SERVING MY

COMMUNITY

N
CWTS
ST
(COMMUNITY IMMERSION)

WORK TEXT

P VIRGILIO M. BARCENA, LPT,MBA

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 2 TABLE OF CONTENT

CONTENT PAGE
Chapter 1 - Understanding NSTP Civic Welfare Training 3
(Community Immersion)
Quiz 1 8
Activity 1 9
Chapter 2 – Concepts And Principles Of Community 10
Immersion
Quiz 2 13
Activity 2 14
Chapter 3 – The Process Of Community Immersion 15
Quiz 3 20
Activity 3 21
Chapter 4 – Action Plan 23
Quiz 4 26
Activity 4 27
Chapter 5 - Community Profiling 28
Quiz 5 31
Activity 5 32
Chapter 6 – Final Outputs 33

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 CHAPTER I (Midterm Period)

UNDERSTANDING THE NATIONAL SERVICE TRAINING PROGRAM

CIVIC WELFARE TRAINING (Community Immersion)

OBJECTIVES:

At the end of the semester, the student is expected to:

a. Participate actively in team building activities;

b. Manifest effective leadership;
c. Organize community assemblies and linkages;
d. Assist in the implementation of civic welfare projects;
e. Appreciate the values of community immersion as a means of
developing themselves as trainees and helping other people
improve their way of life through the different dimensions of
development done in the locality.

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 The Civil Welfare Training Service 2 (CWTS 2) is a continuation of
the applications learned in CWTS 1. This is to allow students to
experience and be able to apply civic duties by immersing in various
activities that will help them in having the capacity to contribute in the
development and improvement of the general welfare and the status of
the community.

This will allow them to be an advocate in the changes that will

enhance the quality of living, development of facilities, care for the
environment and safety and boost the morale of its citizens.

Community immersion - Defines as the process or approach by which

the NSTP students are to be empowered by reaching out to selected
communities in need or deprived society.

They will be responsible in the assessment of the community, its

status, profile, issues and needs which will be the basis for various
projects and activities that will be applied by community immersion.
Such projects and activities shall be aimed to improve the status and
provide possible solutions or interventions to various problems or to
those that may need improvement by applying scientific and current
methods available.

This immersion may target the different aspects of human and

community development in terms of its economic, social status, spiritual,
intellectual, cultural and environmental factors.

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 There are several concepts that determine the different dimensions
in the development of the community in line with the CWTS components
as guided by the NSTP law that may be addressed by community
immersions.

DIMENSIONS OF COMMUNITY DEVELOMENT

1. Health and Sanitation

2. Environmental / Community Service
3. Safety and Management
4. Education
5. Livelihood
6. General Welfare
7. Sports

Community immersion can be an instrument in bring NSTP students

to various communities or under privileged sectors in various local
governments.

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 This experience can provide these students a personal view of the
actual situation and shift them from a person who observes to a passive
volunteer and be responsible for an effective change to the lives of the
people they tend to reach out to.

In the application of such endeavor to help out by community

immersion, a certain foundation and guidelines are to be in place as
such activities varies with different Higher Institutions or schools and its
extent of the knowledge or understanding of the process as well as
current protocols in place within the target community which is
important to be aware of in sending NSTP students to perform
community service.

Also, determining available resources shall be taken into

consideration when trying to create a community partnership and the
various group and organizations there-off in order for the community
immersion to prosper.

OBJECTIVES OF COMMUNITY IMMERSION FOR NSTP

This community immersion which is a requisite for NSTP is applied

to allow students to:

1. Identify approaches and strategy of developing plans and activities

in serving the community and its people;
2. Acquire knowledge and skills and abilities as a process for
development;
3. Apply the different principles and concepts by community
immersion through various projects and activities;
4. Be exposed to the harsh living amongst depressed or
underprivileged areas;
5. Appreciate the experience and have a sense a fulfillment that may
lead to personal development;

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 6. Have a sense of civic awareness.

Community immersion may be a strategy that involve students’ sense

of humanity and apply what they have acquired in the classroom which
can lead to solving community problems.

STEPS IN COMMUNITY PROBLEM SOLVING (Designed by UNESCO)

1. Exploring community concern

2. Selecting problems
3. Investigating the issue
4. Planning actions
5. Taking action
6. Assessing and developing student skills
7. Developing visions of a sustainable future
8. Evaluating actions and change

Upon identifying certain problems of the community, there are four (4)
categories of skills which may help in the application of trying to solve
the community needs or problems. They are:

a. Group skills process;

b. Information gathering skills;
c. Analysis and decision making skills;
d. Action and evaluation skills.

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QUIZ 1 – COMMUNITY IMMERSION

MULTIPLE CHOICE. Encircle the letter that corresponds to your answer.

1. Community immersion is aimed for:

a. Community development
b. Self Service
c. Going to different LGU
d. NSTP grade
2. Community immersion is a requirement for students of:
a. CWTS 1
b. CWTS 2
c. NSTP 1
d. NSTP 2
3. In community immersion, students are expected to:
a. Apply community based activities
b. Be aware of problems of other people
c. Promotion
d. Self sacrifice
4. Students in community immersion helps:
a. Enhance the economic condition of the people
b. Empower people
c. Uplift the quality of life
d. All of the above
5. Participating is community immersion:
a. Deepens their community appreciation
b. Gives them a sense of self development
c. Helps students to be aware of real life
d. All of the above

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IDENTIFICATION: Write the word/ words that is being described by each
statement on the space provided for.

___________ 1. A program aimed to deliver development to a community

by students.

___________ 2. The process of deploying students to help out in the

community.

___________ 3. A dimension of community service that focuses on

teaching illiterate individuals.

___________ 4. A dimension of community service that teaches how to

develop skills that can be used for business.

___________ 5. The process of providing solutions to identified issues in

the community.

ACTIVITY OUTPUT I -

Identify a barangay and identify the current or immediate

problems or conditions they are facing.

NAME OF STUDENT:
SECTION:
LOCAL ADDRESS:
NAME OF THE CHOSEN
BARANGAY:
REMARKS: (Problems or current condition of
the area)

(in these times of pandemic and quarantine, the student may identify the
barangay/ community within his residence)

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 CHAPTER II

CONCEPTS AND PRINCIPLES OF COMMUNITY IMMERSION

OBJECTIVES:

At the end of the lesson, the student should be able to:

a. Explain the concepts and principles of community immersion;

b. Understand the importance of the dynamics of a community;
c. Have a deeper understanding of the objectives of NSTP;
d. Apply procedures and follow protocols in community immersion.

In applying community immersion, a certain knowledge about the

community is important. One must be aware of the different principles
and reasons that lead to the various issues or problems that is currently
being experience by the target community or communities.

This will allow the students to have a better idea of the local
situations which will allow them to prepare and implement an

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appropriate actions or activities to address the different concerns of the
community in performing community immersion.

Such actions will lead to a lasting effect and once continued, will lead
the community into progress and development.

THE COMMUNITY

According the Arlien Johnson, the term community refers to “a

group of people gathered together in a geographic areas, large or small
who have a common interest, actual or potential recognized in a social
welfare field.”

In laymen terms, he states that a community are the people with

in a particular area with similar goals, values of ideals.

ELEMENTS OF A COMMUNITY

1. Demographics
2. History
3. Culture
4. Economy
5. Structures

These elements are important to know when conducting community

immersion.

 The demographics will tell you about the common routines and
movements of the people of the target community.
 History provides certain patterns of the evolution of the community
and how the people adapted to the said changes.
 Being aware of the community’s economy, culture and structures
provides a better chance that the activities would prove effective
and helpful with a long term effect.

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 Community immersion in NSTP is also a strategy to develop and ignite
a sense of civic duty of students as well as love for the community and
the environment.

PERCEPTION OF THE STUDENTS IN COMMUNITY IMMERSION

 The student should be immersed within the community and

exposed to its current conditions;
 The student will grow and develop good values and learn to
empathize with other people;
 The student will be able to identify the peoples’ interests;
 The student should be able to reflect on how their social situation
will affect people’s lives.

FORMS OF INTEGRATION IN COMMUNITY IMMERSION

 Home visits
 Living with selected families
 Informed discussions with individual or groups
 Sharing household skills
 Attendance in social/ community gatherings
 Assistance in production
 Environmental awareness or literacy
 Civic assistance

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QUIZ 2 – THE COMMUNITY

Essay:

1. What is your understanding that makes and ideal community?

2. How is your role help in establishing a peaceful and orderly

community?

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IDENTIFICATION. Write the word/ words being identified by each
statement on space provided for.

___________ 1. An element of a community that tells you the everyday

workings of the people.

___________ 2. An element of a community that shows you how the

community came to be.

___________ 3. This refer to the people in a certain area with a common

ideals.

___________ 4. This integration provides skills that may be useful to the

people in the community.

___________ 5. This is the process of allowing students to stay and

experience the way of life of the people in a community.

ACTIVITY 2 –

Create a video of you showing environmental literacy awareness

and environmental preservation and awareness which can be applied to
local communities.

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 CHAPTER III

THE PROCESS OF COMMUNITY IMMERSION

OBJECTIVES:

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

a. State the process of immersion in rendering community services;

b. Create a working plan for a community immersion;
c. Have an idea as to the importance of following the stages needed in
conducting community immersions.

The community immersion process contains various stages, starting

with the Pre-immersion step up to the stage of actual community
immersion and applying particular projects and activities as approved by
the HEIs and the head of the target community.

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STAGE I - Pre-immersion

Area Selection - In identifying the area/s to be utilized in the deployment

of students in immersion, several factors are to be considered:

a. The selected area;

b. Local partners’ cooperation;
c. Resources available;
d. Areas with no or little assistance from other agencies;
e. Stable and safe environment;
f. Accountability.

STAGE II - Entering the community

For a successful activity for community immersion, it is important

to have a survey of the area. Familiarize yourself with the community,
its surroundings, structures as well as current conditions of the area and
people.

This is a key factor in assigning or the deployment of students with

in the community.

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 When entering the community, the immersion team must have a
good relationship and connection with the people in the community and
its leaders. A well collected data and information and census of the area
can help in achieving the set goals in the application of proposed
activities and actions to be done in the community.

A good relationship with the people of the community by following

the hierarchy set upon the community and performing courtesy visits
and proper communication between them is essential for the success of
the immersion.

All should be done in black-and-white, by sending request letters

and mutual approval from both the head of the institutions and the
community to be able to properly execute the said community service
during the immersion of students in their area.

A memorandum of agreement between the HEI and the current

leader of the community must first be created which formalized the
proposed activity and ensuring its success and security of the students
as well.

STAGE III - Community Integration

INTEGRATION - It is defined as an act or process of uniting different

things. For a learners’ application, it is the uniting of people to a
common goal or objective.

In NSTP however, integration is the stage of community immersion

where the students is united with their assigned community and become
involved with its people.

This stage is where the students personally adapts with the

community. Both the community or the people and the students are

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united together as they try to achieve a common goal that will help the
community grow as its people progress.

STAGE IV - Community needs assessment

Needs assessment is a stage where one identifies certain aspects in

the community. This will be the basis in the development of projects and
activities to be implemented by the students when they are immersed.

This contains all the pertinent information about the identity of the
community and its people. The current conditions, its cultural baseline
and environmental aspects which provides the student a better
understanding and is guided on how to proceed safely and effectively.

Assessing the needs of the community is important to ascertain

what particular aspects are to be addressed that would be acceptable
and applicable that will provide a long lasting and positive development
to the people and the community.

IMPORTANCE OF NEEDS ASSESSMENT

1. Gathering of information about the attitude of the people.

2. Identifying the peoples’ issues, problems and possible
opportunities.

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 3. Hear the citizen as to their desired goals.
4. Evaluated the effectiveness of past and present projects and
activities.
5. Speculate as to what would be more attainable and beneficial to
the community.

FACTORS TO CONSIDER IN NEEDS ASSESSMENT

1. Geographic Profile
a. Physical
b. Cultural

2. Social
3. Economic Status
4. Common skills of the people
5. Spiritual and cultural aspects
6. Socio-political components

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QUIZ 3 - Community Needs Assessment

ESSAY:

Give the importance or purpose of each stages of community immersion.

STAGE I –

STAGE II –

STAGE III –

STAGE IV –

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ACTIVITY 3

Create a needs assessment of a particular community/ barangay thru a

survey by identifying the following information:

a. Name and location of the community/ barangay

b. Estimated Population
c. Current problems assessed from the people in a survey
d. Environmental status and community state of sanitation
e. Needs and Goals as defined by the people.

NAME OF STUDENT
SECTION
NAME OF THE
BARANGAY/
COMMUNITY
(LOCATION)
PROBLEMS
ASSESSED

ENVIRONMENTAL
STATUS
SANITATION STATUS

NEEDS AND GOALS

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 BY THE PEOPLE IN
THE COMMUNITY

(in these times of pandemic and quarantine, the student may use the
barangay/ community within his residence)

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 CHAPTER IV (Final Period)

ACTION PLAN

OBJECTIVES:

At the end of the chapter the students must be able to:

a. Identify the needs and goals for a community

b. Develop appropriate strategies in carrying out desired outcomes;
c. Create ideas that will encourage people to participate

Action planning is defined as an action or activity that identify key

projects or goals that is to be applied or implemented.

It is a strategy aimed to perform an action or activity to produce a

positive result. This is done to be able to identify and allocate available
resources that will be used in the implementation of the activity or
project.

DEVELOPING AN ACTION PLAN (According to Sugure)

1. Express your solution as a series of goals.

2. Generate a list of actions to each goal.
3. Prepare a time line.
4. Allocate resources.
5. Identify possible problems
6. Develop strategies for monitoring progress…
7. Assign task.
8. Estimate costing.
9. Implement the plan.

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ELEMENTS OF A GOOD ACTION PLAN ( quoted from the action planning
toolkit by Janet Shapiro)

a. A clear vision of the kind of society you are working towards, and a
clear understanding of the problems that are standing in the way
of such a society being achieved.
b. A set of values that express what you believe in and are the basis
for what you are trying to achieve. These provide guidelines for
how you work.
c. Clear mission statement that states what your project or
organization does, how it does it, for whose benefit and, where
appropriate, and in partnership with whom.
d. An overall goal that rephrases the specific problems you are
attempting to address as being a positive situation that you are
working to achieve.
e. An immediate objective or project purpose that expresses what
you, as an organization or project, intend to achieve in short –
medium-term, as your contribution to the overall goal.
f. Key result areas which give shape to your strategy for achieving
your immediate objectives.
g. Statement of what must be achieved
h. A spelling out of the steps that have to be followed to reach this
objective.
i. A clarification of who will be responsible for making sure that each
step is successfully completed.
j. A clarification of the inputs/ resources that are needed.

COMMUNITY ACTION PLAN (CAP)

The creating of a CAP is to be aware and be able to identify

possible solutions to various problems within the community and

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detailed steps on how to implement the action that would prove effective
in solving identified issues.

GENERAL PRINCIPLES OF COMMUNITY ACTION PLAN (adapted from

the UNDP n.y. Compiled by Stefanie Keller)

1. It is a process for action not a blueprint for future development.

2. The solution for problems comes from the community itself and the
role of the facilitator is more on formulating the problems in the
community.
3. It is not determined from outside the community but grow/s
emerges from the affected community.
4. Avoid activities such as lecturing or teaching the people; but
concentrate more on workshops as a form of discussion with the
community.
5. Guarantee that all relevant groups participate in the activities,
particularly the women and other community groups that are often
forgotten.
6. Facilitate input from all groups; do not allow one group or leader to
dominate the discussion.
7. Remember that one issue might appear to be not very important
for one group, but is important for another group.
8. Avoid too many picture and text; it is better to absorb and
remember several points rather that make a long list.
9. Use simple language and avoid difficult terms.

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QUIZ 4 - Action Plan

MULTIPLE CHOICE: Write the letter where the process of the action plan
belongs to on the space provided.

A. DEVELOPING AN ACTION PLAN

B. ELEMENT OF AN ACTION PLAN

C. PRINCIPLES OF A COMMUNITY ACTION PLAN

___ 1. Using simple language or difficult items

___ 2. A process of action for present conditions

___ 3. Stating a statement of what is to achieved.

___ 4. Assigning of specific tasks

___ 5. Laying out a timeline

___ 6. Providing a clear mission statement

___ 7. Checking of needed resources.

___ 8. Avoiding textbook lecturing of people

___ 9. Identification of possible hindrances.

___ 10. Expressing of objective and purpose of the project

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Activity 4

Based on the needs assessment of your target, identify three areas

that you think needs addressing and create a proposed action plan that
you as a student can implement and also for the community to follow.

NAME OF STUDENT
SECTION
NAME OF THE BARANGAY/
COMMUNITY, LOCATION
1ST IDENTIFIED AREAS NEED
ADDRESSING

PROPOSED ACTION PLAN

2ND IDENTIFIED AREAS NEED

ADDRESSING

PROPOSED ACTION PLAN

3RD IDENTIFIED AREAS NEED

ADDRESSING

PROPOSED ACTION PLAN

CHAPTER V

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 COMMUNITY PROFILING

OBJECTIVES:

At the end of the chapter the student will be able to:

a. Identify the identity of a community;

b. Visualize how the community and its people function;
c. Carry out the steps in community profiling.

Community Profiling – is a process used for community development. It

is a detailed description of the people in a particular community.

According to Percy-Smith, 2007, it is defined as “a tool for community

development.. It is a comprehensive description of a population that
defines itself, as a community and the resources that exist within that
community, carried out with the active involvement of the community itself,
for the purpose of developing an action or other means of improving the
quality of life of the community.”

FACTORS TO CONSIDER IN COMMUNITY PROFILING (Christakopoulou

2001)

a. The area as a place to live – includes the quality of the physical

environment and the people’s attitudes to living there; the extent to
which needs are matched with resources, and the extent to which
local facilities meet people’s goals and aspirations;
b. The area as a social community - includes the residents’
involvement in the social life of the community; the extent to which
the community is supportive; formal and informal networks;
c. The area as an economic community - includes income levels
and employment status of residents, success and sustainability of
local industry;
d. The area as a political community - includes systems and
structures of the local government; the extent of people’s
participation in policy and decision making;

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 e. The area as a personal space – includes the degree of attachment
that people have to the local area; memories and life experiences of
local people;
f. The area as a part of its city – includes infrastructure, economic
and social linkages between the local area and the city of which it
is a part; the specific local identity that differentiated the
community from the rest of the city.

DEVELOPING A COMMUNITY PROFILE

Messer and Townsley, 2003 provided a possible approach in

community profiling that can be adapted to suit the local context, views
of local analysts, and the research objectives. These steps and methods
can be combined in various ways.

1. Identify Research Issues and Set Objectives. – Community

profiles do not need to provide data on every aspect of a
community. The community profile should provide n entry point
so that researchers have a better idea of what to look, where to
find and whom to ask.
a. Demographic characteristics of the community.
 Population and growth trends
 Age distribution
 Average household size
 Ethnic composition
b. Economic activities within the community.
 Employment and unemployment rates
 Classification of industries within the community
 Number of people who are involve and dependent on
these industries
c. Epidemiological data.
 Number of illnesses and disabilities
 Number of deaths from a specific causes
 Risk factors for health problems.
 Health programs and benefits.
d. Infrastructures within the community.
 Mode of transportation and major thoroughfares

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  Power/ water supply rates
 Medical and health care facilities
 Educational institutions
 Religious services.
e. Public works and services.
 Law enforcements
 Postal services
 Fire protection
 Public libraries and museums

2. Select and sequence tools – The following are some of the

methods which can be used to gather data.

a. Review of secondary sources of information that can be

found in newspaper articles, media reports, official
transcripts and public hearings.
b. Identify and talk to knowledgeable persons within the
community such as barangay officials, elderlies who spent
most of their lives living in the community, the local
planning director.
c. Listening session and public forums.
d. Visit the community and observe through:
 Participant observation
 Field surveys
 Interview stakeholders
 Asset Mapping

3. Record the data – a large amount of information can be generated

during the research.
4. Validate the findings – it is important to cross-check and validate
the information obtained during the participatory data-gathering
process with community members and local analysts.

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QUIZ V – Community Profiling

IDENTIFICATION. Write the word/ words being described by each

statement on the space provided.

_______________ 1. A large amount of data generated during email.

_______________ 2. This contains the age, household size as well as

ethnic components

_______________ 3. This includes the degree of attachment that people

have to the local area.

_______________ 4. This includes the residents’ involvement in the social

life of the community.

_______________ 5. This includes the health status and illnesses within

the community.

_______________ 6. This includes the quality of the physical environment

and the people’s attitudes to living there

_______________ 7. This pertains to going out and gathering information

by means of question and answer from the people.

_______________ 8. This is the checking the correctness and relevance of

the data collected.

_______________ 9. This includes the number of people who are involve

and dependent on these industries within the community.

_______________ 10. This identifies information such as Mode of

transportation and major thoroughfares.

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ACTIVITY 5 – Create 15 household profile by data-gathering within the
given vicinity with the following information:

1. Number of people in each household

2. Age ranges
3. Gender composition
4. Educational attainments
5. Civil status
6. Working status
7. Religious belief
8. Ethnic Origin
9. Years in the community

Sample Table
Highest Education
Number of people

the
Religious beliefs
Working status

Ethnic origins
in the house

in
composition

attainments

Civil status

community
Age ranges

Gender

Years
M F
seperated
41 and over
11-19 y/o

20-40 y/o

Married
Secordary

Post grad
0-10y/o

Single
Tertiary
Elem

House
1

House
2

(in these times of pandemic and quarantine, the student may use the
barangay/ community within his residence)

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 CHAPTER VI

IMPLEMENTATION OF ACTION PLAN and EVALUATION

OUTPUTS

1. Identify Three (3) needs of your target area/ community and

develop a proposed action plan for each needs that you think
is applicable and will be effective.

2. Video tutorial/ output on:

a. Gardening Results
b. Cooking Video
c. Literacy Tutorial

3. Evaluation of 3 outputs in # 2 by 5 people with ranges of:

4- Very Effective

3- Effective

2- Needs improvement

1- Poor output

(in these times of pandemic and quarantine, the student may use the
barangay/ community within his residence)

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