UNIVERSITY OF SAINT LOUIS

Tuguegarao City

SCHOOL OF EDUCATION, ARTS and SCIENCES

Summer Semester
A.Y. 2020-2021

CORRESPONDENCE LEARNING MODULE

NSTP 1013 – NATIONAL SERVICE TRAINING PROGRAM
(Civil Welfare Training Service & Literacy Training Service)

Prepared by:

NSTP-1 Course Instructors

Reviewed by:

RAY T. OBISPO, Ph.D

NSTP Coordinator

Approved by:

EMMANUEL JAMES PATTAGUAN, Ph.D.

Vice President for Academics

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 NSTP 1013 – NATIONAL SERVICE TRAINING PROGRAM 1

CORRESPONDENCE LEARNING MODULE

(Civil Welfare Training Service & Literacy Training Service)

General Introduction

UNIVERSITY OF SAINT LOUIS TUGUEGARAO

VISION
USL is a center of 21st century education advancing in MISSIO ET EXCELLENTIA through relevant
instruction, dynamic research, responsive community engagement, global partnership, sustainable
operation, and jubilating faith.

MISSION
Inspired by the wisdom of God, USL as a CICM academic community is committed to integral human
formation for the building of the Church and the Society.

EDUCATIONAL PHILOSOPHY AND CORE VALUES

The University of Saint Louis upholds the philosophy that education is for building of self and persons for the
Church and the Society. Wisdom builds. To these ends, the following are University of Saint Louis’s core
values integral in the formation of every member of the Louisian community.

 Christian Living. We are witnesses to the Gospel values as taught and lived by Christ thus making God’s
love known and experienced by all.
 Excellence. We seek and maintain uncompromising standard of quality in teaching, learning, service, and
stewardship of school resources.
 Professional Responsibility. We are committed to efficiently and responsibly apply the learned principles,
values and skills in the chosen field of discipline, taking initiative and command responsibility in one’s
professional advancement.
 Social Awareness and Involvement. We engage ourselves with society by listening to the prevailing
issues and concerns in the society, thereby initiating and participating in constructive and relevant social
activities for the promotion of justice, peace and integrity of creation and for people’s wellness and
development consistent with the CICM charism.
 Innovation, Creativity and Agility. We keep ourselves relevant and responsive to the changing needs of
our stakeholders by being flexible, solution oriented, and having cutting-edge decisions and practices.

GENERAL EDUCATIONAL OBJECTIVES

1. To form an educational community of administrators, faculty, students, personnel and parents who are
conscious that their knowledge, skills and attitudes should be geared as a sign of the kingdom and that
by this they realize their highest human dignity.
2. To bring about a new Christian outlook on God, life, culture, world, neighbor, society and personal
human dignity.
3. To give the educational community an adequate exposure to the Catholic faith, in catechesis as well as
in liturgy and practice, to enable Catholics to grow to maturity and faith, and to be inviting and open to
non-Catholics and non-Christians through sound ecumenism and mutual respect.
4. To animate the lay people in our institutions through the Church and CICM vision on education, in
promoting the teaching profession, in whatever field, as a special charismatic service to God’s people.
5. To reflect continually, in the light of the Catholic faith, on the growing treasure of human knowledge and
to transmit it through teaching, research and various services to our communities.
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 6. To be committed to the service of the people of God and human society in general: to study
contemporary problems such as the dignity of human life, promotion of justice and peace, and a just
sharing in the world’s resources.
7. To look for ways and means to give the same chances to the children of as many disadvantaged
families as possible.
8. To serve as a dynamic base for the CICM Institute by which it creates awareness for the missionary
task of the universal church and engages in vocation animation.
9. To cooperate with the local church by striving for a common vision while respecting the authority of the
local church and the CICM orientation.
10. To integrate and promote the life-giving aspect of the cultural and moral values of the people; and,
11. To maintain an academic standard which allows the faculty and students to work on a level needed for
their professional competency.

SPECIFIC EDUCATIONAL OBJECTIVES

1. Concern for the poor and handicapped

The school is aware of the many factors under the present conditions, which tend to keep the
disadvantaged outside the school community; positive steps are taken to counteract these obstacles. This
concern is expressed by such means as:
a. scholarship programs for the poor
b. involvement in non-formal education
c. service programs
d. support for efforts to uplift the disadvantaged in society
e. simplicity of life-style in the schools
2. Concern for the non-Christians and non-Catholics
3. Service to the local church in a subordinate role
4. Integration
5. Dynamic Base

GRADING SYSTEM

Criteria in Grading Midterm/Final

Learning Task 25%
Quiz 15%
Participation/Recitation 10%
Major Examination 50%
TOTAL 100%

Remember:

Expect to do a lot of reading and writing. Varied assessments or activities will be given. At the outset, I am
strictly warning you against plagiarism especially for essay type activities. Plagscan is used to verify
authenticity of your work. Any plagiarized material will be automatically given zero. (this includes copy paste
from internet and from your classmates)

Academic Intellectual Property Rights: Materials posted over NEO-LMS are the properties of USL and the
Facilitators. Students are not allowed to share it to any third-party individuals not part of the class without any
permission from the owners.

I hope you find this flexible approach helpful. Continue to learn amidst this pandemic. Stay safe while learning.

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Course Goals:

 To establish an NSTP framework anchored to the university’s values of honor and excellence in the
service of the people

 To instill civic consciousness and defense preparedness among Louisan students, developing an
understanding of the vital role of the youth in public service and nation building

 To impart basic competencies required in the conduct of the NSTP component courses (CWTS, LTS).

NSTP 1013 – NATIONAL SERVICE TRAINING PROGRAM 1

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 CORRESPONDENCE LEARNING MODULE
(Civil Welfare Training Service & Literacy Training Service)

MODULE 1: INTRODUCTION TO COMMUNITY ENGAGAMENT AND DEVELOPMENT

Topics: a. CICM Advocacies
b. USL-CECA Framework
c. The Basics of Community
d. Community Engagement and Development in Higher Education
e. Service Learning Programs in Higher Education

Learning Outcomes: At the end of this module, you are expected to:

1. To recognize the role of USL as a public-service university, and Louisians as public servants
2. To be acquainted with the University’s NSTP Framework
3. To be oriented with the course goals and class policies
4. To understand the rationale behind and the rules governing the conduct of the NSTP
5. To explain the purpose of the 1987 Philippine Constitution
6. To apply the principles of the 1987 Philippine Constitution and its state policies to specific cases and
issues involving the socio-economic welfare of the people

LEARNING CONTENT

MOTIVATION:

What to do…

One word. Based from personal experience and previous knowledge, what is the first word that comes to your
mind when you think of NSTP? When you realized you will be taking up this course for this short course, what
one word can you use to describe your idea/ thought/ feeling?

PROCESS

The common perception is a great take-off point to reinforce previous knowledge on the program and debunk/
unlearn some misconception.

Lesson Proper:

NATIONAL SERVICE TRAINING PROGRAM

 Republic Act (R.A.) 7722 – also known as The Higher Education Act of 1994
o Republic Act 7722 is the act creating the Commission on Higher Education which covers both the
public and private institutions of higher education as well as degree-granting programs in all post-
secondary educational institutions, be it public or private. One of the powers and functions of this
act which is in line with the goal of National Service Training Program [NSTP] is to identify, support
and develop potential centers of excellence in program areas needed for the development of world-
class scholarship, nation building and national development.
 Republic Act (R.A.) 9163 – also known as National Service Training Program (NSTP) Act of 2001
o Republic Act 9163 is an act establishing the National Service Training Program (NSTP) for tertiary
level students, amending for the purpose Republic Act 7077 and Presidential Decree 1708 and for
other purposes.
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 o R.A. 9163 – enacted on January 23, 2002- also the date of approval and signature of former
President Gloria Macapagal-Arroyo.

National Service Training Program refers to the program aimed at enhancing civic consciousness and
defense preparedness in the youth by developing the ethic of service and patriotism while undergoing training
in any of its three (3) program components.

Program Components
a. Reserve Officers’ Training Corps (ROTC). It refers to the program that is designed to provide military
training to tertiary level students in order to maintain, train, organize, and mobilize them for national
defense preparedness.
b. Literacy Training Service (LTS). It refers to the program that is 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.
c. Civic Welfare Training Service (CWTS). It refers to the program that is designed to contribute to the
general welfare and betterment of life for the members of the community or the enhancement of its
facilities. It is devoted to improve health, education, environment, entrepreneurship, safety, recreation and
moral of the citizenry.

Guiding Principles/ Importance

a. Guiding Principle. All citizens should defend the security and promote the general welfare of the State
through military or civil service.
i. Section 2 of R.A. 9163 affirmed that it is the prime duty of the government to serve and protect its
citizens. In turn, it shall be the responsibility of the 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.
b. Role of Youth
i. 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.
ii. As the most valuable resources of the nation, they shall be motivated, trained, organized, and
involved in military, literary, civic welfare programs and other similar endeavors in the service of the
nation.

Program Implementation
 All incoming first year students, male and female, starting School Year 2002- 2003, enrolled in any
baccalaureate and in at least two (2) year technical-vocational or associate courses, are required to
complete one (1) NSTP component of their choice, as a graduation requirement.
 All higher and technical-vocational education institutions must offer at least one (1) of the NSTP
components.
 State Universities and Colleges (SUCs), shall offer the ROTC component and at least one (1) other
NSTP component
 The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), and the
Philippine National Police Academy (PNPA) are exempted from the NSTP.
 Private higher and technical-vocational education institutions with at least 350 student cadets, may offer
the ROTC component and consequently establish and maintain a Department of Military Science and
Tactics (DMST), subject to the existing rules and regulations of the Armed Forces of the Philippines
(AFP).

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NSTP Values
 Citizenship
 Patriotism
 Moral Virtues
 Respect for the rights of civilians
 Adherence to the Constitution

Duration and Equivalent Course Unit

 Each of the 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) training hours per
semester.
 Earned NSTP units shall not be included in the computation of Grade Point Average (GPA) grades of
college graduating students.

Organization of NSTP Graduates

 Graduates of non-ROTC components of NSTP shall belong to the National Service Reserve Corps
(NSPC), and could be tapped by the State for literacy and civic welfare activities, especially in times of
calamities through joint efforts of DND, CHED, TESDA, in coordination with DILG, DSWD, and other
concerned agencies/ associations.
 Graduates of the ROTC program shall form part of the Citizens Armed Force pursuant to RA 7077,
subject to the requirements of DND

Historical Context of NSTP

1. National Defense Act/ Commonwealth Act No. 1. This act highlighted the necessity of national
defense of the country against colonizers considering the historical background of massive military
advancement of adventurist and power-driven Western nations poised to extend their territories and
resources. This took effect on the auspices of the US government and was still working its way towards
achieving full independence.

This act emphasized:

a. The preservation of the State as the obligation of every citizen.

b. The employment of the nation’s citizens and resources for national defense through national
mobilization, which included the execution of all measures necessary to pass from a peace to a
war footing.
c. The supremacy of the civil authority and the responsibility of the President of the Philippines, as
Commander-in-Chief of all military forces to see to it that the mobilization measures are
prepared at all times.
d. A national mobilization in any case of threatened or actual aggression

This act mandated:

a. All Filipinos are liable to military service, for which they are obliged to go through Preparatory
Military Service (PMT) beginning with youth in school, starting at the age of ten years until he
reached age of twenty-one years.
b. It authorized the establishment and maintenance of Reserve Officer Training units at colleges and
universities.

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 2. Citizen Armed Forces/ Republic Act No. 7077. This act is summarized as follows:
a. The maintenance of a standing or regular military forces in times of peace consonant to its
adequate and actual needs for the security of the State but which can be rapidly executed by
the well-disciplined Citizen Armed Force in the event of war, invasion, or rebellion.
b. Maximum opportunity for the CAF to participate in safeguarding the security of the State and in
assisting socioeconomic development.
c. Organization, training and maintenance of the CAF to ensure their readiness to immediately
respond to the call to service.
d. Promotion and development of public support to the important role of CAF as the protector of
the people and the State

Military training for students enrolled in colleges, universities and similar institutions of learning is
mandatory pursuant to the provisions of the National Defense Act and the 1987 Constitution.

3. National Service Training Act/ Republic Act No. 9163. This act made ROTC as an optional
component and included female students in the training program.

Understanding the 1987 Constitution

Meaning of Constitution
Constitution is that written instrument by which the fundamental powers of the government are
established, limited, and defined and by which these powers are distributed among the several departments or
branches for their safe and useful exercise for the benefit of the people.

Note: The three essential parts of a Constitution are: the bill of rights, governmental organization and
functions, and method of amendment.

Nature and Purpose of the Constitution

1. Serves as the supreme or fundamental law. It is binding on all individual citizens and all organs of the
government. It is the law to which all other laws must conform and in accordance with which all private
rights must be determined and all public authority administered.
2. Establishers basic framework and underlying principles of government. It prescribes the permanent
framework of the system of government and to assign to the different department or branches, their
respective powers and duties, and to establish certain basic principles on which the government is
founded.

Kinds of Constitution
 Origin and History
1. Conventional or enacted. One which is enacted by the constitutional assembly or granted by a
monarch to his subjects.
2. Cumulative or evolved. One which is a product of growth or a long period of development
originating in customs, traditions, judicial decisions, etc., rather than from a deliberate and formal
enactment.

 Form
1. Written. One which has been given definite written form at a particular time by a specially
constituted authority.
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 2. Unwritten. One which is entirely the product of political evolution, consisting largely of a mass of
customs, usages and judicial decisions together with a smaller body of statutory enactments of a
fundamental character, usually bearing different dates.
 Manner of Amending
1. Rigid or inelastic. One regarded as a document of special sanctity, which cannot be amended or
altered except by some special machinery more cumbrous than the ordinary legislative process.
2. Flexible or elastic. One which possesses no higher legal authority than ordinary laws and which
may be altered in the way as other laws.

Note: The Philippine Constitution is classified as conventional or enacted, written, and rigid or inelastic.

Advantages and Disadvantages of a Written Constitution

1. It has the advantage of clearness and definiteness over an unwritten one. This is because it is prepared
with great care and deliberation.
2. Its disadvantage lies in the difficulty of its amendment. This prevents the immediate introduction of
needed changes and may retard the healthy growth and progress of the state.

Requisites of a Good Written Constitution

 Form
1. Brief. In a few provisions, it outlines the structure of the government of the whole state and the rights of
the citizens.
2. Broad. It describes the powers and functions of the government, and of the relations between the
governing body and the governed as comprehensive as possible.
3. Definite. It is clear enough to draw opposing interpretations of essential features of the constitution.
 Contents
1. Constitution of the Government. This part deals with the framework of government and its power. It also
defines the electorate.
2. Constitution of Liberty. This sets forth the fundamental rights of the people and imposes certain
limitations on the powers of the government as a means of securing the enjoyment of these rights.
3. Constitutions of Sovereignty. This points out the mode or procedure of amending or revising the
Constitution.

Constitution distinguished from statute

Constitution Statute

It is legislation from the people. It is a legislation from the people’s

representative.

It states the general frameworks of the law It provides details of the subject of which it
and government. treats.

It is intended not merely to meet existing It is intended primarily to meet the existing
conditions but to govern the future. conditions only.

It is the supreme or fundamental law of the It conforms with the Constitution.

land.

The Hierarchy of Laws

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 Respect for the hierarchy of laws is fundamental to the rule of law, as it dictates how the different levels
of law will apply in practice. In general, the fundamental levels of hierarchy consist of: a constitution or
founding document; statutes or legislation; regulations; and procedures.

The Hierarchy of Laws – A Snapshot

Constitution  Establishes the innate characteristics of the state and its

sovereignty; outlines the rights and responsibilities of its citizens –
as such it is the supreme law.
 Establishes the country’s governance structure.
 All other laws must adhere to the constitution.
 The constitution should reflect and adhere to a country’s
international obligations.
 Trans-border agreements that have different impacts on the
country’s law, depending on the treaty language and the way a
International country’s constitution manage them.
Laws  Sometimes only a limited degree of compliance with treaties, and
some treaties that enshrine fundamental rights are not always
followed through in the signatory nation’s constitution, or through
domestic enforcement.
Statutes /  Statutes are enacted by the legislative branch of government, and
govern a wide range of issues that require regulation in a modern,
Legislation democratic state – including elections.
 Must adhere to the constitution and international law.
 Amended by the same process as first enacted, and enforced by a
country’s enforcement agencies.
 Common law is law made by the courts, not legislature, and is not a
level of hierarchy per se.
 It consists of the judgments of courts, to interpret the wording of
Common Law statute law, to protect the principles of natural justice, to fill a gap in
/ Case Law the law, or to deal with an unforeseen situation not covered by
statute.
 A judgment of a court may award damages, punishment, sanction or
other remedial action, enforced by a country’s enforcement
agencies.
 A form of delegated legislation, developed and enacted by
ministers, department heads, or by an independent body or
commission, to administer their responsibilities.
Regulations  Must adhere to the constitution, international law, and governing
statute, and can be enforced in the same way as statutory law.
 Provide detail on the administration of principles in the law.
 A violation of a regulation can be treated as an offense and
enforced as such.
 A procedure is a description of the required steps necessary to
complete a process.
 Procedures are generally written by an administrative body to
ensure that the law and regulations are applied consistently and
Procedure fairly to all parties.
 Enforcement of a procedure is generally achieved by requesting
compliance as a condition of completing a process or receiving a
benefit (for example, candidacy) – rather than sanction or
punishment.
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  A written set of rules, principles or standards to govern the behavior
Codes of of certain groups.
 Enforcement of codes of conduct depends on whether they are
Conduct considered “soft” or “hard” law. Codes of conduct are considered
“soft law” when they are not passed by a lawmaking body and thus
rely on voluntary compliance.
 Terms such as “guidelines” and “instructions” are uncertain in
Guidelines, meaning and can result in ambiguity, particularly with regard to
enforceability.
Instructions,  “Policies” are broad, informative statements of intent regarding
and Policies principles to be followed, priority programs.
 These should not be used as if they were elements of the structure
of the hierarchy of laws.

Note: In terms of the basic elements of the hierarchy, a constitution states the grounding legal and
democratic principles that its government is obligated to uphold, and because of this is considered the
supreme law in a country or state to which all other laws must adhere. A statute is a law enacted by a
legislature to govern society, and its authority is derived from the constitution or founding document of a
country, which authorizes the legislature to enact it. Regulations are issued under the authority of a statute by
a division of the government or by a special body, such as BIR, DENR, NEDA and others. For this reason, they
are sometimes referred to as “delegated” legislation, and they provide administrative and technical detail to
carry out the purpose of the statute. Finally, procedures describe the required steps necessary to complete a
process, and are generally written by an administrative body to ensure that the law and regulations are applied
consistently and fairly to all parties.

Basic Principles underlying the 1987 Constitution

The Constitution is founded upon certain fundamental principles of government which have become
part and parcel of our cherished democratic heritage as a people. Among these principles are as follows:

1. Recognition of the aid of the Almighty God

2. Sovereignty of the People
3. Renunciation of War as an Instrument of National Policy
4. Supremacy of Civilian Authority over the Military
5. Separation of the Church and the State
6. Recognition of the Importance of the Family as the Basic Social Institution and of the Vital Role of the
Youth in Nation-Building
7. Guarantee of Human Rights
8. Government through Suffrage
9. Separation of Powers
10. Independence of the Judiciary
11. Guarantee of Local Autonomy
12. High Sense of Public Service Morality and Accountability of Public Officers
13. Nationalization of Natural Resources and Certain Private Enterprises affected with Public Interest
14. Non-suability of the State
15. Rule of the Majority
16. Government of Laws and Not of Men

Rule of the Majority

The observance of the rule of the majority is an unwritten law of popular government. The wishes of the
majority prevail over those of the minority. The devise of the majority is practicable rule of law based on reason
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and experience. Democracy assumes that in a society of rational beings, the judgment and experience of the
few; and hence, that the verdict of the majority will more likely be correct than that of the minority.

Government of Law and Not of Men

Rule of Law is meant that no man in this country is above or beyond the law. Every man, however high
and mighty his position may be, possesses no greater rights than other man in the eyes of the law.

STATE POLICIES

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

Just and dynamic social order

The Preamble calls for the “establishment of a just and humane society.” Such a society must insure
the prosperity and independence of the nation and free the underprivileged and the marginalized sectors of our
population from poverty.

The goal is to reduce the political and economic power of a privileged few by equalizing widely differing
standards and opportunities for advancement and to raise the masses of our people from the poverty to a
qualitative worthy of human dignity.

With the eradication of mass poverty, the State solves at the same time a chain of social problems that
comes with it- social unrest, breakdown of family systems, diseases, ignorance, criminality and low
productivity.

Section 10. The State shall promote social justice in all phases of national development.

Social Justice

The State must give preferential treatment to the welfare of the less fortunate members of the
community- the poor, the underprivileged, those who have less in life.

Section 11. The State values dignity of every human person and guarantees full respect of human
rights.

Human Dignity and Human Rights

In a democratic state, the individual enjoys certain rights which cannot be modified or taken away by
the law-making body. This rights are recognized or guaranteed because of the belief in the inherent dignity and
worth of every human person.

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 The value accorded to human dignity is measured by the extent of respect of human rights. In pursuit of
this constitutional policy, it is the duty of the State to enact measures and develop programs that will promote
human dignity and protect the people from any threat of violence or use of force or deception for the purpose of
exploitation.

Section 12. The State recognizes the sanctity of family life and shall protect and strengthen the family
as a basic autonomous social institution. It shall equally protect the life of the mothers and the life of
the born from conception. The natural and primary right and duty of parents in the rearing of the youth
for civic efficiency and the development of moral character shall receive the support of the
Government.

Strengthening the family as a basic autonomous social institution

The State is mandated to recognize the sacredness of family life and to strengthen the family. Under
the provision, the government may not enact any law or initiate measures that would break up or weaken the
family as a social unit or in the guise of protecting the family, interfere in purely internal family maters which
does not involve the social order or any public policy.

The Civil Code of the Philippines lays down the general principles which sustain the solidarity of the
family not only for the guidance of the courts and administrative officials but also for their wholesome influence
upon the members of the family.

Rearing the Youth for Civic Efficiency and Development of Moral Character

1. A duty both of parents and government. – The common welfare of society as well as the good of the
individual depends to a great extent upon the proper education and training of children. The youth of
today will be tomorrow’s citizen. These citizens will be as they have been prepared and guided in the
youth. The government, therefore, should equally, share in the inherent right and duty of parents in the
training of their children to be good, useful, and worthy citizens by giving them support to prepare their
children for future positions of responsibility.
2. Right of State to interfere with education of children. – The State cannot by law compel the parents to
make their children accept instruction in public schools only. Such a law constitutes an unreasonable
interference with the liberty of parents to direct the upbringing of parents to direct the upbringing and
education of children under their control. The State, however, has the power reasonably regulate all
schools, their children and pupils; to require that all children of proper age attend school, that teachers
shall be of good moral character and patriotic disposition, that certain studies plainly essential to good
citizenship must be taught, and that nothing be taught which is manifestly inimical to pubic welfare.
3. The State and Parental Obligations. – While the primary responsibility for educating the chid rests in the
family, the State has a distinct interest in this matter since a proper education- humanistic, vocational,
moral, religious, civic- is necessary for social well-being. It is the duty of the State to see that these
obligations are fulfilled by parents, and to supply the essential educational facilities which private initiate
is unable to furnish.

Section 13. The State recognizes the vital role of the youth in nation-building and shall promote and
protect their physical, moral, spiritual, intellectual and social well-being. It shall inculcate in the youth
patriotism and nationalism, and encourage their involvement in public and civic affairs.

Role of the Youth in Nation Building

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 1. Today’s youth, more knowledgeable and intelligent. – Today’s youth are better educated and far more
well-informed and articulate and politically conscious.
2. Duty of the State. – The youth constitute a rich reservoir of productive manpower. Recognizing their
vital role in shaping the country’s destiny, the Constitution lends it support to the promotion of their
welfare. It is the duty of the State to enable the youth to develop physically, morally, spiritually,
intellectually, and socially, in a wholesome and normal manner, and thus, transform them into healthy,
upright, intelligent, and useful citizens and potential community leaders. It shall inculcate in the youth,
patriotism and nationalism, promote positive personal and social values among them, and encourage
their active involvement and participation in public and civic affairs to the fullest extent possible.
3. Today’s youth, tomorrow’s leaders. – By harnessing the enterprising spirit and progressive idealism of
the youth, young people can become effective players in our collective effort to build a modern
Philippines and, properly trained and guided, will in time, assume dignity and honor the places of their
elders in the high councils of the nation.

Section 18. The State affirms labor as a primary social economic force. It shall protect the rights of
workers and promote their welfare.

Section 22. The State recognizes and promotes the rights of indigenous cultural communities within
the framework of national unity and development.

Rights of indigenous cultural communities

Indigenous cultural communities refer to those non-dominant groups in our country which possess and
wish to preserve ethnic, religious, or linguistic tradition or characteristics markedly different from the rest of the
population.

The State must promote their rights. The State is bound to consider the customs, traditions, beliefs and
interests of indigenous cultural minorities in the formulation and implementation of state policies and programs.

*** END of LESSON 1***

Learning Task

Based from the discussion on the nature and purposes of the National Service Training Program and the
salient nature and provisions of the Philippine Constitution, how can youth live up to the challenge of taking
charge of the society? Can you share your personal experience on how you see yourself effecting impact to
your family, friends and your immediate society?

RUBRIC:

Content 10 pts.
Organization 5 pts.
Mechanics 5 pts.
TOTAL: 20 pts.

REFERENCES

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 RA 9163, NSTP IRR, NSRC IRR
 RA 7077
 RA 7722
 1987 Philippine Constitution

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