Alexander A. Mangoba Jr.

Instructor/Trainer
 COVER PAGE OF PORTFOLIO
Romblon State University
National Service Training Program
Civic Welfare Training Service
Odiongan, Romblon

A Compilation of Outputs in Community Immersion

In Partial Fulfillment of the Requirements in National Service Training Program-
Civic Welfare Training Service II

Title of the Project Proposal

Second Semester
A.Y. 2019-2020

Submitted by:
Cluster____ Group_____

Submitted to:
Alexander A. Mangoba Jr.
Trainer
 CONTENTS OF PORTFOLIO
1. TABLE OF CONTENTS
2. ACKNOWLEDGEMENT
3. DEDICATION
4. PROJECT PROPOSAL
The Title
Project Proponent/s
Implementing Unit/Group
Project Duration/Gantt Chart
Introduction
Objectives
Project Description
Background of the Project
Justification of the Project
Benefits Derived from the Project
Coverage
Methodology
Budgetary Requirements
Detailed Schedule of the Activities
–Community Needs Assessment Questionnaire
–Waiver
–Insurance
–Letter to the barangay or partner agency
–Acceptance letter of the barangay or partner agency
–Memorandum of agreement (MOA) or memorandum of understanding (MOU)
–Programme (opening/ closing)
–Monitoring and evaluation report (attendance sheet)
–Report of rating from the barangay or partner agency where students/trainees undertook their immersion
–Certificate of attendance of participation
6. DOCUMENTATION
7. NARRATIVE REPORT ON THE PROJECTS UNDERTAKEN DURING THE IMMERSION/ REFLECTION AND ANALYSIS
“Love cannot remain by itself – it has
no meaning. Love has to be put into
action; and that action is service.”
-Mother Teresa-
One of the salient features of the National
Service Training Program (NSTP), particularly its
Civic Welfare Training Service (CWTS)
component, is that it focused on the promotion
of the general welfare of the Filipinos via
responsive and altruistic community-based
projects by students-trainees as they undergo
community immersion in fulfillment of the
requirement of NSTP
The Civic Welfare Training Service (CWTS) 1 is a
sequel of CWTS 2. It is designed to immerse
students in activities that will arm them with the
capability to contribute in the upliftment of the
general welfare and the quality of life of the
community and the enhancement of its facilities
specially those that are devoted to improve the
environment, health, literacy/education
,entrepreneurship, safety, recreation and morale
of the citizens.
Suggested Projects/Activities Along the Development
Based on the Felt Needs of the Community

1. Environmental awareness
2. Health-Related Concerns
3. Literacy/Education
4. Entrepreneurship Aspect
5. Safety Dimensions
6. Recreation and Wellness Program
7. Morals of Citizenry
8. Other Social Services
Understanding the Concepts and
Principles of Community
Immersion
• Community immersion is an approach of developing
among the NSTP student-trainees the concept of
service and empowerment as they reached out to
deprived, depressed, and underprivileged
communities and the marginalized segments of the
society imbued with good citizenship values of being:
MAKADIYOS
MAKATAO
MAKABAYAN
MAKAKALIKASAN
The youth of a community is both potential
actors and resource in solving local
problems. Involving young people in local
affairs can both develop the community
and solve specific problems. As youth
invests their time and talents in their
community, they can develop a sense of
ownership.
 WHAT IS COMMUNITY?

A collective of people with similar interest and

goals whether living in the same geographic
locality or not.
As per concept, a community may be categorized as
geographical or functional.

Geographical community is defined in the

purview of group of persons living in the same
geographical location.

Functional community is bonded by a common

end. These are people who hold common
values, share common functions or express
common interest.
 WHAT ARE THE ELEMENTS OF A COMMUNITY?

1. Demographics – (characteristics of
population) tell a lot about the movement of
the population in the community that you
will serve.
2. History – allows you to identify certain
patterns of change and peoples way of
adapting to these changes that can be useful
in plotting your activities.
3. Culture - ways of living of the people
4. Economy- income level, occupation of people
5. Structures- physical, political and social
structures

Culture, Economy and Community structures

increases the chances of the success of these
activities since anyone can provide culture based
and more realistic solutions to community
concerns
In view of the fact that immersion is a major concern in
development work, trainees may find it significant to be
guided by the following precepts:
• Trainees should immerse in actual community life to get to know the
social, political and economic situation of the people.
• Trainees may also undergo certain changes like increase in knowledge
about the social realities, development of good values, empathy towards
other people, improvement of social skills among others.
• Trainees should identify the community people’s interest and aspirations.
• Trainees must recognized people’s resiliency and does not rob them of
their right to have community participation and determination of
appropriate courses of action.
• Trainees should be aware of the gain-negotiated sanction- the acceptance
derived from the community relations coupled with the right to conduct
immersion activities.
• Trainees must reflect on how their social analysis of the current situation
is concretized in community people’s lives. The analysis should have as
much meaning for the trainees as for the community.
 The following are the forms of integration in
community immersion:
• Home visits
• Living with selected families preferably with key
informants
• Informal discussions with individuals or groups
• Sharing in household and community activities
(cooking with the community host, clean-up drive )
• Attendance in social gatherings (fiestas, weddings,
etc. )
• Assistance in production work (selling, farming, etc,.)
WHOM DO YOU IMMERSE IN THE COMMUNITY?
When one goes in the community, he associate with the people whom he intends
to work with his partners or allies in the community.

Examples of these community based partners are:

• the parents
• youth
• the differently abled constituents
• professionals
• members of peoples organization
• other formal and informal groups
• others who can be a potential collaborator of your
projects or activities.
WHAT PERSONAL GAINS MAY A STUDENT GET FROM COMMUNITY IMMERSION?

• Opportunity for the trainees to comprehend people’s lives because of the

chance given to them to see real life situations, live ,identify and associate
with the people therein
• Gain social acceptance derived from community relations coupled with the
right to offer services
• Enhance experience in conducting asset mapping such as identifying
geographic coverage, point out resources and the use, and the relationships
of people with the existing resources
• Establish rapport and relationship with different people who may be of help
to them at some future time
• Develop their conscientization ability. It helps them realize issues that will
help solve problems in the community. It is important for them to do
something that can change the experiences in dealing with community
works; and the
• Chance to learn life skills that will enrich and better their persons.
 WHAT YOU SHOULD AND SHOULD NOT DO IN
COMMUNITY IMMERSION

It is a basic rule that trainees must be well-versed

with the area, skilled to communicate with
community people and disciplined to keep yourself
from responding indifferently towards diverse
types of personalities.
 THINGS TO REMEMBER
Before the conduct of community immersion
1. Familiarize yourself with the basic information and
theories regarding community life.
2. Secure a waiver from NSTP Office prior to the visit and
have it signed by your parents.
3. Always inform your faculty in-charge of your
destination, time table and plan of action.
4. Be armed with background information about the area
for immersion.
5. Pay courtesy call to community leaders, whether formal
or informal.
6. Secure documents like a letter of acceptance from the
community, Memorandum of Agreement, etc. and other
documents pertinent to your stay in the community.
7. Bring your own personal provisions like water, snacks
and extra shirt.
THINGS TO AVOID
Never forget to inform and get the consent of your
parents/guardians about the activities lined up.
Do not go directly to the community without determining the
background information about it.
 
Avoid bringing of original copies of signed documents in the
community. It is better to carry around certified true copies of
documents to prevent loss and smudging the paper.
However sometimes, community people could be insistent in
their hospitality in offering you provisions like food. Try to
gauge whether it would be offensive to refuse their offer. If
you think they will be offended if you beg off, you may accept
food or water in your plate or glass but do not consume it.
Especially if you are not able to have as much background
information on the community you are immersing at, avoid
consuming their resources and focus on your work. This is also
for your own safety.
*Whenever possible and not offensive, decline and tell them
respectfully rather that you appreciate their hospitality.
During the Actual Community Immersion Period
8. Be courteous to everyone whether to a vendor or a Avoid labeling and naming people with politically incorrect
community official. Remember that you are there to work terms. Try to be more discreet in your use of words to avoid
with the community. offending other people.
9. Act properly and discreetly. YOU ARE REPRESENTING  
YOUR SCHOOL AND YOUR FELLOW STUDENTS. Be
RESPONSIBLE WITH THE WORDS YOU SAY.
10. Depending on the type of entry you use, wear proper Do not show off in terms of dressing up. You are there in the
uniforms and identification cards. This will allow the community to help. Just bring an extra white shirt if you
community to identify who are the trainees who will have to change your soiled uniforms after your activities.
immerse in their community. This can also promote your  
school’s image as you become “ambassadors” for
community service.
11. It is highly advised to keep your valuables secured to Never bring out your valuable things like cellphone, jewelry
protect you from unnecessarily attracting and distracting and money in public places.
community people, from possible theft, etc.
12. Always document your visit. Write in your record  
notebook and have it checked by your faculty in- charge. Do
not forget to write the date, the narrative of important
events that happened and your reflection towards these.
13. Always ask for permission from concerned people when Never promise and commit to a task that is beyond your and
you have to take pictures. It is best to take pictures that your school’s capability. Never go beyond the activities
show you “in action” and working with the community stated in your MOA to avoid false commitments and
people as these can best illustrate your experiences in the dependency of the community.
community. Again, be mindful of your surroundings and be
careful in bringing out valuables.
After community immersion  

14. Validate and evaluate if the programs and activities  

were conducted appropriately and as planned.
15. Provide copies of your final documentation output  
to the UNSTP Office and to the community where you
conducted your immersion for records purposes.

*Your documentation may serve as a baseline study for

the community and other batches of NSTP students in
conducting community immersion. This will avoid
unnecessary repetition of activities and maybe a basis
for enhancement of other previously conducted
activities.
 The process of Community Immersion
The community immersion process is a series of
interrelated and intertwined phases which
commences with the following:
1. Pre-Immersion,
2. Entering the community,
3. Community Integration,
4. Community Needs Assessment,
5. Program or Project Implementation
6. Termination of the Project.
 PHASE I - Pre- Immersion
This phase regards the identification of the
community whether the students will be immersed
at. Trainees will have to prepare themselves
physically, mentally and spiritually for many task
ahead. Trainees must waivers from their parents or
guardians stating that they are informed of the
mandate to undergo the NSTP community
immersion.

Aside from preparation of the trainees and the

school, the community is primarily the one to be
prepared and informed. With this, trainees must set
up criteria in selection of an area for immersion.
 Area Selection
1. Groups or communities to be chosen belong to the deprived,
depressed and underprivileged.
2. Willingness of local groups and community leaders to work
with on community projects.
3. Anticipated activities and demands fall within your available
resources and ability to meet them.
4. Presence of development agencies and other support
institutions providing assistance to the areas.
5. Stable peace and order situation.
6. Accessibility. Successful community immersion also relies on
how quickly and how often you can visit the community.
 PHASE II – Entering the Community
Planning to conduct community immersion can enter the community
thru:

1. Ostentatious Entry- Complete with banner and a general

assembly of the people ushers in the people who will undergo
immersion or outsiders. People naturally expect more from the
outsiders because the latter’s identity is boosted.
2. Banking on the People’s Weakness- Outsiders sometimes enter
the community through catching people’s attention. At times
when community people are in distress, they usually adhere to
outsiders, like during economic crisis, emergency and disaster
situation.
3. Academic Style of Entry- Communities are often called social
laboratories because they are a place to test the theories
learned in classroom. Academic institutions field some students
into the community to assist the community regarding its
concerns.
3. People-Centered Approach- This approach
ultimately believes on the capacity of the
community people to participate and
acknowledge whether outsider assistance is
really needed. Users of this type of entering
the community invest on community
relations, believing that both parties are
partners to community development. Key to
this type of entry is strong linkage with the
people in the community.
PHASE III- Community Integration
Integration is a continuous process wherein the trainees come into
direct contact and become involved with the community people.

1. Border Style – The trainees may choose to stay

and live-in the immersion area for a certain period
of time.
2. Elitist Style – Trainees tend to stay close to key
informants and political players during their stay in
the community.
3. People-Centered Method of living with the
People
PHASE IV- Community Needs Assessment
Community needs assessment is the process
wherein problems, issues and concerns of the
community are identified through the use of
several tools for assessment. It encourages the
participation of the community, as they are the
stakeholders, to the findings in the assessment.

Needs assessment, social analysis or community

diagnosis as other refer to, is a concrete base for
the formulation of programs.
 Importance of Needs Assessment
1. Gather information about citizens’ attitudes and
options in order of importance.
2. Determine how citizens ranks issues, problems and
opportunities in order of importance or urgency.
3. Give citizens a voice in determining policies, goals
and priorities.
4. Evaluate current programs and policies.
5. Provide speculations about what people are
thinking.
6. Provide speculations about what people really
want.
 Importance to be included in Assessing
Community Needs
1. Historical Development
2. Geographical and Transportation Information
3. Political and Legal Functions
4. Demographic Data
5. Economic Data
 Methods in Collecting data for Community
Needs Assessment
1. Focused group Discussion (FGD)
2. Community Forum/Assembly
3. Public Records
4. Survey
PHASE V-Program/ Project Implementation

Project implementation deals with the actual

execution of the plans. This phase of project
development includes making the final
arrangement with the target clients/community
partners, officials involved in the activities, right
schedule of each event, day to day activities and
needs of the clients, manpower each day of the
program , monitoring and evaluation plan and
other requirements like social like social and
recreational activities and the culminating
activities of the project.
Flow of Activities in the
Implementation of the Project

a) Pre-immersion
b) Actual community immersion
c) Presentation of community outputs
d) Monitoring
e) Evaluation
 PHASE VI- Termination of the Projects
NSTP Trainees are expected to complete their
projects in the community in the span of 50-90
hours as prescribed to the CHED endorsed
Program of Instruction for it to be credited in
the training course. Right at the very start the
trainee implementers must apprise their target
participants of the particulars of the projects
undertaken especially in terms of time frame.
 What is a Project Proposal?
A project proposal is a guide for both the
trainees and trainers in attaining task while
they are in community immersion. It serves
as a basis of designing program of activities
and key instruments and inputs in
monitoring and evaluating the projects to
be undertaken in the community.
It is worth while to give due attention to the
critical role played by planning in the execution
of the project.

Remember, “if you fail to plan, you plan to fail”

THE PARTS OF PROJECT PROPOSAL
FOR NSTP IMMERSION PROJECTS
 1. THE TITLE

The Title of the Project must capture the need of

clientele to be served. It must be catchy to the readers.
It must be written in all capital letter, bold and centered.

Example:
OPERATION PLAN (OPLAN): CLEAN AND GREEN
( A Project on Waste Management and Green Philippines)

MINIMIZATION OF PLASTIC WASTE FOR A CLEANER COMMUNITY

 2. PROJECT PROPONETS
This parts enumerates the names of person to
be involved in the project, their year level,
course/program, contact number, and address.
Example:
Cluster 3 – Group 1
ORFELINA I. MANZO
Bachelor in Secondary Education
Address: Poblacion, Romblon, Romblon
Mobile # 09000000001

ALEXANDER A. MANGOBA JR.

Bachelor of Science in Commerce Major in Management
Address: Poblacion, Odiongan, Romblon
Mobile # 09000000002
 3. IMPLEMENTING UNITS/GROUP
It must be noted that in writing this part of the
proposal, capital letters must be used to
differentiate from the project proponents.
PERSONS-IN-CHARGE DUTIES AND RESPONSIBILITIES

LEADERS 1. Juan Dela Cruz 1. Disseminate information and

2. Maria Dela Cruz assign tasks to members.
2. Set appointments and schedules
for the conduct of the project.
3. Communicate with the barangay
and schools officials.

REGISTRATION AND DOCUMENTATION TEAM

PROMOTIONAL TEAM
 4. PROJECT DURATION
Specify days, weeks and months needed to complete
the project. Specify when the project will commence
and when will it be finished.

EXAMPLE:
This project will be effective on February 2, 2019 to March 23, 2019. It will start from 7
to 11 am every Saturday, for a total four (4) hours of community work each meeting.
The table below presents the activities that will be done each meeting.

DATE ACTIVITY
February 2 Distribution of flyers to the community
February 9 Opening Program
February 16 Start of tutorial session
May 23 End of tutorial session
 5. OBJECTIVES OF THE PROJECT
The objectives of the projects must be written in
operational terms on what you intend to do to
solve identified problem related to the project.

State properly by using the right verbs that

describe what you want to address in relation to
the underlying problems within a certain period
of time.
Checklist Questions For Writing Learning Objectives

• Observable – Does the learning objective identify what students will

be able to do after the topic is covered.

• Measurable – Is it clear how you would test achievement of the

learning objective? Can students reasonably determine from objective
whether or not they have achieved it?

• Achievable – Can the objective be realistically accomplished at the end

of the class/course?

• Clear and specific – Do chosen verbs have a clear meaning?

• Alignment with expectations – Is the verb aligned with the level of

cognitive understanding expected of students? Could you expect a
higher level of understanding.
 Domains of Learning
3 RS LITERACY PROGRAM

1. Cognitive (knowledge-mind) -It deals with the intellectual side of learning

Ex. To enhance the reading, writing and mathematical skills of the students who will undergo the
tutorials sessions.

To encourage the students to continue learning.

2. Psychomotor (skills-body)- This domain focuses on motor skills and actions that require physical
coordination.

Ex. To demonstrate the ability to sit quietly both alone and in a group setting to listen and participate
in an activity.

3. Affective (values/behavior-heart) This domain includes relating to interest, attitude and values to
learning information.

Ex. To increase awareness among the community about the importance of educating their children.
 6. PROJECT DESCRIPTION
a) Background of the Project – This part
requires at least 3 paragraphs that provide a
realistic background of the project describing
the modifying issues/problems that have
influenced the identification of the project.
b) Justification of the Project – Discuss the
importance of the prepared project in solving
or providing action to help solve existing
problems inherent to the project
c) Benefits derived from the projects – This
section should reflect the advantages or
benefits that the activity will bring about when
it is implemented. If possible, it should mirror
outcomes- or the long term results that people
will receive.
d) Coverage- The area or vicinity covered by the
project and the type of clients to be served
should be reflected in the proposal. This gives
focus to whom the project is for and the extent
of its implementation.
7. METHODOLOGY
This part cites the activities or strategies that
should be undertaken in order to achieve the
objectives of the project. It should describe the
general approach of the project, agency
counterpart in case of partnership,
responsibilities and obligations, manpower
requirement and the manner on how the
specific activity will be undertaken if the project
call for it.
8. DETAILED BUDGETARY REQUIREMENTS
In preparation of the budget, the budgetary
requirement of all activities must be considered.
The amount varies depending on the extent of
the project coverage. For most instances, the
bigger the project, the larger the project
required. In many cases, budget depends on the
size of expenditures needed. Sources of fund
must also be specified.
 9. DETAILED SCHEDULE OF ACTIVITIES
DATE TIME ACTIVITY PEOPLE
Jan 28-Feb 1 2019 Preparation for promotion of All
activity

Feb 2- 8 2019 7:00-7:30 am Preparation for the tutorial All

session (venue, attendance of the
team, etc.)

7:30-8:00am Opening Program and Signing of Registration

Memorandum of Agreement and
documenta
1. Registration of the students tion team
2. Opening Prayer
3. Opening Remarks
The proposed budget of 4, 650.00 will come from the
contribution of the group which is 150.00 per member. The
fund will be allocated to the following expenses:

Contribution (150 x 31)………………………..₱4,650

Less expected expenses

Tarpaulin………………………………………………150.00
Flyers…………………………………………………… 500.00
Learning materials………………………………..500.00
Snacks (100 x 8)…………………………………….2500.00
Contingency………………………………………….1000.00

Total expected expenses……………………….₱4,650.00

10. DOCUMENTATION
11. NARRATIVE REPORT ON THE
PROJECTS UNDERTAKEN DURING
THE IMMERSION/ REFLECTION
AND ANALYSIS
11.NARRATIVE REPORT ON THE PROJECTS
UNDERTAKEN DURING THE IMMERSION/
REFLECTION AND ANALYSIS
Good luck and GOD Bless You All…