NSTP National Service Training Program PDF

NSTP ΝΑΤΙΟΝAL SERVICE TRAINING PROGRAM LEGAL BASES Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National Service Training Program (NSTP) Act of 2001, the Commission on Higher Education (CHED), Technical Education and Skills Development Authority (TESDA), and Department o...

NSTP ΝΑΤΙΟΝAL SERVICE TRAINING PROGRAM LEGAL BASES Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National Service Training Program (NSTP) Act of 2001, the Commission on Higher Education (CHED), Technical Education and Skills Development Authority (TESDA), and Department of National Defense (DND), in consultation with concemed government agencies, the Philippine Association of State Universities and Colleges (PASUC), Coordinating Council of Private Educational Associations of the Philippines (COCOPEA), Non-Government Organizations (NGOs) and recognized student organizations, hereby jointly issue, adapt and promulgate the following implementing rules and regulations to implement the provisions of the Act. Promote civic consciousness among the youth: Develop their physical, moral, spiritual, intellectual and social well being; and Inculcate patriotism, nationalism, and advance their involvement on public and civic affairs. PROGRAM COMPONENTS The NSTP shall have the following components which the students can choose from as defined in Rule II, Section 3 hereof: The Reserve Officers Training Corps (ROTC), Literacy Training Service (LTS), and Civic Welfare Training Service (CWTS). RESERVE OFFICERS' TRAINING CORPS (ROTC) A program component that institutionalized under Section 38 and 39 of Republic Act No. 7077, designed to provide military training to motivate, train, organize and mobilize students for national defense preparedness. CIVIC WELFARE TRAINING SERVICE (CWTS) Refers to the program component 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 improve health, education, environment, entrepreneurship, safety, recreation and moral of the citizenry and other social welfare services. LITERACY TRAINING SERVICE (LTS) Refers to the program component designed to train the students to teach literacy and numeracy skills to school children, out-of-school youth and other segments of society in need of their services. PROGRAM IMPLEMENTATION COVERAGE: Incoming first year level students of any baccalaureate Degree program or of at least two (2) year TVET programs in public and private educational institutions and enterprises shall be required to complete one (1) of the NSTP components as a requisite for graduation, in accordance with RA 9163 COMMON MODULE TOPICS Physical Organization and Course Orientation NSTP Program (RA 9163) Citizenship Training Drug Addiction Disaster Risk Reduction Management Awareness Environmental Protection Other National security Concerns MINIMUM STANDARDS FOR NSTP: COMMON & SPECIFIC CMCONDLEABE SAINING SERVICE (CWTS) Self awareness and Values Development Leadership Training Dimensions of Development Community Exposure/ Agency Visits Community Needs Assessment Community Services Program Evaluation LITERACY TRAINING SERVICE (LTS) Self Awareness and Values Development Leadership Training Literacy and Numeracy Skills Community Exposure Agency Visits Community Needs Assessment Community Service Program Evaluation COMMUNITY SERVICES Health Education Environment Entrepreneurship Drug Education Safety & Security Recreation and other Social Welfare Services ORGANIZATION OF GRADUATES NATIONAL SERVICE ROTC GRADUATES AFP RESERVE FORCE TRAINING CWTS GRADUATES LTS GRADUATES NATIONAL SERVICE RESERVE CORPS (NSRC) PROGRAM Health Education Environment Entrepreneurship Drug Education Safety & Security Recreation and other Social Welfare Services ORGANIZATION OF GRADUATES NATIONAL ROTC GRADUATES SERVICE TRAINING CWTS GRADUATES LTS GRADUATES AFP RESERVE FORCE NATIONAL SERVICE RESERVE CORPS (NSRC) PROGRAM NATIONAL SERVICE TRAINING PROGRAM (NSTP) COURSE TITLE COURSE CREDIT/HOURS COURSE CODE PRE-REQUISITE NATIONAL SERVICE TRAINING PROGRAM 3 UNITS/3 HOURS NGTP NONE Course Description: A classroom-based discussion that encompasses the common module phase for all National Service Training Program students. Topics include the orientation on the NSTP Law, discussion on the Human Penson, The Filipino Value System, Groups, Leadership, Decision-Making Disaster Preparedness, Awareness and Management and Substance Abuse Education. Classroom-based discussions concerning the introduction to CCSJDM-CWTS and lectures that introduces and promotes the CCSJDM-CWTS Dimensions of Development, relevant societal concems, the fundamentals of working with the community and project development. A two-part program that re-introduces the NSTP-SERVICE components of the NSTPCWTS Dimensions of Development and the hands-on application that involves project preparation, planning and implementation at the assigned adopted communities. This course seeks to instill reflective knowledge in the students that they are able to live the good life and display ethical decision making in the face of scientific and technological advancement. This course includes mandatory topics on climate change and environmental awareness. Learning Outcomes At the end of the course, the students should be able to: 1. Critically reflect on their experience 2. Critically analyze their experience using the Sustainable Livelihoods framework with a focus on the identification of assets, and an articulation of the relationship of processes and structures to assets and vulnerability contexts 3. Demonstrate socio-emotional skills in their NSTP engagements a. Develop empathy1 through meaningful engagements 2 with the community 4. Apply technical skills in their NSTP engagements a. Recognize opportunities and/or limitations regarding the role of art and design in the community b. Illustrate how art and design is a practice that is affected, changed, and even re-created by its context 5. Demonstrate generosity in service. CHAPTER 2- Service-Learning What Is Service Learning? Service Learning is an educational approach where a student learns theories in the classroom and at the same time volunteers with an agency (usually a non- profit or social service group) and engages in reflection activities to deepen their understanding of what is being taught. It Is a cycle of theories, practices, and reflection tools to broaden knowledge and critical thinking skills for social change. You might commonly hear it related to terms such as civic engagement, community development, advocacy, philanthropy, social change, volunteerism, community service and experiential learning. As a result of service learning, students learn more about the community and themselves while fulfilling a need in the community and meeting classroom or degree requirements. Students in any discipline can participate. The courses are usually most directly tied to social science courses (for example: political science, sociology, environmental studies and psychology) and pre-professional courses (for example: education, social work and business). What Are Some Examples of Service Learning Projects? Direct service includes tutoring, serving meals, working with patients, helping a refugee family, walking foster dogs, or participating in events at a nursing home. Many psychology and education courses incorporate direct service. Indirect service is doing something behind the scenes to help, such as organizing a fundraising event, working in a resale shop, stocking a food pantry, collecting donations or planting trees to help the environment. Fields such as environmental studies and Sociology tend to offer more indirect service opportunities. Advocacy can take the form of students writing letters to government officials, demonstrating in a picket line or educating others about possible policy changes. Political science and Criminal justice classes often feature more advocacy work. Why is Service Learning Important? For starters, service learning is important because it connects student learning in the classroom with real-world experiences in the community. Students who participate in it are more deeply engaged in their local communities, gain practical skills, develop their career and personal interests, and are usually more engaged citizens. At a societal level, it is important for people to be involved and aware of their communities so they can assist each other and be more conscientious individuals. Creating opportunities for young people increases their involvement. Finally, it instills the habit of performing a service for others. Students who engage early on often continue service work for the rest of their lives. What is the difference between service learning and community service? Community service participants volunteer for the primary or sole purpose of meeting the needs of others and Bettering the community as a whole. Young people engaged in high quality service learning meet the needs of their communities while increasing their academic achievement. Service learning Students also take part in structured time to investigate community needs, thoughtful planning of the service project, and guided reflection regarding the Relationship between their service experience and their more traditional in-class learning. Overall, the most important feature of effective service learning programs is that students engage equally with learning and service and reflect on their Intersections. Service-Learning Theory The service-learning movement grew out of the concerns and activism of the 1960's and early '70's but with some roots that ran deeper into the earliest days of the twentieth century. Educators such as John Dewey and Paulo Freire provided the philosophical underpinnings for educational reform while social activists like Martin Luther King and Cesar Chavez provided the inspiration for citizen action. The pedagogy of service-learning was given a boost in the '70's and early '80's through the work of cognitive psychologists such as Lev Vygotsky and Jerome Bruner. These psychologists pointed out that learning involves the creation of meaning and is highly individualized. Service-learning educators have been able to point out the validity of using out-of-classroom experiences in helping students make meaning of rather abstract theories and concepts. The 8-loop model for CWTS program evaluation of service-learning in a geriatric institution Respect & valuing of the elders Continuation of the program Compassion Volunteerism Preparation/ Orientation Selfless joy Student Attitude SERVICE-LEARNING IN THE "NEW NORMAL": INSIGHTS FOR ENGAGING TERTIARY-LEVEL STUDENTS TO COMPLETE THEIR COMMUNITY-BASED LEARNING EXPERIENCES. Development Communication, NSTP, and similar courses, on the other hand, may utilize the other forms of Service-Learning such as indirect service, advocacy, and research. These types of services have minimal or no physical interaction with the community they are serving. For example, Broadcasting students can produce a Public Service Announcement (PSA) or a video related to a particular advocacy and share it in social networking sites. Business Management students can organize Facebook groups to give micro- entrepreneurs in partner communities a venue to sell their products. Education students can develop learning materials and distribute to parents of pre- school and elementary pupils who have difficulty accessing the internet in the blended learning scheme. These are already considered as a form of service and does not need direct contact with the \'served.\' 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 NSTP 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 What are the elements of Community Immersion? 1. Demographics O Characteristics of population; O Tells about the movement of population in the community that you will serve; 2. History O Allows you to identify certain patterns of change and people's way of adapting these changes that can be useful in plotting your activities. O Events of the past that contributed to the development of the community. 3. Understanding the economy, culture and community structures O economic systems laborcapitalland Resourcesmanufacturingdistributionconsumption goods An economy consists of the of a country or other area; the,, and; and the, production, trade,, and of And services of that area; o Income level of the people. O LatinculturaCulture (:, lit. "cultivation") ways of living of the people. O Structures physical, political and social structures. Conditions in Community Immersion WHAT CONDITIONS MAY QUALIFY ONE TO GO INTO COMMUITY IMMERSION? It is so desired that one fundamental pre-requisite qualification Among those who intend or are tasked to undergo community immersion is a full understanding of the concepts and theories behind the dynamics of groups and community. Training-wise, community developer/organizers and social Workers are most qualified because it is assumed that they have more or less formal background on carrying out these kinds to organizing work. As for NSTP, students enrolled in NSTP-CWTS/LTS 2 are mandated to undergo community immersion for a period covering a minimum of 54 hours to a maximum of 90 hours a cited from CHED prescribed Program of Instruction (OPI), 2007 edition. WHOM DO YOU IMMERSE WITH IN THE COMMUNITY? 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. WHAT PERSONAL GAINS MAY A STUDENT GET FROM COMMUNITY IMMERSION? 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 Acquire first-hand experience Chance to learn life skills Do's and Don'ts in Community Immersion Do's Don'ts Before the conduct of Community Immersion 1. Familiarize your self with the basic information and theories regarding community life. Never forget to inform and get the consent of your parents/guardians about Activities lined up. 2. Secure a waiver from the NSTP office. The 3. Always inform your faculty-in-charge of your destination, time table and plan of action. 4. Be le armed with background information about the area of immersion. Hospray tell 5. Pay courtesy call to community leaders, whether formal or informal. However sometimes, community people could be insistent their Whenever possible and not offensive offering you like food W rather that you appreciate ther hospitality Avoid labeling and naming people with politically incorrect terms. Try to be 6. Secure documents pertinent to your stay in the community. 7. Beready with personal provisions. During the Actual Community Immersion Period B. Be courteous to everyone. More discreet in your use of words to avoid offending other people. 8. Act properly and discreetly. 9. Wear proper school uniforms and identification cards 10. Keep your valuables secured. 12. Always document your visit. Do not show off in terms of dressing up. Avoid drawing attention to yourself. Be as low profile Never bring out your valuable things 13.Always ask permission from concerned people when you have to take photos. Never promise and commit to a task that is beyond you and your school's capability After community immersion. 14\. Validate and evaluate the programs and activities conducted. 15.Submit final documentation outputs to the NSTP Office for moorde purposes Second, there is no hard rule in the implementation of Service- Learning. Each course can be flexible in the integration of the service component in their lessons. In the planning stage, the teacher and the students can decide on how much weight they are going to give to the service component. It could be the culminating or final project of their course, or it could also be just a "quiz." It can also be a class project (which may not be possible in Flexible Learning Option), group, or an individual requirement. In many universities abroad, this flexibility is brought by the relative freedom given by the teachers to let the students drive the direction of the course. Both the teacher and the students should feel free to explore the wonderful world of Service-Learning. Lastly, the definition of community may be tweaked to include not just the formal communities the universities partnered with, but also the immediate environments of the students. These may include, but not limited to their family and neighborhood, non-government organizations, minority groups, online groups, people with similar needs, and the like. Just a word of caution to teachers and students, it is important to know the needs of their "community" and how the course is aligned into it. It shall be the responsibility of the teacher to validate the "community" their students are serving. Projects may also be short term in the meantime, while we are still in transition, unlike in the old normal where there is continuity in project in partner communities. What do service-learning projects look like in and out of classrooms? Health and wellness focus Community service focus Environmental focus Safety focus Art focus Inclusion focus Animal focus Internal school focus Literacy focus Creative focus Sports focus Technology focus Chapter 2: The Nature of the Human Person When we talk about the human person, it is obviously everything that pertains to man -- physical, spiritual, emotional and intellectual attributes. Note: "Man" does not mean "males," or "males more than females." The philosophy of Human Person could be roughly understood as an attempt to unify disparate ways of understanding behavior of humans as both creatures of their social environments and creators of their own value CHARACTERISTICS OF A HUMAN PERSON A human person is a rational being. He or she is free to think and has the capacity to reason and distinguish between right and wrong. B. A human person is born free. He or she has the freedom to do or not to do things. However, every person is responsible for his c. A human person is unique. He or she possesses an identity that makes him or her unlike any other person. Generally speaking, even if two persons have the same characteristics and physical features they are not the same because each one has his or her own perception and different set of values and priorities in life: Or her own action. d\. Every person is intrinsically a social being and cannot be detach himself or herself from creatures in universe, By nature, he or she is characterized by or her relationships with other creatures, objects or his or her fellowmen All living things are sexual by nature, but the uniqueness of expression of a sexuality person's n or her different. The The expression of a person's emotiom, atitudes makes him or feelings, actions, and thoughts in sexual activity best exemplifies his or her uniquemest from other animal. CHARACTERISTICS OF A HUMAN PERSON A human person is a rational being. He or she is free to think and has the capacity to reason and distinguish between right and wrong. B. A human person is born free. He or she has the freedom to do or not to do things. However, every person is responsible for his c. A human person is unique. He or she possesses an identity that makes him or her unlike any other person. Generally speaking, even if two persons have the same characteristics and physical features they are not the same because each one has his or her own perception and different set of values and priorities in life: Or her own action. d\. Every person is intrinsically a social being and cannot be detach himself or herself from creatures in universe, By nature, he or she is characterized by or her relationships with other creatures, objects or his or her fellowmen All living things are sexual by nature, but the uniqueness of expression of a sexuality person's n or her different. The The expression of a person's emotiom, atitudes makes him or feelings, actions, and thoughts in sexual activity best exemplifies his or her uniquemest from other animal. CLASSICAL GREEK VIEWS The early classical Greek defined the human person as a rational animal" Aristotle and Boethius described man as a rational being. A human being is a material (body) and spiritual (soul) being. As rational being, a person is able to know, reason out and apply what he knows. The human being Is the highest form of animal due to the fact that he or she has a rational thinking. Because of the fact that the human being is given free will to choose, decide or shape his or her life, so he or she is always responsible for his or her action. A human person Is capable of knowing, loving, and believing, which leads him or her to be fully aware of his or her humanity. BIBLICAL VIEWS The human person has superiority and dignity inherited from the Supreme Being.In literature and the Bible, the word man is not only limited to males but it addressed to humanity. In the book of Genesis 1:26-27 man was created in the "image and likeness of God" and made then masters of the fish of the sea, the birds, the heaven, the earth, the wild beasts and all the reptiles that crawl upon the earth. The human nature was patterned after the image of God (Agbuya, 1997) The Supreme Being entrusted to the human person the care of the creatures on earth, aware of the possibilities, challenges and difficulties he or she encounter in his or her life. Since, human made in a divine image we endowed with a human soul with two great powers: Free will and Intellect Human intellect enables us to recognize and understand God's command to do good and avoid evil Free will enables us to choose good with the guidance of our conscience and to obey God's law of love PHILOSOPHICAL VIEWS According to Protagoras, a human person is the measure of all things that exists and of all things that do not exists. Furthermore, Plato claimed that the perfect human being does not exist in this world because what is in this world is just an imperfect copy of humanity's original self in the realm of ideas. Parmenides stated that a person has knowledge of something that exists, for a person who does not exist is nothing A human person like other animals has external and internal organs. A human being becomes evident when he or she starts to share his or her thoughts and ideas with others. Maguigad (2006) in his book, Philosophy of the Human Being, explains the different philosophical views of the human person. These are the following 1.Conservatism 2.Liberalism 3.Socialism 3. Fascism SOCIOLOGICAL VIEWS Social scientists are interested to understand what a human being is. The work of the philosopher Rene Descartes is quite popular in this respect. He argued that a human is a thinking thing (a res cogitans) but which has a body (a res extensa) attached to it. A perspective is a way of looking at and seeing something. Salcedo (2004) states that people look at this social world or at the various ways that human beings behave in a social way. Hence, when we talk about society or the social world, we are really referring to the behavior of human beings. San Juan (2007) proposes some common ideas about the human person. These are the following: 1. Human persons are social animals. We need to cooperate with others in someway to create the social world In which we live. 2. The human person's social behavior is learned, not instinctive. In this view, the Argument is that we have to learn from the moment we were born, how to be not just a human being but also a recognizable member of the society into which we happen to have been born. 3. To understand the human person's behavior, we have to focus our attention on the groups to which people belong. These groups are many and varied, but the largest group to which people belong is a society. 4. Sociology is a discipline that looks into the totality of relationships in an individual's life. Sociologists do not restrict their studies to a single dimension of an individual's life (economics, politics, history, geography and psychology dimension). Although each of these areas is significant and interesting in varying degrees, it is only by looking at how these relationships affect each other that can arrive at a complete picture of human social behavior Hierarchy of Needs Abraham Maslow an American psychologist proposed that healthy human beings have a certain number of needs. And that these needs can be arranged in a hierarchy. Maslow published his paper on the year 1943 "A Theory of Human Motivation" were in he imposed the motivation of human being is based on the hierarchy of needs. Self-actualization Desire to become the most that one can be Esteem Respect, self-esteem, status, recognition, strength, freedom Love and belonging Friendship, intimacy, lamity sense of connection Safety needs Personal security, employment, resources, health, property Physiological needs Air, water, food, shelter, sleep, clothing, reproduction PSYCHOLOGICAL VIEWS According to Locke (1690) defines a person as, "a thinking intelligent being that has reason and reflection, and can consider itself the same thinking thing, in different times and places" ". A person has to think, has to reason, self awareness and self evaluation on the things happened in the past, present and what will happen in the future. Thinking is the way of living. The human person development consists of processes that everyone should understand. As human behaves according to his or her feelings and experiences. Experiences mold the personality of human. As the famous phrase goes "Experience is the best teacher" but how can experience become experience? If and only if, be or she learned from it (event or feelings) According to Jean Piaget in his cognitive developmental theory based on the ideal that children actively construct knowledge as they explore and manipulate the world around them. According to varner (2012), a person must be rational, pell conscious, and a full blown moral agent having the following four concepts frum which to construct a self-narrative: self, birth, death, and personality CHAPTER 3 -- Community Immersion requisite (by particular regulation) of NSTP an overview. What is Community Immersion? Community Immersion is one important requirement of 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;