NSTP Community Immersion Quiz

Community Immersion Orientation

• Held January 25-26, 2025, second semester 2024-2025
• Prepared by Dr. Luni N. Villacastin
• Aimed at enhancing and optimizing the university's approach to Community Immersion Projects, ensuring meaningful and sustainable impacts in the communities served.

Objectives

• This session seeks to enhance and optimize the university's approach to Community Immersion Projects, ensuring meaningful and sustainable impacts in the communities served.

Anticipated Outputs

• Innovative Project Proposals: Design community immersion initiatives aligned with program outcomes and areas of expertise, effectively addressing identified community needs.
• Alignment with SDGs: Clearly define how each CES program contributes to specific Sustainable Development Goals (SDGs), reinforcing the university's commitment to global development.
• Standardized Reporting: Develop a comprehensive documentation process encompassing project evaluation and impact assessment and fostering continuous quality improvement.

Outline

• Part 1: Course introduction, concepts, principles, and processes of community immersion.
• Part 2: Community Extension Services and CES Programs Alignment to SDGs.
• Part 3: Documentation Process.

Course Introduction and Overview on Community Immersion

• Activity #2 Pre-Test (Images showing community immersion activities)

Republic Act No. 9163 - NSTP Act of 2001

• Recognizes the youth's vital role in nation-building.
• Aims to promote civic consciousness, develop physical, moral, spiritual, intellectual, and social well-being, and inculcate patriotism, nationalism, and advance involvement in public and civic affairs.

Section 4: Program Implementation Coverage

• All incoming freshmen students enrolled in baccalaureate and 2-year technical-vocational or associate courses are required to complete one NSTP component of their choice as a graduation requirement.
• Higher and technical-vocational education institutions must offer at least one NSTP component.
• State Universities and Colleges (SUCs) are required to offer the ROTC component and at least one other NSTP component.

Section 5: Program Components

• Reserve Officers Training Corps (ROTC)
• Literacy Training Service (LTS)
• Civic Welfare Training Service (CWTS)

Section 6: Duration and Equivalent Course Unit

• Each NSTP component shall be undertaken for an academic period of two (2) semesters.
• It shall be credited for three (3) units per semester, totaling fifty-four (54) to ninety (90) training hours per semester.
• A one (1) summer program (OSP) may be formulated in lieu of the two (2) semester program, subject to the school’s and AFP's capabilities.
• Earned NSTP units will not be included in the computation of Grade Point Average (GPA) for graduating college students.

Section 8: Management

• School authorities exercise academic and administrative supervision over the design, formulation, adoption, and implementation of NSTP components.
• An NSTP Office should exist in each school/college/university headed by an NSTP Director/Coordinator or equivalent, responsible for program implementation. Individual NSTP components are distinct and/or separate units reporting directly to the NSTP Director/Coordinator.

Understanding the Concepts and Principles of Community Immersion

• Community immersion is a requirement of the National Service Training Program (NSTP)
• It serves as the practicum-based element where lessons learned in NSTP 1 are applied.
• It's prescribed to students of private and public higher education institutions and technical-vocational schools.

What is Community Immersion?

• An approach to student empowerment that strengthens social awareness and responsibility within communities.
• A strategy in community organizing to better understand and realize community concerns.
• NSTP students are expected to expose themselves to actual community life to fully understand the social, economic, and political situation of the people within the community.
• They should initiate community-based interventions in the form of projects and activities to address community issues and concerns.

Types of Community

• Geographical Community: A group of people who live in a specific area or region.
• Functional Community: A group of people who share a common purpose, such as profession, academic setting, or a natural resource.

Elements of Community

• Demographics
• History
• Structures
• Economy
• Culture

Different Sectors in the Community

• Children
• Mothers
• Youth
• Fathers
• Senior Citizens

Guidelines in Conducting Immersion Activity (with MOA)

• Secure a waiver from your faculty.
• Pre-entry activities, including orientation with key people in the community.
• Formalize entry for the partnership (MOA)
• Conduct Needs Assessment Survey (Planning and preparation, includes project proposal, safety and security).
• Implement, monitor, and evaluate the immersion activities.
• Documents progress and accomplishments.
• Prepare a final presentation of the outputs to the class and portfolio to be submitted to the faculty-in-charge.

Steps in Conducting a Needs Assessment Survey

• Identify your beneficiaries (community).
• Select Data Collection Method.
• Develop questions.
• Plan (CES Development Programs)
• Analyze and interpret data.

Partner Communities and Schools

• Provides a list of partner communities and schools for immersion activities.

NSTP (CWTS) + CES + Immersion Project Implementations

• Shows the relationship between these components.

Community Extension Services (CES)

• Aims to give opportunities for CIT University members to exemplify concern and communal participation in assisting the needy through outreach programs and activities.
• Provides a full-blown service to the community (a third function of a higher educational institution).

CES Vision and Mission and Goals

• The vision is for a strong and dependable service provider for partner communities.
• The mission is to improve the quality of life for partner communities.
• Goals include assistance with livelihood programs and skill training to improve quality of life, increase students, faculty, and staff participation, improve environmental and social conditions of the barangay, and strengthen social consciousness among students, faculty, and staff.

Formulation CES Development Programs

• Outlines the process of formulating CES development programs (Needs Assessment Survey, CES Development Programs, UN Sustainable Development Goals).

CES Development Programs (Educational/ Literacy, Socio-Economic Outreach, Health/ Wellness/ Fitness, and Environmental Sustainability)

• Outlines the different CES development program components.

What is Sustainable Development Goals?

• The 17 SDGs are integrated, recognizing action in one area affects others, and need development that balances social, economic, and environmental sustainability.
• Countries prioritize progress for those furthest behind and aim to end poverty, hunger, and discrimination.
• Creativity, knowledge, technology, and resources are necessary to achieve every SDG.

History of SDG

• Adopted by all UN Member States in 2015, provides blueprint for peace, and prosperity.
• 17 SDGs which are urgent calls for action for all countries—developed and developing—in a global partnership.

Sustainable Development Goals 5P’s

• People (End poverty and hunger, ensures dignity, equality and ensuring a healthy environment)
• Prosperity (Ensures prosperous and fulfilling lives with a fulfilling humanity and nature)
• Planet (Protects the planet, natural resources, and climate)
• Peace & Partnership (Foster peaceful and inclusive society, implement the agenda through global partnership)

CIT-U’s Commitment to SDG’s

• Cebu Institute of Technology University embraces these goals, integrating them into its curriculum and operations to foster sustainability.

Alignment of CES Development Programs to SDGs

• Shows the relationship between CES development programs and SDGs.

Educational/Literacy Development Program

• Aims to strengthen the need for quality education.

Socio-Economic Development Program

• Allows community members to understand the importance of skills and skills acquisition related to employment or entrepreneurship.

Health, Wellness, and Fitness Development Program

• Educates the community about health services prior to, during, or after onset of disease, improving psychological and social aspects.

Environmental Development Program

• Takes action to tackle climate change, ensuring availability and sustainable management of water, affordable energy, and sustainable consumption and production patterns.

Development Programs Assignment to Different Colleges/Departments

• A chart indicating program assignment by colleges and departments (different programs in CMBA, CEA, JHS, etc.)

Post-Test Activity #3

• Details of the post-test activity.

Requirements in NSTP 112

• Information about prelim, midterm, pre-final, and final exams, including deliverables.

Project Proposal

• Criteria for making the objectives SMART (Specific, Measurable, Achievable, Realistic, and Time-bound) for a project proposal.

Thank You! (CES/NSTP)

• A concluding slide expressing gratitude.