Polytechnic University of the Philippines

Santa Maria Bulacan Campus

Pulong Buhangin, Santa Maria Bulacan

INSTRUCTIONAL MATERIALS FOR CWTS 100013

CIVIC WELFARE TRAINING SERVICE 1
A.Y. 2021-2022

COMPILED BY:

MRS. ELIZABETH R. MAWAL

CWTS 1 INSTRUCTOR

Polytechnic University of the Philippines

Santa Maria Bulacan Campus
Pulong Buhangin, Santa Maria Bulacan

Chapter 1- Background of the National Service Training Program (NSTP)

Lesson 1- The Philippine Preamble
The Republic Act No. 7077
The National Service Training Program or NSTP
Week No: 1

Introduction:

This course is designed for the development of the students as responsible citizens with
a strong sense of nationalism and profound spirit of volunteerism through programs which will
empower them to participate actively in the betterment of life of the members of the community
and prepare them to render selfless service to the nation. The NSTP Law, Good Citizenship
Values, Disaster Risk Reduction, Environment Protecttion Drug Addiction, Self-Awareness, and
Leadership Training are integral parts of this course.

Learning Objectives:

After successful completion of this lesson, you should be able to:

 Review the Philippine Preamble and re-instill its concept.

 Identify the vital provisions RA 7077
 Determine the program components of NSTP

Course Materials:

The preamble serves as an introduction to our 1987 Philippine Constitution. It is stated

that we, Filipino people, must live morally upright and value our existence as one family under
God in order to develop and uphold a just and humane society.
The Republic Act No. 7077

This act is known as the “ Citizen Armed Forces of the Philippines Reservist Act”
which aims to organize, train, develop and maintain a support unit to the Armed Forces of the
Philippines to help protect our country and citizens in the event of war, invasion or rebellion;
assist in relief and rescue during disaster or calamities, in socioeconomic development and in
the operation and maintenance of essential government or private utilities in the furtherance of
overall mission.
Pursuant to this act, graduates of Reserve Officer’s Training Corps (ROTC) component
shall form part of the Citizen Armed Force subject to Department of National Defense (DND)
requirements; whereas, graduates of the the non- ROTC components ( Civic Welfare Training
Service or CWTS) and Literacy Training Service (LTS) shall belong to the National Service
Reserve Corps (NSRC) and could be tapped by the State for literacy and civic welfare activities
in times of calamities.

The Republic Act No, 9163

Otherwise known as the NSTP Act of 2001, also states that the prime duty of the
governemnt is to serve and protect its citizens who, in turn, shall also protect and defend the
State for their security; and to fulfill this, the government may require each citizen to render
personal, military or civil service.

The National Service Training Program or NSTP

The National Service Training Program (NSTP) is a mandated program on the curricula
of all baccalaureate degree and in at least two (2) year technical-vocational or associate
courses in all state universities and colleges (SUC’s), private higher and technical-vocational
education institutions. All incoming male and female students, starting school year (SY) 2002-
2003, are required to complete one (1) NSTP component of their choice as a requirement for
graduation in compliance with Section 4 of the Republic Act 9163, otherwise known as the
National Service Training Program Act of 2001 and Section 4, Rule III of thr Implementing Rules
and Regulations. This law started in all colleges and universities in 2002.
The NSTP Act of 2001 or Republic Act 9163 was conceptualized by the former
Commission on Higher Education (CHED) Chairman now the President of the University of the
East, Ester A. Garcia, and has been signed into law by former President Gloria-Macapagal-
Arroyo in response to the public clamor for the reform in the Reserve Officer’s Training Corps
( ROTC).
The NSTP LAW is geared towards enhancing civic conciousness and defense
preparedness in the youth by developing in them the ethics of service and patriotism while
undergoing training in any of its three (3) program components, especially designed to develop
the youth’s active participation and contributon to the general welfare.

Program Components of the NSTP

 The students are free to choose the program they want to enroll in. These three (3)
components are as follows:

1. The Reserve Officer’s Training Corps (ROTC)

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

2. The Literacy Training Service (LTS)

- serves to train the students to teach literacy and numerracy skills to school children,
out-of-school youths and other segments of society in need of these services.

3. The Civic Welfare Training Service

- Designs activities that will contribute to the general welfare and betterment of life for
the community as well as enhancing its facilities and improving the health condition
of the community. This can be done by focusing on providing the members of the
community basic skills on health, environmental sanitation, entrepreneurship, safety,
recreation and enhancing the moral values of the constituents.

Watch:
https://www.youtube.com/watch?v=hRpd6xWsX3Q

Read:

Chapter 1- Background of the National Service Training Program

National Service Training Program with Common and Specific Modules
By: Rogelio I. Espiritu, Maria Rosario E. Monce, Madeleine M. Co, Jayme C. Ignacio and
Katherine C. Guevarra

Activities/ Assessment:

1. In your own words, what is the sincere message of the Philippine Preamble?
2. What are the legal bases of NSTP?
3. Identify the three (3) program components of the NSTP.
4. If you will be given a chance to choose among the three (3) program components of
NSTP, which one do you prefer and why?
5. What do you think are the advantages and benefits that the community can obtain from
NSTP?

Polytechnic University of the Philippines

Santa Maria Bulacan Campus
Pulong Buhangin, Santa Maria Bulacan
Chapter 2- Citizenship Training
Lesson 1- Development of Citizens
Components of Citizenship Training and Development
Week No: 2

Introduction:

This course is designed for the development of the students as responsible citizens with
a strong sense of nationalism and profound spirit of volunteerism through programs which will
empower them to participate actively in the betterment of life of the members of the community
and prepare them to render selfless service to the nation. The development of the citizens,
components of citizenship training and development and values formation and development are
contained in this course.

Learning Objectives:

After successful completion of this lesson, you should be able to:

 Gain full information about his/her rights as a Filipino citizen

 Cite examples of citizenship acts necessary in nation building
 Identify values that can contribute in creating a just and humane society

Course Materials:

Development of Citizens

Citizens are inhabitants of a city or town, or natives or naturalized members of a state or

nation who owe allegiance to its government and are entitled to its protection and privilges. Like
in the Philippines, inhabitants of any area in the country who are residing since birth or have
been naturalized by virtue of conversion of nationality are called Filipino citizens.

Article 14, Section 1- Citizenship of the 1987 Constitution of the Republic of the Philippines
provides criteria in becoming a Filipino citizens as follows:

a. Those who are citizens of the Philippines at the time of the adoption of this constitution;
b. Those whose fathers or mothers are citizens of the Philippines;
c. Those born before January 17, 1973, of Filipino mothers, who elect Philippine citizenship
upon reaching the age of maturity; and
d. Those who are naturalized in accordance with the law.

Components of Citizenship Training and Development

The underlying elements of citisenship shall include the following:

I. Provision of National and Universal Rights and Privileges of the Citizens

II. Performance/Delivery of Duties of a Citizen
 III. Development and Formation of Desired National Values
IV. Development of Citizens Sense of Volunteerism
Here are the specific discussions under the aforementioned elements:

1. Provision of National and Universal Rights for the Citizens

- This shall cover the various rights and privileges of the Filipinos as provided for by
the Articles III and IV, the Bill of Rights and Citizenship, respectively, of the 1987
Constitution of the Republic of the Philippines.

2. Performance/ Delivery of Duties of a Citizen

- Duties expected from every Filipino are contained in the following laws:
a. The National Service Law
b. Citizen Armed Forces of the Philippines Reservist Act
c. The Flag and Heraldic Code of the Philippines

3. Development and Formation of Desired National Values

- The desired values, qualities and kind of citizens that a country desires to produce
are also vividly expressed in the various laws of the land such as:
a. Flag and Heraldic Code of the Philippines ( RA 8491). The National Motto which
is MAKA-DIYOS, MAKATAO, MAKAKALIKASAN AT MAKABANSA.
b. CHED Memorandum Order (CMO) No. 26 seriesn of 2005. The good citizenship
values as indicated in the National Motto of RA 8491 are also suggested in the
Program of Instruction on Values Formation of the CMO No. 26 series of 2005.

4. Development of Citizens Sense of Volunteerism

- Republic Act No. 9418, otherwise known as the “ Volunteer Act of 2007”, provides
ways and practices to strengthen and inculcate the essence of volunteerism.

Values Formation and Development

1. What is/are Values?
Values can be defined as broad preferences concerning appropriate courses of
action or outcomes. Values reflect a person’s sense of choice-what he or she wants
or “ ought” to be. Values tend to influence attitudes and behavior.

How are Values being Developed or Learned?

According to Morris Massey, values are formed during three significant periods:

 Imprint Period- from birth to 7 years of age

 Modeling Period- from 8-14 years
 Socialization Period- from 15-21 years

Values can be learned or developed through:

 Modeling
  Communication of attitudes
 Unstated but implied attitudes
 Religion

Culture

- is a social system that shares a set of common values, in which such values permit social
expectations and collective understanding of the good, beautiful, contsructive etc.

Cultural Values
- are the modes of conduct of a group or society.

Behavioral Values
- are the inner personal responses or incentives, which prompt a person to act in a
certain way

Watch:
https://www.worldbank.org/en/news/video/2015/09/30/philippines-what-it-takes-to-be-a-good-citizen

Read:
Chapter 2- Citizenship Training
National Service Training Program with Common and Specific Modules
By: Rogelio I. Espiritu, Maria Rosario E. Monce, Madeleine M. Co, Jayme C. Ignacio and
Katherine C. Guevarra

Activities/Assessment:

1, In your own words, define the word Citizen?

2. Differentiate Cultural Values from Behavioral Values?
3. Based on your personal understanding, explain the four (4) components of
citizenship training and development.

Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
College Department
Lesson 1: Dare to Dream

Chapter 3: Servant Leadership

Week no: 3

Introduction :

Servant leadership is a leadership philosophy in which the main goal of the leader is to

serve. This is different from traditional leadership where the leader's main focus is the thriving of
their company or organizations. The servant-leader is servant first. It begins with the natural
feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to
lead. That person is sharply different from one who is leader first, perhaps because of the need
to assuage an unusual power drive or to acquire material possessions. The leader-first and the
servant-first are two extreme types. Between them there are shadings and blends that are part
of the infinite variety of human nature. “The difference manifests itself in the care taken by the
servant-first to make sure that other people’s highest priority needs are being served”. The best
test, and difficult to administer is:

 Do those served grow as persons?

 Do they, while being served, become healthier, wiser, freer, more autonomous, more
likely themselves to become servants?
 What is the effect on the least privileged in society?
 Will they benefit or at least not be further deprived?“
A servant-leader focuses primarily on the growth and well-being of people and the
communities to which they belong. While traditional leadership generally involves the
accumulation and exercise of power by one at the “top of the pyramid,” servant leadership is
different. The servant-leader shares power, puts the needs of others first and helps people
develop and perform as highly as possible.

Objectives :

After successful completion of this cycle, you should be able to:

 Define the meaning of servant- leadership;

  Express possible gains for the students who apply the principle of servant-leadership in
CWTS 1 initiated community outreach programs;
 Assess and plan the community outreach activities based on the core values of servant-
leadership.

Course Materials:

“The test of the extent and quality of power and leadership is the degree of actual
accomplishment of the promised change”. – James Macgregor Burns

The world needs leaders who can empower their people, who are committed to total
service and total quality that will place a premium on serving the members of their team.

How do we prepare ourselves for servant-leadership?

1. Generate enthusiasm. Servant-leaders do not look to others to change their battery but
take the necessary action to internalize perpetuating values, inspiration, and intellectual
enrichment.

2. Not deterred by small people. Servant-leaders secure maximum participation from

their key people and move resolutely toward the actual practice of management by
integrity.

3. Build on strength. Although servant-leaders recognize that they, as well as all people
have weaknesses, their primary concerns are the strength of people, because it will be
strengths-not weaknesses- that will make their organizations thrive. A weakness is only
a missing strength or an insufficiently developed strength.

4. High expectation. Servant-leaders stretch themselves and their people. Although they
never expect more from a person than that person is capable of performing, they often
expect more than that person believes he or she can accomplish. This is their key for
developing the confidence and ability in individuals and helping them to obtain a
maximum feeling of accomplishment
 5. Goal-oriented. Since a straight line is the shortest distance between two points,
servant-leaders know we must have some future point clearly in mind to stretch toward.

6. Significance. Servant-leaders know people can truly live and grow only if they feel real,
if they can experience faith, hope, love, and gratitude.

7. Team synergy. This occurs when the effort of two or more people adds up to a whole
that is greater than the sum of its parts.

8. Enrich lives of others. Servant-leaders are proud of their lives and seek to enrich the
lives of others by the richness of their own.

9. Live integrity. Servant-leaders know that management by integrity is realistic and

workable, that in reality, there is no fit substitute for it.

10. Emphasize results, not integrity. Tough-minded servant-leaders measure the

performance of their team members by results and their contribution to team objectives.

11. Manage change. Servant-leaders require and encourage a climate conducive to

innovation and creativity in all facet of life.

12. Understand people. Servant-leaders continually strive to attain a better understanding

of people and their differences-to determine what it takes to impel each person to
produce and create.

13. Need for respect. Mutual respect should be observed at all time

14. Visionary. Servant-leaders without vision are dead. Vision keeps the team moving
towards its goal. Servant-leaders are fueled and pulled in purpose and direction.

Dare to Dream
It is important for the servant-leaders to have a dream, to let ourselves dream freely and
soaringly, or we will not know how to use our mental, physical, and spiritual muscles with any
degree of purpose, discipline, and system. According to Joe Batten, an author of Servant-
Leadership, a passion to serve is the fact that we imagine is what will transpire. What we
believe is what we will achieve.
 The continuum of Actualization: The Possible Dream
1. Self-discovery. The process of self-discovery is one in which a person is guided,
through self-questioning and examination of one's own thoughts, words, and actions, in
order to reach his or her own conclusions regarding who they truly are. A "journey of self-
discovery" refers to a travel, pilgrimage, or series of events whereby a person attempts to
determine how they feel, personally, about spiritual issues or priorities, rather than following
the opinions of family, friends, neighborhood or peer pressure. 
2. Self-fulfillment. It is defined as the ability to make yourself happy and complete through
your own efforts. An example of self-fulfillment is when you achieve your dream of going
to college and are very proud of yourself and happy with what you have done. noun. I n
philosophy and psychology, self-fulfillment is the realizing of one's deepest desires and
capacities. The history of this concept can be traced to Ancient Greek philosophers and it still
remains a notable concept in modern philosophy.
3. Self-actualization. Itis the complete realization of one's potential, and the full
development of one's abilities and appreciation for life. This concept is at the top of the
Maslow hierarchy of needs, so not every human being reaches it. Self-actualization, in
Maslow's hierarchy of needs, is the highest level of psychological development where the
"actualization" of full personal potential is achieved, which occurs usually after basic bodily
and ego needs have been fulfilled.
4. Co-actualization. Develops from the interdependent actualization processes of
persons in relationship to each other and is reflected in the dynamic forming process
of their relationship(s). Each relationship has its own possibilities and order, and a
self-organizing quality. All this leads us to hypothesize a co-actualizing tendency as
the relational counterpart to the actualizing tendency and the motivational source for
co-actualizing processes. It can be seen as a special perspective of the formative
tendency, namely the essential perspective of meaningful interaction between
human beingdevelops from the interdependent actualization processes of persons in
relationship to each other and is reflected in the dynamic forming process of their
relationship. Each relationship has its own possibilities and order, and a self-
organizing quality. All this leads us to hypothesize a co-actualizing tendency as the
relational counterpart to the actualizing tendency and the motivational source for co-
actualizing processes. It can be seen as a special perspective of the formative
tendency, namely the essential perspective of meaningful interaction between
human beings.
The Core Values of a good Servant-leader:
1. Visionary. A visionary servant-leader ensures the vision becomes reality by stating clear
goals, outlining a strategic plan for achieving those goals and equipping and
empowering each member to takeaction on the plan at the organizational, team and
individual levels.
2. Caring. A caring servant-leader is someone who has a genuine interest in others. He
has a desire to better know the people working with him, not so he can make token
enquiries from time to time because he feels he should, but because he really wants to
know his people and encourage them to be the best they can be.
3. Emotionally strong. Any people have outbursts of emotion in difficult situations. They
tend to become overwhelmed and face a lack of self- control. People who are more
resilient in such situations are known as emotionally strong.Emotional strength enables
you to be self-dependent, and have good control over your emotions.
4. Good listener. A good listener is attentive. He is someone who gives you a lot
of attention when you are talking about your problems or things that worry you,
and tries to understand and support you. They make good eye contact, don't interrupt
what the other person is saying and show an interest in what is being communicated.
A good listener does not look over the shoulder of the person that's speaking, waiting for
someone more interesting to come along.
5. People-oriented.A people-oriented servant-leader focuses on creating overall success
by building lasting relationships with employees. This type of servant-leader does care
about tasks and schedules, but he/she believes that work culture is more important.
6. Focused. A focused servant-leaders can command the full range of their own attention:
They are in touch with their inner feelings, they can control their impulses, they are
aware of how others see them, they understand what others need from them, they can
weed out distractions and also allow their minds to roam widely, free of distructions.
7. Giving. In the context of leadership, there are gifts that don't have a monetary value, but
whose value is beyond price. These include giving someone a chance; giving someone
the benefit of the doubt; and giving others a reason to want to work for you. It entails
giving others latitude, permission to make mistakes, and all the information that they
need to do the job. It's giving them the authority that goes with responsibility. It's giving
them due credit for their ideas. In a nutshell, all of this translates to generosity of spirit, a

quality we admire in leaders.

 8. Resilient. A resilient servant-leader is a person who can recover quickly from difficult
conditions and they see failure as just a temporary setback. They maintain their positive
attitude and optimistic outlook no matter what struggles they are facing and they always
find a way to move forward.
9. Physically fit. Beingphysically fit increases mental stamina and endurance which are
attributes an effective servant-leader must possess. A healthy leader inspires his
members to work towards being fit, be more energetic and they are less likely to fall sick.
10. Accountable to his people. An accountable servant-leaders lay a path for teams to
follow and are defined by being held answerable for accomplishing a goal or task. It
means we all as servant-leaders own what we need to do and what we need to get other
people to do.
11. Empowered. An empowered servant-leader helps co-workers, teammates and
collaborators see their unique value and strengths. They listen to the concerns of their
team. They open doors for others to grow and network as well as give people credit for
jobs they did well.
12. Have faith in God. A servant-leader who have faith in God commit to discovering
God's will, and helping to fulfill it through their leadership. He pray about a vision
from God, a plan for how he would like you and the people you're leading to be
doing in the near future He alsoask the Holy Spirit to help you discern God’s
vision.

Read:
Chapter 4- Disaster Management
National Service Training Program with Common and Specific Modules
By: Rogelio I. Espiritu, Maria Rosario E. Monce, Madeleine M. Co, Jayme C. Ignacio and
Katherine C. Guevarra

Activities / Assessment :
As CWTS 1 students and community service providers, most of us find a great deal of
meaning in our accomplishments. By staying committed and focused on what is really important
to us, we will be better able to deal with the day-to-day challenges in the community.
This activity invites you to explore the most profound purpose, the significant value we
contribute, and what makes us work meaningfully.
Procedure:
1. Imagine yourself as having reached the age of the chronologically gifted (known as old
age). You are retired and have been enjoying these golden years. From these
perspective, reflect back on your life, the contribution you’ve made, the lives you’ve
touched, and consider your legacy. How would you like to be remembered?
2. Now, imagine receiving a letter from one of your former friends, perhaps your teacher in
CWTS 1 or a classmate. Maybe there is one person in your school.
3. Write an actual letter to yourself as if it came from this person. What would you want him
or her to say? How would you want to be remembered? What lasting impact would you
want to have had on this person’s life?
4. After you have written the letter, read it over and see what it says about the real purpose
for being involved in community outreach.
5. Now use that letter as the basis from which to write a purpose statement – a one-
sentence declaration of what you are seekingto accomplish, what you most to contribute
to your family and community.