"Educating Tomorrow: Empowering Learners for a Changing World"

(A Seminar-Workshop on Basic Literacy Skills)

In Partial Fulfillment
of the Requirements in
NATIONAL SERVICE TRAINING PROGRAM 202
For the Second Semester of
A.Y. 2024-2025

Submitted by

Taho Tiu

Kiamoy Cruz
Hopia Hidalgo
Tik-tik Tengco
Buchi Balagtas
Pancit Palanca
Tikoy Tanongco
Siomai Sandoval
Mami Magsaysay
Misua Montenegro

MAY 2022
I. Project Title:
"Educating Tomorrow: Empowering Learners for a Changing World"
(A Seminar-Workshop on Basic Literacy Skills)

II. Project Proponents

To address the widening gaps in education caused by the COVID-19 epidemic, we

suggest establishing a Seminar-Workshop on Basic Literacy Skills to assist disadvantaged
young people in obtaining high-quality education and career counseling. This program aims
to close the gap by matching students with mentors who can offer them individualized
guidance, academic help, and encouragement. Many students face challenges like scarce
resources, a lack of mentorship, and decreased academic support.
We will form collaborations with educational institutions such as the Holy Cross of
Davao College (HCDC) to guarantee the program's efficacy and durability. These
collaborations will help with outreach initiatives, program assessment, and mentor
recruitment. In order to satisfy their changing requirements and to continuously enhance the
program, we will also ask participants for feedback.
By implementing the Seminar-Workshop on Basic Literacy Skills, we, the students
who undertake National Service Training Program 2 (NSTP 2) together from the different
courses, namely: Bachelor of Science in Secondary Education, Bachelor of Science in
Customs Administration, Bachelor of Science in Information Technology and the Bachelor
of Science in Business Administration seek to provide young people from disadvantaged
backgrounds with the instruments, materials, and encouragement they require to succeed
in school and the workforce. We think that every student, regardless of background or
circumstances, has the opportunity to thrive through mentorship and guidance. By working
together, we can improve the lives of young people and build a society that is more
inclusive and egalitarian.
III. Project Description

A. Rationale
Education is crucial in determining how communities and individuals will develop in
the quickly changing world of today. We are at the cusp of a technology revolution,
environmental issues, and socioeconomic shifts, therefore it is critical to provide students
the abilities, information, and perspective they need to prosper in a dynamic environment.
The idea of "Educating Tomorrow: Empowering Learners for a Changing World" is based
on the realization that, in order to fulfill the demands of the twenty-first century, education
must be fundamentally redefined.
Above all, the speed at which technology is developing has completely changed
how we communicate, work, and live. The traditional idea of education needs to change as
automation, digitalization, and artificial intelligence continue to transform economies and
businesses. In order to traverse the complexity of an increasingly digitalized world, learners
of the future will need to possess not only technical competency but also critical thinking,
problem-solving, and adaptation abilities. By placing a strong emphasis on these skills, we
can enable students to fully utilize technology while also reducing any potential negative
effects (Bautista, 2019).
Furthermore, according to Fisher (2020), there needs to be a renewed emphasis
on sustainability education because of the urgent environmental difficulties that our planet is
experiencing. Threats to existence such as resource depletion, biodiversity loss, and
climate change necessitate immediate action and structural change. Fostering a generation
of responsible global citizens who are prepared to confront and mitigate the environmental
issues we face requires teaching tomorrow's students about ecological literacy, sustainable
behaviors, and environmental stewardship. By providing interdisciplinary and immersive
learning opportunities, we may motivate students to take up environmental justice causes
and work as positive change agents in their local communities.
In addition, growing interconnection, cultural variety, and globalization define the
socioeconomic environment of the future. Promoting inclusive education that values
diversity, encourages empathy, and develops intercultural competency is crucial in such a
setting. We can foster a more inclusive society where respect, understanding, and
cooperation amongst people flourish by exposing students to a variety of viewpoints,
histories, and cultures. Giving students the tools to recognize and negotiate cultural
differences gives them the social skills and cultural acuity they need to thrive in a globalized
society (Diansay, 2015).
To sum up, the idea of "Educating Tomorrow: Empowering Learners for a
Changing World" is based on the necessity of rethinking education in order to meet the
opportunities and challenges presented by the twenty-first century. Through the
prioritization of skills development, cultural competency, and sustainability education, we
can equip learners with the confidence, resilience, and sense of purpose they need to
navigate a world that is changing quickly. By working together and utilizing cutting-edge
teaching strategies, we can enable students to help create a future that is just, inclusive,
and sustainable for future generations.
 One of the primary purposes of integrating action research into NSTP is to foster
civic engagement and social responsibility among students. By actively participating in
community-based projects and conducting research to identify and address local needs,
students develop a deeper understanding of societal issues and their roles as responsible
citizens. This hands-on approach to learning empowers students to make meaningful
contributions to their communities and promotes a sense of ownership and accountability
for positive change (Suraik, 2010).
In addition, Guzman (2018) states that the NSTP action research requirement
gives students a chance to put their academic understanding into real-world applications.
Students gain knowledge about how to create research questions, choose suitable
procedures, gather and examine data, and make inferences from their results through the
research process. Students' critical thinking, problem-solving, and decision-making skills
are developed via experiential learning, which also improves their academic performance
and is crucial for their personal and professional growth.
In conclusion, the NSTP action research requirement serves as a valuable
educational tool that integrates theory and practice, fosters civic engagement and social
responsibility, promotes collaborative learning, and encourages self-reflection and personal
growth. By engaging in community-based research projects, students not only contribute to
positive change within their communities but also develop the knowledge, skills, and
attitudes necessary to become active and responsible citizens in an ever-changing world.
This table provides a structured overview of the phases, activities, objectives,
outcome measures, and results of the action research project, facilitating clear
understanding and analysis of the project's outcomes and impact on improving basic
literacy skills among participants.

Phase Activity Objectives Outcome Measures Results

1 Pre-assessment To assess Number of Average pre-

survey participants' participants - Pre- assessment
current literacy assessment scores reading score:
levels. on reading and 45%. - Average
writing tasks. pre-assessment
writing score: 50%.
2 Seminar- To provide Attendance rate - 2-day seminar-
Workshop instruction and Post-assessment workshop
sessions practice in scores on reading conducted. -
basic literacy and writing tasks. Average
skills. attendance rate:
90%. - Average
post-assessment
reading score:
75%. - Average
post-assessment
writing score: 80%.

3 Follow-up To reinforce Participation in Weekly follow-up

activities and learning and follow-up activities - sessions. - 80% of
support provide Observations of participants
additional continued practice. attended at least 3
support. follow-up sessions.
- Observations
indicate continued
improvement in
reading and writing
skills among
participants.
4 Post- To measure Number of 45 participants
assessment the impact of participants - completed post-
survey and the seminar- Changes in reading assessment
evaluation workshop on and writing abilities survey. - Average
participants' reported. post-assessment
literacy skills. reading score:
80%. - Average
post-assessment
writing score: 85%.
 B. Beneficiaries

These beneficiaries represent a diverse range of individuals and groups who could
benefit from participating in a Seminar-Workshop on Basic Literacy Skills. By targeting
specific
populations and addressing their unique literacy needs, such workshops can have a
significant
impact on improving literacy rates and empowering individuals to succeed in various aspects
of their lives.

Holy Cross of Davao College: This educational institution may incorporate

seminars and workshops on fundamental reading skills into their curriculum. Adults who want
to get better at reading for a variety of reasons—like getting a high school diploma, going to
college, or moving up the professional ladder—can benefit from these programs.
Office of the National Service Training Program: Coordinators, staff members
and implementers who understand the value of literacy skills in this office can sponsor or grant
their staff members access to seminars and workshops on fundamental literacy skills. Staff
members can improve overall job performance, productivity, and communication in the office
by making investments in literacy development.
Parents: A seminar-workshop on fundamental literacy skills can be helpful for
parents who wish to support their children's education but find it difficult to read and write
themselves. Enhancing their literacy abilities allows them to better support their kids'
educational requirements, participate in literacy-rich activities at home, and help with
homework.
Community Learners: A seminar-workshop centered on fundamental literacy
skills can be very beneficial to adults who struggle with reading and writing because of low
education or literacy skills. Those who were not able to receive a formal education in their early
years or those who require reading skills improvement for personal or professional growth may
fall into this category.
HCDC-NSTP Student-Implementers: As a requirement for their degree, NSTP
students frequently take part in teaching and community service projects. They can enhance
their own teaching techniques and tactics for successfully communicating with a variety of
learners, including those who have inadequate literacy abilities, by participating in a seminar-
workshop on basic literacy skills.
 Future HCDC-NSTP Student-Implementers: Equipped with the knowledge and
abilities, they can broaden the scope of their outreach endeavors to encompass community-
based literacy projects. They can offer their time to mentor those who need help with literacy
one-on-one, plan literacy-related activities, or instruct literacy programs.

C. Benefits Derived from the Project

Attending a seminar-workshop centered on fundamental literacy skills has many

advantages. First of all, participants in these programs see noticeable gains in their
understanding, writing, and reading skills. These improvements help them communicate more
effectively in both personal and professional contexts, as addition to boosting their confidence
in academic settings. Furthermore, as literacy is a prerequisite in the majority of employment
sectors, gaining rudimentary literacy skills opens doors to increased job options and
professional advancement. Beyond the obvious benefits, information access, self-advocacy,
and a sense of social inclusion are some of the ways that literacy programs empower
participants.

These programs foster critical thinking and problem-solving skills, giving participants
the tools they need to handle challenging situations in both their personal and professional
life. Additionally, by emphasizing lifelong learning, participants are inspired to pursue
knowledge and skill development outside of the workshop, which fosters a culture of
intellectual curiosity and personal development. In the end, communities can create a more
informed, capable, and cohesive society where people may flourish and make important
contributions to their communities by investing in fundamental literacy skills through seminar-
workshops.

IV. Project Objective/s:

These objectives aim to provide a comprehensive framework for the seminar-

workshop, addressing various aspects of literacy development and empowering participants
to succeed in their personal, academic, and professional pursuits:

1. Equip participants with essential digital literacy skills, including the ability to navigate online
resources, use productivity tools, and evaluate online information for credibility and relevance.
2. Assist participants in developing a feeling of self-efficacy and confidence by arming them
with the knowledge and tools needed to stand up for themselves and explore chances for
future education and employment.

3. Acknowledge that literacy may make a significant difference in people's lives and advance
more general social and economic development objectives including eradicating poverty,
advancing gender parity, and encouraging civic involvement.

V. Project Duration

Our seminar-workshop on Basic Literacy Skills has a sample project that lasts for
3 days. For the first 2 days, we will be concentrating on pre-workshop planning, which
includes setting up logistics, choosing a location, and completing the workshop agenda. We'll
create thorough workshop materials, including handouts, activities, and presentations,
concurrently. The course will run from the first day to the third day, with a focus on particular
literacy skill areas each week. Basic Literacy Skills Introduction, Reading Comprehension,
Vocabulary Building, Writing Skills, Grammar Fundamentals, Oral Communication,
Presentation Skills, Digital Literacy, and Lifelong Learning Strategies are among the topics
covered in the courses. We'll make sure that the meetings are lively and interactive during this
time, offering each participant individualized help and feedback. Workshop activities will be
augmented by homework assignments and opportunities for practical experience. We'll
administer assessments, provide certificates of completion, and set up post-workshop support
systems after the event. This planned schedule seeks to maximize the seminar-workshop's
efficacy by supporting participants' literacy growth during the entire eight-week period and
beyond.

VI. Methodology

The HCDC-NSTP Student-Implementers uses the seminar-workshop method as

a dynamic and engaging approach. Using this approach, attendees take part in interactive
learning sessions that blend educational lectures with practical activities. In the seminar
sections, knowledgeable facilitators offer in-depth explanations of core literacy ideas, such as
writing abilities, efficient communication techniques, and reading comprehension. These
workshops function as fundamental knowledge-building opportunities, providing attendees
with insightful knowledge and practical methods to improve their reading skills. The workshop
 elements, which pair with these seminars, allow participants to put their newly acquired
information to use through hands-on practice, interactive activities, and group discussions.
Participants can practice critical skills, gain a deeper knowledge of literacy principles, and get
rapid feedback from peers and facilitators with this hands-on approach.

Interviews are used by the student-implementers to find out information that

cannot be observed directly. Rather than eliciting answers to questions, the goal of qualitative
interviewing is to comprehend the participants' experiences and the significance they assign to
them (Seidman, 1988). Semi-structured interviews are also common and are used when the
researcher needs more focused, specific information. According to Schwandt (2001),
unstructured, open-ended interviews are most often used in qualitative studies because they
allow for the greatest flexibility and reactivity to emergent concerns for both participants and
interviewers. Semi-structured interviews aim to give focused, qualitative textual data by
combining the unstructured, open-ended flexibility of unstructured interviews with directionality
(Schensul & LeCompte 1999).

An interview guide was used to ensure that all participants provided the same
information. The interview guide included open-ended questions and topics to help structure
the interview, but the interviewer also explored, probed, and asked additional questions when
necessary to clarify and expand on a specific topic. The interview guide made interviewing
multiple participants more systematic and comprehensive by defining the issues to be
addressed in advance. The open-ended questions were designed in such a way that
participants could express their ideas and perspectives in their own words and terms, as well
as take the questions in any direction they desired (Patton 2015).

The evaluation of our Basic Literacy Skills seminar-workshop represents a

thorough analysis of how well the program met participants' requirements and accomplished
its goals. We evaluated different parts of the workshop by gathering input from participants,
facilitators, and stakeholders using both qualitative and quantitative methods.

First, we evaluated the workshop's content and delivery, taking into account the
seminars' and workshops' relevancy, clarity, and level of involvement. The topic was well
received by the participants, who noted how useful and applicable it was to their everyday
lives. The proficiency of facilitators and their interactive teaching techniques were also
commended for creating a stimulating learning atmosphere.
 Second, we assessed how the workshop affected the participants' confidence
and literacy levels. Assessments conducted before and after the program showed that
participants' reading comprehension, writing ability, and oral communication abilities had
significantly improved. Many participants expressed excitement for additional skill
improvement and reported feeling more confidence in their abilities to complete literacy-
related tasks.

We also took into account the workshop's wider effects on the community and the
possibility of further projects. Input from student implementers highlighted how the workshop
helped to raise awareness of literacy issues and encourage community involvement. The
workshop has the potential to have an ongoing influence and grow as seen by the interest
and suggestions for future workshop themes made by several attendees.

To sum up, the assessment of our seminar-workshop on basic literacy skills

shows that it was generally successful in reaching its goals and providing participants and the
community with real advantages. In order to maintain the workshop's efficacy and relevance
going forward, we acknowledge its strong points while also pointing out areas that need
improvement. We are steadfast in our commitment to empowering people via literacy
instruction and promoting constructive social change via continuous assessment and
adaptation.

VII. Detailed Schedule of Activities

Date Activities Responsible Beneficiaries Venue

3/17/24 Community Visit All members Community Brgy.
People Pampanga
3/19/24 Courtesy Call Florida Cruz
(c/o Brgy. Captain) Aida Mante Brgy.
Pampanga
3/21/24
8:00-9:00 AM

Preparation for the Andy Lim Community Brgy.

Seminar-Workshop Mario Liu People Pampanga

8:00-9:00 AM

Start of the Seminar- San Goku

Workshop San Gohan

Opening Prayer
National Anthem
 Opening Remarks
1st Lecture Topic
2nd Lecture Topic

10:00 AM-10:15 AM

Break Time Community Brgy.

 Giving of People Pampanga
Snacks

10:15 AM- 11:15 AM

Avatar Aang
3 Lecture Topic
rd

Avatar Katara
4 Lecture Topic
th

Azula Lee
Closing Remark
Ozai Kho
Closing Prayer

11:00 AM-12:00 NN

Cleaning up of the All members

Venue

12:00 NN-1:00 PM

Lunch Break

1:00 PM-2:00 PM

Evaluating Session All members Community Brgy.

People Pampanga
2:00 PM-3:00 PM

Collecting of Data All members

3:00 PM

End of the Seminar-

Workshop

VIII. Budgetary Requirements

Quantity Particulars Unit Cost Total Cost Source

5 pieces Pencil Php 5.00 Php 25.00 Tindahan ni Aling Puring
5 pieces Ballpen Php 10.00 Php 50.00 Tindahan ni Aling Puring
1 ream Bondpaper Php 100.00 Php 100.00 Tindahan ni Aling Puring

IX. Project implementation

Activities How will every activity be How every activity has been
implemented implemented

Day 1 Establish attainable and The student implementers

unambiguous learning goals for the prioritize creating a literacy-rich
Reading students you teach. These goals environment where writing and
& must to be identifiable, clear, and in reading are valued and
Writing Skills line with academic requirements. incorporated into all facets of
education.

Differentiate the instruction to meet By establishing specific learning

the needs of all learners. Provide goals for improving writing and
additional support for struggling reading comprehension, the
readers and writers, and offer student-implementers make sure
enrichment activities for advanced that the instruction is tailored to
students. the needs of the community's
target audience.

Model how to use these strategies Comparably, when it comes to

while reading, and provide teaching students to write,
opportunities for students to practice student-implementers concentrate
applying them independently. on showing them how to come up
with ideas, arrange their ideas,
and communicate clearly through
writing. In order to serve kids with
different abilities and learning
styles, differentiated instruction
should be used. This will give
difficult students more help and
opportunity for enrichment.

Day 2 Establish a welcoming and safe Establishing an inviting learning

environment where community environment should come first and
Oral people may express themselves foremost. The main goal of the
Communicatio without worrying about being judged. student implementers is to create
n Promote constructive peer criticism, an environment where respect,
Skills respect for differing opinions, and active listening, and constructive
attentive listening. criticism are valued and students
may express themselves without
worrying about being judged.

Set a positive example for effective Next, it's critical to model

oral communication by keeping eye successful communication.
contact, speaking clearly, and Student-implementers give
 utilizing proper body language. By students real-world examples to
paraphrasing and seeking aspire to by speaking clearly,
clarification, you can show that you using suitable body language, and
are actively listening. actively listening. Furthermore, it
is crucial to provide clear
Provide the students with numerous education on communication
chances to hone their oral skills. Students can better grasp
communication abilities in both what makes communication
official and casual contexts. Talks, successful by breaking down the
arguments, role-plays, presentations, elements of good communication,
and group projects are a few which include presentation skills,
examples of these. active listening strategies, and
verbal and nonverbal cues.

Day 3 Improving oral communication, Putting up programs or workshops

writing, and reading comprehension for the community that
Application of skills and applying them to the larger concentrate on honing these
Learned community can have a profound abilities is one tactic. Participants
Insights effect on people's lives and the may have the chance to practice
community at large. speaking, listening, reading, and
writing in a friendly setting during
these sessions. Furthermore,
community literacy initiatives are
Through the application of acquired essential for increasing writing
knowledge in reading, writing, and and reading abilities. These
oral communication skills to the resources offer book clubs,
community, people can help others literacy activities, and tutoring
and themselves realize their full sessions, which are helpful for
potential, support the growth of their people who want to raise their
communities, and promote a culture reading levels.
of continuous learning and
communication.
Ultimately, we can empower
people, fortify social bonds,
encourage lifelong learning, and
advance literacy for all by
including oral communication as
well as reading and writing
abilities into community projects.

X. Project Evaluation

The Basic Literacy Skills Seminar-Workshop was a very beneficial project that met
the community's basic educational needs. Participants gained the fundamental reading,
writing, and spoken communication skills required for both professional and personal
development through a well-designed program. Participants developed a deeper
comprehension of the mechanics and subtleties of reading through the use of decoding
techniques and comprehension tactics. In a similar vein, the writing workshops assisted
participants in creating comprehensible and clear written communication through practical
learning experiences.

Moreover, the focus on oral communication was especially advantageous since it gave
people the confidence and ability to express themselves clearly. The project's inclusive
strategy, which catered to students with all backgrounds and talents, added to its success.
Beyond the workshop sessions, participants could continue to practice their newly acquired
abilities thanks to the materials and continuous assistance that were provided. All things
considered, the Seminar-Workshop on Basic Literacy Skills proved to be a praiseworthy
undertaking that enhanced people's lives while simultaneously cultivating a more informed
and capable community.