FU NSTP- CWTS and LTS Module

Foundation University Dumaguete City

National Service Training Program Common Module

Course Title: National Service Training Program - Civic Welfare and

Literacy Training Services (CWTS and LTS)

Course Description:

The NSTP11 provides the backdraft and theoretical framework of the

Program, NSTP12 is the continuation and validation phase. It is designed to equip
and empower students with the fundamentals of project identification, planning and
implementation in pursuit of contributing to the uplifment of the general welfare
and the quality of life of the people in the community through enhancement, in
particular, of the school and community facilities. Its advocacy is related to the
protection and preservation of environment, as well as, improvement of lives, health
and safety of the populace through promotion of risk reduction, peace-making
process, safety, recreation and morals of the citizenry.

The Course shall provide opportunities for students to exemplify the national
objectives of NSTP-CWTS and LTS.

To this end, the NSTP student-trainees are expected to undergo the process
called community immersion wherein they engage with the different stakeholders
for the application of acquired knowledge and have genuine experiential learning.
The LTS students will focus on the Literacy activities by doing remedial activities
with the young people in the adopted community.

Program Objectives

1. Established an NSTP framework anchored to the university’s core values and

community program
2. Instilled civic consciousness
3. Prepared to mitigate and actively respond to disasters
4. Advocates of environmental management system 5. Empowered to deliver
quality community services
.

1
FU NSTP- CWTS and LTS Module

Introduction

• Republic Act (R.A.) 9163 – also known as National Service Training Program
(NSTP) Act of 2001
• Republic Act 9163 is an act establishing the National Service Training
Program (NSTP) for tertiary level students, amending for the purpose
Republic Act 7077 and Presidential Decree 1708 and for other purposes.
• R.A. 9163 – enacted on January 23, 2002- date of approval and signature of
President Gloria Macapagal-Arroyo.
• What is the guiding principle in establishing the NSTP?

Section 2 of R.A. 9163 affirmed that it is the prime duty of the

government to serve and protect its citizens. In turn, it shall be the
responsibility of the citizens to defend the security of the state and in
fulfillment thereof, the government may require each citizen to render
personal, military or civil service.

• What are the goals of the State from among the youth in nation building?

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

• What should the state do to pursue the afore cited goals?

The youth shall be motivated, trained, organized and mobilized in

military training, literacy, civic welfare and other similar endeavors in the
service of the nation.

• What is the National Service Training Program (NSTP) all about?

It is a program aimed at enhancing civic consciousness and defense

preparedness in the youth by developing the ethic of service and patriotism
while undergoing training in any of its three (3) program components.

• What are the three (3) program components of NSTP?

1. Reserve Officers Training Corps (ROTC) – is a program

institutionalized under section 38 and 39 of RA 7077 designed to provide
military training to tertiary-level students in order to motivate, train,
organize and mobilize them for defense preparedness.

2
FU NSTP- CWTS and LTS Module

2. Literacy Training Service (LTS) – is a program designed to train

students to become teachers of literacy and numeric skills to school children,
out-of school youth and other segments of society in need of their services.

3. Civic Welfare Training Services (CWTS) – refer to the programs or

activities contributory to the general and 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
• Are there any institutions not covered by the NSTP?

Philippine Military Academy (PMA), Philippine Merchant Marine Academy (

PMMA), National Defense College of the Philippines ( NDCP), Philippine
Public Safety College (PPSC) and other schools similar stature, in view of the
character of their institutions, shall not be covered by the NSTP.

3
FU NSTP- CWTS and LTS Module

Module 1: Values Clarification

I. Description

This module aims to relate the personal values of the students to the ideas
and principles that he/she needs to understand in order to have a clear picture of
the rationale and the significance of the CWS and LTS program.

II. Rationale

The Civic Welfare Service and Literacy Service program, as an outreach activity of
Foundation University aims to respond to the mission-vision of the institution which
hopes to bring about socially responsible students. The program hopes to contribute
to the general welfare and betterment of the life for the members of the community
or enhancement of its facilities, especially those devoted to improving community
organization, education, health, spirituality, sports/recreation and the morale of the
citizenry.

III. Core Values

Value is something freely chosen from alternatives and is acted upon. Value is
that which one acts to gain or keep as a quality or principle that is intrinsically
valuable or desirable.

Values Clarification is a process by which a person can discover values or

principles through one’s behavior, feelings, ideas and important choices one has
made.

It is during the early adult stage that an individual can really clarify what
decision in his/her life had a major influence on one’s personality. Thus, this process
can help one understand his/her character and the choices that a person will make
in the future.

A person is continually developing his/her values: values can never be static

but must be continually re-chosen as a person matures. As a person grows, he/she is
continually choosing values and fashioning his/her hierarchy of values.

Looking at the problems being faced by every Filipino at this point, one can
surmise that oppression, violence, greed, exploitation, environmental degradation
and corruption are by-products of a decrepit and twisted value system. As Filipinos,
we should realize that if we want to see a better Philippines, we should break this

4
FU NSTP- CWTS and LTS Module

culture of corruption and oppression. For any positive social, economic and political
change to begin, every Filipino should take the time to evaluate his/her personal
value system and practice the right values that promotes justice, truth, honesty and
fairness. Now is not time to blame those who came before us, but now is certainly
the time to let the tides of positive change transform this nation and uphold what
most of us consider as undoubtedly true, good, lasting and supports life.

Values

1. Seeing with the eyes of faith – trusting in the Divine Providence. To see that
the totality of creation with Christ at its center, is ordered to God and
destined through God’s love for the happiness and salvation of humankind.
2. Doing all things in the eyes of God – it is to look upon God as the prime mover
and motive force of our actions, and to act only by the guidance of His divine
spirit.
3. Attribute everything to God – Accepting the result of one’s action with
humility and joy. An attitude of profound trust in God’s saving power and
compassionate fidelity to human beings in the midst of trials and difficulties.

Practical lessons we can learn

1. Believing in what others can do (Confidence)

2. Developing human potential (Competence)
3. Humility in accepting greater tasks (Christian)
4. Dedication to serve (Commitment)
5. Resolving conflicts through peaceful means (Christian)
6. Honest in his dealings (Competence)
7. To analyze things objectively (Competence)
8. Listening what others have to say (Compassion)
9. Taking time to evaluate the task at hand (Competence)
10. Treat everyone with justice and fairness (Compassion)

• FAITH
attentiveness and openness to the will of God at all times; seeing God
alive in every person, in every event, and in every situation; and recognizing that
these are God’s ways of calling us in our day-to-day experiences;

• ZEAL
An active commitment to serve the human and spiritual needs of the
young, especially the poor, as a natural expression of our faith; giving the best
that one is capable of for the sake of the children and enabling them to become
the best that they can be for the sake of God and the work of God’s reign

5
FU NSTP- CWTS and LTS Module

• SOLIDARITY WITH THE POOR

a Gospel-based, preferential concern for the poor and the

marginalized; a spirit of compassion that brings with it an active commitment
to ease the plight of all those who are deprived of opportunities to live fully
human live
Module 2: An Authentic Human Person
“Authentic Christian Humanism”

I. Description

Every person has his/her own preconceived notion when asked. “What does
it mean to be human?” Differences in opinion are even wider depending on the
maturity of the individual. Ideas, needs, desires and wants differ from one person to
another, depending on his/her experience, which is often affected by the values
being held by the person.
However, in working with the community, it is vital for everyone to have a
common understanding of the important concepts or principles related to the
question of what does it really mean to be called human.
In this module we shall try to discover various facets about humanity and try
to form a synthesis through a framework that can be acceptable to all. The module
would aim to present a concept of the Human person that would use as a
springboard five basic relationships that a person ordinarily relates with in order to
have a sense of completeness.

II. Input

According to “Authentic Christian Humanism” a person is looked at first and

foremost as someone that ought to be respected. Humanistic philosophy focuses on
the actualization of human potentials, enhancement of human experiences as they
would contribute to personal happiness, social justice, democracy and a peaceful
world. A person primarily has 5 essential relations:

A. In relation to HIMSELF

1. Man has intellect and freewill

Everyone is endowed with natural capacities and abilities. Primary among

them is the ability to reason and to decide freely. The person has the ability to grasp,
recognize, and appreciate truth and goodness, and the ability to choose among
options: to work for or disregard truth and goodness.

And because of intellect and freewill, everyone has the unalienable right to freedom

6
FU NSTP- CWTS and LTS Module

of expression, to information, to education, to assembly, to worship and to collective

action. Therefore, the person has the right to seek truth and act in freedom

With freedom comes responsibility – the duty to respect the rights of fellow
humans, and to be accountable for his/her actions. While one enjoys freedom, one
does not have the right to hamper or curtail the freedom of others. Rather, one
should promote the welfare of everyone as he/she knows for his/her own
happiness.

2. Man has dignity

Man is bestowed with dignity. It is not something which can be given or taken
away at will. It cannot be destroyed even if the recognition is being denied.
The person by virtue of his/her dignity is an end and should not be treated as
a means or a tool. This dignity demands absolute respect; therefore it does not allow
the manipulation or use of persons.

3. Man is created in the image and likeness of God

This underlines the freedom and dignity of the human person. In each person,
there is a “God-likeness” for a biblical truth describes man’s life coming from the
breath of God. (Gen. 2:7)
The person, therefore, is a co-creator, co-worker and co-savior of God.
Creation and salvation is an on-going process; and we are all a part of it. We are all
called to engage ourselves in the stewardship of God’s creation. In the process, we
affirm that the self is not alienated from the creation process, for it is being created
continuously.

4. Man is Unique

No two persons are ever the same. Even twins would have major differences
in personalities. We are genuinely created so that even with past and future
generations, no one can duplicate whatever actions we have in this world. Because of
this uniqueness, we can never put any person in a box and have it labeled or
stereotyped. This uniqueness should always be kept in mind and should be
respected. The emphasis of collectivity should not be made at the expense of the
uniqueness and the dignity of each person.

B. In relation to fellow HUMANS

1. Man is a social being

God did not create the person as a solitary being, but wishes him/her to be a
“social being.” Every individual is oriented towards other people and needs her

7
FU NSTP- CWTS and LTS Module

company. No one came to this world alone; our being here is made possible through
others.
The person fulfills the self with and through others. Through and with help of
others, a person’s limitations are filled up and his/her potentials are enriched. Thus,
it is imperative that people cooperate with each other in order to improve the
quality of their lives in society.

2. Man is of equal value to other persons

Admittedly, natural inequality exists among people, but God has gifted all men
with equal dignity. We are all equal in basis rights and basic needs on a person-
toperson and on a nation-to-nation level. This equality is not synonymous to
uniformity, but equality in the midst of uniqueness. Thus all persons are to be
treated as equals; regardless of status, culture, education, economics and gender.

C. In relation to SOCIETY

One cannot deny that we owe a lot of what we have in life through the
everyday activities of people within the social structure. We benefit largely from the
system that allows us to buy and sell our goods, produce and services, to enjoy the
luxuries of life, to learn new lessons, to earn a living, to travel on paved streets, to
communicate with friends from afar, to move about in a peaceful environment.

1. Man is an intervenor

Persons create social structures to respond to similar needs and for the
welfare of all. The person affects structures and structures affect the person. Failure
to analyze and criticize existing structures means agreeing with or sanctioning them.
Since, people put up the structures – the people have the capacity to maintain,
stabilize and strengthen just structures. On the other hand, people also have the
capacity to change and create anew, if the structures were unjust. But this can only
be achieved through person’s active participation in the process of change.

Module 2: An Authentic Human Person:“Authentic Christian Humanism” . . .

D. In relation to the MATERIAL WORLD

The person needs the resources of the material world for his/her personal and
social fulfillment. This is the manifestation of the bodily dimension of the person.
The things of this world are for all people to use, not adored, nor amassed. We are

8
FU NSTP- CWTS and LTS Module

caretakers of this world – not owners of it. Ownership is only a secondary right to
use.
All the earth’s resources must benefit all, now and for the succeeding generations.
As caretakers, we are responsible for the preservation and development of the earth.
When the earth is abused, life itself is put in danger. No one has the right to destroy
the earth. No one has the right to manufacture anything that could destroy it.

E. In relation to GOD

The person needs to relate to a greater being. The materiality and temporality is
transcended because of the touch of the divine in each person. The person has but
one final goal: GOD. He/she is called to know, love and serve God, and to constantly
choose that which would lead him/her to God.
The person constantly and continually tends and goes back to God. This dependency
is not opposed to human freedom; for human freedom takes its meaning and
consistency in the person’s relationship with God. It is in doing God’s will that the
person truly fulfills his/her freedom.

9
FU NSTP- CWTS and LTS Module

Module 3: Social Analysis and Good Governance Social Analysis

I. Introduction

The Philippines is currently experiencing a downturn in its economy. The

rapid increase in the prices of oil has created a relative impact in the prices of basic
commodities. As the currency continue to fluctuate, the Filipino people’s cost of
living remarkably increased with the decrease of the peso’s purchasing power.
Globalization has come to invade every nation, prepared or not, in which the world is
integrated as one market.
Amidst the economic crisis, the pillars of the government have been continuously
questioned in the basis of its integrity. The executive branch has been notably linked
to big time anomalies. The legislative has been divided in dealing with the national
concerns and seemed to be protecting self-interest and party affiliations. Our courts
of justice have not been that convincing in carrying out trials effectively given the
backlog in unresolved cases.
The issue of the separation of the government and the church has again entered
into the picture. While the government has been proposing bills on same sex
marriage and divorce, the church has been resistant concerning the morality of the
issues.

II. Input

The concept of a person presented us the different relationships that

everybody has in his personal life. In relation to self, we believe that every person
has a dignity that requires unconditional respect whatever is his/her status in the
society, regardless of race and religion. Thus, we are of equal value with others. In
relation to a larger society, we intervene with what is happening, we create
structures that will hasten our lives. In relation to the material world, we were given

10
FU NSTP- CWTS and LTS Module

the right to explore the resources and the right to ownership according to our labor,
but we are above these material things. In relation with the Supreme Being, we are
all children of God as we were all created in His own image and likeness. Through
this analysis, we could pose a question whether what happens now increases or
decreases the dignity of a Filipino individual.
Social Analysis is not really a sufficient tool of understanding the complex
problem of a society. Rather, it is a process of putting things into perspectives so that
in the long run, in a person’s experiential learning, one could relate each issue to
another.

• Analysis - is an interpretation of an observation.

- It’s a process of breaking up a whole system into parts to find their
nature.

• Social Analysis

- can be defined an effort to obtain a more complex picture of a social

situation by exploring its historical and structural relationships.
- a tool to help us a grasp the reality
- is a systematic study of economic, social, political, cultural, and religious
situation of any given milieu ( location/environment).

• Approaches in Social Analysis

1. Historical – analyzing past events

- is a study of the changes of a social system through time.

2. Conjunctural Analysis – is an attempt to examine a society’s situation

using an important moment in its recent history as a reference point for
discussion.

3. Class –understanding and looking into the different social structures or

classifications; ex. rich-average-poor

4. Gender – examining the status of men and women in society

5. Environment – understanding the condition of our resources/

surroundings

• General Recommendation

11
FU NSTP- CWTS and LTS Module

1. Growth

The Philippine economy has to grow in order for it to develop.

Without growth, there is nothing to be distributed among the people.
Without increasing the productive capability of the country, our economy will
stagnate. Thus, growth is a necessary (but not sufficient) condition for
genuine development.

2. Efficiency

The economy must be able to utilize resources with very minimal

waste. We must be able to tap all our creative potentials such that we are able
to use the most appropriate technologies in our industries. Fair competition
enhances the efficiency of firms in the market. Monopolies and cartels are the
most inefficient forms of industrial organizations.

3. Sustainability

We have limited resources and their proper use must be guided by the
principles of sustainable development. This has great consequences with
regard to the exploitation of our natural resources and the protection of our
environment. Genuine development must be sustainable, it must improve the
quality of life of the people without destroying the environment’s natural
productive capacity.

4. Equity

Growth, efficiency and sustainability are useless without the equity

component. Without equity, any form of human resource development is
meaningless. Without equity, the domestic market will not expand markedly.
Without equity, there will never be economic and political stability.

Challenge:

It is not yet a game over situation. It is not a hopeless case. There are things that we can do as
individuals to contribute to the betterment of the society. In answering the signs of the times,
everybody plays a vital role in nation building, rebuilding and for social transformation.

12
FU NSTP- CWTS and LTS Module

Module4: Good Citizenship for Good Governance

I. Introduction

A country’s success as lies heavily dependent on the efficiency of its leaders,

but the efficiency of the leaders depends just as much on their followers’ disposition
to be governed. The government’s policies, no matter how spotless and impeccable
these may be, are useless without the cooperation of its citizens. Cooperation of
citizens does not only entail submission. More than that, cooperation warrants the
citizens’ active participation in the conceptualization, formulation, and execution of
methods that are supposed to alleviate the nation’s current status.

However, being good citizens does not end with abiding with the
government’s laws and policies. It also entails being vigilant and critical, and, most
of all, becoming good examples to the next generation. Once a stable foundation of
values has been set, there will be a greater chance of having a population that will
meet the ultimate need of a nation striving for success – a sustainable approach of
getting to where we want to go.

II. Input

1. The value of UNITY

13
FU NSTP- CWTS and LTS Module

• Unity is about sharing a common vision and working towards the same
dream of social justice, prosperity, and happiness.
• A sense of unity will lead our people to feel each other’s needs and deepest
sentiments and will lead them to share in the fruits of each other’s progress.
• In the fight against poverty, graft and corruption, injustice, decadent values,
and violence, unity is the key through which we can triumph over all these.
There is indeed strength in numbers. If we are together to really work
sincerely towards making ourselves good citizens, how can such evil
elements thrive in our society? But this fight is won by the collective effort
and resolve of our people. We should not allow one of our members to fail or
falter because we view the failure or success of one of our countrymen as that
of our own.
• Solidarity in the service of humanity as opposed to crab mentality.

2. The value of EQUALITY

• All men are created equal, gifted with reason and freewill
• Every person should be given equal opportunity to develop himself, be a
better person, and pursue happiness in his lifetime.
• No man is over and above the law. Justice should be blind when it meets out
justice.
• The value of equality should move every citizen to look after and take care for
the less fortunate and the oppressed.
• As we come from the same Maker, we share in the same destiny to live
happily, in dignity, in peace and harmony.
• Respect for equality means respect for others in the same light that we want
them to respect us.

3. The value of RESPECT FOR LAW AND GOVERNMENT

• Implication of the following social issues: 1. basic obedience of traffic rules

and regulations, 2. water and electricity pilferages in household, 3. tax
evasion, 4. vote buying and other acts of electoral fraud.
• The law is not meant to curtail freedom; it is meant to ensure that every
citizen acts responsibly while exercising freedom.
• The law provides equality; it protects the weak and makes sure that those
who are strong do not abuse their strength in expense of those who are not.
• The nature of laws is to provide sanctions for the irresponsible practice of
freedom.
• The law does not warrant slavery but order.
• We should not fear the law; we should love the benefit it has on us and on our
loved ones.
• Our own respect for the law and government should stem from the ultimate
law of the heart: that of mutual respect, charity and love for others. Respect

14
FU NSTP- CWTS and LTS Module

from the law means respect for each other.

III. Synthesis

How the young generation acts and thinks today shows us a clear picture of
how the nation will move in the future. What the young people learn now will be
what they will live when they grow up. Being a citizen starts from the moment we
were born. Our duties as citizens multiply as we grow older; consequently, our
benefits as citizens progress in the same way provided that we have lived up to our
end of the bargain. The government cannot do it alone. No act will ever be small
enough not to affect us in the future so let us make each move count.

Reference:

Modules on Good Citizenship Values. The Institution Building Team. EDSA People
Power Commission. 2004

Module 5: Process of Change and Active Non-Violence Process of Change

I. Introduction

The society exhibits varied human conditions. It provides us with a

laboratory of experiences, values and resources that ascertain our kind of life. Such
state of life is accepted, rejected or modified. Thus, the men and women have the
capacity to either change or keep their prevailing state of life.
The students as a sector are gifted with opportunities, values and resources,
which can be utilized to change the present condition. Should it aspire for a better
society, the student sector is capable of initiating positive change.
For decades, several means have been tried to effect social reforms. People tried to
explain the dynamics of change. They continue to search for formula in making a
better society. Here, the module offers four approaches to change. These approaches
are based on experiences and on the relative analysis of social conditions.

II. Input:

1. Welfare Approach
2. Project Development/ Modernization Approach
3. Participatory/ Liberationist Approach
4. Sustainable Development

15
FU NSTP- CWTS and LTS Module

(Note: These approaches are explained and expounded in the next page-
APPROACHES TO SOCIAL CHANGE)

III. Synthesis

Christian love of neighbor and justice cannot be separated. Love implies

absolute demand for justice; recognition of the dignity and rights of one’s neighbors.
Justice attains its fullness of love.
We are a social creation that developed through our relations with others.
Thus, advancement of ourselves is linked with the advancement of society. Our past
high and low moments in life affect our present and future choices. We need to be
conscious of the way we make decisions in life for they would certainly affect others.

Active Non-Violence

Active Non-Violence

• Violence as defined is a force that is injurious to the quality of human life in

its various manifestations. It diminishes, violates and destroys human life.
One can distinguish personal, structural and psychological violence.
• A societal framework founded on violence could never lead to a sustainable
life.
• Nonviolent social empowerment is about people regaining their own power
to creativity shape their lives to influence the course of events around them
against oppression and exclusion, for democratic participation, peace and
human rights.
• Nonviolent power is not about domination: it is the power to be and to do.

Three different responses to Violence

Many governments resort to repression and violence to stay in power. When

this happens, the people may choose among three different reactions.

16
FU NSTP- CWTS and LTS Module

1. Passivity 2. Counter violence 3. ANV ( Alay-Dangal )

Among the three, Alay-Dangal breaks the spiral of violence.

Definition of Alay-Dangal

A system of personal, social and international change aimed at liberating the

oppressed and the oppressor through persuasion, moral pressure, and manifold
forms of non-violent resistance. It refuses use of counter violence and builds upon
the conviction that the willingness to accept oneself the consequences of non-violent
action is both liberating and effective and mobilizes local, national and international
solidarity.

Bases of Alay-Dangal

a. Humanistic Basis

• Absolute respect for the dignity of the individual.

• Unconditional regard for life. The right to life is the most basic of all
rights, because all other lose meaning without life. Therefore, to
destroy life of another, which is not ours anyway, is to destroy that
other totally.
• Has a conscience that enables him to distinguish right from wrong.

b. Christian Basis

• The person is created according to the image and likeness of God.

He/She is also called to live a life of grace and to build His Kingdom
through Christ. (Gen. 1:26-31, Eph. 1:3-10)
• Christ is the Truth, the Way, and the Life.
• Church Teachings
1. Gaudium Et Spes (Pastoral constitution of the Church in the
Modern World): supports non-violence and conscientious
objections.
2. Populorium Progressio (The Development of People): With
situations of injustice, recourse to violence is a grave
temptation. Present situation must be fought against and
overcome. Caution against revolutions; greater misery may
result.
3. Evangelii Nuntiandi (Evangelization in Modern World): The
Church cannot accept violence.

c. Political Basis

17
FU NSTP- CWTS and LTS Module

Political power is the capacity to control the behavior of others,

directly or indirectly

1. Nature of Power

a. Monolith Theory of Power

Power as self-perpetrating, durable, not quickly controlled or destroyed.
It comes solely from the government. People depend on the goodwill,
decisions and support of their government. Thus, they have no choice but
to stay.

b. Pluralist Theory of Power

Power as fragile. The government depends upon the goodwill, decisions
and support of the people. If the people withhold their support from the
government, it loses power.

2. Source of Power

• Authority – the right to command and direct, to be heard or obeyed by

others; voluntarily accepted by the people, and therefore existing
without the imposition of sanctions.
• Human Resources – number of people/groups that obey and assist the
ruler.
• Skills and Knowledge – the talents and abilities of those who obey and
how these talents and abilities respond to the ruler’s needs.
• Psychological/Ideological Factors – attitudes
towards submission/obedience
• Material Resources – the degree to which the ruler controls property,
natural resources, financial resources, the economic system, etc.
• Sanctions – the type and extent of sanctions at his disposal, both for
use against his own subjects and in conflicts with other rulers.

Principles of Alay-Dangal

a. The aim must be objectively just.

b. It should be a means consistent with its end. Persons should not be used as
mere means to an end.
c. It emphasizes process or gradual transformation; henceforth, it calls for a
coherent perseverant and continuing commitment until the end is obtained.
Therefore, there is a need for a strategy of action.
d. It evolves creative ways of resolving conflict
e. It is collective, for its power and effectivity lie in unity

18
FU NSTP- CWTS and LTS Module

Some Guidelines

a. Alay-Dangal is a way of life that demands a continuing commitment.

b. It shares from the person and grows towards united action.
c. It adheres to democratic processes.
d. It never condones killing, harming, and using people.
e. It underscores united action.
f. It is relentless in its struggle to work for the rightful end.

Module 6: Gender and Development

Objectives
At the end of this module, the student should be able to:
❖ Discuss the basic concepts of sex, gender, gender identity and sexual
orientation
❖ Recognize the current gender situation and gender concerns in the
Philippines
❖ Discuss practices upholding gender-sensitive culture

Topics:
1. GAD basic concepts and definition
2. Laws upholding gender rights, historical background ( see separate file
:gender guideline
3. Gender situation and concerns

19
FU NSTP- CWTS and LTS Module

GAD OVERVIEW

WHAT IS GENDER AND DEVELOPMENT (GAD)

— is a development perspective that recognizes the unequal status and situation of
women and men in society.

— Women and men have different development needs and interests, which is
institutionalized and perpetuated by cultural, social, economic and political norms,
systems and structures.

GOAL OF GAD
— As a development approach, GAD seeks to equalize the status and condition of
and relations between women and men by influencing the process and output of
policy-making, planning, budgeting, implementation and monitoring, and evaluation
so that they would deliberately address the gender issues and concerns affecting the
full development of women.

GENDER EQUITY
— Means giving more opportunities to those who have less and those who are
historically and socially disadvantaged based on their needs for them to operate on a
level playing field. “Focusing on the needs of women does not mean discriminating
against men or putting them at a disadvantage”

— UN–CEDAW (United Nations Convention on the Elimination of All Forms of

Discrimination Against Women) recognized the need to remove the biases against
and provide special attention to women through affirmative action. It is a temporary
measure that will be discontinued when the objectives of equality of opportunity
and treatment have been achieved.

GENDER MAINSTREAMING
— Is the Philippine government’s strategy for making agencies work for women’s
empowerment and gender equality.

— It is the process of analyzing existing development paradigms, practices, and

goals; assessing the implications for women and men of existing legislation policies,
programs, projects, and mechanisms.

WOMEN’S EMPOWERMENT
— Is a goal of and an essential process for women’s advancement.

— Is a process and condition by which women mobilize to understand, identify, and

overcome gender discrimination and achieve equality.

— Women become agents of development and not just beneficiaries.

20
FU NSTP- CWTS and LTS Module

— A kind of participation in development that enables women to make decisions

based on their own views and perspective.

— To empower women, access to information, training, technology, market, and

credit is necessary.

An Overview of the Gender Situation in the Philippines

Carlos Antonio Q. Anonuevo Friedrich-Ebert-Stiftung Philippine Office September
2000
The gender situation in the Philippines is characterized by sharp
contradictions.It graphically showcases samples of women’s advancement in politics,
academic and professional excellence, and even legislation. But this is contrasted by
images of prostituted women, battered wives, economically disadvantaged women
and exploited migrant workers.
The socio-cultural traditions are clashing with the MTV and cyberspace
generation. The long history of colonialism has embedded a patriarchal culture
among Filipinos. The conception of women as full-time homemakers, as
subordinated to men, violence against them is private, as reserve labor force, and as
sexual objects is now being eroded by modern women asserting themselves in many
aspects of life. But on the other hand, some are either marginalized, discriminated,
or even exploited by the harsh realities of global economy and consumerism.
Both the changes and the inertia of traditions are the backdrop of a very
active and dynamic women’s movement. The Philippines is a main player in the
international women’s arena and this is anchored on a very vibrant local women’s
movement.
Numerous organizations and NGOs exist for the cause of gender equality and
other related women issues.
This puts the gender equality issues at the forefront of national discourse and
precludes further downslide of women status in the modern Philippine society.
Indeed, there are many handles for the changes to happen. These legal and
policy gains resulted from the strong voice of women that started even during the
anti-dictatorship struggle that culminated with the ascension of Corazon Aquino as
the first woman president of the country.
The 1987 Constitution states two prominent provisions. The first in the
Declaration of Principles Article II Section 14 which asserted that "The State
recognizes the role of women in nation-building and shall ensure the fundamental
equality before the law of women and men.
“Additionally, the Article XIII-Labor: Section 14 provided that "The state shall
protect working women by providing safe and healthful working conditions taking
into account their maternal functions, and such facilities and opportunities that will
enhance their welfare and enable them to realize their full potential in the service of
the nation".
Following from constitutional provisions and the subsequent efforts to
broaden the its principles, numerous legislation were enacted that relates to the
various aspects of women and gender concerns, The list include:

21
FU NSTP- CWTS and LTS Module

• Gender and Development Law (5% of government agencies' budget is

for gender concerns)
• Party-List Law (women as a particular sector for representation in the
legislature through party-list elections)
• Anti-Sexual Harassment Law (defining SH and providing mechanisms)
• Anti-Rape Law (elevation of rape as crime against person)
• Barangay Day Care Center Law (day care center for every village)
• Women in Nation-Building Law (allocation of budget for women from
development
• funds from foreign governments and multilateral institutions)
• Anti Mail-Order-Bride Law (making the practice unlawful)
• Repatriation Law (repatriation of Filipinas who lost citizenship by
marriage in case of need
• Non-Discrimination Law in Labor Code (women protection in hiring
and pay)
• Comprehensive Agrarian Reform Law (equal rights for women to be
recipients of land)
• Military Training equality (women can enter the military and police
schools and providing facilities for them)

While the legal framework is there, the actual situation mirrors the deep
gender divide. In the aspect of women in politics, the notable success of several
women is overshadowed by the actual ground level statistics. The lady VicePresident
is up to now a shoo-in in the next presidential elections in 2004.
But the big picture shows that of all the elective positions occupied through
the 1998 elections, only 15% are women.
• In the two-chamber Congress, the Senate (Upper House) has 17.4%
women membership (4 out of 23 seats) which the House of
Representatives (Lower House) has 12.4% (27 out of 217 seats).
• The first party-list elections in 1998--wherein sectoral groups like
women competed to get a maximum of 3 seats per party in the House
of Representatives--resulted in the winning of one (1) seat for a single
women's party. Five (5) other women's party did not make the
minimum votes required.
• At the local government level, women Provincial Governors constitute
17% while Vice- Governors are at 11.5% level. Among the City and
Town Mayors, 14.5% of them are women while the ranks of the
ViceMayors are at low of 10.8%.
• The labor force statistics show also a mixed picture. Since there was a
notable feminization of the workforce in the past years, July 2000
figures showed that there are 1.942 million unemployed women while
there are 2.631 million unemployed men. However, more women are
taken in for labor flexibility arrangements especially in the big
services sector like in retail trade. This leaves them exposed to
employment insecurity and unfair compensation schemes.

22
FU NSTP- CWTS and LTS Module

❖ Women still accounts for 53% of the unpaid family workers while they
constitute only 37.7% of the wage and salary earners. Though this shows that
the regular income possibilities for women are still limited, the average
household annual income of female-headed families is higher. The situation
also pushes them to seek employment overseas. Increasing numbers of
domestic helpers and entertainers are also being deployed both legally and
illegally.
❖ Within organizations, the gender balance is under overhaul. Trade union
leadership is still male-dominated but women committees and affirmative
actions have changed the complexion of decision-making. The public sector
unions have made great inroads as four (4) of the major federations are
under the strong leadership of women.
❖ However, the social fabric remains tainted by arrogance of male power. Police
statistics remains indicative of the traditional ways of how women are seen in
the social and family context. In 1998, 6,518 cases of violence against women
were reported with rape accounting for 1,054 cases and physical injuries at a
high of 2,633 cases. Last year, the former was pegged at 13.79% and the latter
reached 35.17% of the cases reported.
In response to problems that continue to face the Filipina, numerous civil society
groups were organized and pioneering projects were initiated. The vocal women’s
movement was instrumental in the enactment of the laws that seek to protect
women and

❖ broaden their role in the society. Sub-sectoral groupings of women

guaranteed the articulation of specific interests and agendas while
issuebased networks and coalitions advocated and lobbied to policy-makers
and legislators. The campaign for the sexual harassment and the anti-rape
laws saw the synergy of the different organizational forms within the
women’s movement. Their current engagement deals with the law that deals
with domestic violence, abortion and divorce.
❖ Such advocacy work is also complemented with concrete projects at the
ground level. Community-based groups tackle violence against women, rural
and urban women establish economic undertakings that help them increase
their income, wives and families of migrant workers establish their own
savings and insurance network, and crisis centers are organized in some
parts of the country. Even prostituted women have found both protection and
solidarity within their organizations.
These activities have seen successes and failures but they constitute as challenges to
the socio-cultural bondage and blinders that up to this age of Internet and
globalization has victimize the Filipina. The gender situation in the Philippines can
be describe in sum as:
1. The legal framework has provided basic frameworks and processes for
women empowerment and gender fairness but the dynamics of political and
social institutions reinforced by the cultural standpoints continue to provide
a push-pull effect on gender equality.

23
FU NSTP- CWTS and LTS Module

2. Women have made significant advances in politics. Though there may be

several factors that tends to lessen its importance --like belonging to a
political dynasty, the role of women in national and local decision-making can
no longer be ignored and their competence, in some cases, suits up or even
exceeds that of male politicians.

3. The women's voice in the society is very strong due the the vibrant women's
movement. Recognized for their work in the international and national levels,
the movement has been instrumental in pushing for many changes in the
various facets of the Philippine society. Additionally, the various
organizations have worked on --with pioneering educational approaches and
service-specific projects-- the "culture shift" of both men and women.

4. The statistics on women remain indicative of the deep-rooted and

widespread problems they encounter in their daily lives. The labor market
has stereotyped women, disadvantaged them in jobs and incomes, and even
forced them into prostitutions and slave-like work. The social image of a
Filipina is still that of a weak person, poster girl of domestic help, expert in
double burden, and a sexual object.While the mainframe of gender politics is
changing, the struggle of women to escape from the traditional mold
everyday life continues.

References:

1. RA 9710: Magna Carta of Women. Retrieved from

http://pcw.gov.ph/sites/default/files/documents/laws/republic_act_9710.pdf
2. RA9262: Anti-Violence Against Women and Their Children Act of 2004.
Retrieved from
http://www.lawphil.net/statutes/repacts/ra2004/ra_9262_2004.html
3. http://zrc.pshs.edu.ph/gender-and-development-gad-corner/
4. Film: Walang Rape sa Bontok ( must watch this) 5. https://pcoo.gov.ph/wp-
content/uploads/2016/06/buk3_gender_equality_guide.pdf 6.
https://library.fes.de/pdf-files/bueros/philippinen/50069.pdf Module 7:
Sustainable Development

I. Introduction:

Socio-economic and political growth is always a dream of any society. But this
growth sometimes comes across of compromising our environment. That’s why the
concept of sustainable development emerged.

What is sustainable development ?

24
FU NSTP- CWTS and LTS Module

The World Commission on Environment and Development (the Brundtland Commission)

defined sustainable development as "development that meets the needs of the present without
compromising the ability of future generations to meet t heir own needs." In other words,
development is essential to satisfy human needs and improve the quality of human life. At the
same time, development must be based on the efficient and environmentally responsible use of
all of society's scarce resources - natural, human, and economic.
(Source: http://www.sdinfo.gc.ca/what_is_sd/index_e.cfm )

A commitment to meet the needs of present and future generations has various
implications. “Meeting the needs of the present” means satisfying:

1) Economic needs—including access to an adequate livelihood or

productive assets; also economic security when unemployed, ill, disabled or
otherwise unable to secure a livelihood.

2) Social, cultural, and health needs—including a shelter which is

healthy, safe, affordable, and secure, within a neighborhood with provision for piped
water, drainage, transport, health care, education, child development, and protection
from environmental hazards. Services must meet the specific needs of children and
of adults responsible for children (mostly women). Achieving this implies a more
equitable distribution of income between nations and, in most cases, within nations.

3) Political needs—including freedom to participate in national and local

politics and in decisions regarding the management and development of one’s home
and neighborhood, within a broader framework that ensures respect for civil and
political rights and the implementation of environmental legislation.

Meeting such needs “without undermining the ability of future generations

to meet their own needs” means:

1) Minimizing use or waste of non-renewable resources—including

minimizing the consumption of fossil fuels and substituting with renewable sources
where feasible. Also, minimizing the waste of scarce mineral resources (by reducing
use, reusing, recycling, and reclaiming).

2) Sustainable use of renewable resources—including using freshwater,

soils, and forests in ways that ensure a natural rate of recharge.

3) Keeping within the absorptive capacity of local and global sinks for
wastes—including the capacity of rivers to break down biodegradable wastes as
well as the capacity of global environmental systems, such as climate, to absorb
greenhouse gases.

25
FU NSTP- CWTS and LTS Module

( Source:
http://uk.encarta.msn.com/encyclopedia_781534285/Sustainable_Development.ht
ml)

II. Philippine Agenda 21

Philippine Agenda 21 is the sustainable development program of the country

and it was conceptualized during the time of President Fidel Ramos.

The image of society that guides Philippine Agenda 21 characterizes a

significant number of modern societies today, some of which recognize that the key
actors in any critical and principled partnership or conflict regarding sustainable
development are the government, business, and civil society (Figure 2). To humanize
development, there must be an interplay of market forces, state intervention, and
civil society participation.

26
FU NSTP- CWTS and LTS Module

Business is the key actor in the realm of the economy where the central
social concern and process is the mutually beneficial production and distribution of
goods and services to meet the physical needs of human beings. Government is the
key actor in the realm of polity where the central social concern and process is
participatory, democratic governance and rule making to secure the human rights of
all citizens including justice and equity. Civil society is the key actor in realm of
culture where the central social concern and process is the development of the social
and spiritual capacities of human beings in order, among others, to advance the
frontiers of knowledge, to achieve clarity and coherence of values and to advocate
the public interest. The three key actors in sustainable development can simply be
viewed as the most organized and significant representatives of the prevailing social
processes in each of the three essential dimensions of society.

The Philippine Agenda 21 approach adheres to the following principles of

sustainable development:

1. Primacy of Developing Full Human Potential. People are at the core of

development initiatives.

2. Holistic Science and Appropriate Technology. The search for solutions to

the complex milieu of development problems has to be undertaken with the
perspective that situates specific problems in the larger social and ecological
context. This approach facilitates the development and use of appropriate
technology.

3. Cultural, Moral and Spiritual Sensitivity. Nurturing the inherent strengths

of local and indigenous knowledge, practices and beliefs while respecting the

27
FU NSTP- CWTS and LTS Module

cultural diversity, moral norms and spiritual essence of Filipino society.

4. Self-determination. Respecting the right and relying on the inherent capacity

of the country and its peoples to decide on the course of their own development.

5. National Sovereignty. Self-determination at the national level where the

norms of society and the specifics of the local ecology inform national governance.
Includes human and environmental security as well as achieving and ensuring
security and self-reliance in basic staple foods. Recognizing the crucial role of
farmers and fisherfolk in providing for the nutritional needs of the nation.

6. Gender sensitivity. Recognizing the important and complementary roles and

the empowerment of both men and women in development.

7. Peace, Order And National Unity. Securing the right of all to a peaceful and
secure existence.

8. Social Justice, Inter-, Intra-Generational and Spatial Equity. Ensuring

social cohesion and harmony through equitable distribution of resources and
providing the various sectors of society with equal access to development
opportunities and benefits today and in the future.

9. Participatory democracy. Ensuring the participation and empowerment of

all sectors of society in development decision-making and processes and to
operationalize intersectoral and multisectoral consensus.

10. Institutional viability. Recognizing that sustainable development is a shared,

collective and indivisible responsibility which calls for institutional structures that
are built around the spirit of solidarity, convergence and partnership between and
among different stakeholders.

11. Viable, sound and broad-based economic development. Development

founded on a stable economy where the benefits of economic progress are equitably
shared across ages, communities, gender, social classes, ethnicities, geographical
units and across generations.

12. Sustainable population. Achieving a sustainable population level, structure

and distribution while taking cognizance of the limited carrying capacity of nature
and the interweaving forces of population, culture, resources, environment and
development.

13. Ecological soundness. Recognizing nature as our common heritage and thus
respecting the limited carrying capacity and integrity of nature in the development
process to ensure the right of present and future generations to this heritage.

28
FU NSTP- CWTS and LTS Module

14. Biogeographical Equity and Community-Based Resource Management.

Recognizing that since communities residing within or most proximate to an
ecosystem of a bio-geographic region will be the ones to most directly and
immediately feel the positive and negative impacts on that ecosystem, they should
be given prior claim to the development decisions affecting that ecosystem including
management of the resources. To ensure biogeographic equity, other affected
communities should be involved in such decisions.

15. Global Cooperation. Building upon and contributing to the diverse capacities
of individual nations.
( Source: http://www.cadi.ph/pa21_principles_of_unity.htm)

III. Conclusion:

Sustainable Development (SD) is a significant topic nowadays. It is important

and necessary to incorporate the principles of SD into the realm of socio-economic
and political arena because the benefits of which if taken properly will help solve the
enormous problems not only of our country but the whole world.
SD is not only concerned in addressing the issues of the environment but it
encompasses and touches also the dynamics of political, social and economic life of a
community or nation. Here we can see a holistic methodology in the form of a
trinitarian approach. This means that the key actors are not only coming from the
government but also the process of socio-economic and political development must
be shared by the business and civil society respectively. In this regard, problems in
the different areas whether political, economic or social in nature can be solved by
helping one another and this approach creates an impact because the work is shared
by everyone. Cooperation and unity is a vital component in sustainable development
especially in Philippine Agenda 21.
Moreover, the idea of Sustainable Development and the different programs
and principles under the Agenda 21 is not an instant solution to our problems rather
they are processes that guides our action whether we are in our community, in the
market or in the government.
Lastly, the success of the programs and aspirations of SD will really depend
on how UNITED we are in our actions towards our common goal – sustained
development.

References:

Center for Alternative Development Initiatives (2005). PA 21 principles of unity.

Retrieved May 24, 2005, from
http://www.cadi.ph/pa21_principles_of_unity.htm

29
FU NSTP- CWTS and LTS Module

Encarta (2005). Sustainable development. Retrieved May 24, 2005, from

http://uk.encarta.msn.com/encyclopedia_781534285/Sustainable_Develop
ment.
html or "Sustainable Development," Microsoft® Encarta® Online
Encyclopedia 2005 http://uk.encarta.msn.com © 1997-2005 Microsoft
Corporation. All Rights Reserved.

Government of Canda (n.d.). What is sustainable development? Retrieved May 24,

2005, from http://www.sdinfo.gc.ca/what_is_sd/index_e.cfm

Source: Social Action Office, DLS-College of St. Benilde. NSTP Civic Welfare Training
Service Handout

30
FU NSTP- CWTS and LTS Module

Module 8: Environmental Protection and Management

Objectives
At the end of this module, the student should be able to:
❖ Recognize the present environmental conditions and challenges in both local
and global context
❖ Discuss the roles of institutions, communities and individuals in EPM to
achieve balance in serving humanity and protecting the environment
❖ Apply best practices and lifestyle choices that contribute to environmental
protection and preservation

Topics:

1. Perspectives on the Environment (Asia: Phil) Download this article :

https://www.usfca.edu/sites/default/files/arts_and_sciences/center_for_asia_p
acific_studies/4-avancena-philippine-environment.pdf

2. Contemporary Major Environmental Issues and Problems

• Global environmental situation
• Environmental situation in the Philippines
3. Our role in Environmental Protection
• Ecological Footprint and Lifestyle Choices contributing to environmental
preservation
• The importance of social movements in environmental protection and Best
Practices in Environmental Protection

Environmental Perspectives

1. Interesting Facts
Facts about the environment differ depending where you get your information, but
they are fascinating, and hopefully I got these right (US):
350 Billion gallons of water daily, 7% of all precipitation.
23% from groundwater
7% to homes of 258 Million people through 160,000 public water supplies,

31
FU NSTP- CWTS and LTS Module

40% to agriculture
140 Billion gallons per day to power plants (plus 60 Billion saline)
32 Billion gallons per day treated at 16,000 sewage treatment plants 20%
of sewage is treated “onsite” (septic systems) Million tons/yr of
waste:
7,600 industrial, 250 municipal, 25 hazardous
Million tons = largest ship ever made, Giza = 6 Million tons
1,900 landfills, 21 for hazardous waste
Food supply requires 1.2 acres per person
100 nuclear reactors; 2,000 tons/yr nuclear waste
97 Quads (quadrillion BTU) per year
36% petroleum
26% gas
20% coal
9% renewables
8% nuclear
2. How the Environment is Measured

In order to manage the environment, we have to measure it. And we

have to understand what the measurements mean, but that is a different
topic. Environmental measurement is a 2-part problem: sampling and
analysis.

Sampling
The objective of sampling is to understand large areas with as few samples as
possible. We call this “representativeness.” Sometimes a sampling event can
be designed to be appropriately representative the first time around;
sometimes it takes a first round to yield poor statistics which motivate a
more representative second round. Either way, sampling, and analysis
(discussed next) can be expensive. I worked on river sampling projects that
cost over $100 Million, each.

Environmental sampling is a 3-dimensional problem, which makes

representativeness even more complicated. For example, soil sampling must
consider depth - shallow soils because people are exposed to them, at the
water table because it's the first encounter with a that medium, or in multiple
aquifers because there are various routes of contaminant transport. Another
example is air sampling - ground level measurements affect people, higher
elevations affect pollution transport. This brings us to the most important
element of environmental sample - a clear statement of objectives. Exactly
what is the sampling aimed at? every data location, the data frequency, and
every type of measurement must have an exact rationale. Otherwise we are
left with boxes of data that no one knows what to do with. I've seen this
dozens of times.

32
FU NSTP- CWTS and LTS Module

3. Data Analysis

The 2-parts of data analysis are: 1) organizing it; and 2) understanding it.
Organizing environmental data properly helps one to understand it. Organizing it
consists of storing it properly and displaying it effectively. Understanding it
involves comparing it to regulatory standards and concentration thresholds
believed to create impacts such as health effects, fish kills, ecosystem damage, or
aesthetic effects. Further understanding is gained by applying environmental
knowledge about how the chemical should behave based on its solubility and
things like that. This is where the rubber meets the road, where we decide what
it means.

Organizing environmental data starts with understanding what it is.

Environmental data come in - how many, you guessed it - 2 parts: data and
metadata. the concentration, the temperature, the pressure, the hydraulic
characteristics, such as conductivity, and so on. The metadata is the information
needed to put the data in context, such as depth, date, sample type, and so on.

4. Environmental Regulation

Generally it means that the government sets quality and sometimes operational
standards, requires you to prove you meet them, and can enforce you to meet
them if you fail to. Keeping these regulation handles in mind - standards,
monitoring, enforcement - One more piece of background - Congress passes laws
and then agencies implement those laws by enacting regulations.
The 4 big ones are the
❖ 1972 Clean Water Act,
❖ 1970 Clean Air Act,
❖ 1974 Safe Drinking Water Act,
❖ 2 hazardous waste laws having the acronyms CERCLA and RCRA,
which I will explain later. Each law has thousands of regulations.

References:
1. R.A. 9003 Ecological Solid Waste Management
2. R.A. 8794 Clean Air Act
3. R.A. 9275 Clean Water Act
4. IBON International Primers on Climate Change
5. https://www.environmentalscience.org/environmental-perspectives 6.
Environ mental Problems : https://www.conserve-energy-future.com/15current-
environmental-problems.php
7. https://study.com/academy/lesson/the-role-of-individuals-in-protecting-
theenvironment.html ( must watch this)

33
FU NSTP- CWTS and LTS Module

Module 9: Disaster Mitigation, Adaptation and Preparedness Strategies

Objectives
At the end of this module, the student should be able to:
❖ Articulate the basic concepts in DRRM
❖ Recognize the disaster risk profile of the Philippines and their own localities
❖ Discuss the Philippine DRRM Framework and the UPD DRRM Framework

Topics:
1. DRRM terms and concepts
2. Hazard profile of the Philippines
• Hydrometeorological Hazards
• Geological Hazards
• Anthropogenic Hazards
3. DRRM framework and practice
• Hazard-Exposure-Vulnerability Framework for Disaster Risk Reduction
• Introduction to RA 10121 and its IRR: The Philippine DRRM Framework
• Phases of Disaster Risk Management
• Local and Community-Based Involvement
• Emergency Preparedness in the Household

References:
1. RA 10121 and IRR.
http://www.ndrrmc.gov.ph/attachments/article/41/NDRRM_Plan_2011-2028.pdf
2. UNISDR. http://www.unisdr.org/files/43291_sendaiframeworkfordrren.pdf 3.
Conceptual Framework of Disasters:
http://www.wadem.org/guidelines/chapter_3.pdf

Interactive References
1. Project NOAH. http://noah.dost.gov.ph/

34
FU NSTP- CWTS and LTS Module

2. PAGASA (Storm, Flood). http://web.pagasa.dost.gov.ph

3. PHIVOLCS (Earthquake). http://phivolcs.dost.gov.ph
4. MGB (Geological). http://gdis.denr.gov.ph/mgbviewer/ or http://mgb.gov.ph
5. Tremors. http://tremors.instigators.io/
6. BFP (Fire) http://bfp.gov.ph

Module 10: Disaster Risk Reduction and Management: First Aid

Objectives
At the end of this module, the student should be able to:
❖ Explain the basics on life saving and first aid.
❖ Determine first aid techniques appropriate for certain life-threatening
situations.
❖ Demonstrate the different treatments for life-threatening situations.

Topics:
1. Basic knowledge on First Aid
2. Assessment of the Situation
3. Massive Life-Threatening Bleeding (Blood)
4. Cardiac Arrest and Respiratory Arrest (Breathing)
5. Shock
6. Emergency Rescue and Transfer

References:
1. House Bill No. 4347
2. Revised Penal Code of the Philippines
3. Field Manual 4-25.11 First Aid
4. Field Manual 4-25.11 First Aid
5. American Safety and Health Institute CPR, AED, Basic First Aid Student
Handbook(2010)
5. Field Manual 4-25.11 First Aid American Safety and Health Institute CPR, AED,
Basic First Aid Student Handbook (2010) Demonstration of the different
kinds of carries

35
FU NSTP- CWTS and LTS Module

Module 11: The Role of Students in Social Transformation

I. Introduction

For years, the student sector has proven to have significantly influenced the
course of our history. During the martial rule, the students showed its force. And up
to these days, the student sector’s contribution during the victorious event of EDSA
could not be ignored. They comprise a large part of the population and thus, play a
vital role in society. They possess certain strengths that are necessary in the process
of change. They are privileged that they can considerably generate influence on
other sectors; however, they can no longer identify themselves with the oppressed.
Thus, this module will help redefine the role of students in the process of change
within the context of their faith and experience of God’s presence.

II. Input

What can students do in the process of change?

Catalyst or support change

Characteristics:
• Articulate – can understand and articulate problems without making
decisions for themselves or preempting their primary role in society.
• Concerned – can raise the people’s concern inside the campus and get
support
• Knowledgeable – can go to people and facilitate their education and

36
FU NSTP- CWTS and LTS Module

formation

Primary Agent of Change Characteristics:

• Full of energy
• Aggressive – can apply pressure for change
• Critical – can advocate relevant issues
• Decisive – can participate in decision-making and implementation of policies
in the educational system

Social Development Worker

Characteristics:
• Competent
• Responsible
• Generous

~ Students should view education as a “call to service and not just a passport to
privilege”, in accordance with the social cost and the teaching of the scripture
(“When a man has had a great deal given him, a great deal will be demanded of
him.” – Luke 12:48)

~ Students must be equipped with the knowledge, skills and orientation they
need to be socially responsible.

Build a Counter Culture Characteristics:

• Effective- can influence other students and raise their consciousness

• can be CONSISTENT in witnessing to the values they espouse
• ADVOCATE – can advocate the gospel values of social justice, simplicity, truth
and peace
~ This role must be reflected in school and within the communities

Profile of the Studentry

A. Strengths

• They are at the stage when individuals are psychologically disposed to rebel
and to question so many things about themselves and the world around
them.
• More open to new ideas, unlike old people who have already formed deep
rooted biases.

37
FU NSTP- CWTS and LTS Module

• Have acquired some measure of skill and comprehension, conceptualization

and communication through schooling. They possess the ability to think and
articulate their thoughts and actual experiences.
• Naturally organized, have more time to spare for other non-academic
involvement
• Have relatively easier access to resources – finances, facilities, resource
persons, expertise, etc.
• Willing to take risks and to give unconditional commitment for a cause, even
to one which may oppose their family’s immediate interests because
generally, they have no firmly-entrenched economic or class interests yet.

B. Weaknesses

• Have strong emotional dependencies on significant others which could

hinder them from exploring other forms of personal involvement.
• Tend to over-emphasized intellectual training to the point of sacrificing
experience. They become dogmatic and rigid –articulate but inconsistent
because they have not internalized many of the things they have learned.
• Generally, students give seasonal commitment and usually their involvement
is isolated from the mainstream of society.
• Can misuse resources that are readily available at their disposal – splurge on
senseless things.

Channels of Socio-Political Involvement

Students’ socio-political involvement must take place both within the school and in
the larger society. To confine efforts at change to the school is to risk aimlessness
and isolation from the rest of society; to neglect the issues of school and education
while tackling issues of the larger society is to risk a poorly internalized vision of
social change.
The three channels of students socio-political involvement are presented here:

A. Community Work

Student community work consists of direct assistance to community or

sectoral people’s organizations acting on local issues. The most common type of
student involvement in community is parallel – i.e. done by extra-curricular socially
oriented student groups on the students’ own time. Other types are intervening, or
done during long school breaks ( e.g. summer work camps in rural villages or
Summer of Service Program); interwoven or integrated into the curriculum or a
specific course and subsequent or done after graduation from college (e.g. Volunteer
Formation Program).
The work may be general or directed towards the development of general
skills in social change work- for instance, tutorials, catechism, literacy training or the

38
FU NSTP- CWTS and LTS Module

building of basic Christian communities. Or it may be related to the students own

academic program – for instance, paralegal work for law students, community-based
health programs for nursing students, participatory research for social science,
agriculture students, and a literacy program for the education students
Student community work, particularly in base-group building, contributes to
the whole effort to build a people’s movement for social transformation. For the
students themselves, this involvement provides a venue for developing a more
concrete analysis of the social situation, rooted in actual experience. Close contact
with the poor translates an abstract social responsibility into a deep personal
commitment to flesh-and-blood people.
The work can also serve as training for the development of skills useful anywhere,
but most especially in professional social change work after graduation. Significantly,
community work is also an important factor in the students’ personal growth,
nurturing their confidence in themselves and a sense of meaningful direction and
contribution to society. This increased student morale and the rich learning
resources provided by any poor community also benefit the school. Student
community work probably provides the best model yet for a genuinely liberating
education.

B. Issue Advocacy

Issue advocacy is a natural extension of community work, enabling students

to share their learning and propagate their convictions among other students and in
the larger society. It is also the most direct way of pressuring for change in the school
and the educational system when decision making structures do not allow for
substantial participation.
Issue advocacy contributes to the movement for national transformation by
publicizing community, sectoral and national issues, propagating the people’s
perspective, building solidarity with sympathetic sectors of the general public, and
compelling the authorities concerned to take public sentiment into serious
consideration. For the students it allows a development of skills in empirical study,
organization and the advocacy of convictions. Advocacy that deals with education
issues strengthens student base group formation and enables the students to
develop confidence in their own collective power, besides opening the way for the
transformation of formal education.

C. Direct Political Action

Direction political action refers to the harnessing of organizational power for

participation in decision and policy-making, whether on the national, community or
school level. It may be seen as the next logical step to issue advocacy.

39
FU NSTP- CWTS and LTS Module

Direct political action begins with the strengthening of student base groups,
usually those formed through issue advocacy and community involvement. At a
certain level of political consciousness and organizational discipline, these groups
can become the mass base for movement loosely united by common issues and
proposed concrete programs, philosophies and actions.
A more structured organization is the student party, which acts directly to
affect campus politics with the primary responsibility of protecting students’ rights
and welfare. Or the formation of alliances with students’ group from other schools –
which can be considered a higher level of direct political action and which can
become fully integrated into the national movement got social change through
coalitions with other sectoral alliances on national concerns. (Social Development
Index).

III. Synthesis

Our experiences in life affect our present and future choices. We need to be
conscious of our process in making significant decisions for they point to us the
consequent direction in our life.

Concepts and Principles of Volunteering

I. Introduction
Volunteering takes many forms and meanings in different settings. It is strongly
influenced by the history, politics, religion and culture of a region. What may be seen
as volunteering in one country may be dismissed as low-paid or labor intensive
work in another. And yet, despite the wide variety of understandings, it is possible to
identify some core characteristics of what constitutes a voluntary activity.

II. Input

A. Volunteerism in the Philippine Context

Volunteerism in the Philippine context is a crucial tradition called

“bayanihan” or helping one another. “Bayanihan” is a Tagalog word rooted in the
word “bayani” or hero, hence, the word means a heroic act of service or sacrifice.
Other schools of thought believe that it probably came from the word “bayan” which
literally means town but metaphorically refers to a community of persons.
“Bayanihan” could refer to a community undertaking in this sense.

Bayanihan is a summary of other Filipino social and moral virtues which include-

• Pakikisama – to be concerned, to be supportive

• Pakikipagkapwa – harmony with others
• Pakikiramay – sympathize, condole, share suffering

40
FU NSTP- CWTS and LTS Module

• Pakikitungo – act humbly, concede, deal with someone properly

• Hiya- painful feeling of having done something wrong; embarrassment;
shame’ humiliation
• Dangal - social honor
• Utang na loob – debt of gratitude
• Paggalang – respect
( The Volunteer: Centennial Edition. Quezon City:PNVSCA, 1998)

B. Characteristics of Volunteering:

1. The activity should not be undertaken primarily for financial reward,

although the reimbursement of expenses and some token payment may be
allowed.
2. The activity should be undertaken voluntarily, according to an individual’s
own free will.
3. Volunteering is based on personal motivation and choices freely taken.
4. Volunteering is a way of furthering active citizenship and community
involvement.
5. Volunteering takes the form of individual or group activities generally carried
out within the framework of an organization.
6. Volunteering enhances human potential and quality of daily life, building up
human solidarity.
7. Volunteering provides answers for the great challenges of our time, striving
for a better and a more peaceful world.
8. Volunteering contributes to the vitality of economic life even creating jobs
and new professions.
9. The activity should be of benefit to someone other than the volunteer, or to
society at large, although it is recognized that volunteering brings significant
benefits to the volunteer as well.

C. Four Different Types of Volunteer Activity

• Mutual aid or self-help

• Philanthropy or service to others
• Participation or civic engagement and literacy
• Advocacy or campaigning
( Expert Working Group Meeting on Volunteering and Social Development, New
York,
November 1999)

D. Two Main Types of Volunteering

41
FU NSTP- CWTS and LTS Module

a. Unmanaged volunteering – the spontaneous and sporadic helping that takes

place between friends and neighbors – for example, child care, running
errands and loaning equipment – or in response to natural or man-made
disasters. It is the dominant form of volunteering in many cultures.
b. Managed volunteering – takes place through organizations in the non-profit,
public and private sectors and tends to be more organized and regular.

E. Key Concepts and Principles of Volunteering

Volunteerism

•is a non-free based personal service directed towards social change and
empowerment
• is value-driven, centering on commitment to social change, service for
public interest and to people in need, a means to humanize technology and a
bridge to connect people, sectors ad countries.
• is rooted in the country’s culture
• Volunteers are key actors in volunteer organization and their nurturance is a
crucial factor in sustaining volunteer work and volunteer organizations
(Source: Training Manual On Volunteer Management. Philippine Association for
Volunteer Effort.)

F. Some Motivations for Volunteering ( Why do people Volunteer?)

1. To enrich and give new meaning to life

2. To demonstrate love for others
3. To work for social change
4. To develop leadership skills
5. To improve your community
6. To experience new challenges

G. The Benefits of Volunteering

• Volunteering makes an important economic contribution to society

• Volunteering is a key means by which individuals articulate their engagement
as citizens, and by building trust and reciprocity among citizens volunteering
contributes to a more cohesive, stable society.
• Volunteering helps to integrate into society people who are excluded or
marginalized
• Volunteering plays a role in promoting full employment

42
FU NSTP- CWTS and LTS Module

Module 12: Community Development and Management

I. Community Development Framework

43
FU NSTP- CWTS and LTS Module

Economic Social
• low level of living • Personalized politics
• low level of productivity • Community disorganization
• poor marketing system • Poor health conditions
• oppressive tenurial • Low level of education
arrangements/ practices • Culture of silence and poverty
• unemployment/ • Powerlessness of the majority
underemployment Government politics
• Misdistribution of income and
wealth

Physical

• Lack/limited support facilities

for socio-economic
development
• Ecological imbalance

II. Development of People Centered Strategy for Empowerment:

Community or People Empowerment is a process and an outcome. It is a continuing

process of building leadership capabilities among the people, uplifting their self
esteem and developing self reliance within the community. Through this, they are
able to control the community resources, utilize them for their own benefit, and
make decisions on matters affecting their lives.

Features of an Empowered Community:

• Increased community control over resources, decisions and processes;
• Existence of viable community institutions and organizations;
• Increased political participation;
• Capacity to plan, take initiatives and shoulder maintenance responsibilities; •
Increased self-reliance and positive self-concept; and,
• Pool of capable and committed community leaders.

III. Integral Development:

The value of integral development is that it is concerned with improving the

different dimensions of community life – social, political, economic, environmental,
cultural and spiritual. Its focus is to enhance the potential of the people for action so

44
FU NSTP- CWTS and LTS Module

that they can direct their own development.

Achieving integral development implies improvement in the quality of life and
standard of living. This means that the different dimensions of community life have
the following characteristics:

1. Social:

• Access to basic services (health nutrition, water and sanitation, basic

clothing, housing, education, and psychological requirements)

2. Political:

• People’s participation in community organizations;

• People-initiated development projects based on individual and community
needs;
• Presence of viable community based organizations; and, • Pool of strong
capable and committed community leaders.

3. Economic:

• Access and control of capital resources for production (e.g. cash, farmland,
irrigation, farm inputs, roads);
• Increased productivity and equitable distribution of benefits; • Responsive
and appropriate economic systems; and,
• Enough jobs/employment opportunities.

4. Environmental:

• Interdependence between human beings and nature;

• Environment-friendly technology; and,
• Community plan for ecological protection and preservation.

5. Cultural:

• Indigenous culture is utilized for community development; and,

• Culture-based community-development processes.

6. Spiritual:
• Mission to love or do something worthwhile for others, especially among the
poorest of the poor;
• Discernment as a way of life; and,

45
FU NSTP- CWTS and LTS Module

• Values-centered developmental processes.

IV. Community Development and Management Process:

A. Community Organizing – a problem solving process where the

community is empowered with knowledge and skills to identify and
prioritize its needs and problems, harness its resources to deal with these
problems and take action collectively.

1. Community Organizer – is an outsider or a member of a community who

facilitates together with the community
2. Attributes of a Community Organizer:
• Superiority vs Respect
• Desire to learn from them/honest curiosity
• Listen and Learn
• Recognition and acceptance of community members as colleagues
• Openness and flexibility to accommodate community member’s
agenda
• Conscious of non-verbal cues, seating arrangements, and practices
open communication
• Able to respect and show interest for what they show and say 3.
Roles of a Community Organizer:
a. Information Carrier
b. Friendly Listener
c. Motivator
d. Process Facilitator
e. Agency Linker
f. Ability Builder of People
g. Teacher of Skills
h. Work Helper
i. Program Administrator
j. Group Worker
k. Peacekeeper
l. Promoter
m. Local Leader
n. Counselor
o. Protector
p. Institution Builder

Dilemma:

46
FU NSTP- CWTS and LTS Module

a. How much and when community organizer must lead?

b. How much decision making and other factors of community life must the community
organizer leave to the initiative of the people?
c. How much must the Community Organizer involve him/herself in the planning and
management of the community to avoid lack of direction?
d. How much must the community organizer leave unstructured?
e. Authoritarianism vs. Dialogical approach

Factors Affecting People’s Participation :

a.
Tenure status
b.
Attendance in training services
c.
Membership in local based organizations
d.
Values orientation of respondents
e.
Leadership styles of local leaders.

B. Situational Analysis: a collective process of examining the prevailing

social, political, economic, environmental, cultural conditions and spiritual
condition of a given community. It is a preparatory step to the actual planning
process.

1. Roles of Community Leaders in Situational Analysis:

a. Guide the community members in determining how they
can improve in the prevailing situation to achieve
community goals;
b. Enable the community to collectively understand and
define their own needs and problems ; and,
c. Facilitate the process of identifying change strategies and
resources, and making decisions on how to implement the
identified solutions.
2. Situational Analysis Team (SAT)
The SAT is an expression of community based leadership and

47
FU NSTP- CWTS and LTS Module

empowerment. Its formation aims to broaden the leadership structure

and participation of community members in the situational analysis
process.

a. Considerations in the SAT Composition:

• Gender-based representation (equal number of
men and women);
• Sector based representation (priority sectors e.g.
farmers, fisher folks, youth, etc.); and,
• Area-based representation (barangay, sitio or
purok levels)

b. Functions of the SAT:

• Facilitate the different steps in Situational
Analysis; • Coordinate related activities;
• Draw out the participation of each community
member;
• Supervise the day-to-day implementation of the
Situational Analysis process; • Document the
process.

c. After the Community Profile has been finalized and

disseminated:
• The SAT should take time to reflect on the Situational
Process undertaken ( the over-all leader facilitates
the reflection process).

C. Situational Analysis Process:

Step 1. Community Orientation

Step 2. Data Gathering
Step 3. Data Processing
Step 4. Preparation of the Community Profile
Step 5. Presentation, validation and approval of the Community Profile
Step 6. Finalization of the community profile and dissemination.

D. Community Planning - a process where the people collectively define

their priority problems, determine their development vision, set goals and
objectives, identify resources which they can utilize, and develop a plan of
action to achieve community goals.

1. Roles of Community Leaders in Planning:

a. Enable the community members to address their needs and

48
FU NSTP- CWTS and LTS Module

problems;
b. Develop their planning skills;
c. Involve community members in decision-making;
d. Provide them with a process where they can plan their own
development; and,
e. Guide them in developing a plan of action geared towards
achieving community goals

E. Community Planning and Implementation Team (CPIT):

The CPT is also an expression of community based leadership and
empowerment. Its formation aims to broaden the leadership structure and
participation of community members in the planning process.

1. Considerations in the CPIT Composition:

• Gender-based representation (equal number of men and women);
• Sector based representation (priority sectors e.g. farmers, fisher
folks, youth, etc.); and,
• Area-based representation (barangay, sitio or purok levels)

2. Functions of the CPIT

• Facilitate the implementation of the different steps of the planning
process;
• Prepare the Community Plan of Action and Budget (CPAB);
• Submit the CPAB to the community for validation and approval; •
Formulate indicators for monitoring and evaluation; and,
• Lead the implementation of the CPAB.

3. After the Community Plan and Budget has been finalized and
disseminated:
The CPIT should take time to reflect on the planning process
undertaken (the over-all leader facilitates the reflection process).

F. Community Planning Process:

Step 1. Formation of a Community Planning and Implementation Team

Step 2. Community Visioning
Step 3. Setting of Community Goals and Objectives
Step 4. Identifying of Resources and Constraints
Step 5. Preparation of Community Plan of Action and Budget
Step 6. Presentation, Community validation and approval of the
Community
Action Plan and Budget

49
FU NSTP- CWTS and LTS Module

Step 7. Finalization of the community profile and dissemination

G. Implementation – a process of carrying out the projects and activities in

the Community Action Plan. Its main purpose is to test the feasibility of the
planned projects and activities, and institute necessary changes or
modifications if necessary.

H. Roles of Community Leaders during Implementation:

1. Oversee the direct implementation of projects and activities;

2. Conduct an information and advocacy campaign on the Community
Plan;
3. Motivate the community members to contribute to the projects and
activities (material, labor, cash, ideas, time, etc.);
4. Monitor the status of implementation ( come up with a checklist or
data board on the status of projects and activities);
5. Make quick adjustments when problems arise in consultation with the
community members;
6. Coordinate various activities, tasks and efforts of community
members;
7. Mobilize community resources for the projects or activities;
8. Conduct regular consultation and feed backing with community
members;
9. Clarify roles of each member in projects or activities;
10. Manage interpersonal relationships and conflict management; and,
11. Facilitate team-building activities (reflection processes, values
formation, and skills enhancement) among the members of the CPIT
and Community Members.

I. The Community Planning and Implementation Team (CPIT) should

put the following into consideration:

1. During the implementation of projects and activities, it is important to:

• Carry out projects and activities with the community members;
• Encourage their activity;
• Motivate them to perform tasks;
• In times of conflict, mediate rather than aggravate;
• Be an effective coach by helping community members accomplish
targets, measure accomplishments, diagnose performance
problems, and take remedial actions;
• Provide the community members with regular feedback;
• Organize and coordinate tasks, methods and efforts/contributions
of each member; and,
• Communicate with each other, and with the community members

50
FU NSTP- CWTS and LTS Module

on both a one-on-one and a group basis.

2. As the CPIT oversee and direct the implementation process;

• They should take time to reflect on their progress ( the over-all
leader facilitates the reflection process)

J. Community Monitoring and Evaluation – is a process of looking into the

status of the implementation of the plan to determine areas of weaknesses
and strength. It is concerned with how objectives are being attained, and
what necessary adjustments have to be done in the course of the plan
implementation.

K. Definition of Terms:

1. Participatory Monitoring – Participatory monitoring is a process where

the community members pause to check whether or not results of
activities match with the set of objectives. It also involves systematic
recording, integration and periodic analysis of information gathered
throughout the implementation process by the community members
themselves.

The specific purposes of participatory monitoring are:

• To provide an overall picture of project/activity implementation;
• To identify problem areas in project/activity implementation, and
remedy the situation immediately;
• To gather information which will be used for future evaluations.

2. Participatory Evaluation – a process where the community members

take the lead in assessing in the impact of the projects and activities
on the community. It is concerned with determining the
accomplishments of goals and objectives.

The specific purposes of participatory evaluation are:

• To enable the community to make good and appropriate decisions;
• To develop the evaluation skills of the community members;
• To have better understanding of the community situation;
• To facilitate communication between the community members and
the community leaders;
• To gather and analyze information which can further improve the
community situation; and,
• To mobilize community participation in resolving community
problems.

51
FU NSTP- CWTS and LTS Module

V. Roles of Community Leaders in Monitoring and Evaluation:

1. Guide the community in planning what is to be evaluated;

2. Provide them with a process on how to undertake the evaluation process;
3. Assist them in carrying out the evaluation;
4. Facilitate the process of analyzing the information; and,
5. Prepare the evaluation report and present the results to the community.

VI. Functions of Monitoring and Evaluation Team (MET);

1. The main functions of the MET are:

• Facilitate the implementation of the different steps in the monitoring
& evaluation (M&E) process
• Finalize the scheme;
• Lead the M & E activities; and,
• Prepare the Evaluation Report to the community for validation and
approval.

2. After the community validation exercise and information dissemination, the

MET should:
• Take time to reflect as a team on the process undertaken;
• Not hesitate to voice out anxieties, apprehensions, and criticisms of
your team members;
• At the same time, don’t forget to appreciate your contributions, as well
as those of your team members;
• Reflect on the things you see, feel, understand as you participate on
the evaluation process; and,
• Share your innermost thoughts on how the M & E process can be
further improved relative to community needs and capabilities.

VII. Participatory Monitoring and Evaluation Process:

Step 1. Formation of Monitoring and Evaluation Team

Step 2. Formulation of the Monitoring and Evaluation Plan
Step 3. Actual Monitoring Analysis and Presentation of Results
Step 4. Actual Evaluation and Data Analysis
Step 5. Preparation of the Evaluation Report
Step 6. Presentation, Community Validation of the Evaluation Report
Step 7. Finalization of the Evaluation Report and Dissemination of Results

52
FU NSTP- CWTS and LTS Module

53