Course Overview: G-Mar D. Mondragon

G-MAR D.
MONDRAGON
Course Overview
Course No. NSTP 2
Course Code
Descriptive Title National Service Training Program / Civic

Welfare Training Service 2
Credit Units 3 units
Term/ School Year Second Semester, Academic Year 2020-2021

Mode of Delivery Modular
Name of Instructor G-mar D. Mondragon
Course Description The Civic Welfare Training Service (CWTS) 2 is a sequel to CWTS 1. It
is designed to immerse students in activities that will arm them with
the capability to contribute in the upliftment of the general welfare
and the quality of life of the community and the enhancement of its
facilities especially those that are devoted to improving the health,
environment, entrepreneurship, safety, recreation and morale of the
citizens.
Prepared by:
Course Outcome At the end of this Learning Guides you MUST be able to:
1. Participate actively in teambuilding activities;
2. Manifest effective leadership/fellowship skills;
3. Organize community assemblies and linkages;
4. Assist in the implementation of civic welfare projects;
5. Determine the community problems and concerns and plan some
viable intervention measures;
6. Show a high level of interest in community-building tasks; and 7.
Develop a harmonious working relationship with the community.
8. Appreciate the values of community immersion as a means of developing
themselves as trainees and helping other people improve their way of life
through the different dimensions of development done in the locality.
SLSU Mission: SLSU will

Develop Science, Technology, and Innovation leaders and professionals;
Produce high-impact technologies from research and innovations;
Contribute to sustainable development through responsive community
engagement programs;
Generate revenues to be self-sufficient and financially-viable
SLSU Vision: A high quality corporate University of Science, Technology and Innovation.
Module Guide
Welcome!
This course “Civic Welfare Training Service (CWTS)”, is one of the component in National Service Training
Program (NSTP) a course which comprises the knowledge, skills and attitudes 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.
In this course, you are required to go through a series of learning guides in order to complete each learning
outcome. In each learning guide, there are lessons, learning tasks and exercises. Follow and perform the tasks and
exercises on your own. If you have questions, do not hesitate to ask for assistance from your instructor/professor.
Remember to:
Work through all the lessons in each learning guide. This is a self-pacing module that you can work on at your
convenient time within the term. The lessons are arranged according to the expected outcomes and you are
expected to achieve the task from the first lesson to the last. The learning guide is given for you to read, learn
and enjoy.
Answer the learning tasks given every lesson in each learning guide. Learning tasks and exercises are part of the
lessons as an application or assessment of how much you have learned, thus all of it should be answered.
Complete the first learning guide before you can perform the next learning guide until all learning guides will be
finished.
Use suggested references to supplement the materials provided in this course.
LIST OF LEARNING GUIDES FOR MIDTERM

Second Semester, Academic Year 2020-2021
Learning Guide Title Scope of Instruction

Community Immersion Lesson 1 – Community Immersion Requisite of NSTP
Lesson 2 – Understanding the Concepts and Principles of Community

Immersion
Community –Based Project Lesson 1 – The Process of Community Immersion
Managing Community-Based Pro- Lesson 1—Managing NSTP projects

jects
Documentation, Monitoring, and Lesson 1— Implementation and Evaluation of NSTP Community Based
Evaluation of NSTP Project
Community-Based Projects
Module
Lesso
Community Immersion Requisite to
n 1NSTP
Intended Learning Outcomes
At the end of the unit, the student should be able to:

• Gain insights on community immersion as a requirement of NSTP;
• Explain the significance of the community immersion in the purview of NSTP
and national development; and
• Internalize the significance of community immersion as an effective tool in ad-
dressing concerns of both the NSTP trainees and the communities served.
Activate Prior Knowledge
Below are sample pictures of a community immersion, try to look at the picture
carefully and answer the following questions below;
1
Lesson 1
1. Have you ever done any of these activities?
2. Which of their activities have you already experienced?
3. How do you feel as you do this? Why?
Acquire New Knowledge

4. Are you willing to do it again, but you will take the lead?
In this lesson, you would be able to learn about the basic information of Community Immersion. In this way, the NSTP
trainees will gained a better understanding and realization of the different community concerns through the exposure
on actual life condition in the community specifically in the deprived communities.
As a concept, community immersion is a strategy in community organizing that is sought to imbibe among the NSTP
trainees a better understanding and realization of the different community concerns through exposure on actual life
situations specifically in the deprived, depressed, and the underprivileged (DDU) communities These experiences will
allow them to integrate with other people who may facilitate them to undergo certain changes that will make them
civic conscious and socially responsible citizens.
Corollary, community immersion, as a process, is aimed at developing among students-trainees, through the training
program, their appreciation of rendering community works which is quintessential in affording for them the
opportunity to experience and put themselves in real life situations in the communities they serve. For this reason,
each of you should have a genuine feeling in living with the people in order that you may understand and relate with
community concerns as you go through a self- transformation and personal growth at the same time.
More specifically, the NSTP trainees are required to initiate community-based programs in the form of projects and
events that resolve a variety of issues and concerns, as well as a needs assessment/analysis study that points out the
issues that obstruct the community's important goals in the field of service.
The trainees contribute to the improvement of the quality of life of the people in the service areas in their own small
way while also developing their service ethics imbued with the good citizenship principles of makaDiyos, makabayan,
makatao, and makakalikasan, thus better training them as reservists in responding to the call of the times.
Community immersion is an approach of developing among the NSTP students-trainees the concept of service and
empowerment as they reach out to deprived, depressed and underprivileged communities and the marginalized
segments of the society.
The myriad of problems in the community can be addressed by the immersion projects and activities specifically
designed to improve the different aspects of human development like economic, social, spiritual, etc. these aspects
cannot and should not be defined singly and separately, but must be viewed interdependently and I totality. However,
for purposes of delineation, the economic aspect suggests financial management while social aspect focuses on people
interactions and relationship building. On the other hand, the spiritual aspect is associated with religion and our
relationship with the Supreme Being, regardless of whatever name we call our God.
Translating the aforementioned aspects of human existence, NSTP had contextualized the said concepts by
determining the various dimensions of development along the CWTS component of the program, as per guidelines of
the NSTP Law, to wit:
- Education;
- Health;
- Safety and disaster management;
- Sports and recreation;
- Environmental services;
- Entrepreneurship and livelihood; and moral of citizenry and other social/general welfare concerns.
Lesson 1
In a nutshell, community immersion is an approach of bringing the NSTP trainees to DDU communities and to
underserved, marginalized sectors, providing them the venue where they may encounter paradigm shifts from being
mere spectators of community action, nonchalant and passive citizens to responsible and effective change agents who
are empowered to touch the lives of other people.
However, in as much as the principles involved in NSTP community immersion present a solid foundation for the
attainment of the common goal, the quality of the program implementation from different institutions and schools m y
vary depending on the NSTP implementers’ extent of knowledge on concepts and level of understanding of the process
and protocols on community immersion not to mention the level of commitment in realizing the seemingly lofty yet
noble goals of the program.
Moreover, generation of resources must be given an equal amount of attention and forging of collaborative partnership
with the community and organization is deemed necessary in forgoing a successful community immersion program for
NSTP students.
Objectives of NSTP Community Immersion:

1. Define community immersion as an approach and strategy of developing projects in serving people and communi-
ties;
Application
2. Enrich knowledge and competencies as a process for development;
3. Apply the principles and concepts of working in the community through immersion projects and activities;
4. Expose in depressed, deprived and the underprivileged communities and marginalized groups of our society;
5. Appreciate the values of community immersion as a means of developing themselves as citizens and helping
people improve their way of life and in improving their living condition;
6. Enhance civic consciousness and defense preparedness; and
Assessment
7. Develop ethics of service imbued with good citizenship values.
Relate a story, whom you consider that, it is a community immersion:

__________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
Choose the right answer by encircling the letter.

1. Community immersion is an important requirement among ___________NSTP students. Male b.
female c. both male & female d. none of the above
2. Community immersion is a requirement for students in:

NSTP 1 b. NSTP 2 c. OSP d. none of the above
3. Republic Act is the law that requires each students taking the NSTP to undergo community immersion and
implementation of community service projects and activities for a specified number of hours.
9163 b. 9003 c. 7077 d. 906
Lesson 1
4. In Community immersion, trainees are expected to _________.
A. Initiate community based projects
B. be aware of the multi-faceted issues and concerns
C. promote their school
D. all of the above
5. Trainees undergoing community immersion contribute in the -------------.

A. upliftment of the quality of life
B. enhancement of the economic condition of the families C. empowerment of people
especially the marginalized and underserved. D. none of the above
6. Participation of students in community immersion deepen their ______.

A. Sense of oneness with the community
B. Community involvement
C. Self-awareness of the real life
D. All the above
7. Project components of community immersion include _______.

A. Health, safety education, sports and recreation
B. Environment and entrepreneurship
C. Social advocacies
D. All of the above
8. Community immersion is a means of developing the _______.

A. Community leaders
B. DDU communities
C. Underprivileged, marginalized sectors of the society
D. All of the above
9. The prescribed minimum and maximum number of training and implementation hours required of the
trainees to fulfill their community immersion requirements in the NSTP law and its implementing rules and
regulations is __________.
A. 36-72 hours B. 54-90 hours
C. 4-9 hours
D. 48-72 hours
10. Community immersion provides opportunity for students to ______.

A. Experience real-community life
B. Identify true feelings of living with the people C. Be actively involved in community undertaking
D. All of the above.
Module 1
Lesso
Understanding the Concepts and
n 2 Princi-
ples of Community
Immersion

Explain the concepts and principles underpinning community and community
immersion;
Realize the importance of understanding the dynamics of the community and
community immersion as a way to realize the objectives of NSTP; and
Practice the standard operating procedures and establish protocols governing
community immersion.
Activate prior
Knowledge
Before going through the pages, try to look at this photo. What you think this photo shows? Write your answer
below.
______________________________________________________________________________________________________
___
______________________________________________________________________________________
_______________________ _
___________________.
Lesson 2
People involved in community immersion must be knowledgeable on the basics of community, i.e., its meaning,
concepts, underpinning principles, and nature of problems and issues arising there from. These will enable the trainees
to have a good grasp of the local situation, thereby preparing them to appropriately respond to the multifarious

concerns in the community and properly carry out immersion projects and activities that is so conceived to bring about
long-term amelioration, and not just over-night, cosmetic solutions, of the social menaces and ills.
WHAT IS COMMUNITY?
Noted community development specialist Arlien Johson once wrote that the term “ community” refers to a group of
people gathered together in any geographic area, large or small, who have common interests, actual or potentially
recognized in the social welfare field.
As per concept, a community may be categorized as geographical or functional. The term geographical community is
defined in the purview of group of persons living the same geographical location like in a certain village, town,
neighborhood, district, area or territory. Meanwhile, community is said to assume the functional nature if the aggregate
of people though not necessarily based on living in the same geographical location is bonded by a common end such as
fighting for the same cause, having eh same interests and goals. These are people who hold common values, share
common functions or express common interests.
A certain type of community has recently emerged. Some refer to it as just social movements but its definition points
out that it surfaced out to the two other types of community. It is called a relevant community that defines a group of
people having similar interests and goals as the communities around them. These population have common interests in
changing existing institutions to their advantage in order to achiever redistribution of resources. It is geared towards
organization of the poor.
ELEMENTS OF A COMMUNITY
As a trainee, one should be aware of elements of a community in order to understand the dynamics thereof. The
important elements are demographics, history, culture, economy, and structures.
In example, you were able to identify that it floods in a market area nearby the creek. During rainy seasons, sales are
very low because their merchandise gets soiled by the rain. They have adapted by using improvised plastic covering to
coat their merchandise but they are not so attractive. What kind of projects do you think you can do by learning this
information already? By experience, the architecture and fine arts students training in the NSTP would usually think of
enhancing the features of the merchandise, covering the stalls to attract more consumers evens during the rainy season.
IMMERSION AS AN IMPORTANT APPROACH IN GIVING COMMUNITY SERVICE
An old adage says that, “Experience is the best teacher.” Going through the immersion process and conducting
community service activities/projects will enable the trainees to understand how the people feel, think, say, and behave
as dictated by their conditions and situations in life as a means to make feel and realize that they are more fortunate
than many tithers and the students can do something to improve he lives of the marginalized and underserved. As the
Holy Scripture tell us, “To whom much is given, much is required.” Since students have been given the rare opportunity
and the distinct privilege of being schooled that they are supposed to better the living conditions of those whom were
not as auspicious as they are.
Lesson 2
The basic questions as “What is the relevancy of the immersion part of the NSTP?” and “Why would trainees need to
study the behavior of the people in and that which composed the community where they serve?” Answer to these sorts
of questions is provided for in NSTP Act and has served as the mandate and core of recognizing the role of the in-nation
building. Young people are vested with the obligation “to defend the security of the State and in fulfillment thereof, the
government may require each citizen to render personal military or civil service,” (Section 2, NSTP Act of 2001)
whether in times of peace or war. Simply put, aside from becoming socially aware of the strengths, weaknesses,
opportunities and threats of their communities, trainees are believed to possess the qualities and energies that, if
properly channeled and directed, will yield results towards arresting, if not totally annihilating, the innumerable
dilemmas of man.
The next question that a trainee is bound to ask is the first step of the process of immersion, “Are trainees, young as
they are, capable of responding to the stringent requirements of community building and meeting the skills and
knowledge criteria of transforming communities?” Definitely, yes. The role of the youth in national/local development
cannot be overemphasized. To reinforce this are the very words of our national hero, “The youth is the hope of the
Fatherland.”
WHAT IS COMMUNITY IMMERSION?
Community immersion is a essential strategy in community organizing work that entails understanding of the different
community concerns, process, dynamics and lifestyle through exposure and engaging in different activities. It is
different from the actual organizing work. Immersion is just one of the strategies in plunging into community
organization. Venture undertaken may be integrated or specialized activities which entail entering, familiarizing and
involvement of the self in the conduct of the activities for community development.
PHILLIPINES: THE NATIONAL DISASTER RISK REDUCTION AND MANAGEMENT PLAN (NDRRMP) 2011 TO 2018
Publication date: 2011

Source: Philippines
A plan which serves as the national guide on how sustainable development can be achieved through inclusive
growth while building the adaptive capacities of communities; increasing the resilience of vulnerable sectors; and
optimizing disaster mitigation opportunities with the end in view of promoting people’s welfare and security
towards gender-responsive and right-based sustainable development. It outlines the activities aimed at
strengthening the capacity of the national government and the local government units (LGUs) together with
partner stakeholders, to build the disaster resilience of communities and to institutionalize arrangements and
measures for reducing disaster risks, including projected climate risks and enhancing disaster preparedness and
response capabilities at all levels.
The plan highlights, among others, he importance of mainstream disaster risk reduction and management
(DRRM) and climate change adaptation (CCA) in the development processes such as policy formulation, socio
economic development planning, budgeting, and governance particularly in the area of environment, agriculture,
water, energy, health, education, poverty reduction, land-use and urban planning and public infrastructure and
housing among other. It also highlights the need for institutionalizing DRRM policies, structures, coordination
mechanism and programs with continuing budget appropriation on DRR from national down to local levels.
Community immersion in NSTP is devised as a strategy in molding and ‘conscientizing’ students just so that
they may be socially aware and responsible to their communities. This manner of transformation is bent on
training the youth to becoming civic conscious and defense prepared individuals. The nature of immersion efforts
done is along the dimensions of, but not limited to education, health, safety education, sports and recreation,
environmental services, entrepreneurship, morals of citizenry and other social welfare concerns.
Lesson 2
In view of the fact that immersion is a major concern in development work, trainees may find it significant to be guided
by the following precepts:
- Trainees should immerse in actual community life to get to know the social, political and economic situation of the
people.
- Trainees may also undergo certain changes like increase in knowledge about the social realities, development of good
values, empathy towards other people, improvement of social skills, among others.
- Trainees should identify the community people’s interest and aspirations.
- Trainees must recognize people’s resiliency and does not rob them of their right to have community participation and
determination of appropriate course of action.
- Trainees should be aware of the gain-negotiated sanction – the acceptance derived from community relations coupled
with the right to conduct immersion activities.
- Trainees must reflect on how their social analysis of the current situation is concretized in community people’s lives.
The analysis should have a much meaning for the trainees as for the community.
The following are the forms of integration in community immersion:
- Home visits
- Living with selected families preferably with the key informants
- Informal discussions with individuals or groups
- Sharing in household and community activities (cooking with the community host, cleaning drive)
- Attendance in social gatherings (fiestas, weddings, etc.)
- Assistance in production work (selling, farming, etc.)
WHOM DO YOU IMMERSE WITHIN THE COMMUNITY?
When one goes to a community, he/she associates with the people whom intends to work with as partners, allies
Community-based service projects must be premised on the principle of people empowerment and not the ‘dole out’
mentality. The parents, youth, the differently-abled constituents, professionals, members of people’s organizations,
and other formal and informal group, and others who can be a potential collaborator or your project or activities. We
do not just work for and serve the people but rather we encourage their participation. This practice of enjoining
people’s support is adherent to the Confucian’ Philosophy of “give man a fish and he will for a day; tech him how to fish
and he will for a lifetime.” Community immersion is empowering the people towards development of the locality.
CONDITIONS IN A COMMUNITY IMMERSION
It is desired that one fundamental pre-requisite qualification among those who intend or are tasked to undergo
community immersion is a full understanding of the concepts and theories behind the dynamics of groups and
community. In the same breath, knowing the very process of immersion is a primordial condition. This is so because
this endeavor requires a great deal of know-how and sills in facilitating interventions planning and managing
community service projects, among others.
Training-wise, community developers/organizers and social workers are most qualified because it is assumed that
they have more or less formal background on carrying out these kinds of undertaking.
As for NSTP, students enrolled in NSTP-CWTS/LTS 2 are mandated to undergo community immersion for a period
covering a minimum of 54 hours to a maximum of 90 hours as cited from CHED-prescribed Program of Instruction
(POI), 2007 edition.
WHAT PERSONAL GAINS FROM COMMUNIT IMMERSION?
The community immersion aspect of NSTP will be able to benefit not only the communities served but more so the
student-trainees who may be accorded with the following advantage:
Lesson 2
- Opportunity for the trainees to comprehend people’s lives because of the chance given to them to see real life
situation, live identify and associate with the people therein;
- Gain social acceptance derived from community relations coupled with the right to offer services;
- Enhance experiences in conducting asset mapping such as identifying geographic coverage, point out re
sources and the use, and the relationships of people with the existing resources;
- Establish rapport and relationship with different people who may be of help to them at some future time;
- Develop their conscientization ability. It helps them realize issues that will help solve problems in the
community. It is important for them to do something that can change their situation. - Acquire first-hand
experiences in dealing with community work; and the - Chance to learn life skills that will enrich and better
their persons.
Most important of all, community immersion is in consistent with the innate and ultimate intention of helping people
as immortalized in the words that spell the extension creed by Dr. Y.C. James Yen of the International Institute of Rural
Reconstruction.
The Extension Creed
Go to the people.
Live with the people. Learn from them.
Plan with them. Work with them.
Start with what the know.
Build on what they have.
Teach by showing, learn by doing.
Not by showcase but a pattern.
Not odds and ends but a system.
Not piecemeal but integrated approach.
Not to conform but to transform.
Not relief but release.
DOS AND DON’TS IN COMMUNITY IMMERSION
It is a basic rule that trainees must be well-versed with the area, skilled to communicate with community people and
disciplined to keep yourself from responding indifferently towards diverse types of personalities.
Prudence, therefore, orders that community “immersionists” must be well-informed of the prescriptive and
prescriptive and proscriptive norms in the conduct community immersion.
Lesson 2
Hereunder is a guide prepared by Dr. Florida C. Labuguen and Ms. Emily Rose M. Bautista in manuscript form entitled
‘Essential Protocols When Visiting Community.”
Answer the following questions as a guide in portraying a community you envision.
What makes an ideal community?
_______________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
Lesson 2
__________________________________________________________________________________________________________________________.
What is the role of each institution/ community participants in the establishment of peaceful and orderly
community?
__________________________________________________________________________________________________________
_____________________________________________________________________________________________________.
Based on your understanding in this lesson, enumerate the importance of community immersion to our society.
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______.
Assessment
Module
–
Lesso
The Process of Community
n 1 Immersion
• Explain the concepts and principles underpinning community and community
immersion;
• Realize the importance of understanding the dynamics of the community and com-
munity immersion as a way to realize the objectives of NSTP; and
• Practice the standard operating procedures and establish protocols governing
community immersion.
As a way to familiarize the student

-trainee with the structure/institutions in the com-
munity, one tool known as community map comes in a handy. Community mapping illus-
trates the community indicating the locations of the church, school, market, hospital/
clinics, etc. specifying the number of residential lots, idle lots, and others. Make mapping of
your respective community/purok.
Lesson 1
2
Lesson 1
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.
THE PROCESS OF COMMUNITY IMMERSION
The community immersion process is a series of interrelated and intertwined phases which commences with the Pre-
immersion follows 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 for many tasks ahead.
Trainees will have to prepare themselves physically, mentally and spiritually for many tasks ahead. Trainees must have
waivers from their parents or guardians starting that they are informed of the mandate to undergo the NSTP
community immersion. The school also needs to organize in own manpower, 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. Select our areas. 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 are the youth, women, slum
dwellers, the differently-abled, among others.
2. Local partners must be willing to work and support community project. This goes to say that we should start
with the people and work with the people.
3. Consider needs and resources within the capability of the students and community partners. You cannot extend
what you do not have in the first place.
4. Places that is not saturated by other agencies. Supporting agencies are probable resource 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
activities coincide with yours so that you will not confuse the people with your spate 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
updates 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 t work in this area?”
Sometimes despite the community leader’s commitment to work with the trainees, when 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.
Lesson 1
Remember, you are also a student and that one of your main objectives is to
learn and experience community living without disregard to you own safety.
6. Accessibility. Successful community immersion also relies on how quickly and how often you can visit the
community. If you live in Hinunangan and you happen to have chosen Anahawan as an immersion area,
would it be easy for you to conduct, monitor and evaluate your projects in the latter area mentioned?
You need to take into account how much time you spend travelling, how much money you spend for
transportation or lodging. There is a chance that you spend extra effort on tasks like a 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 may be used by
the trainees in the community and the relationship of people with these resources (Use Worksheet No. 6 for the
exercise).
Angelita 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 latter’s
identity is boosted.
Banking on the People’s Weakness. Outsiders sometimes enter the community through catching people’s
attention. At times 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 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 the classrooms. Academic institutions field some students into the community to assist the
community regarding its concerns. A trialogue between the school, the students and the community is doe to
identify the terms to which the community service will be fulfilled.
People-Centered Approach. This approach ultimately believes on the capacity of the community people to
participate and acknowledge whether outsider assistance is really needed. Users of this type of entering the
community invest on community relations, believing that both partners to 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 goal of establishing linkages 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 intention 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.
Lesson 1
Phase III: Community Integration
Integration is a continuous process wherein the trainees come into direct contact and become involved with the
community people. This phase is where the immersion phase gets more personal. The trainees should realize that there
is an existing concern within the community. As the problems of the community become more apparent, you become
aware and validate that you are part of the circle.
Integration may be done through:

Border Style. If provisions allow, the trainees may choose to stay and live in the immersion area for certain
period of time. They may live in the community to pursue deeper knowledge about the community.
However, the ‘boarder’ or guest status will still be the regard of the people toward them unless they
integrate themselves fully with community life.
Elitist Style. Some trainees tend to stay close to key informants and political players during their stay in the
community. Due to this, their social circle becomes limited and their interaction is confined to a few
people. Immersion activities must always take into account the involvement of the majority.
People-Centered Method of Living with the People.
Phase IV: Community Needs Assessment
Needs assessment, social analysis or community diagnosis as others refer to, is a concrete base for the formulation of
programs. It reflects the sentiments, needs, aspirations, and recommendations of the community people. When it is
done properly, it will reflect also the trainees’ feeling of oneness with the community. They begin to see that the
people’s problems also reflect their own.
Needs Assessment becomes significant when it is conducted through integration with the people. Our analysis and
assessment should be done with the people. Hence, it does not merely contain our perceptions, but also the person for it
to be genuinely pro-people. Those immersing in the community must not just make the people realize their issues but
also make them to act on it. Their realization of the problems should help make the community realize the relation
between their local condition and situation of other communities around them. It is important that the people realize
that they can do something to change their situation for the better.
Assessing the needs of the community is a prelude to effective program offered to clients. This will ensure solutions to
problems, issues and concerns of the people to clients. This will ensure solutions to problems, issues and concerns of
the people in the locality.
This discussion covers the meaning, importance, steps, and exercises in preparing community needs assessment
instruments that will equip students to prepare similar tool which they will utilize in measuring the needs of the
community assigned to them.
Community Needs Assessment Defined
Community needs assessment is the process wherein problems, issues and concerns of the community are identified
through the use of several tools for assessment. It encourages the participation of the community, as they are the
stakeholders, to the findings in the assessment.
Importance of Needs Assessment
Gather information about citizen’s attitudes and options in order of importance.

Determine how citizens rank issues, problems and opportunities in order of importance or urgency.
Lesson 1
Give citizens a voice in determining policies, goals and priorities.
Evaluate current programs and policies.
Provide speculation about what people are thinking.
Provide speculations about what people really want.
Information to be included in Assessing Community Needs
Historical Development – refers to data on how the community became what it is today and provides insights into
the kind of resources to collect and weed.
Geographical and Transportation Information – includes information on the community’s patterns and population
contributions.
Political and Legal Functions – includes strategies for community – based selection [or this may include strategies
that community uses for selecting players in the political sphere].
Demographic Data – includes data on age characteristics, size, race, and transience of population.
Economic Data – refers to the economic base, social, cultural, educational, recreational organizations. This includes
the values and social pattern.
I. Geographic Profile
(Data source may come from barangay or city/municipal hall)
a. Physical
I. Location/Boundaries (north, east, west, south)
II. Terrain
III. Facilities (like clinic/hospital, schools, recreation
hall, etc.)
IV. Climate
V. Basic food
b. Cultural
I. History of place and people
II. Languages being used
III. Peace and order situation (usual community
conflict and/ or crime rate)
IV. Clothing (most applicable to rural setting
II. Social
(Data comes from survey)
a. Total population
b. Total Number of Household
c. Population distribution by Gender (and Age)
d. Population distribution of Educational Attainment
e. Health and common illness
f. Recreation
III. Economic
a. Age earners in the family
b. Employment
c. Household monthly income
Lesson 1
IV.
Life Skills
a. Abilities
b. Interests
V.
Spiritual Aspect
Number of people with active membership in the church
VI. Socio-Political Aspect
a. Known social programs or projects and other related community
efforts
(whether existing or planned efforts)
b. Expression of satisfaction/dissatisfaction towards current social
programs
c. Perceived community problems
d. Recognized community leaders
e. Other agencies, GO’s or NGO’s that are in the area or that serve the
community
METHODS IN COLLECTING DATA FOR COMMUNITY NEEDS ASSESSMENT
1. Focused Group Discussion (FGD) with Key informants. The key informants of the community are people who
hold socially responsible positions such as educators, public officials, clergy and business representatives or
those who are active in community events. These are the people who can provide good information that will
guide and give you better understanding on historical issues needed by the community.
2. Community Forum/Assembly. This involves holding of group events that may include the entire community.
It gives visibility to the leaders and raises the status of the community but it requires lots of planning and
publicity. This meeting can be a venue where people can express their needs and be immediately validated
by the rest of the attendees. Participatory action research effectively uses this method.
3. Public Records. Public records like national census will provide data for social and demographic indicators of
the community. Data included are age, gender, educational level, locality, etc. that tend to contribute to
library use.
4. Survey. Survey and questionnaire s involve asking individuals in the community about their everyday needs.
This can be implemented through the following:
A. Mailing questionnaires to randomly selected members of the community

B. Performing telephone survey;
C. Handing out surveys while people are in an assembly; and
D. Posting questionnaires on your public access computer catalog.
An example of this is the Minimum Basic Needs (MBN) Form of the DSWD.
Steps in Conducting Needs Assessment
1. Establish a working committee to solicit citizen and community involvement and develop a plan of action.
2. List important aspects that are needed to be looked upon. This may also mean identifying the surveyor’s
own capability and strength.
3. Identify the population to be surveyed. This also includes making communications with community leaders
and authorities of the identified population to facilitate other procedures.
4. Determine the information that is needed. It may be existing information which must be collected or it may
be information gathered using survey. Information like demographic profile may be readily gathered from
the barangay, municipal or city records office.
Lesson 1 5.
5. Select random sample of person survey. A good number of representative population to be surveyed will
contribute to the validity of the information.
6. Develop and pretest a questionnaire. Afterwards, if the questionnaire was found to be a valid tool for
measurement of data, proceed to distributing the questionnaire for community use.
7. Collect and collate the information.

8. Analyze the data. This may be done together with the core group members of the community. Community
participation in analyzing gathered data is also important so that they can feel ownership of the issues and
concerns in their community.
9. Go back to the community for validation of information. This may be done through a community assembly
or simple community group discussion.
10. Finalize the document. Make sure that there are corresponding recommendations for the issues and
concerns in their community.
Community Assistance in Assessing Needs
1. Help identify community groups and citizens to be involved in the working committee.
2. Facilitate group discussion to identify important issues and set priorities
3. Help select the sample to be surveyed and design a system to identify respondents
4. Provide tested questions from which the working committees choose questions that address the issues and
concerns.
5. Help design a process to distribute and collect survey questionnaires, code, enter and analyze the resulting
data.
6. Provide summary reports of data
7. Suggest programs to report the result and strategies to solicit community involvement
8. Work with citizens to identify courses of action based on the information.
Phase V: Program/project implementation
Project implementation deals with the actual execution of the plans. This phase of project development includes, making
the final arrangement with the target clients/community partners, officials involved in the activities, right schedule of
each event, day to day activities and needs of clients, manpower each day of the program, monitoring and evaluation
plan and other requirements like social and recreational activities, and the culminating activities of the project.
It must be remembered always that the needs of the clients will be dominant consideration throughout the conduct of
the projects.
To ensure the success of the NSTP community service projects performed by the trainees during their immersion time,
the following must be considered:
• Program must be responsive to the needs of the clients;
• Contribute to the improvement of the living conditions of the clients;
• Maximize the resources available in the community;
• tap the potentials of the clients and give due recognition;
• objectives must be SMART with tangible results that touch the lives of the clients;
• project must be done systematically to ensure significant contributions from pre-planning, planning stage,
implementation, and evaluation;
• complete documentation must be observed as basis for reporting and for future studies;
• projects must be within the capacity and concern of the trainees that will allow them to gain the knowledge,
skills and encourage reflective action; and
Lesson 1
• develop shared commitment among the trainees.
The following flow activities will guide you in the implementation of their project:
Pre-immersion Preparation of project proposal based on community needs
Approval of the proposal
Once the project is approved, the trainees will prepare all immersion
requirement.
Letter of request regarding their immersion to the community or the partner
agency signed by the Trainor and approved by NSTP Coordinator.
Community immersion responds to the request by signifying their acceptance
through a letter.
Based on the detailed program approved, the NSTP trainees will implement
the specifics of the activities as designed. The actual immersion time will
last for 8-10 meetings with the clients or partner community. It may also
depend on the design of the project.
Actual community In the course of the actual work, coordination, monitoring and evaluation is
immersion done to give immediate action to problems encounters and make
necessary adjustments if needed.
During this stage, trainees are required to make and complete their journal of
events which as a reference in finalizing their tasks. Pictorials are also
required to support the activities undertaken.
Presentation of Each group of trainees will make a narrative report. The presentation of
community documents during the post evaluation of the program is about the
service community service activities conducted during the immersion time.
outputs
Monitoring Continuously done to measure effectiveness of activity.
Evaluation Each group will be rated as part of the final rating given to them.
Implementation of the project ends by the time all requirements have been
satisfactorily done.
Phase VI: Termination of Projects
Trainee-implementers must apprise their target participants of the particulars of the projects undertaken especially in
terms of time frame. This will enable their clients or partner community to prepare for any eventualities should be
implementers will terminate the project. Trainees are advised to inform them with due respect of the status of the
project and other details as may be deemed necessary. Nevertheless, the trainees may decide to continue with the
project if the endeavor proves worthy of continuation, follow-up or replication. If the proponents and implementers
have decided to pursue and push through with their venture, they can seek the assistance and support of the school’s
extension services/community outreach unit just sustain the project.
If in case trainees lack hours of community immersion or did it not perform well, they are bound to receive an
unsatisfactory rating; more so, failure of compliance must be noted. If trainees go beyond the required number of hours
in the community in their conduct of the project for failure to conform or comply with the requirements of the plan of
action formulated, then a similar ‘poor’ rating should be accorded.
As trainees, one must learn how to work within the allotted time frame given, for their convenience and also for the
community’s sake. If one stays in the community beyond the agreed time, the action can be construed by the community
for something else like, extending more help (intensified volunteerism) to them or that they could still ask for their help
even beyond their capability. This might also encourage their dependency on the implementers.
Lesson 1
However, it is not really a problem if trainees want to extend their community services in the community. In fact, NSTP
encourages trainees to continue their community work. This time, their services will already be regarded as their
personal commitment to do voluntary work, separate and distinct from the NSTP initiated activities. In step with
enjoining NSTP students to eventually becoming volunteer workers, the school may establish volunteer corps either
under the auspices of the school’s NSTP unit or extension services office to ensure the continuity of the immersion
program for volunteers.
Answer the following questions relative to community needs assessment.

What is community assessment? Why is it important in formulating NSTP projects?
Application
Present an illustration that will depict the step -by-step process of project implementation.
Assessment
Module 3 Managin
–
Lesso
g
Managing NSTP
n1 Projects
• Define project proposal as basis of implementation of the NSTP activities in the
immersion area;
• Apply the process of making effective project proposal based on the identified
needs of the target clientele; and
• Appreciate the value of making effective project proposal in the NSTP program
following the suggested format.
Before going through the pages, try to look at this photo. What you think this photo
shows? Write your answer below.
____________________________________________________________________________________
________________________________________________________________________________
_________________
________________________________________________________________________________
________________
________________________________________________________
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____________
Lesson 1
A community project is a term applied to any community -based
project. This covers a wide variety of different areas within a
community or a group of networking entities. Projects can cover
almost anything, including the most obvious section of concern to
any community, the welfare element. Welfare community pro-
jects would for example be, a locally run and locally funded or-
phanage; a Christmas dinner kitchen for the homeless. https://
en.wikipedia.org/wiki/Community_project
The creation of community -based projects is an essential compo-

nent of NSTP community immersion. To ensure the effectiveness
of the projects' execution, the universal management functions of
planning, organization, staffing, directing, and controlling must be given due consideration when managing NSTP
projects.
PROJECT PLANNING AND IMPLEMENTATION
A project is a time-bound task that is completed in order to build a one-of-a-kind service. It brings together resources and
channels them into a temporary framework to achieve a particular objective. Project creation is comprised of a sequence
of interconnected and often overlapping stages. This cyclical project began with a survey of community needs, which will
serve as a baseline for developing a project or series of projects that can be implemented in a continuous or phased
manner. It is wise to provide an inventory of our resources as soon as we have defined the project plan. Mobilizing our
limited resources (men, money, materials and moment) is a fundamental thing to do. Then implementation comes with
regular monitoring to keep track of the development of the project. Measuring the success of the project as in impact
evaluation will serve purpose in revisiting the plan to action. Afterward, the cycle goes back to round.
PROJECT PLANNING
In the formulation of a project, a planner must take into consideration the needs of the target clients. In this undertaking,
the trainer together with the trainees must assist the community in identifying, analyzing and prioritizing the needs and
concerns they must tackle. People in the community know more about the program relevant to their needs. Developing
them during the planning process will encourage them to participate in the events. Projects must be
made into a proposal to determine their viability, contributions, justification, and basis for obtaining
funding based on the established needs. This guideline for writing a project proposal will make the
Lesson 1
trainees' and trainers' work easier during their immersion activities. This will also provide them the proper opportunity
to prepare right data and reaction in the implementation of their plans while they will be actually doing their tasks. A
project proposal has several parts in order to complete the needed information as basis of conducting their project.
WHAT IS A PROJECT PROPOSAL?
A project proposal serves as a roadmap for both trainees and trainers in completing assignments while immersed in the
environment. It acts as the foundation for developing a schedule of events, as well as key instruments and inputs for
tracking and reviewing community initiatives.
PURPOSE OF MAKING A PROJECT PROPOSAL IN THE LIGHT OF NSTP
It guides trainees and trainors in the designing a program for their clientele It
facilitates implementation, monitoring and evaluation of the projects.
It serves as a database in making reports as a requirement to the course.
It makes work easier for it serve as reference.
It serves as a ready source of data for research work.
The Parts of a Project Proposal for NSTP Immersion Projects
There are various formats used in the preparation of a project proposal. Below is one of the designs followed. It elicits the
following information:
The Title. The title of the project must capture the need and present the name of clientele to be served. It must be
catchy to the readers. It must be written in all capital letter, bold, and centered.
Example:
OPERATION PLAN (OPLAN): CLEAN AND GREEN
(A Project on Waste Management and Green Philippines)
Project Proponents. This part enumerates the names of persons to be involved in the project, their year level (if
trainees), rank (if trainers), contact numbers and address or college. If there are several activities that require
several leaders in every undertaking, names must be specified per activity.
Example:
Group 4 and 5 – CWTS – CAFA – MAPAGKAWANGGAWA I Class
Implementing Units/ Implementers. It must be noted that in writing this part of the proposal, capital letters must
be used to differentiate from the project proponents.
Example: Line 4 (manpower – for placing trash bins in particular areas and distributing other
materials)
Group leader: Padora, Paolo
Members:Tubig, Mark Anthony; Palles, Janice; Morales, Ricardo; Macuja, Katherine;
Lampitoc, Sarah; Iehayan, Carlo; Rayos, Orly;
Lesson 1
Line 5 (responsible for the lecture proper)
Group leader:
Abaygar, Daryl, Van
Members:
Agana, Joseph; Aspa, Reynan; Blanca, Jelly; Flores, Faiza; Ignacio, John Robert;
Marinas, Carlo; Mendoza, Melody; Loja, Jerica; Morales, Michael; Acidre, Hazel;
Oabel, Daniel
Project Duration. Specify days, weeks and months needed to complete the project. Specify when the project will
commence and when will it be finished. Attach a Gantt chart of activity based on the length of the project.
Example:
Date of Implementation:
June 28-30, 2021
Length of Implementation. Two day implementation only. For the first day, around 6-7 hours of community work
(three hours in the morning for the preparation of the place and lecture. Another four hours in the afternoon
for the distribution/ placement of the waste segregation trash bins). For the second day, monitoring and
evaluation of the activity project will be done.
Objectives of the Project. The objectives of the project must be written in operational terms on what you intend
to do to solve identified problem related to the project. The characteristics of the objectives must be specific,
measurable, attainable, realistic and time bound (SMART). State properly by using the right verbs that describe
what you want to address in relation to the underlying problems within a certain period of time.
General objectives can be framed as basis of formulating specific objectives
of the project. It must also consider the domains of learning such as the cognitive (knowledge – mind),
psychomotor (skills – body) and affective (values/ behavior – heart).
Example:
“The general purpose of the two-day project is the maintenance of the cleanliness in
Barangay San Jose. Toward this end, the following objectives are set:
To imbibe the importance of cleanliness among the participants;
To increase the awareness of the community people on the advantages of waste;
To solicit the support of the people in maintaining cleanliness and orderliness through
waste segregation.”
Project Description. The following standards must be observed in writing the project description in facilitating the
drafting of the proposal:
A. Background of the project

This part requires at least three paragraphs that provide a realistic background of the project describing
the modifying issues/ problems that have influenced the identification of the project. You can identify
particular differences or advantages over existing projects or cite issues in some publications as
proofs of underlying problems or realistic serious or of general occurrence.
Example:
Lesson 1
“We have noticed that, in some areas of the barangay, improper waste disposal is
prevalent. In like manner, the incidence of open-hole drainage system in the locality may
pose a threat on the health condition of the residents thereat.”
B. Justification of the project
Discuss the importance of the prepared project in solving or providing action to help solve existing
problems inherent to the project. Give the expected output of the project, benefits derived from it, and
most probable recipients of the benefits of the project. It must be written in 3-5 paragraphs.
Example:
“A survey conducted last December 10, 2006 reveals that
the barangay is faced with the problem of improper waste
disposal especially in the squatters’ area, it is for this reason
that the project is viewed as a significant intervention in
setting in place a system of waste management.”
C. Benefits derived from the project

This section should reflect the advantages or benefits that the activity will bring about when it is
implemented. If possible, it should mirror outcomes – or the long term results that people will receive.
Example:
“The target audience will benefit from the project in terms

of acquisition of know-how on waste management, preven-
tion of diseases/ illnesses associated with improper waste disposal and unhygienic
surroundings.”
D. Coverage
The area or vicinity covered by the project and the type of clients to be served should be reflected in the
proposal. This gives focus to whom the project is for and the extent of its implementation.
Example:
“The project will cover the 100 families of the Barangay specifically the house-
hold help and unemployed housewives.”
Methodology. This part cites the activities or strategies that should be undertaken in order to achieve the
objectives of the project. It should describe the general approach of the project, agency counterpart in case of
partnership, responsibilities and obligations, manpower requirement and the manner on how the specific
activity will be undertaken if the project calls for it.
Example:
“The lecture-seminar method will be employed in the project. Setting up of waste

segregation bins will also be done.”
Lesson 1
Detailed Budgetary Requirements. In preparation of the budget, the budgetary requirement of all activities must
be considered. The amount varies depending on the extent of the project coverage. For most instances, the
bigger the project, the larger the budget required. In many cases, budget depends on the size of expenditures
needed. Sources of fund must also be specified. Budget is prepared using the following data.
Example:
Transportation……………………………………………………………………..200.00
Communication……………………………………………………………………. 35.00
Supplies (wood for the bins, nails, etc.)………………………………… 200.00

Demonstration/ instructional materials……………………………….. 25.00 Sundry and other miscellaneous expenses
(food, other printing needs, etc.)………………………………………… 300.00
Contingency…………………………………………………………………………500.00
________
P 1,260
Detailed Schedule of Activities
Date Time Activity People

05/30/202 Merged line 4
1– Start end of preparation for and 5 (all)
(no particular)
06/30/202 project Implementation
1
06/10/202 Deadline of learning materials/ (all)
(no particular)
1 visual aids
06/30/202 Line 5
8 – 9 am Preparation for the lecture
1
Start of the lecture (1st part)
Opening Prayer
National Anthem
9 – 10 am Opening Remarks
1st Lecture Topic (Waste
Management)
2nd Lecture Topic (RA9003)
Break (for the attendees/ Food Commit-
10 – 10:15 am
participants of the lecture) tee
Continuation of the lecture (2nd
part)
3rd Lecture topic (Waste
Segregation)
10:15 – 11:15 am th
4 Lecture Topic (Project
Discussion)
Closing Remarks
Closing Prayer
Lesson 1
11:15 – 12 nn Clean up of the venue Line 4 and 5
Food Commit-
12 – 1 pm Lunch Break (for the group)
tee
Making and setting up waste bins Line 4
1 pm - onwards
and trash cans
PROCESS FLOW CHARTING MAKING PROJECT PROPOSAL FOR COMMUNITY IMMERSION
Making the Title

Project proponent/s Leader:
Members
Implementing unit/ group
Project Duration
Objectives
Project description
Background
Justification
Benefits derived from the project
Coverage
Methodology
Budgetary Requirements
Detailed schedules of activities
This flowchart illustrates, in a capsule, the process of formulating project proposal based on the results of the
community needs assessment by the trainees.
Towards a Responsive Community Action
Synthesis
The project development approach follows a systematic process that involves determining the needs and the problems
in the community/ barangay/ purok, planning, implementing and evaluating time-limited initiative that is undertaken
to create a unique service.
These specific concerns in the development of project can be viewed in a cyclical presentation of the various phases
involved in the process known as project cycle. The stages are as follows:
Community Needs Assessment

Project Formulation/ Planning
Organization of Resources
Implement the Project
Project Monitoring
Impact Evaluation
Review of the Action Plan
It is worthwhile to give due attention to the critical role played by planning in the execution of the project. Remember,
“If you fail to plan, you plan to fail.”
Fill in the boxes for your project proposal for NSTP immersion.
Title
Lesson 1
Application
Project Proponent
Project Implementing Units/Implementers
Project Duration
Length of Implementation
Objectives of the Projects
Read the statements carefully. Choose the right answer by writing the letter of the correct statement.
1. It deals with the actual execution of the plans.

a. Documentation
b. Project implementation
Lesson 1
Assessment
c. Immersion
2. The part of project proposal that cites the activities or strategies that should be undertaking to ensure success of the
project.
a. Budget
b. Background
c. Methodology
3. The primodal consideration when conducting a project.

a. Needs of the partner community or clients
b. Education
c. Available resources.
4. A section in the proposal that reflects the standards and realistic background of the project. a. Background of the
projects
b. Project plan
c. Action plan
5. A time-bound undertaking that is carried out to create a unique service. a. Action

b. Plan
c. Project
6. A section in project proposal, which reflects the advantages or benefits that, may be derived from the activity when it
is implemented.
a. Title
b. Coverage
c. Benefits derived from the project
7. It serves as a basis of designing program of activities and key instruments and inputs in monitoring and evaluating
projects to be undertaken in the community.
a. Operational plan
b. Project proposal
c. Action plan
8. An office found in most higher education institutions that can potentially assist students in their community
immersion and where they plan to continue their volunteer in the community.
a. Guidance office
b. The school extension service office
c. Office of student’s affairs
9. It involves a series of continuation, often overlapping phases consisting of survey of felt needs and formulation of
projects or set of projects.
a. Needs assessment
b. Project development
c. Monitoring and evaluation
10. A section in the project proposal which enumerates the names of the persons involved in the project. a. Justification
of the project
b. Project proponents
c. Detailed schedule of activities
Module
&
Lesso
Monitoring, Documentation and
n 1Evaluation
of -based
Community
Projects
• Identify the documents, monitoring and evaluation instruments needed in measur-
ing the success of NSTP community immersion projects;
• Make use of the documentation technique, monitoring guides and evaluation in-
struments to ensure meaningful program implementation of NSTP; and
• Appreciate the values of having proper documentation, monitoring and evaluation

of the project for community service.
Activate Prior
Knowledge
Fill up the matrix by using your observations in your barangay.
Identified Community Problem Proposed Solutions

(Issues/Concerns
) (Projects/Activities
)
4
Lesson
1 Acquire New Knowledge
One of the most important aspects of NSTP group immersion is project planning and execution. It's a different
matter to assess the project's progress. The trainees should not carry out plans simply to comply; otherwise, the
whole point of group immersion is defeated. As a result, the NSTP community-based projects must be properly
documented, monitored, and evaluated.
Documentation of the NSTP Project for Community Services
Documentation Define:
• Is a clear – cut proof that projects are conducted with notes and observations being recorded as
guidelines for future programs.
• It is a reservoir of information that can improve the project.
A dynamic documentation service requires information on new development in management relevant to the work and
the program. Specifically, on:
1. Updated status report is a ready reference of data that can be the source of information for NSTP, additional
income and undertaking for the institution.
2. Information on the work methods used and results obtained in previous programs must be available for new
assignments.
3. Serves as references for:
A. Trainees’ information/ source data for requirements;

B. Staff personnel evidence for rating of student trainees’ performance and growth;
C. Monitoring and evaluation purposes of NSTP projects; and
D. Evidence for the support it extends in helping strengthen the extension service or community outreach
of institutions.
List of NSTP Forms Required for Documentation during Community Immersion
For trainees, they must submit the following:

1. Waiver
2. Letter of request to the barangay to conduct for immersion
3. Acceptance letter of barangay
4. Community needs assessment
5. Memorandum of Agreement (MOA) or Memorandum of Understanding 6. Narrative report format
For the trainers;

1. Copy of all documents for immersion of students
A. Waiver
B. Letter of request to the barangay to conduct for immersion
C. Acceptance letter of barangay
D. Community needs assessment
E. Memorandum of Agreement (MOA) or Memorandum of Understanding
2. Grade sheets
3. Summary list of graduates with their specialization
4. Accomplishment reports
5. Program of instruction
Lesson 1
Monitoring of NSTP Projects Result
Monitoring Define:
• It is a systematic and continuous procedure in checking programs and projects done.
• It is an awareness of a state of a project
Monitoring of projects is done consistently and by certain measures. It is an observation of several changes that occur
over time.
In example, trainees would take note of whether there is an increasing participation among community people in the
series of projects that they conduct. Or it could be that trainees would note of how much they are able to spend for a
single sub-activity with regards to how cost-efficient their general activities are. Monitoring provides a certain degree
of background knowledge on what else to change, to adjust and to adapt over the course of time that the project is
being implemented.
Significance of Monitoring NSTP Projects

- Whether the inputs are achieved on time as planned;
- Whether the activities were conducted as scheduled; and
- Whether the outputs were produced on time or outputs were in right quantity and quality as specified on the
project design.
The produce of monitoring are summarized progress reports that are capable of triggering timely management
interventions. It serves as a means of keeping track of the status of the projects.
Who will monitor NSTP projects during community immersion?
People involved in monitoring community service projects done by the trainees taking community immersion are the
trainees themselves, trainers, barangay officials concerned, partner agencies involved in the project and others who
are not involved but are concerned with the project.
To ensure success of the NSTP projects, monitoring plan is necessary as a means of getting data for information and
input for decision making.
It includes:
• Data/ information needed in rational decision making;
• Personnel involved in the execution of the project, collection of data and problem identification; • Know about
data are reported and to be reported; and
• Levels of implementation.
In making the monitoring plan, specific activities in the Implementation of the project are essentially identified as basis
of specifying the detailed schedule of the project.
Tools Needed For Monitoring Purposes
Professional community workers do not dare rely on their good memory to record their findings in the community.
They use some tools and processes to record; monitor and validate the soundness of the information and activities
they have. Some of the helpful tools in monitoring NSTP projects include:
1. Journal or Process recording. According to Merriam – Webster On – Line Dictionary, a journal is “a)
an account of day-to-day events. b.) a record of experiences, ideas, or reflections kept regularly for
private use.” Similarly, a process recording is also an account of day-to-day events, but it deals heavily on how a
certain task was performed and achieved. This can be very useful in putting together the pieces of data gathered. A
good needs assessment is found on the strength and up-to-datedness of events being monitored.
2. Gantt chart. Created by Henri Gantt to illustrate summary breakdown of work elements, the Gantt chart is useful in
monitoring if NSTP projects are being implemented on time.
3. Summary checklist. From the start, the implementers of the project write the indicators that need to be present to
check whether there is progress. Usually, the objectives of the project, tasks, materials, and persons involved are
written on a checklist. Across these items are columns to be checked whether they have been complied or not.
Sample Monitoring Plan Format of NSTP Projects

Operation Plan (Oplan): Clean and Green
(A Project on Waste Management and Green Philippines)
Name of Project Compliance

Proposal Making
Basis Monitoring Remarks
Specific
Requirements Complete Incomplete
Activity preparation
To determine pro-
of project proposal on
Purpose ject inputs, activity
waste management
outputs and segregation
Identification of
Needs, resources,
institutional level of
Data to gather location, persons
needs, resources of
involved
particular target area
Data gathering
and
prioritizing
Target clients or - needs of the target
Source of data
partner agency clients and resources
from the clients and
partner agency
Delivering
survey
questionnaires related
Use of device form
Tools for to the level of
and other NSTP 2 instruction
gathering
documents - assessing baseline
record of the commu-
nity
Time of gathering Before project e.g.
data implementation March 15-30, 2007
Once, before Gathering data before
Frequency of data the the conduct of the
gathering conduct of the project
project
Personnel
who will
Names of students
gather Student assigned
assigned
and
analyze data
For finalizing the Finalizing the
proposal on waste proposal on waste
Use of data management and management and
segregation segrega-
tion
Record of persons
Personnel
Asking list involved, tasks
assignments
assigned and
procedures to be
followed.
Attendees to waste
Indication of number
manage- Attendance sheet
and type of clients.
ment lecture
Name of Project Compliance
Proposal Making
Basis Monitoring Remarks
Specific
Requirements Complete Incomplete
Following specified
Duration schedule indicated in
the programme.
Depth of knowledge
and expertise on the
Lecturers
Program subject matter was
illustrated.
Content is presented
in commonly
Content
understood terms;
examples were given
Presence of waste
Waste bins and
bins and trash cans in
trash cans
the designated places.
Set up of waste People in the
bins and trash community assist the
cans Community student trainees in
participation the placement of the
waste bins and trash
cans
Administering and
distribution of
Monitoring and Monitoring and
monitoring and
evaluation evaluation forms
evaluation forms after
every major activity.
Written narrative and
Compilation of
Final Report reflection paper with
group work
attached pictures.
EVALUATION OF NSTP PROJECTS FOR COMMUNITY IMMERSION
In every project for NSTP, its activities require an effective system which provides information on the extent which
projects are achieving their objectives. The activities are checked if it is conducted in an economical and timely
manner. The activities contribution in the attainment of the total objectives of program is very essential. Any
information can be provided in both monitoring and evaluation system, which provides information, required by the
planners, policy makers, trainors and the trainees involved in the program.
Evaluation Define:
• A systematic assessment of the value or worth of something.
• The value or meat of teaching-learning activities.
Importance of Evaluation
- It provides trainers/trainees and other people an idea of the activities’ progress and accomplishment.
- Results serve as basis for empowerment in carrying out activities.
- It provides an avenue of making program revision and adjustments.
- It provides opportunity for the trainees to experience and develop skills in conducting evaluation.
What to Evaluate?
There are five aspects of evaluating the NSTP Project in order to be successful namely:
1. Effort
In measuring the efforts exerted in the project, the trainees use the input evaluation type which identifies
available resources both in human (personal), material resources such as money, education tools,
methods or techniques, and the activities undertaken.
Lesson 1
2. Effect
In assessing effect, trainees and the like measure the outcomes of the efforts made.
3. Adequacy
In measuring adequacy, trainees need to look into the effectiveness of the project in terms of the number of
clients being served.
4. Efficiency
This is done by determining the cost benefit analysis by the trainers of the trainees, and identifying the benefits
derived from the program.
5. Process
In evaluating the NSTP Project, one should answer the questions on how and why the project worked or did
not work. It also responds to the question on how the different project inputs can be utilized to arrive at
good outcomes.
It must be considered that evaluation of projects is a continuous process and it has no end unless the project
ceases to exist.
Who Will Conduct Evaluation of the NSTP Projects?

The NSTP Project is done by and through the following:
• Trainees themselves
• Trainers/ facilitators
• NSTP Office personnel
• With a given reference, CHED/ TESDA as outside evaluators • Follow-up studies, if there are any
How are the NSTP Projects Evaluated?

1. Identification of the objectives.
- It must be in behavioral terms.
- It must include the domains of learning which served as basis of assessing their knowledge, skills and
attitudes.
2. Examine program activities and implementation procedures.

- What are the activities identified to meet the objectives?
- How are these activities undertaken?
- Did it achieve the objectives of the program?
3. Indicators of expected outcome.

- Are the methods/ approaches relevant to the project?
- Are the materials appropriate for the activity?
- Are there changes among clients on the following:
- Knowledge?
- Attitude (values, belief, habits, practices)?
- Skills?
When Do We Evaluate?
Evaluation must be undertaken before, during and after the project.
Pre-actively evaluation is done before the conduct of the project to provide baseline information on knowledge,
skills, attitudes, and other characteristics of the target clients. Specifically, it provides data on the clients’
needs, strength and weaknesses regarding the project.
Evaluation of an ongoing project is necessary to time out how the project is progressing. It answers questions
like: Is the project executed on planned?; Are there problems in the program
Lesson 1
implementation?; What problems have been encountered?; What solutions or actions are being taken to attain
project objectives?
Post-evaluation of activity determines whether project objectives have been attained or are the clients show
measurable gain in knowledge, attitude, and skills. It also ascertains the amount of change that has taken place
in the clients.
Evaluation Form (Sample)

Name of Project: _______________
Implemented on: ______________
Proponents: ____________________
Fill out this form to evaluate student performance and project rating. Number one is the lowest while five is the highest.
NA means that the item is not applicable for rating.
I. Effort Exerted
ITEM 1 2 3 4 5 NA
Achievement of objectives of the program such as:
1. To enhance and broaden the knowledge of the people about
maintaining the cleanliness on their place;
2. To discuss to community people the effects and help that waste
segregation could do for them in the community; and
3. To work with the people in making waste segregation bins.
Methodology used
1. Included community people in activities such as planning and
implementation.
2. Utilized community needs assessment, environmental scanning, etc. to
understand people’s needs.
3. Validated needs assessment and verified appropriate methodology for
use in activity.
4. Used varied techniques for the attainment of the project objectives.
II. Effect Attained
ITEM 1 2 3 4 5 NA
1. Changes in the physical structures or infrastructures and
improvements are visible.
2. Impact on social structures.
3. Participation of community people and local agencies.
4. Program is appropriate to learning objectives of the students.
5. Encouraged critical thinking among participants and partners to the
project/ activity.
6. Encouraged participants to push through similar or auxiliary
programs.
7. Sustainability of the program.
III. Adequacy
ITEM 1 2 3 4 5
Lesson 1
NA
1. Materials used for demonstration and other works were adequate.
2. Participation of community people and local agencies was solicited.
3. Program served a minimum required number of participants (15

persons).
4. Program can be maintained with minimal use of other resources.
IV. Efficiency in the Use of Resources

ITEM 1 2 3 4 5 NA
1. Made use of local resources and personnel during project
implementation.
2. Activities are cost-effective and well budgeted.
3. Alliance and partners were able to help in project implementation.
V. Process of Conduct
ITEM 1 2 3 4 5 NA
1. Communications and information are well served to the participants
and partners in the projects/ activities.
2. Documentations are recorded and kept.
3. Monitoring and evaluation are continuously conducted.
In summation, the flow chart below is the step-by-step process in the conduct of community immersion activities and
projects under the auspices of the National Service Training Program.
How Do We Conduct Community Immersion Activities in the Light of NSTP?
1. Students make a letter of request regarding their immersion addressed to the partner group signed by the
trainer/ coordinator and approved by the NSTP Coordinator/ Director.
2. Community partners will respond to the request signifying their acceptance.
3. Students, based on the needs identified with the community partners, will propose a project.
4. Students will prepare a detailed program schedule.
5. Students will go on actual immersion and project implementation to assigned areas. Monitoring and
Evaluation is intensified at this phase.
6. Students prepare a narrative report of the activities.
7. Each group will submit the narrative report in compliance of the requirement.
Lesson 1
1. Students make a letter of request regarding their immersion addressed to the
partner group assigned by the trainer/ coordinator and approved by the UNSTP
Coordinator/ Director.
2.
Community partners will respond to the request signifying their acceptance.
3. Students, based on the needs identified with the community partners, will propose a
project.
Students will prepare a detailed program schedule.

4.
5. Students will go on actual immersion and project implementation to assigned areas.

Monitoring and Evaluation is intensified at this phase.
Students prepare a narrative report of the activities.

6.
7. Each group will submit the narrative report in compliance of the requirement.
Figure 5.1. NSTP communication flow taken from the TUP-UNSTP.
Synthesis
Documentation is a reservoir of information that can improve future programs. It is vital to the management to avoid
duplication and repetition of mistakes and contributes more to greater efficiency and effectiveness in operation.
Hence, it must depict absolute truth of events and other important data for future reference and source of information.
Result monitoring is a systematic and continuous process in checking projects done during the NSTP immersion.
During the event, it determined whether the inputs are achieved on time or as planned and whether outputs were
maximized as required. It manifests the progress and identifies interventions needed as a way of keeping track on the
status of the project. It must be carefully planned in order to obtain desired result as input to decision-making.
Evaluating the impact of the project is an attempt to assess as to whether the project, in general, has made a difference
in the lives of target audience. It enables you to determine the effect/s of the project had on the clienteles.
If all the aforementioned requirements are fully met, then we can truly quantify and qualify to what extent we have
touched the lives of the people.
Prepare an evaluation instrument that will measure the success of the project that you have implemented. You
may refer to the sample evaluation form presented earlier.
Lesson 1
Assessment
Title of the Project: _________________________________ Criteria
(Revise criteria to evaluate the project)
______________________________________
Trainer’s Signature
Read the statements carefully. Choose the right answer by encircling the letter of the correct statement.
1. The process of preparing clear-cut proofs that the projects are conducted with notes and observation being
recorded as guidelines for future programs of the NSTP.
A. Monitoring
B. Documenting
C. Evaluating
2. The ready reference of data that can be the source of information for NSTP.
A. Status report
B. Terminal report
C. Narrative report
3. The document that pictures out the event for the community immersion.
Lesson 1
Assessment
A. Accomplishment report
B. Status report
C. Program of instruction
4. It is the systematic and continuous procedure in checking programs/ projects done during the community
immersion.
A. Evaluation
B. Monitoring
C. Documentation
5. The product of monitoring which is capable of triggering timely management interventions.
A. Daily report
B. Weekly status report
C. Summarized progress report
6. The persons involved as the end users of the NSTP projects who are also involved in monitoring and evaluating
projects.
A. Parents
B. Trainors
C. Trainees and community partners
7. It is a plan necessary as a means of gathering data for information and input to decision making.
A. Action plan
B. Project plan
C. Monitoring plan
8. A document that accounts day-to-day events of any NSTP immersion venture.
A. Gantt chart
B. Summary checklist
C. Journal and process recording
9. It is a systematic assessment of the value or worth of something like of a NSTP project.
A. Evaluation
B. Monitoring
C. Documenting
10. Evaluating the impact of the project means:
A. Contributes more efficiently
B. Determines whether the input are properly used
C. Assessment whether the project has made a difference
-END-
Visi
A high quality corporate University of Science, Technology and Innovation
on
Missio
SLSU will:
n
Develop Science, Technology and Innovation leaders and
professionals;
Produce high-impact technologies from research and innova-
tions;
Contribute to sustainable development through responsive
community engagement programs;
Core
Service Excellence (S), Leadership Competence (L), Stewardship and
Values
Accountability (S), Unity in Diversity (U)

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G-MAR D.

Course No. NSTP 2

Descriptive Title National Service Training Program / Civic

Term/ School Year Second Semester, Academic Year 2020-2021

Name of Instructor G-mar D. Mondragon

SLSU Mission: SLSU will

LIST OF LEARNING GUIDES FOR MIDTERM

Learning Guide Title Scope of Instruction

Lesson 2 – Understanding the Concepts and Principles of Community

Managing Community-Based Pro- Lesson 1—Managing NSTP projects

At the end of the unit, the student should be able to:

Activate Prior Knowledge

Acquire New Knowledge

Objectives of NSTP Community Immersion:

Relate a story, whom you consider that, it is a community immersion:

Choose the right answer by encircling the letter.

2. Community immersion is a requirement for students in:

5. Trainees undergoing community immersion contribute in the -------------.

6. Participation of students in community immersion deepen their ______.

7. Project components of community immersion include _______.

8. Community immersion is a means of developing the _______.

10. Community immersion provides opportunity for students to ______.

At the end of the unit, the student should be able to:

Acquire New Knowledge

IMMERSION AS AN IMPORTANT APPROACH IN GIVING COMMUNITY SERVICE

WHAT IS COMMUNITY IMMERSION?

Publication date: 2011

The following are the forms of integration in community immersion:

WHOM DO YOU IMMERSE WITHIN THE COMMUNITY?

CONDITIONS IN A COMMUNITY IMMERSION

The Extension Creed

Live with the people. Learn from them.

Plan with them. Work with them.

Start with what the know.

Build on what they have.

Teach by showing, learn by doing.

Not by showcase but a pattern.

Not odds and ends but a system.

Not piecemeal but integrated approach.

Not to conform but to transform.

Not relief but release.

DOS AND DON’TS IN COMMUNITY IMMERSION

Answer the following questions as a guide in portraying a community you envision.

What makes an ideal community?

Activate Prior Knowledge

As a way to familiarize the student

THE PROCESS OF COMMUNITY IMMERSION

Phase II: Entering the Community

Integration may be done through:

People-Centered Method of Living with the People.

Phase IV: Community Needs Assessment

Community Needs Assessment Defined

Importance of Needs Assessment

Gather information about citizen’s attitudes and options in order of importance.

Information to be included in Assessing Community Needs

A. Mailing questionnaires to randomly selected members of the community

7. Collect and collate the information.

Community Assistance in Assessing Needs

Phase V: Program/project implementation