Geographic proximity Act No.

9163 - An act establishing the National

- the process of working collaboratively with and Service Training Program (NSTP)
through groups of people affiliated by geographic
proximity Instructional Materials

National development Audio Materials

- The school and the community serve as alliance in
national development Still Pictures

NSTP Coordinators Write the Vision,and Mission of DFCAMCLP ( 10 pts )

- the participants in the program together with the
NSTP Coordinators assigned and the local community
VISION
officials
- It also includes a schedule of activities by week and DFCAMCLP shall be recognized as one of the leading
the days when the NSTP coordinators will visit and locally-funded higher education institutions in the
the days when students must report to their school. country providing quality higher education to
- They are expected to submit a weekly report to the financially
NSTP Coordinators. disadvantaged but deserving students.
- Relationship with the NSTP coordinators
MISSION
Specific - SMART
To achieve our Vision, we will strive to provide quality
Three-dimensional materials and relevant education, responsive to the changing
needs of the city, the nation, and the global
Evaluation - How can we monitor that the project is environment, integrate instruction, innovative
successful research, community partnership, and creative
production to produce industry leaders, productive,
Still Projected Pictures
and value-laden citizens.
Community Engagement - NSTP 2 classes are
mainly concerned with community engagement
True or False ( 20 pts )
Community Development - it provides the
foundation a city builds off to improve the lives of its
citizens.

Research - Gathering information is the most

important phase in doing a research.

Assessment

Data Collection

Community Assessment - inventory survey

instrument developed to collect information which will
identify the needs of a particular community.

Appearance - Your personal appearance is

considered very important. Ladies should not wear
backless clothing, spaghetti straps, short shorts or
clothing in which the midriff is exposed.

Student’s behavior - Bear in your mind that you

represent your school when you are out of the
community.
 LESSON 1 –CITIZENSHIP TRAINING
Topic: COMMUNITY NEEDS ASSESSMENT
Community Needs Assessments
- seek to gather accurate information representative of
the needs of a community
Assessments
- performed prior to taking action and are used to
determine current situations and identify issues for
action
Needs assessments
- establish the essential foundation for vital planning
NSTP 2 - mainly concerned with community
engagement
Community development
- provides the foundation a city builds off to improve
the lives of its citizens.
- t creates strong, diverse communities that are able
to attract and keep talent, start and grow businesses,
and overcome issues that arise.
Community Service - performed by someone or a
group of people like the NSTP students for the benefit
of the public or community
Purpose of Community Service
-The purpose of the community Outreach Reach
Program where volunteerism is the cornerstone
- prepare each student to become a responsible
active citizen
Community Needs Assessment
- school administrators should not be limited only
within the four corners of the school; it should be
extended to the community.
The community can achieve its goals if it could:
1. Develop the skills of the constituents;
2. Understand the rights and duties of a citizen in a
democratic society
3. Develop and maintain good health and physical
fitness.
Assessment of Community Needs
- process of identifying the strength and resources
available to meet the needs in the community, more
on children, youth and families
- inventory survey instrument developed to collect
information
Identifying and analyzing problems are essential
procedures in which problems that cannot be
immediately addressed and their effects in the
community can be minimized.
Reasons for Collecting Information about the
Problem
Gathering information is the most important phase
in doing research
1. Knowledge - The facts and statistics in determining
the size of the gap
2. Credibility Accounts - A credible person is
knowledgeable, serious and well organized.
3. Awareness Leads to Change - You can raise the
community’s awareness of a number of things through
the use of statistics
Steps in Collecting Information
1. Awareness on the importance and purpose of
the information to be collected - This pertains to the
reasons for collecting the data.
2. Determine when you want to use the data.
There are two decisions to make when gathering
the data:
a. When to get the information, now or on
scheduled date.
b. When you want to make the information public-
announcement of the information in public.
3. Determine exactly what you want to know - Is it
statistics; life stories; issues; incidence rate, etc.?
4. Determine who will find the Information - Person
assigned to get the information- you staff member,
volunteer?
5. Identify possible sources of information - a
person or place where you can get the information.
6. Set limits to how much information you want to
collect - just collect the needed data.
7. Collect the data - Gathering information from
reliable sources.
8. Identify gaps in your knowledge - After collecting
the data, determine which one you need.
9. Repeat the process to fill those gaps or collect
your own data - Since you have already identified
what information you still need to find, you have two
choices, either do the process again or collect your
own data.
10. Compare the data of your community with
another community.
Criteria in Identifying Community Problems
1. The problem occurs (the frequency)
2. The duration of the problem (did it last for a while?)
3. The score or range (how many people are
affected?)
4. The severity of the problem (the intense of the
effect).
5. The equity (how many are deprived of legal or
moral rights?).
6. The perception (how the problem is perceived?)
Reasons Why Community Problems have to be
analyzed
1. To better identify the problem or issue.
For you to be able to identify the solution to the Situational Analysis
problem, you have to know what the problem is all
about.
2. To understand the main reason of the problem
Be able to know the cause of the problem
3. To determine barriers and resources associated
with addressing the problem.
An NSTP student in a community outreach
program shall immediately be aware of the obstacles ● Status of the local government organization;
in addressing the problem and be able to know the
resources they need for the community.
4. To develop the best remedy for addressing the
problem.
How to Analyze a Community Problem
1. Justify the choice of the problem - Consider the
criteria when identifying the problem
2. Frame the problem - Be objective in stating the
problem without implying a solution.
TOPIC: COMMUNITY ENGAGEMENT
The school and the community serve as an alliance
in national development.
Orientation on NSTP 2
- discussion of the course objectives, learning
experiences, requirements and evaluation. It also
includes a schedule of activities by week and the days
when the NSTP coordinators will visit and the days
when students must report to their school.
Course Leveling of Expectations
- The students are expected to attain the objectives
set for in the course. They are expected to submit a
weekly report to the NSTP Coordinators.
Grouping/Team Building
1. Relationship with the group members;
2. Relationship with the NSTP coordinators; and
3. Relationship with the Local Government officials in
the community
Brainstorming on the Anticipated Problems
- This will be done through brainstorming by looking
into the sociological factors in the community.
Field Practicum Activities
- This is now the actual practicum in the community
outreach program
- In this stage, the participants in the program together
with the NSTP Coordinators assigned and the local
community officials will hold a brainstorming session
to decide on the activities and projects that will be
undertaken to answer the needs of the community.
Implementation of the Community Project
● Decision making process; and
● Channels of communication (formal and informal)
Social Mobilization
1. Formulation/mobilization of the different persons
involved in planning and management of the
community outreach program projects.
2. Situational analysis by the NSTP students in
collaboration with the community.
3. Brainstorming/Discussion of alternative solutions
and the group choices.
4. Organize the community for implementation,
monitoring and evaluation.
5. Implementation of planned activities
Guidelines for NSTP Students in Community
Outreach Program
1. Appearance - Your personal appearance is
considered very important.
2. Accountability - The students are responsible for
arriving at the given location on time.
3. Student Behavior - Bear in your mind that you
represent your school when you are out of the
community.
Topic: Community Project Proposal and • Volunteers Resource Development
Community Projects. • Leadership Training and Social Development
E. Street-Based
Project Proposal
• Alternative Street Education Program
- initial document used to define an internal or external
project.
4. WOMEN WELFARE PROGRAM
- includes sections such as title, start and end dates,
• Psychosocial Intervention
objectives and goals, requirements, and a descriptor
• Modular Package
of the proposed solution.
• Leadership and Basic Business Mgt. Skills
Development
Community project proposal
• Numeracy Exercise/Social Communication/Skills
- document that entails information about a specific
Development Exercise
program
• Women/Maternal and Child Care/Nutrition
• Women/Personal and Child Care/Self Care
Possible Community Programs/Services
• Early Childhood Disorder and Growth Monitoring and
Promotion
1. COMMUNITY WELFARE PROGRAM
• Care & Support Services of Persons Living with HIV
• Social Preparation for People’s Participation
• Community Participation Skills Development
Services
• Social Welfare Structures Development
5. PERSONS WITH DISABILITY WELFARE
• Community Volunteer Resource Development
PROGRAM
Service
• Information Dissemination on Disability Prevention
• Assistance for Physical Restoration
2. FAMILY WELFARE PROGRAM
• Social and Vocational Preparation for Employment
• Family Casework
• Self and Social Enhancement Services
• Enhance Parent Effectiveness Service (EPES)
• After Care and Follow-up Services
• Empowerment and Reaffirmation of Parental Abilities
• Special Social Services for Elderly
(ERPAT)
• Marriage Counseling Service
6. SENIOR CITIZENS WELFARE PROGRAM
• Responsible Parenthood Service
• Self-Employment Assistance Program
7. EMERGENCY WELFARE PROGRAM
• Social Preparation for People’s Participation
• Disaster Management Capability Building
• Emergency Relief Assistance
3. CHILD AND YOUTH WELFARE PROGRAM
• Food-for-Work
A. Early Childhood Care and Development
• Balik Probinsya
Program (ECCD)
• Critical Incident Stress Debriefing
• Center-Based Program
• Assistance to Individual in Crisis Situation
• Home-Based Program
• ECCD Mobile
B. Community Based Services for Street Children
C. Community Based Services for Children in Need of
Special Protection (CNSP)
• Self and Social Enhancement
• Productivity Skills Development
• After Care Services Program
• Volunteers Resource Development
• Educational Assistance
D. Unlad sa Kabataan Program (UKP) for
Out-of-School Youth (PYAP)
• Personality and Leadership Development
• Productivity and Livelihood Skills Development
Topic: Formulation of Community Project
1. Community Project Title
- The project title should be creative and catchy,
without actually compromising the goals of the activity.
Also, the title must at least give the class’ target
participants an idea on what the activity is all about.
2. Prepared for ( Benfeciaries )
- This sould display a summary of the name of
Barangay, Community or target participants and their
age range
3. Prepared by: Place here the class’ complete
section name of Leader and members.
4. Rationale: Every project proposed has a
history behind it. “Why was it proposed by the
students? What were their different bases for
coming-up with such? Is there really a need for this
kind of endeavor?” - are just some of the guide
questions that the class may use to fill this part of the
proposal. It is through this chapter that the class is
asked to express fully, in detail the reason why the
project is relevant.
Reason why we are proposing the program,
What’s the problem, and what are the
recommendations solution for the problem or why we
are proposing a particular program.
5. Background: What is the project all about?
Narrate and describe what the project intends to do
and accomplish. Make sure that the readers of your
proposal will be able to comprehend and will be able
to have a clear picture of what your project is. Be
specific on the ideas that you will be presenting.
Likewise, the class may also opt to narrate here the
following:
• The history behind the project title
• The methodology the class will utilize to deliver the
project [Say, will it be a seminar? Will it be a role play?
What is the problem, when was the problem started
and what is the effect of the problem that needs to find
a solution and what is the possible worst scenario if
we don’t address the problems immediately 
6. Objectives: The purpose of our project, this
will answer the questions that for what purpose is the
Project proposal, it must be clear and summarize, it
also answer the questions: What is our aim and
objectives 
Unlike the other parts of the proposal that requires
being in narrative form, this chapter shall only ask the
initiators to jot down, in bullet form the aims of the
project being proposed.
This chapter is also most likely where you will be
basing your post-project evaluations. The project
objectives that you formulated will help you gauge
how successful your project is. Given such, the
classes are advised to compose a better set of
objectives, following the
S.M.A.R.T [specific, measurable, attainable,
realistic and time bounded] criteria.
7. Source of funds: What agency.? 
This should bear the monetary counterpart of the
DFCAMCLP during the project’s implementation. The
amount reflected here must be consistent with item
no. of the project proposal outline.
8. Materials and cost needed
The class may identify here the materials that the
community can provide during the project’s
implementation. As a tip for the Facilitator and the
class, you may want to recall the different resources
available in the community that you think will be
useful. Just make sure to ask permission from the
community during the next visit if they are willing to
lend the class the materials that you are eyeing for
your project.
Some common community project counterparts:
• Participants
• Venue
• Chairs
• Tables
• Sound System / Microphone
• Television Set
9. Expected Output  What is expected results 
10. Deadline: when will be the start and when is
the deadline 
The Facilitator must advise the class on the specific
date/s allocated for the DFCAMCLP classes to
implement their projects. Only the date/s
recommended for the implementation should be
reflected on this part of the form
11. Evaluation: How can we monitor that the
project is successful