REPUBLIC ACT NO.

9163

 an act establishing the National Service Training Program for Tertiary Level
students, amending for the purpose Republic Act No. 7077 and Presidential
Decree No. 1706, and for other purposes.

Principle behind RA 9163

 states that “while it is the prime duty of the government to serve and protect
its citizens, in turn, it shall be the duty of all citizens to defend the security
of the state, of in fulfilment thereof, the government may require each citizen
to render personal military or civil service.

Vision

 The NSTP envisions building up valuable and effective members of Citizen

Armed Forces and National Service Reserved Corps who may serve as agents
towards attaining quality of life, sustaining peace, unity, cooperation and
growth of the target communities.

Mission

 The NSTP is a dynamic service that provides capability enhancement for civil
welfare geared towards encouraging youth in improving their skills,
knowledge and attitudes on various endeavors developing their interest in
community service and responsiveness in attaining peace towards nation
building.

NSTP ON THE ROLE OF THE YOUTH

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

 As “the most valuable resources of the nation, they shall be motivated,

trained, organized, and involved in military, literacy, civic welfare programs,
and other similar endeavor in the service of the nation.”
COMPONENTS OF NSTP (ROTCS, LTS, CWTS)

ROTC

 a program institutionalized under Sections 38 and 39 of Republic Act No.

7077 designed to provide military training to tertiary level students in order
to motivate, train, organize and mobilize them for national defense
preparedness

LTS

 a program designed to train students to become teachers of literacy and

numeracy skills to school children, out of school youth, and other segments
of society in need of their service.

CWTS

 programs or activities contributory to the general welfare and the betterment

of life for the members of the community or the enhancement of its facilities,
especially those devoted to improving health, education, environment,
entrepreneurship, safety, recreation and morals of the citizenry.

Coverage of NSTP Law

 All incoming first year students, male and female, starting School Year (SY)
2002-2003, enrolled in any baccalaureate and in at least two (2) year
technical-vocational or associate courses, are required to complete one (1)
NSTP component of their choice, as a graduation requirement.
 All higher and technical-vocational education institutions must offer at least
one (1) of the NSTP components
 State Universities and Colleges (SUCs), shall offer the ROTC component and
at least one (1) other NSTP component.
 Private higher education institution (HEIs) and technical-vocational
educational institutions with at least 350 students may offer the ROTC
components.
Service Learning

 provides the students the opportunity to work with others, gain valuable
insights, and acquire different skills.
 They became bona fide members of their assigned communities as they
render service and perform act like the following:
1. Analyze the effect of natural disasters and use a kit to gather important
items during disaster preparation.
2. High School students can closely monitor the effects of poor nutrition and
lack of exercise by organizing health-related activities, conduct nutritious
recipes, and putting up fruit and vegetable stands in the community.
3. To eliminate disturbing aquatic species, biology majors can study the
complexity and diversity of wetlands.
4. University students can help struggling local non-profit organizations cope
with difficult economic conditions.

Characteristics of Service Learning:

1. It brings good, substantial, and practical results for the participants.

2. It promotes cooperation rather than competition where the skills associated
with teamwork and active community involvement are developed.
3. It provides real-life experiences wherein students gain knowledge from a
particular community engagement activity rather than from a textbook.
4. University students can help struggling local non-profit organizations cope
with difficult economic conditions.
5. It gives students a deeper understanding of concepts and real-life situations
in the community through immediately observable results.
6. Gives significant experience for students, leading to their emotional and
social development and cognitive learning.

Service Learning is NOT:

1. An episodic volunteer program.

2. An add-on course to an existing school or college curriculum.
3. Logging a set number of community service hours in order to graduate.
 4. Compensatory service assigned as a form of punishment by the courts or by
school administrators
5. Only for high school or college students.
6. One-sided, that is, beneficial only to the students or the community.

Service Learning Theory

 Service learning is a teaching strategy that invites students to identify,

research, and address real community challenges, using knowledge and
skills learned in the classroom.

 Service learning combines academic learning with personal and social

development for secondary and college students (Woolfolk Hoy, Demerath, &
Pape, 2002).

HEIs on Service Learning

 One of the trifocal functions of the university is community extension.

 According to Tariman (2007), its duty to the youth is to make them literate
and functional, so they can make good decisions regarding the problems
affecting their health, families, and duties and responsibilities to the
community.

Benefits of Service Learning

1. Increase their understanding of the class topic

2. Gain first-hand experience (possibly leading to a future internship or job)

3. Question or defend values and beliefs

4. Have the opportunity to act on values and beliefs

5. Develop critical thinking and problem-solving skills

6. Increase their knowledge of diverse cultures and communities

7. Learn more about social issues and their causes

8. Improve their ability to handle difficult situations

9. Be open to change and become more flexible

 10. Develop or enhance their skills, especially in the areas of
communication, collaboration and leadership.

11. Test out the skills, interest and values require in a potential career path
and learn more about their field of interest.

12. Connect with professionals and community members who will also learn
from the service-learning program

13. Grow a professional network of people, whom they can contact later for
career growth.

14. Be encouraged in joining public-service or social organizations

Community partner involved in Service Learning can:

1. Receive additional human resource assistance that can expedite the

achievement of organizational goals.
2. Inspired a higher level of enthusiasm, perspective and energy
3. Improve the organization’s pool of volunteers, students engaged in service-
learning will boost their own morale; this will lead them to share their
experiences with their classmates and friends.
4. Enhance public awareness regarding issues confronting the community
5. Ensure the future support for the organization
6. Make students well-informed regarding issues in the community;
community partners can also enlighten them regarding common
misconceptions
7. Prepare the youth of today, particularly students, to become tomorrow’s
responsible community leaders.
8. Establish strong networks with partners in other organizations and
agencies.
9. Gain access to the other resources of the university and strengthen
collaborative ties with its faculty members, students and staffs.
Steps in Effectively Implementing Service-Learning:

1. Assess the community resources

2. Establish partnership and linkages
3. Indicate the specific learning-objectives in the syllabus
4. Initially plan on the chosen program
5. Plan details of the program
6. Look for funds
7. Implement and manage the program
8. Organize reflection activities
9. Assess and evaluate the program

10. Celebrate the achievement

GUIDELINES AND PROCEDURES

PREPARATORY STAGE

1. The students and the faculty members are both responsible for the selection
of the community or institution.
2. The faculty member must submit a letter of intent to the college of dean
through the chairman or the head of the SLP. The letter should come with
the program/activity design indicating the rationale.
3. The faculty member will write a letter of intent and request for permission to
conduct a SLP to the selected community or institution.
4. The faculty member must conduct a classroom briefing about the
program/activity before the implementation of the SLP.

IMPLEMENTATION STAGE:

1. The students and the supervising faculty member of the SLP are required to
wear the prescribed school identification card (ID) and college T-shirt and
observe proper decorum while in the community or institution.
2. The students and the faculty member of the SLP shall cover their respective
transportation, communication and meal expenses during the period.
 3. The faculty member or assigned group leaders shall take responsibility for
all communications and coordination with the partner community or
institution in relation to the SLP.
4. The college dean or the head of the program will conduct spot monitoring or
follow-up of students involved in the SLP to determine the actual and
current status of the program.
5. In case the faculty member in-charge will be absent, he/she must inform
and ask permission from the college dean to find another faculty member as
substitute to supervise the students.

POST-ACTIVITY EVALUATION STAGE:

1. The students must submit a narrative report with pictorial documentation

and reflection paper to the faculty member. The report must be hard bound,
follow the required format and submitted fifteen days (15) after the SLP
activity.
2. The faculty member will evaluate the students’ narrative report using the
assessment tool that is designed for this activity. The performance of the
students will be evaluated using the same rubrics.
3. The college/university through the chairman or head of the program must
conduct an exit conference with the community or institution
beneficiaries/leaders to assess the service-learning program implemented.
4. A certificate of SLP completion shall be issued by the college/ university
upon the written request of the faculty member in charge.
5. The college/university shall issue a certificate of appreciation the
cooperating community or institution upon the completion of the service-
learning services.

R.A 8292, also known as the Higher Education Modernization Act of 1997

This law reiterates Section 2(1) of Article XIV of the 1987 Constitution by
declaring that the policy of the state is to establish, maintain, and support a
complete, adequate and integrated system of education relevant to the needs to
the people and the society