NTP 2 MIDTERMS

• RA 9163 - NSTP Law
• RA 9163 - Act of 2001 - Nov. 23, 2021
• IRR - Implementing Rules and Regulations
• Section 9 Article 2 of 1987 Constitution - the State shall promote a just and dynamic social order that will ensure the prosperity and independence of the nation and free the people from poverty through policies that provide adequate social services, promote full employment, a rising standard of living, and an improved quality of life for all.”
• De Leon (2011) - nation’s social services delivery system, particularly universal access to education and health care, is central to achieving equality and closing the wealth and income gap between the rich and the poor
• Principle behind RA 9163 - Section 1 of IRR of the NSTP Law states that “while is the prime duty of the government to serve and protect the citizens, in turn, it shall be the dutyof all citizens to defend the security of the states, and in fulfillment thereof, the government may require each citizen

  to render personal military or civil service.”
• ROTC, CWTS, LTS - Components of NSTP (3) or the NSTP Law Section 5 of IRR
• The Reserve Officers’ Training Corps (ROTC) institutionalized under Sections 38 & 39 of RA 7077 and designed to provide military training to motivate, train, organize, and mobilize the youth for national defense preparedness.
• The Civic Welfare Training Service (CWTS) which consists of activities that contribute to the general welfare and the betterment of life if the members of the community or the enhancement of its facilities, especially those devoted to improving health, education, environment, entrepreneurship, safety, recreation, morals, and other areas
• The Literacy Training Service (LTS) designed to train students to teach literacy and numeracy skills to school children, out-of-school youth (OSY), and other segments of society who are in need of such services.
• Coverage of NSTP Law:

  1. All incoming first-year students, male and female, starting the academic year (AY) 2002-2003, enrolled in any baccalaureate degree comprising at least two years of technical-vocational or non-degree education are required to complete one NSTP component of their choice as requirement for graduation.
• Coverage of NSTP Law:

  2. All higher and technical-vocational education institutions must offer at least one NSTP component.

  3. State universities and colleges (SUC) shall offer ROTC component and at least one other NSTP component.
• Coverage of NSTP Law:

  4. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), Philippine National Police Academy (PNPA), and other SUCs of similar nature, in view of the special character of these institutions, are exempted from the NSTP.
• Coverage NSTP Law:

  5. Private higher education institutions (HEIs) and technical-vocational education institutions with at least 350 student-cadets may offer the ROTC component and consequently establish and maintain a Department of Military Science and Tactics (DMST), which, however, will still be subject to the existing rules and regulations of the Armed Forces of the Philippines (AFP).
• Service-Learning - Provides students the opportunity to work with others, gain valuable insights, and acquire different skills. Through varied community projects, they can apply what they have been taught in class by formulating appropriate solutions to the problems they encounter in their communities.
• Characteristics of Service-Learning

  1. It brings good, substantial, and practical results for the participants.

  2. It promotes cooperation rather than competition where the skills associated with teamwork and active community involvement are developed.

  3. It give appropriate rather than simplified solutions to problems that seriously affect the community.
• Service-Learning

  • Provides real-life experiences wherein students gain knowledge from a particular community engagement activity rather than from a textbook
  • Offers great opportunities for students to develop their critical thinking skills and learn how to identify relevant and emerging issues in community settings
• Service-Learning

  • Gives students a deeper understanding of concepts and real-life situations in the community through immediately observable results
• Service-Learning

  • Becomes a more significant experience for students, leading to their emotional and social development and cognitive learning, through an immediate understanding of a situation in the community
• What Service-Learning is NOT?

  1. An episodic volunteer program.

  2. An add-on course to an existing school or

  college curriculum.

  3. Logging a set number of community service hours in order to graduate.

  4. Compensatory service assigned as a form of punishment by the courts or by school administrators.

  5. Only for high school or college students

  6. One-sided, that is, beneficial only to the students of the community.
• The Distinctive Element

  Is that it improves the community through the services provided, and it also results in the improvement of the students and the other people providing the services.Service-learning is rapidly growing and becoming popular because of its powerful impact on people and their development.
• Eyler and Giles (1999)

  “the service-learning model enhances understanding and leads to more effective action.”
• Service –learning Theory

  ⚫ Is based on the idea that experiences is the foundation for learning, and the bases for learning are the different forms of community service (Morton & Troppe, 1996).
• Service-learning, therefore, is a form of experiential education where in learning occurs through cycles of action and reflection. Students work with others in applying what they have learned in class to solve community problems, at the same time, reflecting upon their experiences as they seek to attain their goals for the community and to develop skills for themselves (Eyler & Giles, 1999).
• RA 8292 also known as the Higher Education Modernization Act of 1997
• RA 8292 Sec 2 (1) of Art. XIV of the 1987 Constitution by declaring that the “policy of the state is to establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and the society”.
• HEI’s trilogy of functions- Academics (teaching-learning), Research, and Extension (community service)
• Tariman (2007) - its duty to the youth is to make literate and functional, so they can make good decisions regarding the problems affecting their health, families, and duties and responsibilities to the community.
• Benefits of Service-learning

  1. Increase their understanding of the class topic.

  2. Gain firsthand experiences

  3. Question or defend values and beliefs

  4. Have the opportunity to act on values and beliefs

  5. Develop critical thinking and problem-solving skills.

  6. Increase their knowledge of divers cultures and communities.

  7. Learn more about social issues and their causes
• Benefits of Service-learning

  8. Improve their ability to handle difficult situations.

  9. Be open to change and become more flexible.

  10. Develop or enhance their skills, especially in the areas of communication, collaboration, and leadership.

  11. Test out the skills, interests, and values required in a potential career path and learn more about their field of interest.

  12. Connect with professionals and community members who will also learn from service-learning program.
• Benefits of Service-learning

  13. Grow a professional network of people, whom they can contact later for career growth.

  14. Be encouraged in joining public service or social organizations.
• The objectives of service-learning provide the stakeholders especially the implementers of different programs and activities with opportunities for reflection and the assessment of personal values, skills, and knowledge.
• Steps in Effective Implementing Service-learning:

  1. Assess the Community Resources
  2. Establish Partnership and Linkages
  3. Indicate the specific learning objectives in the syllabus
  4. Initially plan on the chosen program
  5. Plan the Details of the Program
  6. Look for Funds
  7. Implement and manage the Program
  8. Organize reflection activities
  9. Assess and evaluate the program
  10. Celebrate the achievement
• Assess the Community Resources

  This includes looking into opportunities to establish partnerships with the local leaders, out-of-school youth, businessmen, women leaders, and youth leaders regarding community issues and problems
• Establish Partnership and Linkages

  Establishing partnerships with different service-oriented organizations is necessary to make the delivery of community services more effective. Maintaining and improving existing affiliations and developing potential partnerships are important in ensuring that an organization’s needs and limitations can be met and worked on.
• Indicate the specific learning objectives in the syllabus It must be dominant component that can easily identified in the service-learning organized by the community-based organizations. Assessment tools should be devised and used to evaluate student performance with regard to the application of the subject. The service outcomes may differ from is initially expected.
• Initially plan on the chosen program

  Plan according to expected goals. Find out your human, financial, physical, and intellectual resources including the additional student leaders who can assist your group in executing and coordinating the different activities you have prepared for the community.
• Plan the Details of the Program

  Prepare the program with all the important things in mind like the rationale, timeline, budget, and list of assignments. The partners must be involved in this process. The community project must have the following components: a thorough plan, schedule or time frame, benchmark, budget evaluation and assessment, and tools and processes to identify, document, and address problems and issues that can potentially take place.
• Look for Funds

  It is necessary to look for adequate funding sources such as tie-ups with local businessmen, national corporations, faith-based organizations, NGO’s, government agencies (GAs), and other local community organizations.
• Implement and manage the Program

  The plan of action must be properly implemented. The right intervals for assessment must be set and partners must be involved in the process. This, in turn, will enhance the program.