SULTAN KUDARAT STATE UNIVERSITY

EJC Montilla, Tacurong City, Sultan Kudarat

NATIONAL
SERVICE
T RAINING 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

iii
 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

1
or passion brought together by geographical boundaries and
undertake the same activities. It also focused on

2
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.

3
E. Circumstance. Communities of people brought together by
external events/situations.

4
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
5
▪ Mutual give and take affairs
▪ Emphasis of shared values

6
 ▪ 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

7
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

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
T 1. Communities of people brought together by
geographic boundaries
T 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.
T 3. Global communities is the international aggregate of
nation- states.
T 4. Sectorial communities include the voluntary sector or
non-profit sector.
T 5. Communities of people in the same profession or
undertake the same activities.
F 6. Formal communities are consists of a set of personal
relations, social networks, common interest and
emotional sources of motivation.
T 7. Rural communities usually produce their own food
for subsistence.
T 8. Communities of people who share the same interest or
passion.
T 9. Communities of people trying to bring about change.
T 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?
My community is most likely a rural community since most of its members
have a great and deep long-standing relationship with their fellow community
members. Furthermore, peace and order generally exist among the people
within my community, and any conflicts that may arise are easily discussed
and resolved through the barangay's office. Relationships among members
8
 are personal and informal due to barangay hall events being a gathering of
joy for those who participate.
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.
The present-day territory of Isulan formerly belonged to the municipalities
of Koronadal and Dulawan. In 1947, the municipality of Koronadal was
created under Executive Order No. 82 by President Manuel L. Roxas. In
1953, the municipality of Norala was created from the territory of Koronadal
through Executive Order No. 572. In 1956, Datu Kudanding Camsa initiated
the process of creating another municipality to be taken from Norala. After
endorsements and resolutions, President Carlos P. Garcia issued Executive
Order No. 266 on August 30, 1957, creating the municipality of Isulan. Its
territorial jurisdiction was taken from the municipalities of Norala in South
Cotabato and Dulawan in Cotabato (now Datu Piang, Maguindanao). The
municipality of Isulan officially began functioning on September 12, 1957, with
Datu Suma Ampatuan appointed as its first municipal mayor, serving until
1967. The seat of government was established in Kalawag, which had
previously been a settlement area developed by the Land Settlement and
Development Cooperation (LASEDECO). The community boasts a rich
cultural tapestry woven by indigenous and Muslim communities. Ethnic
groups like the T'boli, renowned for their exquisite weaving and metalwork,
the Manobo, preserving ancestral traditions through farming, arts, and
literature, and the Maguindanaon, with their intricate Islamic-influenced
woodcarvings and textiles, contribute to this vibrant diversity. However,
experiencing this cultural blend meaningfully requires respecting local
practices with each other to avoid cultural conflicts that may derive from each
other’s unique cultures.

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

Living in a community offers numerous benefits, fostering a sense of
belonging, support, and shared resources. Communities provide social
connections that contribute to emotional well-being and reduce feelings of
isolation. Collaboration within a community allows for collective problem-
solving and the pooling of resources, enhancing overall resilience. Shared
amenities and services, such as parks, schools, and healthcare facilities,
improve the quality of life for residents. Additionally, communities often
promote a sense of security and identity, creating a supportive environment
for individuals to thrive and build lasting relationships.
Moreover, communities facilitate the exchange of diverse ideas and
perspectives, leading to cultural enrichment and personal growth. Interaction
with neighbors and participation in community events promote a sense of
unity and understanding among residents, fostering tolerance and
cooperation. In a community, individuals have the opportunity to engage in
various activities, from volunteering to recreational pursuits, enhancing their
overall life satisfaction. Additionally, shared responsibilities and a sense of
9
collective ownership promote a cleaner and safer environment, contributing to
the overall well-being of both individuals and the community as a whole.
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
“A community is a
conducted there
collective of people with
at. similar interests and
goals whether living in
As per concept, a community may the same geographic
be categorized as geographical or functional. locality or not.”

The 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

10
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.

11
 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
 Demographic (include
be aware of elements of a population distribution and
density)
community in order to
 History (events of the past that
understand the dynamics contributed to the development
of the community)
thereof. The important  Culture (ways of living of the people)
elements are demographics,  Economy (income level,
occupation of people
history, culture,  Structures (physical, political and
social structures)
economy, and structures. The
demographics (characteristics
of 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
12
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.

13
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

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
C 1. Ways of Living; People A.
Demographic
E 2. Physical, Political; Social B. History
Structures
A 3. Population Distribution; Density C. Culture
D 4. Income Level; Occupation D. Economy
B 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?
Geographical communities are defined by a group of individuals
living in the same location, such as a village or neighborhood. On
the other hand, functional communities are characterized by people
united by a common purpose, cause, or interest, irrespective of their
geographical proximity.
2. What are the different elements of a community? What role do
they play in giving the community an identity?
The different elements of a community include demographics,
history, culture, economy, and structures. These elements
collectively contribute to giving the community its unique identity
by shaping the characteristics, behaviors, and patterns of the
14
population, influencing how they adapt to changes, and providing
essential insights for developing effective projects and solutions
tailored to the community's specific needs and challenges.

15
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,
strategy that goes beyond
process, dynamics and lifestyle acquainting us with
community concerns but
through exposure and engaging in make possible our
different activities. It is different from participation in their

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
16
conscious and defense prepared individuals. The nature of
immersion efforts done is along the dimensions of,

17
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.)
18
- Assistance in production work (selling, farming, etc.)

19
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 immersion, trainees will
be exposed in further and
enable the trainees to understand how
other realities of life which
the people fell, think, say, and behave as they may or may not
belong to.
dictated by their 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
20
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

21
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.”

22
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

Instructions:
A. True or False: Write TRUE if the statement is correct and FALSE if
it is stated wrong.
TRUE 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.
TRUE 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
FALSE 3. Trainees should not immerse in actual community life
because they should not to know the social, political and
economic situation of the people.
TRUE 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.
TRUE 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.
FALSE 6. Immersion avoids living with selected families preferably
with key informants.
FALSE 7. Trainees are not expected to identify the community
people’s interest and aspirations.
TRUE 8. Trainees in community immersion are encouraged to
share in household and community activities (cooking with
the community host, clean-up drive)
FALSE 9. Trainees must disregard how their social analysis of the
current situation is concretized in community people’s
lives.
FALSE 10. Trainees on immersion should not engage in informal
discussions with individuals or groups.
23
24
B. Essay. Answer the following questions/ statements
comprehensively. Please refer to the given rubric below.
Substance/ Organization/ Style Comprehensivenes Total
Related to Logical and s of discussion
the Topic presentation of Gramm
ideas ar
50 15 5% 20 100
% % % %

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

underdeveloped and marginalized communities?
Community immersion is a crucial strategy in community organizing,
involving exposure and engagement in various activities to understand
community concerns, dynamics, and lifestyles. In NSTP, it is designed to mold
and conscientize students, fostering social awareness and responsibility.
Through immersion, trainees actively participate in dimensions like education,
health, safety, sports, environmental services, entrepreneurship, and moral
concerns, contributing to community development. The forms of integration in
community immersion include home visits, living with selected families,
informal discussions, and active involvement in community activities, fostering
a deep understanding of social realities and enhancing the trainees' capacity
to improve the lives of marginalized communities.
2. What are the precepts of community immersion? Discuss with
example.
The precepts of community immersion include the imperative for
trainees to immerse in actual community life to understand the social, political,
and economic situations. For instance, conducting home visits and living with
selected families, such as key informants, allows trainees firsthand exposure
to the daily lives and challenges of community members. Trainees are
encouraged to identify community interests, recognize people's resilience,
and avoid imposing solutions, respecting the community's right to participate
and determine appropriate courses of action. Informal discussions, sharing in
household activities, and attending social gatherings provide platforms for
building trust and gaining negotiated sanction for immersion activities.
Reflecting on the social analysis and integrating with the community enables
trainees to bridge the gap between theory and practical application, ensuring
a meaningful and respectful engagement with the community.
25
26
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 Community immersion is a
learned and acquired in NSTP 1, strategy of transforming
DDU communities and
whether on a semester basis or as
trainees into self-sustaining
part of the One Summer Program, ones as men for others
are applied in the enhancement imbued with good
citizenship values of being:
of the trainees’
capabilities, Makadiyos
Makatao
civic consciousness Makabayan
makakalikasan 27
and defense preparedness in the
service of the nation. This
practicum requirement essential
to NSTP 2 is not only

28
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
29
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

30
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;
31
c. apply the principles and concepts of working in the
community through immersion projects and activities;

32
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.

33
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

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.

TRUE 1. Community immersion is in consistent with the

innate and ultimate intention of helping people.

TRUE 2. Community immersion is vital to the development of

the trainees’ knowledge, skills, values and attitudes in

realizing the penultimate ends of NSTP.

FALSE 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.

TRUE 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.

TRUE 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

34
community immersion in NSTP.

35
B. Essay. Answer the following questions/ statements
comprehensively. Please refer to the given rubric below.
Substance/ Organization/ Style Comprehensivenes Total
Related to Logical and s of discussion
the Topic presentation of Gramm
ideas ar
50 15 5% 20 100
% % % %

1. What is community immersion? Why is community immersion

considered an important component in NSTP?
Community immersion is a vital component designed to provide
student-trainees with a hands-on, practical experience in serving and
understanding diverse communities. It serves as an approach and strategy for
developing projects that address various aspects of human development,
such as education, health, safety, environmental services, and more. This
immersive experience exposes NSTP trainees to depressed, deprived, and
underprivileged communities, fostering an appreciation for the values of
community service, civic consciousness, and defense preparedness. Through
community immersion, trainees learn to apply principles and concepts, enrich
their knowledge and competencies, and contribute meaningfully to the
improvement of people's lives and living conditions, aligning with the
overarching goals of NSTP.
2. How can community immersion realize the goals and ideals of the
NSTP program and contribute to national development?
Community immersion serves as a key mechanism in realizing the
goals and ideals of the NSTP program, contributing significantly to national
development. By providing students with direct exposure to the challenges
and realities faced by diverse communities, community immersion fosters a
deeper understanding of societal concerns. Through hands-on experiences
and projects, NSTP trainees develop practical skills, civic consciousness, and
a sense of responsibility. This immersive approach empowers students to
initiate community-based interventions, addressing multifaceted issues related
to education, health, safety, environmental services, and more. Ultimately,
community immersion cultivates socially responsible citizens who actively
contribute to the betterment of society, aligning with the overarching
objectives of the NSTP program and enhancing national development efforts.
36
3. What are the objectives of the NSTP community immersion? Do you
agree with these? Why or Why not?

The objectives of the NSTP community immersion, including defining it

as a development approach, enriching knowledge and competencies,
applying principles through projects, exposing trainees to marginalized
communities, fostering values appreciation, enhancing civic consciousness
and defense preparedness, and developing ethics of service, align with ethical
principles and patriotism. Therefore, I agree with these objectives as they
promote ethical values, civic engagement, and a sense of patriotism, vital for
contributing positively to national development. Engaging in community
immersion not only enhances personal growth but also instills a sense of duty
and responsibility towards societal welfare. Exposure to marginalized
communities cultivates empathy and a commitment to addressing societal
challenges. Moreover, fostering civic consciousness and defense
preparedness contributes to national well-being.

37
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

38
development of the locality.

39
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
40
 resources;
- establish rapport and relationship with different people who may
be of help to them at some future time;

41
 - 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

42
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

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

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

community immersion in NSTP?
In community immersion, individuals associate with various community
members, including parents, youth, differently-abled constituents,
professionals, and members of people's organizations, fostering collaboration
and empowerment rather than a charity-based approach. The goal is to
encourage participation and support from the community, adhering to the
principle of empowerment. Ideal collaborators include those who can
contribute to and benefit from community-based service projects. It is
essential for individuals engaging in community immersion, particularly in the
context of NSTP, to have a full understanding of group dynamics, community
theories, and the immersion process. While community developers, social
workers, and volunteers with professional training are considered well-
qualified, NSTP students, specifically those enrolled in NSTP-CWTS/LTS 2,
are mandated to undergo community immersion.

43
2. How can community immersion realize the goals and ideals of the
NSTP program and contribute to national development?

Community immersion plays a pivotal role in realizing the goals and

ideals of the NSTP program and contributing to national development by
providing students with firsthand experiences in community engagement,
social responsibility, and collaborative problem-solving. Through immersion,
NSTP participants actively work with various community members, fostering a
sense of civic duty and promoting the principles of people empowerment over
a charity-based mindset. This direct involvement allows students to
understand the diverse needs and challenges faced by communities,
encouraging them to develop sustainable and contextually relevant solutions.
By instilling values of volunteerism, social awareness, and cultural sensitivity,
community immersion aligns with the broader objectives of the NSTP
program, ultimately contributing to the development of socially responsible
and actively engaged citizens who can positively impact the nation's growth
and well-being.

44
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
information and theories regarding get the consent of your
community life. At this stage, you parents/guardians about the
must at least have in your mind a activities lined up.
community 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
45
 signed by
your parents.
3. Always inform the faculty in-charge
of
your destination, time table, and
plan of
action.
4. Be armed with background Do not go directly to the
information about the area for community without
immersion. This will be helpful in determining the background
locating resources, and site entry information about it.
and exit points which will make
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

46
 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
acceptance from the community, of signed documents in the
memorandum of agreement, etc. community. It is better to
and other documents pertinent to carry around original and
your stay in the community. certified true copies of
documents to prevent
loss and smudging the

document.
7. Bring your own personal provisions However sometimes,
like water, snacks, and extra shirt. community people could be
These will be helpful to fill in those insistent in their hospitality
hunger pangs while conducting the in offering you provisions
immersion. Community people are like food. Try to gauge
often very hospitable. They will whether it would be
most likely offer you their food and offensive to refuse their
water if they see that you are offer. If you think they will
unable to provide for yourself. This be offended if you beg off,
is despite that they might already you may accept food or
be offering their last supply of water in your plate or glass
food. Remember, you are there in but do not consume it.
the community to assess if you Especially if you are not
could help and work with them, so able to have as much
try not to be an additional burden background information on
to them. the community 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

47
8. Be courteous to everyone. Whether Avoid labelling and naming
it be a vendor or a community people with politically
official. Remember that you are incorrect terms. Try to be
there to work with the community. more discreet in 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 Do not show off in terms of
use, (See page 50 on phases of dressing up. You are there in
Community the
immersion) wear proper uniforms community to help. Just bring
and an

identification card. This will allow extra white shirt if you have
the community to identify who are to change your soiled
the trainees who will immerse in uniforms after your
their community. This can also activities. Avoid drawing
promote your school’s image as attention to yourself. Be as
you become “ambassadors” for low profile as possible and
community service. Depending on avoid being identified as a
the situation, there may be some guest in the community.
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
valuables secured to protect you valuable things like
from unnecessarily attracting and cellphones, jewelry, and

48
 distracting community people, monet in public places.
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
concerned people when you have to a task that is beyond your
to take pictures. It is best to take and your school’s capability.
pictures that show you “in action” Never go beyond the
and working activities stated in your MOA
with the community people as these to avoid false commitments
can best illustrate your experiences and dependency of the
in the community. Again, be mindful community.
of your 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

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

49
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…”

50
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

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

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

Above all the moments of work immersion, during the event; we should be
able to remember the basics of do’s and don’ts.
Things to Avoid During Community Immersion:
1. Avoid Offensive Language: Refrain from using politically incorrect terms
and labels that may offend individuals in the community. Be respectful and
considerate in your communication.
2. Avoid Drawing Attention to Yourself: Dress modestly and avoid
showing off. The focus should be on your contribution to the community,
not on personal appearance. Maintain a low profile to integrate seamlessly
into the community.
3. Secure Valuables: Keep valuable items like cellphones, jewelry, and
money concealed in public places to minimize the risk of theft and prevent
unnecessary attention.
4. Avoid Overcommitting: Do not promise or commit to tasks beyond your
capabilities or the scope outlined in the Memorandum of Agreement
(MOA). This helps prevent false commitments and dependency on your
part.

Things to Remember During Community Immersion:

1. Be Courteous to Everyone: Treat everyone, from vendors to community
officials, with respect and courtesy. Remember that you are there to
collaborate and work alongside the community.
2. Represent Your School Responsibly: Act responsibly as you are
representing not only yourself but also your school and fellow students.
Your behavior reflects on the institution, and positive conduct enhances

51
 the school's image.

3. Wear Proper Identification: Depending on the entry type, wear a proper

identification card to allow the community to identify you as a trainee
involved in community service. This promotes a positive image for your
school.
4. Secure Valuables: Keep your valuables secure to prevent theft and avoid
unnecessary distractions. This ensures a smooth and focused community
immersion experience.
5. Document Your Visit: Maintain a record notebook documenting the date,
important events, and personal reflections during each visit. This helps in
summarizing your experiences and aids in future reflection or reporting.
6. Seek Permission for Photography: Always ask for permission before
taking pictures, ensuring respect for the community's privacy. Capture
images that showcase your active involvement and collaboration with the
community, while being mindful of your surroundings and valuables.

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

immersion.

Additional Do’s in Community Immersion:

1. Build Relationships: Actively engage with community members, building
meaningful relationships. Take the time to understand their culture, needs,
and concerns, fostering a sense of trust and collaboration.
2. Contribute Actively: Actively participate in community activities and
initiatives. Show initiative and willingness to learn from and contribute to
the community, demonstrating your commitment to the immersion
experience.
3. Seek Feedback: Regularly seek feedback from community members
about your contributions. This ensures that your efforts align with their
needs and expectations, promoting a more effective and mutually
beneficial immersion.

Additional Don’ts in Community Immersion:

1. Avoid Imposing Solutions: Refrain from imposing preconceived
solutions on the community. Instead, listen and collaborate to understand
their unique challenges and work together to find culturally sensitive and
sustainable solutions.
2. Don’t Disregard Local Customs: Be mindful of and respect local
customs, traditions, and taboos. Avoid actions or behaviors that may be
offensive or insensitive to the community's cultural norms, ensuring a
harmonious relationship during the immersion.
3. Avoid Dependency: While providing assistance, avoid creating a sense
of dependency within the community. Encourage self-sufficiency and

52
empowerment, ensuring that your contributions enhance the community's
capacity rather than fostering reliance on external aid.

53
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:

54
 PMC1446907.
Paul, J. et.al. (2012). Sustainable Communities, Sustainable
Development: Other Paths for Papua New Guinea.
Honolulu: University of Hawaii Press.

55
 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.

56
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
57
more than any other groups in the society. Examples of
marginalized groups are the youth, women, slum dwellers, the
differently-abled, among others.

58
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.
59
 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.

60
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.

61
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

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

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

The pre-immersion phase in the NSTP immersion activity involves the

identification and preparation of the community where students will be
immersed. During this phase, trainees not only ready themselves physically,
mentally, and spiritually for the upcoming tasks but also secure waivers from
parents or guardians acknowledging their informed consent for the NSTP
community immersion. The school organizes resources, manpower, and
technical needs, while the trainees set criteria for selecting an area,
considering factors such as marginalized sectors, local partners' willingness,
needs and resources within capabilities, absence of saturation by other
agencies, stable peace and order, and accessibility.
2. Identify and discuss on your own understanding the considerations
in identifying the areas for immersion?
In addition to the mentioned considerations, other factors crucial in
identifying areas for immersion include the cultural context and acceptance
within the community. Understanding the local customs, traditions, and social
dynamics is vital to establish rapport and ensure the success of immersion
activities. Moreover, gauging community acceptance and openness to
external involvement is essential for fostering collaboration. The trainees'
cultural sensitivity and adaptability play a significant role in building trust,
creating a conducive environment for meaningful engagement, and
62
contributing to the success of community-based projects.

63
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

64
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.

65
 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.

66
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

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

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

community.
Entering a community can be done through ostentatious entry with
banners, addressing people's weaknesses during distress, adopting an
academic style, or employing a people-centered approach. The people-
centered approach emphasizes strong linkages, building rapport, and
conducting groundwork to gather information. Regardless of the method,
establishing good relationships, paying courtesy calls to community leaders,
and securing a memorandum of agreement are crucial steps for respectful
engagement.

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”.

The statement underscores the vital need for the community immersion
team to cultivate positive relationships and rapport with the community
members. Establishing good rapport is essential for building trust,
understanding local dynamics, and collaborating effectively. This connection
is crucial for ensuring the success of immersion activities, aligning them with
community priorities, and fostering mutual respect and cooperation between
the team and the community.

67
68
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.

69
c. But the best way is the People-Centered Method of Living with
the People.

70
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

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

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

integration.
Community integration is a continuous and personal phase where
trainees directly engage with the community. It acknowledges existing
concerns within the community, making trainees aware of their role in the
community circle. Integration methods include the "Border Style," where
trainees may live in the community for a period but must actively integrate
with community life to overcome a mere guest status. There's the "Elitist
Style," where trainees might stick close to key informants, limiting their social
circle. However, the recommended approach is the "People-Centered
Method," emphasizing living with and fully integrating into the community to
ensure inclusive immersion activities that involve the majority.

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

community immersion?

Community integration is an important phase in community immersion

because it facilitates a direct and personal connection between trainees and
the community, allowing them to understand and address existing concerns.
Furthermore, it validates the trainees' role within the community circle,
promoting deeper engagement and ensuring that their efforts align with the
community's needs and priorities. Establishing meaningful connections
through integration is essential for authentic and effective contributions to
71
community development.

72
 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

73
 opportunities in order of importance or urgency.
3. Give citizens a voice in determining policies, goals and priorities.
4. Evaluate current programs and policies.

74
 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 “A nation is a totality of men
united through a community of
the problem/need? fate into a community of
 How pervasive is it? character.”
 How many people do it affect? -Otto bauer
 Who believes there is a problem/need?
 Who is defining the problem/need?
 Why at this time?

75
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

76
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

77
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.

78
that tend to contribute to library use.

79
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

80
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

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

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

conduct community needs assessment?
Community needs assessment is the process of identifying problems,
issues, and concerns within a community through various assessment tools,
involving the community as stakeholders in the process. It is essential for
several reasons: to gather information about citizens' attitudes and opinions,
determine the ranking of issues and priorities, involve citizens in policy and
goal-setting, evaluate current programs, and speculate about community
preferences and desires.
2. Identify and discuss the types of data collected in needs assessment.
In a community needs assessment, various types of data are collected
to comprehensively understand the community's dynamics. This includes
historical development data offering insights into resource collection,
geographical and transportation information to understand patterns and
population contributions, political and legal functions data for community-based
strategies, demographic data covering age, size, race, and transience, and
economic data encompassing the economic, social, cultural, educational, and
recreational aspects, along with values and social patterns.

81
3. What are the methods in Collecting Data for Community Needs
Assessment? Discuss each.
The methods for collecting data in a community needs assessment
encompass various approaches:
1. Focused Group Discussion (FGD) with Key Informants: Engaging
socially responsible individuals like educators, public officials, clergy, and
business representatives in FGDs provides valuable historical insights.
2. Community Forum/Assembly: Organizing community-wide events offers
a platform for residents to express needs, fostering immediate validation
and visibility for leaders. Participatory action research can effectively utilize
this method.
3. Public Records: Utilizing national census and public records provides
essential social and demographic indicators, such as age, gender,
educational level, contributing valuable information to library resources.
4. Survey and Questionnaires: Employing surveys involves gathering data
on everyday needs by methods like mailing questionnaires, telephone
surveys, distributing surveys during community assemblies, or using public
access computer catalogs, exemplified by the Minimum Basic Needs
(MBN) Form of the DSWD.

82
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:

83
 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
84
 involved in the working committee.
2. Facilitate group discussion to identify important issues
and set priorities.

85
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.

86
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

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

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

Conducting a community needs assessment involves a systematic process with the
following steps:
1. Establish a Working Committee: Create a committee to engage citizens and plan the
assessment.
2. List Important Aspects: Identify key areas for examination, considering the surveyors'
capabilities and strengths.
3. Identify the Population: Establish communication with community leaders and
authorities to determine the population to be surveyed.
4. Determine Needed Information: Decide on the necessary information, considering
existing data and potential survey requirements.
5. Select a Random Sample: Choose a representative sample for surveying to enhance
the validity of the information.
6. Develop and Pretest a Questionnaire: Create and test a questionnaire, ensuring it
effectively measures the required data.
7. Collect and Collate Information: Gather and organize the survey responses.
8. Analyze the Data: Collaborate with core group members and involve the community in
data analysis to foster ownership of identified issues.
9. Community Validation: Return to the community for validation through assemblies or
group discussions.
10. Finalize the Document: Ensure the report includes recommendations corresponding to

87
 the identified issues and concerns.

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

each.

Community assistance in assessing needs involves various supportive roles:

1. Identifying Community Groups and Citizens: Assist in forming a working

committee by helping identify community groups and citizens willing to
participate.

2. Facilitating Group Discussions: Support group discussions to pinpoint

important issues and establish priorities within the community.

3. Sample Selection and Design: Help in selecting the sample for the survey
and contribute to the design of a system for identifying respondents.

4. Providing Tested Questions: Offer tested questions that the working

committee can choose from to address specific issues and concerns.

5. Designing Survey Processes: Collaborate on designing processes for

distributing, collecting, coding, entering, and analyzing survey
questionnaires.

6. Providing Summary Reports: Offer assistance in summarizing and

presenting the collected data in comprehensible reports.

7. Suggesting Programs for Results: Propose programs to report

assessment results and strategies to engage the community in the
process.

8. Identifying Courses of Action: Collaborate with citizens to identify

potential courses of action based on the information gathered during the
needs assessment.

88
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;

89
 objectives must be SMART with tangible results that touch the
lives of the clients;

90
  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
91
 time will last for 8-10 meetings with the clients
or partner community. It may
also depend on the design of the project.
b. Actual - In the course of the actual work, coordination,
community monitoring and evaluation is done to give
immersion immediate 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. - Each group of trainees will make a narrative
Presentatio report. The presentation of documents during
n of the port evaluation of the program is about the
community community service activities
service conducted during the immersion time.
outputs
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.

92
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

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

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

Project implementation in NSTP immersion involves the actual
execution of plans and the realization of the project's objectives. It
encompasses finalizing arrangements with target clients or community
partners, scheduling events, addressing day-to-day activities, understanding
client needs, managing manpower, and incorporating monitoring and
evaluation plans. The success of NSTP community service projects relies
on responsiveness to client needs, contributing to improving living
conditions, maximizing community resources, recognizing client potentials,
and establishing SMART objectives. The process must be systematic,
encompassing pre-planning, planning, implementation, and evaluation
stages. Key considerations include documentation for reporting and future
studies, alignment with trainees' capacities and concerns for skills
development, and fostering shared commitment among trainees. Projects
should promote civic consciousness and good citizenship values. The flow
of activities involves pre-immersion preparations, actual community
immersion with coordination and monitoring, presentation of community
service outputs, continuous monitoring, and final evaluation to conclude the
project implementation.

93
2. Identify and discuss the things to be considered in program/ project
implementation.
In program/project implementation, several crucial factors must be
considered to ensure its success:
1. Responsiveness to Client Needs: The program should be tailored to
meet the specific needs of the clients or the community it serves.
Understanding and addressing these needs is essential for the project's
effectiveness.
2. Upliftment of Living Conditions: The project should contribute to
improving the living conditions of the clients or the community. It should
aim for positive and sustainable impacts on the well-being of the
beneficiaries.
3. Maximization of Community Resources: Efficient utilization of available
community resources is key. The project should seek to leverage
existing assets, skills, and facilities within the community to enhance its
impact and sustainability.
4. Recognition of Client Potentials: Acknowledging and utilizing the
potentials and strengths of the clients or community members is crucial.
Empowering individuals within the community fosters a sense of
ownership and active participation.
5. SMART Objectives: The objectives of the project must be Specific,
Measurable, Achievable, Relevant, and Time-bound. This framework
ensures clarity, measurability, and achievability, guiding the project
towards tangible and meaningful outcomes.
6. Systematic Project Execution: A systematic approach to project
execution is essential. This includes thorough pre-planning, detailed
planning, effective implementation, and rigorous evaluation. Each stage
should contribute to the overall success of the project.
7. Documentation: Comprehensive documentation is vital for reporting and
future studies. Keeping records of activities, challenges faced, and
lessons learned provides valuable insights for improvement and
accountability.

94
8. Alignment with Trainees' Capacities: The project should align with the
capabilities and concerns of the NSTP trainees. It should serve as a
platform for skill development and reflective action, promoting a
meaningful learning experience.
9. Fostering Shared Commitment: Building a shared commitment among
trainees enhances collaboration and dedication to the project. This
shared sense of responsibility contributes to the project's overall
success.
10. Promotion of Civic Consciousness: Projects should instill civic
consciousness and embody good citizenship values. This ensures that
the initiatives align with broader community and national development
goals.

3. How does project/ program implementation in the NSTP

immersion contribute to nation building?
The project/program implementation in NSTP immersion significantly
contributes to nation-building by fostering community development and
empowering individuals. By addressing the specific needs of communities,
uplifting living conditions, and maximizing local resources, NSTP projects
contribute to the overall improvement of societal well-being. Through the
development of civic consciousness, trainees actively engage in projects
aligned with national goals, promoting a sense of responsibility and social
awareness. This grassroots approach, coupled with systematic
implementation and documentation, not only benefits local communities but
also cultivates a generation of socially responsible citizens essential for the
broader endeavor of nation-building.

95
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;

96
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

97
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.

98
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

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

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

A program/project may be terminated in the NSTP immersion
process for various reasons, such as completion of the allotted hours,
achieving the project's objectives, or external factors influencing the
decision, like unforeseen challenges or logistical issues. Trainees are
expected to apprise the community of the project details, including the time
frame, and may decide to terminate or continue based on the project's
impact and feasibility.
2. How can a project/ program be terminated?
A project/program can be terminated by informing the target
participants or partner community about the conclusion of the endeavor.
Trainees should communicate the status of the project, its achievements,
and any plans for continuation or replication. If the project proves worthy of
continuation, support from the school's extension services/community
outreach unit can be sought.

3. Is project/ program implementation the end of volunteerism in NSTP?

Why/Why not?
No, project/program implementation is not the end of volunteerism in
NSTP. While the NSTP immersion process may have specific time frames
and requirements, trainees are encouraged to continue their community
work beyond the allotted hours. If they choose to extend their services, it
99
can be regarded as their personal commitment to voluntary work. NSTP
promotes the idea of students evolving into volunteer workers, and the
school may establish volunteer corps to ensure the continuity of the
immersion program for volunteers.

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0
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

10
1
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.

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2
 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

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3
 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.
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4
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:

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5
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.

10
6
 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.
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7
Alternative course of action should always be considered
and made ready for emergency situation or crisis.

10
8
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

Positiv Strengths Opportunities

e

Negativ Weakness Threats

e

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9
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

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.
FALSE 1. Plans are final and can’t be altered or changed.
TRUE 2. Planning is futuristic or proactive, never retroactive.
FALSE 3. Planning gives one a sense of no direction.
TRUE 4. Planning proves to be economical as it helps save time,
effort and financial resources.
TRUE 5. A plan should have specific objectives.

B. Essay. Answer the following questions/ statements

comprehensively. Please refer to the given rubric below.
Substance/ Organization/ Style Comprehensivenes Total
Related to Logical and s of discussion
the Topic presentation of Gramm
ideas ar
50 15 5% 20 100
% % % %

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

A plan is a detailed course of action designed today to do something
tomorrow. In personal experience, planning could involve creating a study
schedule for upcoming exams. By organizing specific study objectives,
allocating time efficiently, and identifying potential challenges, the plan aims
to provide a structured approach to achieve academic success.

2. Why is planning important? Give an example.

Planning is important because it provides a sense of direction and
helps in saving time, effort, and financial resources. For instance, in
organizing a community event, planning involves setting clear objectives,
determining logistical details, and coordinating efforts. This ensures that
resources are utilized effectively, deadlines are met, and the event runs
smoothly, contributing to its overall success.

11
0
3. What is SWOT? Why do we consider it an important tool in
planning?
SWOT (Strengths, Weaknesses, Opportunities, Threats) is a tool in
strategic planning that assesses internal strengths and weaknesses as well
as external opportunities and threats. It helps organizations or individuals
develop plans that capitalize on strengths and opportunities while
addressing weaknesses and threats. For example, a small business using
SWOT analysis might identify its strong online presence (strength) and
recognize the potential to expand into new markets (opportunity), while
acknowledging a limited budget (weakness) and potential market
competition (threat). SWOT analysis aids in maximizing positive aspects
and minimizing the impact of negatives in the planning process.

11
1
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
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concerns they must tackle. People in

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3
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?

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4
 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?)
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5
  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
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6
consensus on the approach before presenting it to your client.
Doing that

11
7
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?

11
8
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

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.

TRUE 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.
FALSE 2. Project planning as a process is process oriented.
TRUE 3. Before you start creating a project plan, make sure you
know all of the facts.
TRUE 4. A project plan defines your approach and the process
your team will use to manage the project according to
scope.
TRUE 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/ Organization/ Style Comprehensivenes Total
Related to Logical and s of discussion
the Topic presentation of Gramm
ideas ar
50 15 5% 20 100
% % % %

1. What is project planning? Why is it important?

Project planning is the process of deciding in advance the necessary
actions to accomplish established objectives, involving considerations of
what, when, how, and who will be involved. It is output-oriented, describing
the cost, scope, and schedule of the project, outlining activities, tasks, and
required resources. It’s importance, particularly in the context of NSTP,
involves addressing the needs of target clients and assisting the community
in identifying, analyzing, and prioritizing these needs. A well-crafted project
plan considers risk management, communication strategies, and feasibility

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assessments. It acts as a guide for future actions and lays the foundation for
effective project implementation. The process includes understanding the
project scope, conducting thorough research, asking critical questions,
creating an outline, and engaging in constant communication with the project
team for consensus and realistic execution. Project planning is crucial for
achieving project success and ensuring that resources are utilized efficiently.

2. What is the characteristic of a good project plan? Discuss.

A good project plan possesses several key characteristics that

contribute to its effectiveness. First and foremost, it should have specific and
well-defined objectives, outlining what needs to be accomplished. Clarity is
crucial in a good project plan to avoid ambiguity and misunderstandings.
Additionally, a good plan should facilitate action, translating goals into
actionable tasks. It should be flexible, allowing for adjustments as
circumstances change during implementation. Effective communication and
coordination are integral, especially in projects involving multiple
stakeholders. Continuous improvement and adaptability are essential
characteristics, as a good plan should be subject to refinement and
optimization based on evolving circumstances. Finally, a good project plan
should align with the goals and expectations of the community or
stakeholders involved, ensuring that the project addresses their needs and
concerns.

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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
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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.

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 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.

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 TITLE OF PROJECT

Goals

Area of Objective Strategie Person Time Budget Expecte

Concer s s s Fram d
n involve e Outcom
d e

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
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for the initiating class to present the current conditions of their target participants, so as to

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 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 XXXXX
(8%)
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)

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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

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 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

Instructions:
A. Essay. Answer the following questions/ statements
comprehensively. Please refer to the given rubric below.
Substance/ Organization/ Style Comprehensivenes Total
Related to Logical and s of discussion
the Topic presentation of Gramm
ideas ar
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?
A project proposal in the context of NSTP is a comprehensive
document outlining the details of a proposed community project, including its
purpose, objectives, and the step-by-step approach to its implementation. It
serves as a crucial guide for both trainees and trainers during community
immersion, offering a framework for designing program activities and serving
as key input for monitoring and evaluating the projects. The importance of a
project proposal in NSTP lies in its transformative role, facilitating positive
change in the community. It not only provides a roadmap for achieving project
objectives but also acts as a database for reporting, making the
implementation process more structured. Additionally, the project proposal
streamlines communication, sets expectations, and serves as a valuable
reference for trainees, ensuring that the right information is readily available
for the successful execution of the project.

2. Enumerate and discuss the parts of a project proposal.

A project proposal typically consists of several key sections that provide
essential information about the proposed project. Here is a discussion of
each part:
I. BASIC INFORMATION:

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Title: The name of the project.
Proponents: Individuals or groups proposing the project.
Coordinator/s: Persons or groups supporting the project.
Implementing Agency: The organization or agency responsible for
executing the project.
Participants: Those who will be involved or benefit from the project.
Duration: The timeframe for project implementation.
Date: Date of application for approval.
Venue: The location where the project activities will take place.
Source of Fund: The origin of the funds needed for the project.
Budget: The estimated cost required for implementing the project.
II. PROJECT DESCRIPTION:
 Describes the project's purpose, outcomes, and activities.
 May include the history behind the project title, the methodology to be
used, and an overview of the planned activities.
III. PROJECT RATIONALE:
 Expands on the background of the proposed project.
 Provides reasons for conducting the project, possibly including facts
and figures.
IV. PROJECT OBJECTIVES:
 Defines the expected output of the project.
 Includes both general and specific objectives, following the S.M.A.R.T
criteria (Specific, Measurable, Attainable, Realistic, Time-bounded).
V. PROJECT BENEFICIARIES:
 Identifies the group or individuals expected to benefit the most from the
project.
 Justifies why this group is chosen, considering their current conditions
and common traits.
IV. METHODOLOGY:
 Outlines the strategies to be employed to ensure the success of the
project.
V. PROJECT FINANCIAL REQUIREMENT:
 Lists and categorizes all expected expenses, including food, snacks,
supplies, and materials.

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  Includes a contingency budget as a percentage of the total cost.

VI. PROJECT SCHEDULE OF ACTIVITIES:

 Details the timeline of activities, especially if the project spans multiple
days or involves a series of events.
 Ensures that the activities are feasible and complement each other.
VII. PROJECT MANAGEMENT:
 Identifies the committees needed to manage different aspects of the
project.
 Assigns individuals responsible for each committee.
VIII. EVALUATION MEASURES:
 Describes the methods or strategies used to determine the success of
the project.
 May involve the use of evaluation sheets or other assessment tools.
Prepared by: Includes the name and signature of the proponent.
Project Attachments: Includes additional documents supporting the project
proposal, such as topic outlines, discussion materials, research findings,
scripts, sketches, pictures, and processing questions.

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.

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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/plannin
g- management/planning-introduction/32333 on April 06,
2021

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 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.

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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:

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1. Waiver

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4
 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

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5
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

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

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

Documentation in NSTP community-based projects refers to the
systematic process of recording, preserving, and organizing relevant
information and activities undertaken during the project implementation. It
involves the creation and maintenance of detailed records, reports, and
other materials that capture the various stages of the project, including
planning, execution, and evaluation. Documentation serves as a
comprehensive archive, providing transparency, accountability, and a basis
for analysis. It encompasses project proposals, progress reports, financial
records, schedules of activities, and any additional materials that contribute
to a thorough understanding of the project's objectives, outcomes, and
impact on the community. Effective documentation not only ensures
compliance with program requirements but also facilitates communication,
evaluation, and future planning for NSTP community initiatives.

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

Documenting community-based projects in NSTP offers several

benefits. Firstly, it provides a transparent and accountable record of project
activities, ensuring that stakeholders can trace the utilization of resources
and the achievement of objectives. Secondly, documentation serves as a
valuable resource for project evaluation, enabling a thorough analysis of
what worked well and areas for improvement. It facilitates the sharing of
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6
experiences, lessons learned, and best practices, contributing to the
collective knowledge of community engagement. Additionally, well-
documented projects enhance communication among team members,
allowing for seamless collaboration and handover between different project
phases or team members. Overall, effective documentation is a
foundational element for the success, sustainability, and impact assessment
of community-based projects.

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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

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  Whether the outputs were produce on time or outputs were
in right quantity and quality as specified on the project design.

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 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
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0
monitored.

14
1
 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

Name of Project

Incomplete
Proposal Making

Complete
Basis Monitoring
Specific
Requirements

Purpose To Activity, preparation of

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

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data gathering the project
project
Personnel who Student Names of students
will gather and assigned assigned
analyze data
Use of data For finalizing Finalizing the proposal
the proposal on on waste management
waste and
management segregation
and
segregation
Personnel Asking list Record of persons
assignments involved, tasks
assigned and
procedures to be
followed
Attendees to Attendance Indication of number
waste sheet and 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
waste bins trash cans bins and trash cans in
and trash cans the
designated places
Community People in the
participation community assist the
student trainees in the
placement of the
waste bins and trash
cans
Monitoring and Monitoring Administering and
evaluation and distribution of
evaluation monitoring and
forms evaluation forms after
every major activity.
Final Report Compilation Written narrative
of group and reflection
work paper with
attached pictures

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3
 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

Instructions:
A. Essay. Answer the following questions/ statements
comprehensively. Please refer to the given rubric below.
Substance/ Organization/ Style Comprehensivenes Total
Related to Logical and s of discussion
the Topic presentation of Gramm
ideas ar
50 15 5% 20 100
% % % %
1. What is project monitoring in NSTP community-based projects?
Project monitoring in NSTP community-based projects is a
systematic and continuous procedure designed to check the progress of
programs and projects implemented during community immersion. It
involves the observation of changes over time, such as increased
community participation or cost efficiency in project activities. The
monitoring process is crucial for determining whether inputs, activities, and
outputs align with the planned schedule and specifications. The
responsibility for monitoring NSTP projects during community immersions
lies with the trainees, trainors, barangay officials, partner agencies, and
other concerned individuals. A monitoring plan is essential for gathering
data and making informed decisions, outlining the needed information,
personnel involvement, reported and to-be-reported data, and levels of
implementation. Various tools, including journals, Gantt charts, and
summary checklists, aid in recording, validating, and tracking the progress
of NSTP projects.

2. What is/are the benefits of monitoring the conduct of a community-

based projects?

Monitoring the conduct of community-based projects in NSTP offers

several benefits. Firstly, it ensures that inputs, activities, and outputs align
with the planned schedule and specifications, providing a mechanism for
timely intervention if deviations occur. Monitoring allows for the assessment
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4
of whether objectives are achieved on time and as planned, contributing to
the overall success of the projects. Additionally, it serves as a means of
keeping track of project status, enabling trainees, trainors, barangay
officials, and partner agencies to make informed decisions based on real-
time data. The process of monitoring, facilitated by tools such as journals,
Gantt charts, and summary checklists, enhances accountability,
transparency, and the overall effectiveness of NSTP community-based
projects.

3. Who are the persons responsible in monitoring NSTP

community- based projects?

Several individuals play crucial roles in monitoring NSTP community-

based projects. The primary responsibility falls on the trainees themselves,
as they are directly involved in community immersion and project
implementation. Trainors, who provide guidance and oversight, also actively
participate in monitoring efforts. Barangay officials, being local authorities,
contribute to monitoring, ensuring that projects align with community needs.
Partner agencies involved in the projects bring an external perspective and
expertise to the monitoring process. Additionally, other stakeholders not
directly involved but concerned with the projects may participate in
monitoring activities. This collaborative effort involving trainees, trainors,
barangay officials, partner agencies, and other stakeholders contributes to a
comprehensive and effective monitoring system for NSTP community-based
projects.

4. Enumerate the tools used in monitoring NSTP community-based

projects and discuss each.

Several tools are utilized in monitoring NSTP community-based projects,

each serving a specific purpose:

Journal or Process Recording: A journal is an account of day-to-day

events, while process recording delves into the details of how a task was
performed and achieved. It provides a record of experiences, ideas, and
reflections, aiding in the documentation and understanding of events during
community immersion.

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Gantt Chart: Created by Henri Gantt, this chart illustrates a summary
breakdown of work elements, helping visualize the timeline of project
activities. They are crucial for monitoring whether NSTP projects are
progressing on schedule, providing a visual representation of tasks and
their completion dates.

Summary Checklist: A checklist that includes indicators related to project

objectives, tasks, materials, and personnel involved. This tool facilitates
systematic checking of whether key elements of the project are being
fulfilled, ensuring progress aligns with the project plan.

These monitoring tools collectively contribute to the effective evaluation and

oversight of NSTP community-based projects, offering a structured
approach to track, document, and assess the implementation of activities.

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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

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strategies appropriate in meeting the objectives? Do the results
equate with the inputs spent?”

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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:
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 Trainees themselves
 Trainers/facilitators

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  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.
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 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 5 4 3 2 1 N/A
as:
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.

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

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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

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

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 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: Bobis, Christian Ace G. Crs/Yr/Sec: BSMT 1A

Instructions:
A. Essay. Answer the following questions/ statements
comprehensively. Please refer to the given rubric below.
Substance/ Organization/ Style Comprehensivenes Total
Related to Logical and s of discussion
the Topic presentation of Gramm
ideas ar
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?

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

4. Create a sample evaluation of a project.

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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.

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Paul, J. et.al. (2012). Sustainable Communities, Sustainable
Development: Other Paths for Papua New Guinea.
Honolulu: University of Hawaii Press.

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