UNIT 1 – Introduction to the National
Thus, making them
Service Training
The Revised IRR of RA 9163
• The National Service Training Program
Law or RA 9163 also known as “An Act
Establishing the National Service Training
Program (NSTP) for tertiary level students,
amending for the purpose of Republic
Act No. 7077 and Presidential Decree
No. 1706, and for other purposes.” was
enacted last January 2002 to amend the
Expanded ROTC
The Revised IRR of RA 9163
• Republic Act No. 7077 - Citizen Armed Force or
AFP Reservist Act of 1991
• Presidential Decree No. 1706 – National Service
Law
The Revised IRR of RA 9163 The 3 Components of NSTP
• CWTS
• LTS
• ROTC
Roles and Importance of the CWTS
CWTS “Civic Welfare Training Service” refers
to programs 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 morals of
the citizenry.
The importance of CWTs as a whole is geared
towards the development and redirection of
positive values and attitude. This is by giving the
chance to see that they can create a difference in
their own ways.
appreciate their role and responsibilities
not only as students but also an individual
that can contribute to the betterment of
life be it in their family, community, and
to the nation as a whole.
NSRC Re-orientation
NSRC The National Service Reserve Corps,
NSRC (Filipino:PanlaángHukbong Pambansang
Paglilingkod), is a unit composed of graduates of
the Civic Welfare Training Service (CWTS) and
Literacy Training Service (LTS) components of
the National Service Training Program, a civic
education and defense preparedness program in
the Philippines
NSRC Legal Basis
Implementing Guidelines and Procedures on the
Development, Organization, Training,
Administration, Utilization, Mobilization,
Operation, Accreditation, Protection and
Funding of the National Service Reserve Corps
(NSRC) as provided for in Section 13 of RA
10121 otherwise known as the Philippine
Disaster Risk Reduction and Management
(PDRRM) Act of 2010 and Rule 9 of its
Implementing Rules and Regulations, and
Section 11 of RA 9163 otherwise known as the
National Service Training Program (NSTP) Act
of 2001 which provides for the creation of the
National Service Reserve Corp (NSRC) and its
mobilization by the NDRRMC or the Local
Disaster Risk Reduction and Management
Councils for the delivery of
disaster risk reduction programs and activities
Organization of the NSRC: Graduates of the
CWTS and LTS Components of the NSTP shall
be organized into NSRC Reserve Units. They
shall be classified into two (2) categories:
1. CBNRUs - Community-Based NSRC
Reservist Units
2. SBNUs - School-Based NSRC Reservist
Unit
Community-Based NSRC Reservist Units:
CBNRUs shall be organized at the Barangay,
Municipal, City and Provincial level. The
membership shall come from graduates of the
CWTS and LTS components of NSTP who are
residents of their respective localities. The
concerned LGUs thru the LDRRMCs, in coordination
with DILG and OCD, shall undertake the organization of
CBNRUs. The OCD thru the Local DRRMCs shall issue
the Activation orders of the CBNRU
School-Based NSRC Reservist Units:
SBNRUs HEls under CHED and TVETs under
TESDA shall organize SBNRUs to be composed
of graduates of the ONTS and LTS components
of the NSTP who are still enrolled in said
institutions. The OCD thru the HEls and TVETs
shall issue the Activation orders of the SBNRUs.
These reserve units shall be placed under control
of the College/University Disaster Control
Group
Chairperson for conduct of training and operation
UNIT2:DISCOVERY OF YOUR OWN
COMMUNITY
UNDERSTANDING COMMUNITY
• Definitions of "community" in general, show
three ideas essential to the concept, namely:
• the community is a human group
• the people in it have common activities and
experiences
• it occupies a definite territorial area
Characteristics of communities are varied
because communities are the net result of many
forces-geographical, cultural, political, and
others. Understanding of a community involves:
(1) a knowledge of the necessary number of
people for any given type of community
activity
(2) the changes affecting the stability of the
community
(3) what cultural interests the people have
(4) the interrelation of the various community
activities
ELEMENTS OF COMMUNITY
(1) DEMOGRAPHICS - include number
of population, land map
(2) HISTORY – events of the past
that contributed to the development of
the community
(3) CULTURE – ways of living of the
people
(4) ECONOMY – occupation of people
(5) STRUCTURES – physical and
political structure
CONCEPTS AND PRINCIPLES
COMMUNITY ENGAGEMENTS is a process
of tabling or working collaboratively within the
groups of people by geographic proximity, with
common interests and situations in order to
address common issues/concerns affecting the
wellbeing of the large segment of the community.
Often involves partnerships that help mobilize the
appropriate resources and influence among
partners.
COMMUNITY ORGANIZING a process
forged along people’s empowerment and the
essential formation of a self-reliant community
that will facilitate development in a sustainable
development—involve series of interrelated
activities aimed to unify the people
CONCEPTS AND DEVELOPMENT a process
by where the community members come together
and working together to take a collective actions
and generate solutions to make the life of
the people in a community better
WHAT IS A COMMUNITY NEEDS
ASSESSMENT?
A community needs assessment provides
community leaders with a snapshot of local
policy, systems, and environmental change
strategies currently in place and helps to identify
areas for improvement. With this data,
communities can map out a course for health
improvement by creating strategies to make
positive and sustainable changes in their
communities
COMPONENT OF A NEEDS
ASSESSMENT?
Policy Change
This involves laws, regulations, rules, protocols,
and procedures that are designed to guide or
influence behavior. Policies can be either legislative or
organizational. Policies often mandate environmental
changes and increase the likelihood that they will become
institutionalized or sustainable
Examples of legislative policies include taxes on
tobacco products, provision of county or city
public land for green spaces or farmers’ markets,
regulations governing a national school lunch
program, and clean indoor air laws.
Examples of organizational policies include
schools requiring healthy food options for all
students, menu labeling in restaurants, and
required quality assurance protocols or practices
(e.g., clinical care processes)
System Change
This involves change that affects all community
components including social norms of an
organization, institution or system. It may include
a policy or environmental change strategy.
Policies are often the driving force behind
systems change.
Examples are implementing a national school
lunch program across a region or provincial
school system or ensuring a hospital system
becomes tobacco free
Environmental Change
This type of change relates to the physical, social,
or economic factors designed to influence 2. Conduct assessment
people’s practices and behaviors. Examples of
alterations or changes to the environment include:
Physical: Structural changes or the presence of
programs or services, including the presence of
healthy food choices in restaurants or cafeterias,
3. Review and rate data
improvements in the built environment to
promote walking (e.g., walking paths), the
availability of smoking cessation services to
patients or workers, and the presence of
comprehensive school health education curricula 4. Record and review consolidated data
in schools.
Social: A positive change in attitudes or behavior
about policies that promote health or an increase
in supportive attitudes regarding a health practice, 5. Develop Action Plan
including an increase in favorable attitudes of
community decision makers about the importance
of nonsmoking policies or an increase in
nonacceptance of exposure to second-
hand smoke from the general public.
Economic:The presence of financial
disincentives or incentives to encourage a
desired behavior including charging
higher prices for tobacco products to
decrease their use or the provision
of nonsmoker health
insurance discounts.
1. Plan needs assessment
Step 1: Plan for a community needs
assessment
• Identify and assemble a diverse community
team
• Develop a team strategy
• Define community to assess (e.g., region,
village)
• Identify community sectors to assess (e.g.,
health care, schools)
• Identify community components to assess
(e.g., nutrition, tobacco)
• Develop questions to ask for each
community component
• Select sites and number of sites to visit
within each sector
• Determine existing data to use or methods
for collecting new data Identify key
informants to contact
Step 2: Conduct the needs Assessment
• Decide on scope
• Identify assets
• Make connections
• Collect data
Step 3: Review and rate the data
• Develop a rating scale, and,
• Make a team decision on ratings
Step 4: Record and review consolidated data
• Enter the data,
• Total the data, and,
• Summarize the data
Step 5: Develop a community action plan
• Identify community assets and needs,
• Prioritize needs,
• Develop and prioritize strategies for improvement,
and,
• Create an action plan for top priority strategies.
UNIT 3 COMMUNITY IMMERSION (PART 1)
• Community Immersion
is one important requirement of the National
Service Training Program (NSTP) prescribed
to students, male or female alike, in private
and public higher education institutions and
technical-vocational schools.
• Community immersion is a strategy
in community organizing that is
sought to imbibe among the NSTP
trainees a better understanding and
realization of the different
community concerns through the
exposure on actual life situations
specifically in the deprived,
depressed and the underprivileged
(DDU) communities
• The NSTP trainees are expected to
initiate community-based
interventions in the form of projects
and activities meant to address the
multi-faceted issues and concerns of
the people in the area of service.
• Is a strategy that goes beyond
acquainting us with community
concerns but make possible our
participation in their solution.
• Is an essential strategy in community
organizing work that entails
understanding of the different
community concerns, process,
dynamics and lifestyle through
exposure and engaging different
activities;
• Is advised as a strategy in molding
students just so that they may be
socially aware and responsible to
their communities. This manner of
transformation is bent on training the
youth to become civic consciousness
and defense prepared individuals
Objectives of a Community Immersion
• Community immersion allows
individuals who are not familiar with the
people and communities where they will
work immerse themselves in these
settings. This gives them the opportunity
to reflect on their assumptions, attitudes,
and the knowledge base of their
profession and to gain cultural
competence.
• Immersion programs relocate individuals
into an unfamiliar environment for a
period of time for the purpose of
providing meaningful learning
opportunities. For maximum effect, the
individual must be receptive to the social,
cultural and/or political circumstances
into which they have been placed.
• Pessar, MD, professor emerita of
psychiatry, says the community
immersion program is one way of
teaching students that developing trust
with their patients “requires some
understanding of the social, economic,
psychological and cultural issues” faced
by patients.
Whom do you immerse with in the
community?
Parents, youth, constituents, professionals, and
potential collaborators of your project/activity
• When one goes to a community, he
associates with the people whom he
intends to work with a partners or allies in
the community.
• We do not just work for and serve the
people but rather we encourage their
participation
• Confucius’s philosophy of “give man a fish
and he will live for a day: teach him how to
fish and he will live for a lifetime.”
• Community immersion is empowering
the people towards development of the
locality • Is vital to the development of
the students’ knowledge, skills, values
and attitudes in realizing the penultimate
(last but one) ends of NSTP
Personal gains from Community Immersion
Provides an opportunity to apply academic learning to real
life events. Builds relationships and 'social connectedness'
with peers and adults, and exposes students to diversity
and multiculturalism. Improves lifelong communication,
interpersonal and critical thinking skills.
• Community Immersion improves the students’
understanding of himself in relation to others;
• Opportunity for the students to comprehend
people’s lives
• Gain social acceptance derived from the
community
• Enhance experiences in
conducting asset mapping
• Establish rapport and relationship
• Acquire first-hand experience
• Chance to learn life skills
Community immersion is a fundamental concept in
various fields, including social work, public health,
education, and community development. It involves
engaging with a community directly, often
for an extended period, to understand its
dynamics, challenges, strengths, and needs.
Here are some fundamental aspects of
community immersion:
Understanding Community Dynamics •
Immersion allows individuals or groups to
gain deep insights into the social, cultural,
economic, and political dynamics of a
community. This understanding is essential
for developing effective interventions or
initiatives
Building Trust and Relationships
• Immersion fosters trust and builds
relationships between the outsiders (such as
researchers, volunteers, or service providers)
and the community members.
Cultural Competence and Sensitivity •
Immersion provides an opportunity to learn about
and appreciate the cultural nuances, traditions,
and values of the community.
Long-term Engagement and Impact
• Immersion is not a one-time activity but a
continuous process of engagement and
collaboration with the community.
Reflection and Learning
• Immersion provides opportunities for reflection,
learning, and continuous improvement.
UNIT 4 COMMUNITY IMMERSION (PART
2)
SIX STAGES OF EFFECTIVE
COMMUNITY ORGANIZING
I. Assess the community
II. Create an action team
III. Develop an action plan
IV. Mobilize to action
V. Implement
VI. Evaluate
Assess the community
1. Define the scope and goals for the community
needs assessment
2. Identify stakeholders and target audience & outreach
methods - Prioritize actionable
steps that can be taken to support the
3. Find the right community needs assessment tools
community's development.
UNIT 5 COMMUNITY IMMERSION (PART 3)
Conclusion
- Summarize the key findings and insights
1. Group Dynamics
from the community immersion.
2. Nutrition Education
3. Health and Sanitation
- Emphasize the importance of continued
4. Functional Literacy
engagement and collaboration with the
5. Sports and Recreation
community.
6. Entrepreneurship
7. Safety and Security
Acknowledgement

UNIT 7 COMMUNITY IMMERSION PART 4

- Acknowledge the contributions of
Community members, stakeholders, and
A. PRESENTATION OF GATHERED
any other individuals or organizations
DATA DURING COMMUNITY
involved in the immersion process.
IMMERSION
References
Introduction
- Provide citations for any sources or
- Identify the assets and strengths within
literature referenced during the presentation.
the community (e.g., community,organizations, skilled
individuals, natural resources).
B. PROCESSING OF GATHERED
DATA DURING COMMUNITY
- Discuss how these assets can be leveraged to
IMMERSION
address community needs.
Data compilation
Key Issues & Concerns
- Gather all the data collected during the
- Highlight any prevalent issues or concerns raised
community immersion, including notes,
by community members during the immersion.
interview transcripts, survey responses, photos,
videos, and any other relevant materials.
- Provide examples or anecdotes to illustrate these
issues.
Data cleaning

- Review the collected data to identify any

Community Engagement
errors, inconsistencies, or missing
information.
- Discuss levels of community engagement and
participation observed during the immersion.
- Standardize formats and correct any
inaccuracies to ensure the data is reliable
- Highlight any community-led initiatives or and usable.
projects.
Data categorization
Recommendation & Action Steps
- Based on the data gathered, propose
- Organize the data into relevant
recommendations for addressing identified categories based on themes, topics, or
needs and challenges. areas of interest.
 Feedback and Iteration
- Use codes or tags to label data points according
to their content or significance.
Data analysis
- Employ qualitative and/or quantitative analysis
techniques to derive insights from the data.
- Qualitative analysis may involve identifying
patterns, themes, and recurring topics
in interviews, observations, and open-ended
survey responses.
- Quantitative analysis may include statistical
methods to analyze survey data,
demographic information, or numerical
observations.
Data interpretation
- Interpret the processed data in the context of the
community's socio-economic, cultural, and
environmental dynamics.
- Consider historical, political, and structural
factors that may influence community dynamics
and needs.
Synthesis of findings
- Summarize the key findings and insights derived
from the data analysis.
- Highlight significant trends, challenges,
opportunities, and recommendations for
action.
Documentation & Reporting
- Document the data processing methodology,
analysis techniques, and findings in a
comprehensive report or presentation.
- Include relevant quotes, anecdotes, and examples
to enrich the narrative and
provide context.
- Solicit feedback from stakeholders on
the processed data and
recommendations.
- Iterate on the analysis and presentation
based on feedback received to ensure
clarity and relevance.
C. EVALUATION OF GATHERED
DATA DURING COMMUNITY
IMMERSION
1. DATA QUALITY ASSESSMENT
- Assess the quality of the data by
examining its completeness, accuracy,
consistency, and relevance.
- Identify any errors, biases, or
inconsistencies in the data collection
process.
- Consider factors such as the reliability of
sources, the clarity of questions asked,
and the appropriateness of data
collection methods.
2. VALIDITY CHECK
- Evaluate the validity of the data by
assessing its alignment with the research
objectives and the reality of the
community context.
- Determine whether the data accurately
reflects the perspectives, experiences,
and priorities of community members.
3. RELIABILITY TESTING
- Determine the reliability of the data by
assessing its consistency and
replicability.
- Consider whether similar results would
be obtained if the data collection process
were repeated under similar conditions.
 4. PEER REVIEW

- Subject the data to peer review by engaging

experts or stakeholders with relevant
knowledge and expertise.

- Solicit feedback on the data collection process,

analysis methods, and interpretation of findings.

5. DOCUMENTATION AND
TRANSPARENCY

- Document the evaluation process, including any

challenges encountered, decisions made, and
lessons learned.

- Maintain transparency by providing clear

explanations of the data evaluation
criteria and procedures.