Table of Content

Topic 1: Historical and Legal Bases of NSTP

Title Pages

I. Overview 2
II. NSTP Evolved 2
III. Implementing Rules and Regulations (IRR) of RA 9163 5
IV. Primer on National Service Training Program Act of 2001 12
V. References 15

Topic 2: The Constitution, The Filipinos

and the Self
Title Pages

I. Introduction 17
II. Self- Awareness 26
III. Good Citizenship Values 34
IV. Transformational Leadership 41
V. Self-Awareness and Personal Development through Human Values 44
VI. References 49

1|Citizenship Training
 Republic of the Philippines
Aklan State University
NATIONAL SERVICE TRAINING PROGRAM
Kalibo, Aklan

MODULE TOPIC 1:
CITIZENSHIP TRAINING
a. Historical and Legal Bases of NSTP
b. The Constitution, The Filipinos and The Self
Preamble
Module Topic 1. Citizenship Training Self-Awareness
Good Citizenship
Number of Hours: 6 hours Transformational Leadership
Self-Awareness and Personal Development
through Human Values

Topic 1: Historical and Legal Bases of NSTP

CLASS : NSTP (ROTC/CWTS/LTS)

SUBJECT MATTER: ORIENTATION AND IMPLEMENTING RULES AND REGULATIONS (IRR) TO NSTP-1
(RA 9163)
COMPILED BY: PROF. RICHARD E.DIONISIO
ASU, NSTP DIRECTOR

SUBJECT CONTENTS:

I. OVERVIEW
II. How did the NSTP Evolved?
III. Implementing Rules and Regulations (IRR) of RA 9163
IV. A PRIMER ON NATIONAL SERVICE TRAINING PROGRAM ACT OF 2001
V. References

OBJECTIVES:
At the end of modular unit, students must:
1. Explain specific provisions of the fundamental law and pertinent republic acts.
2. Define the nature and background of R.A. 9163 and its Implementing Rules and Regulations.
3. Discuss and explain the importance of Bill of Rights.
4. Identify the duties and responsibilities of Filipino Citizen.
5. Internalize the role of every Filipino in participation to Unites Nations Principles of Human Rights,
adhering to Flag Heraldic Code and displaying good citizenship values.

2|Citizenship Training
I | OVERVIEW

National service programs are a global phenomenon. Contrary to the claims of vocal opponents to
compulsory service, nations that recognize civic duty - through one form of mandatory service or another -
span the political, economic, and cultural spectrum. This lesson seeks to bring this fact to light; in the hope
that students undergoing Philippine NSTP gain a much better perspective of the magnitude of the alleged
perceived 'burden' that they bear.
To become responsible citizen specifically in defending the security of the state and be of service to
the community requires gradual transformation through proper training of the students in the tertiary
level. This is the essence of Republic Act. No. 9163 known as the National Service Training Program (NSTP)
Act of 2001, including the IRR and other NSTP Memoranda.
This unit presents the compilation of the NSTP Act and other related regulations to provide avenues
for students to appreciate deeper the program component of their choice and also provide background on
the legal basis. Specifically, it includes guidelines that will answer the who, what, why, when and how of the
NSTP law. This will ensure clarity on the issues and concerns about the law, which will contribute to its
acceptability and importance to the youth and implementers as partners in nation building.

II A.
| HOW DID THE NSTP EVOLVED?

Commonwealth Act No. 1

“Preservation of the State is every citizen’s obligation. Philippine security, freedom, independence and
perpetual neutrality shall be guaranteed by employing
all citizens without distinction”.

Commonwealth Act No. 1 otherwise known as the National Defense Act, penned on December 23,
1935, provided the first legal basis for national defense training among students. Section 35 of the law, as
amended, provides for the establishment and maintenance of ROTC units in such colleges and universities
as the President,
may designate as for the compulsory pursuit by every physically fit student of a course on military
instruction designed to qualify him as third lieutenant of the reserve corps. The student was to be
permitted to choose the branch of service in which he wished to train, in so far as might be practicable.

3|Citizenship Training
B. Presidential Decree 1706
It took 45 years before another law on ROTC was passed. But which would introduce some
modifications of the program. Presidential Decree 1706, better known as the National Service Law was the
first specific measure toward alternative services, such as non-military options, in the ROTC program.
The legislation was passed on August 8, 1980, recognizes “the citizens of our country particularly
the youth as the most valuable resource of our nation” and therefore “need to be motivated, trained,
developed, organized, mobilized and utilized in regard to their responsibilities as citizens particularly their
commitment to civic welfare, their respect for the law and lawfully constituted authorities and the
fulfillment of their military or civil obligation.” In effect, it provided for an obligatory national service for all
Filipino citizens to consist of civic welfare service, law enforcement and military service. Such services
were to be credited for fulfilling educational requirements established by law.

C. Batas Pambansa Bilang 232

For one reasons or another, the law did not see full implementation. Batas Pambansa Bilang 232,
also called the Education Act of 1982, reiterates that it is the duty responsibility of students to “participate
actively in civic affairs and be involved in the promotion of the general welfare particularly in the social,
economic, and cultural development of the community and in the attainment of a just, compassionate, and
orderly society.” This law, together with PD 1706, is the precursor of the Expanded ROTC Program.

D. 1987 Philippine Constitution

With the ratification of the Philippine Constitution of 1987, a stronger legal basis for a non-
traditional ROTC program was born. Article II, section 4 of the fundamental law states: “the prime duty of
the Government is to serve and protect the people. The government may call upon the people to defend the
state and, in the fulfillment thereof, all citizens may be required, under conditions provided by law to render
personal military or civil service.”

E. Republic Act 7077

“AN ACT PROVIDING FOR THE DEVELOPMENT, ADMINISTRATION, ORGANIZATION, TRAINING,
MAINTENANCE AND UTILIZATION OF CITIZEN ARMED FORCE OF THE ARMED FORCES OF THE
PHILIPPINES AND FOR OTHER PURPOSES”

This Act is known as Citizen Armed Force or the AFP Reservist Act of 1991, added flesh to the
innovative skeletal frame work created by the 1987 Constitutions even as it maintain relevant provision of
PD 1706. Section 38 of the law provides for the mandatory military training for students enrolled in
colleges, universities, and similar institutions of learning. Section 63 specifies the need for reservist to
render either civic auxiliary services such as helping maintain law and order, assisting in rescue and relief
operations, participating in socioeconomic development projects, delivery of health services, or military
auxiliary services rendered in meeting local insurgency.
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 With RA 7077, the Expanded ROTC Program (E-ROTC) was born. Some constraints, however,
barred its full implementation.

F. Republic Act 9163

“AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM (NSTP) FOR TERTIARY LEVEL
STUDENTS, AMENDING FOR THE PURPOSE REPUBLIC ACT NO. 7077 AND PRESIDENTIAL DECREE NO.
1706, AND FOR OTHER PURPOSES”

On January 23, 2002 Congress enacted Republic Act No. 9163. This Act shall be known as the
National Service Training Program (NSTP) Act of 2001. National Service Training Program (NSTP) is a
program aimed at enhancing civic consciousness and defense preparedness in the youth by developing the
ethics of service and patriotism while undergoing training in any of its three (3) program components. Its
various components are specially designed to enhance the youth's active contribution to the general
welfare.
The three (3) components of NSTP are aimed at enhancing civic consciousness and defense
preparedness in the youth by developing ethics of service and patriotism while undergoing training.
National Service Training Program Act of 2001 is an aggressive measure towards making the
former military service program relevant to the changed need of the present century.

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III | IMPLEMENTING RULES AND REGULATIONS (IRR) OF RA 9163

REVISED IRR of the

NATIONAL SERVICE TRAINING PROGRAM (NSTP)

Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National Service Training
Program (NSTP) Act of 2001, the Commission on Higher Education (CHED), Technical Education and Skills
Development Authority (TESDA), and Department of National Defense (DND), in consultation with
concerned government agencies, the Philippine Association of State Universities and Colleges (PASUC),
Coordinating Council of Private Educational Associations of the Philippines (COCOPEA), Non-Government
Organizations (NGOs) and recognized student organizations, hereby jointly issue, adapt and promulgate
the following implementing rules and regulations in implement the provisions of the Act.

Rule I
GUIDING PRINCIPLES

Section 1. Guiding Principle. While it is the prime duty of the government to serve and protect its
citizens, in turn it shall be the responsibility of all citizens to defend the security and
promote the general welfare of the State, and in fulfillment thereof, the government may
require each citizen to render personal military or civil service.

Section 2. Role of the Youth

a. In recognition of the vital role of the youth in nation building, the State shall promote
civic consciousness among them and shall develop their physical, moral, spiritual,
intellectual and social well-being. It shall inculcate the ideals of patriotism, nationalism,
and advance their involvement in public and civic affairs.
b. As the most valuable resource of the nation, they shall be motivated, trained, organized
and involved in military, literacy, civic welfare programs and other similar endeavors in
the service of the nation.

Rule II
DEFINITION OF TERMS

Section 3. As used in this Implementing Rules and Regulations (IRR), the following terms shall mean:

a. “National Service Training Program” (NSTP) – refers to the program aimed at enhancing civic
consciousness and defense preparedness in the youth, by developing the ethics of service
and patriotism while undergoing training in any of the three (3) Program components,
specifically designed to enhance the youth’s active contribution to the general welfare;
b. “Reserve Officers’ Training Corps” (ROTC) – refers to the Program component,
institutionalized under Sections 38 and 39 of Republic Act No. 7077, designed to provide
6|Citizenship Training
 military training to tertiary level students in order to motivate, train, organize and mobilize
them for national defense preparedness;
c. “Literacy Training Service” (LTS) – refers to the Program component designed to train the
students to teach literacy and numeracy skills to school children, out-of-school youths and
other segments of society in need of their services;
d. “Civic Welfare Training Service” (CWTS) – refers to the Program component or activities
contributory to the general welfare and the betterment of life for the members of the
community or the enhancement of its facilities, especially those devoted to improving
health, education, environment, entrepreneurship, safety, recreation and moral of the
citizenry and other social welfare services;
e. “Program Component” – refers to the service components of NSTP as defined herein;
f. “Clustering” – refers to the grouping of students enrolled to different schools and
taking up the same NSTP component into one (1) group under the management
and supervision of a designated school;
g. “Cross Enrollment” – refers to a system of enrollment were a student is officially enrolled in an
academic program of an origin school but is allowed to enroll in the NSTP component of
another accepting school; and
h. “Non-Government Organization” (NGO) – refers to any private organization duly accredited by
CHED or recognized by TESDA.

Rule III
PROGRAM IMPLEMENTATION

Section 4. Coverage
a. All incoming first year students, male and female, starting School Year (SY) 2002-2003, enrolled
in any baccalaureate and in at least two (2) year technical-vocational or associate courses, are
required to complete one (1) NSTP component of their choice, as a graduation requirement.

The above provision, however, does not cover the following:

a.1 Students who finished or graduated from a baccalaureate degree or two year
technical-vocational or associate course and pursuing or enrolled in another or additional
baccalaureate degree or two-year technical-vocational or associate course in SY 2003-
2004, and;

a.2 Students who completed any of the three NSTP components but considered freshmen
to the course where they transferred or shifted.

a.3 Foreign students or aliens

7|Citizenship Training
 b. All higher and technical-vocational education institutions must offer at least one (1) of the NSTP
components.
c. State Universities and Colleges (SUCs), shall offer the ROTC component and at least one (1)
other NSTP component.
d. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), and
Philippine National Police Academy (PNPA) are exempted from the NSTP in view of the special
character of these institutions. Other State Universities and Colleges of similar nature will be
exempted subject to approval of the Department of National Defense.
e. Private higher and technical-vocational education institutions with at least 350 student cadets,
may offer the ROTC component and consequently establish/maintain a Department of Military
Science and Tactics (DMST), subject to the existing rules and regulations of the Armed Forces of
the Philippines (AFP).

Section 5. Program Components

a. The NSTP shall have the following components which the students can choose from as defined
in Rule II, Section 3 hereof: The Reserve Officers Training Corps, Literacy Training Service
(LTS), and Civic Welfare Training Service (CWTS).
b. All program components, the ROTC in particular, shall give emphasis on citizenship training and
shall instill patriotism, moral virtues, respect for the rights of civilians and adherence to the
Constitution.
c. The CHED, TESDA in consultation with the DND, and PASUC, COCOPEA and other concerned
government agencies, may design and implement such other non-military training components
as may be necessary in consonance with the provisions of R.A. 9163.
d. Within thirty (30) days from the approval of this revised IRR, the CHED, TESDA, and the DND
shall jointly issue the minimum standards for the three (3) NSTP components that shall form
part of these guidelines.

Section 6. Duration and Equivalent Course Unit

a. Each of the aforementioned NSTP components shall be undertaken for an academic period of
two (2) semesters. It shall be credited for three (3) units per semester, for fifty-four (54) to
ninety (90) training hours per semester.
b. A one (1) Summer Program (OSP) in lieu of the two (2) semester program may be designed,
formulated and adopted by the DND, CHED and TESDA, subject to the capability of the school
and the AFP to handle the same.

c. Earned NSTP units shall not be included in the computation of Grade Point Average (GPA) grades
of college graduating students.

8|Citizenship Training
Section 7. Clustering and Cross-Enrolment
a. Clustering of students from different education institutions during semestral or summer
periods may be done for any of the NSTP component, taking into account logistics, branch of
service and geographical locations. The host school shall be responsible in managing the
Program.
b. Schools that do not meet the required number of students to maintain the optional ROTC and
any of the NSTP components, or do not offer the component chosen by the students, shall allow
their students to cross-enroll to other schools, irrespective or whether such school is under
CHED or TESDA; and in the case of students taking the ROTC component, irrespective of
whether the two semesters shall be taken from different schools whose ROTC are
administered/managed by different branches of service of the AFP.
c. Students intending to cross-enroll shall be subject to the existing rules and regulations of the
school of origin and the accepting school.

Section 8. Monitoring and Evaluation

Management
1. The school authorities shall exercise academic and administrative supervision over the design,
formulation, adoption and implementation of the different NSTP components in their respective
schools.
2. There should be an NSTP Office in each school or college/university headed by an NSTP
Director or its equivalent position responsible for the implementation of the Program. Each of
the NSTP components is considered a distinct and/or separate unit under the NSTP office, and
the head of the unit shall report directly to the NSTP Director or its equivalent position.
3. A functional chart of the NSTP Office shall be structured based on the capability of the
institution to sustain the component program being offered based on the number of enrollees.
4. In the case of ROTC, the school authorities and DND, subject to the policies, regulations and
programs of DND on the military component of the training, shall exercise joint supervision
over its implementation.
5. Schools which have contracted CHED-accredited or TESDA-recognized NGOs to formulate and
administer training modules for any of the NSTP components shall jointly exercise such
academic and administrative supervision with those NGOs. Within forty-five (45) days from
approval and issuance of this IRR, the CHED, TESDA and DND shall issue the necessary
guidelines for the accreditation of non-government organizations (NGOs) and training modules
to be utilized by these NGOs.

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 Monitoring
1. CHED Regional Offices, TESDA Provincial/District Offices and DNDAFP (through the Major
Service Reserve Commands), shall oversee and monitor the implementation of the NSTP under
their respective jurisdiction, to determine if the trainings conducted are in consonance with the
Act. These Sub Offices shall submit periodic reports to the Central Offices of CHED, TESDA and
DND.
2. CHED deputized officials shall coordinate and conduct spot visits to actual NSTP activities.
3. At the end of every school year the Higher Education Institution shall submit an Annual Report to
the CHED Regional Office copy furnished the Office of Student Services in electronic template,
indicating the following:
3.1 names who finished under each NSTP component,
3.2 the programs, projects and activities undertaken with pictorials and documentation as
much as possible, and
3.3 financial statements on the funds collected, allocated and utilized.

The annual report on NSTP by the university or college shall be made available to faculty,
students and the general public in the NSTP Office.

In regions with universities and colleges having two or more campuses, the university
concerned shall consolidate the report before submission to CHED Regional Offices.
4. In cases of violations of guidelines, warnings and/or sanctions may be imposed to schools and
accredited NGOs that disregarded or grossly violated the provisions of this implementing rules
and regulations.

Rule IV
FEES AND INCENTIVES

Section 9. Fees.
1. No fees shall be collected for any of the NSTP components except basic tuition which should not
be more than fifty (50%) percent of the charges of the school per academic unit. NSTP tuition
collected shall constitute a Trust Fund, which shall be exclusively used for the operation of the
Program.
2. NSTP funds derived from NSTP-related operations shall serve as augmentation to sustain un-
programmed activities of NSTP.
3. The unexpended fund balance shall be carried over to the next semester; provided, however,
NSTP funds shall not be converted into savings at the expense of the proper implementation of
the program

10 | C i t i z e n s h i p T r a i n i n g
 4. Subsidies from the government, any legal agency or institution appropriated for NSTP shall be
included in the preparation of the program of expenditure and report on the utilization of funds.
5. Expenditures/disbursements shall be subjected to periodic audits by the proper school
authorities and concerned NSTP officers;
6. The NSTP Director or its equivalent shall submit a comprehensive report on the utilization of
the NSTP Funds by program component to the school head, two weeks after the end of every
semester.
7. Rental space of school and other similar expenses shall not be charged to NSTP.

Section 10. Incentive, Insurance and Protection

A. Incentives
1. A program of assistance/incentives for ROTC students shall be provided and administered by
DND, in accordance with existing laws and regulations and subject to the availability of funds.
2. A Special Scholarship Program and other forms of assistance and incentives for qualified NSTP
students shall be administered by CHED and TESDA, with funds for the purpose to be included
in the annual regular appropriations of the two agencies, subject to the availability of funds.
3. The college or university may provide scholarship and other forms of assistance and incentives
to qualified and deserving NSTP students, the funding of which shall come from available NSTP
funds of the school.
4. Personnel involved in the NSTP shall be provided honorarium and other incentives based on
the standard policy set forth by the HEIs.

B. Insurance and Protection

1. School authorities concerned, CHED and TESDA shall ensure that health and accident group
insurances are provided for students enrolled in any of the NSTP components.
2. Schools that already provide health and accident group insurance and collect the necessary fees
for the purpose from their students as of the effectivity of these Rules, are deemed to have
complied with this requirement.

Rule V
ORGANIZATION OF NSTP GRADUATES

Section 11. Organization of NSTP Graduates

a. Graduates of the non-ROTC components of the NSTP shall belong to the National Service
Reserve Corps (NSRC) and could be tapped by the State for literacy and civic welfare activities,
especially in times of calamities through the joint efforts of DND, CHED and TESDA, in
coordination with DILG, DSWD and other concerned agencies/associations.

11 | C i t i z e n s h i p T r a i n i n g
 b. The CHED, TESDA and DND, in consultation with other concerned government and non-
government agencies, shall issue the necessary guidelines for the establishment, organization,
maintenance and utilization of the National Service Reserve Corps.
c. Graduates of the ROTC program shall form part of the Citizen Armed Force pursuant to RA
7077, subject to the requirements of DND.

Rule VI
MISCELLANEOUS PROVISIONS

Section 12. Certificate of Completion. Certificate of Completion with corresponding serial number
issued by CHED, TESDA or DND, shall be awarded to students who have successfully
complied with the program requirements.

Section 13. Information Dissemination. The CHED, TESDA and DND shall provide information on
these Act and IRR to all concerned publics through different modes of disseminating
information.

Section 14. Amendatory Clause

a. Section 35 of Commonwealth act No.1, Executive Order No. 207 of 1939, Section 2 and 3 of
presidential Decree No. 1706,and Sections 38 and 39 of Republic Act No. 7077, as well as all
laws, decrees, orders, rules and regulations and other issuances inconsistent with the
provisions of the Act are hereby deemed amended and modified accordingly.
b. This Rules may be amended, modified, or replaced jointly by CHED, TESDA and DND, in
consultation with PASUC, COCOPEA, NGOs and recognized student organizations.

Section 15. Separability Clause.

If any section or provisions of this IRR shall be declared unconstitutional or invalid, the other
sections or provisions not affected thereby shall remain in full force and effect.

Section 16. Effectivity.

This rules shall take effect 15 days after publication in a newspaper of general circulation and shall
remain in force and effect until revoked or amended.

12 | C i t i z e n s h i p T r a i n i n g
IV | A PRIMER ON NATIONAL SERVICE TRAINING PROGRAM ACT OF 2001

1. What is the National Service Training Program (NSTP) law?

The national Service Training Program (NSTP) law or Republic Act 9163 is a program aimed at
enhancing civic consciousness and defense preparedness in the youth by developing the ethics of
service and patriotism while undergoing training in any of its three (3) program components,
specifically designed to enhanced the youth’s active contribution to the general welfare.

2. What are the program components of the NSTP?

First is the “ Reserve Officers’ Training Corps”(ROTC) which is designed to provide military
training to tertiary level, students in order to motivate, train, organize and mobilize them for
national defense preparedness.
Second is the “Literacy Training Services (LTS)” which is designed to train the students to teach
literacy and numeracy skills to children, out-of-school youth and other segments in need of their
services.
Third is the “Civic Welfare Training Service (CWTS) which refers to activities contributory to the
general welfare and the betterment of life for the members of the community or the enhancement
of its facilities, especially those devoted to improving health, education, environment,
entrepreneurship, safety, recreation and moral of the citizenry and other social welfare services.

3. Who shall take the NSTP?

All incoming freshmen students, male and female, enrolled in any baccalaureate and in at least two
(2) year technical-vocational or associate courses, are required to complete one (1) NSTP
component of their choice, as a graduation requirement.

4. When was the NSTP implemented?

The NSTP started its implementation since school year 2002-2003

5. How will the NSTP be taken up?

Each of the components shall be under taken for an academic period of two (2) semesters and be
credited for three (3) units per semester with fifty four (54) to ninety (90) training hours per
semester.

13 | C i t i z e n s h i p T r a i n i n g
6. What if I cannot take the NSTP during the regular semester?

A one summer program in lieu of two (2) semester program maybe designed, formulated and
adopted by DND, CHED and TESDA, subject to the capability of the school and the AFP to handle the
same.
7. What if the NSTP component of my choice is not offered in my school?

Schools that do not meet the required number of students in order to conduct a program
component or do not offer the component chosen by their students shall allow them to cross enroll
to other schools, irrespective of whether that school is under CHED or TESDA; and for the ROTC,
whether they are managed by different AFP Branches of Service.
These students, however, shall be subjected to the existing rules and regulations of their school of
origin and the accepting school.

8. Will a student who has completed his entire academic requirements except ROTC be allowed to
graduate?

A student who has completed all his academic requirements except for ROTC will be allowed to
graduate provided that he is a certified candidate by the school on or before the effectively of the
NSTP which is March 23,2002.

9. What if a male student has completed two semesters of the E- ROTC/NSTP?

He is deemed to have complied with the NSTP requirement.

10. What will become of NSTP graduates?

Graduates of the non-ROTC components shall belong to the National Service Reserve Corps (NSRC)
which could be tapped by the State for literacy and civic welfare activities. Graduates of the ROTC
component shall form part of the AFP Citizen Armed Force, subject to DND requirements.

11. How can a student continue to qualify for enlistment in the AFP reserve force?

She/he may qualify for enlistment in the AFP reserve force as long as he/she completed the two (2)
semester of basic ROTC.

12. Are there any incentives provided for students taking the NSTP?

The following incentives are to be provided to students when they take up NSTP:
 A program of assistance /incentives for ROTC students from the DND which will be in
accordance with existing laws and regulations and subject to the availability of funds.
 School authorities concerned, CHED and TESDA shall ensure that health and accident group
insurances are provided to students enrolled in any of the NSTP components.

14 | C i t i z e n s h i p T r a i n i n g
  A special Scholarship Program for qualified NSTP students shall be administered by CHED and
TESDA subject to the availability of funds.

13. Who is responsible in supervising the NSTP to students?

School authorities shall exercise academic and administrative supervision over the design,
formulation, adoption and implementation of the different NSTP components in their respective
schools. In the case of ROTC, the school authorities and DND shall exercise joint supervision over its
implementation.

14. What lead agencies will monitor in the implementation of the NSTP?

CHED regional offices, TESDA provincial and district offices and DND-AFP through major service
reserve commands and their ROTC units shall oversee and monitor the implementation of the NSTP
under their respective jurisdiction, to determine if the trainings conducted are in consonance with
this Act.

15. Is NSTP available in all schools and Universities?

All higher and technical-vocational educational institutions will be offering at least one (1) of the
NSTP components while state universities and colleges will offer the ROTC component and at least
one other NSTP component. Private schools who have at least 350 student cadets may offer the
ROTC component.

15 | C i t i z e n s h i p T r a i n i n g
V | REFERENCES:

Laws and Statute:

1987 Philippine Constitution
Republic Act 7077
Republic Act 9163

Manual:
Implementing Rules and Regulations to RA 9163

Internet sites:
http://home.earthlink.net/~upmrotc/id11.html"
http://upm-rotc.blogspot

Instructional Video:
Module 1, Human and Ecological Security Program

16 | C i t i z e n s h i p T r a i n i n g
 Republic of the Philippines
Aklan State University
NATIONAL SERVICE TRAINING PROGRAM
Kalibo, Aklan

MODULE TOPIC 1:
CITIZENSHIP TRAINING
c. Historical and Legal Bases of NSTP
d. The Constitution, The Filipinos and The Self
Preamble
Self-Awareness
Module Topic 1. Citizenship Training
Good Citizenship
Number of Hours: 6 hours
Transformational Leadership
Self-Awareness and Personal Development
through Human Values

Topic 2: The Constitution, The Filipinos and

The Self

CLASS : NSTP (ROTC/CWTS/LTS)

SUBJECT MATTER: Discussion about the Preamble of the Philippine Constitution, the duties and
responsibilities of a Filipino citizen and identifying the vital role of self-awareness

COMPILED BY: PROF. RICHARD E.DIONISIO

ASU, NSTP DIRECTOR

SUBJECT CONTENTS:

I. Philippine Constitution (Preamble)

II. Self-Awareness
III. Good Citizenship Values
IV. Transformational Values
V. Self-Awareness and Personal Development through Human Values
VI. References

17 | C i t i z e n s h i p T r a i n i n g
I | INTRODUCTION

It is not enough! Good governance is not enough. Let us work on being good citizens. Let us translate the
good citizenship values derived from the Preamble of the Constitution into concrete action in order to build our
nation.

We keep demanding good governance from them but have not demanded anything from ourselves. There
seems to be a missing piece in the puzzle. If we demand good governance from those in public office, there must be
a counterpart from our end and this is good citizenship. How do we become good citizens?

The Philippine Constitution begins with the word “WE”: “We, the sovereign Filipino people, imploring the
aid of Almighty God …”

In this simple two-letter word lies the future of our country. Whether we become a stable, solid, strong
republic; whether we achieve peace, progress, and prosperity; whether we realize our vision of a just and humane
society - all these depend on whether or not we are truly UNITED as a people. Unity is one of the 16 basic values of
good citizenship.

When we say that UNITY is a good citizenship value, we mean that all of us Filipino citizens are expected to
have our oneness as a people as a guiding principle in our daily life. Let us reflect on what this means.

The Preamble

We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just and human
society and establish a Government that shall embody our ideals and aspirations, promote the common
good, conserve and develop our patrimony, and secure to ourselves and our posterity the blessings of
independence and democracy under the rule of law and a regime of truth, justice, freedom, love, equality,
and peace, do ordain and promulgate this Constitution.

Meaning of Preamble

The term preamble is derived from the Latin “preambulare” which means, “to walk before.” It is the
prologue of the Constitution.

18 | C i t i z e n s h i p T r a i n i n g
UNITY

The Philippine Constitution begins with the word “WE”: “We, the sovereign Filipino people, imploring the aid of
Almighty God …”

In this simple two-letter word lies the future of our country. Whether we become a stable, solid, strong republic;
whether we achieve peace, progress, and prosperity; whether we realize our vision of a just and humane society ---
all these depend on whether or not we are truly UNITED as a people. Unity is one of the 16 basic values of good
citizenship.

When we say that UNITY is a good citizenship value, we mean that all of us Filipino citizens are expected to have
our oneness as a people as a guiding principle in our daily life. Let us reflect on what this means.

1. To uphold the good citizenship value of UNITY means that we want our country to be united, always; that
despite the diversity of cultures, of alliances, of abilities, of opinions, despite differences in socio-
economic status, educational attainment, and religious affiliations; we have a fundamental oneness as a
people; that we agree on what we want as a people; that we work together, doing our part, to attain our
national vision.

2. To uphold the good citizenship value of UNITY means that we are able to think of others as we would of
ourselves, that we are able to apply the Golden Rule consciously and consistently in our decision-
making: “Do unto others what you would like others to do unto you.” That we want for ourselves what
we want for others. Put another way: that we do not do to others what we would not want others to do
to us.

3. To uphold the good citizenship value of UNITY means that we are willing to lend a helping hand to
others; we are willing to supplement to the extent that we are able for what others lack; that we see in
those who have less than we do --- the poor among us who comprise as much as 40% of our Philippine
society --- brothers and sisters who have a right to life befitting human dignity, and therefore have a right
to our assistance;

4. To uphold the good citizenship value of UNITY means that we are willing to understand those whose
views are different from our own; that w are willing to listen, to trust, to believe; that we do not ascribe
wrong motives or actions that we have no proof of; that we are willing to forgive those who do us wrong.

5. To uphold the good citizenship value of UNITY means that we want, and will work for, what is best
for our countrymen. If all of us Filipino citizens were to become conscious of the importance of

19 | C i t i z e n s h i p T r a i n i n g
 upholding the basic value of UNITY, the wounds of division among us will begin to heal and we can begin
to truly build together, to truly work together to build a strong republic.

6. To choose to uphold the value of UNITY, day in and day out, in our homes, in our offices, in our
communities, is a decision we are called to consciously make NOW, as we prepare to celebrate once again
the anniversary of our nationhood, and to repeatedly commit ourselves to.

7. To stand together beneath one flag means to commit ourselves to UNITY. No more of the “crab
mentality”; no more kanya-kanya; no more putting down others; no more putting oneself up at the
expense of another; no more destructive criticism and competition … and thus an end to criminality, to
graft and corruption, to apathy and indifference in our midst.

8. The future of our country depends on whether or not we can NOW be united as a people. UNITY is an
imperative! To borrow a truism from another land: “United we stand, divided we fall”.

9. We can no longer afford, nor risk, the ill effects of continuing division. To put aside division, and agree to
work as one - this is not easy to do. But it is something we must do. It is a heroic task. But,
remember: we, all, are called to be HEROES. Ours is a time for heroes.

20 | C i t i z e n s h i p T r a i n i n g
 PLEDGE TO BE A GOOD CITIZEN

Imploring the aid of Almighty God

and united in spirit with Filipinos everywhere,
I do solemnly pledge to be a good citizen,
and to live and uphold at all times
the Filipino values in the Preamble of the Constitution.

Participating in nation building

with patriotism and zeal,
I will work conscientiously and honestly
I will respect life, law, and Government
and the freedom and basic equality of all human beings
I will show concern for the family, future generations
and the environment
and promote order and the common good
always in adherence to truth and justice
and in the ways of love and peace
All these I shall do,
inspired by our national vision of
a just and humane society.
So help me God.

21 | C i t i z e n s h i p T r a i n i n g
 Manila

BY THE PRESIDENT OF THE PHILIPPINES

PROCLAMATION NO. 828

DECLARING A DECADE (2005-2015) OF GOOD GOVERNANCE

AND GOOD CITIZENSHIP TO FIGHT CORRUPTION AND
TO ERADICATE POVERTY

WHEREAS, the top priority of the administration is to win the war against graft and corruption that would
result in poverty eradication by addressing the alarming losses in terms of undelivered basic services and
programs;

WHEREAS, the mobilization of the entire government machinery and enlisting the support of the civil
society is a comprehensive and holistic approach in the fight against graft and corruption and eradication of
poverty;

WHEREAS, the institutionalization of transparency and accountability on all government transactions at all
levels of the bureaucracy will promote good governance;

WHEREAS, the necessity of instilling the Filipino values enshrined in the Preamble of the 1987
Constitution will lead to the making of good citizens, thereby contributing to nation building.

NOW, THEREFORE, I, GLORIA MACAPAGAL-ARROYO, President of the Philippines by virtue of the power
vested in me by law, do hereby declare a Decade (2005-2015) of Good Governance and Good Citizenship to fight
graft and corruption and to eradicate poverty.

All agencies of the government, civil society organizations, professional and religious organizations, the
mass media, and the citizenry are called upon to extend their wholehearted support and cooperation in the
government’s anti-corruption programs and the promotion of the Filipino values as enshrined in the Preamble of
the 1987 Constitution throughout the Decade of Good Governance and Good Citizenship.

IN WITNESS WHEREOF, I have hereunto set my hand and caused the seal of the Republic of the
Philippines to be affixed.

DONE in the City of Manila, this 14th day of April in the year of Our Lord, Two Thousand Five.

By the President:

EDUARDO R. ERMITA
Executive Secretary

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 Republic of the Philippines
OFFICE OF THE PRESIDENT
COMMISSION ON HIGHER EDUCATION

MEMORANDUM FROM THE CHAIRMAN

TO : PRESIDENTS/HEADS OF PUBLIC AND PRIVATE

HIGHER EDUCATION INSTITUIONS
CHED REGIONAL DIRECTORS
ALL CONCERNED

SUBJECT: MODULES ON GOOD CITIZENSHIP VALUES FORMATION

SPONSORED BY THE COMMISSION ON HIGHER EDUCATION
IN PARTNERSHIP WITH THE EDSA PEOPLE POWER COMMISSION

DATE : MAY 03, 2004

x--------------------------------------------------------------------------------------------------------------x

In accordance with the pertinent provisions of Republic Act (RA) No. 7722 otherwise known as the “Higher

Education Act of 1994” and RA 9163 or the “National Service Training Program (NSTP) Law of 2001”, this Office

hereby endorses these modules on Good Citizenship Values Formation for inclusion for the NSTP program of all

Higher Education Institutions starting school year 2004 to 2005. Attached are the relevant materials for your

reference and/or guidance.

ROLANDO DIZON

23 | C i t i z e n s h i p T r a i n i n g
 Republic of the Philippines
OFFICE OF THE PRESIDENT
COMMISSION ON HIGHER EDUCATION

MEMORANDUM FROM THE ACTING CHAIRMAN

TO : PRESIDENTS/HEADS OF PUBLIC AND PRIVATE

HIGHER EDUCATION INSTITUIONS

SUBJECT: MODULES ON GOOD CITIZENSHIP VALUES FORMATION

SPONSORED BY THE COMMISSION ON HIGHER EDUCATION
IN PARTNERSHIP WITH THE EDSA PEOPLE POWER COMMISSION

DATE : JULY 14, 2005

x---------------------------------------------------------------------------------------------------------x

In accordance with the pertinent provisions of Republic Act (RA) No. 7722 otherwise known as the “Higher
Education Act of 1994” and RA 9163 or the “National Service Training Program (NSTP) Law of 2001”, this Office
hereby endorses these Modules on Good Citizenship Values formation for inclusion for the NSTP program of all
Higher Education Institutions. Seminars and trainings of trainers may be conducted prior to the distribution of
these said modules. In the case of participants coming from public institutions/agencies, attendance is subject to
availability of funds and discretion of the head of institution/agency in view of Administrative Order No. 103, dated
August 2004.

Attached are the relevant materials for your reference and/or guidance.

CARLITO S. PUNO, DPA

24 | C i t i z e n s h i p T r a i n i n g
 Each time we pledge allegiance to the Philippine flag, we affirm
in ourselves, and proclaim to everyone around us, that we are
proud to be Filipino. We are proud to be citizens of our beloved
country. We are pledged to her welfare and her future

“AS WE SALUTE THE FLAG,

WE RESOLVE TO LIVE THE
BASIC VALUE OF PROMOTION OF THE COMMON GOOD”.
“i-angat ang mga nangangailangan nang walang pasubali!”

COMMON GOOD

A large percentage and large numbers of Filipinos live below the poverty line. Many of our
brothers and sisters do not meet their minimum basic needs. Human dignity means that all have access
through lawful means to what a human being needs to sustain life, to live decently, and be able to develop
and use his/her God-given potentials. The term “common good” refers to “the sum total of goods and
social conditions which allow people, either as groups or as individuals, to reach their fulfillment more
fully and more easily.” The common good consists of three essential elements: respect for the person as
such – his fundamental and inalienable human rights; the social well-being and development of the group
itself, i. e., development, starting with making accessible to each member what is needed to lead a truly
human life: food, clothing, health, work, education, etc.; and peace, that is, the stability and security of a
just order.

25 | C i t i z e n s h i p T r a i n i n g
 ACTIVITY NO. 2

Name: _______________________________ Course,Yr&Section:___________________ Date: ____________

Instructor: ____________________________ Rating: ________________________

Let us challenge your creativity!

General Instruction:
 CHOOSE (only one) from the two options provided below.
 Avoid plagiarism. Plagiarize work will be marked as zero point.
 Submit your work ON TIME.

(1.) Create your own four (4) stanza poem on how to become a good citizen in free verse.
Instruction:
 Write your work in a 1 whole sheet of yellow pad paper or short/long bond paper.
 Use blue/black ballpen on your final work.
 Use ENGLISH in writing your poem.

(2.) Create a poster/slogan on what makes a person a good citizen.

Instruction:
 Any coloring materials are allowed to use.
 Use a long bond paper on your final work.

ACTIVITY NO. 3

Name: _______________________________ Course,Yr&Section:___________________ Date: ____________

Instructor: ____________________________ Rating: ________________________

Materials needed:
 Camera/Mobile phone with camera RUBRICS
 Video editor (in case needed)
Memorization/Mastery - 40%
Instruction: Preparedness - 15%
Make a video while reciting the PREAMBLE of the
Philippines. Pausing and Pacing - 20%
Clarity and expression - 25%
Note:
 Show mastery on reciting. Avoid reading.
 Indicate your NAME, COURSE, YEAR & SECTION on the actual video.
 Make sure to see your face on the video while reciting the PREAMBLE.
 Submit your work on time.

26 | C i t i z e n s h i p T r a i n i n g
II | SELF-AWARENESS

Topic Description: This topic includes self-concept, self-esteem, and self-efficacy that will facilitate our
understanding of ourselves and good citizenship values in order for us to strengthen ourselves in the
events of time.

Objectives:
At the end of this topic the students must:
1. Describe oneself
2. Categorize one’s potentials and weakness
3. Formulate measures to strengthen one’s potentials and minimize if not eliminate weaknesses.

I. INTRODUCTION

W
ith our busy schedules, it might be difficult to find time to think about who we are our strengths and
weaknesses, our drives and personalities, our habits and values. Besides, many of us just are not
inclined to spend much time on self-reflection. Even when personal feedback is presented to us, we
are not always open to it, because honest feedback is not always flattering. Consequently, many of us have a low
level of self – awareness. Self-awareness open doors to spiritual and personal growth. We have all the answers to
the questions of our lives and what we have to do is to learn how to we can have an access to our own wisdom.
It begins with self – awareness. Paying attention to our many senses, thoughts, feelings, and intuition.
Seeing our thinking and how it creates our reality. Discovering our deepest essence. Increasing our own level of
self – awareness therefore, empower us to take different choices. Not that we will automatically do things
differently. After all, some habits die-hard. However, over time, as we build up these levels of catching ourselves
doing things, we will have the choices to alter our behavior, eventually, before the next repetition.
So in order to transform what you do, you must first become aware of where you place your inner
attentions, and what you are feeling and thinking. The more you do this, the more natural and habitual it will
become, and the more you will give yourself the chance to truly change your behavior.

27 | C i t i z e n s h i p T r a i n i n g
II. WHAT IS SELF-AWARENESS?

“It begins with Self – awareness. Paying attention to our many senses, thoughts, feelings and intuition. Seeing our
thinking and how it creates our reality. Discovering our deepest essence.”

Increasing our own level of self – awareness therefore, empower us to take different choices. Not that we
will automatically do things differently. After all, some habits die hard. But over time, as we build up these levels
of catching ourselves doing things, we will have the choices to alter our behavior, eventually, before the next
repetition.
So in order to transform what you do, you must first become aware of where you place your inner
attentions, and what you are feeling and thinking. The more you do this, the more natural and habitual it will
become, and the more you will give yourself the chance to truly change your behavior.

According to Goleman, perhaps the most important emotional competence is self – awareness – knowing
one’s internal states, preferences, resources and intuitions.
Another psychotherapist puts it as “bringing to the conscious mind our understanding of the compulsions
that push us around”.
To Marilyn vas Savant, she simply calls it, “the art of waking up,” of realizing who you really are and why
you do the things you do, in the way you do them.

What are the key areas for the self – awareness?

Human beings are complex and diverse. To become self – aware, we should develop an understanding of ourselves
in many areas, for self-awareness includes the following:

1. Personality
An understanding of our personalities can help us find situations in which we will thrive/survive, and help us
avoid situations in which we will experience too much stress.

2. Values
It is very important to know and focus on one’s personal values. Your priorities in life must be considered.
There are times that so many problems and opportunities arise that our lists of things “to do” can easily exceed
the time we have to do them. When we focus on our values, we are more likely to accomplish what we consider
the most important.

3. Habits
These are the behaviors that we repeat routinely and often do automatically. Although we would like to
possess that helps us interact effectively with and manage others, we can probably identify at least one of our
habits that decreases our effectiveness.

28 | C i t i z e n s h i p T r a i n i n g
4. Needs (connect Maslow’s hierarchy of needs and other psychologists psychological needs)
Needs cause motivation, and when needs aren’t satisfied, they can cause frustration, conflict and stress. One of
the advantages of knowing which needs exert the strongest influence in our own behaviors is the ability to
understand how they affect out interpersonal relationship.

5. Emotions
Understanding your own feelings, what cause them, and how they impact your thoughts and actions is
emotional self –awareness understand the internal process associated with emotional experiences and
therefore, has greater control over them.

How does self – awareness make individual more effective?

Self – awareness helps individual identify gaps between one skill which promotes skills development. From this,
the following can be improved and enhanced:
1. Skills development
2. Knowing strength and weaknesses
3. Developing intuitive decision – making skills
4. Stress management in coping with stress effectively
5. Motivation
6. Leadership

You can become more self – aware by using or applying the following means:
1. Seeking feedback from the people who know you.
2. Completing self - assessment surveys like questionnaires.
3. Hiring an expert like a professional counselor or executive coach.

III. SELF-AWARENESS THRU HUMAN VALUES

What are human values?

Human values give worthiness and respect to life. The five human values of righteousness, peace, love, truth and
non – violence elevate the individual as well as the society of which one is a part.

How does one differ from the other?

Righteousness
Truth has to be said
Right Conduct has to be practiced
Peace is the one to be experience

29 | C i t i z e n s h i p T r a i n i n g
 Love is the natural quality
Non – violence is the unity of thoughts, word and deed

Core values:
Righteousness Peace Truth Love Non - violence

Related Values:

Manners Patience Truthfulness Kindness Consideration

Living Skills Concentration Creativity Friendship Cooperation
Helpfulness Positivity Honesty Forgiveness Global Awareness
Responsibility Self – Acceptance Determination Generosity Loyalty
Independence Self – discipline Fairness Compassion Citizenship
Perseverance Thankfulness Trust Tolerance Justice
Courage Contentment Reflection Service Respect

Self-awareness- is defined as understanding what is important to you, understanding how you experience things,
knowing what you want, knowing how you feel, and knowing how you come across to others.

Self-awareness - according to Lee (2005) is defined as an awareness of one’s own personality or individuality. Self
oftentimes refers to yourself, me, himself/herself, oneself and your own. This refers to the person in a prime
condition, as entire person or individual. Awareness is referred to having or showing realization, participation,
commitment and knowledge of one’s values development.

IV. SELF-AWARENESS PROCESS

Self Concept – is the cognitive or thinking aspect of self and generally refers to’ the totality of a complex,
organized, and dynamic system of learned beliefs, attitudes and opinions that each person’s holds to be true about
his personal existence.

1. You as you – “nosce te ipsum” is latin for “Know thyself” let’s begin to know yourself, since the essential
formula for the achievement is self analysis or introspection.
2. You and your faith – Filipino worship is directed towards God as a Father-figure who takes care of all
“Bahala na ang Diyos”, signifying that Devine Providence is responsible for our destinies. Thus, whenever
problems confront us, we tend to turn against God and blame Him for all the misfortunes.
3. You as a Filipino – being aware of and remaining constantly on guard against the Filipino tendency
towards negativism, you can eventually propel yourself into positivism. Use your “lakas at tibay ng loob “;
“Makialam ka sa buhay mo!:, makisama ka and believe in your abilities and work unyieldingly to reach your
objectives.

30 | C i t i z e n s h i p T r a i n i n g
 Components of self-concept:
1. Physical self-concept component
2.Academic self-concept component
3.Transpersonal self-concept component

Self-esteem – is a person’s overall evaluation or appraisal of his or her own worth. It encompasses beliefs and
emotions such as triumph, despair, pride and shame.

Self-efficacy – is defined as people’s beliefs about their capabilities to produce designated levels of performance
that influence over events that affect their lives.

Self-Identity - Internal and external element shapes the person’s identity. This includes the following:
 Language development/acquisition
 Person’s expanded experiences including outside persons which he feels more involvement like friends.
 The person’s position and roles being played.

Self-Evaluation - When a person’s self-identity grows, he starts to make personal value judgment. He may see
himself as a superior or inferior, complete or incomplete, etc. The child’s self-evaluation process starts in his early
life and a strong link on how others see him especially his primary caregivers. One’s evaluation plays a very
significant role in his succeeding development and behavioral patterns.

What is the Nature of the Self?

According to William James, the self incorporates feelings and attitudes along with a principle of causality. It is the
sum total of what man calls his own. It is the individual as known to the individual including how he feels about
himself. He used the term “self” to have three meanings:
1. a dynamic process
2. a system of awareness and
3. Interrelated process and awareness

To Charles H. Coley, it is a reflection or a looking – glass composed of 3 principal elements;

 The imagination of an appearance to other persons;
 The imaginations of his judgment of that appearance; and
 Some sort of self – feeling, such as pride or mortification.

31 | C i t i z e n s h i p T r a i n i n g
The SELF according to various authors:
1. G.A Allport calls the ego – which has the appropriate function in the personality – the SELF. It includes
bodily sense, self – image, self – esteem and identity.
2. R.B. Catell. He focuses on the self as the principal organizing influence exerted upon man which gives
stability and order to human behavior. He initiates the significance of self observation. He initiates the
significance of self-observation. He distinguished the real self from the ideal self as :
 Real Self - that which a person must rationally admit to be the actual
 Ideal Self – that which a person would aspire to become.
3. G. Murphy – He defines “self” as the individuals as known to the individual.

What is the Nature of the self?

In the words of George Herbert Mead, to have a self is to have a capacity to observe, respond to, and direct
one’s own behavior. In the process of observing, responding to, and directing one’s behavior, one’s structure
of attitude is changing. One is behaving towards oneself in the context of interaction with others.

What are the Characteristics of the Self?

1. The self is not an entity, but a process. Mead defined the self in terms of the two phases in the process:
a. The “I” is unpredictable, the novel, and the driving impulse that comprises one phase of the self.
b. The “me” is the organized community within one as reflected in one’s attitudes.

The notion of self as a process means that one’s behavior is a process that includes carving out a line of
action that mediates between one’s impulses and the expectation of the social environment, observing and
responding to one’s own and other’s behavior, and adjusting and directing one’s subsequent behavior on
these two bases.

The self as a process also means that the individual change; the particular structure of attitudes that
comprise the self in a particular time is not permanent.

2. The self is reflexive. This means that the individual can be an object to himself. He can observe, evaluate,
respond to and direct his own behavior. That he is aware of varied qualities he has and the roles he plays. He
can be an object to himself, he acts towards himself and guides himself in his actions towards others on the
basis of the kind of object he is himself.

3. The self is comprised with attitudes. The self is an organization of shared attitudes. It is the structure of
attitudes, not a group of habits, which comprises the self. The self involves a set of attitudes that are aroused
in both the individual and in others who compose the social milieu. The structure of attitudes means that all
those individuals who comprise a community share common framework.
32 | C i t i z e n s h i p T r a i n i n g
4. The self is the means whereby social control becomes self-control. To have a self is to internalize the
attitudes of the community and thereby control one’s own behavior in terms of those attitudes. Social
control refers to the dominance of the “me” over the “I” which means that the persons behavior conforms
community expectations.

How does Self – concept develop?

The development of self – concept can be achieved through the following:

1. Interactions - The responses of the people around as individual are significant in the developing of one’s
self – concept. The more a person interacts with other people the more likely the individuals develop a
positive self – concept.
2. Self – perception/self – observation - We try to observe other people and identify them as like ourselves.
We always try to observe ourselves that may lead to drawing conclusions to ourselves. This process leads
to the development of self – concept.
3. Social comparison - Development of self-concept happens also as man chooses somebody to be his role
model or model/idol. An example of this is sibling rivalry or comparing oneself to others.

How can one look at this many selves? There is a need to review and examine one’s many “SELVES”
 Self – image – how I see myself
 Reputation – How other see me
 Actual Self – how I am at a given moments and situation
 Real or true self – how I ought to be, according to my time nature as a human person.

Where and how can you find your real self? Thomas Merton has aptly just it: (said?)

“If you want to identify me, ask me not where I live, or what I like to eat, on how I comb my hair, but ask me what I
think I am living for and ask me what is keeping me from living fully for the thing I want to live from. Between
these two answers, you can determine the identity of the person. The better answer he has, the more a person he
is, – and I am all the time trying to make out the answer as I go on living.”

33 | C i t i z e n s h i p T r a i n i n g
 ACTIVITY NO. 5

Name: _______________________________ Course,Yr&Section:___________________ Date: ____________

Instructor: ____________________________ Rating: ________________________

Self-Awareness Activity

Before you can make changes in yourself, you have to know what there is to work with. Becoming self-aware is
about the process of understanding yourself. We all have strengths and limitations. Self-awareness can be
developed and identifying your strengths and weaknesses and help with this development. Spend some time
recognizing areas you need to develop or strengthen that aspect of your life.

Choose three strengths for yourself, and three things you would like to improve about yourself. If you don’t see a
trait listed, feel free to write your own. Once you’ve chosen traits that need improvement, think about and describe
on how you will attempt to improve those traits.

HOW WILL YOU ATTEMPT TO IMPROVE THOSE TRAITS ABOVE?

Answer:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
_______________________________________________________________________________________________________.

34 | C i t i z e n s h i p T r a i n i n g
III | GOOD CITIZENSHIP VALUES

Topic Description: This lesson will describe and discuss the good citizenship core values.

Objectives:
At the end of this topic the students must:
1. Describe and categorize the unique values of Pagkamaka-Diyos ;

2. Bestow and inculcate the values of Pagkama-Tao through love, freedom, peace, truth and justice in the
individual, family and community;

3. Realize and instill the vital importance of the value of unity, equality, respect for law and government,
patriotism and promotion of the common good;

4. Apply concrete ways of caring for the environment at all times.

I. GOOD CITIZENSHIP VALUES

1. Pagkamaka-Diyos - The Filipino people is God-centered people wherein we show total reliance
on God and recognize that without His aid, no matter how hard we try, we cannot establish a government
that will embody our ideals and cannot build a just and humane society. (slide # 3 GCM Modules) These
values are:
a. Faith in the Almighty God
b. Order
c. Respect for life
d. Work
e. Concern for the family and future generations

2. Pagkamaka-Tao - In Pagkamaka-Tao, we uphold the value of :

a. Love
b. Freedom
c. Peace; and
d. Justice
Therefore, as we live in a humane society, and as we relate with people, all our activities and dealings
should be founded in these values.

35 | C i t i z e n s h i p T r a i n i n g
 3. Pagkamaka-Bayan In Pagkamaka-Bayan we should be united and should be one as a people and as a
nation. So, we should respect our laws and government because we love our country. The values that will
aid, guide and help us facilitate our love for our country are:

a. Unity
b. Equality
c. Respect t for Law and Government
d. Patriotism
e. Promotion of the common good

ACTIVITY NO. 6

Name: _______________________________ Course,Yr&Section:___________________ Date: ____________

Instructor: ____________________________ Rating: ________________________

The Basic Values of the Filipinos (Good Citizenship Cluster)

Create a short poem for each of the good citizenship clusters reflecting the values that fall thereto. In like
manner, a poem to summarize the good citizenship values clusters shall be crafted.

1. PAGKAMAKA-DIYOS

________________________________________
(Title)

36 | C i t i z e n s h i p T r a i n i n g
2. PAGKAMAKA-TAO

________________________________________
(Title)

3. PAGKAMAKA-BAYAN

________________________________________
(Title)

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4. PAGKAMAKA-KALIKASAN

________________________________________
(Title)

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 ACTIVITY NO. 7

Name: _______________________________ Course,Yr&Section:___________________ Date: ____________

Instructor: ____________________________ Rating: ________________________

The Basic Values of the Filipinos (Good Citizenship Cluster)

Below is a self-assessment test of the good citizenship values. Determine to what extent you possess
these 16 Filipino values.

Direction: Check the items in which your answer is “yes” to the question.

1. Concern for the Environment

 Do I conserve water?
 Do I keep my surroundings clean?
 Do I segregate my garbage?
 Am I litterbug?
 Do I throw the garbage in canals and waterways that causes floods?
 Do I plant trees?

2. Promotion of the Common Good

 Do I consider the welfare of others in what I do – that I will harm no one or disturb the peace nor
deface my surroundings?
 Do I help the less fortunate?
 Do I go out of my way and engage in activities that will benefit others, e.g. give food and
clothing to disaster victims, etc.?
 Do I engage in activities that harm others, e.g. helping out criminal syndicates in my
neighborhood pushing drugs and promoting illegal gambling?

3. Patriotism
 Do I consider what is good for my country in my actions, e.g. when I commit acts of vandalism
like writing graffiti on walls, breaking street lights, etc.?
 Do I patronize our native products
 Do I say or do anything that will give a bad image to my country?

4. Respect for Law and Government

 Do I follow the traffic rules relative to bus stops, pedestrian lanes, traffic lights, etc.?
 Do I join violent street demonstrations that seek to bring down the government?
 Do I report lawbreakers like those engaged in illegal gambling, drug pushing, etc., especially
within school premise?
 Do I condone corruption by emulating persons who have enriched themselves through
corruption?

5. Equality
 Do I give preferential treatment to the rich and powerful?
 Do I treat everyone with respect regardless of status or position?
 Do I take advantage of anyone because they are poor, ignorant or powerless?

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6. Unity
 Do I work with and cooperate with others?
 Do I foment intrigue, dissension, distrust?
 Do I help others?
 Am I a team player in the family, at school and in the community?

7. Justice
 Do I give everyone their due even if difficult?
 Am I fair in all my dealings, especially to the poor and powerless?
 Do I try to take advantage of others?
 Do I try to get more than what I deserve or what I deserve or what is rightfully mine?

8. Truth
 Am I truthful individual/
 Did I hurt somebody during the time that I’m not truthful?
 Did I do something to correct my fault?
 Do I value the essence of truth in my life, family, work and country?
 Do I commit myself to the truth in my own dealings and defend righteousness as a virtue?

9. Peace
 Do I resolve conflict in a peaceful way?
 Do I maintain a harmonious relationship with others… at home… at work… in the community?
 Do I help iron out misunderstandings among friends and family members?

10. Freedom
 Do I respect the freedom of others?
 Do I impose my will on others?
 Do I use my freedom for good?
 Do I exercise my freedom responsibly so that I do no harm to anyone?
 Do I use coercion or intimidation to make others do what I want them to do or be what I want
them to be?

11. Love
 Do I make sacrifices for the good of those I love?
 Am I kind and compassionate to others?
 Do I help the poor?
 Do I forgive offenses against me or do I exact revenge?

12. Concern for the Family and Future Generations

 Do I help in household chores?
 Do I have a loving relationship with all the members of the family?
 Am I kind and considerate with the members of the family?
 Do I show a good example to all the younger members of the family?
 Am I considerate of the needs and welfare of the next generation?

13. Work
 Do I go to school on time?
 Do I do my homework and participate in school activities?
 Do I do my best in everything I do?
 Do I volunteer to help others, especially the old, sick and small children?

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14. Order
 Do I follow rules and regulations – at home, in school and in the community?
 Do I maintain cleanliness and orderliness at home and in my school?
 Am I trustworthy in handling money and property that belong to others?

15. Respect for Life

 Do I take care of my health?
 Do I engage in unhealthy activities like drinking, taking drugs, etc.?
 Am I considerate of the health of others?
 Do I engage in violent fights and hurt others physically?

16. Faith in Almighty

 Do I follow God’s will and commandments?
 Do I turn to God in difficult times?
 Do I pray?

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IV | TRANSFORMATIONAL LEADERSHIP

Topic Description: This will include concepts about transformational leadership, qualities of a transformed leader
and its elements.

Objectives:
At the end of this topic the students must:
1. Define transformational leadership.
2. Describe the attributes of a transformed leader.
3. Enumerate and elucidate the elements of transformational leadership.

I. TRANSFORMATIONAL LEADERSHIP DEFINITIONS

 Defined as leadership that creates a valuable and positive change in the followers within the end goal
of developing followers into leaders.

 It focuses on “transforming” others to help each other, to look out for each other, to be encouraging
and harmonious, and to look out for the organization as a whole (Wikipedia).

 Is a process in which “leaders and followers help each other to advance to a higher level of morale and
motivation” (Burns, 1978).

II. QUALITIES OF A TRANSFORMED LEADER:

1. Enhances motivation, morale and performance of his follower
2. Strong influence on the follower / inspiring
3. Can be trusted
4. Loyal
5. Work harder than originally expected
6. Charismatic
7. Intelligent and emotionally mature
8. Understanding and considerate

III. TRANSFORMATIONAL LEADERSHIP CHARACTERISTICS

According to Bass, these individuals possess:

 Charisma. This is one of those leadership qualities that are hard to define; like beauty, you know it when
you experience it. I remember a quote, about a charismatic individual by the name of Oliver North. One of

42 | C i t i z e n s h i p T r a i n i n g
 his men once said about him, "I would follow him to hell since he is the only man I know who could get me
back."
 Vision. This involves the creation of a compelling picture of the future, a desired future state that people
identify with. By creating this vision, the leader provides a means for people to develop commitment, a
common goal around which to rally, and a way for people to feel successful.
 Intellectual stimulation. Transformational leaders show new ways of looking at old problems, they
challenge the existing boundaries and the mental prisons people put themselves into.
 Inspiration. To inspire is difficult, requiring as it does a decent understanding of psychology.

Our Approach to Transformational Leadership Development

We take a different approach compared to Bass who describes what is. We provide a knowledge base and an
approach to transformational leadership development. (Wikipedia)

To become a great transformational leader, one must build on Four Core Strengths. These are:

 Self-Mastery. Often the greatest barrier to success in not others, not the environment, it is ourselves.
 The Transformational Mind-set. Action is supported by a set of beliefs or one has mindless impulses.
 Influence. Mangers rely on authority, leaders rely on influence. Enough said.
 Skills Development. Few know how to build a skill, so they waste countless hours in futile effort. One
cannot build a skill by reading about it.

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 ACTIVITY NO. 8

Name: _______________________________ Course,Yr&Section:___________________ Date: ____________

Instructor: ____________________________ Rating: ________________________

FILL IN THE CIRCLES

Instruction:
Give another six (6) qualities of a transformational leader NOT MENTIONED ABOVE. In every quality
given, explain why it is necessary to be possessed by a transformational leader. Write your answer on the blue
circles provided.

QUALITIES OF A
TRANSFORMATION
AL LEADER

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V | Self-Awareness and Personal Development Through Human Values

Understanding Self – Concept and its Dynamics

INTRODUCTION
Knowing one’s self takes a broad range of values that need to be developed. In its most basic sense, it means
knowing who you are. It also means having a grasp of history and appreciation of the past. Furthermore,
knowledge of one’s self can improve our judgment and help us identifies opportunities for professional
development and personal growth.

The world today has grown very complicated. Modern discoveries in science and technological advances make a
person’s life so sophisticated, too. With these complexities, man tries to seek meaning. This search never stops to
the extent that man realizes he needs to reflect on his own self. Through self-reflection, self – awareness becomes
the key that unlocks the riches of life. Self – awareness then is very useful in man’s day-to-day undertakings.

Some of the questions that confront man in this modern living are: “ Who am I “, “Why am I here?” “ What is the
purpose of my existence? And many, many more.

To understand himself, man must be able to focus on the following significant elements:

a) Heredity
b) Environment and
c) The SELF

DISCUSSION: HEREDITY, ENVIRONMENT AND THE SELF

HEREDITY

This includes not only man’s physical structure but also his striving, thinking, feeling and acting and
patterns of growth and change throughout a predictable life cycle.

Heredity provides common potentialities for development and behavior typical of the human species and is
important source of individual differences.

ENVIRONMENT

Man’s physical and socio-cultural environments heavily influence the extent to which his genetic potentials
are realized.

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 Each person receives a genetic inheritance which is the product of million of years of evaluation, he also
receives a socio cultural inheritance which is the end product of thousands of years of social evolution.

THE SELF

The self can be viewed as a complex psychological process, which has a developmental course, influenced
by learning, and is subject to change.

To sum up, it can be said that our genetic endowment provides our potentialities for both biological and
psychological development, but the shaping of our potentialities in terms of perceiving, thinking, feeling
and acting – depends heavily on our physical and socio-cultural environment as well as the self-structure
which develops over time.

The Human Person as A Multi-Dimensional Being

INTRODUCTION
Man is the greatest creation in the universe. The Creator’s greatest LOVE to mankind makes it so. His being a
unique individual; a rational being and a social living organism, makes him the highest creature in this world of
ours.

That the other creations can never be without man’s intellectual powers is a reality. That this realization must be
given great significance by any living individual. Each one of use here possesses this innate characteristics and
qualities. That the ultimate aim of man is to develop, enhance and make use of this varied capabilities for the
common good.

DISCUSSION: THE HUMAN PERSON AS A MULTI-DIMENSIONAL BEING

Man is a substantial union of body and soul. He is born as an individual and a social being. An individual
makes use of his innate capacities, be it strengths or weaknesses to the maximum for his personal and professional
development. It is a fact that the human person is a multi-dimensional being imbued with human dignity as his
core of being, making him real different from other creations.

A. PHYSICAL DIMENSION
This pertains to the physiological body make up of a man. It includes physical fitness, health diet and
proper hygiene. A healthy body is the foundation of all the other dimensions in human life. Aware of this
principle; how to care of one’s human body and maintain one’s physical health is every man’s primary concern.
To achieve this, better education and good nourishment must be considered by each individual.

B. INTELLECTUAL/MENTAL DIMENSIONS

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 This dimension comes from the word “Intellect” which means the ability to think, reason, and
understand. It involves the following skills:

 Decision making
 Meaningful simple sensory and motor abilities
 Makes use of the mind

Every human person has multiple intelligences. To date, it can be eight or more kinds of intelligences.
One should be able to discover, develop, enhance and maximally use one’s potentials through interaction with
other persons.

C. MORAL DIMENSION
These concerns with the values and spiritual aspects of human life. The knowledge of what is right and
what is wrong in one’s behavior is also included. The human person is allowed to make use of free will in his
choices in everyday life undertakings with responsible use of freedom.

Making use of reasons objectively in the selection of one’s action and choosing what is morally right or
morally bad in accordance with the norms or standards is considered, and not what one considers to be the right
ones, or his own preferences.

D. SOCIAL DIMENSION
This dimension caters to the society or group where a human person is interacting with other persons.
The relationship of the people in a community is considered in relation to the living atmosphere of that particular
group.

What are the Factors that influence Human Being in his Social Interaction?
1. Home 4. Schools
2. Community 5. Religious group
3. Peer group
E. ECONOMIC DIMENSION
This pertains to the sources of income of the people in a society. How one improves his socio-economic
status is determined in this dimension. Improving one’s lifestyles and status symbol of one’s family is considered
a successful undertaking.

F. POLITICAL DIMENSION

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 Every individual has that desire to be affiliated with political organizations. It is in this undertaking
where a person can demonstrate his leadership potentials as well as his being service – oriented to other people.
Authority and service is a good manifestation of his being a good leader or a good follower.
G. RECREATION
The human person needs relaxation and entertainment to improve one’s working styles. This helps in
the mental relaxation and fight stresses in one’s undertakings.

What are some of the recreational activities and programs?

1. Music
2. Dance
3. Sports
4. Arts and Crafts
5. Drama
6. Hobbies

Summary:
The human person is multi-dimensional. There is, first of all, the distinction between the person as SELF
and the person in community. In real life, however, these are not two (2) distinct and separate aspects: the person
as SELF grows precisely by developing his faculties in contact with the world and others in the community and by
taking an active role in improving that community.
The human person is an individual self-conscious being of incalculable value in himself who cannot be a
mere instrument of the society and of the state.

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 ACTIVITY NO. 8

Name: _______________________________ Course,Yr&Section:___________________ Date: ____________

Instructor: ____________________________ Rating: ________________________

HOW FAR DO YOU KNOW YOURSELF?

Instruction:
Make each statement complete below:

1. I feel angry when…

2. I feel joyful when…

3. I feel unhappy when…

4. I feel hope when…

5. I wish I didn’t have to…

6. I enjoy…

7. I feel afraid when…

8. Something I’d like to change is…

9. If I were (name the person), I would…

10. I feel like no one loves me when…

11. I know I am loved when…

12. Something I find boring is…

13. I know I can trust…

14. I admire (name person) because…

15. I feel serene when…

16. I am most interested in….

17. I am annoyed when…

18. I disapprove of…

19. I am optimistic when…

20. The scariest day of my life was…..

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VI | REFERENCES

Self-Awareness:
http://www.selfcreation.com/awareness/index.htm
Lee, Sergio J. National Service Training Program Source Book, C & E Publishing, Inc. 2005
Transformational Leadership:
http:// www.google.com.ph/search/client
Mayer, David. Social Psychology McGraw-Hill Obligation New York 2006

Articles:
• 1987 Philippine Constitution
• RA 8491
• EPPC- Modules on Good Citizenship Values
• United Nations Principles on Human Rights
• RA 7077
• PD 1706
• RA 9418 – Volunteer Act of 2007

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