TCU Social transformation for a caring community and an ecologically

PHILOSOPHY balanced country.

An eminent center of excellent higher education towards societal
TCU VISION advancement.
To nurture a vibrant culture of academic wellness responsive to the
TCU MISSION challenges of technology and the global community.
The TCU NSTP Office will develop and implement a National Service
Training Program unique to TCU, upholding honor and excellence in the
NSTP MISSION service of the people through relevant and transdisciplinary projects that
foster volunteerism within the TCU community, in keeping with TCU's
identity as a public service university.
The NSTP envisions building up valuable and effective members of
Citizen Armed Forces and National Service Reserved Corps who may
NSTP VISION serve as agents towards attaining quality of life, sustaining peace, unity,
cooperation and growth of the target communities.
 Love of GOD and humanity
 Patriotism and Self-discipline
NSTP VALUES
 Genuine commitment for personal and social change
 Volunteerism

INTRODUCTION

National Service Training Program- Community Welfare

Training Service 2 is a required course for all baccalaureate
degree programs. This course is the continuation and application of
the knowledge learned in NSTP -CWTS 1. It is designed to
immerse students in activities that will equip them with the
capability to contribute in the improvement of the general welfare
and the quality of life of the community that devotes in improving
education, health, environment, entrepreneurship, health and
safety and the moral development of the members of the
community where they render service. Values inherent to
community service involvement are highly emphasized and are
integrated with all activities to contribute to the development of
future professionals who are imbued with Christian spirit.

 Define

 It refers to the program aimed at enhancing civic consciousness and

defense preparedness in the youth by undergoing the ethics of service and
patriotism while undergoing training in any of its three (3) program
components; it is designed to enhance the youths active contribution to the
general welfare.
Its Legal Basis

 Republic Act. No. 9163, also known as the National Service Training
Program (NSTP) Act. of 2001 was signed into law by Pres. Gloria
Macapagal-Arroyo on Jan. 23, 2002.

 Its Guiding Principle

 Recognizing the youths 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.
Program components
1. Reserve Officers Training Corps. (ROTC)
A program institutionalized under Section 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.
 Republic Act No. 7077

 SEC. 38. Reserve Officers’ Training Corps (ROTC).— Military training

for students enrolled in colleges, universities and similar institutions of
learning is mandatory pursuant to the provisions of the National Defense
Act and the 1987 Constitution.

 SEC. 39. Establishment of ROTC Units in Schools.—At such colleges,

universities and similar institutions of learning that request for the
conduct of military training in their institutions, there shall be established
and maintained Reserve Officers’ Training Corps units as the Secretary
of National Defense may approve, which shall conduct military training
for the students of such institutions for the purpose of producing enlisted
and officer reservists. The program of instruction shall be prescribed by
the Secretary of National Defense and may include instruction to
prepare female students for military service: Provided, That such course
of instruction shall not exceed two (2) academic years in the case of
enlisted reservists, and four (4) academic years in the case of officer
reservists which shall include as necessary summer or probationary
training of not more than sixty (60) consecutive days. The first two (2)
 years of ROTC training, which is mandatory, shall hereafter be referred
to as basic ROTC while the second two (2) years after said basic ROTC,
which is voluntary, shall hereafter be referred to as advance ROTC. The
allocation of ROTC units to the various major services of the AFP shall
conform to the projected manpower needs of their respective reserve
components.

2. Literacy Training Service (LTS)

 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.

3. Civic Welfare Training Service (CWTS)

 A program of 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 develop to improving health, education,
environment, entrepreneurship, safety, recreation, and morals of the
citizenry.

COMMUNITY OUTREACH PROGRAM

The school and the community serve as alliances in national development. How
can the school administrators determine the parameters of this symbolic relationship?
Good practice is based on sound theories. Any training of NSTP students must
provide for the field application of learned concepts, theories and methods in the
classroom experience. This is very important for the development of skills. The
development of a positive attitude towards work and responsibility may accrue as a
result of extensive training in the school, but are further refined in the society.
In outreached programs for knowledge on the different components of the NSPT
specifically the CWTS, it is very practical if the students could be assigned to the place
where they are residing to enable them to deal with work conditions that are closest to
the realities in their areas.
The community activities are manned by well-trained NSTP coordinators who are
expected to provide the necessary guidance and direction for the day-today activities of
the students as field counselors.
Hereunder are the course objectives so that the NSTP students can be guided
on what to do in the community.
 Orientation on NSTP-2
 This stage includes discussion of the course objectives, learning
experience, requirements and evaluation. It also includes schedule
of activities by weeks and the days when the NSTP coordinators
will visit and the days when students must report to their school.
Course Leveling of Expectations
 The students are expected to attain the objectives set for it’s the
course. They are expected to submit a weekly report to the NSTP
Coordinators.

Grouping/Team Building
Harmonious inter-relationship is very essential in all fields of
endeavor. In this stage, it includes:
1. Relationship with the group members;
2. Relationship with the NSTP coordinators; and
3. Relationship with the Local Government Officials in the community

Briefing on the Community Outreach Program

 This stage will be conducted by the NSTP Coordinator which will
cover the do’s and don’ts in understanding the community outreach
programs and the major characteristics of the field practice areas.
Field Practicum Activities
This is now the actual practicum in the community outreach program.
Situational Analysis
 In this stage, the participants in the program together with the
NSTP Coordinator assigned and the local community officials will hold
a brainstorming session to decide on the activities and projects that
will be undertaken to answer the needs of the community. The
analysis should lead to project identification and formulation. This
series of activities should be planned ahead. Hence, the first step that
should be taken into consideration after they have settled down is to
prepare a plan of work which will indicate the activities to be
undertaken, date of activity, the students who will undertake them
collaboration with the local government officials.

Implementation of the Community Project

 Identification of the community structure and function such as the
community leaders and other stakeholders is very important.
Moreover, the following should be looked into:
Social Mobilization
1. Formulation/mobilization of the different persons involved in planning
and management of the community outreach program projects.
2. Situational analysis by the NSTP students in collaboration with the
community.
The different methods may be utilized in reaching out to the people:
a. Community meetings/group brainstorming;
b. Dialogue with key leaders in the community; and
c. Community assemblies.
3. Brainstorming / Discussion of alternative solutions and the group
choices
4. Organize the community for implementation, monitoring and
evaluation.
5. Implementation of planned activities
Guidelines for NSTP Students in Community Outreach Program
 The students are responsible for arriving at the given location on time,
wearing the proper clothing, and respecting all the rules and regulations
of the school.

 The following guides govern the conduct of the NSTP students before
they are sent to the field. They have to understand and bear these in
mind before they go out to the community where they are assigned.

1. Appearance
 Your personal appearance is considered very important. Ladies
should not wear backless clothing, spaghetti straps, short or
clothing in which the midriff is exposed. Depending upon the project
blue jeans will be allowed. You will be supplied with a NSTP T-shirt
which should be worn when participating in a community service
activities.

2. Accountability
 The students are responsible for arriving at the given locations on
time. They are expected to be punctual in the place of the
assignment.

3. Student Behavior
 Bear in your mind that you represent your school when you are out
of the community. Your actions are a reflection of you and your
 school, hence, you are expected to behave properly, maintain
proper decorum at all times.

You have to be courteous, and maintain harmonious working relationship

with colleagues, with facilitators, and with everyone in the community.

4. Bringing Companions in the Community

 You are not allowed to bring your girlfriend/boyfriend, friends,
relatives and others in the community where you are assigned for
the duration of your field practicum.
5. Transportation
 You are responsibilities for your own transportation to and from the
community if the school does not provide one.

6. Use of cellphones
 Cellphone is not allowed to be used while performing Community
Service programs/activities.
7. Working with the LGU Officials
 You should work closely with the LGU officials and the community
people in all aspects of your activities from situational analysis,
planning, and implementation to evaluation. Students
activities/projects should be within the plans of the local
government officials with which they are working and should
contribute positively to the solution of the community problems
identified.

8. Problem/s Encountered
 Any problem encountered by the students in the community should
be reported immediately to the facilitator.

COMMUNITY
What is Community
 According to Merriam Website, a community is a unified body of individuals with
common characteristic or interest living together within larger society.
 A community is a group of people who share something in common. You can
define a community by the shared attributes of the people in it and/or by the
strength of the connections among them. You need a bunch of people who are
alike in some way, who feel some sense of belonging or interpersonal connection
(Simon, 2018).
 Pfortmuller (2017) defined community as a group of people that care about each
other and feel they belong together.
Elements of Community
1. Group of People- it is the most fundamental or essential characteristic or
element of community. This group may be small or large but community always
refers to a group of people.

2. Demographics- relating to the dynamic balance of a population especially with

regards to destiny.
3. History- past events that imparted community development.

4. Culture- the characteristics and knowledge of a particular group of people,

encompassing language, religious, cuisine, social habits, music and arts.

5. Economy- level of earnings and job of people

 COMMUNITY SERVICE

INTRODUCTION
Community service is performed by someone or a group of people like the NSTP
students for the benefits of the public or community. The NSTP students step outside of
their school and expand their horizons. Through community service the students can
strengthen their senses of civic engagement and nationalism. They broaden their
educational, developmental and social goals. As NSTP students, they should deliberate,
plan, implement and reflect on their activities in order to sustain the highest quality of
community service learning.
It also allows those participating students to contemplate on the difference they
are making in society. Some NSP students in a community service project may find
themselves gaining a greater understanding of their roles in social service as well as the
impact of their contribution towards those in need of service. Because community
service areas vary, those who serve are exposed to many kinds of people, environment
and situations.
The purpose of the community Service Program mirrors the mission of the
school itself, that is, to prepare the NSTP students to become responsible, active
citizens. To that end the program strives to instill in the NSP students an awareness of
the multiple needs of the community a sense of moral obligation to help those less
fortunate and the desire to make the community a better place in which to live.

Difference between School Service and Community Service

School service is not the same as community service, it is performed as a service
outside the school. If you volunteer for school or more of school service you can be
awarded during the Recognition ceremony. A separate school service from must be
completed to obtain credit hours. You are responsible for completing these forms, NOT
the person for whom the work was done.

Purpose of Community Service

The purpose of the Community Outreach Program where volunteerism is the
cornerstone, and as such must be free of personal gain and remuneration, mirrors the
mission of the school to prepare each student to become a responsible, active citizen to
that end, the program strives to instill in each student an awareness of the multiple
needs of the community, a sense of moral obligation to help those less fortunate and
the desire to make one’s community a better place to live in.
Volunteering is good for you. It:
- Reduce stress: experts report that when you focus on someone other
than yourself, it eliminates then usual tension-producing patterns.
- Makes you healthier: moods and emotions, like optimism, joy, and
control over one’s fate, strengthen the immune system.
- Saves resources: volunteering provides valuable community services so
that more money can be spent on local improvements.
- Gains professional experience: you can test out a career and gain
fulfillment.
- It brings people together: as a volunteer you assist in:
 Uniting people from diverse backgrounds to work toward a common
goal
 Building camaraderie and teamwork
- Promotes personal growth and self-esteem: understanding community
needs helps foster empathy and self-efficacy.
- Strengthens you community: as a volunteer you help:
 Support families (daycare and eldercare)
 Improve schools (tutoring, literacy)
  Support youth (mentoring and after-school programs)
 Beautify the community (streets, canals, beach and park cleanups)
- Learns a lot. Volunteers learn more about the:
- Self: NSTP students discover their hidden talents that may change their
view on their self worth.
- Government: through working with local non-profit agencies, NSTP
students learn about the functions and operation of our government.
- Community: NSTP students gain knowledge of local resource available to
help the community people solve their community needs.
- Gets a chance to give back: people like to support community that
benefit people they care about.
- NSTP students re investments in our community and the people who
live in it.

THE PROCESS OF COMMUNITY

IMMERSION

“We don’t accomplish anything in this world alone and whatever happens is the
result of the whole tapestry on one’s life and all the weaving of individual threads
from one to another that create something.”
- Sandra Day O’ Connor

INTRODUCTION
Community immersion generally takes on different overlapping phases, similar to
performing community organizing strategies called social preparation phase, integration,
social analysis, program implementation, evaluation and report writing, and termination
of the project.
LEARNING OBJECTIVES
At the end of this unit, the student must be able to:
 Verbalize the process of immersion as a guide for rendering service to the
communities
 Design a community immersion plan of implementation following the process;
and
  Internalize the importance of carrying out the steps of community immersion in
service.

STRUCTURED LEARNING EXERCISE

v
1. The students will be divided into groups of 10 members.
2. Each group will be assigned a particular phase to discuss and role plays
3. They then, will be asked to prepare for a creative presentation for a period of 15
minutes where they will properly portray the immersion phase assigned to them.
A-7 minute allotment will be given to each presenter.
4. After the presentation, indicate the process of community immersion in 5 minutes
by making the number order.

Question and answer session may serve as the closing activity. Here, a
representative from each group will act as a member of a panel which will provide
answers to questions from the audience (class) should there be points of inquiries or
classifications in regards the process of community immersion.

DISCUSSION HIGHLIGHTS
v
THE PROCESS OF COMMUNITY IMMERSION
The community immersion process is a series of interrelated and intertwined
phases which commences with the Pre-Immersion followed by Entering the Community,
Community Integration, Community Needs Assessment, Program or Project
Implementation, and Termination of the Project.
PHASE I PRE-IMMERSION
This phase regards the identification of the community where the students will be
immersed at. Trainees will have to prepare themselves physically, mentally and
spiritually for many tasks ahead. Trainees must have waivers from their parents or
guardians stating that they are informed of the mandate to undergo the NSTP
community immersion. The school also needs to organize its own manpower, resources
and other technical needs. According to many who have undergone immersion, the
activities could be both exciting and exhausting.
Aside from preparation of the trainees and the school, the community is primarily
the one to be prepared and informed. With this, trainees must set up criteria in selection
of an area for immersion.
Area Selection
Factors to be considered in area selection:
1. Groups or communities to be chosen belong to the deprived, depressed and
underprivileged (DDU). The marginalized sectors are your target clients because
 they are the ones needing your assistance more than any other groups in the
society. Examples of marginalized groups are the youth, women, slum dwellers,
the differently-abled, among others.
2. Willingness of local groups and community leaders to work with you on
community projects. This goes to say that we should start with the people and
work with the people.
3. Anticipated activities and demands fall within your available resources and ability
to meet them. You cannot extend what you do not have in the first place.
4. Presence of development agencies and other support institutions providing
assistance to the areas. Supporting agencies are probable resources waiting to
be tapped that can provide additional financial assistance when it comes to
projects that are also within their type of service.

Soliciting their support will also prevent duplication of services and activities. You
have to identify if their schedule of activities coincide with yours so that you will not
confuse the people with your separate identity. There is a danger that people will not
support you if the schedules of your activities overlap with those of an agency that has
long existed in the community before you came.
Through appropriate communications and relations with these agencies, they can
most likely be the source of other updated baseline of that data you will need to
understand the community.
5. Stable peace and order situation. You have to put into consideration your own
safety when you conduct your immersion. Some of the salient questions you
need to ask are that, “ Are the roads and work area secure to travel on? “Am I
not putting myself and other members of the immersion team in danger if we
conduct our immersion in this venue?” Will I and my school be compromised if I
continue to work in this area?”

Sometimes despite the community leaders commitment to work with the trainees,
when the community in general does not regard their area as having stable peace and
order situation, they themselves will not cooperate because their community issues go
beyond what you can respond to.
Remember, you are also a student and that one of your main objectives is to learn
and experience community living without disregards to your own safety.
6. Accessibility, Successful community immersion also relies on how quickly and
how often you can visit the community. If you live in Cavite and you happen to
 have chosen Bulacan as an immersion area, would it be easy for you to conduct,
monitor and evaluate your projects in the latter area mentioned?

You have to take into account how much time you spend traveling how much money
you spend for transportation or lodging. Then is a chance that you will spend extra effort
on tasks like carrying training materials on the field, etc. that could otherwise be
prevented if you have chosen a much accessible venue for immersion.
If you have been able to select an area for immersion based on the foregoing
factors, you can now proceed to entering the community.
PHASE II ENTERING THE COMMUNITY
To ensure success in entering the community, it is necessary to have community
mapping of the target area. This will help you identify the geographic coverage of the
project. It will also help point out the resources that maybe used by the trainees in the
community and the relationship of people with these resources.
Angelito G. Manalili in his book Community Organizing for People’s
Empowerment (1990), remarked that there are different ways of entering the
community, Similarly, immersion begins with the initial steps in community organizing,
Anchored on Manalili’s concepts, those planning to conduct community immersion can
enter the community thru:
 Ostentatious Entry. Complete with banner and general assembly of the
people, the community ushers in the people who will undergo immersion
or outsiders. People naturally expect more from the outsiders because the
latters identity is boosted.
 Banking on the Peoples Weakness. Outsiders sometimes enter the
community through catching peoples attention. At time when community
people are in distress, they usually adhere to outsiders, like during
economic crisis, emergency and disaster situations. The outsiders try to
find out which aspect is it that the community will need them for and
through this, they emphasize on how they could be helpful.
 Academic Style of Entry. Communities are often called social
laboratories because they are a place to test the theories learned in
classrooms. Academic institutions field some students into the community
to assist the students and the community is done to identify the terms to
which the community service will be fulfilled.
  But the best way is People – Centred Approach. This approach
ultimately believes on the capacity of the community people to participate
and acknowledge whether outside assistance is really needed. Users of
this type of entering the community invest on community development.
Key to this type of entry is strong linkage with the people in the
community.

When entering the community, the members of the community immersion

team must establish good rapport and relationship with the community people.
Gathering information and doing a background investigation about the situation in
the community may prove to be of great help in pursuing the goal of establishing
linkage in the locality. Ground working can also be an effective mechanism in
knowing the community well. Talk to as many people as possible and document
or record your conversations.

Pay courtesy call to recognized leaders of the community. Make

communications ahead of time of entering the community. Write the community
leader a letter of intentions and in turn you should have a letter of acceptance
from them. Whatever type of entry to be used, it is a must to secure a
memorandum of agreement between you and the community. This will set your
working parameters. It is giving due respect to them and formalizing a
commitment of the helping contract.