NSTP LECTURE FOR FINALS

TOPIC 1: LEADERSHIP AND GROUP DYNAMICS

Environment Education

- is a process which is very useful to human beings in order to manage well their
environment and instill the right behavior that serves as key to sustainable development.
- Refers to organized efforts to teach about how natural environments function and,
particularly how human beings can manage their behavior and ecosystems in order to
live sustainably.
- A learning process that increases people’s knowledge and awareness about the
environment and associated challenges, develops the necessary skills and expertise to
address the challenges, and fosters attitudes, motivations, and commitments to make
informed decisions and take responsible action (UNESCO, Tbilisi Declaration, 1978)

Related Laws and Directives in Promoting Environment Education

1. CHED Memo. Order No. 33 series of 2009.

2. RA No. 9512 or the National Awareness and Education Act of 2008.
3. RA No. 9275 or Philippine Clean Water Act of 2004.
4. RA No. 9175 or Chainsaw Act of 2002.
5. RA No. 9147 or Wildlife Resources Conservation and Protection Act of 2001.
6. RA 9003 or The Ecological solid Waste Management Act of 2000.
7. RA 8749 or Philippines Clean Air Act of 1999.

Importance of Environmental Education

1. All major natural resources in the country are in grave danger of irreparable damage.
2. A society cannot survive if its natural resources are rendered unfit for use by its people.
3. The only hope of salvaging this grave situation is by making the young aware that they
need to proactively begin to protect the environment they will inherit.
4. Science and Technology can help in limited way but cannot deliver it.
5. It is a moral and ethical education for changing people’s attitude.
6. To protect children living in polluted regions, environmental education represents a
relevant means of prevention.
7. It is a need of the time to propose environmental education delivered with moral concept.
8. It is conceived to sustain participation of the citizens especially the youth particularly in
combating ill effects of climate change.

What is climate change?

- Climate change is any change in the climate over time whether due to natural processes
or as a result of human activity.
- It is a change of climate which is attributed directly or indirectly to human activity that
alters the composition of the global atmosphere.
How does it occur?

- Climate change is caused by the increasing volume of greenhouse gases (GHG) in the
atmosphere. Greenhouse Gases absorb and re-emit infrared radiation, warming the
earth’s surface and contributing to climate change (UNEP 1988). When these gases
increase in volume, more solar heat will be trapped resulting to a warmer atmospheric
condition. This phenomenon is known as the greenhouse effect. Global warming is the
increase in the average temperature of the Earth’s near surface air and oceans that is
associated with the increased concentration of greenhouse gasses in the atmosphere.

What can be done Locally?

1. REDUCE the sources of greenhouse gas emissions or enhance their sink or capture
(mitigation).
2. MODERATE the harmful effects of climate change and exploit its beneficial opportunities
(adaptation).
3. SUPPORT or JOIN awareness raising of people in your locality community about
climate change. While it is a very important and urgent concern to this generation, it is
however, a relatively new issue that needs to be disseminated and linked to potential
hazard and risks.
4. CARRY OUT concrete disaster prevention, mitigation and management activities
(capacity building)
5. SUGGEST or ADVOCATE the integration of climate change mitigation and adaptation
into organizational / institutional plans to mainstream this consciousness.
6. LOBBY for and/or support climate change responsive policies and ordinances (policy
development)
7. SYNERGIZE efforts with the other enlightened individual or group stakeholders. To
reduce vulnerability to climate change hazards and risks, adaptation, risk reduction,
development planning and humanitarian action need to come together.
8. DEVELOP a stable resources mobilization mechanism or system to ensure and facilitate
the flow of financial and technical support to local implementers.

TOPIC 2: ENVIRONMENTAL AWARENESS AND PROTECTION

Leadership Defined

- Leadership is a process of giving control, guidance, direction and governance to a group

or organization. It is a key dynamic factor that motivates and coordinates organizations
to accomplish their objectives.

• Leadership is the ability to inspire, to build confidence and gain support among the
people to attain organizational goals.
• Leader as a guide is one who assumes the role of a director, organizer, mentor, and
adviser.
• Leader as a former frontrunner is one who can spearhead, shading light, a
trailblazer, and groundbreaker.
• Leader as a head is one who can be called as chief, manager, principal, boss and
superior.
Leadership and the Youth

Leadership in the highest potent quality of an individual to be greatly successful in life, it

is the key dynamic factor that can encourage one to actively participate in many
ventures that lead to an attainment of goals. It is also the key force to developing
teamwork ensure completion of common goals of purpose. It is in this premises that the
youth, in their role as nation builders must develop leadership potentials such as
knowledge skills and positive attitude to ensure efficiency and effectiveness in meeting
their goals and develop the spirit and ethics of service for the good of others. Hence, the
need for training the youth to be servants leaders is very essential.

Servant Leadership

This is a kind of servanthood and done as a sense of vocation. It also implies

stewardship of good citizenship and community. It is a means of serving others more
than oneself. Servant leadership has a long pedigree of religion and involves a sense of
servanthood, with leadership as a state of being (a sense of vocation) It also implies
stewardship (a recognition of shared ownership and interdependence rather than
personal ownership of the organization), one consequence of which is a sense of
citizenship and community. The servant leader facilitates the surfacing of other ideas
and networks and helps to create their futures.

Principles of Servant Leadership

Acting to Spears (2002), the following are the principles of servant leadership:

1. LISTENING. The servant leader seeks to identity the will of the group and helps identify
that well. He will seek to listen receptively to what is being said.
2. EMPATHY. The servant leader strives to understand and empathize with others. People
need to be accepted and recognized for the special unique spirit.
3. HEALING. One of the greatest strengths of a servant leader is the potential of healing
oneself and others because many people have broken spirits and have suffered from a
variety of emotional hurts.
4. AWARENESS. It aids one in understanding issues involving ethics and values and vow
most situations from a more integrated and holistic position.
5. PERSUASION. Another characteristic of a servant leader is the primary reliance on
persuasion rather than positional authority in making decisions within an organization.
6. CONCEPTUALIZATION. Servant leaders seek to nurture their abilities to ‘dream great
dreams’ the ability to look at problems from a conceptualized perspective means that
one must think beyond today's realities.
7. FORESIGHT. This enables the servant leader to understand the lessons from the past,
the realities to the present, and the likely consequence of a decision for the future.
8. BUILDING COMMUNITY. Servant leadership suggests that the true community can be
created along those who work in business and other institutions.

Seven Habits of Highly Effective People

1. BE PROACTIVE. proactive means being able to take responsibility for your life. You
have the freedom to choose your behavior and response to stimuli. Use your creativity
and have some initiative. You are the one in-charge.
2. BEGIN WITH THE END IN MIND. know where you want to go, when making plans and
decisions, see to it that the time and effort that will be spent conform to what you want to
achieve Envision your goat and make it happen
 3. PUT FIRST THINGS FIRST. practice self-management. Know your priorities.
4. THINK WIN-WIN. look at life as a cooperative arena, not a competitive one. Enter
agreements or make solutions that are mutually beneficial and satisfying to both parties.
5. SEEK FIRST TO UNDERSTAND THEN TO BE UNDERSTOOD. as the saying goes
‘the best way to understand is to listen. The practice of empathy governs this habit. It is
about putting yourself in someone else's shoes. By listening to a person's explanation,
only then can you evaluate, probe, give advice, and interpret his/her feelings.
6. SYNERGIZE. the whole is greater than the sum of its parts. More tasks can be done if
all things within reach are maximized and utilized. Synergize is the habit of creative
cooperation. Better results can be produced as a group than as individuals.
7. SHARPEN THE SAW. what you have learned a couple of years back will have become
outdated. Many things evolve and develop so fast that you need to update through
various food-for-the brain resources. A sense of humor vital to relieve tension and
boredom as well as to defuse hostility. Effective leaders know how to use humor to
energize his/her followers.

Fundamentals of Group Dynamics

• Group - defined as two or more persons engaged in a social Interaction. This implies
that each member of a group is aware of the other members and their influence.
• Group Dynamics - the social process by which people interact in a small group and in a
face-to-face manner. Dynamics comes from the Greek word dunamis which means
"force Group Dynamics then refers to the study of the forces operating within the group.

Types of Groups

Groups are generally classified as follows:

1. Primary Group is characterized by intimate face to face association and cooperation

among its members. It fundamentally forms the social nature and ideals of an individual.
It involves sympathy and mutual identification which is a form of natural expression (San
Juan & Centeno, 2011)
2. Secondary Group consists of members who are aware and cognizant of personal
relationships, but they do not feel that their lives are bound with one another except in
time of social crisis. The members may be separated from one another by distance or by
a lack of personal physical contact. Nevertheless, they can share their interest through
correspondence, press, radio, telephone, or other means San Juan & Conteno, 2011)

TOPIC 3: DRUG AND SUBSTANCE ABUSE, PREVENTION AND CONTROL

Anyway, no drug, not even alcohol, causes the fundamental ills of society. If we're looking
for the source of our troubles, we shouldn't test people for drugs, we should test them for
stupidity, ignorance, greed and love of power.

- P.J. O'Rourke

OVERVIEW

Drug Education program for the youth is a significant undertaking in order to free them
from danger and keep them away from drugs. The youth of today comprise the most vulnerable
group that can be affected by prohibited drugs that are commonly abused. Truly, drug abuse is
a predator, a monster that preys on innocent, curious mind like those of the teenagers.

What is a Drug?

A drug is a chemical substance that brings about physical, emotional or behavioral

change in a person taking it.

How are drugs taken?

a) Ingestion
b) Inhalation
c) Injection
d) Used as suppository.
e) Applied Topically

WHEN are Drugs Harmful?

Any drug may be harmful when taken in excess. Some drugs can also be harmful if
taken in dangerous combinations or by hypersensitive (allergic) person in ordinary or
even in small dosage.

WHY do people turn to Drugs?

There are various reasons-ranging from the reason that "medicines" can solve problems,
to widespread access to various drugs, to "peer pressure", to the notion that drugs give
enjoyment to users and in the context that it is used as an alcoholic substitute.

WHAT is drug abuse?

Drug abuse is the use of chemical substance, licit or illicit, which results in an
individual’s, physical, mental or social impairment. It may refer to any of the following
practices.

a. using, without benefit or prescription, useful drugs which have the capacity to alter the
mood or behavior,

b. using drugs and substances for a purpose different from the one for which the drug
has been prescribed, and

c. using drugs and substances having No legitimate medical application for purposes
other than research.

Are there products other than drugs ever abused?

Substances like glue, paint thinners, gasoline and other volatile (Breathable) solvents
contain a variety of dangerous chemicals. They should be sold and used with caution.

WHAT are the type of drugs?

 Drugs that are commonly abused, depending on pharmacological effects, may be classified
into:

a. Stimulants

b. Hallucinogens (Psychedelics)

c. Sedatives

d. Narcotics

WHAT is a drug abuser?

Anyone can be a drug abuser. Drug abuse is no respecter of age, sex and social status.
It is very difficult to come up with an accurate profile of a drug abuser that can be applied
to all because people are different in many ways.

HOW can you tell when one is abusing drugs?

A lot of changes in behavior, in appearance and in mood-occur in a person who is

abusing drugs. Sudden changes occur in the person's disposition from pleasant to
unpleasant.

The individual:

a. is often associated with known drug users:

b. is imitable, discourteous, defiant and aggressive:
c. Is untrustworthy and lacks self-confidence,
d. is unhealthy and unconcerned with good grooming.
e. Has low frustration tolerance; Lacks interest in his/her studies or work.
f. Blames everybody but not himself/herself for his/her problems:
g. Develops changes in normal capabilities in school/work: and
h. Borrows money and at times steals various items unusually.

The National Drug Situation

Drug trafficking today is most profitable underground business which has spawned, yet
considered as another crime and source of money laundering on a global scale. The
Vienna-based International Narcotics Control Board (INCB) is an independent body
mandated to monitor and support government.

COMMONLY ABUSED DRUGS

1. Shabu
2. Ecstasy
3. Marijuana

MYTH Versus Fact: Drug Abuse and Illicit Trafficking

1. Why the Big outcry? Drugs aren't really a big problem.

2. Recreational use of drugs is not harmful.
3. Marijuana is no worse than using alcohol or tobacco.
4. Everybody is taking drugs.
5. Only weak individuals become weak.
 6. Drug abuse is a "victimless" crime-it only hurts the abuser.
7. If a person wants to take drugs, governments should interfere.
8. All drug addicts should be imprisoned.
9. The cultivation of drug crops gives a poor farmer a chance to make money.
10. Peddling drugs is one way the poor can earn money.
11. Drug use is a way of life in some countries. Why change it?

TOPIC 4: DISASTER RISK REDUCTION MANAGEMENT

DISASTER RISK REDUCTION MANAGEMENT

Definition:

Disaster risk management is the application of disaster risk reduction policies and
strategies to prevent new disaster risk, reduce existing disaster risk and manage residual risk,
contributing to the strengthening of resilience and reduction of disaster losses.

Annotation:

Disaster risk management actions can be distinguished between prospective disaster risk
management, corrective disaster risk management and compensatory disaster risk management,
also called residual risk management.

• Prospective disaster risk management activities address and seek to avoid the
development of new or increased disaster risks. They focus on addressing disaster risks
that may develop in future if disaster risk reduction policies are not put in place. Examples
are better land-use planning or disaster-resistant water supply systems.
• Corrective disaster risk management activities address and seek to remove or reduce
disaster risks which are already present and which need to be managed and reduced now.
Examples are the retrofitting of critical infrastructure or the relocation of exposed
populations or assets.
• Compensatory disaster risk management activities strengthen the social and economic
resilience of individuals and societies in the face of residual risk that cannot be effectively
reduced. They include preparedness, response and recovery activities, but also a mix of
different financing instruments, such as national contingency funds, contingent credit,
insurance and reinsurance and social safety nets.
• Community-based disaster risk management promotes the involvement of potentially
affected communities in disaster risk management at the local level. This includes
community assessments of hazards, vulnerabilities and capacities, and their involvement
in planning, implementation, monitoring and evaluation of local action for disaster risk
reduction.

Local and indigenous peoples’ approach to disaster risk management is the recognition
and use of traditional, indigenous and local knowledge and practices to complement scientific
knowledge in disaster risk assessments and for the planning and implementation of local disaster
risk management.

Disaster risk management plans set out the goals and specific objectives for reducing
disaster risks together with related actions to accomplish these objectives. They should be guided
by the Sendai Framework for Disaster Risk Reduction 2015-2030 and considered and
coordinated within relevant development plans, resource allocations and program activities.
National-level plans need to be specific to each level of administrative responsibility and adapted
to the different social and geographical circumstances that are present. The time frame and
responsibilities for implementation and the sources of funding should be specified in the plan.
Linkages to sustainable development and climate change adaptation plans should be made
where possible.

R.A 10121

Philippine Disaster Reduction and Management Act of 2010 (RA 10121)

• The Act shifted the policy environment and the way the country deals with disasters from
mere response to preparedness. RA 10121 provides a comprehensive, all-hazard, multi-
sectoral, inter-agency, and community-based approach to disaster risk management
through the formulation of the National Disaster Risk Management Framework.

• A National Disaster Risk Management Plan (NDRMP) is being formulated, developed, and
implemented as the master plan that will provide the strategies, organization, tasks of
concerned agencies and local government units, and other guidelines in dealing with
disasters or emergencies. Through this plan, a coherent, integrated, efficient, and
responsive disaster risk management at all levels will hopefully be achieved.

• The law also promotes the development of capacities in disaster management at the
individual, organizational, and institutional levels. A very important feature of this law is its
call for the mainstreaming of disaster risk reduction in physical and land-use planning,
budget, infrastructure, education, health, environment, housing, and other sectors. The
Strategic National Action Plan on Disaster Risk Reduction for 2009-2019 aims to enhance
the capacities of Local Disaster Risk Reduction and Management Councils

SALIENT FEATURES OF PDRRM ACT OF 2010

An act strengthening the Philippine disaster risk reduction and management system,
providing for the national disaster risk reduction and management framework and institutionalizing
the national disaster risk reduction and management plan, appropriating funds therefor and for
other purposes.

Section 11. Organization at the Local Government Level.

- Provincial Disaster Coordinating Councils

- City Disaster Coordinating Councils
- Municipality Disaster Coordinating Councils

Barangay Level

- The Barangay Disaster Coordinating Councils shall cease to exist

- Its powers and functions shall henceforth be assumed by the existing Barangay
Development Councils (BDCs) which shall serve as the Local DRRMCs in every
barangay.

Section 12. Local Disaster Risk Reduction and Management Office (LDRRMO)

– (a) There shall be established LDRRMO in every province, city and municipality, and a
Barangay Disaster Risk Reduction and Management Committee (BDRRMC) in every
barangay
- (b) The LDRRMO shall be under ……the punong barangay in case of the BDRRMC.
- The LDRRMOs and the BDRRMCs shall organize, train and directly supervise the local
emergency response teams and the accredited community disaster volunteers (ACDVs).
- (c) BDRRMCs shall perform the following functions with impartiality given the emerging
challenges brought by disasters of our times:
 1. Design, program, and coordinate disaster risk reduction and management
activities consistent with the National Council’s standards and guidelines;
2. Facilitate and support risk assessments and contingency planning activities at the
local level;
3. Consolidate local disaster risk information which includes natural hazards,
vulnerabilities, and climate change risks, and maintain a local risk map;
4. Organize and conduct training, orientation, and knowledge management activities
on disaster risk reduction and management at the local level;

- (c) BDRRMCs shall perform the following functions with impartiality given the emerging
challenges brought by disasters of our times:
5. Operate a multi-hazard early warning system, linked to disaster risk reduction to
provide accurate and timely advice to national or local emergency response
organizations and to the general public, through diverse mass media, particularly
radio, landline communications, and technologies for communication within rural
communities;
6. Formulate and implement a comprehensive and – integrated LDRRMP in
accordance with the national, regional and provincial framework, and policies on
disaster risk reduction in close coordination with the local development councils
(LDCs);
7. Prepare and submit to the local sanggunian through the LDRRMC and the LDC
the annual LDRRMO Plan and budget, the proposed programming of the
LDRRMF, other dedicated disaster risk reduction and management resources, and
other regular funding source/s and budgetary support of the LDRRMO/BDRRMC;

- (c) BDRRMCs shall perform the following functions with impartiality given the emerging
challenges brought by disasters of our times:
8. Conduct continuous disaster monitoring and mobilize instrumentalities and entities
of the LGUs, CSOs, private groups and organized volunteers, to utilize their
facilities and resources for the protection and preservation of life and properties
during emergencies in accordance with existing policies and procedures;
9. Identify, assess and manage the hazards vulnerabilities and risks that may occur
in their locality;
10. Disseminate information and raise public awareness about those hazards.
vulnerabilities and risks, their nature, effects, early warning signs and counter-
measures;
11. Identify and implement cost-effective risk reduction measures/strategies;
12. Maintain a database of human resource, equipment, directories, and location of
critical infrastructures and their capacities such as hospitals and evacuation
centers;

NDRRMC

National Disaster Risk Reduction Management Council

NDRRMC serves as the President’s adviser on disaster preparedness programs, disaster

operations and rehabilitation efforts undertaken by the government and the private sector. It acts
as the top coordinator of all disaster management and the highest allocator of resources in the
Philippines. The NDRRMC was formerly known as the National Disaster Coordinating Council
(NDCC).

The primary objective of the National Calamity and Disaster Preparedness Plan is to
ensure effective and efficient implementation of civil protection programe through an integrated,
multi-sectoral and community based approach and strategies for the protection and preservation
of life, property and environment.

OFFICE OF CIVIL DEFENSE

The Office of Civil Defense is an organization within the Philippines' Department of

National Defense (DND) and serves as the implementing arm of the National Disaster Risk
Reduction and Management Council (NDRRMC). As such, it has the primary mission of
administering a comprehensive national civil defense and disaster risk reduction and
management program by providing leadership in the continuous development of strategic and
systematic approaches as well as measures to reduce the vulnerabilities and risks to hazards
and manage the consequences of disasters.

PD 1566

PRESIDENTIAL DECREE No. 1566

Strengthening the Philippine disaster control, capability and establishing the national program on
community disaster preparedness.

WHEREAS, the Filipino has always endured the hardship of a hostile environment;

WHEREAS, he has continually sought survival against typhoons, floods, earthquakes, epidemics,
fires and other major calamities;

WHEREAS, the technological advances of the modern world have ushered in more lethal
weaponry, environmental pollution, huge aerial and maritime disasters, and flash holocausts;

WHEREAS, there is an urgent need to direct, control, and coordinate the entire manpower
material, monetary and spiritual resources of the entire Filipino nation in meeting major disasters
that come our way;

WHEREAS, there is a need for a revitalized system to enhance the survival capability and
economic stability of our country supported by LOI 453 against all types of disasters whether
natural or man-made;

WHEREAS, there is a cogent requirement for pre-disaster planning, community disaster

preparedness and positive, precise disaster control action for rescue evacuation, relief and
rehabilitation to insure the survival of every Filipino in the New Society;

NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by virtue of the

powers vested in me by the Constitution, do hereby decree and order;

Section 1. Declaration of Policy. It is the policy of the State that:

a. Self-reliance shall be developed by promoting and encouraging the spirit of self-help and
mutual assistance among the local officials and their constituents;

b. Each political and administrative subdivision of the country shall utilize all available resources
in the area before asking for assistance from neighboring entities or higher authority;

c. The primary responsibility rests on the government agencies in the affected areas in
coordination with the people themselves;

d. It shall be the responsibility of all government departments, bureaus, agencies and

instrumentalities to have documented plans of their emergency functions and activities;
e. Planning and operation shall also be done on the barangay level in an inter-agency, multi-
sectoral basis to optimize the utilization of resources;

f. On the absence of a duly constituted regional government, national government offices at the
regional level shall be led and operationally controlled by the Regional Commissioner or by the
official so designated by the President;

g. Responsibility for leadership rests on the Provincial Governor, City Mayors, and Municipal
Mayors, (and Barangay Chairman), each according to his area of responsibility;

h. When an emergency affects an area covering several towns and cities, the city mayors and
their personnel and facilities shall be placed under the operational control of the Provincial
Governor for the duration of the emergency;

i. The national government exists to support the local government. In time of emergencies and
according to their level of assignment, all national government offices in the field shall support the
operations of the local government; and

j. To ensure that operational activities become automatic and second nature to all concerned,
exercises and periodic drills shall be conducted at all levels, principally at the Barangays.

NATIONAL SECURITY CONCERNS

Since time immemorial, man has an awareness and knowledge about security. In ancient
era, man has devised means to protect himself from ferocious animals and harsh conditions. As
the society advanced, they learned to create tools and weapons to safeguard their lives and their
properties. In our country, heroes were born because they strive to save our people from
conquerors. Currently, every country has its own way of defending and maintaining its human and
national security.

In the 1994 United Nations Development Program (UNDP) Report, human security was
referred to as having two aspects:

“ … first safety from such chronic threats as hunger, disease and repression…second, it means
protection from sudden and hurtful disruptions in the patterns of daily life – whether in homes, in
jobs, or in communities. Such threats can exist at all levels of national income and development.”

This was supplemented by an explanation from the former UN Secretary-General Kofi Annan
which states that:

“ Human security, in its broadest sense, embraces far more than the absence of violent conflict.
It encompasses human rights, good governance, access to education and health care and
ensuring that each individual has opportunities and choices to fulfill his or her potential… Every
step in this direction is also a step towards reducing poverty, achieving economic growth and
preventing conflict. Freedom from want, freedom from fear, and the freedom of future generations
to inherit a healthy natural environment – these are the interrelated building blocks of human –
and therefore national – security.”

Thus, according to the United Nations (UN) Commission, Human Security:

- seeks to “protect the vital core of all human lives in ways that enhance human freedoms
and human fulfillment”
- requires “protecting people from critical and pervasive threats” and "empowering them to
take charge of their own lives"
- “protection and empowerment are mutually reinforcing and cannot succeed in isolation”
 - Commission puts emphasis on the “need for comprehensive, integrated and people-
centered solutions that together can help people develop the building blocks of survival,
livelihood and dignity”

National Security is defined as the state or condition wherein the values which a nation
treasures such as territorial integrity, sovereignty, people’s way of life and well-being are protected
and enhanced. It is the requirement to maintain the survival of the nation-state through the use of
economic military and political power and the exercise of diplomacy.

The measures taken to ensure national security include: - Using diplomacy to rally allies and
isolate threats;

- Maintaining effective armed forces; - Implementing civil defense and emergency

preparedness measures (including anti-terrorism legislation);
- Ensuring the resilience and security of critical infrastructure; and
- Using intelligence services to detect and defeat or avoid threats and espionage, and to
protect classified information.

In the Philippine context as indicated by the NSC Permanent Secretariat, National Security is
described as a condition or state of being where the Filipino people’s values, way of life,
institutions, welfare, and well - being, sovereignty and strategic relations are protected and
enhanced. The elements of National Security are the following:

- Moral-spiritual consensus
- Cultural cohesiveness
- Economic solidarity
- Socio-political stability
- Ecological balance
- Territorial integrity
- International harmony

CAMPUS SECURITY AND CONCERNS

Campus Security is a system established to protect the assets of the institution and the
members of the academic community. It refers to the protection of the physical plant and facilities
of the institution, personnel, students, records and formulation and implementation of security
plans and programs for the safety and protection of the entire community in campus.

CAMPUS SECURITY PLANS

1. Physical Security – involves the protection of the physical plant, facilities and members of the
academic community.

a. Pedestrian Security (ID System, security check, visitors control, equipment control,
familiarization of faces of officials/faculty members/frequent visitors)
b. Physical and Human Barriers (guard force, gate and perimeter fence, perimeter lights,
topguard and networking with law enforcement agencies)
c. Vehicle Control (vehicle control and pass system, delivery van control system, parking
area security system, traffic control system)

2. Document Security – involves the proper classification and security of records/documents, hard
copies or files stored in computers of the institution.

Classification of Documents [According to National Fire Protection Association]

a. Class I (Vital Documents) – are documents if lost or destroyed may cause irreparable
damage to the institution and the reproduction of which does not have the same value as
the original. Example: land titles, school permit, equipment, research in process
 b. Class II (Important Documents) – are documents that the reproduction of which will involve
considerable expense and labor or considerable delay. Example: scholastic records 201
file of faculty and personnel, security and contingency plans
c. Class III (Useful Documents) – includes documents whose loss might cause
inconvenience to the institution but could be readily replaced and which would not in the
meantime present an insurmountable obstacle to the prompt restoration of the operations
of the institution. Example: policies, rules and regulations
d. Class IV (Non-Essential Documents) – these includes daily files, routine in nature even if
lost or destroyed. This class represents the bulk of records which should not even be
attempted to be protected in the event of disaster. They should, however, be kept in
ordinary files ready for reference, if needed and usually discarded after some period of
time. Example: school memorandum, circulars or interoffice communications)

3. Personnel Security – involves security measures such as security education program for
personnel, personnel identification system and conduct of background checks on applicant.

4. Student Security – includes security education program for students, anti-drug abuse
campaign, student identification system, crowd control during major student activities.

5. Events and VIP Security – consist of measures such as site security, crowd control, VIP security
and security of celebrity/controversial personality.

CONCEPT OF NATIONAL AND HUMAN SECURITY (UNDP 1994)

The 1994 Report introduces a new concept of human security, which equates security
with people rather than territories, with development rather than arms. It examines both the
national and the global concerns of human security. The Report seeks to deal with these concerns
through a new paradigm of sustainable human development, capturing the potential peace
dividend, a new form of development co-operation and a restructured system of global institutions.

It proposes that the World Summit for Social Development approve a world social charter,
endorse a sustainable human development paradigm, create a global human security fund by
capturing the future peace dividend, approve a 20:20 compact for human priority concerns,
recommend global taxes for resource mobilization and establish an Economic Security Council.

Increasing human security entails:

- Investing in human development, not in arms;

- Engaging policy makers to address the emerging peace dividend;
- Giving the United Nations a clear mandate to promote and sustain development;
- Enlarging the concept of development cooperation so that it includes all flows, not just aid;
- Agreeing that 20 percent of national budgets and 20 percent of foreign aid be used for
human development; and
- Establishing an Economic Security Council.

HUMAN AND ECOLOGICAL SECURITY

Ecological security can defined as mankind's ensure degree un-effected

by ecological destroy and environmental pollution in yield, living and health, including basic
element of water and food security, air quality and green environment.

NATIONAL SECURITY AND THE NSTP PROGRAM

 The 1987 Philippine Constitution enshrined in its Declaration of Principles that the Filipinos
are duty-bound to protect the country and, as such, they may be subjected to undergo service
training programs (Art. II, Sec. 14, The Philippine Constitution).

The Government may call upon the people to defend the state, and in fulfillment thereof,
all citizens may be required, under conditions provided by law, to render personal, military or civil
service.

The NSTP 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 its three (3) program components, specifically designed to enhance the youth's
active contribution to the general welfare.

MANPOWER RESERVOIR FOR NATIONAL SECURITY

1. Graduates of CWTS and LTS shall belong to the National Service Reserve Corps (NSRC)
which could be tapped by the State for literacy and civic welfare activities such assisting
in disaster preparedness, mitigation, response and rehabilitation programs.
2. Graduates of the ROTC component shall form part of the AFP Citizen Armed Forces and
AFP Reserve Force, subject to DND requirements.

TYPES OF THREATS AND THREATS TO NATIONAL SECURITY

Threats to National Security

A. Man Made Threats

• Terrorism
• Explosion/Bomb Threats
• Campus Violence/Frat and Gang War - Kidnapping/Hostage Taking
• Drug Addiction
• Armed Robberies/Hold Ups
• Snatching
• Sabotage
• Fire
• Technological Threats such as gambling through number games, internet hold ups and
cybercrimes (computer hacking, computer pilferage, ATM stealing and cyber prostitution)

B. Natural Threats

• Earthquakes
• Typhoons
• Floods
• Volcanic Eruptions
• Tsunamis

TOPIC 5: UNDERSTANDING THE CONCEPTS AND PRINCIPLES OF COMMUNITY

IMMERSION.

What is a community?

Community refers to a group hope people gathered together in any geographic area, large or
small, who have common interest, actual or potential recognized in the social welfare field.
 - Arlien Johnson

As per concept, community may be categorized as geographical or functional. The term

geographical community is defined in the purview of the group of persons living and the same
geographical location like in a certain village, town, neighborhood, district, area or territory. I
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 hey group of people having similar interests and goals has the
communities around them.

Elements of a community

As a trainee, one should be aware of elements of a community in order to understand the

dynamics there off the important elements are:

• Demographics (include population distribution and density)

• History (events of the past that contributed to the development of the community)
• Economy (income level, occupation of people)
• Structures (physical, political and social structures)

Community Immersion

Is an approach of developing among the NSTP student trainees the concept of service
an empowerment has they reach out to deprived depressed hands under privilege communities
and the marginalized segments of the society.

The myriad of problems in the community can be addressed by immersion projects and
activities specially designed to improve the different aspects of human development like
economic, social, spiritual etc.

Translating the aspects of human existence NSTP had contextualize the said concepts by
determining the various dimensions of development along the CWTS component half 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 called citizenry and other social general
welfare concerns.

Objectives of NSTP community immersion:

The community immersion requirement of NSTP is a mechanism specially designed to allow

student trainees to:

• Define community immersion as an approach and strategy of developing projects and

serving people and communities.
• Enrich knowledge and competences on community immersion as a process for
development.
 • Apply the principles and concepts of working in the community through immersion
projects and activities.
• Expose NSTP trainees in depressed, deprived, and the underprivileged communities
and marginalized groups of our society.
• 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 way of living
conditions.
• Enhance civic consciousness and defense preparedness, and;
• Develop ethics of service imbued with good citizenship values.

Immersion has 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, can behave as dictated by their conditions and
situations in life as it means to make feel and realize that they are more fortunate than many
others and that the students can do something to improve the lives of the marginalized and
undeserved.

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 of being schooled but they are
supposed to better the living conditions of those whom were not us auspicious as they are,

Whom do you immerse within the community?

When one goes to a community, he/she associates with people whom intends to work
with as partners, allies, community based service projects must be premised on the principle of
people in power man and not the “dole out” mentality, the parents youth, the differently abled
constituents, professionals, members of the people's organizations, another 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.

Conditions in a community immersion

It is so desired that one fundamental prerequisite qualification among those who intend
or our tasked to undergo community immersion has 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 hand skills in facilitating interventions, planning and managing
community service projects, among others.

What personal gains from community immersion

The community immersion aspects of NSTP will be able to benefit not only the community
served but more so the student trainees who may be accorded with the following advantages:

• Opportunity for the trainees to comprehend people's lives because of the chance given
to them to see. Real life situations. Live, identity and associated with the people therein.
• Gain social acceptance derived from community relations occupied with the right to offer
services.
 • Enhance experiences in conducting assets mapping such as identifying geographic
coverage, point out resources and the use and the relationships of the 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.

TOPIC 6: THE PROCESS OF COMMUNITY IMMERSION

The process of community immersion.

Phase I: Pre-Immersion.

This phase regards to 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.

Area selection.

Factors to be considered in area selection:

1. Select our areas.

2. Local partners must be willing to work and support community projects.
3. Consider need some resources within the capability of the students and community
partners.
4. Places that is not saturated by other agencies.
5. Stable peace and order situation.
6. Accessibility.

Phase II. Entering the community.

• To ensure success in entering the community. It is necessary to have community

mapping of the target area.
• Angelito G. Manalili. In his book community organizing for people’s empowerment
(1990), remarked that there are different ways of entering the community.
• Anchored on Manalili's concept, those planning to conduct community immersion can
enter the community thru:
➢ Ostentations Entry
➢ Banking on the People's weakness
➢ Academic Style of Entry
➢ People-Centered Approach.

Phase III: Community Integration

 • Integration is a continuous process wherein the trainees come into direct contact and
become involved with the community people.
• Integration may be done through:

a. Border Style

b. Elitist Style

c. But the best way is the People-Centered Method of Living with the People.

Phase IV: Community Needs Assessment

• 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 date of how the community became what it is need
and provides insights.

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

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.

Methods in Collecting Data for Community Needs Assessment

1. Focused Group Discussion (FGD) with Key informants

2. Community Forum/Assembly
3. Public Records
4. Survey
 Steps in Conducting Needs

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.
3. Identity the population to be surveyed.
4. Determine the information that is needed.
5. Select a random sample of person to survey.
6. Develop and present questionnaire.
7. Collect the information.
8. Analyze the data.
9. Go back to the community for validation of information.
10. Finalize the document.

Community Assistance in Assessing Needs

1. Help identity community groups and citizens to be involved in the working committee.
2. Facilitate group discussion to identity important issues and set priorities.
3. Help the sample surveyed and designed system to identify respondents.
4. Provide tested questions from which the working committee 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. 6.Provide summary reports of data.
7. Suggest programs to report the results and strategies to solicit community involvement.
8. Work with the 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.

• It must be remembered always that the needs of the clients will be dominant
consideration throughout the conduct of the projects.
• Projects must promote civic consciousness imbued with good citizenship values of
pagkamaka Diyos, pagkamaka tao, pagkamaka bayan, and pagkamaka kalikasan.

The following flow of activities will guide NSTP trainees in the implementation of their
project:

a. Pre-immersion

b. Actual community immersion

c. Presentation of community service outputs

d. Monitoring

e. Evaluation

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,
 • As trainees, one must learn how to work within the allotted time frame given, for their
convenience and also for the community's sake.
• NSTP encourages trainees to continue their community work.
• School may stablish volunteer corps either the auspices of the school's NSTP unit or
extension services office to ensure the continuity of the immersion program for
volunteers.

TOPIC 7: MANAGEMENT OF NSTP COMMUNITY-BASED PROJECTS

"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 have been all of these.

- George Washington Carver

MAKING PROJECT PROPOSAL

The following will guide the trainees in doing their exercise:

1. Prelude Activity

Based on the different dimension of development such as education, health, safely, and disaster
management, environment, morals of citizenry, entrepreneurship, sports and recreation, think of
a project which do 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.

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 to accomplish a specific
goal.

Project development involves series of a continuous, often overlapping phases. This

cyclical process launches with survey of felt needs in the locality that will serve as baseline
information in the formulation of project or set of projects that may be undertaken in an
uninterrupted or staggered manner.

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.

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. It 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.

PURPOSES of making project proposal in the light of the NSTP

• It guides trainees and Trainor's 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.
• It serves as a ready source of data for research work.

The Parts of a Project Proposal for NSTP Immersion Projects

1. The Title
2. Project Proponents
3. Implementing Units/Implementers
4. Project Duration
5. Length of Implementation
6. Objectives of the Project
7. Project Description
8. Methodology
9. Detailed budgetary Requirements

1. 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 person/s to be involved in the project, their year level
(if trainees), rank (if trainees), 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:

Juan T. Amad, BS Civil Eng. 1A, NSTP-CWTS Abatars, COE 09991431432

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. (Identify Committee, its function, Group leader and
members).

Example:

a. Logistics Committee

Prepare and Proposed materials, equipments and facilities needed for the Activity Team
Leader Members

4. PROJECT DURATION

Specify the 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 activity based on the
length of the project.

Example:

Date of Implementation: January 8-June 31, 2021

5. LENGTH OF IMPLEMENTATION

Six months implementation only. Specify the Implementation procedure and process in
words or graphic organizer form.

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 property by using
the right verbs that describe what you want to address in relation to the underlying problems
within a certain period of time.

Example:

a. To imbibe the importance of cleanliness among the participants.

b. To increase the awareness of the community people on the advantages of waste
and;
c. To solicit the support of the people in maintaining cleanliness and orderliness
through waste segregation.
7. PROJECT DESCRIPTION

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 identify particular differences or advantages over existing
projects or cite issues in some publications as proofs of underlying problems or realistic
serious or of general occurrence.

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.

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.

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.

8. METHODOLOGY

This part cites the activities or strategies that should be undertaken in order to achieve
the objectives 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.

9. DETAILED SCHEDULE ACTIVITIES

Detail all activities by column, (date, time, activity and people) from the start of project up
to the end.

TOPIC 8: DOCUMENTATION, MONITORING, AND EVALUATION OF NSTP

COMMUNITY BASED PROJECT.

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 NSTP, 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. Serve as references for:

a. trainee's information/source data for requirements,

b. staff personnel evidence for rating of student trainees 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
2. Letter of request to the barangay to conduct for immersion
3. Acceptance letter of barangay
4. Community needs assessment
5. Memorandum of Agreement (MOA) or Memorandum of Understanding
6. Narrative report format

For the trainors:

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. MOA or MOU

2. Grade Sheets

3. Summary list of graduates with their specialization

4. Accomplishment report

5. Program of instruction

Monitoring of NSTP Projects

Result monitoring is a systematic and continuous procedure in checking programs and

project done during the NSTP community immersion. It is an awareness of a state of a project.
Monitoring of project 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.

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 project designed.

TOOLS needed for Monitoring Purposes

1. Journal or Process recording.

2. Gantt chart.

3. Summary checklist.

EVALUATION of NSTP projects for community Immersion:

Evaluation as defined by 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 Trainor's, evaluation means the value or meat of his teaching learning
activities.

Importance of Evaluation

1. It provides Trainor's/trainees and other people an idea of the activities' progress 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 adjustment.

4. It provides opportunity for the trainees to experience and develop skills in conducting
evaluation.

What to Evaluate?

1. Effort

2. Effect

3. Adequacy

4. Efficiency

5. Process
Who will conduct evaluation of NSTP projects?

The NSTP Project is done by and through the following:

• Trainees themselves.
• Trainers/facilitators.
• NSTP Office personnel.
• With given reference, CHED/TESDA as outside evaluators.
• Follow-up studies, if there are any.

How are the NSTP projects evaluated?

1. Identification of the objectives.

2. Examine program activities and implementation procedures.

3. Indicators of expected outcome.