NSTP 2

ORIENTATION PROGRAM (Civic Welfare Training Services 11)

NSTP 2 –Civic Welfare Training Service 2

WHAT IS NSTP? N-ATIONAL S-ERVICE T-RAINING PROGRAM

WHAT ARE THE 3 COMPONENTS OF NSTP? (3 COMPONENTS OF NSTP)

1.ROTC 2.CWTS 3.LTS

 REPUBLIC ACT No. 9163 An act establishing the National Service Training
Program (NSTP) for Tertiary Level Students, Amending for the purpose of
republic Act 7077 and Presidential Decree N. 1708 and for other purposes.
 Recognizing the youth’s vital role in nation-building, the State shall promote
civic consciousness among the youth and shall develop their physical,
moral, spiritual, intellectual and social well-being.
 It shall inculcate in the youth patriotism, nationalism, and advance their
involvement in public and civic affairs.
 In pursuit of these goals, the most valuable resource of nation, shall be
motivated, trained, organized and mobilized in military training, literacy,
civic welfare and other similar endeavors in the service of the nation.

Definition of terms

 It is hereby affirmed the prime duty of the government to serve and protect
its citizens. In turn, it shall be the

a) “NationalServiceTrainingProgram(NSTP)”is aprogram 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
three (3) program components are specially designed to enhance the
youths active contribution to the general welfare.
b) Reserve Officer Training Corps (ROTC)” is a program institutionalized
under Section 38 & 39 of Republic Act no. 7077 designed provide
military training to tertiary level students in order to motivate, train,
organize and mobilize them for national preparedness.
c) “Literacy Training Service” (LTS) 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” (CWTS) refers to the general welfare and
betterment of life for the members of the community or enhancement of

Philip Earl P. Deocadez 1-AB Philosophy

NSTP 2

its facilities, especially those devoted to improving health, education,

environment, entrepreneurship, safety , recreation and morals of the
citizenry.
Establishment of National Service Training Program

There is hereby established a National Service Training Program (NSTP),

which shall form part of the curricula of all baccalaureate degree courses
and of at least two (2) year technical vocational courses and is a requisite
for graduation, consisting of the following service components:
o (1)The Reserve Officers Training Corps (ROTC), which is hereby made
optional and voluntary upon the effective of this Act.
o (2) The Literacy Training Service and
o (3) the Civic Welfare Training Service Coverage

Students male and female, of any baccalaureate degree course or

at least two (2) year technical vocational courses in public and private
educational institution shall be required to complete one (1) of the NSTP
components as requisite for graduation.

Duration and Equivalent Course unit:

Each of the aforementioned NSTP programs components shall be
undertaken for an academic period two (2) semesters.
In lieu of the two (2) semester program for any of the components
shall be undertaken for an academic period (2) semester.

Fees and Incentives:

Higher and technical-vocational institutions shall not collect any
fee for any of the NSTP components except basic tuition fees, which shall
not be more than fifty (50%) of what is currently charged by schools per
unit.

Scholarship:
There hereby created a Special Scholarship Program for qualified
students taking the NSTP, which shall be administered, by the CHED
and TESDA. Funds for this purpose shall be included in the annual
regular appropriations of the CHED and TESDA.

Creation of the National Service Reserve Corps

There hereby created a National Service Reserve Corps, to be
composed of graduates of the graduates of the non- ROTC components.

Philip Earl P. Deocadez 1-AB Philosophy

NSTP 2

Members of this Corps may be tapped by the state for literacy and civic
welfare activities through the join effort of DND, CHED and TESDA.

USM NSTP VISION

The USM NSTP envisions building up valuable and effective members of

Citizen Armed Forces and National Reserve Corps (NSRC) who may serve
as agents towards attaining quality of life, sustaining peace, unity,
cooperation and growth of the target communities.

USM NSTP Mission

The USM NSTP is a dynamic service that provides capability

enhancement for civil welfare geared towards encouraging youth in
improving their skills, knowledge and attitudes on various endeavors
developing their interest in community service and responsiveness in
attaining peace toward nation building.

USM NSTP GOALS

Enhance civic consciousness and national defense preparedness among

the youth particularly geared to develop their total well- being as agents
towards the pursuit of national development.

SPECIFIC OBJECTIVES:
1. Promote civic consciousness among the youth.
2. Develop the youth’s physical, moral, spiritual, intellectual and social
well-being.
3. Inculcate ideology of patriotism, nationalism, and set forward their
involvement in public and civic affairs; and
4. Motivate, train, organize and involve the youth in military, literacy,
civic welfare programs and other related endeavors in the service of
the nation.

Philip Earl P. Deocadez 1-AB Philosophy

 TOPIC 3
Understanding the Concepts and Principles of Community Immersion

CO2 - Integrate values education and transformational leadership.

Objectives:
3.1 Explain the concepts and principles underpinning community and community immersion;
3.2 Realize the importance of understanding the dynamics of a community and community
immersion as a way to realize the objectives of NSTP; and
3.3 Practice the standard operating procedures and establish protocols governing community immersion.

Introduction

People involved in community immersion must be knowledgeable on the basics of community, i.e. its
meaning, concepts, underpinning principles and nature of problems and issues arising there from. This
will enable the trainees to have a good grasp of the local situation thereby preparing them to
appropriately respond to the multifarious concerns in the community and properly carry out
amelioration, and not just over-night, cosmetic solutions, of the social menaces and ills.

Learning Objectives

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

 Explain the concepts and principles underpinning community and community immersion;
 Realize the importance of understanding the dynamics of a community and community
immersion as a way to realize the objectives of NSTP; and
 Practice the standard operating procedures and establish protocols governing community
immersions.

Structured Learning Exercise

A discussion on the meaning and elements of a community shall be the spring board in presenting the
topic. This will be followed by a group activity entitled: ‘Build A Community’. The needed materials and
mechanics are as follows:

Materials:

Various scrap materials like ice drop/barbecue sticks, drinking straws, plastic spoons and forks, plastic
bottles, box cartoons, adhesive tapes, glue and/ or yarn, etc.

Mechanics:

1. The class will be divided in small clusters of say, 10 per group.

2. Each group will be given a set of materials or that they will be asked to source their own
materials.
3. Using the materials mentioned, the group will construct in 20 minutes or less, a diorama that will
portray an ideal community they envision.
 4. A representative from each group will present their output to the class guided for a maximum of
5 minutes by the following questions: (based on the presentation, write your answers using
worksheet 2 pages 37.)
a. What makes a community?
b. Who are the community participants that help in the establishment of an ideal society? What are
their specific roles?
c. What common interest/aspirations do the community participants have in relation to the
attainment of societal goals?
5. The trainer will process the topic, guided by the discussion highlights, for better understanding
of the trainees.

After this activity, a group discussion may be done to reinforce the lessons learned on the dynamics of
community. Anchored on the question, “Based on the current situation, what gap exists between the
ideals of the community people and the reality?” the students will prepare a collage, for a period of 15
minutes, out of old newspaper, magazines, and craft papers illustrating the problems, issues, and
concerns in the community of the contemporary times that impede the goals of the people in the locality.
A reporter from each group will be asked to explain the group’s output highlighting the extent of the
problem and how these concerns affect the community in general. (Use worksheet 3 page 39)

Finally, a wrap-up activity may serve as a basis for discussing the significance of community immersion
in addressing the community problems. The students will be given 15 minutes ‘buzz’ session for them
to tackle the relevance of community immersion to the national development through local student
initiatives under NSTP. (use worksheet 4 on page 4)

What is a Community?

Noted community development specialist Arlien Johnson once wrote that the term ‘community’ refers
to a group of people gathered together in any geographic area, large or small, who have common
interests, actual or potentially recognized in the social welfare field.

To paraphrase the words of Johnson, a community is a collective of people with similar interests
and goals whether living in the same geographic locality or not. The meaning of community may actually
vary depending on the objectives of program to be conducted thereat.

As per concept, a community may be categorized as geographical or functional. The term

geographical community is defined in the purview of groups of persons living in the same geographical
location like in a certain village, town, neighborhood, district, area or territory. Meanwhile, community
is said to assume the functional nature if the aggregate of people though not necessarily based on
living in the same geographical location, is bounded by a common end such as fighting for the same
cause, having the same interests and goals. These are people who hold common values, share
common functions and express common interests.

A certain type of community has recently emerged. Some refer to it as just social movements
but its definition points out that it surfaced out of the two other types of community. It is called a relevant
community that defines a group of people having similar interests and goals as the communities around
them. These populations have common interests in changing existing institutions to their advantage in
order to achieve redistribution of resources. It is geared towards organization of the poor.

What are the elements of a community?

As a trainee, one should be aware of elements of a community in order to understand the

dynamics thereof. The important elements are demographics, history, culture, economy, and
structures. The demographics (characteristics of population) tell a lot about the movement of the
population in the community that you will serve. History allows you to identify certain patterns of change
and the people’s way of adapting to these changes that can be useful in plotting your activities.
Understanding the economy, culture, and community structures increases the chances o the success
of activities since anyone can provide culture based and more realistic solutions to community
concerns.
“A community is a collective of people with
similar interests and goals whether living in
the same geographic locality or not.”

In example, you were able to identify that it floods in a market area nearby the creek. During rainy
seasons, sales are very low because their merchandise gets soiled by the rain. They have adapted by
using improvised plastic covering to coat their merchandise but they are not so attractive. What kind of
projects do you think you can do by learning this information already? By experience, the architecture
and fine arts students training in the NSTP would usually think of enhancing the features of the
merchandise covering and the stalls itself to attract more consumers even during the rainy season.

Based on their assessment of these elements and by working with the community, one can already
formulate plan of actions.

 Demographics (include population distribution and

density)
 History (events of the development of the community)
 Culture (ways of living of the people)
 Economy (income level, occupation of people)
 Structures (physical, political and social structures)

Why is immersion an important approach (strategy) in giving service to the communities?

An old adage says that “Experience is the best teacher”. Through community immersion trainees will
Going through the immersion process and conducting be exposed in further and other realities of
community service activities/projects will enable the trainees life which they may or may not belong to.
to understand how the people feel, think, say, and behave as
dictated by their conditions and situations in life as a means to make feel and realize that they are more
fortunate than many others and that the students can do something to improve the lives of the
marginalized and underserved.
 For the Holy scriptures tells us, “To whom much is given, much is required.” Therefore, since
students have been given the rare opportunity and the distinct privilege of being schooled that they are
supposed to better the living conditions of those whom were not as auspicious as they are. As one of
the objectives of this book expounds, trainees will be exposed in further and other realities of life which
they may or may not belong to.

After having explained the significance of the community immersion requirement of NSTP in the
purview of the educational and religious perspectives, let us succumb to the legal basis of such. The
basic questions as “what is the relevancy of the immersion part of the NSTP Program?” and “why would
trainees need to study the behavior of the people in and that which composed the community of which
they serve?” Answer to these sort of questions is provided for in NSTP Act and has served as the
mandate and core of recognizing the role of the youth in nation building. Young people are vested with
the obligation “to defend the security of the State and in fulfillment thereof, the government may require
each citizen to render personal military or civil service,” (Section 2, NSTP Act of 2001) whether in times
of peace or war. Simply put, aside from becoming socially aware of the strengths, weakness,
opportunities and threats of their communities, trainees are believed to possess the qualities and
energies that, if properly channeled and directed, will yield results towards arresting, if not totally
annihilating, the innumerable dilemmas of man.

The nest question that a trainee is bound to ask himself as he takes the first step of the process
of immersion is, “Are trainees, young as they are, capable of responding to the stringent requirements
of community building and meeting the skills and knowledge criteria of transforming communities?”
Definitely, yes. The role of the youth in national/local development cannot be overemphasized. To
reinforce this, are the very words of our national hero, “The youth is the hope of the Fatherland.”

What is Community Immersion?

Community immersion is an essential strategy in community Community immersion is a strategy that

organizing work that entails understanding of the different goes beyond acquainting us with
community concerns, process, dynamics and lifestyle through community concerns but make possible our
exposure and engaging in different activities. It is different participation in their (re)solution.
from the actual organizing work. Immersion is just one of the
strategies in plunging into community organization. Venture and undertaken may be integrated or
specialized activities which entail entering, familiarizing and involvement of the self in the conduct of
the activities for community development.

Community immersion in NSTP is devised as a strategy in molding and ‘conscientizing’ students

just so that they may be socially aware and responsible to their communities. This manner of
transformation is bent on training the youth to becoming civic conscious and defense prepared
individuals. The nature of immersion efforts done is along the dimensions of, but not limited to,
education, health, safety education, sports and recreation, environmental services, entrepreneurship,
morals of citizenry and other social welfare concerns.

In view of the fact that immersion is a major concern in development work, trainees may find it significant
to be guided by the following precepts:

 Trainees should immerse in actual community life to get to know the social, political and
economic situation of the people.
  Trainees may also undergo certain changes like increase in knowledge about the social realities,
development of good values, empathy towards other people, improvement of social skills,
among others.
 Trainees should identify the community people’s interest and aspirations.
 Trainees must recognize people’s resiliency and does not rob them of their right to have
community participation and determination of appropriate courses of action.
 Trainees should be aware of the gain-negotiated sanction- the acceptance derived from
community relations coupled with the right to conduct immersion activities.
 Trainees must reflect on how their social analysis of the current situation is concretized I
community people’s lives. The analysis should have as much meaning for the trainees as for the
community.

The following are the Forms of Integration in Community Immersion:

 Home visits
 Living with selected families preferably with key informants
 Informal discussions with individuals or groups
 Sharing in household and community activities (cooking with the community host, clean-up
drive)
 Attendance in social gatherings (fiestas, wedding, etc.)
 Assistance in production work (selling, farming, etc.)

Whom do you immerse with in the community?

When one goes to a community, he associates with the

Community-based service projects must be
people whom he intends to work with as his partners or allies premised on the principle of people
in the community. Examples of these community partners are empowerment and not the ‘dole-out’
the parents, youth, the differently- abled constituents, mentality. Teach people how to fish so that
professionals, members of people’s organizations and other they will live for a lifetime.
formal and informal group, and others who can be a potential
collaborator of your project or activities. We do not just work for and serve the people but rather we
encourage their participation. This practice of enjoining people’s support is adherent to the Confucius’
philosophy of “give man a fish and he will live for a day; teach him how to fish and he will live for a
lifetime.” Community immersion is empowering the people towards development of the locality.

What conditions may qualify one to go into community immersion?

It is desired that one fundamental pre-requisite qualification among those who intend or are
tasked to undergo community immersion is a full understanding of the concepts and theories behind
the dynamics of groups and community. In the same breath, knowing every process of immersion is a
primordial condition. This is so because this endeavor requires a great deal of know-how and skills in
facilitating interventions, planning and managing community service projects, among others.
 Training-wise, community developers/organizers and social workers are most qualified because
it is assumed that they have more or less formal background on carrying out these kinds of undertaking.

Volunteers in social organizations and movements also undertake immersions. They undergo
professional training and development work. Such immersion typically proceeds to organizing work.

As for NSTP, students enrolled in NSTP-CWTS/LTS 2 are mandated to undergo community

immersion for a period covering a minimum of 54 hours to a maximum of 90 hours as cited from
CHEED-prescribed Program of Institution (POI), 2007 edition.

What personal gains may a student get from community immersion?

The community immersion aspect of NSTP will be able to

benefit not only the communities served but more so the “…community immersion improves the
student-trainees who may be accorded with the following trainees’ understanding of himself in
advantage: relation to others.”

 Opportunity for the trainees to comprehend people’s lives because of the chance given to them
to see real life situations, live, identify and associate with the people therein;
 Gain social acceptance derived from community relations coupled with the right to offer services;
 Enhance experiences in conducting asset mapping such as identifying geographic coverage,
point out resources and the use, and the relationships of people with the existing resources;
 Establish rapport and relationship with different people who may be of help to them at some
future time;
 Develop their conscientization ability. It helps them realize issues that will help solve problems
in the community. It is important for them to do something that can change their situation.
 Acquire first-hand experiences in dealing with community works; and the
 Chance to learn life skills that will enrich and better their persons.

Succinctly, community immersion improves the trainees’ understanding of himself in relation to others.
And by understanding others, the trainees can be able to give a part of himself to help others.

Most important of all, community immersion is in consistent with the innate and ultimate intention
of helping people as immortalized in the words that spell the extension creed by Dr. Y.C. James Yen
of the International Institute of Rural Reconstruction.
 The Extension Creed
Go to the people.
Live with the people. Learn from them.
Plan with them. Work with them.
Start with what they know.
Build on what they have.
Teach by showing, learn by doing.
Not by showcase but a pattern.
Not odds and ends but a system.
Not piecemeal but integrated approach.
Not to conform but to transform.
Not relief but release.

What should and should not do in community immersion?

It is a basic rule that trainees must be well-versed with the area, skilled to communicate
with community people and disciplined to keep yourself from responding indifferently towards diverse
types of personalities.

Prudence, therefore, orders that community ‘immersionists’ must be well-informed of the

prescriptive and proscriptive norms in the conduct community immersion.

Hereunder is a guide prepared by Dr. Florida C. Labuguen and Ms. Emily Rose M.
Bautista in manuscript form entitled ‘Essential Protocols When Visiting Community.’

Things to remember Things to avoid

Before the conduct of community immersion
1. Familiarize yourself with the basic
information and theories regarding
community life. At this stage, you must at
least have in your mind a community you Never forget to inform and get the consent of your
intend to immerse at. Ask around for parents/guardians about the activities lined up.
information about this community.
2. Secure a waiver from the NSTP Office
prior to the visit and have it signed by your
parents.
3. Always inform your faculty in-charge of
your destination, time table and plan of
action.
4. Be armed with background information
about the area of immersion. This will be
helpful in locating resources, and site entry
and exit points which will make your travel
more convenient. Background information
 will enable you to anticipate the general Do not go directly to the community without
determining the background information about it.
characteristics of people in that area. In
example, there are barangays here in
Manila which are historically and primarily
composed of Pampangueños. With this
background information, you can already
assess that people in that community
mainly identify with Pampangueños. To
facilitate your community activities
promptly, you can ask a fellow trainee who
have deeper understanding of the culture
to lead you on.
5. Pay courtesy call to community leaders,
whether formal or informal. Courtesy calls
may also be done to officers of an NGO
where the project is also directed to. Be
sure that the people who will be helping
you in your project and the key informants
of the community are informed of your
every visit. Provide them a copy of the
schedule of your activity.
Harmonious relationship with community
leaders and officers can almost ensure you
of your safety in their area. By relating well
towards them, you can solicit their support
in your projects and activities. They may
able to commit in providing security when
you roam around and familiarize yourself
with the community.
6. Secure documents like a letter of Avoid bringing of original copies of signed
acceptance from the community. documents in the community. It is better to carry
Memorandum of Agreement, etc. and around original and certified true copies of
other documents pertinent to your stay in documents to prevent loss and smudging the
the community. paper.
7. Bring your own personal provisions like However sometimes, community people could be
water, snacks and extra shirt. These will be insistent in their hospitality in offering you
helpful to fill in those hunger pangs while provisions like food. Try to gauge whether it
conducting the immersion. Community would be offensive to refuse their offer. If you
people are often very hospitable. They will think they will be offended if you beg off, you may
most likely offer you their food and water if accept food or water in your plate or glass but do
they see that you are unable to provide for not consume it. Especially if you are not able to
yourself. This is despite that they might have as much background information on the
already be offering their last supply of food. community you are immersing at, avoid
Remember, you are there in the consuming their resources and focus on your
community to assess if you could help and work. This is also for your own safety.
 work with them, so try not to be an Whenever possible and not offensive, decline
additional burden to them and tell them respectfully rather that you
appreciate their hospitality.
During the Actual Community Immersion Period
8. Be courteous to everyone-whether to a Avoid labeling and naming people with politically
vendor or a community official. Remember incorrect terms. Try to be more discreet in your
that you are there to work with the use of words to avoid offending other people.
community.
9. Act properly and discreetly. YOU ARE
REPRESENTING YOUR SCHOOL AND
YOUR FELLOW STUDENTS. Be
RESPONSIBLE WITH THE WORDS YOU
SAY. Your actions and words would easily
be generalized as the behavior of every
other student in your school. In one of our
interviews with community organizations,
they alleged at some schools wherein their
previous students have not shown proper
behavior will no longer be welcome to
conduct immersion activities in their area.
10. Depending on the type of entry you use,
(please see page 50 on Phases of
Community Immersion) wear proper Do not show off in terms of dressing up. You are
uniforms and identification card. This will there in the community to help. Just bring an
allow the community to identify who are the extra white shirt if you have to change your soiled
trainees who will immerse in their uniforms after your activities.
community. This can also promote your
school’s image as you become Avoid drawing attention to yourself. Be as low
“ambassadors” for community service. profile as possible and avoid being identified as
Depending on the situation, there may be a guest in the community.
some cases wherein decent civilian
clothes are more appropriate to wear
during immersion time especially if you are
trying to be mass-based and less formal.
11. It is highly advised to keep your valuables Never bring out our valuable things like
secured to protect you from unnecessarily cellphones, jewelry and money in public places.
attracting and distracting community
people, from possible theft, etc.
12. Always document your visit. Write in your
record notebook and have it checked by
our faculty-in-charge. Do not forget to write
the date, the narrative of important events
that happened and your reflections
towards these.
13. Always ask for permission from concerned Never promise and commit to a task that is
people when you have to take pictures. It beyond your and your school’s capability. Never
is best to take pictures that show you “in go beyond the activities stated in your MOA to
action” and working with the community avoid false commitments and dependency of the
people as these can best illustrate your community.
experiences in the community. Again, be
 mindful of your surroundings and be
careful in bringing out your valuables.
After community immersion
14. Validate and evaluate if the programs and
activities were conducted appropriately
and as planned.
15. Provide copies of your final documentation
output to the NSTP Office and to the
community where you conducted your
immersion for records purposes.
Your documentation may serve as a
baseline study for the community and
other batches of NSTP students in
conducting community immersion. This will
avoid unnecessary repetition of activities
and may be a basis for enhancement of
other previously conducted activities.

Most importantly, enjoy your time with the community people. Mother Teresa puts it,
“Love cannot remain by itself-it has no meaning. Love has to be out into; and that action is service.”

“community immersion is vital to the development of the trainees’ knowledge, skills, values and
attitudes in realizing the penultimate ends of NSTP…”

SYNTHESIS

Immersion, as a methodology used in the NSTP Training, is a mode of bringing the NSTP-CWTS/LTS
student trainees to the field for them to have a feel of the real-life situations, living with the less-fortunate
segments of the society and of the people especially in the deprived, depressed and underprivileged
communities with the end in mind of involving them into an endeavor that is envisaged to alleviate poor
and distressed living conditions in the improvement of the communities and their people. This way, the
trainees understand the plight of the poor and hopeless, learn to appreciate the lowly, disadvantaged
groups and empathize with the predicaments of those, whom they serve as they conceptualize and
implement projects and activities that will promote the common good particularly their clientele. Thus,
community immersion is a two-pronged strategy where students serve a community and at the same
time learn from their experiences thus making them a better person.

Community immersion is vital to the development of the trainees’ knowledge, skills, values, and
attitudes in realizing the penultimate ends of NSTP, that is, enhancing the civic-consciousness and
defense preparedness in the youth by developing the ethics of service and patriotism while undergoing
citizenship-centered training. As prescribed in the IRR of the NSTP Law, community immersion efforts
are directed towards addressing issues and concerns along the multi-dimensional aspects of human
existence and development. Corollary to this, various dimensional of development were identified as
the frame of reference.

This process of community immersion is bound by guidelines and protocols as a way to ensure
that the objectives set are met.
 TOPIC 4
THE PROCESS OF COMMUNITY IMMERSION

COURSE OUTCOME (C0):

Describe the National Service Training Program. Its goals and objectives, and its importance, to the
CO 1
students in nation building.
CO 2 Integrate values education and transformational leadership.
Identify the various social problems and express responsibilities as individuals towards mankind and the
CO 3
environment.

Learning Objectives:

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

a. Verbalize the process of immersion as a guide for rendering service to the communities;
b. Design a community immersion plan of implementation following the process; and
c. Internalize the importance of carrying out the steps of community immersion series.
Community immersion generally takes on different overlapping phases, similar to performing
community organizing strategies called preparation phase, integration, social analysis, program
implementation, evaluation and report writing, and termination of the project.
THE PROCESS OF COMMUNITY IMMERSION
The community immersion process is a series of interrelated and intertwined phases which
commences with the Pre-immersion followed by entering the Community, Community integration,
Community Needs assessment, Program or Project implementation and Termination of the Project.
Phase I: Pre-Immersion
This phase regards the identification of the community where the students will be immersed at.
Trainees will have to prepare themselves physically, mentally and spiritually for many task ahead.
Trainees must have waivers from their parents or guardians stating that they are informed of the
mandate to undergo the NSTP community immersion. The school also needs to organize its own
manpower, resources and other technical needs. According to many who have undergone immersion,
the activities could be both exciting and exhausting.
Aside from preparation of the trainees and the school, the community is primarily the one to be prepared
and informed. With this, trainees must set up criteria in selection of an area for immersion.
Area Selection
Factors to be considered in area selection:
1. Select our areas
The marginalized sectors are your target clients because they are the ones needing your
assistance more than any other groups in the society. Example of marginalized groups are the
youth, women, slum dwellers, the differently-abled, among others.
2. Local partners must be willing to work and support community project.
This goes to say that we should start with the people and work with the people.
3. Consider needs and resources within the capability of the students and community partners.
You cannot extend what you do not have in the first place.
4. Places that is not saturated by other agencies.
Supporting agencies are probable resources waiting to be tapped that can provide additional
financial assistance when it comes to projects that are also within their type of service.
Soliciting their support will also prevent duplication of services and activities. You have to identify
if their schedule of activities coincides with yours so that you will not confuse the people with your
separate identity. There is a danger that people will not support you if the schedules of your activities
overlap with those of an agency that has long existed in the community before you came.
Through appropriate communications and relations with these agencies, they can most likely be
the source of other updated baseline of that data you will need to understand the community.
5. Stable peace and order situation
You have to put into consideration your own safety when you conduct your immersion. Some of salient
questions you need to ask are that, “Are the roads and work area secure to travel on?” Am I not putting
myself and other members of the immersion team in danger if we conduct our immersion in this venue?”
“Will I and my school be compromised if I continue to work in this area?”

Sometimes despite the community leaders’ commitment to work with the trainees, when the community
in general does not regard their area as having stable peace and order situation, they themselves will
not cooperate because their community issues go beyond what you can respond to.
Remember, you are also a student and that one of your main objectives is to learn and
experience community living without disregard to your own safety.
6. Accessibility
Successful community immersion also relies on how quickly and how often you can visit the community.
If you live in Cavite and you happen to have chosen Bulacan as an immersion area, would be easy for
you to conduct, monitor and evaluate your projects in the latter area mentioned?
You have to take into account how much time you spend traveling; how much money you
spend for transportation or lodging. There is a chance that you will spend extra effort on tasks like
carrying training materials on the field, etc. that could otherwise be prevented if you have chosen a
much accessible venue for immersion.
If you have been able to select an area for immersion based on the foregoing factors, you can
now proceed to entering the community.
Phase II: Entering the Community
To ensure success in entering the community, it is necessary to have community mapping of the
target area. This will help you identify the geographic coverage of the project. It will also help point out
the resources that may be used by the trainees in the community and the relationship of the people
with these resources (Use Worksheet No.6 for the exercise).
Angelito G. Manalili in his book Community Organizing for People’s Empowerment (1990),
remarked that there are different ways of entering the community. Similarly, immersion begins with the
initial steps in community organizing. Anchored on Manalili’s concepts, those planning to conduct
community immersion can enter the community thru:
 Ostentatious Entry
Complete with banner and a general assembly of the people, the community ushers in the people who
will undergo immersion or outsiders. People naturally expect more from the outsiders because the
latter’s identity is boosted.

 Banking on the People’s Weakness

Outsiders sometimes enter the community through catching people’s attention. At times when
community people are in distress, they usually adhere to outsiders, like during economic crisis,
emergency and disaster situations. The outsiders try to find out which aspect is it that the community
will need them for and through this, they emphasize on how they could be helpful.

 Academic Style of Entry

Communities are often called social laboratories because they are a place to test the theories learned
in the classrooms. Academic institutions field some students into community to assist the community
regarding its concerns. A trialogue between the school, the students and the community is done to
identify the terms to which the community service will be fulfilled.

 People-Centered Approach
This approach ultimately believes on the capacity of the community people to participate and
acknowledge whether outsider assistance is really needed. Users of this type of entering the
community invest on community relations, believing that both parties are partners to community
development. Key to this type of entry is strong linkage with the people in the community.

When entering the community, the members of the community immersion team must establish
good rapport and relationship with the community people. Gathering information and doing a
background investigation about the situation in the community may proved to be of great help in
pursuing the goal of establishing linkages in the locality. Ground working can also be an effective
mechanism in knowing the community well. Talk to as many people as possible and document or
record your conversations.
Pay courtesy call to recognized leaders of the community. Make communications ahead of time
of entering the community. Write the community leader a letter of intention and in turn you should
have a letter of acceptance from them. Whatever type of entry to be used, it is a must to secure a
memorandum of agreement between you and the community. This will set your working parameters.
It is due respect to them and formalizing a commitment of the helping contract.
 Phase III: Community Integration

Integration is a continuous process wherein the trainees come into direct contact and become
involved with the community people. The trainees should realize that there is an existing concern
within the community. As the problems of the community become more apparent, you become
aware and validate that you are part of the circle.
Integration may be done through:
a. Border Style. If provisions allow, the trainees may choose to stay and live-in the community to
pursue deeper knowledge about the community. However, the ‘boarder’ or guest status will still
be regard of the people toward them unless they integrate themselves fully with community life.
b. Elitist Style. Some trainees tend to stay close to key informants and political players during their
stay in the community. Due to this, their social circle becomes limited and their interaction is
confined to a few people. Immersion activities must always take into account the involvement of
the majority.
c. But the best way is the People-Centered Method of Living with the People.

PHASE IV: Community Needs Assessment

Needs assessment, social analysis or community diagnosis as others refer to, is a concrete base
for the formulation of programs. It refers the sentiments, needs, aspirations, and recommendations of
the community people. When it is done properly, it will reflect also the trainees’ feeling of oneness with
the community. They begin to see that the people’s problems also reflect their own.
Needs assessment becomes significant when it is conducted through integration with the people.
Our analysis and assessment should be done with the people. Our analysis and assessment should
be done with the people. Hence, it does not merely contain our perceptions, but also of the people’s for
it to be genuinely pro-people. Analysis of social situation becomes meaningful if it is used as an
instrument for conscientization. Those immersing in the community must not just make the people
realize their issues but also make them to act on it. Their realization of the problems should help the
community realize the relation between their local condition and situation of other communities around
them. It is important that the people realize that they can do something to change their situation for the
better.
Assessing the needs of the community is a prelude to effective program offered to clients. This
will ensure solutions to problems, issues and concerns of the people in the locality.
This discussion covers the meaning, importance, steps, and exercise in preparing community
needs assessment instruments that will equip students to prepare similar tool which they will utilize in
measuring the needs of the community assigned to them.

Community Needs Assessment Defined

Community needs assessment is the process wherein problems, issues and concerns of the
community are identified through the use of several tools for assessment. It encourages the
participation of the community, as they are the stakeholders, to the findings in the assessment.
Important of Needs Assessment

1. Gather information about citizens’ attitudes and options in order of importance.

2. Determine how citizens rank issues, problems and opportunities in order of importance or
urgency.
3. Give citizens a voice in determining policies, goals and priorities.
4. Evaluate current programs and policies.
5. Provide speculations about what people are thinking.
6. Provide speculations about what people really want.

Information to Be Included in Assessing Community Needs

1. Historical Development – refers to data on how the community became what it is today and
provides insights into the kind of resources to collect and weed.
2. Geographical and Transportation Information – includes information on community’s patterns
and population contributions.
3. Political and Legal Functions – includes strategies for community – based selection [or this may
include strategies that community uses for selecting players in the political sphere].
4. Demographic Data – includes data on age characteristics, size, race, and transience of
population.
5. Economic Data – refers to the economic base, social, cultural, educational, recreational
6. organizations. This includes the values and social pattern.
 I. Geographic Profile
(Data source may come from barangay or city/municipal hall)
a. Physical
I. Location/Boundaries (north, east, west south)
II. Terrain
III. Facilities (like clinic/hospital, school, recreation hall, etc.)
IV. Climate
V. Basic food
b. Cultural
I. History of place and people
II. Languages being used
III. Peace and order situation
(Usual community conflict and/or crime rate)
IV. Clothing (most applicable to rural setting)
II. Social
(Data comes from survey)
a. Total Population
b. Total Number of Household
c. Population distribution by Gender (and Age)
d. Population distribution by Educational Attainment
e. Health and common illnesses
f. Recreation
III. Economic
a. Wage earners in the family
b. Employment
c. Household monthly income
IV. Life Skills
a. Abilities
b. Interests
V. Spiritual Aspect
Number of people with active membership in the church
VI. Socio-Political Aspect
a. Known social programs or projects and other related community efforts (whether existing or planned
efforts)
b. Expression of satisfaction/dissatisfaction towards current social programs
c. Perceived community problems
d. Perceived community leaders
e. Other agencies, GO’s or NGO’s that are in the area or that serve the community

Sample of Community Needs Assessment Framework/Design for Urban and Rural Setting
Methods in Collecting Data for Community Needs Assessment

1. Focused Group Discussion (FGD) with Keyinformants. The keyinformants of the community are people
who hold socially responsible positions such as educators, public officials, clergy and business
representatives or those who are active in community events. These are the people who can provide
good information that will guide and give you better understanding on historical issues needed by the
community.
2. Community Forum/Assembly. This involves holding of group events that may include the entire
community. It gives visibility to the leaders and raises the status of the community but it requires lots of
planning and publicity. This meeting can be a venue where people can express their needs and be
immediately validated by the rest of the attendees. Participatory action research effectively uses this
method.
3. Public Records. Public records like national census will provide data for social and demographic
indicators of the community. Data included are age, gender, educational level, locality, etc. that tend to
contribute to library use.
4. Survey. Survey and questionnaires involve asking individuals in the community about their everyday
needs. This can be implemented through the following:
a. Mailing questionnaires to randomly selected members of the community;
b. Performing telephone survey;
c. Handing out surveys while people are in an assembly; and
d. Posting questionnaires on your public access computer catalog.
An example of this is the Minimum Basic Needs (MBN) Form of the DSWD.

Steps in Conducting Needs Assessment

1. Establish a working committee to solicit citizen and community involvement and develop a plan of action.
2. List important aspects that are needed to be looked upon. This may also mean identifying the surveyors’
own capability and strength.
3. Identify the population to be surveyed. This also includes making communications with community
leaders and authorities of the identified population to facilitate other procedures.
4. Determine the information that is needed. It may be existing information which must be collected or it
may be information gathered using a survey. Information like demographic profile may be readily
gathered from the barangay, municipal or city records office.
5. Select a random sample of person to survey. A good number of representative populations to be surveyed
will contribute to the validity of the information.
6. Develop and pretest a questionnaire. Afterwards, if the questionnaire was found to be a valid tool for
measurement of data, proceed to distributing the questionnaire for community use.
7. Collect and collate the information.
8. Analyze the data. This may be done together with the core group members of the community. Community
participate in analyzing gathered data is also important so that they can feel the ownership of the issues
and concerns in the community.
9. Go back to the community for validation of information. This may be done through a community group
discussion.
10. Finalize the document. Make sure that there are corresponding recommendations for the issues and
concerns found.
The Story of the Lone Community Servant

Once there was a community servant who saw that the problem of poverty in his community was related to the
low wages that a big-shot company was giving to the residents who works for it. So, the community worker
organized a work stoppage until “their” demands were given, including a wage hike. He was successful in
gathering 100 community people to picket with him. But on the third night of the strike, he was surprised to find
no one behind him in the picket line… apparently the problem, in the eyes of the community people will not be
solved through strikes but through a round table discussion with the management.
“The community was not consulted of the real method of approaching the problem and so the community servant
was left on his own in the picket line.”

Community Assistance in Assessing Needs

1. Help identify community groups and citizens to be involved in the working committee.
2. Facilitate group discussion to identify important issues and set priorities.
3. Help select the sample to be surveyed and design a system to identify respondents.
4. Provide tested questions from which the working committees choose questions that address the issues
and concerns.
5. Help design a process to distribute and collect survey questionnaires, code, enter and analyze the
resulting data.
6. Provide summary reports of data.
7. Suggest programs to report the results and strategies to solicit community involvement.
8. Work with citizens to identify courses of action based on the information.

Phase V: Program/Project Implementation

Project implementation deals with the actual execution of the plans. This phase of project development
includes, making the final arrangement with the target clients/community partners, officials involved the activities,
right schedule of each event, day to day activities, and needs of the clients, manpower each day of the program,
monitoring and evaluation plan and other requirements like social and recreational activities, and the culminating
activities of the project.
It must be remembered always that the needs of the clients will be the dominant consideration throughout the
conduct of the projects.
To ensure the success of the NSTP community service projects performed by the trainees during their immersion
time, the following must be considered:
“…needs of the clients will be
 Program must be responsive to the needs of the clients; the dominant consideration
 Contribute to the upliftment of the living conditions of the clients; throughout the conduct of the
 Maximize the resources available in the community; projects.
 Tap the potentials of the clients and give due recognition;
 Objectives must be SMART with tangible results that touch the lives of the clients;
 Project must be done systematically to ensure significant contributions from pre-planning, planning stage,
implementation, and evaluation;
 Complete documentation must be observed as basis for reporting and for future studies;
  Projects must be within the capacity and concern of the trainees that will allow them to gain the
knowledge, skills and encourage reflective action; and
 Develop shared commitment among the trainees.
Projects must promote civic consciousness imbued with good citizenship values of pagkamaka Diyos,
pagkamaka tao, pagkamaka bayan and pagkamaka kalikasan.

The following flow of activities will guide NSTP trainees in the implementation of their project:

a. Pre-immersion - Preparation of project proposal based on community needs

- Approval of the proposal
- Once the project is approved, the trainees will prepare all
immersion requirements.
- Letter of request regarding their immersion to the community or
the partner agency signed by the trainer/coordinators and
approved by the NSTP director.
- Community responds to the request by signifying their
acceptance through a letter.
- Trainees, based on the identified needs, submit a project
design to the community for approval.
- Once approved, trainees will submit a detailed program
schedule of action.
- Based on the detailed program approved, the NSTP trainees
will implement the specifics of the activities as designed. The
actual immersion time will last for 8-10 meetings with the clients
or partner community. It may also depend on the design of the
project.
b. Actual community - In the course of the actual work, coordination, monitoring and
immersion evaluation is done to give immediate action to problems
encountered and make necessary adjustments if needed.
- During this stage, trainees are required to make and complete
their journal of events which serves as a reference on finalizing
their tasks. Pictorials are also required to support the activities
undertaken.
c. Presentation of community - Each group of trainees will make a narrative report. The
service outputs presentation of documents during the post evaluation of the
program is about the community service activities conducted
during the immersion time.
d. Monitoring - Continuously done to measure effectiveness of activity.
e. Evaluation - Each group will be rated as part of the final rating given to them.
- Implementation of the project ends by the time all requirements
have been satisfactorily done.

Phase VI: Termination of Projects

NSTP trainees are expected to complete their projects in the community in the span of 50-90 hours as
prescribed to the CHED-endorsed Program of Instruction for it to be credited in the training course. Right at the
very start the trainee-implementers must apprise their target participants of the particulars of the projects
undertaken specially in terms of time frame. This will enable their clients or partner community to prepare for any
eventualities should the implementers will terminate the project. The trainees are advised to inform them with
due respect of the status of the project and other details as may be deemed necessary. Nevertheless, the
trainees may decide to continue with the project if the endeavor proves worthy of continuation, follow-up or
replication. If the proponents and implements have decided to pursue and push through with their venture, they
can seek the assistance and support of the school’s extension services/community outreach unit just to sustain
the project.
If in case trainees lack hours of community immersion or did not perform well, they are bound to receive
an unsatisfactory rating; more so, failure of compliance must be noted. If trainees go beyond the required number
of hours in the community in their conduct of the project for failure to conform or comply with the requirements
of the plan of action formulated, then a similar ‘poor’ rating should be accorded.
As trainees, one must learn how to work within the allotted time frame given, for their convenience and
also for the community’s sake. If one stays in the community beyond the agreed time, the action can be construed
by the community for something else like, extending more help (intensified volunteerism) to them or that they
could still ask for their help even beyond their capability. This might also encourage their dependency on the
implementers.
However, it is not really a problem if trainees want to extend their community services in the community.
In fact, NSTP encourages trainees to continue their community work. This time, their services will already be
regarded as their personal commitment to doing voluntary work, separate and distinct from the NSTP initiated
activities. In step with enjoining NSTP students to eventually becoming volunteer workers, the school may
establish volunteer corps either under the auspices of the school’s NSTP unit or extension services office to
ensure the continuity of the immersion program for volunteers.

Synthesis

Community needs assessment is a means to measure problems, issues and concerns of a

specific locality which could be done by interested group with sponsors to establish credibility. It involves steps
to follow in order to consider well specific areas which will be included in developing the instruments. It
particularly involves the population demographic areas, economic and social level. It is also designed to gather
information and help determine how best one can response to the needs of the community, issues or
concerns, and potential areas of intervention.
When the needs are identified the people then must come to an appreciation that there are
needs that exist among them and these are shared by all of them. They should then visualize their goals and
the ideal life they want to achieve and reflect their dreams in life.
Finally, know and make your case…
Needs assessments are a critical part of community organizing practice/development work. It is
essential to ask the question:

 How do you know there is a problem?

 How do you know there is a need for a particular intervention? Answering this question entails
gathering empirical (objective) and perceptual (subjective) data.
 How serious is the problem/need?
 How pervasive is it?
 How many people do it affect?
 Who believes there is a problem/need?
 Who is defining the problem/need?
 Why as this time?

“A nation is a totality of men united through a

community of fate into a community of character.”

- Otto Bauer
 TOPIC 5

MANAGEMENT OF NSTP COMMUNITY-BASED PROJECTS

CO3 - Identify the various social problems and express responsibilities as individuals towards mankind and the
environment.

OBJECTIVES:

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

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

-George Washington Carver

Introduction
An important ingredient to NSTP community immersion is the development of community-based
projects. In managing NSTP projects, the universal management functions as planning, organizing,
staffing, directing and controlling be given due consideration to ensure the success of the
implementation of the projects. In general terms, project management encompasses project planning,
implementation, and monitoring and evaluation. Project planning and implementation will form part of
this unit while monitoring and evaluation will be treated as a distinct subject in Unit Five.

Learning Objectives

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

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

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

Project is a time-bound undertaking that is carried out to create a unique service. It combines
resources and channeled into a temporary structure in order to accomplish a specific goal. Project
development involves a series of continuous, often overlapping phases. This cyclical process launches
with survey of felt needs in the locality that will serve as baseline information in the formulation of project
or set of projects that may be undertaken in an uninterrupted or staggered manner. As soon as we
have identified the project plan, it is prudent that we have an inventory of our resources. Mobilizing our
limited resources (men, money, materials and moment) is a fundamental thing to do. Then
implementation comes with regular monitoring to keep track of the development of the project.
Measuring the success of the project as in impact evaluation will serve purpose in revisiting the plan of
action. Afterward, the cycle goes back to round.

Community needs Project

Review plan of assessment formulation
action

Organization of
Impact evaluation resources

Implement the
Project
project
monitoring

Fig.3. the project cycle

Project planning

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

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

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

Purposes of making project proposal in the light of NSTP

 It guides trainees and trainors in designing a program for their clientele.

 It facilitates implementation, monitoring and evaluation of the projects.
 It serves as database in making reports as a requirement to the course.
 It makes work easier for it serves as reference for trainee’s to give the right information needed
for the project.
 It serves as a ready source of data for research work.

The parts of a project proposal for NSTP immersion projects

There various formats used in the preparation of a project proposal. Below is one of the
designs followed. It elicits the following information:

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

Example:

Operation plan (OPLAN): CLEAN NAD GREEN

(A project on Waste Management and Green Philippines)

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

Example:

Group 4 and 5- CWTS-CAFA-MAPAGKAWANGGAWA I CLASS

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

Example:
Line 4 (manpower- for placing trash bins in particular areas and distributing other materials)

Group leader:
Padora, Paolo

Members:
Tubig, Mark Anthony; Palles, Janice; Morales, Richardo; Macuja, Katherine; Lampitoc, Sarah; Lehayan, Carlo;
Rayos, Orly; Roa, Michelle; Robles, Vina; San Jose, Maricel; Samson, Emmanuel

Line 5 (responsible for the lecture proper)

Group leader:
Abaygar, Daryl Van

Members:
Agana,Joseph,; Aspa, Reynan; Blanca, Jelly; Flores, Faiza; Ignacio, John Roberrt; Marinas, Carlo; Mendoza,
Melody;Loja, Jerica; Morales, Michael;Acidre, Hazel; Oabel, Daniel

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

Example:

Date of Implementation:
January 21 and 28, 2007

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

5. Objectives of the project. The objectives of the project must be written in operational terms
on what you intend to do to solve identified problem related to the project. The characteristics
of the objectives must be specific, measurable attainable, realistic and time bound (SMART).
State properly by using the right verbs that describe what you want to address in relation to
the underlying problems within a certain period of time.
General objectives can be framed as basis of formulating specific objectives of the project.
It must also consider the domains of learning such as the cognitive (knowledge-mind,
psychomotor (skills-body) and affective (values/behavior-heart).
 Example:

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

6. Project Description. The following standards must be observed in writing the project
description in facilitating the drafting of the proposal:

a. Background of the project

This part requires at least 3 paragraphs that provide a realistic background of the project
describing the modifying issue/problems that have influenced the identification of the project.
You can identify particular differences or advantages over existing projects or cite issues in some
publications as proofs of underlying problems or realistic serious or of general occurrence.
Example:

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

b. Justification of the project

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

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

c. Benefits derived from the project

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

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

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

Example:

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

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

Example:

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

segregation bins will also be done.”

8. Detailed Budgetary Requirements. In preparation of the budget, the budgetary

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

Transportation…………………………………………………………………………………200.00
Communication…………………………………………………………………………………35.00
Supplies (wood for the bins, nails, etc.) …………………………………………….200.00
Demonstration/Instruction materials…………………………………………….…25.00
Sundry and other miscellaneous expenses
(food, other printing needs, etc.) ………………………………………………….…300.00
Contingency……………………………………………………………………………………. 500.00
1,260.00
9. Detailed schedule of activities
Date Time Activity People

01/09/07- (no particular) Start end of preparation for project Merged

1/20/2007 implementation line 4 and
5 (all)

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

1/21/2007 8-9am Preparation for the lecture Line 5

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

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

10:15-11:15 Continuation of the lecture (2nd part)

am VI. 3rd Lecture topic (waste
segregation)
VII. 4th Lecture topic (Project
Discussion)
VIII. Closing Remarks
IX. Closing Prayer
11:15-12nn Clean up of the venue Line 4
and 5

12-1pm Lunch Break (for the group) Food

committee

1pm-onwards Making and setting up of waste bins and Line 4

trash cans
 1. Making the title.

2. Project proponent/s
Leader:
Members:

3. Implementing Unit/group

4. Project duration

5. Objectives

6. Project description

a. Background

b. Justification

c. Benefits derived from the project

d. Coverage

e. Methodology

f. Budgetary requirements

g. Detailed schedule of activities

PROCESS FLOW CHART IN MAKING NSTP PROJECT PROPOSAL FOR COMMUNITY

IMMERSION

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

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

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

1. Community Needs Assessment

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

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

References:
Labuguen, F. C., et, al 2018 ,Towards a Responsive Community Action ( A Modular Worktext in NSTP 2 for Trainers and students).
Mutya Publishing House, Inc. ISBN 978-971-821-122-9
 TOPIC 6
DOCUMENTATION, MONITORING, AND EVALUATION OF NSTP
COMMUNITY-BASED PROJECTS
The quality of NSTP projects is never an accident. It is always the result of good intention and skillful execution of people
concerned. It represents the wise choice of many alternative and the culture of the heart about the program.

Flor Labuguen

COURSE OUTCOME:

Identify the various social problems and express responsibilities as individuals towards mankind and the
CO 3
environment.

Learning Objectives

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

a. Identify the documents, monitoring and evaluation instruments need in measuring the
success of NSTP community immersion projects.
b. Make use of the documentation technique, monitoring guides and evaluation instruments
to ensure meaningful program implementation of NSTP; and
c. Appreciate the values of having proper documentation, monitoring and evaluation of the
project for community service.

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

Documentation of the NSTP Project for Community Services

Discussion Highlights

Documentation is a clear-cut proof that projects are conducted with the notes and observing being recorded as guidelines
for future programs like the NSTP.

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

1. Updated status report is already reference of data that can be the source of the information for NSTP, additional
income and undertaking for the institution.
2. Information on the work methods and results obtained in previous programs must be available for new
assignments.
3. Serves as references for:
a. Trainees’ information/source data for requirements;
b. Staff personnel evidence for rating of student trainees’ performance and growth;
c. Monitoring and evaluation purposes of NSTP projects; and
d. Evidence for the support it extends I helping strengthen the extension service or community outreach of
institutions.
List of NSTP Forms Required for Documentation during Community Immersion
For trainees, they must submit the following:

1. Waiver
2. Letter of request to the barangay to conduct for immersion
3. Acceptance letter of barangay
4. Community needs assessment
5. Memorandum of Agreement (MOA) or Memorandum of Understanding
6. Narrative report format
Documentation is a reservoir of
For the Trainor’s; information that can improve the
1. Copy of all documents for immersion of students project.
a. Waiver
b. Letter of request to the barangay to conduct for immersion
c. Acceptance letter of barangay
d. Community needs assessment
e. Memorandum of Agreement (MOA) or Memorandum of Understanding
2. Grade sheets
3. Summary list of graduates with their specialization
4. Accomplishments reports
5. Program of instruction

MONITORING OF NSTP PROJECTS

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

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

Significance of Monitoring NSTP Projects

Monitoring NSTP projects is very essential to determine:

 Whether the inputs are achieved on time or as planned;

 Whether the activities were conducted as scheduled; and
 Whether the outputs were produce on time or outputs were in right quantity and quality as specified on the
project design.

The products of monitoring are summarized progress reports that are capable of triggering timely managements
interventions. It serves as a means of keeping track of the status of the projects.
Who will monitor NSTP projects during community immersions?

People involved in monitoring are summarized progress reports done by the trainees taking community
immersion are the trainees themselves, trainors, barangay officials concerned, partner agencies involved in the projects
and other who are not involved but are concerned with the project.

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

It includes:

 Data/information needed in rational decision making;

 Personnel involved in the execution of the project, collection of data and problem identification;
 Know about data are reported and to be reported; and
 Levels of implementation.

In making the monitoring plan, specific activities in the implementation of the project are essentially identified as basis of
specifying the detailed schedule of the project.

Tools Needed for Monitoring Purposes

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

1. Journal or Process recording. According to Merriam-Webster O N-Line Dictionary, a journal is “a.) an account of
day-to-day events. b.) a record of experiences, ideas, or reflections kept regularly for private use.” Similarly, a
process recording is also an account of day-to-day events, but it deals heavily on how a certain task was performed
and achieved. This can be very useful in putting together the pieces of data gathered. A good needs assessment
is found on the strength and up-to-datedness of events being monitored.
2. Gantt chart. Created by Henri Gantt to illustrate summary breakdown of work elements, the Gantt chart is useful
in monitoring if NSTP projects are being implemented on time.
3. Summary checklist. From the start, the implementers of the project write the indicators that need to be present
to check whether there is progress. Usually, the objectives of the project, tasks, materials, and person involved
are written on a checklist. Across these items are columns to be checked whether they have been complied or
not.
 SAMPLE MONITORING PLAN FORMAT OF NSTP PROJECTS
Operation Plan (Oplan): Clean and Green
(A Project on Waste Management and Green Philippines)

Name of Project Proposal Making Specific Compliance

Basis Monitoring Remarks
Requirements Complete
Incomplete
Purpose To determine project Activity, preparation of project
inputs, activity outputs proposal on waste
management and segregation
Data to Needs, resources, Identification of institution
gather location, persons level of needs, resources of
involved particular target area
Source of Target clients or Data gathering and prioritizing
data partner agency -needs of target clients and
resources from the clients and
partner agency
Tools for Use of devise form and Delivering survey
gathering other NSTP 2 questionnaires related to the
data documents level of instruction
-assessing baseline record of
the community
Time of Before project e.g. March 15—30,2007
gathering implementation
data
Frequency of Once, before the Gathering data before the
data conduct of the project conduct of the project
gathering
Personnel Student assigned Names of students assigned
who will
gather and
analyze data
Use of data For finalizing the Finalizing the proposal on
proposal on waste waste management and
management and segregation
segregation
Personnel Asking list Record of persons involved,
assignments tasks assigned and procedures
to be followed.
Attendees to Attendance sheet Indication of number and type
waste of clients.
management
lecture
Duration Following specified schedule
indicated in the programme.
Programme Lectures Depth of knowledge and
expertise on the subject matter
was illustrated.
 Content Content is presented in
commonly understood terms;
examples were given.
Waste bins and trash Presence of waste bins and
Set up of cans trash cans in the designated
waste bins places.
and trash Community People in the community assist
cans participation the student trainees in the
placement of the waste bins
and trash cans
Monitoring Monitoring and Administering and distribution
and evaluation forms of monitoring and evaluation
evaluation forms after every major
activity.
Final Report Compilation of group Written narrative and
work reflection paper with attached
pictures.

EVALUATION OF NSTP PROJECTS FOR COMMUNITY IMMERSION

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

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

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

Importance of Evaluation

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

What to Evaluate?

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

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

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

Who Will Conduct Evaluation of the NSTP Projects? Effective management of NSTP projects
requires proper documentation, periodic
The NSTP Projects is done by and through the following: monitoring and evaluation to ensure right
implementation of designed goals and
 Trainees themselves
objectives.
 Trainers/facilitators
 NSTP office personnel
 With a given reference, CHED/TESDA as outside evaluators
 Follow-up studies, if there are any

How are the NSTP Projects Evaluated?

1. Identification of the objectives.

- It must be in behavioral terms.
- It must include the domains of learning which served as basis of assessing their knowledge, skills and attitudes.
2. Examine program activities and implementation procedures.
- What are the activities identified to meet the objectives?
- How are these activities undertaken?
- Did it achieve the objectives of the program?
3. Indicators of expected outcome.
- Are the methods/approaches relevant to the project?
- Are the materials appropriate for the activity?
- Are there changes among clients on the following knowledge?
- Attitude (values, belief, habits, practices)?
- Skills?

When Do We Evaluate?

Evaluation must be undertaken before, during and after the project.

Pre-actively evaluation is done before the conduct of the project to provide baseline information on knowledge,
skills, attitudes, and other characteristics of the target clients. Specifically, it provides data on the clients’ needs, strength
and weakness regarding the project.
 Evaluation of an ongoing project is necessary to time out how the project is progressing. It answers questions like:
Is the project executed on planned? Are there problems in the program implementation? What problems have been
encountered? What solutions or actions are being taken to attain project objectives?

Post-evaluation of activity determines whether project objectives have been attained or are the clients show
measurable gain in knowledge, attitude, and skills. It also ascertains the amount of change that has taken place in the
clients.

Evaluation Form (Sample)

Name of Project:
Implemented on:
Proponents:
Fill out this form to evaluate student performance and project rating. Number one is the lowest while five is the highest
means that the item is not applicable for rating.

I. Effort Exerted
Item 1 2 3 4 5 NA
Achievement of objectives of the program such as:
1. To enhance and broaden the knowledge of the people about
maintaining the cleanliness on their place;
2. To discuss to community people the effects and help that waste
segregation could do for the in the community; and
3. To work with the people in making waste segregation bins.
Methodology used
1. Included community people in activities such as planning and
implementation.
2. Utilized community needs assessment, environmental scanning, etc.
to understand people’s needs.
3. Validated needs assessment and verified appropriate methodology for
use in activity.
4. Used varied techniques for the attainment of the project objectives.

II. Effect Attained

Item 1 2 3 4 5 NA
Achievement of objectives of the program such as:
1. Changes in the physical structures or infrastructures and improvements
are visible.
2. Impact on social structures.
3. Participation of community people and local agencies.
4. Program is appropriate to learning objectives of the students.
5. Encouraged critical thinking among participants and partners to the
project/activity.
6. Encouraged participants to push through similar or auxiliary programs.
7. Sustainability of the programs.
 III. Adequacy
ITEM 1 2 3 4 5 NA
1. Materials used for demonstration and other works were
adequate.
2. Participation of community people and local agencies was
solicited.
3. Program served a minimum required number of participants
(15persons).
4. Program can be maintained with minimal use of other resources.

IV. Efficiency in the Use of Resources

ITEM 1 2 3 4 5 NA
1. Made use of local resources and personnel during project
implementation.
2. Activities are cost-effective and well budgeted.
3. Alliance and partners were able to help in project
implementation.

V. Process of Conduct
ITEM 1 2 3 4 5 NA
1. Communications and information are well served to the
participants and partners in the projects/activities.
2. Documentations are recorded and kept.
3. Monitoring and evaluation are continuously conducted.

In summary, the flow chart below is the step-by-step process in the conduct of community immersion activities and
projects under the auspices of the National Service Training Program.

How Do We Conduct Community Immersion Activities in the Light of NSTP?

1. Students make a letter of request of regarding their immersion addressed to the partner group signed by the
trainer/coordinator and approved by the NSTP Coordinator/Director.
2. Community partners will respond to the request signifying their acceptance.
3. Students, based on the needs identified with the community partners, will propose a project.
4. Students will prepare a detailed program schedule.
5. Students will go on actual immersion and project implementation to assigned areas. Monitoring and Evaluation is
intensified at this phase.
6. Students prepare a narrative report of the activities.
7. Each group will submit the narrative report in compliance of the requirement.

1. Students make a letter of request of regarding their immersion addressed to the partner group signed by the
trainer/coordinator and approved by the NSTP Coordinator/Director.
2. Community partners will respond to the request signifying their acceptance.
3. Students, based on the needs identified with the community partners, will propose a project.
4. Students will prepare a detailed program schedule.
5. Students will go on actual immersion and project implementation to assigned areas. Monitoring and Evaluation is
intensified at this phase.
6. Students prepare a narrative report of the activities.
7. Each group will submit the narrative report in compliance of the requirement.

Figure 5.1. NSTP communication flow taken from the TUP-UNSTP.

 Synthesis

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

Result monitoring is a systematic and continuous process in checking projects done during the NSTP
immersion. During the event, it determines whether the inputs are achieved on time or as planned and whether outputs
were maximized as required. It manifests the progress and identifies interventions needed as a way of keeping track on
the status of the project. It must be carefully planned in order to obtain desired result as input to decision-making.

Evaluating the impact of the project is an attempt to assess as to whether the project, in general, has made a difference
in the lives of target audience. It enables you to determine the effect/s of the project had on the clienteles.

If all the aforementioned requirements are fully met, then we can truly quantify and qualify to what extent
we have touched the lives of the people.

Reference:
Labuguen, F. C., et, al 2018 ,Towards a Responsive Community Action ( A Modular Worktext in NSTP 2 for Trainers and students). Mutya
Publishing House, Inc. ISBN 978-971-821-122-9