Republic of the Philippines

City of Taguig
TAGUIG CITY UNIVERSITY
Gen. Santos Avenue, Central Bicutan, Taguig City

NATIONAL SERVICE TRAINING PROGRAM

Civil Welfare Training Service 2
Syllabus
TCU
Social transformation for a caring community and an ecologically balanced country.
PHILOSOPHY
TCU VISION An eminent center of excellent higher education towards societal advancement.

TCU MISSION To nurture a vibrant culture of academic wellness responsive to the challenges of technology and the global community.
The TCU NSTP Office will develop and implement a National Service Training Program unique to TCU, upholding honor and excellence in the
NSTP MISSION service of the people through relevant and transdisciplinary projects that foster volunteerism within the TCU community, in keeping with TCU's
identity as a public service university.

The NSTP envisions building up valuable and effective members of Citizen Armed Forces and National Service Reserved Corps who may serve as
NSTP VISION agents towards attaining quality of life, sustaining peace, unity, cooperation and growth of the target communities.

 Love of GOD and humanity

 Patriotism and Self-discipline
NSTP VALUES
 Genuine commitment for personal and social change
 Volunteerism
1.) Articulate how principles and concepts learned can be applied in the real-life situation relevant to community building and development.
2.) Acquire knowledge and understanding on the design and implement of civic welfare projects necessary for community development.
3.) Develop team skills and cooperation to arrive at successful community projects in various social services.
COURSE 4.) Apply the concepts the principles in the preparation of feasibility projects, project proposals required to make civic projects responsive to the
OBJECTIVES needs of the community.
5.) Acquired value-based experiential learning to become of them responsible citizens of our community delegating such system in the next
generation.
6.) Understand and apply concepts and skills in social mobilization for community action and development.

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Preface

This module for the course National Service Training Program- Community Welfare Training Service 2 (NSTP-CWTS) is designed
to help you as a future professional to immerse in the different activities that will equip you with the capability to contribute in the
improvement of the general welfare and the quality of life of the community that devotes in improving education, health,
environment, entrepreneurship, health and safety and the moral development of the members of the community where you render
service. These activities further aim to develop your skills and understandings of the basic but optimum experience of Community
Service Involvement (CSI).

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INTRODUCTION

National Service Training Program- Community Welfare Training Service 2 is a required course for all baccalaureate degree
programs. This course is the continuation and application of the knowledge learned in NSTP -CWTS 1. It is designed to immerse
students in activities that will equip them with the capability to contribute in the improvement of the general welfare and the quality of life
of the community that devotes in improving education, health, environment, entrepreneurship, health and safety and the moral
development of the members of the community where they render service. Values inherent to community service involvement are
highly emphasized and are integrated with all activities to contribute to the development of future professionals who are imbued with
Christian spirit.

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National Service Training Program (NSTP)

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  Define

 It refers to the program aimed at enhancing civic consciousness and defense preparedness in the youth by undergoing the ethics of service and
patriotism while undergoing training in any of its three (3) program components; it is designed to enhance the youths active contribution to the
general welfare.

Its Legal Basis

 Republic Act. No. 9163, also known as the National Service Training Program (NSTP) Act. of 2001 was signed into law by Pres. Gloria
Macapagal-Arroyo on Jan. 23, 2002.

 Its Guiding Principle

 Recognizing the youths vital role in nation-building, the State shall promote civic consciousness among the 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.
Program components

1. Reserve Officers Training Corps. (ROTC)

A program institutionalized under Section 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.

 Republic Act No. 7077

 SEC. 38. Reserve Officers’ Training Corps (ROTC).— Military training for students enrolled in colleges, universities and similar institutions of
learning is mandatory pursuant to the provisions of the National Defense Act and the 1987 Constitution.

 SEC. 39. Establishment of ROTC Units in Schools.—At such colleges, universities and similar institutions of learning that request for the conduct
of military training in their institutions, there shall be established and maintained Reserve Officers’ Training Corps units as the Secretary of
National Defense may approve, which shall conduct military training for the students of such institutions for the purpose of producing enlisted and
officer reservists. The program of instruction shall be prescribed by the Secretary of National Defense and may include instruction to prepare

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 female students for military service: Provided, That such course of instruction shall not exceed two (2) academic years in the case of enlisted
reservists, and four (4) academic years in the case of officer reservists which shall include as necessary summer or probationary training of not
more than sixty (60) consecutive days. The first two (2) years of ROTC training, which is mandatory, shall hereafter be referred to as basic
ROTC while the second two (2) years after said basic ROTC, which is voluntary, shall hereafter be referred to as advance ROTC. The allocation
of ROTC units to the various major services of the AFP shall conform to the projected manpower needs of their respective reserve components.

2. Literacy Training Service (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.

3. Civic Welfare Training Service (CWTS)

 A program of 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 develop to improving health, education, environment, entrepreneurship, safety, recreation, and morals of the citizenry.

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 COMMUNITY OUTREACH PROGRAM

INTRODUCTION

The school and the community serve as alliances in national development. How can the school administrators determine the parameters of this symbolic
relationship?

Good practice is based on sound theories. Any training of NSTP students must provide for the field application of learned concepts, theories and methods
in the classroom experience. This is very important for the development of skills. The development of a positive attitude towards work and responsibility may
accrue as a result of extensive training in the school, but are further refined in the society.

In outreached programs for knowledge on the different components of the NSPT specifically the CWTS, it is very practical if the students could be
assigned to the place where they are residing to enable them to deal with work conditions that are closest to the realities in their areas.

The community activities are manned by well-trained NSTP coordinators who are expected to provide the necessary guidance and direction for the day-
today activities of the students as field counselors.

Hereunder are the course objectives so that the NSTP students can be guided on what to do I the community.

Explanation of the Activities

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 Orientation on NSTP-2

 This stage includes discussion of the course objectives, learning experience, requirements and evaluation. It also includes schedule of
activities by weeks and the days when the NSTP coordinators will visit and the days when students must report to their school.
Course Leveling of Expectations

 The students are expected to attain the objectives set for it’s the course. They are expected to submit a weekly report to the NSTP
Coordinators.

Grouping/Team Building
Harmonious inter-relationship is very essential in all fields of endeavor. In this stage, it includes:
1. Relationship with the group members;
2. Relationship with the NSTP coordinators; and
3. Relationship with the Local Government Officials in the community

Briefing on the Community Outreach Program

 This stage will be conducted by the NSTP Coordinator which will cover the do’s and don’ts in understanding the community outreach
programs and the major characteristics of the field practice areas.
Field Practicum Activities

 This is now the actual practicum in the community outreach program.

Situational Analysis

 In this stage, the participants in the program together with the NSTP Coordinator assigned and the local community officials will hold a
brainstorming session to decide on the activities and projects that will be undertaken to answer the needs of the community. The analysis
should lead to project identification and formulation. This series of activities should be planned ahead. Hence, the first step that should be
taken into consideration after they have settled down is to prepare a plan of work which will indicate the activities to be undertaken, date of
activity, the students who will undertake them collaboration with the local government officials.

Implementation of the Community Project

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  Identification of the community structure and function such as the community leaders and other stakeholders is very important. Moreover,
the following should be looked into:
Social Mobilization

1. Formulation/mobilization of the different persons involved in planning and management of the community outreach program projects.
2. Situational analysis by the NSTP students in collaboration with the community.
The different methods may be utilized in reaching out to the people:

a. Community meetings/group brainstorming;

b. Dialogue with key leaders in the community; and
c. Community assemblies.
3. Brainstorming / Discussion of alternative solutions and the group choices
4. Organize the community for implementation, monitoring and evaluation.
5. Implementation of planned activities
Guidelines for NSTP Students in Community Outreach Program

 The students are responsible for arriving at the given location on time, wearing the proper clothing, and respecting all the rules and regulations
of the school.

 The following guides govern the conduct of the NSTP students before they are sent to the field. They have to understand and bear these in mind
before they go out to the community where they are assigned.

1. Appearance
 Your personal appearance is considered very important. Ladies should not wear backless clothing, spaghetti straps, short or clothing in
which the midriff is exposed. Depending upon the project blue jeans will be allowed. You will be supplied with a NSTP T-shirt which should
be worn when participating in a community service activities.

2. Accountability
 The students are responsible for arriving at the given locations on time. They are expected to be punctual in the place of the assignment.

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3. Student Behavior
 Bear in your mind that you represent your school when you are out of the community. Your actions are a reflection of you and your school,
hence, you are expected to behave properly, maintain proper decorum at all times.

You have to be courteous, and maintain harmonious working relationship with colleagues, with facilitators, and with everyone in the community.

4. Bringing Companions in the Community

 You are not allowed to bring your girlfriend/boyfriend, friends, relatives and others in the community where you are assigned for the duration
of your field practicum.
5. Transportation
 You are responsibilities for your own transportation to and from the community if the school does not provide one.

6. Use of cellphones
 Cellphone is not allowed to be used while performing Community Service programs/activities.
7. Working with the LGU Officials
 You should work closely with the LGU officials and the community people in all aspects of your activities from situational analysis, planning,
and implementation to evaluation. Students activities/projects should be within the plans of the local government officials with which they
are working and should contribute positively to the solution of the community problems identified.

8. Problem/s Encountered
 Any problem encountered by the students in the community should be reported immediately to the facilitator.

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 COMMUNITY

What is Community

 According to Merriam Website, a community is a unified body of individuals with common characteristic or interest living together within larger society.
 A community is a group of people who share something in common. You can define a community by the shared attributes of the people in it and/or by the
strength of the connections among them. You need a bunch of people who are alike in some way, who feel some sense of belonging or interpersonal
connection (Simon, 2018).
 Pfortmuller (2017) defined community as a group of people that care about each other and feel they belong together.
Elements of Community

1. Group of People- it is the most fundamental or essential characteristic or element of community. This group may be small or large but community always
refers to a group of people.

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2. Demographics- relating to the dynamic balance of a population especially with regards to destiny.

3. History- past events that imparted community development.

4. Culture- the characteristics and knowledge of a particular group of people, encompassing language, religious, cuisine, social habits, music and arts.

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5. Economy- level of earnings and job of people

COMMUNITY SERVICE

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INTRODUCTION

Community service is performed by someone or a group of people like the NSTP students for the benefits of the public or community. The NSTP students
step outside of their school and expand their horizons. Through community service the students can strengthen their senses of civic engagement and
nationalism. They broaden their educational, developmental and social goals. As NSTP students, they should deliberate, plan, implement and reflect on their
activities in order to sustain the highest quality of community service learning.

It also allows those participating students to contemplate on the difference they are making in society. Some NSP students in a community service project
may find themselves gaining a greater understanding of their roles in social service as well as the impact of their contribution towards those in need of service.
Because community service areas vary, those who serve are exposed to many kinds of people, environment and situations.

The purpose of the community Service Program mirrors the mission of the school itself, that is, to prepare the NSTP students to become responsible,
active citizens. To that end the program strives to instill in the NSP students an awareness of the multiple needs of the community a sense of moral obligation to
help those less fortunate and the desire to make the community a better place in which to live.

Difference between School Service and Community Service

School service is not the same as community service, it is performed as a service outside the school. If you volunteer for school or more of school service
you can be awarded during the Recognition ceremony. A separate school service from must be completed to obtain credit hours. You are responsible for
completing these forms, NOT the person for whom the work was done.

Purpose of Community Service

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 The purpose of the Community Outreach Program where volunteerism is the cornerstone, and as such must be free of personal gain and remuneration,
mirrors the mission of the school to prepare each student to become a responsible, active citizen to that end, the program strives to instill in each student an
awareness of the multiple needs of the community, a sense of moral obligation to help those less fortunate and the desire to make one’s community a better
place to live in.

Volunteering is good for you. It:

- Reduce stress: experts report that when you focus on someone other than yourself, it eliminates then usual tension-producing patterns.
- Makes you healthier: moods and emotions, like optimism, joy, and control over one’s fate, strengthen the immune system.
- Saves resources: volunteering provides valuable community services so that more money can be spent on local improvements.
- Gains professional experience: you can test out a career and gain fulfillment.
- It brings people together: as a volunteer you assist in:
 Uniting people from diverse backgrounds to work toward a common goal
 Building camaraderie and teamwork
- Promotes personal growth and self-esteem: understanding community needs helps foster empathy and self-efficacy.
- Strengthens you community: as a volunteer you help:
 Support families (daycare and eldercare)
 Improve schools (tutoring, literacy)
 Support youth (mentoring and after-school programs)
 Beautify the community (streets, canals, beach and park cleanups)
- Learns a lot. Volunteers learn more about the:
- Self: NSTP students discover their hidden talents that may change their view on their self worth.
- Government: through working with local non-profit agencies, NSTP students learn about the functions and operation of our government.
- Community: NSTP students gain knowledge of local resource available to help the community people solve their community needs.
- Gets a chance to give back: people like to support community that benefit people they care about.
- NSTP students re investments in our community and the people who live in it.

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 THE PROCESS OF COMMUNITY
IMMERSION

“We don’t accomplish anything in this world alone and whatever happens is the result of the whole tapestry on one’s life and all the weaving of
individual threads from one to another that create something.”

- Sandra Day O’ Connor

INTRODUCTION

Community immersion generally takes on different overlapping phases, similar to performing community organizing strategies called social preparation
phase, integration, social analysis, program implementation, evaluation and report writing, and termination of the project.

LEARNING OBJECTIVES

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

 Verbalize the process of immersion as a guide for rendering service to the communities
 Design a community immersion plan of implementation following the process; and
 Internalize the importance of carrying out the steps of community immersion in service.

STRUCTURED LEARNING EXERCISE

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

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

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DISCUSSION HIGHLIGHTS
v
THE PROCESS OF COMMUNITY IMMERSION

The community immersion process is a series of interrelated and intertwined phases which commences with the Pre-Immersion followed by Entering the
Community, Community Integration, Community Needs Assessment, Program or Project Implementation, and Termination of the Project.

PHASE I PRE-IMMERSION

This phase regards the identification of the community where the students will be immersed at. Trainees will have to prepare themselves physically,
mentally and spiritually for many tasks ahead. Trainees must have waivers from their parents or guardians stating that they are informed of the mandate to
undergo the NSTP community immersion. The school also needs to organize its own manpower, resources and other technical needs. According to many who
have undergone immersion, the activities could be both exciting and exhausting.

Aside from preparation of the trainees and the school, the community is primarily the one to be prepared and informed. With this, trainees must set up
criteria in selection of an area for immersion.

Area Selection

Factors to be considered in area selection:

1. Groups or communities to be chosen belong to the deprived, depressed and underprivileged (DDU). The marginalized sectors are your target clients
because they are the ones needing your assistance more than any other groups in the society. Examples of marginalized groups are the youth, women,
slum dwellers, the differently-abled, among others.
2. Willingness of local groups and community leaders to work with you on community projects. This goes to say that we should start with the people and
work with the people.
3. Anticipated activities and demands fall within your available resources and ability to meet them. You cannot extend what you do not have in the first
place.
4. Presence of development agencies and other support institutions providing assistance to the areas. Supporting agencies are probable resources waiting
to be tapped that can provide additional financial assistance when it comes to projects that are also within their type of service.

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 Soliciting their support will also prevent duplication of services and activities. You have to identify if their schedule of activities coincide with yours so that you
will not confuse the people with your separate identity. There is a danger that people will not support you if the schedules of your activities overlap with those of
an agency that has long existed in the community before you came.

Through appropriate communications and relations with these agencies, they can most likely be the source of other updated baseline of that data you will
need to understand the community.

5. Stable peace and order situation. You have to put into consideration your own safety when you conduct your immersion. Some of the salient questions
you need to ask are that, “ Are the roads and work area secure to travel on? “Am I not putting myself and other members of the immersion team in
danger if we conduct our immersion in this venue?” Will I and my school be compromised if I continue to work in this area?”

Sometimes despite the community leaders commitment to work with the trainees, when the community in general does not regard their area as having stable
peace and order situation, they themselves will not cooperate because their community issues go beyond what you can respond to.

Remember, you are also a student and that one of your main objectives is to learn and experience community living without disregards to your own safety.

6. Accessibility, Successful community immersion also relies on how quickly and how often you can visit the community. If you live in Cavite and you
happen to have chosen Bulacan as an immersion area, would it be easy for you to conduct, monitor and evaluate your projects in the latter area
mentioned?

You have to take into account how much time you spend traveling how much money you spend for transportation or lodging. Then is a chance that you will
spend extra effort on tasks like carrying training materials on the field, etc. that could otherwise be prevented if you have chosen a much accessible venue for
immersion.

If you have been able to select an area for immersion based on the foregoing factors, you can now proceed to entering the community.

PHASE II ENTERING THE COMMUNITY

To ensure success in entering the community, it is necessary to have community mapping of the target area. This will help you identify the geographic
coverage of the project. It will also help point out the resources that maybe used by the trainees in the community and the relationship of people with these
resources.

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 Angelito G. Manalili in his book Community Organizing for People’s Empowerment (1990), remarked that there are different ways of entering the
community, Similarly, immersion begins with the initial steps in community organizing, Anchored on Manalili’s concepts, those planning to conduct community
immersion can enter the community thru:

 Ostentatious Entry. Complete with banner and general assembly of the people, the community ushers in the people who will undergo immersion
or outsiders. People naturally expect more from the outsiders because the latters identity is boosted.
 Banking on the Peoples Weakness. Outsiders sometimes enter the community through catching peoples attention. At time when community
people are in distress, they usually adhere to outsiders, like during economic crisis, emergency and disaster situations. The outsiders try to find out
which aspect is it that the community will need them for and through this, they emphasize on how they could be helpful.
 Academic Style of Entry. Communities are often called social laboratories because they are a place to test the theories learned in classrooms.
Academic institutions field some students into the community to assist the students and the community is done to identify the terms to which the
community service will be fulfilled.
 But the best way is People – Centred Approach. This approach ultimately believes on the capacity of the community people to participate and
acknowledge whether outside assistance is really needed. Users of this type of entering the community invest on community development. Key to
this type of entry is strong linkage with the people in the community.

When entering the community, the members of the community immersion team must establish good rapport and relationship with the community
people. Gathering information and doing a background investigation about the situation in the community may prove to be of great help in pursuing the
goal of establishing linkage in the locality. Ground working can also be an effective mechanism in knowing the community well. Talk to as many people as
possible and document or record your conversations.

Pay courtesy call to recognized leaders of the community. Make communications ahead of time of entering the community. Write the community
leader a letter of intentions and in turn you should have a letter of acceptance from them. Whatever type of entry to be used, it is a must to secure a
memorandum of agreement between you and the community. This will set your working parameters. It is giving due respect to them and formalizing a
commitment of the helping contract.

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 MANAGEMENT OF NSTP
COMMUNITY-BASED PROJECTS

How far you go in life depends on your being tender with the young compassionate with the aged, sympathetic with the striving and tolerant of the
weak and strong because someday in life, you will have been all of these.

- George Washington Carver

INTRODUCTION

An important ingredient to NSTP community immersion is the development of community- based projects. In managing NSTP projects, the universal
management functions as planning, organizing, staffing, directing and controlling be given due consideration to ensure the success of the implementation of the
projects.

In general terms, project management encompasses project planning, implementation, and monitoring an d evaluation. Project planning and implementation will
form part of this unit while monitoring and evaluation will be treated as a distinct subject in Unit Five.

LEARNING OBJECTIVES

This chapter will enable the trainees to formulate and conceptualize projects for their community service areas.

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

 Define project proposal as basis for implementation of the NSTP activities in the immersion area;
 Apply the process of making effective project proposal based on the identified needs of the target clientele; an d
 Appreciate the value of making effective project proposal in the NSTP program following the suggested format.

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STRUCTURED LEARNING EXERCISE

MAKING PROJECT PROPOSAL

The following will guide the trainees in during this exercise:

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

2. Activity Proper
a. Using the data provided on the sheet, cut and ready to paste items as the strainer will define/ discuss the parts of the project proposal.
b. This activity will last for one (1) hour.
c. Trainees will review the format and prepare a draft proposal
d. Trainees will prepare, refine and finalize proposal based on the identified need (2 ½ hours).
e. Trainer will evaluate the proposal output before implementing the project.

DISCUSSION HIGHLIGHTS
c
PROJECT PLANNING AND IMPLEMENTATION

Project is a time-bound undertaking that is carried out to create a unique service. It combines resources and channeled into a temporary structure in
order to accomplish a specific goal.

Project development involves a series of continuous, often overlapping phases. This cyclical process launches with survey of felt needs in the locality that
will serve as baseline information in the formulation of project or set of project that may be undertaken in an uninterrupted or staggered manner. As soon as we
have identified the project plan, it is prudent that we have an inventory of our resources. Mobilizing our limited resources (men, money, materials and moment)
is a fundamental thing to do. The implementation comes with regular monitoring to keep track of the development of the project. Measuring the success of the
project as in impact evaluation will serve purpose in revising the plan of action. Afterward, the cycle goes back to round.
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 COMMUNITY
NEEDS ASSESSMENT

REVIEW PROJECT
PLAN OF ACTION FORMULATION

IMPACT ORGANIZATION
EVALUATION OF RESOURCE

PROJECT IMPLEMENT
MONITORING THE PROJECT

FIG. 3. THE PROJECT CYCLE

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PROJECT PLANNING
c
In the formulation of a project, a planner must take into consideration the needs of the target clients. In this undertaking, the trainer together with the
trainees must assist the community in identifying, analyzing and prioritizing the needs and concerns they must tackle. People in the community know more
about the program relevant to their needs. Developing them in the course of planning will motivate them to support the activities. Based on the identified needs,
projects must be made through a proposal to assess its feasibility, contributions, rationale and basis for funding and support.

This guideline in making a project proposal will facilities work for the trainees and trainers in their immersion activities. This will also provide them the
proper opportunity to prepare rights data and direction in the implementation of their plans while they will be actually doing their tasks. A project proposal has
several parts in order to complete the needed information. As basis of conducting the project.

WHAT IS PROJECT PROPOSAL

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

PROPOSES OF MAKING PROJECT PROPOSAL IN THE LIGHT ON NSTP?

c
- It guide trainees and trainers in design a program for their clientele.
- It facilitates implementation, monitoring and evaluation of the projects
- It serves as database in making reports as a requirement to the course.
- It makes work easier for it serves as reference for trainee’s to give the right information needed for the project.
- It serves as a ready source of data for research work.

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THE PARTS OF A PROJECT PROPOSAL FOR NSTP IMMERSION PROJECTS
c
There are various formats used in the preparation of a project proposal. Below is one of the design followed. It elicits the following
information:

1. The title. The title of the project must capture the need and present the name of clientele to be served. It must be catchy to the readers. It must be written
in all capital letter, bold and centered.

OPERATION PLAN (OPLAN): CLEAN AND GREEN

(A Project on Waster Management and Green Philippines)

2. Project Proponents. This part enumerates the names of persons to be involved in the project, their year level (if trainees), rank (if trainers), contact
numbers and address or college. If there are several activities that require several leaders in every undertaking, names must be specified per activity.

Group 4 and 5 – CTWS-CAFA- MAPAGKAWANGAWA/Class

3. Implementing Units/ Implementers. It must be noted that in writing this part of the proposal, capital letters must be used to differentiate from the project
proponents.

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 Example:

LINE 4 (manpower- for placing trash in particular areas and distrusting other materials)

Group leader:
Padora, Paolo
Members:
Tubig, Mark Anthony; Palles, Janice; Morales, Ricardo; Macuja, Katherine; Lampitoc,
Samson, Emmanuel
LINE 5 (responsible for the lecture proper)
Group leader:
Abaygar, Darlyl Van
Members:
Agana, Joseph; Aspa, Reynan; Blanca, Jelly; Flores, Faiza; Ignacio, John Robert;
Marinas, Carlo; Mendoza, Melody; Loja, Jerica; Morales, Michael; Acidre, Hazel; Oabel,
Daniel

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

Example:

Date of Implementation

January 21 and 28, 2007

Length of Implementation: 2 day implementation only. For the first day, around 6-7 hours of community work (3 hours in the morning for the
preparation of the place and lecture. Another 4 hours in the afternoon for the distribution/ placement of the waste segregation trash bins). For the second day,
monitoring and evaluation of the activity project will be done.

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5. Objectives of the Project. The objectives of the project must be written in operational terms on what you intend to do solve identified problem related to
the project. The characteristics of the objectives must be specific, measurable, attainable, realistic and time bound (SMART). State property by using the
right verbs that describe what you want to address in relation to the underlying problems within a certain period of time.

General objectives can be framed as basis of formulating specific objectives of the project. It must also consider the domains of learning such as
the cognitive (knowledge- mind), psychomotor (skills-body) and affective (values/behavior-heart).

Example:

“The general purpose of the two-day project is the maintenance of the cleanliness
in Barangay San Jose. Toward this end, the following objectives are set:
1. To imbibe the importance of cleanliness among the participants
2. To increase the awareness of the community people on the advantages of
waste; and
3. To solicit the support of the people in maintaining cleanliness and
orderliness through waste segregation’.

6. Project Description. The following standards must be observed in writing the project description in facilitating the drafting of the proposal:
a. Background of the project
This part requires at least 3 paragraphs that provide a realistic background of the project describing the modifying issues/ problems
that have influenced the identification of the project. You can identify particular differences or advantages over existing projects or cite
issues in some publications as proofs of underlying problems or realistic serious or of general occurrence.

“We have noticed that, in some areas of the barangay, improper waste
disposal is prevalent. In like manner, the incidence of open-hole drainage system
in the locality may pose a threat on the health condition of the resident’s threat”.

pg. 26
 b. Justification of the project
Discuss the importance of the prepared project in solving or providing action to help solve existing problems inherent to the project.
Give the expected output of the project, benefits derived from it, and most probable recipients of the benefits of the project. It must be
written in 3-5 paragraphs.

Example:

“A survey conducted last December 10, 2006 reveals that the barangay
is faced with the problem of improper waste disposal especially in the squatter’s
area. It is for this reason that the project is viewed as a significant intervention in
setting in place a system of waste management.”

c. Benefits derived from the project

This section should reflect the advantages or benefits that the activity will bring about when it is implemented. If possible, it should mirror
outcomes- or the long term results that people will receive.

Example

“The target audience will benefit from the project in terms of acquisition of
know-how on waste management, prevention of diseases/illnesses associated
with improper waste disposal and unhygienic surroundings”

d. Coverage
The area or vicinity covered by the project and the type of clients to be served should be reflected in the proposal. This gives focus to whom
the project is for and the extent of its implementation.

“The project will cover the 100 families of the Barangay specifically the
household help and unemployed housewife.”

pg. 27
7. Methodology. This part cites the activities or strategies that should be undertaken in order to achieve the objectives of the project. It should describe the
general approach of the project, agency counterpart in case of partnership, responsibilities and obligations, manpower requirement and the manner on
how the specific activity will be undertaken if the project calls for it.

Example:

“The lecture-seminar method will be employed in the project. Setting up of

waste segregation bins will also be done.”

8. Detailed Budgetary Requirements. In preparations of the budget, the budgetary requirements of all activities must be considered. The amount varies
depending on the extent of the project coverage. For most instances, the bigger the project, the larger the budget required. In many cases, budget
depends on the size of expenditures needed. Sources of fund must also be specified. Budget is prepared using the following data.

Example:

Transportation…………………………………………………………200.00

Communication……………………………………………………….35.00

Supplies (wood for the bins, nails, etc.)……………………………200.00

Demonstration/Instructional materials……………………….…….25.00

Sundry and other miscellaneous expenses

(food, other printing needs, etc.)……………………….…………..300.00

Contingency………………………………………………………….500.00

pg. 28
 ₱ 1,260.00

9. Detailed schedule of activities

DATE TIME ACTIVITY PEOPLE

01/09/07- Start end of preparation for Merged line 4

1/20/2007 (no particular) project implementation and 5 (all)

1/14/2007 (no particular) Deadline of learning (all)

materials/visual aids

1/14/2007 8-9am Preparation for the lecture Line 5

1/21/2007 9-10am Start of the lecture (1st part)

I. Opening Prayer
II. National Anthem
III.Opening Remarks
IV. 1st Lecture Topic (waste
management)
V. 2nd Lecture Topic (RA 9003)
10-10:15am Break (for the Food committee
attendees/participants of the
lecture)

10:15- Continuation of the lecture (2nd

11:15am part)

VI. 3rd Lecture topic (waste

segregation)
VII. 4th Lecture topic (Project
pg. 29
 Discussion)
VIII. Closing Remarks
XI. Closing Prayer

11:15-12nn Clean up of the venue

12-1pm Lunch Break (for the group)

1pm-onwards Making and setting up of waste

bins and trash cans 1. Making the title

2. Project proponent/s
Leader:
Members:

3. Implementing Unit/group

4. Project duration

5. Objectives

6. Project description

a. Background

b. Justification

c. Benefits derived from the project

d. Coverage

7. Methodology

8. Budgetary requirements pg. 30

9. Detailed schedule of activities
 PROCESS FLOW CHART IN MAKING NSTP PROJECT PROPOSAL
FOR COMMUNITY IMMERSION

This flowchart illustrates, in a capsule, the process of formulating project proposal based on the results of the community needs assessment by the.

SYNTHESIS
c
The project development approach follows a systematic process that involves determining the needs and the problems in the community/ barangay/
purok, planning, implementing and evaluating time-limited initiative that is undertaken to create a unique service.

These specific concerns in the development of project can be viewed in a cyclical presentation of the various phases involved in the process know as
project cycle. The stages are as follows:

1. Community Needs Assessment

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

It is worth while to give due attention to the critical role played by planning in the execution of the project. Remember, “if you fail to plan, you plan to fail.”

pg. 31
 DOCUMENTATION, MONITORING, AND
EVALUATION
OF NSTP COMMUNITY – BASED PROJECTS

Quality of NSTP projects is never an accident it is always the result of good intention and skillful execution of people concerned. It represents
the wise choice of many alternative and the culture of the heart about the program.

- Flor Labuguen

INTRODUCTION

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

pg. 32
LEARNING OBJECTIVES

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

- Identify the documents, monitoring and evaluation instruments needed in measuring the success of NSTP community immersion projects;
- Make use of the documentation technique, monitoring guides and evaluation instruments to ensure meaningful program implantation of NSTP; and
- Appreciate the value of having proper documentation, monitoring and evaluation of the project for community service.

STRUSTURE LEARNING EXERCISE

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

DISCUSSION

Documents is a clear-cut proof that projects are conducted with the notes and observation being recorded as guidelines for future programs
like the NSPT.

A dynamic documentation service requires information on new development in management relevant to the work and the program. Specifically on:

1. Updated status reports is a ready reference of data that can be the source of information for NSTP, additional income and undertaking for the
institution.
2. Information on the work methods used and results obtained in prevision programs must be available for new assignments.
3. Serve as references for:
a. Trainee’s information/source data for requirements;
b. Staff personnel evidence for rating of student trainee’s performance and growth;
c. Monitoring and evaluation purposes of NSTP projects; and
d. Evidence for the support it extends in helping strengthen the extension service or community outreach of institutions.

LIST OF NSTP FORMS REQUIRED FOR DOCUMENTATION DURING COMMUNITY IMMERSION

For trainees, they must submit the following;

pg. 33
 1. Waiver
2. Letter of request to the barangay to conduct for immersion
3. Acceptance letter of barangay
4. Community needs assessment
5. Memorandum of Agreement (MOA) or Memorandum of Understanding
6. Narrative report format
For the trainors,

1. Copy of all documents for immersion of students

a. Waiver
b. Letter of request to the barangay to conduct for immersion
c. Acceptance letter of barangay
d. Community needs assessment
e. Memorandum of Agreement (MOA) or Memorandum of Understanding

2. Grade sheets
3. Summary list of graduates with their specialization
4. Accomplishment reports
5. Program of instruction

MONITORING OF NSTP PROJECTS

Result monitoring is a systematic and continuous procedure in checking programs and projects done during the NSTP community immersion. It is an
awareness of a state of a project. Monitoring of projects is done consistently and by certain measures. It is an observation of several changes that occur over
time.

In example, trainees would take note of whether there is an increasing participation among community people in the series of projects that they conduct.
Or it could be that trainees would note of how much they are able to spend for a single sub-activity with regards to how cost-efficient their general activities are
monitoring provides a certain degree of background knowledge on what else to change, to adjust and to adapt over the course of time that the project is being
implemented.

pg. 34
SIGNIFICANT MONITORING PROJECTS

Monitoring NSTP projects is very essential to determine:

1. Whether the inputs are achieved on time or a planned;

2. Whether the activities were conducted as schedule; and
3. Whether the outputs were produced on time or outputs were in right quantity and quality as specified on the project design.
The products of monitoring are summarized progress reports that are capable of triggering timely management interventions. I serves as means of
keeping track of the status of the projects.

WHO WILL MONITOR NSTP PROJECTS DURING COMMUNITY IMMERSION?

People involved in monitoring community service projects done by the trainees taking community immersion are the trainees themselves. Trainors.
Barangay officials concerned, partner agencies involved in the projects and others who are not involved but are concerned with the project.

To ensure success of the NSTP projects, monitoring plan is necessary as a means of getting data information and input for decision aking.

It includes:

1. Data/information needed in rational decision making.

2. Personnel involved in the execution of the project, collection of data and problem identification;
3. Know about data are reported and to be reported; and
4. Levels of implementation.
In making the monitoring plan, specific activities in the implementation of the project are essential identified as basis of specifying the detailed schedule of
the project.

TOOLS NEEDED FOR MONITORING PURPOSES

Professional community workers do not dare rely on their good memory to record their findings in the community. They use some tools and processes to
record, monitor and validate the soundness of the information and activities they have. Some of the helpful tools in monitoring NSTP projects include:

pg. 35
 1. Journal or Process recording. According to Merriam Webster On-line Dictionary, a journal is”a) an account of day-to-day event. b) a record of
experience, ideas, or reflections kept regularly for private use.” Similarly, a process recording is also an account of day-to-day event, but it deals
heavily on how a certain task was performed and achieved. This can be very useful in putting together the pieces of data gathered a good needs
assessment is found on the strength and up-to-datedness of events being monitored.
2. Gantt chart. Created by Henri Gantt to illustrate summary breakdown of work elements the Gantt chart is useful in monitoring if NSTP projects are
being implemented on time.
3. Summary checklist. From the start, the implementors of the project write the indicators that need to be present to check whether there is progress.
Usually, the objectives of the project, tasks, materials and persons involved are written on a checklist. Across these items are columns to be checked
whether they have been complied or not.

SAMPLE MENITORING PLAN FROMAT OF NSTP PROJECTS

OPERATION PLAN (OPLAN): CLEAN AND GREEN

(A project on Waste Management and Green Philippines)

BASIS NAME OF PROPOSAL C

PROJECT SPECIFIC OMPLETE
MONITORING REMARKS
REQUIREMENT
S
Complete Incomplete

Purpose To determine Activity, preparation

project inputs, of project proposal on
activity outputs waste management
and segregation
Data to Needs, Identification of
gather resources, institution level of
location, persons needs, resources of
involved particular target area

pg. 36
 Source of Target clients or Data gathering and
data partner agency prioritizing
- needs of the
target clients
and resources
from the
clients and
partner agency

Tools for Use of devise Delivering survey

gathering form and other questionnaires
data NSTP 2 related to the level of
documents instruction
- Assessing
baseline
record of the
community
Time of Before project e.g. march 15-30,
gathering implementation 2007
data

Frequency of Once, before the Gathering data

data conduct of the before the conduct of
gathering project the project

Personnel Student assigned Names of students

who will assigned
gather and
analyze data

pg. 37
Use of data For finalizing the Finalizing the
proposal on proposal on waste
waste management and
management and segregation
segregation
Personnel Tasking list Record of persons,
assignments involved, tasks
assigned and
procedures to be
followed.
Attendees to Attendance sheet Indication of number
waste and type of clients
management
lecture

Duration Following specified

schedule indicated in
the programme.

Programme Depth of knowledge

and expertise on the
Lectures subject matter was
illustrated

pg. 38
 Content is presented
in commonly
understood terms;
example were given

Content

Waste bins and Presence of waste

trash cans bins and trash can in
the designated
places

Setup of Community People in the

waste bins participation community assist the
and trash student trainees in
cans the placement of the
waste bins and trash
cans

pg. 39
 Monitoring Monitoring and Administering and
and evaluation forms distribution of
evaluation monitoring and
evaluation forms after
every major activity
Final report Compilation of Written narrative and
group work reflection paper with
attached pictures

EVALUATION OF NSTP PROJECTS FOR COMMUNITY IMMERSION

In every project for NSTP, its activities require an affective system which provides information on the extent which projects are achieving their objectives.
The activities are checked if it is conducted in an economical and timely manner. The activities contribution in the attainment of the total objectives of the
program is very essential. Any information can be provided in both monitoring and evaluation system, which provides information, required by the planners,
policy makers, trainors and the trainees involved in the program.

Evaluation as defined by Tucay is a systematic assessment of the value or worth of something. This something could be the NSTP projects or other
programs, a technique used in the fieldwork or a situation prevalent in particular community.

To NSTP trainees and trainors, evaluation means the value or meat of his teaching-learning activities. Questions asked mostly are: “did I meet the
objectives? Are the strategies appropriate in meeting the objective? Do the results equate with the inputs spent?

IMPORTANCE OF EVALUATION

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

pg. 40
WHAT TO EVALUATE?

There are 5 aspects of evaluating the NSTP Project in order to be successful namely:

1. Effort. In measuring the efforts exerted in the project, the trainees use the input evaluation type which identifies available resources both in
human (personal), material resources such as money, educational tools, methods or technique and the activities undertaken.
2. Effect. In assessing effects, trainees and the like measure the outcomes of the efforts made.
3. Adequacy. In measuring adequacy, trainees need to look into the effectiveness of the project in terms of the number of clients being served.
4. Efficiency. This is done by determining the cost benefit analysis by the trainors of the trainees, and identifying the benefits derived from the
program
5. Process. In evaluating the NSP Projects, one should answer the questions on how and why the project worked or did not work. It also
responds to the question on how the different project inputs can be utilized to arrive at good outcomes.

It must be considered that evaluation of projects is a continuous process and it has no end unless the project ceases to exist.

WHO WILL CONDUCT EVALUATION OF THE NSTP PROJECT?

The NSTP Project is done by and through the following:

1. Trainees themselves
2. Trainers/facilities
3. NSTP Office personnel
4. With a given reference, CHED/TESDA as outside evaluation Effective management of NSTP projects requires
5. Follow-up studies, if there are any proper documentation, periodic monitoring and
evaluation to ensure right implementation of
designed goals and objectives

HOW ARE THE NSTP PROJECTS EVALAUTED?

pg. 41
 1. Identification of the objectives
 It must be in behavioral terms
 It must include the domains of learning which served as basis of assessing their knowledge, skills and attitudes.
2. Examine program activities and implementation procedures
 What are the activities identified to meet the objectives?
 How are these activities undertaken?
 Did it achieve the objectives of the program?
3. Indicators of expected outcome
 Are the methods/approaches relevant to the project?
 Are there changes among clients on the following:
o Knowledge?
o Attitude (value, belief, habits, practices?

WHEN DO WE EVALUATE?

o Evaluate must be undertaken before, during and after project.

o Pre –actively evaluation is done before the conduct of the project to provide baseline information on knowledge, skills, attitude, and other
characteristics of the target clients. Specifically, it provides data on the clients needs, strength and weaknesses regarding the project.
o Evaluate of an ongoing project is necessary to time out how the project is progressing. It answering questions like: is the project executed on
planned?; are there problems in the program implementation?; what problems have been encountered?; what solutions or actions are being taken
to attain project objectives?
o Post-evaluation of activity determines whether project objectives have been attained or are the clients show measurable gain in knowledge,
attitude and skills. It also ascertains the amount of change that has taken place in the clients.

pg. 42
Evaluation Forms (Sample)
Name of Project
Implemented on
Proponents:
Fill out this form to evaluate student performance and project rating. Number 1 is the lowest while 5 is the highest. NA means that the item is
not applicable for ratings.
1. Effort Exerted
ITEM 1 2 3 4 5 NA

Achievement of Objectives of the

program such as
1. To enhance and broaden the
knowledge of the people about
maintaining the cleanliness on their
places;
2. To discuss to community people
the effects and help that waste
segregation could do for them in
the community; and
3. To work with the people in making
waste segregation bins
Methodology used
1. Included community people in
activities such as planning and
implementation
2. Utilized community needs
assessment environmental
scanning, etc. to understand
people’s needs
3. Validated needs assessment and
verified appropriate methodology
for use in activity

4. Used varied technique for the

attainment of the project objectives

II. Effect Attained

ITEM 1 2 3 4 5 NA

1. Changes in the physical structures pg. 43

or infrastructures and improvements
are visible
2. Impact on social structures
3. Participation of community people
In summation, the flow chart below is the step-by-step process in the conduct of community immersion activities and projects under the auspices of the National
Service Training Programs.

HOW DO WE CONDUCT COMMUNITY IMMERSION ACTIVITIES IN THE LIGHT OF NSTP?

pg. 44
 1. Students make a letter of request regarding their immersion addressed to the partner group signed by the trainer/coordinator
and approved by the NSTP
Coordinator/Director

2. Community Partners will respond to the request signifying their acceptance

3. Students, based on the needs identified with the community partners will propose a project

4. Students will prepare a detailed program schedule

5. Students will go on actual immersion and project implementation to assigned areas. Monitoring and evaluation is intensified
at this phase

6. Students prepare a narrative report of the activities

7. Each group will submit the narrative report in compliance of the requirements

SYNTHESIS

 Documentation is a reservoir of information that can improve future programs. It is vital to the management to avoid duplication and repetition of mistakes
and contributes more to greater efficiency and effectiveness in operation. Hence, it must depict absolute truth of events and other important data for
future Reference and source of information.

pg. 45
 Result monitoring is a systematic and continuous process in checking projects done during the NSTP immersion. During the vent, it determines whether
the inputs are achieved on time or as planned and whether outputs were maximized as required. It manifests the progress and identifies interventions
needed as a way of keeping track on the status of the project. It must be carefully planned in order to obtain desired result as input to decision-making.
 Evaluate the impact of the project is an attempt to assess as no whether the project, in general, has made a difference in the lives of target audience. It
enable you to determine the effect/s of the project had on the clienteles.
 If all the aforementioned requirements are fully met, then we can truly quantify to what extent we have touched the lives of the people.

pg. 46