Instructional Materials For CWTS

COTABATO STATE UNIVERSITY
NATIONAL SERVICE TRAINING PROGRAM

CIVIC WELFARE TRAINING SERVICE
INSTRUCTIONAL MATERIALS FOR

NSTP-CWTS
(NATIONAL SERVICE TRAINING

PROGRAM-CIVIC WELFARE
TRAINING SERVICE)
COTABATO STATE UNIVERSITY VISION

The Cotabato State University shall be a world-class education hub for
sustainable, inclusive, and transformative peace and development in Southern
Philippines.
COTABATO STATE UNIVERSITY MISSION

The Cotabato State University aims to produce science and technology professionals;
and peace and development advocates; promote and undertake research and
extension; generate resources; and provide progressive leadership in the fields of
specialization.
GOALS AND OBJECTIVES
Goal 1: Enhance and expand academic program in a community of learning that

promotes academic excellence and innovation.
Objectives:
1. Continuously increase retention and graduation rates for all students while
closing the gaps in student success;
2. Improve students’ access to quality higher and advanced education through
implementation of affirmative action programs such as scholarship, and financial
grants, and inclusive admission programs;
3. Facilitate student mobility in national and international setting;
4. Improve employability of graduates;
5. Improve competencies and skills of faculty through advanced studies, relevant
trainings and external exposure;
6. Recruits, retains, and recognizes diverse, high-quality faculty and staff;
7. Upgrade the quality of instruction through program accreditation in compliance
with national and international standards; and
8. Improve the performance in the licensure examination.
GOAL 2: Relevant and quality research outputs responsive to the local and global
needs.
Objectives:
1. Increase the number of completed S&T-based researches;

2. 2. Develop S&T-based products and/or innovations with academic and
commercial value;
3. Strengthen external partnerships, collaborations, and funding opportunities for

research and extension;
4. Publish research-based papers or articles output in reputable journals or

international refereed publications such as Elsevier, Scopus and Thomson
Reuters Journals;
5. Utilize and/or commercialize research output/s;
6. Generate citations for research-based papers; and
7. Increase number of intellectual products and scholarly works with patent and/or
copyright.
Goal 3. Improve the quality of life through extension services and programs
dedicated to economic development and the promotion of healthy communities,
people, and environments.
Objectives:
1. Provide extension services that will enhance the transfer of mature technologies
generated by the university to various stakeholders;
2. Enhance and improve awareness of and access to research, technical,
entrepreneurial, and professional development services;
3. Generate new infrastructure of knowledge and technologies for food security and
poverty alleviation;
4. Maintain technology demonstration farm for farmers for trainings and technology
transfer;
5. Formulate functional mechanism for monitoring and evaluation of extension and
training programs; and
6. Provide compensation package or incentives to faculty members in the conduct
of extension services.
Goal 4: Encourage revenue-generating innovation

Objectives:
1. Provide project managers and coordinators development opportunities and basic

skills in accounting, theories and application of project management;
2. Develop partnership with government and private establishments to engage in
feasible business ventures;
3. Increase institutional Income and profits through existing and new IGPs; and
4. Maximize utilization of university’s resources.
Goal 5: Establish a transparent, efficient, effective and participative management

system towards good governance.
Objectives:
1. Improve the implementation of policies and best practices in the overall

management of the university;
2. Improve efficiency and effectiveness of managers, faculty and administrative
staff;
3. Develop the culture of excellence among internal and external stakeholders;
4. Review/restructure the administrative and academic organizations of the
university;
5. Observe fairness, equity, and justice in dealing with all various stakeholders;
6. Standardize processes and procedures according to global standards (ISO
Certification); and
7. Strengthen the financial management system of the university.
GOAL 6: Modernization of equipment and facilities that support all functions of

the University.
Objectives:
1. Provide the state-of-the-art physical facilities and equipment;

2. Upgrade physical facilities and Equipment;
3. Establishment of functional and sustainable internet connectivity;
4. Enhance information and management technology resources;
5. Develop CSU website for better access of information of all stakeholders;
6. Upgrade library holdings that promotes intellectual advancement, productive
learning, relevant researches, and quality education; and
7. Center for halal education and innovation.
Core Values:
Leadership
Integrity
Godliness
Humility
Teamwork
Service
COURSE INFORMATION
1. Course Number: CWTS 1
2. Course Name: Civic Welfare Training Service
3. Course Description: A program designed as a service component of the NSTP
contributory to the general welfare and development of the community members
particularly in terms of health education, safety, livelihood, recreation, environmental
protection and the moral of the citizenry. The teaching learning activities is focused in
the development of the students to become assets of the community, society and to the
nation as a whole. Thus, making them aware of their responsibilities as individuals and
integrate values education, transformational leadership and sustainable social
mobilization for youth and family development, community building, national security,
and global solidarity.
4. Pre-requisite: None
5. Co-requisite: None
6. Credit: 3 units
7. Class schedule: 4 hours per week (1 semester)
8. CWTS STUDENT ATTENDANCE: Complete attendance of students to classes shall
be governed by the rules promulgated by the College. There are Excuse Absences; an
absence from classes even if on school business or at the request of school officials is
still to be recorded as an absence. To be late beyond 15 minutes is considered an
absence. Any student who accumulates than the number of absences tolerated in a
particular subject will be automatically Dropped from the subject.
9. GRADING SYSTEM:
The grading system shall be follow:
Numerical Value % Equivalent Letter Equiv. Description
1.00 99-100 A Excellent
1.25 96-98
1.50 93-95
1.75 90-92 A- Very Good
2.00 87-89
2.25 84-86 B Above Average
2.50 81-83
2.75 78-80 B- Average
3.00 75-77 C Passing
5.00 Failed Failed
Inc. Incomplete Incomplete
Drp. Dropped Dropped
 Students with an” Incomplete” grade on his/her Final Grade Report must
complete the course in accordance with the University’s policy as stated in the
Student’s Handbook.
 Any change of grade shall follow the University’s policy.

The following shall be the basis of student’s evaluation:
CS- Class Standing FG- Final Grades
Laboratory (Term Paper, reaction paper, 30%
assignment, etc.)
Quizzes 30%
Recitation 30%
Attendance 10%
CHAPTER 1
Introduction to NSTP
THE NSTP LAW
 REPUBLIC ACT 7722 – HIGHER EDUCATION ACT OF 1994
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.
 THE NATIONAL SERVICE TRAINING PROGRAM [R.A. 9163]
1. What is the legal basis of the National Service Training Program

(NSTP)?
The National Service Training Program (NSTP) Law or RA 9163 also known
as “An Act Establishing the National Service Training Program (NSTP) for
tertiary level students, amending for the purpose Republic Act No. 7077 and
Presidential Decree No. 1706, and for other purposes.” was enacted last
January 2002 to amend the Expanded ROTC. This program aimed to
enhance civic consciousness and defense preparedness in the youth by
developing the ethics of service and patriotism while undergoing training in
any of its three (3) program components, specifically designed to enhance the
youth’s active contribution to the. general welfare.
2. What are the components of the NSTP?
a. Reserve Officer’s Training Corps [ROTC] - refers to the program

component, institutionalized under Section 38 and 39 of Republic Act No.
7077, designed to provide military training to motivate, train organize and
mobilize them for national defense preparedness.
b. Civic Welfare Training Service [CWTS] - refers to the program component

or 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 devoted to improving health, education, environment, entrepreneurship,
safety, recreation and moral of the citizenry and other social welfare services.
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 youth and other segments of society in need of their

services.
Who are covered by the NSTP Law?
A. All incoming freshmen students, male, female, starting school year (SY)
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;
B. All higher and technical-vocational education institutions must at least offer

one (1) of the NSTP components.
C. State universities and colleges (SUC‟s), 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
SUC‟s of similar nature, in view of the special character of these institutions,
are exempted from the NSTP.
E. Private higher education 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).
3. What is the duration and equivalent course unit of each of the NSTP
Component?
Each of the NSTP components shall be undertaken for an academic period of

two (2) semesters for 54 to 90 training hours per semester. It shall be credited
for three (3) units per semester.
4. What fees shall be charged to students taking any of the NSTP

components?
No other fees shall be collected except basic tuition fees, which should not be
more than 50% of the charges of the school per academic unit.
5. Who are covered by the suspension of the 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 in their respective schools.
6. What happens to male students who are currently enrolled and have not
taken nor completed the ROTC requirements for graduation?
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) or Law Enforcement Service (LES) 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 these Rules and have
taken only one (1) semester of Basic ROTC or E-ROTC/NSP shall take 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.
7. How are Clustering and Cross-Enrollment done?
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 student shall allow their students to cross-enroll in
other schools irrespective of whether such school is under CHED or TESDA;
and in the case the students taking the ROTC component irrespective of
whether the two semesters shall be taken from different schools whose
ROTC is managed by different branches of service of the Armed forces of the

Philippines(AFP).
8. What is NSTP-One Summer Program (NSTP-OSP)?
NSTP-OSP is created under RA 9163 or the NSTP Act of 2001, especially

Section 6 and jointly devised, formulated and adopted by DND, CHED and
TESDA.
NSTP-OSP is established for the three (3) components: ROTC, CWTS and
LTS. This is intended for graduating students in baccalaureate or at least two-
year technical-vocational or associate courses, who have yet to comply with
the NSTP as a requirement for graduation, as well as for students, thus allow
them to concentrate on the academic subjects and other co- curricular
concerns.
9. What is the National Service Reserve Corps (NSRC)?
NSRC is created under Section 11 of RA 9163 or the NSTP Act of 2001,

composed of graduates of the nonROTC components: the CWTS and LTS.
Members of this Corps maybe tapped by the State for literacy and civic
welfare activities, through the joint efforts of DND, CHED, and TESDA.
SELF-AWARENESS AND
VALUE DEVELOPMENT
CHAPTER 2
THE HUMAN PERSON

THE HUMAN PERSON: OVERVIEW

The main objective of this module is to introduce the nature of human person, a course
in philosophy that helps us to understand the nature of human being. As student in the
subject NSTP – CWTS 1, understanding the human person is very important because we
are dealing with the issues, concerns and development of the society.
What is a human person? What is the nature of a human person? How does a person
attain his highest potential that can create a positive result towards society?
The Human Person
 Estañol (2007) defines the human person as having physical, spiritual, emotional and
intellectual attributes.
 St. Thomas Aquinas describes the human person as having physical and spiritual
substance because he/she has a soul and is created by a superior being with a divine
purpose.
 Dictionaries define the human person as a “self-conscious animal”.
Characteristics of Human Person
Babor (2007) in his book, The Human Person: Not Real, But Existing, discusses the several
characteristics of a human person, namely:
1. Rational - Every person is a rational being. This is what distinguishes a person from all other
creatures in the world. As a rational being, a person is free to think and has the capacity to
reason. He can distinguish what is right and what is wrong because he has intellect.
2. Free - All human beings are born free. A person has the freedom to do or not to do a specific
action. However, every person must be responsible for his own action. In other words, a person
can do whatever he pleases but not to the extent of doing harm to his co-creatures.
3. Unique - Every person is unique. Every person has his own identity such that no two persons
are the same. Generally speaking, human beings have the same characteristics and physical
features and but no two persons are the same because every person has its own perception,
has different sets of values and priorities in life.
4. Social being - Every person is intrinsically a social being. He cannot detach his “being” from
others and all other creatures in the universe. Human nature is characterized by his
togetherness and relationship towards other creatures; be it a thing, object or his fellowman.
5. Sexual - All created living things are sexual in nature but the uniqueness of expression of a
person’s sexuality makes it all different. The expression of a person’s emotions, attitudes,
feelings, actions and thoughts in sexual activity best exemplifies his uniqueness from animals.
Considering the characteristics, and their definitions, given above, it can be deduced that a
human person is the ultimate expression of the Supreme Being that has the freedom, capacity
and ability to reason, reflect and relate to his co-existence.
Biblical Views of Human Person
God created man and woman in “He/she (human person) is designated

His own image and likeness and by God to exercise dominion over the
made them masters of the fish of other creatures in his/her everybody use
the sea, the birds, the heaven, the of freedom, search for happiness, and
earth, the wild beast, and all openness to the world around him/her.
reptiles that crawl upon the earth. And what makes him/her human is
his/her being a true person, which
includes the special gifts and talents of
Genesis, Chapter 1., verses 26-27 thinking, loving longing for happiness,
and making decision. The human nature
was patterned after the image of God.”
Agbuya (1997)
Philosophical Views of Human Person

According to Protagoras, a human person is the measure of all things that exist and of
all things that do not exist. Furthermore, Plato claimed that the perfect human being does not
exist on this world because what is in this world is just an imperfect copy of humanity’s original
self in the realm of ideas.
Parmenides posited that a person has knowledge of something that exists. For a person
who does not exist, for a person who does not exist is nothing.
Maguigad (2006) in his book, Philosophy of the Human Being. Explains the different
philosophical views of the human person.
1. Conservatism- all human persons may not be of equal value to society; some men are
intended to rule, the rest to obey.
2. Liberalism- all men are capable of reason and rational action and have the capacity to
live satisfactory and productive lives if given the opportunity.
3. Socialism- the human being readily engages in cooperative social activities when given
the opportunity.
4. Fascism- what matters most is the country itself. The human being can prosper only
when the nation prospers; his/her fate is merely secondary when it comes to the country.
Classical Greek Views of Human Person

The early classical Greek define the human person as “a rational animal”. An animal’s
vegetative sensory and rational element is integrated within his/her beings; thus he/she is a
material (body) and spiritual (soul) being. As a vegetative creature, the human person needs to
have food to grow, develop, and reproduce. As a sentient being, he/she needs sensory
perceptions to gain knowledge. As a rational animal, he/she needs the power of thoughts,
reason, and cognition.
Sociological Views of Human Person
A perspective is a particular way of looking at and seeing something. Salcedo (2004)
states that people look at this social world at the various ways that human behave in social way.
San Juan (2007) proposes some common ideas about the human person:
1. Human person are social animals. We need to cooperate with others in some way to
create the social world in which to live.
2. The human social behavior is learned. Not instinctive.
3. To understand the human person social behavior, we have to focus our attention on the
groups which people belong.
4. Sociology is a discipline that looks into the totality of relationships in an individual life.
CORE AND RELATED VALUES

DIMENSION VALUES
PHYSICAL HEALTH
Physical Fitness, cleanliness, harmony with the
AS SELF
material universe, beauty and art

INTELLECTUAL TRUTH
HUMAN PERSON
Knowledge, creative and critical thinking

MORAL LOVE
Integrity/honesty, self-worth/self-esteem, personal
discipline
SPIRITUAL SPIRITUALITY
Faith in God
SOCIAL Family SOCIAL RESPONSIBILITY
COMMUNIT
Society Mutual Love/respect, fidelity, responsible

parenthood, concern for others/common good,
freedom/equality, social justice/ respect for human
rights, peace/active non-violence, popular
IN
participation
ECONOMIC ECONOMIC EFFICIENCY
Thrift/conservation of resources, work ethics, self-
reliance, productivity, scientific and technological
knowledge, vocational efficiency, entrepreneurship
POLITICAL NATIONALISM
Y Common identity, national unity, esteem of
national heroes, commitment, civic consciousness/
pride, “Bayanihan”/ solidarity, loyalty to country
GLOBAL SOLIDARITY
International understanding and cooperation
SOURCE: Values Integration and Promotion: A Civic Welfare Service Core and Related Value
Hierarchy of Needs
Maslow's hierarchy of needs is a motivational theory in psychology comprising a

five-tier model of human needs, often depicted as hierarchical levels within a pyramid.
From the bottom of the hierarchy upwards, the needs are: physiological (food
and clothing), safety (job security), love and belonging needs (friendship), esteem, and
self-actualization.
The hierarchy of needs has five levels, namely:

1. Physiological Level - these are biological needs such as food, water and clothing. They are
the strongest needs because when a person is deprived of these, the person will ultimately find
ways to fulfill its satisfaction.
2. Safety - when physiological needs are met, the person transcends in finding security and
protection from physical and emotional harm.
3. Social and Belongingness - when the needs for physiological and safety had been satisfied,
the desire for affection, belonging, friendship can become active. Maslow states that people
seek to overcome feeling of loneliness and alienation.
4. Esteem - there are two esteem needs: The self-esteem that include achievement, mastery,
confidence and the esteem the person gets from others. These include recognition, respect,
attention etc. When these needs are satisfied, the person feels self-confident and valuable as a
person in the world. However, when these needs are not met, the person may feel inferior,
weak, helpless and worthless.
5. Self-Actualization - it is the highest form of motivation. Maslow describes this need as
reaching the person’s peak potential.
As discussed above, Maslow’s theory pointed out that a person must satisfy first the
other lower needs before he can actually realize his self-worth and potential. Accordingly,
when lower needs are unmet, the person cannot fully devote himself to fulfilling his potentials
(Boeree;1988). He theorized that self - actualization is the driving force of human personality.
Thus, a person cannot appreciate intellectual and aesthetic learning when the person is hungry
and his safety is difficult to obtain. “Artistic and scientific endeavors do not flourish in a society
where people must struggle for food, shelter and safety. The highest motive - self-actualization -
can only be fulfilled after all other needs are fulfilled” (Intro to Psych 10th ed by Atkinson, Smith,
Bem, p. 525).
Following Maslow’s theory, Carl Rogers (1902-1987) in his person- centered therapy
theory, believed that every person has within him an inherent desire towards a positive
transformation and development of his capacity. Furthermore, he came to believe that man
is basically good and inherently possesses a seed of goodness no matter how imprudent his
actions are.
The theory of person - centered therapy of Carl Rogers explained that persons are the
only ones able to change the direction of their lives and which path to take. The therapist’s role
is to act as a “sounding board” while the person himself explores and analyzes his problem
(Intro to Psych 10th ed by Atkinson, Smith, Bem, p 523).
In accordance with the view of Roger’s theory, the writer of this article personally
believes that the therapist being referred to should not be restricted to psychologists only, but
must also be identified with the person’s environment and the people surrounding him. In other
words, the role of our society should be a “sounding board” of our reflections in life to be able for
the individual to realize his problem and create his own solutions for it. It is the individual who
will eventually direct his own life and not the people around him.
THE EIGHT STAGES OF DEVELOPMENT By Erik H. Erikson
STAGE CRISIS VIRTUE

Basic Trust VS. Mistrust Hope
 Child is helpless dependent on adults.  Emerges as an enduring belief in
INFANCY (BIRTH)
 Caring is the satisfying needs of the child. the attainability of fervent wishes
 If parents are rejecting and the satisfying (trusting children are more future-
needs of the child is inconsistent, it develops oriented)
feelings of mistrust  Children lacking enough trust
cannot hope because they must
worry constantly about whether their
needs will be satisfied and therefore
are tied to the present.
Autonomy VS. Shame and Doubt Will
EARLY CHILDHOOD (AGES 1
 Child develops rapidly varied skills.  Defined as the unbroken

 Learns how to hold on and let go – feces determination to exercise free
and urine. choice as well as self-restraint.
 Child can willfully decide to do something
ort to do it.
 Effects of parental discipline and control
– 3)
over the development of child’s own self-

control.
 From a sense of self-control without loss
of self-esteem comes lasting sense of good
will and pride
 From a sense of self-control comes a
lasting propensity for doubt and shame
Initiative VS. Guilt Purpose
AGE (AGES 4 –
PRE-SCHOOL
 Initiative – the general ability to initiate  The courage to envisage (predict

ideas and actions and to plan future events. or visualize) and pursue goals by
 The child begins to explore what kind of defeat of infantile fantasies, by guilt
5)
person he can become limits are tested to and by foiling fear of punishment.
find out what is permissible and what is not.
 Guilt develops if parents ridicule the
child’s self-initiated behaviors and fantasies.
Industry VS. Inferiority Competence

SCHOOL AGE (AGES 6 –
 Industry – the sense of enjoyment from  It is the free exercise of dexterity
work and from sustained attention. and intelligence in the completion of
 Child learns skills necessary for economic tasks, unimpaired by infantile
survival the technological skills that will allow inferiority.
him to become productive member of his
11)
culture.
 School is the place where child is trained
for future employment.
 Inferiority causes the child to lose
confidence in his ability to become
contributing member of society.
Identity VS. Role Confusion Fidelity
 Identity - means essentially how a person  self-confidence and self-esteem
TEEN AGE (AGES
sees themselves in relation to their world. It's necessary to freely associate with
a sense of self or individuality in the context people and ideas based on merit,
12 – 19)
of life and what lies ahead. loyalty, social and interpersonal

 Role Confusion - the negative perspective integrity, discretion, personal
- an absence of identity - meaning that the standards and dignity, pride and
person cannot see clearly or at all who they personal identity, seeing useful
are and how they can relate positively with personal role(s) and purpose(s) in
their environment. life
Intimacy VS. Isolation Love
ADULTHOOD
 Intimacy – the ability to merge one’s  Defined as the mutuality of

(AGES 20 –
YOUNG
identity with that of another person. devotion forever subduing the

 Isolation – the inability to share one’s antagonism inherent in dividend
identity with that of another person. functions
 Development of a greater sense
of intimacy.
Generativity VS. Stagnation Care
OD (AGES
ADULTHO
 Generativity – the impulse to help  The widening concern for what

MIDDLE
members of the next generation. has been generated by love,

 Stagnation – interpersonal necessity; it overcomes the
impoverishment – the lack of concern about ambivalence adhering to irresistible
the next generation. obligation.
Ego Integrity VS. Despair Wisdom
 Ego Integrity – the satisfaction with life  The person has more ego
(AGES
AGE
OLD
and the lack of fear of death. integrity than despair

 Despair – the lack of satisfaction with life  Defined as detached concern with
life.
The stages of development are patterned sequence encompassing appropriate

physical, emotional and cognitive tasks that the individual must muster in a struggle to
adjust to the demands of the social environment.
Each stage should be viewed as a psychosocial crisis or conflict – and whether
the conflict of a particular stage is successfully resolved or not, the individual is pushed
by both biological maturation and social demands into the next stage. The conflict in
each stage involves bipolar tasks such as trust vs. mistrust.
CHAPTER 3
FILIPINO SOCIAL
VALUES
FILIPINO VALUES IN THE COMMUNITY SETTING

During the NSTP sessions that discussed the different Filipino characteristics
and Filipino Citizenship values, an understanding of the Filipino culture and Filipino
value system was explained. It reiterated that actions, decisions and manner an
individual acts and thinks can be attributed to the values they were taught and practiced
since their birth.
For this chapter, it will have discussed the different values that are exemplified in
the social setting especially in the community. It is better to keep in mind that these
values are very essential in bringing forth changes and progress in the community.
These values can be an important instrument in influencing the people in the community
towards productive change and development.
Below are several values that can help in
bring together people for a common goal and
advocacy.
1. Pakikisama / Camaraderie – refers to
an interpersonal relationship where
people are friendly with each other. To
be with someone and to get along with
each other indicates basic human
friendliness and affinity. It is a basic
tendency for Filipinos and is expressed
in their private lives, their public workplaces, and in their relationship with their
neighbors. Filipnos believe that they live and act together with co-equals and
consider it only natural that the consideration they show other will be
reciprocated. So, people show a strong tendency to help, share and cooperate
with those they are with.
2. Familial / Close Family Ties –

Filipino are said to value and take
good care of their family. Genuine
concern for the family is manifested
in the honor and respect given to
parents and elders, in the support
and care extended to children and in
the great sacrifices one endure for
the welfare of the family. This family
orientation makes every member
develop a feeling of belongingness
and sense of safety and security.
3. Hospitality – refers to the warm

welcome that the Filipino gives to
visitors who come to his and her
home, especially strangers. Filipinos
tend to create relationship and open
their homes regardless of any
stereotypical biases. They are easy to
get along with and treats them as
though they were family members.
4. Damayan System – refers to the

sympathy for people who suffered lost
and in unfavorable situations. Filipinos
tend to express their sympathy very
easily and pull people in their intimate
circle for comfort and support.
5. Flexibility and Adaptability – Filipinos

can keep up with whatever life throw at
them. They deal with the challenges
and changes in their everyday lives as it happens. They easily conforms to the
situation as well as in dealing with the unexpected. This is the ability of the
Filipinos to adjust to the norms of other groups to attain smooth and harmonious
relationship. This is exemplified during disaster wherein many families are
displaced in evacuation centers and need to cope with the hard times.
6. Resiliency – nothing can keep the

Filipino down. Even in dire situation,
Filipino always find a reason to laugh at
the difficulties and proceed with their
lives. This is the ability to recover and
regain readily one’s particular state and
recover without intervention. This can be
summed up with the phase “to rise from
the rubble”.
NATIONALISM
Nationalism is a belief, creed or political ideology that involves an individual
identifying with, or becoming attached to, one’s nation. It is the feeling of oneness
among the people of a certain country. A state of awareness that a nation does exist
and is made of people who owe allegiance not only to a tribe, clan or region nor to any
religious or political entity. Simply, it is the devotion and love of country with all its
inhabitants.
In the article by Luz Leanie Reyes of OurHappySchool.com entitled “10 Modern
Ways to Express Filipino Nationalism”, she presented how Filipinos can express their
nationalistic pride.
1. Respect the Philippine flag and value the Filipino identity
Being Filipinos, we should respect our

Philippine flag and its purpose. The history
and value of this flag are connected to the
freedom we have today. Encourage our
fellowmen to participate and respect our flag
and its anthem and even our different symbols. They provide us our identity as
Flipinos or citizens of the beautiful Republic of the Philippines.
2. Be a productive citizen
Be industrious and make ourselves

productive, not only for ourselves but for our
country as well. Serve the people, serve our
nation.
3. Be aware of the issues in our country

We must be aware and updated on the
significant issues happening in the country.
Extend help to the needy fellowmen,
especially the victims of disasters like
typhoons, flooding, and the like.
4. Stand proud for every Filipinos

achievement
Filipinos is globally competitive in many

aspects. They are proud to be a Filipino and for
the honors they bring to our country. They unite
every Filipino for their achievements. We can
be proud of Filipinos like Manny Pacquiao, the
Azkals Football Team, the Gilas Pilipinas
Basketball Team, and many more.
5. Patronize and support our own products
The Philippines has rich resources to create

quality goods and products. The manpower
services we provide are also globally
competitive. Our economy will improve more if
we ourselves patronize our own products which characterize our creativity,

resourcefulness, and industry.
6. Preserve the Filipino culture
Philippines is rich in various colorful cultural

elements. They are our identity. Be proud and
preserve the culture we have for they are our
treasure. We have to keep them for the future
generation.
7. Respect everyone and value our

traditions
Filipinos are very courteous and respectful.

Even in modern times, many Filipinos show
and value their noble norms and traditions.
So we Filipinos must continue to exercise
these good traditions like respecting our
elders and others, by using “po at opo”,
being hospitable, and being religious.
8. Speak out our own language
Using our own language is manifesting and

preserving our national identity. It is our unique
means of communicating and interacting with
our fellowmen. Our language is an important
tool to achieve further unity and national
development.
9. Remember and commemorate our heroes’

sacrifices for our country
There were many Filipinos who died for our

democracy, freedom, and independence.
Some fought using their pens and tongues, while some used the power of their
arms and weapons. Each had their own way of showing their love and respect to
our country. In today’s generation, let us value and treasured our hero’s
sacrifices and devotion for our country.
10. Love our family, our neighbors, and our

compatriots
Love and help one another. That way, we are

showing the world that we are proud to be
Filipinos. Stand united! Do something to help
each other and for the greater good for mother
country. Love everyone and love our country
as we love ourselves.
SOURCE: https://ourhappyschool.com/ap-social-studies/10-modern-ways-express-filipino-nationalism
PATRIOTISM
Patriotism came from the Latin word “pater” which means “father”. It is the
willingness and determination to lay down one’s life for the fatherland – the constant
resolve to sacrifice one’s life and limb for the preservation of the country. It is the total
realization of that love for the country, which is nationalism. In other words, to be
patriotic is to be nationalistic.
How can one show their patriotism? Here are some ways you can show your
patriotic pride:
1. Display your pride. This is the cheapest and easiest way to show your
patriotism. However, bear in mind the you need to observe the proper way
of showing your nationalistic pride.
2. Stay informed. Know what is going on the country. Understand the
concern and issues plaguing the society. Look at the issues especially the
problems from both sides. Stay objective and find the facts.
3. Learn about your country. Learn the history, culture and influences of
the place where you are born and living in. Don’t be ignorant about the
heritage and legacy of our heroes and modern social movers.
4. Be proud of your country. Celebrate the diversity and uniqueness of the
country. Highlight the good side of the country.
5. Keep the environment clean. No one will take care and safeguard the
country’s resources but their own people. Make it last for the succeeding
generations.
6. Buy local. Support the local businesses and local products to better boost
the local producers like farmers, fishermen etc.
7. Pay your taxes. Contribute to the country’s budget to create change and
development which shall be supported by paying the right amount of
taxes.
8. Vote. Exercise your rights and participate in the government. Chose the
leaders that could shape out country’s direction and future.
9. Keep the government honest. Don’t tolerate corruption and red tape.
Keep an eye out for any malpractice in the government and abusive
government leaders and employee.
10. Volunteer. Get involve and advocate for worthwhile issues. Share your
time and talent for a cause that could help the country.

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COTABATO STATE UNIVERSITY

NATIONAL SERVICE TRAINING PROGRAM

INSTRUCTIONAL MATERIALS FOR

(NATIONAL SERVICE TRAINING

COTABATO STATE UNIVERSITY VISION

COTABATO STATE UNIVERSITY MISSION

GOALS AND OBJECTIVES

Goal 1: Enhance and expand academic program in a community of learning that

1. Increase the number of completed S&T-based researches;

3. Strengthen external partnerships, collaborations, and funding opportunities for

4. Publish research-based papers or articles output in reputable journals or

Goal 4: Encourage revenue-generating innovation

1. Provide project managers and coordinators development opportunities and basic

Goal 5: Establish a transparent, efficient, effective and participative management

1. Improve the implementation of policies and best practices in the overall

GOAL 6: Modernization of equipment and facilities that support all functions of

1. Provide the state-of-the-art physical facilities and equipment;

 Any change of grade shall follow the University’s policy.

 REPUBLIC ACT 7722 – HIGHER EDUCATION ACT OF 1994

 THE NATIONAL SERVICE TRAINING PROGRAM [R.A. 9163]

1. What is the legal basis of the National Service Training Program

2. What are the components of the NSTP?

a. Reserve Officer’s Training Corps [ROTC] - refers to the program

b. Civic Welfare Training Service [CWTS] - refers to the program component

c. Literacy Training Service [LTS] - refers to the program component

children, out-of-school youth and other segments of society in need of their

Who are covered by the NSTP Law?

B. All higher and technical-vocational education institutions must at least offer

D. The Philippine Military Academy (PMA), Philippine Merchant Marine

E. Private higher education and technical-vocational education institutions

Each of the NSTP components shall be undertaken for an academic period of

4. What fees shall be charged to students taking any of the NSTP

5. Who are covered by the suspension of the ROTC requirement?

7. How are Clustering and Cross-Enrollment done?

a. Clustering of students from different education institutions during semestral

ROTC is managed by different branches of service of the Armed forces of the

8. What is NSTP-One Summer Program (NSTP-OSP)?

NSTP-OSP is created under RA 9163 or the NSTP Act of 2001, especially

9. What is the National Service Reserve Corps (NSRC)?

NSRC is created under Section 11 of RA 9163 or the NSTP Act of 2001,

THE HUMAN PERSON

THE HUMAN PERSON: OVERVIEW

Biblical Views of Human Person

God created man and woman in “He/she (human person) is designated

Philosophical Views of Human Person

Classical Greek Views of Human Person

CORE AND RELATED VALUES

material universe, beauty and art

Knowledge, creative and critical thinking

Society Mutual Love/respect, fidelity, responsible

Maslow's hierarchy of needs is a motivational theory in psychology comprising a

The hierarchy of needs has five levels, namely:

THE EIGHT STAGES OF DEVELOPMENT By Erik H. Erikson

STAGE CRISIS VIRTUE

 Child develops rapidly varied skills.  Defined as the unbroken

over the development of child’s own self-

 Initiative – the general ability to initiate  The courage to envisage (predict

Industry VS. Inferiority Competence