Week-1_PPT_Orientation-and-Understanding-the-Concept-of-Community-Immersion.pdf

Course Code: NSTP 2
Course Title: National Service Training Program 2
Course Component: Civic Welfare Training Service (CWTS)
Course Program: Urban Farming
Number of Units: 3 units
Week/Hours: 18 weeks or 54 hours

NSTP Official Logo
The National Service Training Program (NSTP), a government-mandated program in
Higher Education Institutions, promotes civic consciousness and national security
through community service and projects aimed at transforming Deprived, Depressed,
and Underprivileged (DDU) communities. Civic Welfare Training Service (CWTS), one of
the three NSTP components under RA No. 9163, focuses on developing students'
abilities to improve community facilities related to health, education, the
environment, entrepreneurship, safety, and social welfare. The program emphasizes
values-based leadership, social mobilization, and community building, with a
curriculum that includes lectures, group discussions, and exercises in values,
cooperation, leadership, and communication. One key initiative is Urban Farming,
providing students with a source of food and income while addressing their
responsibilities to themselves, others, and nature.

NSTP Official Logo
National Service Training Program - Civic Welfare Training Service 2 (NSTP-CWTS 2)
is the continuation of NSTP-CWTS 1, which students are required to complete. This
course emphasizes Community Immersion, a vital component of the National
Service Training Program for students—regardless of gender—in private and public
higher education institutions, as well as technical-vocational schools.
Through Community Immersion, students engage with local communities, gaining
firsthand experience and understanding of the people and environment they aim
to serve. This activity provides an avenue for students to apply the knowledge,
skills, and values acquired during campus training, fostering civic responsibility
and meaningful community involvement.

At the end of the course, the student should be able to:
1. Understand the importance of community immersion in developing community;
2. Participate actively in teambuilding and recreational activity;
3. Show high level of interest in community building tasks; and
4. Assist in the implementation of community – based projects.

• Section 1: General Directives
• Section 2: Academic Policies
• Section 3: Student Code of Discipline
• Section 4: Rights and Duties of Students
• Section 5: Student Officers
• Section 6: Department Organization

All students are required to comply with the provisions of the NSTP
Handbook. They should be familiar with its contents. Ignorance of any
provision on the NSTP Handbook does not excuse any student from being
sanctioned for non-compliance.

The Department respects the right of students to be free from any form of
discrimination. Every student, no matter who he or she is, enjoy the same
rights and should have equal access to them.

The faculty regards its students as responsible individuals from the time they are admitted.
Consequently, it is the responsibility of students to keep their parents or guardians informed
or updated on their academic standing, the status of their attendance and the status of
their discipline record, including the consequences of their failures, absences, and discipline
infractions. Notices regarding these matters are sent by the Faculty only by way of courtesy
and do not relieve the students of their responsibility. Ignorance on the part of the parent or
guardian of the academic standing or discipline record of the student may not be imputed
to the Department.

Attendances and Absences:
No. of Minutes Interpretation Sanction
15 min – 30 mins Late Equivalent to community service
1 absent Informed 3 hours community service
2 absences Warning 6 hours community service
3 absences Unofficially Dropped

Course requirements:
❑ Worksheet ❑ Documentation
❑ Attendance ❑ Urban Farming Output
❑ Monitoring Sheet ❑ Module
❑ Reporting

Grading system:
Middle Term Grade (MTG) – 60% Final Term Grade (FTG) – 40%
Midterm Exam 40% Final Exam 40%
TOTAL 100% TOTAL 100%
Total: 100% or (MTG + FTG) / 2

Removal or Deficiency:
Remarks Reasons
Incomplete (INC) Delinquency to NSTP requirements
Unofficial Dropped 3 absences without any valid reason

NSTP Graduation:
All student who passed the NSTP Requirement before the Department
deadline is included to the NSTP Graduation at the end of school year.

Major Offense:
❑ Stealing and damaging (intentional) of plant/plants from other
classes or classmates
❑ Direct assault (physical and verbal) and grave threats to other
students and faculties.

Minor Offense:
❑ Conduct unbecoming and violating the rules.
❑ Disturbing one’s class or that of another.
❑ Disobeying school regulation such as loitering in the Urban and Greenhouse area.
❑ Littering in the Urban and Greenhouse area.
❑ Other offenses that disturb the peace and order of the class unless previously
classified as major offense.

Minor Offense:
Offense Minor Major
1st offense 2 hours of community service 3 hours of community service
2nd offense 3 hours of community service 6 hours of community
3rd offense
4 hours of community service.
Parent/guardian will be summoned.
Unofficially Dropped

General Policies, Rules and Regulation:
❑ Respect to all mankind.
❑ Punctuality to the activities.
❑ Be responsible to all assigned task.
❑ Honesty is encouraged by all.
❑ Promote unity and perseverance.
❑ Preserve and conserve the environment.

• Section 4: Rights and Duties Of Students
❑ The right to express concern on matters related to the quality of education they deserve
❑ All students should always give reverence and respect to the Philippine National Flag by
participating in the singing of the Philippine National Anthem.
❑ Students should always be polite and courteous to all persons on University premises.
❑ Students are responsible for the submission and completion of required documents and forms
by the concerned faculty.

• Section 5: Class Officers
Officers shall perform their duties and responsibilities and function to the class:
❑ Class Mayor
❑ Class Vice Mayor
❑ Class Secretary
❑ Class Treasurer
❑ Class Auditor
❑ Class Sergeant-at-Arms

• Section 6: Department Organization
THERESITA V. ATIENZA, DEM University President
BRADFORD ANTONIO C. MARTINEZ, DBA Vice President for Academic Affairs
PIA ANGELINA C. TAN, CPA Vice President for Administration and Finance
Dr. RANDEL D. ESTACIO Dean, College of Education
Ms. MERLIE P. LUNA Area Chairperson, NSTP Department

University Vice President for Academic Affairs

University Vice President for Administration and Finance

Area Chairperson, NSTP CWTS Unit

Acting Director, Extension Management Office
Head, Community Engagement Unit
Master in Business Administration (ongoing)
Our Lady of Fatima University
Licensed Professional Teacher
Board Licensure Examination for Professional Teachers
Teaching Certificate Program
St. Jude College of Manila
Civil Service Eligible (Professional Level)
Bachelor of Science in Entrepreneurship
“Hon. Mayor Herbert Bautista Leadership Awardee”
Quezon City University (Batch Pilak 2019)

Acting Director, Extension Management Office
Head, Community Engagement Unit
❑ Certified Entrepreneurial Management Practitioner (CEMP)
❑ Certified Sales and Marketing Consultant (CSMC)
❑ Certified Corporate and Business Skills Trainer (CCBST)
❑ Certified Financial Planning Professional (CFPP)
❑ Certified Office Communication Specialists (COCS)
❑ Certified Leadership Performance Mentor (CLPM)

Week-1_PPT_Orientation-and-Understanding-the-Concept-of-Community-Immersion.pdf

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.
Source: https://lawphil.net/statutes/repacts/ra2002/ra_9163_2002.html

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

This Act shall be known as the “National Service Training Program
(NSTP) Act of 2001”.
It is hereby affirmed 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 of the State and in fulfillment thereof, the government
may require each citizen to render personal, military or civil service.

(a) "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.

(b) "Reserve Officers' Training Corps (ROTC)" is a program institutionalized
under Sections 38 and 39 of Republic Act No. 7077 designed to provide
military training to tertiary level students in order to motivate, train,
organize and mobilize them for national defense preparedness.
(c) "Literacy Training Service" is a program designed to train students to
become teachers of literacy and numeracy skills to school children, out of
school youth, and other segments of society in need of their service.

(d) "Civic Welfare Training Service" refers to programs or
activities contributory to the general welfare and the betterment
of life for the members of the community or the enhancement of
its facilities, especially those devoted to improving health,
education, environment, entrepreneurship, safety, recreation
and morals of the citizenry.

Students, male and female, of any baccalaureate degree course or at
least two (2)-year technical vocational courses in public and private
educational institutions shall be required to complete one (1) of the NSTP
components as requisite for graduation.
Each of the aforementioned NSTP program components shall be
undertaken for an academic period of two (2) semesters.

In recognition the vital role of the youth in nation-building, the state shall promote
civic consciousness among them and shall develop their physical, moral, spiritual,
and nationalism, and advance their involvement in public civic affairs.
As the most valuable resource of the nation, the youth shall be motivated, trained
and organized and involved in the military, literacy, civic welfare programs and
other similar endeavor in the service of the nation.

At the end of this lesson, the students should be able to:
1. Explain the concept and principles underpinning community and
community immersion.
2. Internalize the process on how to address the community according to
their needs.
3. Discuss the role of the NSTP to community development.

A community can be defined as a group of people living in the same place
or having a particular characteristic in common. It is often characterized by
shared norms, values, interests, or goals that connect individuals.
Communities can exist in various forms, such as geographic
(neighborhoods, towns), cultural (ethnic or religious groups), or interest-
based (online forums, hobby groups).
Source: MacQueen, K. M., et al. (2001). What is community? An evidence-based definition for
participatory public health. American Journal of Public Health, 91(12), 1929-1938.

❖ Demographics
❖ History
❖ Culture
❖ Economy
❖ Structure

❖ Interest: Communities formed around a shared passion or interest,
where members connect and engage to discuss, learn, and share
experiences about a specific topic or hobby.
❖ Action: Communities united by a shared mission or goal, often
seeking to drive social, political, or organizational change through
collective efforts and activism.
Source: Millington, R. (2012). Buzzing Communities: How to Build Bigger,
Better, and More Active Online Communities. FeverBee Limited.

❖ Place: Communities based on geographical proximity, where
members share a common location, such as a neighborhood, town,
or city, and engage around local issues or activities.
❖ Practice: Communities built around a shared profession, craft, or set
of activities, where members collaborate, exchange knowledge,
and improve their skills or expertise.

❖ Circumstance: Communities formed by people who share a
common life situation or external event, such as experiencing
a natural disaster, health condition, or specific stage of life.

Source: The Community Tool Box. (n.d.). Assessing community needs and resources. The
University of Kansas. Retrieved from https://ctb.ku.edu/en/table-of-contents
PERCEIVED
NEEDS
EXPRESSED
NEEDS
ABSOLUTE
NEEDS
RELATIVE
NEEDS

Source: Gittell, R., & Vidal, A. (1998). Community organizing: Building social capital as a
development strategy. SAGE Publications.
❖Formal Communities
❖Informal Communities
❖Urban Communities
❖Rural Communities
❖Global Communities
❖Sectoral Communities
❖Social Space

"For the things we have to learn
before we can do them, we
learn by doing them."
Aristotle

Community immersion is important because it allows service providers to directly
experience the community’s needs and challenges. This hands-on approach builds
trust, fosters collaboration, and ensures more effective support. As the saying goes,
"Experience is the best teacher," and through immersion, both providers and
community members learn from each other, leading to more meaningful and
sustainable outcomes.
Source: Chevalier, J. M., & Buckles, D. J. (2013). Participatory action research: Theory and
methods for engaged inquiry. Routledge.

Community immersion refers to the process where individuals or groups
actively engage in a community to better understand its social, cultural, and
economic dynamics. This hands-on experience allows for a deeper
understanding of the community’s needs, challenges, and strengths.
Immersion involves living, working, or interacting within the community for an
extended period, fostering trust, building relationships, and ensuring that
interventions are relevant and effective.
Source: Chevalier, J. M., & Buckles, D. J. (2013). Participatory action research: Theory and
methods for engaged inquiry. Routledge.

an experiential learning process where students engage in community-based
activities to understand real-life challenges. It allows them to apply academic
knowledge, contribute to social development, and foster a sense of social
responsibility, empathy, and civic consciousness. This approach helps students
understand their role in nation-building and encourages responsible
citizenship.
Source: Republic Act No. 9163. (2001). National Service Training Program (NSTP) Act of 2001.
Retrieved from https://www.officialgazette.gov.ph

Community immersion offers students several personal benefits. It helps them develop
empathy by allowing them to understand and relate to the struggles of others in real -life
situations. Through interactions with diverse groups, students improve their social skills,
including communication and collaboration. They also gain real-world experience by
applying academic knowledge in practical, community-based settings, which enhances
their learning. Additionally, community immersion fosters a sense of responsibility as
students become more aware of social issues and their role in addressing them. Ultimately,
it contributes to personal growth

Week-1_PPT_Orientation-and-Understanding-the-Concept-of-Community-Immersion.pdf

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