SULTAN KUDARAT STATE UNIVERSITY

EJC Montilla, Tacurong City, Sultan Kudarat

National Service
Training Program 2
Compiled and edited by:

DOLORCITA E. PAUYA, PhD

REY S. FUENTEBILLA, MAT

CRIS JOHN BRYAN C. DELA CRUZ, MAT

Encoder/Layout:
KENNETH JOHN L. TALIPASAN

MAY 2021

i
 PREFACE

Welcome to the National Service Training Program (NSTP) –

Community Welfare Training Service (CWTS) 2 Module!

This module will provide complementary knowledge and the

opportunity to assess and apply the theories learned from NSTP I. It focuses
into real life situation where community processes and community immersion
are the core subjects. Further, this module will assist the implementation of
NSTP Law which mandates the participation of NSTP students to community
development.

It is designed to equip and empower students with the fundamentals of

identifying, planning and implementing of project in order to contribute to the
upliftment of the general welfare and the quality of life of the people in the
community. The protection and preservation of environment as well as the
improvement of lives, health and safety of the populace through promotion of
risk reduction, peace-making process, safety, recreation and morals of the
citizenry are of utmost concern.

With this module, it is our humble hope to transform students to be a

much better version of their selves. A citizen who is knowledgeable, informed,
concerned, pro-active, and responsive to the issues confronting the
community and country as a whole but at the same time able to provide
relevant program and projects based on felt needs to the underdeveloped,
deprived and marginalized sector of the society.

The Compilers/Editor

ii
 Table of Contents

CHAPTER 1 Page
COMMUNITY IMMERSION AS REQUISITE OF
1
NSTP
Overview 1
General Objectives 1
Lesson 1: Community, Types of Communities, and
1
Classification of Communities
Activity 1.1 Assessment 5
Lesson 2: Additional Concepts and Elements of
7
Community
Activity 1.2 Assessment 9
Lesson 3: Understanding the Concepts and Principles of
10
Community Immersion
Activity 1.3 Assessment 14
Lesson 4: Understanding the Essence of Community
16
Immersion in NSTP
Activity 1.4 Assessment 20
Lesson 5: Partners, Conditions and Personal Gains in
22
NSTP Community Immersion
Activity 1.5 Assessment 25
Lesson 6: Dos and Don’ts in Community Immersion 26
Activity 1.6 Assessment 31
SUMMARY 32
REFERENCES 32

CHAPTER 2
THE PROCESS OF COMMUNITY IMMERSION 33
Overview 33
General Objectives 33
Lesson 1: PHASE I: PRE- IMMERSION 33
Activity 2.1 Assessment 37
Lesson 2: PHASE II: ENTERING THE COMMUNITY 38
Activity 2.2 Assessment 40
Lesson 3: PHASE III: COMMUNITY INTEGRATION 41
Activity 2.3 Assessment 42
Lesson 4: PHASE IV: COMMUNITY NEEDS ASSESSMENT 43
Activity 2.4 Assessment 48
Lesson 5: STEPS IN CONDUCTING NEEDS ASSESSMENT
49
AND COMMUNITY ASSISTANCE IN ASSESSING NEEDS
Activity 2.5 Assessment 52

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 Lesson 6: PHASE V: PROGRAM/ PROJECT IMPLEMENTATION 53
Activity 2.6 Assessment 56
Lesson 7: PHASE VI: TERMINATION OF PROJECTS 57
Activity 2.7 Assessment 59
SUMMARY 60
REFERENCES 61

CHAPTER 3
MANAGEMENT OF NSTP COMMUNITY- BASED
62
PROJECTS
Overview 62
General Objectives 62
Lesson 1: PLANNING 62
Activity 3.1 Assessment 66
Lesson 2: PROJECT PLANNING 67
Activity 3.2 Assessment 72
Lesson 3: PROJECT PROPOSAL IN NSTP 73
Activity 3.3 Assessment 78
SUMMARY 79
REFERENCES 79

CHAPTER 4
DOCUMENTATION, MONITORING, AND
80
EVALUATION OF NSTP PROJECTS
Overview 80
General Objectives 80
Lesson 1: DOCUMENTATION OF THE NSTP PROJECT
80
FOR COMMUNITY SERVICES
Activity 4.1 Assessment 83
Lesson 2: MONITORING OF NSTP PROJECTS 84
Activity 4.2 Assessment 88
Lesson 3: EVALUATION OF NSTP PROJECTS FOR
89
COMMUNITY IMMERSION
Activity 4.3 Assessment 95
SUMMARY 97
REFERENCES 97

iv
 Chapter 1
COMMUNITY IMMERSION AS REQUISITE ON NSTP

Overview

One of the salient features of the National Service Training Program

(NSTP), particularly its Civic Welfare Training Service (CWTS) and Literacy
Training Service (LTS) components, is that it focused on the promotion of the
general welfare of the Filipinos via responsive and altruistic community-based
projects by students-trainees as they undergo community immersion in
fulfilment of the requirements of NSTP. Toward this, end, this chapter will
introduce students the salient features of community immersion as a requisite
of the National Service Training Program (NSTP).

General Objectives

At the end of this chapter, the student can:

1. define community immersion as a requirement of NSTP;

2. identify and explain the significance of the community immersion in the
purview of NSTP and national development;
3. gain insights on community immersion as a requirement of NSTP; and
4. internalize the significance of community immersion as an effective tool in
addressing concerns of both the NSTP trainees and the communities
served.

Lesson 1 COMMUNITY, TYPES OF COMMUNITIES AND

CLASSIFICATION OF COMMUNITIES

Pre-discussion

In this lesson, we will start the word community from the different
perspective. Community is a social unit with commonality such as norms,
religion, values, customs or identity. This will include the different types of
communities that people share same interest or passion brought together by
geographical boundaries and undertake the same activities. It also focused on

1
the characteristics of urban and rural communities and sectoral communities
that includes the voluntary or non-profit sector.

Lesson Objectives

At the end of the lesson, the students can:

1. Define community from different perspectives.

2. Explain the importance and benefits of community immersion.
3. Analyze the different types of communities and its functions to the
society.

Lesson Outline

A Community is a collection of people who share a common territory

and meet their basic physical and social needs through daily interaction with
one another” (Johnson, 1986). Further, Dale (1990) defines a Community a
a body of people living in the same locality with a sense of identity and
belonging shared among people living in the same locality with a set of social
relations found in a particular bounded area.

MacQueen, et.al (2001) defines a community a group of people with

diverse characteristics who are linked by social ties, share common
perspectives, and engage in joint action in geographical locations or settings.

Lastly, Paul, et.al. (2012) suggests that a community is a social unit (a

group of living things) with commonality such as norms, religion, values,
customs, or identity. Communities may share a sense of place situated in a
given geographical area (e.g. a country, village, town, or neighbourhood) or in
virtual space through communication platforms.

Different types of communities

A. Interest. Communities of people who share the same interest or passion.
B. Action. Communities of people trying to bring about change.
C. Place. Communities of people brought together by geographic
boundaries.
D. Practice. Communities of people in the same profession or undertake the
same activities.
E. Circumstance. Communities of people brought together by external
events/situations.

2
Types of Communities
A. Formal Communities. Engage in joint activities and discussion, help each
other, and share information with each other; they care about their standing
with each other.
Examples of formal communities
▪ Eco-villages
▪ Co-housing communities
▪ Co-ops communities
▪ Religious communities

B. Informal Communities. Consists of a set of personal relations, social

networks, common interest and emotional sources of motivation.
Examples of informal communities
▪ Academic communities
▪ Recreation communities
▪ Retirement communities.

C. Urban Communities. Large in terms of land area & population, advanced

in science & technology, with favourable physical environment and &
diverse cultures, and the people are engaged in various occupations.

Characteristics of Urban communities

▪ Advancement in science and technology
▪ Many business establishments, recreational centres, educational
and religious institutions
▪ People are crowded
▪ Social heterogeneity
▪ Class extremes
▪ Greater pollution
▪ Many crimes are committed
▪ Family ties tend to be weak
▪ Limited space
▪ Greater impersonality among neighbours
▪ Higher standard of living
▪ Shortage of employment
▪ Informal settlers are rampant
▪ A lot of hazards and dangers
▪ Greater number of separation of spouses and live- in arrangements
▪ Major occupations are industrial, administrative and professional
▪ Divisions of labor and occupational specialization are very much
common

D. Rural Communities. Usually produce their own food for subsistence.

Characteristics of rural communities

▪ Greater personal interaction
▪ Deep, long-term relationships
▪ Generally, peace and order exists
▪ Mutual give and take affairs
▪ Emphasis of shared values

3
 ▪ Vernacular is usually spoken
▪ Wider area
▪ Influence of blood relationships in decision making
▪ Homogenous type of culture
▪ Belief in supernatural and superstitious beliefs
▪ Relationship is more personal and informal
▪ Less pollution
▪ Few establishments and institutions
▪ Few goods and services `

E. Global Communities. It is the international aggregate of nation-states.

▪ World Community
▪ Common point of view towards issues of human rights, global
warming and climate change, peace and order, socio-economic
conditions as well as disputed issues such as territorial conflict.

F. Sectoral Communities. Include the voluntary sector or non-profit sector.

▪ Voluntary, non-profit and non-governmental
▪ Also called third sector (in contrast to public and private sector)
▪ NGOs: Non-governmental organization

G. Social Space Communities. Based on social spaces

▪ a social space is a physical or virtual space
▪ Physical: social center, gathering place, town squares, parks,
pubs, shopping
▪ Virtual: online social media, websites

Characteristics of social spaces

• People gather at information grounds for a primary purpose
other than information sharing
• Attended by different social types
• Social interaction is a primary activity
• Information occurs in many directions
• Information is used in alternative ways
• Many sub-contexts exist; together they form grand context

4
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 1.1

CHAPTER 1 – Lesson 1 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. TRUE OR FALSE. Assess whether the statements in column A are true or
false. In column B, write T if the statement is true and F if the
statement is false.
A B
1. Communities of people brought together by geographic
boundaries
2. Community is a group of people with diverse characteristics who
are linked by social ties, share common perspectives, and
engage in joint action in geographical locations or settings.
3. Global communities is the international aggregate of nation-
states.
4. Sectorial communities include the voluntary sector or non-profit
sector.
5. Communities of people in the same profession or undertake the
same activities.
6. Formal communities are consists of a set of personal relations,
social networks, common interest and emotional sources of
motivation.
7. Rural communities usually produce their own food for
subsistence.
8. Communities of people who share the same interest or passion.
9. Communities of people trying to bring about change.
10. People gather at information grounds for a primary purpose
other than information sharing.

B. ESSAY: Answer the following questions/ statements comprehensively.

Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensiveness Total
to the Topic presentation of ideas Grammar of discussion
50% 15% 5% 20% 100%

1. Describe your community. Why you consider it in such type of

community?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

5
2. Study the characteristics of the community by:
a. Gathering information on the history of your community.
b. Gathering information on diverse cultural factors that unite or
divide the community.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. What is/ are the benefits of living in a community? Why?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

6
Lesson 2 ADDITIONAL CONCEPTS AND ELEMENTS OF COMMUNITY

Pre-discussion

The previous lesson introduced you to the concept of community, its

types, and classification. This lesson will deepen your understanding of
communities and its elements.

Lesson Objectives

At the end of this lesson, the students can:

1. differentiate the geographical and functional categories of community;
2. identify and evaluate the elements of a community; and
3. appreciate the elements of community.

Lesson Outline

Noted community development specialist Arlien Johnson once wrote

that the term ‘community’ refers to a group of people gathered together in any
geographic area, large or small, who have common interests, actual or
potentially recognized in the social welfare field.
To paraphrase the words of Johnson, a community is a collective of
people with similar interests and goals whether living in the same geographic
locality or not. The meaning of community may actually vary depending on the
objectives of a program to be conducted there
“A community is a collective
at.
of people with similar
As per concept, a community may be interests and goals whether
living in the same geographic
categorized as geographical or functional. The
locality or not.”
term geographical community is defined in the
purview of group of persons living in the same geographical location like in a
certain village, town, neighbourhood, district, area or territory. Meanwhile,
community is said to assume the functional nature if the aggregate of people
though not necessarily based on living in the same geographical location, is
bonded by a common end such as fighting for the same cause, having the
same interest and goals. These are people who hold common values, share
common functions or express common interests.

7
 A certain type of community has recently emerged. Some refer to it as
just social movements but its definition points out that it surfaced out of the
two other types or community. It is called a relevant community that defines
a group of people having similar interests and goals as the communities
around them. These populations have common interests in changing existing
institutions to their advantage in order to achieve redistribution of resources. It
is geared toward organization of the poor.

ELEMENTS OF A COMMUNITY
As a trainee, one should be
• Demographic (include population
aware of elements of a community distribution and density)
in order to understand the dynamics • History (events of the past that
contributed to the development of the
thereof. The important elements are community)
• Culture (ways of living of the people)
demographics, history, culture,
• Economy (income level, occupation of
economy, and structures. The people
• Structures (physical, political and social
demographics (characteristics of
structures)
population) tell a lot about the
movement of the population in the community that you will serve. History
allows you to identify certain patterns of change and people’s way of adapting
to these changes that can be useful in plotting your activities. Understanding
the economy, culture, and community structures increases the chances of the
success of activities since anyone can provide culture-based and more
realistic solutions to community concerns.
In examples you were able to identify that it floods in a market area
nearby the creek. During rainy seasons, sales are very low because their
merchandise gets soiled by the rain. They have adapted by using improvised
plastic covering to coat their merchandise but they are not so attractive. What
kind of projects do you think you can do by learning this information already?
By experience, the architecture and fine arts students training in the NSTP
would usually think of enhancing the features of the merchandise, covering
the stalls to attract more consumers even during the rainy season.
Based on their assessment of these elements and by working with the
community one can already formulate plan of actions.

8
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 1.2

CHAPTER 1 – Lesson 2 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. Matching Type. Match column A with the correct answer on column B,
write only the letter of your answer.
Column A Column B
_____ 1. Ways of Living; People A. Demographic
_____ 2. Physical, Political; Social Structures B. History
_____ 3. Population Distribution; Density C. Culture
_____ 4. Income Level; Occupation D. Economy
_____ 5. Events; Past; Community E. Structures
Development

B. Essay. Answer the following questions/ statements comprehensively.

Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensiveness Total
to the Topic presentation of ideas Grammar of discussion
50% 15% 5% 20% 100%

1. What is/ are the difference between geographical and functional

community?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What are the different elements of a community? What role do they play in
giving the community an identity?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

_____________________________________________________________

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Lesson 3 UNDERSTANDING THE CONCEPTS AND
PRINCIPLES OF COMMUNITY IMMERSION

Pre-discussion

You have learned from the previous lesson the concepts of community.
In this lesson you will be introduced to the concepts and principles of
community immersion.

Lesson Objectives

At the end of the lesson the students can:

1. define community immersion;
2. discuss the precepts of community immersion;
3. analyze the forms of integration in community immersion; and
4. evaluate the role immersion as an important approach in giving
community service.

Lesson Outline

COMMUNITY IMMERSION
Community immersion is an essential strategy in community organizing
work that entails understanding of the
Community immersion is a
different community concerns, process,
strategy that goes beyond
dynamics and lifestyle through exposure acquainting us with community
concerns but make possible our
and engaging in different activities. It is participation in their (re)solution
different from the actual organizing work.
Immersion is just one of the strategies in plunging into community
organization. Venture undertaken may be integrated or specialized activities
which entail entering, familiarizing and involvement of the self in the conduct
of the activities for community development.

Community immersion in NSTP is devised as a strategy in molding and

‘conscientizing’ students just so that they may be socially aware and
responsible to their communities. This manner of transformation is bent on
training the youth to becoming civic conscious and defense prepared
individuals. The nature of immersion efforts done is along the dimensions of,

10
but not limited to, education, health, safety education, sports and recreation,
environmental services, entrepreneurship, morals of citizenry and other social
welfare concerns.

In view of the fact that immersion is a major concern in development

work, trainees may find it significant to be guided by the following precepts:

- Trainees should immerse in actual community life to get to know the

social, political and economic situation of the people.
- Trainees may also undergo certain changes like increase in knowledge
about the social realities, development of good values, empathy
towards other people, and improvement of socials skills, among others.
- Trainees should identify the community people’s interest and
aspirations.
- Trainees must recognize people’s resiliency and does not rob them of
their right to have community participation and determination of
appropriate courses of action.
- Trainees should be aware of the gain-negotiated sanction – the
acceptance derived from community relations coupled with the right to
conduct immersion activities.
- Trainees must reflect on how their social analysis of the current
situation is concretized in community people’s lives. The analysis
should have as much meaning for the trainees as for the community.

The following are the forms of integration in community immersion:

- Home visits
- Living with selected families preferably with key informants
- Informal discussions with individuals or groups
- Sharing in household and community activities (cooking with the
community host, clean-up drive)
- Attendance in social gatherings (fiestas, weddings, etc.)
- Assistance in production work (selling, farming, etc.)

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Immersion as an Important Approach in Giving Community Service

An old adage says that, “Experience is the best teacher.” Going

through the immersion process and conducting
Through community
community service activities/project will enable immersion, trainees will be
exposed in further and other
the trainees to understand how the people fell,
realities of life which they may
think, say, and behave as dictated by their or may not belong to.
conditions and situations in life as a means to
make feel and realize that they are more fortunate than many others and that
the students can do something to improve the lives of the marginalized and
underserved.

As the Holy Scripture tells us, “To whom much is given, mush is
required.” Since students have been given the rare opportunity and the
distinct privilege of being schooled that they are supposed to better the living
conditions of those whom were not as auspicious as they are. As one of the
objectives of this book expounds, trainees will be exposed in further and other
realities of life which they may or may not be used to.

After having explained the significance of the community immersion

requirement of NSTP in the purview of the educational and religious
perspectives, let us succumb to the legal basis of such. The basic questions
as “What is the relevancy of the immersion part of the NSTP?” and “Why
would trainees need to study the behavior of the people in and that which
composed the community where they serve? Answer to these sort of
questions is provide for in NSTP Act and has served as the mandate and of
core of recognizing the role of the youth in nation building. Young people are
vested with the obligation “to defend the security of the State and in fulfilment
thereof, the government may require each citizen to render personal military
or civil service,” (Section 2, NSTP Act of 2001) whether in times of peace or
war. Simply put, aside from becoming socially aware of the strengths,
weaknesses, opportunities and threats of their communities, trainees are
believed to possess the qualities and energies that, if properly channelled and

12
directed, will yield results towards arresting, if not totally annihilating, the
innumerable dilemmas of man.

The next question that a trainee is bound to ask is the first step of the
process of immersion is, “Are trainees, young as they are, capable of
responding to the stringent requirements of community building and meeting
the skills and knowledge criteria of transforming communities?” Definitely,
yes. The role of the youth in national/local development cannot be
overemphasized. To reinforce this are the very words of our national hero,
“The youth is the hope of the Fatherland.”

13
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 1.3

CHAPTER 1 – Lesson 3 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. True or False: Write TRUE if the statement is correct and FALSE if it is
stated wrong.
_____1. The immersion process allows students/ trainees to better
understand the situation of the people and their community in order
to provide relevant and responsive programs/ project, especially
the underdeveloped and marginalized.
_____ 2. Community immersion in NSTP is devised as a strategy in molding
and ‘conscientizing’ students just so that they may be socially
aware and responsible to their communities
_____ 3. Trainees should not immerse in actual community life because they
should not to know the social, political and economic situation of
the people.
_____ 4. Community immersion is an essential strategy in community
organizing work that entails understanding of the different
community concerns, process, dynamics and lifestyle through
exposure and engaging in different activities.
_____ 5. Trainees must recognize people’s resiliency and does not rob them
of their right to have community participation and determination of
appropriate courses of action.
_____ 6. Immersion avoids living with selected families preferably with key
informants.
_____ 7. Trainees are not expected to identify the community people’s
interest and aspirations.
_____ 8. Trainees in community immersion are encouraged to share in
household and community activities (cooking with the community
host, clean-up drive)
_____ 9. Trainees must disregard how their social analysis of the current
situation is concretized in community people’s lives.
_____ 10. Trainees on immersion should not engage in informal discussions
with individuals or groups.

14
B. Essay. Answer the following questions/ statements comprehensively.
Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensiveness Total
to the Topic presentation of ideas Grammar of discussion
50% 15% 5% 20% 100%

1. What is community immersion? How does it contribute in developing

underdeveloped and marginalized communities?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What are the precepts of community immersion? Discuss with
example.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

15
Lesson 4 UNDERSTANDING THE ESSENCE OF COMMUNITY
IMMERSION IN NSTP

Pre- discussion

The NSTP I taught you the different characteristics and skills that a
good citizen must possess in order to contribute to inclusive and responsive
nation building like leadership, volunteerism, and environmental awareness
among others. In this lesson, you will learn the concept of community
immersion and its importance in nation building.

Lesson Objectives

At the end of the lesson, the student can:

1. define community immersion as a component of NSTP;

2. identify and discuss the relevance of community immersion to the
aims of the NSTP;and
3. state and assess the significance of NSTP community immersion to
the attainment of national development;

Lesson Outline

Community immersion is one important requirement of the National

Service Training Program (NSTP) prescribed to students, male and female
alike, in private and public higher education institutions and technical-
vocational schools (RA 9163, Sec. 7). In essence, it is the practicum-based
element of NSTP where lessons
learned and acquired in NSTP 1, Community immersion is a
whether on a semester basis or as strategy of transforming DDU
part of the One Summer Program, are communities and trainees into
self-sustaining ones as men for
applied in the enhancement of the others imbued with good
trainees’ capabilities, civic citizenship values of being:
consciousness and defense
Makadiyos
preparedness in the service of the Makatao
Makabayan
nation. This practicum requirement
makakalikasan
essential to NSTP 2 is not only

16
applicable to the Civic Welfare Training Service (CWTS) and the Literacy
Training Service (LTS) components but the Reserve Officers Training Course
(ROTC), as well.

As a concept, community immersion is a strategy in community

organizing that is sought to imbibe among the NSTP trainees a better
understanding and realization of the different community concerns through
exposure on actual life situation specifically in the deprived, depressed, and
the under privileged (DDU) communities. These experiences will allow them
to integrate with other people who may facilitate them to undergo certain
changes that will make them civic-conscious and socially responsible citizens.

Corollary, community immersion, as a process, is aimed at developing

among student-trainees, through the training program, their appreciation of
rendering community works which is quintessential in affording for them the
opportunity to experience and put themselves in real-life situation in the
communities they serve. For this reason, each trainee must have a genuine
feel of living with the people in order that they may understand and relate with
community concerns as they go through a self-transformation and personal
growth at the same time.
In more specific terms, the NSTP trainees are expected to initiate
community-based interventions in the form of projects and activities meant to
address the multi-faceted issues and concerns supported by needs
assessment/analysis study that maps out the problems there from which
impedes the important aspirations of the community people in the area of
service.
The trainees, in their own little way, contribute in the uplift of the quality
of life of the people in the service areas and, at the same time, develop their
ethics of service imbued with the good citizenship values of makadiyos
(godly), makabayan (patriotic), makatao (humanitarian), and makakalikasan
(nature lover) thereby better preparing them as reservists in responding to the
call of the times.
Community immersion is an approach of developing among the
NSTP student-trainees the concept of service and empowerment as they

17
reach out to deprived, depressed and underprivileged communities, and the
marginalized segments of the society.
The myriad of problems in the community can be addressed by
immersion projects and activities specifically designed to improve the different
aspects of human development like economic, social, spiritual, etc. these
aspects cannot and should not be defined singly and separate, but must be
viewed interdependently and in totality. However, for purposes of delineation,
the economic aspect suggests financial management while social aspect
focuses on people’s interactions and relationship building. On the other hand,
the spiritual aspect is associated with religion and our relationship with the
Supreme Being, regardless of whatever name we call our God.
Translating the aforementioned aspects of human existence, NSTP
had contextualized the said concepts by determining the various dimensions
of development along the CWTS component of the program, as per guidelines
of the NSTP Law, to wit:
- education;
- health;
- safety and disaster management;
- sports and recreation;
- environmental services;
- Entrepreneurship and livelihood; and morals of citizenry and other
social/general welfare concerns.

Objectives of the NSTP Community Immersion

The community immersion requirement of NSTP is a mechanism
specifically designed to allow student-trainees to:

a. define community immersion as an approach and strategy of

developing projects in serving people and communities;
b. enrich knowledge and competencies on community immersion as a
process for development;
c. apply the principles and concepts of working in the community through
immersion projects and activities;

18
d. expose NSTP trainees in depressed, deprived, and the underprivileged
communities and marginalized group groups of our society;
e. appreciate the values of community immersion as a means of
developing themselves as citizens and helping people improve their
way of life and in alleviating their living conditions;
f. enhance civic consciousness and defense preparedness; and
g. develop ethics of service imbued with good citizenship values.

19
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 1.4

CHAPTER 1 – Lesson 4 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:

A. True or False. Write TRUE if the statement is correct and FALSE if it is

wrong. Write your answer on the space provided before the number.

________ 1. Community immersion is in consistent with the innate and

ultimate intention of helping people.

________ 2. Community immersion is vital to the development of the trainees’

knowledge, skills, values and attitudes in realizing the

penultimate ends of NSTP.

________ 3. The community immersion in NSTP avoid the exposure of NSTP

trainees in depressed, deprived, and the underprivileged

communities and marginalized groups of our society.

________ 4. Applying the principles and concepts of working in the

community through immersion projects and activities is one of

the goals of community immersion in NSTP.

________ 5. To develop trainees ethics of service imbued with the good

citizenship values of makadiyos (godly), makabayan (patriotic),

makatao (humanitarian), and makakalikasan (nature lover) is

strengthened in the community immersion in NSTP.

20
B. Essay. Answer the following questions/ statements comprehensively.
Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensiveness Total
to the Topic presentation of ideas Grammar of discussion
50% 15% 5% 20% 100%

1. What is community immersion? Why is community immersion

considered an important component in NSTP?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. How can community immersion realize the goals and ideals of the
NSTP program and contribute to national development?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. What are the objectives of the NSTP community immersion? Do you
agree with these? Why or Why not?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
21
Lesson 5 PARTNERS, CONDITIONS AND PERSONAL GAINS IN
NSTP COMMUNITY IMMERSION

Pre-discussion

In the previous lesson you have learned the essence of community

immersion in NSTP. This lesson will give you an understanding of who are the
partners in the immersion, conditions in community immersion and personal
gains in the immersion process.

Lesson Objectives

At the end of this lesson, the students can:

1. identify who we immerse within the community;

2. interpret the conditions in a community immersion; and
3. analyze and appreciate the personal gains in the NSTP community
immersion.

Lesson Outline

Whom Do You Immerse Within the Community?

When one goes to a community, he/she associates with the people

whom intends to work with as partners, allies Community-based service
projects must be premised on the principle of people empowerment and not
the ‘dole-out’ mentality. The parents, youth, the differently-abled constituents,
professionals, members of people’s organizations, and other formal and
informal group, and other who can be a potential collaborator of your project
or activities. We do not just work for and serve the people but rather we
encourage their participation. This practice of enjoining people’s support is
adherent to the Confucian’ philosophy of “give man a fish and he will live for a
day; teach him how to fish and he will live for a lifetime.” Community
immersion is empowering the people towards development of the locality.

22
Conditions in a Community Immersion
It is so desired that one fundamental pre-requisite qualification among
those who intend or are tasked to undergo community immersion is a full
understanding of the concepts and theories behind the dynamics of groups
and community. In the same breath, knowing the very process of immersion is
a primordial condition. This is so because this endeavour requires a great
deal of know-how and skills in facilitating interventions, planning and
managing community service projects, among others.
Training-wise, community developers/organizers and social workers
are most qualified because it is assumed that they have more or less formal
background on carrying out these kinds of undertaking.
Volunteers in social organizations and movement also undertake
immersions. They undergo professional training in development work. Such
immersion typically proceeds to organizing work.
As for NSTP, students enrolled in NSTP-CWTS/LTS 2 are mandated to
undergo community immersion for a period covering a minimum of 54 hours
to a maximum of 90 hours as cited from CHED-prescribed Program of
Instruction (POI), 2007 edition.

What Personal Gains from Community Immersion

The community immersion aspects of NSTP will be able to benefit not
only the communities served but more so the student-trainees who may be
accorded with the following advantage:
- opportunity for the trainees to comprehend people’s lives because of the
chance given to them to see real life situations, live, identify and associate
with the people therein;
- gain social acceptance derived from community relations coupled with the
right to offer services;
- enhance experiences in conducting asset mapping such as identifying
geographic coverage, point out resources and the use, and the
relationships of people with the existing resources;
- establish rapport and relationship with different people who may be of help
to them at some future time;

23
 - develop their conscientization ability. It helps them realize issues that will
help solve problems in the community. It is important for them to do
something that can change their situation.
- Acquire first-hand experiences in dealing with community work; and the
- Chance to learn life skills that will enrich and better their persons.

Succinctly, community immersion improves the trainees’ understanding

of himself in relation to others. And by understanding others, the trainees can
be able to give a part of himself to help others.
Most important of all, community immersion is in consistent with the
innate and ultimate intention of helping people as immortalized in the words
that spell the extension creed by Dr. Y.C. James Yen of the International
Institute of Rural
The Extension Creed
Reconstruction. Go to the people.
Live with the people. Learn from them.
Plan with them. Work with them
Start with what they know.
Build on what they have.
Teach by showing, learn by doing.
Not by showcase but a pattern.
Not odds and ends but a system.
Not piecemeal but integrated approach.
Not to conform but to transform.
Not relief but release.

24
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 1.5

CHAPTER 1 – Lesson 5 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. Essay. Answer the following questions/ statements comprehensively.
Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensiveness Total
to the Topic presentation of ideas Grammar of discussion
50% 15% 5% 20% 100%

1. Who do we immerse in a community and what are the conditions in

community immersion in NSTP?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. How can community immersion realize the goals and ideals of the
NSTP program and contribute to national development?
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

25
Lesson 6 DOS AND DON’TS IN COMMUNITY IMMERSION

Pre-discussion

You have learned from the previous lesson the partners, conditions
and personal gains in NSTP community immersion. In this lesson you will
learn about things that you must remember when conducting a community
immersion.

Lesson Objectives

At the end of this lesson, the students can:

1. identify the Do’s and Don’ts of community immersion; and

2. elaborate the Do’s and Don’ts of community immersion;

Lesson Outline

It is a basic rule that trainees must be well-versed with the area, skilled
to communicate with community people and disciplined to keep yourself from
responding indifferently towards diverse types of personalities.
Prudence, therefore, orders that community “immersionists” must be
well-informed of the prescriptive and proscriptive norms in the conduct
community immersion.
Hereunder is a guide prepared by Dr. Florida C. Labuguen and Ms.
Emily Rose M. Bautista in manuscript from entitled ‘Essential Protocols When
Visiting Community.’

Essential Protocols when Visiting a Community

Things to Remember Things to Avoid
Before the Conduct of Community Immersion
1. Familiarize yourself with the basic Never forget to inform and get
information and theories regarding the consent of your
community life. At this stage, you must parents/guardians about the
at least have in your mind a community activities lined up.
you intend to immerse at. Ask around for
information about this community.
2. Secure a waiver from the NSTP Office
prior to the visit and have it signed by
your parents.
3. Always inform the faculty in-charge of

26
 your destination, time table, and plan of
action.
4. Be armed with background information Do not go directly to the
about the area for immersion. This will community without determining
be helpful in locating resources, and site the background information
entry and exit points which will make about it.
your travel safe and more convenient.
Background information will enable you
to anticipate the general characteristics
of people in that area. In example, there
barangays in manila which are
historically and primarily composed of
Pampangueños. With this background
information, you can already assess that
people in that community mainly identify
with Pampangueños. To facilitate your
community activities promptly, you can
ask a fellow trainee who have deeper
understanding of the culture to lead you
on.
5. Pay courtesy call to community leaders,
whether formal or informal. Courtesy
calls may also be done to officers of a
non-government organization (NGO)
where the project is also directed to. Be
sure that the people who will be helping
you in your project and the key
informants of the community are
informed of your every visit. Provide
them with a copy of the schedule of your
activity. Harmonious relationship with
community leaders and officers can
almost ensure you of your safety in their
support in your projects and activities.
They may be able to commit in providing
security when you roam around and
familiarize yourself with the community.
6. Secure documents like a letter of Avoid bringing original copies of
acceptance from the community, signed documents in the
memorandum of agreement, etc. and community. It is better to carry
other documents pertinent to your stay around original and certified true
in the community. copies of documents to prevent
loss and smudging the

27
 document.
7. Bring your own personal provisions like However sometimes, community
water, snacks, and extra shirt. These will people could be insistent in their
be helpful to fill in those hunger pangs hospitality in offering you
while conducting the immersion. provisions like food. Try to
Community people are often very gauge whether it would be
hospitable. They will most likely offer offensive to refuse their offer. If
you their food and water if they see that you think they will be offended if
you are unable to provide for yourself. you beg off, you may accept
This is despite that they might already food or water in your plate or
be offering their last supply of food. glass but do not consume it.
Remember, you are there in the Especially if you are not able to
community to assess if you could help have as much background
and work with them, so try not to be an information on the community
additional burden to them. you are immersing at. Avoid
consuming their resources and
focus on your work. This is also
for your own safety. Whenever
possible, and in a respectful
manner, decline and tell them
the offer that you appreciate
their hospitality.
During the Actual Community Immersion Period
8. Be courteous to everyone. Whether it be Avoid labelling and naming
a vendor or a community official. people with politically incorrect
Remember that you are there to work terms. Try to be more discreet in
with the community. your use of words to avoid
offending other people.
9. Act properly and discreetly. You are
representing your school and your fellow
students. Be responsible with the words
you say. Your actions and words would
easily be generalized as the behavior of
every other student in your school. In
one of our interviews with community
organizations, they alleged that some
schools wherein their previous students
have not shown proper behavior will no
longer be welcome to conduct
immersion activities in their area.
10.Depending on the type of entry you use, Do not show off in terms of
(See page 50 on phases of Community dressing up. You are there in the
immersion) wear proper uniforms and community to help. Just bring an

28
 identification card. This will allow the extra white shirt if you have to
community to identify who are the change your soiled uniforms
trainees who will immerse in their after your activities. Avoid
community. This can also promote your drawing attention to yourself. Be
school’s image as you become as low profile as possible and
“ambassadors” for community service. avoid being identified as a guest
Depending on the situation, there may in the community.
be some cases where decent civilian
clothes are more appropriate to wear
during immersion time especially if you
are trying to be mass-based and less
formal
11.It is highly advised to keep your Never bring out your valuable
valuables secured to protect you from things like cellphones, jewelry,
unnecessarily attracting and distracting and monet in public places.
community people, from possible theft,
etc.
12.Always document your visit. Write in
your record notebook the date, the
narrative of important events that
happened, and your reflections in each
visit.
13.Always ask for permission from Never promise and commit to a
concerned people when you have to task that is beyond your and
take pictures. It is best to take pictures your school’s capability. Never
that show you “in action” and working go beyond the activities stated in
with the community people as these can your MOA to avoid false
best illustrate your experiences in the commitments and dependency
community. Again, be mindful of your of the community.
surroundings and be careful in bringing
out valuables.
After Community Immersion
14.Validate and evaluate if the programs
and activities were conducted
appropriately and as planned.
15.Provide copies of your final
documentation output to the NSTP
Office and to the community where you
conducted your immersion. For your
documentation may serve as a baseline
study for the community and other
batches of NSTP students in conducting
community immersion. This will avoid

29
 unnecessary repetition of activities and
may be a basis for enhancement of
other previously conducted activities.

Enjoy your time with the community people. Mother Teresa puts it,
“Love cannot remain by itself – it has no meaning. Love has to be put into
action; and that action is service.”

“Community immersion is vital to the development of the trainees’

knowledge, skills, values and attitudes in realizing the penultimate ends of
NSTP…”

30
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 1.6

CHAPTER 1 – Lesson 6 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. Essay. Answer the following questions/ statements comprehensively.
Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensiveness Total
to the Topic presentation of ideas Grammar of discussion
50% 15% 5% 20% 100%

1. Enumerate and discuss the do’s and don’ts of community immersion.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Make at least 3 additional do’s and 3 additional don’ts in community
immersion.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

31
SUMMARY

A Community a group of people with diverse characteristics who are

linked by social ties, share common perspectives, and engage in joint action
in geographical locations or settings. Consequently, communities vary in
development.

In a nutshell, community immersion is an approach of bringing the

NSTP student-trainees to DDU communities and to underserved,
marginalized sectors, providing them the venue where they may encounter
paradigm shifts from being meres spectators of community action, nonchalant
and passive citizens to responsible and effective change agents who are
empowered to touch the lives of other people.

Immersion, as a methodology used in the NSTP Training, is a mode of

bringing the NSTP-CWTS/LTS student trainees to the field for them to have a
feel of the real-life situations, living with the less-fortunate segments of the
society and of the people, especially in the deprived, depressed, and
underprivileged communities with the end in mind of involving them into an
endeavour that is envisaged to alleviate poor and distressed living conditions
in the improvement of the communities and their people.

This process of community immersion is bound by guidelines and

protocols as a way to ensure that the objectives set are met.

REFERENCES

Alabado, R.P., & Serrona, K. R. B. (2017). “Community Engagement,

Solidarity and Citizenship,” Rex Bookstore.Manila..
Almeda, R., et.al. (2002). Community Immersion: A Dialogue of Life
Dale, S. (1990). Controversies in Sociology. A Canadian Introduction, Copp,
Clark and Pitman: Toronto.
Johnson, A. (1986). Human Arrangements. Harcourt Brace Jovanovich
Publishers. Orlando.
Labugen ,F., et.al. (2018). Understanding the NSTP 2. Mutya Publishing
House Incorporated.
MacQueen KM, et.al. (2001). What is community? An evidence-based
definition for participatory public health. Am J Public Health. Dec;
91(12):1929-38. doi: 10.2105/ajph.91.12.1929. PMID: 11726368;
PMCID: PMC1446907.
Paul, J. et.al. (2012). Sustainable Communities, Sustainable Development:
Other Paths for Papua New Guinea. Honolulu: University of
Hawaii Press.

32
 Chapter 2
THE PROCESS OF COMMUNITY IMMERSION

Overview

The previous chapter presented you the ideas and concepts of

community immersion being an important component in the study of the
NSTP. You have learned that community immersion gives people the
opportunity to reflect on their assumptions, attitudes, and the knowledge base
of their profession and to gain cultural competence.
In this chapter, you will learn the process of community immersion as
you are expected to contribute meaningfully to nation building.

General Objectives

At the end of this chapter, the student can:

1. verbalize the process of immersion as a guide for rendering service to
the communities;
2. design a community immersion plan of implementation following the
process; and
3. internalize the importance of carrying out the steps of community
immersion in series.

Lesson 1 PHASE I: PRE- IMMERSION

Pre-discussion

The community immersion process is a series of interrelated and

intertwined phases which commences with the Pre-immersion followed by
entering the Community, Community integration, Community Needs
assessment, Program or Project implementation, and Termination of the
Project.

33
Lesson Objectives

At the end of this lesson, the students can:

1. identify and discuss the process of community immersion in terms of

pre-immersion;
2. describe the activities under the pre-immersion; and
3. appreciate the process of community pre- immersion.

Lesson Outline

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.

PHASE I: PRE-IMMERSION
This phase 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 tasks 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 others technical needs.
According to many who have undergone immersion, the activities could be
both exciting, and exhausting.
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:
1. Select our areas. The marginalized sectors are your target clients
because they are the ones needing your assistance more than any
other groups in the society. Examples of marginalized groups are the
youth, women, slum dwellers, the differently-abled, among others.

34
2. Local partners must be willing to work and support community
project. This goes to say that we should start with the people and work
with the people.
3. Consider needs and resources within the capability of the
students and community partners. You cannot extend what you do
not have in the first place.
4. Place that is not saturated by other agencies. Supporting agencies
are probable resources waiting to be tapped that can provide additional
financial assistance when it comes to projects that are also within their
type of service.
Soliciting their support will also prevent duplication of services and
activities. You have to identify if their schedule of activities coincide with
yours so that you will not confuse the people with your separate
identity. There is a danger that people will not support you if the
schedules of your activities overlap with those of an agency that has
long existed in the community before you came.
Through appropriate communications and relations with these
agencies, they can most likely be the source of other updated baseline
of that data you will need to understand the community.
5. Stable peace and order situation. You have to put into consideration
your own safety when you conduct your immersion. Some of the salient
questions you need to ask are that. “Are the roads and work area
secured to travel on?” “Am I not putting myself and other members of
the immersion team in danger if we conduct our immersion in this
venue?” “Will I and my school be compromised if I continue to work in
this area?”
Sometimes despite the community leaders’ commitment to work
with the trainees, when the community in general does not regard their
area as having stable peace and order situation, they themselves will
not cooperate because their community issues go beyond what you
can respond to.
Remember, you are also a student and that one of your main
objectives is to learn and experience community living without disregard
to your own safety.

35
6. Accessibility. Successful community immersion also relies on how
quickly and how often you can visit the community. If you live in Cavite
and you happen to have chosen Bulacan as an immersion area, would
it be easy for you to conduct, monitor evaluates your projects in the
latter area mentioned?
You have to take into accounts how much time you spend
traveling, how much money you spend for transportation or lodging.
There is a chance that you will spend extra effort on tasks like carrying
training materials on the field, etc. that could otherwise be prevented if
you have chosen a much accessible venue for immersion.
If you have been able to select an area for immersion based on
the foregoing factors, you can now proceed to entering the community.

36
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 2.1

CHAPTER 2 – Lesson 1 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. Essay. Answer the following questions/ statements comprehensively.
Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensivenes Total
to the Topic presentation of ideas Grammar s of discussion
50% 15% 5% 20% 100%

1. What is the pre-immersion phase in the NSTP immersion activity?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Identify and discuss on your own understanding the considerations in
identifying the areas for immersion?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

37
Lesson 2 PHASE II: ENTERING THE COMMUNITY

Pre-discussion

You have learned on the previous lesson the first phase of the NSTP
immersion. You have identified important factors to be considered before
entering a chosen community. In this lesson, you will learn the important
factors to be considered in entering a chosen community.

Lesson Objectives

At the end of this lesson, the students can:

1. describe the process of community immersion in terms of entering a

community; and
2. explain the activities when entering a community.

Lesson Outline

Angelito G. Manalili in his book Community Organizing for People’s

Empowerment (1990), remarked that there are different ways of entering the
community. Similarly, immersion begins with the initial steps in community
organizing. Anchored on Manalili’s concepts, those planning to conduct
community immersion can enter the community thru:

Ostentatious Entry. Complete with banner and a general assembly of the

people, the community ushers in the people who will undergo immersion or
outsiders. People naturally expect more from the outsiders because the
latter’s identity is boosted.

Banking on the People’s Weakness. Outsiders sometimes enter the

community through catching people’s attention. At times when community
people are in distress, they usually adhere to outsiders, like during economic
crisis, emergency and disaster situations. The outsiders try to find out which
aspect is it that the community will need them for and through this, they
emphasize on how they could be helpful.

38
 Academic Style of Entry. Communities are often called social
laboratories because they are a place to test the theories learned in
classrooms. Academic institutions field some students into the community to
assist the community regarding its concerns. A trialogue between the school,
the students and the community is done to identify the terms to which the
community service will be fulfilled.

People-Centered Approach. This approach ultimately believes on the

capacity of the community people to participate and acknowledge whether
outsider assistance is really needed. Users of this type of entering the
community invest on community relations, believing that both parties are
partner to community development. Key to this type of entry is strong linkage
with the people in the community.
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 establishing 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 conversation.
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.

39
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 2.2

CHAPTER 2 – Lesson 2 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. Essay. Answer the following questions/ statements comprehensively.
Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensivenes Total
to the Topic presentation of ideas Grammar s of discussion
50% 15% 5% 20% 100%

1. Identify and discuss the different ways/ methods of entering a

community.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. Discuss the statement “when entering the community the members of

the community immersion team must establish good rapport and
relationship with the community people”.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

40
Lesson 3 PHASE III: COMMUNITY INTEGRATION

Pre-discussion
You have learned from the previous lesson the considerations in
entering a community as part of the community immersion process. In this
lesson your learning will be enhanced, specifically on community integration.

Lesson Objectives
At the end of this lesson, the students can:
1. list the process of community immersion in terms of community
integration; and
2. evaluate activities during community integration.

Lesson Outline
Integration is a continuous process wherein the trainees come into
direct contact and become involved with the community people. This phase is
where the immersion phase gets more personal. The trainees should realize
that there is an existing concern within the community. As the problems of the
community become more apparent, you become aware and validate that you
are part of the circle.
INTEGRATION may be done through:
a. Border Style. If provisions allow, the trainees may choose to stay and
live-in the immersion area for a certain period of time. They may live- in
the community to pursue deeper knowledge about the community.
However, the ‘boarder’ or guest status will still be the regard of the
people toward them unless they integrate themselves fully with
community life.
b. Elitist Style. Some trainees tend to say close to key informants and
political players during their stay in the community. Due to this, their
social circle becomes limited and their interaction is confined to a few
people. Immersion activities must always take into account the
involvement of the majority.
c. But the best way is the People-Centered Method of Living with the
People.

41
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 2.3

CHAPTER 2 – Lesson 3 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. Essay. Answer the following questions/ statements comprehensively.
Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensivenes Total
to the Topic presentation of ideas Grammar s of discussion
50% 15% 5% 20% 100%

1. Identify and discuss the different ways/ methods of community

integration.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. Why do we consider community integration an important phase in

community immersion?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

42
Lesson 4 PHASE IV: COMMUNITY NEEDS ASSESSMENT

Pre-discussion

You have learned from the previous lesson the importance of

community integration. In this lesson you will learn about needs assessment.
Needs assessment, social analysis or community diagnosis as others refer to,
is a concrete base for the formulation of programs. It reflects the sentiments,
needs, aspirations, and recommendations of the community people. When it
is done properly, it will reflect also the trainees’ feeling of oneness with the
community. They begin to see that the people also reflect their own.

Lesson Objectives

At the end of the lesson, the students can:

1. define and discuss community needs assessment;

2. establish the importance of needs assessment;
3. describe the types of data collected in needs assessment; and
4. enumerate and discuss the methods in Collecting Data for Community
Needs Assessment.

Lesson Outline

Community need assessment is the process wherein problems,

issues and concerns of the community are identified through the use of
several tools for assessment. It encourages the participation of the
community, as they are the stakeholders, to the finding in the assessment.

Importance of Needs Assessment

1. Gather information about citizens’ attitudes and options in order

of importance.
2. Determine how citizens rank issues, problems and opportunities
in order of importance or urgency.
3. Give citizens a voice in determining policies, goals and priorities.
4. Evaluate current programs and policies.

43
 5. Provide speculations about what people are thinking.
6. Provide speculations about what people really want.

Community needs assessment is a means to measures problems,

issues and concerns of a specific locality which could be done by interested
group with sponsors to establish credibility. It involves steps to follow in order
to consider well specific areas which will be included in developing the
instruments. It particularly involves the population demographic areas,
economic and social level. It is also designed to gather information and help
determine how best one can respond to the needs of the community, issues
or concerns, and potential areas of intervention.

When the needs are identified the people then must come to an
appreciation that there are needs that exist among them and these are shared
by all of them. They should then visualize their goals and the ideal life they
want to achieve and reflect their dreams in life.
Finally, know and make your case…
Needs assessment are a critical part of community organizing
practice/development work. It is essential to ask the question:
• How do you know there is a problem?
• How do you know there is a need for a particular intervention?
Answering this question entails gathering empirical (objective) and
perceptual (subjective) data.
• How serious is the “A nation is a totality of men united
through a community of fate into a
problem/need? community of character.”
• How pervasive is it? -Otto bauer
• How many people do it affect?
• Who believes there is a problem/need?
• Who is defining the problem/need?
• Why at this time?

44
Information to be Included in Assessing Community Needs

1. Historical Development – 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 – includes information
on the community’s patterns and population contributions.
3. Political and Legal Functions – includes strategies for community-
based selection [or this may include strategies that community uses for
selecting players in the political sphere].
4. Demographic Data – includes data on age characteristics, size, race,
and transience of population.
5. Economic Data – refers to the economic base, social, cultural,
educational, recreational organizations. This includes the values and
social pattern.

Sample of Community Needs Assessment Framework/

Design for Urban and Rural Setting
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
1. History of place and people
2. Language being used
3. Peace and order situation
(usual community conflict and/or crime rate)
4. Clothing (most applicable to rural setting)

II. SOCIAL PROFILE

(Data comes from survey)
a. Total Population
b. Total Number of Household
c. Population distribution by Gender (and Age)
d. Population distribution by Educational Attainment
e. Health and common illness
f. Recreation

45
III. ECONOMIC PROFILE
a. Age earners in the family
b. Employment
c. Household monthly income

IV. LIFE SKILLS

a. Abilities
b. Interests

V. SPIRITUAL ASPECT
Number of people with active membership in the church

VI. SOCIO-POLITICAL ASPECT

a. Known social programs or projects and other related community
efforts (whether existing or planned efforts)
b. Expression of satisfaction/dissatisfaction towards current social
programs
c. Perceived community problems
d. Recognized community leaders
e. Other agencies, GO’s or NGO’s that are in the area or that serve
the community

Methods in Collecting Data for Community Needs Assessment

1. Focused Group Discussion (FGD) with Key informants. The key

informants of the community are people who hold socially responsible
positions such as educators, public officials, clergy and business
representatives or those who are active in community events. These
are the people who can provide good information that will guide and
give you better understanding on historical issues needed by the
community.
2. Community Forum/Assembly. This involves holding of group events
that may include the entire community. It gives visibility to the leaders
and raises the status of the community but it requires lots of planning
and publicity. This meeting can be a venue where people can express
their needs and be immediately validated by the rest of the attendees.
Participatory action research effectively uses this method.
3. Public Records. Public records like national census will provide data
for social and demographic indicators of the community. Data included
are age, gender, educational level, locality, etc. that tend to contribute
to library use.

46
4. Survey. Survey and questionnaires involve asking individuals in the
community about their everyday needs. This can be implemented
through the following:
a. Mailing questionnaires to randomly selected members of the
community
b. Performing telephone survey;
c. Handing out surveys while people are in an assembly; and
d. Posting questionnaires on your public access computer catalog.
An example of this I s the Minimum Basic (MBN) Form of the DSWD

47
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 2.4

CHAPTER 2 – Lesson 4 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. Essay. Answer the following questions/ statements comprehensively.
Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensivenes Total
to the Topic presentation of ideas Grammar s of discussion
50% 15% 5% 20% 100%

1. What is community needs assessment? Why is it important to

conduct community needs assessment?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Identify and discuss the types of data collected in needs assessment.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. What are the methods in Collecting Data for Community Needs
Assessment? Discuss each.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

48
Lesson 5 STEPS IN CONDUCTING NEEDS ASSESSMENT
AND COMMUNITY ASSISTANCE IN ASSESSING
NEEDS

Pre-discussion

You have learned from the previous lesson the basic concept
underlying community needs assessment. Further, you also learned the
different methods in conduction community needs assessment.
This lesson will introduce you the steps in conducting community
needs assessment.
Lesson Objectives

At the end of the lesson, the students can:

1. present the steps in conducting needs assessment; and

2. describe the community assistance in assessing needs.

Lesson Outline

The Story of the Lone Community Servant

Once there was community servant who saw that the problem of
poverty in his community was related to the low wages that a big-shot
company was giving to the residents who worked for it. So, the community
worker organized a work stoppage until “their” demands were given, including
a wage hike. He was successful in gathering 100 community people to picket
with him. But on the third night of the strike, he was surprised to find no one
behind him in the picket line… apparently the problem, in the eyes of the
community people will not be solved through strikes but through a round table
discussion with the management. “The community was not consulted of the
real method of approaching the problem and so the community servant was
left on his own in the picket line.”
Consequently, conducting community needs assessment follow the
following steps:

49
 1. Establish a working committee to solicit citizen and community
involvement and develop a plan of action.
2. List important aspects that are needed to be looked upon. This
may also mean identifying the surveyors’ own capability and strength.
3. Identify the population to be surveyed. This also includes making
communications with community leaders and authorities of the
identified population to facilitate other procedures.
4. Determine the information that is needed. It may be existing
information which must be collected or it may be information gathered
using a survey. Information like demographic profile may be readily
gathered form the barangay, municipal or city records office.
5. Select a random sample of person to survey. A good number of
representative populations to be surveyed will contribute to the validity
of the information.
6. Develop and pretest a questionnaire. Afterwards, if the questionnaire
was found to be a valid tool for measurement of data, proceed to
distribution the questionnaire for community use.
7. Collect and collate the information.
8. Analyze the data. This may be done together with the core group
members of the community. Community participation in analyzing
gathered data is also important so that they can feel the ownership of
the issues and concerns in their community.
9. Go back to the community for validation of information. This may
be done through a community assembly or simple community group
discussion.
10. Finalize the document. Make sure that there are corresponding
recommendations for the issues and concerns found.

Community Assistance in Assessing Needs

1. Help identify community groups and citizens to be involved in the
working committee.
2. Facilitate group discussion to identify important issues and set
priorities.

50
3. Help select the sample to be surveyed and design a system to identify
respondents.
4. Provide tested questions from which the working committees choose
questions that address the issues and concerns.
5. Help design a process to distribute and collect survey questionnaires,
code, enter and analyze the resulting data.
6. Provide summary reports of data.
7. Suggest programs to report the results and strategies to solicit
community involvement.
8. Work with citizens to identify courses of action based on the
information.

51
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 2.5

CHAPTER 2 – Lesson 5 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. Essay. Answer the following questions/ statements comprehensively.
Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensivenes Total
to the Topic presentation of ideas Grammar s of discussion
50% 15% 5% 20% 100%

1. What are the steps in Conducting Needs Assessment? Discuss each.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. What are the community assistance in assessing needs? Describe

each.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

52
Lesson 6 PHASE V: PROGRAM/PROJECT IMPLEMENTATION

Pre-discussion

You have learned from the previous lesson the concept of community
needs assessment and how it contribute to effective and efficient community
immersion. This lesson will introduce you to the community program/ project
implementation.

Lesson Objectives

At the end of the lesson, the students can:

1. define project implementation; and

2. illustrate the considerations in implementing the program/ project.

Lesson Outline

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:
• program must be responsive to the needs of the clients;
• contribute to the upliftment of the living conditions of the clients;
• maximize the resources available in the community;
• tap the potentials of the clients and give due recognitions;
• objectives must be SMART with tangible results that touch the lives of
the clients;

53
 • project must be done systematically to ensure significant contributions
from pre-planning, planning stage, implementation, and evaluation;
• complete documentation must be observed as basis for reporting and
for future studies;
• project must be within the capacity and concern of the trainees that will
allow them to gain the knowledge, skills and encourage reflective
action; and
• develop 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.

The following flow of activities will guide NSTP trainees in the implementation
of their project:
a. Pre- - Preparation of project proposal based on community
immersion - Approval of the proposal
- Once the project is approved, the trainees will prepare
all immersion requirements.
- Letter of request regarding their immersion to the
community or the partner agency signed by the
trainor/coordinator and approved by the NSTP director.
- Community responds to the request by signifying their
acceptance through a letter.
- Trainees, based on the identified needs, submit a
project design to the community for approval.
- Once approved, trainees will submit a detailed program
schedule of action.
- Based on the detailed program approved, the NSTP
trainees will implement the specifics of the activities as
designed. The actual immersion time will last for 8-10
meetings with the clients or partner community. It may
also depend on the design of the project.

54
b. Actual - In the course of the actual work, coordination,
community monitoring and evaluation is done to give immediate
immersion action to problems encountered and make necessary
adjustments if needed.
- During this stage, trainees are required to make and
complete their journal of events which serves as a
reference in finalizing their tasks. Pictorials are also
required to support the activities udertanken.
c. Presentation - Each group of trainees will make a narrative report. The
of community presentation of documents during the port evaluation of
service the program is about the community service activities
outputs conducted during the immersion time.
d. Monitoring - Continuously done to measure effectiveness of activity
e. Evaluation - Each group will be rated as part of the final rating given
to them.
- Implementation of the project ends by the time all
requirements have been satisfactorily done.

55
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 2.6

CHAPTER 2 – Lesson 6 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. Essay. Answer the following questions/ statements comprehensively.
Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensivenes Total
to the Topic presentation of ideas Grammar s of discussion
50% 15% 5% 20% 100%

1. What is project/ program implementation in NSTP immersion?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Identify and discuss the things to be considered in program/ project
implementation.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. How does project/ program implementation in the NSTP immersion
contribute to nation building?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

56
Lesson 7 PHASE VI: TERMINATION OF PROJECTS
Pre-discussion

You have learned from the previous lesson the implementation phase
of the NSTP project/ program as part of the immersion process in NSTP. In
this lesson, you will learn the termination of NSTP projects and programs and
how and why it is done.

Lesson Objectives

At the end of the lesson, the students can:

1. discuss the termination of projects/ program in NSTP; and
2. assess the process of terminating NSTP project/ program.

Lesson Outline

NSTP trainees are expected to complete their projects in the

community in the span of 50-90 hours as prescribed to the CHED-endorsed
Program of instruction for it to be credited in the training course. Right at the
very start the trainee implementers must apprise their target participants of
the particular of the projects undertaken especially in terms of time frame.
This will enable their clients or partner community to prepare for any
eventualities should the implementers will terminate the project.
Trainees are advised to inform them with due respect of the status of
the project and other details as may be deemed necessary. Nevertheless, the
trainees may decide to continue with the project if the endeavour proves
worthy of continuation, follow-up or replication. If the proponents and
implementers have decide to pursue and push through with their venture, they
can seek the assistance and support of the school’s extension
services/community outreach unit just to sustain the project.
If in case trainees lack hours of community immersion or did not
perform well, they are bound to receive an unsatisfactory rating; more so,
failure of compliance must be noted. If trainees go beyond the required
number of hours in the community in their conduct of the project for failure to

57
conform or comply with the requirements of the plan of action formulated, then
a similar ‘poor’ rating should be accorded.
As trainees, one must learn how to work within the allotted time frame
given, for their convenience and also for the community’s sake. If one stays in
the community beyond the agreed time, the action can be construed by the
community for something else like, extending more help (intensified
volunteerism) to them or that they could still ask for their help even beyond
their capability. This might also encourage their dependency on the
implementers.
However, it is not really a problem if trainees want to extend their
community services in the community. In fact, NSTP encourages trainees to
continue their community work. This time, their services will already be
regarded as their personal commitment to doing voluntary work, separate and
distinct from the NSTP-initiated activities. In step with enjoining NSTP
students to eventually becoming volunteer workers, the school may establish
volunteer corps either under the auspices of the school’s NSTP unit or
extension services office to ensure the continuity of the immersion program
for volunteers.

58
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 2.7

CHAPTER 2 – Lesson 7 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. Essay. Answer the following questions/ statements comprehensively.
Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensiveness Total
to the Topic presentation of ideas Grammar of discussion
50% 15% 5% 20% 100%

1. Why does a program/ project terminated in NSTP immersion process?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. How can a project/ program be terminated?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Is project/ program implementation the end of volunteerism in NSTP?
Why Why not?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

59
SUMMARY

The pre-immersion phase 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 tasks ahead.
Trainees must have waivers from their parents or guardians stating that they
are informed of the mandate to undergo the NSTP community immersion.
Angelito G. Manalili in his book Community Organizing for People’s
Empowerment (1990), remarked that there are different ways of entering the
community. Further, when entering the community the members of the
community immersion team must establish good rapport and relationship with
the community people. 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.
Community Integration is a continuous process wherein the trainees
come into direct contact and become involved with the community people.
This phase is where the immersion phase gets more personal. The trainees
should realize that there is an existing concern within the community. As the
problems of the community become more apparent, you become aware and
validate that you are part of the circle.

Needs assessment becomes significant when it is conducted through

integration with the people. Our analysis and assessment should be done with
the people. Hence, it does not merely contain our perceptions, but also of the
people’s for it to be genuinely pro-people. Analysis of social situation
becomes meaningful if it is used as an instrument for conscientization. Those
immersing in the community must not just make the people realize their
issues but also make them to act on it. It is important that the people realize
that they can do something to change their situation for the better. Assessing
the needs of the community is a prelude to effective program offered to
clients. This will ensure solutions to problems, issues and concerns of the
people in the locality.

60
 Project implementation deals with the actual execution of the plans. It
must be remembered always that the needs of the clients will be the dominant
consideration throughout the conduct of the projects. Further, projects must
promote civic consciousness imbued with good citizenship values of
pagkamaka Diyos, pagkamaka tao, pagkamaka bayan and pagkamaka
kalikasan.
In conclusion, NSTP trainees are expected to complete their projects in
the community in the span of 50-90 hours as prescribed to the CHED-
endorsed Program of instruction for it to be credited in the training course.

REFERENCES

Alabado, R.P., & Serrona, K. R. B. (2017). “Community Engagement,

Solidarity and Citizenship,” Rex Bookstore.Manila..
Almeda, R., et.al. (2002). Community Immersion: A Dialogue of Life
Dale, S. (1990). Controversies in Sociology. A Canadian Introduction, Copp,
Clark and Pitman: Toronto.
Johnson, A. (1986). Human Arrangements. Harcourt Brace Jovanovich
Publishers. Orlando.
Labugen ,F., et.al. (2018). Understanding the NSTP 2. Mutya Publishing
House Incorporated.
MacQueen KM, et.al. (2001). What is community? An evidence-based
definition for participatory public health. Am J Public Health. Dec;
91(12):1929-38. doi: 10.2105/ajph.91.12.1929. PMID: 11726368;
PMCID: PMC1446907.
Paul, J. et.al. (2012). Sustainable Communities, Sustainable Development:
Other Paths for Papua New Guinea. Honolulu: University of
Hawaii Press

61
 Chapter 3
MANAGEMENT OF NSTP COMMUNITY-BASED PROJECTS

Overview

The previous chapter have taught you of the theories and concepts of
community immersion including its application and benefits. This chapter will
introduce you to the concept and principles of managing NSTP community-
based projects.

General Objectives

At the end of this chapter, the student can:

1. define and elaborate the concepts of plan and planning;

2. identify and present the parts of project proposal; and
3. create project plan following the process flow charting for community
immersion.

Lesson 1 PLANNING

Pre-discussion

A goal without a plan is just a wish they say. Hence, in every goal we
want to achieve, a plan must be crafted and implemented to minimize risk and
ensure success.
This lesson will introduce you to the concept of a plan relative to project
planning being an essential tool in carrying out the success of community-
based projects in the NSTP.

Lesson Objectives

At the end of this lesson, the students can:

1. define plan, project plan, and project panning;

2. describe the relevance of planning;
3. identify and discuss the guidelines for good planning; and
4. Present and elaborate SWOT as a tool for good planning.
62
Lesson Outline

A plan may be defined as detailed course of action designed today to

do something tomorrow. Planning is a process of determining what is to be
done, when and where it should be done, who should do it and how it should
be done. In short, it is determining the objectives and how to accomplish
them. Obviously, planning is futuristic or proactive, never retroactive. Although
a planner may look back to past events as he needs to have a sound bases
for his plan, and such action does not make planning retroactive. Planning is
basically, a looking-ahead process.
As a function of the community worker or any manager/leader for that
matter, planning is continuous. Even while the plan is being implemented, the
implementer keeps on planning/strategizing as he seeks to correct/improve
certain aspects of the projects/activity-implementation. In effect, is cyclical.
Basically, planning is adhered to because it gives one a sense of
direction. If a person has a plan, he knows just where he is heading and rarely
gets lost or confused in the rough-and-tumble of everyday life. With a plan,
the future is charted and it is just a matter of coping with unforeseen
circumstances before one is able to realize what he wants to happen. “Make
things happen is certainly the motto of one who has gotten used to planning
Planning proves to be economical as it helps save time, effort and
financial resources. The more effective people are in planning, the more
economical they become in terms of the three factors – time, effort and money

RELEVANCE OF PLANNING

Without planning, many project implementers enviably suffer from

short-sightedness. They might do their work every day but they wouldn’t be
ready for changed conditions.

It also becomes important because of shifting time dimension. That’s

why planning is utilized for these objectives:

1. To off – set uncertainty and change. Know that the future is not
certain; the further are the project in the future, the more difficult it is to
make decisions. Planning allows organization to determine the
constraints, specify the objectives, select the number of options,
monitor and control the implementation.

63
 2. To focus attention on objectives. Planning is directed towards
achieving objectives. In this way, it unifies the activities of the different
parts of an organization to act as one party.
3. To gain economical and efficient operation. Planning minimize
costs. Its emphasis is on efficient and effective operations and
consistency of procedures and methods.
4. To facilitate control. Managers cannot always check on the
accomplishments or failures of their subordinates. It is important to
have goals against which to measure the performance of people and
units.

GUIDELINES FOR GOOD PLANNING

These are the most repeated principles and guidelines that ensure
good planning.

1. A plan should have specific objectives. It should be clear about what it

intends to accomplish. It is important therefore that much attention to
develop in defining the results of the plans.
2. A good plan should facilitate action. A plan without action remains a
piece of paper, a figment of the imagination or a statement of aspiration
potentially alive but inactive and dormant. Good plans lead to good
actions.
3. If many people are involved in planning, coordination and
communication become very crucial. There is a need, therefore, for
constant communication and revision of plans to arrive at realistic
target.
4. Planning is the first function of management prior to the function of
organizing directing and controlling. It is involved in all other functions.
5. Good plans are plans that may be constantly improved. Redrafted and
re-planned. Improvement, redrafting and re-planning recognize the
reality that many of the basic assumptions upon which a plan is based
may change as environmental factors of resources also changed as
environmental factors or resources also change.
6. Planning may be delegated to a formal planning staff. Or may be a full
time job of planning officer, outside consultant or an officer and
employee themselves.
7. All plans are tentative. They are never final. This is because good
plans should be flexible. As circumstances change an environmental
factor may require totally new approaches after one or several years.
New technology may emerge. Alternative course of action should
always be considered and made ready for emergency situation or
crisis.

64
SWOT as a Tool of Analysis

The SWOT remains a popular method of looking at organization’s

current strengths and weakness and its potential opportunities and threats.
Strengths and weakness refer to factors that are internal to the organizations,
while opportunities and threats are factors that are external.

The internal environment consists of limited resources capital,

technology and skilled personnel.

The external environment relates to political, legal, economic, social

and cultural condition and to competition as well. Let as dig deeper what is
SWOT.

A SWOT is a key tool to strategic planning process which can be a

useful approach to planning.

Strengths – internal positive aspects that are under control and upon
which you may capitalize in planning.

Weaknesses – it is seeing what you could improve – what you do

badly? And what you should avoid? It refers to internal negative aspects that
are under your control and that you may plan to improve.

Opportunities – it refers to positives external condition that you do not

control but of which you can plan to take advantages.

Threats – refers to negative external condition that you do not control

but they affect and of which you may be able to lessen.

Why use SWOT? By using this analysis we can develop a plan that
takes into consideration many different internal and external factors and
maximize the potentials of the strengths and opportunities while minimizing
the impact of the weaknesses and threats.

DIAGRAM OF SWOT ANALYSIS

Internal Factors External Factors

Positive Strengths Opportunities

Negative Weakness Threats

65
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 3.1

CHAPTER 3 – Lesson 1 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. True or False. Write TRUE if the statement is correct and FALSE if it is
wrong. Write your answer on the space provided before the number.
________ 1. Plans are final and can’t be altered or changed.
________ 2. Planning is futuristic or proactive, never retroactive.
________ 3. Planning gives one a sense of no direction.
________ 4. Planning proves to be economical as it helps save time, effort
and financial resources.
________ 5. A plan should have specific objectives.

B. Essay. Answer the following questions/ statements comprehensively.

Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensiveness Total
to the Topic presentation of ideas Grammar of discussion
50% 15% 5% 20% 100%

1. What is a plan? Provide an example from your own experience.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Why is planning important? Give an example.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. What is SWOT? Why do we consider it an important tool in planning?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

66
Lesson 2 PROJECT PLANNING

Pre-discussion

You have learned from the previous lesson the concept of plan and
planning. In this lesson you will be introduced to the principles of project
planning in the light of NSTP.

Lesson Objectives

At the end of the lesson, the students can:

1. describe project planning;

2. present the concept of a project plan; and
3. elaborate the concepts behind project planning.

Lesson Outline

Project planning as a process is output oriented. It is concerned with

deciding in advance what, when, how, and who will take the necessary
actions to accomplish established objectives. In this context planning is a
pervasive management function which is accomplished by all levels in the
project hierarchy, the difference being scope, detail, and the magnitude of the
effort. Planning forms the foundation for future actions, using the past as a
guide.
The project plan describes the cost, scope, and schedule for the
project. It lays out exactly what activities and tasks will be required, as well as
the resources needed, from personnel to equipment to financing, and where
they can be acquired.
Good project planning also factors in risk and how to manage it,
including contingency plans, and details a communication strategy to keep all
stakeholders up to date and on board.
In light of the NSTP, in the formulation of a project, a planner must take
into consideration the needs of the target clients. In this undertaking, the
trainer together with the trainees must assist the community in identifying,
analyzing and prioritizing the needs and concerns they must tackle. People in

67
the community know more about the program relevant to their needs.
Developing them in the course of planning will motivate them to support the
activities. Based on the identified needs, projects must be made through a
proposal to assess its feasibility, contributions, rationale and basis for finding
the support.
This guideline in making a project proposal will facilitate the work for
the trainees and trainers in their immersion activities. This will also provide
them the proper opportunity to prepare right data and reaction in the
implementation of their plans while they will be actually doing their tasks. A
project proposal has several parts in order to complete the needed
information as basis of conducting their project

Here are some of the common steps in developing a project plan:

1. Understand the scope and value of your project. At its core, a project
plan defines your approach and the process your team will use to manage
the project according to scope. A project plan communicates vital
information to all project stakeholders. If you approach it as something
more than a dry document and communicate that aspect of it differently to
everyone involved, it can and will be seen as integral to your project’s
success. The fact is, a plan is more than dates. It’s the story of your project,
and you don’t want it to be a tall tale! Like any well-written story, there are
components that make it good. In fact, any solid plan should answer these
questions:
• What are the major deliverables/ targets/ objectives?
• How will we get to those deliverables (strategies) and the deadline of
• the project to be implemented?
• Who is on the project team, and what role will they play in those
deliverables?
• When will the team meet milestones, and when will other members of
the team play a role in contributing to or providing feedback on those
deliverables?

68
 If your plan answers those questions and educates your team and
target community on the project logistics, you’re creating a viable, strategic
game plan for your project.

2. Conduct extensive research. Before you start creating a project plan,

make sure you know all of the facts. Dive into the documents and
communications relevant to the project. Go over the scope of work and
related documents (community needs, resources, etc.). Be thorough.
Understand the details and ask thoughtful questions before you commit to
anything. At a minimum, you’ll be responsible for possessing a thorough
understanding of:
• The goals of the project
• Your community needs and expectations
• The makeup of your community project planning team and their
decision-making process (i.e., how they’ll review and approve your
team’s work), which might answer: Who is the project sponsor, and
how available is he or she?; Who is the contact person in the
community, and will he or she be in constant contact with you?
• Who are the additional stakeholders your team should be aware of?

3. Ask the tough questions. In addition to all of your questions about your
community and their expectations, set some time aside with your partner
community focal persons contact and ask them some tough questions
about process, organizational politics, and general risks before creating a
project plan. Questions that may impact a project plan:
• Has your team discussed how you will gather feedback?
• Who is the final sign-off? Or, who owns the project?
• Is there a stakeholder we need to consider who is not on your list? (A
president, dean, etc.)
• What is the project deadline? What are the factors or events that are
calling for that date? (a meeting, or an event?)

69
 • Will there be any meetings or points in the project where you’ll want us
to present on the current project status to a larger group (i.e.,
consultations)?
• Do you have experiences in doing a project like this in the past?
• How did it go?
• Is there anything that would prevent the project from being successful?
• Is there a preferred mode of communication and online project
planning tools?

4. Create your project plan outline. After getting the answers you need,
take some time to think about the responses in light of the project goals
and how your team might approach a similar project. If you’re at a loss for
where to start, take a look at the questions at the beginning of this chapter
to outline the who, what, when, and how of the project. Think about the
tasks that are outlined in the scope of work and try to come up with a
project planning and management approach by creating a high-level
outline. All you need is a calendar to check dates.
A project outline will help you to organize your thoughts, formulate
what might work for the project, and then transform everything into a
discussion. Take this time to build a simple project plan outline—it doesn't
have to have all the details just yet. Doing so lays the foundations for a
solid, sustainable project plan.

5. Talk with your team. If you’ve read Chapters 1 and 2, you know that
project managers need to be in constant communication with their teams.
Starting a project must begin with clear communication of the project
goals and the effort required to meet them. This comes with
understanding the fact that a project manager can’t be the only one
writing a project plan. Sure, you could try—but if you’re interested in team
buy-in, you won’t. The reason you won’t is because you don’t want to put
yourself or your team in an awkward position by not coming to a
consensus on the approach before presenting it to your client. Doing that

70
would be like stabbing every single one of your team members in the
back. Not so good for the old reputation.
It’s also great to utilize the super-smart folks surrounding you to get
their input on how the team can complete the tasks at hand without killing
the budget and the team’s morale. As a project manager, you can decide
on waterfall or agile approaches, but when it comes down to it, you need
to know that the team can realistically execute the plan.
You can also use your project plan review time to question your
own thinking and push the team to take a new approach to the work. For
instance, if you’re working on a website design, can designers start
creating visual concepts while the wireframes are being developed? Will it
make sense for this project and for the team? Can you have two
resources working on the same task at once?

71
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 3.2

CHAPTER 3 – Lesson 2 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. True or False. Write TRUE if the statement is correct and FALSE if it is
wrong. Write your answer on the space provided before the number.

________ 1. A project outline will help you to organize your thoughts,

formulate what might work for the project, and then transform
everything into a discussion.
________ 2. Project planning as a process is process oriented.
________ 3. Before you start creating a project plan, make sure you know all
of the facts.
________ 4. A project plan defines your approach and the process your team
will use to manage the project according to scope.
________ 5. Good project planning also factors in risk and how to manage it,
including contingency plans, and details a communication strategy
to keep all stakeholders up to date and on board.

B. Essay. Answer the following questions/ statements comprehensively.

Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensiveness Total
to the Topic presentation of ideas Grammar of discussion
50% 15% 5% 20% 100%
1. What is project planning? Why is it important?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What is the characteristic of a good project plan? Discuss.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

72
Lesson 3 PROJECT PROPOSAL IN NSTP

Pre-discussion

You have learned from the previous lesson the concept and
importance of project planning. This lesson will introduce you concept of
project proposal in the light of the NSTP.

Lesson Objectives

At the end of the lesson, the students can:

1. define project, and project proposal;

2. present the purposes of project proposal in light of the NSTP;
3. Identify and describe the parts of a project proposal; and
4. create a project proposal.

Lesson Outline

The concept of a project

Project development involves a series of continuous often overlapping

phases. This cyclical project launched with survey of felt needs in the locality
that will serve as baseline information in the formulation of project or set of
projects that may be undertaken in an uninterrupted or staggered manner. As
soon as we have identified the project plan, it is prudent that we have an
inventory of our resources.

Mobilizing our limited resources (men, money, materials and moment) is a

fundamental thing to do. Then implementation comes with regular monitoring
to keep track of the development of the project. Measuring the success of the
project as in impact evaluation will serve purpose in revisiting the plan to
action. Afterward, the cycle goes back to round.

A project is created to address a specific concern, the need or concern

usually requires immediate attention. It is undertaken to solve an existing or
potential problem and/ or take advantage of a rare opportunity that present
itself. Hence, the design of a project has well- defined outputs that are directly
linked to a particular problem, need or concerns.

A project follows a growth and development pattern that helps systematize

and organize all the components, like resources, efforts, and activities.

73
 A project proposal is a document that describes a proposed project and
its purpose, outcomes, and the steps that will be taken to complete the
project.

In NSTP, a project proposal is a guide for both the trainees and trainors in
attaining tasks while they are in community immersion. It serves as basis of
designing program of activities and key instruments and inputs in monitoring
and evaluating the projects to be undertaken in the community. While the
actual elements of a project proposal differ depending on the project itself,
there are several key elements of a project proposal, including:

• Project Background: What problems, challenges, or opportunities

exist that create a need for this project?

• Objectives: What are the intended outcomes of this project?

• Project Scope: What are the steps or stages of the project? What
elements are included in this project? How will the objectives be
reached through this project?

Why is a Project Proposal Important?

The purpose of a project proposal is to describe services and outcomes

from a potential service provider so decision-makers can compare vendors
and pick the best provider for their needs. It should also set expectations,
detail budget and timeline, as well as set expectations for what delivery would
look like. Hence, in light of the NSTP project proposal is:

1. A transformative tool created to provide positive change in the community

2. It guides trainees and trainors in the designing a program for their clientele

3. It facilitates implementation, monitoring and evaluation of the projects.

4. It serves as a database in making reports as a requirement to the course.

5. It makes a work easier for it serves as a reference for trainees to give the
right information needed for the project.

6. It serves as a ready source of data for research work.

NOTE: For purpose of uniformity and evaluation of the project plan, the
following format in matrix form may be used.

74
 TITLE OF PROJECT

Goals

Area of Objectives Strategies Persons Time Budget Expected

Concern involved Frame Outcome

Project proposal Template (modified from SKSU activity design format)

(Heading)
NSTP PROJECT PROPOSAL

I. BASIC INFORMATION
TITLE (Here the title of activity/ program/ project)
PROPONENTS (Names of the proponents (person or group)
COORDINATOR/S (the person or group who supports the activity/
program/project; Campus, Director, Dean, Brgy. Captain/
SK)
IMPLEMENTING AGENCY (The name of agency who will implement and provide the
budget, etc., e.g. Sksu, sk, brgy.)
PARTICIPANTS (Who will participate/ Beneficiaries)
DURATION (Time frame of the implementation)
DATE (Date of application for approval)
VENUE (The place the activity will be conducted)
SOURCE OF FUND (Source of money to be used. E.g. Contribution, SK fund)

BUDGET (Amount needed to implement the project)

II. PROJECT DESCRIPTION. What is the project all about? Narrate and describe what the
project intends to do and accomplish. Make sure that the readers of your proposal will be
able to comprehend and will be able to have a clear picture of what your project is. Be
specific on the ideas that you will be presenting. Likewise, the class may also opt to
narrate here the following:
• The history behind the project title
• The methodology the class will utilize to deliver the project [Say, will it be a
seminar? Will it be a role play? etc.]
• The gist of the activities the class will be performing

III. PROJECT RATIONALE (At least 3-4 paragraphs; should include the background of the
proposed activity/ program/project; the reasons why you need to conduct the activity/
program/project; if possible include facts and figures.)

IV. PROJECT OBJECTIVES (The expected output of the proposed activity/ program/project;
what do you want to accomplish; General (Generally, this activity/ program/project) and
Specific (at least 3: 1., 2., 3.). Given such, the classes are advised to compose a better
set of objectives, following the S.M.A.R.T [specific, measurable, attainable, realistic and
time bounded] criteria.

V. PROJECT BENEFICIARIES. (Part of conceptualizing a project is identifying the group of

individuals that will be benefiting the most on the project being proposed. It will be helpful
for the initiating class to present the current conditions of their target participants, so as to

75
 justify why the said group will be the most fitting amongst the residents from their adopted
community. The class may mention here the age group your target participants belong to
what common traits do they have and the like.

IV. METHODOLOGY
The strategies you are going to use in order to make the activity a success.

V. PROJECT FINANCIAL REQUIREMENT (list down all and categorized expenses (e.g. food
and snacks & supplies and materials); how much will it cost for the materials; include
contingency of at least 8% of the total cost)

Items/ Description Amount

Food & Snacks Php 2, 000.00
Contingency (8%) XXXXX
Total: Php 0000.00

VI. PROJECT SCHEDULE OF ACTIVITIES (If the activity/ program/project is more than a
day or it is a series of activities; a long time activity/ program/project) make a schedule of
activities.)

Activity Time frame

Start End

Some guide questions in identifying your project activities:

• Do the activities compliment each other? Are they related?
• Will it be feasible to implement the activities?

VII. PROJECT MANAGEMENT (List down all the committees needed to ensure smooth
conduct of the activity/ program/project; assign individuals in each committee)

It is suggested to form groups within the class to perform a specific task. The
students may either be involved in the preparation of the project, during the project
implementation or the project’s post assessment. Students must be encouraged to choose
among the groups created in which they could contribute the most.

Committee Person in-charge Responsibilities

VIII. EVALUATION MEASURES (the method/ strategy you will use to determine if the activity
is successful; use of evaluation sheets, etc.)

Prepared by:

____________ (Name and Signature of proponent; write in full and in capital letters)
Proponent (if more than 1, please choose only 1 person as representative)

76
Project Attachments
This is also a must for each of the project proposal being submitted.
The contents of this may include but is not limited to the following documents:
• Topic outline for projects with discussions/seminars
• Discussion materials
• Researches (include/cite sources)
• Scripts for skits or role plays
• Procedures/ steps on a skill/activity the class will teach
• Sketches / pictures
• Processing Questions

77
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 3.3

CHAPTER 3 – Lesson 3 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. Essay. Answer the following questions/ statements comprehensively.
Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensiveness Total
to the Topic presentation of ideas Grammar of discussion
50% 15% 5% 20% 100%

1. What is project proposal? What is/ are the purpose/s of a project

proposal in light of the NSTP?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Enumerate and discuss the parts of a project proposal.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Create a group of (the number of your group members will be
instructed by your NSTP implementer) and create a project proposal
which is relevant and responsive to the needs of your community.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

78
SUMMARY

The project development approach follows a systematic process that

involves determining the needs and the problems in the community /
barangay / purok planning, implementing and evaluating time-limited
initiatives that is undertaken to create a unique service.
It is worthwhile to give due attention to the critical role played by
planning in the execution of the project. Remember “if you fail to plan, you
plan to fail.”

REFERENCES

Alabado, R.P., & Serrona, K. R. B. (2017). “Community Engagement,

Solidarity and Citizenship,” Rex Bookstore.Manila..
Almeda, R., et.al. (2002). Community Immersion: A Dialogue of Life
Dale, S. (1990). Controversies in Sociology. A Canadian Introduction, Copp,
Clark and Pitman: Toronto.
Johnson, A. (1986). Human Arrangements. Harcourt Brace Jovanovich
Publishers. Orlando.
Labugen ,F., et.al. (2018). Understanding the NSTP 2. Mutya Publishing
House Incorporated.
MacQueen KM, et.al. (2001). What is community? An evidence-based
definition for participatory public health. Am J Public Health. Dec;
91(12):1929-38. doi: 10.2105/ajph.91.12.1929. PMID: 11726368;
PMCID: PMC1446907.
Martin, M. D. & Miller, K. (1982). Project Planning as the Primary
Management Function. Project Management Quarterly, 13(1),
31–38.
Paul, J. et.al. (2012). Sustainable Communities, Sustainable Development:
Other Paths for Papua New Guinea. Honolulu: University of
Hawaii Press
Priyakshi M. (undated). What is Planning?. Retrieved from
https://www.economicsdiscussion.net/management/planning-
management/planning-introduction/32333 on April 06, 2021

79
 Chapter 4
DOCUMENTATION, MONITORING, AND EVALUATION OF
NSTP PROJECTS

Overview

Planning and implementing a NSTP project is one vital issue in NSTP

community immersion. Measuring the success of the project is another thing.
The trainees do not carry out plans just for the sake of compliance; otherwise
the very purpose of community immersion is defeated. Hence, proper
documenting, monitoring, and evaluating the NSTP community-based projects
are a must.

General Objectives

At the end of the chapter, the students can:

1. identify and describe the documents, monitoring and evaluation
instruments need in measuring the success of NSTP community
immersion projects.
2. make use of the documentation technique, monitoring guides and
evaluation instruments to ensure meaningful program implementation
of NSTP; and
3. appreciate the values of having proper documentation, monitoring and
evaluation of the project for community service

Lesson 1 DOCUMENTATION OF THE NSTP PROJECT FOR

COMMUNITY SERVICES

Pre-discussion

You have learned from the previous lessons the importance of

implementing a community-based projects in order to assist and uplift
communities. This lesson will give you the details on documenting an NSTP
project.

80
Lesson Objectives

At the end of the lesson, the students can:

1. describe the process of documenting NSTP community based-projects;
2. identify the list of NSTP forms required for documentation during
Community Immersion; and
3. appreciate the importance of documenting the NSTP community based
projects.

Lesson Outline

Documentation is a reservoir of information that can improve the

project. Documentation is a clear-cut proof that projects are conducted with
the notes and observing being recorded as guidelines for future programs like
the NSTP.
A dynamic documentation service requires information on new
development in management relevant to the work and the program.
Specifically, on:
1. Updated status report is already reference of data that can be the source
of the information for NSTP, additional income and undertaking for the
institution.
2. Information on the work methods and results obtained in previous
programs must be available for new assignments.
3. Serves as references for:
a. Trainees’ information/source data for requirements;
b. Staff personnel evidence for rating of student trainees’ performance
and growth;
c. Monitoring and evaluation purposes of NSTP projects; and
d. Evidence for the support it extends I helping strengthen the
extension service or community outreach of institutions

List of NSTP Forms Required for Documentation during Community

Immersion
For trainees, they must submit the following:
1. Waiver

81
 2. Letter of request to the barangay to conduct for immersion
3. Acceptance letter of barangay
4. Community needs assessment
5. Memorandum of Agreement (MOA) or Memorandum of Understanding
6. Narrative report format

For the Trainor’s;

1. Copy of all documents for immersion of students
a. Waiver
b. Letter of request to the barangay to conduct for immersion
c. Acceptance letter of barangay
d. Community needs assessment
e. Memorandum of Agreement (MOA) or Memorandum of Understanding
2. Grade sheets
3. Summary list of graduates with their specialization
4. Accomplishments reports
5. Program of instruction

82
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 4.1

CHAPTER 4 – Lesson 1 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
Essay. Answer the following questions/ statements comprehensively. Please
refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensiveness Total
to the Topic presentation of ideas Grammar of discussion
50% 15% 5% 20% 100%

1. What is documentation in NSTP community-based projects?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. What is/are the benefits of documenting a community-based projects?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

83
Lesson 2 MONITORING OF NSTP PROJECTS
Pre-discussion

You have learned from the previous lesson that documenting the
conduct of NSTP community-based projects is essential for its success. In this
lesson you will be introduce to the concept of project monitoring as an equally
essential method in ensuring the success of NSTP community-based projects.

Lesson Objectives

At the end of the lesson, the students can:

1. discuss the concept of project monitoring and its significance;

2. elaborate the process of project monitoring in NSTP;
3. identify the persons involved in the monitoring process; and
4. enumerate the tools needed in project monitoring.

Lesson Outline
Result monitoring is a systematic and continuous procedure in
checking programs and projects done during the NSTP community
immersion. It is an awareness of a state of project. Monitoring of projects is
done consistently and by certain measures. It is an observation of several
changes that occur over time. In example, trainees would take note of
whether there is an increasing participation among the community people in
the series of projects that they conduct. Or it could be that trainees would note
of how much they are able to spend for a single sub-activity with regards to
how cost-efficient their general activities are.
Monitoring provide a certain degree of background knowledge on what
else to change, to adjust and to adapt over the course of time that the project
is being implemented. Significance of Monitoring NSTP Projects Monitoring
NSTP projects is very essential to determine:
• Whether the inputs are achieved on time or as planned;
• Whether the activities were conducted as scheduled; and
• Whether the outputs were produce on time or outputs were in right
quantity and quality as specified on the project design.

84
 The products of monitoring are summarized progress reports that are
capable of triggering timely management’s interventions. It serves as a means
of keeping track of the status of the projects.
Who will monitor NSTP projects during community immersions?
People involved in monitoring are summarized progress reports done
by the trainees taking community immersion are the trainees themselves,
trainors, barangay officials concerned, partner agencies involved in the
projects and other who are not involved but are concerned with the project.
To ensure success of the NSTP projects, monitoring plan is necessary
as a means of getting data for information and input for decision making. It
includes:
• Data/information needed in rational decision making;
• Personnel involved in the execution of the project, collection of data
and problem identification;
• Know about data are reported and to be reported; and
• Levels of implementation.
In making the monitoring plan, specific activities in the implementation
of the project are essentially identified as basis of specifying the detailed
schedule of the project.
Tools Needed for Monitoring Purposes
Professional community workers do not dare rely on their good
memory to record their findings in the community. They use some tools and
processes to record, monitor and validate the soundness of the information
and activities they have. Some of the helpful tools in monitoring NSTP
projects include:
1. Journal or Process recording. According to Merriam-Webster O N-
Line Dictionary, a journal is “a.) an account of day-to-day events. b.) a record
of experiences, ideas, or reflections kept regularly for private use.” Similarly, a
process recording is also an account of day-to-day events, but it deals heavily
on how a certain task was performed and achieved. This can be very useful in
putting together the pieces of data gathered. A good needs assessment is
found on the strength and up-to-datedness of events being monitored.

85
 2. Gantt chart. Created by Henri Gantt to illustrate summary
breakdown of work elements, the Gantt chart is useful in monitoring if NSTP
projects are being implemented on time.
3. Summary checklist. From the start, the implementers of the project
write the indicators that need to be present to check whether there is
progress. Usually, the objectives of the project, tasks, materials, and person
involved are written on a checklist. Across these items are columns to be
checked whether they have been complied or not.
SAMPLE MONITORING PLAN FORMAT OF NSTP PROJECTS

Operation Plan (Oplan): Clean and Green (A Project on Waste Management

and Green Philippines)

Compliance Remarks

Incomplete
Name of Project
Proposal Making

Complete
Basis Monitoring
Specific
Requirements

Purpose To determine Activity, preparation of

project inputs, project proposal on waste
activity outputs management and
segregation
Data to gather Needs, resources, Identification of institution
location, persons level of needs, resources
involved of a particular target area
Source of data Target clients or Data gathering and
partner agency prioritizing -needs of
target clients and
resources from the clients
and partner agency
Tools for Use of devise Delivering survey
gathering data form and other questionnaires related to
NSTP 2 the level of instruction,
documents assessing baseline record
of the community
Time of Before project e.g. March 15—30,2021
gathering data implementation
Frequency of Once, before the Gathering data before the
data gathering conduct of the conduct of the project
project
Personnel who Student assigned Names of students
will gather and assigned
analyze data
Use of data For finalizing the Finalizing the proposal on
proposal on waste waste management and
management and segregation

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 segregation
Personnel Asking list Record of persons
assignments involved, tasks assigned
and procedures to be
followed
Attendees to Attendance sheet Indication of number and
waste type of clients.
management
lecture
Programme Duration Following specified
schedule indicated in the
programme
Lectures Depth of knowledge and
expertise on the subject
matter was illustrated
Content Content is presented in
commonly understood
terms; examples were
given
Set up of Waste bins and Presence of waste bins
waste bins and trash cans and trash cans in the
trash cans designated places
Community People in the community
participation assist the student trainees
in the placement of the
waste bins and trash cans
Monitoring and Monitoring and Administering and
evaluation evaluation forms distribution of monitoring
and evaluation forms after
every major activity.
Final Report Compilation of Written narrative and
group work reflection paper with
attached pictures

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 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 4.2

CHAPTER 4 – Lesson 2 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. Essay. Answer the following questions/ statements comprehensively.
Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensiveness Total
to the Topic presentation of ideas Grammar of discussion
50% 15% 5% 20% 100%
1. What is project monitoring in NSTP community-based projects?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What is/are the benefits of monitoring the conduct of a community-
based projects?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Who are the persons responsible in monitoring NSTP community-
based projects?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. Enumerate the tools used in monitoring NSTP community-based
projects and discuss each.
_____________________________________________________________
_____________________________________________________________

88
Lesson 3 EVALUATION OF NSTP PROJECTS FOR
COMMUNITY IMMERSION
Pre-discussion

You have learned from the previous lesson how monitoring community-
based projects help to ensure its success. You also learned the mechanics
and tools in project monitoring. This lesson will introduce you the concept of
NSTP community-based project evaluation.

Lesson Objectives

At the end of the lesson, the students can:

1. describe the NSTP community-based project evaluation process;

2. analyze the basis for evaluating NSTP community-based project;
3. identify the persons involved in evaluating NSTP community-based
project; and
4. appreciate the NSTP community-based project evaluation process.
Lesson Outline

In every project for NSTP, its activities require an effective system

which provides information on the extent which projects are achieving their
objectives. The activities are checked if it is conducted in an economical and
timely manner. The activities contribution in the attainment of the total
objectives of the program is very essential. Any information can be provided in
both monitoring and evaluation system, which provides information, required
by the planners, policy makers, trainors and the trainees involved in the
program. Evaluation as defined by a systematic assessment of the value or
worth of something.
This something could be the NSTP projects or other programs, a
technique used in the fieldwork or a situation prevalent in a particular
community. To NSTP trainees and trainors, evaluation means the value or
meat of his teaching-learning activities. Questions asked mostly are: “Did I
meet the objectives? Are the strategies appropriate in meeting the objectives?
Do the results equate with the inputs spent?”

89
Importance of Evaluation
1. It provides trainors/trainees and other people an idea of the activities’
progress and accomplishments and how they fare well in the achievement
of goals.
2. Results serve as basis for empowerment in carrying out activities.
3. It provides an avenue of making program revision and adjustments.
4. It provides opportunity for the trainees to experience and develop skills in
conducting evaluation.

What to Evaluate?
There are five aspects of evaluating the NSTP Project in order to be
successful namely:
1. Effort .In measuring the efforts exerted in the project, the trainees use the
input evaluation type which identifies available resources both in human
(personal), material resources such as money, educational tools, methods
or techniques, and the activities undertaken.
2. Effect. In assessing effect, trainees and like measure the outcomes of the
efforts made.
3. Adequacy. In measuring adequacy, trainees need to look into the
effectiveness of the project in terms of the number of clients being served.
4. Efficiency. This is done by determining the cost benefit analysis by the
trainors of the trainees, and identifying the benefits derived from the
program. 5. Process. In evaluating the NSTP Project, one should answer
the questions on how and why the project worked or did not work. It also
responds to the question on how the different project inputs can be utilized
to arrive at good outcomes. It must be considered that evaluation of
projects is a continuous process and it has no end unless the project
ceases to exist.

Who Will Conduct Evaluation of the NSTP Projects?

The NSTP Projects is done by and through the following:
• Trainees themselves
• Trainers/facilitators

90
 • NSTP office personnel
• With a given reference, CHED/TESDA as outside evaluators
• Follow-up studies, if there are any

How are the NSTP Projects Evaluated?

1. Identification of the objectives. - It must be in behavioral terms. - It
must include the domains of learning which served as basis of assessing
their knowledge, skills and attitudes.
2. Examine program activities and implementation procedures. - What
are the activities identified to meet the objectives? - How are these
activities undertaken? - Did it achieve the objectives of the program?
3. Indicators of expected outcome. - Are the methods/approaches
relevant to the project? - Are the materials appropriate for the activity? -
Are there changes among clients on the following knowledge? - Attitude
(values, belief, habits, practices)? - Skills?

When Do We Evaluate?
Evaluation must be undertaken before, during and after the project.
Pre-actively evaluation is done before the conduct of the project to provide
baseline information on knowledge, skills, attitudes, and other characteristics
of the target clients. Specifically, it provides data on the clients’ needs,
strength and weakness regarding the project.

Evaluation of an ongoing project is necessary to time out how the

project is progressing. It answers questions like: Is the project executed on
planned? Are there problems in the program implementation? What problems
have been encountered? What solutions or actions are being taken to attain
project objectives? Post-evaluation of activity determines whether project
objectives have been attained or are the clients show measurable gain in
knowledge, attitude, and skills. It also ascertains the amount of change that
has taken place in the clients.

91
 EVALUATION FORM (SAMPLE)
Title of Project:
Implemented on:
Proponents:

Fill out this form to evaluate student performance and project rating. Number
one is the lowest while five is the highest means that the item is not applicable
for rating.

I. EFFORT EXERTED
Achievement of objectives of the program such as: 5 4 3 2 1 N/A
1. To enhance and broaden the knowledge of the
people about maintaining the cleanliness on their
place;
2. To discuss to community people the effects and
help that waste segregation could do for the in
the community; and
3. To work with the people in making waste
segregation bins.
Methodology used
1. Included community people in activities such as
planning and implementation.
2. Utilized community needs assessment,
environmental scanning, etc. to understand
people’s needs
3. Validated needs assessment and verified
appropriate methodology for use in activity.
4. Used varied techniques for the attainment of the
project objectives.

II. EFFECT ATTAINED

Achievement of objectives of the program such as: 5 4 3 2 1 N/A
1.Changes in the physical structures or
infrastructures and improvements are visible.
2.Impact on social structures.

92
3.Participation of community people and local
agencies
4.Program is appropriate to learning objectives of the
students
5.Encouraged critical thinking among participants
and partners to the project/activity
6.Encouraged participants to push through similar or
auxiliary programs.
7.Sustainability of the programs.

III. Adequacy
Item 5 4 3 2 1 N/A
1. Materials used for demonstration and other
works were adequate.
2. Participation of community people and local
agencies was solicited.
3. Program served a minimum required number
of participants (15persons).
4. Program can be maintained with minimal use
of other resources.

IV. Efficiency in the use of resources

Item 5 4 3 2 1 N/A
1. Made use of local resources and personnel
during project implementation.
2. Activities are cost-effective and well
budgeted.
3. Alliance and partners were able to help in
project implementation.

V. Process of Conduct
Item 5 4 3 2 1 N/A
1. Communications and information are well

93
 served to the participants and partners in the
projects/activities
2. Documentations are recorded and kept.
3. Monitoring and evaluation are continuously
conducted.

In summary, the flow chart below is the step-by-step process in the

conduct of community immersion activities and projects under the auspices of
the National Service Training Program.

How Do We Conduct Community Immersion Activities in the Light of

NSTP?
1. Students make a letter of request of regarding their immersion
addressed to the partner group signed by the trainer/coordinator and
approved by the NSTP Coordinator/Director.
2. Community partners will respond to the request signifying their
acceptance.
3. Students, based on the needs identified with the community
partners, will propose a project.
4. Students will prepare a detailed program schedule.
5. Students will go on actual immersion and project implementation to
assigned areas. Monitoring and Evaluation is intensified at this phase.
6. Students prepare a narrative report of the activities.
7. Each group will submit the narrative report in compliance of the
requirement.

1. Students make a letter of request of regarding their immersion addressed to the partner group
signed by the trainer/coordinator and approved by the NSTP Coordinator/Director.
2. Community partners will respond to the request signifying their acceptance.
3. Students, based on the needs identified with the community partners, will propose a project.
4. Students will prepare a detailed program schedule.
5. Students will go on actual immersion and project implementation to assigned areas. Monitoring
and Evaluation is intensified at this phase.
6. Students prepare a narrative report of the activities.
7. Each group will submit the narrative report in compliance of the requirement.

Figure 5.1. NSTP communication flow taken from the TUP-UNSTP.

94
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

ACTIVITY WORK 4.3

CHAPTER 4 – Lesson 3 Assessment

Name of Student: _____________________________ Crs/Yr/Sec: _______

Instructions:
A. Essay. Answer the following questions/ statements comprehensively.
Please refer to the given rubric below.
Substance/ Related Organization/ Logical Style and Comprehensiveness Total
to the Topic presentation of ideas Grammar of discussion
50% 15% 5% 20% 100%

1. What is project evaluation in NSTP community-based projects?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What is/are the benefits of evaluating the conduct of a community-
based projects?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

95
3. Who are the persons responsible in evaluating NSTP community-
based projects?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

4. Create a sample evaluation of a project.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

96
SUMMARY

Documentation is a reservoir of information that can improve future

programs. It is vital to the management to avoid duplication and repetition of
mistakes and contribute more to greater efficiency and effectiveness
operation. Hence, it must depict absolute truth of events and other important
data for future reference and source of information.

Result monitoring is a systematic and continuous process in checking

projects done during the NSTP immersion. During the event, it determines
whether the inputs are achieved on time or as planned and whether outputs
were maximized as required. It manifests the progress and identifies
interventions needed as a way of keeping track on the status of the project. It
must be carefully planned in order to obtain desired result as input to
decision-making.

Evaluating the impact of the project is an attempt to assess as to

whether the project, in general, has made a difference in the lives of target
audience. It enables you to determine the effect/s of the project had on the
clienteles. If all the aforementioned requirements are fully met, then we can
truly quantify and qualify to what extent we have touched the lives of the
people.

REFERENCES

Alabado, R.P., & Serrona, K. R. B. (2017). “Community Engagement,

Solidarity and Citizenship,” Rex Bookstore.Manila.
Almeda, R., et.al. (2002). Community Immersion: A Dialogue of Life
Dale, S. (1990). Controversies in Sociology. A Canadian Introduction, Copp,
Clark and Pitman: Toronto.
Johnson, A. (1986). Human Arrangements. Harcourt Brace Jovanovich
Publishers. Orlando.
Labugen ,F., et.al. (2018). Understanding the NSTP 2. Mutya Publishing
House Incorporated.
MacQueen KM, et.al. (2001). What is community? An evidence-based
definition for participatory public health. Am J Public Health. Dec;
91(12):1929-38. doi: 10.2105/ajph.91.12.1929. PMID: 11726368;
PMCID: PMC1446907.
Paul, J. et.al. (2012). Sustainable Communities, Sustainable Development:
Other Paths for Papua New Guinea. Honolulu: University of
Hawaii Press.

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