PRELIM
National Service Training Program
NSTP Implementing Rules and Regulations
Implementing Rules & Regulations
Pursuant to Section 12 of Republic Act No. 9163 otherwise known
as the National Training Program (NSTP) Act of 2001, the
Commission of Higher Education (CHED), Technical Education &
Skills Development Authority (TESDA), & Department of National
Defense (DND), IN consultation with Concerned government
agencies, the Philippine Association of State Universities & Colleges
(PASUC), Coordinating Council of Private Educational Associations
of the Philippines (COCOPEA), Non-Government Organizations
(NGOs)& recognized organizations, hereby jointly issues, adopt &
promulgate the following implementing rules and regulations to
implement the provisions of the Act.
Rule 1
Guiding Principles
Section 1. Guiding Principles.
While it is the prime duty of the government to serve and protect its
citizens, in turn it shall be the responsibility of all citizens to defend
the security of the state and in fulfillment thereof, the government
may inquire render personal military or civil service.
Section 2. Role of the Youth to
a .In recognition of the vital role of the youth in the nation building,
the state shall promote civic consciousness among them and shall
develop their physical moral, spiritual, intellectual and social well-
being. lt shall inculcate the ideals of patriotism, nationalism, and
advance their involvement in public and civic affairs.
b. As the most valuable resource of the nation, they shall be
motivated, trained, organized, and involved in military, literacy,
civic, welfare programs and other similar endeavors in the service of
the nation.
Rule II
Definition of Terms
Section 3. As used in this Implementing Rules and Regulations
(IRR), the following terms shall mean;
a. "National Service Training Program " (NSTP) refers to the
program aimed at enhancing the civic consciousness and defense
preparedness in the youth by developing the ethics of service and
patriotism while undergoing training in any of the three (3) program
components. Specifically designed to enhance the youth's active
contribution to the general welfare.
b. "Reserve Officers Training Corps" (ROTC) refers to the program
component, institutionalized under Sections 38 and 39 of Republic
Act no. 7077, designed to provide military training to tertiary level
students in order to motivate, train, organize, and mobilize them for
national defense preparedness.
c. "Literacy Training Service" refers to the program component
designed to train the students to teach literacy and numeracy skills to
school children, out-of-school youths and other segments of society
in need of their services.
d. "Civic Welfare Training Service" (CWTS) refers to the program
components or activities contributory to the general welfare and
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 citizenry and other social welfare services.
e. "Program Component" refers to the service components of the
NSTP as defined herein
f. "Clustering" refers to the grouping of students enrolled in the
different schools and taking up the same NSTP component into one
(1) group under the management and supervision of a designated
school.
g. "Gross Enrolment" refers to a system of enrollment where a
student is officially enrolled in an academic program of a school but
is allowed to enroll in the NSTP
h. "Non-Government Organization" (NGO) refers to any private
organization duly accredited by CHED and recoanized bv TESDA
Rule ll
Program Implementation
Section 4. Coverage:
a. All incoming freshmen students, male, &female, starting School
Year (SY) 2002-2003, enrolled n any baccalaureate and in at least
two (2) year technical-vocational or associate courses, are require to
complete one NSTP component of their choice.
b. All higher & technical-vocational education institutions must offer
at least one (1) of the NSTP components.
Section 5. Program Components:
The NSTP shall have the following components which the students
can choose from as defined in the
Rule lI.
Section 3, hereof: The Reserve Officers Training Corps (ROTC),
Literacy Training Service (LTS), and civic Welfare Training
Service (CWTS).
Section 6. Duration and Equivalent Course Unit;
a. Each of the aforementioned NSTP components shall be
undertaken for an academic period of two (2) semesters. It shall be
credited for three (3) units per semester, for fifty-four (54) to ninety
(90) Training hours per semester.
b. A one (1) summer program in lieu of the two (2) semester
program may be designed formulated and adopted by the DND,
CHED, and TESDA, subject to the capability of the school and the
AFP to handle the same
Rule IV
Fees and Incentives
Section 9. Fees.
No fees shall be collected for any of the NSTP component except
basic tuition fees, which should not be more than fifty (50) percent of
the school per academic unit.
Rule V
Organization of NSTP Graduates
Section 11. Organization of the NSTP graduates
a. Graduates of the non-ROTC components of the NSTP shall belong
to the National Service Reserve Corps (NSRC) and could be tapped
by the state for literacy and civic welfare activities, through the joint
efforts of DND, CHED, and TESDA, in coordination with
DILG,DSWD, and other concerned agencies/associations.
Rule VI
Transitionary Provisions
Section 12. Transitionary Provisions
a. Male students who are not covered by the 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) programs shall be covered by the NSTP Law.
b. Male students who have not completed two semesters of the
Expanded ROTC (EROTC)/National Service Program (NSP) are
deemed to have complied with the NSTP requirements.
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 one more semester of any of the NSTP components to
qualify for graduation.
d. Students who want to qualify for enlistment in the Reserve Force
or attend the advance ROTC program shall undertake a special
program for this purpose.
*What do you think is the importance of the CWTS/LTS to your
chosen
program?
MODULE 28 "ENVIRONMENTAL EDUCATION"
Introduction:
Environmental Education (EE) focused on the major core of its
concerned,which is sustainable development. It involves promoting
effective learning and understanding of the skills and values of the
participants and geared toward the ecological aspects of the
environment. It is an experiential encounter with nature as well as
means on how to employ new technologies, increase productivity,
avoid environmental disasters, helps alleviate poverty, utilize new
opportunities and form wise decisions on the issues related.
4. To disseminate environmental information among students.
5. To increase level of awareness and to encourage active
involvement among managers.
6. To improve health and lives of the current and future generations.
B. State of Philippine Environment:

The following are core messages based from the Environmental Forest:
Education Guide, CHED - DENR as unifying themes: More than 12,000 species of plants and trees

Marginal lands:
● Interdependence Predominantly covered by grass
Pasture, open and grazing lands
● Cooperation
Agricultural lands:
● Diversity
43 % of total land area of the Philippines
● Stability 13.14 M hectares
Life support system
● Change
● Balance of nature Coastal areas:
Home to 2,400 species of fish and 20,000 species of shells
● Efficacy of a resource
● Finiteness of resources Freshwater:
40 rivers and 58 lakes
● Materials cycle
Urban lands:
● Population growth
Developed lands for human and support activities
● Carrying capacity
Status:
● Stewardship Only 24% of our land is covered by forests
5-6% of reefs are in excellent condition
Rationale of Environmental Education: 4 out of 5 rivers in Manila are biologically dead
18 wildlife species are endangered
1.For sustainable development of our country.
2. For solutions to our environmental problems.
3. To change ecologically destructive mindsets of people.
 A. The Biosphere and Distribution of Life on Earth
● The biosphere is defined as the thin outer layer of the earth
capable of supporting life. It is a global system that includes
all life on earth and its physical environment where
organisms exist and interact. The biosphere Comprises the
nonliving parts, which include the lithosphere, hydrosphere
and atmosphere.

D. Nature of Environmental Education:

● Lithosphere is the rocky part of the earth's surface, which is
the ultimate source of all the elements required by living
1. About the environment organisms. The hydrosphere is the water part on the earth's
2. Through/in the environment surface, which extends into the lithosphere and the
3. For the environment atmosphere while the gaseous component of the earth's
4. With the environment biosphere is the atmosphere.
5. Aesthetic
6. Holistic
● Biome is a major biotic unit that bears a distinctive
E. Characteristics of Environmental Education:
vegetations and array of interacting organisms. It can be
1. Participative classified into terrestrial and aquatic categories.
2. Interdisciplinary
3. Multidisciplinary The major terrestrial biomes are:
4. Involves
1. Deciduous forests - is characterized by autumn leaf fall.
i. Clarifying concepts 2. Coniferous forest is dominated by evergreen plants and animals
ii. Critical thinking adapted physiologically for cold and snowy winters.
iii. Problem solving 3. Tropical rainforest - along the tropical belt is an area of high
iv. Decision making rainfall and humidity, high to moderate temperature characterized by
great diversity of plant and animal species.
"ECOLOGY ON ENVIRONMENTAL EDUCATION" 4. Grassland
5. Tundra - is a characteristic of severe and cold climatic regions.
6. Desert are arid regions of high water evaporation and rainfall is
I. Ecology on Environmental Education:
low.

The major aquatic biomes are:
1. Freshwater, which includes streams, rivers, ponds and lakes.
2. Marine waters such as ocean, coral reefs and littoral zone.
3. Estuary and mangroves
Animals have become distributed in two ways. Either by dispersal
(population moves from one place to another) or vicariance
(separation of populations due to environmental and climatic PETBA
changes).
B. Levels of Ecological Organization
● Ecosystem - is the most inclusive level of organization. It is
a complex and self-sustaining natural system of interacting
living (biotic) and nonliving (abiotic) components of the
biosphere.
● Community - the next level of organization is an
assemblage of living organisms having a distinctive unity
and sharing the same environment.
● Population - is the next lower level of organization. It is an
interbreeding group of population of the same kind living in
a particular space or location.
● Organism is the living expression of the species and the
lowest level of organization within the biosphere.
C. Ecology
Ecology is a study of the relationship between organisms (plants and
animals in relation with their environment. The term environment is
often used to refer to the immediate surroundings of organism.
D. Ecosystem Component
The abiotic component of an ecosystem is characterized by its
physical parameters and it established the basic nature of the
ecosystem. The abiotic components are:
1. Inorganic and organic compounds (i.e. water, nitrogen and
carbon cycles, carbohydrates, lipids and proteins)
2. Temperature
3. Light
4. Moisture
5. Altitude
Nutrient cycles are often called a biogeochemical cycles because
they involve exchanges between living organism and the biosphere.
Among the most important biogeochemical cycles are

1.Water cycle, which collects, purifies and distributes water supply.

2. Carbon cycle
Carbon is the basic constituents of organic compounds
(carbohydrates, fats, proteins and nucleic acids) and required by
living organism for respiration, assimilation and photosynthesis.
3. Nitrogen cycle
Nitrogen accounts for almost 78% of the atmosphere are essential
constituents of living materials particularly proteins and nucleic
acids.

The biotic components are:

1. Producers
Producers are autotrophs such as algae and green plants, which use
the energy of the sun for photosynthesis.

2. Consumers
Also known as heterotrophs, consumers get their energy directly or
indirectly on producers. Major classes of consumers are:
0. Herbivores are primary consumers or plant eaters. i.e.
grasshopper, fish, snail
0. Carnivores - secondary consumers, which feed directly on
animals. e.g. snake
0. Omnivores tertiary level of consumers that feeds on
herbivores and carnivores,e.g. eagle
0. Detrivores organism that feeds on dead organic plants and
animals called as detritus feeders. i.e. earthworm, mites, crabs

F. Production, Food Chain, Food Web and trophic Level

Production is the energy accumulated by plants in photosynthesis.

Food chain is the description the way the energy flows through the
ecosystem. Such as plants are eaten by consumers, which are then
Consumed by another consumers and s0 on.
G. Community
Community represents the most tangible concept in the ecosystem. It
comprises the biotic portion of the ecosystem with a population of
interbreeding organism belonging to the same species. i.e. oyster
community.
H. Ecological Dominance
Community is typically dominated by a single species or group of
species that greatly influence the nature of the environment.
Dominant ccorganisms or species can occupy the space that might
otherwise be occupied by other species.
I. Ecological Niche
Niche is the animal's place in the biotic environment. It includes the
interaction, relationship and food needs. Any sets of condition under
which an animal population exists.
J. Population
Population is a group of organisms belonging to the same species
that share a particular place or space bearinga number of attributes
unique to the group.
K. Species Interactions
1. Competition - when two or more species in the same ecosystem
use the same niche, which can lead to diversification.
2. Predator-prey relationship- in which individuals of a predator
population kill and eat individual's of a prey population.
3. Parasite-host relationship - both parasites and predators feed at
the expense of their host-prey. Parasites, which are usually smaller
than their host, live for a good stage of their life cycle.
4. Commensalism - is sometimes symbiotic, in which one type of
organism (commensal) enjoys some benefit from the relationship but
does not harm the host.
5. Mutualism - an interaction in which both species benefit.
6. Protocooperation - is a mutually beneficial interaction not
physiologically important to the survival of the partners.
L. Population Growth
Unrestricted growth of organism can happen only in an environment
when there is abundance of resources and no competition. That is,
when food and space are not limiting the and the growth is
exponential, the limit to the environment is approached. This limit,
the maximum density the environment can support, is called the
carrying capacity of the environment. When population reached the
carrying capacity of the environment, they may remain or fluctuate
above and below the limit.
M. Density-dependent and Density-independent Factors
Density-dependent of population control include overcrowding, food
and space limitations, disease, predation and stress. Density-
independent mechanisms include extreme weather, abrupt
environmental change and hazard of varying severity to the
populations.
"ECOLOGY ON ENVIRONMENTAL EDUCATION"
Concern of Environmental Education for Sustainable Development
Land has managed to support life of part of the earth's inhabitants.
Plants receive nutrients &water from soil. Animals feed on products
of the land. Humans are dependent on land for food & natural
resources. While numbers have continued to grow, the amount of
productive land on earth continued to decline. Agricultural land has
been pushed to extreme by modern farm practices (use of fertilizers),
logging & large-scale upland agriculture have continued to have
impact on our forested areas. Urban sprawl contributed to this
decline of productive land. Cities became areas of extreme
population. Population density results in massive use of energy &
resources. Production of massive wastes occurs. All these have
impact on the land.
A. AGRICULTURAL LAND
1.10.3 M hectares of land- agricultural production, 45% lowlands,
33% uplands
2. Rate of land use conversion, from prime agricultural land to
residential or industrial areas is 2, 300 hectares per year
3. Soil degradation- a major problem of agricultural areas, linked to
the predominant farming practices. Evidence: soil erosion,
acidification, nutrient loss & deterioration of drainage conditions
4. Approximately 5.2 M hectare- 17% of the country is severely
eroded, 8.5M hectares (28.3%) moderately eroded & 8.8 M hectares
(29.4) slightly eroded
5. Mindanao has the biggest share of erosion at 2.4 M hectares
B. FOREST LAND

1. More than half of the Philippines land area (15.8 M hectares) are
considered forest lands (Forest types: dipterocarp, mossy, sub
marginal, pine, mangrove)

2. Forest depletion is estimated to be 200,000 hectares per year

3. 27.5 M hectares of virgin forest (16th century) had been reduced

to 800,000 hectares in 1994.

4. Causes of forest destruction: forest fires, illegal logging, land use

of conversion, kaingin, human settlements, road construction, mining
operations, natural disasters, pests, diseases

5. Forest destruction contributed to: massive erosion & siltation,

reduced ground water, saltwater intrusion, depletion of genetic
resources biodiversity, reduced hydro-electric & irrigation potential,
disturbed watercycle, drought

C. URBAN LAND

1. Filipino population is still predominantly rural base but urban

population is increasing from 37, 44 to 48.5% in 1990. With the
massive rate of migration, urban population is expected to exceed by
50%

2. Population density of Manila- 51,044 persons/sq.km. National

average is 288 persons/sq.km

3. Density resulted in environmental problems like: congestion,

dilapidated housing structure, poor sanitation, and inadequate
community services.