1

NSTP 112-CWTS 2
CIVIC WELFARE TRAINING SERVICE 2

COURSE GUIDE

Course NSTP 112: Civic Welfare Training Service 112 Credit Units 3
Term First Semester 2020-2021 Cluster 1 Total Hours 54
Offered
Instructor
Pre- NSTP 111
Requisite/s
Co- NSTP 111 and NSTP 112 can be taken at the same time
Requisite/s
COURSE DESCRIPTION
This course is a sequel to NSTP – CWTS 111. 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 for the members of the community and the enhancement of
its facilities especially those that are devoted to improving the health, environment,
entrepreneurship, safety, recreation, and moral of the citizenry.

COURSE OUTCOMES
At the of the course, the students are able to:
CO1. Participate actively in community-based projects and activities.
CO2. Manifest effective leadership/fellowship skills.
CO3. Assist in the implementation of civic welfare projects.
CO4. Determine community problems and concerns and plan some viable intervention
measures.
CO5. Show a high level of interest in community-building tasks.
CO6. Develop a harmonious working relationship with the community.
CO7. Appreciate the values and importance of community immersion as a means of
developing themselves as trainees and helping other people improve their way of life
through various civic welfare services done in the locality.

TOPICS / MODULES AND INTENDED LEARNING OUTCOMES

Topic 1: Course introduction and an Overview on the Community Immersion
LO1: Awareness on the requirements of the course and the CWTS 112 grading system.
LO2: Emphasize the importance of Community Immersion as a core requirement of NSTP
112.
Topic 2: Understanding the Concepts and Principles of Community Immersion
LO1: Understand the concepts and principles of Community Immersion.
LO2: Discuss the process of Community Immersion.
LO3: Know the different extension projects of our university.
Topic 3: Project Planning Matrix
LO1: Formulate the Project Planning Matrix (PPM).
Topic 4: Community Needs Assessment

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LO1: Assess problems that are being identified.

Topic 5: Project Implementation
LO1: Implement one activity in their own community

Topic 6: Project Monitoring and Evaluation

LO1: Conducts monitoring and evaluating the project that is being implemented.
MADE4Learners FRAMEWORK
Distance Online
Approach Distance Online /
Blended Blended
Technical ▪ Hardware: PC / laptop, and/or Smartphone capable of chat,
Requirements videocall, email, MS Team & Moodle, PDF reader
▪ Materials, etc: Wifi connection at home
Communication ▪ MS Team Chat and Moodle chat/forum
Means ▪ Learning Management System: Moodle
Reminders o It is expected that students to adopt with new blended learning
strategy and discipline to do self-directed approaches and that
the Instructor facilitates the learning through face to face
conversation instructions elaborate each topics.
o Set clear guidelines and course expectations to the students,
including learning objectives and grading criteria.
o Present the material in a way that the students can easily digest,
with short and concise paragraphs
o The learning activities will be uploaded in the Moodle and MS
Team.
o Submission of output/s is every Saturday to give the students
ample time to accomplish the task given and should be
submitted through the designated folders.
o The student must have an internet available at home and
capability to do video conferencing during lecture via MS Team.
o Written summative exams like for midterm and final shall be
done through MS team or Moodle.
PLAN OF LEARNING
Topic Teaching / Learning Output / Formative
Week Assessment Tools
No. Activities Assessment
Course Introduction Wrap up the concepts
and the Grading on Course
System Introduction and the
1 1 Grading System
Activities on RA 9163
Demonstration on the and RA 8491 Teacher-Made
community Immersion Essay on Community Questionnaires
Involvement
Random questioning on Graded individual
2 2 Overview in the essay and reflection Teacher-Made
Community Immersion guide questionnaire
3 3 Interactive Proposed Project Plan Template on Project

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brainstorming on Virtual Presentation of Proposal

planning community Project Proposal
projects
4 Midterm Examination
5-7 4 Project Implementation Vlog/slide show Virtual Presentation
presentation
Critiquing on Project Graded individual
Planning Matrix questioning
Reporting on Project Community Immersion
8 5 Monitoring and e-portfolio
Evaluation
Summative/Unit test assessment test Teacher-Made
Questionnaire
9 Final Requirement

GRADING SYSTEM:
A. MIDTERM GRADE:
Formative Assessment (all activities that are written and practical) 70%
Summative Assessment (Midterm Examination) 30%
TOTAL = 100%
B. FINAL GRADE:
Midterm Grade 40%
Written and Practical Activities 40%
Final Examination 20%
TOTAL = 100%

Prepared by:

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Topic 1
AN OVERVIEW ON THE COMMUNITY IMMERSION AS A REQUIREMENT
OF THE NSTP-CWTS PROGRAM

SYNTHESIS
Community immersion is a means for NSTP trainees to value the critical role they play
in nation building as they begin to have a deepened sense of awareness and involvement in
real life situations in the communities that encourage them to do civic works particularly
those that relate to the dimensions on education, health, entrepreneurship, environment,
safety and disaster management, sports and recreation, morals of citizenry, and other social
welfare concerns. Further, it is a scheme intended for them to contribute significantly in
upholding the youth and members in nation building by setting the groundworks of
development in the grassroots level.

IMPLEMENTING RULES AND REGULATIONS

OF THE
THE NATIONAL SERVICE TRAINING PROGRAM (NSTP)

Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the

National Service Training Program (NSTP) Act of 2001, the Commission on Higher
Education (CHED), Technical Education and Skills Development Authority (TESDA),
and Department of National Defense (DND), in consultation with concerned government
agencies, the Philippines Association of State Universities and Colleges (PASUC),
Coordinating Council of Private Organizations (NGOs) and recognized student
organizations, hereby jointly issue, adopt and promulgate the following implementing
rules and regulations to implement the provisions of the Act.

Rule I government serve and

protect
-

citizens defend security to general welfare

Guiding Principles
-

promote

Section 1. Guiding Principle. While it is the prime duty of the government to serve
and protect its citizens, in turn it shall be the responsibility of all citizens to
defend the security to promote the general welfare of the State, and in
fulfillment thereof, the government may require each citizen to render
personal military or civil service.

Section 2. Role of the Youth.

a. In recognition of the vital role of the youth in nation-building, the State shall
promote civic consciousness among them and shall develop their physical,
moral, spiritual, intellectual and social well-being. It shall inculcate the ideals
of patriotism, nationalism, and advance their involvement in public and civic
affairs.

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b. As the most valuable resource of the nations, they shall be motivated, trained,
organized and involved in military, literacy, civic welfare programs and other
similar endeavors in the service of the nations.

Rule II
Definition of Terms

Section 3. As used in this implementing Rules and Regulations (IRR), the following
terms shall mean:

(i. .
a. “National Service Training Program” (NSTP) – refers to the program aimed
at enhancing civic consciousness and defense preparedness in the youth, by
developing the ethics of service and patriotism while undergoing training in
any of the three (3) Program components, specifically designed to enhance
the youth’s active contribution to the general welfare;

b. “Reserved Officer’s Training Corps” (ROTC) – refers to the Program

component, institutionalized under Sections 38 and 39 of Republic Act No.
7077, designed to provide military training to tertiary level students in order to
motivate, train, organize and mobilize them for national defense
preparedness;

c. “Literacy Training Service” (LTS) – refers to the Program component

.
designed to train the students to teach literacy and numeracy skills to school
children, out-of-school youths and other segments of society in need of their
services;
Welfare
d. “Civic Welfare Training Service” (CWTS) – refers to the Program
o
component or activities contributory to the general welfare and the betterment
of life for the members of the community or the enhancement of its facilities, &

especially those devoted to improving health, education, environment,

entrepreneurship, safety, recreation and moral of the citizenry and other
social welfare services;

e. “Program Component” – refers to the service components of the NSTP as

defined herein; ROTC, ITS, cWT

f. “Clustering” - refers to the grouping of students enrolled in different schools

and taking up the same NSTP component into one (1) group under the
management and supervision of a designated school;

g. “Cross Enrollment” – refers to a system of enrollment where a student is

officially enrolled in an academic program of a school but is allowed to enroll
in the NSTP component of another school; and

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h. “Non-Government Organization” (NGO) – refers to any private organization

duly accredited by CHED or recognized by TESDA.
Technical Education and skills developmentAuthority

Rule III
Program Implementation

Section 4. Coverage:

a. All incoming freshmen students, male and female, starting School Year
(SY) 2002-2003, enrolled in any baccalaureate and in at least two (2)
year technical-vocational or associate courses, are required to
complete one (1) NSTP component of their choice, as a graduation
requirement.

The above provision, however,*does not cover the following:

a.1 Students who finished or graduated from a baccalaureate and degree
degree or two year technical-vocational or associate
course and pursuing or enrolled in another or additional
baccalaureate degree or two-year technical-vocational or
associate course in SY 2003-2004, and;

a.2 Students who completed any of the three NSTP components

but considered freshmen to the course where they
transferred or shifted.

a.3 Foreign students or aliens

b. All higher and technical-vocational education institutions must offer at

least one (1) of the NSTP components. CIT-CWTS

c. State Universities and Colleges (SUCs), shall offer the ROTC

component and at least one (1) other NSTP component.

d. The Philippine Military Academy (PMA), Philippine Merchant Marine

Academy (PMMA), Philippine National Police Academy (PNPA) are
⑤exempted from the NSTP in view of the special character of these
institutions. Other State Universities and Colleges of similar nature
will be exempted subject to approval of the Department of National
Defense.

e. Private higher and technical-vocational education institutions with at

o
least 350 student cadets, may offer the ROTC component and
consequently establish/maintain a Department of Military Science and
Tactics (DMST), subject to the existing rules and regulations of the
Armed Forces of the Philippines (AFP).

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Section 5. Program Components.

a. The NSTP shall have the following component which the students can
choose from as defined in Rule II, Section 3 hereof: The Reserve
Officers Training Corps (ROTC), Literacy Training Service (LTS), and
Civic Welfare Training Service (CWTS).

b. All program components, the ROTC in particular, shall give emphasis

on citizenship training and shall instill patriotism, moral virtues, respect
for the rights of civilians and adherence to the Constitution.

c. The CHED and TESDA, in consultation with the DND, and PSUC,
COCOPEA and other concerned government agencies, may design
and implement such other non-military training components as may be
necessary in consonance with the provisions of R.A. 9163.

d. Within thirty (30) days from the approval of this IRR, the CHED,
TESDA, and the DND shall issue the minimum standards for the three
(3) NSTP components which shall form part of these guidelines.

Section 6. Duration and Equivalent Course Unit.

2 sem a. Each of the aforementioned NSTP components shall be undertaken for

units an academic period of two (2) semesters. It shall be credited for three

no
(3) units per semester, for fifty-four (54) to ninety (90) training hours
per semester.

b. A one (1) Summer Program (OSP) in lieu of the two (2) semester
program may be designed, formulated and adopted by the DND,
CHED and TESDA, subject to the capability of the school and the AFP
to handle the same.

c. Earned NSTP units shall not be included in the computation of Grade

Point Average (GPA) grades of college graduating students.

Section 7. Clustering and Cross-Enrolment.

a. Clustering of students from different education institutions during

semestral or summer periods may be done for any of the NSTP
component, taking into account logistics, branch of service and
geographical locations. The host school shall be responsible in
managing the Program.

b. Schools that do not meet the required number of students to maintain

the optional ROTC and any of the NSTP components, or do not offer

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the component chosen by the students, shall allow their students to

cross-enroll to other schools, irrespective of whether such school is
under CHED or TESDA; and in the case of students taking the ROTC
component, irrespective of whether the two semesters shall be taken
from different schools whose ROTC are administered/managed by
different branches of service or the AFP.

c. Students intending to cross-enroll shall be subject to the existing rules

and regulations of the school of origin and the accepting school.

Section 8. Management and Monitoring

A. Management

1. The school authorities shall exercise academic and administrative

supervision over the design, formulation, adoption and implementation
of the different NSTP components in their respective schools.

2. There should be an NSTP Office in each school or college/university

headed by an NSTP Director or its equivalent position responsible for
the implementation of the Program. Each of the NSTP components is
considered a distinct and/or separate unit under the NSTP office, and
the head of the unit shall report directly to the NSTP Director or its
equivalent position.

3. A functional chart of the NSTP Office shall be structured based on the

capability of the institution to sustain the component program being
offered based on the number of enrollees.

4. In the case of ROTC, the school authorities and DND, subject to the
policies, regulations and programs of DND on the military component
of the training, shall exercise joint supervision over its implementation.

5. Schools which have contracted CHED-accredited or TESDA-

recognized NGOs to formulate and administer training modules for any
of the NSTP components shall jointly exercise such academic and
administrative supervision with those NGOs. Within forty-five (45)
days from approval and issuance of this IRR, the CHED, TESDA and
DND shall issue the necessary guidelines for the accreditation of non-
government organizations (NGOs) and training modules to be utilized
by these NGOs.

B. Monitoring

1. CHED Regional Offices, TESDA Provincial/District Officer and DND-

AFP (through the Major Service Reserve Commands), shall oversee

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and monitor the implementation of the NSTP under their respective

jurisdiction, to determine if the trainings conducted are in consonant
with the Act. These Sub Offices shall submit periodic reports to the
Central offices of CHED, TESDA and DND.

2. CHED deputized officials shall coordinate and conduct spot visits to

actual NSTP activities.

3. At the end of every school year the Higher Education Institution shall
submit an Annual Report to the CHED Regional Office copy furnished
the Office of Student Services in electronic template, indicate the
following:

3.1 names who finished under ach NSTP component,

3.2 the programs, projects and activities undertaken with pictorials
and documentation as much as possible, and
3.3 financial statements on the funds collected, allocated and
utilized.

The annual report on NSTP by the university or college shall be

made available to faculty, students and the general public in the NSTP
Office.

In regions with universities and colleges having two or more

campuses, the university concerned shall consolidate the report before
submission to CHED Regional Offices.

Rule IV
Incentives

Section 10. Incentives

1. A Special Scholarship Program and other forms of assistance and

incentives for qualified NSTP students shall be administered by CHED
and TESDA, with funds for the purpose to be included in the annual
funds.

2. The college or university may provide scholarship and other forms of

assistance and incentives to qualified and deserving NSTP students,
the funding of which shall come from available NSTP funds of the
school.

3. Personnel involved in the NSTP shall be provided honorarium and

other incentives based on the standard policy set forth by the HEIs.

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B. Insurance and Protection

1. School authorities concerned, CHED and TESDA shall ensure that

health and accident group insurances are provided for students
enrolled in any of the NSTP components.

2. Schools that already provide health and accident group insurance and
collect the necessary fees for the purpose from their students as of the
effectivity off this Rules, are deemed to have complied with this
requirement.

Rule V
Organization of NSTP Graduates

Section 11. Organization of NSTP Graduates

a. Graduates of the non-ROTC components of the NSTP shall belong to

the National Service Reserve Corps (NSRC) and could be tapped by
the State for literacy ad civic welfare activist, especially in times of
calamities through the joint efforts of DND, CHED and TESDA, in
coordination with DILG, DSWD and other concerned
agencies/associations.

b. The CHED, TESDA and DND, in consultation with other concerned

government and non-government agencies, shall issue the necessary
guidelines for the establishment, organization, maintenance and
utilization of the National Service Reserve Corps.

c. Graduates of the ROTC program shall form part of the Citizen Armed CAF
Force pursuant to RA 7077, subject to the requirements of DND.

Rule VI
Miscellaneous Provisions

Section 12. Certificate of Completion. Certificate of Completion with corresponding

serial number issued by CHED, TESDA or DND, shall be awarded to
students who have successfully complied with the program requirements.

Section 13. Information Dissemination. The CHE, TESDA and DND shall provide
information on these Act and IRR to all concerned publics through
different modes of disseminating information.

Section 14. Amendatory Clause.

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a. Section 35 of Commonwealth Act No. 1, Executive Order No. 207 of

1939, Sections 2 and 3 of Presidential Decree No. 1706, and Sections
38 and 39 of Republic Act No. 7077, as well as all laws, decrees,
orders, rules and regulations and other issuances issuances
inconsistent with the provisions of the Act are hereby deemed
amended and modified accordingly.

b. This Rules may be amended, modified, or replaced jointly by CHED,

TESDA and DND, in consultation with PASUC, COCOPEA, NGOs and
recognized student organizations.

Section 15. Separability Clause. If any section or provisions of this IRR shall be
declared unconstitutional or invalid, the other sections or provisions⑧
not
⑥ affected thereby shall remain in full force and effect.

Section 16. Effectivity. This Rules shall take effect 15 days after publication in a
newspaper of general circulation and shall remain in force and effect until
revoked or amended

Adopted and Issued on ___ day of ________________ 2006.

Activity 1: RA 9163. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN

ACCESS IN ANSWERING THIS ACTIVITY.

Activity 2: RA 8491. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN

ACCESS IN ANSWERING THIS ACTIVITY.

Activity 3: Essay. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN

ACCESS IN ANSWERING THIS ACTIVITY.

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Topic 2
An Overview

The Community Immersion Requisite of NSTP:

“I don’t know what your destiny will be, but one things I do
Know: the only ones among you who will be really happy
Are those who have sought and found how to serve.”
- Albert Schweitzer

INTRODUCTION

One of the salient features of the National Service Training Program (NSTP),
particularly its Civic Welfare Training Service (CWTS) and Literacy Training 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 fulfillment of the requirements of NSTP.

LEVELING OFF: UNDERSTANDING THE ESSENCE OF COMMUNITY IMMERSION

IN NSTP

The students will be asked to review the course objectives and content of
CWTS/LTS syllabus in order for them to have a deepened understanding of the
significance of requiring NSTP students to undergo community immersion during the
second phase of the training program, either on a regular semester or as part of the
One Summer Program (OSP).

DISCUSSION HIGHLIGHTS
Community Immersion is one important requirement of the National Service
Training Program (NSTP) prescribed to students, male and female alike, in private and
public higher education institutions and technical-vocational schools (RA 9163, Sec. 7).
In essence, it is the practicum-based element of NSTP where lessons learned and
acquired in NSTP 1, whether on a semester basis or as part of the One Summer
Program, are applied in the enhancement of the trainees’ capabilities, civic
consciousness and defense preparedness in the service of the nation. This practicum
requirement essential to NSTP 2 is not only applicable to the Civic Welfare Training
Service (CWTS) and the Literacy Training Service LTS) components but the Reserve
Officers Training Course (ROTC), as well.
Community Immersion is a strategy of
As a concept, community immersion is a transforming DDU communities and
strategy in community organizing that is sought to trainees into self-sustaining ones as men
imbibe among the NSTP trainees a better for others imbued with good citizenship
understanding and realization of the different values of being:
DDO MAKADIYOS God

Depressed MAKATAO people

Deprived Communities 12 MAKABAYAN Nation
under priveleged
MAAKALIKASAN Environment
Makakalikasan
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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 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

student-trainees, through the training program, their appreciation of rendering
Typical
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 trainee must have a genuine feel of living with the people order
that they may understanding and relate with community concerns as they go through a
self-transformation and personal growth at the same time.

In more specific terms, the NSTP trainees are expected to initiate community-
based interventions in the form of projects and activities meant to address the multi-
faceted issues and concerns supported by needs assessment/analysis study that mps
out the problems there from which impedes the important aspirations of the community
people in the area of service.

The trainees, in their own little way, contribute in the uplift of the quality of life of
the people in the service areas and, at the same time, develop their ethics of service
imbued with the good citizenship values of Maka-Diyos, Maka-Byan, Maka-Tao, and
Maka-Kalikasan thereby better preparing them as reservists in responding to the call of
the times.

Community immersion is an approach of developing among the NSTP student

trainees the concept of service and empowerment as they reach out to deprived,
depressed and underprivileged communities and the marginalized segments of the
society.
multitude

The myriad of problems in the community can be addressed by immersion

projects and activities specifically designed to improve the different aspects of human
development like economic, social, spiritual, etc. It is to be noted that these aspects
cannot and should not be defined singly and separately, but must be viewed
interdependently and in totality. However, for purposes of delineation, the economic
aspect suggests financial management while social aspect focuses on people’s
interactions and relationship building. On the other hand, the spiritual aspect is
associated with religion and our relationship to the Supreme Being, regardless of
whatever 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/literacy;

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 health;
 safety and disaster management;
 sports and recreation;
 environmental services;
 entrepreneurship and livelihood; and
 morals of citizenry and other social/general welfare concerns.

In a nutshell, community immersion is an approach of brining the NSTP student-

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.
Howbeit, in as much as the principles involved in NSTP community immersion
present a solid foundation for the attainment of a common goal, the quality of the
program implementation from different institutions and schools may vary depending on
the NSTP implementers’ extent of knowledge on concepts and level of understanding of
the processes 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 our NSTP
students.

OBJECTIVES OF NSTP COMMUNITY IMMERSION

The community immersion requirement of NSTP is a mechanism specifically

designed to allow student-trainees to:
a. define community immersion as an approach and strategy of developing
projects in serving people and communities;
b. enrich knowledge and competencies on community immersion as a process
for development;
c. apply the principles and concepts of working in the community through
immersion projects and activities;
d. expose NSTP trainees in depressed, deprived and the underprivileged
communities and marginalized groups of our society;
e. appreciate the values of community immersion as a means of developing
themselves as citizens and helping people improve their way of life and in
alleviating their living conditions;
f. enhance civic consciousness and defense preparedness; and
g. develop ethics of service imbed with good citizenship values.

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↳ mural
painting

FIGURE 1. AN ILLUSTRATONOF HOW COMMUNITY IMMERSION AS AN

APPROACH AND STRATEGY CAN BE USED TO HELP IMPROVE COMMUNITY
LIFE AND DEVELOP STUDENT TRAINEES.

SYNTHESIS
Community immersion is a means for NSTP trainees to value the critical role they
play in nation building as they begin to have a deepened sense of awareness and
involvement in real life situations in the communities that encourage them to do civic
works particularly those that relate to the dimensions on education, health,
entrepreneurship, environment, safety and disaster management, sports and recreation,
morals of citizenry, and other social welfare concerns. Further, it is a scheme intended
for them to contribute significantly in upholding the youth and members in nation
building by setting the groundwork’s of development in the grassroots level.

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Understanding the Concepts and Principles of Community Immersion

INTRODUCTION

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. This 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
improvement
activities that is so conceived to bring about long-term amelioration, and not just over-
night, cosmetic solutions, of the social menaces and ills.

DISCUSSION HIGHLIGHTS
WHAT IS A COMMUNITY?
Noted community development specialist Arlien Johnson 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.
To paraphrase the words of Johnson, a community is a collective of people with
similar interests and goals whether living in the same geographic locality or not. The
meaning of community may actually vary depending on the objectives of a program to
be conducted thereat.
As per concept, a community may be categorized
as geographical of functional. The term ⑳ geographical “A community is a
community is defined in the purview of group of persons collective of people with
living in the same geographical location like in a certain similar interests and
village, town, neighborhood, district, area or territory. goals whether living in
Meanwhile, community is said to assume the② functional the same geographic
nature if the aggregate of people though not necessarily based locality or not.”
onfunctional
living in the same geographical location, is bonded by a
common end such as fighting for the same cause, having the 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 of the two other types
of community. It is called a② relevant community that defines a group of people having
similar interests and goals as the communities around them. These populations have
common interests in changing existing institutions to their advantages in order to
achieve redistribution of resources. It is geared towards organization of the poor.

WHAT ARE THE ELEMENTS OF A COMMUNITY?

As a trainee, one should be aware of elements of a community in order to
understand the dynamics thereof. The importantpopulation
elements are demographics, history,
culture, economy, and structures. The demographics (characteristics of population) tell
an ces

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a lotchange
about the movement of the population in the community that you will serve.
History allows you to identify certain patterns of change and people’s way of adapting to
these changes that can be useful in plotting your activities. Understanding the
economy, culture, and community structures increases the chances of the success of
activities since anyone can provide culture-based and more realistic solutions to
community concerns.

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 • Demographics (include structure?
their merchandise gets soiled by the rain. They have population distribution and
adapted by using improvised plastic covering to coat density)
their merchandise but they are not so attractive. What • History (events of the past that
kind of projects do you think you can do by learning this contributed to the development of
information already? By experience, the architecture the community)
and fine arts students training in the NSTP would usually
• Culture (ways of living of the
think of enhancing the features of the merchandise
people)
covering and the stalls itself to attract more consumers
even during the rainy season. • Economy (income level,
Based on their assessment of these elements occupation of people)
and by working with the community, one can already formulate• Structures (physical, political
plan of actions.
and social structures)

WHY IS IMMERSION AN IMPORTANT APPROACH (STRATEGY) IN GIVING

SERVICE TO THE COMMUNITIES?
An old adage says that “Experience is the best Through community immersion,
teacher.” Going through the immersion process and Trainees will be exposed in further
conducting community service activities/projects will and other realities of life which they
enable the trainees to understand how the people may or may not belong to.
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 others and that the students can do something to improve the lives
of the marginalized and underserved.
For as the Holy Scripture tells us, “To whom much is given, much is required.”
Therefore, 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 who
were not as auspicious as they are. As one of the objectives of this book expounds,
trainees will be exposed in further and other realities of life which they may or may not
belong to.
After having explained the significance of the community immersion requirement
of NSTP in the purview of the educational and religious perspectives, let us succumb to
the legal basis of such. The basic questions as “what is the relevancy of the immersion
part of the NST Program?” and “why would trainees need to study the behavior of the
people in and that which composed the community of which they serve?” Answer to
these sort of questions is provide for in NSTP Act and has served as the mandate and
core of recognizing the role of the youth in nation building. Young people are vested
with the obligation “to defend the security of the State and in fulfillment thereof, the

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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 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 himself as he takes the first step
of the process of immersion is, “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

Community immersion is an essential strategy in a strategy that goes beyond
community organizing work that entrails understanding acquainting us with community
of the different community concerns, process, dynamics concerns but make possible our
and lifestyle through exposure and engaging indifferent participation in their (re)solution..
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.
Community immersion in NSTP is devised as a strategy in molding and
‘conscientizing’ students just so that they may be socially aware and responsible tot heir
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.
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/guidelines:
• 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 courses 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 as much
meaning for the trainees as for the community.

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The following are the Forms of Integration in Community Immersion:

• How visits
• Living with selected families preferably with key informants
• Informal discussions with individuals or groups
• Sharing in households and community activities (cooking with the community host,
clean-up drive)
• Attendance in social gatherings (fiestas, weddings, etc.)
• Assistance in production work (selling, farming, etc.)

WHOM DO YOU IMMERSE WITH IN THE COMMUNITY?

When one goes to a community, he associates Community-based
with the people whom he intends to work with as his service projects must be premised
partners or allies in the community. Examples of these on the principle of people
community partners are the parents, youth, the empowerment and not the ‘dole-
differently-abled constituents, professionals, members of out’ mentality. Teach people
people’s organizations and other formal and informal how to fish so that they will live
group, and others who can be a potential collaborator for a lifetime.
of 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 Confucious’ philosophy of “give man a fish and he will live for a day; teach him how
to fish and he will live for a lifetime.” Community immersion is empowering the people
towards development of the locality.

WHAT CONDITIONS MAY QUALIFY ONE TO GO INTO COMMUNITY IMMERSION?

It is so desires 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 skills 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.
Volunteers social organizations and movements also undertake immersions.
They undergo professional training in development work. Such immersion typically
proceeds to organizing work.
As for NSTP, students enrolled in NSTP-CWTS/LTS 2 are mandated to undergo
community immersion for a period covering a minimum of 54 hours to a maximum of 90 54-90 hours

hours as cited from CHED-prescribed Program of Instruction (POI),* 2007 edition.

WHAT PERSONAL GAINS MAY A STUDENT GET FROM COMMUNITY

IMMERSION?

The community immersion aspect of NSTP will be

able to benefit not only the communities served but “…community immersion
improves the trainees’ understanding
of himself in relation to others.”
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more so the student-trainees who may be accorded

with the following advantage:
• Opportunity for the trainees to comprehend
people’s lives because of the chance given to them to see real life situations,
live, identify and associate with the people therein;
• Gain social acceptance derived from community relations couples with the right to
offer services;
• Enhance experiences in conducting asset mapping such as identifying geographic
coverage, point out resources 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 fist-hand experiences in dealing with community works; and the
• Chance to learn life skills that will enrich and better their persons.

Succinctly, community immersion improves the trainees’ understanding of

himself in relation to others. And by understanding others, the trainees can be able to
give a part of himself to help others.
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 they 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.

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WHAT YOU SHOULD AND SHOULD NOT DO 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 ‘immersions’ must be well-informed
of the prescriptive and proscriptive norms in the conduct community immersion.
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.”

THINGS TO REMEMBER … THINGS TO AVOID …

Before the conduct of community immersion
1. Familiarize yourself with the basic
information and theories regarding
community life. At this stage, you
must at least have in your mind a
community you intend to immerse at.
Ask around for information about this Never forget to inform and get the consent
community. of your parents/guardians about the
2. Secure a waiver from the NSTP Office activities lined up.
prior to the visit and have it signed by
your parents.
3. Always inform your faculty in-charge of
your destination, time table and plan of
action.
4. Be armed with background information
about the area of immersion. This will
be helpful in locating resources, and
site entry and exit points which will
make you travel more convenient.
Background information will enable
you to anticipate the general
characteristics of people in the area.
In example, there are barangays here
Do not go directly to the community
in Manila which are historically and
without determining the background
primarily composed of Pampagueños.
information about it.
With this background information, you
can already assess that people in that
community mainly identify with
Pampagueños. To facilitate your
community activities promptly, you can
ask a fellow trainee who have deeper
understanding of the culture to lead
you on.

5. Pay courtesy call to community

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leaders, whether formal or informal.

Courtesy calls may also be done to
officers of an NGO where the project is
also directed to. Be sure that the
people who will be helping you in your
project and the key informants of the
community are informed of your every
visit. Provide them a copy of the
schedule of your activity.
*Harmonious relationship with
community leaders and officers can
almost ensure you of your safety in
their area. By relating well towards
them, you can solicit their support in
your projects and activities. They
may be able to commit in providing
security when you roam around and
familiarize yourself with the
community.
6. Secure documents like a letter of Avoid bringing of original copies of signed
acceptance from the community. documents in the community. It is better
Memorandum of Agreement, etc. and to carry around original and certified true
other documents pertinent to your staycopies of documents to prevent loss and
in the community. smudging the paper.
7. Bring your own personal provisions However sometimes, community people
like water, snacks and extra shirt. could be insistent in their hospitality in
These will be helpful to fill in thoseoffering you provisions like food. Try to
hunger pangs while conducting the gauge whether it would be offensive to
immersion. Community people are refuse their offer. If you think they will be
often very hospitable. They will most offended if you beg off, you may accept
likely offer you their food and water if
food or water in your plate or glass but do
they see that you are unable to not consume it. Especially if you are not
provide for yourself. This is despite able to have as much background
that they might already be offering information on the community you are
their last supply of food. Remember, immersing at, avoid consuming their
you are there in the community to resources and focus on your work. This is
assess if you could help and work withalso for your own safety.
them, so try not to be an additional *Whatever possible and not offensive,
burden to them. decline and tell them respectfully rather
that you appreciate their hospitality.
During the Actual Community Immersion Period
8. Be courteous to everyone – whether to Avoid labeling and naming people with
a vendor or a community official. politically incorrect terms. Try to be more
Remember that you are there to work discreet in your use of words to avoid
with the community. offending other people.
9. Act properly and discreetly. YOU ARE

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REPRESENTING YOUR SCHOOL

AND YOUR FELLOW STUDETNS.
Be RESPONSIBLE WITH THE
WORDS YOU SAY. Your actions and
words would easily be generalized as
the behavior of every other student in
your school. In one of our interviews
with community organizations, they
alleged that some schools wherein
their previous students have not
shown proper behavior will no longer
be welcome to conduct immersion
activities in their area.
10. Depending on the type of entry you
use, (please see page 50 on Phases
of Community Immersion) wear proper
uniforms and identification card. This
Do not show off in terms of dressing up.
will allow the community to identify
You are there in the community to help.
who are the trainees who will immerse
Just bring an extra white shirt if you have
in their community. This can also
to change your soiled uniforms after your
promote your school’s image as you
activities.
become “ambassadors” for community
service.
Avoid drawing attention to yourself. Be as
Depending on the situation, there may
low profile as possible and avoid being
be some cases wherein decent civilian
identified as a guest in the community.
clothes are more appropriate to wear
during immersion time especially if you
are trying to be mass-based and less
formal.
11. It is highly advised to keep your
valuables secured to protect you from Never bring out your valuable things like
unnecessarily attracting and cellphones, jewelry and money in public
distracting community people, from places.
possible theft, etc.
12. Always document your visit. Write
in your record notebook and have it
checked by your faculty-in-chare. Do
not forget to write the date, the
narrative of important events that
happened and your reflections towards
these.
13. Always ask for permission from Never promise and commit to a task that is
concerned people when you have to beyond your and your school’s capability.
take pictures. It is best to take Never go beyond the activities stated in
pictures that show you “in action” and your MOA to avoid false commitments and
working with the community people as dependency of the community.

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these can best illustrate your

experiences in the community. Again,
be mindful of your surroundings and
be careful in bringing out valuables.
After community immersion
14. Validate and evaluate if the
programs and activities were
conducted appropriately and as
planned.
15. Provide copies of your final
documentation output to the NSTP
Office and to the community where
your conducted your immersion for
records purposes.
* Your documentation may serve as a
baseline study for the community and
other batches of NSTP students in
conducting community immersion.
This will avoid unnecessary repetition
of activities and may be a basis for
enhancement of other previously
conducted activities
Most importantly, enjoy your time with the community people. Mother Teresa
puts it, “Love cannot remain by itself – it has no meaning. Love has to be put into
action; and that action is service.”

“Community immersion is vital t the development

Of the trainees’ knowledge, skills, values and attitudes in
Realizing the penultimate ends of NSTP…”

SYNTHESIS

Immersion, as a methodology used in the NSTP Training, is a mode of bringing

the NSTPCWTS/LTS student trainees to the field for them to have a feel of the real-life
situations, living with the less-fortunate segments of the society and of the people
especially in the deprived, depressed and underprivileged communities with the end in
mind of involving them into an endeavor that is envisaged to alleviate poor and
distressed living conditions in the improvements of the communities and their people.
This way, the trainees understand the plight of the poor and hopeless, learn to
appreciate the lowly, disadvantaged groups and emphatize and implement projects and
activities that will promote the common good particularly their clientele. Thus,
community immersion is a two-pronged strategy where students serve a community and
at the same time learn from their experiences thus making them a better person.

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Community immersion is vital to the development of the trainees’ knowledge,

skills, values and attitudes in realizing the penultimate ends of NSTP, that is, enhancing
the civic-consciousness and defense preparedness in the youth by developing the
ethics of service and patriotism while undergoing citizenship-centered training. As
prescribed in the IRR of the NSTP Law, community immersion efforts are directed
towards addressing issues and concerns along the multi-dimensional aspects of human
existence and development. Corollary to this, various dimensions of development were
identified as the frame of reference.
This process of community immersion is bound by guidelines and protocols as a
way to ensure that the objectives set are met.

Activity 4: REFLECTION. PLEASE REFER TO YOUR MOODLE ACCOUNT TO

HAVE AN ACCESS IN ANSWERING THIS ACTIVITY.

Activity 5: ESSAY. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN

ACCESS IN ANSWERING THIS ACTIVITY.

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Topic 3
Project Planning

The Process of Community Immersion

INTRODUCTION

Community immersion generally takes on different overlapping phases, similar to

performing community organizing strategies called social preparation phase, integration,
social analysis, program implementation, evaluation and report writing, and termination
of the project.

LEARNING OBJECTIVES

At the end of this unit, the student must be able to:

• Verbalize the process of immersion as a guide for rendering service to the

communities;
• Design a community immersion plan of implementation following the process;
and
• Internalize the importance of carrying out the steps of community immersion
in series.

STRUCTURED LEARNING EXERCISE

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

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

DISCUSSION HIGHLIGHTS
THE PROCESS OF COMMUNITY IMMERSION

The community immersion process is a series of interrelated and interwined

phases which commences with the Pre-Immersion followed by entering the Community,
Community Integration, Community Needs Assessment, Program or Project
-

Implementation, and Termination of the Project.

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PHASE I PRE-IMMERSION

This phase regards the identification of the community where the students will be
immersed at. Trainees will have to prepare themselves physically, mentally and
spiritually for many tasks ahead. Trainees must have waivers from their parents or
guardians stating that they are informed of the mandate to undergo the NSTP
community immersion. The school also needs to organize its own manpower,
resources and other technical needs. According to many who have undergo
immersion, the activities could be both exciting and exhausting.
Aside from preparation of the trainees and the school, the community is primarily
the one to be prepared and informed. With this, trainees must set up criteria in
selection of an area for immersion.

Area Selection

Factors to be considered in area selection:

1. Groups or communities to be chosen belong to the deprived, depressed and

underprivileged (DDU). The marginalized sectors are your target clients because
they are the ones needing your assistance more than any other groups in the
society. Examples of marginalized groups are the youth, women, slum dwellers,
the differently-able, among others.
2. Willingness of local groups and community leaders to work with you on community
projects. This goes to say that we should start with the people and work with the
people.
3. Anticipated activities and demands fall within your available resources and ability to
meet them. You cannot extend what you do not have in the first place.
4. Presence of development agencies and other support institutions providing
assistance to the areas. Supporting agencies are probable resources waiting to be
tapped that can provide additional financial assistance when it comes to projects
that are also within their type of service.
Soliciting their support will also prevent duplication of services and activities.
You have to identify if their schedule of activities coincide with yours so that you will
not confuse the people with your separate identity. There is a danger that people
will not support you if the schedules of your activities overlap with those of an
agency that has long existed in the community before you came.
Through appropriate communications and relations with these agencies, they can
most likely be the source of other updated baseline of that data you will need to
understand the community.
5. Stable peace and order situations. 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

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immersion in this venue? “Will I and my school be compromised if I continue to work

in this area?”

Sometimes despite the community leaders’ commitment to work with the

trainees, when the community in general does not regard their area as having
stable peace and order situation, they themselves will not cooperate because their
community issues go beyond what you can respond to.
Remember, you are also a student and that one of your main objectives is to
learn and experience community living without disregard to your own safety.
6. Accessibility. Successful community immersion also relies on how quickly and how
often you can visit the community. If you live in Cavite and you happen to have
chosen Bulacan as an immersion area, would it be easy for you to conduct, monitor
and evaluate your projects in the latter area mentioned?
You have to take into account how much time you spend traveling, how much
money you spend for transportation or lodging. There is a chance that you will
spend extra effort on tasks like carrying training materials on the field, etc. that
could otherwise be prevented if you have chosen a much accessible venue for
immersion.
If you have been able to select an area for immersion based on the foregoing
factors, you can now proceed to entering the community.

PHASE II ENTERING THE COMMUNITY

To ensure success in entering the community, it is necessary to have community

mapping of the target area. This will help you identify the geographic coverage of the
project. It will also help point out the resources that may be used by the trainees in the
community and the relationship of people with these resources.
Angelito G. Manalii 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:

banner - Ostentatious Entry. Complete with banner and a 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.
-
catch attention - Banking on the People’s Weakness. Outsiders sometimes enter the community
disaster through catching people’s attention. At times when community people are in
~

distress, they usually adhere to outsiders, like during economical crisis,

emergency and disaster situations. The outsiders try to find out which aspect is
it that the community will need them for and through this, they emphasize on how
they could be helpful.
academically - Academic Style of Entry. Communities are often called social laboratories
-

because they are a place to rest the theories learned in classrooms. Academic

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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 done to identify the terms to which the community service will be
fulfilled. kind
most natural

both partner - But the best way is People-Centered Approach.

-
This approach ultimately
up believes on the capacity of the community people to participate and acknowledge
-

people from DDU whether outsider assistance is really needed. Users of this type of entering the
trainees community invest on community relations, believing that both parties are 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 situation in the community
may prove to be of great help in pursuing the goal of establishing linkages in the locality.
Ground working can also be an affective 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.

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:
a. Border Style. If provisions allow, the trainees may choose to stay and
live-in the immersion area for a 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.
b. 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.
c. But the best way is the People-Centered Method of Living with the
People.

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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 of the people’s for it to be
genuinely pro-people. Analysis of social situation becomes meaningful if it is used as
an instrument for conscientization. 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 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

1. Gather information about citizens’ attitudes and options in order to importance.

2. Determine how citizens rank issues, problems and opportunities in order of
importance or urgency.
3. Give citizens a voice in determining policies, goals and priorities.
4. Evaluate current programs and policies.
5. Provide speculations about what people are thinking.
6. Provide speculations about what people really want.

Information to be Included in Assessing Community Needs

1. Historical Development – this refers to data on how the community became what
it is today and provides insights into the kind of resources to collect and weed.

30
 socio-political Aspect
current socialprograms 31

population 2. Geographical and Transportation Information – this includes information on the

community’s patterns and population contributions.
strategies 3. Political and Legal Functions – this includes strategies for community-based
selection {or this may include strategies that community uses for selecting
players in the political sphere].
age 4. Demographic Data – this includes data on age characteristics, size, race, and
transience, of population.
values and 5. Economic Data – this refers to the economic base, social, cultural, educational,
social pattern
recreational organizations. This includes the values and social pattern.

I. Geographical 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 by Educational Attainment
E. Health and common illness
F. Recreation
III. Economic
A. Wage Earners in the Family
B. Employment
C. Household monthly income
IV. Life Skills
A. Abilities
B. Interests
V. Spiritual Aspect
A. 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

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D. Recognized community leaders

E. Other Agencies, GOs or NGOs that are in the area or that serve the
community

Sample of Community Needs Assessment Framework/

Design for Urban and Rural Setting

Method 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 questionnaires 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. Handling 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 surveyors’ 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 a survey. Information
like demographic profile may be readily gathered from the barangay, municipal or
city records office.
5. Select a random sample of person to survey. A good number of representative
population to be surveyed will contribute to the validity of the information.

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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. 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 the 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 found.

“THE STORY OF THE LONE COMMUNITY SERVANT…

Once there was a community servant who saw that the problem of poverty in his
community was related to the low wages that a big-shot company was giving to the
residents who worked for it. So, the community worker organized a work stoppage until
“their” demands were given, including a wage hike. He was successful in gathering
100 community people to picket with him. But on the third night of the strike, he was
surprised to find no one behind him in the picket line … Apparently the problem, in the
eyes of the community people will not be solved through strikes but through a round
table discussion with the management.
The community was not consulted of the real method of approaching the problem
and so the community servant was left on his own in the picket line.”

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 results and strategies to solicit community
involvement.
8. Work with citizens to identify courses of action based on the information.

PHASE V PRGORAM/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

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clients/community partners, officials involved in the activities, right schedule of each

event, day to day activities and needs of the 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 the 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:
1. program must be responsive to the needs of the clients;
2. contribute to the upliftment of the living conditions of the clients;
3. maximize the resources available in the community;
4. tap the potentials of the clients and give due recognition;
5. objectives must be SMART with tangible results that touch the lives of the
clients;
6. project must be done systematically to ensure significant contributions
from pre-planning, planning stage, implementation and evaluation;
7. complete documentation must be observed as basis for reporting and for
future studies;
8. 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
9. develop shared commitment among the trainees.

Projects must promote civic consciousness imbued with good citizenship values
of Pagkamaka-Diyos, PagkamakaTao, Pagkamaka-Bayan and Pagkamaka-Kalikasan.
The following flow of activities will guide NSTP trainees in the implementation of
their project:

a. 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
requirements.
a. Letter of request regarding their
immersion to the community or
the partner agency signed by the
trainor/coordinator and approved
by the NSTP Director.
b. Community responds to the
request by signifying their
acceptance through a letter.
c. Trainees, based on the identified
needs, submit a project design to
the community for approval.
d. Once approved, trainees will

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submit a detailed program

schedule of action.
- 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.
b. Actual community immersion - In the course of the actual work,
coordination, monitoring and
evaluation is done to give immediate
action to problems encountered and
make necessary adjustments if
needed.
- During this stage, trainees are
required to make and complete their
journal of events of which serves as
a reference in finalizing their tasks.
Pictorials are also required to
support the activities undertaken.
c. Presentation of community service - Each group of trainees will make a
outputs narrative report. The presentation
of documents during the post
evaluation of the program is about
the community service activities
conducted during the immersion
time.
d. Monitoring - Continuously done to measure
effectiveness of activity.
e. 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

NSTP trainees are expected to complete their projects in the community in the
span 50-90 hours as prescribed to the CHED-endorsed Program of Instruction for it to
be credited in the training course. Right at the very start the 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 the implementers will terminate the project. Trainees are

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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 to sustain the project.
If in case trainees lack hours of community immersion or did 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.
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 doing 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.

SYNTHESIS

Community needs assessment is a means to measure problems, issues and

concerns of a specific locality which could be done by interested group with sponsors to
establish credibility. It involves steps to follow in order to consider well specific areas
which will be included in developing the instruments. It particularly involves the
population demographic areas, economic and social level. It is also designed to gather
information and help determine how best one can respond to the needs of the
community, issues or concerns, and potential areas of intervention.
When the needs are identified the people then must come to an appreciation that
there are needs that exist among them and these needs are shared by all of them.
They should then visualize their goals and the ideal life they want to achieve and reflect
their dreams in life.
Finally, know and make your case …
Needs assessments are a critical part of community organizing
practice/development work. It is essential to ask the question:
- How do you know there is a problem?
- How do you know there is need for a particular intervention? Answering this
question entails gathering empirical (objective) and perceptual (subjective) data.
- How serious is the problem/need?

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- How pervasive is it?

- How many people do it affect?
- Who believes there is a problem/need?
- Who is defining the problem/need?
- Why at this time?

Method in Collecting Data for Community Needs Assessment

a. Focused Group Discussion (FGD) with Key informants.
b. Community Forum/Assembly
c. Public records.
d. survey

Integration may be done through:

a. Border Style
b. Elitist Style.
c. But the best way is the People-Centered Method of Living with the
People.

THE PROCESS OF COMMUNITY IMMERSION

The community immersion process is a series of interrelated and intertwined

phases which commences with the Pre-Immersion followed by entering the Community,
Community Integration, Community Needs Assessment, Program or Project
Implementation, and Termination of the Project.

1. 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.
2. Termination phase NSTP trainees are expected to complete their projects in the
community in the span 50-90 hours as prescribed to the CHED. Trainees are
advised to inform them with due respect of the status of the project and other
details as may be deemed necessary.
3. This pre immersion phase regards the identification of the community where the
students will be immersed at. Trainees will have to prepare themselves
physically, mentally and spiritually for many tasks ahead.
4. Community needs assessment . It reflects the sentiments, needs, aspirations
and recommendations of the community people.
- In entering community, Ostentatious Entry. Complete with banner and a 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.
5. Community integration, 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

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people. Immersion activities must always take into account the involvement of
the majority.
6. A Factor to be considered in area selection Stable peace and order situations.
You have to put into consideration your own safety when you conduct your
immersion.
7. Complete name of your cwts teacher….

Activity 6: PROJECT PLAN PROPOSAL. PLEASE REFER TO YOUR MOODLE

ACCOUNT TO HAVE AN ACCESS IN ANSWERING THIS ACTIVITY.

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Topic 4
Project Implementation

Management of NSTP Community-Base Projects

INTRODUCTION

An important ingredient to NSTP community immersion is the development of

community-based projects. In managing NSTP projects, the universal management
functions as planning, organization, staffing, directing and controlling be given due
consideration to ensure the success of the implementation of the projects.
In general terms, project management encompasses project planning,
implementation, and monitoring and evaluation. Project planning and implementation
will form part of this unit while monitoring and evaluation will be treated as a distinct
subject in Unit five.

LEARNING OBJECTIVES

This chapter will enable the trainees to formulate and conceptualize projects for
their community service areas.
At the end of this unit, the student must be able to:
- Define project proposal as basis for 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.

STRUCTURED LEARNING EXERCISE

MAKING PROJECT PROPOSAL

The following procedure will guide the trainees in doing this exercise:
1. Prelude Activity
Based on the different dimension of development such as education,
health, safety and disaster management, environment, morals of citizenry,
entrepreneurship, sports and recreation, think of a project which you plan to
do in the community as an offshoot of your activity in community needs
assessment.

2. Activity Proper
a. Using the data provided on the sheet, cut and ready to paste items as the
trainer will define/discuss the parts of the project proposal.
b. This activity will last for one (1) hour.
c. Trainees will review the format and prepare a draft proposal.

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d. Trainees will prepare, refine, and finalize proposal based on the identified
need (2 ½ hors).
e. Trainer will evaluate the proposal output before implementing the project.

DISCUSSION HIGHLIGHTS
PROJECT PLANNING AND IMPLEMENTATION

Project is a time-bound undertaking that is carried out to create a unique service.

It combines resources and channeled into a temporary structure in order to accomplish
a specific goal.
Project development involves a series of continuous, often overlapping phases.
This cyclical process launches with survey of felt needs in the locality that will serve as
baseline information in the formulation of project or set of projects that may be
undertaken in an uninterrupted or staggered manner. As soon as we have identified the
project plan, it is prudent that we have an inventory of our resources. 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 of action. Afterward, the cycle goes back to round.

COMMUNITY
NEES ASSESSMENT

REVIEW PROJECT
PLAN OF ACTION FORMULATION

IMPACT ORGANIZATION
EVALUATION OF RESOURCES

PROJECT IMPLEMENT
MONITORING THE PROJECT

Fig. 3. THE PROJECT CYCLE

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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 in the course of planning will motivate them to support
the activities. Based on the identified needs, projects must be made through a
proposal to assess its feasibility, contributions, rationale and basis for funding and
support.
This guide in making a project proposal will facilitate work for the trainees and
trainers in their immersion activities. This will also provide them the proper opportunity
to prepare right data and direction in the implementation of their plans while they will be
actually doing their tasks. A project proposal has several pars in order to complete the
needed information as basis conducting the project.

WHAT IS A PROJECT PROPOSAL

A project proposal is a guide for both the trainees in attaining tasks while they
are in community immersion. It serves as a basis of designing program of activities
and key instruments and inputs in monitoring and evaluating the projects to be
undertaken in the community.

PURPOSES OF MAKING PROJECT PROPOSAL IN THE LIGHT OF NSTP

- It guides trainees and trainors in designing a program for their clientele.
- It facilitates implementation, monitoring and evaluation of the projects.
- It serves as database in making reports as a requirement to the course.
- It makes work easier for it serves as reference for trainees’ to give the right
information needed for the project.
- 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:
1. 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)

2. 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.

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Example:
Group 4 and 5 - - CWTS-CAFA-MAPAGKAWANGGAWA I Class

3. 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; Lehayan, Carlo; Rayos, Orly; Roa, Michelle; Robles, Vina;
San Jose, Maricel; Samson, Emmanuel
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

4. Project Duration. Specify days, weeks and months needed to complete the
project. Specify when the project will commence and when will it be finished.
Attached a Grant chart of activity based on the length of the project.

Example:
Date of Implementation:
January 21 and 28, 2007

Length of Implementation: 2 day implementation only. For the first day,

around 6-7 hours of community work (3 hours in the morning for the preparation
of the place and lecture. Another 4 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.

5. 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 f the project. It must also consider the domains of learning such as

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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:
1. To imbibe the importance of cleanliness among the participants.
2. To increase the awareness of the community people on the advantages
of waste; and
3. To solicit the support of the people in maintaining cleanliness and
orderliness through waste segregation.

6. 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 3 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:
“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

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This section should reflect the advantages or benefits that the

activity will bring 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, prevention 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
household help and unemployed housewives.”

7. Methodology This part cities 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.”

8. 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.) ---------------------------------------------------

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300.00
Contingency -----------------------------------------------------------------------------------
500.00

P 1,260.00

9. Detailed schedule of activities

DATE TIME ACTIVITY PEOPLE

0/09/07 – (no particular) Start end of preparation Merged line 4
1/20/2007 for project and 5 (all)
implementation
1/14/2007 (no particular) Deadline of learning (all)
materials/visual aids
1/21/2007 8-9am Preparation for the Line 5
lecture
9-10am Start of the lecture (1st
part)
I. Opening Prayer
II. National Anthem
III. Opening
Remarks
IV. 1st Lecture Topic
(waste management)
V. 2nd Lecture Topic
(RA 9003)
10-10:15am Break (for the Food committee
attendees/participants
of the lecture)
10:15-11:15am Continuation of the
lecture (2nd part)
VI. 3rd Lecture topic
(waste segregation)
VII. 4th Lecture topic
(Project Discussion)
VIII. Closing Remarks
IX. Closing Prayer
11:15-12nn Clean up of the venue Line 4 and 5
12-1pm Lunch Break (for the Food
group) Committee
1pm-onwards Making and setting up Line 4
of waste bins and trash
cans

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1. Making the title.

2. Project proponent/s
Leader: ____________
Members: __________
__________
__________

3. Implementing Unit/group

4. Project duration

5. Objectives

6. Project description
a. Background
b. Justification
c. Benefits derived from
the project
d. Coverage

7. Methodology

8. Budgetary requirements

9. Detailed schedule of ctivities

PROCESS FLOW CHART IN MAKING NSTP PROJECT PROPOSAL

FOR COMMUNITY IMMERSION

This flowchart illustrates, in a capsule the process of formulating project proposal

based on the results of the community needs assessment by the trainees.

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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:
1. Community Needs Assessment
2. Project Formulation/Planning
3. Organization of Resources
4. Implement the Project
5. Project Monitoring
6. Impact Evaluation
7. Review of the Action Plan

It is worth while 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.”

Activity 7: VLOG/SLIDE SHOW PRESENTATION.

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Topic 5
Documentation, Monitoring, and Evaluation
of NSTP Community-Based Projects

INTRODUCTION

Planning and implementing a NSTP project is one vital issue in NSTP community
immersion. Measuring the success of the project is another thing. The trainees do not
carry out plans just for the sake of compliance; otherwise the very purpose of
community immersion is defeated. Hence, proper documenting, monitoring and
evaluating the NSTP community-based projects are a must.

LEARNING OBJECTIVES

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

- Identify the documents, monitoring and evaluation instruments needed in

measuring the success of NSTP community immersion projects;
- Make use of the documentation technique, monitoring guides and evaluation
instruments to ensure meaningful program implementation of NSTP; and
- Appreciate the values of having proper documentation, monitoring and
evaluation of the project for community service.

STRUCTURED LEARNING EXERCISE

After having identified the needs of the community, where you intend to immerse
with, in an earlier activity, think of project/activities that will address each concern using
the matrix found on age 107. Based on the activities you selected, identify
documentary needs, monitoring and evaluation requirements by giving your reactions
using the exercise on pages 109-110.

DISCUSSION HIGHLIGHTS
DOCUMENTATION OF THE NSTP PROJECT FOR COMMUNITY SEVICES

Documentation is a clear-cut proof that projects are conducted with the notes and
observations being recorded as guidelines for future programs like the NSTP.
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;

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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
extensions service or community outreach of institutions.

LIST OF NSTP FORMS REQUIRED FOR DOCUMENTAION

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 trainors,

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

MONITORING OF NSTP PROJECTS

Result monitoring is a systematic and continuous procedure in checking
programs and projects done during the NSTP community immersion. 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 not 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

Monitoring NSTP projects is very essential to determine:
1. whether the inputs are achieved on time or as planned;
2. whether the activities were conducted as schedules; and

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3. whether the outputs were produced on time or outputs were in right quantity
and quality as specified on the project design.

The products 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, trainors, barangay officials
concerned, partner agencies involved in the projects and others who are not involved
but are concerned wit 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:
1. data/information needed in rational decision making;
2. personnel involved in the execution of the project, collection of data and
problem identification;
3. know about data are reported and to be reported; and
4. 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.

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SAMPLE MONITORING PLAN FORMAT OF NSTP PROJECTS

OPERTION PLAN (OPLAN): CLEAN AND GREEN

(A Project on Waste Management and Green Philippines)

NAME OF COMPLIANCE
PROPOSAL
PROJECT
BASIS MAKING Complet Incompl REMARKS
MONITORING
SPECIFIC e ete
REQUIRMENTS
Activity,
preparation of
To determine
project proposal
Purpose project inputs,
on waste
activity outputs
management and
segregation
Identification of
Needs, institutional level
resources, of needs,
Data to gather
location, persons resources of
involved particular target
area
Data gathering
and prioritizing
- needs of the
Target clients or
Source of date target clients and
partner agency
resources from
the clients and
partner agency
Delivering survey
questionnaires
Use of device
related to the
Tools for gathering form and other
level of instruction
data NSTP 2
- assessing
documents
baseline record of
the community
e.g.
Time of gathering Before project
March 15-30,
data implementation
2007
Once, before the Gathering data
Frequency of data
conduct of the before the
gathering
project conduct of project
Personnel who will
Names of
gather and analyze Student assigned
students assigned
data
For finalizing the Finalizing the
Use of data
proposal on proposal on

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waste waste
management and management and
segregation segregation
Record of
persons involved,
Personnel
Tasking List tasks assigned
assignments
and procedures to
be followed.
Attendees to waste Indication of
management Attendance sheet number and type
lecture of clients.
Following
specified
Duration schedule
indicated in the
programme.
Depth of
knowledge and
Lecturers expertise on the
Programme
subject matter
was illustrated.
Content is
presented in
commonly
Content
understood terms;
Examples were
given.
Presence of
waste bins and
Waste bins and
trash cans in the
trash cans
designated
places.
Set up of waste
People in the
bins and trash
community assist
cans
the student
Community
trainees in the
participation
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.
Final Report Compilation of Written narrative

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group work and reflection

paper with
attached pictures.

EVALUATION OF NSTP PROJECTS FOR COMMUNITY IMMERSION

In every project of 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 the 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 as defined by Tucay is a systematic assessment of the value or worth
of something. This something could be the NSTP projects or other programs, a
technique used in the fieldwork or a situation prevalent in a particular community.
To NSTP trainees and trainors, evaluation means the value or meat of his
teaching-learning activities. Questions asked mostly are: “Did I meet the objectives?
Are the strategies appropriate in meeting the objectives? Do the results equate with the
inputs spent?”

Importance of Evaluation
1. It provides trainors/trainees and other people an idea of the activities’
progress and accomplishments and how they fare well in the achievement of
goals.
2. Results serve as basis for empowerment in carrying out activities.
3. It provides an avenue of making program revision and adjustments.
4. It provides opportunity for the trainees to experience and develop skills in
conducting evaluation.

What to evaluate?
There are 5 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, educational tools, methods or techniques and
the activities undertaken.
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 trainors
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.

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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:
1. trainees themselves
2. trainers/facilitators
3. NSTP Office personnel
4. with a given reference, CHED/TESDA as outside evaluators
5. 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.
Pr-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 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.

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Evaluation Form (Sample)

Name of Project:
Implemented on:
Proponents:
Fill out this form to evaluate student performance and project rating.
Number 1 is the lowest while 5 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

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III. Adequacy
ITEM 1 2 3 4 5 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 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-sep process in the conduct of
community immersion activities and projects under the auspices of the National Service
Training Program.

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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 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.

4. Students will prepare a detailed program schedule.

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

areas.

6. Monitoring and Evaluation is intensified at this phase.

7. Students prepare a narrative report of the activities.

8. Each group will submit the narrative report in compliance of the requirement.

FIGURE 4. UNSTP COMMUNICATION FLOW TAKEN FROM THE TUP-UNSTP

DISSEMINATED SINCE 2005. THE ILLUSTRATION SHOWS THE PROCESS.

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 determines 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

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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.

Activity 8: COMMUNITY BASED PROJECT. PLEASE REFER TO YOUR MOODLE

ACCOUNT TO HAVE AN ACCESS IN ANSWERING THIS ACTIVITY.

Activity 9: e-PORTFOLIO. PLEASE REFER TO YOUR MOODLE ACCOUNT TO

HAVE AN ACCESS IN ANSWERING THIS ACTIVITY.

Activity 10: QUIZ. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN

ACCESS IN ANSWERING THIS ACTIVITY.

Activity 11: QUIZ. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN

ACCESS IN ANSWERING THIS ACTIVITY.

Activity 12: GROUP MONITORING PLAN AND EVALUATION. PLEASE REFER TO

YOUR MOODLE ACCOUNT TO HAVE AN ACCESS IN ANSWERING THIS
ACTIVITY.

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I. References

1. Republic Act No. 9163 otherwise known as the National Service Training
Program (NSTP) Act of 2001
2. Implementing Rules and Regulations (IRR) of the National Service
Training Programs (NSTP)
3. Padilla, Reynaldo A. Civic Welfare Service, Rex Printing Co., Inc. 1999
4. Senora, Liduvina R. Global Community Education, A Philippine Model,
Teachers Handbook, National Research and Development Centre for
Teacher Education, MECS, 1981
5. Tradio, Cirilo M. Fundamental of Criminology, 1983.
6. Entrepreneurship Evolution in the first Century: Key to Economic Growth
by DTI Undersecretary Vincent S. Forex.
7. Physical Education, Health and Music Textbook, Rex Printing Cp., Inc.
1997
8. Philippine Panorama, Manila Bulletin, 21 October 2001
9. The Comprehensive Dangerous Drug Act of 2002 (R.A. 9165)
10. Safety Procedures in Case of Fire, Bureau of Fire Protection, 2000
11. Pamphlets from the Dangerous Drug Board, Republic of the Philippines
12. Be Smart! Start & Manage Your Own Business by Marlo Sanchez.
Copyright 2000.
13. How to Start Your Business, the Development Academy of the Philippines
by Jimeno M. Damaso
14. Textbook on the Philippine Constitution by Deleon, Hector S. 1999 Edition
(Rex Bookstore)
15. First Aid and Emergency Care Prevention and Protection of Injuries, 2nd
Edition by James E. Aaron, A. Frank Bridges, Dale O. 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(III) of 10 December 1948

NOTE: References may be substituted from time to time to update issues

and for other purposes, when they are available and best applicable to situations and
locations, and in conformity with global, national, local, and institutional standards.

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