NSTP-CWTS-First-Sem Course Guide PDF

# Civic Welfare Training Service Component ## Southern Luzon State University ### Lucban, Quezon *** ## Civic Welfare Training Service 1 Course Guide ### Course description Aligned with the principles outlined in the Revised Implementing Rules and Regulations of the National Training Service P...

# Civic Welfare Training Service Component ## Southern Luzon State University ### Lucban, Quezon *** ## Civic Welfare Training Service 1 Course Guide ### Course description Aligned with the principles outlined in the Revised Implementing Rules and Regulations of the National Training Service Program (NSTP), Civic Welfare Training Service 1 (CWTS 1) lays the groundwork for community service, aiming to foster youth engagement and meaningful contributions to societal well-being, particularly for marginalized groups. The course encompasses a range of socio-civic programs and activities that promote civic responsibility, education, health, environmental stewardship, safety, and other social welfare initiatives, all geared toward empowering individuals and communities for a better quality of life. ### Course objectives At the end of the course, students should be able to: 1. Explain the key provisions and requirements of Republic Act No. 9163 (The National Service Training Program Act of 2001), including its purpose, components, and implementation guidelines for higher education institutions in the Philippines. 2. Provide a comprehensive understanding of good citizenship through various lenses relevant to Philippine society. 3. Equip students with the knowledge, skills, and attitudes necessary to make informed decisions about drug use and contribute positively to a drug-free society. 4. Foster understanding of national security, emphasizing its complex nature and encouraging critical, contextual thinking about security issues at the national level. 5. Cultivate a deep understanding of environmental issues and disaster risk management, promoting the growth of informed, resilient, and environmentally responsible individuals who are equipped to address and mitigate the challenges of a changing world. 6. Equip learners with the knowledge and skills necessary to actively participate in democratic processes by understanding of their rights and responsibilities as citizens. 7. Engage in community initiatives that promote social change and collective well-being. 8. Develop a deep understanding of community dynamics and social issues and to create sustainable solutions that empower and uplift communities. ### Course Content Outline | Unit | Topic | |---|---| | 1 | The National Service Training Program (Republic Act 9163) | | 2 | Good Citizenship | | 3 | Drug Substance Abuse Prevention and Control Education | | 4 | National Security Concerns | | 5 | Environmental Awareness and Protection Education | | 6 | Disaster Risk Reduction Management | | 7 | Citizenship and Citizen-Voter's Education | | 8 | Community Empowerment | ### Course Material Resources: * Briones, M., Alvarez, M.L, and Solmerano, E.T.M. (2022). Empowering the Youth for Nation Building Through Civic Welfare Training Service 1. *Books ATBP Publishing, Inc.* * Dela Cruz, S., Dela Cruz, E., and Mapue, P. 2024. National Development via National Service Training Program RA 9163 Common Modules for CWTS, LTS and ROTC. *Books ATBP Publishing, Inc.* * Dela Cruz, S., Mapue, P., and Rosales, G. 2024. National Development via National Service Training Program RA 9163 Common Modules for CWTS, LTS and ROTC. *Books ATBP Publishing, Inc.* ### Table of Contents | Unit | Topic | Page | |---|---|---| | 1 | The National Service Training Program (Republic Act 9163) | 4 | | | Legal Bases of NSTP Offerings | 4 | | | National Service Training Program Law | 5 | | 2 | Good Citizenship | 8 | | | The Bill of Rights of the Filipinos | 8 | | | The Desirable Filipino Values | 9 | | | Volunteerism | 10 | | | Nationalism and Patriotism | 12 | | | Servant Leadership | 18 | | 3 | Drug Substance Abuse Prevention and Control Education | 21 | | | Legal and Illegal Drugs | 21 | | | Symptoms of Drug Abuse | 22 | | | Adverse Effects of Dangerous Drug Abuse | 23 | | | The Drug Situation in The Philippines | 25 | | 4 | National Security Concerns | 29 || | | National Security | 29 | | | Human Security | 31 | | | Threats to National Security | 32 | | | Government Measures to Maintain National Security | 33 | | 5 | Environmental Awareness and Protection Education | 35 | | | Basic Concepts and Laws Governing Environmental Education | 35 | | | The Seven Environmental Principles | 37 | | | Climate Change | 38 | | | Ecological Solid Waste Management | 40 | | | Air Pollution Awareness and Prevention | 43 | | 6 | Disaster Risk Reduction Management | 46 | | | Disaster Risk | 46 | | | Hazards v.s. Disaster | 46 | | | Elements of Disaster Risk | 48 | | | Disaster Risk Reduction | 48 | | | Vulnerability and Risk Assessment | 48 | | | Disaster Risk Management | 50 | | | Four Priority Areas of Disaster Risk Reduction and Management | 50 | | | The Philippine Disaster Profile | 51 | | | Philippine Disaster Risk Reduction and Management Act (RA 10121) | 53 | | | Salient Features of RA 10121 | 54 | | | Community-Based Disaster Management | 54 | | | Community-Based Disaster Management Components | 55 | | | Basic Life Support and Precautionary Measures during disasters | 56 | | | Essential Items in a Survival Kit | 57 | | | Important Documents and Money | 58 | | | Personal Effects and Hygiene Kit | 58 | | | First Aid Kit | 58 | | | Surviving a Disaster | 58 | | | A. Flood | 58 | | | B. Earthquake | 60 | | | C. Fire | 61 | | | D. Typhoon | 62 | | 7 | Citizenship and Citizen-Voter's Education | 64 | | | Citizenship | 64 | | | Importance of Citizenship | 65 | | | Voter Education | 65 | | | Voter Qualifications | 70 | | | Voter Disqualifications | 70 | | | Election Process | 71 | | | Voter Fraud | 72 | | | Types of Election Fraud | 72 | | | Voting Do's and Don'ts | 73 | | 8 | Community Empowerment | 74 | | | Social Mobilization | 74 | | | Components of Social Mobilization | 74 | | | What Can NSTP Students Do to Lead Deprived Community to Self-Development Process | 75 | | | Community Action Cycle for Social Mobilization | 75 | | | Suggested Activities for Community-Based Immersion Project | 82 | | | Community Needs Assessment | 78 | | | Objectives of Needs Assessment | 79 | | | Importance of Community Needs Assessment | 79 | | | Steps for Conducting a Community Needs Assessment | 79 | | | Setting Up Project Proposal | 79 | | | Project Proposal | 79 | | | Purposes of Making Project Proposal in The Light of NSTP | 80 | | | Parts of a Project Proposal | 80 | | | I. Title | 80 | | | II. Rationale | 80 | | | III. Objectives | 80 | | | IV. Project Proponents | 81 | | | V. Project Beneficiaries | 81 | | | VI. Project Duration | 81 | | | VII. Project Implementation | 81 | | | VIII. Plan of Actions | 81 | | | IX. Budgetary Items | 82 | | | X. Expected Output/Outcomes | 82 | ==End of OCR for page 83==