SHEPHERDVILLE COLLEGE

Talojongon, Tigaon, Camarines Sur

College of Education Department
Second Semester
AY 2020 – 2021

NSTP-CWTS II
THE NATIONAL SERVICE TRAINING
PROGRAM:
CIVIC WELFARE TRAINING SERVICE

MODULE III

MONINA V. AZUELA, LPT

INSTRUCTORS

A. INTRODUCTION
This module deals with the importance of community immersion in the holistic
development of students. It also presents the aspects of community development that
are integrated in students’ immersion in communities.

B. COMPETENCY # 3: COMMUNITY IMMERSION

Objectives
At the end of this lesson, the students should be able to:
a. enumerate the different steps involved in community immersion;
b. explain the nature of and approaches in community development works; and
c. design a community immersion program with activities compliant with the
protocols of intervention.
Definition of key words
Community immersion – inculcates civic consciousness and defense preparedness in
the youth. A strategy that goes beyond acquainting students with community concerns
but makes possible their participation in their resolution.
Community development work – is the process by which efforts of the people at the
grassroots level are united with those of the government to improve the socioeconomic
and cultural conditions of a community.
Community development project – is the term applied to any community-based project
that covers a wide variety of different areas within a community or a group of
networking entities.
Community building – is directed towards the creation of community composed of
individuals within an area or with a common interest.
Community Immersion
“Experience is the best teacher”. It is the simplest way to describe the necessity of
community immersion among college students today, particularly for NSTP-CWTS 2
students who study how community, in different aspects, functions and develops.
Community immersion inculcates civic consciousness and defense-preparedness in the
youth. They should be ready to engage in different community activities in order to be
aware of community concerns, dynamics, and lifestyles. It is only through immersion in
actual community that one gets to know the social, political, and economic situation of
people belonging to the community. When students go to a community, they associate
with the people whom they intend to work with as their partners or allies in the
community. Forms of community immersion include home visits, living with selected
families, informal discussions with individuals or groups, sharing in household and
community activities, attendance in social gatherings, and assistance in production
work.
Community immersion is a strategy that goes beyond acquainting students with
community concerns but makes possible their participation in their resolution. It is also
devised as a strategy in molding students to become socially aware and responsible
citizens. This type of activity transforms the lives not only of the students but also of
the members of the community. As students aid in providing solutions to problems
encountered by the community, the community also shows and shares its way of living
that allow students to see the world from a different perspective.
Students gain benefits from their participation in community immersion. They are given
an opportunity to comprehend people’s lives as they see real-life situations; gain social
acceptance derived from community relations; develop skills in conducting asset
mapping and other life skills; and imbibe social awareness and consciousness of the
pressing conditions faced by certain communities. Community immersion offers
students an avenue to identify and understand issues that will help solve problems in the
communities affecting the entire nation as a whole.
One of the strategies of community organizing is community immersion. It involves
extensive exposure of the students to various community activities so that they may
become responsible members of the society where they belong. Students are also
trained to becoming socially, morally, and civic consciousness individuals on the areas
of sports, literacy, health, livelihood, environmental services, values, and other social
welfare services.
Community immersion, as a voluntary and participatory approach in developing a
wholesome and ideal society, is reflected on the following student learning activities:
1. Determining the economic, psychological, and political status of the people as
students immerse in actual community life.
2. Identifying the community needs, interests, and other concerns.
3. Gaining personal development through acquiring additional knowledge on real-life
situation and giving importance to good values and life skills.
4. Recognizing people’s dignity by letting students participate in community programs
and help in determining appropriate course of action for community problems.
5. Realizing that student participation yields contribution to the welfare of the
community, and that community participation, in turn, gives meaning to the holistic
development of students.
SAQ #1: What is the concept of community immersion? (3 % of class standing)
Service-learning from Community Immersion
Labuguen et al. (2009) describes how the community immersion aspects of NSTP-
CWTS 2 benefits not only the communities served but also the students who are
accorded the following advantages:
1. Have the opportunity for the students to appreciate other people’s lives through
living, identifying, and associating with the people.
2. Gain social acceptance derived from community relations coupled with the
appropriate community services and activities.
3. Enhance experiences in conducting resource and community inventory mapping such
as identifying geographic coverage, pointing out resources and their uses, and
determining relationships of people with the existing resources
4. Establish rapport and relationship with different people who may be of help to them
at some future time.
5. Develop conscience that makes them realize how their ability to help solves problems
in the community and how indifference of people affects communities.
6. Acquire first-hand experiences in dealing with community intervention and services
7. Have the chance to learn life skills that will enrich and better them as persons.
Community Development Work
One might think that the community is something external to life, something extra like
that of having a car, owning a home, having a stable job, working with supportive
coworkers, or having thoughtful neighbors. Community is every connection one has
with the world around that sustains the way of life. a community does not include only
those people who live next door or who work in the same office, but also those people
who constructed the roads, who work at markets, factories and malls, and even those
who plant wheat, grow crops, and raise livestock. The people upon whom we rely on
for our living are often invisible or sometimes living thousands of miles away. These
people constitute the work of the community.
Community development work is the process by which efforts of the people at the
grassroots level are united with those of the government to improve the socioeconomic
and cultural conditions of the community. Community development works can be
referred to as efforts to improve the economic or structural conditions of a community.
Such efforts may focus on business or job creation and physical or infrastructure
development.
It must be emphasized that community development work in general is a social learning
process that serves to empower individuals and involve them in collective activities
aimed at socioeconomic development.
Moreover, community development works are actions that seeks to build social capital,
promote interaction, and empower community residents to alleviate their living
conditions. The building of social capital is important in solving community problems,
as the people who live, work, and interact in a particular community enable their own
community to function effectively.
Community development works operate on two models. The first model refers to efforts
that develop from within the community and are led by community members. The
second model refers to efforts that are instigated and run by professionals from outside
the community.
Approaches in Community Development Work
Community works are often confused with community-based work. The similarity is
that they fall under the discipline of community development approaches. To
differentiate, community work requires the efforts of the people in greater or larger
degree whereas community-based work involves the community but in a smaller scale
from what is essential in community work.
For instance, a group of young students selling homemade cookies to families in the
neighborhood and using the profit to fund for extra books to donate to their school
library is likely to be type as community-based work. A whole community of parents
aimed to provide donations to local orphanages and thus held a local garage sale to earn
extra funds is considered community work.
Community development approaches are defined by the following:
1. Sustainability (long or short-term)
2. Area of concentration (local, national, global, and overseas)
3. Field or specialization (e.g., education advancement or religion affairs)
4. Objectives, vision, and mission (e.g., social security or rural domination with the use
of kindness)
The categories listed are not guaranteed absolute, for community development works
itself is still broad. So are the lists that will be specified below as the different
approaches to community development work, nonetheless, these are the random, more
specific lists of approaches.
1. Technical assistance approach is involved in the efficient delivery of improving
programs or services that allow communities to access outside experts in areas that may
be highly technical or that may demand credentials for further funding or
implementation.
2. Self-help approach encourages people within the community to work together,
empowering communal independence. Individuals who are vulnerable, voiceless, and
powerless can develop enormous strength in self-help groups. This approach may be
demonstrated through activities that involve a visioning and goal setting process.
3. Con approach deals with confronting the forces that are blocking efforts to solve
problems by building human capacity to address local issues and concerns and altering
the structure of the community in terms of engagement. The practices under this
approach value confrontation in a sense that conflicts provide impetus for improvement
and encourages critical thinking and the individual thought.
4. Structural or brick-and-mortar approach is more concerned with the foundation
of the community members in terms of constitution. It may involve the process of
constructing infrastructures that meet human needs or expectations. It can also be an
understanding of the multiple and intersecting forms of oppression that occur at a
personal, cultural, and structural levels, with each level influencing oppression on the
others.
5. Social justice and human rights approach focuses on the behavioral, cultural,
ethnical, and social affairs as a leading target for communal development in or outside
the community. The concept of social justice involves finding the optimum balance
between people’s joint responsibilities as a society and people’s responsibilities as
individuals to contribute to a just society. Human rights provide an internationally
agreed set of principles and standards by which to assess inequality. The two concepts
are correlated in a sense that human rights clearly define and authorize what is globally
and legally accepted from the various contexts on social justice.
6. Ecological or environment approach targets crises as major focal point for
development, radical alternatives to address the natural make-up of the earth. The
approach focuses on the ecological or environmental protection and advancement.
7. Multi-method approach combines methods that will most likely ensure the progress
and success of communal work goals that are inherently unheard of. A multi-method
approach crams more than one kind of approaches into one-of-a-kind, hybrid-like
approach, which has been unconsciously practiced today by many organizations.
Approaches in community work are vast and still growing. How the communities
interpret the meaning of these approaches is up to them. What is more important is how
they express those interpretations into values that will lead to outcomes to better the
community and society.
Community Development Project
Community development project is the term applied to any community-based project
that covers a wide variety of different areas within a community or a group of
networking entities. Projects can cover almost anything, including the most obvious
section of concern to any community, the welfare element. Welfare community projects
cover locally run and locally funded orphanages or even a Christmas dinner kitchen for
the homeless. Charitable projects in the community may include, but are not limited to,
ecological charities concerned with either the maintenance of green spaces, for
example, or in some cases, the prevention of the reduction or removal of green spaces.
Old clothes collection service can also be a community-based charity project. One
important subdivision of community projects, which at times overlooked, is that of an
economic nature. Economic community projects are designed to create some sort of
economic autonomy.
All community projects are different in some way; the size and scope of these projects
is determined firstly by the community they cater to. The historical documentation of
community problems and the project designed to address those problems should be
supplemented by community assessment that determines current conditions and
concerns. The assessment of current conditions may include focus groups, nominal
group process, and survey research.
SAQ #2: Differentiate community work from community-based work. Define
community development approaches. (3% of class standing)
Community Building
Community Building is directed towards the creation of community composed of
individuals within an area or with a common interest. The building of social networks
within a community fosters collaborative work and hones problem-solving skills.
A wide variety of practices can be utilized for community building, ranging from
simple events like potlucks and food bazaar, to larger-scale efforts such as barangay or
city festivals and construction projects that involve local participants rather than outside
contractors.
Community Building Practices
1. Community gardening helps improve neighborhood, build a sense of community, and
connect to the environment by planting and harvesting fresh produce and plants.
2. Community technology centers may help bridge the digital divide among
generations. They may also help foster connections to the environment through the re-
use of technology and proper electronic waste stewardship.

3. Sharing of skills or knowledge in music, dance, craftsmanship, mechanic, and the

likes provides excellent opportunities for community-building. Service-oriented
activities invite people to strengthen relationships and build camaraderie as they help
one another. This lays a foundation for future successes in the community’s endeavors
due to the overall well-being and unity produced.
4. Social activism involves the banding of communities taking action to produce social
change.
5. Community organizing refers to the gathering of people to solve a problem. Unlike
activism, it does not involve a strategy for building power or for making specific social
changes. Community immersion is one of the strategies under community organizing.
SAQ #3: What are the different approaches in community development work?
State at least four (4) and explain. (4% of class standing)
C. SUMMARY
Students are advised to inform the faculty-in-charge of the status of their community
project, as well as of other pertinent details when necessary. If the proponents and
implementers have decided to continue the activity even after the semester has ended,
they can seek the assistance and support of the school’s extension services unit to
sustain the project. Nonetheless, students must learn how to work within the given time
frame for their convenience and for the sake of the community.
D. REFERENCES
Book: Herminigildo S. Villasoto, Noemie S. Villasoto, and Maristela B. Roxas.
Service-learning and immersion towards community building: NSTP-CWTS 2 work text
for college students. 2nd edition. Quezon City: C & E Publishing, Inc., Copyright
2019.
Website: 1987 Philippine Constitution. Official Gazette of the Republic of the
Philippines. Retrieved from http://www.gov.ph/constitutions/the-1987-constitution-of-
the-republic-of-the-philippines
E. EVALUATION (10% of class standing)
Discuss the following topics substantially.
1. Benefits of community immersion to students and the community. (5%)
2. Importance of community development work. (5%)

SHEPHERDVILLE COLLEGE
Talojongon, Tigaon, Camarines Sur
College of Education Department
Second Semester
AY 2020 – 2021

_________________NSTP – CWTS II_____________________

MODULE III SAQ Answer Sheets

Name: ____________________________Course/Year:___________________Date:_____________
Contact No.: ____________Subject:_____________________Teacher:_______________________

SAQ #1: What is the concept of community immersion? (3 % of class standing)

ASAQ:___________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

SAQ #2: Differentiate community work from community-based work. Define community development
approaches. (3% of class standing)
ASAQ:___________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

SAQ #3: What are the different approaches in community development work? State at least four (4) and
explain. (4% of class standing)
ASAQ:___________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

SHEPHERDVILLE COLLEGE
Talojongon, Tigaon, Camarines Sur
College of Education Department
Second Semester
 AY 2020 – 2021

___________NSTP – CWTS II_________________

MODULE III EVALUATION Answer Sheets

Name: ____________________________Course/Year:___________________Date:_____________
Contact No.: ____________Subject:_____________________Teacher:_______________________

EVALUATION (10% of class standing)

Directions: Discuss the following topics substantially.
1. Benefits of community immersion to students and the community. (5%)
Answer:___________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Importance of community development work. (5%)
Answer:___________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Prepared by:
MONINA V. AZUELA, LPT
Instructor