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TOWARDS A RESPONSIVE COMMUNITY ACTION, A MODULAR WORKTEXT IN NSTP?FOR TRAINERS AND STUDENIS), , UNIT ONNE, , The Community Immersion Requisite of NSTP:, , An Overview, , "T doni know uhal your, , detiny, , will be, but, , one, , 1hing I do, , knou: he only ohes among you who will be nealiy happy, how to ene.", ane those uho have sought and found, - ALlet Schueityer, , X, , INTRODUCTION, One of the salient features of the National Service Training Program, , (NSTP),, , its Civic Welfare Training Service (CWTS) and Literacy Training, particularly, Service (LTS) components, is that it focused on the promotion of the general, , welfare of the Filipinos via responsive and altruistic community-based projects, by student-trainees as they undergo community, , immersion in fulillment of the, , requirements of NSTP., LEARNING OBJECTIVES, , At the end of this unit, the student, , must, , be able, , to:, , immersion as a requirement of NSTP;, gain insights on community, in the purview, explain the significance of the community immersion, , of, , NSTP and national development; and, internalize the signihcance of community immersion as an eftective tool, , in addressing concerns of both the NSTP trainees and the communities, served., , LEVELING OFF:, , UNDERSTANDING, , THE ESSENCE, , IN NSTP, OF COMMUNITY IMMERSION, , The students will be asked to review the course objectives and content of, CWTS/LTS 2 syllabus in order for them to have a deepened understanding of, the significance of requiring NSTP students to undergo community immersion, , duringthesecond phase of the training program, eicher on a regular semester or, as part of the One Summer Program (OSP)., , NSTP 2

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ACTION, TOWARDS A RESPONSIVE COMMUNITY, (A MODULAM WORKTEI IN, , The students will be, , 451, , STUDENTS), 7 f(R TRAI46PS AUD, , outline, of instruction/course, , the program, CWTS/LTS 2 with NSTP-CWTS/LTS1?, immersion, 2. What is the relevance of community, .How, , do you relate, , what, , 1s, , community, significance of NSTP, , the, , 4., , What benefits may, , a, , student-trainee, , of NS l P, , aims, , immersion, , attainment of national development?, NSTP, , the, , to, , National Service Training Program?, 3., , to wit:, , guided by the following questions,, , derive, , out, , or, , the, , to, , the, , of initiating, , and activities?, community immersion in projects, Below is, , a, , suggested, Course, , course, , syllabus for, , Syllabus for National, CIVIC, , NSTP-CWTS/LTS, , 2., , Service Training Program, , WELFARE TRAINING, , SERVICE 2, , 2nd Semester, I., , Preliminary Information, 1., , Course Code:, , 2., , Course Title, , :, , NSTP 2, , 2, Civic Welfare Training Service, , (CWTS 2), , (Community Immersion), , :3units, 4. Prerequisite: CWTS 1, 3. Credit, , II Course Objectives, At the end of one semester, the student is expected to:, , 1. Participate actively in team building activities;, 2. Manifest effective leadership/ fellowship, 3., , Organize community assemblies and linkages;, , 4. Assist in the, , implementation of civic welfare projects;, , 5. Determine community problems and, intervention measures;, 6. Show a high level of interest in, , 7., 8., , skills;, , concerns, , and, , plan, , some, , viable, , community-building tasks; and, , Develop harmonious working relationship with the, community., Appreciate the values of community immersion as a means ot, developing, themselves as trainees and helping other, people, their, improve, way of life, through the different dimensions, a, , of, , development done in the locality., , NSTP 2

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TOWARDS A RESPONSIVE COMMUNITY ACTION, (A MODULAR WORKTEXT IN NSTP 2 FOR TRAINERS AND STUDENTS, , III. Course Description, The Civic Welfare Training Service (CWTS) 2 is a sequel to CWTS 1, It 1s, , designed to, , immerse students in activities that will, , arm, , them with the, , welfare and the quality, those, and the enhancement ofits facilities especially, , capability to contribute in the upliftment of the general, ire of the, community, or, that are devoted to improving the, , health, environment, entrepreneurshipP, , satety, recreation and morale of the citizens., IV. Course Outline, Introduction: Understanding the Role, , 3 hours, , of NSTP in CD, , Community Immersion: Its Concepts, , and Principles Communiry Needs, Assessment/Process Involved in Analyzing Results, , 6 hours, , of Needs Assessment, , .Project Development, , Project Planning and Implementation, Monitoring, and Evaluation, Building Alliance/Inter-Agency Collaboration, , Resource Generation for Project Implementation, , 9 hours, , Developing NSTP Projects, , Project Implementation, Suggested Projects/Activities Along, , 30-60 hours, the Different Dimensions of, , Development Based on the Felt Needs of the Community, 1. Environmental Awareness, , Supporting the Green Philippines Project as in Tree-Planting, Activities, Advocacies on Various Environmental Concerns, e.g. zero-waste, management, clean air,, , etc., , Recycling Sessions, , Wildlife Conservation and Protection Advocacy, , 2. Health-Related Concerns, , Supplemental Feeding among Pre-Schoolers, Conduct of Medical/ Dental Mission, , Information Dissemination on diseases SARS and AIDS, Geriatric Care/Assistance to Physically Challenged, , NSTP 2

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TOWARDSA RESPONSIVE COMMUNITY ACTION, A MODULAR WORKTEX I IN NSTP 2FOR TRAINERS AND SIUDENIS), , Family, , Planning/Reproductive Health, , Drug Abuse Prevention and Control, 3. Literacy/Education, Seminar and Workshops, Citizen Voter's Education, Peace Education, , Conduct of Capability Building Trainings, Computer Tutorials, , 4. Entrepreneurship Aspect, Conduct of skills/livelihood trainings like:, , Handicrafts, Animal Husbandry, , Candle making, *, , Cooking, , .T-shirt Printing, Gardening, , Cosmetology, Hair cutting, , Non-Food Processing, , Food Processing, Seaweeds Farming, , Novelty crafts production, , 5. Safety Dimension, Disaster relief services and other emergency services, , 6. Recreation and Wellness Program, Conduct of Sports/Dance Clinic, , Promotion of Indigenous Sports/Laro ng Lahi, Organization, , of, , Sports/Dance, , Tournaments, , and, , Singing, , Competirion, Conduct of Indoor and COutdoor Activities, , 7. Morals of Citizenry, Values Formation and Education, , Human Rights Promotion, , Conduct of Bible Sessions/Fellowships, Organization of Community-Based Ministries, , Promotion of Good Citizenship Values, 8. Other Social Services, Organization of Peer Counsellor's Group, , NSRC/What One Has to Know, about the Reservists Program?, , NSTP and Volunteerism, , 3 hours, NSTP 2

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TOWARDS A RESPONSIVE COMMUNITY ACTION, (A MODULAR WORKTEXT, , Synthesis, The Role of NSTP in, , IN NSTP 2 FOR TRAINERS AND STUDENTS), , Fostering Productive, , and Responsible Citizenship, , 6 hours, , Culminating Activiry, V. Methodology, In order, , to, , properly, , observe the, , 3 hours, , the, objectives of the training program,, , following methods are employed., 1. Lecture/Discussion/Brainstorming Sessions, 2. Planning Workshop/Team Building, 3. Community Immersion/Practicum, , 4. Various, , Data-Gathering Procedures, , 5. Group Sharing/Meetings and Reporting, , 6. Application of Social Artistry Methodologies, , VI.Requirements, Proof of Accomplishment/s, Project Plan, , Pictorials, , Documentary Reports, like the Preparation of Journal, Diary,, Reflective Writing Requirements, and the like, Impressions, Reaction Papers,, Satisfactory Attendance, , Established Policies and Standard Operating, Compliance with, , Procedures, VIL. Basis for Evaluation, , Manual of, Sec. 6.1 of the TUP-NSTP, Rules and Regulations, the, Trainees Guide on Policies,, and, Operations, be as follows:, system shall, , According, , to, , Chapter V,, , grading, , Training Proper, Attendance, Attitude and Behavior, , Project Activity/, Final Narrative Report, , 30%, , 20%, 10%, , 40%, 100%, , NSTP 2

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TOWARDS, , (A MODU, , AR, , A RESPONSIVE, , COMMUNITY ACTION, , TRAINI RS AND SIUDINI), WORKIEXI IN NSIP?FOR, , VII. References, , National, , otherwise known as the, 1.Republic Act No. 9163, Training Program (NS'TP) Act of2001, (IRR) of, 2. Implementing Rules and Regulations, , the, , Service, , National, , Service Training Programs (NS'TP), , Rex Printing (o., Inc., A. Civic Welfare Service,, , 3.Padilla, Reynaldo, 1999, , 4. Senora, Liduvina R., , PhiliPpine, Centre, National Research and Development, , Global Community, , Education, A, , Model, Teachers Handbook., Education, MECS, 1981, , forTeacher, , 5.Tradio, Cirilo M. Fundamental of Criminology,, Evolution in the, , 1983., , first Century:, , Key, , 6. Entrepreneurship, S. Forex., Growth by DTI Undersecretary Vincent, Textbook,, Education, Health and Music, , to, , Rex, , Economic, , Printing, , 7.Physical, , Cp., Inc. 1997, , Bulletin, 21 October 2001, 8. Philippine Panorama, Manila, , Act of 2002 (R.A. 9165), 9.The Comprehensive Dangerous Drug, Bureau of Fire Protection,, Procedures in Case of Fire,, , 10.Safety, 2000, , 11.Pamphlets, , from, , the, , of the, Dangerous Drug Board, Republic, , Philippines, 12. Be Smart! Start &, Copyright 2000., , Manage, , Your Own Business, , by, , Marlo Sanchez., , of the, Start Your Business, the Development Academy, Philippines by Jimeno M. Damaso, 14. Textbook on the Philippine Constitution by Deleon, Hector S. 1999, 13.How, , to, , Edition (Rex Bookstore), 15. First Aid and Emergency Care Prevention and Protection of Injuries, 2nd, Edition by James E. Aaron, A. Frank Bridges, Dale 0.Rirzel, and Larry B., Lindauer Copyright 1979, Me Millan Publishing Co. Inc., 16. Universal Declaration of Human Rights Adopted and proclaimed by, , General Assembly Resolution 217 A(II1) of 10 December 1948, NOTE:, , References may be substituted from time to time to update issues, and for ocher purposes, when they are available and best, , applicable, , to situations and locations, and in conformity with global, national,, , local, and institutional standards., , NSTP 2

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COMMUNITY ACTION, TOWARDS A RESPONSIVE, TRAINERS AND STUDENTS), , (A, , NSTP 2 FOR, MODULAR WORKTEXT IN, , DISCUSSION HIGHLIGHTS, , of the National Service, important requirement, Community, and female alike, in, to students, male, prescribed, technical-vocational schools, Training Program (NSTP), education institutions and, where, private and public higher, element of NSTP, practicum-based, the, is, it, In essence,, or as part, (RA 9163, Sec. 7)., s e m e s t e r basis, in NSTP 1, whether o n a, and, acquired, trainees, lessons learned, enhancement of the, are applied in the, Summer, Program,, of the One, service of the, defense preparedness in the, and, consciousness, capabilities, civic, applicable to, to NSTP2 is not only, essential, nation. This practicum requirement, Training Service, Service (CWTS) and the Literacy, immersion is, , one, , the Civic Welfare Training, Course (ROTC), as well., the Reserve Officers Training, but, (CTS) components, As, a, concept, community, Aralgy, Immenion is, , NSTP trainees a, among the, , understanding and, , the different community, through, situations, , exposure, , as, , men, , experiences, , them to undergo, , certain, , othes imbued uith, , good, , of being:, , MAKATAO, , lite, , MAKABAYAN, MAKAKALIKASAN, , integrate with, , people, , other, , make them, changes that will, , who may facilitate, , civic-conscious, , responsible citizens., immersion,, Corollary, community, , cnes, , MAKADIYOs, , and the underprivileged, depressed,, (DDU), communities., These, to, , communilis, , into elf-uiaining, , itigenship values, , of, , specifically in the deprived,, , will allow them, , lo, , concerns, , actual, , on, , and hainees, , better, , realization, , DDU, , Thansoming, , sought, , organizing, , a, , Communily, , immersion is a strategy in community, to imbibe, that is, , aimed at, , process, is, their, program,, , as a, , and socially, , developing among, , appreciation of rendering, the training, them the opportunity, in affording for, which is quintessential, works, communities they, community, situations in the, themselves in rea-life, and, put, to experience, feel of living with the, trainee must have a genuine, each, reason,, serve. For this, with community c o n c e r n s as, understand and relate, that, they may, at the s a m e time., people in order, student-trainees, through, , they go through, , a, , self-transformation, , and, , personal grOwth, , NSTP trainees are expected, , In m o r e specific terms, the, form of projects and, based interventions in the, , activities, , to, , initiate community-, , m e a n t to, , address the, , needs assessment/analysis study, supported by, and, issues, multi-faceted, the important aspirations, therefrom which impedes, that maps out the problems, concerns, , of the community, , NSTP2, , people in the area, , of, , service., , 11

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ACTION, TOWARDS A RESPONSIVE COMMUNITY, (A, , TRAINERS AND STUDENTS), MODULAR WORKTEXT IN NSTP 2 FOR, , STRUCTUREDLEARNINGEXERCISE, , COMMUNITY IMMERSION AS REQUISITE OF NSTP, , 1., , this exercise:, The following are the mechanics of undertaking, Group the student trainees into ten members per group;, , 2., , Each group will select a leader and a rapporteur;, , 3., , Using the different drawing and data on, the items, NSTP, , the, , preceding pages, cut and, immersion as, , form the concept of community, form the concept, separate sheet. As you, , to, , on a, , please, , be, , paste, , requisite of, guided with, , the following:, the entry point;, Trainees Involvement as the Key actors;, , Community Immersion as, , Dimensions for development as a way of helping the community, , a., , improve their way of lite; and, NSTP., Expected outcomes of trainees through, Under the arranged Dimensions for development,, , each member will, , choose their priority area by writing their name under it., , b., , Under the trainees involvement indicate the missing statement on the, letters provided as a manitestation ot having been transtormed through, , the NSTPactivities. Present your output creatively., 4. Trainees will share their ideas about the activity., 5. Trainor will synthesize the result of the exercise and give further information, about the topic., , Communmly, , mmerion, , is, , souht to imbibe amons NSTP, Thainer a bette wndestanding, nd rualization of the dilterent, wmmuily concems.