MODULE I The Republic Act 9163: An Overview of the National Service Training Program (NSTP) Act of 2001 Part

I. Looking Back: The Expanded Reserve Officers Training Corps (ROTC) Program The Expanded Reserve Officers Training Corps Program Experience

The Expanded Reserve Officers Training Corps (ROTC) Program was mand ated by the basicconstitutional provisions that the state shall promote and protect the physical, moral, spiritual, intellectualand social well-being of its citizenry. The Head Quarters of the Armed Forces of the Philippines directivedated June 1994 established the Expanded ROTC Program. The implementation of the Expanded Reserve Officers Training Corps (ROTC) Program startedduring the School Year 19961997. On February 9, 1996, the Commission on Higher Education (CHED)i s s u e d C H E D M e m o r a n d u m O r d e r N o . 1 0 , S e r i e s o f 1 9 9 6 o n t h e R e v i s e d G u i d e l i n e s i n t h e Implementation of the Expanded ROTC Program. The offering of the three components of the ExpandedROTC Program namely, Military Training Service (MTS), Law Enforcement Service (LES) and CivicWelfare Service (CWS) was declared mandatory for all Higher Education Institutions (HEIs). TheExpanded ROTC Program enables the cadets who are in the last year of th e basic military training tochoose from the three components Article 3, Section 7 of RA 7077 stated that the mission of the Citizen Armed Force, alternatelyreferred to as th e Reserve Force, is to provide the base for the expansion of the Armed Forces of thePhilippines in th e event of war, invasion or rebellion, to assist in relief and rescue during disasters or calamities, to assist in socio economic development and to assist in the op eration and maintenance of essential government or private utilities in the furtherance of overall mission. Likewise, the Expanded ROTC Program was established to sustain the ROTC Program as one of the fertile sources of manpower for the AFP Reserve Force, to provide the students enrolled in the initial baccalaureate d egree programs with options other than military training to satisfy th e requirement for graduation thereof and to provide a forum for the implementation of the National Service Law. The three components of the Expanded ROTC Program: 1. Cadets who were enrolled in Military Service (MS) underwent basic training on parade drills, militarycourtesy and discipline and combat training. 2. Those who opted for Law Enforcement Service (LES) were given training on law enforcement services. 3. The Civic Welfare Service (CWS) option was consisted of activities designed to encourage the youth tocontribute in the improvement of the gen eral welfare and the quality of life for the local community. Emphasis here was given to health, education, safety, livelihood, and morale of the citizenry. Lecturesfocused on loyalty, patriotism, nation building, civicconsciousness and other values. Part II. A New Beginning and Beyond: The National Service Training Program (NSTP) Act of 2001The National Service Training Program (NSTP) Act of 2001

The National Service Training Program (NSTP) Act of 2001, RA 9163, has been signed into law by her Excellency, President Gloria Macapagal Arroyo on January 23, 2002, in respon se to th e publicclamor for reforms in the Reserved Officers Training Corps (ROTC) Program.

Republic of the Philippines Congress of the PhilippinesMetro Manila Twelfth Congress First Regular Session Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand one. [REPUBLIC ACT NO. 9163] A N A C T E S T A B L I S H I N G T H E N A T I O N A L S E R V I C E T R A I N I N G P R O G R A M ( N S T P ) F O R TERTI ARY LEVEL STUDENTS. AMENDING FOR THE PURPOSE REPUBLIC ACT NO. 7077 ANDPRESIDENTIAL DECREE NO. 1706 AND FOR OTHER PURPOSES. Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: SECTION 1. Short Title. This Act shall be known as the National Service Training Program (NSTP) Actof 2001. SECTION 2. Declaration of Policy . It is hereby affirmed 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 of the State andin fulfillment thereof, the government may require each citizen to render personal, military or civil service.Recognizing the youths vital role in nation building, the State shall promote civic consciousness amongthe youth and shall develop their physical, moral, spiritual, intellectual and social well -being. It shall inculcate in the youth patriotism, nationalism, and advance their involvement in public and civic affairs. In pursuit of these goals, the youth, the most valuable resource of the nation, shall be motivated, trained,organized and mobilized in military training, liter acy, civic welfare and other similar endeavors in the service of the nation. ECTION 3.Definition of Terms.For purposes of this Act, the following are hereby defined as follows: (a) National Service Training Program (NSTP) is a program aimed at enhancing civic consciousnessand defense preparedness in the youth by developing the ethics of service and patriotism while undergoingtraining in any o f its three (3) program co mpo nents. Its various co mpo nents are specially designed to enhance the youths active contribution to the general welfare (b) .Reserve Officers Training Corps (ROTC) is a program institutionalized under Sections 38 and 39 o f Republic Act No. 7077 designed to provide military training in tertiary level students in order to motivate,training, organize and mobilize them for national defense preparedness. (c) Literacy Training Ser vice is a program designed to train students to beco me teacher literacy andnumeracy skills to school children, out of school youth, and other segments of society in need of their need (d) Civic Welfare Training Service refers to programs or activities contributory to the general welfareand the betterment of life for the members of the community or the enhancement of its facilities, especiallythose devoted to improving health, education, environment, entrepreneurship, safety, recreation and moralsof the citizenry. Program Component shall refer to the service components of the NSTP as enumerated in section 4 of this Act.

SECTION 4.Establishment of the National Service Training Program There is hereb y established a National Service Training Program (NSTP), which shall form part of the curricula of all bacca laur eate

degree courses and of at least two (2) year technical vocational courses and is a requisite for graduation,consisting of the following services components: (1) The Reserve Officers Training Corps (ROTC), which is hereby made optional and voluntary upon theeffectivity of this Act;(2)The Literacy Training Ser vice; and (3) The Civic Welfare Training Service The ROTC under the NSTP shall instill patriotism, mora l, virtues, respect for rights of civilians, and adherence to the Constitution, among others. Citizenship training shall be given emphasis in all three (3) program components. The Commission on Higher Education (CHED) and Technical Education and Skills Development Authority (TESDA), in consultation with the Department of National Defense (DND), Philippin e Association of State Universities and Colleges (PASUC), Coordinating Council of Private EducationalAssociations of the Philippines (COCOPEA) and other concerned government agencies, may design andimplement such other program components as may be necessary in consonance with the provisions of thisAct. SECTION 5.Coverage.Students, male and female, of any baccalaureate degree course or at least two (2) year tec hnical vocatio nal courses in p ublic and private educatio nal institutio ns shall be required to complete one (1) of the NSTP components as requisite for graduation. SECTION 6. Duration and Equivalent Course Unit E a c h o f t h e a f o r e m e n t i o n e d N S T P p r o g r a m components shall be undertaken foe an academic period of two (2) Semesters n lieu of the two (2) semester program for any of the co mponents of the NSTP, a one(1) summer program may be designed, formulated and adopted by the DND, CHED, and TESDA. SECTION 7.NSTP Offering in Higher and Technical-Vocational Educational Institutions All higher andtechnical-vocational institutions, public and private, must offer at least one of the program components.Provid ed, that State universities and colleges shall o ffer the ROTC co mponent and at least one other component as provided herein: Provided, further, that private higher and technical vocational educationinstitutions may also offer the ROTC if they have at least three hundred and fifty (350) cadet students .In offering the NSTP whether during the semestral or summer periods, clustering of affected students fromdifferent educatio nal institutio ns may be done, taking into account lo gistics, branch of service andgeo graphical considerations. Schools that do not meet the required number o f students to maintain the optional ROTC and any of the NSTP components shall allow their students to cross-enroll to other schoolsirrespective of whether or not the NSTP components in said schools are being administered by the same or another branch of service of the Armed Forces o f the Philippines (AFP), CHED and TESDA to which schools are identified. SECTION 8.Fees and IncentivesHigher and Technical-vocational institutions shall not collect any feefor any of the NSTP components except basic tuition fees, which shall not be more than fifty percent (50%)of what is currently charged by schools per unit.In the case of the ROTC, the DND shall formulate and adopt a program of assistance and/or incentive tothose students who will take the said component. The school authorities co ncerned, CHED and TESDA shall ensure that gro up insurance for health and accident shall be provided for students enrolled in any of the NSTP components.

SECTION 9.Scholarships.There is hereby created a Special Scholarship Program for qualified studentstaking the NSTP which shall be administered by the CHED and TESDA. Funds for this purpose shall beincluded in the annual regular appropriations of the CHED and TESDA.

SECTION 10.Management of the NSTP Components.The school authorities shall exercise academic andad ministrative super vision o ver the design, for mulatio n, adoption and implementation o f the different NSTP components in their respective schools. Provided, That in case a CHED or TESDA accreditednon-government organization (NGO) has been contracted to formulate and administer a training module for any of the NSTP components, such academic and administrative supervision shall be exercised jointly withthat accredited NGO. Provided, further, that such training module shall be accredited by the CHED and TESDA. The CHED and TESDA regional offices shall oversee and monitor the implementation of the NSTP under their jurisdiction to determine if the trainings are being conducted in consonance with the objectives of thisAct. Periodic reports shall be submitted to the CHED, TESDA and DND in this regard SECTION 11.Creation of the National Service Reserve Corps. There is hereby created a National ServiceReserve Corps, to be composed of the graduates of the non-ROTC components. Members of this Corpsmay be tapped by the State for literacy and civic welfare activities through the joint effort of the DND,CHED and TESDA. Graduates of the ROTC shall form part of the Citizens Armed Force, pursuant to Republic Act No. 7077 SECTION 12.Implementing Rules.The DND, CHED and TESDA shall have the joint responsibility for the adoption of the implementing rules of this Act.

These three (3) agencies shall con sult with other concern ed govern ment agencies, the PASUC andCOCOPEA, NGOs and recognized student organizations in drafting the implementing rules.The implementing rules shall include the guidelines for the adoption of the appropriate curriculum for eachof the NSTP components as well as for the accreditation of the same. SECTON 13. Transitory Provision.Students who have yet to complete the Basic ROTC, except thosefalling under section 14 of this Act, may either continue in the program component they are currentlyenrolled or shift to any of the other program components of their choice: Provided, that in case he shifts toanother-program component, the Basic ROTC courses he has completed shall be counted forthe purpose of c o m p l e t i n g t h e N S T P r e q u i r e m e n t : P r o v i d e d f u r t h e r , t h a t o n c e h e h a s s h i f t e d t o a n o t h e r p r o g r a m component, he shall complete the NSTP in that component. SECTION 14.Suspension of ROTC Requirement The co mp letion o f ROTC training as a requisite for graduation is hereby set aside for those students who despite completing all their academic units as of theeffectivity of this Act have not been allowed to graduate.

SECTION 15. Separability Clause. I f a n y s e c t i o n o r p r o v i s i o n o f t h i s A c t s h a l l b e d e c l a r e d un constitutional or invalid, the other sections or provisions not affected thereby shall remain in full forceand effect

SECTION 16. Amendatory Clause 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 regulatio ns and other issuances inco nsistent with the provisions of this Act are hereby deemed amended and modified accordingly. SECTION 17. Effectivity.This Act shall take effect fifteen (15) days after its p ublication in two (2) newspapers of national circulation, but the implementation of this Act shall commence in the school year of 2002-2003. The National Service Reserve Corps (NSRC)

Sectio n 11 of RA 9163 of the National Service Training Program Act of 20 01, specifically provides for the creation of a National Service reserve Corps (NSRC), composed of graduates of the non-ROTC components: the Civic Welfare Training Service (CWTS) and Literacy Training Service (LTS).Members of this Corps maybe tapped by the State of literacy and civic welfare activities, through the jointefforts of DND, CHED and TESDA . 1. Mission To provide a trained and motivated manpo wer pool that can be tapped by th e State for civic welfare,literacy and other similar endeavors in the service of the nation. 2. Functions a. To assist in the disaster preparedness, mitigation, response and rehabilitation programs; b. To serve as an auxiliary to the Disaster Coordinating Council (DCC) response units; c. To assist in the promotion of civic welfare activities; d. To assist in the implementation of literacy programs; e. To assist in socio-economic development; f. To assist in environmental protection; and g. To perform other similar endeavors 3. Composition The NSRC shall be composed of the graduates of the Civil Welfare Training Service (CWTS) and LiteracyTraining Service (LTS) components of the NSTP. 4. Organization The NSRC is organized under the umbrella of the National Disaster Coordinating Council (NDCC). It shallhave a national, regional, provincial and city/ municipal level of organization parallel to th e Disaster Coordinating Council (DCC) structures at all levels. The DCC centers shall serve as the headquarters of the NSRC at resp ecti ve level of organization. Its National Center shall be based at th e NDCC Disaster Preparedness Center, Camp General Emilio Aguinaldo, Quezon City. A secretariat at all levels shall beorganized and composed of representatives from CHED and TESDA 5. Inter-Agency Relationship of the NSRC Concerned Agencies Legend:RDCC Regional Disaster Coordinating Council PDCC Provincial Disaster Coordinating Council CDCC City Disaster Coordinating Council MDCC Municipal Disaster Coordinating Council BDCC Barangay Disaster Coordinating Council CHEDRO CHED Regional OfficeTESDA RO TESDA Regional Office TESDA PO TESDA Provincial Office HEI Higher Educational Institution

6. Duties and Responsibilities a. NDCC through DND: 1. Shall act as the lead agency in the administration, training, organization, development,maintenance and utilization of the registered NSRC members; 2. Maintain an official masterlist of registered NSRC members; 3. Coordinate with concerned agencies for the efficient and proper administration, training,organization, development, maintenance and utilization of NSRC members; 4. Conduct performance assessment of NSRC members mobilized for the purpose and furnish thethree (3) implementing agencies results thereof; 5. Formulate specific guidelines for the administration, training, organization, development,maintenance and utilization of the NSRC members; and 6. Do related work. b. CHED/ TESDA 1. Central Offices: (a) Provide Secretariat services for the NSRC; (b) Prepare consolidated national masterlist of officially registered CWTS and LTS graduates per school year:

(c) Submit official national masterlist of registered NSRC members, with corresponding centrally-determined serial numbers to NDCC through DND per school year; (d) Assist in administration, training, organization, development, maintenance and utilization of the NSRC members; (e) Coordinate with NDCC through DND regarding NSRC concerns and activities; and (f) Do related work 2. Regional Offices: (a) Prepare consolidated Regional list of CWTS and LTS graduates from HEIs and in the case of TESDA from the Provincial Office to the schools, for submission to CHED/TESDA CentralOffices; (b) Coordinate with RDCC (OCD RCs) on matters relative to NSRC concerns; (c) Maintain a Directory of CWTS and LTS graduates for reference; (d) Prepare reports as maybe required; and(e) Do related work. 3. Higher Education Institutions (HEIs), TESDA Provincial Offices and Schools: (a) Prepare and submit a certified masterlist with complete addresses and contact numbers, of CWTS and LTS graduates to respective Regional Offices. In the case of TESDA, the same shall be submitted through its Provincial Offices; (b) Provide information on CWTS and LTS graduates as may be officially requested by authorizedconcerned agencies; (c) Coordinate with PDCC/CDCC/MDCC/BDCC, as the case may be, on matters relative to NSRC; and(d) Do related work. 4. NSRC Members: (a) Report to the call of NSRC for training and respond immediately for utilization incase of disasters/calamities and other relevant socio-economic service concerns as the needs arise, throughits Centers (RDCC/PDCC/CDCC/MDCC/BDCC) nearest the members residence and/or workplace at the time of the call; and (b) Register at the said Center and get instructions/briefing for specific duties and responsibilities.

MODULE II The Civic Welfare Training Service Program (CWTSP) Component of NSTP:An Option of Colegio de San Juan de Letran A. Life of St. Dominic de Guzman: Founder of the Order of Preachers St. Dominic de Guzman was born in Calaruega, Spain in 1170 from an illustrious family of Don Felix deGuzman and Doa Joana de Aza. He began his studies for the priesthood at the University of Palencia. During an outbreak of famine, he sold his precious books and gave the money he earned to the poor. He was ordained priest in 1195 and performed his priestly duties as Canon in Osma, Soria, Spain. In 1206,he decided to stay in Narbonne and undertook the mission of the Conversion of the Albigenses. He founded the community of nuns at Prouille which he made as his base of operations. He established thenew community at Toulouse which is considered as the cradle of the Dominican Order In 1216, Pope Honorious III confirmed the Order of Preachers (O.P.) after which St. Dominic dispersed the brethren to the Theological centers of Christendom. He died in 1221 at Bologna on the feast of St.Sixtus. He was elevated to the altar by Pope Gregory IX in 1234. B. Life of San Vicente Liem dela Paz: The Colegios Foremost Alumnus Vicente arrived in Manila from Tongkin (Vietnam) on May 21, 1947. He was 16 years of age. He enrolled on the same day as one of the six scholars from Vietnam under the Patronato of the King of Spain. He wasan intern student From the time of his arrival to the opening of school year 1747-1748, Vicente studied the intricacies of theSpanish language. Once classes opened, he joined the curso infimo whose students were known asescolapios. Vicente was so bright and diligent that in three years he learned Latin and spoke Spanish to perfection and passed with high marks all the subjects of the Latinidad and Philosophy courses. After graduation, he continued in Letran, but this time it was to help the students with their lessons. He was enrolled in the University of Santo Thomas for the higher Philosophy and Theologycourses. He

completed these superior courses in another three years. And then left Letran for Santo Domingo convent to enter the religious life and prepare himself for the priesthood. Vicente was missed very much when he left Letran. He was so good and understanding to hiscompanions, most condescending in games, very punctual in his obligations and above all, very diligent inhis studies. He became a model to others. He tutored the slow learners and acted as an assistant to the superior after the decano. This position was reserved to the brightest student but there was a ruling that only Spaniards or Filipinos could be appointed. Vicente took this ruling in stride and in no manner changed his humble disposition and attitudes. He then joined the Dominican Order and on September 9, 1754 and made his religious profession. After four years, he was ordained to the priesthood and in 1758 left for Tongkin (Vietnam), his homeland .When Vicente left the Philippines and returned to his native country, Christianity was being cruelly persecuted. For fifteen years he worked among his countrymen, preaching the Gospel and bringing comfort to the oppressed Christians. On September 9, 1954, he received the Dominican habit at the Santo Domingo Convent. After 4 years, hewent back to Tonking, where Chistians were being cruelly persecuted. There, he spent days and nights giving spiritual direction and administering the sacraments. Someone revealed his activitie s to theauthorities and he was immediately arrested together with Fr. Jacinto Castaneda, a Spanish-Dominican.They were put into a cage like animals. The King was disposed to be lenient for he was not a foreigner but Vicente pleaded that there should be one judgment for priests, whether foreign or native. They accused himof treason and the King pronounced the death sentence. Vicente was tied to the stakes and beheaded on November 7, 1773. Before he died, Vicente gave thanks toGod for the victory that had recently been granted to him. A short time later, the news of the martyrdom of Vicente reached Letran. There was sadness and joy.Sadness because a son had been killed; joy because he died the glorious death of a martyr of the faith. It appears that Vicente wanted to continue making his presence felt in Letran. Immediately after hismarytrdom, the Christians kept some parts of his body for relics. One of the major relics - a humeral bone- was sent to Letran. This relic has been the center of veneration throughout all these years, speciallyduring college day celebrations when the students and alumni honor him as their foremost alumnus and heavenly patron. When Saint Pope Pius X beatified him in 1906, the Letran community put up a marble monument in one of the quadrangles of the college. This monument was destroyed during the war. In 1953, another statue was put up. It stands as a beacon for students and alumni to emulate.

Would Saint Dominic and San Vicente be relevant in our day and age? The reply is a categorical: YES! -they would still be the friars who spoke only to God or about God, -they would continue to cry out during their vigils: Lord, what will become of sinners? -they would be sensitive to and filled with compassion for the afflicted, the poor and the down-trodden; -they would live in accordance with the teaching of Vatican II which states that religious givewitness to their poverty by working for their living; -they would use modern means for communication and transportation in their preachingministry. -they would preach against all forms of injustice and insist on restitution as they did to usurersof their time. -they would urge those who have to make sacrifices to help those who have not; -they would respect the competence of women to work in and for the Church; -they would show confidence in the ability of their fellow men; -they would visit and endeavor to help those in prison; -they would proclaim their trust in the youth of this age.

MODULE III

The Community We Belong: Understanding Community Needs Part I. An Overview of the Present Condition of the Country An Overview of the Philippine Economy The Philippine economy has been restructured and developed within the context of the globalfree trade agenda of the superpowers in the colonial and post-colonial periods. From the indigenous, self-subsistent agriculture, agri-plantations were enforced by the Spanish crown to support the Galleon Tradeand sup ply the do mestic food needs of the Spanish army and bureaucracy. This was sustained and modernized by the American government through the entry of Agricultural-Trans National Corporations(Agri-TNCs) and in collaboration with big native landowners. TNC exploitations of agricultural resourcesexpanded to the forest and mineral sectors. In the post -colonial period, the free -trade -oriented econo mic restructuring continued mainly through the installation of U.S. and free-trade-friendly Philippine governments which provide the policyenviro nment favorable to such agenda, e.g., Parity Rights, Bell-Trade Act, US -RP Treaty o f General Relations I n t h e o n s e t o f t h e 2 0 .Thecentury market crisis in the ad vanced econo mies characterized b yoverproduction (goods and capital) against the backdrop of growing labor and citizen militancy in theseecono mies due to the deterioration of living co nditio ns, the trans nationalizatio n of production andinvestments have become more aggressive to inferior economies like the Philippines. In collaboration withthe government and Filipino elite (big landowners and business, TNCs and superpowers have been grantedthe liberty to dump surplus products (including those that are banned in their own countries); and put updirty and extractive industries and other labor-intensive semi-processing industries with cheap and docilelabor offered by the government as come-ons .In the process of such historical restructuring of the Philippine economy, the agrarian problem( i n e q u i t a b l e d i s t r i b u t i o n o f l a n d s a n d a l l o c a t i o n o f p r o d u c t i o n r e s o u r c e s ) , m a s s u n e m p l o y m e n t , underdevelopment of the basic production sectors or underdevelopment in general, take roots. As the countr y beco mes more and more dependent on foreign investments and international financing, it becomes more subservient to the dictates and policy instigations of the superpowers and super-economies. The nation and its people consistently lose sovereign powers over the country, resources and people. We take a look on the present condition of the country :1. Employment Problems Full time workers ( working at least 40 hour s/ week) decreased fro m 17.0 million o f April 2000 to 17.1 million of April 2001. Those working for less than 40 hours/ week increased from 9 million at last year to11.3 this year. All 14 regions posted a double-digit unemployment rate with Metro Manila posting the highest at 17.7%and Cagayan Valley the lowest at 10.3% .The Department of Labor and Employment received notices of closure and retrenchment within the first sixmonths from 1, 314 manufacturing companies in Manila. This is expected to cause the retrenchmentof 32, 576 workers .The rate of employment generation cannot cope effectively with the growth rate of the labor force. FromJanuary to September 2001, 52,468 workers (roughly 199 workers per day) were displaced resulting fromclosures and retrenchment. 2. Productivity and Income Problems In the agricultural sector where the majority of the economically poor depends, thefarmers (landless, smallm e d i u m o w n e r , c u l t i v a t o r s i n t h e l o w l a n d s , u p l a n d s a n d indigenous areas), consistently experience decline in productivity and income due to the s p i r a l i n g c o s t o f p r o d u c t i o n a n d t e c h n o l o g y a g a i n s t t h e b a c k d r o p o f m a r k e t p r i c e manipulated by chains of traders who are also providers of rural credit. The inferiority of the marginal farmers productio n tools and technology and their lack of access to land,

MODULE IV Community-building: A Community Development Challenge Introduction An honest reflection on the many local and national issues that exist today can be intimidating,even discouraging. The present Filipino community is beset with problems such as low level of living, lowlevel of productivity, poor marketing system, oppressive and teneurial arrangements and practices,unemployment and underemployment, limited genuine support facilities for socio-economic development, poor health condition, low level of education, cultures of silence and poverty, personalized policies andcommunity disorganization. These factors exist, and they play a part in shaping our society. But just asthese limitations are facts of life, so too is our genuine concern to those in need.

The ultimate goal of development is "to improve the quality of life." To achieve this goal of development, this requires an integrative process of mobilization and the raising of the consciousness of the people and the building of community organizations. The development process to be truly responsive,effective, equitable and sustainable, must be people-empowered, people-centered and towards communityempowerment. Such empowerment implies that the decision-making must be given to the people involved,thereby incorporating into the development process their own needs and values (Dr. Vivian Gonzales, VIP-CWS, Laguna: Sikap Strive Foundation, 1997). Through community development, the students together with the people in the communitydevelop a common feeling of solidarity and become aware that they can achieve positive changes not onlyfor themselves but also for their community.

Part I. Working Together through Community Development A Brief History of Community Development

Community development as a new discipline, grew out of an older concept c o m m u n i t y organization. In the 1950s a number of social scientists and educators formed the American Council on theCommunity, a relatively short-lived organization whose purpose was the institutionalization of scatteredefforts througho ut the United States to improve American co mmunity life. This effort was built o n the experience acquired during World War II when millions of Americans participated in volunteer efforts andorganized to deal with local problems. This was the time when United Unions agencies and the technicalassistance programs of the West sought to help the developing countries (Third World countries) movealong the road to economic progress (modernization). Community development became one of the models(strategies) employed toward the transformation. The term received so much attention and recognition notonly in the developing world but also in the US that it came to replace community organization even in the US. Programs to help the impoverished areas of Appalachia or large metropolitan centers werelegislated into existence and were labeled either as Community Development or Rural Development in thestatutes. The essential feature was resource mobilization (people as well as material reso urces) at the community level so as to introduce a better quality of life. It included, among others, a new kind of stock taking by local residents, the use of outside consultants in interpreting the facts collected and in planning programs to meet the needs that were identified. In the 1960s over sixty countries either had well -formulated national community development programs or were in the process of bringing them into existence. Leaders of nations in Africa, Central, andSouth America, and Asia/Pacific after World War II faced tremendous tasks of nation building. This wasd ue to the lo ng periods o f colonization under European nations faced with large -scale problems andrelatively inadequate resource-utilization (low technical-know-how) national leaders embraced the idea of mobilizing local people carry out community projects. The Community Development program of India, for example, was set up to aid the inhabitants of 558,000 villages attain a higher social and material level of well being. Multipurpose village level workers, especially trained for this new challenge, met with thevillage people, helped them to recognize and identify their needs and potentials and offered technical andmoral assistance to meet their needs. The technical assistance was given b y specialists in agr iculture, animal husbandry, road building, irrigation, education, health and sanitation, rural cooperatives, etc. The basic unit was the block which comprised 100 villages.Other countries, of course, worked out the kind of community development programs best fitted totheir situation. The key common element to all countries was the thrust toward selfhelp and communallabor to undertake projects they considered important. Any compensation of labor was often channeledthrough the local community authorities by the external funding agencies so that other projects could befurther financed (e.g. the food-for-work programs). These community development program were often fitted into national five-year to ten year plansto ensure the allocation of sufficient resources to these efforts at the grass-roots level. To many nationalleaders such programs seemed a way toward democratization and decentralization of the political process;t h e y g a v e l o c a l p e o p l e a f e e l i n g o f b e i n g i n v o l v e d i n n a t i o n b u i l d i n g a n d s h o w e d t h a t t h e c e n t r a l government was actually beginning to sho w an interest in their welfare. In recent years, ho wever, the central government is found wanting in this direction because the interest in this approach begins to wanedue to greater focus being placed on urban development at the expense of rural development. Definition of the Concept There are many definitions of community development. The definitions vary according to type of agency, the setting, the method of operation and the purpose of the agency. Despite their differences, theyshare certain commonalities in their definitions. Thus, in defining the concept community development, these elements are evident: a group of people; residing in a community; reaching a decision;

to initiate a social action process (planned intervention); in order to have a desirable change in their social, econo mic, political, cultural, or environmental situation. Community Development is a planned, organize and evolutio nary process whereby a group o f people with common aims, needs and aspirations come together to initiate social action in order to improvetheir social, economic, political, cultural, and environmental conditions. The term community development came into international usage to connote the pr ocesses bywhich the efforts of people themselves are united with those of governmental authorities to improve the economic, social and cultural conditions of communities, to integrate these communities into the life of thenation, and to enable them to contribute fully to national progress. This complex of processes is made up of two essential elements: the participation of the peoplethemselves in efforts to improve their level of living with as much reliance as possible o n their o wn initiatives and the provision of technical and other services in ways which encourage initiative, self-help,and mutual help and make them more effective in programs designed to achieve a wide variety of specificimprovements such as health, environmental conservation etc. This definition was coined by the United Nations. The Aims and Objectives of Community Development Aim, i s a t e r m t h a t i s s i m p l y d e f i n e d a s a clearly directed purpose . I t i s s o m e t i m e s u s e d interchangeably to mean objective or goal .In the co ntext o f Co mmu nity Develop ment, the words aim and objectives are not easy to defined. However the aim of community development is refer to a community action. This does not helpmuch to understand without referring to the reality of community development practice. In reality the primar y objective o f co mmunity develop ment is to pro mote, sustain, support and maintain community action. Apparently, community development is related to community action, just as education, is relatedto learning. Hence, in promoting community development these must be some kind of community action toinitiate or to guide the promoter to carry out either social or economic activities to improve their welfare or to solve their real problems. In order to arrive at a simpler understanding of the aims and objectives of communitydevelopment, it may be worthwhile looking into the different types of community development and their respective objectives. Looking at each of them will underline both their differences and similarities. Fromthis standpoint, it may be possible to infer a general aim of community development through the synthesisof their common element .1 . C o m m u n i t y W o r k T y p e This can be regarded as a professional approach to community development which has developed withinthe field of social work. It came into being in response to increasing demand for social services for the age,the sick, the unemployed etc. The objective of this type of community development work ahs been given as the, giving of aid andsupport to people who need more control over their lives. Examples:

a.When members of a community offer voluntary services to a victim of say, typhoon, who l o s t his/her house. Oftentimes, other people in the co mmunity may offer temporary shelter, food, clothing etc. to the victims. This is typical norm of the Asian people, specially in rural areas. b.Co mmunity voluntar y wor k in the co mmunity such as clearing, or weeding the local market or repairing the streets.

2.Colonial Social Development T y p e This type came into existence when many colonized nations in the Third World attained self rule(independence). The objective of colonial social development type was to integrate economic and social programs intoeducation for self management programs and for the development of the political structure in the newlyindependent nations

.Examples :a . R u r a l R i c e M i l l i n g C o o p e r a t i v e s . b . R u r a l T h r i f t a n d S a v i n g s S o c i e t i e s . c . E d u c a t i o n a l a n d H e a l t h p r o g r a m s . 3.Urban Renewa l T y p e s The purpose of urban renewal type is to break down social isolation and give more meaning to personalexistence by encouraging the formation of social groups of different kinds which will organize own affairs .Example: When urban squatters are re-settled, new residential associations are formed to undertake the provisionof water, light, and sanitary facilities for their benefit. They are encouraged to undertake self-help projects to realize their own social activity goals. 4.Adult Education Types The aim of adult education type is to help in the identification and development of local leaders; to foster the concern life and enable communities to deal with existing problems. Example The institution of skill training and livelihood development programs in order to produce people whowill be more enterprising and entrepreneuring. 5.Institutional Type The objective is to encourage those who have been provided formal service, to take action on their own behalf and in addition, to accept responsibilities to render service to others. Example: Youth organizations provide social, recreational and cultural services for the community .6 . T h e I d e a l i s t / P o l i t i c a l A c t i v i s t T y p e s It aims at giving practical expression to social justice through militant action in order to see beneficialchange for the participants within the shortest possible time .7 . T h e C o m m u n i t y D e v e l o p m e n t T y p e This is known the kampong-based type. The aim is towards the development of the potential of individual members of the target group. It stresses on self-reliance and participation to bring aboutdesirable socioeconomic transformations. It also stresses on cultural exchange between Kampong in other countries to stimulate globalization. The Role of the Citizen and Change Agent in the Community Development Process 1. The Role of the Citizen

The participation by the people of the community in the process is of fundamental importance. The needfor understanding the root causes of our country's underd evelop ment. Especially in the rural areas and committing ourselves to its solution is imperative. Our concern for a rural community development affirmsour belief in the need for change .However, some basic questions have to be raised: a. What kind of participation? b. b. Who are the participants? c. c. How do they participate? We all believe that people are the end and the means to development, whether at the grassroots level or national level. At the community or grassroots level, participation is of prime importance. What is meant by participation? To put it simply, participation means taking part. In the context of community development,the term means a willingness to take part, physically, mentally, psychologically, and spiritually in activitiesaimed at improving the social, economic, political, environmental and cultural life of the community inwhich one resides. It also involves taking part in the discussions or showing concerns about anything whichaffects th e well-b eing of the commu nity in which one lives, Participation ultimately involves

gettingconcerned about the problems of one's en viron ment (community) and taking the initiative to have themsolved .In the community, grassroots participation involves a collective expression of human dignity, exercising of human rights, where the people through a democratic process, determine the kind of, the direction, and them e a n s t o a b e t t e r l i f e . T h i s c o u l d b e s p e l l e d o u t i n t e r m s o f p a r t i c i p a t o r y a p p r o a c h t o c o m m u n i t y development. Participation must not only be democratic but popular. Popular participation connotes an enlightened , responsible, active, and sustained involvement of the community in the community development processfrom decision-making, problem identification, planning, implementation, monitoring, and evaluation .In the context of Philippine researches, popular participation is defined as: Mass sharing of the benefit of development Mass contribution to development; and Mass involvement in the planning, decisio n -making, imp lementatio n, mo nitoring and evaluation processes for development