NSTP 2 Module 4
NSTP 2 Module 4
NSTP 2 Module 4
2022
THE PROCESS OF COMMUNITY IMMERSION
INTRODUCTION
Community immersion generally takes on different overlapping phases, similar to performing
community organizing strategies called social preparation phase, integration, social analysis, program
implementation, evaluation and report writing, and termination of the project.
LEARNING OBJECTIVES
DISCUSSION HIGHLIGHTS
PHASE 1 – PRE-IMMERSION
This regards the identification of the community where the students will be immersed at.
Trainees will have to prepare themselves physically, mentally and spiritually for many task ahead.
Trainees must have waivers from their parents or guardians stating that they are informed of the
mandate to undergo the NSTP community immersion. The school also needs to organize its own
manpower, resources and other technical needs.
Aside from preparation of the trainees and the school, the community is primarily the one to be
prepared and informed. With this, trainees must set up criteria in selection of an area for immersion.
AREA SELECTION
Factors to be considered in area selection:
When entering the community, the members of the community immersion team must establish
good rapport and relationship with the community people. Gathering information and doing a
background investigation about the situation in the community may prove to be of great help in
pursuing the goal of stablishing linkages in the locality. Ground working can also be an effective
mechanism in knowing the community well. Talk to as many people as possible and document or
record your conversations.
Pay courtesy call to recognized leaders of the community. Make communications ahead of time
of entering the community. Write the community leader a letter of intention and in turn you should
have a letter of acceptance from them. Whatever type of entry to be used, it is a must to secure a
memorandum of agreement between you and the community. This will set your working
parameters. It is giving due respect to them and formalizing a commitment of the helping contract.
1. Historical Development – this refers to data on how the community became what it is today and
provides insights into the kind of resources to collect and weed.
2. Geographical and Transportation information – this includes information on the community’s
patterns and population contributions.
3. Political and Legal Functions – this includes strategies for community-based selection [or this
may include strategies that community uses for selecting players in the political sphere].
4. Demographic Data – this includes data on age characteristics, size, race, and transience of
population.
5. Economic Data – this refers to the economic base, social, cultural, educational, recreation
organizations. This includes the values and social pattern.
I. Geographic Profile
(Data source may come from barangay or city/municipal hall)
A. Physical
I. Location/Boundaries (North, East, West, South)
II. Terrain
III. Facilities (like clinic/hospital, schools, recreation hall, etc.)
IV. Climate
V. Basic Food
B. Cultural
I. History of Place and People
II. Languages being used
III. Peace and Order situation (usual community conflict and/or crime rate)
IV. Clothing (most applicable to rural setting)
II. Social (Data comes from survey)
I. Total Population
II. Total Number of household
III. Population Distribution by Gender (and Age)
IV. Population distribution by Educational Attainment
V. Health and common illness
VI. Recreation
III. Economic
a. Wage Earners in the Family
b. Employment
c. Household Monthly income
IV. Life Skills
a. Abilities
b. Interests
V. Spiritual Aspect
a. Number of people with active membership in the church
VI. Socio – Political Aspect
a. Known social programs or projects and other related community efforts (wether
existing or planned efforts)
b. Expression of satisfaction/dissatisfaction towards current social programs
c. Perceived community problems
d. Recognized community leaders
e. Other Agencies, GOs or NGOs that are in the area or that serve the community
Sample of Community Needs Assessment Framework/Design for Urban and Rural Setting
Project implementation deals with the actual execution of the plans. This phase of project
development includes making the final arrangement with the target clients/community partners,
officials involved in the activities, right schedule of each event, day to day activities and needs of the
clients, manpower each day of the program, monitoring and evaluation plan and other requirements
like social and recreational activities and the culminating activities of the project.
It must be remembered always that the needs of the clients will be the dominant consideration
throughout the conduct of the projects.
To ensure the success of the NSTP community service projects performed by the trainees during
their immersion time, the following must be considered:
1. Program must be responsive to the needs of the clients;
2. Contribute to the upliftment of the living conditions of the slients;
3. Maximize the resources available in the community;
4. Tap the potentials of the clients and give due recognition;
5. Objectives must be SMART with tangible results that touch the lives of the clients;
6. Project must be done systematically to ensure significant contributions from pre-planning,
planning stage, implementation and evaluation;
7. Complete documentation must be observed as basis for reporting and for future studies;
8. Projects must be within the capacity and concern of the trainees that will allow them to gain the
knowledge, skills and encourage reflective action; and
9. Development shared commitment among the trainees.
Projects must promote civic consciousness imbued with good citizenship values of Pagkamaka-
Diyos, Pagkamaka-Tao, Pagkamaka-Bayan and Pagkamaka-Kalikasan.
ACTIVITY 1.1
DIRECTIONS: Answer the following questions relative to community needs assessment.
3. How are data collected for a meaningful results of community needs assessment?
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ACTIVITY 1.2
DIRECTIONS: immersing in a chosen community is not an easy task. It requires knowledge, skills and
attitudes which assure that a trainee could properly respond to community needs. But another
important thing to consider is how manageable are the community situation and environment. The
following can be possible scenarios in the community during project implementation. As a trainee, how
will you respond to the following situations?
Situation 1
You are interviewing the head of a household during a community needs assessment survey
when all of a sudden all other family members started hanging around your interview area. Children
started to be noisy. They climb your back and pull your arms. Their parents or guardians seemed
unaware that the children were already bothering you. They went on telling their story to you about the
community. What will you do so that you can better facilitate the interview.
Reaction to Situation 1:
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Situation 2
You are implementing a free tutorial session every Saturday to 15 elementary students so that
you could assist them in their studies. You have planned well you budget and have already assigned
tasks for each person in your group. One day, some parents came approached your group. They
expressed that the tutorial services have contributed to a great extent in reinforcing student learning.
They were happy to see college students helping depressed communities. They praised you for your
high standard of education and told you that they wished their children could be just like you when they
grow up. But, they also asked whether their children could be part of the tutorial service. Despite, that
you are really following the terms of your memorandum of agreement and project proposal, what will
be your next action regarding this situation?
Reaction to Situation 2:
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Situation 3
During you regular community visits you encountered a member of the barangay council. He
came to you and said to you, in front of many people, that he was not informed of the project you are
undertaking. Although you remembered that this particular council member was not present when your
paid a courtesy call to the barangay leaders. What will you do to convince him and the rest of the
community of your good intentions?
Reaction to Situation 3:
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Situation 4
The community you were serving was unfortunately razed by a fire. You gathered your members
and organized a relief operation to momentarily attempt to their basic needs by mobilizing some of your
school’s resources. You were dispensing the goods when you realized that people from a nearby
community not affected by the fire were lining up to receive some relief. Some family members of the
community were able to get twice as much relief goods. Despite your good intentions, what could have
been possibly done to avert the situation? What could you still do after finding out what was
happening?