LA PATRIA COLLEGE

Santiago City

INSTRUCTIONAL MODULE IN NSTP 011

National Service Training Program 1 (CWTS)

TOPIC/S: CHAPTER 1: NSTP PROGRAM (RA 9163)

a. Legal Bases of NSTP Program
b. Coverage of the NSTP Law
c. NSTP-CWTS Vision
d. NSTP-CWTS Mission
e. NSTP-CWTS Core Values
f. NSTP-CWTS Minimum Standards

WEEK: 1

TIME ALLOTMENT: 3 Hours

OBJECTIVES/ LEARNING OUTCOMES:

By the end of this module, the students shall be able to:

1. Show deep understanding of the National Service Training Program (NSTP)

through activities;
2. Recognize the Civic Welfare Training Service (CWTS) as the component of NSTP
that aims to help alleviate social problems through the different community
services; and
3. Express commitment to be actively involved in various community services.

DISCUSSION:

CHAPTER 1: THE NSTP PROGRAM (RA 9163)

REPUBLIC ACT 7722 – HIGHER EDUCATION ACT OF 1994

Republic Act 7722 is the act creating the Commission on Higher Education which
covers both the public and private institutions of higher education as well as degree-
granting programs in all post- secondary educational institutions, be it public or
private.

One of the powers and functions of this act which is in line with the goal of National
Service Training Program (NSTP) is to identify, support and develop potential centers
of excellence in program areas needed for the development of world-class
scholarship, nation building and national development.

THE NATIONAL SERVICE TRAINING PROGRAM (RA 9163)

1. What is the legal basis of the National Service Training Program (NSTP)?

The National Service Training Program (NSTP) Law or RA 9163 also known as “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” was
enacted last January 2002 to amend the Expanded ROTC. This program aimed to
enhance civic consciousness and defense preparedness in the youth by developing
the ethics of service and patriotism while undergoing training in any of its three (3)
program components, specifically designed the youth’s active contribution to the
general welfare.

2. What are the components of the NSTP?

A. Reserve Officer’s Training Corps [ROTC] - refers to the program component,

institutionalized under Section 38 and 39 of Republic Act No. 7077, designed to
provide military training to motivate, train organize and mobilize them for
national defense preparedness.

B. Civic Welfare Training Service [CWTS] - refers to the program component or

activities contributory to the general welfare and the betterment of life for the
members of the community or the enhancement of its facilities, especially those
devoted to improving health, education, environment, entrepreneurship,
safety, recreation and moral of the citizenry and other social welfare services.

C. Literacy Training Service [LTS] - refers to the program component designed to

train the students to teach literacy and numeracy skills to school children, out-
of-school youth and other segments of society in need of their services.

Who are covered by the NSTP Law?

A. All incoming freshmen students, male, female, starting school year (SY) 2002-
2003, enrolled in any baccalaureate and in at least two (2) year technical-
vocational or associate courses, are required to complete one (1) NSTP
component of their choice, as a graduation requirement;
B. All higher and technical-vocational education institutions must at least offer one
(1) of the NSTP components.

C. State universities and colleges (SUC’s), shall offer the ROTC component and at
least one (1) other NSTP component.

D. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy

(PMMA), Philippine National Police Academy (PNPA), and other SUC‟s of similar
nature, in view of the special character of these institutions, are exempted from
the NSTP.

E. Private higher education and technical-vocational education institutions with at

least 350 student cadets may offer the ROTC component and consequently
establish / maintain a Department Of Military Science and Tactics (DMST),
subject to the existing rules and regulations of the Armed Forces of the
Philippines (AFP).
3. What is the duration and equivalent course unit of each of the NSTP Component?

Each of the NSTP components shall be undertaken for an academic period of two (2)
semesters for 54 to 90 training hours per semester. It shall be credited for three (3)
units per semester.

4. What fees shall be charged to students taking any of the NSTP components?

No other fees shall be collected except basic tuition fees, which should not be more
than 50% of the charges of the school per academic unit.

5. Who are covered by the suspension of the ROTC requirement?

The completion of ROTC training as a requisite for graduation is set aside for
students who have completed all their academic requirements for their respective
courses as certified by the school on or before the effectivity of the NSTP Act of
2001, which is March 23, 2002. The concerned students may apply for graduation
in their respective schools.

6. What happens to male students who are currently enrolled and have not taken nor
completed the ROTC requirements for graduation?

a. Male students who are not covered by Section 12 of this Rule and are currently
enrolled but have not taken any of the Military Service (MS), Civic Welfare
Service (CWS) or Law Enforcement Service (LES) shall be covered by the NSTP
Law.

b. Male students who have completed two semesters of the Expanded ROTC (E-
ROTC) / National Service Program (NSP) are deemed to have complied with the
NSTP requirement.

c. Male students who are not covered by Section 12 of these Rules and have taken
only one (1) semester of Basic ROTC or E-ROTC/NSP shall take any of the NSTP
components to qualify for graduation.

d. Students who want to qualify for enlistment in the Reserve Force or attend the
advance ROTC program shall undertake a special program for this purpose.

7. How are Clustering and Cross-Enrollment done?

a. Clustering of students from different education institutions during semestral or

summer periods may be done for any of the NSTP component, taking into
account logistics, branch of service and geographical locations. The host school
shall be responsible in managing the Program.

b. Schools that do not meet the required number of students to maintain the
optional ROTC and any of the NSTP components, or do not offer the component
chosen by the student shall allow their students to cross-enroll in other schools
irrespective of whether such school is under CHED or TESDA; and in the case
the students taking the ROTC component irrespective of whether the two
semesters shall be taken from different schools whose ROTC is managed by
different branches of service of the Armed forces of the Philippines(AFP).
8. What is NSTP-One Summer Program (NSTP-OSP)?

NSTP-OSP is created under RA 9163 or the NSTP Act of 2001, especially Section 6 and
jointly devised, formulated and adopted by DND, CHED and TESDA.

NSTP-OSP is established for the three (3) components: ROTC, CWTS and LTS.
This is intended for graduating students in baccalaureate or at least two-year
technical-vocational or associate courses, who have yet to comply with the NSTP
as a requirement for graduation, as well as for students, thus allow them to
concentrate on the academic subjects and other co- curricular concerns.

9. What is the National Service Reserve Corps (NSRC)?

NSRC is created under Section 11 of RA 9163 or the NSTP Act of 2001, composed
of graduates of the non ROTC components: the CWTS and LTS. Members of this
Corps maybe tapped by the State for literacy and civic welfare activities, through
the joint efforts of DND, CHED, and TESDA.

NSTP-CWTS Vision

To train students to become innovators of social change with a culture of excellence

and leaders with integrity, competence, and commitment to render service to the
community.
To develop in the youth the values of patriotism and national pride, discipline
and hard work, integrity and accountability for nation-building, and
volunteerism as valuable and effective members of the National Service Corps
of CWTS.

NSTP-CWTS Mission

NSTP-CWTS aims to promote and integrate values education, transformational

leadership, and sustainable social mobilization for youth development,
community-building, national renewal, and global solidarity by:

1. Providing relevant activities that will contribute to physical, intellectual, spiritual,

and social development of students;

2. Inculcating in students the values of leadership, patriotism, and social

responsibility;

3. Training students to become project planners, designers, and managers of

innovative and sustainable community service-oriented projects;

4. Conducting capability enhancements for civic welfare services geared toward

preparing the youth to become results-oriented social entrepreneurs, volunteers,
and a socio-economic mobilizing force that serves communities as value-driven
innovators for progress;

5. Working closely with a network of organizations within and outside the higher
education institution; and
 6. Creating opportunities where students can render direct service to the community.

NSTP-CWTS Core Values

NSTP-CWTS fosters the following values:

1. Love of God
2. Human dignity
3. Discipline, truth, goodness, and social responsibility
4. Awareness, innovation and creativity
5. Respect, synergy, and professionalism
6. Excellence and indigenous learning
7. Protection and conservation of the environment
8. Quality service delivery

NSTP-CWTS Minimum Standards

NSTP-CWTS helps develop informed and self-reliant communities by encouraging

inter- government agency cooperation and providing complementary assistance
and support to facilitate socio-economic progress, environmental management,
and delivery of basic services, geared toward uplifting the wellbeing of people.

The NSTP-CWTS strategies follow an integrative approach to community development,

which unites the people, local officials, civic leaders and non-governmental
organizations.

The NSTP-CWTS 1 is a three-unit, non-academic course for students who opt to take
the CWTS component of NSTP.

The minimum standard for NSTP is the development of the common and specific
modules set forth in the IRR.

NSTP-CWTS 1 spans a total of 83 training hours for two semesters and includes
seven topics and a scope of instruction as follows:

1. Self-awareness and values development deal with the nature of self, personal
development, roots of the Filipino character, nationalism and patriotism, and good
citizenship values with core Filipino values.

2. Leadership training discusses the concepts of leadership, human behavior,

communication, motivation, teamwork, time management, and decision-making.

3. Dimensions of development cover global, national, and local issues on (a) health,
(b) education (enhancement of instructional support materials and faculties), (c)
entrepreneurship, (d) recreation, and morals of the citizenry and other social
welfare concerns such as voter’s education and poverty alleviation.

4. Community exposure and agency visits refer to the nature, development and
approaches in community work and community building.
5. Community needs assessment includes knowing the community and the community
needs assessment process, survey, and actual conduct.
 6. Community services dwell on drug education, health education (medical and
dental), environmental education, entrepreneurship, and culture.

7. Program evaluation tackles the fundamentals, development, implementation,

monitoring, and evaluation of the program.

Conclusion

NSTP as a graduation requirement is implemented by the DND, CHED, and TESDA.

The NSTP Act of 2001 or Republic Act No. 9163 has made ROTC optional and
introduced LTS and CWTS as new alternatives, thus making NSTP a three prolonged
program on citizenship training.

NSTP provides a policy framework on volunteerism that underscores the

fundamental principle to harmonize the broad and diverse efforts of the volunteer
sector of the country into and integrative and effective partnership for local and
national development as well as international cooperation and understanding. It sets
a mechanism to protect the rights and privileges of the youth in recognition of their
roles and contributions to the development of society.

REFERENCES:

1. Bustria, M. (2017), Civic Welfare Training Service. Manila, Philippines: Wiseman`s

Books Trading, Inc.
2. Lee, S. (2013) National Service Training Program CWTS I. Manila, Philippines: C&E
Publishing, Inc.
3. Padilla, R. (2006) Civic Welfare Training Service Volume II. Manila, Philippines: Rex
Bookstore, 2006.
4. Villasoto, H.(2018) Human Person Gearing towards Social Development: NSTP-
CWTS 1, Worktext for College Students, Second Edition. Quezon City, Philippines.
C&E Publishing, Inc.
5. Agas, J. et al. (2019). Civic Welfare Training
Service
(MAPUA-CWTS). Retrieved from
https://www.mapua.edu.ph/Campus%20Life/SOCIP/Assets/CWTS/NSTP%202019
%20Module
.pdf
TOPIC/S: CHAPTER II: THE NATURE OF THE HUMAN PERSON
A. The Human Person
B. Characteristics of a Human Person
C. Biblical Views
D. Philosophical Views
E. Classical Greek Views
F. Sociological Views
G. Hierarchy of Needs

WEEK: 2

TIME ALLOTMENT: 3 Hours

OBJECTIVES/ LEARNING OUTCOMES:

By the end of this module, the students shall be able to:

1. Describe the nature of the human person;
2. Identify the importance of a person’s ability and capacity; and
3. Describe a person’s unique that make him/her a productive social being.

DISCUSSION:

THE NATURE OF THE HUMAN PERSON

The Human Person
Estanol (2007) defines the human person as having physical, spiritual,
emotional, and intellectual attributes.
St. Thomas Aquinas describes the human person as having physical and
spiritual substance because he/she has a soul and is created by a Superior Being
with a divine purpose. Dictionaries define the human person as a “self-
conscious animal.”
Characteristics of Human Person

Babor (2007) in his book, The Human Person, Not Real, But Existing, discusses the several
characteristics of a human person, namely:

1. A human person is a rational being. He/She is free to think and has the
capacity to reason and distinguish between right and wrong.
2. A human person is born free. He/She has the freedom to do or not to do
things. However, every person is responsible for his/her own action.
3. A human person is unique. He/She possesses an identity that makes him/her
unlike any other person. Generally speaking, even if two persons have the same
characteristics and physical features, they are not the same because each one has
his/her own perception, and a different set of values and priorities in life.
4. Every person is intrinsically a social being and cannot detach
himself/herself from other creatures in the universe. By nature, he/she is
 characterized by his/her relationships with other creatures, objects, or his/her
fellowmen.
5. All living things are sexual by nature, but the uniqueness of expression
of a person’s sexuality makes him/her different. The expression of a person’s
emotions, attitudes, feelings, actions and thoughts in sexual activity best exemplifies
his/her uniqueness from animals.
BIBLICAL VIEWS

Genesis 1:26-27

God created man and woman in His own image and likeness and made them masters of
the fish of the sea, the birds, the heaven, the earth, the wild beasts, and all the reptiles
that crawl upon the earth.

The Supreme Being entrusted to the human person the care of creatures on the earth,
aware of the possibilities, challenges, and difficulties he/she will encounter in his/her life.

Agbuya (1997) states that “He/She (human person) is designated by God to exercise
dominion over other creatures in his/her everyday use of freedom, search for happiness,
and openness to the world around him/her. And what makes him/her human is his/her
being a true person, which includes the special gifts and talents of thinking, loving, longing
for happiness, and making decision. The human nature was patterned after the image of
God.”
PHILOSOPHICAL VIEWS

According to Protagoras, a human person is the measure of all things that exist and of all
things that do not exist. Furthermore, Plato claimed that the perfect human being does not
exist in this world because what is in this world is just an imperfect copy of humanity’s
original self in the realm of ideas. Parmenides posited that a person has knowledge of
something that exists, for a person who does not exist is nothing.

A human person like other animals has external and internal organs. A human being
becomes evident when he/she starts to share his/her thoughts and ideas with others.
Maguigad (2006) in his book, Philosophy of the Human Being, explains the different
philosophical views of the human person. These are the following:

1. Conservatism
The conservative view is not entirely positive and definitely non egalitarian. Some men
contribute more than others to society, and, therefore, must be rewarded and honored
by the society. All human persons may not be of equal value to society: some men are
intended to rule, the rest to obey. This is in line with one of Confucian ethical ideas
which states that the superior man must rule and the commoner must bow before his
authority.

2. Liberalism
Liberalism has a more egalitarian view of human nature. It believes that all men are
capable of reason and rational action and have the capacity to live satisfactory and
productive lives if given the opportunity. Reason is common to human beings and this
fact raises them above the level of beasts and enables them to know the principles of
suitable living. According to Mencius, “Every human being can become a sage king,
that is, anyone can gain the wisdom to rule.”
 3. Socialism
In socialism, the human being readily engages in cooperative social activities when
given the opportunity. Unfortunately, this natural cooperative instinct is not fostered
when some people selfishly exploit other people.

Marx believes that man is driven primarily by desire for economic gains. In his Das
Kapital, he considers the human person as a social animal; if he/she fails to relate
actively with others and with nature, he/she loses himself/herself and becomes
alienated. His/Her drives lose human qualities and assume human qualities.

4. Fascism
Fascism holds that what matters most is the country itself. The human being can
prosper only when the nation prospers; his/her fate is merely secondary when it comes
to the country. Like the conservatives, the fascists contend that some human beings
are naturally and racially better than others.

CLASSICAL GREEK VIEWS

The early classical Greeks define the human person as “a rational animal”. (1) An animal’s
vegetative sensory and rational element is integrated within his/her being; thus he/she is
a material (body) and spiritual (soul) being. (2) As a vegetative creature, the human person
needs to have food to grow, develop, and reproduce. (3) As a sentient being, he/she needs
sensory perceptions to gain knowledge. (4) As a rational animal, he/she needs the power
of thought, reason, and cognition.

Due to person’s nobility and his/her special place in God’s kingdom, it is through him/her
that the rest of creation enter into a dialogue and relationship with the Supreme Being.
Because the human person id given free will to choose, decide, or shape his/her life, he/she
is always responsible for his/her action.

A human person is capable of knowing, loving, and believing, which leads him/her to be
fully aware of his/her humanity.
SOCIOLOGICAL VIEWS

Salcedo (2004) states that people look at this social world or at the various ways that human
beings behave in a social way. Hence, when we talk about society or the social world, we
are really referring to the behavior of human beings.

San Juan (2007) proposes some common ideas about human person. These are the
following:

1. Human persons are social animals. We need to cooperate with others in

some way to create the social world in which to live.
2. The human person’s social behavior is learned, not instinctive. In this
respect the argument is that we have to learn, from the moment we were born, how to
be not just a human being but also a recognizable member of the society into which we
happen to have been born.
3. To understand the human person’s social behavior, we have to focus
our attention on the groups to which people belong. These groups are many and
varied, but the largest group to which people belong is a society.
 4. Sociology is a discipline that looks into the totality of relationships in
an individual’s life. Sociologists do not restrict their studies to a single dimension of
an individual’s life (economics, politics, history, geography, psychology and so forth).

Hierarchy of Needs

Maslow presented the levels of hierarchy of needs in his theory of personality:

1. Physiological needs include the biological and basic need such as water and
clothing. These needs are immensely important because they are essential for
survival.
2. Safety needs include security and protection from physical and emotional
harm.
3. Social needs include affection, sense of belonging, and friendship, which
people seek to overcome feelings of loneliness and alienation.
4. Self-esteem needs include achievement, mastery, and confidence derived
from recognition, respect and attention. When these needs are satisfied, the
person feels confident and valuable. However, when they are not met, the
person may feel inferior, weak, helpless and worthless. 5. Self-actualization
means a person has reached the peak of his/her potential

REFERENCES:

1. Bustria, M. (2017), Civic Welfare Training Service. Manila, Philippines:

Wiseman`s Books Trading, Inc.
2. Lee, S. (2013) National Service Training Program CWTS I. Manila, Philippines:
C&E Publishing, Inc.
3. Padilla, R. (2006) Civic Welfare Training Service Volume II. Manila,
Philippines: Rex Bookstore, 2006.
4. Villasoto, H.(2018) Human Person Gearing towards Social Development:
NSTP-CWTS 1, Worktext for College Students, Second Edition. Quezon City,
Philippines. C&E Publishing, Inc.
5. Agas, J. et al. (2019). Civic Welfare Trainin Service
(MAPUA-CWTS). Retrieved from
https://www.mapua.edu.ph/Campus%20Life/SOCIP/Assets/CWTS/NSTP%202019%20Modu
le.pdf