R.A. No. 9163 Implementing Guidelines

R.A. No. 9163 Implementing Guidelines

• This chapter discusses the IRR of R.A. No. 9163, also known as the National Service Training Program (NSTP) of 2001, issued on November 13, 2009.
• The IRR was jointly issued, adopted, and promulgated by CHED, TESDA, DND, government agencies, PASUC, COCOPEA, NGOs, and other organizations.
• Section 9 of Article II of the 1987 Constitution states the State should promote a just and dynamic social order for prosperity and independence, free people from poverty, provide social services and improved quality of life.
• De Leon (2011) explains a "nation's social services delivery system", like education and health care, is central to equality and closing the wealth gap.
• Social development's obligations to reduce poverty and unemployment are faced by the government and all Filipinos.
• Section 1 of the IRR of the NSTP Law states it is the prime duty of the government to serve and protect its citizens, and citizens are responsible for defending the security and welfare of the State.
• Section 2 of the IRR of the NSTP Law discusses the vital role of the youth in nation-building.
• The State must promote civic consciousness and develop the youth's physical, moral, spiritual, intellectual, and social well-being. It shall inculcate patriotism and nationalism and advance their involvement in public and civic affairs.
• The youth, as the nation's valuable resource, will be trained, organized and involved in military, literacy, and civic welfare programs in the service of the nation.

Components of NSTP

• Reserve Officers' Training Corps (ROTC) is a program institutionalized to provide military training to motivate, train, organize, and mobilize tertiary level students. It is designed under Sections 38 and 39 of Republic Act No. 7077 to promote national defense preparedness.
• Civic Welfare Training Service (CWTS) provides programs or activities to improve general welfare and life quality, devoted to health, education, environment, entrepreneurship, safety, recreation, and morals
• Literacy Training Service (LTS) is a program developed to train students to become teachers of literacy and numeracy skills to school children, out-of-school youth, and other people.
• All NTSP program components emphasize citizenship training and instill patriotism, moral virtues, respect for rights, and adherence to the Constitution.

Coverage of the NSTP Law

• All incoming freshmen students (male and female) from the School Year 2002-2003, enrolled in any baccalaureate and at least two year technical-vocational or associate courses, must complete one NSTP component of choice to graduate.
• Higher educational institutions like State Universities and Colleges (SUCs) and technical-vocational education institutions must offer all three NSTP components.
• State universities and colleges (SUCs) are required to provide and maintain the ROTC component.
• The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), Philippine National Police Academy (PNPA) are exempted from the NSTP.
• Private higher educational institutions (HEls) and technical/vocational education institutions with at least 350 student cadets must maintain a Department of Military Science and Tactics (DMST).
• HEls must implement the NSTP-CWTS as mandated by R.A. No. 9163 and its latest IRR.

Service-Learning

• Service-learning provides opportunities to work with others, gain insights, and acquire skills in community projects, applying classroom knowledge to solve problems.
• NSTP-CWTS 2 enrollees can use classroom insights to solve real-life community issues and become bona fide members by performing acts such as:
  • Analyzing effects of natural disasters and assembling disaster preparation kits for distribution
  • Monitoring the effects of poor nutrition by organizing health-related activities and providing nutritious stands
  • Studying wetlands and invasive aquatic species diversity
  • Assisting struggling nonprofit organizations with public relations, press kits, and event assistance

Characteristics of Service-Learning

• It yields positive, substantial, and practical outcomes for participants.
• It promotes teamwork and community involvement.
• It provides more appropriate solutions to problems that seriously affect the community.
• It provides students with real-life experiences for gaining knowledge and developing critical thinking by addressing community issues.
• It gives students immediate, observable results in the community, deepening their understanding of concepts.
• It enhances students' emotional, social, and cognitive development through real-world applications.
• Service-learning is not:
  • An occasional volunteering activity.
  • An additional unit or credit for graduation.
  • A specific number of community service hours.
  • Just benefiting students without community impact.
  • Exclusive to tertiary-level students.
• Elements of service-learning should:
  • Improve community services and impact development.
  • Affect the dynamic process of students' personal and social growth.
  • Enhance understanding and lead to effective action.
• Service-learning theory:
  • Experience is the base of learning
  • Applying theories and classroom learnings to experience
  • Reflection and community service develops skills.
• Legal bases of service-learning:
  • RA No. 8292 also known as Higher Education Modernization Act of 1997.
  • Reiterates Section 2(1) of Article XIV of the 1987 Constitution.
  • Policy to establish, maintain, and support a complete and integrated system of education relevant to the needs of the people.
  • Achieved through the trilogy of functions "academics, research, and extension - community" of HEls.
  • HEls keep their legal responsibility to act as change agents in mind.

HEls on Service-Learning

• One of the trifocal functions of a university is community extension.
• Youth must be literate and functional to make decisions affecting health and duties to the community.
• Students should have opportunities for cooperative undertakings, to develop in the interests of the welfare of others.

Benefits of Service-Learning

• Service-learning impacts students, faculty members, and communities.
• Service-learning provides academically, professionally and personally for students.
  • Improved understanding of topics with firsthand experience, internships and jobs
  • Questioning or defending values and beliefs.
  • Critical thinking and skills
  • Improved knowledge of cultures and social issues/ causes.
  • Develop skill in difficult situations, be open and flexible
  • Enhancing communication ability
  • Test out skills
  • Connect with professionals
  • Grow connections and networks
  • Encouraged in joins in public service
• Integration into service-learning courses benefits faculty members professionally by: -Promoting interactive teaching.
  • Enriches their classes concepts
  • Creating new areas of research.
  • Motivating students through active learning.
  • Enhancing leadership potential.
  • Exposing students to networking.
  • Quality relationships between a community to that facilitate ends.
  • Helping help them understand issues.
• Community partners:
  • Expediting human resource, Inspire, and organizations
  • Enhance significant issues awareness
  • Ensure future support
  • Clarify information with the learner on issues
  • Prepare the today youth become tomorrow leaders
  • Establish networks.
  • University access sources
• Objectives are the most of programs
• These:
  • Assess needs -Linkages programs
  • Objectives in syllabus -Initial and plan program
• Components -Prepare assignments -Funds -Manage and implement the program -Reflection support -Support and community -Celebrating achievements
• Guidelines: (A) preparatory -Service-learning is syllabus -Students responsibilities -Appropriate choices -Facilitators: -Send letters intent-chairman (B) Implementation stage -Identification, decorum, and prohibitions -Covering of respective fees -Leadership -Monitor program
• Facilitator has the capability to supervise students (C)Post-activity -Documentation and submitted -The result for the subject term -Leaders conduct exit conferences -"Copyficates" for the participating community
• Service-learning application:
  • In diverse communities
  • For all
• Student - For public safety - Analyze to determine the result
• Transformative community -Understand social, economic, politics issues

Community Immersion

• Community immersion helps students understand community concerns, dynamics, and lifestyles through real-world experiences.
• Students associate with people they work with as partners or allies.
• Forms of immersion include home visits, living with families, informal discussions, and assistance in production work.
• Community immersion involves acquainting students with concerns.
• Students participate in resolution and transform lives as socially aware citizens.
• Communities share their way of living and provide solutions.
• Students see the world differently.
• Students learn to build community relationships and understand grassroots living.
• Students develop skills, such as asset mapping and life skills.
• Students grow in social awareness and resolve national issues.

Community Immersion - Organizing

• Strategy of organizing through immersion.
• Exposing students to various community activities to become responsible member.
• Students are trained to become morally and consciously individuals on the areas of health, and social sector.
• Community immersion approach is to develop a wholesome and ideal society -Determine the economic psychosocial -Identify the community -Personal developing through real life situations

Community Immersion - Service Learning

• The community immersion aspect of the NSTP-CWTS 2 advantages students. -Opportunity through people and identifying -Social acceptability through to make good relationships -Enhances experiences -Make rapports with people -Solve issues skills
• Community development is not external or something -Involves every action and the connection has in the world -Living sustain her way of the life -People does include next door -Markets sectors Community development is the process by -Efforts level and improve the environment and economical -In social process that involves in activities. Moreover, community development are actions to -Build social capital with community residents
• Development works operate -The first model the community -The second model instigated and run Approaches to development -Work and community that fall -Under the works -Based work -Student cookie to donating works-community based -Local orphanages

Community development approaches

• Sustainability
• Area of concentration
• Field or specialization
• Objectives vision Technical assistance
• Allow access to implementing
• Help encourages communicate promotes Con approach
• Deal block effort solving Structural or brick
• More foundation constitution Approach
• Human right target development and communities
• Ecological or environmental alternative
• Multi or method approaches progress is ensures

Principles and Considerations for Planning Community Projects

• Recognizes skills strengths
• Opportunities that are opportunities can participate Plan community on issues
• Train stage leaders
• Plans documented Resources mobilization
• Plans achieved
• Flexible
• Events for the planned mistakes
• Other individuals involve Community project development also known as projects Projects are implemented those by different to international Project development long term-community that based the approaches that are inherent

Community Capacity Building

• Definition: Creation of individuals interest building fostered.
• Community capacity refers to interactions humans improve or sustain the community
• Processes to provide their resiliency to handle Practices
• Providing individuals groups
• Community groups networks
• Capacities while acting challenges

Community Work - Forums

• Reflect the values

• Driven priorities of community

• Strengths that are starting for what is points.

• The involved is who benefit involved

• Acting people

• Practices learnt

• Networks establish

• Advising faculty is information and necessary

• The sustain for school and project extend.

Community Needs Assessment

• Community: Defined has common and lived place. French, and fellowship. Most simplest that live shares tradition and elements.
• Concept is archaeology.
• NSTP- 2 is settlements.
• Active program is strategic with evaluated.
• In the Genesis of Old is to the community encompass. God is the man that he is made. Sociological has of a concept
• Smallest family as community
  • Same interests -Conduct share relationships Family has the to families, and community
• Aethestic and moral are community consistent
• Techniques for the is a community
• A morally 1998 or technical trust for people

Community at Beginning

• Process, issues, and concerns.
• Assess to the basis for the the community
• Community attitudes information.
• Citizens local needs
• People for program needs Aspect committee developing
• Sample surveyed identify Needed survey
• Questionnaire

Data Gathering Communities

• Key informants hold relevant the
• Assembly involves gives leaders the action is
• Public community or profile Survey
• Daily telephone during posting
• Data on personal interview Historc data
• Legal data
• Size distribution
• Economic community Assessment Roles
• The committees who assist
• Group priorities
• Sample system is to identifying