Nstp2 Lecture

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Learner Module
CIVIC WELFARE TRAINING SERVICE 2
Module No.: 1 of 1
FL Design: CorreL (Correspondence Learning) Course Code & Title: NSTP 2 –
Civic Welfare Training Service 2
Course Description:
This Civic Welfare Training Service (CWTS) 2 is a sequel to CWTS 1. It is
designed to immerse students in activities that will arm them with the capability to
contribute in the upliftment of the general welfare and the quality of life of the
community and the enhancement of its facilities especially those that are devoted to
improving the health, environment, entrepreneurship, safety, recreation and morale of
the citizens.
Outcomes: At the end of the course the learner should have

1. participated actively in team building activities;
2. manifested effective leadership/fellowship skills;
3. organized community assemblies and linkages;
4. assisted in the implementation of civic welfare projects;
5. determined community problems and concerns and plan some viable
intervention measures;
6. showed a high level of interest in community-building tasks; and 7. developed
a harmonious working relationship with the community.
8. appreciated the values of community immersion as a means of developing
themselves as trainees and helping other people improve their way of life
through the different dimensions of development done in the locality.
Introduction to the Module

This is Module 1 of 2 of the course NSTP 2 – Civic Welfare Training
Service 2. This learner module is developed for the flexible learning program of
Aklan Catholic College and programmed to run for at least a week. This module
tackles all the eight (8) outcomes of the course:
1. participated actively in team building activities;

2. manifested effective leadership/fellowship skills;
3. organized community assemblies and linkages;
4. assisted in the implementation of civic welfare projects;
5. determined community problems and concerns and plan some viable
intervention measures;
6. showed a high level of interest in community-building tasks; and 7. developed
a harmonious working relationship with the community.
8. appreciated the values of community immersion as a means of developing
themselves as trainees and helping other people improve their way of life
through the different dimensions of development done in the locality.
This module is primarily used at home and it takes advantage of task-

based approach to education and self-paced learning. Success of learning
NSTP 2 – Civic Welfare Training Service 2 | Module Aklan

Catholic College HED
Downloaded by Regie De Guzman (regiedeguzman43@gmail.com)

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would essentially depend on the collaboration between the instructor and the
learner and the commitment of the learner to selfdirected learning.
It contains the (a) essential keynotes, (b) suggestions and links to

further readings and video watching, (c) quizzes, (d) activities, (e) reflection
pages, (f) written test, and (g) task.
How to use this Module:
Below is a learning program or sample learning cycle prepared by the
module developer to help you navigate your way through the module works.
You are highly encouraged to follow the program to increase the success rate in
using the module.
It is very important that every time you begin work on your module that
you begin with a prayer for guidance, openness, clarity of mind, and wisdom. At
the end of each module work, say a prayer of gratitude, guidance, and passion to
put into good use what you have learned. See the prayer page for the prayers we
say before and after each learning session.
As this module comes with reading materials and a dual flash drive
containing learning media, you should study thoroughly all the required
readings and other media cited in the concept notes. All readings and media
written in bold in the concept notes can be found in the dual flash drive. If you
have any issues in accessing the content of the dual flash drive, please contact
your instructor right away.
You are also encouraged to study supplementary materials provided in

the dual flash drive. It is wise that the you review first the outline of the module
and the guide questions in each lesson to get an overview of the module. This
will help you create a focus to facilitate answering the quizzes and written test
and performing the activities and the task in each lesson.
It is recommended that you complete two lessons a day so that you can have ample
time
to prepare for the written test and for the task performance.
Learning Cycle
Module 1 Week 1
Day 1 Day 2 Day 3 Day 4 Day 5
Cours Mon Tues Wed Thurs Fri
e
• Opening • Opening
Prayer Prayer
• Study all • Study all
8:00 – materials materials
11:00 • Answer • Answer
AM quizzes quizzes
• Perform • Perform
activities activities
• Work with • Work with
peer peer
• Write • Write
reflection reflection
• Closing Closing
Prayer Prayer
Prayer Prayer
• Study all • Study all
9:00 – materials materials


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12:00 NN • Answer • Answer

quizzes quizzes
peer peer
• Write • Write
Closing Closing
Prayer Prayer
Prayer Prayer
NSTP 2 • Study all • Study all
1:00 – 4:00 materials materials
PM • Answer • Answer
quizzes quizzes
peer peer
• Write • Write
Closing Closing
Prayer Prayer
For activities that require writing, write legibly as this will helps a lot on
how you successfully get your ideas across. You can write in extra sheets of
paper if necessary. If available, you can process your responses on Microsoft
office and print or store soft copy in the dual flash drive. Extra sheets of paper
should be inserted between the pages where the activity can be found. Don’t
forget to label these extra sheets or soft copies with your name and the title of
the activity.
Make sure to take all the quizzes and written test and to perform each
activity with care and diligence. Some activities may be performed individually
while some activities may require collaboration with your peer.
For collaborative activities, called Peer work in this module, your

instructor will provide the name and mobile number of the students with whom
you will collaborate. The Peer work is one of the most essential feature of this
module and will mean a lot for learning to succeed as we recognized that you
can learn better if you share insights and perspectives with another. The peer
work may be done through phone calls or text messaging. If better channels are
accessible at the time of the activity such as chat or forum, make use of better
channel. If connecting with your designated peer through the most basic means
is impossible, try your best to solicit ideas from members of your household on
the questions, statements, or instructions contained in the peer work.
Once you have completed this module, place this module and all
required outputs for the week in the learning packet to prepare them for
collection. Make sure to recheck your submissions especially soft copies that
you have stored in the dual flash drive. If you are having any trouble in storing
the files into your dual flash drive, please contact your instructor right away.
Course Requirements:
1. Quizzes - (10%)
2. Activities - (20%)
3. Peer work
4. Reflection


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5. Written Test - (20%)

6. Task Performance - (50%)
Table of Contents
Lesson 1 – Understanding the Role of NSTP in Community Development
Intended Learning Outcomes ……………………………………………………………..

5
Instructions …………………………………………………………….. 5
Concept Notes …………………………………………………………….. 5
Instructions for supplementary materials ……..
………………………………………………… 8
Lesson 2 – Community Immersion: Its Concepts and Principles, Community Needs

Assessment/ Process Involved in Analyzing Results of Needs Assessment
Intended Learning Outcomes ……………………………………………………………
9
Instructions …………………………………………………………… 9
Concept Notes …………………………………………………………… 9
Instructions for supplementary materials……….………………………………………………
24
Lesson 3 – Project
Development
Intended Learning Outcomes ……………………………………………………………

26
Instructions …………………………………………………………… 26
Concept Notes …………………………………………………………… 26
Instructions for supplementary materials…….…………………………………………………
48
Lesson 4 – Project Implementation:

a) Environmental Awareness
b) Health-Related Concerns
c) Literacy/Education
d) Entrepreneurship Aspect
e) Safety Dimension
f) Recreation and Wellness program
g) Morals of Citizenry
h) Other Social Services/Organization of Peer Counsellor’s Group
Intended Learning Outcomes

…………………………………………………………… 49
Instructions …………………………………………………………… 49
Concept Notes …………………………………………………………… 49
Instructions for supplementary materials…….…………………………………………………
67
Learning Activity Sheets

Peer Work (L1) …………………………………………………………..
69


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Quiz (L1) …………………………………………………………..

70
Activity (L1) …………………………………………………………..
71
Reflection (L1) …………………………………………………………..
72
Peer Work (L2) …………………………………………………………..
73
Quiz (L2) …………………………………………………………..
74
Activity (L2) …………………………………………………………..
75
Reflection (L2) …………………………………………………………..
76
Peer Work (L3) …………………………………………………………..
77
Quiz (L3) …………………………………………………………..
78
Activity (L3) …………………………………………………………..
79
Reflection (L3) …………………………………………………………..
80
Peer Work (L4) …………………………………………………………..
81
Quiz (L4) …………………………………………………………..
82
Activity (L4) …………………………………………………………..
83
Reflection (L4) …………………………………………………………..
84
Written Test ……………………………………………………………
85
Performance Task ……………………………………………………………
Instructions 89
Rubrics
UNDERSTANDING THE ROLE OF NSTP IN COMMUNITY DEVELOPMENT
Lesson 1
I. Intended Learning Outcomes

At the end of this lesson, the learner will have
1. described the meaning and nature of community development in the
context of NSTP-CWTS;
2. defined what community development is and describe different community
development approaches;
3. enumerated the steps in community development organizing.
II. General Instructions

1. Read the guide questions
2. Study the concept notes. Refer to materials cited for further understanding.
3. Study supplementary materials for additional information
III. Guide questions

Use this guide questions to understand fully the role of NSTP in Community
Development.
1. What is the role of NSTP in community development?
2. Why NSTP important to the community?
3. What is your understanding about NSTP and its component?
4. In what way can the NSTP help the youth to be of service to the nation?


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IV. Concept Notes
To promote and protect the physical, mental, spiritual, intellectual, and

social well-being
of the youth. To inculcate patriotism and nationalism in the youth. To
encourage their
involvement in public and civic affairs. To identify their role as
change agents in
the
community.
Let us define first community development . . .
Community development is a process where people come together to

take action on what's important to them. At its heart, community development
is rooted in the belief that all people should have access to health, wellbeing,
wealth, justice and opportunity.
It recognizes that some people, some groups and some communities

are excluded and oppressed by the way society and structures are organized.
Community development seeks to challenge this and ensure fairness for all
citizens.
In practice, community development:
• supports communities, of place and identity, to use their own assets to

improve the quality of community life.
• helps communities and public agencies to work together to improve services
and the way in which decisions are made.
Community development is fundamentally based on the values of human

rights, social justice, equality and respect for diversity.
The principles which underpin its practice are:
• Self-determination - people and communities have the right to make their

own choices and decisions.
• Empowerment - people should be able to control and use their own assets
and means to influence.
• Collective action - coming together in groups or organizations strengthens
peoples’ voices.
• Working and learning together - collaboration and sharing experiences is
vital to good community activity.
Let us have a review of the essence of community service taken from the RA
9163.
National Service Training Program (NSTP) is designed for the tertiary

level students, amending Republic Act No. 7077 Presidential Decree No. 1706
for the purpose of enhancing civic consciousness and defense preparedness in
the youth by developing the ethics of services and patriotism. The role of NSTP
and NSTP students to promote and carry out the NSTP goal in a particular
community to attain better life and healthy environment which is the main aim
and mission of every higher education institution and the so called sustainable
community.


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Performing community service is a worthy endeavor that brings people and

communities closer together and improves the wellness of those volunteering
their time and effort. by Randall S. Hansen, Ph.D.
As we stand on the cusp of a new dawn of understanding, a new era of valuing

one another, a new period of love and respect, let's make a pledge to help heal
ourselves and those around us by committing to something larger than ourselves
-- by committing to give back in whatever way we can.
A key component of wellness is embracing and celebrating that we are part of a

larger community. Whether you see your community as your apartment building,
your neighborhood, your town or city, your state, your country, or the entire
world, it's now time to take a bigger role in that community's well-being --
ensuring that the people in that community are loved, supported, valued.
We can all make a difference in changing and improving the lives of others --
while improving ourselves and serving as a role model for others. It's time to put
the community back into community service.
How do you get started performing community service? Perhaps you have
wanted to serve your community, but didn't know how to get started. Or maybe
you thought community service was only for young people. Or just maybe you
felt like you did not have the time to commit to serving.
The good news is there really is a plethora of opportunities to serve your

community, from very small one-time gestures to massive efforts -- and you can
decide how much and what type of service works best for you. So, here are 10
ideas to help you reach out to those in your community, and in doing so, improve
your overall wellness and well-being. At the end of the article, you'll also find a
few inspiration quotes about volunteering and community service.
Before jumping into your community service plan, remember to think about a
few issues, such as how much time you have to commit, the skills you can
provide, and the types of volunteering you most desire.
10 Ideas for Helping Your Community

Volunteer your time and effort with one or more of these community service
ideas.
1. Reach out to a neighbor in need. Every neighborhood has people or

families in need, from elderly or handicapped shut-ins to struggling single-
parent households.
2. Perform an act of random kindness. Buy healthy snacks for your office
or the teachers at your child's school. Pay the tolls for several people behind
you. Give an umbrella to someone stuck in the pouring rain. Learn more ideas
here: RaVHelp buildndom Acts of Kindness Foundation
3. Mentor children at your local school. library, or neighborhood

center. All organizations that deal with children need adults of any age to work
with the children in a variety of ways, from after-school tutoring to recreational
and sports activities.
4. Serve at a local soup kitchen or food bank. There is no greater gift

than helping feed those in your community who are down on their luck and
would go hungry if not for the service provided to them.
5. Donate blood. You can help save the life of one or more people simply
by giving a pint of your blood at your local blood bank or during bloodmobile
visits to your community, school, or office.
(And if you can't give blood, help organize a blood drive for those you can
donate!)


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6. Volunteer at the local animal shelter, rescue group, or humane

society. The animals are part of our communities too, and many of these
shelters and rescue organizations need much help to achieve their missions.
7. Visit a volunteering-related Website to find multiple opportunities to

serve. One of the greatest benefits of the Internet is the amount of Websites
that can help connect people with local organizations that desperately need
help.
8. Pick up trash along the road, at a local park, or along the banks of a
river, stream, or lake. Many times there are organized efforts to clean some of
these locations, but there is nothing stopping any of us from picking up litter
when we see it. And smokers? Put the butt in the trash, not on the ground.
9. Help build a home with Habitat for Humanity. Working with Habitat not
only literally builds the community, but also helps welcome a needy family who
would not have a home without the help from people in the community. No
building skills are necessary to volunteer.
10. Contact your local United Way, Red Cross, or Salvation Army for
discovering new service opportunities. These and other local aid
organizations are clearinghouses for many opportunities to serve in your local
community, making a difference in the lives of your neighbors.
Final Thoughts on Community Service

Helping people in your community makes that community stronger and healthier
-- and makes you stronger and healthier in the process. Performing community
service is a very worthy endeavor that helps bring neighbors and others together,
helping us all see the bigger picture of life we often miss in living our daily lives.
Finally, an added benefit of volunteering is the new people you'll meet, the new
connections you'll make. By helping better others, you may end up bettering
yourself in ways you never imagined. You may also learn new skills and obtain
additional training -- all of which could help you discover a new career or find a
better job.
One other source for brainstorming ideas for community service: 366
Community Service Ideas.
Community Service and Volunteering Quotes

To keep you inspired, motivated, and involved, here are just a few inspiration
quotes about volunteering and community service.
For as much as government can do and must do, it is ultimately the faith and
determination of the American people upon which this nation relies. --President
Barack Obama
Everyone can be great because anyone can serve. You don't have to have a
college degree to serve. You don't even have to make your subject and your verb
agree to serve... You only need a heart full of grace. A soul generated by love...
--Dr. Martin Luther King, Jr.
It is one of the most beautiful compensations of this life that no man can sincerely
try to help another without helping himself. --Ralph Waldo Emerson
Living is the art of loving. Loving is the art of caring. Caring is the art of sharing.
Sharing is the art of living. If you want to lift yourself up, lift up someone else. --
Booker T. Washington


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I don't know what your destiny will be, but one thing I do know: the only ones
among you who will be really happy are those who have sought and found how
to serve. --Albert Schweitzer
We cannot live for ourselves alone. Our lives are connected by a thousand
invisible threads, and along these sympathetic fibers, our actions run as causes
and return to us as results. --Herman Melville
No act of kindness, no matter how small, is ever wasted. --Aesop
After the verb "To Love"... "To Help" is the most beautiful verb in the world. --
Bertha Von Suttner
Want to know more?

If you need to learn more, please read the following:
1. Community Development - YouTube www.youtube.com

2. Empowering Lives Through Community Development -
YouTube www.youtube.com
3. Community Development Approaches - YouTube
www.youtube.com
References List
1. Now is the Time to Help Yourself by Helping Others: 10 Ways to Serve

Your Community http://www.empoweringretreat.com/community-
service.html
2. What is Community Development www.scdc.org.uk
3. Labuguen, F., Placer, R. & Rendorio, E. (2019). NSTP 2

Undertstanding the National Service Training Program. Malabon
City: Muyta Publishing House, Inc.


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COMMUNITY IMMERSION: IT’S CONCEPTS AND PRINCPLES, COMMUNIY

NEEDS ASSESSMENT/
PROCESS INVOLVED IN ANALYZING RESULTS OF NEEDS ASSESSMENT
Lesson 2

1. explained the concepts and principles underpinning community and
community immersion;
2. realized the importance of understanding the dynamics of a community and
community immersion as a way to realize the objectives of NSTP; and
3. practiced the standard operating procedures and establish protocols
governing community immersion;
4. verbalized the process of immersion as a guide for rendering service to the
communities;
5. designed a community immersion plan of implementation following the
process;
6. internalized the importance of carrying out the step of community
immersion in series.

1. Read the guide questions.
3. Study supplementary materials for additional information.

Use this guide questions to understand fully about Good Citizenship Training:
Rights, Duties and Responsibilities of Filipino Citizens, Self-Awareness and
Values Education.
1. What is community immersion?
2. What are the concepts and principles of community immersion?
3. How to contextualize projects and programs of NSTP-CWTS component
during community immersion?
4. How to design a community immersion plan?
IV. Concept Notes
Community immersion is a strategy of transforming deprived,

depressed, and underprivileged communities and trainees into self-
sustaining ones as means for others imbued with good citizenship values of
being: Makadiyos, Makatao, Makabayan at Makakalikasan.
Let us define Community Immersion.
Community Immersion is one important requirement of the National

Service Training Program (NSTP) prescribed to students, male and female
alike, in private and public higher education institutions and technical-
vocational schools (RA 9163, Sec. 7). In essence, it is the practicum-based
element of NSTP where lessons learned and acquired in NSTP 1, whether on
a semester basis or as part of the One Summer Program, are applied in the
enhancement of the trainees’ capabilities, civic consciousness and defense


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11
preparedness in the service of the nation. The practicum requirement essential

to NSTP 2 is not only applicable to the Civic Welfare Training Service (CWTS)
and the Literacy Training Service (LTS) components but the Reserve Officers
Training Course (ROTC), as well.
As a concept, 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
exposure on actual life situations specifically in the deprived, depressed, and
the underprivileged (DDU) communities. These experiences will allow them to
integrate with other people who may facilitate them to undergo certain changes
that will make them civic-conscious and socially responsible citizens.
Corollary, community immersion, as a process, is aimed at developing

among studenttrainees, through the training program, their appreciation of
rendering community works which is quintessential in affording for them the
opportunity to experience and put themselves in real-life situations in the
communities they serve. For this reason, each trainee must have a genuine feel
of living with the people in order that they may understand and relate with
community concerns as they go through a self-transformation and personal
growth at the same time.
In more specific terms, 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 supported by needs
assessment/analysis study that maps out the problems there from which
impedes the important aspirations of the community people in the area of
service.
The trainees, in their own little way, contribute in the uplift of the quality of
life of the people in the service areas and, at the same time, develop their ethics
of service imbued with the good citizenship values of makadiyos (godly),
makabayan (patriotic), makatao (humanitarian), and makakalikasan (nature
lover) thereby better preparing them as reservists in responding to the call of the
times.
Community immersion is an
approach of developing among the NSTP
student-trainees the concept of service and
empowerment as they reach out to
deprived, depressed and underprivileged
communities, and the marginalized
segments of the society.
The myriad of problems in the

community can be addressed by immersion
projects and activities specifically designed to improve the different aspects of
human development like
economic, social, spiritual, etc. These aspects cannot and should not be defined
singly and separately, but must be viewed interdependently and in totality.
However, for purposes of delineation, the economic aspect suggests financial
management while social aspect focuses on people’s interaction and
relationship building. On the other hand, the spiritual aspect is associated with
religion and our relationship with the Supreme Being, regardless of whatever
name we call our God.
Translating the aforementioned aspects of human existence, NSTP had

contextualized the said concepts by determining the various dimensions of


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development along the CWTS component of the program, as per guidelines

of the NSTP Law, to wit: ➢ education
➢ health
➢ safety and disaster management
➢ sports and recreation
➢ environmental services
➢ entrepreneurship and livelihood; and morals of citizenry and other
social/general
welfare concerns
In a nutshell, community immersion is an approach of the bringing the

NSTP studenttrainees to DDU communities and to underserved, marginalized
sectors, providing them the venue where they may encounter paradigm shifts
from being mere spectators of community action, nonchalant and passive
citizens to responsible and effective change agents who are empowered to
touch the lives of other people.
However, in as much as the principles involved in NSTP community

immersion present a solid foundation for the attainment of a common goal, the
quality of the program implementation from
different institutions and schools may vary
depending on the NSTP implementers’
extent of knowledge on concepts and level
of understanding of the processes and
protocols on community immersion not to
mention the level of commitment in realizing
the seemingly lofty yet noble goals of the
program.
Moreover, generation of resources must be

given an equal amount of attention and forging of collaborative partnership
with the community and
organization is deemed necessary in forgoing a successful community
immersion program for our NSTP students.
OBJECTIVES OF NSTP COMMUNITY IMMERSION
The community immersion requirement of NSTP is a mechanism

specifically designed to allow student-trainees to:
a. define community immersion as an approach and strategy of

developing projects in serving people and communities;
b. enrich knowledge and competencies on community immersion as a
process for development;
c. apply the principles and concepts of working in the community
through immersion projects and activities;
d. expose NSTP trainees in depressed, deprived, and the
underprivileged communities and marginalized groups of our society;
e. appreciate the values of community immersion as a means of
developing themselves as citizens and helping people improve their
way of life and in alleviating their living conditions;
f. enhance civic consciousness and defense preparedness; and
g. develop ethics of service imbued good citizenship values.


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Figure 1. An illustration of how community immersion. As an approach and

strategy can be used to help improve community life and develop student
trainees.
SYNTHESIS
Community immersion is a means for NSTP trainees to value the critical

role they play in nation building as they begin to have a deepened sense of
awareness and involvement in real life situations in the communities that
encourage them to do civic works particularly those that relate to the dimensions
on education, health, entrepreneurship, environment, safety and disaster
management, sports and recreation, morals of citizenry, and other social welfare
concerns. Further, it is a scheme intended for them to contribute significantly in
upholding the youth and members in nation building by setting the groundworks
of developing in the grassroots level.
Understanding the Concepts and Principles of Community Immersion
People involved in community immersion must be knowledgeable on the

basics of community, i.e., its meaning, concepts, underpinning principles, and
nature of problems and issues arising there from. These will enable the
trainees to have a good grasp of the local situation, thereby preparing them to
appropriately respond to the multifarious concerns in the community and
properly carry out immersion projects and activities that is so conceived to
bring about long-term amelioration, and not just over-night, cosmetic solutions,
of the social menaces and ills.
WHAT IS A COMMUNITY?
Noted community development specialist Arlien Johnson once wrote that

the term 'community' refers to a group of people gathered together in any
geographic area, large or small, who have common interests, actual or
potentially recognized in the social welfare field.


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To paraphrase the words of Johnson, a community is a collective of people

with similar interests and goals whether living in the same geographic locality
or not. The meaning of community may actually vary depending on the
objectives of a program to be conducted there at.
As per concept, a community may be categorized as

“A community is a collective of
geographical or functional. The term geographical people with similar interests
community is define in the purview of group of persons and goals whether living in the
living in the same geographical location like in a certain same geographic locality or
village, town, neighborhood, district, area or territory. not.”
Meanwhile, community is said to assume the functional nature if the aggregate of
people though not necessarily based on living in the same geographical location, is-
bonded by a common end such as fighting for the same cause, having the same
interests and goals. These are people who hold common values, share common
functions or express common interests.
A certain type of community has recently emerged. Some refer to it as just

social movements but its definition points out that it surfaced out of the two
other types of community. It is called a relevant community that defines a
group of people having similar interests and goals as the communities around
them. These populations have common interests in changing existing
institutions to their advantage in order to achieve redistribution of resources. It
is geared towards organization of the poor.
Elements of a Community
• Demographics (include population
As a trainee, one should be aware of elements distribution and density)
of a community in order to understand the • History (events of the past that
dynamics thereof. The important elements are contributed to the development of the
demographics, history, culture, economy, and community)
• Culture (ways of living of the people)
structures. The demographics (characteristics of • Economy (income level, occupation of
population) tell a lot about the movement of the people)
population in the community that you will serve. • Structure (physical, political and social
History allows you to identity certain patterns of structures)
change and people's way of adapting to these changes that can be useful in
plotting your activities. Understanding the economy, culture, and community
structures increases the chances of the success of activities since anyone can
provide culture based and more realistic solutions to community concerns.
In example, you were able to identify that it floods in a market area nearby
the creek. During rainy seasons, sales are very low because their merchandise
gets soiled by the rain. They have adapted by using improvised plastic
covering to cost their merchandise but they are not so attractive. What kind of
projects do you think you can do by learning this information already? By
experience, the architecture and fine arts students training in the NSTP would
usually think of enhancing the features of the merchandise, covering the stalls
to attract more consumers even during the rainy season.
Based on their assessment of these elements and by working with the

community, one can already formulate plan of actions.
Immersion as an Important Approach in Giving Community Service
An old adage says that, "Experience is the best teacher" Going through the
immersion process and conducting community service activities/projects will enable the
trainees to understand how the people feel, think, say, and
behave as dictated by their conditions and situations in life Through community
immersion, trainees will
as a
means to make feel and realize that they are more be exposed in further and
other realities of life which
they may or may not
belong to.

lOMoARcPSD|37535571
15
fortunate than many others and that the students can do something to improve the lives
of the marginalized and underserved.
As the Holy Scripture tells us, "To whom much is given, much is required.”
Since students have been given the rare opportunity and the distinct privilege
or being schooled that they are supposed to better the living conditions of
those whom were not as auspicious as they are. As one of the objectives of
this book expounds, trainees will be exposed in further and other realities of life
which they may or may not be used to.
After having explained the significance of the community immersion

requirement of NSTP in the purview of the educational and religious
perspectives, let us succumb to the legal basis of such. The basic questions as
“What is the relevancy of the immersion part of the NSTP?" and "Why would
trainees need to study the behavior of the people in and that which composed
the community where they serve?” Answer to this sort of questions is provided
for in NSTP Act and has served as the mandate and core of recognizing the
role of the youth in nation building. Young people are vested with the obligation
"to defend the security of the State and in fulfillment thereof, the government
may require each citizen to render personal military or civil service," (Section 2,
NSTP Act of 2001) whether in times of peace or war. Simply put, aside from
becoming socially aware of the strengths, weaknesses, opportunities and
threats of their communities, trainees are believed to possess the qualities and
energies that, if properly channeled and directed, will yield results towards
arresting, if not totally annihilating, the innumerable dilemmas of man.
The next question that a trainee is bound to ask is the first step of the
process of immersion is, "Are trainees, young as they are, capable of
responding to the stringent requirements of community building and meeting the
skills and knowledge criteria of transforming communities?" Definitely, yes. The
role of the youth in national local development cannot be overemphasized. To
reinforce this are the very words of our national hero, "The youth is the hope of
the Fatherland.”
What is Community Immersion?
Community immersion is an essential strategy in

Community immersion is a strategy that
community organizing work that entails goes beyond acquainting us with
understanding of the different community community concerns but make possible
concerns, process, dynamics and lifestyle through our participation in their (re)solution.
exposure and engaging in different activities. It is
different from the actual organizing work. Immersion is just one of the strategies in
plunging into community organization. Venture undertaken may be integrated or
specialized activities which entail entering, familiarizing and involvement of the self in
the conduct of the activities for community development.
Philippines: The National Disaster Risk Reduction and Management Plan

(NDRRMP) 2011 to 2018
• Publication date: 2011..

• Source: Philippines
A plan which serves as the national guide on how sustainable development

can be achieved through inclusive growth while building the adaptive capacities
of communities; increasing the resilience of vulnerable sectors; and optimizing
disaster mitigation opportunities with the end in view of promoting people's
welfare and security towards gender-responsive and right-based sustainable
development. It outlines the activities aimed at strengthening the capacity of the


lOMoARcPSD|37535571
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national government and the local government units (LGUs) together with
partner stakeholders, to build the disaster resilience of communities and to
institutionalize arrangements and measures for reducing disaster risks, including
projected climate risks and enhancing disaster preparedness and response
capabilities at all levels.
The plan highlights, among others, the importance of mainstream disaster

risk reduction and management (DRRM) and climate change adaptation (CCA)
in the development process such a policy formulation, socio-economic
development, planning, budgeting, and governance particularly in the area of
environment, agriculture, water, energy, health, education, poverty reduction,
land-use and urban planning and public infrastructure and housing among
others. It is also highlighting the need for institutionalizing DRRM policies,
structures, coordination mechanism and programs with continuing budget
appropriation on DRR from national down to local levels.
Community immersion in NSTP is devised as a strategy in molding and

‘conscientizing’ 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 becoming civic conscious and defense prepared
individuals. The nature of immersion effort done is along the dimensions of, but
not limited to, education, health, safety, education, sports and recreation,
environmental services, entrepreneurship, morals of citizenry and other social
welfare concerns.
In view of the fact that immersion is a major concern in development work,

trainees may find it significant to be guided by the following precepts:
• Trainees should immerse in actual community life to get to know the
social, political and economic situation of the people.
• Trainees may also undergo certain changes like increase in knowledge
about the social realities, development of good values, empathy towards
other people, improvement of social skills, among others.
• Trainees should identify the community people’s interest and aspirations.
• Trainees must recognize people’s resiliency and does not rob them of
their right to have community participation and determination of
appropriate courses of action.
• Trainees should be aware of the gained-negotiated sanction – the
acceptance derived from community relations coupled with the right to
conduct immersion activities.
• Trainees must reflect on how their social analysis of the current situation
is concretized in community people’s lives. The analysis should have as
much meaning for the trainees as for the community.
The following are the forms of integration in community immersion;

• Home visits
• Living with selected families preferably
with key informants
• Informal discussions with individuals or
groups
• Sharing in household and community
activities (cooking with the community
host, clean-up drive)
• Attendance in social gatherings (fiestas,
weddings, etc.)
• Assistance in production work (selling, farming, etc.)
Whom Do You Immerse With the Community?


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When one goes to a community, he/she associates with

the people whom intends to work with as partners, allies Allies in the community.
Examples of these
Community-based service projects must be premised on community partners are
the principle of people empowerment and not the ‘dole-out’
mentality. The parents, youth, the differently-abled constituents, professionals, members
of people’s organization, and other formal and informal group, and others who can be a
potential collaborator of your project or activities. We do not just work for and serve the
people but rather we encourage their participation. This practice of enjoining people’s
support is adherent to the Confucian’ 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.
Conditions in a Community Immersion
It is so desired that one fundamental pre-requisite qualification among those

who intend or are tasked to undergo community immersion is a full
understanding of the concepts and theories behind the dynamics of groups and
community. In the same breath, knowing the very process of immersion is a
primordial condition. This is so because this endeavor requires a great deal of
know-how and skills in facilitating interventions, planning and managing
community service projects, among others.
Training-wise, community developers/organizers and social workers are most

qualified because it is assumed that they have more or less formal background
on carrying out these kinds of undertaking.
Volunteers in social organizations and movements also undertake

immersions. They undergo professional training in development work. Such
immersion typically proceeds to organizing work.
As for NSTP, students enrolled in NSTP-CWTS 2 are mandated to undergo

community immersions for a period covering a
“…community immersion minimum of 54 hours to a maximum of 90 hours as
improves the trainees’
cited from CHED-prescribed Program of Instruction
understanding of himself.”
(POI), 2007 edition.
What Personal Gains from Community Immersion?
The community immersion aspect of NSTP will be able to benefit not only
the communities served but more so the student-trainees who may be accorded
with the following advantage:
• opportunity for the trainees to comprehend people’s lives because of the
chance given to them to see real life situations, live, identify and associate
with the people therein;
• gain social acceptance derived from community relations coupled with the
right to offer services;
• enhance experiences in conducting asset mapping such as identifying
geographic coverage, point out resources and the use, and the
relationships of people with the existing resources;
• establish rapport and relationship with different people who may be of
help to them at some future time;
• develop their conscientization ability, it helps them realize issues that will
help solve problems in the community, it is important for them to do
something that can change their situation.
• acquire first-hand experiences in dealing with community work; and the •
chance to learn life skills that will enrich and better their persons.


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Succinctly, community immersion improves the trainees’ understanding of

himself in relation to others. And by understanding others, the trainees can be
able to give a part of himself to others.
Most important of all, community immersion is in consistent with the innate

and ultimate intention of helping people as immortalized in the words that spell
the extension creed by Dr Y.C. James Yen of the International Institute of Rural
Reconstruction.
The Extension
Creed Go to the
people.
Live with people. Learn from
them.
Plan with them. Work with them.
Start with what they know.
Build on what they have.
Teach by showing, learn by
doing.
Not by showcase but a pattern.
Not odds and ends but a system.
Not piecemeal but integrated
approach.
Not to conform but to transform.
Not relief but release.
Dos and Don’ts in Community Immersion
It is a basic rule that trainees must be well-versed with the area, skilled to
communicate with community people and disciplined to keep yourself from
responding indifferently towards diverse types of personalities.
Prudence, therefore, orders that community “immersionists” must be well-

informed of the prescriptive and proscriptive norms in the conduct community
immersion.
Hereunder is a guide prepared by Dr. Florida C. Labuguen and Ms. Emily

Rose M. Bautista in manuscript form entitled ‘Essential Protocols When
Visiting Community.’
Table 2.1 Essential Protocols when Visits Community

Things to Remember Things to Avoid
Before the Conduct of Community Immersion
1. Familiarize yourself with the basic information and Never forget to inform
theories regarding community life. At this stage, you and get the consent of
must at least have in your mind a community you your parents/guardians
intend to immerse at. Ask around for information about the activities lined
about this community up.
2. Secure a waiver from the NSTP Office prior to the
visit and have it signed by your parents.
3. Always inform the faculty in-charge of your
destination, time table, and plan of action.
4. Be armed with background information about the Do not go directly to the
area for immersion. This will be helpful in locating community without
resources, and site entry and exit points which will determining the
make your travel safe and more convenient. background information
Background information will enable you to about it.
anticipate the general characteristics of people in
the area. In example, there are barangays in manila


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which are historically and primarily composed of

Pampangueños. With this background information,
you can already assess that people in that
community mainly identify with Pampangueños. To
facilitate your community activities promptly, you
can ask a fellow trainee who have deeper
understanding of the culture to lead you on.
5. Pay courtesy call to community leaders, whether
formal or informal, Courtesy calls may also be done
to officers of a non-government organization (NGO)
where the project is also directed to. Be sure that
the people who will be helping you in your project
and the key informants of the community are
informed of your every visit. Provide them with a
copy of the schedule of your activity. Harmonious
relationship with community leaders and officers
can almost ensure you of your safety in their area.
By relating well towards them, you can solicit their
support in your project and activities. They may be
able to commit in providing security when you roam
around and familiarize yourself with the community.
6. Secure documents like a letter of acceptance from Avoid bringing original
the community, memorandum of agreement, etc. copies of signed
and other documents pertinent to your stay in the documents in the
community. community. It is better to
carry around original and
certified true copies of
documents to prevent
loss and smudging the
document
7. Bring your own personal provisions like water, However sometimes,
snacks, and extra shirt. These will be helpful to fill community people could
in those hunger pangs while conducting the be
immersion. Community people are often very insistent in their
hospitable. They will most likely offer you their food hospitality in offering you
and water if they see that you are unable to provide provisions like food. Try
for yourself. This is despite that they might already to gauge whether it
be offering their last supply of food. Remember, would be offensive to
you are there in the community to assess if you refuse their offer. If you
could help and work with them, so try not to be an think they will be
additional burden to them. offended if you beg off,
you may accept food or
water in your plate or
glass but do not
consume it. Especially if
you are not able to have
as much background
information on the
community you are
immersing at. Avoid
consuming their
resources and focus on
your work. This is also
for your own safety.
Whenever possible, and
in a respectful manner,
decline and tell them the
offer that you appreciate
their hospitality.
During the Actual Community Immersion
8. Be courteous to everyone. Whether it be a vendor Avoid labeling and


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or a community official. Remember that you are naming people with

there to work with the community. politically incorrect
terms. Try to be more
discreet in your use of
words to avoid offending
other people.
9. Act properly and discreetly. You are representing
your school and your fellow students. Be
responsible with the words you say. Your actions
and words would be easily be generalized as the
behavior of every other student in your school, in
one of our interviews with community
organizations, they alleged that some schools
wherein their previous students have not shown
proper behavior will no longer be welcome to
conduct immersion activities in their area.
10. Depending on the type entry you use, (See the Do not show off in terms
page on phases of Community Immersion) wear of dressing up, you are
proper uniforms and identification card. This will there in the community
allow the community to identify who are the to help. Just bring an
trainees who will immerse in their community. This extra white shirt if you
can also promote your school’s image as you have to change your
become “ambassadors” for community service. soiled uniforms after
Depending on the situation, there may be some your activities. Avoid
cases where descent civilian clothes are more drawing attention to
appropriate to wear during immersion time yourself. Be as low
especially if you are trying to be mass-based and profile as possible and
less formal. avoid being identified as
a guest in the
community.
11. It is highly advised to keep your valuables secured Never bring out your
to protect you from unnecessary attracting and valuable things like
distracting community people, from possible theft, cellphones, jewelry, and
etc. money in public places.
12. Always document your visit. Write in your record
notebook the date, the narrative of important
events that happened, and your reflections in each
visit.
13. Always ask for permission from concerned people Never promise and
when you have to take pictures. It is best to take commit to a task that is
pictures that show you “in action” and working with beyond your and your
the community people as these can best illustrate school’s capability.
your experiences in the community. Again, be Never go beyond the
mindful of your surroundings and be careful in activities stated in your
bringing out variables. MOA to avoid false
commitments and
dependency of the
community.
After Community Immersion
14. Validate and evaluate if the programs and
activities were conducted appropriately and as
planned.
15. Provide copies of your final documentation output
to the NSTP Office and to the community where
you conducted your immersion. For your
documentation may serve as a baseline study for
the community and other batches of NSTP
students in conducting community immersion. This
will avoid unnecessary repetition of activities and
maybe a basis for enhancement of other
previously conducted activities.


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Enjoy your time with the community people. Mother Teresa puts it, “Love cannot
remain by itself – it has no meaning. Love has to be put into action; and that
action is service.”
“Community immersion is vital to the development of the trainees’

knowledge, skills, values and attitudes in realizing the penultimate ends of
NSTP . . .”
The Process of Community Immersion
Community immersion generally takes on different overlapping phases,

similar to performing community organizing strategies called social preparation
phase, integration, social analysis, program implementation, evaluate and
reporting writing, and termination of the project.
The community immersion process is a series of interrelated and

intertwined phases which commences with the Pre-immersion followed by
entering the Community, Community integration, Community Needs
Assessment, Program or Project Implementation, and Termination of the
Project.
Phase I: Pre-Immersion
This phase regards the identification of the community where the students
will be immersed at. Trainees will have to prepare themselves physically,
mentally and spiritually for many tasks ahead. Trainees must have waivers from
their parents or guardians stating that they are informed of the mandate to
undergo the NSTP community immersion. The school also needs to organize its
own manpower resources and other technical needs. According to the many
who have undergone immersion, the activities could be both exciting, and
exhausting.
Aside from preparation of the trainees and the school, the community is
primarily the one to be prepared and informed. With this, trainees must set up
criteria in selection of an area for immersion.
Area Selection
Factors to be considered in area selection:

1. Select our areas. The marginalized sectors are your target clients because
they are the ones needing your assistance more than any other groups in
the society. Examples of marginalized groups are the youth, women, slum
dwellers, the differently-abled, among others.
2. Local partners must be willing to work and support community project. This
goes to say that we should start with the people and work with the people.
3. Consider needs and resources within the capability of the students and
community partners. You cannot extend what you do not have in the first
place.
4. Places that is not saturated by other agencies. Supporting agencies are
probable resources waiting to be tapped that can provide additional
financial assistance when it comes to projects that are also within their type
of service.
Soliciting their support will also prevent duplication of services and
activities. You have to identify if their schedule of activities coincides with
yours so that you will not confuse the people with your separate identity.
There is a danger that people will not support you if the schedules of your


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activities overlap with those of an agency that has long existed in the
community before you came.
Through appropriate communications and relations with these agencies,
they can most likely be the source of other updated baseline of that data
you will need to understand the community.
5. Stable peace and order situation. You have to put into consideration your
own safety when you conduct your immersion. Some of the salient
questions you need to ask are that, “Are the roads and work area secure to
travel on?” “Am I not putting myself and other members of the immersion
team in danger if we conduct our immersion in this venue?” “Will I and my
school be compromised if I continue to work in this area?”
Sometimes despite the community leaders’ commitment to work with the
trainees, when the community in general does not regard their area as
having stable peace and order situation, they themselves will not
cooperate because their community issues go beyond what you can
respond to.
Remember, you are also a student and that one of your main objectives is
to learn and experience community living without disregard to your own
safety.
6. Accessibility. Successful community immersion also relies on how quickly
and how often you can visit the community. If you live in Cavite and you
happen to have chosen Bulacan as an immersion area, would it be easy for
you to conduct, monitor and evaluate your projects in the latter area
mentioned?
You have to take into account how much time you spend travelling, how
much money you spend for transportation or lodging. There is a chance that
you will spend extra effort on tasks like carrying training materials on the
field, etc. that could otherwise be prevented if you have chosen a much
accessible venue for immersion.
If you have been able to select an area for immersion based on the
foregoing factors, you can now proceed to entering the community.
Phase II: Entering the Community
To ensure success in entering the community, it is necessary to have

community mapping of the target area. This will help you identify the
geographic coverage of the project. It will also help point out the resources that
may be used by the trainees in the community and the relationship of people
with these resources.
Angelito G. Manalili in his book Community Organizing for People's

Empowerment (1990), remarked that there are different ways of entering the
community. Similarly, immersion begins with the initial steps in community
organizing. Anchored on Manalili's concepts, those planning to conduct
community immersion can enter the community thru:
▪Ostentatious Entry. Complete with banner and a general assembly of the

people, the community ushers in the people who will undergo immersion or
outsiders. People naturally expect more from the outsiders because the
latter's identity is boosted.
▪Banking on the People's Weakness. Outsiders sometimes enter the
community through catching people's attention. At times when community
people are in distress, they usually adhere to outsiders, like during
economic crisis, emergency and disaster situations. The outsiders try to
find out which aspect is it that the community will need them for and
through this, they emphasize on how they could be helpful.


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▪Academic Style of Entry. Communities are often called social laboratories

because they are a place to test the theories learned in classrooms.
Academic institutions field some students into the community to assist the
community regarding its concerns, A trialogue between the school, the
students and the community is done to identity the terms to which the
community service will be fulfilled.
▪People-Centered Approach. This approach ultimately believes on the
capacity of the community people to participate and acknowledge whether
outsider assistance is really needed. Users of this type of entering the
community invest on community relations, believing that both parties are
partners to community development. Key to this type of entry
is strong linkage with the people in the community.
When entering the community, the members of the community immersion
team must establish good rapport and relationship with the community people
Gathering information and doing a background investigation about the situation
in the community may prove to be of great help in pursuing the goal of
establishing linkages in the locality. Ground working can also be an effective
mechanism in knowing the community well. Talk to as many people as possible
and document or record your conversations.
Pay courtesy call to recognized leaders of the community. Make

communications ahead of time of entering the community. Write the community
leader a letter of intention and in turn you should have a letter of acceptance
from them. Whatever type of entry to be used, it is a must to secure a
memorandum of agreement between you and the community. This will set your
working parameters. It is giving due respect to them and formalizing a
commitment of the helping contract.
Phase III: Community Integration
Integration is a continuous process wherein the trainees come into direct

contact and become
involved with the community people. This phase is where the immersion phase
gets more personal. The trainees should realize that there is an existing concern
within the community. As the problems of the community become more apparent,
you become aware and validate that you are part of the circle.
Integration may be done through:
a. Border Style. If provisions allow, the trainees may choose to stay and live-in
the immersion area for a certain period of time. They may live- in the
community to pursue deeper knowledge about the community. However,
the 'boarder' or guest status will still be the regard of the people toward
them unless they integrate themselves fully with community life.
b. Elitist Style. Some trainees tend to stay close to key informants and political
players during their stay in the community. Due to this, their social circle
becomes limited and their interaction is confined to a few people. Immersion
activities must always take into account the involvement of the majority.
c. But the best way is the People-Centered Method of Living with the People.
Phase IV: Community Needs Assessment
Needs assessment, social analysis or community diagnosis as others refer to,

is a concrete base for the formulation of programs. It reflects the sentiments,
needs, aspirations, and recommendations of the community people. When it is


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done properly, it will reflect also the trainees feeling of oneness with the
community. They begin to see that the people’s problems also reflect their own.
Needs assessment becomes significant when it is conducted through

integration with the people. Our analysis and assessment should be done with
the people. Hence, it does not merely contain our perceptions, but also of the
people for it to be genuinely pro-people. Analysis of social situation becomes
meaningful if it is used as an instrument for conscientization. Those immersing
in the community must not just make the people realize their issues but also
make them to act on it. Their realization of the problems should help make the
community realize the relation between their local condition and situation of
other communities around them. It is important that the people realize that they
can do something to change their situation for the better.
Assessing the needs of the community is a prelude to effective program

offered to clients. This will ensure solutions to problems, issues and concerns of
the people in the locality.
This discussion covers the meaning, importance, steps, and exercises in

preparing community needs assessment instruments that will equip students to
prepare similar tool which they will utilize in measuring the needs of the
community assigned to them.
Community Needs Assessment Defined
Community needs assessment is the process wherein problems, issues and

concerns of the community are identified through the use of several tools for
assessment. It encourages the participation of the community, as they are the
stakeholders, to the findings in the assessment.
Importance of Needs Assessment
1. Gather information about citizens’ attitudes and options in order of

importance.
2. Determine how citizens rank issues, problems and opportunities in order of
importance or urgency.
3. Give citizens a voice in determining policies, goals and priorities.
4. Evaluate current programs and policies.
5. Provide speculations about what people are thinking.
6. Provide speculations about what people really want.
Information to Be Included in Assessing Community Needs
1. Historical Development - refers to data on how the community became what

it is today and provides insights into the kind of resources to collect and
weed.


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2. Geographical and Transportation Information - includes information on the

community's patterns and population contributions.
3. Political and Legal Functions - includes strategies for community- based
selection [or this may include strategies that community uses for selecting
players in the political sphere).
4. Demographic Data - includes data on age characteristics, size, race, and
transience of population.
5. Economic Data - refers to the economic base, social, cultural, educational,
recreational organizations. This includes the values and social pattern.
I. Geographic Profile
(Data source may come from barangay or
city/municipal hall) a. Physical
I. Location/Boundaries (north, east, west, south)
II. Terrain
III. Facilities (like clinic/hospital, schools, recreation hall, etc.) IV.
Climate V. Basic food
b. Cultural
I. History of place and people
II. Languages being used
III. Peace and order situation (usual community conflict and/or crime
rate) IV. Clothing (most applicable to rural setting)
II. Social
(Data comes from
survey a. Total
Population
b. Total Number of Household
C. Population distribution by Gender (and Age)
d. Population distribution by Educational Attainment
e. Health and common illnesses
f. recreation
III. Economic
a. Age earners in the family
b. Employment
c. Household monthly income
IV. Life Skills
a. Abilities
b. Interests
V. Spiritual Aspect
Number of people with active membership in the church.
VI. Socio-Political Aspect
a. Known social programs or projects and other related community
efforts (whether existing or planned efforts)
b. Expression of satisfaction/dissatisfaction towards current social
programs c. Perceived community problems
d. Recognized community leaders
e. Other agencies, GO's or NGO's that are in the area or that serve the
community
Sample of Community Needs Assessment Framework/Design for Urban
and Rural Setting.
Methods in Collecting Data for Community Needs Assessment
1. Focused Group Discussion (FGD) with Keyinformants. The

keyinformants of the community are people who hold socially
responsible positions such as educators, public officials, clergy
and business representatives or those who are active in
community events. These are the people who can provide
good information that will guide and give you better
understanding on historical issues needed by the community.
2. Community Forum/Assembly. This involves holding of group
events that may include the entire community. It gives visibility


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to the leaders and raises the status of the community but it

requires lots of planning and publicity. This meeting can be a
venue where people can express their needs and be
immediately validated by the rest of the attendees. Participatory
action research effectively uses this method.
3. Public Records. Public records like national census will provide
data for social and demographic indicators of the community.
Data included are age, gender, educational level, locality, etc.
that tend to contribute to library use.
4. Survey. Survey and questionnaires involve asking individuals in
the community about their everyday needs. This can be
implemented through the following:
a.Mailing questionnaires to randomly selected members of the
community
b.Performing telephone survey;
c. Handing out surveys while people are in an assembly; and
d.Posting questionnaires on your public access computer catalog.
An example of this is the Minimum Basic Needs (MBN) Form the DSWD.
Steps in Conducting Needs Assessment
1. Establish a working committee to solicit citizen and community

involvement and develop a plan of action.
2. List important aspects that are needed to be looked upon. This may also
mean identifying the surveyors' own capability and strength.
3. Identify the population to be surveyed. This also includes making
communications with community leaders and authorities of the identified
population to facilitate other procedures.
4. Determine the information that is needed. It may be existing information
which must be collected or it may be information gathered using a
survey. Information like demographic profile may be readily gathered
from the barangay, municipal or city records office.
5. Select a random sample of person to survey. A good number of
representative populations to be surveyed will contribute to the validity of
the information.
6. Develop and pretest a questionnaire. Afterwards, if the questionnaire
was found to be a valid tool for measurement of data, proceed to
distributing the questionnaire for community use.
7. Collect and collate the information.
8. Analyze the data. This may be done together with the core group
members of the community. Community participation in analyzing
gathered data is also important so that they can feel the ownership of
the issues and concerns in their community.
9. Go back to the community for validation of information. This may be
done through a community assembly or simple community group
discussion.
10. Finalize the document. Make sure that there are corresponding
recommendations for the issues and concerns found.
The Story of The Lone Community Servant
Once there was a community servant who saw that the problem of
poverty in his community was related to the low wages that a big-shot
company was giving to the residents who worked for it, so, the
community worker organized a work stoppage until "their" demands
were given, including a wage hike. He was successful in gathering 100
community people to picket with him. But on the third night of the strike,


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he was surprised to find no one behind him in the picket line…

apparently the problem, in the eyes of the community people will not be
solved through strikes but through a round table discussion with the
management.
“The community was not consulted of the real method of approaching the
problem and so the community servant was left on his own in the picket
line."
Community Assistance in Assessing Needs
1. Help identify community groups and citizens to be involved in the

working committee.
2. Facilitate group discussion to identify important issues and set priorities.
3. Help select the sample to be surveyed and design a system to identify
respondents.
4. Provide tested questions from which the working committees choose
questions that address the issues and concerns.
5. Help design a process to distribute and collect survey questionnaires,
code, enter and analyze the resulting data.
6. Provide summary reports of data.
7. Suggest programs to report the results and strategies to solicit
community involvement.
8. Work with citizens to identify courses of action based on the information.
Phase V: Program/Project Implementation
Project implementation deals with the actual execution of the plans. This
phase of project development includes, making the final arrangement with the
target clients/community partners, officials involved in the activities, right
schedule of each event, day to day activities, and needs of the clients,
manpower each day of the program, monitoring and evaluation plan and other
requirements like social and recreational activities, and the culminating activities
of the project.
It must be remembered always that the needs of the clients will be the
dominant consideration throughout the conduct of the projects.
To ensure the success of the NSTP community service projects performed

by trainees during their immersion time, the following must be considered:
• program must be responsive to the needs of the clients;
• contribute to the upliftment of the living conditions of the clients;
• maximize the resources available in the community;
• tap the potentials of the clients and give due recognition;
• objectives must be SMART with tangible results that touch the lives of
clients;
• project must be done systematically to ensure significant contributions
from pre-planning, planning stage, implementation, and evaluation;
• complete documentation must be observed as basis for reporting and tor
future studies;
• projects must be within the capacity and concern of the trainees that will
allow them to gain the knowledge, skills and encourage reflective action,
and
• develop shared commitment among the trainees.
Projects must promote civic consciousness imbued with good citizenship

values of pagkamaka Diyos, pagkamaka tao, pagkamaka bayan and
pagkamaka kalikasan.


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The following flow of activities will guide NSTP trainees in the implementation of
their project:
a. Pre-immersion -Preparation of project proposal based on community
needs
-Approval of the proposal
-Once the project is approved, the trainees will prepare
all immersion requirements.
-Letter of request regarding their immersion to the
community or the partner agency signed by the
trainer/coordinator and approved by the NSTP director.
-Community responds to the request by signifying their
acceptance through a letter
-Trainees, based on the identified needs, submit a project
design to the community for approval.
-Once approved, trainees will submit a detailed program
schedule of action.
-Based on the detailed program approved, the NSTP
trainees will implement the specifics of the activities as
designed. The actual immersion time will last for 8-10
meetings with the clients or partner community. It may
also depend on the design of the project.
b. Actual -In the course of the actual work, coordination, monitoring
community and evaluation is done to give immediate action to
immersion immersion problems encountered and make necessary
adjustments if needed.
-During this stage, trainees are required to make and
complete their journal of events which serves as a
reference in finalizing their tasks. Pictorials are also
required to support the activities undertaken.
c. Presentation of -Each group of trainees will make a narrative report. The
community presentation of documents during the post evaluation of
service the program is about the community service activities
outputs conducted during the immersion time.
d. Monitoring -Continuously done to measure effectiveness of activity.
e. Evaluation -Each group will be rated as part of the final rating given
to them.
-Implementation of the project ends by the time all
requirements have been satisfactorily done.
Phase VI: Termination of Projects
NSTP trainees are expected to complete their projects in the community in

the span of 50-90 hours as prescribed to the CHED-endorsed Program of
Instruction for it to be credited in the training course. Right at the very start the
trainee-implementers must apprise their target participants of the particulars of
the projects undertaken especially in terms of time frame. This will enable their
clients or partner community to prepare for any eventualities should the
implementers will terminate the project. Trainees are advised to inform them
with due respect of the status of the project and other details as may be deemed
necessary. Nevertheless, the trainees may decide to continue with the project if
the endeavor proves worthy of continuation, follow-up or replication. If the
proponents and implementers have decided to pursue and push through with
their venture, they can, seek the assistance and support of the school's
extension services/community outreach unit just to sustain the project.
If in case trainees lack hours of community immersion or did not perform well,
they are bound to receive an unsatisfactory rating; more so, failure of compliance
must be noted. If trainees go beyond the required number of hours in the
community their conduct of the project for failure to conform or comply with the


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requirements of the plan of action formulated, then a similar poor rating should be
accorded.
As trainees, one must learn how to work within the allotted time frame given,
for their convenience and also for the community's sake. If one stays in the
community beyond the agreed time, the action can be construed by the
community for something else like, extending more help (intensified
volunteerism) to them or that they could still ask for their help even beyond their
capability, This might also encourage their dependency on the implementers,
However, it is not really a problem if trainees want to extend their services in

the community. In fact, NSTP encourages trainees to continue their community
work. This time, their services will already be regarded as their personal
commitment to doing voluntary work, separate and distinct from the NSTP-
initiated activities. In step with enjoining NSTP students to eventually becoming
volunteer workers, the school may establish volunteer corps either under the
auspices of the school's NSTP unit or extension services office to ensure the
continuity of the immersion program for volunteers
Want to know more?

If you need to learn more, please watch the following
videos:
1. Best Practices for Project Implementation - YouTube

www.youtube.com
2. Project Implementation Video - YouTube
www.youtube.com
3. Introduction to project implementation – YouTube
www.youtube.com
References List

Understanding the National Service Training Program. Malabon
City: BAF Mutya Publishing House, Inc.
2. Disaster Management
http://dsastermanagement786.wordpress.com
3. International Strategy for Disaster Reduction
4. RA 10121 (PDRRM Act of 2011)


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PROJECT DEVELOPMENT
Lesson 3

1. defined project proposal as basis for implementation of the NSTP activities
in the immersion area;
2. applied the process of making effective project proposal based on the
identified needs of the target clientele; and
3. appreciated the value of making effective project proposal in the NSTP
program following the suggested format;
4. identified the documents, monitoring and evaluation instruments needed in
measuring the success of NSTP community immersion projects;
5. made use of the documentation technique, monitoring guides and
evaluation instruments to ensure. meaningful program implementation of
NSTP; and
6. appreciated the values of having proper documentation, monitoring and
evaluation of the project for community service.



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Use this guide questions to understand fully about Project Implementation.
1. What do project developers do?
2. What are the project development stages?
3. What is project development and management?
4. What is project development plan?
IV. Concept Notes
How far you go in life depends on your being tender with the young,
compassionate with the aged, sympathetic with the striving and tolerant of
the weak and strong because someday in life, you will have been all of
these.
George
Washington Carver
Let us discuss the importance of NSTP community immersion . . .
An important ingredient to NSTP community immersion is the development

of communitybased projects. In managing NSTP projects, the universal
management functions as planning, organization, staffing, directing and
controlling be given due consideration to ensure the success of the
implementation of the projects.
In general terms, project management encompasses project planning,

encompasses project planning, implementation, and monitoring and
evaluation. Project planning and implementation will form part of this unit while
monitoring and evaluation will be treated as a distinct subject.
Making Project Proposal

The following procedure will guide the trainees in doing this exercise:
1. Prelude Activity
Based on the different dimension of development such as education,
health, safety and disaster management, environment, morals of citizenry,
entrepreneurship, sports and recreation, think of a project which you plan
to do in the community as an offshoot of your activity in community needs
assessment.
2. Activity Proper
a. Using the data provided on the sheet, cut and ready to paste items as
the trainer will define/discuss the parts of the project proposal.
b. This activity will last for one (1) hour.
c. Trainees will review the format and prepare a draft proposal.
d. Trainees will prepare, refine, and finalize proposal based on the
identified need (2% hours).
e. Trainer will evaluate the proposal output before implementing the
project.
Discussion Highlights
PROJECT PLANNING AND IMPLEMENTATION
Project is a time-bound undertaking that is carried out to create a unique

service. It combines resources and channeled into a temporary structure in
order accomplish a specific goal.


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Project development involves a series of continuous, often overlapping

phases This cyclical process launches with survey of felt needs in the locality that
will serve baseline information in the formulation of project or set of projects that
may undertake in an uninterrupted or staggered manner. As soon as we have
identified have identified the project plan, it is prudent that we have an inventory
of our resources. Mobilizing our limited resources (men, money, materials and
moment) is a fundamental thing to do. Then implementation comes with regular
monitoring to keep track of the development of the project. Measuring the
success of the project as in impact evaluation will serve purpose in revisiting the
plan of action. Afterward, the cycle goes back to round.
PROJECT PLANNING
In the formulation of a project, a planner must take into consideration the

needs of the target clients. In this undertaking, the trainer together with the
trainees must assist the community in identifying, analyzing and prioritizing the
needs, and concerns they must tackle. People in the community know more
about the program relevant to their needs. Developing them in the course of
planning will motivate them to support the activities. Based on the identified
needs, projects must be made through a proposal to assess its feasibility
contributions; rationale, and basis for funding, and Support.
This guideline in making a project proposal will facilitate work for the trainees
and trainers in their immersion activities. This will also provide them the proper
opportunity to prepare right data and direction in the implementation of their
plans while they will be actually doing their tasks. A project proposal has several
parts in order to complete the needed information as basis of conducting the
project.
What is a Project Proposal?
A project proposal is a guide for both the trainees and trainers in attaining tasks
while they are in community immersion. t serves as a basis of designing
program of activities and key instruments and inputs in monitoring and
evaluating the projects to be undertaken in the community.
Purpose of Making Project Proposal in the Light of NSTP

• It guides trainees and trainers in designing a program for their clientele.
• It facilitates implementation, monitoring and evaluation of the projects.
• It serves as database in making reports as a requirement to the course.
• It makes work easier for it serves as reference for trainees to give the right
information needed for the project.


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• It serves as a ready source of data for research work.

Disaster Management Community’s Role Non-Government Organization
Cycle Role
Mitigation -Provide detail and -Design specific programs to
(modification) and exact information reduce the weak land sinking.
Preparedness on land sinking -Influence politicians to be
(Before disaster areas. environmentally thinking
stage) -Design and sensitive to the issue of land
participate land sinking.
sinking areas -Facilitate communities and
location and governments to discuss about
program. land sinking issues and impacts.
-Design and -Help communities to be aware
participate in and ready to deal with land
analyzing helpless sinking.
areas along other -Control governments programs
stakeholders. -Assist communities to design
adaptation program and actions.
-Develop preparedness programs
within or outside government
structures.
Response- -Support formal -Support government’s actions
emergency (During institutions based during response stage.
disaster stage) on their specific -Deliver supports to the impacted
skills. area of land sinking.
-Provide quick and
accurate
information of land
sinking location.
-Organize
selfevacuation.
Recovery (After -Participate in every -Design framework of land sinking
disaster stage) recovery (rescue) recovery (rescue)
stage.
-Participate in
designing recovery
(rescue) detail plan
of sinking area.
The Parts of a Project Proposal for NSTP Immersion Projects
There are various formats used in the preparation of a project proposal. Below
is one of the designs followed. It elicits the following information:
1. The Title. The title of the project must capture the need and present the name of
clientele to be served. It must be catchy to the readers. It must be written in all
capital letter, bold, and centered. Example:
OPERATION PLAN (OPLAN): CLEAN AND GREEN
(A Project on Waste management and Green Philippines)
2. Project Proponents. This part enumerates the names of persons to be
involved in the project, their year level (if trainees), rank (if trainers), contact
numbers and address or college. If there are several activities that require
several leaders in every undertaking, names must be specified per activity.
Example:
Group 4 and 5 – CWTS-CAFA-MAPAGKAWANGGAWA l Class
3. Implementing Units/Implementers. It must be noted that in writing this

part of the proposal, capital letters must be used to differentiate from the
project proponents. Example:


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Line 4 (manpower - for placing trash bins in particular areas and distributing
other materials)
Group leader:
Padora, Paolo
Members:
Tubig, Mark Anthony; Palles, Janice; Morales, Ricardo; Macuja, Katherine;
Lampitoc, Sarah; lehayan, Carlo; Rayos, Orly: Roa, Michelle; Robles, Vina;
San Jose, Maricel;
Samson, Emmanuel
Line 5 (responsible for the lecture proper)

Group leader:
Abaygar, Daryl, Van
Members:
Agana, Joseph; Aspa, Reynan: Blanca, Jelly; Flores, Faiza; Ignacio, John
Robert; Marinas, Carlo; Mendoza, Melody; Loja, Jerica; Morales, Michael;
Acidre, Hazel; Oabel; Daniel
4. Project Duration. Specify days, weeks and months needed to complete

the project. Specify when the project will commence and when will it be
finished. Attach a Gantt chart of activity based on the length of the project.
Example:
Date of Implementation:
January 21 and 28, 2017
5. Length of Implementation. Two-day implementation only. For the first

day, around 6-7 hours of community work (three hours in the morning for
the preparation of the place and lecture. Another four hours in the
afternoon for the distribution/placement of the waste segregation trash
bins). For the second day, monitoring and evaluation of the activity project
will be done.
6. Objectives of the Project. The objectives of the project must be written in
operational terms on what you intend to do to solve identified problem
related to the project. The characteristics of the objectives must be specific,
measurable, attainable, realistic and time bound (SMART). State properly
by using the right verbs that describe what you want to address in relation
to the underlying problems within a certain period of time.
General objectives can be framed as basis of formulating specific
objectives of the project. It must also consider the domains of learning such
as the cognitive (knowledge - mind), psychomotor (skills - body) and
affective (values/behavior - heart).
Example:
The general purpose of the two-day project is the maintenance of the

cleanliness
1. To imbibe the importance of cleanliness among the participants; 2.
To increase the awareness of the community people on the advantages
of waste; and
3. To solicit the support of the people in maintaining cleanliness and
orderliness through waste segregation"


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7. Project Description. The following standards must be observed in writing

the project description in facilitating the drafting of the proposal. a.
Background of the project
This part requires at least three paragraphs that provide a realistic
background of the project describing the modifying issues/problems
that have influenced the identification of the project. You can identity
particular differences or advantages over existing projects or cite 15sies
some publications as proofs of underlying problems or realistic serious or of
general occurrence.
Example:
"We have noticed that, in some areas of the barangay, improper

waste disposal is prevalent. In like manner, the incidence of open-hole
drainage system in the locality may pose a threat on the health
condition of the
residents thereat.”
b. Justification of the project

Discuss the importance of the prepared project in solving or
providing action to help solve existing problems inherent to the project.
Give the expected output of the project, benefits derived from it, and
most probable recipients of the benefits of the project. It must be
written in 3-5 paragraphs.
Example:
"A survey conducted last December 10, 2006 reveals that the
barangay i faced with the problem of improper waste disposal
especially in the squatters' area. It is for this reason that the project
is viewed as a significant intervention in setting in place a system of
waste management"
c. Benefits derived from the project

This section should reflect the advantages or benefits that the
activity will bring about when it is implemented. If possible, it should
mirror outcomes-or the long term results that people will receive.
Example
"The target audience will benefit from the project in terms of acquisition of
know-how on waste management, prevention of diseases/illnesses
associated with improper waste disposal and unhygienic surroundings"
d. Coverage
The area or vicinity covered by the project and the type of clients to
be served should be reflected in the proposal. This gives focus to
whom the project is for and the extent of its implementation.
Example:
"The project will cover the 100 families of the Barangay specifically the
household help and unemployed housewives.”
8. Methodology. This part cites the activities or strategies that should be
undertaken in order to achieve the objectives of the project. It should
describe the general approach of the project, agency counterpart in case of
partnership, responsibilities and obligations, manpower requirement and
the manner on how the specific activity will be undertaken if the project
calls for it.


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Example:
"The lecture-seminar method will be employed in the project.

Setting up of
waste segregation bins will also
be done"
9. Detailed Budgetary Requirements. In preparation of the budget, the

budgetary requirement of all activities must be considered. The amount
varies depending on the extent of the project coverage. For most instances,
the bigger the project, the larger the budget required. In many cases,
budget depends on the size of expenditures needed. Sources of fund must
also be specified. Budget is prepared using the following data.
Example:
Transportation..............................................................................0
..... 200.00
Communication............................................................................
..... 35.00
Supplies (wood for the bins, nails, etc.)-
………………………………. 200.00
Demonstration/ Instructional
materials............................................. 25.0
Sundry and other miscellaneous
expenses
(food, other printing needs, etc.)
……………………………………… 300.00
Contingency..
…………………………………………………………… 500.00
---------
P 1,260.00
Detailed Schedule of Activities
Date Time Activity People

01/09/2017 (no Start end of preparation for project Merge line
-1/20/2017 particular implementation 4 and 5
time) (all)
1/14/2017 (no Deadline of learning materials/visual (all)
particular aids
time)
1/21/2017 8 – 9 am Preparation for the lecture Line 5
9 – 10 am Start of the lecture (1st part)
I. Opening Prayer
II. National
Anthem
III. Opening Remarks
IV. 1st Lecture Topic (Waste
Management)
V. 2nd Lecture Topic (RA 9003)
10 – 10:15 Break (for the attendees/participants Food
am of the lecture) Committee
10:15 – Continuation of the lecture (2nd part)
11:15 am VI. 3rd Lecture Topic (Waste
Segregation)
VII. 4th Lecture Topic (Project


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Discussion)
VIII. Closing Remarks
IX. Closing Prayer
11:15 – Clean up the venue Line 4 and
12nn 5
12 – 1 pm Lunch Break (for the group) Food
Committee
1 pm - Making and setting up of waste bins Line 4
onwards and trash cans
PROCESS FLOW CHARTING MAKING PROJECT PROPOSAL FOR

COMMUNITY IMMERSION
1. Making the title

2. Project
proponent/s
Leader:
Members:
3. Implementing unit/group
4. Project duration
5. Objectives
6. Project description
a. Background
b. Justification
c. Benefits derived from
the project
d. Coverage 7.
Methodology
8. Budgetary requirements
9 Detailed schedule of
activities
This flowchart illustrates, in a capsule, the process of formulating project

proposal based on the results of the community needs assessment by the
trainees.
Towards a Responsive Community Action
Synthesis
The project development approach follows a systematic process that
involves determining the needs and the problems in the
community/barangay/purok, planning, implementing and evaluating time-limited
initiative that is undertaken to create a unique service.
These specific concerns in the development of project can be viewed in a

cyclical presentation of the various phases involved in the process known as
project cycle. The stages are as follows:
1. Community Needs Assessment
2. Project Formulation/Planning
3. Organization of Resources
4. Implement the Project
5. Project Monitoring
6. Impact Evaluation
7. Review of the Action Plan
It is worth while to give due attention to the critical role played by planning in
the execution of the project. Remember, "if you fail to plan, you plan to fail"


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Documentation, Monitoring and Evaluation of NSTP Community-Based

Projects
The quality of NSTP projects is never an accident. It is always the

result of good intention and skillful execution of people concerned.
It represents the wise choice of many alternative and the culture
of the heart about the program.
Flor Labuguen
Planning and implementing a NSTP project is one vital issue in NSTP
community immersion. Measuring the success of the project is another thing.
The trainees do not carry out plans just for the sake of compliance; otherwise,
the very purpose of community immersion is defeated. Hence, proper
documenting, monitoring and evaluating the NSTP community-based projects
are a must
Documentation of the NSTP Project for Community Services
Documentation is a clear-cut proof that projects are conducted with the notes
and observations being recorded as guidelines for future programs like the
NSTP.
A dynamic documentation service requires information on new development

in management relevant to the work and the program. Specifically, on:
1. Updated status report is a ready reference of data that can be the
source of information for NST, additional income and undertaking for
the institution.
2. Information on the work methods used and results obtained in
previous programs must be available for new assignments.
3. Serves as references for:
a. trainees' information/source data for requirements;
b. staff personnel evidence for rating of student trainee
performance and growth;
c. monitoring and evaluation purposes of NSTP projects; and
d. evidence for the support it extends in helping strengthen the
extension service or community outreach of institutions.
List of NSTP Forms Required for Documentation during Community

Immersion
For trainees, they must submit the following:

1. waiver Documentation is a
2. letter of request to the barangay to conduct for reservoir of information
immersion that can improve the
3. acceptance letter of barangay project.
4. community needs assessment
5. Memorandum of Agreement (MOA) or Memorandum of Understanding
6. Narrative report format
For the trainers;

1. copy of all documents for immersion of students
a. waiver
b. letter of request to the barangay to conduct for immersion
c. acceptance letter of barangay d community needs assessment
e Memorandum of Agreement (MOA) or Memorandum of Understanding


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2. grade sheets
3. summary list of graduates with their specialization
4. accomplishment reports
5. program of instruction
MONITORING OF NSTP PROJECTS
Result monitoring is a systematic and continuous procedure in checking

programs and projects done during the NSTP community immersion. It is an
awareness of a state of a project. Monitoring of projects is done consistently and
by certain measures. It is an observation of several changes that occur over
time.
In example, trainees would take note of whether there is an increasing

participation among community people in the series of projects that they
conduct. Or it could be that trainees would note of how much they are able to
spend for a single sub-activity with regards to how cost-efficient their general
activities are. Monitoring provides a certain degree of background knowledge on
what else to change, to adjust and to adapt over the course of time that the
project is being implemented.
Significance of Monitoring NSTP Projects
Monitoring NSTP projects is very essential to determine:

• whether the inputs are achieved on time or as planned;
• whether the activities were conducted as scheduled; and
• whether the outputs were produced on time or outputs were in right
quantity and quality as specified on the project design.
The products of monitoring are summarized progress reports that are

capable of triggering timely management interventions. It serves as a
means of keeping track of the status of the projects.
Who will monitor NSTP projects during community immersion?

People involved in monitoring community service projects done by the
trainees taking community immersion are the trainees themselves, trainers,
barangay officials concerned, partner agencies involved in the projects and
others who are not involved but are concerned with the project.
To ensure success of the NSTP projects, monitoring plan is necessary as a

means of getting data for information and input for decision making.
It includes:
• data/information needed in rational decision making;
• personnel involved in the execution of the project, collection of data
and problem identification;
• know about data are reported and to be reported; and
• levels of implementation.
In making the monitoring plan, specific activities in the implementation

of the project are essentially identified as basis of specifying the detailed
schedule of the project.
Tools Needed for Monitoring Purposes
Professional community workers do not dare rely on their good

memory to record their findings in the community. They use some tools


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and processes to record, monitor and validate the soundness of the

information and activities they have. Some of the helpful tools in
monitoring NSTP projects include:
1. Journal or Process recording. According to Merriam-Webster On-Line
Dictionary a journal is "a) an account of day-to-day events, b) a record
of experiences, ideas, or reflections kept regularly for private use."
Similarly, a process recording is also an account of day-to-day events,
but it deals heavily on how a certain task was performed and achieved.
This can be very useful in putting together the pieces of data gathered.
A good needs assessment is found on the strength and up-to-
datedness of events being monitored.
2. Gantt chart. Created by Henri Gantt to illustrate summary breakdown
of work elements, the Gantt chart is useful in monitoring if NSTP
projects are being implemented on time.
3. Summary checklist. From the start, the implementers of the project
write the indicators that need to be present to check whether there is
progress. Usually the objectives of the project, tasks, materials, and
persons involved are written on a checklist. Across these items are
columns to be checked whether they have been complied or not.
Sample Monitoring Plan Format of NSTP Projects

Operation Plan (Oplan): Clean and Green
(A Project on Waste Management and Green Philippines)
Name of Project Proposal Making Compliance Remarks
Basis Monitoring Specific Complete Incomplete
Requirements
Purpose To determine Activity,
project inputs, preparation of
activity outputs project proposal
on waste
management
and segregation
Data to Target clients or Data gathering
gather partner agency and prioritizing
-needs of the
target clients
and partner
agency
Tools for Before project e.g.
gathering implementation March 15-30,
data 2007
Frequency of Once, before Gathering data
data the conduct of before the
gathering the conduct of the
project project
Personnel Student Names of
who will assigned students
gather and assigned
analyze data
Use of data For finalizing the Finalizing the
proposal on proposal on
waste waste
management management
and segregation and segregation
Personnel Asking for the Record of
assignments list persons
involved, tasks
assigned and
procedures to be
followed.


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Attendees to Attendance Indication of

waste sheet number and type
management of clients
lecture
Duration Following
specified
schedule
indicated in the
programmed.
Program Lecturers Depth of
knowledge and
expertise on the
subject matter
was illustrated.
Content Content is
presented in
commonly
understood
terms; example
was given.
Waste bins and Presence of
trash cans waste bins and
Set up of trash cans in the
waste bins designated
and trash places.
cans Community People in the
participation community
assist the
student trainees
in the placement
of the waste bins
and trash cans
Monitoring Monitoring and Administering
and evaluation forms and distribution
evaluation of monitoring
and
evaluation forms
after every major
activity.
Final Report Compliance of Written narrative
group work and reflection
paper with
attached
pictures.
EVALUATION OF NSTP PROJECTS FOR COMMUNITY IMMERSION
In every project for NSTR, its activities require an effective system which
provides information on the extent which projects are achieving their objectives.
The activities are checked if it is conducted in an economical and timely
manner. The activities contribution in the attainment of the total objectives of the
program essential. Any information can be provided in both monitoring and
evaluation system, which provides information, required by the planners, policy
makers, trainers and trainees involved in the program.
Evaluation as defined by a systematic assessment of the value or worth of

something. This something could be the NSTP projects or other programs, a
technique used in the fieldwork or a situation prevalent in a particular
community.
To NSTP trainees and trainers, evaluation means the value or meat of his
teaching-learning activities. Questions asked mostly are: "Did I meet the
objectives? Are the strategies appropriate in meeting the objectives? Do the
results equate with the inputs spent?"


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Importance of Evaluation
1. It provides trainers/trainees and other people an idea of the activities

progresses and accomplishments and how they fare well in the achievement
of goals.
2. Results serve as basis for empowerment in carrying out activities.
3. It provides an avenue of making program revision and adjustments.
4. It provides opportunity for the trainees to experience and develop skills in
conducting evaluation.
What to Evaluate?
There are five aspects of evaluating the NSTP Project in order to be successful
namely:
1. Effort
In measuring the efforts exerted in the project, the trainees use the input
evaluation type which identities available resources both in human
(personal), material resources such as money educational tools, methods or
techniques and the activities undertaken.
2. Effect
In assessing effect, trainees and the like measure the outcomes of the
efforts made.
3. Adequacy
In measuring adequacy trainees need to look into the effectiveness of the
project in terms of the number of clients being served.
4. Efficiency
This is done by determining the cost benefit analysis by the trainers of the
trainees, and identifying the benefits derived from the program.
5. Process
In evaluating the NSTP Project, one should answer the questions on how
and why the project worked or did not work. It also responds to the question
on how the different project inputs can be utilized to arrive at good
outcomes.
It must be considered that evaluation of projects is a continuous process

and it has no end unless the project ceases to exist.
Who Will Conduct Evaluation of the NSTP Projects?
The NSTP Project is done by and through the following:

• trainees themselves Effective management of
• trainers/facilitators NSTP projects require proper
• NSTP Office personnel documentation, periodic
• with a given reference, CHED/TESDA as monitoring and evaluation to
outside evaluators ensure right implementation of
designed goals and
• follow-up studies, if there are any objectives.
How are the NSTP Projects Evaluated?

1. Identification of the objectives.
- It must be in behavioral terms.
- It must include the domains of learning which served as basis of assessing
their knowledge, skills and attitudes.
2. Examine program activities and implementation procedures.
- What are the activities identified to meet the objectives?
- How are these activities undertaken?
- Did it achieve the objectives of the program?
3. Indicators of expected outcome


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- Are the methods/approaches relevant to the project?

- Are the materials appropriate for the activity?
- Are there changes among clients on the following:
-knowledge?
-attitude (values, belief, habits, practices)?
-skills?
When Do We Evaluate?
Evaluation must be undertaken before, during and after the project.

Pre-actively evaluation is done before the conduct of the project to provide
baseline information on knowledge, skills, attitudes, and other characteristics of
the target clients. Specifically, it provides data on the clients' needs, strength
and weaknesses regarding the project.
Evaluation of an ongoing project is necessary to time out how the project is

progressing. It answers questions like: Is the project executed on planned? Are
there problems in the program implementation? What problems have been
encountered? What solutions or actions are being taken to attain project
objectives?
Post-evaluation of activity determines whether project objectives have been

attained or are the clients show measurable gain in knowledge, attitude, and
skills. It also ascertains the amount of change that has taken place in the clients.
Evaluation Form (Sample)
Name of Project: ____________________________________

Implemented on:.____________________________________
Proponents: ________________________________________
Fill out this form to evaluate student performance and project rating. Number
one is the lowest while five is the highest means that the item is not applicable
for rating.
I. Effort Exerted
ITEM 1 2 3 4 5 NA
Achievement of objectives of the program
such as:
1. to enhance and broaden the knowledge of
the people about maintaining the cleanliness
on their place;
2. to discuss to community people the effects
and help that waste segregation could do for
them in the community; and
3. to work with the people in making waste
segregation bins.
Methodology used
1. Included community people in activities
such as planning and implementation.
2. Utilized community needs assessment,
environmental scanning, etc. to understand
people’s needs.
3. Validated needs assessment and verified
appropriate methodology for use in activity.
4. Used varied techniques for the attainment of
the project objectives.
II. Effect Attained

ITEM 1 2 3 4 5 NA


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1. Changes in the physical structures of

infrastructures and improvements are
visible.
2. Impact on social structures
3. Participation of community people and local
agencies
4. Program is appropriate to learning
objectives of the students
5. Encouraged critical thinking among
participants and partners to the
project/activity
6. Encouraged participants to push through
similar or auxiliary programs
7. Sustainability of the program
III. Adequacy
ITEM 1 2 3 4 5 NA
1. Materials used for demonstration and other
works were adequate.
2. Participation of community people and local
agencies was solicited.
3. Program served a minimum required
number of participants (15 persons).
4. Program can be maintained with minimal
use of other resources.
IV.Efficiency in the Use of Resources

ITEM 1 2 3 4 5 NA
1. Made use of local resources and personnel
during project implementation.
2. Activities are cost-effective and well
budgeted.
3. Alliance and partners were able to help in
project implementation.
V. Process of Conduct
ITEM 1 2 3 4 5 NA
1. Communications and information are well
served to the participants and partners in the
projects/activities.
2. Documentations are recorded and kept.
3. Monitoring and evaluation are continuously
conducted.
In summation, the flow chart below is the step-by-step process in the conduct or
community immersion activities and projects under the auspices of the National
Service Training Program.
How Do We Conduct Community Immersion Activities in the Light of

NSTP?
1. Students make a letter of request regarding their immersion addressed to the

partner group signed by the trainer/coordinator and approved by the NSTP
Coordinator/Director.
2. Community partners will respond to the request signifying their acceptance.
3. Students, based on the needs identified with the community partners, will
propose a project.
4. Students will prepare a detailed program schedule.
5. Students will go on actual immersion and project implementation to assigned
areas. Monitoring and Evaluation is intensified at this phase.
6. Students prepare a narrative report of the activities.
7. Each group will submit the narrative report in compliance of the requirement.


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Networking and Alliance-Building to Sustainable NSTP Projects
"Make my joy complete by being one in mind, love, spirit, and

commitment on one purpose.
Philippians 2:2
What is an Alliance?
An Alliance is an association of people, groups, or nations who agree to

cooperate and achieve a shared goal.
What is Alliance Building?
Alliance Building is the coming together of persons, groups or nations,

mutually committing to support each other to achieve a desired goal.
When are Alliances Formed?

• Alliances are formed when there are needs or objectives that are
perceived to be shared like protection from a common enemy or objectives
to attain.
• Alliances are formed when aside from having common needs and
objectives, mutual trust and respect and a willingness to commit are
present.
Who are these Potential Allies?

Potential stakeholders maybe the local government units from the barangay
to the provincial level, people's organizations, non-governmental organizations,
academic research institutions, media, business associations, donor agencies,
even armed groups from the government or otherwise.
How to Do Alliance-Building
Steps in Alliance-Building:
1. Coming Together
Before any alliance takes place one has to have a good understanding
about the project - the rallying point. Is it responsive to the needs identified
by the beneficiaries themselves? Does its scheme manifest assurance of
continuity stainability? Are the key personnel of its management without
qualified and committed? What can you offer as your counterpart in the
alliance?
a. Initiators for collaborative work come together due to:
1. need for action and


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2. a common vision of a better community

b. Other than knowledge about and access to potential partners, initiators in
alliance building must also consider the following:
1. Adequacy of partners
The coverage of the collaborative task determines the adequate
number of collaborative partners. Too much alliances may require a
restructuring to avoid confusion and unnecessary delays. Breaking the
big group into smaller groups and the big task into smaller ones will
help keep the alliance effective and efficient. The more specific tasks
will be assigned to the sub-groups.
2. Interest and Commitment of Decision Makers
To facilitate and strengthen the collaborative bond, major policy
makers and authorities of all collaborating stakeholders should be
drawn into line. Initiators must sell the idea of working together to them
to get their interest and commitment. Once you win them on your side,
others will fall into line.
3. Threats but Potential Partners
Persons and organizations perceived to be blocks to collaborative
work but who possess the needed resources and skills for a successful
collaboration should be influenced to join in. Sitting down with them to
present the advantages of collaborating with each other might work.
There are cases when staunch opponents become significant allies.
4. History of Potential Partner
It is also important to consider how the person or group with
alliances in the past. Identify the goat from the sheep worked the
inception stage will help secure the viability of the collaborative
endeavor.
5. Skills
It is imperative to know what skills are needed to bring this
collaboration into success. Initiators of the alliance should look into
the personal and collective skills in the market of would-be partners.
6. Multi-Sectoral Participation
Initiatives to collaborate tend to involve only persons and institutions
within the same field of discipline and/ or mission. However, often
needed data, skills, resources and other forms of support can come
from persons or groups belonging to other sectors.
2. Building and Strengthening

After identifying potential partners, what more can be done?
In 1992, Apple and IBM rushed to do a joint venture called Taligent tasked
to create a new object-oriented operating system. This joint venture for a
time showed indicators of synergism. But later, the objective of creating a
new operating system failed. IBM took upon its shoulder the burden of the
loss which was said to exceed $150 million.
What was wrong in that partnership? With all systems seemingly in their
right places at the outset, why did it fail? While Apple and IBM succeeded
for a while to convince people that trust and respect were present in the
years of their partnership, the reverse actually happened. Their years of
togetherness were puckered with a number of lawsuits thrown against each
other for patent and technology infringement. Clearly, trust and respect were
absent from the beginning of their alliance. This failure of an early alliance
prototype teaches us to properly establish the rules of engagement for
creating a genuine, honest and transparent alliance. a. Getting potential
partners to engage
1. Gather as much information about the prospective partner before
meeting them. Conduct profiling of potential stakeholders in
the vicinity in terms of their VMG0, programs, projects, target
beneficiaries, and resources. Identify from the data the potential


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partners that have a role in addressing certain issues or components of the

project.
2. Know who the decision-makers and the key players in the
organization, Invite them to your program presentation.
3. Present the program in a simple, organized, and understandable
manner.
4. Show the potential mutual benefits that can be gained from
collaborating.
5. Be attentive to the interests and cultural overtones of potential
collaborators.
6. Be clear with the exploratory intentions of the first few meetings
with potential partners.
b. Leveling Off
By levelling off, partners create a base of information accessible to
all stakeholders to facilitate common knowledge about partner self-
interests, cultures, and visions.
1. Self-interest is a powerful stimulant which when proper understood
and considered can work to the advantage of the alliance. It should
be clear to all what each partner has something to gain from
collaborating. The more these self-interests are openly expressed,
the deeper trust and respect develop between or among
collaborators.
2. Sensitivity and responsibility to be expressed and implied cultural
differences and similarities can further enhance the level of respect
and trust. Talking candidly about cultural expectations and traditions
during formal and informal gatherings is important.
3. A shared vision ensures sustainability of collaboration. A shared
vision is an imagery of what partners hope to create in the future.
Formulating a vision out of many individual or corporate visions is
difficult because it takes a lot of listening, thinking, time and
maturity. But, when partners are clear on what desired end/s the
alliance is working to achieve, they will be motivated and energized.
3. Strategic Planning
This provides the framework for allied work. It is divided
into five tasks. a. Formulation of the Mission
Statement
The mission statement expresses the particular of the general
direction stated by the vision, the purpose/s,
values, and beliefs of t alliance beliefs of the alliance.
1. It must describe what must be achieved for whom.

2. It must define the coverage of task
3. It must express the desired objective/s which is related to missions of
individual or collective partners but somehow unique from them. 4.
It must be clearly expressed for all partners to understand
b. Environmental and Capacity Assessment

1. Environmental assessment looks into the threats and the
opportunities external but affecting the collaboration.
2. Capacity assessment looks into internal strengths and
weaknesses and confronts the environment in the context of its
perceived capabilities. A hasty external and self analysis may spell
disaster for the alliance. A careful analysis of both reinforces strengths
and fills in gaps consequently making the alliance stronger.


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c. Goal Formulation
A goal is a specific statement of what the alliance commits to do.
This consists of the standard against which the progress of the
alliance is to be measured. Goals that span for a period of three
years or more are called long term goals and those that are
immediate are dubbed as short-term goals.
1.A goal states desired achievement.
2.It is realistic.
3.It is measurable.
4.It is specific.
5.It is expressed in a simple and easily understood statement.
d. Strategy selection
To achieve the goals, appropriate strategy should be selected.
1.An appropriate strategy must lead to goal realization.
2.It must work within the bounds of available resources.
3.It must be consistent with the Mission Statement.
e. Development of an Action Plan

Basing on the goals made, a plan of action is made. The plan of action
lists down the steps to be undertaken. The plan may best be arranged into
a matrix for easy reference, the action plan consists of the following data:
1.the activities to be undertaken;
2.the partners responsible to carry out the activity;
3.time frame for completion;
4.accountability indicators;
5.success indicators; and
6.anticipated costs.
4. Implementation of the Action Plan

This is the time for the allied partners to manifest their commitment to the
vision and mission that they set for themselves under this collaborative
scheme. The implementation may begin by piloting certain activities before
going full scale. This will allow partners to fill gaps before resorting to full
implementation.
5. Evaluation
This stage is the time of knowing how the collaborative efforts and
strategies fare against the set standards. Evaluations may be conducted by
all the stakeholders of the alliance or it may be conducted by entities.
External to it. An evaluation tool that is sensitive enough to measure
degrees of efficiency effectiveness, and other indicators of success should
be designed. Invite the stakeholders to be present in the project’s evaluation
and phasing- out activities.
The whole collaborative process is subject to review and revision as more
allies are added, as new events unfold and as new directions are set.
Sample of Project Proposal
On Spirituality Under the Dimension Morals of Citizenry:

1. Inclusion of Bible Study and Fellowship Activities in the Social Mobilization
and Practicum Students of the National Service Training Program
(NSTP) during the 2nd Semester of each School Year.
2. Pamaskong Handog 2007 Para sa Kabataan ng Tuloy Foundation.
On Education


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3. Fun with Numbers: A Tutorial Class for Young Math Learners of Barangay
660
4. Damayan sa Barangay, Sama-samang Pagkilos Tungo sa Pagbigay ng
Mahusay na
Edukasyon sa Kabataan: An Advocacy Project of the Constituents of
Malolos National High
School
On Health
5. lwas-Droga: Isang Usapin Pangkomunidad sa Tulong ng CWTS class
On Environmental Concerns
6. Brigada Bantay Kalikasan sa Paligid ng Eskwela ng CWTS Group
7. Linis Ganda, Linis TUP
On Safety and Disaster Management

8. Ligtas Sakuna, Taong Bayan Handa: Lecture Series on Disaster
Management and
Preparedness
On Entrepreneurship
9. Kumikitang Pangkabuhayan, Patok Sa Masa: A Livelihood Activity of
Barangay San Jose in
Partnership with CWTS Group
10. Kapihan sa Barangay San Jose: Masasarap na Paninda na Maaaring
Ipangkabuhayan
On Sports and Recreation

11. Kilos Sigla, Exercise wing Umaga: Araw Araw na Ehersisyo Kasama
ang mga Nakatatanda ng Golden Acres
On Fund Generation
12. Subastahan sa UL (An. Auction Derby for a Cause)
13. Scraps Drive for GK families (Bote, Dyaryo't Lata Para sa GK Kapamilya
Handog ng UL)
Sample of Community Needs
Assessment Questionnaire (As Translated in Filipino)
Pangalan:_________________________________________ Petsa:
__________________
Tirahan:
_______________________________________________________________
____
Pakisagutan lamang po at ibalik sa kinauukulan. Ito ay isinasagawa upang

malaman ang kasalukuyang kalagayan ng inyong barangay.
1. Ilan ang bilang ng pamilyang nakatira sa bahay na ito?
____________________________ 2. Pakilagyan ng bilang. llan ang bilang
ng mga babaing may edad na sumusunod sa inyong bahay?
(Halimbawa: 3 babae may edad 1-7; 2 babae may edad 22-28)
______edad 1-7 _____edad 22-28 _____edad 43-49
______edad 8-14 _____edad 29-35 _____edad 50-56
______edad 15-21 _____edad 36-42 _____edad 57-63
_____edad 63 pataas


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3. Pakilagyan ng bilang. lan ang bilang ng mga lalaking may edad na

umusunod sa inyong bahay? (Halimbawa: 3 lalaki may edad 1-7; 2 lalaki
may edad 22-28)
_______edad 1-7 ______edad 22-28 ______edad 43-49
_______edad 8-14 ______edad 29-35
______edad 50-56
_______edad 15-21 ______edad 36-42 ______edad 57-63
______edad 63 pataas
4. Lagyan ng tsek. Ano ang karaniwang nagiging problema ng mga nasa

inyong tahanan? ___May miyembro ng pamilya na walang kakayahan para
maghanapbuhay.
___May miyembro ng pamilya na may kakayahan ngunit walang
pagkakataon o walang pagpupursigi sa paghahanapbuhay.
___May miyembro ng pamilya na mayroong hanapbuhay ngunit kulang ang
kinikita para sa mga pangangailangan.
___May miyembro ng pamilya na hindi malusog:
___mga anak ____iba pang miyembro
___mga buntis (Pakisulat kung sino)
___Magulang lang o tagapangalaga na hindi malawak ang kaalaman sa
pag-aalaga ng mga bata.
___Mag-asawa na marami at magkakasunod ang anak.
___Miyembro ng pamilya na naapektuhan ng matinding pagkakasakit.
___Miyembro ng pamilya na naapektuhan sa pagkawala ng. hanapbuhay.
___Mga miyembro ng pamilya na madalas hindi magkasundo.
___Mag-asawa/magkapam na madalas na hindi magkasundo.
___Mga nahihirapan sa kanilang kalagayan bilang mga magulang na
walang asawa o solo parent.
___Mga kababaihan na nahihirapang gamitin ang mga pagkakataon o
oportunidad para sa pansariling pag-unlad tulad ng paghahanapbuhay,
pag-aaral at iba pa.
___Mga huminto o hindi makakapagpatuloy ng pag-aaral tulad ng:
____ama ng tahanan _____kabataan
____kababaihan _____may kapansanan
___Mga kababaihan na dumadanas ng pananakit at kahirapan ng buhay.
___Napapabayàang mga kabataan na nangangailangan ng pag-aaruga ng
ibang tao dahil sa sandaliang pagkawala ng magulang.
___Mga kabataan/anak na biktima ng pananakit at pagmamaltrato.
___Mga kabataan/anak na biktima ng pang-aabusong sexual.
___Mga kabataan/anak na hindi na nag-aaral, na ang pamilya ay hindi na
sila kayang arugain ___Mga kabataan/anak na may problema sa pag-
uugali.
___Mga kabataan/anak na may pagkakasala sa batas.
___Miyembro ng pamilya na may kapansanan na nahihirapang makisama
sa ibang kapamilya o kaibigan.
___Miyembro ng pamilya na may bisyo. (lagay kung anong uri ng bisyo.)
___Miyembro ng pamilya na may kapansanan sa pag-iisip.Nakatatandang
mivembro na nangangailangan ng pakikisalamuha sa ibang tao.
___Maduming kapaligiran.
Iba pa. Pakisulat.
_______________________________________________________________
_
5. Pakisulat, Anu-ano ang mga karanwang nagiging karamdaman/sakit ng mga

nasa inyong tahanan/nakatira sa bahay ninyo?
___lagnat ____sakit ng ngipin


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___sipon ____sakit sa balat tulad ng buni, an-an, had-

had, panunuyo ng balat at iba pa.
___ubo ____sakit sa bato
___trangkaso ____sakit sa puso
___sakit ng ulo ____sakit sa baga
iba pa. pakisulat.
_____________________________________________________________
6. Ilan ang naghahanapbuhay sa inyong anan?

___1 ___3 ___5 iba pa. pakisulat.
__________________________
___2 ___4 ___6 ____wala
7. Ano ang hanapbuhay ng mga nasa inyong tahanan/nakatira sa bahay ninvo?

____nagtitinda ____clerk
____guro ____pulis
____nurse o caregiver ____driver
____nasa call center ____may sariling negosyo
____factory worker ____walang may hanapbuhay
____iba pa.
Pakisulat.
_________________________________________
8. Pakilagyan ng check. Ano ang kabuuang antas ng kinikita ng inyong buong

tahanan o mga nakatira sa bahay ninyo sa loob ng isang buwan?
___500-999 ___4,500-4,999 ___8,500-8,999
___1,000-1,499 ___5,000-5,499 ___9,000-9,499
___1,500-1,999 ___5,500-5,999 ___9,500-9,999
___2,000-2,499 ___6,000-6,499 ___10,000-10,499
___2,500-2,999 ___6,500-6,999 ___10,500-10,999
___3,000-3,499 ___7,000-7,499 ___11,000-11,499
___3,500-3,999 ___7,500-7,999 ___11,500-11,999
___14,000-4,499 ___8,000-8,499 iba pang antas, pakisulat..
____________
9 Lagyan ng check. anu-anong mga kakayahan ang mayroon ang mga

nasa inyong tahanan o ang mga nakatira sa inyong bahay?
____marunong mag-computer
____nakapagsasalita ng iba't ibang wika
____marunong sa sports
____marunong magluto
____marunong manahi
____nagtatanim ng mga halaman
____iba pa.
Pakisulat.________________________________________________________
_
10. Lagyan ng check. anu-ano ang mga pangangailangang kasanayan o

training ng mga nasa inyong tahanan o mga nakatira sa inyong bahay na
mga aktibidad o gawain?
____training sa pagsama sa mga organisasyon at leadership
____trainingsa pagkumpuni ng sirang kasangkapan (Pakilagay kung anong uri
ng pagkumpuni ng kasangkapan ang nais mong matutunan.
_____________________________________
____training sapaggawa nghandicraft (Pakilagay kung anong uri ng handicraft
ang nais mong matutunang gawin.
_________________________________________________________
____training sa pananahi ng damit, kurtina at iba pa


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____training sa pagluluto
____training sa meat processing (tocino, ham at iba pa)
____iba pa. Pakisulat.
__________________________________________________________
11. Lagyan ng check. anu-ano ang mga nalalaman ninyong mga dati o kaya ay
kasalukuyang programa o proyekto ukol sa inyong barangay?
____pagpapaganda at paglilinis ng kapaligiran ____medical mission o
libreng ng
pagkonsulta sa mga doktor
____skills training o mga seminar ____job fair o pagtungo ng
iba’t ukol sa dagdag kaalaman ibang
kumpanya sa inyong pangkabuhayan
lugar upang magbigay ng
hanapbuhay
____pagbibigay ng scholarship ____mass wedding o maramihang para
makapag-aral pagkakasal
____tutorial o pagtuturo ng ____mass baptism o
malawakang kaalaman sa computer pagbibinyag sa
mga bata ____pagpapautang ng kapital ____kampanya
laban sa droga
____mga palaro liga sa sports ____feeding program
o
pamimigay ng
pagkain
____iba pa. Pakisulat.
_________________________________________________________
12. Lagyan ng check. anu-ano ang mga nakikita ninyong dapat bigyang
pansin sa inyong barangay?
____kalinisan at kaayusan ng paligid ____kakulangan sa kaalamang
makakatulong sa ____mga kabataang hindi

paghahanap buhay
makapg-aral ____problema sa
kalusugan ng mga tao ____iba pa.
Pakisulat. _________________________
13. Lagyan ng check. Sinu-sino ang mga kadalasang nilalapitan ninyo

kapag mayroon kayong pangangailangan?
_____ang barangay captain: at iba pang opisyal ng barangay

_____mga nakatatanda sa lugar
_____mga organisasyon sa loob at paligid ng barangay (Pakisulat ang
pangalan ng organisasyon.)
________________________________________________________
_____iba pa.
Pakisulat.______________________________________________________
Mga obserbasyon ng nagbigay ng survey:

_______________________________________________________________
____________
_______________________________________________________________
____________
_______________________________________________________________
____________
_______________________________________________________________
____________


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Pisikal na kalagayan ng lugar:

_______________________________________________________________
____________
_______________________________________________________________
____________
_______________________________________________________________
____________
_______________________________________________________________
____________
Pakikitungo ng mga tao:

_______________________________________________________________
____________
_______________________________________________________________
____________
_______________________________________________________________
____________
_______________________________________________________________
____________
Iba pang ganap na problema ng mga residente:

_______________________________________________________________
____________
_______________________________________________________________
____________
_______________________________________________________________
____________
_______________________________________________________________
____________
Pangalan ng mag-aaral na nagbigay ng survey

_______________________________________________________________
____________
_______________________________________________________________
____________
_______________________________________________________________
____________
_______________________________________________________________
____________
Class, group and line number:

_______________________________________________________________
____________
_______________________________________________________________
____________
_______________________________________________________________
____________
_______________________________________________________________
____________


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Memorandum of Agreement (MOA/MOU)


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School Name
National Service Training Program
MEMORANDUM OF AGREEMENT
This agreement is executed and entered into this day of December

2005, at Manila, Philippines, by and between:
The ___________________________ a barangay agency represented

by Barangay Chairman of legal age with office address at the Kinabuhayan
Barangay Hall Dolores, Quezon herein referred to as the first party;
-and –
The _____________________________(school) an institution of

higher learning duly organized under and by the virtue of the laws of the
Republic of the Philippines, with business address at, represented by its
director, ___________________________ hereafter referred to as the second
party;
WITNESSETH
a _______________________________ program of the University

Extension Office and NSTP-CWTS Students.
Whereas, to give service of the University Extension Office and Civic Welfare
Training Service for the Barangay constituents, the 1st party will provide the
venue, materials and security to the student trainees while the latter will
conduct their activities in coordination with the Barangay officials.
Now therefore: for and in consideration of the foregoing premises, the

parties hereby agree as follows:
First Party and Second Party

1. Shall cooperatively secure students in the conduct of extension services
and Civic Welfare and Training Service at the community.
2. Shall jointly plan for the activity at the Project.
3. Shall conduct extension project with the cooperation of the Barangay
constituents.
4. Shall jointly monitor and evaluate the activity.
First Party
1. Shall provide the venue for the Extension Project and Civic Welfare
and Training Service.
2. Shall provide cleaning materials and other materials for the community
training and activities.
3. Shall provide a security for the students and lecturer during the
implementation of the project.
4. Shall provide a two (2) hectares of land for reforestation.
Second Party
1. Shall provide manpower to include trainers and facilitators for the
cleaning and tree planting of the Barangay areas and other related
activities.
2. Shall carry out monitoring and evaluation of the project in the service
area.
3. Shall submit reports to the first party regarding the outcome of the
activity
This agreement shall cover the period of _______________


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(____________) years from December 2005 to December _____________

and unless sooner terminated by any of the parties herein for any cause,
provided that a 15 day notice prior to the intentions to terminate shall be served
upon the other party.
In witness whereof, the parties hereby affix their signatures, this day of
December 2005 at the Barangay Hall
_____________________________________.
First Party Second Party

_______________________________
__________________________________
Barangay Chairman Director
____________________________
__________________________________
Witness:
____________________________
___________________________________
Letter to the Barangay/Partner Agency

School Name
______________________
University National Service Training Program Address
Date: ____________________
____________________
____________________
____________________
Madam/Sir:
Good day.
Republic Act 9163 effective year 2002 provided the guidelines for the
community projects that students of NSTP-CWTS are required to undertake to
finish the collegiate course and be integrated in National Reserve Corps.
Pursuant to this, allow us to send students of the
University to discuss with you any related project in cooperation with your
_________________, specifically a community service, such as
_______________________, __________________, etc. Group No.
______________.
1. ________________________________________________________
_
2. ________________________________________________________
_
3. ________________________________________________________
_
4. ________________________________________________________
_
5. ________________________________________________________
_
6. ________________________________________________________
_


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7. ________________________________________________________
_
8. ________________________________________________________
_
9. ________________________________________________________
_
10. ________________________________________________________
We will appreciate it very much if your secretary could issue them the
usual certificate of appearance and the number of hours they have spent in
specific project they chose to participate.
Thank you very much and God Bless,
Very truly yours,

___________________
CWTS Faculty Noted:

UNSTP Director
Acceptance Letter of the Barangay/Partner Agency

Republic of the Philippines
Date: ____________________
____________________
Director UNSTP
Program Coordinator
Attention: ______________________
CWTS Faculty
Madam:
Mabuhay!
In support of Republic Act 9163 known as the NSTP Act of 2001 and
your| institution, we are accepting the following students to have their
immersion activities in this _______________ (name of barangay).
As a manifestation of our support we are responsible to look into their

security while they are undergoing their practicum in our community
_____________________________________ (name of barangay). Rest
assured we will guide, assist and work with them for the good of our
community
We are looking forward for a good partnership with your Institution.
Very truly yours.|
Attachment: List of students accepted to conduct immersion activities in our

community.
Checklist of Documents Required
Re: Program Implementation of NSTP


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As per Implementing Rules and Regulations of the NSTP Law

(Sec. 8, para. b.), the following are needed: 1. report of
enrollees/graduates
2. report programs, projects and activities with pictures and documentations
as much as possible
3. financial statements on the funds collected, allocated and utilized
4. annual report on NSTP
According to the Quality Rubric for National Service Training Program issued
by the Commission on Higher Education, schools would need documents
like: -copy of RA 9163 and its Implementing Rules and Regulations
-course syllabus
-application/enrollment form tor the program compo
-grade sheets and grading scheme
-Program of Instruction and Program of Expenses
-work and financial plan
-insurance document files
-file copies of CHED Memorandum Orders (CMO)
-NSTP Learning Materials
-files and records of previous and existing Memorandum of Agreement
(MOAs) with partner barangays, agencies and other institutions
-Certificate of Membership to NSTP Organizations
-copies of trainers' certificates of attendance to NSTP trainings
-summary of graduates
-accomplishment reports with pictorials
In the conduct of community immersion, documents needed are:
-Project proposal
-Waiver
-Letter to the barangay or to partner agency
-Memorandum of Agreement (MOA) or Memorandum of Understanding
-Acceptance letter of the barangay or partner agency
-Narrative report on the projects undertaken during the immersion
-Monitoring and Evaluation report
-Report of rating from the barangay or partner agency where students/trainees
undertook their immersion
-Certificate of attendance or participation
Want to know more?
If you need to learn more, please watch the following videos:
1. Project Management Video – YouTube

www.youtube.com
2. Project Planning for Beginners
https://www.youtube.com/watch?
v=ZWmXi3TW1yA 3. Basics of Project
Development Process
https://www.youtube.com/watch?
v=Bu9sq0cntDM
4. Project Management Simplified: Learn the Fundamentals
of PMI’s https://www.youtube.com/watch?v=ZKOL-rZ79gs


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References List

Understanding the National Service Training
Program. Malabon City: BAF Mutya Publishing House, Inc.
2. What is Project Development – Task Management

www.taskmanagementguide.com
3. Project Development Process

fdotwww.blob.core.windows.net
4. 11 Stages of Project Development – Simplicable

simplicable.com >new>project-development
PROJECT IMPLEMENTATION
Lesson 4

1. placed the action plan into operation;
2. achieved tangible change and improvements;
3. ensured that new infrastructure, new institutions and new resources are
sustainable in every aspect;
4. ensured that any unforeseen conflicts that might arise during this stage are
resolved;
5. ensured transparency with regard to finances; and
6. ensured that potential benefits are not captured by elites al the expenses of
poorer social groups.


Use these guide questions to understand fully Project Implementation.
1. What are the steps in project implementation?


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2. What is Project Implementation all about?

3. Why is project implementation important?
4. What are the 5 stages of a project?
IV. Concept Notes
Project implementation (or project execution) is the phase where

visions and plans become reality. This is the logical conclusion, after
evaluating, deciding, visioning, planning, applying for funds and finding the
financial resources of a project. Technical implementation is one part of
executing a project.
Let us discuss project implementation.
The implementation of projects in sustainable sanitation and water

management is complex. It requires the coordination of a wide range of
activities, diverse institutional arrangements, and different time frames
(DFID 1998). There is not one typical project in water and sanitation, as the
actions may vary from the construction of a new infrastructure, to the
introduction of new ways of working. Projects in this area cover issues such
as: social development, health, environmental sustainability, institutional
strengthening, technical implementation, pilot plants, service delivery, social
marketing, hygiene promotion, sanitation promotion and capacity building.
It is important to take into account that independently of the nature of the
project, implementation takes time, usually more than it is planned, and that
many external constraints can appear, which should be considered when
initiating the implementation step (i.e. seasonality in availability of community
engagement/resources) (NETSSAF 2008).
“The basic requirement for starting the implementation process is to have the
work plan ready and understood by all the actors involved. Technical and non-
technical requirements have to be clearly defined and the financial, technical
and institutional frameworks of the specific project have to be prepared
considering the local conditions. The working team should identify their
strengths and weaknesses (internal forces), opportunities and threats (external
forces). The strengths and opportunities are positive forces that should be
exploited to efficiently implement a project. The weaknesses and threats are
hindrances that can hamper project implementation. The implementers should
ensure that they devise means of overcoming them. Another basic requirement
is that the financial, material and human resources are fully available for the
implementation” (NETSSAF 2008). Other actions need to be taken before work
can begin to implement the detailed action plan, including:
• Scheduling activities and identifying potential bottlenecks.

• Communicating with the members of the team and ensuring all the roles
and responsibilities are distributed and understood.
• Providing for project management tools to coordinate the process.
• Ensuring that the financial resources are available and distributed
accordingly.
Tips for Implementing Successful Projects

(Adapted from PHILIP et al. 2008)
• Field management staff must make time to establish an atmosphere of candor

and trust with partners during implementation so that concerns may be raised
(and often resolved) informally.


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• Realistic long-term planning of finances is key to the implementation of an

action plan (see also financing and sources of funding).
• A communication strategy can be used to raise awareness of the positive
benefits for the community, as well as explaining that there are necessary
trade-offs, such as the introduction of water pricing, which will not please
everybody. This will help to further strengthen local ownership of the plan and
encourage public participation in the implementation of projects.
• At the end of a planning and implementation cycle, a press release is useful
to highlight successful stories and announce the publication of a final
document such as a water report (see also media campaigns).
• Expectations among stakeholders and the general public are likely to be high
following the participatory approach to the development of the preceding
stages of the planning process. It is therefore important that actions are
visible and demonstrate tangible results early to build confidence in the
process.
Implementation of Social Projects
As mentioned before, social projects are also very common in the water and
sanitation field, as they usually target the human factor that is crucial for
achieving sustainability of the SSWM measures. These projects are usually
related to the change of behaviors and strengthening of capacities by
awareness raising campaigns, training activities, institutional set-ups, etc. As
these projects cover a wide range of activities that are case-specific, how the
implementation will take place will vary from case to case. However, the
implementation of a project will always be successful if management strategies
and coordination guidelines are clearly defined.
Independent of the type of project to be carried out, a work plan is needed

indicating the pursued objectives, the expected results, the activities to be
developed, as well as the budget available and timeframe given. Each of the
activities has to be assigned to a particular individual, department or
organization that should have proven experience and the capacity to achieve
the goals. Local community workers, who can speak the local languages, are
the first to integrate in the project, as these types of actions require that the
implementers know the culture of the community to gain their trust and achieve
a real impact.
It is of primordial importance that the financial resources are readily available

at the beginning of the action, so the members of the team have the budget to
initiate the activities and cover their own expenses. The management team
should look for strategic partnerships with local leaders and spokespersons,
giving institutional backup to the actions. Directors and CEOs of the leading
organization should participate in the opening ceremonies or kick-off meeting
supporting the local workers, thus facilitating future activities that will be done in
the field.
An activity and financial reporting procedure has to be prepared and

communicated to the members of the team. It should be clear from the
beginning of the action, how all the costs incurred will be reported and
reimbursed. It is important to keep procedures as simple as possible, using
simple tables and template for reporting costs, field visits, interviews,
workshops, meeting minutes, etc.
A controlling strategy has to be developed, in order to monitor the work done

on the field. A clearly defined decision-making process will set the roles and
responsibilities of the members of the team: field worker ->task leaders -> work
package leader -> project manager -> coordinator of the project -> steering


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committee. This ladder will allow for immediate correction of actions and
efficient use of (human) resources.
Communication channels should be kept open between the field workers
and the management team, making use of mobile phones, SMS, E-mails, etc. It
is important to avoid overloading the team with bureaucratic procedures that
nobody will follow (like newsletters, long reports, weekly Emails, etc). Instead,
monthly meetings should be planned, bringing the field workers together to
report, exchange experiences and learn from each other’s successful and
failing stories.
A. Environmental Awareness
Environmental education is a process that allows individuals to

explore environmental issues, engage in problem solving, and take
action to improve the environment. As a result, individuals develop a
deeper understanding of environmental issues and have the skills to
make informed and responsible decisions.
Republic Act No. 9512 on National Environmental Awareness and Education

Act, 2008.
This Act provides for the promotion of environmental awareness through

environmental education which shall encompass environmental concepts
and principles, environmental laws, the state of international and local
environment, local environmental best practices, the threats of
environmental degradation and its impact on human well-being, the
responsibility of the citizenry to the environment and the value of
conservation, protection and rehabilitation of natural resources and the
environment.
What are the main objectives of environmental education?

The goal of environmental education is to develop a world population
that is aware of, and concerned about, the environmental and its
associated problems, and which has the knowledge, skills, attitudes,
motivations and commitment to work individually and collectively towards
solutions of current problems and the prevention of new ones (The
Belgrade Charter, UNESCO, 1976).
Replanting the Philippines’ forests one tree at a time (by: Daniel T Cross
on July 26, 2019)
The Philippines, a picturesque archipelago home to 105 million people, is
among the most biodiverse countries in Southeast Asia. Yet extensive
deforestation has wreaked havoc with local ecosystems, pushing numerous
species of flora and fauna to the edge of extinction, including hundreds of
endemic species.
Over the past century most local forests, which once covered more than
two-thirds of the country, have been felled. Today only a fifth of the
Philippines is covered in forests and illegal logging continues to take its toll
on remaining forests around the country.
One Tree Planted, a non-profit based out of Vermont, has been planting
trees in the tropical rainforests of Mindanao Island in the southern
Philippines in an effort to try and restore some of the local forests to their
former glory. In the process, the nonprofit says, it seeks “to improve water
quality, create jobs, and protect and revive the livelihoods of indigenous
communities surviving off of rainforest conservation.”


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Matt Hill, a self-described environmental evangelist, set up One Tree

Planted in 2014 with the aim of enabling and encouraging people to “give
back to the environment.” Planting trees is one of the simplest ways people
can give back to their environment, he believes. Last year alone his
nonprofit planted 1.3 million trees from the United States all the way to
Indonesia.
Hill has spoken to Sustainability Times.
Sustainability Times (ST): The numbers about the rates of deforestation in
recent decades paint a bleak picture in the Philippines. How bad would you
say the situation is?
Matt Hill: The Philippines suffers from deforestation perhaps more than any
other country, not only in the scale of forest loss but also in the rate at which
forests are being cut down. Just in the last 100 years the Philippines has
lost close to 10 million hectares of forest, taking it from some 70% forest
coverage down to a mere 20%. According to Conservation International,
this extreme rate of deforestation means the Philippines ranks as the 4th
most threatened forest hotspot in the world.
ST: How badly have local ecosystems been affected?
Matt Hill is founder of One Tree Planted (photo: courtesy
of Matt
Hill)
Matt Hill: The dramatic loss of forest cover in the region
has a multitude of effects on the land and population.
The lack of trees is causing major erosion, which has
depleted the soil’s nutrients. At least 50% of the topsoil
has been lost in most regions, causing much lower crop
yields and higher food insecurity. Erosion also severely
affects many critical watersheds. With a lack of trees to
properly filter and retain the groundwater, the quantity and quality of the
cities’ water supply has diminished.
Less forest coverage also means the landscape is more vulnerable
to environmental disasters such as typhoons, further exacerbating the
ecological damage to the region. The Philippines is one of the most
ecologically diverse regions in the world, home to more than 400
endangered species. The destruction of the forests reduces these species’
habitats and, ultimately, brings down their chance of survival. Beyond the
impact on local biodiversity, there are also indigenous communities who rely
heavily on the forest to support their livelihoods and who are largely not at
fault for the country’s shrinking forests coverage.
ST: What drives large-scale deforestation in the country?
Matt Hill: Throughout the 20th century, the Philippines became known for
exporting timber. In the 1970s President Ferdinand Marcos encouraged the
growth of timber in the country’s timber industry by issuing eight times more
logging licenses than previously. By the end of his 20 years in office more
than half of the thriving forest he had inherited was cut down. This amounts
to about 7.2 million hectares of forest lost over two decades.
Other causes of deforestation include slash-and-burn agricultural practices,
forest fires, typhoons, and even volcanic eruptions. As with many regions
around the world, an increasing population has only exacerbated these
issues. More mouths to feed inevitably leads to a higher demand for
agricultural land. On top of this, rapid expansion of urban centers continues
to encroach on forested areas. All these factors add up to a lot of trees
getting cut down.


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ST: Deforestation rates have been far beyond sustainable levels not only in
the Philippines but across much of the tropics from Southeast Asia to the
Amazon. What can be done to protect remaining forests from further harm?
Matt Hill: In short, keep planting! Replacing the trees, we’ve lost is the
fastest way to getting our forests back. There is a famous Chinese proverb
that says “The best time to plant a tree was 20 years ago. The second-best
time is now.” Planting trees in targeted areas is a key factor in addressing
specific problems.
In our new Philippines project we are tackling biodiversity loss by partnering
with Endangered Species International and planting at Mount Matutum,
which is home to many endangered species such as the Philippine eagle
and the Philippine tarsier. Other important ways to protect forests is by
finding a healthy equilibrium where the demand for food and land can be
met while balancing the needs of nature.
Introducing sustainable farming practices and helping farmers transition to
agroforestry have already proven successful in other areas around the
world such as Brazil and Guatemala. Helping farmers obtain carbon credits
in exchange for growing trees on their land is another effective method to
discourage logging in countries like Tanzania, Kenya, and Rwanda.
ST: How does One Tree Planted seek to make a marked difference?
A Philippine tarsier perches on a branch at a captive breeding center in
Bohol Province. (photo: Flickr)
Matt Hill: By keeping things simple. One-dollar plants
one tree. It’s that easy. Making it simple for people to
get involved means we are able to act quickly and
support the projects around the world that need it most.
Plus, it’s a measurable impact that most people can
afford. We want people to feel inspired, to feel positive
about the future, and to enjoy taking part in making the
planet a greener, healthier place.
Part of this is about encouraging our supports to not
only donate,
but to take action and get involved with their communities through our
schools and tree ambassador programs, as well as the many volunteer
planting events we host throughout the year. This is a way for just about
anyone to get their own hands in the dirt close to home.
In the end, planting a tree is a tangible step to helping protect our planet,
especially when you do it yourself. You know the impact that tree will have
now and into the future. It’s something we can all connect with. That’s why
we want to make it easy for people and businesses to make that connection
with the environment. When they do, other shifts towards sustainable
actions come naturally.
ST: Are you optimistic about the future of forests in the Philippines and
elsewhere in the region?
Matt Hill: Absolutely! In the last three decades the Philippines has already
regained about 16% of its forest coverage thanks to large-scale
reforestation efforts. Over the next year our project is planting another
20,000 trees to restore 247 acres of deforested land in the Mt. Matutum
area. Not only is this providing habitat for endangered species, but we are
also working in conjunction with the B’llaan tribe, whose ancestral lands are
being restored by the project.
We are also working in other countries throughout Asia, such as Vietnam,
Indonesia, and India. This year alone we are planting a total of 362,800


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trees across the region so we are happy about the amazing strides forward
we are making in our global reforestation efforts.
Recent research out of Switzerland found that the planet could benefit from
1 trillion more trees, and those trees could reduce the excess carbon
emissions in our atmosphere by up to 60 percent. Although we are not at 1
trillion trees just yet, by the end of this year we aim to plant over 4 million
trees worldwide. Each year we plant more and more trees, so we are
confident that we can play a major role in creating a healthier environment
throughout the world.
B. Health-Related Concerns
Mental health hotlines bolstered amidst a surge of calls during COVID-

19 pandemic
(10 September 2020 Joint News Release Manila)
The Department of Health (DOH), in partnership with the World Health

Organization (WHO), is jointly raising awareness on the importance of public
mental health, especially amidst the COVID-19 pandemic.
Though the Philippines has consistently ranked in the Top 5 of a global

optimism index, the National Center for Mental Health (NCMH) has revealed
a significant increase in monthly hotline calls regarding depression, with
numbers rising from 80 calls pre-lockdown to nearly 400.
Globally, the most vulnerable population is those aged 15-29. Mental health-
related deaths are also the second leading cause of fatalities in this age
group. These numbers illustrate the need for more conversations and
programs that will break the stigma around mental health. Most times,
Filipinos do not feel comfortable sharing their mental health challenges for
fear of alienation or prejudice.
“The importance of mental health initiatives is just as crucial as those for

the COVID-19 pandemic,” said Health Secretary Francisco T. Duque.
“Now more than ever, we need to promote holistic health, where we are
caring for the body, the mind, and even the spirit.” The DOH has launched
a multi-sectoral approach for mental health with programs and
interventions across a variety of settings (e.g. workplaces, schools,
communities) aimed at high-risk groups. The commemoration of World
Suicide Prevention Day also calls attention to the plight of those who are
undergoing severe forms of depression.
Another project is the development of a multi-sectoral National Suicide

Prevention Strategy, which includes psychosocial services such as the
NCMH’s Crisis Hotline “Kamusta Ka? Tara Usap Tayo,” launched on 2 May
2019. The hotline is available 24/7 for prompt psychological first aid. The UP
Diliman Psychosocial Services (UPD PsychServ) has also provided free
counseling via telephone for front liners. RA 11036 or the (“Mental Health
Act”) mandates the provision of comprehensive suicide prevention services
encompassing crisis intervention, and a response strategy on a nationwide
scale.
“I know how difficult it has been for Filipinos enduring the setbacks
brought about by the COVID-19 pandemic and of the quarantine to prevent
further transmission of COVID-19. Many people haven’t been able to work or
have lost their jobs, some may have had difficulty going back to their home
provinces or are impacted by the loss of loved ones or are separated from
loved ones. This continues to be an especially stressful time. Someone in
your community, workplace, family or circle of friends, or even you may be


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feeling hopeless, isolated, and feeling they have no reason to live.” said
WHO Representative in the Philippines, Dr Rabindra Abeyasinghe. “We are
not facing this alone. With compassion and understanding for others, we can
recognize the signs and educate ourselves how to access help. We all have
a critical role in preventing suicide by socially connecting with affected
people and connecting people to mental health services or medical care”.
It might help to:

• Let them know that you care about them and that they are not alone,
empathize with them. You could say something like, “I can’t imagine how
painful this is for you, but I would like to try to understand,”
• Be non-judgmental. Don’t criticize or blame them.
• Show that you are listening by repeating information they have shared with
you. This can also make sure that you have understood them properly.
• Ask about their reasons for living and dying and listen to their answers. Try
to explore their reasons for living in more detail.
• Ask if they have felt like this before. If so, ask how their feelings changed
last time.
• Reassure them they will not feel this way forever.
• Encourage them to focus on getting through the day rather than focusing
on the future.
• Volunteer to assist them in finding professional help. If need be, offer to
keep them company during their session with a licensed therapist.
• Follow up any commitments that you agree to.
• Make sure someone is with them if they are in immediate danger.
If you’re unsure about how to help, reach out to medical professionals for
guidance. Remember that you don’t need to find an answer, or even to
completely understand why they feel the way they do. Listening to what they
have to say will at least let them know you care. DOH, together with WHO
Philippines, calls for every Filipino to be more involved in the discussion
around mental health. If you or someone you know may be experiencing
feelings of sadness, don’t hesitate to talk about it. The first step to healing
begins at home in an environment that encourages open conversation and
seeking advice from medical professionals.
“The last six months have been difficult for many of us. As we transition
into the new normal, let us enter it with an attitude of supportiveness and
compassion. We need to be champions for positive change and total well-
being.” Duque added.
C. Literacy/Education
1. Seminar/Workshop
The purpose of such seminars is to improve communication and

enhance thinking process. Following are the four types of seminars that can
be easily arranged in a seminar room:
a. Community seminar
These seminars involve adults with some common purpose which may
be figurative or literal. Such seminars are organized for people who are
facing difficulty in their work. Community seminars are held to improve
collaboration among two parties with different views. For example, a
dialogue between retired individuals with very low pension, and concerned
government officials builds collaborative understanding and promote
thinking process.


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Similarly, a seminar involving parents, teachers and students is also a

community seminar, but it’s different from traditional “Parent-teacher
meeting” or an “Annual Report-day”. It involves input from parents and
other community members, in the form of experiences and ideas to improve
the level of education.
b. Content Area seminar
This type of training seminar is integrated with typical classroom setup.

The idea behind introducing content concept into the classroom is to
encourage students to think objectively about their curriculum. You can
introduce content area seminar at any stage of the course, and can design a
seminar specifically for your course.
For example, you can organize a faculty seminar for business students
and motivate them to enroll into professional accounting courses. You can
do so by introducing ACCA, CA and ACMA professionals and let the
students discuss their concerns. Content-area seminars may also be helpful
in the middle of any course, when students can talk to professionals
regarding what they studied in class.
To do that, and to attract more students, you can rent a proper

training room and have good setup and create awareness about the
course you’re offering. The content area seminar will help you:
• Promote the purpose of your course, training or subject

• Students can relate to real life examples where they can implement it
c. Faculty seminar
Faculty seminars involve individuals who are experienced and they can
share their ideas about the profession. It means, adult learners, like
teachers or faculty members can sit and share their ideas that they can put
into practice.
Such seminars can change education culture and give new learning
experience to students.
d. School-Wide seminar
As the name suggests, these seminars are designed for schools, to

create and promote unified culture. These seminars are normally held in a
large place, probably school’s assembly area. Every student and teacher is
required to participate in it. As the purpose of seminar is to strengthen the
school culture, there is set of planned questions and texts. Seminar leaders
may alter the questions according to their requirements.
These seminars may be new to some education institutes but they can
change the way of learning and create the importance of studies among
students.
Workshop
In order to conduct an effective and successful workshop, you need to
address its planning, preparation, and implementation. As you plan,
consider the workshop's audience, its size, its length, its purpose, and your
presentation options. Preparation includes logistics (managing the physical
items involved, materials, equipment, etc.), and preparing psychologically as
well. Finally, the implementation of the workshop includes attending to all
three of its phases: introduction, substance, and closure. And don't forget to


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follow up, both by fulfilling any promises and using feedback to redesign or
change parts of the workshop so that your next one will be even better.
2. Citizen Voter’s Education
The Right of Suffrage

The human right to vote is embodied in three instruments: Universal
Declaration of Human
Rights (UDHR); the International Covenant on Civil and Political Rights; and
in the 1987 Philippine Constitution. The Philippines is governed by these
three documents which similarly mandate universality of the right; equality in
access to public service; and secrecy of votes.
The people’s right to suffrage is the foundation of the electoral process. If

people are not allowed to vote freely, then the whole process of elections
becomes absurd and superfluous.
Suffrage: “The right to vote, or the exercising of that right.” –Andrew

Heywood; Politics (Second Edition); p. 432.
The right to suffrage, as a human right, is related to the concept of

democracy and people’s sovereignty.
Sovereignty is often defined as the principle of absolute and unlimited

power. Under the democratic 1987 Constitution, it is the people alone who
can exercise sovereignty. They can therefore make decisions that are
binding on all individual citizens, groups and institutions— including the
selection of leaders who will run the government.
Art. II, Sec. 1 of The 1987 Philippine Constitution: “The Philippines is a

democratic and republican State. Sovereignty resides in the people and all
government authority emanates from them.”
Qualifications and Disqualifications of a Voter

All citizens of the Philippines, eighteen years of age or over, and
residents of the Philippines for one year and for at least six months in the
city or municipality wherein he/she proposes to vote immediately preceding
the election are qualified to vote.
The following shall be disqualified from voting:
a.Any person who has been sentenced by final judgment to suffer
imprisonment for not less than one year. However, he/ she may reacquire
the right to vote upon expiration of five years after service of sentence.
b.Any person who has been adjudged by final judgment by competent court
or tribunal of having committed any crime involving disloyalty to the duly
constituted government such as rebellion, sedition, violation of the anti-
subversion and firearms laws, or any crime against national security,
unless restored to his/her full civil and political rights in accordance with
law: Provided, That he/she shall regain his right to vote automatically
upon expiration of five years after service of sentence.
c.Insane or incompetent persons as declared by competent authority.
In addition, RA 9189 or the Overseas Absentee Voting Law entitles all

Filipino citizens overseas, not otherwise disqualified by law, and immigrants
and permanent residents with affidavit of intent to resume residence in the
Philippines, to vote for elective positions on the national level: President;
Vice-President; Senators; and Party-List Representatives.


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3. Peace Education
Peace Education: The Pathway to a Culture of Peace
Peace education is the process of acquiring the values, the knowledge

and developing the attitudes, skills, and behaviors to live in harmony with
oneself, with others, and with the natural environment. There are numerous
United Nations declarations on the importance of peace Information Age
Publishing. (Wikipedia)
4. Capability Building Trainings
Capacity building (or capacity development) is the process by which

individuals and organizations obtain, improve, and retain the skills,
knowledge, tools, equipment, and other resources needed to do their jobs
competently. It allows individuals and organizations to perform at a greater
capacity (larger scale, larger audience, larger impact, etc). "Capacity
building" and "Capacity development" are often used interchangeably.[1]
This term indexes a series of initiatives from the 1950s in which the active
participation of local communities’ members in social and economic
development was encouraged via national and subnational plans.
Community capacity building is a conceptual approach toward social and
behavioral change and leads to infrastructure development. It focuses on
understanding the obstacles that inhibit people, governments, international
organizations, and Non-Governmental Organizations (NGOs) from realizing
the goals that will allow them to achieve sustainable results.
The term community capacity building emerged, in the context of
international development, during the 1990s. Today, "community capacity
building" is included in the programs of most international organizations that
work in development. This includes organizations such as the World Bank,
the United Nations, and non-governmental organizations like Oxfam
International. The pervasive use of the term has resulted in controversy
over its true meaning.
Community capacity building often refers to strengthening the skills of
people and communities, in small businesses and local grassroots
movements, in order to achieve their goals and overcome particular issues
that may cause exclusion. Organizational capacity building is used by
NGOs and governments to guide their internal development and activities.
Capacity building, as a practice, tends to treat the range of skills and
competencies needed as linked to the immediate task. Martha Nussbaum's
Capabilities approach provides more depth to this theory. Alternatively, Paul
James proposes the Circles of Social Life approach.[4]
The United Nations Sustainable Development Goal 17 advocates for
enhanced international support for capacity building in developing countries
to support support national plans to implement the 2030 Agenda.
5. Computer Tutorials
A computer is an electronic device that receives input, stores or
processes the input as per user instructions and provides output in desired
format. Computers have become an integral part of our lives because they
can accomplish easy tasks repeatedly without getting bored and complex
ones repeatedly without committing errors. In this tutorial we will discuss in
detail about the different parts of computer that enable it to carry out tasks
efficiently and correctly. We will also discuss about microprocessors, the
brain of computers, which actually do all the assigned tasks.


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Audience
This tutorial is designed for anyone who wants to understand the basic
concepts of what a computer is and how it functions.
Prerequisites
There are no prerequisites for this course except a desire to learn about
how a computer works. Having worked on a computer would be an added
advantage in completing the tutorial.
D. Entrepreneurship Aspect
Entrepreneurship is no less than art. The basic idea behind
entrepreneurship is to establish a business organization with a certain
objective. In order to be a successful entrepreneur, you ought to learn the
ethics of business. Entrepreneurs are highly idolized by their leadership
qualities. If you have been looking for guidance about how to be an
entrepreneur and succeed in your business, then keep on reading. This
article will unfold the pages of success mantras which many entrepreneurs
follow.
Though inspiration is what an entrepreneur requires the most when

starting their own business, there are few guidelines which should be
followed in order to become successful. Here are these guidelines which
are significant for upcoming business professionals:
Bring unique business concept with a competitive approach

It is obvious that when you come up with a unique idea through your startup,
customers will surely be attracted to check about the services. On the
contrary, it is obvious that if you try to simply revisit the business model of
existing enterprise, then, the chances of attracting lesser masses are high.
Hence, it is advisable to set new and lucrative business objectives to draw
attention of masses to a large extent.
Don’t just compete, just ideate new approaches for better response
All the upcoming entrepreneurs should understand that rather than just
competing, they should bring forth new approaches of business to receive a
positive response from targeted customers. For instance, if you are setting
up a startup in apparels, then, your idea should be to focus on modern
business concepts. Avoid remodeling the business plans of your
competitors.
Don’t operate under influence of market, just go with the flow

Business growth is always subject to ups and downs. However, you should
not get influenced by these growth curves of business, instead, your aim of
succeeding in your niche should be clearly pre-determined.
Monitor the performance of your startup

Every startup has business goals, hence, monitoring performance of the
team and overall growth is essential. In short, you must evaluate your
team’s performance and improve it in a timely manner. As an entrepreneur,
this will help you in staying ahead in the market with upgraded
services/products.
E. Safety Dimensions
Relief refers to the provision of essential, appropriate and timely

humanitarian assistance to those affected by a disaster, based on an initial
rapid assessment of needs and designed to contribute effectively and
speedily to their early recovery. It consists of the delivery of a specific


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quantity and quality of goods to a quantified group of beneficiaries,

according to selection criteria that identify actual needs and the groups that
are least able to provide them for themselves.
The Red Cross or Red Crescent National Societies through their

presence in the communities are the front line providers of relief. The
International Federation brings all its resources together to ensure relief is
provided as rapidly as possible.
Relief can be sub-divided into three categories:
• Food: Food supplies are frequently part of the Red Cross/Red Crescent
response to emergencies. However, it is essential in each situation to first
establish that food supply is a correct response and then that the
composition is defined and described after an adequate comprehensive
survey. In every instance it is necessary to ensure that food donations are
culturally and nutritionally appropriate for the affected population and that
the costs of their purchase, transportation, storage and distribution is kept
to a minimum.
Food assistance will not be needed where disasters have no major effect
on food stocks or crops, or where the effect is very localised, and when
people are able to draw on their own savings or food reserves. There are
three main types of food assistance for the most common situations:
o Short-term assistance. The need for short-term food relief, rapidly

followed by
rehabilitation and development activities, is typical of many “sudden”
disasters, including floods, earthquakes, high winds, fires, pest attacks,
short-term civil disturbances etc. Food stocks can be destroyed, normal
food supply and marketing systems disrupted, and crops damaged or
lost. The aid might be required for only a few days – which is the case
with many earthquakes – or up to the next harvest, when subsistence
farmers and agricultural labourers have totally lost food stocks and crops;
o Deferred assistance. Assistance deferred – until just before the next
harvest, for example – will be the case following events which have
damaged but not totally destroyed crops or food stocks, as in many
floods, storms and localized droughts;
o Long-term assistance. Here, assistance is provided over a long period
and combines both relief and self-reliance development activities. Over
time, the balance shifts progressively away from relief. This type of
assistance applies to emergencies due to successive crop failures and
most situations involving refugees or displaced people. The balance
between relief and more productive applications of food assistance, and
the rate at which the balance can be shifted towards the latter, depends
on many factors. These include the initial health and nutritional condition
of the people, the possibilities for growing food or engaging in other
income generating activities, government policies, security situation etc.


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For more information please consult the International Federation food

security and nutrition policy
• Shelter: Shelter is a critical determinant for survival in the initial stages

of a disaster. Beyond survival, shelter is necessary for security and
personal safety, protection from the elements and resistance to ill health
and disease. Shelter assistance is provided to individual households for
the repair or construction of dwellings or the settlement of displaced
households within existing accommodation or communities. When it is
not possible to provide individual shelter, collective shelter is provided in
suitable large public buildings or structures, such as warehouses, halls
or barracks, or in temporary planned or self-settled camps.
• Non-food items: When people have lost everything in a disaster, they

require basic and culturally appropriate goods and supplies to maintain
their health, privacy and dignity, to meet their personal hygiene needs,
to prepare and eat food and to achieve necessary levels of thermal
comfort. These might include clothing, blankets, bedding, stoves and
kitchen sets, water containers and hygiene products.
Cash and voucher programmes:
Although the type of emergency assistance required after a disaster is often
fairly easy to identify (for instance, earthquake, flood and hurricane victims
almost always need emergency shelter), how it is delivered to the intended
beneficiaries can make a huge difference to their level of vulnerability, by
allowing them to gain more control of their lives and improving their survival
chances. Large-scale emergency response often relies heavily on the
channeling of emergency aid from outside the affected area, requiring
significant logistics, infrastructure and human resources. Sometimes this
can increase vulnerability by stifling local coping mechanisms (for example,
by fostering dependency) and undermining local markets. In some cases,
urgently needed relief items can be bought locally and do not have to be
brought in from outside.
In certain circumstances, therefore, a more appropriate, efficient and

effective way of delivering emergency aid might be to distribute vouchers (to
be exchanged for a limited range of essential items) or even cash to victims
of disasters, where local markets are able to provide the required items.
This method of assistance has the advantages of being
• relatively inexpensive to implement (hence more money can go directly

to the beneficiaries);
• more flexible for the beneficiaries, since they can choose what to spend
the money on;
• supportive of the local economy.
In practice, voucher or cash programmes can have drawbacks. The
distribution of cash presents security risks for both the distributing agency
and the recipient. Such programmes are most secure where recipients have
a bank account (not always the case in many countries). In addition, the
cash or voucher must be given to the right person in the family to ensure it


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is used for essential purchases. The control of family resources is a social,

cultural, religious and gender issue, which needs to be taken into account in
the planning of voucher or cash programmes. Voucher programmes usually
take a certain amount of time to set up administratively, making them of
limited use at the beginning of the emergency phase.
F. Recreation and Wellness Program

Campus Recreation strives to provide innovative wellness programs for the
campus community.
We work to empower students to strive for health and wellness while
maintaining a sense of balance. Achieving and sustaining wellness is an
active and dynamic process which involves becoming aware of and taking
steps toward a healthier, happier, and more satisfying life. The student
wellness program focuses on Healthy Campus 2020 and the 8 dimensions
of wellness to inform program offerings.
Through purposeful collaborations with wellness partners on campus, we
are excited to provide resources, information, and programming for a
diverse student population with unique needs.
Dance Sports
Dance sports is competitive ballroom dancing, as contrasted to
social or exhibition dancing. In the case of wheelchair dance sports,
at least one of the dancers is in a wheelchair.
Dance sport events are sanctioned and regulated by dance sport
organizations at the national and international level, such as the World
Dance Sport Federation.
The name was invented to help competitive ballroom dancing gain
Olympic recognition. The physical demand of dance sports has been the
subject of scientific research.
Promotion of Indigenous Sports/Laro ng Lahi
Traditional Filipino Games or Indigenous games in the Philippines

(Tagalog: Laro ng Lahi) are games commonly played by children, usually
using native materials or instruments. ... Imparting of these Filipino games
to the youth is one of the main objectives of the organization.
Organization of Sports/Dance Tournament and Singing Competition
The cultural competitions are held to bring out the various talents
embedded in the students. They are able to showcase their skills in various
activities and compete to improve their ability. The following are the various
items included to show their excellence.
Different cultural events are included because the institution intends the
participation of all the students whose talents differ. Systematic
arrangements for organizing the competitions are made in four or five
stages. Talented organizers judge the students and the winners are
awarded prizes and certificates. The team spirit of the four houses
Diamond, Emerald, Ruby and Sapphire with able House captains shows a
lot in the performance of group activities. Children enjoy a week of
competitive spirit which enables them to develop their intellectual and
cultural skills too.
The competitions are held category-wise and the champions of each
category are awarded during the annual function. The management


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supports all the activities and provides all infrastructural encouragement for
the development of the children.
Conduct of Indoor and Outdoor Activities
Today's generation of children are often criticized for staying inside too
much, or rather, for not going out enough. Indeed, soccer and climbing
trees seem to have been replaced with consoles and video games, much to
the despair of some parents. It is easy to see there are benefits of outdoor
play and benefits of indoor play, but is playing outside better than playing
inside? Or is indoor play better than outdoor play?
We discuss the advantages and disadvantages of both to find out if one

is truly better than the other.
What is indoor play?

Indoor play is not just sitting around staring at a screen. In fact, playing
indoors may involve anything from video games to arts and crafts, as well
as activities such as board games, puzzles and going to an indoor
playground. Research shows one of the benefits of indoor play is that it
encourages creativity and critical thinking. As you can imagine, crafts and
story time ask children to be inventive, board games encourage problem-
solving, and games such as Wii Fit and Just Dance promote physical
activity.
In addition, other benefits of indoor play include a lower risk of injury and
a convenient alternative for rainy days. Indoor playgrounds, for instance,
greatly reduce the risk of danger and injury through soft matting or foam in
case of any falls. Some companies even sell indoor gyms for your home at
a range of sizes. In this way, you don't need to worry about your children
getting injured, sunburnt or caught in the rain.
So, is indoor play better than outdoor play? Not necessarily.
Research suggests that children can't develop to their maximum

potential just by playing inside. While the benefits of indoor play are vast,
by missing out on outdoor play children also miss out on the opportunity to
connect with nature and socialize. At times, indoor play can be lonely and
lack adventure.
What is outdoor play?

Playing on playgrounds, making sandcastles by the beach, running
around the park and going on family hikes are all examples of outdoor play.
One of the main benefits of outdoor play is that it allows children to learn by
experience, allowing them to make sense of the world around them and
use their imaginations. Playing outside also gives children the opportunity
to socialize, make lots of friends and consequently be much happier.
Research suggests that outdoor play increases children's attention span

in the long run. Exercise and physical activity have consistently been
proven to improve mental wellbeing and symptoms of ADHD. Additionally,
sunlight is an excellent source of vitamin D, which is important for heart and
bone health. Lastly, by getting your children involved in physical activity you
are setting them up for an active lifestyle, helping them maintain a healthy
weight and habits.


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Most experts agree on the wonderful benefits of outdoor, but the

question remains: is playing outside better than playing inside?
The benefits of playing outside are not overshadowed by the

disadvantages, but it is important to keep these in mind. Firstly, playing
outside leaves kids more susceptible to illness or injury, it is not hard to
catch a cold on a wintry day or to get a bruise from falling in the park.
Secondly, outdoor playtime requires more preparation, including putting on
sunscreen on the regular and making sure you've got the right equipment if
you're playing a sport.
Which is better?
So, is playing outside better than playing inside? No! There are many
benefits of outdoor play, just as there are many benefits of indoor play. A
better question to ask is 'Why is indoor and outdoor play important?', as
both are essential for children to thrive. By playing both outdoors and
indoors, children get the benefits of outdoor play and the benefits of indoor
play.
That is, they get to enjoy enough physical activity as well as creativity and
mental stimulation. The American Heart Association suggests that kids
should be active for at least 60 minutes every day, in this time you should
aim to expose them to both indoor and outdoor activities. A little effort today
can help control your child’s weight, reduce their blood pressure, increase
their life expectancy and more.
To recap, we have explored the answers to the questions 'Is playing

outside better than playing inside?' and 'Why is indoor and outdoor play
important?' by carefully analyzing the pros and cons of indoor and outdoor
play. Because the benefits of indoor play and the benefits of outdoor play
are significantly different, children who engage in both reap more benefits
and are better off in the long run. By developing their physical as well as
intellectual skills through a combination of indoor and outdoor play, you are
setting up your child for success.
G. Morals of Citizenry
A good Filipino Citizen is the one who plays an active and intelligent role
as a member of a community. He is the one who fulfills his/her duties and
obligations of the Government and society. He possesses the traits of
respectfulness, courtesy and consideration for parents and elders and for
others.
The most important morals for citizens to have are those which allow
them to tolerate living together without killing each other, even when/if times
are tough. Respect for other people's property and/or possessions also
preserves the peace.
A morally founded citizenship education may encourage young people

to actually apply their knowledge and skills, and to act morally and socially.
Citizenship education may by improving moral reasoning and action also
become more reflective and dialogical and therefore susceptible to changing
attitudes.
Being a moral citizen means knowing all sides of the issue,

understanding why things are the way they are, and being open-minded to
diverse opinions. You have to understand the system before you can change
it. Different voices can offer points of views that can strengthen your ability
to address the issue.


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One purpose of moral education is to help make children virtuous—

honest, responsible, and compassionate. Another is to make mature
students informed and reflective about important and controversial moral
issues. Both purposes are embedded in a yet larger project—making sense
of life.
H. Other Social Services
What One Has to Know About The National Service Reserve Corps
(NSRC)
Every student who has completed the National Service Training

Program which is a requisite for graduation as stipulated under
Republic Act No. 9163 known as the "National Service Training
Program (NSTP) Act of 2001," expectedly knows the provision
which states as:
"Sec.11. Creation of the National Service Reserve Corps.

There is hereby created a National Service Reserve Corps,
to be composed of the graduates of the non-ROTC
components, Members of this Corps maybe tapped by the
State for literacy and civic welfare activities through the joint
effort of the DND, CHED and TESDA"
As one becomes a part of the NSRC, the responsibility to keep

abreast of significant trends, events, issues and information that
affect his duty as reservist Related to the earlier provision, the
member knows that the Commission on becomes more urgent.
Related to the earlier provision, the member knows that the Commission
on Higher
Education (CHED)-the Supervisory lead agency in the implementation of the
Act; the
Department of National Defense (DND); and Technical Education and Skills
Development
Authority (TESDA), have formulated the Guidelines for the establishment of
the National Service Reserve Corps that took effect on the Summer of 2003.
Consequently, the pioneering members of the Corps are those who complied
with the requirement of the Act during the school-year 2002-2003 and are
enlisted in the Corps on the Summer of 2003.
For clearer view and understanding by the so-called "Reservist," an

excerpt of the guidelines is presented and discussed below:
Guideline for the Establishment of the National Service Reserve Corps

(NSRC)
A. Background
"Section 11 of RA 9163 or the National Service Training

Program. Service Act of 2001, specifically provides for the
creation of a National Service Reserve Corps (NSRC),
composed of the non-ROTC Components: The Civic Welfare
Training Service (CWTS) and Literacy Training Service (LTS).
Members of this Corps maybe tapped by the State for literacy
and civic welfare activities, through the joint efforts of DND,
CHED TESDA."


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ln the above provision, it is understood that the student who opted to finish
either the Civic Welfare Training Service or Literacy Training Service as
requisite for graduation shall be enlisted with the National Service Reserve
Corps. However official enlistment shall mean a serial number has been
issued by the Agency having jurisdiction on the component in which the
would-be reservist belongs.
B. The National Service Reserve Corps (NSRC)
1. Mission
To provide a trained and motivated manpower pool that can be tapped by
the State for civic welfare, literacy and other similar endeavors in the service
of the nation"
The specific mission of the NSRC includes providing training and

motivation among reservists who may be tapped by the State for civic
welfare and literacy activities and other similar endeavors for nation building
Civic welfare activities include those which are 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 On the other hand, literacy activities include teaching numeracy
t school children, out of school youth and other segments of society in need
of the services of the reservist, and other literacy endeavors, Examples of
activities that can be done are medical and dental missions, dangerous drug
prevention program, crime prevention program , feeding program,
reforestation activities and environmental protection program, flood control
program, livelihood programs; evangelical missions; advocacy campaigns,
and many other programs that are related to the different dimensions for
development.
2. Functions
a. To assist in the disaster preparedness, mitigation, response and
rehabilitation programs;
b. To serve as an auxiliary to the Disaster Coordinating Council (DCC)
response units;
c. To assist in the promotion of civic welfare activities;
d. To assist in the implementation of literacy program;
e. To assist in socio-economic development;
f. To assist in environmental protection; and
g. To perform other similar endeavors.
The multifarious functions of the NSRC imply that a reservist is well-

trained on the dimensions for development as required by the Act and be
deeply imbibed of the Filipino values that are enshrined in the Constitution. In
this sense, the NSRC is a reflection of the youth capability and capacity to
build and serve the nation. It is important that teachers, facilitators,
coordinators and other personnel to handle training needs to be technically,
morally and lawfully qualified in order to realize the intention of the law,
likewise, that administrators are knowledgeable and highly sensitive to the
attainment of its real meaning and purpose. The youth being the recipient of
an appropriate training to become a potential national reservist must truly
understand the law which states as follows:
"Sec.2. Declaration of Policy It is hereby affirmed

the prime duty of the government to serve and
protect its citizens. It shall be the responsibility of
all citizens to defend the security of the State and


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in fulfillment thereof, the government may require

each citizen to render personal, military or civil
service"
Recognizing the youth’s vital role in nation building, the state shall
promote civic consciousness among the youth and shall develop their
physical, moral, spiritual, intellectual, and social well-being. It shall inculcate
in the youth patriotism, nationalism, and advance their involvement in public
and civic affairs."
In pursuit of these goals, the youth, the most valuable resource of the
nation, shall be motivated, trained, organized and mobilized in military
training, literacy; civic welfare and other similar endeavors in the service of
the nation"
Note: Military training under this section refers to the ROTC component of
NSTP, where graduates shall form part of the Citizen’s Armed Force,
pursuant to Republic Act No. 7077.
It is in this premise that the real sense of "volunteerism" on the youth and
can be achieved through proper motivation, appropriate trainings, and proper
organizing. Hence, higher education institutions (HE’s) have a crucial role in
preparing the youth to be aware and conscious of their duty responsibility as
Filipino citizens thru the National Service Reserve Corps.
Gearing towards an appropriate and proper training, lead agencies that

have jurisdiction on the components of the National Service raining Program,
(specifically the Civic Welfare Training Service and Literacy Training
Service), and Higher Education Institutions (HEIs) suggest topics that are
mostly related to the course and recommend for implementation.
3. Composition
The National Service Reserve Corps (NSRC) shall be composed of the
graduates of the Civic Welfare Training Service (CWTS) and Literacy
Training Service (LTS) components of the National Service Training Program
(NSTP).
In accordance with the Memorandum From the Chairperson, Commission

on Higher Education being issued on March 18, 2003, the National Service
Reserve Corps has been established effective Summer of 2003. Hence,
those who have been declared graduates of the Civic Welfare Training
Service and Literacy Training Service during the school year 2002- 2003 are
the pioneering members of the National Service Reserve Corps.
To sum up, students who will be completing the NSTP requirements

during the school year
2007-2008, shall belong to the 6th Batch of graduates since the
implementation of Republic Act No. 9163 known as the National Service
Training Program (NSTP) Act of 2001" in the academic year 2002-2003.
4. Organization
The NSRC is organized under the umbrella of the National Disaster
Coordinating Council (NDCC). It shall have a national, regional, provincial
and city/municipal level of organization parallel to the Disaster Coordinating
Council (DCC) structures at all levels. The DCC Coordinating centers shall
serve as the headquarters of the NSRC at respective level of organization.
Its National Center shall be based at the NDCC Disaster Preparedness
Center, Camp General Emilio Aguinaldo, Quezon City. A Secretariat at all


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levels shall be General Emili organized and composed of representatives

from CHED and TESDA.
For purposes of understanding better the organization of NSTP

graduates, it is also
significant to consider the provision in the Implementing Rules and
Regulations (IRR) which states as follows:
Rule V. Section 11. Organization of NSTP Graduates

Paragraph 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/ association"
As quoted above, it is clear that members of the NSRC could be tapped to

render services to communities in need of assistance and support during
disasters and calamities, or other activities and programs that are
contributory to general welfare, through DND, CHED, and TESDA, in
coordination with the DILG which has jurisdiction to all localities; the DSWD
which has the function in looking into the welfare and development of social
needs; and other concerned agencies or associations, in order to facilitate
the extending of immediate needs and services.
5. Inter-agency Relationship of the NSRC Concerned Agencies
RDCC - Regional Disaster Coordinating

Council
PDCC - Provincial Disaster Coordinating
Council
CDCC - City Disaster Coordinating
Council
MDCC - Municipal Disaster Coordinating
Council
BDCC - Barangay Disaster Coordinating
Council
CHEDRO - CHED Regional Office
TESDA RO - TESDA Regional Office
TESDA PO - TESDA Provincial Office
HEI - Higher Education Institution


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6. Duties and Responsibilities

a. NDCC through DND:
1. Shall act as the lead agency in the administration, training, organization,
development, maintenance and utilization of the registered NSRC
members;
2. Maintain an official master list of registered NSRC members;
3. Coordinate with concerned agencies for the efficient and proper
administration, training, organization, development, maintenance and
utilization of NSRC members;
4. Conduct performance assessment of NSRC members mobilized for the
purpose and furnish the three (3) implementing agencies results thereof,
5. Formulate specific guidelines for the administration, training,
organization, development, maintenance and utilization of the NSRC
members; and
6. Do related work.
The National Disaster Coordinating Council through the Department of

National
Defense is the lead agency in the administration, training organization,
development, maintenance, and utilization of the registered NSRC
members. After the student has been issued his or her serial number by
proper authority he is automatically registered as member of the
National Service Reserve Corps. Hence, other policies and guidelines
related to the Corps shall serve as his or her reference in rendering
services to the State.
b. CHED/TESDA
1. Central Offices
a. Provide Secretariat services for the NSRC;
b. Prepare' consolidated national master lists of officially registered
CWTS and LTS graduates per school year;
c. Submit official national master list of registered NSRC
members, with corresponding centrally-determined serial
numbers to NDCC through DND per school year;
d. Assist in the administration, training, organization, development,
maintenance and utilization of the NSRC members;
e. Coordinate with NDCC through DND regarding NSRC concerns
and activities; and
f. Do related work.
The Central Offices of CHED and TESDA are responsible in

providing Secretariat services for the National Service Reserve
Corps. The consolidation of national master lists of registered
NSRC members from respective non-ROTC components are
done in Central Offices of CHED and TESDA and are submitted
to the National Disaster Coordinating Council (NDCC) through
the Department of National Defense (DND). In tapping the NSRC
members regarding activities and concerns as described under
the mission and functions of the NSRC, the CHED and TESDA
coordinate with the. National Disaster Coordinating Council
through the Department of National Defense. Likewise, CHED
and TESDA have, the duty and responsibility to assist in the
administration, conduct of training, organization, development,
maintenance, and utilization of members of the National Service
Reserve Corps.


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2. Regional Offices
a. Prepare consolidated Regional list of CWTS and LTS graduates from
Hel’s and in the case of TESDA from the Provincial Office to the
schools, for submission to
CHED/TESDA Offices;
b. Coordinate with RDCC (OCD RCs) on matters relative to NSRC
concerns;
c. Maintain a Directory of CWTS and LTS graduates for reference;
d. Prepare reports as maybe required; and
e. Do related work.
Regional Offices of CHED and TESDA have the responsibility to

consolidate and maintain the regional list of CWTS and LTS
graduates for ready reference. They coordinate with the Regional
Disaster Coordinating Council on matters relative to NSRC members
and prepare reports as maybe required by authorized concerned
agencies.
3. Higher Education Institution (HEI), TESDA Provincial Offices and Schools

a. Prepare and submit a certified master list with complete addresses
and contact numbers of CWTS and LTS graduates to respective
Regional Offices. In the case of
TESDA, the same shall be submitted through its Provincial Offices;
b. Provide information on CWTS and LIS graduates as may be officially
requested by authorized concerned agencies;
c. Coordinate with PDCC/CDCC/MDCC/BDCC, as the case may be, on
matters relative to NSRC; and
d. Do related work.
Higher Education Institutions and TESDA Provincial Offices and

Schools are
responsible in preparing and submitting a certified master list of
CWTS and LTS graduates with information as required under (3.a)
and providing the same to authorized concerned agencies as officially
requested. Hel’s and TESDA Provincial Offices and Schools are also
responsible in coordinating with the Provincial Disaster
Coordinating Council/City Disaster Coordinating Council/Municipal
Disaster Coordinating Council/Barangay Disaster Coordinating
Council the case maybe, on matters relative to NSRC.
4. NSRC Members
a. Report to the call of NSRC for training and respond immediately for
utilization in cases of disasters/calamities and other relevant socio-
economic service concerns as the needs arise, through its Centers
(RDCC/PDCC/MDCC/ BDCC) nearest the member's residence and/or
workplace at the time of the call; and
b. Register at the said Center and get instructions/briefing tor specific
duties and responsibilities.
The members of the National Service Reserve Corps have the
duty and responsibility to report and respond immediately for
utilization in cases of disasters/calamities and other relevant socio-
economic service concerns as the needs arise, through its centers
nearest the member’s residence and/or workplace at the time of
the call of the NSRC.
In the presentation and discussions on the guidelines of the

National Service Reserve Corps, the potential members are provided
supplemental information and clarifications on some issues relative


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to the provisions of the NSTP Act specifically the creation of the

National Service Reserve Corps (NSRC). Furthermore, with the
establishment of the NSRC, having a well-trained, motivated and
organized members of the non-ROTC components of NST? who are
also called "Reservists," give hope to improving the Filipino
communities or the nation as a whole.
Want to know more?
If you need to learn more, please read the following:
1. Best Practices for Project implementation – YouTube

www.youtube.com
2. Successful Project Implementation Briefing - YouTube
www.youtube.com
3. Project Implementation Video – YouTube
www.youtube.com
4. Project Management Fundamentals: Project
Implementation – YouTube www.youtube.com
5. Introduction to Project Implementation – YouTube
www.youtube.com
References List
1. Project Implementation https://sswm.info/humanitarian-crises/urban-

settings/planning-process tools/ implementation-tools/project
implementation#:~:text=Project%20implementation %20(or%20project
%20execution,part%20of%20executing%20a%20project.
2. Environmental Awareness https://www.google.com/search?

q=environmental+awareness+and+education+act+of+200
8&rlz=1C1ASUM_enPH839PH930&oq=Environmental+Awareness&aqs
=chrome.4.0i433i4
57j0l2j0i395l5.13335j1j15&sourceid=chrome&ie=UTF-8
3. Replanting the Philippines’ forests one tree at a time
https://www.sustainability-times.com/environmental-protection/replanting-
the-philippines-
forests-one-tree-at-a-time/
4. Mental Health hotlines bolstered amidst a surge of calls during COVID-
19 pandemic https://www.who.int/philippines/news/detail/10-09-2020-
doh-and-who-promote-holistic-
mental-health-wellness-in-light-of-world-suicide-prevention-day
5. Seminar and Workshop https://trainingroomsg.com/general/4-types-of-
seminars-to-support-thinking-and-
communication-among-students/
6. Disaster
https://www.ifrc.org/en/what-we-do/disaster-management/responding/
services-for-the-
disaster-affected/relief/
7. Indoor and Outdoor Activities
https://www.playgroundcentre.com/indoor-vs-outdoor-play/


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Understanding the National Service Training Program. Malabon
City: BAF Mutya Publishing House, Inc.
Peer Work (L1) Name: ______________________________________

Program & year: _________________
For this section, you have to meet with your assigned peer by communication
with them through a text message or a call. Earlier you have been given guide
questions to keep in mind while you read. With these questions, discuss with


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your peers your responses. When done, fill in the filed below with the
responses of your peer.
Name of peer: _______________________________________________
1. What is the role of NSTP in community development?

________________________________________________
__
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__
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__
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2. Why is NSTP important to the community?
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3. What is your understanding about NSTP and its components?


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_________________________________________
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4. In what way can the NSTP help the youth to be of service to the nation?
________________________________________________
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_________
Quiz (L1)
Name:________________________________________ Program &

Yr.:__________________ Score: __________________
Instruction: Read the statement carefully. Encircle the right letter that
corresponds to the statement indicated in each number.
1. It is fundamentally based on the values of human rights, social justice,

equality and respect for diversity.
A. Human Rights B. Development C. Community Development
D. Community


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2. People and communities have the right to make their own choices and
decisions.
A. Collective action C. Self-determination
B. Empowerment D. Working and learning together
3. Collaboration and sharing experiences is vital to good community activity.
A. Empowerment C. Working and learning together
B. Self-determination D. Collective action
4 How do you get started performing community service?

A. Reach out to a neighbor in need.
B. Perform an act of random kindness.
C. Perhaps you have wanted to serve your community, but didn’t know
how to get started.
D. Serve at a local soup kitchen or food bank.
5 You can save the life of one or more people simply by giving a pint of
your blood at your local blood bank.
A. Help build a home with Habitat for Humanity.
B. Volunteer at the local animal shelter, rescue group, or humane
society.
C. Donate blood.
D. Contact your local United Way, Red Cross, or Salvation Army for
discovering new service opportunities.
6 It is one of the most beautiful compensations of this life that no man can
sincerely try to help another without helping himself.
A. President Barack Obama C. Ralph Waldo Emerson
B. Dr. Martin Luther King, Jr. D. Booker T. Washington
7 No building skills are necessary to volunteer.

A. Volunteer at the local animal shelter, rescue group, or human society.
B. Visit a volunteering-related Website to find multiple opportunities to
serve.
C. Help build a home with Habitat for Humanity.
D. Serve at a local soup kitchen or food bank.
8 People should be able to control and use their own assets and means to
influence.
A. Self-determination C. Empowerment
B. Working and learning together D. Collective action
9 Every neighborhood has people or families in need, from elderly or

handicapped shut-ins to struggling single-parent households.
A. Perform an action of random kindness. C. Reach out to a
neighbor in need B. Serve a t a local soup kitchen or food bank.
D. Working and learning together
10 The animals are part of our communities too, and many of these shelters
and rescue organizations need much help to achieve their missions.
A. Collective action C. Volunteer at the local animal shelter,
rescue group, or human society
B. Donate blood D. Help build a home with Habitat for Humanity
Activity (L1) Name: ______________________________________ Program

& year: _________________


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Score: ______________
Best Community Development Project for ME!
Instruction:
Search the internet for any notable community development projects /
programs in the
Philippines or Asia. It can be community-initiated projects or supported by
private organizations. Make sure to explain in not less than 3 sentences how
it helped empower the people and develop the community
with photo(s). Use the space below. (25 points)


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Reflection (L1) Name: ______________________________________

Program & year: _________________
Write legibly your reflections in the space provided. You can use an extra
sheet if you wish to write more. Label the extra sheet and insert between
these pages. You can use Microsoft word if available. Title the file accordingly
and store in the storage device that comes in the learning packet.
Here are the questions to help you in your reflection.

1. What are the top three thing you’ve learned from this lesson?
2. How will you personally rate yourself in performing the activity (very good,
good, needs improvement)? Why?
3. What are the things you enjoyed most about this lesson?
4. What were your difficulties in this lesson?
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Peer Work (L2)
Name: ______________________________________ Program & year:

_________________


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For this section, you have to meet with your assigned peer by
communication with them through a text message or a call. Earlier you have
been given guide questions to keep in mind while you read. With these
questions, discuss with your peers your responses. When done, fill in the
filed below with the responses of your peer.
Name of peer: _______________________________________________
1. What is community immersion?

________________________________________
_________
________________________________________
_________
________________________________________
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________________________________________
_________
________________________________________________
_
________________________________________________
_
________________________________________________
_
________________________________________
_________
2. What are the concepts and principles of community immersion?
________________________________________
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_
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_
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_


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________________________________________
_________
3. How to contextualize projects and programs of NSTP-CWTS component
during community immersion?
________________________________________
_________
________________________________________
_________
________________________________________
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________________________________________
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_
________________________________________________
_
________________________________________
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4. How to design a community immersion plan?
________________________________________________
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_
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_
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_
________________________________________
_________
Quiz (L2)
Name:_________________________________________ Program &

Yr.:_________________
Score: ___________
Instruction: Indicate on the space before the number the shape that
corresponds in what period does each item takes place during community
immersion.


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Legend: - before - during - after
__________ 1. Always ask for permission from concerned people when you
have to take pictures. It is best to take pictures that show you
“in action” and working with the community people as these
can best illustrate your experiences in the community.
__________ 2. Avoid labeling and naming people with politically incorrect

terms. Try to be more discreet in your use of words to avoid
offending other people.
__________ 3. Familiarize yourself with the basic information and theories

regarding community life.
__________ 4. Always inform and get the consent of your

parents/guardians about the activities lined up.
__________ 5. Be courteous to everyone whether to a vendor or a

community official. Remember that you are there to work
with the community.
__________ 6. Do not go directly to the community without determining the

background information about it.
__________ 7. Depending on the type of entry you use, wear proper

uniforms and identification card.
__________ 8. Bring your own personal provisions like water, snacks and
extra shirt. These will be helpful to fill in those hunger pangs while
conducting the immersion.
__________ 9. Never promise and commit to a task that is beyond your and
your school’s capability. Never go beyond the activities stated
in your MOA/MOU to avoid false commitments and
dependency of the community.
__________ 10. Act properly and discreetly. You are representing your
school and your fellow students. Be responsible with the words
you say.


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Activity (L2) Name: ______________________________________ Program

& year: _________________
Instruction: Answer the following questions for 20 points and use the space
below for your answers:
1. What makes an ideal community?
2. What is the role of each institution/community participants in the
establishment of peaceful and orderly community?
3. How do you relate each community participant with the attainment of
the common vision of the people thereat?
4. What are the aspirations/interests do the community participants
have?


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Program & year: _________________

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Peer Work (L3) Name:
______________________________________ Program & year:
_________________


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Name of peer: _______________________________________________
1. What do projects developers do?

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2. What are the project development stages?
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3. What is project development and management?

________________________________________________
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4. What is project development plan?
__________________________________________
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QUIZ (L3)
Name:__________________________________________ Course &

Yr.:_________________
Score: _____________
Instruction: Read the statements carefully. Choose the right answer by

encircling the letter of the correct statement.
1. It deals with the actual executions of the plans.
A. Documentation
B. Project implementation
C. Immersion


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2. The part of project proposal that cites the activities or strategies that should
be undertaken to ensure success of the project.
A. Budget
B. Background
C. Methodology
3. The primordial consideration when conducting a project. A. Needs of the
partner community or clients
B. Education
C. Available resources
4. It involves a series of continuous, often overlapping phases consisting of
survey of felt needs, and formulation of projects or set of projects.
A. Needs Assessment
B. Project Development
C. Monitoring and Evaluation
5. An office found in most higher education institutions that can potentially
assist students in their community immersion and where they plan to
conduct their volunteer work in the community. A. Guidance Office
B. The school’s extension service
office C. Office of Student’s Affairs
6. A section in project proposal which reflects the advantages or benefits that
may be derived from the activity when it is implemented.
A. Title
B. Coverage
C. Benefits derived from the project
7. A section in the proposal that reflects the standards and realistic
background of th project.
A. Background of the project
B. Project plan
C. Action Plan
8. A time-bound undertaking that is carried out to create a unique service.
A. Action
B. Plan
C. Project
9. It serves as a basis of designing program of activities and key instruments
and inputs in monitoring and evaluating projects to be undertaken in the
community.
A. Operational plan
B. Project proposal
C. Action plan
10. A section in the project proposal which enumerates the names of the
persons involved in the project, their year level (if trainees), rank of
trainers), and address and college.
A. Justification of the project
B. Project proponents
C. Detailed schedule of activities
Activity (L3) Name: ______________________________________

Program & year: _________________ Score: ___________
Identifying Community Projects/Activities


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Fill up the matrix by using your observations in your barangay.

Identified Community Problem Proposed Solutions
(Issues/Concerns) (Projects/Activities)

Program & year: _________________


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Peer Work (L4) Name:
______________________________________ Program & year:
_________________
Name of peer: _______________________________________________
1. What are the steps in project implementation?


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__________________________________________
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2. What is project implementation all about?
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3. Why is project implementation important?
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__________________________________________
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4. What are the 5 stages of a project?
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QUIZ (L4)
Name:_________________________________________ Program &

Yr.:__________________
Score: ______________
Establishment of National Service Reserve Corps (NSRC)
Instruction: Read carefully the statement below. Write your answers as

required on the space provided.
a. Cite the provisions of the NSTP Act of 2001 which states the creation of
the National Service Reserve Corps. (5 points)
1. ________________________________________________________
_____________
2. ________________________________________________________
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3. ________________________________________________________
_____________
4. ________________________________________________________
_____________
5. ________________________________________________________
_____________
b. Identify and write in full the lead agencies that formulated the guidelines
for the establishment of the National Service Reserve Corps. (3 points)
1. ________________________________________________________
______________
2. ________________________________________________________
______________
3. ________________________________________________________
______________
c. Identify at least ten activities that could be done by members of the

National Service Reserve Corps as part of their mobilization. (10 points)
1. ________________________________________________________
______________
2. ________________________________________________________
______________
3. ________________________________________________________
______________
4. ________________________________________________________
______________
5. ________________________________________________________
______________
6. ________________________________________________________
______________
7. ________________________________________________________
______________
8. ________________________________________________________
______________
9. ________________________________________________________
______________ 10.
________________________________________________________
______________ Activity (L4)

_________________ Score: ____________


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Instruction: From among the suggested projects/activities along the different

dimensions of development based on the felt needs of the community under
this lesson/topic, which of those projects/activities were you been well-trained
and motivated? Cite at least five (5) and explain in at least five (5) sentences
why you say so. (25 points)
1. ___________________________________________________________
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3. ___________________________________________________________
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4. ___________________________________________________________
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5. ___________________________________________________________
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______________________________________________________________________
___ Reflection (L4)

_________________

a. What are the top three thing you’ve learned from this lesson?
b. How will you personally rate yourself in performing the activity (very good,
c. What are the things you enjoyed most about this lesson?
d. What were your difficulties in this lesson?
_________________________________________________
___________


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WRITTEN TEST
This written test covers the underpinning knowledge, concepts, and principles learned
from Lesson 1 to Lesson 4 of this module.
Name: ____________________________________________ Program & year:

_________________ Date: ____________________________ Score:
________________ Remark: _______________
I. Instruction: Read the statement carefully. Choose the right answer by encircling the
letter provided in each number.
1. Community immersion is an important requirement among NSTP students. A. male

B. female C. both male and female D. none of the above
2. Community immersion is a requirement for students in:

A. NSTP 1 B. NSTP 2 C. OSP D. none of the above
3. Republic Act is the law that requires each student taking the NSTP to undergo
community immersion and implementation of community service projects and
activities for a specified number of hours A. 9163 B. 9003 C. 7077
D. 906
4. In community immersion, trainees are expected to ________________.

A. initiate community-based projects
B. be aware of the multi-faceted issues and concerns
C. promote their school


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D. all of the above
5. Trainees undergoing community immersion contribute in the

___________________.
A. upliftment of the quality of life
B. enhancement of the economic condition of the families
C. empowerment of people especially the marginalized and underserved D. all of
the above
6. Participation of students in community immersion deepen their ______________.

A. sense of oneness with the community
B. community involvement
C. self-awareness of the real life
D. all of the above
7. Project components of community immersion include ____________________.

A. Health, safety education, sports, and recreation
B. Environment and entrepreneurship
C. Social advocacies
D. all of the above
8. Community immersion is a means of developing the _______________________.

A. community leaders C. underprivileged, marginalized sectors of the society
B. DDU communities D. all of the above
9. The prescribed minimum and maximum number of training and implementation

hours required of the trainees to fulfill their community immersion
requirements in the NSTP Law and its Implementing Rules and Regulations
is __________________.
A. 36 – 72 hours B. 54 – 90 hours C. 4 – 9 hours D. 48 – 72
hours
10. Community immersion provides opportunity for students to

_______________________.
A. experience real community life
B. identify true feelings of living with the people
C. be actively involved in community undertakings
D. all of the above
11. Factor/s that increase/s chances of the success of immersion activities/projects.

A. understanding the community's economy
B. knowing the culture of the people
C. determining the community structures
D. all of the above
12. The constitutional provision that states that it is an obligation of the Filipinos to
defend the security of the State by requiring each citizen to render military or civil
service.
A. Sec. 4, Art. II C. Sec. 13, Art. II
B. Sec 1, Art. I D. Sec. 1, Art. III
13. It is an essential strategy in community organizing work that entails understanding

of the different community concerns, process, dynamics and lifestyle through
exposure and engaging in different activities.
A. community forum/assembly C. community immersion
B. community needs assessment D. community development


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14. It is a collective of people with similar interests and goals whether living in the
same geographic locality or not. Its definition may actually vary depending on the
objectives of the program to be conducted in it.
A. agency C. community
B. locality D. school
15. The very essence of community work.

A. integration C. communication
B. unity D. community participation
16. The more appropriate term to use which refers to those whom we offer our
services to and work within the community.
A. partners/community partners C. reservists
B. key informants D. students
17 It is the acceptance derived from community relations coupled with the right to
conduct immersion activities.
A. memorandum of agreement C. memorandum of understanding
B. negotiated sanction D. letter to the barangay
18. Individuals involved in conducting community immersion.

A. NSTP-CWTS/LTS trainees
B. volunteer and social organization
C. students who have background and involvement in community work D. all of
the above
19. Form of integration in community immersion.

A. home visit C. sharing of community activities
B. living with selected families D. all of the above
20. The ultimate goal of community immersion in the light of NSTP.

A. Developing people and the trainees C. Conducting training
B. Sharing resources D. Giving dole-outs to the poor
21. The task of identifying the community where the trainees will be immersed.
A. pre-immersion phase C. area selection
B. immersion D. none of the above
22. The kind of entering the community that requires almost a complete parade of
banner and general assembly of people.
A. ostentatious entry C. academic style of entry
B. banking on people's weakness D. people-centered entry
23. It is a continuous process wherein trainees come into direct contact and become
involved with community people.
A. community immersion C. community needs assessment
B. community integration D. all of the above
24. It is the process wherein problems, issues and concerns of the community are
identified through the use of assessment tools.
A. community needs assessment C. Community documentation
B. community monitoring D. none of the above
25. The importance of community needs assessment.

A. gather information about citizen's attitudes and options in order of importance


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B. determine how citizens rank issues, problems, goals and priorities C. evaluate
current programs/projects
D. all of the above
26. The areas of focus in identifying needs of the community in general
A. geographic C. spiritual
B. social, economic and life skills D. all of the above
27. The people who may bc able to give very credible and relevant information about
the community.
A. key formats C. public records
B. community forum D. Survey
28. A community needs assessment instrument that involves questionnaires being

floated to respondents or asking individuals about the community.
A. survey B. public schools C. forum D. Assembly
29. The method of processing problem in order not to be left behind on its own.
A. community immersion C. community needs assessment
B. community integration D. community empowerment
30. Documented information that, if updated and validated, can provide data for social
and demographic information about a community.
A. survey sheet C. public records
B. guide questions D. books
31. It deals with the actual execution of the plans.

A. Documentation C. Immersion
B. Project implementation D. None of the above
32. The part of project proposal that cites the activities or strategies that should be
undertaken to ensure success of the project.
A. Budget C. Methodology
B. Background D. None of the above
33. The primordial consideration when conducting a project

A. Needs of the partner community or clients C. Available resources
B. Education D. None of the above
34. It involves a series of continuous, often overlapping phases consisting of survey of

felt needs, and formulation of projects or set of projects.
A. Needs Assessment C. Monitoring and Evaluation
B. Project Development D. None of the above
35. An office found in most higher education institutions that can potentially assist
students in their
community immersion and where they plan to continue their volunteer work in the
community
A. Guidance office C. Office of Student’s Affairs
B. The school’s extension service office D. None of the above
36. A section in project proposal which reflects the advantages or benefits may be
derived from the activity when it is implemented.
A. Title B. Coverage C. Benefits derived from the project D. None of these
37. A section in the proposal that reflects the standards and realistic background of
the project.


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A. Background of the project C. Action plan

B. Project plan D. None of these
38. A time-bound undertaking that is carried out to create a unique service A.

Action B. Plan C. Project D. None of the these
39. lt serves as a basis of designing program of activities and key instruments and
inputs in monitoring and evaluating projects to be undertaken in the
community.
A. Operational plan C. Action plan
B. Project proposal D. None of these
40. A section in the project proposal which enumerates the names of the persons
involved in the project, their year level (f trainees), rank (if trainers), and
address and college
A. Justification of the project C. Detailed schedule of activities
B. Project proponents D. None of these
41. The process of preparing clear-cut proofs that the projects are conducted with
notes and observation being recorded as guidelines for future programs of
the NSTP.
A. monitoring C. evaluating
B. documenting D. None of these
42. The ready reference of data that can be the source of information for NSTP.
A. status report C. narrative report
B. terminal report D. None of these
43. The document that pictures out the event for the community immersion.
A. accomplishment report C. program of instruction
B. status report D. None of these
44. It is the systematic and continuous procedure in checking program/projects done

during the community immersion.
A. evaluation C. documentation
B. monitoring D. none of these
45. The product of monitoring which is capable of triggering timely management

interventions.
A. daily report C. summarized progress report
B. weekly status report D. none of these
46. The persons involved as the end users of the NSTP projects who also involved in
monitoring and evaluating projects.
A. parents C. trainees and community partners
B. trainers D. none of these
47. It is a plan necessary as a means of gathering data for information and input to
decision making
A. action plan C. Monitoring plan
B. project plan D. none of these
48. A document that accounts day-to-day events of any NSTP immersion venture.
A. gantt chart C. journal and process recording
B. summary checklist D. none of these


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49. It is a systematic assessment of the value or worth of something like of a NSTP

project.
A. evaluation C. documenting
B. monitoring D. none of these
50. Evaluating the impact of the project means:

A. contributes more efficiently
B. determines whether the input are properly used
C. assessment whether the project has made a difference
D. none of these
PERFORMANCE TASK
This performance task measures how well you can put together the skills you
have learned from Lesson 1 to Lesson 4 of this Module.

_________________ Date: ____________________________ Score:
________________ Remark: ___________
COMMUNITY IMMERSION
Instructions: Each student/trainee is required to comply the following activities in

your community as your performance. Look for a family (poorest of the poor)
within your community where you are residing particularly nearest to your
residence. Visit the family and tell them that you will conduct a community
immersion as a requirement in NSTP 2. Every time you visit the family, you
need to document all the things that you are doing for them by writing a
narrative report (with pictures/ photos) in short coupon bond, typewritten or
computerized or handwritten. Strictly observe minimum health protocol at all
times. Use only the front page of coupon bond, do not use the back page. Use
white short folder to compile all your activities:
1. Background Information of the ______________ Family (Name, Age,

Highest Educational Attainment, Occupation, Monthly Income of the Father,
Mother and Children)
2. Gift Giving Activity (“It is better to give than to receive.” You can give what
you have like used clothes, rice, canned goods, noodles, coffee, sugar, etc.
Or you can solicit from your relatives and friends who are open minded. Just
give according to your heart.)
3. Donation of Basic Medicines like paracetamol, pain reliever, neozep,
lomotil/diatabs etc. (you can solicit sample medicines from your relatives
and friends)
4. Clean-up Drive (you can join/participate in the cleaning of the house and its
surroundings)
5. Tree Planting (please ask the Punong Barangay of your community where
you belong where you can plant10 seedlings of fruit bearing trees or 10
propagules of mangrove). Secure Certification from the Punong Barangay
that you were able to plant trees.
6. One-day Community Immersion with the Family. (you can buy two (2) kgs
of pig/cow bones (buto-buto) then cook and eat together with the family
members. After lunch, you can talk to them to know more about the
background of the family. Don’t forget to say THANK YOU to the
family always.


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Outcomes: At the end of the course the learner should have

Introduction to the Module

1. participated actively in team building activities;

This module is primarily used at home and it takes advantage of task-

NSTP 2 – Civic Welfare Training Service 2 | Module Aklan

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It contains the (a) essential keynotes, (b) suggestions and links to

You are also encouraged to study supplementary materials provided in

NSTP 2 – Civic Welfare Training Service 2 | Module Aklan

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12:00 NN • Answer • Answer

For collaborative activities, called Peer work in this module, your

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5. Written Test - (20%)

Lesson 1 – Understanding the Role of NSTP in Community Development

Intended Learning Outcomes ……………………………………………………………..

Lesson 2 – Community Immersion: Its Concepts and Principles, Community Needs

Intended Learning Outcomes ……………………………………………………………

Lesson 4 – Project Implementation:

Intended Learning Outcomes

Learning Activity Sheets

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Quiz (L1) …………………………………………………………..

I. Intended Learning Outcomes

II. General Instructions

III. Guide questions

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IV. Concept Notes

To promote and protect the physical, mental, spiritual, intellectual, and

Let us define first community development . . .

Community development is a process where people come together to

It recognizes that some people, some groups and some communities

In practice, community development:

• supports communities, of place and identity, to use their own assets to

Community development is fundamentally based on the values of human

The principles which underpin its practice are:

• Self-determination - people and communities have the right to make their

National Service Training Program (NSTP) is designed for the tertiary

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Performing community service is a worthy endeavor that brings people and

As we stand on the cusp of a new dawn of understanding, a new era of valuing

A key component of wellness is embracing and celebrating that we are part of a

The good news is there really is a plethora of opportunities to serve your

10 Ideas for Helping Your Community

1. Reach out to a neighbor in need. Every neighborhood has people or

3. Mentor children at your local school. library, or neighborhood

4. Serve at a local soup kitchen or food bank. There is no greater gift

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6. Volunteer at the local animal shelter, rescue group, or humane

7. Visit a volunteering-related Website to find multiple opportunities to

Final Thoughts on Community Service

Community Service and Volunteering Quotes

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No act of kindness, no matter how small, is ever wasted. --Aesop

Want to know more?

1. Community Development - YouTube www.youtube.com

1. Now is the Time to Help Yourself by Helping Others: 10 Ways to Serve