NSTP 101 REVIEWER

EVOLUTION OF NSTP

The Philippine constitution provides that the defense of the state is a prime duty of the
government and the people, and in fulfillment of this duty, all citizens may be required by law
to render personal military or civil service.

In further states that it is the duty of the citizen to contribute to our country’s development in
the attainment and preservation of a just and orderly society.

 The National Service Training Program (NSTP) Act of 2001 mandates all citizens, both
male and female, to fulfill this civic duty.

Responding to the urgent needs of our developing country today and in the foreseeable future,
it is equally vital to develop and enhance civic consciousness among the young generation to
ensure national security and development.

NSTP, therefore, enables the youth, as the most valuable resource of the Filipino nation, to be
motivated, developed and utilized in regard to their responsibilities as citizens and fulfillment of
their civil obligations.

 The imposition of national program for service and training the youth in the Philippines
began with the creation of Commonwealth Act No. 1, otherwise known as National
Defense Act.

National Defense Act.

- It is a legislative Act providing basis for national defense of the country, punishing
certain violations thereof, appropriating funds therefore and for other purposes under
the government of Pres. Manuel L. Quezon in 1935.
- The same law that required college students, particularly males to finish two years,
equivalent to 4 semesters, of military training as a modality to institutionalize the
reservist system in the Philippine national defense.

In 1980, the National Defense Act was amended to give existence to Presidential Decree No.
1706, otherwise known as the National Service Law. It mandated compulsory national service
to all Filipino citizens.

It was composed of three main program components namely:

 Civic Welfare Service (CWS)

 Law Enforcement Service (LES)
  Military Service (MS)

College students were given an option to choose one from among these components in
compliance with these requirements for tertiary education.

 The implementation of the National Service Law, except the provision of Military Service
was suspended by Presidential Memorandum. Order No. 1. under the incumbency of
former Pres. Corazon Aquino, paving away for the conceptualization of the Reserve
Officer Corps (ROTC).
 It embodied under the Rep. Act No. 7077 (The Citizen Armed Forces of the Philippines
Reservist Law), effective school year 1986-1987.

ROTC program aimed to realize the constitutional mandate of developing a strong civilian base
to supplement the professional military in the nation’s defense system. It was designed to
initiate the ROTC trainees in the rudiments of soldiership, instilling in them discipline and
correct deportment.

The objective of ROTC, to train all able-bodied tertiary students for military skills in case of war,
It cannot disputed, however, that the law on mandatory military training for male Filipino
students that existed for more than sixty years (60).

Unfortunately, it was tainted with anomalies and irregularities in the advent of the post-Marcos
era that culminated to unprecedented death of UST ROTC cadet officer Mark Welson Chua for
alleged anomalies of some erring ROTC officials in 2001, thus defeating the purpose upon
which this military training program was anchored in.

As a way to offer an alternative in neutralizing people’s aversion to this military program during
the SY 2001-2002, ROTC was only made optional under the National Service Program (NSP),
conceiving the so-called Expanded ROTC (E-ROTC)

(SY 2001-2002) In view of the options, it gave the students the choice, among the following
components, Military Service (MS), Civic Welfare (CWS) And Law Enforcement Service (LES).

Many, if not all of the Higher Education Institutions, found the enforcement of NSP confusing
and unmanageable though. Hence, December 2001, the NSTP Act, envisioned to address public
clamor for reforms in the ROTC and NSTP Programs, was signed into Law by then Pres. Gloria
Macapagal Arroyo as an aggressive modality toward making the former national service
training that is military in nature, relevant to the changing needs of the time.

The MAIN OBJECTIVE of NSTP is:

  to stress the significant role played by youth, male and female alike, in the task of
developing our nation via national service training.
 To develop the youth to become civic or military leaders and volunteers through a
modified, re-structured and reinforced training package whom could be called upon by
the nation in cases their services are needed and in the event of disasters or
emergencies.

Compared with ROTC, the NSTP Act ensured that three components- CWTS, LTS and ROTC, are
given the same and equal implementation in educational institutions.

The non-military program components of NSTP, that is, the CWTS and LTS are committed to
strengthening the values and traits of the youth, improving skills and knowledge on various
endeavors.

Developing interest in community service and making them responsible for peace and
development to ensure harmony and growth in the Filipino communities.

What is the National Service Training Program Law?

 The NSTP Law as embodied in Republic Act 9163 is a program aimed at enhancing civic
consciousness and defense preparedness in the youth by developing the ethics of
service and patriotism.

What are the components of the NSTP?

a. The Reserved Officers Training Corps (ROTC)

 is designed to provide military training to tertiary level students in order to motivate, train,
organize, and mobilize them for national defense preparedness.
b. The Literacy Training Service (LTS)
 is designed to train the students to teach literacy and numeracy skills to school children,
out-of-school youth and other segments of society in need of their services.
c. Civic Welfare Training Service (CWTS)
 refers to activities’ contributory to the general welfare and the betterment of life for the
members of the community or the enhancement of its facilities. Especially those
developed to improving health, education, environment entrepreneurship, safety,
recreation and moral of the citizenry and other social welfare services.

Who shall take the NSTP?

 All incoming freshmen students, male and female, 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 graduation requirement.
How will the NSTP be taken up?

 Each of the NSTP components shall be undertaken for an academic period of two (2)
semesters and credited for three (3) units per semesters with 54 hours to 90 training
hours per semester.

What if the NSTP cannot be taken up during the regular semester?

 A one summer – program in lieu of the two (2) semester program maybe designed,
formulated and adopted by DND, CHED and TESDA subject to the capability of the school
and the AFP to handle the same.

What if the NSTP program chosen by a student is not offered in his/her school?

 Schools that do not meet the requires number of students in order to conduct a program
component or do not offer the component chosen by their students shall allow them to
cross-enroll to other schools irrespective, of whether that school is under CHED or TESDA
(Technical Education and Skills Dev’t Authority) and for ROTC, whether they are managed
by different AFP branches of serviced.
 These students however shall be subjected to the existing rules and regulations of their
original school and the accepting school.

Are currently-enrolled students covered by the NSTP?

 Male students currently enrolled but have not taken any program component of the
previous Expanded ROTC (E-ROTC)/ National Service Program (NSP) are covered by the
NSTP.

Will a student who has completed all the academic requirements of his course except ROTC
be allowed to graduate?

 A student who has completed all his academic requirements except ROTC will be
allowed to graduate provided that he is a certified candidate by the school on or before
the effectivity of the NSTP which March 23, 2002.

What if a male student completed two semesters of E-ROTC/NSP?

 He is deemed to have complied with NSTP requirement.

What if a male student has only taken one (1) semester of Basic ROTC and E-ROTC/NSP?

 He shall take one more semester of any of the NSTP components to qualify for
graduation.
What will become of NSTP Graduates?

 Graduates of the non-ROTC components shall belong to the National Service Corps
(NSRC) that could be tapped by the State for literacy and civic welfare activities.
Graduates of the ROTC component shall form only part of the AFP Citizen Armed Force,
subject to DND requirements.

How can a student continue to qualify for enlistment in the AFP Reserve Force?

 He /she may qualify for enlistment in the AFP Reserve Force as long as he/she has
completed the two (2) semesters of Basic ROTC.

How much fee will be charged for NSTP component?

 No fees shall be collected for any of the NSTP component except basic tuition fees,
which should not be more than fifty percent (50%) of the charges of the school per
academic unit.

What student incentives can be provided by the NSTP?

 A program of assistance/incentives for ROTC students from DND which will be in

accordance with existing laws and regulations and subject to the availability of funds.
School authorities concerns, CHED and TESDA shall ensure that health and accident
group insurances are provided to students enrolled in any NSTP components.
 A special scholarship Program for qualified NSTP shall be administered by CHED and
TESDA subject to the availability of funds.

Who is responsible for supervising the NSTP?

 School Authorities shall exercise academic and administrative supervision over the
design, formulation, adoption and implementation of the different NSTP components in
their respective schools.

What lead agencies will monitor the implementation of the NSTP?

 CHED Regional Offices, TESDA Provincial and District Offices and the DND-AFP through
the major Service Reserve Commands and their ROTC Units shall oversee if the trainings
conducted are in consonance with the Republic Act.

Is the NSTP available in all Schools and Universities?

  All Higher and Technical Vocational Educational Institutions shall be offering at least
one (1) NSTP components, while State Universities and colleges will offer the ROTC
component and at least one other NSTP component.
 The NSTP is to stress the significant role played of the youth in the community and to
become civic or military and spirit of volunteerism and the advocacy of unconditional
service with initiative through modified and reinforced training package whom could be
called upon by the nation in cases their services are needed and in the event of
disasters or emergencies.

THE BILL OF RIGHTS OF FILIPINOS

What is the Bill of Rights?

 The 1987 Constitution of the Republic of the Philippines, consists of 18 articles, and
Article III, the Bill of Rights, comprises 22 sections. But for this lesson, we will only
tackle 5 sections.
 It is a declaration and enumeration of a person’s rights and privileges which the
Constitution is designed to protect against violation by the government, individuals, or
groups of individuals.
 A person’s rights and privileges are declared and listed in the Constitution and serve as a
protective shield to ensure that these rights are preserved and not infringed upon.

Importance of the Bill of Rights

 It establishes the relationship of the individual to the State and defines the rights of the
individual by limiting the lawful powers of the State. It is one of the most important
political achievements of the Filipinos.

5 OF 22 SECTIONS IN THE BILL OF RIGHTS

SECTION 1 (RIGHT OF LIBERTY)

 No person shall be deprived of life, liberty, or property without due process of law, nor
shall any person be denied the equal protection of the laws.

Explanation: This constitutional provision guarantees that no individual can be stripped of their
life, liberty, or property without proper legal procedures. Furthermore, it ensures that all
individuals are entitled to equal protection under the law, without discrimination or unequal
treatment.

SECTION 2 (RIGHT OF PEOPLE TO BE SECURE)

  The right of the people to be secure in their persons, houses, papers, and effects against
unreasonable searches and seizures of whatever nature and for any purpose shall be
inviolable, and no search warrant or warrant of arrest shall be issue except upon
probable cause to be determined personally by the judge after examination under oath
or affirmation of the complainant and the witnesses he may produce, and particularly
describing the place to be searched and the persons or things to be seized.

Explanation: The right to be secure against unreasonable searches and seizures is protected by
law, ensuring privacy and property cannot be violated without probable cause. A judge must
personally examine the complaint and witnesses, issuing a search warrant that specifies the
place and objects to be searched or seized, as stated in the Fourth Amendment.

SECTION 4 (FREEDOM OF SPEECH)

 No law shall be passed abridging the freedom of speech, of expression, or of the press,
or the right of the people to peaceably assemble and petition the government for
redress of grievances.

Explanation: The Bill of Rights in the Philippines guarantees the freedom of speech, expression,
press, and the right to peacefully assemble and petition the government for redress of
grievances. No law can be made to restrict these fundamental rights of the Filipino people

SECTION 5

 No law shall be made respecting an establishment of religion or prohibiting the free

exercise thereof. The free exercise and enjoyment of religious profession and worship,
without discrimination or preference, shall forever be allowed. No religious test shall be
required for the exercise of civil or political rights.

Explanation: The Bill of Rights ensures that no law can be created that favors or prohibits any
religion. People have the freedom to freely practice and enjoy their religious beliefs without
any discrimination or preference. There will be no requirement for any religious test for
exercising civil or political rights.

SECTION 9

 Private property shall not be taken for public use without just compensation.

Explanation: Private property cannot be seized for public use without fair compensation. The
government must provide appropriate payment to the owner in exchange for taking their
property for public purposes.
THE BASIC VALUES OF FILIPINOS

What is the Preamble?

 The term preamble is derived from the Latin word “preambular” which means to walk
before. it is the prologue of the Constitution.
 The Maka-Diyos, Maka-Tao, Maka-Bayan and Maka- Kalikasan are the four clusters of
good citizenship values that are reflected in the Preamble of the 1987 Philippine
Constitution.

The 1987 Philippine Constitution is a social contract between the Filipino people and the
government, establishing a just and humane society that promotes the common good,
conserves and develops the country patrimony, and secures the blessings of independence and
democracy. It embodies the ideals and aspirations of the Filipino people and is based on the
rule of law, truth, justice, freedom, love, equality, and peace.

PREAMBLE

 We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a
just and humane society, and establish a Government that shall embody our ideals and
aspirations, promote the common good, conserve and develop our patrimony, and
secure to ourselves and our posterity, the blessings of independence and democracy
under the rule of law and a regime of truth, justice, freedom, love, equality, and peace,
do ordain and promulgate this Constitution.

THE GOOD CITIZENSHIP VALUES CLUSTERS

The Maka-Diyos Cluster

 It is focused on promoting spiritual values, ethical principles, and personal integrity. It

recognizes the significance of faith and spirituality in building a strong foundation for
individual and societal development.
 Faith in the Almighty God - This value emphasizes the recognition and belief in a higher
power or divinity. It encourages individuals to have faith in God and to uphold their religious
beliefs and practices. It also promotes respect for the religious beliefs of others.
 Respect for life - This value emphasizes the importance of valuing and respecting the
sanctity of life. It encourages individuals to recognize the inherent worth and dignity of
every human being, as well as to protect and promote the well-being of all living creatures.
 Order - This value emphasizes the importance of maintaining harmony, discipline, and
organization in all aspects of life. It encourages individuals to follow rules, regulations, and
 established systems to create an orderly society. It includes respecting authority, obeying
laws, and practicing good citizenship.
 Work - This value emphasizes the dignity and importance of labor and productivity. It
encourages individuals to have a strong work ethic, to be diligent and responsible in their
tasks, and to contribute to the development of society through their work. It promotes the
idea that hard work and perseverance lead to personal growth and societal progress.
 Concern for the Family and Future Generations - This value emphasizes the significance of
strong family ties and the responsibility to care for and protect one’s family. It also
highlights the importance of considering the needs and welfare of future generations in
decision-making and actions. It promotes the idea of intergenerational equity and
sustainable development.

The Maka-Tao Cluster

 It focuses on promoting human dignity, respect for diversity, and social justice through
various community engagements and awareness activities. The cluster is grounded in
core values such as love, freedom, peace, truth, and justice.
 Love - encourages compassion and care for others, fostering inclusive and harmonious
relationships.
 Freedom - promotes the rights and liberties of individuals, empowering them to express
themselves and make independent choices.
 Peace - emphasizes reconciliation, harmony, and cooperation in resolving conflicts and
creating a peaceful society.
 Truth - underscores the pursuit of knowledge, integrity, and transparency, promoting
honesty and accountability.
 Justice - highlights the fair treatment of individuals and the equitable distribution of
resources and opportunities.

The Maka-Bayan Cluster

 Unity - A good Filipino works with and cooperates with others using our different talents
and skills for success.
 Equality - One does not give special treatment and treats everyone with respect regardless
of status or position.
 Respect for the Law and Government - A responsible Filipino abides by their nation’s laws
and refrains from participating in any activities that could jeopardize the well-being of one’s
country.
 Patriotism - Considers what is good for the country in his words and actions.
 Promotion of Common Good - Not driven by greed and self-interest; instead, one prioritizes
the well-being of others in every action they undertake.
The Maka-Kalikasan Cluster

 Concern for the Environment - Demonstrate concern for the environment by conserving
resources, reducing waste, and supporting eco-friendly initiatives in your community.

GOOD CITIZENSHIP AND GOOD GOVERNANCE FOR NATIONAL TRANSFORMATION

 All Filipinos must be good citizens

 Good Citizenship contributes to nation-building
 Good Citizenship engenders love of country
 Good Citizenship engenders unity

NATIONALISM AND PATRIOTISM

 Nationalism

It refers to the strong sense of loyalty and dedication to one’s own nation or country,
prioritizing this allegiance over loyalty to other groups or personal interests.

 Patriotism

It is support for one’s country because you feel pride in it, and belief in the values of the
country.

REPUBLIC ACT NO.8491

 Otherwise known as the Flag and Heraldic Code of the Philippines states that reverence
and respect shall at all times be accorded to the flag, the anthem, and other national
symbols which embody the national ideals and which express the principles of
sovereignty and national solidarity.

LEADERSHIP AND THE YOUTH

Leadership and the Youth

 Leadership is the key force to developing teamwork to ensure completion of common

goals or purpose.
 The youth must develop leadership potentials to ensure efficiency and effectiveness in
meeting their goals
 By this, the youth may develop the spirit and ethics of service for the good of others.

Leadership Defined
  Leadership is a process of giving control, guidance, headship, direction and governance
to a group or organization.
 Leadership is the ability to inspire, to build confidence and gain support among the
people to attain organizational goals.

Servant Leadership

(Supported by April, et al. (2000))

 It is a kind of servanthood and done as a sense of vocation.

 It also implies stewardship of good citizenship and community.
 It is a means of serving others more than oneself.

Principles of Servant Leadership

1. Listening
2. Empathy
3. Healing
4. Awareness
5. Persuasion
6. Conceptualization
7. Foresight
8. Building community

According to Spears (2002), the following are the principles underpinning servant leadership:

 Listening.

The servant leader seeks to identify the will of the group and helps clarify that will.

 Empathy.

The servant leader strives to understand and empathize with others.

 Healing.

One of the greatest strengths of a servant leader is the potential of healing one’s self because
many people have broken spirits and have suffered from a variety of emotional hurts.

 Awareness.

It aids one in understanding issues involving ethics and values and view most situations from a
more integrated and holistic position.
  Persuasion.

Another characteristic of a servant leader is the primary reliance on persuasion rather than
positional authority in making decisions within an organization.

 Conceptualization

Servant leaders seek to nurture their abilities to “dream great dreams”.

 Foresight.

This enables the servant leader to understand the lessons from the past realities to the present
and the likely consequence of a decision for the future.

 Building Community.

Servant Leadership suggests that the true community can be created among those who work in
business and other institutions.

Qualities of Servant Leaders

1. Puts others ahead of his own agenda

2. Possesses the confidence to serve
3. Initiates service to others
4. Is not position conscious
5. Serves out of love

The following are the qualities of a servant leader.

• Puts others ahead of his own agenda.

The first mark of servanthood is the ability to put others ahead of yourself and your personal
desires.

• Possesses the confidence to serve.

How we treat others is really a reflection of how we think of ourselves. Philosopher-poet Eric
Hoffer captured the thought,

“The remarkable thing is that we really love our neighbor as ourselves, we do unto others as we
do unto ourselves. We hate others when we tolerate ourselves. We forgive others when we
forgive ourselves. It is not love of self but hatred of self which is at the root of the troubles that
afflict our world.”

• Initiates service to others.

Great leaders see the need, seize the opportunity and serve without expecting anything in
return.

• Is not position-conscious.

Servant leaders don’t focus on rank or position. Just like when;

When Colonel Norman Schwarzkopf stepped into that minefield, rank was the last thing on his
mind.

• Serves out of love.

Servanthood is not motivated by manipulation of self- promotion. It is fueled with love

(willingness to serve).

Seven Habits of Highly Effective People (by Steven Covey)

I. Independence or Self-Mastery.

Habit 1: Be Proactive. Take initiative in life by realizing that your decisions are the primary
determining factor for effectiveness in your life.

Habit 2: Begin with the End in Mind. Self-discover and clarify your deeply important character
values and life goals.

Habit 3: Put First Things First. Plan, prioritize, and execute your week’s tasks based on
importance rather than urgency.

II. Interdependence. (ie. Working with others):

Habit 4: Think Win-Win. Valuing and respecting people by understanding a “win” for all is a
better than if only one person in the situation had gotten his way.

Habit 5: Seek First to Understand, then to be Understood. This creates an atmosphere of caring,
respect, and positive problem solving.

Habit 6: Synergize. Combine the strengths of people through positive teamwork, so as to

achieve goals no one person could have done alone.

III. Self-Renewal. The last habit relates to self-rejuvenation:

Habit 7: Sharpen the Saw. Balance and renew your resources, energy, and health to create a
sustainable, long- term, effective lifestyle.
VISION

A learning community of transformed persons that provides research-driven programs towards

the development of competent, resilient, and evangelizing individuals.

MISSION

CIC is a leading Catholic Higher Educational Institution, committed to academic excellence and
holistic development of servant leaders who love the underprivileged, champion God’s
creation, and exemplify Marian values.

Christ Centeredness

 Demonstrates deeper understanding of Jesus’ life and teachings.

 Relates with others with love, mercy and compassion as lived out by Jesus and with
humility and obedience as exemplified by Mama Mary.
 Strengthens faith life through active participation in the liturgy and sacraments of
the Church.

Stewardship

 Protects and cares for creation.

 Good keeper of resources.
 Responsible and accountable to the wellbeing and welfare of others.

Excellence

 Commits oneself to continuous enhancement of skills and knowledge.

 Exhibits critical thinking and creativity in creating meaningful outputs.
 Inspires others in bringing out their full potential.

Innovativeness

 Creates new and useful knowledge.

 Promotes growth and sustainability.
 Demonstrates efficiency and productivity.

Integrity

 Adheres to principles of Christian Morality and Ethics.

 Affirms one’s role in the pursuit of Social Transformation.
 Participates in advocacies promoting truth, justice and peace.
Resiliency

 Meets and overcomes challenges in ways that maintain or promote wellbeing.

 Demonstrates persistence and realistic optimism.
 Exemplifies commitment to values and acceptance of others.

MEMBERS OF THE ACADEMIC AND ADMINISTRATIVE COUNCIL 13480

 His Excellency Most Rev. Sofronio A. Bancud, SSS, DD Chairman, CIC Board of Trustees
 Rev. Fr. Noel J. Jetajobe, CACES Superintendent
 Rev. Fr. Joseph B. Azarcon, Ph.D. CIC President
 Amado J. Estonilo III, Ed.D., Ph.D. Vice President for Academic Affairs and Research
 Maria Merlina R. Mariano, Ph.D. Vice President for Administration
 Pura Corazon S. Javier, Executive Assistant to the President
 Catherine M. Gonzales, CPA, MBA Comptroller
 Sr. Eleonor I. Ladignon, Treasurer
 Atty. Joseph Conrad E. Hilario Director, Human Resource Management
 Arcie T. Pararuan, OFS Director, Christian Formation Program
 Celina Joyce H. Dela Cruz, RSW Director, Community Advancement through Responsive
Extension Services
 Jenny Lyn E. Sulit, RN Director, Center for Linkages, Alumni and Promotions
 Engr. Roderick A. Reyes, Director, Management Information Systems
 Alvin P. Dela Cruz, Ph.D. Registrar
 Henrietta DG. Torralba, Ph.D. Dean, Graduate School
 Lorelei S. Lorenzo, MAN, RN Dean, Institute of Health Sciences
 Annalie M. Mananquil, Ph.D. Dean, Institute of Higher Studies
 Duke Benedict R. Lao, MBA Chair, Department of Management, Accountancy,
Technology and Entrepreneurial Studies
 Marie Dawn D. Malang, MAEd Chair, Department of Pedagogical Studies and Human
and Social Development
 Emilia C. Joson, MAEd, Principal, Integrated Basic Education Department
 Jomalyn P. Gonzales, MTMBE Assistant Principal, Senior High School Department
 Mariel P. Felipe, Assistant Principal, Junior High School Department
 Marilou E. Maningas, MTMBE Assistant Principal, Grade School Department
 Alodie Joy D. Jose, Assistant Principal, Preschool Department
 Edwina T. Belza, Head, Accounting Office
 Marilou A. Mauricio, MBA Head, Office of Student Affairs
 Niña G. Navarra, Head, Education Technology
 Jerome L. Rodriguez, RL, MLIS Head, Instructional Media Center