CHAPTER 1: Implementing Guidelines LITERACY TRAINING SERVICE (LTS)

NSTP AIMS:
- is designed to train students to teach literacy and
- To include civic consciousness and defense numeracy skills to schools’ children, out-of-school
preparedness in the Filipino youth. youth, and other segment of society in need of such
- To develop the ethics of service and patriotism. services.

Republic Act 9163 CIVIC WELFARE TRAINING SERVICE (CWTS)

- known as NSTP Law. - designed to involve students actively in actively in

- Also known An Act Establishing the NSTP for activities contributory to the general welfare and the
Tertiary-Level Students. betterment of life the members of life the members
of the community or the enhancement of its
Republic Act 7077 facilities.
- An act providing for the development, - to improve health, education, environment,
administration, organization, training, maintenance, entrepreneurship, safety, recreation, and morals of
and utilization of the citizen armed forces of the the citizenry.
Armed Forces of the Philippines. (Establishing ROTC) IMPLEMENTING & MONITORING GOVENRMENT AGENCIES
- PD (Presidential Decree No. 1706 and for Other
Purpose,
- Signed by President Gloria Macapagal-Arroyo on
January 23, 2002.
- House Bill No. 3593 – House of Representative
DEPARTMENT OF NATIONAL DEFENSE
- Senate Bill No. 1824 – Senate
- Passed December 19, 2001.
- NSTP Law made ROTC optional 1st Sem 2002-2003
has allowed students to choose from ROTC, LTS, and
CWTS as a requisite for graduation.
COMMISSION ON HIGHER EDUCATION

NSTP COMPONENTS

RESERVE OFFICERS TRAINING CORPS(ROTC)

- institutionalized under Sec 38 & 39 of RA 7077.

- designed to provide military training to motivate, COMMISSION ON TECHNICAL EDUCATION ANS
equip, organize, and mobilize the youth for national SKILLS DEVELOPMENT AUTHORITY
defense preparedness.
- to instill the patriotism, moral virtues, respect for
rights of civilians, and adherence to the Constitution. COVERAGE OF THE NSTP LAW

- All students, both male and female

- enrolled in any baccalaureate degree or two-year
technical-vocational or non-degree courses
- public and private schools must complete one NSTP
component of their choice for two semesters as
graduation requirement.
- All higher and technical-vocational institutions,
public & private, must offer at least one NSTP
component.

Penetrante, Jastine V. BSITTM-H233

 - State universities and colleges (SUCs) must offer
ROTC and at least one other NSTP component,
namely LTS or CWTS.
EXEMPTED FROM NSTP PROGRAM
Philippine Military Academy (PMA)
Philippine Merchant Marine Academy
Philippine National Academy (PNPA)
- other SUCs these institutions are not covered by the
NSPT Law.
- at least 350 students’ cadets may offer ROTC and
consequently establish and maintain
NSTP VISION
- To train students to become innovators of social
change with a culture of excellence and leaders with
integrity, competence, and commitment to render
service to the community.
- To develop in the youth the values of patriotism and
national pride, discipline and hard work, integrity &
accountability for nation-building, and volunteerism
as valuable and effective members of the National
Service Corps of CWTS.
NSTP-CWTS MISSION
Inculcating in students
- Values of leadership
- Patriotism
- Social responsibility.
- Training students to become project planners,
designers, managers of innovative and sustainable
community service-oriented projects.
Penetrante, Jastine V.
CHAPTER 2: Service-learning
- provides students the opportunity to work with
others, gain valuable insights, and acquire different
skills. Through varied community projects, they can
apply what they have been taught in class by
formulating appropriate solutions to the problems
they encounter in the.ir chosen communities.
As enrollees of NSTP-CWTS 2, students can use the insights
they gain in the classroom and provide solutions to real-life
problems in the community. They become bona fide
members of their assigned communities as they render
service and perform acts like the following:
1. Students can analyze the effect of natural disasters
and use a kit to gather important items during
disaster preparation. Elementary students can
design and distribute these kits to the members of
the community.
2. High school students can closely monitor the effects
of poor nutrition and lack of exercise by organizing
health-related activities, concoct nutrition's recipes,
and putting up fruit and vegetable stands in schools
in the community.
3. Biology majors can study the complexity and
diversity of wetlands to eliminate invasive aquatic
species. Streams can also be monitored, and the
results may be presented to the class.
4. University students can help struggling local non-
profit organizations cope with difficult economic
conditions. Students who are enrolled in
communication-related courses can provide varied
public. relations services with community partners,
develop press kits, and provide assistance in holding
events.
Characteristics of Service-learning
The common characteristics of service-learning include the
following:
1. It brings good, substantial, and practical results for
the participants.
2. It promotes cooperation rather than competitivity
where the skills associated with teamwork and
active community involvement are developed.
3. It gives appropriate rather than simplified solutions
to problems that seriously affect the community.
4. It provides real-life experiences wherein students
gain knowledge from a particular community
BSITTM-H233
 engagement activity rather than from a textbook.
Through these direct experiences, service-learning
offers great opportunities for students to develop
their critical thinking skills and learn how to identify
relevant and emerging issues in community settings.
5. It gives students a deeper understanding of concepts
and real-life situations in the community through
immediately observable results.
6. Through an immediate understanding of a situation
in the community, service-learning becomes a more
significant experience for students, leading to their
emotional and social development and cognitive
learning.
What Service-learning is Not
Students have misconceptions about the conduct and value
of service-learning. Service-learning is not:
1. An episodic volunteer program.
2. An add-on course to an existing school or college
curriculum
3. Logging a set number of community service hours in
order to graduate
4. Compensatory service assigned as a form of
punishment by the courts or by school
administrators
5. Only for high school or college students
6. One-sided, that is, beneficial only to the students or
the community
The distinctive element of service-learning is that it improves
the community through the services provided, and it also
results in the improvement of the students and the other
people providing the services. Service-learning is rapidly
growing and becoming popular because of its powerful
impact on people and their development. It is a dynamic
process, through which the students' personal and social
growth are tightly interwoven into their academic and
cognitive advancement. According to Eyler and Giles (1999),
the service-learning model enhances understanding and leads
to more effective action.
Service-learning Theory
- Service-learning theory is based on the idea that
experience is the foundation for learning, and the
bases for learning are the different forms of
community service (Morton & Troppe, 1996).
Service-learning, therefore, is a form of experiential
education wherein learning occurs through cycles of
Penetrante, Jastine V.
action and reflection. Students work with others in
applying what they have learned in class to solve
community problems while, at the same time,
reflecting upon their experiences as they seek to
attain their goals for the community and to develop
skills for themselves (Eyler & Giles, 1999).
Legal Bases of Service-learning
- Service-learning is based on RA 8292, also known as
the Higher Education Modernization Act of 1997.
This law reiterates Section 2(1) of Article XIV of the
1987 Constitution by declaring that the "policy of the
state is to establish, maintain, and support a
complete, adequate, and integrated system of
education relevant to the needs of the people and
the society." This policy can be attained through the
HEis' trilogy of functions-academics (teaching-
learning), research, and extension (community
service)-and their keeping in mind of their legal
responsibility to act as effective agents of change
and development.
HEls on Service-learning
- One of the trifocal functions of the university is
community extension. According to Tariman (2007),
its duty to the youth is to make them literate and
functional, so they can make good decisions
regarding the problems affecting their health,
families, and duties and responsibilities to the
community. They should be provided with
opportunities for cooperative undertakings affecting
the welfare of the entire community, so they can
develop into young men and women who look upon
their own interests in terms of the welfare of others.
Benefits of Service-learning
- Service-learning has potential benefits to the
students, faculty, and community.
Students in service-learning classes can benefit academically,
professionally, and personally. They will:
1. Increase their understanding of the class topic
2. Gain firsthand experience (possibly leading to a
future internship or job)
3. Question or defend values and beliefs
4. Have the opportunity to act on values and beliefs
5. Develop critical thinking and problem-solving skills
BSITTM-H233
 6. Increase their knowledge of diverse cultures and
communities
7. Learn more about social issues and their causes
8. Improve their ability to handle difficult situations
9. Be open to change and become more flexible
10. Develop or enhance their skills, especially in the
areas of communication, collaboration, and
leadership
11. Test out the skills, interests, and values required in a
potential career path and learn more about their
field of interest
12. Connect with professionals and community
members who will also learn from the service-
learning program
13. Grow a professional network of people, whom they
can contact later for career growth
14. Be encouraged in joining public service or s9cial
organizations.
There are persona! and professional benefits that faculty
members can derive from integrating service-learning
into· the courses they handle. Their decision to. teach service-
learning classes can:
1. Promote interactive teaching as well as reciprocal
learning between them and their students.
2. Provide new concepts and subjects that will enrich
the class
3. Open up new areas of concern for research
4. Motivate their students to engage in active learning
and be exposed to varied teaching styles
5. Enable their students to learn more and further
develop themselves
6. Increase enrollment by giving the proper motivation
to highly engaged and active students
7. Enhance the leadership potential of their students
8. Expose their students to networking activities with
active faculty members in other disciplines
9. Promote quality relationships between them and the
members of the community or the institution which
may facilitate collaborative endeavors
10. Offer firsthand information or concepts and
opportunities for community involvement that will
help them understand and resolve issues.
Community partners involved in service-learning can:
1. Receive additional human resource assistance that
can expedite the achievement of organizational
goals
Penetrante, Jastine V.
2. Inspire a higher level of enthusiasm, perspective,
and energy
3. Improve the organization' s pool of volunteers as
students engaged in service-learning will boost their
own morale prompting them to share their
experiences with their classmates and friends
4. Enhance public awareness regarding significant
issues confronting the community
5. Ensure future support for the organization
6. Make students well informed about issues in the
community and enlighten them regarding common
misconceptions
7. Prepare the youth of today, particularly students, to
become tomorrow's responsible community leaders
8. Establish strong networks with partners in other
organizations and agencies
9. Gain access to the other resources of the university
and strengthen collaborative ties with its faculty
members, students, and staff
The objectives of service-learning provide the stakeholders
especially the implementers of different programs and
activities with opportunities for reflection and the assessment
of personal values, skills, and knowledge.
The following are significant and helpful steps in effectively
implementing service-learning:
- Assess the community resources.
o After selecting a project, the available resources
of the community must be assessed or
evaluated. This includes looking into
opportunities to establish partnerships with the
local leaders, out-of-school youth, businessmen,
women leaders, and youth leaders regarding
community issues and problems.
- Establish partnership and linkages.
o Establishing partnerships with different service-
oriented organizations is necessary to make the
delivery of community services more effective.
Maintaining and improving existing affiliations
and developing potential partnerships are
important in ensuring that an organization' s
needs and limitations can be met and worked
on.
- Indicate the specific learning objectives in the
syllabus.
o Specific learning objectives should be clearly
stated in the syllabus. It must be a dominant
component that can be easily identified in the
BSITTM-H233
 service-learning organized. by community-based
organizations. Assessment tools should be
devised and used to evaluate student
performance with regard to the application of
the subject. The service outcomes may differ
from what is initially expected.
- Initially plan on the chosen program.
o In selecting the program, the initial stage of
planning is of utmost importance. Plan
according to expected goals. Find out your
human, financial, physical, and intellectual
resources including the additional student
leaders who can assist your group in executing
and coordinating the different activities you
have prepared for the community.
- Plan the details of the program.
o Prepare the program with all the important
things in mind like the rationale, timeline,
budget, and list of assignments. The partners
must be involved in this process. The
community project must have the following
components: a through plan, schedule or time
frame, benchmark, budget evaluation and
assessment, and tools and processes to identify,
document, and address problems and issues
that can potentially take place.
- Look for funds.
o It is necessary to look for adequate funding
sources such as tie-ups with local businessmen,
national corporations, faith-based organizations,
NGOs, government_ agencies (GAs), and other
local community organizations.
- Implement and manage the program.
o The plan of action must be properly
implemented. The right intervals for assessment
must be set and partners must be involved in
the process. This, in turn, will enhance the
program.
- Organize reflection activities.
o Carefully design activities that give students the
chance to better understand community service.
Through this, the students' knowledge and
perceptions will continuously be reinforced.
Students must be permitted to record a11 their
experiences, including their assignments, in a
journal. This also helps in further improving the
program.
- Assess and evaluate the program.
o It is imperative to include the active
involvement of the community or institution in
Penetrante, Jastine V.
assessing community. service outcomes. The
active participation of individual students and
organizations in the service-learning program
must also be properly documented. This signals
a readiness for future community projects.
- Celebrate the achievement.
o Appreciating and recognizing the students'
active involvement in community projects will
develop their life-long interest in service
involvement. Student names can be posted in
bulletin boards. The presence or attendance of
community leaders in recognition programs is
necessary for inspiring students and other active
participants in community projects.
Guidelines and Procedures
A. Preparatory Stage
- Faculty members interested in conducting service-
learning must see to it that the service-learning
program (SLP) is indicated in the syllabus.
1. The students and faculty members are bath
responsible for the selection of the community
or institution. However, institutions or
communities with already existing
Memorandum of Agreements with the
school/university are the most appropriate
choices.
2. The faculty member must submit a letter of
intent to the college dean through the chairman
or the head of the SLP. The letter should corne
with the program/activity design indicating the
rationale, objectives, time frame, the evaluation
process (rubrics and reflection papers), and the
schedule of activities.
3. The faculty member will write a letter of intent
and request for permission to conduct a SLP to
the selected community or institution. The letter
must be noted by the dean through the program
coordinator or head.
4. The students who will join the SLP must secure a
waiver from the office of student affairs (OSA)
to be signed by their parents or guardians. The
faculty member will collect the waivers a day
before the actual activity. Students without
signed waivers will not be allowed to join the
SLP.
5. The faculty member must conduct a classroom
briefing about the program/activity before the
implementation of the SLP.
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B. Implementation Stage
1. The students and the supervising faculty member of
the SLP are required to wear the prescribed school
identification card (ID) and college T-shirt and
observe proper decorum while in the community or
institution. Smoking and engaging in other forms of
vices while in the community or institution, whether
before, during, or after the SLP are
strictly ·prohibited for both faculty members and
students.
2. The students and faculty member on the SLP shall
cover their respective transportation,
communication, and meal expenses during the
period. Other logistical requirements shall be based
on those indicated in the approved activity design of
the college dean.
3. The faculty member or the assigned group leaders
shall take responsibility for all communications and
coordination with the partner community or
institution in relation to the SLP. They are also in
charge of ensuring the safety and security of the
students while in the community.
4. The college dean or the head of the program will
conduct spot monitoring or follow-up of students
involved in the SLP to determine the actual and
current status of the program.
5. In case the faculty member in-charge will be absent,
he or she· must inform and ask permission from the
college dean to find another faculty member as
substitute to supervise the students. Any SLP activity
without the supervision of an assigned faculty
member shall be considered unofficial.
C. Post-activity Evaluation Stage
1. The students must submit a narrative report with
pictorial documentation and reflection paper to the
faculty member. The report must be hard-bound,
follow the required format, and be submitted fifteen
days (15} after the SLP activity.
2. The faculty member will evaluate the students'
narrative report using the assessment tool that is
designed for this activity. The performance of the
students will be evaluated using the same rubrics.
The two evaluation results will be added and then
divided by two. Its average will be the SLP grade of
the student, representing ten percent (10%) of the
total computed grade for the term.
3. The college or university through the chairman or
head of the program must conduct an exit
conference with the community or institution
Penetrante, Jastine V.
beneficiaries and leaders to assess the SLP
implemented.
4. A certificate of SLP completion shall be issued by the
college or university upon the written request of the
faculty member in charge.
5. The college or university shall issue a certificate of
appreciation to the cooperating community or
institution upon the completion of the service-
learning activities.
CONCLUSION
- Service-learning is applied in a wide variety of
settings, including schools, universities, and
community-and faith-based organizations. It can
involve a group of students, a classroom, or an entire
school. Students build character and become active
participants as they work with others in their school
and community in various service projects designed
for the development of education, public safety, and
the environment.
- For example, student-volunteers collecting trash or
dredging an urban or rural river, stream, or
waterway render a valuable service to the
community. If students also analyze their findings to
determine the possible sources of pollution and
share the results with the residents of the
neighborhood also engaged in service-learning, they
will be doing the community much good.
- Service-learning provides an important service to the
community. Students develop an understanding of
actual social, political, economic, and environmental
issues in their assigned communities. They may also
reflect on their future persona! and career interests
whether these be in the field of natural sciences,
behavioral sciences, public administration, values
clarification and formation, environmental studies,
public policy, or other related areas. Through
service--learning, both the students and the
community undergo a transformative experience.
CHAPTER 3: COMMUNITY NEEDS ASSESSMENT
Learning Objectives:
- Explain the concept of community.
- Identify the purpose of a community needs
assessment; and
- Outline the process in conducting a community
needs assessment.
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Community - Communities of memory
- Communities of face-to-face personal interaction
- Simply defined as people with common interests
living together in the same place. COMMUNITY NEEDS ASSESSMENT
- Derived from French word comunite and Latin term
communitas - is a process in which the problems, issues and
concerns of the community are identified by using
COMMUNITY several tools.

- Refers to an organization of people who are able to Formulation of the program

undertake projects based on its members’
experience, resiliency, motivation and willingness to - needs assessment
learn. (Manalili, 2009) - social analysis
- Community understood in two ways. (Archaeology) - Community diagnosis
- Place where people reside in;
- Group of individuals who interact with each other. STEPS IN DETERMINING THE IMPROVEMENT OF THE
COMMUNITY
ACTIVE COMMUNITY
1. Gather information about the community’s attitudes
- Is an organization of people who strategize, and opinions in order of importance.
conceptualize, implement and evaluate a program. 2. Determine how citizens rank local issues, problems
(Bunagan, 2009) and opportunities.
3. Give the citizens voice in determining policies, goals
COMMUNITY and principles.
4. Evaluate current programs and policies
- Community encompasses all God’s creation in the 5. Speculate on what the people are thinking and what
universe, including man and woman, whom created they may really want.
in His own image. He allowed to have dominion over
all living and other natural creations. (Genesis 1:27) STEPS IN CONDUCTING A COMMUNITY NEEDS ASSESSMENT

SOCIOLOGICAL CONCEPT OF A COMMUNITY 1. Establish a working committee to solicit community

involvement and develop plan of action
- Family is the smallest unit of the society. 2. List important aspects or areas that need to be
- Community is composed of different families who analyzed
live in the same place and share the same interests. 3. Identify the population to be surveyed
4. Determine the information needed
ACTIVITIES OF A FAMILY TO THE COMMUNITY 5. Select a random sample of people to survey
6. Develop and pre-test a questionnaire
- Share common resources
7. Collate the information gathered
- Working for a common good
8. Analyze the data
- Build harmonious relationships
9. Go back to the community to validate the results or
findings
AESTHETIC AND MORAL VALUES OF A COMMUNITY
10. Finalize the report
- Solidarity
DATA GATHERING METHODS FOR COMMUNITY NEEDS
- Commitment
ASSESSMENT
- Mutuality
- Trust
1. Focus group discussion (FGD) by key informants
2. Community forum/assembly
DIFFERENT TYPES OF COMMUNITY
3. Public records
- Communities of place 4. Survey

Penetrante, Jastine V. BSITTM-H233

NEEDS ASSESSMENT SURVEY
- Needs assessment survey is conducted to identify
community needs which are necessary for
subsequent actions.
- Contains a set of questions to be answered by
people in the community.
DATA GATHERED IN A NEEDS ASSESSEMENT SURVEY
- Historical data
- Geographical data
- Political and legal data
- Demographic data
- Economic data (social, cultural, educational, moral
and cultural superstructure)
ROLE OF THE COMMUNITY IN A NEEDS ASSESSMENT
- Help identify interest group and citizen
- Facilitate a group discussion
- Select the sample to be surveyed and design a
system to identify respondents
- Provide a pool of questions from which the working
committees address issues and concerns
- Design a way of distributing and collecting survey
questionnaires and encoding and analyzing the
resulting data.
- Provide summary reports of data
- Suggest programs whereby results can be reported
and strategies on community involvement solicited.
- Work with citizen to come up with well-informed
course of action
CHAPTER 4: COMMUNITY IMMERSION
FORMS COMMUNITY IMMERSION
- Home Visits
- Living With Selected Families
- Informal Discussions with Individuals or groups
- Sharing in household and community activities
- Attendance in social gatherings
- Assistance in production work
What will you gain in community immersion?
- You can determine the economic, psychosocial, and
political status of the people as you immerse in
actual community life.
- Identify the community needs, interests and other
concern.
Penetrante, Jastine V.
- Gaining personal development through acquiring
additional knowledge on real-life situation and giving
importance to good values and life skills.
- Recognizing people’s dignity by letting students
participate in community programs and help in
determining appropriate course of action for
community problems.
- Realizing that student participation yields
contribution to the welfare of the community, and
that the community participation, in turn, gives
meaning to the holistic development of student.
Service-learning from community immersion
Labuguen et al. (2009) describes how the community
immersion aspect of NSTP-CWTS 2 benefits not only the
communities served but also the student who are accorded
the following advantages:
- Have the opportunity for the students to appreciate
other people’s lives through living, identifying, and
associating with people.
- Gain social acceptance derived from community
relations coupled with the appropriate community
services and activities.
- Enhance experiences in conducting resource and
community inventory mapping such as identifying
geographic coverage, pointing out resources and
their uses, and determining relationships of people
with the existing resource.
- Establish rapport and relationship with different
people who may be of help to them at some future
time.
- Develop conscience that makes the realize how their
ability to help solves problems in the community and
how indifference of people affects communities.
- Acquire first-hand experiences in dealing with
community intervention and services.
- Have the chance to learn life skills that will enrich
and better them as persons.
What is community?
- Is every connection one has with the world around
that sustain the way of life.
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Community Development Work Model through activities that involve a visioning and goal
setting process.
3. Con Approach
- Deals with confronting the forces that are blocking
efforts to solve problems by building human capacity
to address local issues and concerns and altering the
structure of the community in terms of engagement.
- The practices under this approach value
confrontations in a sense that conflicts provide
impetus for movement and encourages critical
thinking and the individual thought.
4. Structural or brick-and mortar approach
- More concerned with the foundation of the
community members in terms of constitutions. It
Community work vs. Community-based work may involve the process of constructing
Greater and larger Smaller degree of people infrastructures that meet human needs or
degree of people expectations.
5. Social Justice and Human Rights Approach
Community-based work - Focuses on the behavioral, cultural, ethnical, and
social affairs as a leading target for communal
- A group of young leaders selling homemade buko pie. development in or outside the community.
The fund will be donated to the street children. 6. Ecological or Environmental Approach
- Target crises as major focal point for development,
Community Work radical alternatives to address the natural make-up
of the earth.
- The community of barangay 156 provide food 7. Multi-method Approach
donation to the victims of Mt. Taal. - Any combination of approach that can ensure the
success of the community.

Community development approaches are defined by the

following:

1. SUSTAINABILITY
2. AREA OF CONCENTRATION
3. FIELD OR SPECIALIZATION
4. OBJECTIVES, VISION, AND MISSION

Community Development Approaches:

1. Technical Assistance Approach

- Is involved in the efficient delivery of improving
programs or services that allow communities to
access outside experts in areas that may be highly
technical or that may demand credentials for further
funding or implementation.
2. Self-help Approach
- Encourages people within the community to work
together, empowering communal independence.
Individuals who are vulnerable, voiceless, and
powerless can develop enormous strength in self-
help groups. This approach may be demonstrated
Penetrante, Jastine V. BSITTM-H233
Penetrante, Jastine V. BSITTM-H233