Michael Jack M.

Salvador
NSTP (Preliminary Examination Reviewer)
CHAPTER 1: NSTP PROGRAM (RA 9163)
REPUBLIC ACT 7722 – HIGHER EDUCATION ACT OF 1994
Republic Act 7722 is the act creating the Commission on Higher Education which covers both
the public and private institutions of higher education as well as degree-granting programs in all
post-secondary educational institutions, be it public or private.
THE NATIONAL SERVICE TRAINING PROGRAM (RA 9163)
Legal basis of the National Service Training Program (NSTP)
The National Service Training Program (NSTP) Law or RA 9163 also known as “An Act
Establishing the National Service Training Program (NSTP) for tertiary level students, amending
for the purpose Republic Act No. 7077 and Presidential Decree No. 1706, and for other
purposes” was enacted last January 2002 to amend the Expanded ROTC.
Components of the NSTP
A. Reserve Officer’s Training Corps [ROTC] - refers to the program component,
institutionalized under Section 38 and 39 of Republic Act No. 7077, designed to provide military
training to motivate, train organize and mobilize them for national defense preparedness.
B. 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.
C. Literacy Training Service [LTS] - to train the students to teach literacy and numeracy skills
to school children and out-of-school
Covered by the NSTP Law
A. Incoming freshmen starting sy 2002-2003. Enrolled in any baccalaureate and in at least 2
year technical-vocational or associate courses are required to complete one NSTP as
graduation requirements.
B. All higher and technical-vocational education institution (one NSTP components)
C. State universities and colleges shall offer ROTC and at least 1 other components
D. Phil. Military Academy (PMA), Phil. Merchant Marine Academy(PMMA), Phil. National Police
Academy(PNPA) are EXEMPTED from the NSTP
E. Private higher education and technical-vocational education institutions with at least 350
student cadet may offer the ROTC components and maintain a Department of Military Science
and Tactics (DMST), subject to the existing rules and regulations of the AFP.
Duration and equivalent course unit of each of the NSTP component- Each of the NSTP
components shall be undertaken for an academic period of two (2) semesters for 54 to 90
training hours per semester. It shall be credited for three (3) units per semester.
Fees charged to students taking any of the NSTP components- No other fees shall be
collected except basic tuition fees
Suspension of the ROTC requirement- students who have completed all their academic
requirements for their respective courses as certified by the school on or before the effectivity of
the NSTP Act of 2001, which is March 23, 2002
NSTP-One Summer Program (NSTP-OSP)- is created under RA 9163 or the NSTP Act of
2001, especially Section 6 and jointly devised, formulated and adopted by DND, CHED and
TESDA.
National Service Reserve Corps (NSRC)- created under Section 11 of RA 9163 or the NSTP
Act of 2001, composed of graduates of the non-ROTC components: the CWTS and LTS.
NSTP-CWTS 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 and accountability for nation-building, and volunteerism as valuable and
effective members of the National Service Corps of CWTS.
NSTP-CWTS Mission
NSTP-CWTS aims to promote and integrate values education, transformational leadership, and
sustainable social mobilization for youth development, community-building, national renewal,
and global solidarity by:
1. Providing relevant activities that will contribute to physical, intellectual, spiritual, and social
development of students;
2. Inculcating in students the values of leadership, patriotism, and social responsibility;
3. Training students to become project planners, designers, and managers of innovative and
sustainable community service-oriented projects;
4. Conducting capability enhancements for civic welfare services geared toward preparing the
youth to become results-oriented social entrepreneurs, volunteers, and a socio-economic
mobilizing force that serves communities as value-driven innovators for progress;
5. Working closely with a network of organizations within and outside the higher education
institution; and
6. Creating opportunities where students can render direct service to the community.
NSTP-CWTS Core Values
1. Love of God
2. Human dignity
3. Discipline, truth, goodness, and social responsibility
4. Awareness, innovation and creativity
5. Respect, synergy, and professionalism
6. Excellence and indigenous learning
7. Protection and conservation of the environment
8. Quality service delivery
NSTP-CWTS Minimum Standards
NSTP-CWTS helps develop informed and self-reliant communities by encouraging inter
government agency cooperation and providing complementary assistance and support to
facilitate socio-economic progress, environmental management, and delivery of basic services,
geared toward uplifting the wellbeing of people.
CHAPTER II: THE NATURE OF THE HUMAN PERSON
THE NATURE OF THE HUMAN PERSON

 Estanol (2007) defines the human person as having physical, spiritual, emotional, and
Intellectual attributes.
 St. Thomas Aquinas describes the human person as having physical and spiritual
substance because he/she has a soul and is created by a Superior Being with a divine
purpose. Dictionaries define the human person as a “self-conscious animal.”
Characteristics of Human Person
Babor (2007) in his book, The Human Person, Not Real, But Existing, discusses the several
characteristics of a human person, namely:
1. A human person is a rational being. He/She is free to think and has the capacity to reason
and distinguish between right and wrong.
2. A human person is born free. He/She has the freedom.
3. A human person is unique. He/She possesses an identity that makes him/her unlike any
other person
4. Every person is intrinsically a social being and cannot detach himself/herself from other
creatures in the universe.
5. All living things are sexual by nature, but the uniqueness of expression of a person’s sexuality
makes him/her different.

BIBLICAL VIEWS
Genesis 1:26-27- God created man and woman in His own image and likeness and made them
masters of the fish of the sea, the birds, the heaven, the earth, the wild beasts, and all the
reptiles that crawl upon the earth.
Agbuya (1997) states that “He/She (human person) is designated by God to exercise dominion
over other creatures in his/her everyday use of freedom, search for happiness, and openness to
the world around him/her.
PHILOSOPHICAL VIEWS
According to Protagoras, a human person is the measure of all things that exist and of all
things that do not exist. Furthermore, Plato claimed that the perfect human being does not exist
in this world because what is in this world is just an imperfect copy of humanity’s original self in
the realm of ideas. Parmenides posited that a person has knowledge of something that exists,
for a person who does not exist is nothing.
Maguigad (2006) in his book, Philosophy of the Human Being, explains the different
philosophical views of the human person. These are the following:
1. Conservatism- view is not entirely positive and definitely non egalitarian. Some men
contribute more than others to society, and, therefore, must be rewarded and honored by the
society.
2. Liberalism- has a more egalitarian view of human nature. It believes that all men are
capable of reason and rational action and have the capacity to live satisfactory and productive
lives if given the opportunity. According to Mencius, “Every human being can become a sage
king, that is, anyone can gain the wisdom to rule.”
3. Socialism- the human being readily engages in cooperative social activities when given the
opportunity. Marx believes that man is driven primarily by desire for economic gains. In his Das
Kapital, he considers the human person as a social animal; if he fails to relate actively with
others and with nature, he loses himself and becomes alienated. His drives lose human
qualities and assume human qualities.
4. Fascism-holds that what matters most is the country itself. The human being can prosper
only when the nation prospers; his/her fate is merely secondary when it comes to the country.
CLASSICAL GREEK VIEWS
The early classical Greeks define the human person as “a rational animal”. (1) An animal’s
vegetative sensory and rational element is integrated within his/her being; thus he/she is a
material (body) and spiritual (soul) being. (2) As a vegetative creature, the human person needs
to have food to grow, develop, and reproduce. (3) As a sentient being, he/she needs sensory
perceptions to gain knowledge. (4) As a rational animal, he/she needs the power of thought,
reason, and cognition.
SOCIOLOGICAL VIEWS
Salcedo (2004) states that people look at this social world or at the various ways that human
beings behave in a social way. Hence, when we talk about society or the social world, we are
really referring to the behavior of human beings.
San Juan (2007) proposes some common ideas about human person. These are the following:
1. Human persons are social animals. We need to cooperate with others in some way to
create the social world in which to live.
2. The human person’s social behavior is learned, not instinctive. In this respect the
argument is that we have to learn, from the moment we were born, how to be not just a human
being but also a recognizable member of the society into which we happen to have been born.
3. To understand the human person’s social behavior, we have to focus our attention on
the groups to which people belong. These groups are many and varied, but the largest group
to which people belong is a society.
4. Sociology is a discipline that looks into the totality of relationships in an individual’s
life. Sociologists do not restrict their studies to a single dimension of an individual’s life
(economics, politics, history, geography, psychology and so forth).
Hierarchy of Needs
Maslow presented the levels of hierarchy of needs in his theory of personality:
1. Physiological needs include the biological and basic need such as water and clothing.
These needs are immensely important because they are essential for survival.
2. Safety needs include security and protection from physical and emotional harm.
3. Social needs include affection, sense of belonging, and friendship, which people seek to
overcome feelings of loneliness and alienation.
4. Self-esteem needs include achievement, mastery, and confidence derived from recognition,
respect and attention. When these needs are satisfied, the person feels confident and valuable.
5.Self-actualization means a person has reached the peak of his/her potential

CHAPTER III. VALUES DEVELOPMENT FOR CITIZENSHIP TRAINING

VALUES DEVELOPMENT FOR CITIZENSHIP TRAINING
The Preamble of the 1987 Constitution states: “We, the sovereign Filipino people, imploring the
aid of Almighty God, in order to build a just and humane society and establish a Government
that shall embody our ideals and aspirations, promote the common good, conserve and develop
our patrimony, and secure to ourselves and our posterity the blessings of independence and
democracy under the rule of law and a regime of truth, justice, freedom, love, equality, and
peace, do ordain and promulgate this Constitution.” (De Leon et al., 2011)
A PREAMBLE is an introductory and preliminary statement in a document that explains the
document’s purpose and underlying philosophy.
Filipino Values
The Filipino value system arises from our culture or way of life, our distinctive way of becoming
human in this particular place and time.
1. It is obvious that certain values take on a distinctively Filipino flavor for us. Confucian
and Buddhist doctrine of the middle way or path, find their Filipino equivalent in walang labis,
walang kulang or katamtaman lamang.
2. Speaking of Filipino values, we do not mean that elements of these Filipino values are
absent in the value systems of other people and cultures. we easily recognize Filipino when
it comes to foods, place and clothes
3. Universally, human values in the Filipino context (historical, cultural, socioeconomic,
political, moral, and religious) take on a distinctive set of Filipino meanings and
motivations. Fr. Horacio de la Costa, S.J. calls the Filipino “nationalistic” tradition (pagsasarili,
pagkakaisa, pakikisama, pakikipagkapwa tao at pagkabayani.)
4. Values in the sense of historical consciousness had evolved among the Filipino
people, leading to the concept of justice evolving from inequality to equality and to
human dignity. From the tribe, to the family, and to the nation, consciousness of different
values varies during the distinct periods of Philippine history.
Good Citizenship Values
1. Love for God or Pagkamaka-Diyos
2. Love for Fellowmen or Pagkamaka-Tao
3. Love for Country or Pagkamaka-Bayan
4. Love for the Environment or Pagkamaka-Kalikasan

Roots of the Filipino Character

“A Moral Recovery Program: Building a People – Building a Nation” by Patricia Licuanan (1988)
1. The Family and Home Environment. Child-bearing in the Filipino family generally is
characterized by high nurturance, low independence training, and low discipline.
2. The Social Environment. The social environment of the Filipino is characterized by a feudal
structure with great gaps between the rich minority and the poor majority.
3. Culture and Language. Much has been written about Filipino cultural values. Such
characteristics as warmth and person orientation, devotion to family
4. History. We are part the product of our colonial history, which is regarded by many as the
culprit behind our lack of nationalism and our colonial mentality.
5. The Educational System. The lack of suitable local textbooks and dependence on foreign
textbooks, particularly in the higher school levels, force Filipino students as well as their
teachers to use materials that are irrelevant to the Philippine setting.
6. Religion. It is the root of Filipinos’ optimism and capacity to accept life’s hardships.
7. The Economic Environment. Many local traits are rooted in the poverty and hard life that is
the lot of most Filipinos.
8. The Political Environment. It is characterized by a centralization of power.
9. Mass Media. These reinforce our colonial mentality. Advertisements using Caucasian models
and emphasizing a product’s similarly with imported brands are part of our daily lives.
10. Leadership and Role Models. Filipinos look up to their leaders as role models. Thus, when
our leaders violate the law or show themselves to be self-serving and driven by personal
interest, when there is lack of public accountability, there is a negative impact on the Filipinos
Nationalism and Patriotism
The term nationalism is generally used to describe two things. (1) Attitude of the members of a
nation which includes the concepts of national identity, origin, ethnicity, and cultural ties. (2) The
action that the members of a nation take when seeking to achieve or sustain full statehood with
complete authority over domestic and international affairs.
Patriotism is love and devotion to one’s country. The word comes from Greek patris, meaning
“fatherland”.
Personal Development Plan
Wells (2012), in his book, Seven Simple Steps – Life Transformation Guide, states that success
requires an articulated goal.
1. Your True Self – Begin with some introspection to help you define your values, your
patterns, and your beliefs.
2. Make It Personal – Understand success and achievement, and what it means to you and to
others.
3. Know Your Outcome – Set your goals and how to achieve them. This section is really about
knowing where you’re going.
4. Design Success – Lay out your “success blueprint”. If the prior section covers where you’re
going, this is about how you’ll get there.
5. Harness the Power – Determine to make your plans a reality. In order to succeed, you need
more than a plan; that plan needs to be executed.
6. Accept Success – Establish a mindset to succeed in bringing your desired outcomes to
fruition.
7. Life is Circular - Look forward to the future, and move on beyond the completion of your plan
Footnote: A value literally means the worth or importance of a particular thing. Some things have greater value than other.
 CHAPTER IV LEADERSHIP TRAINING
A. Human Behavior- According to businessdictionary.com, human behavior is the “capacity of
mental, physical, emotional and social activities experienced during the five stages of a human
being’s life – prenatal, infancy, childhood, adolescence and adulthood.”

Encyclopedia Britannica (2012) states that human beings have a typical life course that consists
of successive phases of growth, each of which is characterized by a distinct set of physical,
physiological and behavioral features.

B. Motivation-encompasses the internal and external factors that stimulates desire and
energy in people to be continually interested in and committed to a job, role or subject, and to
exert persistent efforts in attaining a goal.
C. Good Leadership- Leadership pertains to the qualities exemplified by a leader. The acts of
leading or the “process of social influence in which one person can enlist the aid and support of
others in the accomplishment of a common task”.

Characteristics of a Good Leader

1. Vision. Good leaders know where they want to go and they can motivate people to believe in
their vision.
2. Wit. Good leaders can make sound judgments and decisions.
3. Passion. Good leaders are very passionate and intensely obsessed in whatever they
focused on.
4. Compassion. Good leaders show compassion for their supporters and followers.
5. Charisma. Good leaders are captivating, charming individuals who tend to draw people
toward them.
6. Communication skills. Good leaders are usually great orators and persuaders.
7. Persistence. Good leaders are determined to attain their goals in spite of the obstacle and
problems.
8. Integrity. Good leaders mean what they say. They are reliable
9. Daring. Good leaders are bold, willing to take risks, and determined to chase their dreams
amid the reality of fear and uncertainty.
10. Discipline. Good leaders observe self-control and order.
Traits of an Effective Leader
1. Character is the quality of a person’s behavior as revealed by his/her habits thoughts and
expressions, attitudes and interest, actions, and personal philosophies in life.
2. Charisma is a special spiritual gift bestowed temporarily by the Holy Spirit on a group or an
individual for the general good.
3. Commitment engages one to do something as a continuing obligation. It is a state of
intellectual and emotional adherence to some political, social and religious theory of action.
4. Communication is a two-way process of reaching mutual understanding in which
participants do not only exchange (encode-decode) information but also create and share
meaning.
5. Competence indicates a sufficiency of knowledge and skills that enable someone to act
in a wide variety of situations.
6. Courage is the quality of the mind that enables a person to face difficulty and danger
without fear. It begins with an inward battle.
D. Transformational Leadership- Transformational leadership is a form of leadership that
occurs when leaders broaden and elevate the interests of their employees, when they generate
awareness and acceptance of the purpose and mission of the group, and when they stimulate
their employees to look beyond their own self-interest for the good of the group.
Transactional Leadership
Transactional leadership is based on power that makes use of rewards and coercion to deliver
benefits to members, or to force or instill fear as illustrated by colonization, vote buying and
similar methods.
Transformational leadership or real leadership starts from the recognition of what the
members need and the steps toward achieving these needs, and relating rewards to effort. The
leader acts as a role model.
Behaviors of a Transformational Leader
1. Is articulate in creating compelling vision of the future
2. Uses stories and symbols to communicate his/her vision and message
3. Specifies the importance of having a strong sense of purpose and a collective mission
4. Talks optimistically and enthusiastically and expresses confidence that goals will be achieved
5. Engenders the trust and respect of his/her followers by doing the right thing rather than
simply doing things right
6. Instill pride in employees
7. Talks most about important values and beliefs
8. Considers the moral and ethical consequences of decisions
9. Seeks different perspective when solving problems
10. Encourages employees to challenge old assumptions and to think about problems in new
ways
11. Spends time teaching and coaching
12. Considers each individual employee’s different needs, abilities and aspirations
13. Is compassionate, appreciative and responsive to each employee and recognizes and
celebrates each employee’s achievements
Four Components of Transformational Leadership
1. Charisma. The leader’s charisma or idealized influence is envisioning and building
confidence,
and he/she sets high standards to be followed.
2. Inspirational motivation. The leader’s inspirational motivation provides followers with
challenges and meanings/reasons for engaging in shared goals and undertaking.
3. Intellectual stimulation. The leader’s intellectual stimulation moves followers to question
assumptions and generate more creative solutions to problems.
4. Individual consideration. The leader treats each follower as an individual and provides
coaching, mentoring and growth opportunities.

The qualities of transformational leadership can be found at different levels: community,

national, and even global communities; and in various sectors of the society. The transformation
of values,
processes, and institutions appears as follows:
A. Transformation of values
 From power as dominion to power as liberation
 From war and conflict to peace
 From efficiency consideration to equality and equity (balance between genders) From
growth to sustainability
 From “winner-take-all” norm to sharing and caring
B. Transformation of processes
 From hierarchical to participatory
 From corrupt to clean
 From secretive to transparent
 From burdensome to empowering
C. Transformation of institutions
From bureaucratic to egalitarian, responsive, and accountability
Moving from transactional leadership to transformational leadership requires a shift in
leadership functions.
1. People are taking more responsibility for their own decisions. This situation requires
the leaders to provide conditions for creativity and develop fewer levels of leadership-flatter
structures.
2. Leaders concentrate on strategy to help people respond to the changing