CWTS Module 1-3

CWTS-11
CIVIC WELFARE TRAINING SERVICE

LEARNING GUIDE
TP-IMD-02 v0 No. CWTS-001-IM
Manolo B. Loreto, Jr.

Joy A. Bellen
Marlon V. Dampios
Precious C. Domingo
Aldrin R. Palermo
Roger Roque E. Bustamante
Kit Felian C. Tenio
Trishia Jade C. Asilo
NATIONAL SERVICE
TRAINING PROGRAM
CIVIC WELFARE
TRAINING SERVICE 2020
No copies temporary or permanent, in whole or in part of this
IM shall be made without written permission from the
Visayas State University.
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Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-02
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and innovative technologies for sustainable communities and environment.
No. CWTS-001-IM
Vision
A globally competitive university for science, technology, and

environmental conservation
Mission
Development of a highly competitive human resource,

cutting-edge scientific knowledge and innovative
technologies for sustainable communities and environment.
Quality Policy
The Visayas State University (VSU) is a higher education institution created by law to
provide excellent instruction, conduct relevant research and foster community
engagement that produce highly competent graduates necessary for the
development of the country. Toward this end, we, at the Visayas State University,
commit to:
1. produce highly competent, quality and world-class manpower in science and
technology (S&T), especially for agriculture, environmental management and
industry who are proficient in communication skills, critical thinking and
analytical abilities,
2. generate and disseminate relevant knowledge and technology that lead to
improved productivity, profitability and sustainability in agriculture,
environment and industry,
3. satisfy the needs of the industry, the community and government sector who
are in need of quality graduates and technology ready for commercialization
through the establishment, operation, maintenance and continuous
improvement of a Quality Management System which is aligned with the
requirements of ISO 9001:2015.
It shall be the policy of the university that the quality policies and procedures are
communicated to and understood by all faculties, staff, students and other
stakeholders and that the system shall be continually improved for their relevance
and effectiveness.
iii
Learning Guide in
Title
Page CWTS-11: Civic
Welfare Training
Services
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iv CWTS 11: Civic Welfare Training Services
Foreword
National Service Training Program, as an educational program and a

curricular requirement, is aimed at transforming the youth into productive
assets for local and national development. In consonance of the policy of the
State stipulated in RA 9163, this module, aims to “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.”
CWTS 11 (Civic Welfare Training Service) module is in accordance
with the Revised Implementing Rules and Regulations (IRR) of the National
Service Training Program Act , 2001 (Republic Act No. 9163). It is based on
the basic requirements of the National Service Training Program Common
and Specific Modules in the IRR and the recommendations of the Higher
Education Commission (CHED) and the Technical Education and Skills
Development Authority (TESDA). This study guide serves as a self-learning
material.
We are in an unprecedented global health crisis which stresses to
manage and observe health protocols, learning modality has changed
dramatically. In order to help our undergraduate students continue their
studies during this crisis, NSTP training staff have prepared this learning
materials to promote successful learning.
This learning module anchored on the premise that here in VSU, no
Viscan left behind in achieving their dreams of finishing their undergraduate
education. Topics include the orientation on the NSTP law, the Filipino value
system, leadership skills, substance abuse education, disaster preparedness,
awareness and management, environmental awareness and protection, and
national security concerns.
The student-trainee may find this module to be relevant and sensitive
to the current situation. It is hope the learner will realize their role to
contribute in building sustainable communities and the betterment of life for
the members of the community.
MANOLO B. LORETO, JR
Director, NSTP Office
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v
Acknowledgment
Writing a learning guide in this challenging time because of pandemic is

tougher than we anticipated, and more satisfying than we could have ever
imagined. None of it would have been feasible without the help of our
colleagues. The conversation certainly encouraged us to write.
Writing a guide that we would like to do to diversify the delivery of learning to
our students is a surreal process. We are forever grateful to the
administration, the President, Dr. Edgardo E. Tulin, and the Vice President of
Academic Affairs, Dr. Beatriz S. Belonias. It's because of their efforts and
support that we have a legacy to carry on to our family where there was no
one before.
Thanks to everyone in the University Instructional Materials Development
Center who helped us so much. Special thanks to Jed Asaph Cortes and his
team for providing the template. It makes the process really handy.
To our family for always being the person we could turn to during those
challenging days. They kept us going in ways that we never thought we
wanted.
To all those who have been a part of my getting there. This module is a
collaborative effort of the Training Staff/Faculty of CWTS. Thank you for
being a responsible citizen.
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vi CWTS 11: Civic Welfare Training Services
About the Author/s
MANOLO B. LORETO, JR.

Diretor, NSTP/Dean of Students
Visayas State University
JOY A. BELLEN
Assistant of Professor
Coordinator, CWTS
Department of Teacher Education
College of Education
MARLON V. DAMPIOS
Clerk/ Training Staff, CWTS
National Service Training Program
PRECIOUS C. DOMINGO
Instructor/Training Staff, CWTS
Department of Liberal Arts and Behavioral
Sciences
College of Arts and Sciences
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vii
ALDRIN R. PALERMO
Department of Liberal Arts and Behavioral
Sciences
College of Arts and Sciences
ROGER ROQUE E. BUSTAMANTE

Department of Animal Science
College of Agriculture and Food Sciences
KIT FELIAN C. TENIO

Institute of Tropical Science and
Environmental Management
College of Forestry and Environmental
Science
TRISHIA JADE C. ACILO

Department of Plant Breeding and Genetics
College of Agriculture and Food Sciences
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viii CWTS 11: Civic Welfare Training Services
Table of Contents
Vision i
Mission i
Quality Policy i
Title Page iii
Foreword iv
Acknowledgment v
About the Author/s vi
Table of Contents viii
List of Tables x
List of Figures xi
Module 1: The National Service Training Program 1

Module Pretest 1
Lesson 1.1: The VSU NSTP 2
Lesson 1.2: The NSTP Law 7
Lesson 1.3: The Evolution of the NSTP 11
Module Posttest 13
References and Additional Resources 14
Answers to the Pretest 14
Answer to the Posttest 14
Module 2: Good Citizenship 15

Module Pretest 15
Lesson 1.1: The Bill of Rights of Filipinos 16
Lesson 1.2: The Basic Values of the Filipinos 18
Lesson 1.3: Nationalism and Patriotism 23
Lesson 1.4: Leadership and Youth 31
Module Posttest 34
References 35
Answers to the Pretest 35
Answer to the Posttest 35
Module 3: Drug Abuse, Prevention and Control 35

Module Pretest 37
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Lesson 1: Drug Abuse 38

Lesson 2: Drug Prevention 42
Lesson 3: Drug Control 44
References and Additional Resources 47
Posttest 48
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List of Tables
1 Rubrics for essay on VSU's VMGO. ......................................... 6

2 Cluster of basic values of the Filipinos. .. Error! Bookmark not
defined.
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xi
List of Figures
1 "The Search for Truth"............................................................... 2

2 Timeline of the evolution of NSTP Law ................................ 12
3 Philippine flag during 1898-1901........................................... 23
4 Philippine Flag during 1901-1907 .......................................... 24
8 Version of the Philippine flag 1943-1944 ............................. 25
9 Philippine Flag in the third, fourth and fifth republic. .......... 25
10 Philippine Flag on the present time. ...................................... 26
11 Timeline on the history of the Philippine flag. ..................... 30
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Module 1: The National
Service Training Program
Module Overview
The Constitution of the Philippines states that State security is the primary
responsibility of the government and the people. To this end, legislation can
mandate all people to make personal, military, or public service. The 2001
National Service Training Program (NSTP) Act requires all citizens, male and
female, to fulfill this civic duty. NSTP is a program intended to improve youth
civic awareness and preparedness for protection by improving service ethics
and patriotism while completing instruction in each of the three components
of the program. The goal of the various components is to promote the
constructive contribution of younger generations to the general welfare of the
society.
This module focuses on the following theme: 1) The VSU NSTP; 2) The NSTP
Law; and 3) The Evolution of the NSTP
Module Pretest
Instructions. Write TRUE if the statement is correct, and FALSE if the

statement is wrong.
_____1. VSU envisioned to be “a globally competitive university for science,
technology, and environmental conservation.
_____2. Relevance, integrity, truth, and excellence are VSU’s core values.
_____3. VSU commits to producing mediocre workforce in science and
technology.
_____4. It is the responsibility of Filipino citizen to defend the security of the
country.
_____5. The Republic Act No. 9163 (NSTP Act, 2001) states that the
component programs (ROTC, CWTS, LTS) are optional and have
been introduced similarly in the education sector.
_____6. The law, RA 9163, requires you to render personal, military or civil
service.
_____7. ROTC provides military training to tertiary level students to motivate,
train, organize and mobilize them for national defense preparedness.
_____8. You can enroll ROTC during the first semester and CWTS in the
second semester.
_____9. International students or aliens are required to complete the NSTP.
_____10. In Presidential Decree No. 1706 (National Service Law) of 1980 –
ROTC is mandatory to college students in compliance with the
requirement for tertiary education.
2 CWTS 11: Civic Welfare Training Services
Motivation Question
How do you wish to serve the country?
Lesson 1.1: The VSU NSTP
Lesson Summary
Visayas State University (VSU), envisioned to be “A globally competitive
university for science, technology, and environmental conservation.” It is one of
the policies of the University to produce highly competent, quality, and world-
class manpower in science and technology, especially for agriculture,
environmental management, and industry who are proficient in
communication skills, critical thinking, and analytical abilities. As an NSTP
student, you need to embrace the VMGO of the VSU wholeheartedly to
contribute to this admirable undertaking.
Learning Outcomes
At the end of the lesson, the learner will discuss the VSU’s Vision, Mission,
Goals, and Objectives.
Motivation Question
Describe the picture of the VSU’s Search for Truth” statue.
Figure 1. "The Search for Truth"

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For instructional purposes only • 1st Semester SY 2020-2021 3
Discussion
It is the University's goal to build you into a highly competitive human capital.
To do this, one approach is to increase the level of awareness and to dedicate
ourselves to the VMGO of VSU. We, as VSU constituents are expected to
communicate knowledge and work together with more tremendous passion
and precision (Bart, 2001).
Presented below is the vision and mission statements of the Visayas State
University. Access the website here: https://www.vsu.edu.ph/about/overview.
Vision
A globally competitive university for science, technology, and environmental

conservation.
Mission
Development of a highly competitive human resource, cutting-edge scientific

knowledge and innovative technologies for sustainable communities and
environment.
Core Values
These core values will serve as guide for excellence in instruction, research,
extension, and production:
•Relevance. It emphasizes pertinence and applicability of the
University to the social well-being of its stakeholders. The University should
continually pursue to contribute to society's intellectual, cultural and
economic progress. Its scientific and technological endeavours should be
shaped by the demands of society, either in the form of knowledge in basic
sciences or technology derived from applied and developmental researches;
•Integrity. The firm adherence to an upright moral code and ethical
standards is vital in the University's search for truth. An institution engaged in
producing quality human capital and scientific innovation must remain
incorruptible in a morally challenging environment. Integrity is crucial in
forging synergistic partnerships between the University and its stakeholders.
Partnerships founded upon integrity practice transparency and mutual trust;
•Truth. It is in accord with facts and reality and connotes sincerity in
action, character and utterance. The character of an institution is shaped by
its ability to stand by the truth and make use of it. The search for truth, the
very essence of the academic institution, is the backbone of the scientific
process where certainty of results is tested against all known facts. The
University is an institution that stands by the truth, reasons in accordance
with facts and manifests sincerity in utterance, action and character; and
•Excellence. A value that centers on the imminent goodness of the
quality of services, systems, and outputs of the University. An institution that
consistently lives by excellent standards in anything that it does is effective in
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its search for truth and delivery of socially-relevant, scientific and

technological contributions. The stakeholders of the University that includes
its students, producers and industries deserve nothing but the best that the
institution can offer.
Goals
•Sustained Excellence in Instruction. Produce highly competent and

world-class manpower in science and technology (S&T), especially for
agriculture, environmental management and industries who are proficient in
communication skills, critical thinking and analytical abilities,
•Innovative RDE System and Competitive S&T Products. Generate and
disseminate relevant knowledge and technology that lead to improved
productivity, profitability and sustainability in agriculture, environment and
industries,
•Adequate and Sustainable Resource Generation Activities. Generate
adequate resources to support the University's instruction, research and
extension pursuits and physical infrastructure needs in the face of declining
government subsidy to state universities and colleges (SUCs),
•Efficient, Effective and Client-Centered Administrative Support
Services. Provide timely, accessible, acceptable and customer-friendly
administrative support system that promotes partnership and sense of
shared stewardship with students, faculty, alumni and other stakeholders, and
•Functional and Adequate Physical Facilities and Infrastructure.
Provide functional and adequate infrastructure and related facilities essential
to a world-class instruction, innovative RDE, sustainable resource generation
and efficient administration.
Objectives
•To strive for excellence in agriculture education for regional and rural
development.
•To sharpen its focus on impact programs and projects in instruction,
research, and the application of new knowledge for the well-being of the small
Visayan farmers and rural families.
•To build enduring linkages with national and international institutions
and agencies for the promotion of relevant instruction, meaningful research,
and effective transmission of useful knowledge in the rural communities in
the Visayas.
Quality Policy
Note: Please refer to the preliminary page (page i).
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VSU-NSTP
Visyas State University offers the following components:

Reserve Officers Training Corps (ROTC) - designed to provide military
training to tertiary level students to motivate, train, organize, and mobilize
them for national defense preparedness.
Civic Welfare Training Service (CWTS) - refers to programs that relate
to the general welfare and improvement of life for members of the society or
to the development of its facilities, in particular those committed to improving
health, schooling, the environment, enterprise, protection, leisure and morale
of people and other social welfare services.
Learning Tasks/Activities
1. Draw a symbol or compose a song as a representation of VMGO that
may serve as your guide in your studies here at Visayas State
University
Assessment
Use the rubrics below as you write you essay.
1. How do you help the institution (VSU) to realize its vision and
mission? (10 points)
2. Do you think VSU’s VMGO contributes to NSTP Law of 2001? Why do
you think so?
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Table 1. Rubrics for essay on VSU's VMGO.
Criteria Excellent (10) Very good (9-7) Satisfactory Needs

improvement (1-3)
(4-6)
Focus & There is one There is a There is one The topic and main
Details specific, well- precise, well- topic. The ideas are not clear.
focused topic. focused topic. main ideas are
Key ideas are Key ideas are somewhat
realistic and evident, but precise.
well informed comprehensive
by knowledge is
comprehensive not well
and reliable received.
facts.
Insights & Create insights Strong Doing the Rigid attitude.
Under- into the experience, assignment. Reluctant to
standing problems and intuitive or Neutral insight change the
consequences emotional. with no established point
of events for Gains from an particular of view.
self and others. affective meaning or
Awareness of 'experience,' effects.
the increasing but findings
difficulty of based on
problems and deliberate
circumstances. reflection are r
concise.
Critical Explicitly states Actions, and Accepts Fails to identify
Thinking how personal start testing observations issues and
assumptions personal and ideas at stakeholders.
have been assumptions. face value.
challenged and Try to see and Opinions are
how new react from stated without
connections multiple argument or
regarding the viewpoints but support.
complexity of without
societal issues emphasizing
have emerged. one's own
viewpoint or
linking.
Commitment Creates a Creates a 'next Somewhat Not committed to
& Challenge personal action step' based on committed to instruction or
plan or a prior class and/or study. Definitely
personal experiences or learning. not working
challenge success in Unchallenged. yourself to a
based on a learning. degree of
course interest dedication.
or perspective
into learning.
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Lesson 1.2: The NSTP Law
Lesson Summary
The NSTP Law of 2001 provides the legal basis of preparing the youth for
their duties as citizens of the Republic of the Philippines. NSTP is a
curriculum intended to improve the physical, moral, spiritual, intellectual, and
social well-being of college students and encourage preparedness for
defense and service ethics while completing instruction in any of the three
components of the program. The aim is to foster the proactive commitment
of college students to the general welfare of the community.
Learning Outcomes
At the end of the lesson, the learner will identify the salient features of the
NSTP Law of 2001
Motivation Question
Are you required to enroll the NSTP subject?
Discussion
What is NSTP?
Republic Act 9163 has enabled the establishment of a National Service

Training Program for undergraduates with the goal of fostering civic
awareness among young people and instilling in them the spirit of
nationalism and encouraging their participation in public and civil affairs.
What are its three program components?
Reserve Officers’ Training Corps (ROTC). 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.
Literacy Training Service (LTS). It is a program intended to educate
students to become teachers in literacy and numeracy skills for school
children, school adolescents, and other parts in community in need of their
services.
Civic Welfare Training Service (CWTS). It is composed of 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
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those devoted to improving health, education, environment, entrepreneurship,

safety, recreation, and morals of the citizenry.
Who is required to complete the NSTP?
Students of any baccalaureate degree course or at least two-year technical-

vocational courses in public and private educational institutions shall be
required to complete one of the NSTP components as requisite for
graduation.
Who is exempted?
o Students who have already taken NSTP from a prior degree
completed;
o Transferees and shiftees who have completed NSTP prior to
transferring or shifting; and
o Foreign students or aliens
How much time does it take to complete the NSTP?
Each of the NSTP program components shall be undertaken for an academic

period of two semesters (NSTP 1 and 2) or an equivalent one-semester
integrated (NSTP 1-2) course. The allotted time for NSTP classes per
semester is 54 – 90 hours. The whole NSTP program weighs six units and
should be taken for two semesters, three units each semester.
How are the NSTP classes structured?
A student enrolled in the first semester of NSTP shall undergo a Common

Module phase, which will focus on: citizenship training; drug education;
disaster awareness, preparedness, and management; environmental
protection; and other national security concerns. Upon completing the
Common Module, the student must select the specific program component
that he/she will pursue.
Am I allowed to take NSTP 2 before NSTP 1?
No. NSTP 1 is a prerequisite for NSTP 2.

Am I allowed to take different program components for my NSTP 1
and 2?
No, you need to take six units of the same component to complete the NSTP.
Pursuant to the Implementation Rules and Regulations of the National Service
Training Program as referred to in Rule III, Section 4, you are "required to
complete one (1) NSTP component of [your] preference as a graduation
requirement."
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What activities are expected from NSTP 2 classes?
NSTP 2 classes are mainly concerned with community engagement with the
help of partner communities and organizations. CWTS and LTS students
must conduct civic welfare and literacy activities or projects as part of the
required 40-64 hours of community engagement.
Who is responsible for supervising the NSTP?
School authorities (VSU, in our case) shall exercise academic and

administrative supervision over the design, formulation, adoption, and
implementation of the different NSTP components in their respective
schools. In the case of ROTC, the school authority and the Department of
National Defense shall conduct mutual oversight over the application of the
ROTC. At Visayas State University, the 8th Regional Community Defense
Group in Ormoc City jointly supervises the VSU ROTC Unit.
How are we graded in class?
Numeric grading will be used for NSTP classes. The grading system is set at
the NSTP. Grades for NSTP will not be included in the computation of the
students’ weighted average.
After graduation, what will happen to us?
Graduates of the CWTS and LTS components shall be members of the

National Service Reserve Corps (NSRC) and may be mobilized by the State for
literacy and civic welfare activities, especially in times of calamity, while
graduates of the ROTC program shall be members of the Citizen Armed
Forces.
What if I violate any of the rules that apply to taking classes in NSTP?
Students who have not met with CWTS regulations need to check with the
Coordinator, CWTS Coordinator’s Office. Consult the Director, NSTP Office, in
case it has to be elevated. You can contact us (see the back page) at NSTP
Office, VSU Main Campus, Baybay City.
1. List the salient features of NSTP Law of 2001
2. Are you required to enroll the NSTP subject?
3. Which component do you choose? Why?
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Assessment
Instructions: Write on the space provided AGREE if the statement is true;
DISAGREE if false.
________1. Of the three program components of NSTP, CWTS is the
graduation prerequisite for female students only.
________2. As provided for in the NSTP Law, all incoming freshman students
enrolled in any baccalaureate degree or at least two-year tech-voc
course are mandated to enroll in the National Service Reserve
Corps.
________3. Graduates of the non-ROTC components shall belong to the
National Service Reserve Corps, who may tapped by the State for
literacy and civic welfare activities.
________4. The provision of the NSTP Law, student-trainees shall be required
to complete the NSTP program component of the choice of the
school/higher educational institution.
________5. To fulfil. the requirements of NSTP, a student-trainee has to
complete a total of 108-180 hours for any of the three
components.
Instructions: Read each statement carefully. Choose and encircle the letter
that corresponds to your answer.
1. The government may require each citizen to render

a. Political and economic assistance.
b. Personal, military, or civil service.
c. Spiritual and emotional help.
d. All of the above.
2. The constitutional mandate, the prime duty of the government is to:
a. Serve the Filipinos.
b. Serve and protect its citizens.
c. Defend the rights of the Filipinos.
d. Protect every member of the community.
3. The responsibility of the Filipino citizen to the State is to:
a. Defend the security of the State.
b. Secure and serve the community.
c. Serve the government.
d. Defend the citizens.
4. The vital role of the youth as per RA 9163 is:
a. Nation-building
b. Defend our country
c. Protection of our patrimony
d. Serve as an auxiliary member of AFP
5. NSTP shall inculcate in the youth values on:
a. Ethics of service
b. Patriotism
c. Both a and b
d. None of the above
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Lesson 1.3: The Evolution of the NSTP
Lesson Summary
The NSTP Law of 2001 establishes the legal framework for the training of the
youth for their duties as citizens of the Republic of the Philippines. The NSTP
has evolved to serve the State's need as a platform for inculcating patriotism
among the youth.
Learning Outcomes
At the end of the lesson, the learner will explain the NSTP’s history and
importance in domestic security and development.
Motivation Question
When NSTP Act did began?
Discussion
Commonwealth Act No. 1 (National defense Act of 1935) – The law requires
college students, particularly males, to finish two years, an equivalent of four
semesters, of military training as a modality to institutionalize the reservist
system in the Philippines national defense.
Presidential Decree No. 1706 (National Service Law) of 1980 – mandated
compulsory national service to all citizens. College students were given an
option to choose one from the components (Civic Welfare Services, Law
Enforcement Services, and Military Service) in compliance with the
The Philippine Constitution of 1987 provides that the defense of the state is a
prime duty of the government and the people.
Republic Act No. 7077 (The Citizen Armed Forces of the Philippines) –
conceptualization of basic Reserve Officer Training Corps (ROTC). The goal
of the ROTC program was to satisfy the constitutional mandate of a strong
civilian base to support the professional military in the national defense
structure.
Republic Act No. 9163 (NSTP Act of 2001) – gave the students a choice,
among the components – Military Science (ROTC), Civic Welfare Training
Service and Literacy Training Service. The law gave the same and equal
implementation in the educational system
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1. Supply and describe the legal basis in a timeline provided below to
illustrate the evolution of NSTP Law
Figure 2. Timeline of the evolution of NSTP Law
Assessment
True or False
1. The Commonwealth Act No. 1 (National defense Act of 1935) requires
college students, particularly males, to undergo military training
2. In Presidential Decree No. 1706 (National Service Law) of 1980 –
ROTC is mandatory to college students in compliance with the
3. In the Republic Act No. 7077 (The Citizen Armed Forces of the
Philippines), ROTC program was optional.
4. In the Republic Act No. 9163 (NSTP Act of 2001), the component
programs are optional and gave equal implementation in educational
system.
Instructions on how to submit student output

For students with a stable internet connection:
1) Submit all outputs through email that is provided by the instructor.
Note: All documents must be in letter-sized (short) bond paper.
For students with an unstable internet connection:
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1) For written outputs, write it on a short bond paper. Submit outputs

through a courier such as L.B.C., J&T, J.R.S., etc., addressing to Civic
Welfare Training Service, National Service Training Program Office,
Visayas State University, Visca, Baybay City, Leyte, or hand it to the
nearest L.G.U. Kiosk.
Module Posttest
1. The constitutional mandate, which of the following is the prime

duty of the government is to:
a. Serve the Filipinos
b. Serve and protect its citizens
c. Defend the rights of the Filipinos
d. Protect every member of the community.
2. RA 9163 require you to:
a. Political and economic assistance
b. Personal, military, or civil service
c. Spiritual and emotional help
d. All of the above
3. VSU envisioned to be “a globally competitive university for science,
technology, and environmental conservation.
a. True
b. false
4. Relevance, integrity, service, and excellence are VSU’s core values.
a. True
b. false
5. VSU is committed to the development of highly skilled, high quality
and world-class workforce in science and technology.
a. True
b. false
6. The responsibility of the Filipino citizen to the State is to:
a. Secure and serve the community
b. Serve the government
c. Defend the citizens
d. Defend the security of the State
7. The vital role of the youth as per RA 9163 is:
a. Nation-building
b. Defend our country
c. Protection of our patrimony
d. Serve as an auxiliary member of AFP
8. The Commonwealth Act No. 1 (National defense Act of 1935)
requires college students, particularly males, to undergo military
training.
a. True
b. false
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9. In Presidential Decree No. 1706 (National Service Law) of 1980,

ROTC is optional to college students in compliance with the
a. True
b. false
10. In Republic Act No. 9163 (NSTP Act of 2001), the component
programs are optional and gave equal implementation in the
educational system
a. True
b. false
References and Additional Resources
Bart, C. K. (2001). Measuring the mission effect in human intellectual capital. Journal of
Intellectual Capital, 2(3), 320 - 330.
doi:http://dx.doi.org/10.1108/14691930110400146
Labuguen, F. C., Vidal, C. J., Ramos, A. I., Moralde, R. P., Placer, R. B., & Renderio, E. V. (2018).
NSTP: Understanding the National Service Training Program. Malabon City: Mutya
Publishing House, Inc.
VSU (n.d.). About the NSTP. Retrived from: https://www.vsu.edu.ph/gs/21-content-
main/informational/931-about-nstp.
VSU (n.d.). Vision, Mission, Goals, and Objectives. Retrived from:
https://www.vsu.edu.ph/about/overview/vision-mission-goals-and-objectives
Commonwealth Act No. 1. An act to provide for the national defense of the Philippines,
penalizing certain violations thereof, appropriating funds therefor, and for other
purposes.
Republic Act No. 9163 (2001). 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. Retrieved from:
https://www.officialgazette.gov.ph/2002/01/23/republic-act-no-9163/
Presidential Decree No. 1706 (1980). Providing for compulsory national service for Filipino
citizens and amending certain sections Of Commonwealth Act Number One, as
amended, otherwise known as “The National Defense Act” for the purpose.
Constitution of the Republic of the Philippines (1987). Retrived from:
https://www.officialgazette.gov.ph/constitutions/1987-constitution
Answers to the Pretest
1. True 2. True 3. False 4. True 5. True

6. True 7. False 8. False 9. False 10. False
Answer to the Posttest
1. b 2. b 3. a 4. b 5. a
6. d 7. a 8. a 9. A 10. a
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Module 2: Good
Citizenship
Module Overview
Citizenship education is the goal of the NSTP. It provides the opportunity to
gain knowledge not only in national terms but also in terms of global civic
rights and responsibilities. The Philippine Constitutions articulated society's
need and willingness to establish fair and responsible citizenship among the
Filipino people (Almonte-Acosta, 2011). The NSTP as an enabling law enables
students and youth to boost their social awareness and civic engagement.
This module provides an understanding of citizens' rights, duties, and roles in
civil society. It offers theoretical and practical learning experiences for civic-
mindedness, service, and community participation.
This module focuses on the rights and responsibilities of citizens. More
specifically, it offers the following theme:
1. The Bill of rights of Filipinos
2. Basic Values of Filipino
3. Nationalism and Patriotism for National Development
4. Community Service and Volunteerism
Motivation Question
Are you a good citizen of the Republic of the Philippines?
Module Pretest
Instructions: Write PD if the citizenship value is Pagkamaka-Diyos, PK- if

Pagkamakakalikasan, PB-if Pagkamakabayan, and PT- if Pagkamakatao.
Write your answer on the line before each number.
______1. Concern for the environment
______2. Love
______3. Faith in the Almighty
______4. Respect for life
______5. Equality
True or false. Write TRUE if the statement is correct, and FALSE if the
statement is wrong.
__________6. General Emilio Aguinaldo, while in exile in Singapore in 1897,
conceived the design for the flag.
__________7. The flag had blue and red horizontal bands with a white triangle
on the left side of the flag.
__________8. Inside the triangle was a yellow sun with eight rays, representing
the first eight great leaders that had revolted against the
Spaniards.
__________9. Section 5 of the Bill of Rights refers to liberty.
__________10. Raising of Flag on Half-Mast is in Section 18 of RA 8491.
Lesson 2.1: The Bill of Rights of Filipinos
Lesson Summary
The Bill of Rights in the Constitution of 1987 is the document that articulates
and enlists an individual's rights, which the government is constitutionally
obliged to protect, uphold, and enforce. It contains not only its civil rights for
people but also its economic, social, cultural and political rights. This
document acts as the government's defense of people from violations and
injustices by its leaders.
Learning Outcomes
At the end of lesson, the learner identifies the rights of the Filipinos provided
in Article III - Bill of Rights.
Motivation Question
What are your rights as Filipino citizen of the Republic of the Philippines?
Discussion
The Bill of Rights (Article III) is a crucial part of the Constitution. It is one of
the basic elements of fundamental law, as it attempts to balance the
authority of the government with the various freedoms of the citizen. The Bill
of Rights stipulates two things: first, prohibitions directed towards the State
and, secondly, explicit recognition and protection of the rights of persons. On
the one hand, the government exercises its tremendous powers, but the
Constitution limits its powers. On the other hand, individuals are guaranteed
their rights. However, the subject also to limitations in recognition of the
powers of the government. What balances the two (power and freedom) are
the limitations provided by the Constitution, which limitations are by nature
compromises or solutions to situations resulting from the overlapping or
conflict of the two realms.
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Meaning of the Bill of Rights
The Bill of Rights, otherwise known as the “charter of liberty”, refers to the
declaration and enumeration of a person’s basic rights and privileges which
the Constitution is designed to protect against violations by the government,
or by an individual or groups of individuals. It includes the protection of the
following rights (www.officialgazette.gov.ph):
(a) Civil rights or those rights belonging to individuals under their
citizenship, such as freedom to contract, right to property, and marriage
among others;
(b) Political reasons which are rights about the citizenship of the
individual vis-à-vis the administration of the government, such as the right of
suffrage right to hold office, and right to petition for redress of wrong;
(c) Socio-economic rights or those which ensure the well-being and
economic security of an individual; and
(d) Rights of the accused which refer to protections given to the
person of an accused in any criminal case.
The Bill of Rights
The Bill of Rights appears in the Official Gazette. Access here:

https://www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-the-
republic-of-the-philippines/the-1987-constitution-of-the-republic-of-the-
philippines-article-iii/.
1. Read and comprehend the Bill of Rights of the Filipinos.
2. Watch or read current news in the Philippines, pick one report that
presents certain situations which you think violates the right of
Filipinos.
3. What right is violated? Why do you think so?
Assessment
Each statement below violates the Bill of Rights in some way. Write the
section that the statement violates, and then briefly explain why it violates the
section.
a. After being found guilty of driving while intoxicated, the court

sentenced Jason to serve the next 30 years in solitary confinement.
b. The citizens of the upper class voted to double the taxes of all
Catholics.
c. Luke was found innocent of armed robbery, but the State decided to
bring him to try again anyway.
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Lesson 2.2: The Basic Values of the

Filipinos
Lesson Summary
This lesson focuses on translating good ideals of citizenship into meaningful
steps in creating a better Philippines, as expressed in the Preamble to the
Constitution. This lesson deals with 16 basic Filipino values based on the
Philippine Constitution of 1987.
Learning Outcomes
At the end of the lesson, it is expected that you will list 16 fundamental
Filipino values and discuss practical examples that display these values.
Motivation Question
Do you possess the desired values of a good Filipino citizen?
Discussion
NSTP, as citizenship training, focuses on translating the ethical citizenship
values as reflected in the Preamble of the 1987 Philippine Constitution into
concrete actions in building a better Philippines.
Meaning of Preamble
The term preamble I derived from the Latin word “preambulare” which
means “to walk before.” It is the prologue of the Constitution.
The Preamble
We, the sovereign Filipino people,

imploring the aid of Almighty God,
in order to build a just and humane society and establish a government
that shall embody our ideals and aspirations,
promote the common good, conserve and develop our patrimony,
and secure to ourselves our posterity the blessing of independence
and democracy under the rule of law and a regime of truth,
justice, freedom, love, equality, and peace
do ordain and promulgate this Constitution.
Technically, the Preamble does not constitute an integral part of our

Constitution. The Preamble is not a source of rights or obligations. However,
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it is essential that each Constitution includes a preamble as it sets out the

origin or authorship (authors of the Constitution and for whom it has been
promulgated), scope and purpose of the Constitution (general purposes
which are intended to be achieved by the Constitution and the government
established under it, and certain basic principles underlying the fundamental
charter). The Preamble may also serve as an aid in the interpretation of the
Constitution (aid in interpreting vague and ambiguous provisions).
Clustered below are the Filipino citizenship values reflected in the Preamble
of the 1987 Philippine Constitution:
Table 2 Cluster of basic values of the Filipinos.
The Maka-Diyos The Makatao The Makabayan The

Cluster Cluster Cluster Makakalikasan
Cluster
1. Faith in the 6. Love 11. Unity
Almighty 7. Freedom 12. Equality 16. Concern for
2. Respect for Life 8. Peace 13. Respect for the the
3. Order 9. Truth law and environment
4. Work 10. Justice government
5. Concern for the 14. Patriotism
family and future 15. Promotion of
generations common good
We are citizens of the Republic of the Philippines. Our values as Filipinos

determine our identity as a nation, but we have to place these ideals solely on
ourselves - regardless of age, rank, or faith. We must see to it that we, as
Filipinos, follow these principles in all our acts, in all situations.
Good citizenship engenders a love of the country, making the seemingly
gargantuan task of building the nation easier. Through good citizenship, even
the poor, the young, and the old can contribute to nation-building. As Filipinos,
we have our common ideals, which, amid our differences, can be a powerful
force to unite us as a nation. We will not be part of the dilemma by becoming
responsible citizens; we will be part of the solution.
The Good Citizenship Values Cluster: The Maka-Diyos Cluster
Faith in the Almighty God. Filipinos have a basic concept of a Supreme Being
that still offers them a ray of light no matter how hopeless the present
situation might be. Faith makes every Filipino strong, led by a deep concern
that stems from their confidence in someone they believe will deliver even
from the most wretched circumstance. This is very clear in the reaction
during the disaster, such as earthquakes and raging typhoons, Filipinos still
bounces back as if the disasters and tragedies did not exist.
Respect for Life. Respect for Life exists to promote increased respect for
human life, promote reproductive freedom and responsibility. The liberty to
reproduce is well established, but the option to choose non-motherhood or
non-fatherhood remains restricted.
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Order. An excellent Filipino values orderliness. Valuing order means

respecting laws, procedures. By following these sets of rules or procedures in
the home, school, and the community as a whole, he/she respects the human
rights of others. It is merely doing the right thing at the right time and right
place without hesitation.
Work. Proper Filipino honors honesty and integrity in what he/she does. He
makes a good living and is not interested in violence and corruption. He goes
to school on time, is doing his homework, and is interested in school
activities. It is also vital that you have the right principles and attitudes
towards your job and dealings. You should always remember that no matter
how much work you do, what matters, at the end of the day, is not the volume
of work but the amount of love you bring into your job. Learn to work with
zeal, integrity and honesty to produce excellent performance.
Concern for the Family and Future Generations. “The good citizenship value
of concern for the family and future generations. “Respetuhin natin and ating
ina, ilaw siya ng tahanan bigyang galang ang ama at ang payo ang susundan at
sa magkakapatid kailangan ay magmahalan dapat lang ay pag-usapan ang
hindi nauunawaan.” You take the power and strength of your family. In return,
you are required to do your job as a family member to keep it safe and
resilient against the forces that seek to undermine its ideals and sense of
unity.
The Good Citizenship Values Cluster: The Makatao Cluster
Love. A good Filipino looks after the good and welfare of his/her fellow
human beings. Love should always be the driving force when we want to
achieve or do something. This does not refer to romantic love alone. A heart
motivated by love will always look after other people's welfare. He/she is kind
and compassionate, forgives offenses and is not vengeful. His/her heart is
sacrificial and is always willing to extend help to the less fortunate.
Freedom. A good Filipino asserts his/her right, mainly if it means the right
thing. He/she respects the rights of others; does not impose his/her will on
others; uses his/her rights respectfully so as not to hurt anyone; does not use
violence or bullying to compel people to do as he / she wants them to do or
as he / she wants them to be.
Peace. Good Filipino lives and works in harmony with his/her fellow human
beings. He/she avoids violence to settle disputes and looks for ways to
resolve conflict peacefully. He/she maintains a harmonious relationship with
others, at home, at work, in the community, and helps apparent
misunderstanding among friends and family members.
Truth. A good Filipino stands for the truth. It avoids intrigue and chaos and
values honesty in his/her life, family, job and country. He/she observes the
proper pricing of goods. He/she does not patronize, nor is he/she a cohort in
fixing or bribing in business transactions. He/she admits his/her mistakes
and does something to correct his/her fault.
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Justice. A good Filipino gives everyone their due even if it is difficult. He does
not oppress or take advantage of anyone. He/she is fair in all his/her
dealings, especially with the poor and powerless, not getting more than what
is rightfully his/hers.
The Good Citizenship Values Cluster: The Makabayan Cluster
Unity. A good Filipino works with and cooperates with others. A good team
player does not promote intrigue, opposition and mistrust. He/she helps others
in the family, school, and community growth. He/she is genuinely happy for the
achievements of the members of his team, even if that means the spotlight is
not on him/her.
Equality. A good Filipino treats others as brothers and sisters being children
of one God and one nation. He treats everyone with respect, regardless of
status or position. He does not take advantage of anyone because they are
weak, ignorant, or powerless.
Respect for the Law and Government. A good Filipino obeys the laws of the
land and supports government programs. From simply no vandalism, to
following traffic rules; to reporting lawbreakers, to promoting the stability of
the nation, a good Filipino submits to the laws of his nation and will not
engage in anything that will threaten his/her country.
Patriotism. This is one of the values specifically mention in RA 9163. A good

Filipino places high regard for his/her country. This includes patronage of
native products and the promotion of his/her country. He/she takes extra
care not to say anything that would malign the reputation of his/her country.
Knowing one’s national emblems like the Philippine National Anthem and the
Pledge of Allegiance to the Filipino Flag is also an act of patriotism.
Promotion of the Common Good. A good Filipino places a more significant

number of people's interests above his/her own. A good Filipino is not
arrogant and selfish; instead, he/she values others' welfare in everything that
he/she does. He/she assists the less fortunate and goes out of his/her way
to participate in events that can support his/her fellow human beings in
poverty alleviation in particular.
The Good Citizenship Values Cluster: The Makakalikasan Cluster
Concern for the Environment. A good Filipino conserves natural resources

such as water, land, and air. He/she gets involved in efforts contributory to the
welfare of the environment, such as planting trees and implementing proper
waste segregation. He/she keeps his/her surroundings clean and does not
throw garbage in canals and waterways.
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1. Read the discussion in this section.
2. Reflect on the following questions:
During this time of pandemic, how do you show being Maka-Diyos?
Makatao? Makakalikasan? Makabayan? You can use your pictures
and describe it.
Assessment
Complete the table. Write down the instances you witnessed in which the
Filipino trait is highlighted.
The Maka- The Makatao The Makabayan The
Diyos Cluster Cluster Cluster Makakalikasan
Cluster
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Lesson 2.3: Nationalism and Patriotism
Lesson Summary
A good citizen of a country not only shows the appropriate values to the
country and his/her countrymen but also knows the symbols, especially the
flag that represents the country. Knowing a few historical facts and laws of
the country depicts high regard for one's country.
Learning Outcomes
At the end of the lesson, the learner identifies significant developments in the
transformation of the Philippine flag and recognizes the appropriate
measures for the use of the national flag.
Motivation Question
What factual information do you know and observed on the use of the
Philippine flag? Have you done any action unintentionally which violates the
protocol?
Discussion
The History of the Philippine Flag
The Presidential Museum and Library (n.d.) presents the history of the flag of
the Philippines. Link here: http:/malacanang.gov.ph/history-of-the-philippin-
flag/.
Revolutionary beginnings (1898 – 1901)
Figure 3 Philippine flag during 1898-1901
On May 28, 1898, days after the return of General Emilio Aguinaldo from exile
in Hong Kong, Filipino troops were once again engaged in a battle against
Spanish forces in Alapan, Cavite. It was in this skirmish that the Philippine
flag was first unfolded as the revolutionary standard. It was sewn-in Hong
Kong by Filipino expatriates and brought to the country by Aguinaldo. The flag
was a tri-color featuring red and blue with a white triangle framing three
yellow stars and an anthropomorphic eight-rayed sun. Half a month later, on
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June 12, 1898, following the proclamation of independence from Spain, the
same flag was waved by Aguinaldo's residence in Kawit, Cavite, as the
Marcha Nacional Filipina played (malacanang.gov.ph, n.d.).
American Occupation and the Commonwealth Government (1901 – 1907)
Figure 4 Philippine Flag during 1901-1907
For six years, the Philippine flag and other Katipunan emblems increased. Act
No. 1697 or the Flag Law of 1907 was passed, which outlawed the display of
the Philippine flag and replaced the country's flag to the stars and stripes of
the United States of America. The same law prohibited the playing of the
national anthem (malacanang.gov.ph, n.d).
1919 – 1936
It took 11 years to repeal the Flag Law. Modifications were made to

Aguinaldo's flag: The sun no longer had anthropomorphic features, and its
rays were stylized. This design would be used from 1919 until the
inauguration of the Commonwealth of the Philippines in 1935.
President Manuel L. Quezon, in 1941, moved the commemoration of Flag Day

from October to June 12. This marks the first instance that June 12, the date
of Aguinaldo's proclamation, was commemorated (malacanang.gov.ph, n.d).
The Second Republic and the Second World War (1936 – 1941)
Bombing attacks on the Philippines and the American naval base at Pearl
Harbor plunged the United States of America into war with Japan and the
Axis powers. President Quezon issued Executive Order No. 386, s. 1941,
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mandating all Philippine flags to be flown with the red field on the top to
signify a state of war (malacanang.gov.ph, n.d).
1941 – 1945
The Second Philippine Republic was established in the islands under the
auspices of the Empire of Japan, with Jose P. Laurel serving as president.
The flag was raised by former President Emilio Aguinaldo and General
Artemio Ricarte during the inaugural of the Second Republic on October 14,
1943. Laurel issued Executive Order No. 17, s. 1943, which mostly brought
back the Aguinaldo design of the Philippine flag. This flag would eventually be
displayed with the red stripe up in 1944 when the Second Republic declared
that it was under the State of War (malacanang.gov.ph, n.d).
1943 – 1944
Figure 8 Version of the Philippine flag 1943-1944
From 1943 until the end of the Pacific War, two versions of the Philippine flag
existed. The Commonwealth flag used by the Government-in-exile based in
Washington D.C., as well as by guerrillas in the islands and the Aguinaldo flag
used by the Japanese-sponsored government. By the dissolution of the
Second Republic, the use of the latter flag discontinued.
Third, Fourth, and Fifth Republics (1985 – 1986)
Figure 9 Philippine Flag in the third, fourth and fifth republic.
Commonwealth-era specifications, following Executive Order No. 23, s. 1936,

would remain in effect throughout the Third and Fourth Republics until 1985
when President Ferdinand E. Marcos issued Executive Order No. 1010, s.
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1985, changing the shade of blue of the Philippine Flag from navy blue to light
blue. Commonwealth regulations were maintained until 1998 when Republic
Act. No. 8491 or the "Flag and Heraldic Code of the Philippines" was enacted,
changing the shade of blue once again from navy to royal, viewed as a
suitable historical compromise to settle earlier debates. These are the
specifications in use today.
1998-present
Figure 10 Philippine Flag on the present time.
The protocol of the Philippine Flag
 When used on a speaker's platform, the flag should be displayed

above and behind the speaker, never on the front of the platform. If
flown from a staff, it should be on the speaker's right. (The placement
of the Flag on the right of the speaker indicates that the ceremonies
are held within the jurisdiction of the Philippines.)
 The flag should be hung horizontally or vertically. When hung

HORIZONTALLY, the blue field should be placed at the peak of the
staff unless the flag is at half-mast. In times of war in which the
Philippines is involved, the red field is placed topmost.
When hung VERTICALLY, the equilateral triangle on top, the blue field
should be to the left, and the red field to the right of the viewer facing
the flag (Remember R-R, Red on the right).
 The Flag should never be used to cover a desk or table or as a

covering for a ceiling, or as a receptacle or as drapery of any sort
whatsoever.
 When used to cover a casket, the Flag should be placed so that the
equilateral triangle with the sun and the stars are at the head, with the
blue field to the right and the red field to the left of the deceased.
 When the Philippine and foreign flags are displayed on flag poles, the
poles should be at the same height, with the Philippine flag on the left
as the group is viewed.
 No flag or pennant should ever be flown above the Philippine flag.
 The flag should never be dipped to any person or object.
 The Flag should never be draped over the head, top, or another part of
a vehicle or of a railroad train or boat. When the flag is displayed in a
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motorcar, the staff should be affixed firmly to the right fender such
that the flag shall not touch the body of the car.
 When the Flag is in such a condition that it is no longer a fitting

emblem of display, it should be destroyed - preferably by burning.
 The likeness of the Philippine Flag should never be embroidered or

painted on wearing apparel and advertising materials.
 It is improper to hold the flag (to spread it) during the singing of the
Philippine National Anthem.
 During the ceremony of hoisting or lowering the flag or when the flag
is passing in a parade or a review, all persons present should face the
flag, stand at attention and salute. Men should remove their hats or
headdresses with the right hand and hold them at the left breast.
Women should salute by placing their right hand over the heart.
REPUBLIC ACT NO. 8491 (An Act Prescribing the Code of the National
Flag, Anthem, Motto, Coat-of-Arms and Other Heraldic Items and Devices of
the Philippines)
Half-Mast
Sec. 23. The flag shall be flown at half-mast as a sign of mourning on all the
buildings and places where it is displayed, as provided for in this Act, on the
day of official announcement of the death of any of the following officials:
a) The President or a former President, for ten (10) days;
b) The Vice-President, the Chief Justice, the President of the Senate and
the Speaker of the House of Representatives, for seven (7) days; and
c) Other persons to be determined by the Institute, for any period less than
seven (7) days.
The flag when flown at half-mast shall be first hoisted to the peak for a
moment then lowered to the half-mast position. The flag shall again be
raised to the peak before it is lowered for the day.
Pledge to the Flag
Sec. 25. The following shall be the Pledge of Allegiance to the Philippine flag:
Ako ay Pilipino
Buong katapatang nanunumpa
Sa watawat ng Pilipinas
At sa bansang kanyang sinasagisag
Na may dangal, katarungan at kalayaan
Na pinakikilos ng sambayanang
Maka-Diyos
Maka-tao
Makakalikasan at
Makabansa.
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The National Anthem
Section 35. The National Anthem is entitled Lupang Hinirang.
Sec. 36. The National Anthem shall always be sung in the national language
within or without the country. The following shall be the lyrics of the National
Anthem:
Bayang magiliw,
Perlas ng Silanganan
Alab ng puso,
Sa Dibdib mo’y buhay.
Lupang Hinirang,
Duyan ka ng magiting,
Sa manlulupig,
Di ka pasisiil.
Sa dagat at bundok,
Sa simoy at sa langit mong bughaw,
May dilag ang tula,
At awit sa paglayang minamahal.
Ang kislap ng watawat mo’y
Tagumpay na nagniningning,
Ang bituin at araw niya,
Kailan pa ma’y di magdidilim,
Lupa ng araw ng luwalhati’t pagsinta,
Buhay ay langit sa piling mo,
Aming ligaya na pag may mang-aapi,
Ang mamatay ng dahil sa iyo.
Sec. 37. The rendition of the National Anthem, whether played or sung, shall
be in accordance with the musical arrangement and composition of Julian
Felipe.
Sec. 38. When the National Anthem is played at a public gathering, whether by
a band or by singing or both, or reproduced by any means, the attending public
shall sing the anthem. The singing must be done with fervor.
Sec. 39. All officials and employees of the national and local government, and
any agency or instrumentality thereof, including government-owned or
controlled corporations, privately-owned entities or offices displaying the
national flag and government institutions of learning are hereby directed to
comply strictly with the rules prescribed for the rendition of the anthem.
Failure to observe the rules shall be a ground for administrative discipline.
The National Motto
Section 40. The National Motto shall be “MAKA-DIYOS, MAKA-TAO,

MAKAKALIKASAN AT MAKABANSA.”
The National Coat-of-Arms
Section 41. The National Coat-of-Arms shall have:
Paleways of two (2) pieces, azure and gules; a chief argent studded with three
(3) mullets equidistant from each other; and, in point of honor, ovoid argent
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over all the sun rayonnant with eight minor and lesser rays. Beneath shall be
the scroll with the words “REPUBLIKA NG PILIPINAS,” inscribed thereon.
The Great Seal
Section 42. The Great Seal shall be circular in form, with the arms as
described in the preceding section, but without the scroll and the inscription
thereon. Surrounding the whole shall be a double marginal circle within which
shall appear the words “Republika ng Pilipinas.” For the purpose of placing
The Great Seal, the color of the arms shall not be deemed essential but
tincture representation must be used.
The Great Seal shall also bear the National Motto.
Sec. 43. The Great Seal shall be affixed to or placed upon all commissions
signed by the President and upon such other official documents and papers
of the Republic of the Philippines as may be provided by law, or as may be
required by custom and usage. The President shall have custody of the Great
Seal.
Official Seal and Other Heraldic Items and Devices
Sec 44. Any government entity, including the military, may adopt appropriate
coat-of-arms, administrative seals, logo, insignia, badges, patches, and
banners; and initiate awards, citations, orders or decorations; as may be
authorized by Congress or the Office of the President.
Sec. 45. Such heraldic devices and items shall be filed with the Institute for
recording and evaluation as to precedence, design, customs and traditions.
The Institute shall promulgate the corresponding rules and regulations which
shall be submitted for approval to the Office of the President or to Congress.
1. Read the discussion part about patriotism and nationalism
2. Make a summary using a graphic organizer of the dos’ and don’ts

on the protocol and prohibitions of using the flag.
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Assessment
In the timeline, color the flag and describe the significant changes in the
history of the Philippine flag.
Figure 11 Timeline on the history of the Philippine flag.
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Lesson 2.4: Leadership and Youth
Lesson Summary
This lesson talks about the qualities of a good leader, the key factors that aid
the development of leadership in the youth, and the principles of servant
leadership.
Learning Outcomes
At the end of the lesson, the learner defines the importance of developing
leadership to the youth.
Motivation Question
You see yourself as a leader of a group, a society, a nation?
Discussion
"Ang kabataan ang pag-asa ng bayan," declares Dr. Jose Rizal. It is in this
premise that the youth as nation-builders must improve leadership capacity
such as experience, expertise, and positive attitude to ensure quality and
effectiveness in achieving their goals and develop the spirit and ethics of
service for the benefit of others. The need to train young people as servant
leaders is also very critical.
Youth Development and Youth Leadership
Youth development is a phase that trains a young person to face the

pressures of puberty and maturity and to fulfill their full potential. It is
achieved through activities and experiences that help youth develop social,
ethical, emotional, physical, and cognitive competencies. In the schools and
communities, healthy youth development are supported through programs
and activities. Youth who are constructively active in studying and achieving
and are linked to supportive parents and peers are less likely to participate in
risky or self-defeating behaviors (Youth Development & Youth Leadership,
2010).
Families promote safe youth growth by offering support, providing

meaningful family contact, engaging in teen education, making specific rules
and consequences and tracking the whereabouts of their teenagers, providing
strong, responsible role models for other parents, teenagers and relatives,
encouraging their adolescents to do well, and sharing time together.
Schools promote balanced youth development as they expect engagement

from young people, provide a supportive school environment, provide
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consistent rules and implications, have optimistic, accountable adult role

models, and allow young people to do well.
Communities promote healthy youth development when adults advocate for

youth, neighbors monitor youths’ behavior, adult’s model positive,
responsible, and healthy behavior, youth model positive, responsible, and
healthy behavior and youth programs are available.
There are three key justifications for youth engagement (Fernandez & Shaw,
2013). Firstly, it is claimed that young people have the right to be both
nurtured, covered and handled, and consulted and engaged where
appropriate. Second, it is understood that developing opportunities for young
people requires well expressed and reflected opinions and desires. Thirdly, it
is argued that youth engagement provides social advantages, both for the
youth themselves and for society as a whole. Youth engagement will
encourage their personal development; improve their experience, practical
skills, social values and civic competencies; and train them for their position
as adult citizens.
Leadership defined
Leadership may be characterized as the essence of the process of influence

that exists between the leader and the followers, and how this process of
control is clarified by the attributes and actions of the leader, the expectations
of the follower and the attributions of the leader, and the sense in which the
process of influence exists. The required condition for successful and honest
leadership is the formation of motivated followers in pursuit of a spiritual
objective, leading to positive results that are driven by moral means
(Antonakis & Day, 2018).
Leadership is a crucial strategic element that motivates and drives

organizations to achieve their goals without being motivated to achieve their
goals by a leader, the whole organization. The entire organization or
department may fall along, without being inspired by a leader, with no definite
focus on key objectives such as trying to improve the safety of workers.
Principles of Servant Leadership
Servant leadership is changing the traditional leadership pattern and putting

people ahead of authority. The servant leader gives importance to the team's
development and well-being, leaving aside their own wishes and goals
(Corelli, 2019). What does it take to be a servant leader? Servant leaders
share a set of core characteristics (Huff, 2013).
1. Listening. Listening is at the core of the leadership. Members are seen

as the ones who make the choices. Not only do you have to hear what
is being said, but you also have to consider what is not being said.
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2. Empathy. Servant leaders strive to understand and empathize with

others.
3. Healing. Healing provides change and incorporation.
4. Self-awareness. You have to be mindful of the events, circumstances,

emotions, abilities, and shortcomings of those around you. You have
to be mindful of all the things about yourself. You will lose by ignoring
your vulnerabilities or exploiting/ignoring the vulnerabilities of others.
5. Persuasion. Servant-leaders seek to convince others and build

consensus within the group. Servant leaders use persuasion to build
consensus and get buy-in from their team. That way, everyone feels
like they have a stake in the team's success.
6. Conceptualization. You have got to know where you're going as a

leader. Move beyond the thoughts of "what needs to be done for
today" and start thinking about, "where could we be in five years from
now?" Let yourself dream of what could be.
7. Foresight. A servant leader gained in the past and adapting it to the

future so that you and your team can continue to evolve. Learn from
the past, accept the facts of the moment and think of the implications
of future choices.
8. Stewardship. Stewardship is merely leading by example. Stewardship

is defined as the ethic that embodies the responsible planning and
management of resources.
9. Commitment to the growth of the people. Growth is not just technical.

Consider their personal growth and spiritual growth as well.
10. Building community. A group of individuals is working together to

reach a purpose while encouraging, empowering and supporting those
within the society.
Reflect on the following questions:
1. Describe your qualities as a good leader?
2. Do the people that surrounds you helps you build a good
character? Do you help others in building their character?
Assessment
Describe yourself as a leader. Complete the table. Use extra sheet and attach
your output in the module.
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List of Strength List of Weakness What are your plans to

overcome your
weakness
Module Posttest
Write PD if the citizenship value is Pagkamaka-Diyos, PK - if

Pagkamakakalikasan, PB - if Pagkamakabayan, and PT - if Pagkamakatao.
Write your answer on the space before each number.
_____1. A Filipino has a feeling of being one with everyone; of living in

peace and harmony with others; of sharing everything he has..
_____2. A Filipino shows love his country; is proud of his country; is ready to
come to its defense, if such should be necessary.
_____3. A Filipino believes that God is almighty and can do all things; knows
and acknowledges his dependence on God.
_____4. A Filipino is organized in his thoughts, words, deeds, in his
relationships, and the use of resources; is neat; seek to be self-
reliant in his basic needs.
_____5. A Cares for others; is willing to make the sacrifice for the good of
another, is patient, kind, gentle, understanding and forgiving
True or false. Write True if the statement is correct, otherwise write False.
_____6. If flown from a flagpole, in time of war, the blue field should be on
top.
_____7. Section 1 of the Bill of Rights refers to the right to the privacy of
communication and correspondence.
_____8. Prohibited Acts (Towards the National Flag) is in Section 34 of RA
8491.
_____9. When a servant-leaders seek to convince others and build
consensus within the group, he/ she shows a self-awareness
character.
_____10. A servant leader who strives to understand his constituent shows
empathy.
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References
Almonte-Acosta, S. A. (2011). Pedagogical approaches to citizenship education in the varied

contexts of secondary schools in the Philippines. In Citizenship pedagogies in Asia and
the Pacific (pp. 175-201). Springer, Dordrecht.
Antonakis, J., & Day, D. V. (2018). Leadership: Past, present, and future.
Caponga, G. B., Macquian, L., Galindo, S., Philward, R. B., Christopher, G., & Arellano, W. (2020).
Maka Diyos Chapter. Retrieved from authorstream.com:
http://www.authorstream.com/Presentation/scyhegomz-1971374-maka-diyos-chapter/
Constitution of the Republic of the Philippines [Bill of Rights] (2 February 1987). Available at
https://www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-the-republic-
of-the-philippines/the-1987-constitution-of-the-republic-of-the-philippines-article-iii/.
[Accessed September 15, 2020]
Correlli, J. (2019). 10 Principles of Servant Leadership. Retrieved from Teamgantt:
https://www.teamgantt.com/blog/servant-leadership
Fernandez, G., & Shaw, R. (2013). Youth Council participation in disaster risk reduction in
Infanta and Makati, Philippines: A policy review. International Journal of Disaster Risk
Science, 4(3), 126-136.
Gonzales, B. (2020). Nstp Module 2 Good Citizenship Values .Docx. Retrieved from
Scribed.com: https://www.scribd.com/document/376011964/Nstp-Module-2-Good-
Citizenship-Values-Docx
Huff, C. (2020). Ten Keys of Servant Leadership. Retrieved from Behindthemixer.com:
https://www.behindthemixer.com/servant-leadership/
Labuguen, F. C., Vidal, C. J., Ramos, A. I., Moralde, R. P., Placer, R. B., & Renderio, E. V. (2018).
NSTP: Understanding the National Service Training Program. Malabon City: Mutya
Publishing House, Inc.
Library, P. a. (2020). History of the Philippine Flag. Retrieved from malacanang.gov.ph:
http://malacanang.gov.ph/history-of-the-philippine-flag/
Presidential Museum and Library, (n.d.). History of the Philippine Flag.
http://malacanang.gov.ph/history-of-the-philippine-flag/
Republic Act No. 8491, Rules and regulations implementing Republic Act no. 8491, s. 1998—
”The code of the national flag, anthem, motto, coat-of-arms and other heraldic items
and devices of the philippines. January 30, 2002. Available at
https://www.officialgazette.gov.ph/2002/01/30/implementing-rules-and-regulations-
of-republic-act-no-8491/
Youth Development & Youth Leadership. (2010). Retrieved from National Alliance:
http://www.nasetalliance.org/youthdev/index.htm
1.PK 2. PT 3. PD 4. PD 5. PB
6. Hong Kong 7. T 8. Provinces 9. Religion 10. Section 23
1. PT 2. PB 3. PD 4. PD 5. PT
6. Red 7. Section 3 8. T 9.Persuasion 10. T
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Module 3: Drug Abuse,
Prevention and Control
Module Overview
Drug addiction is one of the major problems that our society faces today.
President Rodrigo Duterte’s trifocal campaign promise centered on the fight
against criminality and illegal drugs and corruption. There is a dire need to
control drug addiction. This problem impacts populations and significantly
raises violence, making it a troubling issue for all countries worldwide. It
influences everyone's well-being, regardless of age and ethnicity,
psychologically or emotionally. In this section, the learner can describe and
identify the adverse effects of drug abuse on public health. It would also
provide learners with realistic and precise approaches to prevent or refrain
from using drugs.
Motivation Question
1. Why people use or even abuses drugs?
2. How can someone prevent drug abuse?
3. What are the actions made by the government to control this addiction
problem?
Module Pretest
True or False. Instructions: Write TRUE if the statement is correct and FALSE if
the statement is wrong.
_____1. Drugs are any chemical substances that may affect someone's
health negatively.
_____2. Caffeine, nicotine, and contraceptives are considered social drugs.
_____3. Curiosity and peer pressure can lead to drug use and abuse.
_____4. Hallucinogens are downers. They are the types of drugs that give the
abusers an intense sensation.
_____5. An individual’s effort can solve the drug abuse problem.
_____6. Risk factors are a problem needed to be accounted for in preventing
drug addiction.
_____7. Drug abuse can be prevented through individual and collective
efforts through friends and families.
_____8. Three transnational drug syndicates are operating in the country,
namely the Chinese, African, and Mexican-Sinaloa Drug Cartels.
_____9. Pres. Gloria Macapagal-Arroyo signed E.O. No.15, which created the
Inter-Agency Committee on Anti-Illegal Drugs chaired by PDEA.
_____10. The implementation of the Republic Act 9165 abolished the formerly
created task forces such as the National Drug Enforcement and
Prevention Coordinating Center, which is under the E.O. No. 61, s.
1999.
Lesson 3.1: Drug Abuse
Lesson Summary
Drug abuse impacts, not only the individual who uses it, but also society as a
whole. Nowadays, numerous individuals of diverse backgrounds have been
subjected to addictive substances for fun and enjoyment, although others use
it to suppress their feelings. Beside substance addiction can lead to aseveral
offenses, as it removes an individual's restraint or mental and emotional ability
to keep their sanity under check.
Learning Outcomes
At the end of the lesson, the learner will:
1. Define “drugs” and their effect on the body.
2. Determine and differentiate the types and classification of drugs
3. Describe the consequences of using excessive and illegal drugs.
Motivation Question
When does a person become addicted to drugs?
Discussion
What is a Drug?
Drugs are any chemical substances that may affect someone's mental and
physical state. Examples are the medications recommended by the physician.
Individuals can buy over the counter drugs without prescriptions, alcohol, and
other illegal drugs that they tend to abuse. Proper and adequate number of
drugs may not negatively affect our mind and body, but too much of it may
cause a severe problem (Republic Act No. 9165, 2002).
Drugs are prohibited if they harm the functions of the body and mind. If it is
illegal, it is forbidden by law because of the adverse reaction it induces.
Different types of drugs affect different people in many different ways, as
different factors positively influence these effects. Below are just a few of the
factors affecting the effect of drugs:
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1. The type and dosage of a drug that is used or consumed.

2. The location/place where the drug is consumed.
3. The activity was made by the person when he/she took the drug.
4. The health, size, and age of the person.
Two major Groups of Drugs:
Legal Drugs: These are drugs manufactured and sold out in public, and thus,
confined by the law. These drugs include cough syrups, vitamins,
contraceptives, and antacids. These are drugs that do not need to have
prescriptions from the physician that is available in the market.
Some drugs are legal and acceptable by law but need prescriptions before it is
consumed. These include anesthetics, antibiotics, analgesics, and
contraceptives. Caffeine, alcohol, and nicotine are also legal drugs and referred
to as common drugs.
Illegal Drugs: These are drugs that are not lawfully acceptable but abused.
Illegal drugs vary widely and are classified according to the reaction of one’s
body and the clinical dependency it may create.
Common types of illegal drugs consumed by many people:
1. Cannabis
2. Cocaine
3. Hallucinogens
4. Inhalants
5. Ketamine
6. Methamphetamine
7. Heroin
There are many ways to identify medicines in the pharmaceutical industry.

Classification is dependent on the chemical behavior and the conditions
under which they are processed. Another designation is based on the
effectiveness of the medication in the formulation of treatment strategies
focused on chemically similar drugs. Drugs are classified in terms of the
addictive effect and on the abuse of these substances. According to The
International Evaluation and Classification Program-DECP, there are seven
types of drug classification.
1. Opioids- Opioids are drugs that interact with the neurotransmitters that
block the signal coming to and from the brain. Opioids are generally
derived from opium. These drugs are strong that they can cause strong
feelings of happiness and pleasures that it blocks the feeling of pain.
2. Alcohol- Alcohol is one of the most common and widely used drugs all
over the world. Alcohol is a legal drug that can be used by a person of
legal age. Alcohol functions as a depressant of the central nervous
system and can induce a long-term weakening of the liver of an
individual. This drug can create the feeling of happiness, and lowers the
state of inhibition.
3. Benzodiazepines and barbiturates- These drugs can interact with
GABA (gamma-aminobutyric acid), a neurotransmitter. It has a
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soothing and sedative effect on the user, so it is also used to relax

psychiatric patients and those with sleeping issues. These drugs are
highly addictive because of the calming sensation it brings.
4. Stimulants- Stimulants such as cocaine activates the activity of the
central nervous system. Upon taking the drug, the person becomes
more lively, active, and focused for an extended period of time.
Sometimes, however, if uncontrolled, the person becomes paranoid and
angry.
5. Inhalants- Inhalants are usually consumed through the nose by
breathing. They usually exist in the form of a vapor. These types of
drugs are commonly found in the household. They are less addictive
but can be very harmful to one’s health.
6. Hallucinogens- Hallucinogens interact with CNS. This type of
substance has the potential to change the understanding of space, time
and reality. They can induce hallucination that causes them to hear or
see something that don't really happen.
7. Cannabis- This drug is a widely used illegal drug all over the world. They
affect the brain by affecting the activity of cannabinoid receptors. The
effect of cannabis varies widely, depending on the state of mind of the
user.
What is Drug Abuse?
Drug addiction is the uncontrollable desire of the brain and body to regularly
consume the drug again, and again, ignoring the damage it may cause. While
many people have used drugs, not all of them have been addicted to them.
Each person's brain functions differently and reacts differently to each other.
Others can become addicted easily, and others do not.
Many factors may be the culprit of why one is getting addicted to drugs. First
is our Biology. Every people react differently to drugs, and the reaction is
dependent on the genes that the users carry. Some are highly tolerant, while
others are very susceptible to becoming addicted. Second is mental health
problems or if someone has troubles in the family or anything that makes one
feel emotionally unstable. This incident is usually prone to drug abuse,
especially if they found comfort and peace of mind when using the drug.
For young teenagers, the use of illegal drugs is also usually because of curiosity
and peer pressure. Curiosity and peer pressure often arise when a person,
usually at the young adult stage, is surrounded by people who are already
exposed to illegal drugs and treat it as their past time or for recreation. Usually,
these influences may lead them to drug addiction and abuse.
Below are some of the problems or consequences that may arise when a
person abuses the intake of drugs:
1. The person will be having a hard time fulfilling his obligations and
responsibilities as a parent, a child, or a spouse. In the family, drug
abuse of a family member often causes chaos and is usually the reason
why domestic abuse and recurrent fights occur.
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2. Development of tolerance to a speciic dosage of a drug causes the

person to crave a higher dosage making it more harmful to one’s health.
During this time, the person who is starting to abuse the use of drugs
become uncontrollable unaware of the cravings that his body and mind
needs despite the harm it may cause them.
3. Skin infections. Drug abuse can cause skin irritation and decay as a side
effect of the medication. The skin cells and tissues will be worn out in
the long term. This also occurs when drug addiction can also induce
nutritional loss and malnutrition.
4. Withdrawal symptoms. Vomiting, nausea, headaches, depression,
sleeplessness, and high-blood pressure are just few of the symptoms
that drug abusers feel when they abruptly stop taking it. Because of
that, their body and mind will have an intense craving to the drug
causing them too much discomfort physically and mentally.
Parent advice on the development of their children will bring a significant

difference to illicit drugs. A family can have a significant influence on an
individual’s behaviour, and positive conduct and social care can directly /
indirectly cause a person to be more mindful of what he or she can do and what
it can lead him or her to do.
Instruction: Write your answer on the space given below. Please use the
rubrics in Module 1.
Case analysis: You and Matthew are long-term friends. You noticed that
Matthew is with his new set of friends now, and he does not want to go with
you anymore. The next day, you found out that he is uncontrollably using drugs
together with his other peers. What are drugs, and what would be its effect on
Matthew’s body and mind? What are the types of drugs that Matthew could
use? If Matthew will continue to use the drug uncontrollably, what would be the
possible consequences?
Learning Assessment
Instructions: Essay. Explain the following questions. Please use the rubrics in
Module 1.
1. From our point of view, why is drug abuse becomes a significant
problem in society?
2. In what way a person can help in addressing the problems related to
drug abuse?
3. Explain the famous line, “Too much of everything is bad,” and relate it
to drug abuse.
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Lesson 3.2: Drug Prevention
Lesson Summary
"Prevention is easier than treatment," says the proverb. Preventing others from
substance addiction is complicated, but there are avenues to get started.
Identifying the reasons that have driven or induced someone to use drugs is
the starting point for knowing where to go. Factors such as social pressure, life
pressure, mental illness, and risk variables are only one of the many causative
factors that can be considered to avoid or permanently discourage a person
from developing a drug addiction problem.
Learning Outcomes
At the end of the lesson, the learner will:
1. Identify the common causative factors as to why people abuse
drugs.
2. Determine how to prevent drug abuse through individual or
collective efforts.
Motivation Question
As an NSTP trainee, how to prevent someone from drug abuse?
Discussion
Technically, it is difficult for anyone to refrain from consuming drugs. Drugs
have become an essential substance that we take to keep us from getting
infected in any way whatsoever. However, there are things that anyone should
try to prevent the use of drugs or even drink. The following are the main
causative factors of substance dependence and how a person should assess
himself or herself and ultimately come up with a plan about how to avoid a drug
addiction crisis:
1. Peer pressure: Studies show that peer pressure is the leading cause for
teenagers to start using drugs. Typically, everybody wants to be close to what
their peers are doing, changing, and adapting alongside their mates, helping
them to blend in. It is advisable to look for friends who do not push you to do
bad things or to look for a community of friends that can have a positive impact
and who will get the best out of you. Teens must schedule activities ahead of
time to protect them from enticing circumstances that can benefit them in the
long run.
2. Life pressure: People of today are usually tired and exhausted because of
overworking or even being overwhelmed with the world, and sometimes they
feel like a good break or a reward of using drugs is what they deserved. Positive
breaks can be doing workouts and exercises, reading books, involving civic
organizations for the needy, or go with any form of arts. Any positive activities
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that can help you relax to replace the idea on your mind to make use of drugs
to relieve stress is an important milestone.
3. Mental illness: Mental health problems and drug abuse are usually in tandem.
Those people with mental health problems tend to use drugs to ease the pain
they are suffering. Those people with forms of mental illness such as anxiety,
depression, and post-traumatic stress disorder should look for advisable
treatments like therapies from trained professionals to prevent them from drug
abuse.
4. Risk factors: People who are aware of factors that can significantly influence
them, such as biological, environmental, and physical risk factors, can help
them overcome drug abuse. A family history, and environmental setting that
encourages drug abuse or family that abuses drugs, is one of the risk factors.
5. A balanced life: People’s life often becomes rocky, and it is natural. However,
some people lose their sanity if life does not go as planned. When they are
stressed and unhappy about it, taking drugs and abusing it became their way
of relieving the stress. It is advisable to change how individuals think things by
looking at the bigger picture or too much to handle, then it is good to put
professional treatment on your options.
6. Seek help: People with drug abuse problem should connect or in contact with
organization that helps them from making use of drugs or even assist them to
stay away permanently from drug addiction.
Instruction: Write your answer on the space given below.
Case analysis: Johnny is your best friend since you were little kids, but one day
you observed that he is no longer the way he was before. You thought that it is
reasonable to have some space, but a few days passed, out of curiosity, it
became apparent that every time Johnny goes home after class, he is always
in a hurry and observed he is with people you know who are reported before to
use drugs. Immediately, you realized that Johnny’s behavior became different
for the past three months. On the spot, you asked him directly what is wrong,
and he said he has been taking drugs for a few months already and wished to
take it secretly.
Identify a possible scenario (causative factor) why he became a drug user, it
can be one or a combination of the different causative factors through applying
what you learned and determine corresponding preventive ways that can be
done to solve the causative factors that led to johnny’s addiction problem to
prevent drug abuse.
Learning Assessment
Module 1.
1. In drug prevention, why do you think we need to put more attention on
teen-agers?
2. How can you prevent yourself or someone from drug abuse? Please
use the rubrics in Module 1.
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Lesson 3.3: Drug Control
Lesson Summary
In this lesson, we focus on law enforcement and institutions to control drugs
and substance abuse. There is a clear threat to society that is produced by
drug problems.
Learning Outcomes
At the end of the lesson, you will:
1. Interpret the rules and regulations stipulated in Republic Act No. 9165
2. Recognize and value one's contribution to preventing and controlling
drugs and substance abuse.
3. Describe the purpose and functions of PDEA concerning drug
problems.
Motivation Question
How are you going to inspire your peers to be part of the solution to this
societal disease?
Discussion
The Philippine Drug Enforcement Agency (PDEA)
Republic Act No. 9165 created the Philippine Drug Enforcement Agency, which
serves as the main implementing arm of the Dangerous Drugs Board. The
agency is responsible for the efficient and effective enforcement of all
provisions of the drug law. Institutionalization of this agency is a realization of
a single and centralized enforcement agency for drug problems. However, the
Philippine National Police and the National Bureau of Investigation can
maintain their respective anti-drug task forces.
The Implementation of the Republic Act 9165 abolished the formerly created
task forces such as the National Drug Enforcement and Prevention
Coordinating Center, created under the E.O. No. 61, s. 1999, Narcotics Group
of the Philippine National Police (PNP-NG), Narcotics Division of the National
Bureau of Investigation (NBI-ND), and the Customs Narcotics Interdiction Unit
of the Bureau of Customs (BOC-CNIU).
In Section 1 entitled Creation of Task Forces of the Executive Order No. 206
released in May 15, 2003, states that the Office of the President, the PNP, the
NBI, and the BOC shall organize anti-drug task forces to support the PDEA.
Therefore, the agencies have created the following Task Forces.
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 Philippine National Police -Anti- Illegal Drugs Special Operation

Taskforce (PNP-AIDSTOF)
 National Bureau of Investigation- Anti- Illegal Drugs Task Force (NBI-
AIDTF)
 Bureau of Customs- Customs Task Group/Force in Dangerous Drugs
and Controlled Chemicals (BOC-CTGFDDCC)
On Mar. 6, 2017, President Rodrigo Duterte signed Executive Order No.
15, which established the Inter-Agency Committee on Anti-Illegal Drugs (ICAD),
chaired by PDEA. ICAD was tasked to promote organized, comprehensive
preparation, delivery and enforcement with all anti-trafficking programs,
facilities and measures at all levels of government.The ICAD has four clusters:
(1) Enforcement, headed by the PDEA; (2) Justice, chaired by the DOJ; (3)
Advocacy, led by the DILG; and (4) Rehabilitation and Reintegration, co-chaired
by the DOH and the DSWD.
The ICAD operates using the Barangay Drug Clearing Program (BDCP)
as its strategic framework. The various roles its members come into play in
the context of the different BDCP stages. In general, the Inter-Agency
Committee on Anti-Illegal Drugs serves as a manager to ensure that the anti-
drug program of the government is successfully employed on the ground.
Operation Private Eye
Operation Private Eye is a PDEA program that is a citizen-based information

gathering program. Built to promote the involvement of private citizens in the
monitoring of illicit drug activity in their respective regions. It is important to
create trust and confidence between the public and PDEA and to maintain
mutually beneficial ties for a concerted effort to tackle the drug threat.
Based on the report of the PDEA published in their official government site,
there were Ten (10) civilian informants received P5.8 million in cash rewards
from the PDEA)under the PDEA Operation Private Eye.
On July 7, 2020, the agency awarded P4,914,416.74 cash rewards to 22
confidential informants who provide the agency with valuable tips that proved
vital in its successful anti-drug operations. During the awarding, only three
informants were present because of the pandemic.
1. "Nonong" provided information resulting in the arrest of one drug
personality during a buy-bust operation. It yielded 117,697.56
grams of shabu in B. Tabayoc St., Barangay Sienna, Quezon City on
December 24, 2019.
2. Informant "Dark Horse" supplied information that led to the arrest
of two drug personalities in Matnog Seaport, MAtnog Sorsogon, on
January 16, 2020, that seized 19,483.9 grams of
Methamphetamine. He received the amount of P594,696.67 during
the awarding.
3. "Ferdi" provided information resulting in the seizure of 15,007.27
grams of shabu during a buy-bust operation in Molino Boulevard,
corner Aguinaldo highway, Talaba 4, Bacoor, Cavite last March 5,
2020. The operation followed the arrest of three drug personalities.
He received the amount of P542,156.57 during the awarding.
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No. CWTS-001-IM
The Youth and the Government's Response to the Drug Problem: A

timeline and Overview (adapted from Understanding the National Service
Training Program, Labuguen, et al. 2018)
As drug abuse and addiction are prevalent in the younger generation, the
youth must take part in its prevention and rehabilitation efforts. The youth
plays a crucial role in nation-building. The problem solvers have a positive
influence on other young people and the nation and are too ambitious. They
can create and identify for themselves and move the nation forward.
a. Legislation for illicit drug control
1. 1972- The Dangerous Drug Act was established
2. 2002- The Comprehensive Dangerous Drugs Act was
implemented
- The Philippine Drug Enforcement Agency was established.
- An integrated drug abuse data information network was
created to monitor the drug abuse/use.
b. Government response to the problem.
1. Preventive education Programs
2. Treatment and rehabilitation programs
3. Intensified campaigns against illegal drugs and trafficking
4. Judicial and legislative measures
5. National, regional and international cooperation in fighting
illegal trafficking and abuse of dangerous drugs
6. Drug testing
7. Drug information and action line
c. Ten ways to Say No to Drugs
1. Be vocal, just say "NO" to drugs and mean it.
2. Project an image of clean living for yourself.
3. Get into sports.
4. Choose your friends and influence them positively.
5. Get involved in community-based projects.
6. Join organizations (church, school, community, or social) or
youth clubs or form your drama group.
7. Learn how to manage stress.
8. Join Seminars on anti-drug abuse prevention.
9. Talk to your family, listen to the problems of our sisters and
brothers.
10. Enhance your talent and skills by taking part in workshops,
training, or seminar.
As a responsible youth of today, be strong and always remember:
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No. CWTS-001-IM
S- steadfast personality
T - trustworthy in words and in deeds
R- respectable in relating to others
O- obedient
N- noble character
G- good actions and ideals
Learning Task/Activity
As a student trainee of NSTP, make an Essay of your viewpoint in solving the
drug problem in our country. Please use the rubrics in Module 1.
Assessment
Module 1.
1. Does PDEA perform its functions according to the implementing rules
and regulations of R.A. 9165? Explain your answer.
2. How are you going to motivate your peers to become advocates
against drug addiction and substance abuse?
References and Additional Resources
Balamurugan, J. (2018). Drug abuse: factors, types and prevention measures. Journal of
Advanced Research in Humanities and Social Science, 5(4), 14-20.
“DECP – The 7 Drug Categories.” The International Drug Evaluation and Classification Program
– DECP. The International Drug Evaluation and Classification Program, n.d. Web. 31
Mar. 2016.
Duterte, Rodrigo. "First State of the Nation Address." The Congress of the Philippines, Session
Hall of the House of Representatives, July 25, 2016,
https://www.officialgazette.gov.ph/2016/07/25/rodrigo-roa-duterte-first-state-of-the-
nation-address-july-25-2016/
Labuguen, F. C., Vidal, C. J. E., Ramos, A. I., Moralde, R. P. E., Placer, R. B., & Rendorio, E. V.
(2018). NSTP: Understanding the national service training service program. Mutya
Publishing house, Inc.
Mandal. A. (2019, February 26). What is drug abuse?. News-Medical. Retrieved on
August 03, 2020 from https://www.news-medical.net/health/What-is-Drug-
Abuse.aspx.
Nida. 2020, June 19. Understanding drug use and addiction drug facts. Retrieved from
https://www.drugabuse.gov/publications/drugfacts/ understanding-drug-use-
addiction on 2020, August 4
Operation Private Eye (n.d.) Retrieved from: https://pdea.gov.ph/10-news/11-operation-private-
eye
The Philppine Drug Enforcement Agency (n.d.) Retrieved from:
https://www.pna.gov.ph/articles/1084782
Republic Act No. 9165 (2002). An act instituting the Comprehensive Dangerous Drugs
Act of 2002, repealing Republic Act No. 6425, otherwise known as the Dangerous
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No. CWTS-001-IM
Drugs Act of 1972, as amended, providing funds therefor, and for other purposes.
Retrived from: https://pdea.gov.ph/images/Laws/RA9165.pdf.
Posttest
True or False. Instructions: Write TRUE if the statement is correct while writing
FALSE if the statement is wrong.
_____1. Caffeine, nicotine, and contraceptives are considered anti-social
drugs.
_____2. Hallucinogens are downers. They are the types of drugs that give you
an intense sensation.
_____3. Curiosity and peer pressure have nothing to do with drug use and
abuse.
_____4. Implementation of the Republic Act 9165 abolished the National
Drug Enforcement and Prevention Coordinating Center, created
under the E.O No. 61, s. 1999.
_____5. An individual’s effort will never solve the drug abuse problem.
_____6. President Gloria Macapagal-Arroyo signed Executive Order No.15,
which created the Inter-Agency Committee on Anti-Illegal Drugs
(ICAD) chaired by PDEA.
_____7. Three transnational drug syndicates are operating in the country,
namely the Chinese, African, and Mexican-Sinaloa Drug Cartels.
_____8. Risk factors are a problem needed to be accounted for in preventing
drug addiction.
_____9. Individual and concerted actions on the part of your friends and
family will prevent drug abuse.
_____10. Drugs are any chemical substance that may affect one's health,
positively or negatively.
Instructions on how to submit student output

For students with a stable internet connection:
1) Submit all outputs through email that is provided by the instructor.
Note: All documents must be in letter-sized (short) bond paper.
For students with an unstable internet connection:
2) For written outputs, write it on a short bond paper. Submit outputs
through a courier such as L.B.C., J&T, J.R.S., etc., addressing to Civic
Welfare Training Service, National Service Training Program Office,
Visayas State University, Visca, Baybay City, Leyte, or hand it to the
nearest L.G.U. Kiosk.
Page 48 of 64
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No. CWTS-001-IM
True or False. Instructions: Write TRUE if the statement is correct and write
FALSE if otherwise.
1. False 2. False 3. True 4. False 5. True
6. True 7. True 8. True 9. False 10. True
True or False. Instructions: Write TRUE if the statement is correct and write
FALSE if otherwise.
1. False 2. False 3. False 4. True 5. False
6. False 7. True 8. True 9. True 10. True
Page 49 of 64
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No. CWTS-001-IM
CIVIC WELFARE
TRAINING SERVICE
National Service Training Program
For inquiries, contact:
JOY A. BELLEN
[email protected]
Use this code when referring to this material:

TP-IMD-02 v0 07-15-20 • No. CWTS-001-IM
Visca, Baybay City, Leyte

Philippines 6521
[email protected]
+63 53 565 0600

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CWTS-11

CIVIC WELFARE TRAINING SERVICE

Manolo B. Loreto, Jr.

A globally competitive university for science, technology, and

Development of a highly competitive human resource,

National Service Training Program, as an educational program and a

Writing a learning guide in this challenging time because of pandemic is

About the Author/s

MANOLO B. LORETO, JR.

ROGER ROQUE E. BUSTAMANTE

KIT FELIAN C. TENIO

TRISHIA JADE C. ACILO

Module 1: The National Service Training Program 1

Module 2: Good Citizenship 15

Module 3: Drug Abuse, Prevention and Control 35

Lesson 1: Drug Abuse 38

1 Rubrics for essay on VSU's VMGO. ......................................... 6

1 "The Search for Truth"............................................................... 2

Instructions. Write TRUE if the statement is correct, and FALSE if the

Lesson 1.1: The VSU NSTP

Figure 1. "The Search for Truth"

A globally competitive university for science, technology, and environmental

Development of a highly competitive human resource, cutting-edge scientific

its search for truth and delivery of socially-relevant, scientific and

•Sustained Excellence in Instruction. Produce highly competent and

Note: Please refer to the preliminary page (page i).

Visyas State University offers the following components:

Table 1. Rubrics for essay on VSU's VMGO.

Criteria Excellent (10) Very good (9-7) Satisfactory Needs

Lesson 1.2: The NSTP Law

Republic Act 9163 has enabled the establishment of a National Service

What are its three program components?

Reserve Officers’ Training Corps (ROTC). A program institutionalized

those devoted to improving health, education, environment, entrepreneurship,

Who is required to complete the NSTP?

Students of any baccalaureate degree course or at least two-year technical-

How much time does it take to complete the NSTP?

Each of the NSTP program components shall be undertaken for an academic

How are the NSTP classes structured?

A student enrolled in the first semester of NSTP shall undergo a Common

Am I allowed to take NSTP 2 before NSTP 1?

No. NSTP 1 is a prerequisite for NSTP 2.

What activities are expected from NSTP 2 classes?

Who is responsible for supervising the NSTP?

School authorities (VSU, in our case) shall exercise academic and

How are we graded in class?

After graduation, what will happen to us?

Graduates of the CWTS and LTS components shall be members of the

1. The government may require each citizen to render

Lesson 1.3: The Evolution of the NSTP

Figure 2. Timeline of the evolution of NSTP Law

Instructions on how to submit student output

1) For written outputs, write it on a short bond paper. Submit outputs

1. The constitutional mandate, which of the following is the prime

9. In Presidential Decree No. 1706 (National Service Law) of 1980,

References and Additional Resources

Answers to the Pretest

1. True 2. True 3. False 4. True 5. True

Answer to the Posttest

Are you a good citizen of the Republic of the Philippines?