UNIT 1 – Introduction to the National
Service Training
The Revised IRR of RA 9163
• The National Service Training Program
Law or RA 9163 also known as “An Act
Establishing the National Service Training
Program (NSTP) for tertiary level students,
amending for the purpose of Republic
Act No. 7077 and Presidential Decree
No. 1706, and for other purposes.” was
enacted last January 2002 to amend the
Expanded ROTC
The Revised IRR of RA 9163
• Republic Act No. 7077 - Citizen Armed Force or
AFP Reservist Act of 1991
• Presidential Decree No. 1706 – National Service
Law
The Revised IRR of RA 9163 The 3 Components of NSTP
• CWTS
• LTS
• ROTC
Roles and Importance of the CWTS
CWTS “Civic Welfare Training Service”
refers to programs 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 morals of
the citizenry.
The importance of CWTs as a whole is geared
towards the development and redirection of
positive values and attitude. This is by giving the
chance to see that they can create a difference in
their own ways. Thus, making them appreciate
their role and responsibilities not only as students
but also an individual that can contribute to the
betterment of life be it in their family,
community, and to the nation as a whole.
NSRC Re-orientation
NSRC The National Service Reserve Corps,
NSRC (Filipino: Panlaáng Hukbo ng
Pambansang Paglilingkod), is a unit composed of
graduates of the Civic Welfare Training Service
(CWTS) and Literacy Training Service (LTS)
components of the National Service Training
Program, a civic education and defense
preparedness program in the Philippines
NSRC Legal Basis
Implementing Guidelines and Procedures on the
Development, Organization, Training,
Administration, Utilization, Mobilization,
Operation, Accreditation, Protection and Funding
of the National Service Reserve Corps (NSRC) as
provided for in Section 13 of RA 10121 otherwise
known as the Philippine Disaster Risk Reduction
and Management (PDRRM) Act of 2010 and
Rule 9 of its Implementing Rules and
Regulations, and Section 11 of RA 9163
otherwise known as the National Service
Training Program (NSTP) Act of 2001 which
provides for the creation of the National Service
Reserve Corp (NSRC) and its mobilization by the
NDRRMC or the Local Disaster Risk Reduction
and Management Councils for the delivery of
disaster risk reduction programs and activities
Organization of the NSRC:
Graduates of the CWTS and LTS Components of
the NSTP shall be organized into NSRC Reserve
Units. They shall be classified into two (2)
categories:
1. CBNRUs - Community-Based NSRC
Reservist Units
2. SBNUs - School-Based NSRC Reservist Unit
Community-Based NSRC Reservist Units:
CBNRUs shall be organized at the Barangay,
Municipal, City and Provincial level. The
membership shall come from graduates of the
CWTS and LTS components of NSTP who are
residents of their respective localities. The
concerned LGUs thru the LDRRMCs, in
coordination with DILG and OCD, shall
undertake the organization of CBNRUs. The
 OCD thru the Local DRRMCs shall issue the
Activation orders of the CBNRU
School-Based NSRC Reservist Units: SBNRUs
HEls under CHED and TVETs under TESDA
shall organize SBNRUs to be composed of
graduates of the ONTS and LTS components of
the NSTP who are still enrolled in said
institutions. The OCD thru the HEls and TVETs
shall issue the Activation orders of the SBNRUs.
These reserve units shall be placed under control
of the College/University Disaster Control Group
Chairperson for conduct of training and operation
UNIT2:DISCOVERY OF YOUR OWN
COMMUNITY
UNDERSTANDING COMMUNITY
• Definitions of "community" in general, show
three ideas essential to the concept, namely:
• the community is a human group
• the people in it have common activities and
experiences
• it occupies a definite territorial area
Characteristics of communities are varied
because communities are the net result of many
forces-geographical, cultural, political, and
others. Understanding of a community involves:
(1) a knowledge of the necessary number of
people for any given type of community activity
(2) the changes affecting the stability of the
community
(3) what cultural interests the people have
(4) the interrelation of the various community
activities
ELEMENTS OF COMMUNITY
(1) DEMOGRAPHICS - include number of
population, land map
(2) HISTORY – events of the past that
contributed to the development of the community
(3) CULTURE – ways of living of the people
(4) ECONOMY – occupation of people
(5) STRUCTURES – physical and political
structure
CONCEPTS AND PRINCIPLES
COMMUNITY ENGAGEMENTS is a process
of tabling or working collaboratively within the
groups of people by geographic proximity, with
common interests and situations in order to
address common issues/concerns affecting the
wellbeing of the large segment of the community.
Often involves partnerships that help mobilize the
appropriate resources and influence among
partners.
COMMUNITY ORGANIZING a process
forged along people’s empowerment and the
essential formation of a self-reliant community
that will facilitate development in a sustainable
development—involve series of interrelated
activities aimed to unify the people
CONCEPTS AND DEVELOPMENT a
process by where the community members come
together and working together to take a collective
actions and generate solutions to make the life of
the people in a community better
WHAT IS A COMMUNITY NEEDS
ASSESSMENT?
A community needs assessment provides
community leaders with a snapshot of local
policy, systems, and environmental change
strategies currently in place and helps to identify
areas for improvement. With this data,
communities can map out a course for health
improvement by creating strategies to make
positive and sustainable changes in their
communities
COMPONENT OF A NEEDS
ASSESSMENT?
Policy Change
This involves laws, regulations, rules, protocols,
and procedures that are designed to guide or
influence behavior. Policies can be either
legislative or organizational. Policies often
mandate environmental changes and increase the
likelihood that they will become institutionalized
or sustainable
Examples of legislative policies include taxes on provision of nonsmoker health insurance
tobacco products, provision of county or city discounts.
public land for green spaces or farmers’ markets,
regulations governing a national school lunch 1. Plan needs assessment
program, and clean indoor air laws. Step 1: Plan for a community needs
Examples of organizational policies include assessment
schools requiring healthy food options for all • Identify and assemble a diverse community
students, menu labeling in restaurants, and team
required quality assurance protocols or practices • Develop a team strategy
(e.g., clinical care processes) • Define community to assess (e.g., region,
village)
System Change • Identify community sectors to assess (e.g.,
This involves change that affects all community health care, schools)
components including social norms of an • Identify community components to assess
organization, institution or system. It may include (e.g., nutrition, tobacco)
a policy or environmental change strategy. • Develop questions to ask for each
Policies are often the driving force behind community component
systems change. • Select sites and number of sites to visit
Examples are implementing a national school within each sector
lunch program across a region or provincial • Determine existing data to use or methods
school system or ensuring a hospital system for collecting new data Identify key
becomes tobacco free informants to contact
2. Conduct assessment
Environmental Change Step 2: Conduct the needs Assessment
This type of change relates to the physical, social, • Decide on scope
or economic factors designed to influence • Identify assets
people’s practices and behaviors. Examples of • Make connections
alterations or changes to the environment include: • Collect data
3. Review and rate data
Physical: Structural changes or the presence of Step 3: Review and rate the data
programs or services, including the presence of • Develop a rating scale, and,
healthy food choices in restaurants or cafeterias, • Make a team decision on ratings
improvements in the built environment to 4. Record and review consolidated data
promote walking (e.g., walking paths), the Step 4: Record and review consolidated data
availability of smoking cessation services to • Enter the data,
patients or workers, and the presence of • Total the data, and,
comprehensive school health education curricula • Summarize the data
in schools. 5. Develop Action Plan
Step 5: Develop a community action plan
Social: A positive change in attitudes or behavior • Identify community assets and needs,
about policies that promote health or an increase • Prioritize needs,
in supportive attitudes regarding a health • Develop and prioritize strategies for
practice, including an increase in favorable improvement, and,
attitudes of community decision makers about the • Create an action plan for top priority
importance of nonsmoking policies or an increase strategies.
in nonacceptance of exposure to second-hand
smoke from the general public. UNIT 3 COMMUNITY IMMERSION
(PART 1)
Economic:The presence of financial
disincentives or incentives to encourage a desired • Community Immersion
behavior including charging higher prices for is one important requirement of the
tobacco products to decrease their use or the National Service Training Program
 (NSTP) prescribed to students, male
or female alike, in private and public
higher education institutions and
technical-vocational schools.
• Community immersion is a strategy
in community organizing that is
sought to imbibe among the NSTP
trainees a better understanding and
realization of the different
community concerns through the
exposure on actual life situations
specifically in the deprived,
depressed and the underprivileged
(DDU) communities
• The NSTP trainees are expected to
initiate community-based
interventions in the form of projects
and activities meant to address the
multi-faceted issues and concerns of
the people in the area of service.
• Is a strategy that goes beyond
acquainting us with community
concerns but make possible our
participation in their solution.
• Is an essential strategy in community
organizing work that entails
understanding of the different
community concerns, process,
dynamics and lifestyle through
exposure and engaging different
activities;
• Is advised as a strategy in molding
students just so that they may be
socially aware and responsible to
their communities. This manner of
transformation is bent on training the
youth to become civic consciousness
and defense prepared individuals
Objectives of a Community Immersion
• Community immersion allows individuals who
are not familiar with the people and communities
where they will work immerse themselves in
these settings. This gives them the opportunity to
reflect on their assumptions, attitudes, and the
knowledge base of their profession and to gain
cultural competence.
• Immersion programs relocate individuals into an
unfamiliar environment for a period of time for
the purpose of providing meaningful learning
opportunities. For maximum effect, the
individual must be receptive to the social, cultural
and/or political circumstances into which they
have been placed.
• Pessar, MD, professor emerita of psychiatry, says
the community immersion program is one way of
teaching students that developing trust with their
patients “requires some understanding of the
social, economic, psychological and cultural
issues” faced by patients.
Whom do you immerse with in the community?
Parents, youth, constituents, professionals, and potential
collaborators of your project/activity
• When one goes to a community, he associates
with the people whom he intends to work with a
partners or allies in the community.
• We do not just work for and serve the people but
rather we encourage their participation
• Confucius’s philosophy of “give man a fish and
he will live for a day: teach him how to fish and
he will live for a lifetime.”
• Community immersion is empowering the people
towards development of the locality
• Is vital to the development of the students’
knowledge, skills, values and attitudes in
realizing the penultimate (last but one) ends of
NSTP
Personal gains from Community Immersion
Provides an opportunity to apply academic learning to
real life events. Builds relationships and 'social
connectedness' with peers and adults, and exposes
students to diversity and multiculturalism. Improves
lifelong communication, interpersonal and critical
thinking skills.
• Community Immersion improves the students’
understanding of himself in relation to others;
• Opportunity for the students to comprehend
people’s lives
• Gain social acceptance derived from the
community
• Enhance experiences in conducting asset
mapping
 • Establish rapport and relationship Cultural Competence and Sensitivity
• Acquire first-hand experience
• Immersion provides an opportunity to learn about and
• Chance to learn life skills
appreciate the cultural nuances, traditions, and values of
the community.
Long-term Engagement and Impact

• Immersion is not a one-time activity but a

continuous process of engagement and
collaboration with the community.
Reflection and Learning
• Immersion provides opportunities for reflection,
learning, and continuous improvement.

UNIT 4 COMMUNITY IMMERSION (PART 2)

SIX STAGES OF EFFECTIVE COMMUNITY
ORGANIZING
I. Assess the community
II. Create an action team
III. Develop an action plan
IV. Mobilize to action
V. Implement
VI. Evaluate

Assess the community

1. Define the scope and goals for the community needs
assessment
2. Identify stakeholders and target audience & outreach
Community immersion is a fundamental concept in methods
various fields, including social work, public health,
education, and community development. It involves 3. Find the right community needs assessment tools
engaging with a community directly, often for an UNIT 5 COMMUNITY IMMERSION (PART 3)
extended period, to understand its dynamics, challenges,
strengths, and needs. Here are some fundamental aspects
of community immersion: 1. Group Dynamics
2. Nutrition Education
Understanding Community Dynamics 3. Health and Sanitation
• Immersion allows individuals or groups to gain deep 4. Functional Literacy
insights into the social, cultural, economic, and political 5. Sports and Recreation
dynamics of a community. This understanding is essential 6. Entrepreneurship
for developing effective interventions or initiatives 7. Safety and Security

Building Trust and Relationships

• Immersion fosters trust and builds relationships between
the outsiders (such as researchers, volunteers, or service
providers) and the community members.