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NATIONAL SERVICE TRAINING PROGRAM PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |1 MODULE 1: THE NATIONAL SERVICE RES...

NATIONAL SERVICE TRAINING PROGRAM PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |1 MODULE 1: THE NATIONAL SERVICE RESERVE CORPS (NSRC) OF THE NATIONAL SERVICE TRAINING PROGRAM (NSTP) Objectives: At the end of the module, the students are able to: 1. Introduce the Mission, functions and compositions of the National Service Reserve Corps as school and community-based reserve units; 2. Provide vital knowledge and skills required for the successful development, organization, training, administration, utilization, mobilization, operations, accreditation, protection and funding of the school-based and community based NSRC Reservists. 3. Train core of leaders who shall lead the NSRC training and implementation of activities in the campus and in their local communities. INTRODUCTION: REPUBLIC ACT No. 10121 or otherwise known as the “Philippine Disaster Risk Reduction and Management (PDRRM) Act of 2010” mandated the organization of the National Service Reserve Corps (NSRC) from the graduates of National Service Training Program (NSTP) who are non-Reserve Officers’ Training Corps (Non-ROTC) for utilization in Disaster Risk Reduction and Management (DRRM) in their places of origin. The organization is to start as a school-based reserve unit in preparation for their community-based participation. Since the enactment of Republic Act 9163 in 2001, or a period of about twelve (12) years, a total of about ten million students from CWTS and LTS Components of NSTP completed the program. Out of this number, an estimated three million students are still in school while over six million have graduated from college or stopped studying and are now back to their respective communities or elsewhere inside or out of the country. Both laws have made it imperative and urgent to implement the NSRC Mandate as a vital component of DRRM. BRIEF HISTORY: The National Disaster Risk Reduction and Management Council (NDRRMC) and Department of National Defense (DND) created a multi-agency Technical Working Group (TWG) chaired by the Office of Civil Defense (OCD) Administrator to formulate the NSRC Implementing Guidelines and Procedures (NSRC-IGP). The OCD then designated a focal person as the Acting Chief of NSRC to be responsible for the sustainment of the effort to complete the NSRC-IGP until its approval. After series of drafts of the proposed NSRC-IGP were made in a period of six months in 2011, the final draft was Pilot-Tested in selected schools and communities nationwide for a period of six months. After the successful implementation on the ground, the IGP was submitted for approval. The chairperson of NDRRMC and the Secretary of DND approved the NSRC-IGP effective 13 June 2012. A series of information drives through symposia, congress and conventions were held nationwide as means of informing, instructing as well as encouraging the participating Higher Education Institutions for the implementation of the NSRC- Implementing Guidelines and Procedures. The University of Baguio, with dozens of thousands of graduates since the non- ROTC program was implemented in 2002, followed suit, thus this module. PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |1 LEGAL BASIS: The Implementing Guidelines and Procedures on the development, organization, training, administration, utilization, mobilization, operation, accreditation, protection and funding of the NSRC is provided in Section 13 of RA 10121 and Rule 9 of its Implementing Rules and Regulations. The NSTP’s revised Implementing Rules and Regulations bolstered the implementation of the provisions stated in Section 11 which provides for the creation of NSRC and its mobilization by the NDRRMC or the LDRRMCs for the delivery of disaster risk reduction programs and activities. With these in place, the creation of NSRC units of the University of Baguio shall be realized. Graduates of UB-NSTP who are still in the campus are to be tapped for this purpose. This also means that NSTP students of today shall expect to be part of the NSRC program upon completion of their NSTPRO1 & NSTPRO2 subjects. MISSION The mission of NSRC is to provide a trained, motivated and organized manpower reserve that can be tapped by the state for DRRM, civic welfare, literacy, national emergency, environmental protection and other similar endeavors in the service of the nation. Just recently, a nation-wide organization and registration of the NSRC was conducted. This was aimed at mobilizing NSTP graduates for disaster preparedness and response during calamities. Those registered will undergo disaster training and response and will be accredited by the OCD. LESSON PROPER: NDRRMC – Implementing Guidelines and Procedures The Implementing Guidelines and Procedures on the development, organization, training, administration, utilization, mobilization, operation, accreditation, protection and funding of the National Service Reserve Corps (NSRC) is provided in Section 13 of RA 10121 otherwise known as the Philippine Disaster Risk Reduction and Management (PDRRM) Act of 2010 and Rule 9 of its Implementing Rules and Regulations and Section 11 of RA 9163 otherwise known as the National Service Training Program (NSTP) Act of 2001 which provides for the creation of the National Service Reserve Corp (NSRC) and its mobilization by the NDRRMC or the Local Disaster Risk Reduction and Management Councils for the delivery of disaster risk reduction programs and activities. Section 1. Title – These guidelines shall be known and cited as the Implementing Guidelines and Procedures (IGP) on the Development, Organization, Training, Administration, Utilization, Mobilization, Operation, Accreditation, Protection and Funding of the National Service Reserve Corps (NSRC). Section 2. Purpose – These guidelines are hereby promulgated to prescribe the procedures for the development, organization, training, administration, utilization, mobilization, operation, accreditation, protection and funding of the NSRC as provided for in the above legal authority. Section 3. Definition of Terms: PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |2  a. National Service Reserve Corps (NSRC) - An organization composed of graduates of the Civic Welfare Training Service (CWTS) and Literacy Training Service (LTS) components of the National Service Training Program (NSTP) as mandated by Republic Act 9163 (NSTP Act of 2001). b. NSRC Reservist - A person who is a graduate of the CWTS and LTS components of the NSTP program and designated an NSRC serial number. c. NSRC Reserve Group (NRG) - The highest level of organization of NSRC reservists composed of at least five (5) or more NSRC Sections organized at the provincial level and highly-urbanized cities, as well as in Higher Education Institutions (HEls), and Technical-Vocational Education and Training Institutions (TVETs). d. NSRC Reserve Section (NRS) - A subordinate unit of the NSRC Reserve Group composed of at least five (5) or more teams. e. NSRC Reserve Team (NRT) - A subordinate unit of the NSRC Reserve Section composed of at least eight (8) but not more than twelve (12) members. Team composition is discussed under Section 5 (Organization). f. NSRC Reserve Unit (NRU) - A generic term which refers to any level or size of NSRC organization. g. School-Based NSRC Units (SBNU) - NSRC units established in different HEls under CHED and TVETs under TESDA. h. Community-Based NSRC Units (CBNU) - NSRC units established in different localities from the provincial down to the barangay level. i. NSRC National Directorate Center (NNDC) - The Office under OCD that has responsibility over the development, organization, training, administration, utilization, mobilization, accreditation and operation of the NSRC. j. NSRC School Directorate Office (NSDO) - The Office established under the HEls and TVETs that has responsibility over the development, organization, training, administration, utilization, mobilization, accreditation and operation of the NSRC. k. NSRC Community Directorate Office (NCDO) - The Office established under the LGU/Local DRRMCs that has responsibility over the development, organization, training, administration, utilization, mobilization, accreditation and operation of the NSRC at the community level. l. Mobilization - In the context of NSRC organization for DRRM, mobilization is the official act of calling upon NSRC reservists and NSRC units to report to their respective designated mobilization centers and organized to perform duty as disaster responders and other DRRM tasks. m. Accreditation. - The process of determining the suitability and capability of an individual or organization to perform DRRM tasks, based on the criteria and procedures to be issued by the OCD in consultation with other concerned agencies, offices, organization and entities. Section 4. Responsibilities: a. The secretary of National Defense (SND) as Chairperson of the National Disaster Risk Reduction and Management Council (NDRRMC) thru the Administrator, Office of Civil Defense shall exercise overall responsibility on the development, organization, training, administration, utilization, mobilization, operation, accreditation, protection and funding of the NSRC; b. The chairperson, Commission on Higher Education (CHED) thru the Higher Education Institutions (HEls) shall be responsible for the issuance of NSRC serial numbers to all graduates of CWTS/L TS components of the NSTP and the Development, Organization, Training, Administration, Utilization, Mobilization, Operation, Accreditation, Protection and Funding of School-Based NSRC Reservists and Reservist Units in HEls under its jurisdiction; c. The director general, Technical Education Services and Development Authority (TESDA) thru the Technical- Vocational Education and Training Institutions (TVETs) shall be responsible for the issuance of NSRC serial numbers to all graduates of CWTS/L TS components of the NSTP and the Development, Organization, PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |3  Training, Administration, Utilization, Mobilization, Operation, Accreditation, Protection and Funding of School- Based NSRC Reservists and Reservist Units in TVETs under its jurisdiction. They may be tasked to assist in the formulation or conduct of training for skills needed in DRRM such as Emergency Medical Services (EMS) Trainings and other related services; d. The secretary, Department of the Interior and Local Government (DILG), thru the Local Government Units (LGUs) / Local Disaster Risk Reduction and Management Councils (LDRRMCs) shall be responsible for the Development, Organization, Training, Administration, Utilization, Mobilization, Operation, Accreditation, Protection and Funding of community-based NSRC units from the provincial down to the Barangay level; and e. Other member agencies, bureaus, offices and entities of the NDRRMC shall be responsible for conducting advocacy of volunteerism for DRRM and shall actively support the organization of the NSRC offices in their respective areas of responsibilities and the implementation of its programs and activities. Section 5. Mission, Functions, and Composition of the NSRC: a. Mission: To provide a trained, motivated and organized manpower reserve that can be tapped by the State for DRRM, civic welfare, literacy, national emergency, environmental protection and other similar endeavors in the service of the nation. b. Functions: 1. To assist in the disaster preparedness, mitigation, response and rehabilitation programs; 2. To serve as an auxiliary to the Disaster Risk Reduction and Management Councils (DRRMCs) response units; 3. To assist in the promotion of civic welfare activities; 4. To assist in the implementation of literacy programs; 5. To assist in socio-economic development; 6. To respond in case of mobilization for national emergency; 7. To assist in environmental protection; and 8. To perform other similar endeavors as directed by higher DRRM authorities. c. Composition: The NSRC shall be composed of the graduates of the Civic Welfare Training Service (CWTS) and the Literacy Training Service (LTS) components of the NSTP. Section 6. Organization: a. The NSRC National Directorate Center (NNDC) shall be organized and established as an organic unit under the OCD. The National Director of the said Office shall be responsible for the supervision and monitoring of the implementation of NSRC development, organization, training, administration, utilization, mobilization, operation, accreditation and protection of the National Service Reserve Corps (NSRC) from the National down to the Regional, Provincial and Municipal level. It shall serve as repository of all data pertaining to NSRC and shall formulate the NSRC manual and operating procedures for the full implementation of the NSRC program as provided for in this IGP and subsequent OCD publications. b. The NSRC School Directorate Office (NSDO) shall be established in all HEls/TVETs. The NSDO shall be responsible for the development, organization, training, administration and operationalization of the School- based NSRC. The NSRC School Directorate Office will be placed under the Office of the School President. c. The NSRC Community Directorate Office (NCDO) shall be organized under the local government units/ local DRRMCs at the provincial and municipal level. The LGU/LDRRMC thru their respective NCDOs shall be responsible for the development, organization, training, administration, utilization, mobilization protection, funding and operation of the NSRC units. d. Graduates of the CWTS and LTS Components of the NSTP shall be organized into NSRC Reserve Units. They shall be classified into two (2) categories: CBNRUs and SBNUs. PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |4  e. Community-Based NSRC Reservist Units: CBNRUs shall be organized at the Barangay, Municipal, City and Provincial level. The membership shall come from graduates of the CWTS and LTS components of NSTP who are residents of their respective localities. The concerned LGUs thru the LDRRMCs, in coordination with DILG and OCD, shall undertake the organization of CBNRUs. The OCD thru the Local DRRMCs shall issue the Activation orders of the CBNRUs. f. School-Based NSRC Reservist Units: HEls under CHED and TVETs under TESDA shall organize SBNRUs to be composed of graduates of the ONTS and LTS components of the NSTP who are still enrolled in said institutions. The OCD thru the HEls and TVETs shall issue the Activation orders of the SBNRUs. These reserve units shall be placed under control of the College/University Disaster Control Group Chairperson for conduct of training and operations. g. School-Based and Community-Based NSRC Reserve Groups are independent of each other. However, all NSRC Reservists who graduated from their respective tertiary courses and are leaving their schools shall be reassigned to CBNRUs that are organized in their respective places of residences. Report on the organization of SBNUs shall be submitted by the HEls/TVETs to CHED/TESDA through their Regional Offices. CHED / TESDA shall submit the consolidated report of NSRC Reserve Groups / Units organization to OCD. h. The system for designation of NSRC Reserve Unit names shall be formulated by OCD. It shall publish a unit designation list that shall incorporate the following: NSRC reserve group number; Name of HEls/TVETs; Barangay; Municipality; and Province. The same shall be made known to all concerned offices for the smooth implementation of the same. i. NSRC Reservist Serial Numbers: The CHED and TESDA shall provide OCD with a list of all NSTP graduates since the NSTP Act was implemented in 2001. The list of the NSTP graduates shall include but are not limited to the following Data: Complete Name; Serial Number; Name of School; date graduated from NSTP; present residence/home address; present status as a student (if still in school). Every year thereafter, it will submit the new list of graduates not later than 30 days after the graduation date of the NSTP. CHED/TESDA shall issue a block of serial numbers to each HEI/TVET corresponding to the number of NSTP students enrolled at the start of the course. Respective schools/institutions shall in turn designate the serial numbers to the students alphabetically. Unused serial numbers shall be returned to CHED/TESDA. These serial numbers shall be reallocated for the next school year. The OCD shall design a system of serial numbers and blocks of serial numbers parallel to the system designation of NSRC Reserve Groups Unit Names that shall incorporate the following information: cluster/groups/schooI/ Barangay/Municipality/City/Province/Region. Section 7. Administration of NSRC Reservist Groups/Units - The OCD shall: a. Maintain a centralized NSRC Reservist database that shall include, among others, the following information: Full name, date and place of birth, serial number, name of school, date graduated from NSTP, present residence and address, present occupation and specialty/skills. This database shall be updated periodically. A mechanism for the periodic update of the database shall be provided by OCD in coordination with other concerned government agencies. b. Issue orders for assignment, reassignment, designation and awards of NSRC reservists. c. Formulate a system of morale and welfare upliftment that will include but not limited to the following: Awards. Ranks, Promotions, Training/Schooling. d. Formulate an NSRC reservist Career Development System. e. Registration: NSRC Reservists shall be required to physically register in their respective Barangays of residence and shall secure a Barangay certification that he/she is registered and accounted for. Said PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |5  Certification shall be a requirement for college/program graduation. The Barangay shall issue said certificate free of charge to the student. The Barangay shall charge such expenses to their respective calamity funds. f. Accounting: NSRC Reservists shall be accounted for during NSRC assembly test or actual assembly during mobilization by their respective LDRRMCs. Assembly tests shall be held at least twice a year at the Barangay level. Section 8. Training: a. OCD shall provide a system for NSRC individual reservist and unit training program in line with the skills and experience required for their utilization. b. All NSRC reservists are required to undergo periodic training to provide them the advance and special training needed for their respective skills requirement. c. NSRC leadership training will be given to selected NSRC reservists who will form the core of NSRC leadership. d. Specialized Training shall be given to the Reservist to enhance their capability to deliver the needed services. e. A certification of special or advance training shall be eligible for TESDA/CHED or other concerned agencies equivalency program for higher learning. f. There shall be a mechanism to maintain a roster of NSRC Reservists who will be eligible applicants for the scholarship programs other than those funded by the national government. g. The Community-Based NSRC reservists will undergo training through the LDRRMCs in coordination with their respective RDRRMCs. h. The HEls under CHED and TVETs under TESDA shall organize and conduct training for the school-based NSRCs in accordance with the NSRC training system and guidelines set forth by OCD. i. The local government HEls/CHED/TESDA and other appropriate agencies/organization shall program trainings and allocate funds for NSRC activities. j. The OCD, CHED, TESDA, DILG thru the HEls, TVETs, LGUs/LDRRMs, accredited NGOs and other concerned offices/organizations shall organize and train core of trainers among NSRCs in their respective schools, offices and in the areas/localities. Section 9. Utilization: a. The NSRC reservists and units shall be utilized in accordance to the PORRM Act of 2010 (R.A.10121) and the NSTP Act of 2001 (R.A. 9163) which include but not limited to the following: 1. DRRM: Mitigation; Preparedness; Prevention; Response; Relief and rehabilitation; 2. Environmental Protection/preservation and rehabilitation; 3. Civic Welfare and Literacy Activities; and 4. Other tasks needed to address emergencies/calamities/crises. b. OCD shall prescribe the procedures for the utilization of the NSRC Reservists and units in coordination with CHEDITESDA for school-based NSRCs and with DILG and LGUs/LDRRMCs for community-based NSRCs. Section 10. Mobilization: a. Mobilization of NSRC units shall be undertaken by officials vested with mobilization authority to muster NSRC reservists to assemble in their designated mobilization centers and organized by their respective NSRC units to perform official duty during disasters, emergencies and other DRRM purposes; b. The Secretary of National Defense (SND), as Chairperson of the National Disaster Risk Reduction and Management Council (NDRRMC) thru the Administrator, Office of Civil Defense shall have the power to mobilize NSRC reservist units for DRRM purposes and other national emergency/crisis situation; c. The Chairperson of the LDRRMCs shall have the power to mobilize the NSRC units based in their respective localities for DRRM response within their geographical jurisdiction upon the declaration of a state of calamity; PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |6  d. Mobilization and deployment of NSRC units outside of the locality shall emanate from a higher authority as defined under Section 15 of RA 10121; e. Mobilized NSRC units shall be placed under control of the concerned DRRMC; and f. School-based NSRC units, in case of disaster, may be mobilized by the OCD in coordination with HEls under CHED and TVETs under TESDA provided that all NSRC reservists who are mobilized are of legal age. Mobilized school-based NSRC units are placed under their respective HElslTVETs Disaster Control Group (DCG) and shall be placed further under control and supervision of the LDRRMC for deployment. g. The controlling school shall provide the necessary administrative and logistics requirement such as insurance, food and other benefits covered under R.A. 10121. In the event the school-based NSRC unit is deployed or utilized outside the immediate vicinity of the school, the LDRRMC provide additional logistics, protection, and insurance requirements. Section 11. Operation a. OCD 1. OCD thru NNDC shall formulate Standard Operating Procedures (SOPs) for the overall and specific operation of the National Service Reservists and the NSRC Units; 2. It shall closely supervise the conduct of NSRC operations nationwide and ensure proper coordination with the HEls under CHED, TVETs under TESDA and with the LGUs/DRRMCs at all levels; and 3. It shall conduct periodic operational exercises to evaluate the actual operational capability of NSRC units at all levels. b. HEls under CHED I TVETs under TESDA: 1. There shall be an NSRC School Directorate Office (NSDO) in every HEls under CHED / TVETs under TESDA that will be in-charge in the development, organization, training, equipage, administration and deployment of the school-based NSRC unit; and 2. The officials of every HEls under CHED/TVETs under TESDA have the primary responsibility in the utilization of the school-based NSRC units as first disaster responders in their respective school campuses and their immediate vicinities. c. LGUs: 1. The LGUs shall have the primary responsibility as First Responder during disasters in their respective localities as provided for in Section 15, RA 10121. As such, there shall be an NSRC Community Directorate Office (NCDO) established at the provincial and municipal levels that will be responsible for the development, organization, training, equipage, administration and deployment of their respective community-based NSRC units; and 2. LGUs shall deploy and utilize NSRC Units in accordance to the SOPs prescribed by OCD. Section 12. Protection of NSRC Reservists: a. The protection of NSRC reservists during their mobilization, deployment and utilization including DRRM Practical Training and Exercises shall be the responsibility of the concerned LDRRMC and HEls/TVETs, for both school-based and community-based NSRC reserve groups. They shall be responsible for providing the insurances, logistics, and other necessary benefits, including hospitalization for NSRC reservists who incur injury while on duty for the period that NSRC reservists are undergoing practical exercises/mobilization in their respective school campuses/ localities/communities. Section 13. Accreditation of DRRM Training Organizations for NSRC: a. The NDRRMC, thru the OCD, in consultation with CHED/TESDA/DND/DILG shall prescribe the procedures, qualifications, processes, criteria, and other requirements for the accreditation of training organizations, and certification for individual trainer/s; PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |7  b. The NDRRMC, thru the OCD, shall be responsible for the processing and approval of the application for accreditation of the training organization, and certification of individual trainer/s for NSRC. All government agencies mandated and involved in the conduct of DRRM Training shall be qualified for accreditation as a training organization for NSRC reservists and units. Their individual training shall comply with the requirements prescribed; c. Only competent and authorized trainers from accredited training organizations/institutions shall be allowed to conduct DRRM training activities; and d. Training Organizations shall be duly registered with SEC/DTI specifically for the purpose of conducting DRRM trainings. Section 14. Funding of the NSRC Reservist/Units: a. The concerned LGUs/LDRRMOs shall provide the necessary funds for the organization and utilization of NSRC reservists in their respective localities. This may be charged from the local DRRM funds otherwise known as Local Calamity Fund; and b. Funds needed for the organization and utilization of a school-based NSRC reservist shall be charged from school/training institution funds. A funding system similar to the Advance ROTC program which utilizes funds from NSTP may be adopted by the schools. The HEls/TVETs may coordinate with the local DRRM for use of LDRRMC resources for joint training activities for disaster response. Section 15. Evaluation and Submission of Reports: a. The OCD thru LDRRMOs in coordination with CHEDITESDA shall conduct periodic evaluations of NSRC units to insure their operational capability for DRRM response. Concerned agencies shall regularly monitor the implementation of this Implementing Guidelines and Procedures. OCD shall consolidate all reports from concerned offices/agencies and submit quarterly/semestral/annual reports to the NDRRMC on NSRC development, organization, training, utilization, mobilization, operation, accreditation and protection of the NSRC every last day of the month of each quarter, semester and year; b. CHED and TESDA shall submit a yearly report on the roster of CWTS and LTS graduates to OCD; and c. OCD shall consolidate all the reports for submission to the NDRRMC. Section 16. Transitory Provision: Pending the formulation and approved details of the standard operating procedures for operations, programs of instruction (POI) for special and advance training for NSRC, criteria for accreditations of NSRC Training Organizations shall be maintained as prescribed herein and in other related publications. Section 17. Separability Clause: Any provision of these Rules inconsistent with existing laws shall be held invalid. The other provisions not otherwise affected shall remain in full force and in effect. Section 18. Amendatory Clause: The Secretary of National Defense as Chairperson, NDRRMC thru the OCD Administrator (OCDA), may cause the amendment of these Implementing Guidelines and Procedures as the need arises. Section 19. Effectivity Clause: These implementing guidelines and procedures shall take effect immediately upon approval by the Chairperson, NDRRMC. VOLTAIRE T. GAZMIN Secretary of National Defense, and Chairperson, National Disaster Risk Reduction and Management Council. PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |8 MODULE 2: REPUBLIC ACT 9163 THE NATIONAL SERVICE TRAINING PROGRAM LAW OF 2001 Objectives: At the end of the module, the students are able to: 1. explain the history and significance of NSTP in the purview of national security and development. 2. appreciate the value of NSTP as a citizenship program; 3. design and execute feasible ventures to deal with local communities’ concerns; and 4. support NSTP-related activities and endeavors. INTRODUCTION Republic Act. No. 9163 or The NSTP Act of 2001 is an act establishing the National Service Training Program for all college students. This amended two National Service decrees: Republic Act No. 7077 or the AFP Reservist Act of 1991, and Presidential Decree No. 1706 or The National Service Law. These previous decrees mandated a compulsory National Service for Filipinos. PRIMORDIAL OBJECTIVE of NSTP: The NSTP’s guiding principles are anchored on the role of the youth in nation-building. The promulgation of the NSTP Act of 2001 translates the constitutional provision which states, “The State shall inculcate in the youth, patriotism and nationalism, and encourage their involvement in public and civic affairs” (Art. II, Sec. 15). The NSTP Act of 2001 therefore, is aimed at encouraging the youth to become civic organizers, community volunteers or military reservists who can be tapped by the state in the event of disasters or emergencies. This training program is designed to provide the much-needed framework for citizenship training so each individual may have a thing or two to contribute for the development of the nation. AN AVENUE for SOCIAL AWARENESS and COMMUNITY INVOLVEMENT: NSTP is a means for student-trainees to value the critical role they play in national development as they deepen their sense of social awareness and involvement in the communities. They shall undergo and experience immersion, and later on, in their very own respective communities, they shall apply the knowledge, values and life skills that they learned as National Reservists. With the aid or assistance of local officials, NSTP can also serve as a means for laying the ground works for community development in the grassroots level. AS a TRAINING SERVICE, NSTP shall: 1. introduce and inculcate knowledge, values and skills in an attempt to look into one’s self, life skills as well as values orientations; 2. present ways and means to improve the youth’s understanding of the community– its organizations, dynamics, characteristics and even problems; 3. facilitate in raising the level of social awareness and community involvement through various initiatives and activities; and 4. plan and implement worthwhile initiatives and projects to address communal problems and local issues. PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |9 PARADIGM of NATIONAL SERVICE TRAINING PROGRAM: ‘Indoctrination’ Phase ‘Sentisization’ Phase NSTPRO1 – Theory NSTPRO2 – Application Self Awareness and Values Agency Visits and Linkages Development Environmental Activities The University of Baguio and the o Watershed Clearing National Service Training Program o Tree Planting, Guarding Citizenship Education Community Immersion o Maka-Diyos, Maka-Tao, Maka- o Clean and Green Program Bayan, Maka-Kalikasan o Nutrition Activities Drug Education o Literacy advocacy Security Concerns Initiatives or Projects Environmental Protection o Conceptualizing, Planning Supplemental Lessons on: o Implementation, Monitoring o Leadership, Peace, Election o Evaluation THE NSTP ACT OF 2001 Congress of the Philippines Twelfth Congress REPUBLIC ACT NO. 9163 January 23, 2002 AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM (NSTP) FOR TERTIARY LEVEL STUDENTS, AMENDING FOR THE PURPOSE REPUBLIC ACT NO. 7077 AND PRESIDENTIAL DECREE NO. 1706, AND FOR OTHER PURPOSES Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: Section 1. Short Title - This Act shall be known as the “National Service Training Program (NSTP) Act of 2001.” Section 2. Declaration of Policy - It is hereby affirmed the prime duty of the government to serve and protect its citizens. In turn, it shall be the responsibility of all citizens to defend the security of the State and in fulfillment thereof, the government may require each citizen to render personal, military or civil service. Note: Like a symbiotic relationship, the state obliges itself to fulfill its sacred duty to serve and protect the people while the citizens fulfill their share by, among others, rendering community service. Recognizing the youth's vital role in nation-building, the State shall promote civic consciousness among the youth and shall develop their physical, moral, spiritual, intellectual and social well-being. It shall inculcate in the youth patriotism, nationalism, and advance their involvement in public and civic affairs. PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 10  Note: Through NSTP, the state aims to realize all these with the assistance, among others, of the Higher Educational Institutions like the University of Baguio. In pursuit of these goals, the youth as a valuable resource of the nation, shall be motivated, trained, organized and mobilized in military, literacy, civic welfare and other similar endeavors. Section 3. Definition of Terms - For purposes of this Act, the following are hereby defined as follows: (a) “National Service Training Program (NSTP)” This is a program aimed at enhancing civic consciousness and defense preparedness in the youth by developing the ethics of service and patriotism while undergoing training in any of its three (3) program components. Its various components are specially designed to enhance the youth's active contribution to the general welfare. (b) “Reserve Officers' Training Corps (ROTC)” This is a program institutionalized under Sections 38 and 39 of Republic Act No. 7077 designed to provide military training to tertiary level students in order to motivate, train, organize and mobilize them for national defense preparedness. Note: This is designed to provide students with military training in order to motivate, train, organize and mobilize them for national defense preparedness. (c) “Literacy Training Service” is a program designed to train students to become teachers of literacy and numeracy skills to school children, out of school youth, and other segments of society in need of their service. (d) “Civic Welfare Training Service” This refers to programs 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 improving health, education, environment, entrepreneurship, safety, recreation and morals of the citizenry. (e) “Program component” This refers to the service components of the NSTP as enumerated in Sec. 4 of this Act. Note: Items a,b,c are the program components of NSTP. In the new Implementing Rules and Regulations of 2010, every school is mandated to offer these components for all students to choose. Section 4. Establishment of the National Service Training Program. - There is hereby established a National Service Training Program, which shall form part of the curricula of all baccalaureate degree courses and of at least two (2)-year technical vocational courses and is a requisite for graduation, consisting of the following service components: Note: Baccalaureate degrees (4 or more year-degree courses) and 2-3-year technical-vocational courses, are mandated by this law to undergo NSTP. (1) The Reserve Officers’ Training Corps (ROTC), which is hereby made option and voluntary upon the effectivity of this Act; Note: This was the sole component of the repelled Reservist Laws. Today, ROTC becomes one component only of the National Service Training Program. PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 11  (2) The Literacy Training Service; Note: This is designed to train students to initiate and implement literacy and numeracy-related activities for school children, out-of-school youth and the underprivileged who are in need of such service. (3) The Civic Welfare Training Service. Note1: The University of Baguio has been offering this component since the advent of NSTP. Note2: This is the core component of the law. It replaces the exclusive military training for male students with a more civic-oriented service to the community. Note3: Activities are designed to contribute to the general welfare of the community such as: health and sanitation, education, environment preservation, entrepreneurship, safety, recreations and morals. The ROTC under the NSTP shall instill patriotism, moral virtues, respect for rights of civilians, and adherence to the Constitution, among others. Citizenship training shall be given emphasis in all three (3) program components. The Commission on Higher Education (CHED) and Technical Education and Skills Development Authority (TESDA), in consultation with the Department of National Defense (DND), Philippine Association of State Universities and Colleges (PASUC), Coordinating Council of Private Educational Associations of the Philippines (COCOPEA) and other concerned government agencies, may design and implement other program components as may be necessary in consonance with the provisions of this Act. Note: The Revised IRR (2010) which guides the UB-NSTP program can be browsed in the internet. Section 5. Coverage. - Students, male and female, of any baccalaureate degree course or at least two (2)-year technical vocational courses in public and private educational institutions shall be required to complete one (1) of the NSTP components as requisite for graduation. Note1: As a requirement for graduation, every student, unless exempted by the IRR, shall undergo NSTP. (From Section 4: Coverage, of the Revised IRR, states that:) a. All incoming first year students, male and female, starting School Year (SY) 2002-2003, enrolled in any baccalaureate and in at least two (2) year technical-vocational or associate courses, are required to complete one (1) NSTP component of their choice, as a graduation requirement. The above provision, however, DOES NOT cover the following: a.1 Students who finished or graduated from a baccalaureate degree or two year technical-vocational or associate course and pursuing or enrolled in another or additional baccalaureate degree or two-year technical-vocational or associate course in SY 2003-2004, and; a.2 Students who completed any of the three NSTP components but considered freshmen to the course where they transferred or shifted. a.3 Foreign students or aliens Note1: Second coursers and those who graduated from 2-3-year vocational-technical-associate courses in 2003-2004 are automatically exempted to enroll NSTP. Note2: As reflected in their transcript of records, transferees who have completed ROTC, LTS or CWTS in other schools but are admitted in the University of Baguio as new students need NOT re-enroll NSTP. Note3: Filipino-Foreign students who are admitted, enrolled and have paid the $500 Foreign Admission Fee as certified by the Admission and Records Center (ARC) are to be given Certificate of Exemption from the office. However, PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 12  Fil-Foreign students who were originally enrolled as Filipino students but avertedly converted to foreign student status just to avail of exemption and whose names do not consistently appear in the list as certified by the ARC, are required to attend NSTP. Section 6. Duration and Equivalent Course Unit - Each of the aforementioned NSTP program components shall be undertaken for an academic period of two (2) semesters. Note1: Offerings per semester: NSTPRO1 is regularly offered during the first semester with 50 students/class as minimum, while NSTPRO2 is regularly offered during the second semester with 60 students/class as minimum. Failing to meet these numbers would mean class dissolution or paying the lacking slots. Note2: Summer classes are offered only when a considerable number of petitioning students makes an NSTP class viable for opening, else, the class is dissolved or students are obliged to pay the remaining slots. In lieu of the two (2) semester program for any of the components of the NSTP, a one (1)-summer program may be designed, formulated and adopted by the DND, CHED, and TESDA. Section 7. NSTP Offering in Higher and Technical-Vocational Educational Institutions - All higher and technical-vocational institutions, public and private, must offer at least one of the program components; Provided, that State universities and colleges shall offer the ROTC component and at least one other component as provided herein; Provided, further, that private higher and technical-vocational education institutions may also offer the ROTC if they have at least three hundred and fifty (350) cadet students. Note: State Universities and Colleges (SUC’s) are mandated to offer ROTC but private Higher Educational Institutions (HEI’s) like UB, has the option to defer or offer it even with less or more than the required number of interested students. In offering the NSTP whether during the semestral or summer periods, clustering of affected students from different educational institutions may be done, taking into account logistics, branch of service and geographical considerations. Schools that do not meet the required number of students to maintain the optional ROTC and any of the NSTP components shall allow their students to cross-enroll to other schools irrespective of whether or not the NSTP components in said schools are being administered by the same or another branch of service in the Armed Forces of the Philippines (AFP), CHED and TESDA to which schools are identified. Note: UB allows cross-enrollment but only on peculiar circumstances beyond the University’s control. The regular procedures for cross-enrolment shall be observed. Section 8. Fees and Incentives. - Higher and technical vocational institutions shall not collect any fee for any of the NSTP components except basic tuition fees, which shall not be more than fifty percent (50%) of what is currently charged by schools per unit. Note: Every student who is enrolled in any of the components is charged only with 1.5-tuition unit, yet UB gives the student a 3-unit credit and pays the teacher-facilitator with a 3-unit teaching load. In the case of ROTC, the DND shall formulate and adopt a program of assistance and/or incentive to those students who will take the said component. The school authorities concerned, CHED and TESDA shall ensure that group insurance for health and accident shall be provided for students enrolled in any of the NSTP components. PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 13  Note: Part of the students miscellaneous is the insurance, but everyone is encouraged to be careful in all activities, in and out of the classroom, to avoid untoward events. Safety is NSTP’s primary concern. Section 9. Scholarships. There is hereby created a Special Scholarship Program for qualified students taking the NSTP which shall be administered by the CHED and TESDA. Funds for this purpose shall be included in the annual regular appropriations of the CHED and TESDA. Section 10. Management of the NSTP Components. The school authorities shall exercise academic and administrative supervision over the design, formulation, adoption and implementation of the different NSTP components in their respective schools; Provided, that in case a CHED- or TESDA-accredited non-government organization (NGO) has been contracted to formulate and administer a training module for any of the NSTP components, such academic and administrative supervision shall be exercised jointly with that accredited NGO; Provided, further, that such training module shall be accredited by the CHED and TESDA. Note: These modules are by-products of the training-seminars initiated by GO’s and accredited NGO’s. The CHED and TESDA regional offices shall oversee and monitor the implementation of the NSTP under their jurisdiction to determine if the trainings are being conducted in consonance with the objectives of this Act. Periodic reports shall be submitted to the CHED, TESDA and DND in this regard. Note1: Even though UB is an autonomous HEI, its NSTP program is still overseen and monitored by these offices to ensure that provisions of this Act are faithfully observed. Note2: From time to time, CHED, DND and TESDA, in collaboration with the Philippine Society of NSTP Educators and Implementers (PSNEI), conducted regular symposia-training-seminars-fora in order to improve the program. Section 11. Creation of the National Service Reserve Corps. There is hereby created a National Service Reserve Corps, to be composed of the graduates of the non-ROTC components. Members of this Corps may be tapped by the State for literacy and civic welfare activities through the joint effort of the DND, CHED and TESDA. Note: This is the ultimate objective of the NSTP – that all graduates will become RESERVISTS whose services can be tapped by the communities when man-made and natural calamities strike. Graduates of the ROTC shall form part of the Citizens' Armed Force, pursuant to Republic Act No. 7077. Note: Those who will take up and complete ROTC, they will automatically become members of the AFP Reservist Corps, the same organization that is mobilized in times of national military needs. Section 12. Implementing Rules. The DND-CHED-TESDA shall have the joint responsibility for the adoption of the implementing rules of this Act within sixty days from the approval of this Act. Note: The IRR was recently revised (2010) to further improve the program. These three (3) agencies shall consult with other concerned government agencies, the PASUC and COCOPEA, NGOs and recognized student organizations in drafting the implementing rules. The implementing rules shall include the guideline for the adoption of the appropriate curriculum for each of the NSTP components as well as for the accreditation of the same. Note: The Revised IRR calls for re-emphasizing ROTC as an equally important component of NSTP. As of the present, a number of bills are filed in the Lower House to either abolish NSTP and revert back to ROTC (filed by Reps. PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 14  Aumentado, Biazon, etc.) or improve NSTP by adding a lot of components to it (filed by Kabataan Partylist Raymund Palatino). Section 13. Transitory Provisions. Students who have yet to complete the Basic ROTC, except those falling under Sec. 14 of this Act, may either continue in the program component they are currently enrolled or shift to any of the other program components of their choice; Provided, that in case he shifts to another program component, the Basic ROTC course he has completed shall be counted for the purpose of completing the NSTP requirement; Provided, further, that once he has shifted to another program component, he shall complete the NSTP in component. Note1: Students who both passed NSTPRO1 and NSTPRO2 are considered graduates of the NSTP program. Section 14. Suspension of ROTC Requirement. The completion of ROTC training as a requisite for graduation is hereby set aside for those students who despite completing all their academic units as of the effectivity of this Act have not been allowed to graduate. Section 15. Separability Clause. If any section or provision of this Act shall be declared unconstitutional or invalid, the other sections or provisions not affected thereby shall remain in full force and effect. Section 16. Amendatory Clause. Sec. 35 of Commonwealth Act No. 1, Executive Order No.207 of 1939, Sections 2 and 3 of Presidential Decree No. 1706, and Sections 38 and 39 or Republic Act No. 7077, as well as all laws, decrees, orders, rules and regulations and other issuances inconsistent with the provisions of this Act are hereby deemed amended and modified accordingly. Section 17. Effectivity. This Act shall take effect fifteen (15) days after its publication in two (2) newspapers of national circulation, but the implementation of this Act shall commence in the school year of 2002-2003. Note: This Act was fully implemented in school year 2002-2003. It has been eighteen years since yet various initiatives are still being undertaken to further improve the prog PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 15 PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 16 MODULE 3: GOOD CITIZENSHIP VALUES Objectives: At the end of this module, the students are ab to: 1. understand the principles underpinning good citizenship, service and volunteerism for national development; 2. describe and analyze issues that relate to the good citizenship values of student-citizens in the country; 3. make reasonable decisions, address issues, explain concepts and/or solve problems using relevant examples pertaining to the promotion of values towards responsible citizenship; and 4. appreciate the significance of good citizenship towards the attainment of national development. Citizenship Citizenship is the state of being vested with the rights, privileges, and duties of a citizen (http://dictionary.reference.com). It is the status or condition of a resident in a given locality which includes all the rights, responsibilities, privileges and duties as a legitimate member of society. To fully realize this, one has to be a good citizen sa isip, sa salita at sa gawa. But what is a good citizen? What are the expected attitudes and behaviors of a good citizen? Good Citizenship A good citizen is characterized as one who proves himself as worthy of the love, service and protection of the government. He/she is expected to have practiced the virtues that are naturally possessed by a resident and render service to the state if necessary. Good citizenship includes: 1. Personally Responsible Citizen – acting responsibly in his/her community, e.g. volunteerism in times of calamities. 2. Participatory Citizen – an active member of community organizations and/or improvement efforts, e.g. sanguniang kabataan membership. 3. Justice-Oriented Citizen – critically assesses social, political and economic structures to see beyond surface causes, e.g. partylist membership. Among the expected attitudes and behaviors of a good Filipino citizen is being respectful to the self and others including life and properties. He/she is expected to be helpful and considerate, willing to put others’ first and listens to their views. He/she respects environment, works hard for him/herself and for his/her loved ones, well mannered, pleasant, and is just in all of his/her dealings. A good Filipino citizen therefore, is one who plays an active and intelligent role as a member of the community. He/she fulfills duties and obligations to his/her self, family, neighbors, government and society in general. He/she possesses the traits of respectfulness, courtesy and consideration, among others, for parents, elders, the underprivileged, and the world in general. He observes punctuality, promptness, and good moral conduct in all his/her dealings. Citizenship Education PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 17  Labuguen et al., (2012) elucidated that the citizenship education topic of the National Service Training Program affords the implementing institutions the opportunity to develop consciousness not only in national terms, but also in terms of global civic rights and responsibilities; and that, the program components of NSTP are structured in a way that the student-trainee’s notion of the relationship between the state and the people has changed and the service opportunities have been a core means for learning how citizenship is applied. But how can we become good citizens? The Constitutions’ Preamble gives us the answer: “We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just and humane society and establish a Government that shall embody our ideas and aspirations, promote the common good, conserve and develop our patrimony, and secure to ourselves our prosperity the blessings of independence and democracy under the rule of law and regime of truth, justice, freedom, love, equality, and peace, do ordain and promulgate this Constitution.” The values that are enshrined in the Preamble serve as our guiding principles, providing us the underlying framework for good citizenship. As citizens of this nation, we are challenged to live the Core Values of Good Citizenship: “Maka-Diyos, Maka-tao, Maka- Bayan, and Maka-Kalikasan.” But how can these be achieved? “The journey of a thousand miles begins with the first step” says an old adage. A small stone led to the creation of the majestic Rice Terraces of the Cordilleras, for example. It has to start somewhere or from someone else: in our family, barkadas, school, church and other institutions. But most importantly – in each one of us! All it needs is a well-balanced education, a strong aspiration and determination, and a steadfast character to attain good citizenship. Ideally, good citizenship goes beyond learning – translated into concrete actions. It is not enough that it is enshrined in the constitution. It has to be lived if we are to build a better Philippines. A. PAGKAMAKA-DIYOS (Spirituality) Agapay (2002) claimed that Belief in God is a value that most Filipinos don’t find difficult to understand. Its practice is not only a second nature to Filipinos but it is part and parcel of the spiritual psychic to be religious. Filipinos are typically religious, an essential aspect of the personhood. This explains why anthropology has not encountered a human society without some forms of religious worship. Pagkamaka-Diyos values include: A.1. Faith and Belief in God (Paniniwala at Pananalig sa Maykapal) Faith and belief in God is an innate trademark for Filipinos. This faith allows us to see and appreciate our selves as brothers- sisters to one another, one big family with God as the Father. This faith and belief in God calls for an active spirituality: to learn to pray from our hearts and not merely by our lips. Story: Faith Alone (Bro. Andrew Maria Almonte, MMHC) A devout religious widow was crossing a bridge with her child when an accident happened. Her son fell off the bridge and plunged into the deep water below. At this, some men got ready to jump to save the child. However the widow forbade them. “Do not move,” she told the men, “my faith alone can save my child.” After she said this, the widow knelt on the bridge and prayed with great faith. In a short while, the child drowned and died. The widow wept. Lesson: Faith alone, without work, is useless. True faith calls us to turn away from bad to good, from graft and corruption into honesty and good governance, from indolence or convenience to hard work, and from growing adherence for materialism to integrity, so on and so forth. As UBians and future leaders of our communities, let us remember that we have to go further by putting our faith into action, live a life that is based on the right values, and serve as inspirations to others who may be struggling to strengthen their own. A.2. Respect for Life (Paggalang) PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 18  Cathy Better says: “Life is raw material. We are artisans. We can sculpt our existence into something beautiful, or debase it into ugliness. It’s in our hands.” Hence, “treat life with respect, and life itself will reveal its beauty to you” (Bro. Andrew Maria MMHC). Our life as well as our own humanity is a gift from God, created from His own image and likeness, making us persons of worth and dignity. By this, we should uphold and recognize each others’ dignity and grow to appreciate each others’ worth by keeping an open mind and charitable attitude so we can appreciate others’ giftedness and special roles in our life and in our society. Biblically, our body is God’s temple, and because it is sacred, by all means we should be responsible for it because any form of violence defies its sanctity. As our natural human rights protect us from anything that endangers our life and well-being, we should also be responsible for upholding the rights of others. We shall not be advocates of violence or any means that may harm the life and dignity of our neighbors. Since life is precious, it is our duty to respect, protect, nurture and preserve the human life from the moment of conception until life is recalled by the Creator. It is our duty to uphold and recognize each other’s dignity for a just society is based on respect. A.3. Order (Pagsunod sa mga Alintuntunin) Order means doing “first thing first.” It is simply doing the right thing at the right time and at the right place without hesitation. Our Oath of Allegiance enumerates our duties for the establishment of an orderly society and in turn, an orderly life. Take a look at our Panatang Makabayan: Iniibig ko ang Pilipinas, aking lupang sinilangan, tahanan ng aking lahi. Kinukupkop ako at tinutulungan maging malakas, masipag at marangal. Dahil mahal ko ang Pilipinas, diringgin ko ang payo ng aking magulang, susundin ko ang tuntunin ng paaralan, tutuparin ko ang tungkulin ng mamamayang makabayan: naglilingkod, nag-aaral at nagdarasal ng buong katapatan. Iaalay ko ang aking buhay, pangarap, pagsisikap, sa bansang Pilipinas. Order, personal or social, entails the discipline of mind, emotion and action which we need to establish so that we can live in a peaceful, successful and productive life; otherwise, it will trigger situations of panic, unrest, confusion, havoc and anarchy. Everyone should understand that the value of Order is important in our quest to improve ourselves and become more productive citizens. Without the norms that set parameters as to what is to be done or to be avoided, without the rules and regulations that sustain societies, pandemonium may eventually swallow us. Order entails the discipline of the mind, emotion and action. It is essential that we have to follow a particular order even in loving. It is a challenge that we have to learn to be methodical in our studies, work or play by establishing a habit, a system or a routine. Valuing order it may ensure security of all citizens. A.4. Work (Paggawa ng Marangal) Why work? Is there a relationship between studying today and working tomorrow? As students, will the attitudes and behaviors today affect the type of attitudes and perspectives toward works later on? It is generally accepted that we work because we have to make a living not only to survive but more importantly to have a better life. Agapay (2002) claimed that “the duty to preserve one’s life implies the duty to work.” He claimed further that “work is a creative process for self-development and when properly combined with leisure, it is healthful and promotes both mental, physical well-being”. As students therefore, the preparation for an ideal/dream work or career for tomorrow starts today. Those who prepare well may eventually reap the fruits of their sacrifices, while those who do not, failure may await them. PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 19  Story: House Builder An elderly carpenter told his employer-contractor that he was ready to retire. Because of his contribution, the rich contractor was sorry to see his worker go. But eventually, he yielded but asked if this carpenter could build just one more house as a personal favor. The carpenter said yes, but over time it was easy to see that his heart was no longer in his work. He resorted to shoddy workmanship and used inferior materials. The house was considered as the worst of all that he had built before. It was an unfortunate way to end a dedicated career. When the carpenter finished his work, his employer- contractor came to inspect the house. Although unimpressed and unsatisfied, he handed the front-door key to the carpenter and said, “This is your house... my gift to you.” The carpenter was shocked! Lesson: Life is a do-it-yourself project. Our attitude today influences our work later on. No matter how hard or how many works we do, what counts in the end is not the volume of work but the amount of love that we put into it. Let us avoid becoming indolent citizens in our studies, activities or work. Instead, we cheerfully work with love, integrity and honesty towards a culture of excellence. An old Danish proverb that says, “God gives every bird its food but does not drop it into the nest” only shows that we need to work because it is our responsibility. Even the great Confucius also remarked, “Give fish to a man and he will have food to eat for a day; teach him how to fish and he shall have food to eat throughout his lifetime.” He even encouraged us to “Choose a job that we love, and we will never have to work a day in our life.” The Bible appropriately reminded us: “If a man will not work, he shall not eat” (2Thessalonians 3:10). A.5. Concern for Family (Pagkalinga) and Future Generation This value, collectively, means that our utmost attention is focused on the family as sanctuary of life and a core unit of society. Our family is a gift from God as we draw inspiration and strength from them and in return. We are expected to do our responsibilities to keep it intact and strong against the forces that tend to destroy it, its values and its sense of unity. Since family is worth more than any worldly gain, it is only appropriate that we should be vigilant in valuing it and be strengthened by the love, understanding, and mutual respect given by the members of the family. The words of Francisco Balagtas “Ang hindi marunong lumingon sa pinanggalingan ay ‘di makararating sa paroroonan” still rings in our systems today. “The family is essential factor in the general, social and even political life. Constant living together of husband and wife, and of parents and children, contributes to the development of a strong sense of duty. The family is an indispensable element of social cohesion and equilibrium” (Tolentino, id., citing 3 Castan 428-431). B. PAGKAMAKA-TAO (Shared Being, The Bayanihan Spirit) Frank Sheed remarked that, “Everybody is presumed to know what man is but the varied political, social, educational, philosophical, and religious systems in the world underscore the fact that anybody else has a different view of man” (Man Essential, part I, pp. 3-22). PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 20  The relationships that we have established: relationships to ourselves, to various social institutions, to our neighbors, to the material world and to God, have something to do with how we see ourselves and others. The attitudes and behaviors that we manifest in the way we deal with others are reflections of our basic perspectives with who and what man is, thus the level of help we extend to them is basically founded from this principle. Some values under Pagkamaka-Tao include: B.1. Love Agapay (2002) defined Love as the “tendency of the will towards what is good.” This allows us to infer that if we love or we are loved, all these descriptions of Biblical love are experienced. For love to be felt, it has to be creative, reciprocated and expressed. Life becomes meaningful by the value of love, for it is through love that we care, respect, forgive and trust. But why does our country never move forward if we all have love within us? Is it because not all of us have learned how to live a life in love which holds us to love others? “If you love me, keep my commandments” (John 14:15) is Jesus’ ardent appeal. Story: Sand and Stone (Bro. Andrew Maria Almonte, MMHC) A story tells about two friends, Juan and Pedro, walking through the desert. During some point of the journey they had an argument and Pedro slapped Juan in the face. Naturally, Juan was hurt, but without saying anything, he wrote in the sand: "TODAY MY BEST FRIEND SLAPPED ME IN THE FACE." They kept walking until they found an oasis, where they decided to take a bath. Suddenly, Juan got stuck in the mire and started drowning, but immediately Pedro extended his hands and saved him. After Juan recovered from the near drowning, he wrote on a stone: "TODAY MY BEST FRIEND SAVED MY LIFE." Curiously, Pedro asked him, “After I hurt you, you wrote it in the sand, and now, you wrote it on a stone, why?” Juan replied: “When someone hurts us, we should write it down in sand where winds of forgiveness can erase it away. But, when someone does something good for us, we must engrave it in stone where no wind can ever erase it.” Lesson: The power of love goes beyond pain and human frailties. Love brings more good than anything else although it entails sacrifice, responsibility and service. Let us allow the force of love to bind us together as a nation. Since love is a key ingredient to our national progress, let us help make love as the beginning, the middle and the end of our history as a nation. B.2. Freedom In a class, a lady student defined freedom as: “Thinking, saying or doing the things we want to do.” Some students agreed but a male student commented: “So I can kiss you, anyway I’m free to do it!” The class erupted while the lady student blushed. Allowing anyone to do whatever he wishes would mean chaos and disorder. Freedom gives recognition and respect to our individuality as persons. Freedom is never without responsibility for it is the power to act or not to act deliberately. As a gift, our lives come with our freedom to choose what we want to make of them. At the end of the day, we are supposed to be responsible for what we have made of it and cease to wash our hands or point fingers at somebody or something as the culprit of our acts for we are what we do. As Blessed John Paul II states: “Freedom consists not in doing what we like, but in having the right to do what we ought,” we are supposed to be doing the things that we are to do and not necessarily because we are obliged to do it. We are gifted with knowledge and intellect to know the truth and the consent and free will to choose what is good. This freedom allows us to choose what is truly best for us, for our parents, for our community, and for our country. The bottom line is we can never be free to do what is wrong, like cheating during quizzes or exams, or stealing a cell phone from a seatmate, or thieving a wallet from a classmate, or committing suicide or murder among others, that freedom is and will always be pretentious. B.3. Peace PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 21  Peace is a state of mutual harmony between people or groups, especially in personal relations (http://dictionary.reference.com). Common folks simply define peace as the absence of disturbance, hostilities or war. A phrase in a song aptly describes where it supposedly starts: “Let there be peace on earth, and let it begin with me.” Jesus, in the Beatitudes, reminded that the peacemakers are blessed and that they are called children of God (Mat. 5:9). A participant in a national convention raised his hand for an inquiry, in the middle of the speech about Global Peace delivered by an international Peace Advocate from Washington D.C., to the surprise of the gallery. The man asked the speaker: “Excuse me sir, but may I be clarified as to what peace are you trying to explain to us? Do we have the same definition of peace? Is my understanding of peace as the absence of war and war as the absence of Peace the same as yours?” The speaker, though startled and amused, politely answered him that he was actually going to that direction – peace that starts from the self and goes to the world. Just like the man who asked, we are oftentimes impatient of its coming. “When you find peace within yourself, you become the kind of person who can live at peace with others,” says Peace Pilgrim (American Teacher & Spiritual leader and Peace Prophet, 1908-1981). The value of peace is centered around the self, in doing good for other and for the country. It includes living and working together in harmony and avoiding violence as a way of settling disputes. Peace begins from the self and is a God-given gift that must be nurtured by prayer and reflection. It can be attained and sustained when we develop a deep sense of respect and consciousness of their faith in God, fellowmen, environment, and country. St. Augustine once remarked: “Peace means serenity of mind, simplicity of heart and tranquility of soul.” Each of us should be a person of peace, a builder of harmony among our fellowman. Every student should strive hard to foster the value of peace in his personal endeavors and abhor all means of violence whether in his personal affairs as a son/daughter, brother/sister, friend, classmate or whatever. No bullying, in whatever form, should be done towards fellow students, neighbors, strangers or anyone else. B.4. Value of Truth Truth is an extraordinary or unusual thing, person, or event; an exceptional example or instance, similar to constancy or sincerity in action or character centered on living and loving passionately with honesty and sincerity (http://dictionary.reference.com). It must have been considered as an extraordinary value since truth involves constancy and sincerity in our character and actions day in and day out. Truth is important in our society because it is a condition for freedom as it entails transparency, honesty, integrity and humility. Let honesty be applied in all our roles in life because “the truth shall set us free”, and in the end, truth will always prevail. “By dividing truth, we multiply lies” says an anonymous author. http://www.atlanteanconspiracy.com The most essential quality for leadership, in the circle of friends, classmates and in the family, is not perfection but credibility - It’s being truthful. In our dialect: “Ang pagsasabi ng tapat ay pagsasamang maluwat” affirms the benefit of telling the truth more than keeping and burying it. When truths are not revealed, they become lies; and, lies when they are revealed and accepted, eventually may become the truth. Every student should explain as to the reasons why he/she fails a subject or drops his/her class, telling where they go for gimmicks instead of using school works as excuse, by asking the correct amount for tuition fee or the right amount for allowance or a project, by being truthful in everything he/she thinks, says and does. PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 22  B.5. Justice Justice is giving every man his/her due. This follows the principle of fairness that like cases should also be treated alike. As former U.S. President Jimmy Carter said, “The law is not the private property of lawyers, nor is justice the exclusive province of judges and juries,” he pointed out that justice is not a matter of courts and law books, but a commitment in each of us to liberty and mutual respect. The Bible reminds us that, “We have to treat others the way we want them to treat us” (Mat.7:12). Confucius has another way of reminding us through his Golden Rule: “Do not do unto others what we do not want to be done to us.” We can value justice by means of promoting ethical practices that enhance it whether in the classroom, home, barkadahan, in the Barangay and the country in general. Later on, when responsibility is given to us, justice could also mean promotion of a humane working condition to our employees or colleagues, correct use of power when elected into an office, and moving purposefully away from corruption and other evils in our daily affairs. Justice is important in our life because it ensures us that our society fosters an atmosphere that respects human dignity, security, and one that allows every person equal opportunity to pursue posterity, development and happiness. Story: The Farmer (Bro. Andrew Maria Almonte, MMHC) There was once a poor farmer who would come to town every weekend in order to supply a store owner with homemade bibingka in exchange for five kilos of rice. One day, the baker decided to weigh the bibingka and he discovered that they were one kilogram short. Now this made the baker very angry as he accused the farmer of cheating on him. The farmer very calmly replied: “You see sir, I am poor and I have no weighing scale at home. So I take the five kilos of rice you give me and use it as the basis of weighing so that I can’t be wrong in giving you the equal amount of bibingka.” Moral lesson: Giving justice to anyone is a fair treatment to everyone. C. PAGKAMAKA-BAYAN (Love of Country) Pagkamaka-Bayan suggests a positive behavior of a man towards everything about his country. It is an act of showing support and love for one's country and the events that created its governing structure (http://www.ehow.com). One’s love of country is a point of view or feeling that must be defined by each individual, which includes but not limited to: service to his country, voting in an election, or a simple feeling of love or pride at being a Filipino citizen. Today, some concrete ways of manifesting our love of country include voting for leaders that we believe can help us attain our collective aspirations, participate in the community affairs that promote social justice, being proud of our cultural roots, and even taking pride in the achievements of our athletes, OFWs, artists here or abroad As a Filipino student, what are other practical ways where you can depict or manifest your of love of your country? How can you convince the members of your family, circle of friends, neighbors, to do the same? The Pledge of Allegiance to the Philippine Flag (Panunumpa ng Katapatan sa Watawat) summarizes our roles as citizens of the country, aptly highlighted by the last phrase, “Sisikapin kong maging isang tunay na Pilipino sa isip, sa salita, at sa gawa” (original version), and in the current version, “Tutuparin ko ang tungkulin ng mamamayang makabayan; naglilingkod, nag-aaral, at nagdarasal nang buong katapatan. Iaalay ko ang aking buhay, pangarap, pagsisikap sa bansang Pilipinas.” As long as we have not renounced our citizenship, the challenges remain: we got to dedicate our life and limbs for our country, the land of our birth, the home of Filipinos. Some practical tips for students on how to how to show, love of country: (http://www.ehow.com/how_2258168_love-ones- country.html): PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 23  1. Support our country by paying taxes. Cheating on taxes is tantamount to stealing from our mother's purse. 2. Vote intelligently. In a country that offers a democratic government, voting is the way that citizens engage. 3. Speak well of our country when visiting others or when in conversation with other nationals. Even though we may not agree with everything our leaders do, we should not air our negative feelings in front of others. 4. Become involved in activities geared toward the well being of our country. Environmental and political debates are meaningless without good works and positive action. 5. Display our flag on appropriate holidays and participate in events that honor our country. 6. Wear our patriotism in the form of jewelry, clothing and even in other forms of fashion. Some values under Pagkamaka-Bayan include: C.1. Unity (Katipunan) Unity is the state of being undivided, combining all the parts, elements and individuals into an effective whole. It is a good citizenship value for it shares a common vision in working together to achieve a common end. The importance of dialogue, for example, as a means of resolving disagreements is an ideal way to preserve unity. Alexander the Great once quipped “Remember upon the conduct of each depends the fate of all.” Jesus preached of unity when he said: “If a kingdom is divided against itself, that kingdom cannot stand. And if a house a divided against itself, that house will not be able to stand” (Mark 3:24-25). The challenge for us is to find a common point to become the basis for unity even though we differ in ideas, principles and practices. “In union there is strength” says the motto of a cement brand. This is practically applicable to our school activities, in our families, in other institutions, and in our country as well. To achieve this, each student is challenged to put aside divisions and agree to work as one. This may sound absurd because it may not be easy considering various differences, from regional tongue to political inclinations, yet it is something that has to be done if we wish to be better, both as an individual and as a Filipino. C.2. Equality (Pantay-pantay) This is premised in the concept that people should be treated as equals regardless of their race, religion, ethnicity, political affiliation, economic status, social status, and cultural heritage. This maintains that all humans are equal in all of its fundamentals. In the Constitution’s Bill of Rights, each citizen is guaranteed an equal protection of the laws and shall not be deprived of life, liberty, or property without due process of law. Under all circumstances, all persons should be treated as equals and must have accorded the same political, economic, social, and civil rights. This equality of man is premised in the belief of the dignity of man and the intrinsic worth of human life. The late Thomas Jefferson put it: “All men are created equal, that the Creator endowed them inalienable rights.” Anecdote: Skulls (Andrew Maria Almonte, MMHC) A group of skulls in a cemetery had a conversation. “Hey,” said a skull to another, “who were you when you were alive?” “I was a king,” answered the skull with an air of pride. “Yes, I was once his slave,” replied another skull. “He was a tyrant, ruthless and merciless king!” “How dare you speak about me like that!” countered the king-skull. “I am your king, remember?” “Shut up!” shouted the slave- skull. “You are no longer my king nor am I your slave! We are the same now – skulls!” Lesson: We may differ in worldly stature but each one bears the same dignity and shares one destiny. PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 24  C.3. Respect for the law and Government (Kagalang-galang) From time to time, reports of accidents resulting from unconcerned if not indifferent attitude towards simple rules and regulations: from non-usage of pedestrian lane or non-wearing of safety helmets or violation of basic traffic rules headlined the various outlets of mass media. The results were sometimes horrific, if not damaged valuable properties, lives are lost. In the early Platonic dialogue, Crito, Socrates made a compelling argument as to why we should obey the law. He explained that he has acquired an overwhelming obligation to obey the laws because the same laws have made iamthenetconnector.wordpress.com his entire way of life, and even the fact of his very existence, possible (http://www.iep.utm.edu/soc-cont/). For Thomas Hobbes, the justification for political obligation is this: even if men, although rational, are naturally self-serving and self-interested, they will choose to submit to the authority of a Sovereign in order to be able to live in a civil society which is conducive to their own interests. He further argued that if individuals are left to do whatever they wish to do, human society can be in the worst possible situation, it may become a state of perpetual and unavoidable war (http://www.iep.utm.edu/soc-cont/). As students, respect for the law and government challenges each one to be vigilant all for the welfare of our country. It calls everyone to be of service: to our school, home, community and the government regardless of who seats at its helm. We should be law- abiding citizens regardless of who are in power- who the Group Leader is, the Teacher, the Dean, the President of the University, the Mayor of the City, the President of the Country for as long as our welfare and interest are well served and not of the interest of the few especially those who already have. The University offers various subjects relative for this, but what is supposed to be done remains in our hands whether we realize and concretize it or not. Each moment, the world offers us a lot of opportunities to obey or not to obey the rules and regulations that are set for a smooth and harmonious living: from wearing of school I.D. or NSTP uniform, to falling in line during tuition fee payment, following a proper queue in fast food chains, to paying of correct amount of taxes when we already have jobs, etc. The challenge is for each one of us to follow them if we wish to move forward as a nation. C.4. The Value of Patriotism With the proliferation of fake and imitation products that swallowed Philippine markets today: from vegetables to fruits to beauty products to signature apparels to gadgets to appliances - the late Claro M. Recto spoke of something that must be done by today’s generation: “Pilipino muna. Tangkilikin ang Sariling Atin.” Patriotism is traditionally defined as love for or devotion to our country. Its spirit is best expressed in the lyrics of our Pambansang Awit culminated in the last phrase that says: “Ang mamatay ng dahil sa’yo.” The late senator Benigno ‘Ninoy’ Aquino believed that “The Filipino is worth-dying for.” Just lately, Benigno S. Aquino III in his SONA added that “The Filipino is worth fighting for.” Agapay (2002) says that the country is ourselves and the land where we live. It is patriotic to love our country. It is also a moral duty because the fulfillment of our social nature requires it. We cannot be self-sufficient in everything. Our human destiny is intertwined with that PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 25 of others. Apolinario Mabini exhorts us “To love our country after God, honor and even above ourselves because she is the only paradise which God has given us in this life; it is the only patrimony of our race, the only inheritance from our ancestor and the only future of our descendants; because of her we have life, love and interests; happiness, honor and God” (Verdadero Decalogo no. 41). Patriotism encourages us to be good citizens and constantly vigilant for the welfare of our country. It calls for our commitment to serve the interest of the nation by protecting her integrity and uphold the rights and dignity of others. Being proud of our national identity in academics, sports or in culture or simply just being responsible voters are examples on how we cultivate this value. C5. Promotion for Common Good (Kabutihan) This refers to the good, which is common and shared by a number of persons in a community. This common good describes a specific “good” that is shared and beneficial, ideally for all, if not most of the members of a given community (http://www.answers.com). Goods must be enjoyed by the greater number of people over those goods that are preferred only by a few. St. Thomas Aquinas emphasized the importance of the common good as recipient of the benefits of societies’ ordinances when he defined Law as “Nothing other than a certain ordinance of reason for the common good, promulgated by the person who has the care of the community.” Common good consist of these elements: 1. respect for the person as such – his fundamental and inalienable human rights. 2. the social well-being and development of the group itself. 3. peace for the stability and security of a just order. To promote “common good” is an obligation of every Filipino. It is to share what we have to other members of society who needed most our help so that their human dignity is upheld. In doing this, we should be sincere and willing to be counted in the work of promoting it since the government needs all citizens to join in this mission. D. PAGKAMAKA-KALIKASAN (Love of Environment) D.1. Responsible Management of the Creation “…and God said unto them, be fruitful, and multiply, and replenish the earth, and subdue it; and have dominion over the fish of the sea, and over the fowl of the air, and over every living thing that moveth upon the earth!” (Genesis). Most environmentalists believe that these are the words of God who commissioned human beings to be stewards of His creation. From this, they inferred that: 1. each one possesses a moral obligation to preserve the environment and the natural order of things 2. man’s survival is, always and forever be, interrelated with his