Lesson 1

NSTP and its law The Implementing Rules and

Regulations of RA 9163 Series
The National Service Training of 2009
Program Act of 2001 (RA 9163) and
its Implementing Rules and
Section 1
Regulation series of 2009.
➢ Prime duty of the government
is to serve and protect its
Vision
citizens, in turn it shall be the
- building up valuable and effective
responsibility of all citizens:
members of Citizen Armed Forces
- to defend the security; and
and National Service Training
- promote the general
Corps
welfare of the state
➢ Who may serve as agents
and in fulfilment thereof, the
towards attaining quality of life,
government may require each
sustaining peace, unity,
citizen to render personal
cooperation and growth of the
military or civil service.
target communities.
Section 2
Mission
➢ the role of the youth/citizen
- NSTP-CWTS 101, program
shall promote civic
designed to enhance the civic
consciousness among them
consciousness of students by
and shall develop their
developing the value of service and
physical, moral, spiritual,
commitment for the welfare and
intellectual and social well-
betterment of life of all members
being.
of the community.
Section 3
Goal
➢ NSTP – enhancing civic
- enhancing civic consciousness
consciousness and defense
and defense preparedness in the
preparedness in the youth by
youth by developing the ethics of
developing the ethics of
service and patriotism while
service and patriotism while
undergoing training of its 3
undergoing training of its 3
program components
program components,
specifically designed to
 enhance the youth’s active
contribution to the general
welfare.
3 Components of NSTP
1. Civic Welfare Training Service
(CWTS)
- component to the general welfare
and betterment of life for the
members of the community or
enhancement of its facilities,
especially those devoted to
improving health, education,
environment, entrepreneurship,
safety, recreation and moral of the
citizenry and other general service.
• Basic Life Support
• Volunteerism Seminar
• Tree Planting
2. Literacy Training Service (LTS)
- designed to train the students to
teach literacy and numeracy skills
to school children, out of school
youth and other segments of
society in need their service
3. Reserve Officer’s Training Corps
(ROTC)
- provide military training to
tertiary level students in order to
motivate, train, organize and
mobilize them for national defense
preparedness.
Section 4
➢ All incoming students (male
and female) starting school
2002-2003 who enrolled in
any baccalaureate and in at
least (2) years tech-voc or
associate courses, are
required of their choice, as a
graduation requirement.
Section 6 “Duration and
Equivalent Course Unit”
➢ Each of the NSTP program
components shall be
undertaken for an academic
period of 2 semesters (NSTP 1
and 2) or an equivalent of one
semester integrated (NSTP 1-
2) course.
➢ The allotted time for NSTP
classes per sem is 54-90 hours.
Can you enroll NSTP to other
university?
➢ Yes.
Section 7
➢ Any NSTP student has a plan
to cross – enroll in another
college is allowed BUT, shall
be subject to existing rules
and regulation of the school of
origin and the accepting
school and just to make sure
that the university is
accredited by CHED and
TESDA.
Section 12
➢ The student who completed
at least one component shall
receive a certification of
completion with
corresponding serial number
issued by CHED, TESDA or
DND and it will awarded to
student who have successfully
complied with the program
requirements.
Evolution of RA 9163
• During Spanish Colonial Years
- There was a training course,
similar to what is presently
known as ROTC at the UST.
• The real ROTC in our country
did not start until 1912. It
started when the military
instructions were conducted
in the UP
• Manuel L. Quezon
- National Defense Act 1935
• Ferdinand Marcos
- Presidential Decree No.
1706
• Corazon C. Aquino
- Republic Act no. 7077
Role in the Society
• Social Responsibility
• Volunteerism
• Social Mobilization
Lesson 2
SERVICE LEARNING
- provides students the opportunity to
work with others. Gain valuable
insights and acquire different skills.
Development requires adults and
young people to work
collaboratively in the design of
service learning. When that
happens, the outcome will be both
profound learning and successful
projects that ready together
toward:
• COMMUNITY
IMPROVEMENT
• SOCIAL CHANGE
• LEARNING
Service Learning is an instructional
method that utilizes community
service as a resource for learning.
It allows students to learn and
develop through participation in
thoughtfully organized service
activities that:
integrate and enhance
academic curriculum
provide “real-life” experiences
that exercise academic skills and
knowledge
 meet actual community needs
partner the college with
community agencies and/or
schools
foster civic responsibility
Also,
• Promotes learning through
active participation
• Provides structured time for
students to reflect
• Provides an opportunity to
use skills and knowledge in
real-life situations
• Extends learning beyond the
classroom
• Fosters a sense of caring for
others
Characteristics of Service-learning
1. Brings good, substantial and
practical results for the
participants
2. Promotes cooperation rather
than competition.
3. Gives appropriate rather than
simplified solutions to problems.
4. Provides real life experiences
wherein students gain knowledge
from a particular community
engagement activity rather than
from a textbook.
5. Gives students a deeper
understanding of concepts and real
life situations in the community.
6. Through an immediate
understanding of a situation in the
community, service-learning
becomes a more significant
experience for students
According to the National
Commission on Service learning:
• Links to academic content and
standards
• Involves young people in
helping to determine and meet
real, defined community needs
• is reciprocal in nature,
benefiting both the community
and the service providers by
combining a service experience
with a learning experience
Leadership is a vital step in service
learning. Once a person fully
understands the concept of learning
by helping others, he or she begins
to grow personally as a leader.
WHAT 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
is 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
Learning in Service Learning
The distinctive element of service-
learning is that it enhances the
community through the service
provided, but it also has powerful
learning consequences for the
students or others participating in
providing a service.
Service-learning is growing so
rapidly because we can see it is
having a powerful impact on young
people and their development.
Service Learning Theory
• Base on the idea that
experience the foundation for
learning, and
• the bases for learning are the
different forms of community
service (Morton & Troppe,
1996)
• Experiential education
Legal Bases of service Learning
Service learning is based on RA
8292, also known as the Higher
Education Modernization
Act of 1997.
“Policy of the state is to establish,
maintain and support complete,
adequate, and integrated system
of education relevant to the needs
of the people and the society.”
HEIs on Service Learning
• One of the trifocal functions of
the University/College is
community extension.
• According to Tariman (2007),
its duty to the youth is to
make them literate and
functional.
• They should be provided with
opportunities for cooperative
undertaking affecting the
welfare of the entire
community
BENEFITS OF SERVICE LEARNING
1. Increase their understanding of
the class topic
2. Gain firsthand experience
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
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 more
flexible
10. Develop or enhance their skills
(communication, collaboration,
and leadership)
DECISION TO TEACH SERVICE-
LEARNING CLASSES CAN:
• Promote interactive teaching
• Provide new concepts and
subjects
• Open up a new areas of
concern for research
• Motivate their students to
engage in active learning
• Enable their students to learn
more
• Increase enrollment by giving
the proper motivation
• Enhance the leadership
potential
• Expose their students to
networking activities
• Promote quality
relationships between
them and the members
• Offer firsthand
information or concepts
Community partners involved in
service learning can:
• Receive additional human
resource assistance
• Inspire a higher level of
enthusiasm, perspective
and energy
• Improve the organizations
pool of volunteers
• Enhance public awareness
• Ensure future support for
the organization
• Make students well
informed about issues
• Prepare the youth of today
• Establish strong networks
with partners
• Gain access to the other 5. PLAN THE DETAILS OF THE
resources of the university and PROGRAM
strengthen collaborative ties -Prepare the program with all the
with its faculty members, important things
students and staff - The community project must have
the following components:
Effective steps in Implementing
Service- Learning a.) A thorough plan
b.) Schedule or time frame
1. ASSESS THE COMMUNITY c.)Benchmark
RESOURCES d.)Budget evaluation and
- after selecting a project, the assessment
available resources of the e.) Tools and processes to identify
community must be assessed f.)Document and address
or evaluated problems and issues

2. ESTABLISH PARTNERSHIP AND 6. LOOK FOR FUNDS

LINKAGES -Necessary to look for adequate
- Necessary to make the delivery funding resources
of community services more
effective 7. IMPLEMENT AND MANAGE THE
PROGRAM
3. INDICATE THE SPECIFIC -The plan of action must be
LEARNING OBJECTIVES IN THE properly implemented
SYLLABUS
-Must be a dominant component 8. ORGANIZE REFLECTION
that can be easily identified in the ACTIVITIES
service-learning - Carefully design activities that
-Assessment tools should be give students the chance to better
devised and used to evaluate understand community service
students
9. ASSESS AND EVALUATE THE
4. INITIALLY PLAN ON THE PROGRAM
CHOSEN PROGRAM -It is imperative to include the
-Initial stage of planning is of active involvement of the
outmost importance community
-Plan according to expected goals - The active participation of
individual students and
organizations in the service-
learning must also be properly
documented
10. CELEBRATE THE ACHIEVEMENT
- Recognizing the students active
involvement in community
projects will develop their life-long
interest in service involvement
Guidelines and procedures
A. PREPARATORY STAGE
1. The students and faculty
members are both responsible for
the selection of the community or
institution.
2. The faculty member must
submit a letter of intent to the
college dean through the chairman
of the head of the SLP.
3. The faculty member will write a
letter of intent and request of
permission to conduct a SLP to the
selected community or institution.
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.
5. The faculty member must
conduct a classroom briefing about
the program before the
implementation of the SLP.
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 the proper decorum while
in the community.
2. Engaging in other forms of vices
are strictly prohibited both or
faculty members and students.
3. The students and faculty
member shall cover their
respective transportation,
communication and meal
expensed during the period.
The faculty member or the
assigned a group leaders shall take
responsibility for all
communications and coordination
with the partner community
4. The college dean or the head of
the program will conduct spot
monitoring 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 students.
C . POST- ACTIVITY EVALUATION
STAGE

1. The students must submit a

narrative report with pictorial
documentation and reflection
paper to the faculty member.

2. The faculty member will

evaluate the students narrative
report using the assessment tool
that is designed for this activity.

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.