MODULE 1

THE NATIONAL SERVICE TRAINING PROGRAM

OBJECTIVES

At the end of the module, students are expected to:

 Comprehend on the provisions of the RA 9163 known as the National Service Training Law and its
Programs
 Adhere to the importance of NSTP in the life of the students

Concepts/Discussions

THE NATIONAL SERVICE TRAINING PROGRAM (NSTP) ACT OF 2001

1. What is the National Service Training Program (NSTP) Law?

The National Service Training Program (NSTP) law or Republic Act 9163 is a program aimed at
enhancing civic consciousness and defense preparedness in the youth by developing the ethics
of service and patriotism while undergoing training in any of the three (3) program components,
specifically, designed to enhance the youth’s active contribution to the general welfare.

2. What are the program components of the NSTP?

First, is the “Reserve Officers’ Training Corps” (ROTC) which is designed to provide military training
to tertiary level students in order to motivate, train, organize and mobilize them for national
defense preparedness.

Second is the “Literacy Training Service” (LTS) which is designed to train the students to teach
literacy and numeracy skills to school children, out-of-school youths and other segments of society
in need of their services.

Third is the “Civic Welfare Training Service” (CWTS) which refers to activities contributory to the
general welfare and the betterment of life for the members of the community or the
enhancement of its facilities, especially those devoted to improving health, education,
environment, entrepreneurship, safety, recreation and moral of the citizenry and other social
welfare services.

3. Who shall take the NSTP?

All incoming freshmen students, male and female, enrolled in any baccalaureate and in at least
two (2) year technical-vocational or associate courses, are required to complete one (1) NSTP
component of their choice, as a graduation requirement.

4. Since when has the NSTP been implemented?

The NSTP has been implemented since the start of school year 2002-2003.
5. How is the NSTP taken up?

Each of the NSTP components shall be undertaken for an academic period of two (2) semesters. It
shall be credited for three (3) units per semester, from fifty four (54) to ninety (90) training hours per
semester.

6. What will become of NSTP graduates?

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.
Graduates of the ROTC component shall form part of the AFP Citizen Armed Force, subject to the
DND requirements.

7. How can a student continue to qualify for enlistment in the AFP reserve force?

He/she may qualify for enlistment in the AFP reserve force as long as he/she has
completed the two (2) semesters of basic ROTC

8. How much fee will be charged for an NSTP component?

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

9. Are there any student incentives provided for by the NSTP?

The following incentives are to be provided to students when they take up NSTP:

a. A program of assistance/incentives for ROTC students shall be provided and administered by

DND, in accordance with existing laws and regulations and subject to the availability of funds;

b. School authorities concerned, CHED and TESDA shall ensure that health and accident group
insurances are provided for students enrolled in any of the NSTP components; and

c. A Special Scholarship Program for qualified NSTP students shall be administered by CHED and
TESDA subject to the availability of funds.

10. Who is responsible in supervising the NSTP?

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

11. What lead agencies will monitor the implementation of the NSTP?

The CHED regional offices, TESDA provincial and district offices and DND-AFP through major
service reserve commands and their ROTC units shall oversee and monitor the implementation of
the NSTP under their respective jurisdiction to determine if the trainings are being conducted in
consonance with this Act.

12. Is the NSTP available in all schools and universities?

All higher and technical-vocational institutions offer at least one (1) of the NSTP components while
State Universities and Colleges offer ROTC component and at least one other NSTP component.
Private schools that have at least three hundred fifty (350) student cadets offer ROTC component
through its Department of Military Science and Tactics (DMST).
I. GUIDELINES FOR THE ESTABLISHMENT OF THE NATONAL SERVICE RESERVE CORPS (NSRC)

A. Background

Section 11 of RA 9163 or the National Service Training Program Acts of 2001, specifically
provides for the creation of a National Service Reserve Corps (NSRC), composed of graduates 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 and TESDA.

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.

2. Function

a. To assist in the disaster preparedness, mitigation, response and rehabilitation program;

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 programs;
e. To assist in socio-economic development
f. To assist in environmental protection; and
g. To perform other similar endeavors.

3. Composition

The NSRC shall be composed of the graduates of the National Disaster Coordinating
Council and Literacy Training Service (LTS) components of the NSTP.

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 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, and
Quezon City. A Secretariat at all levels shall be organizedand composed of representatives from
CHED and TESDA.

5. Inter-Agency Relationship of the NSRC Concerned Agencies

NDCC (DND-OCD) CHED and TESDA

RDCC (DND-OCD RCs) CHEDRO and TESDARO

 PDCC/ MDCC
CDCC/BDCC HEIs and TESDAPO

TESDA Schools

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
TESDARO- TESDA Regional Office
TESDAPO – TESDA Provincial Office
HEI – Higher Education Institution

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 NSRC members; and
(6) Do related work.

b. CHED/TESDA

(1) Central Offices shall

(a) Provide Secretariat services for the NSRC;

(b) Prepare consolidated national masterlist of officially registered CWTS and LTS
graduates per school year;
(c) Submit official national masterlist 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.

(2) Regional Offices shall

(a) Prepare consolidated Regional list of CWTS and LTS graduates from HEIs and in the
case of TESDA from the Provincial Office to the schools, for submission to
CHED/TESDA Central 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.

(3) Higher Education Institution (HEIs), TESDA Provincial Offices and Schools shall

(a) Prepare and submit a certified masterlist 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 LTS 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.

(4) NSRC Members shall

(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 Center (RDCC/PDCC/CDCC/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 for specific duties and
responsibilities.

ANGELO T. REYES (SGD.) ESTER ALBANO-GARCIA (SGD.)

Secretary Chairperson
Department of National Defense Commission on Higher Education

ALCESTIS M. GUIANG (SGD.)

Director General
Technical Education and Skills
Development Authority
 SEALS AND LOGOS
NATIONAL SERVICE TRAINING PROGRAM

I. Regulating Institutions:

THE FILIPINO AND HIS VALUE SYSTEM

Value – something that is freely chosen from alternatives and is acted upon and lived out which
the individual celebrates as being part of his creative integration in development as a person.

Value Clarification

A methodology or process by which a person is helped to discover values through

behavior, feelings, ideas, and through important choices he has made and is continually, in fact,
acting upon in and through his life.

Categories of Values:

Area of Choice – states that value must be chosen freely.

Prizing – states that a value that has been chosen should be cherished- give importance,
relevance; the second aspect of prizing is the area of affirmation, which means, after we have
chosen something from the alternatives we are proud of it, we are then glad to be associated
with it and are willing to admit publicly.

Acting Upon Our Choice - there must be commitment-in-action which would change one’s
behavior and which would make evident to other people that there is a value present.

SEVEN ELEMENTS OF VALUES

On Choosing:

1. to choose freely
2. to choose from alternatives
3. to choose from alternatives after considering the consequences of each alternative
 On Prizing:

4. cherishing and being happy with the choice;

5. willing to affirm the choice publicly;
6. actually doing something with the choice; and
7. actually repeated in some patterns of life

Value Ranking

The process whereby a person examines, as comprehensively as possible, all his values and
then ranks them, prioritizes them, or puts them within a hierarchy of values, insofar as he has any
individual desires.

Value Indicators:

 Something which falls short of fully being a value

 Maybe acted upon but not freely chosen

 My have been celebrated once but not repeatedly

 Include interests, feelings, beliefs, and attitudes that one may have but perhaps has not
acted upon or celebrated.

Questions to be asked to identify a value from a value indicator:

 Was the value chosen from a range of alternatives that I was aware of?
 Did I consider the consequences of those alternatives that I was aware of?
 Is this value evident in my behavior? Have I acted on it recently?
 Do I act in this value repeatedly in some fashion, through a variety of similar experiences?
 Am I Happy and pleased with the choice?
 Am I willing to state it publicly?
 Does the value enhance, and not impede, the development of emotional and spiritual
well-being?

PRIMARY (AUTHENTIC) VALUES

 PRIMARY VALUE- a value that is chosen and acted upon, that which a person is happy
with. It helps a human being develop to the best of his capacity and, therefore, he has a
goal beyond normal functioning in a society to exceptional function.

 SELF VALUE- the ability to accept that “I am of total worth to significant others”. “I value
myself and I value other”

THE FILIPINO CORE VALUES

 The Values Education Program of the Department of Education, Culture and Sports (1988)
identifies HUMAN DIGNITY as the supreme value that characterizes education: the human
person is of infinitive value.

 The core values include: HEALTH, TRUTH, LOVE, SPIRITUALLY, SOCIAL, RESPONSIBILITY,
ECONOMIC EFFECIENCY, and NATIONALISM AND GLOBAL SOLIDARITY.
WHAT DISTINGUISHES MAN?

 AS PHYSICAL- made up of matter, man must maintain health and harmony with
nature.
 AS INTELLECTUAL-gifted with the mind, the faculty of knowing, he must constantly
search for the truth. He seeks knowledge that would transform society and the
world.
 AS MORAL- endowed with the faculty of freely choosing and loving, he must go
out to others and, in fact, to all humanity in love.
 AS SPIRITUAL-capable of higher concerns and of rising above the material, he
must cultivate a sense of spirituality in consonance with his nature and respond to
God in faith.
 AS SOCIAL-living in a community, he must cultivate the sense of social
responsibility, aware of his unique participation in the pursuit of the welfare of the
family and the common good of the larger society so that society can, in turn,
look after the common good and well-being of the inhabitants.
 AS ECONOMIC- bound to concerns of livelihood, he has the obligation to help
achieve efficiency for the community.
 AS POLITICAL- member of the nation, he must foster the sense of nationalism and
patriotism, by which he identifies with the people and joins hands with them in the
pursuit of common goals.

RELATED VALUES

 HEALTH – implies physical fitness and cleanliness. Man should develop his
appreciation of beauty and art, through his aesthetic sense.

 TRUTH –implies the tireless quest for knowledge in all its forms. Truth does not deal
with discovering data and knowing facts, but rather must develop creative and
critical thinking to meet the challenges of the modern world.

 The moral nature of man places primacy in the value of LOVE. It also implies the
quest for personal integrity and the development of self-worth or self-esteem,
honesty, and personal discipline which are marks of a mature person and a useful
citizen

 HUMAN EXISTENCE- especially experiences such as love and suffering – point to a

reality beyond, through experiences indicating that far from being closed in upon
himself, man is more than man, a creature open to the dimensions of the infinite,
which religious believer call by the name of God.

 SOCIAL RESPONSIBILITY-strengthening the family as “the foundation of the nation.”

Justice which should be fostered in the human heart, must be built into just social
structures, by which all especially the poor, the oppressed, the underprivileged,
have an equitable share not only in duties and obligations but in power, material
resources, essential services such as health, and education, ownership especially
 of land and the other benefits of growth and development. Peace, is also the
common aspiration of human beings in society: it is also intricately related to
justice and freedom.

 ECONOMIC EFFICIENCY-achieved by man through work, the exercise of human

mastery over the resources of nature and creative imagination in the solution of
complex problems.

 WORK ETHIC- is an imperative particularly in a depressed economy. Man’s

aim must be to produce food, goods, basic commodities, and other
manufacturers for the survival and well-being of the community.

 PRODUCTIVITY- key to raising the quality of life for all, especially the
underprivileged, implies thrift, self-reliance, conservation of our resources,
the development and application of scientific and technological
knowledge, and vocational; efficiency to augment and accelerate
output.

 ENTREPRENEURSHIP – entering into innovative enterprises and use wisely

scarce capital to achieve maximum results for the benefit of the
community.

 Module 3
 Volunteerism – to get involved in the life of the nation through one’s willing service.
 Operational Definition:
 Volunteerism – an individual’s free-will act brought about by one’s own positive internal
motivation to commit oneself to accomplish a given objective using one’s own resources:
time, talent and treasure in a Christian manner: all works are dedicated to the Almighty
and forthe common good of everyone.
 WHY SHOULD I VOLUNTEER?
 1. We should be a part of developing a CIVIL SOCIETY
 We are the responsible, active citizens who put in ourselves the sense of public service –
the gap left by the government, which has withdrawn, from service delivery and by other
sectors or firms, which come to deliver them, but only at a cost.
 2. Many people are in need.
 Problems vary from that being personal up to being a social concern. As a volunteer,
there is a continuing demand for one’s services to address personal, family, societal or
community needs. As we grow through technology change, we are leaving behind our
personal identity, knowing each other, and caring for no one except the technology we
use.
 “Do not envy the people you look up to; Pity those who are much below you”
 3. “Human Touch” is an essential factor in social development.
 Let us give a chance to others to enjoy living in an environment of acceptance and trust
with affirmation of their humanness and identity. We are one in the community of fairness,
equality and justice, solidarity over individualism, collective good over self-interest.
 “Walangsino man angnabubuhay para sasarililamang…..”
 4. Break the bondage; pull down the wall that imposes artificial divisions imposed by
the society.
 We should connect and interlink people of different profiles, geographies from which
they come from and statuses in which they belong.
 “In this life we cannot do great things We can only do small things with great love”