1

HOW TO USE THIS LEARNING MODULE

Welcome to the module “National Service Training Program Civic Welfare
Training Service 2”. This module contains learning, training materials and activities for you
to complete.

This course “NSTP-CWTS 2”. Contains the knowledge, skills and attitudes required
for the NSTP-CWTS 2 a separate program subject for the Bachelor of Science in
Accountancy and Business Administration.

If you have questions, don’t hesitate to ask your instructor for assistance.

MODULE 1
 2

Republic of the Philippines

President Ramon Magsaysay State University
(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
Tel/Fax No. (047) 811-1683

College/Department College of Accountancy and Business

Administration (CABA)
Course Code CWTS 2
Course Title NATIONAL SERVICE TRAINING PROGRAM -
CIVIC WELFARE TRAINING SERVICE 2
Place of the Course in the Separate Program
Program
Semester & Academic Year 2nd Semester, S.Y. 2021-2022

Introduction

The National Service Training Program Civic Welfare Training Program 2 (NSTP-
CWTS 2) will introduce students to their skills through the experiential learning and ethics of
service, heart for nationalism and patriotism are also developed. The course will provide
students the fundamental features and concepts of community engagement or immersion.
Emphasis will be given on students on service in the community. The practicum handouts
are creatively developed and designed to improve their knowledge and skills students
outreach practicum.

Intended Learning Outcomes

1. To be knowledgeable of implementing rules and regulations of the NSTP Act

of 2000.
2. To analyze the IRR of NSTP which will guide students in working for community
development adopting the new normal.
3. Community Immersion: A Synopsis
4.Building Community through Community Immersion in the new normal

Discussion

LESSON 1: REVISED IMPLEMENTING RULES AND REGUALTION OF NSTP

Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National
Service Training Program (NSTP) Act of 2001, the Commission on Higher Education
(CHED), Technical Education and Skills Development Authority (TESDA), and Department
of National Defense (DND), in consultation with concerned government agencies, the
Philippine Association of State Universities and Colleges (PASUC), Coordinating Council of
Private Educational Associations of the Philippines (COCOPEA), Non-Government
Organizations
MODULE 1
 3

(NGOs) and recognized student organizations, hereby jointly issue, adapt and promulgate
the following implementing rules and regulations to implement the provisions of the Act.

Rule I
GUIDING PRINCIPLES
Section 1. Guiding Principle. While it is the prime duty of the government to serve and
protect its citizens, in turn it shall be the responsibility of all citizens to defend the security
and promote the general welfare of the State, and in fulfillment thereof, the government may
require each citizen to render personal military or civil service.

Section 2. Role of the Youth

a. In recognition of the vital role of the youth in nation building, the State shall promote civic
consciousness among them and shall develop their physical, moral, spiritual, intellectual and
social wellbeing. It shall inculcate the ideals of patriotism, nationalism, and advance their
involvement in public and civic affairs.

b. As the most valuable resource of the nation, they shall be motivated, trained, organized
and involved in military, literacy, civic welfare programs and other similar endeavors in the
service of the nation.

Rule II DEFINITION OF TERMS

Section 3. As used in this Implementing Rules and Regulations (IRR), the following terms
shall mean:

a. “National Service Training Program’’ (NSTP) – refers to the program aimed at

enhancing civic consciousness and defense preparedness in the youth, by
developing the ethics of service and patriotism while undergoing training in any of the
three(3) Program components, specifically designed to enhance the youth’s active
contribution to the general welfare;

b. “‘Reserve Officers’ Training Corps’’ (ROTC) – refers to the Program component,

institutionalized under Sections 38 and 39 of Republic Act No. 7077, designed to
provide military training to tertiary level students in order to motivate, train, organize
and mobilize them for national defense preparedness.

c. “Literacy Training Service’’ (LTS) – refers to the Program component designed to

train the students to teach literacy and numeracy skills to school children, out-of-
school youths and other segments of society in need of their services;

d. “Civic Welfare Training Service’’ (CWTS) – refers to the Program component or

activities contributory to the general welfare and the betterment of life for the
members of the community or the enhancement of its facilities, especially those
devoted to improving health, education, environment, entrepreneurship, safety,
recreation and moral of the citizenry and other social welfare services;

e. “Program Component’’ – refers to the service components of NSTP as defined

herein;

f.“Clustering’’ – refers to the grouping of students enrolled to different schools and

taking up the same NSTP component into one (1) group under the management and
supervision of a designated school;
MODULE 1
 4

g. “Cross Enrollment’’ – refers to a system of enrolment where a student is officially

enrolled in an academic program of an origin school but is allowed to enroll in the
NSTP component of another accepting school; and

h. “Non-Government Organization’’ (NGO) – refers to any private organization duly

accredited by CHED or recognized by TESDA.

i. “Student Cadet”- refers to the student enrolled in the ROTC Component

Rule III PROGRAM IMPLEMENTATION

Section 4. Coverage

a. All incoming freshmen students, male and female, starting School Year (SY) 2002-
2003, enrolled in any baccalaureate and in at least two (2) year technical-vocational
or associate courses, are required to complete one (1) NSTP component of their
choice, as a graduation requirement.

The above provision however does not cover the following

a.1 Students who finished or graduated from a baccalaureate degree or two year
technical vocational or associate course and pursuing or enrolled in another or additional
baccalaureate degree or two-year technical-vocational or associate course in SY 2003-
2004, and;

a.2 Students who completed any of the three NSTP component but considered freshmen
to the course where they transferred or shifted.

a.3 Foreign students or aliens.

b. All higher educational institutions including State Universities and Colleges (SUCs)
and technical vocational education institutions must offer upon enrolment, all the
three (3) NSTP components. (However,) State Universities and Colleges (SUCs) are
required to provide and maintain the ROTC component.
c. Program of study (syllabus) and enrolment forms shall bear the “NSTP” without
stating therein the three components. There shall be an orientation for all NSTP
enrollees to be jointly conducted by the ROTC, CWTS, and LTS
coordinators/implementers. Students enrolled in the first semester of the freshman
year shall be made to undergo a common module phase for 25 hours training; drug
education; disaster awareness, preparedness and management; environmental
protection; and other national security concerns. Upon completion of the common
module phase, the student must select the specific NSTP program component that
he/she will pursue.
d. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy
(PMMA), Philippine National Police Academy (PNPA) is exempted from the NSTP in
view of the special character of these institutions. Other State Universities and

MODULE 1
 5

Colleges of similar nature will be exempted subject to approval of the Department of

National Defense.

e. e. Private Higher Educational Institutions (HEIs) and technical vocational education

institutions with at least 350 student cadets, must establish/maintain a Department of
Military Science and Tactics (DMST), subject to existing rules and regulations. DMST
previously approved and activated shall retain the status regardless of the number of
cadets. However, for DMST that has been created after approval of this IRR, there
must be a minimum of 350 cadets. In cases where the number of cadets will be
lesser than 350 clustering or ROTCU will be undertaken with ROTCU of the State
University and Colleges within the nearest environ with the lead role.

Section 5. Program Components

a. The NSTP shall have the following components which the students can choose from
as defined in Rule II, Section 3 hereof: The Reserve Officers Training Corps (ROTC),
Literacy Training Service (LTS), and Civic Welfare Training Service (CWTS).
b. All program components; the ROTC in particular, shall give emphasis on citizenship
training and shall instill patriotism, moral virtues, respect for the rights of civilians and
adherence to the Constitution.
c. The CHED, TESDA in consultation with the DND, and PASUC, COCOPEA and other
concerned government agencies, may design and implement such other non-military
training components as may be necessary in consonance with the provisions of R.A.
9163.
d. Within thirty (30) days from the approval of this revised IRR, the CHED, TESDA, and
the DND shall jointly issue the minimum standards for the three (3) NSTP
components which shall form part of these guidelines.

Section 6. Duration and Equivalent Course Unit

a. Each of the aforementioned NSTP components shall be undertaken for an academic

period of two (2) semesters. It shall be credited for three (3) units per semester, for
fifty-four (54) to ninety (90) training hours per semester.
b. A One (1) Summer Program (OSP) in lieu of the two (2) semester program may be
designed, formulated and adopted by the DND, CHED and TESDA, subject to the
capability of the school and the AFP to handle the same.
c. Earned NSTP units shall not be included in the computation of Grade Point Average
(GPA) grades of college graduating students.

Section 7. Clustering and Cross-Enrollment

a. Clustering of students from different education institutions during Semestral or summer
periods may be done for any of the NSTP component, taking into account logistics, branch
of service and geographical locations. The host school shall be responsible in managing the
Program.

b. The school must allow any NSTP student to cross-enroll in any CHED/TESDA recognized
institution. In cases that enrolment of ROTC Cadets is less than 350 then, the provisions of
clustering in Section 7 of NSTP IRR (RA9163) should be followed.

d. Students intending to cross-enroll shall be subject to the existing rules and

regulations of the school of origin and the accepting school.
MODULE 1
 6

Section 8. Monitoring and Evaluation

A. Management
a.1 The school authorities shall exercise academic and administrative supervision
over the design, formulation, adoption and respective schools, Subject to the
provision of this IRR.

a.2 There should be an NSTP Office in each school, college, or university headed by
an NSTP Director or its equivalent position responsible for the implementation of the
Program. Each of the NSTP components is considered a distinct and/or separate unit
under the NSTP office, and the head of the unit shall report directly to the NSTP
Director or its equivalent position

a.3 A functional chart of the NSTP Office shall be structured based on the capability
of the institution to sustain the component program being offered based on the
number of enrollees.
a.4 In the case of ROTC, the school authorities and DND, subject to the policies,
regulations and program of DND on the military component of the training, shall
exercise joint supervision over its implementation.

a.5 NGOs contracted by the school must secure a joint accreditation from CHED,
DND and TESDA to formulate and administer training modules for CWTS and LTS
component. CHED, DND and TESDA shall jointly exercise such academic and
administrative supervision with those NGOs. Within forty-five (45) days from approval
and issuance of this IRR, the CHED, TESDA and DND shall issue the necessary
guidelines for the accreditation of non-government organizations (NGOs) and training
modules to be utilized by these NGOs.

a.6 The DND shall formulate and administer training modules for the ROTC
Program.

B. Monitoring
b.1 An NSTP Joint Committee at provincial, regional and national level shall be
created by Tripartite agreement for monitoring all the program components. In the
various institutions.

b.2 CHED/TESDA Regional Offices, and DND-AFP (through the Major Service
Reserve Commands), shall oversee and monitor the implementation of the NSTP
under their respective jurisdiction, to determine if the trainings conducted are in
consonance with the Act. These offices shall submit periodic reports to the NSTP
Joint Coordinating Committee.

b.3 An Annual NSTP Performance Evaluation (ANPE) shall be conducted towards

the end of the school year to evaluate and determine the achievement of training
objective of the NSTP three components program.

MODULE 1
 7

CHED, TESDA and DND (through Major Service Reserve Commands) shall
formulate respective evaluation parameters on program administration and
implementation which shall jointly form part of the minimum standards.

b.4 At the end of every school year, the Higher Education Institution shall submit an
Annual Report to the CHED Regional Office copy furnished the Office of the Student
Service in electronic template, indicating the following

b.4.1 Names who finished under each NSTP component,

b.4.2 The programs, projects and activities undertaken with pictorials and
documentation as much as possible, and

b.4.3 Financial statements on the funds collected, allocated and utilized.

The annual report on NSTP by the university or college shall be made available to
faculty, students and the general public in the NSTP Office.

In regions with universities and colleges having two or more campuses, the
university concerned shall consolidate the report before submission to CHED
Regional Offices.

b.5 In cases of violations of guidelines, warnings and/or sanctions shall be imposed

to schools and accredited NGOs pursuant to pertinent rules and regulations.

MODULE 1
 8

Rule IV
FEES AND INCENTIVE

Section 9. Fees a. No fees shall be collected for any of the NSTP components except
basic tuition which should not be more than fifty (50%) percent of the charges of the school
per academic unit. NSTP tuition collected shall constitute a Trust Fund, which shall be
exclusively used for the operation of the Program.

b. The NSTP fees collected shall constitute a Trust Fund, 70% of which shall be
exclusively used for the operation of the Program. The remaining 30% retained by the
school shall serve as contingency fund especially in support to un-programmed activities not
originally included in the program of expenditures prepared by the ROTC Commandant or
CWTS/LTS Coordinator and approved by the school head.

c. NSTP funds derived from NSTP-related operations shall serve as augmentation to

sustain programmed activities of the NSTP.

d. The unexpected fund balance shall be carried over to the next semester, provided
however, NSTP funds shall not be converted into savings at the expense of the proper
implementation of the program.

e. Subsidies from the government, any legal agency or institution appropriated for
NSTP shall be included in the preparation of the program of expenditure and report on the
utilization of funds. Expenditures/disbursement shall be subjected to periodic audits by the
proper school authorities and concerned NSTP Offices.

f. NSTP Component (ROTC/CWTS/LTS) coordinators shall submit a comprehensive

report on the utilization of the NSTP Funds to their respective NSTP Directors two (2) weeks
after the end of every semester. ROTC Commandants shall submit the same report to their
respective Major Service Reserve Commands.

g. The NSTP Director or its equivalent shall submit a consolidated comprehensive

report on the utilization of the NSTP Funds by program component to the school head,
within 30 calendar days after the end of every semester.

h. Rental space of school and other similar expenses shall not be charged to NSTP.

Section 10. Incentive, Insurance and Protection

A. Incentives
A program of assistance/incentives for ROTC students shall be provided and
administered by DND, in accordance with existing laws and regulations and subject to the
availability of funds.

A special Scholarship Program and other forms of assistance and incentives for qualified
NSTP students shall be administered by CHED and TESDA, with funds for the purpose to
be included in the annual regular appropriations of the two agencies to the availability of
funds.

The college or university may provide scholarship and other forms of assistance and
incentives to qualified and deserving NSTP students, the funding of which shall come from
available NSTP funds of the school.
MODULE 1
 9

Personnel involved in the NSTP shall be provided honorarium and other incentives based
on the standard policy set forth by the HEIs.

B. Insurance and Protection

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

Schools that already provide health and accident group insurance and collect the
necessary fees for the purpose from their students as of the effectivity of this Rules,
are deemed to have complied with this requirement.

Rule V
ORGANIZATION OF NSTP GRADUATES

Section 11. Organization of NSTP Graduates

a. Graduates of the non-ROTC components of the NSTP shall belong to the National
Service Reserve Corps (NSRC) and could be tapped by the State for literacy and civic
welfare activities, especially in times of calamities through the joint efforts of DND, CHED,
and TESDA, in coordination with DILG, DSWD and other concerned agencies/associations.

b. The CHED, TESDA and DND, in consultation with other concerned government
and non- government agencies, shall issue the necessary guidelines for the establishment,
organization, maintenance and utilization of the National Service Reserve Corps.

c. Graduates of the ROTC program shall form part of the Citizen Armed Force
pursuant to RA 7077, subject to the requirements of DND

Rule VI
MISCELLANEOUS PROVISIONS

Section 12. Certificate of Completion Certificate of Completion with corresponding

serial number issued by CHED, TESDA or DND, shall be awarded to students who have
successfully complied with the program requirements.

Section 13. Information Dissemination The CHED, TESDA and DND shall provide
information on these Act and IRR to all concerned publics through different modes of
disseminating information.

Section 14. Amendatory Clause

a. Section 35 of Commonwealth Act No. 1, Executive Order No. 207 of 1939, Section
2 and 3 of presidential Decree No. 1706, and Sections 38 and 39 of Republic Act No. 7077,
as well as all laws, decrees, orders, rules and regulations and other issuances inconsistent
with the provisions of the Act are hereby deemed amended and modified accordingly.
MODULE 1
 10

b. This Rules may be amended, modified, or replaced jointly by CHED, TESDA and
DND, in consultation with PSUC, COCOPEA, NGOs and recognized student organizations

Section 15. Separability Clause

If any section or provisions of this IRR shall be declared unconstitutional or invalid the
other sections or provisions not affected thereby shall remain in full force and effect.

Section 16. Effectivity

This rule shall take effect 15 days after publication in a newspaper of general
circulation and shall remain in force and effect until revoked or amended. 6161 Adopted and
Issued on day of _ 2006.
SGD. AVELINO CRUZ, JR. CARLITO S. PUNO,DPA (SGD)
Secretary, DND Chairman, CHED

Sec. AGUSTO ‘’BOBOY’’SYJUCO(SGD)

Director General, TESDA

MODULE 1
 11

Name :__________________________ Score:________________

Year & Course:___________________ Date:_________________

OUTPUT (QUIZ 1)

I. Write on the space provided Agree if the statement is true, Disagree if false. (1pts each)
___________1. The prime duty of this act is to secure and protect its citizens.
___________2. The vital role of the youth in nation building is to advance their
involvement in public and civic affairs.
___________3. NSTP acts to enhance civic consciousness and defense
preparedness in the youth by developing the ethics of service and
patriotism while undergoing training on ROTC,LTS and CWTS.
___________4. ROTC is designed to provide military training to tertiary level
students in order to motivate, train and organize them to national
defense preparedness.
___________5. LTS is designed to train the students to teach literacy and
numeracy skills at school children, out of school youth, and other
segments of the society in need of these service.
___________6.CWTS refers to the program of activities of citizenry contributory
to the general welfare and the betterment of life for the number of
the community or endorsement of facilities, especially those devoted
to improving health, education, environment, safety recreations an morals.
____________7. NSTP is requirements for graduation.
____________8. NSTP 2 is community immersion.
____________9. The latest revised IRR of NSTP took effect on July 21, 2007.
____________10. The NSTP office is headed by director.

LESSON 2: COMMUNITY IMMERSION: A SYNOPSIS

You must live with people to know their problems, and live with God in order to solve them.
By P.T. Forsyth

INPUT:

Community immersion is an essential part of the NSTP course offering in the Higher and
Technical Vocational Educational Institutions both private and public (RA 9163, Sec. &.(.
Specifically, it is a course taken as a sequel of NSTP 1 whether it is on a Semestral basis or
taken a s[part of the One Summer Program. It is a course description for CWTS 2 and LTS
2

Community Immersion is a strategy in community organizing that ensures NSTP

trainees to have a complete understanding of the different community concerns and provide
experience on community life situation specifically in the deprived, depressed and the
underprivileged localities. The experience they will gain will provide them opportunity to
merge with specific persons who may facilitated encouraging changes that will train them to
become civic consciousness and responsible citizens.

MODULE 1
 12

Community Immersion, as a scheme to develop student trainees n the NSTP

Program in appreciation to community life, is very essential because it will give opportunity
for them to experience and put themselves in real-life situation in the community. For this
reason, each trainee must have a true feeling of living with the people is order to understand
better community concerns and gain insights for their personal growth.

The project of NSTP trainees shared in their own little way can also contribute
significantly in improving the quality of life of the people and developing in them the ethics of
service as a reservist imbued with values of Maka-Diyos, Maka-Kalikasan, Maka-Tao and
Maka-Bansa.

Community Immersion concerns can also be addressed through immersion with

specific designed activities related to economic, social, spiritual, etc. Economic aspect
particularly connotes financial management while social aspect deals with people’s
interaction and relationship building. The spiritual aspects can be understood by enhancing
the relationship towards the Supreme Being or GOD.

Community Immersion, as used in the NSTP Training, is an approach of bringing

the NSTP Training, is an approach of bringing the NSTP-CWTS/LTS student trainees to the
field to have a feel of the real life situation of people in the deprived, depressed and under
privilege communities and extend possible assistance for the improvement of the community
which will encourage them to work out things for the benefits of the clientele and for the
enrichment of their experiences.

The success of the community immersion of the NSTP Trainees lies in the result of
preparation, support of both the trainers and the people in the community. Lastly, the
commitment of the trainees coupled with the resources are needed in the conduct of the
program.

OUTPUT(QUIZ 2)

Name :__________________________ Score:_________________

Year & Course:___________________ Date:_________________

A. Make a sketch of your community involving yourself and the people in community
service and described the learning you obtained from the activity. On the blanks
below briefly explain your sketch. (20pts)

MODULE 1
 13

B. Choose one activity below. From what you have learned about community immersion
, think of an appropriate community immersion project and connect it with community
service to subject learning (vice-versa). On the third column, identify the college or
department or any private institutions that can sponsor it. (10 pts)

Example. “Covid 19 Pandemic and Vaccination Awareness: A Webinar”- College of Nursing

Activities Suggested Place Community Project Target Sponsor College of

Department/Etc.
Backyard Tree
Seedlings
Propagations
Solid Waste
Management
BakawanTree
Seedlings
Propagations
Backyard
Organic Farming
Add’t’l if needed

LESSON 3: SERVING TOWARDS COMMUNITY BUILDING:

BUILDING COMMUNITY THROUGH COMMUNITY IMMERSION
Use power to help people: For we are given power not to advance our own purposes, nor to make a great show in the
world, nor name. There is but one just use of power, and it is to serve people. GEORGE BUSH

INPUT:
Student trainees involved in community immersion are important factors in knowing the
nature of the community they belong and place to serve. This will provide them the
opportunity to understand community situation, problems, concerns, and as a target area for
them to be immersed.

According to Johnson, community is a collective of people with similar interest and goals
living in the same geographic locality or not.

As a trainee, one should be conscious of the elements in order to feel better about one’s
involvement in the community such as population distribution, history, way of living,
structure, income level and occupation of people. One must associate with people and
partners in the community to facilitate implementation of project.

The community as a venue for students for their immersion will allow them to conduct
activities that will let them feel, think, and behave and realize that they are far fortunate than
others, and that they need to do something to help others improve their lives.
MODULE 1
 14

To ensure success in conducting community immersion, one must get familiar with all
the dynamics of relating with people, knowing the community immersion and nature of the
community.

Hence, there is a need for them to get familiar with the process in conducting
community immersion.

The students in NSTP-both CWTS and LTS, are mandated to take community immersion
covering the period from 54-90 hours as required by law RA 9163.

BENEFITS OF COMMUNITY IMMERSION

The community and the students trainees are both benefited in the NSTP community
Immersion project as major factors such as.

 Chance of the trainees to feel, think, and experience people’s lives because of the
opportunity given to see real life situation and to associate with them.

 Opportunity to relate with community people

 Experience in doing activities particularly in the utilization of resources and improved

relationships with the people.

 Increase their concerns in helping solve peoples’ problems in the community

 Opportunity to gain life skills that will make them a better person

In short, community immersion enhances individual in knowing more of oneself and

others and at the same time help improved the quality of life in the community.

DOs AND DON’Ts IN COMMUNITY IMMERSION

1ST LEVEL: BEFORE CONDUCTING COMMUNITY IMMERISON

DOs
1. Get familiar with the basic
information of the locality where
you conduct your immersion
2. Comply with all preliminary
requirement by the NSTP office
and community target.
DON’Ts
Don’t forget to get information from
people concerned about the community.
Don’t forget to inform the NSTP office
about your whereabouts especially your
community immersion manager in-charge
and parents,

MODULE 1

3. Inform the community leaders
concerned about the purpose of
your immersion
4. Be courteous with the
leaders/people in the community
5. Bring your own personal need. This
will be helpful to both of you and
the community.
2ND LEVEL: DURING THE COMMUNITY IMMERISON
DOs
1. Be truthful and honest to yourself
and every person in the community.
2. For security reasons, wear your
uniform and ID
3. Get familiar with your daily tasks
and needs in conducting your
activities
4. Document all the details in the
conduct of your project. Complete
the recording of your activities.
5. Make the best you can in working
with the community people. Serve
them well.
3RD LEVEL: AFTER THE COMMUNITY IMMERISON
DOs
1. Assess the project activities
conducted with the leaders/people
in the community.
2. Make narrative report and present
results as final requirement of the
course.
Getting familiar with the Dos and DON’Ts in community immersion will surely guide
you trainees in making your project successful. It will give you confidence and the
community immersion managers/faculty comfort for the safety of the students.
MODULE 1
15
Don’t just go to the community without the
approval of the community leaders.
Don’t be boastful. It will create negative
impact of the institution one represents.
Don’t be too dependent to the community
in providing your personal needs.
DON’Ts
Don’t do anything that destroys you and
the agency you represent.
Don’t forget to inform your presence in
the community to the leaders and people.
Don’t forget to make you project
resources available.
Don’t forget to maintain diary of all
activities.
Don’t forget to enjoy your time with the
community people.
DON’Ts
Don’t forget to inform community people
of the results of your evaluation and at the
same time inform them about your leaving
the community
Don’t forget to share a copy of your report
to the concerned institution/barangay you
have served and the NSTP office.
 16

QUALITIES OF AN EFFECTIVE AND FUNCTIONAL COMMUNITY SERVICE WORKER

(LABUGUEN, 2004)

 COMMITMENT-responsible in fulfilling engagement and promises for a certain

cause.
 OPTIMISTIC – looks at the brightest side of the things and hopes for the best.
 MALLEABLE- flexible, pliant in the sphere of community organization and
development
 MODEL- To be an example or role model to people power
 UNDERSTANDING – feels the situation or conditions of others.
 NEGOTIABLE- has the willingness to compromise and openness to negotiation,
agreement and transaction.
 TACTICAL- exhibits maneuvering strategies, management tactics to gain and
meet objectives, ability to persuaded and links with other agencies in order to
maintain contact at high level, convinces others to help and work together.
 YOUTHFUL- to be keen, zestful, vigorous, and active in keeping people in the
community.
 WILLINGNESS- to have the zeal, enthusiasm and goodwill and geniality to help
others.
 OBEDIENT- to be loyal, law abiding and respectful of no’s and command
governing body and it’s policies.
 RESCUING HAND- responsible to help other or reach out to clients to help make
their lives better.
 KINDNESS-to have good intentions, considerate, and sympathetic to one’s desire
to serve others.
 ENERGETIC-to be full energy, vigor, strength to work with people and the organization
he/she represents.
 RESOURCEFULL-capable of seeking means to meet the objectives of program for the
community.
 SENSE OF VISION- to try one’s new ideas and be ready to meet challenges; Can
express confidence in his own ability to complete difficult tasks as part of challenges in
life.

Having the right qualifications as students-community worker will surely lead one to be
successful in rendering service to target clients and the community.

MODULE 1
 17

OUTPUT: (QUIZ 3)

Name :__________________________ Score:________________

Year & Course:___________________ Date:_________________

A. Directions: Knowing your own community, make an illustration by indicating

the specifics of the components as input to community immersions(20pts)

COMPONENT SPECIFIC
ILLUSTRATION
1. Population
2. Past Events And Development
3. Ways Of Living Of The People
4. Occupation And Income Level
5. Physical, Political And Social Level

B. Identify and check the box of the specific stage (Pre,During and After) of
community immersion for each outreach instruction below. (5pts.)

1. Submit waiver, parent’s permit and advance schedule Pre During After
2. Once at the outreach site, have a courtesy call to the
community leader.
3. Survey the community citizens on their needs and kind
of outreach project.
4. Don’t leave without permission while conducting
outreach project.
5. Submit and present the result of community immersion

C. In the community, identify the socio economic, political, cultural, spiritual problems be
setting the area by indicating your response in the circle provided (20 pts.)

POLITICAL PROBLEM ECONOMIC PROBLEM

COMMUNITY

SOCIAL PROBLEM SPIRITUAL PROBLEM

MODULE 1
 18

Suggested Readings

1. Manalili, Agulto D(1990) Community Organizing for People’s Empowerment, Quezon City
Kapatiran Kaunlaran Foundaiton, Inc.
2. Regional Association of Implementer in NSTP, 2005. NSTP CWTS Handbook, USL Multi
Media Prod. Center, Cotabato.
3. LAbuguen, Florida Cx; Carmelo J Vidal et.Al., 2008, Towards A Responsive Community
Action, 1st Edition, Mutya Publishing House Inc.
4.Scwatz, M. et.al, 1997. How Build the community We Want. The Bay Area Volunteers
Handbook, 2nd ed.

Prepared by:

GRACE P. GIRON, MBA, LPT

NSTP INSTRUCTORS

MODULE 1