Community Immersion, Projects, and Implementation —— The invaluable cause of National Service Training LEARNING OBsecTIVES Program is to provide opportunities forthe students to submit their talents and skills learned in the four __Mthe endo this module, the walls of school inthe conduct of community outresch, ‘tudes shouldbe able to activities. To share a part of them—time, skills, SINSTP ea effort, and knowledge—is a way to find fulfillment ‘community immersion and learn the value of helping others, projects; + appreciate the value of doing an immersion program in the The National Service Training Program is | conceptualized primarily to develop students’ | enn iene towards the community as well as adopted barangavs and | bring about changes in the lives of eeuutons am stituents by is of the barangay + identity activities to eet empowering them and motivating which they may initiate them to be actively involved in all the community in their community- projects initiated by the students and facilitators/ based projects to trainers address the problems besetting the adopted ‘As the students develop their sense of barangays responsibility towards themselves and the community, they become catalysts for change. They are now motivated to realize their nission to help and teach the barangay constituents to become sustainable, resourceful, skilful, aware, and prepared for any untoward and fortuitous events in their lives. In this way, the students, together with the community, contribute in the alleviation of poverty, protection of environment, and prevention of losses of properties and lives. Since it is a known fact that the most affected people in times of disasters and calamities are the poor people, the government as well as the non-government organizations are trying to work together to help these poor families. Here in the Philippines, there are lots of poor families; hence most of the focus of the national development programs is for poverty reduction. Poverty is now measured in terms of human poverty indicators such as lack of access to resources necessary to sustain basic human capabilities. Risk reduction strategies for the poor should work towards reducing economic vulnerability and at the same time capitalize on or nurture the inherent social and cultural capabilities of the poor communities and these are the focus of concern of the NSTP immersion programs.THE ESSENCE OF COMMUNITY IMMERSION eee ere As part of the learning experiences of ISTP, « cise meee Tite, prescribed toall students whoare takinguP| ua bet pe sae Es Our, " have extensive projects and programs for the eee es “ie i 'e of discovering oneself a practicum, ait pea st? 2is the appication ofall the skills, know” responsibility a ity immersion as red through community Presented inser: and values that they have. acqui athe chance to understai ndand realy 1 of the NSTP book. aie i ent is gi Incommunity jmmersion, each st™ yr communi the various concerns that the sinderprivileged and POOr © ties are experien, ww to become more responsi, ve ches their experiences 35 they gro more civ ty where the’ the chance to appreciat hare their blessings am it widens and enri hose ideal: al Is and goals ar the needs of other people and towards the betterment of socie Furthermore, it will give them they have and at the same time st se less privileged people: deas and goals, the and activities which ai ic conscious wt 1 and be satisfied with yp 1d knowledge through thee ir NSTP students are now ready to initia, mm to address the various concerns ang i interaction with thes Imbibed with these i community-based project problems besetting the community people. Suggested below are some of the projets/atviies that can be implemented by th STP students and instructors while doing thelr community immersion. They can choose any ofthese projects/activities that ‘would suit the needs of the barangay as identifiedby ‘he need assessment conducted prior to their immersion, 1. First Aid and Safety Measures During Disasters/Calamities a. Drills and Other Disaster Routines b. Risk Assessment and Management 2. Environmental Concerns a. Tree Planting Zero-waste Management b Clean Air d. Recycling Sessions e. Conservation and Protection of Wildlife 3. Health Concerns a. Supplemental Feeding Program b. Information Drive on SARS, AIDS, and LEPROSY . Medical/Dental Mission d._ Assistance to Geriatric: s, Physicall i ieee mes ally, and Mentally-Challenged Individuals a. Basic Literacy and Nu ee mmeracy Program for Children and Out-of-Schodl b. Voter's EducationPeace Education d. Computer Training e. Leadership Trainings for the Youths 5, Entrepreneurship/Livelihood Projects Food Processing a. Candle Making b. Cooking B c. Cosmetology ‘ neon d. Haircuttiny i rafts e. Foot Spa i j. Jewelry making £. Reflexolo, k. T-shirt Printing a 1. Non-food processing 6. Recreation and Wellness Program a. Sports/Dance Clinic b. Aerobic Exercises ¢. Stress Management Seminar d. Organization of Tournaments/Concerts/Singing Contest Moral and Cultural Values Education a. Values Formation Seminar b. Seminar on Human Rights Conduct of Bible Sessions/Fellowship « 4. Seminars on Volunteerism and Civic Consciousness students can be evaluated in terms of the followin Involvement and participation 40% Attendance 20% ‘Attitude and behavior 10% Final Narrative Report, (Reflective essays, etc) 308 100% Students are required to meet and pass the following requirements in order to be declared as graduate of NSTP 2. Project Plans Documentary Reports Pictorials Reflective E: satisfactory Attendance Acc Er 4 Policies in the Implement Compliance with the Established Rules an‘ NSTP Program .ssay, Journal, Reaction Papers ation of the NOW SwopeCommunity-based projects can only be _{MNNNNERARNING OBJECTIVES implemented successfully if the students and te end of this module the frailitator/teaehers. possess the characteristics of gugen students should be able to: gervantleadership. Thefollowingareleadership styles + enumerate the initiated activities. characteristics of servantleadership: |ERSHIP STYLES APPROPRIATE + apprete the vale of oR NSTP-INITIATED ACTIVITIES eee ‘The NSTP coordinators, teachers, and facilitators institutions before doing can use the four basic combinations of directive and an immersion program in the adopted barangays and institutions; and 1. Divecting, This leadership style can provide ‘* carry out the values specific directions about tasks and goals and needed to become an can easily monitor the performance to provide affective leader in the regular feedback on results. rent Example: When an NSTP facilitator tells students to segregate the waste that they collected during coastal clean-up day he/she must discuss to them the importance of waste segregation and teach them the proper sequence of segregating the waste. 2, Coaching. This style of leadership explains why, solicit suggestions from the team, praise progress, but continue to monitor the task. Fxample: After the feeding program project, the NSTP facilitator praises for student the job well done. He/she continues to monitor the follow-up activities for the children and parents to ensure the responsiveness of their project to the needs of the community. 3, Supporting. This leadership style facilitates interaction with others, listen to people, motivate, and empower them. Example: The NSTP facilitators empower the NSTP students by providing them information and skills needed for the community immersion program. ‘The NSTP facilitators meet/visit the students during community immersion to interact with them, listen to their concerns, encourage them, and provide the necessary assistance. supportive behaviors:yp powers the people t0 at indepeng, hip em ‘ done. ' needed to get the (ask nchingot story tellingand early reading project jn, y, the NSTP coordinator provides training and realign their teaching met 4, Delegating, This style of leaders! with appropriate resource’ Example: Before the law children of the adopted comm the facilitators and students (0 competer equip ies of the children in the community ayq tently as needed. The school provides i to the needs and learnt dents to work indepen’ ah {for the said program necessary fund /budget needed SERVANT LEADERSHIP if the key elem one of ts i ‘According to Ken Blanchard and Phil Hodger, ne 'y elements in bein, p equal eni a servant leader is to consider peoPle® development as an equal end goal as yhq, performance. As a servant leader, the w™ mn that visi sign of an eff Jeaderis he power of Jesus’ leadership m ewan He promised them and He promises us with this: “Surely | am wuth you always, tothe very end of the age “(Matthew 28:20), As we seek to eave a legacy of servant leadership behind when our own reason of leadership Fe finished, we can do so by modeling 0% developing others” vision is by developing people so y you serve the you'te not around. The ultimate jon even when “that happens when youare not there. That the leaders. He trained them to change that they can work 0 jective servant values and investing our time in ‘The three skills needed for effective community leaders are diagnosis, flexibility, and linkages and partnering the performance. Diagnosis "There is no simple leadership style (Le., participative, authoritarian, etc). The ettciency and effectiveness are all depends on the total development ofthe person you vant to influence; the style of leadership to be applied should be appropriate to the profile of the community (ie., socio-economic status, educational attainment, etc.) ‘The diagnosis skill helps us to asses and to understand that for every task people ‘as well as the community can be at different levels in terms of commitment (i.e, trust, confidence, values and depromiser, and competence (i.e., competitiveness, knowledge, skills, and experience) Flexibility ‘Once you know and have assessed well the people's and community's development level, the NSTP teachers and students as service providers should be flexible and be able to use a variety of leadership styles comfortably to help the constituents of the ‘community achieve their tasks or goals.LINKAGES AND PARTNER) ‘The NSTP teacher ay 8 work together a8 stakeholders of thi community, NSTP te, me munity with oth artnership or linkages of the ae government agensy " Otganizations (NGOs) people's organization (PO), deat tl secety groups This involves lees presiene right community servant leadership approac ‘This is exactly the essence ‘hand style for the right development level. of Republic Act 916: students toward civic cons for themselves but also for others, ; '3 (NSTP Law) - to transform the Filipino icuisness and develop a community of people living not only 1According to UNICEF, mobil ization that engages and motivates a a process natin range of ners and allies at pat ee ational and local levels to At the end of this module, the raise and demand for a particula, ‘tuZemts should be able to development objective through Nar # define soci institutions, community net, mablination; a pi a works, civicand religious * differentiate the groups and other in a coordinated way to reac] different types of social specific oe People for dialogue with planned movements in the ot community; and pe S ne See social mobilization seeks to ae error ed facilitat ge through a range of players engaged ‘community engagement in interrelated and complementary efforts, {activities in the partner Jp National Service Training Program (NSTP), the communities. teacher and student volunteers as service Providers must identify the strengths and the weaknesses of partner communities as service recipients. The NSTP service providers shall include the representatives of the partner communities in planning and implementation of the programs. This collaboration between the service providers and service recipients creates an atmosphere of trust and respect among the stakeholders The NSTP service providers through the existing Memoranda of Agreement with the partner communities must collect data about the community (ie., socio-economic status of the constituents, statistical description of the human population, needs of the community, and other pertinent information). To seek community's sense of ownership to the projects, the Higher Education Institutions (HEIs) shall involve the majority of community officials and their constituents. It is important to respect the ideas, suggestions, and recommendations of the people in the community before the implementation of every community engagement project. The HEls shall the develop the culture of transparency among the stakeholders through dialogues and coordination meetings. ‘According to Frank Sicone (1997), delivering and receiving communications are two distinct functions. It is important to know who is serving the function and receiving the function at any given moment. : Performing either function requires full responsibility. The NSTP teachers and students as volunteers in the community are expected to be open, attentive, intentionally working to fully understand the needs, goals, and vision of the community. : Collective behavior refers to relatively no routine but established actions of relatively large groups of people (Rose, 1982).fined collective behavior as “forms of social to guide social actions and people ¢ beh, transcend, bypass, subvert established institutional patterns, and sree Social moverient refers to an interested and motivated gathering of 7 ’ focuses in modifying the existing ‘tructure, behavior, and ideology of the fete Whig, ‘ety. qurner and Killian (1987) de in which the usual conventions (235% TYPES OF SOCIAL MOVEMENTS 1. Reformative Movements - refer tO social movernents that entail advoca cies lea to major changes in the society rather individuals. amples civil rights movement and advocacy EF0UuP® 2. Redemptive Movements - aim toachieve the sanctifying grace and transf of the individuals. Or Mation, ave Chrstan moverments, discipleship proups nd Couple for Ch nieve specific changes in individual's ee * 'aVioy, ding 3, Alternative Movements ~ aim to ac! Example: Alcoholics Anonymous (AA) 18Co; ; mmunity Program, Project Review, I . immersion is an integral part of the -LeARMiNG OBJECTIVES ational Service Training Program. It helps enhance the functional literacy of the students by engagin At the end ofthis module, the wth the locals during the entire duration of he ‘idem’ shouldbe abet mmmunity-based project. ‘* understand the importance of service There are distinguished differences between learning in NSTP, earning in classroom and community service course, * ‘motivate and build service learning is an educational approach that peaeah ghee deol students thr munity is in contrast with traditional classroom learning building activities experience-based learning allows students to move *_learnthe project cycle beyond textbook examples and participate in actual Libbitmigee cases by applying facts, theories, and principles, praertane cues students engaging with community for purposes of and plan the activities educational project acquire new knowledge and skills to be carried out during immersion with better perception. As discussed in the latter chapters of NSTP Book-1, the project proposals for community program must be based on the result of needs assessment with the intention of illing the gap in services. Careful planning, goal setting, implementation, monitoring, and evaluation are essential toward successful community immersions. The recommended matrix for drafting a plan of activities should include (but not limited to) program recipient, target date, activity, objectives, strategies, resources, person-in-charge, and proposed budget. PREPARING THE TEAM FOR IMMERSION Immersion programs are usually done by group led by a team leader under the direct | supervision of the instructor. Prior to immersing themselves ina real world environment, enhancement of social relations, role clarification, and building rapport among the team members must be done at the onset of the planning stage. Team building is one of the ‘most common group-development activities in various organizations. It can help the Instructor motivate the students to build unity, teamwork, community, and improved group dynamics. Two examples of teambuilding activities can help create a sense of belonging and commitment among its members. Divide the class into four groups with 10 members at minimum and explain the instructions to the class. aTHE PROJECT CYCLE The process of P inplementing. and monitoring projects follow 4 let ese or sometiines reli to the first p have an overall understanding of thee," blems that hinder the achievem,. ent ning. | Jeads to the next Ph tant to existing pro! ative information, the most adverse congi, fied. The first phase includes the folloy, continuous cycle which Phase 1: Identification. It is impo! munity and the From these imper 1d first can be identi he community. Needs problems to be addressed in the community. 2. Identify long range goals. Try to envision an overall community, or a subset i: community, living in an ideal situation. Imagine You could create a “pertery aonmnunty inasnap ofa finger what would itlook ike? What are its characteristic Phase 2: Planning, A thorough planning can enstre a more effective and efficjeny project implementation. The second phase involves the following steps 1. Identify available resources. Assess all resources that currently exist in the 1 (from within the community) and externa] that could be used in the project community by enlisting all internal (from outside the community) resources rtners with shared interests and with the same Identify who are the potential pa intention to help the community. 2. Determine specific project goals. The project goal must be congruent with the community's long range goals. To ensure all the goals are on the right track, i must follow the $.M.A.R-T. objective strategy outlined below: Specific (simple, sensible) conditions of the con its long-range goals. that needs to be adresse’ 1. Identify the needs in assessment is conducted to identify a b. Measurable (meaningful, motivating) c. Achievable (realistic, attainable) d. Relevant (resourced, results-oriented) e. Time bound (timely, time-cost limited) 3, Develop a project approach or activities. Based on the information gathered in the previous steps, develop the most promising approach or activities that could help solve the problem and achieve your goals. You may consider past experiences, similar programs, and best practices that worked favourably with other organizations. 4. Prepare a contingency plan. Identify potential problems and prepare for a fallback or alternative solutions in order to minimize disruption, delay, and unnecessary expenses. Below are some of the common challenges while engaging in immersion program: a. Miscommunications b. Unsupportive stakeholders during implementation ¢. Uncooperative team members dd. Unavailability of facilities or equipment needed e. Lack of expertise of service providers oyf, Underestimated project g. Underestimated person sth h, Natural and man-madedueen i, Other unforeseen eventy 5, Estimate the project cost, The the project goals an, Costing of a project must be reasonable and tied to d work plai report must be submiveag ann At the end of every project, a detailed liquidation ‘<4 to account all the expenses incurred. phase 3: Implementation. 7 his refers to the actual implementation of the project as for a certain janned Period of t jehich includes me. Division of work and execution will take place 1, Coordination with the point persons Preparation and procurement of materials Assignment of tasks Program flow weep Documentation and project summary phase 4 Evaluation. At this phase, the group shall develop a project evaluation plan yo measure the progress in implementing the project and eee dressed problems and achieved its objecti ie Site eee tr ure ac jectives. This phase usually identifies additional crpetsisting problems, allowing the cycle to star al over agin Phase 5: Monitoring, Monitoring activities occur throughout all stages allowing minor adjustments in the planning and implementation stage. This phase measures the deliverables produced by the project by assessing whether: 1. Project is within the timeline 2. Allocated budget is sufficient 4. Deliverables have been produced and approved 4, Adjustments were properly managed and coordinated 5, Issues were identified and resolved 6. Risks have been controlled and mitigated 7, Project is on track Suggested Concepts for CWTS Immersion Project Livelihood Environmental protection Health and wellness Disaster preparedness Social recreation Suggested Concepts for LTS Immersion Project 1. Reading, writing, and numeracy sills 2. Drawing and arts workshop 3. Computer literacy program 4. Alternative learning system 5. Information education and communica ition 5