbors
11. Higher Stand of Living
12. Shortage of employment
13. Informal settlers are rampant
D. Rural Communities - Usually produce their own food
for subsistence
 
Characteristics of Rural communities:
1. Greater personal interaction
2. Deep, long term relationships
3. Generally, peace and order exist
4. Mutual give and take affairs
5. Emphasis of shared values
6. Wider Area
7. Vernacular is usual spoken
8. Few goods and services
E. Global Communities - It is the international
aggregates of nation-states.
 
 World Community;
 Common point of view towards issues of
human rights, global warming, and climate
change, peace and order, socio-economic
conditions as well as disputed issues such as
territorial conflict.
F. Sectoral Communities - Include the voluntary sector
or non-profit sector.
 Voluntary, non-profit and non-government
organization;
 Also called third sector (in contrast to public
and private sector)
 NGOs: Non-governmental organizations
Aspects for Community Description
1. Demographics - the facts about the
population that you can find from census
data and other similar statistical information.
 Some things you might like to know, besides
the number of people in the community:
a. Gender
b. Racial and ethnic background
c. Age
d. Marital status
e. Family size
f. Education
g. Income
h. Employment and Location
2. Community History - The long-term history
of the community can tell you about
community traditions, what the community
is, or has been, proud of, and what residents
would prefer not to talk about. Recent history
can afford valuable information about
conflicts and factions within the community,
important issues, past and current
relationships among key people and groups --
many of the factors that can trip up any effort
before it starts if you don't know about and
address them.
3. Community Leaders, formal and informal -
Some community leaders are elected or
appointed – Barangay Officials, Chairman,
Kagawad, Mayors, Councilors. Others are
considered leaders because of their activities
or their positions in the community --
community activists, corporate CEO's, college
presidents, doctors, clergy. Still others are
recognized as leaders because, they are
trusted for their proven integrity, courage,
and/or care for others and the good of the
community.
4. Community Culture, formal and informal -
This covers the spoken and unspoken rules
and traditions by which the community lives.
It can include everything from community
events and slogans -- “Matira matibay sa
Barrio Dalisay” -- to norms of behavior --
turning a blind eye to alcohol abuse or
domestic violence -- to patterns of
discrimination and exercise of power.
5. Existing Groups - Most communities have an
array of groups and organizations of different
kinds -- service clubs (Lions, Rotary, etc.),
faith groups, youth organizations, sports
teams and clubs, groups formed around
shared interests, the boards of community-
wide organizations, as well as groups devoted
to self-help, advocacy, and activism. Knowing
of the existence and importance of each of
these groups can pave the way for alliances
or for understanding opposition.
6. Existing Institutions - Every community has
institutions that are important to it, and that
have more or less credibility with residents.
Colleges and universities, libraries, religious
institutions, hospitals -- all of these and many
others can occupy important places in the
community. It's important to know what they
are, who represents them, and what
influence they wield.
7. Economics- Who are the major employers in
the community? What, if any, business or
industry is the community's base? Who, if
anyone, exercises economic power? How is
wealth distributed? Would you characterize
the community as poor, working, class,
middle class, or affluent? What are the
economic prospects of the population in
general and/or the population you're
concerned with?
8. Social Structure - Many aspects of social
structure are integrated into other areas --
relationships, politics, economics -- but there
are also the questions of how people in the
community relate to one another on a daily
basis, how problems are (or aren't) resolved,
who socializes or does business with whom,
etc. This area also includes perceptions and
symbols of status and respect, and whether
status carries entitlement or responsibility (or
both).
9. Attitudes and Values - Again, much of this
area may be covered by investigation into
others, particularly culture. What does the
community care about, and what does it
ignore? What are residents' assumptions
about the proper way to behave, to dress, to
do business, to treat others? Is there widely
accepted discrimination against one or more
groups by the majority or by those in power?
What are the norms for interaction among
those who with different opinions or different
backgrounds?
Importance of Understanding the Community
 Knowing the context of the community so
that you can tailor interventions and
programs to its norms and culture and
increase your chances of success.
 Gaining a general idea, even before an
assessment, of the community's strengths
and the challenges it faces.
 Capturing unspoken, influential rules and
norms. For example, if people are divided and
angry about a particular issue, your
information might show you an event in the
 community's history that explains their
strong emotions on that subject.
It is important to understand community --
what a community is, and the specific nature of the
communities we work in. Anything we do in a
community requires us to be familiar with its people,
its issues, and its history. Carrying out an intervention
or building a coalition are far more likely to be
successful if they are informed by the culture of the
community and an understanding of the relationships
among individuals and groups within it. Taking the time
and effort to understand your community well before
embarking on a community effort will pay off in the
long term.
Having enough familiarity with the
community to allow you to converse intelligently with
residents about community issues, personalities and
geography. Knowing that you've taken the time and
effort to get to know them and their environment can
help you to establish trust with community members.
That can make both a community assessment and any
actions and activities that result from it easier to
conduct.
Ensuring the security of your group and
participants. There may be neighborhoods where staff
members or participants should be accompanied by
others in order to be safe, at least at night. Knowing
the character of various areas and the invisible borders
that exist among various groups and neighborhoods
can be extremely important for the physical safety of
those working and living in the community.
The Community Development Principles provides us
key concepts on how we can understand people in the
community we are dealing with, it is a holistic approach
towards working with them, the people. These
principles will guide us on how we shall identify
community challenges, analyze community response,
and propose collaborative projects where the class can
maximize their skills and talents.
Community Development Principles
Human Dignity and Community Development
A. Empowerment
As a key principle of community development,
empowerment often is what prompts things to get
done in the first place. There needs to be a reason for
people to want to improve things in their community
for themselves and others; it can't just be a facet of
social or public duty. Empowerment is a powerful
motivator because of it, as there is usually a personal
source involved. Newer models of empowerment
suggest that it is not a feeling that causes people to act,
but rather evidence from their surroundings that
influence them. 
B. Diversity and Inclusivity
 
Many people have heard about inclusion and diversity
in recent years as individual topics. Their growing
involvement in society and their connection to each
other make them necessary parts of successful
community development. Diversity typically refers to
the traits present in a group-gender, race,
socioeconomic status, religion, political views, etc-and
it's a term that almost everyone is familiar with in some
way.
Inclusivity, however, is not a term that everyone is
familiar with. From a social or community-based
perspective, inclusion is best defined as actions taken
to make sure that everyone is equally valued and has
equal access to resources. It's basically a way to put
everyone in a community on a level playing field,
regardless of what it is that makes them different from
their peers.
C. Collaboration and Participation
Like its name suggests, community development isn't
really something that is done on an individual level or
by a single person. In order for it to actually accomplish
something, the members of the community itself need
to get involved and work together. As mentioned
before, it can take a lot of work to implement the
desired improvements through community
development so it's best not to do it alone.
Collaboration helps bring together people of different
backgrounds who may have access to different
resources that can be of benefit to the community.
D. Awareness Building
To be fair, it's hard to take action to improve upon
something if you are unaware that something needs
improvement in the first place. Awareness is a key
principle of community development because it allows
communities to identify things like resources and needs
within their own space. A potential issue that's causing
harm to a community and/or its members isn't going to
have a giant sign saying, "FIX THIS!" with an arrow
pointing at it.
Awareness in the community development process can
do more than just identify problems, it can also
monitor the progress of the process and the
improvements that are implemented.
E. Transparency and Trust
 
For anything to work in a community of any type, there
needs to be some level of trust and transparency
between those involved. This applies to the leadership,
those who are participating in the community
development process, those who are being directly
impacted by improvements, and anyone else in the
community who may be indirectly affected.
F. Gender and Development
Gender equality is considered a critical element in
achieving Decent Work for All Women and Men, to
effect social and institutional change that leads to
sustainable development with equity and growth.
Gender and Development
 In the context of the world of work, equality
between women and men includes the
following elements:
1. Equality of opportunity and treatment in
employment
2. Equal remuneration for work of equal value
3. Equal access to safe and healthy working
environments and to social security
4. Equality in association and collective bargaining
5. Equality in obtaining meaningful career development
6. A balance between work and home life that is fair to
both women and men
7. Equal participation in decision-making at all levels
The Community Engagement Process
A. Community Engagement definition:
 
 Process by which community benefit
organizations and individuals build on- going,
permanent relationships for the purpose of
applying a collective vision for the benefit of
a community;
 Deals with the practice of moving organized
communities towards change, usually from a
stalled or otherwise similarly suspended
position; and
 Active method of implementing change.
B. Concept of PLM Community Engagement:
 The University is expected to become a
knowledge and life
(Input. Process. Output)
 Boyer (1996) give emphasis that academic
institutions must become more vigorous
partners in search of solutions to the most
pressing social, civic, economic, and moral
problems, and must reaffirm its historic
commitment.
 Community engagement is active
collaboration that builds on the resources,
skills, and expertise, and knowledge of the
campus and community to improve the
quality of life in communities in a manner
that is consistent with the campus mission.
(IUPUI Center for Service and Learning, 2011)
C. Community Engagement Process: 
 The Community Engagement (CE) process
guides all the students, faculty and PLM
community to champion community
engagement activities with the Vision-
Mission and current social realities using the
option for the marginalize lens and
perspective.
 The CE process follows the suggested
progression phases from awareness and
partnership building to actual community
engagement leading towards personal and
societal change: socially aware and proactive
individuals.
 
 CE process is an effective way for PLM to
realize its mission and vision where plans are
put into action most special towards
community engagement. Therefore, the
implementation of CWTS projects is a
concrete contribution in actualizing CE
framework.
PAMANTASAN SOCIAL PERSPECTIVE
 
 The Pamantasan Social Perspective provides
us ideas and concepts on how we can valued
the purpose of establishing PLM as a premier
academic institution in Manila and apply it
not just in NSTP but for our daily life.
Chapter 2
Introduction to Organization and Mobilization of
National Service Reserve Corps (NSRC)
National Service Reserve Corps (NSRC)
- An organization composed of graduates of
the Civic Welfare Training Service (CWTS) and
Literacy Training Service (LTSO components
of the National Service Training Program
(NSTP) as mandated by Republic Act 9163
(NSTP Act of 2001).
NSRC Reservist
- A person who is graduate of the CWTS and
LTS components of the NTSP program and
designated an NSRC serial number.
NSRC Reserve Group (NRG)
 - The highest level of organization of NSRC
reservists composed of at least five (5) or
more NSRC Sections organized at the
provincial level and highly-urbanized cities, as
well as in Higher Education Institutions (HEls),
and Technical-Vocational Education and
Training Institutions (TVETs).
School-Based NSRC Units (SBNU)
- NSRC units established in different HEIs under
CHED and TVETs under TESDA.
Community-based NSRC Units (CBNU)
- NSRC units established in different localities
from the provincial down to barangay level.
Technical – Vocational Education and Training (TVET)
- refers to the education process designed for
post-secondary and lower tertiary levels,
officially recognized as non-degree programs
aimed at preparing technicians,
paraprofessionals and other categories of
middle-level workers
Technical – Vocational Institutions (TVIs)
- refers to an institution whether public or
private offering technical vocational
education and training (TVET) program/s.
Accreditation
- The process of determining the suitability and
capability of an individual or organization to
perform DRRM tasks, based on the criteria
and procedures to be issued by the OCD in
consultation with other concerned agencies,
offices, organization and entities.
Accredited Community Disaster Volunteer
- refers to individuals or organized volunteers,
who possess the requisite qualifications
stipulated in the Policy Guidelines for
Accreditation, Mobilization, and Protection of
Community Disaster Volunteers and whose
names were submitted and officially included
in the LDRRMC List.
Mobilization
- refers to the official act of calling upon NSRC
reservists and NSRC units to report to their
respective designated mobilization centers
Mobilization Order
- refers to verbal or written instruction coming
from the City or Municipal LDRRMO,
Provincial LDRRMO, or the OCD Regional
Director requesting a Volunteer Mobilizing
Organization (VMO) for DRRM-related
activities
Organizational Chart
The Secretary of National Defense (SND)
- as Chairperson of the National Disaster Risk
Reduction and Management Council
(NDRRMC) through Administrator, Office of
Civil defense shall exercise overall
responsibility on the development,
organization, training, administration,
utilization, mobilization, operation,
accreditation, protection and funding of the
NSRC.
The Chairperson, Commission on Higher Education
(CHED)
- through the Higher Education and Institutions
(HEIs) shall be responsible for the issuance of
NSRC serial numbers to all graduates of
CWTS/LTS components of the NSTP and the
Development, Organization, Training,
Administration, Utilization, Mobilization,
Operation, Accreditation, Protection and
Funding of the School-Based NSRC
Reservists and Reservist Units in HEIs under
its jurisdiction.
The Director General, Technical Education Services
and Development Authority (TESDA)
- thru the Technical-Vocational Education and
Training Institutions (TVETs) shall be
responsible for the issuance of NSRC serial
numbers to all graduates of CWTS/LTS
components of the NSTP and the
Development, Organization, Training,
Administration, Utilization, Mobilization,
Operation, Accreditation, Protection and
Funding of the School-Based NSRC Reservists
and Reservist Units in TVETs under its
jurisdiction.
- They may be tasked to assist in the
formulation or conduct of training for skills
needed in DRRM such as Emergency Medical
Services (EMS) Trainings and other related
services.
The Secretary, Department of the Interior and Local
Government (DILG)
- thru the Local Government Units (LGUs) /
Local Disaster Risk Reduction and
Management Councils (LDRRMCs) shall be
responsible for the Development,
Organization, Training, Administration,
Utilization, Mobilization, Operation,
Accreditation, Protection and Funding of the
Community-Based NSRC units from the
provincial down to the barangay level.

Other Member Agencies, Bureaus, Offices, Entities of
the NDRRMC
- shall be responsible for conducting advocacy
of volunteerism for DRRM and shall actively
support the organization of the NSRC offices
in their respective areas of responsibilities
and the implementation of its programs and
activities.
Mission of the NSRC
- To provide a trained, motivated and
organized manpower reserve that can be
tapped by the State for DRRM, civil welfare,
literacy, national emergency, environmental,
protection, and other similar endeavors in
the service of the nation.
Function of NCRC
1. To assist in the disaster preparedness, mitigation,
response and rehabilitation programs;
2.To serve as an auxiliary to the Disaster Risk Reduction
and Management Councils (DRRMCs) response units;
3. To assist in the promotion of civic welfare activities;
4. To assist in the implementation of literacy programs;
5. To assist in socio-economic development;
6. To respond in case of mobilization for national
emergency;
7. To assist in environmental protection, and
8. To perform other similar endeavors as directed by
higher DRRM authorities.
Composition of the NSRC
- The NSRC shall be composed of the graduates
of the Civil Welfare Training Service (CWTS)
and the Literacy Training Service (LTS)
components of the NSTP.
- Activation orders of the CBNRUs.
The NSRC Unit to be established under the Capacity
Building and Training Service of OCD
- shall be responsible the supervision and
monitoring of the implementation of NSRC
development, organization, training,
administration, utilization, mobilization,
operation, accreditation, and protection of
the NSRC from the national down to the
regional, provincial, and municipal level. It
shall serve as repository of all data pertaining
to the NSRC and shall formulate the NSRC
manual and operating procedures for the full
implementation of the NSRC program as
provided for in this IGP and subsequent OCD
publications.
The NSRC School Directorate Office (NSDO)
- shall be established in all HEIs/TVETs. The
NSDO shall be responsible for the
development, organization, training,
administration, and operationalization of the
School-based NSRC. The NSRC School
Directorate Office will be placed under the
Office of the School President.
The NSRC Community Directorate Office (NCDO)
- shall be organized under the local
government units/ local DRRMCs at the
provincial and municipal level. The
LGU/LDRRMC thru their respective NCDOs
shall be responsible for the development,
organization, training, administration,
utilization, mobilization, protection, funding
and operation of the NSRC units.
School-Based NSRC Units:
- HEIs under CHED and TVETs under TESDA
shall organize SBNUs to be composed of
graduates of the CWTS and LTS components
of the NSTP who are still enrolled in said
institutions. The OCD thru the HEIs and TVETs
shall issue the Activation orders of the
SBNUs. These reserve units shall be placed
under control of the College/University
Disaster Control Group Chairperson for the
conduct of training and operations.
Community-Based NSRC Units
- CBNUs shall be organized at the Barangay,
Municipal City and Provincial level. The
membership shall come from graduates of
the CWTS and LTS components of NSTP who
are residents of their respective localities.
The concerned LGUs thru the LDRRMCs, in
coordination with DILG and OCD, shall
undertake the organization of CBNUs. The
OCD thru the Local DRRMCs shall issue the
Administration of NSRC Reservist Groups/Units
The OCD shall:
- Coordinate with DND, CHED, TESDA, and DILG
regarding the formulation of a system of
morale and welfare upliftment that will
include but not limited to the following:
Awards, Ranks, Promotions, and Training.
- Coordinate with DND, CHED, TESDA, DSWD,
DILG, and DENR and other relevant agencies
the formulation of an NSRC Reservist Career
Development System to cover DRRM, civic
welfare, literacy, national emergency,
environmental protection, and other similar
endeavors.
Registration and Accreditation of NSRC Reservist
A. Barangay Level
- Members of the SBNUs shall be required to register in
their respective barangays of residence and shall
secure a barangay certification that he/she is registered
and accounted for. The certificate to be issued shall be
a requirement for college/program graduation and
shall be free-of-charge to the student. Further, the
barangay shall charge the expenses to their respective
DRRM funds.
B. Barangay Level > LGUs
- Registration of the members of the CBNUs as NSRC
Reservists in their respective localities shall be done by
the LGUs at the barangay level.
C. Accreditation (DILG)
- Accreditation of the members of the CBNUs as NSRC
Reservists shall be done at the city and municipal level.
The LGUs at barangay, city, and municipal levels shall
comply with the registration and accreditation
guidelines to be issued by the DILG.
D. Individual > CSO
- An Individual NSRC Reservist may register at any CSO,
private sector, or barangay where he/she resides or
works and be accredited at the city or municipality for
him/her to be and ACDV. The CSO, private sector, or
barangay that the NSRC Reservist has registered at
shall now apply for accreditation as VMOs at their
respective localities.
include full name, date and place of birth, name of
school and date graduated from NSTP, present
residence/home address, present occupation.
Utiliziation of NSRC Reservist Groups/Units
The NSRC reservists and units shall be utilized in
accordance to the PDRRM Act of 2010 (R.A. 10121) and
the NSTP Act of 2001 (R.A. 9163)
- DRRM: Mitigation; Preparedness; Prevention;
Response; Relief and rehabilitation;
- Environmental Protection/preservation and
rehabilitation;
- Civil Welfare and Literacy Activities; and
- Other tasks needed to address
emergencies/calamities/crises.
Mobilization of SBNUs and CBNUs
A. SBNUs
- SBNUs, in case of disaster or emergencies, may be
mobilized by the OCD in coordination with the HEIs
under CHED and TVIs under TESDA, provided that they
are of legal age.
B. CBNUs
- A mobilization order shall be issued by the LDRRMOs
instructing CBNUs accredited as VMOs to mobilize their
ACDVs for DRRM-related activities.

E. RA 10121
- As stipulated in RA 10121, accreditation of NSRC and
ACDVs shall be done at the city or municipal level
through the LDRRMCs. CBNUs which the NSRC
Reservists belong shall apply for accreditation as VMOs
for their members to become ACDVs. Further, the
members of the CBNUs that are accredited as VMOs
shall be automatically accredited as ACDVs.

Databasing of SBNUs and CBNUs

A. SBNUs
- CHED and TESDA shall submit the complete list of
graduates to the OCD Central Office for consolidation.
The national database of LTS and CWTS completers
consolidated by the CHED and TESDA shall be provided,
if necessary. Database of NSTP graduates shall provide
sex-disaggregated data.

B. CBNUs
- Database of CBNUs as NSRC shall be furnished by the
LDRRMOs to the OCD Regional Office for consolidation
and submission to the OCD Central Office through the
CBTS and OS. The NSRC database of CBNUs shall