FM-AA-CIA-15 Rev.

0 10-July-2020

Study Guide in NSTP 1 Module No.1

STUDY GUIDE FOR MODULE NO. ___

UNIT 1- THE NATIONAL SERVICE TRAINING PROGRAM

MODULE OVERVIEW

In this module, we will discuss the definition, importance, and the evolution of NSTP.

MODULE LEARNING OBJECTIVES

At the end of this unit, the students are expected to:

 Explain the history and significance of the NSTP in the purview of national security and development.
 Support the implementation of NSTP-related activities and endeavors.
 Appreciate the value of NSTP as a citizenship training program.

LEARNING CONTENTS

INTRODUCTION TO NATIONAL SERVICE TRAINING PROGRAM

 National service programs are a global phenomenon. Contrary to the claims of vocal opponents of
compulsory service, the nation that recognizes civic duty, through one form of mandatory service or
another, span the political, economic, and cultural spectrum.
 In keeping with the concept of national service, the 1987 Philippine Constitution enshrined in its
Declaration of Principles that the Filipinos are duty-bound to protect the country, and such, they
may be subjected to undergo service programs.
 This requirement is premised on the constitutional provision, which provides that, “The prime duty of
the Government is to serve and protect the people. The Government may call upon 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” (Article II, Section 4, The Philippine Constitution)
 Along this line of thought, the same Constitution, under its State Policies, prescribes the involvement
of the young generation in the community affairs in order to secure the nation.
 Article II, Section 13, is clear, to wit “The State recognizes the vital role of the youth in nation-
building and shall promote and protect their physical, moral, spiritual, intellectual, and social well-
being. It shall inculcate in the youth patriotism and nationalism, and encourage their involvement in
public and civic affairs”
 Directed towards attaining the collective assertions of these philosophies underpinning the ends of
education and national service, a landmark legislation was made through the passage of Republic
Act No. 9163.
 Republic Act No. 9163 also known as National Service Training Program (NSTP) Act of 2001,
premised on the youth’s pivotal role as a potent force in bringing forth much-avowed goals of
development in the country.
 The NSTP Act superseded Republic Act No. 7077 of 1991 (Citizen Armed Forces of the Philippines
Reservist Act). This law created the Reserve Force providing the base for the expansion of the
Armed Forces of the Philippines through the Reserve Officers’ Training Corps (ROTC),
mandating military training of students enrolled in colleges, universities, and other similar institutions
of learning.
 The primary objective of NSTP is to highlight the role of the youth in building a strong Republic,
invoking gender equality and development through the inclusion of female students in national service
training.
 As such, it also aims to develop the youth to become civic or military leaders and volunteers through a
modified, re-structured and reinforced training package who could be called upon by the nation in
case their services are needed and in the event of disasters or emergencies.
 The National Service Training Program Act of 2001 mandates all citizens, both male and female,
to fulfill this civic duty.

THE EVOLUTION OF THE NATIONAL SERVICE TRAINING PROGRAM

 The imposition of the national program for service and training of the youth in the Philippines began
with the creation of Commonwealth Act No. 1, otherwise known as the National Defense Act of
1935.

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Study Guide in NSTP 1 Module No.1

 It is a legislative act providing basis for the national defense of the country, punishing certain
violations thereof, appropriating funds thereof and for other purposes under the government of
President Manuel L. Quezon.
 The law requires college students, particularly males, to finish two years, equivalent to four
semesters, of military trainings as a modality to institutionalize the reservist system in the Philippines
national defense.
 In 1980, the National Defense Act was amended to give existence to Presidential Decree No.
1706, otherwise known as the National Service Law. It mandated compulsory national services to all
Filipino citizens. It was composed by three main program components, namely:
a. Civic Welfare Service (CWS)
b. Law Enforcement Service (LES)
c. Military Service (MS)
 College students were given an option to choose one from among these components in compliance
with this requirement for tertiary education.
 The implementation of the National Service Law, except the provision of the Military Service was
suspended by Presidential Memorandum Order No. 1 under the incumbency of former President
Corazon Aquino, paving the way for the conceptualization of the basic Reserve Officers’ Training
Corps (ROTC), embodied under RA 7077, effective school year 1986-1987.
 The objective of ROTC program was to train all able-bodied tertiary students for military skills in
case of war.
 As a way to offer an alternative in neutralizing people’s aversion to this military program during the
school year 2001-2002, ROTC was only made optional under the National Service Program (NSP),
conceiving the so-called Expanded ROTC (E-ROTC).
 The E-ROTC was characterized by deviation from the rigid tactical training offering alternatives like
rendering civil auxiliary sources in the form of helping maintain law and order, assisting socio-
economic development projects and delivery of basic health services or aiding in addressing local
insurgency.
 Many, if not all of the higher education institutions, found enforcement of NSP confusing and
unmanageable. Hence, in December 2001, the NSTP Act, envisioned to address public clamor for
reforms in the ROTC and NSP Programs, was signed into law by the President Gloria Macapagal-
Arroyo as an aggressive modality toward making the former national service training that is military
in nature, relevant to the changing needs of the time.
 The main objective of NSTP is to stress the significant role played by youth, male and female alike, in
the task of developing our nation via national service training.
 As such, it also aims to develop the youth to become civic or military leaders and volunteers through
a modified, re-structured and reinforced training package who could be called upon by the nation in
cases their services are needed and in the event of disasters or emergencies.
 Compared with ROTC, NSTP Act ensured the three components – Civic Welfare Training Service
(CWTS), Literacy Training Service (LTS), and Reserve Officers’ Training Corps (ROTC) – are
given the same and equal implementation in educational institutions.
 The non-military program components of NSTP- the CWTS and LTS- are committed to the
realization of the following objectives:
1. Strengthen the values and traits of the youth;
2. Improve their skills and knowledge on various endeavors;
3. Develop their interest in community service; and
4. Make them responsible for peace and development to ensure harmony and growth in the Filipino
communities.

LEARNING ACTIVITY 1

Written Activity:
In 150 words, discuss the role of the youth in nation building through NSTP.

REFERENCES

1. Republic Act 9163 NSTP Act of 2001

2. CHED Minimum Standards for the National Service Training Program Common
Specific Modules. April 11, 2011

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3. Department of Education, Culture and Sports 1998. The DECS Values Education
Framework. DECS Manila
4. Florida C. Labuguen, Alexander I. Ramos, Remedios B. Placer, John F. Vidal, Ricky
Prisco E. Morale, Eden V. Renderio. Understanding the National Service Training
Program
5. Gonzales, Vivian A. 1987. Values Integration and Promotion. A Civic Welfare
Service. Los Banos, Laguna
6. Onganisa, V. 2014. STET-VIP NSTP. Study Guide and Workbook. Revised Edition
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7. Republic Act 9163 ( NSTP Law)
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9. Viray, Firma et.al. NSTP Common Module 2012. Mutya
10. Covey, Stephen R, 1990 Principle Centered Leadership. Simon and Chester New
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11. Estanislao, Jesus P. 1995 The Foundation for People. Southeast Asian Science
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23. Department of Education, Culture and Sports. 1988. The DECS Values Education
Framework. DECS: Manila
24. Department of Education. 2000. The Nonformal Education. DepEd. Manila.

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25. Department of Environment and Natural Resources – Environment Management

Bureau. 2003. The Air We Breath (RA 8749: The Philippine Clean Air Act of 1999):
An Advocacy Material on Environmental Management and Pollution Control.
26. Evidente, M. 2008. A Philippine Response to Climate Change: Possible Strategies for
Mitigation and Adaptation, Philippine Climate Change Policy: Mitigation and
Adaptation Measures. Experts Dialogue, University of the Philippines Law Center, U.P.
Diliman.
27. Flag and Heraldic Code of the Philippines (RA 8491 s. 1998)Flavier,D. et.al. 2001.
Climate Change and Public Health in the Philippines. Disturbing Climate. Manila
Observatory.
28. Florida C. Labuguen, Ed.D., Alexander I. Ramos, M.P.A., Remedios B. Placer, M.A.,
Carmelo John E. Vidal, D.A., Ricky Prisco E. Moralde, M.A., Eden V. Rendorio,
M.P.A. 2012. Understanding the National Service Training Program.
29. Gonzales, Vivian A. 1987. Values Integration and Promotion. A Civic Wefare Service.
Los, Banos, Laguna.
30. Good Citizenship Movement – EPPC Institution Building Team. 2004. Modules on
Good Citizenship Values. Office of the President, EDSA People Power Comission,
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31. La Viña, A. 2008. Addressing Climate Change in the Philippines: An Integrated
Adaptation-Mitigation Approach, Philippine Climate Change Policy: Mitigation and
Adaptation Measures. Experts Dialogue, University of the Philippines Law Center, U.P.
Diliman.
32. Leoneon, Hector De. 2003. Text Book on the Philippine Constitution. Rex Publishing
Company Inc., Quezon City.
33. Leonen, M. V. F. 2008. The Limits of Law and Policy, Philippine Climate Change
Policy: Mitigation and Adaptation Measures. Experts Dialogue, University of the
Philippines Law Center, U.P. Diliman.
34. Merilo, M. G. A. 2008. Philippine Initiatives on Climate Change, Philippine Climate
Change Policy: Mitigation and Adaptation Measures. Experts Dialogue, University of
the Philippines Law Center, U.P. Diliman.
35. Mosher, Charles. 1984. Emergency First Aid. Beekman House, New York.
36. Panopio, Isabel S. and Realidad S. Rolda. 2000. Society and Culture. Introduction t
37. Sociology and Anthropology. Quezon Avenue, Quezon City.
38. Philippine Constitution Commonwealth Act No. 1 of 1935, Presidential Decree No.
1706, EO 207 s. of 1939.
39. RA 7707
40. RA 9163 and its IRR.
41. RA 9165 (The Comprehensive Dangerous Drugs Act)
42. The 1987 Philippine Constitution annotated by de Leon, Hector
43. Saure, Fred. 1987 Drug Abuse. A paper presented during the Benguet Kabataang
Barangay Leadership Training, 11-15 February 1987. Regional Training Center for
Rural Development, La Trinidad, Benguet.

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Study Guide in NSTP 1 Module No.1

44. St. John Ambulance Association and Brigade. St. Andrew’s Ambulance Association.
The British Red Cross Society. 1992 London
45. Sudaypan, Constantino Jr. T. 2010 Edition. Civic Welfare Training Service.
Instructional Manual.
46. _________________. Fundamentals of Leadership. A paper presented during the
Supreme Student Council – Leadership Training Seminar, 10-11 October 2003.
Cordillera Career Development College, La Trinidad, Benguet, 2003.
47. Viray, Firma et. Al NSTP Common Module. 2011 Mutya Publishing.

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