UNIVERSITY OF SAINT LOUIS TUGUEGARAO

Tuguegarao City

SCHOOL OF EDUCATION, CRIMINOLOGY, ARTS and PSYCHOLOGY

Short Term
A.Y. 2024-2025

NSTP 1013 – NATIONAL SERVICE TRAINING PROGRAM

(Civic Welfare Training Service)

Prepared by:

NSTP-1 Course Instructors

Reviewed by:

WILSON P. LANGCAY JR., MST

ANTHONY P, ANGELES, MST
RAY T. OBISPO, Ph.D
NSTP Coordinator

Approved by:

LUISA B. AQUINO, Ed.D.

Vice President for Academics

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 LOUISIAN PRAYER

O God, wellspring of goodness and blessings, we give you thanks and praise as one Louisian community. The
graces You incessantly grant upon us and Your divine providence have sustained our beloved University
throughout the years of mission and excellence.

Having been founded by the Congregation of the Immaculate Heart of Mary, we pray that You keep us committed
and dedicated to our mission and identity to serve the Church and the society as we become living witnesses to
the Gospel values proclaimed by Jesus. For if we are steadfast in our good and beautiful mission, our works will
bring success not only to ourselves but also to those whom we are bound to love and serve.

Inspired by St. Louis our Patron Saint, who was filled with a noble spirit that stirred him to love You above all
things, may we also live believing that we are born for a greater purpose and mission as we dwell in Your
presence all the days of our life.

Grant all these supplications through the intercession of Mother Mary and through Christ our Lord.
Amen.

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 NSTP 1013 – NATIONAL SERVICE TRAINING PROGRAM 1 (CWTS)
Module 5: Sense of Community: Connecting the Youth to the Grassroots Society

Topic: Sense of Community: Connecting the Youth to the Grassroots Society

Learning Outcomes: At the end of this module, you are expected to:

a. understand the meaning of community;

b. define community participation;
c. discuss the sense of community, community building and organization;
d. improve the interrelationships and to promote coordination among organizations groups and
individuals concerned with social welfare program and services;
e. explore the mechanism of achieving community common goal; and

LEARNING CONTENT:

Introduction:

In a rapidly globalizing world, the sense of community, especially at the

grassroots level, plays a crucial role in shaping the identity, values, and
social responsibility of young individuals. This module, "Sense of
Community: Connecting the Youth to the Grassroots Society," aims to
bridge the gap between the youth and their local communities, fostering
a strong sense of belonging, mutual support, and active citizenship.

Today's youth often find themselves distanced from their immediate

social environments due to the pervasive influence of digital media and
the allure of broader, often virtual, communities. While these global
connections offer numerous benefits, they can sometimes dilute the
significance of local culture, traditions, and social bonds. It is within the
grassroots of society that the foundational elements of empathy,
cooperation, and civic engagement are cultivated.

This module seeks to address this disconnect by providing a

comprehensive framework that encourages young people to engage
meaningfully with their local communities. By understanding the
historical, cultural, and social dynamics at play within their
neighborhoods, youth can develop a deeper appreciation for their roots
and the role they can play in nurturing their community's growth and
resilience.

Lesson Proper:

BASIC CONCEPTS OF COMMUNITY

 In biological terms, a community is a group of interacting
organisms sharing an environment.
 In sociology, a "community" has been defined as a group of interacting people living in a common
location.

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  The word community is derived from the Latin communitas (meaning the same), which is in turn derived
from communis, which means "common, public, shared by all or many." Communis comes from a
combination of the Latin prefix com- (which means "together") and the word munis (which has to do with
the exchange of services).

SENSE OF COMMUNITY

Sense of community focuses on the experience of community rather than its structure, formation, setting, or
other features. It asks questions about the individual's perception, understanding, attitudes, feelings, etc. about
community and his or her relationship to it and to others' participation - indeed to the complete, multifaceted
community experience.

It is “the perception of similarity to others, an acknowledged interdependence with others, a willingness to

maintain this interdependence by giving to or doing for others what one expects from them, and the feeling that
one is part of a larger dependable and stable structure

It is a feeling that members have of belonging, a feeling that members matter to one another and to the group,
and a shared faith that members’ needs will be met through their commitment to be together.

Four Elements of Sense of Community (according to the McMillan & Chavis theory)

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YOUTH DEVELOPMENT AND COMMUNITY ENGAGEMENT

Youth development and community engagement in the Philippines are vital components of the country’s social
and economic growth. The nation has a significant youth population, making these areas critical for fostering a
generation that is capable, responsible, and actively participating in community building. Several organizations,
programs, and initiatives contribute to this effort:

Key Organizations and Programs

Sangguniang Kabataan (SK) The Sangguniang Kabataan (Youth Council) is a local youth institution in
the Philippines. It aims to provide young people with opportunities to
actively participate in governance and decision-making processes at the
community level. The SK is mandated to initiate programs on youth
development, particularly in education, health, and sports.
National Youth Commission The NYC is the primary government agency tasked with addressing youth
(NYC) issues and promoting youth development. It collaborates with various
sectors to create policies and programs that empower young Filipinos. The
NYC also conducts leadership training and advocacy on youth rights and
participation.
Youth Volunteer Program The YVP, facilitated by organizations such as the Philippine National
(YVP) Volunteer Service Coordinating Agency (PNVSCA), promotes
volunteerism among young people. It encourages them to participate in
various community service projects, from environmental conservation to
education and health initiatives.

Key Area Focus

Education and Skills Development

 Programs like Alternative Learning System (ALS) and Technical Education and Skills Development
Authority (TESDA) offer non-formal education and technical-vocational training to out-of-school youth,
equipping them with essential skills for employment and entrepreneurship.

Health and Well-being

 Initiatives such as the Adolescent Health and Development Program by the Department of Health (DOH)
focus on providing young people with access to health services, including mental health support,
reproductive health education, and prevention of substance abuse.

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Leadership and Civic Engagement
 Leadership training programs are designed to develop the capacities of young leaders. These programs
often include workshops on governance, project management, and public speaking, fostering a sense of
responsibility and active citizenship.

Environmental Conservation
 Environmental programs engage youth in activities such as tree planting, coastal cleanups, and
awareness campaigns on climate change. Organizations like the Philippine Youth Climate Movement
(PYCM) play a significant role in mobilizing young people for environmental advocacy.

BASIC CONCEPT ON COMMUNITY SERVICE

Community services are those activities that engage youth. It is

often called youth service. It is a methodology that is simultaneously
employed to strengthen young peoples' senses of civic engagement
and nationalism, as well as assist them in meeting educational,
developmental, and social goals.

Community service in the Philippines plays a crucial role in

promoting civic engagement, social responsibility, and community
development. It involves various activities undertaken by individuals
or groups to benefit their communities, address social issues, and
enhance the quality of life for residents.

Reasons to Get Involved:

1. It feels good. The satisfaction and pride that come from helping others are important reasons to serve.
When you commit your time and effort to an organization or a cause you feel strongly about, the feeling
of fulfillment can be endless.
2. It strengthens the community. Organizations and agencies that use youth to serve are providing
important services at low or no cost to those who need them. When a community is doing well as a whole,
its individuals are better off, too.
3. Develop young people’s connections to their own identity, culture, and community.
4. Recognize that young people are assets to and experts about their communities.
5. Engage young people as community leaders on issues that matter to them.

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WHAT IS A SERVICE LEARNING?
 Service-Learning as a method of teaching enriches learning by engaging students in meaningful service
to their schools or communities through careful integration with established learning objectives or
curricula.
 Service-learning is an educational strategy that links service and academic curriculum to promote
learning. It promotes students’ personal, social, and intellectual growth and provides them with a sense
of civic responsibility and opportunities for career exploration.
 Service learning is an educational approach that combines learning objectives with community service.
It provides students with opportunities to apply academic knowledge and skills to real-world problems,
fostering civic responsibility and enhancing learning outcomes. Here are some key aspects and benefits
of service learning for students:

Key Aspects of Service Learning

 Integration with Curriculum: Service learning projects are integrated into the academic curriculum,
aligning with specific learning goals and objectives. This ensures that students apply what they learn
in the classroom to community service projects.
 Community Engagement: Students work with community organizations to address local needs. This
engagement helps students understand the challenges and assets of their communities.
 Reflection: Critical reflection is a central component of service learning. Students reflect on their
experiences to gain deeper insights into the societal issues they are addressing, as well as their own
learning and growth.
 Reciprocity: Service learning emphasizes mutual benefit. While students gain valuable experience
and knowledge, the community also benefits from the students’ contributions.

Service-learning’s key components are:

1. Student Leadership
2. Genuine community
3. Clear connections to curricular learning objectives
4. Reflection
5. Project Determination, Planning, Preparation, and Implementation:
6. Celebration

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PROJECT IDEAS FOR COMMUNITY SERVICE
The following enumerates the different kinds of ideas that the youth may explore in serving the
community:

Types of Service Projects:

1. Single Service Project. A single, large, or mid-sized

project requires broad-based support and should
reflect the general interest of people in the
community. Community-built playgrounds,
recreation centers, or housing require diverse
resources from both adults and young people and
can be powerful visual symbols of the community’s
commitment to youth.

2. Community-Wide Volunteer Day A celebration with

multiple project sites requires teaming with
organizations and agencies whose projects can be
accomplished in one day. River, highway, and park
cleanups, painting, and other rehabilitation projects
are good choices and can accommodate many
volunteers. A well-organized city clean-up can
accomplish a significant amount of work in a single
day and really put a shine on a community.

3. Serve-a-thon. Serve-a-thons allow you to combine

community service and fundraising for local projects
or organizations by taking pledges for hours of
service. Create pledge sheets that volunteers can
use to solicit contributions before the service day, and collect the funds raised when volunteers arrive for
their service projects.

4. Workshops and Training Sessions Organize a youth-led workshop to train NGOs and the public on skills
to deal with or prevent problems your community faces (e.g. environment racism, ethnic conflict,
HIV/AIDS) or to build capacity in volunteer management and community service.

PLANNING A COMMUNITY SERVICE PROJECT

Factors to Consider When Planning a Project:

 Identify a need for your community.
 Define the target group.
 Focus on a specific objective or goal that is appropriate for the community.
 Involve members of the community in planning.
 Tap into available community resources.
 Decide how you will evaluate your plan or project. What worked and what did not?
 Develop partnerships with other organizations in your community. Partner with other area chapters.

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There are four basic phases to community service:
1) Identifying an issue
2) Getting organized
3) Carrying out your plans and
4) Follow-up planning.

The following outline can help you to plan your community service project:
I. Education
a. Identify an issue
b. Research the issues' past and present history
c. Frame the issue
d. Provide internal education

II. Getting Organized

a. Choose advocacy strategies available for the specific issue
b. Determine who else in the community will support or oppose the issue
c. Identify the target population
d. Develop a plan with alternative strategies
e. Assign tasks and target deadlines

III. Carrying Out Your Plans

a. Implement the plan
b. Track your progress
c. Adjust your strategies
d. Identify finish lines
e. Evaluate the plan

IV. Follow-up Planning

a. Evaluate success and accomplishments
b. Evaluate weaknesses and strategies that did not work

ADVOCACY PLANNING STRATEGIES

Strategies that can aid in planning a successful community advocacy project include:
1. Keep your project simple; stick to one specific issue that has meaning for your community or the target
population.
2. Document what you already know about the issue, research what you do not know.
3. Use existing information, research articles, reports, books, or publications.
4. Document real life examples or experiences.
5. Reach out to local settings for speaking opportunities in service groups, schools, and other organizations.
6. Use experts on the issue for public speaking and presentations.
7. Utilize the local media for public service announcements, editorial and op-ed articles, highlighting a fact
each week.
8. Involve a public official.
9. Work with others such as parent groups, business groups, church groups, senior groups, student groups,
service clubs, local associations, neighborhood groups and professional associations.
10. Set up regular meetings for planning, tracking progress and evaluating the project.

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