BHCI NSTP CWTS 12 Modules

MODULE IN NSTP 1
Course Code : Civic Welfare Training Service Program 1

Pre-Requisite to : Civic Welfare Training Service Program 2
Course Description
Civic Welfare Service Training Program 1 (CWTSP 1) is a three (3) unit non-academic
course for students who opted to take the Civic Welfare Training Service component of the
National Service Training Program. It orients and trains students in programs or activities
contributory to the general welfare and the betterment of life for the members of the community
or the enhancement of its facilities, especially those devoted to improving health, education,
environment, entrepreneurship, safety, recreation and moral of the citizenry (RA No. 9163,
Section 3,d). It gives the students an overview of their role in nation building. Further, it
promotes civic consciousness among the students, develops their physical, moral, spiritual,
intellectual and social well-being needed to be able to render fruitful and meaningful service to
their community.
INTRODUCTION
The Republic Act 9163 known as the National Service Training Program (NSTP) Act of
2001 was signed into law by President Gloria Macapagal Arroyo on January 23, 2002. NSTP
refers to the program aimed at enhancing civic consciousness and defense preparedness in the
youth by developing the ethics of service and patriotism while undergoing training in any of its
three program components, Reserve Officers' Training Corps, Literacy Training Service and
Civic Welfare Training Service (Section 3). Starting School Year 2002-2003, all students, male
and female, of any baccalaureate degree course or at least two-year technical-vocational courses
in public and private educational institutions, shall be required to complete one of the NSTP
components as requisite for graduation (Section 5).
The Civic Welfare Training Service Program (CWTS) is a program component which
refers to programs and activities contributory to the general welfare and betterment of life for the
members of the community or the enhancement of its facilities, especially those devoted to
improving health, education, environment, entrepreneurship, safety, recreation and moral of the
citizenry (Section 3). Brent Hospital and Collages Incorporated, in adopting the CWTS,
envisions its students to become "committed to the pursuit of excellence and competitiveness."
MODULE I
The Guiding Principles of the National Service Training Program (NSTP)
Introduction
The National Service Training Program (NSTP) Act of 2001 (RA 9163) has allowed the
students to choose from three different component programs that promote civic consciousness. It
is not anymore a matter of getting a training and earning units for graduation through exhausting
drills on the field but also something worthwhile, helping communities.
There is a renewed recognition of the role of the youth in promoting community change
as highlighted in the Act, Section 2. As the most valuable resource of the nation, the youth shall
be motivated, trained, organized and involved in military, literacy, civic welfare programs and
other similar endeavors in the service of the nation.
Objectives
At the end of the course, the students should be able to identify their role in nation
building in response to the need for community change.
1. Identify the different role of youth in nation building.

2. Know the foundations of NSTP/CWTS
3.List down the guiding principles in implementing NSTP/CWTS.
4. Value the importance of NSTP/CWTS in nation building.
5. Explain the guiding principles of the National Service Training Program.
6. Differentiate the three program components of the National Service Training Program.
Part I. The Expanded Reserve Officers’ Training Corps (ROTC) Program
The Expanded Reserve Officers’ Training Corps (ROTC) Program Experience
The Expanded Reserve Officers’ Training Corps (ROTC) Program was mandated by the
basic constitutional provisions that the state shall promote and protect the physical, moral,
spiritual, intellectual and social well-being of its citizenry. The Head Quarters of the Armed
Forces of the Philippines directive dated June 1994 established the Expanded ROTC Program.
The implementation of the Expanded Reserve Officers’ Training Corps (ROTC) Program
started during the School Year 1996-1997. On February 9, 1996, the Commission on Higher
Education (CHED) issued CHED Memorandum Order No. 10, Series of 1996 on the “Revised
Guidelines in the Implementation of the Expanded ROTC Program. The offering of the three
components of the Expanded ROTC Program namely, Military Training Service (MTS), Law
Enforcement Service (LES) and Civic Welfare Service (CWS) was declared mandatory for all
Higher Education Institutions (HEIs). The Expanded ROTC Program enables the cadets who are
in the last year of the basic military training to choose from the three components.
Article 3, Section 7 of RA 7077 stated that “the mission of the Citizen Armed Force,
alternately referred to as the Reserve Force, is to provide the base for the expansion of the Armed
Forces of the Philippines in the event of war, invasion or rebellion, to assist in relief and rescue
during disasters or calamities, to assist in socio-economic development and to assist in the
operation and maintenance of essential government or private utilities in the furtherance of
overall mission.”
Likewise, the Expanded ROTC Program was established to sustain the ROTC Program as
one of the fertile sources of manpower for the AFP Reserve Force, to provide the students
enrolled in the initial baccalaureate degree programs with options other than military training to
satisfy the requirement for graduation thereof and to provide a forum for the implementation of
the National Service Law.
The three components of the Expanded ROTC Program:
1. Cadets who were enrolled in Military Service (MS) underwent basic training on parade drills,
military courtesy and discipline and combat training.
2. Those who opted for Law Enforcement Service (LES) were given training on law
enforcement services.
3. The Civic Welfare Service (CWS) option was consisted of activities designed to encourage
the youth to contribute in the improvement of the general welfare and the quality of life for the
local community. Emphasis here was given to health, education, safety, livelihood, and morale
of the citizenry. Lectures focused on loyalty, patriotism, nation-building, civic-consciousness
and other values.
Part II. The National Service Training Program (NSTP)
The National Service Training Program (NSTP) Act of 2001
The National Service Training Program (NSTP) Act of 2001, RA 9163, has been signed
into law by her Excellency, President Gloria Macapagal Arroyo, in response to the public clamor
for reforms in the Reserved Officers Training Corps (ROTC) Program.
Republic of the Philippines

Congress of the Philippines
Metro Manila
Twelfth Congress
First Regular Session
Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand one.
[REPUBLIC ACT NO. 9163]
AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM (NSTP) FOR

TERTIARY LEVEL STUDENTS. AMENDING FOR THE PURPOSE REPUBLIC ACT NO.
7077 AND PRESIDENTIAL DECREE NO. 1706 AND FOR OTHER PURPOSES.
Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:
SECTION 1. Short Title. This Act shall be known as the “National Service Training Program
(NSTP) Act of 2001.”
SECTION 2. Declaration of Policy. It is hereby affirmed the prime duty of the government to
serve and protect its citizens. In turn, it shall be the responsibility of all citizens to defend the
security of the State and in fulfillment thereof, the government may require each citizen to render
personal, military or civil service.
Recognizing the youth’s vital role in nation building, the State shall promote civic consciousness
among the youth and shall develop their physical, moral, spiritual, intellectual and social well-
being. It shall inculcate in the youth patriotism, nationalism, and advance their involvement in
public and civic affairs.
In pursuit of these goals, the youth, the most valuable resource of the nation, shall be motivated,
trained, organized and mobilized in military training, literacy, civic welfare and other similar
endeavors in the service of the nation.
SECTION 3. Definition of Terms. For purposes of this Act, the following are hereby defined as
follows:
(a) “National Service Training Program” (NSTP)” is a program aimed at enhancing civic
consciousness and defense preparedness in the youth by developing the ethics of service and
patriotism while undergoing training in any of its three (3) program components. Its various
components are specially designed to enhance the youth’s active contribution to the general
welfare.
(b) “Reserve Officers’ Training Corps (ROTC)” is a program institutionalized under Sections 38
and 39 of Republic Act No. 7077 designed to provide military training in tertiary level students
in order to motivate, training, organize and mobilize them for national defense preparedness.
(c) “Literacy Training Service” is a program designed to train students to become teacher
literacy and numeracy skills to school children, out of school youth, and other segments of
society in need of their need
(d) “Civic Welfare Training Service” refers to programs or activities contributory to the general
welfare and the betterment of life for the members of the community or the enhancement of its
facilities, especially those devoted to improving health, education, environment,
entrepreneurship, safety, recreation and morals of the citizenry.
(e) “Program component” shall refer to the service components of the NSTP as enumerated in
section 4 of this Act.
SECTION 4. Establishment of the National Service Training Program. There is hereby

established a National Service Training Program (NSTP), which shall form part of the curricula
of all baccalaureate degree courses and of at least two (2) year technical – vocational courses and
is a requisite for graduation, consisting of the following services components:
(1) The Reserve Officers’ Training Corps (ROTC), which is hereby made optional and
voluntary upon the affectivity of this Act;
(2) The Literacy Training Service, and
(3) The Civic Welfare Training Service
The ROTC under the NSTP shall instill patriotism, moral, virtues, respect for rights of civilians,
and adherence to the Constitution, among others. Citizenship training shall be given emphasis in
all three (3) program components.
The Commission on Higher Education (CHED) and Technical Education and Skills
Development Authority (TESDA), in consultation with the Department of National Defense
(DND), Philippine Association of State Universities and Colleges (PASUC), Coordinating
Council of Private Educational Associations of the Philippines (COCOPEA) and other concerned
government agencies, may design and implement such other program components as may be
necessary in consonance with the provisions of this Act.
SECTION 5. Coverage. Students, male and female, of any baccalaureate degree course or at
least two (2) – year technical – vocational courses in public and private educational institutions
shall be required to complete one (1) of the NSTP components as requisite for graduation.
SECTION 6. Duration and Equivalent Course Unit. Each of the aforementioned NSTP
program components shall be undertaken foe an academic period of two (2) semesters.
In lieu of the two (2) – semester program for any of the components of the NSTP, a one(1) –
summer program may be designed, formulated and adopted by the DND, CHED, and TESDA.
SECTION 7. NSTP Offering in Higher and Technical-Vocational Educational Institutions. All
higher and technical-vocational institutions, public and private, must offer at least one of the
program components. Provided, that State universities and colleges shall offer the ROTC
component and at least one other component as provided herein: Provided, further, that private
higher and technical – vocational education institutions may also offer the ROTC if they have at
least three hundred and fifty (350) cadet students.
In offering the NSTP whether during the semestral or summer periods, clustering of affected
students from different educational institutions may be done, taking into account logistics,
branch of service and geographical considerations. Schools that do not meet the required number
of students to maintain the optional ROTC and any of the NSTP components shall allow their
students to cross-enroll to other schools irrespective of whether or not the NSTP components in
said schools are being administered by the same or another branch of service of the Armed
Forces of the Philippines (AFP), CHED and TESDA to which schools are identified.
SECTION 8. Fees and Incentives. Higher and Technical-vocational institutions shall not collect
any fee for any of the NSTP components except basic tuition fees, which shall not be more than
fifty percent (50%) of what is currently charged by schools per unit.
In the case of the ROTC, the DND shall formulate and adopt a program of assistance and/or
incentive to those students who will take the said component.
The school authorities concerned, CHED and TESDA shall ensure that group insurance for
health and accident shall be provided for students enrolled in any of the NSTP components.
SECTION 9. Scholarships. There is hereby created a Special Scholarship Program for qualified
students taking the NSTP which shall be administered by the CHED and TESDA. Funds for this
purpose shall be included in the annual regular appropriations of the CHED and TESDA.
SECTION 10. Management of the NSTP Components. The school authorities shall exercise
academic and administrative supervision over the design, formulation, adoption and
implementation of the different NSTP components in their respective schools. Provided, That in
case a CHED – or TESDA – accredited non-government organization (NGO) has been
contracted to formulate and administer a training module for any of the NSTP components, such
academic and administrative supervision shall be exercised jointly with that accredited NGO.
Provided, further, That such training module shall be accredited by the CHED and TESDA.
The CHED and TESDA regional offices shall oversee and monitor the implementation of the
NSTP under their jurisdiction to determine if the trainings are being conducted in consonance
with the objectives of this Act. Periodic reports shall be submitted to the CHED, TESDA and
DND in this regard.
SECTION 11. Creation of the National Service Reserve Corps. There is hereby created a
National Service Reserve Corps, to be composed of the graduates of the non-ROTC components.
Members of this Corps may be tapped by the State for literacy and civic welfare activities
through the joint effort of the DND, CHED and TESDA.
Graduates of the ROTC shall form part of the Citizens’ Armed Force, pursuant to Republic Act
No. 7077.
SECTION 12. Implementing Rules. The DND, CHED and TESDA shall have the joint
responsibility for the adoption of the implementing rules of this Act.
These three (3) agencies shall consult with other concerned government agencies, the PASUC
and COCOPEA, NGOs and recognized student organizations in drafting the implementing rules.
The implementing rules shall include the guidelines for the adoption of the appropriate
curriculum for each of the NSTP components as well as for the accreditation of the same.
SECTION 13. Transitory Provision. Students who have yet to complete the Basic ROTC,
except those falling under section 14 of this Act, may either continue in the program component
they are currently enrolled or shift to any of the other program components of their choice:
Provided, that in case he shifts to another-program component, the Basic ROTC courses he has
completed shall be counted for the purpose of completing the NSTP requirement: Provided,
further, that once he has shifted to another program component, he shall complete the NSTP in
that component.
SECTION 14. Suspension of ROTC Requirement. The completion of ROTC training as a

requisite for graduation is hereby set aside for those students who despite completing all their
academic units as of the effectivity of this Act have not been allowed to graduate.
SECTION 15. Separability Clause. If any section or provision of this Act shall be declared
unconstitutional or invalid, the other sections or provisions not affected thereby shall remain in
full force and effect.
SECTION 16. Amendatory Clause. Section 35 of Commonwealth Act No.1, Executive Order
No. 207 of 1939, sections 2 and 3 of Presidential Decree No.1706, and sections 38 and 39 of
Republic Act No. 7077, as well as all laws, decrees, orders, rules and regulations and other
issuances inconsistent with the provisions of this Act are hereby deemed amended and modified
accordingly.
SECTION 17. Effectivity. This Act shall take effect fifteen (15) days after its publication in
two(2) newspapers of national circulation, but the implementation of this Act shall commence in
the school year of 2002-2003.
Activity 1 - Sharing
1. Compose a narrative report about your experience in doing outreach activity with the
following guide questions:
a. Have you joined any civic activities? Outreach activities? When was the last time you
participated? What were the implications of the activities to you as a youth?
b. Are you a member of any civic organization? Why did you join? Why did you not join?
If you are a member, describe the organization you are in, its purpose. What have you
contributed to the by being a member of the organization?
References
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Bookstore Store, 2000.
Claude, R.P. Education for Human Rights: The Philippines and Beyond, Quezon City:
University of the Philippines Press, 1996.
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OMF Literature Inc, 1990.
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Making a Community Profile.
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Banos, Laguna: SIKAP/STRIVE, Inc., 1997.
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2 ed., California: Brooks/Cole Publishing Company, 1999.
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Integrity of Creation.Quezon City: Claretian Publications, 1998.
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1998.
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Theology from a Filipino Christian Perspective.Makati City: Book Mark, 1998.
MODULE II
The Role of the Youth in Nation Building
Introduction
The youth, as a sector, comprise a significantly large part of the population. Within
educational institutions, they are the majority. They also possess certain strengths that are
necessary in the process of change. They play a vital role in the society, exercising a significant
influence to the other sectors. The roles they played in the past had caught the attention of the
government and opened the eyes and minds of Filipino leaders and functionaries for needed
reforms in the society. Today, the State recognizes the vital role of the youth in nation building
and reaffirms the expectation of our national hero Dr. Jose Rizal that the youth is the hope of the
land.
At the end of the lesson, the students are expected to:
1. Identify the duties and responsibilities of the youth as of citizens of the country.
2. Explain the importance of good leadership in nation building.
3. Discuss the role of the youth in nation building.
Part I. Recognizing the Vital Role of the Youth in Nation Building
Topic Discussion
The Role of the Youth in Nation Building
As can be seen from the activity, each card is to play a crucial role in the formation of the
structure by supporting the other cards. By removing the card, the whole structure collapsed.
Just as the structure collapsed with the removal of one card, the group or community
where we belong would collapse even if one member, irregardless of his position in the
hierarchy, would not do his part or maybe simply refusing to do what is expected of him.
The importance of one card in building the structure should be taken into consideration.
While it took a considerable amount of time for the structure to be put in place, it will only take a
split second for the three-storey edifice to collapse once a card is removed.
Along the same light, the constitution recognizes and acknowledges the role of the youth
in nation building. It underscores the contributory effort of the youth to community building.
But all must do its utmost best to live up to the recognition given by the state to the young people
of this nation. Just as one card is very important so is the youth in nation building. No matter
how small or insignificant is one individual he/she can still contribute something, in his/her own
little way, towards the achievement of the goal of our nation.
According to statistics, our country is a very young country when it comes to age
distribution in the population. Based on the 1995 census, the total youth population (those within
15-30 age-bracket) was approximately 20.7 million. This means that the youth at that time
comprise almost 1/3 of the total Philippine population. What more at this present time? This is
the reason why the Philippine Government has placed paramount importance on the significance
of the youth in Nation Building.
In 1870, our national hero Dr. Jose Rizal, in his message “To the Filipino Youth,” called
the youth, “ The hope of the Fatherland” and exhorted them to break free from the shackles that
bound their hearts and minds so that they may soar to the heavens and attain their aspirations.
Gregoria De Jesus, herself a great woman and the wife of another Philippine hero, Andres
Bonifacio, also recognized the role of the youth in the society and through her “Decalogue of
Filipino Youth”, she reminded the youth of the 1800s of the Filipino values that propelled the
nation to independence and preserved its time-honored tradition as a distinct race.
A hundred years later, Filipinos continue to put great faith and confidence in its youth.
The 1987 Constitution of the Republic of The Philippines clearly states that the country’s youth
policy in Article II, Section 13: “ The State shall recognize the vital role of the youth in Nation
Building and shall promote and protect their physical, moral, spiritual, intellectual and social
well-being. It shall inculcate in the youth patriotism and nationalism and encourage their
involvement in public and civic affairs.
Nation building is a dynamic, on-going, always becoming but never quite finished
process of developing and strengthening the nation in the social, political, cultural,
environmental, moral and cultural aspects of life founded on patriotism and nationalism. To
translate this in concrete terms, the CWTSP provides the venues for the youth to be able to
participate in this undertaking by encouraging the youth to contribute to the general welfare and
the betterment of life of the community which many Metronista have done in the past.
Part II. Responsible Citizenship for the Youth
Topic Discussion
The Citizens of the Philippines

Section 1 of the Philippine Constitution provides that the following are citizens of the
Philippines:
1. Those who are citizens of the Philippines at the time of the adoption of this Constitution;
2. Those whose fathers or mothers are citizens of the Philippines;
3. Those born before January 17, 1973, of Filipino mothers, who elect Philippine Citizenship
upon reaching the age of majority; and
4. Those who are naturalized in accordance with law.
Rights of a Citizen
Human rights are the supreme, inherent and inalienable rights to life, to dignity and to
develop one’s self. During the Martial Law years, a lot of human rights both collective and
individual were violated to serve not the people but the status quo.
Our “being human” is the fundamental basis of human rights. Human rights are means to
protect, affirm, promote and realize the value of being human.
These are necessary conditions and situations for the unfolding and fuller development of
life of being human as an individual and as a people.
1. Basic Characteristics of Humans Rights
a. Human rights are inherent to or part of the human person.

b. Human rights are inalienable; thus, they cannot be taken away from anybody.
c. Human rights are universal; they are not limited by boundaries but are recognized by all
humankind.
Human rights are universal, indivisible, interdependent and interrelated. These rights are
fundamental freedoms are the birth right of all human beings. It is the prime responsibility of the
government to protect and promote these rights.
Human rights are also laws or rules that bind citizens in a particular country or members
of the international community that have consented to be bound to global treaties such as the
1948 Universal Declaration of Human Rights and the UN Covenants on Civil and Political,
Economic, Social, and Cultural Rights.
In the Philippines, the legal framework for the protection of human rights is established,
among others, by the Constitution, the Civil Code, the revised penal Code and the Child and
Youth Welfare Code. The Commission on Human Rights has also established protective legal
measures. The Ombudsman, meanwhile, functions to prevent the abuse of power by government
officials and employees.
2. Basic Principles of Human Rights
a. Equality- Human people are equal regardless of sex, religion, race creed/ political belief,
etc.
b. Collective Rights- Human rights are enjoyed by the whole society.
c. State Guarantee- The government has the responsibility of protecting and defending
human rights.
The universality of human rights does not mean the absoluteness of its application.
Human rights are not absolute that can be upheld under all conditions simultaneously and for all
eternity. They are limited by other human rights. They cannot be used as an excuse to violate
other rights. They are relative in the sense that these are evolutionary and developmental. These
means that a society advances and as human consciousness develop, new rights are recognized,
old rights acquire new meanings, and fulfilled rights are institutionalized.
3. Classification of Human Rights
a. Civil and Political Rights consist of specific obligations of conduct, thus, have very
definite, measurable standards and could be precisely defined. These are the traditional
rights stated mostly in Article III (The Bill of Rights) of the 1987 Constitution.
Our Civil Rights
Civil rights are those granted to private individuals for the purpose of securing the
enjoyment of their means to happiness. These rights include the following:
1. Right to privacy, communications or correspondence ( Section 3,1)
2. Right against involuntary servitude ( Section18,2)
3. Right against unreasonable searches and seizures ( Section 2)
4. Free access to court ( Section 11)
5. Right against imprisonment depth ( Section 20 )
6. Non-impairment of contracts ( Section 10 )
7. Liberty of abode and travel ( Section 6 )
Our Political Rights
Political rights are those rights of the citizen that empower them to participate
directly or indirectly in the establishment or administration of the government. These
include:
1. Right to citizenship ( Article IV)
2. Right to suffrage ( Article V, Section 1 )
3. Right to be informed on matters of public records and documents ( Section 7 )
4. Freedom of speech, the press and expression ( Section 4 )
5. Right to form unions and associations ( Section 8 _
6. Right to petition the government for regardless of grievances ( Section $ )
7. Right to participation at all levels of social, political, and economic decision-making

(Article XIII, Section 1)
8. Right to sectoral representation shall be included in legislative bodies as may be

prescribed by law ( Article VI, Sections 5, 1 and 2: and Article X, Section 9)
9. Right of people to propose amendments to the constitution through people’s initiative.

( Article XVII, Section 2 )
b. Economic, Social and Cultural Rights are rights that cannot be measured readily and are
based on largely subjective judgments. Some of these rights are stated in Article XIII
(Social Justice and Human Rights), Articles XIV and XV of the 1987 Constitution.
Our Economic Rights
These are rights intended to ensure the well-being and economic security of the
individual. These rights include the following:
1. Freedom from hunger
2. Right to employment with decent living wedges ( Article XIII on Labor)
3. Right to autonomous economic development ( Article XIII, Section 2 )
4. Right to just compensation for private property taken for public use ( Article III,
Section 9)
5. Rights to form unions, association or societies for purposes not contrary to law
( Article III, Section 8)
Our Social and Cultural Rights

Social and cultural rights pertain to a person’s freedom to benefit from his
capacity for learning and transmitting knowledge to succeeding generations. These rights
include the following:
1. Right t dignity ( Article XIII, Section 1)
2. Right to property ( Article XIII, Section 2 )
3. Right to identify
4. Right to self-determination ( Article II, Section 7 )
5. Right to education( Article XIV, Section 1)
6. Right to health and health services ( Article XIII on Health )
7. Right to a decent standard of living ( Article XIII on Labor )

8. Right to be with one’s family ( Article XV on the Family )
9. Right to thought, conscience and religion ( Article III, Section 5 )
10. Right to an autonomous socio-cultural and development ( Article XIV on Arts and
Culture )
c. Collective Rights.
Besides our rights as person, we also have our rights as a society, rights which
belong to each of us individually but which we can exercise collectively. These are what
we call the rights of the people, which are analogous to the rights of the person and which
consist of three basic rights: to survive, to self- determination, and to develop as a people.
The relation between individual and collective rights needs careful analysis of the
objective conditions that exist within societies. Like in the time of war, collective rights
should be the basis of a united struggle since individual rights are limited due to the
subjugation of once society by another.
Individual rights largely result from the enjoyment of collective rights. In turn, the
enjoyments of collective rights guarantee the continued recognition and practice of
individual rights. Individual rights are means for every person to be human and that
collective or people’s rights are conditions for our humanity to develop or unfold.
Hand-out: Individual and Collective Rights
INDIVIDUAL RIGHTS COLLECTIVE RIGHTS
Life Survival
 Health  Peace
 Own Property  Non-aggression
 Work  Participate and Engage in International
 Form Trade Unions/To Strike Trade
 Social Security
 Rest and Leisure
 Move Freely (within the country, leave
and return freely)
 Marry
 Establish a family
 Exercise parental rights
Dignity Self-determination
 Recognition as a person  Equal Sovereign Affairs and International
 Honor and reputation Affairs and International Organizations
 Freedom of conscience, religion, and  Freedom from all Forms of Racial
opinion and expression Discrimination
 Seek, receive, impart information  Political Independence
 Peaceful assembly  Freedom from the following:
 Equal treatment Colonialism
 Privacy in family, home and Neo-colonialism
correspondence Alien domination and
 Freedom from the following: Intervention in national affairs
Slavery  Sovereignty over Natural Resources and
Torture Economic Activities
Cruel, Degrading, and Inhuman  Freedom to Choose or Change Social,
Punishment, Arbitrary arrest, detention, Political, Economic and Cultural Systems
and Exile
 Presumed Innocent (of crime or wrong
doing)
 Fair trial
Development Development
 Education  Choose the Goals and Means of
 Share in Cultural Life of Community Development to Industrialize the Economy
 Form Associations  Social and Economic Reforms
 Live in National and International Order  Benefit from and Contribute to Scientific
and Technological Advances in the World
 Reparation and Retribution for Exploitation
(Source: Renato Pasimio, The Philippine Constitution, 2000)

Activity 2 - Building an Edifice
1. Individual activity. Document your work using video presentation
2. Prepare 30 pieces of cards.
3. Attempt to build an edifice using the cards within five (5) minutes.
4. The following rules shall be observed.
a. Talking is not allowed. Communication must be non-verbal

b. The cards cannot be taped, stapled, torn, folded and/or pasted.
c. You can ask somebody to record while the activity.
5. After you have successfully erected the three-storey edifice, discussion with the following
guide questions:
a. How many times did you attempt to build the edifice?

b. Describe the feelings when the structure fell down as you attempted to put a card to
complete the structure?
c. What will happen if one pulls a card from the edifice?
d. As part of the youth sector, how can you as individuals and as a group contribute to
nation building?
a. What can you do to raise your awareness regarding societal concerns?
b. Make concrete proposals on how you can contribute to nation building?
Worksheet No. 3
Case analysis:
1. A militant peasant group held a series of protest rallies against a Department of Agrarian
Reform order, which allows the conversion of agricultural land into real state subdivision. In
one of their rallies in front of the DAR office, the police gave the group an ultimatum that
they should disperse by 6 PM. The peasants, who intended to stay the whole night for a vigil
and not recognizing the police warning, continued holding their programs, chanting slogans
against DAR officials and denouncing the memorandum order. At exactly 6 PM after
repeated warnings, the police violently dispersed the peasants by clubbing some of them and
will fully firing their guns towards the protesters.
Is the dispersal justifiable given by the warning? If not, what is the right being denied by the
law enforces and what should be done to them?
2. On 20 September 2000, 12 member of a cause-oriented group, who were preparing for the
September 21 rally to mark 28thyear of the declaration of Martial law, were arrested by the
Intelligence Service of the Armed Forces in an alleged safe house Quezon City. The arrest
was made on the strength of a search warrant issued by a Quezon City Judge. Allegedly
seized during the raid were firearms, grenades and rounds of ammunition. Charges of illegal
possession of firearm ammunition and explosives were prepared against the 12.
The arrested denied the charges. They filed counter charges on the raid. They said it was
illegal since the arresting team had no nametags. They questioned the manner by which the
raid was conducted and accused the ISAF agents of planting the firearms. They said the ISAF
agents barged into the said office, handcuffed the 12, and told them to lie down on the floor.
They were not allowed phone calls, were blindfolded and shouted at whenever they
complained. Accordingly, two people listed in the warrant were not in the office during the
raid.
If you were one of those arrested what argument would you use to be freed from the charges?
What legal basis would you use to support your argument? What should be done to the
arresting team?
References
Publishers, 1988.
1999.
Publications, 1996.

1996.

nd
1997.
1998.
Ent., Inc., 2000.
Printers, 2004.

1992.


1998.

Module 3
Duties and Responsibilities of a Citizen
Objectives:
1. Identify the duties and responsibilities of a citizens of the country.
2. Explain the importance of citizen in nation in nation building.
3. Enumerate the different roles of Filipino in nation building.
4. Formulate a good solution in helping the country in nation building.
Introduction
Every citizen is bestowed by rights guaranteed by law. Each right carries a

corresponding individual and collective duty and obligation. Performance of social duties can be
demanded from each citizen on the basis of the enjoyment of the rights. Therefore, it is only
when the citizens freely exercise their rights that they faithfully perform their duties ideally for
the common good and a better quality of life.
The natural rights bestowed to the human person are inseparably connected to many
respective duties. Rights and duties find their source, their sustenance and their inviolability on
the natural law that grants and enjoins them. For example, the right of every person to life is
correlative to the duty of preserving it, the right to a decent standard of living with the duty of
living it becomingly, and the right to investigate the truth freely, with the duty of seeking it, and
if possessing it ever more completely and profoundly.
The following, among others, are some of the more important duties and responsibilities
of every citizen:
1. Love of Country
How does one express love of country? Many of our heroes, like Emilio Jacinto, and
unsung hereos have given up their lives to demonstrate the love for the country. Benigno
“Ninoy” Aquino Jr. said: “The Filipinos are worth dying for.” One does not need to die to show
love of country although one would not hesitate to do so in the event that it is necessary.
Love of country can be shown in many ways. By appreciating the customs, traditions,
languages and people. By paying taxes on time. By following traffic rules. By maintaining
clean surroundings. By helping those in need. By taking pride of being Filipino.
Filipinos must develop a sense of nationalism. To patronize one’s own products, speak
one’s own language. For centuries, we have been under colonial rule and the effects are telling.
We prefer foreign goods in the belief that they are superior products than ours. We prefer our
communications with English language. Our country is our extended self. It is our fulfillment of
our personality, the perfection of our individuality. Therefore, we must love it and harbor its
interest first foremost in our hearts.
2. Defense of the State
Love of country is not only words but also deeds. In a situation where our national
existence or survival is threatened or in peril, where our sovereignty as people and Nation is
disrespected by unfair, deceptive and onerous treaties or agreements with other nations. As
citizens, it is our fundamental and honorable duty to defend our nation against any aggression
and exploitative relation. The State that we should protect consists of people, territory,
government and sovereignty.
Defending the State is a concrete manifestation of love of country. Hence love of country
should not be an occasional virtue to be exhibited. It must be constantly and permanently etched
in the hearts of every citizen so that it inspires them to serve and defend the country at all times
and at all cost.
Defending the State thus requires citizens to give voluntary service when needed. They
must fight for the existence and self-preservation of the state.
3. Upholding the Constitution and Obeying the Laws
The Constitution is the cornerstone by which all other laws conform and to which all
persons’ including the president, must respect. If laws are inconsistent with the Constitution, the
latter governs and the former becomes void.
The 1987 Constitution, duly approved by the people, is the expression of the will of the
people. Every citizen has the duty to defend the Constitution, especially against those who wish
to emasculate the law for usurpation of power.
4. Contribution to the Development and Welfare of the Country
The development and welfare of the country is a responsibility not only of the
government but also of all people. The citizens can contribute to the development and welfare of
the country by doing faithfully their obligations. By paying taxes honestly, willingly and
promptly. By participating in civil activities and projects, e.g. peace and order, community
cleaning, etc. By helping protect and preserve the county’s natural resources. By promoting
social justice and pursuing social policies and economic measures that are pro-people and pro-
poor. People are duty bound to oppose any policies that exploit and deplete the national
resources of the country to their detriment and that of the environment.
Furthermore, people can contribute to development by doing away with colonial

mentality and patronizing the country’s products. Colonial mentality drives the people to choose
or prioritize products from other countries or imported products. It brainwashes the citizens that
imported or brand name product is superior to the domestic or not known products, it betrays
love of the country.
5. Cooperation with the Duly-constituted Authorities
We need authority to lead us; it is necessary for the common good and the unity of the
State. When authority is exercised for the genuine development of the people or in accord with
the moral law, it must be respected and obeyed.
Citizens should cooperate with the people mandated to rein or run the government. It is
the duty of a citizen not only to see to it that he does not violate any law, ordinance, rule and
regulation but also to ensure that such laws are obeyed or observed by his fellow citizens.
Constituted authorities dispose their executions within the bounds of the law. The law is
the mass of obligatory rules established for the purpose of governing the relations of persons in
society. It is a norm of human conduct in social life established and imposed for the observance
of all.
The law is powerless without the cooperation of the citizens. Authorities or officers of
the law need citizens to prevent and be witnesses to crimes committed. Citizens should not
allow crimes to be committed under their noses without even lifting a finger to prevent its
execution. It is the duty of the citizens to ensure that officers of the law attend the enforcement
of the law and properly perform their duties.
Citizens should not tolerate or become accomplice to any wrong doing in the community.
They should take any step in looking towards the eradication of graft, corruption and criminality
in their community. A citizen must correct the distorted values that drive people to commit
illegal activities.
Cooperation with duly constituted authorities must always be geared toward the common
good. If laws and treaties are inconsistent or are unconstitutional, then the people have the
option not to cooperate with the authorities. Instead they have every reason to protest or petition
such laws.
True, citizens should in conscience obey constituted authorities but they are not
compelled to obey commands that are morally wrong. Authority must not be used contrary to
the moral law, especially when citizens are under oppression of public authority which over steps
its competence.
6. Responsible Exercise of Rights and Respect for the Rights of Others
In society where every member has his own interest, there would inevitably be clashes.
Each one must not insist one’s rights at the expense of the other’s rights but must work for the
welfare of all.
A citizen must be imbued with the sense of awareness that his fellow citizens have the
same rights he has. He should not only be concerned about his rights but also about his
obligations to his fellow citizens.
In the exercise of rights and in the performance of duties, all citizens must act with justice
and give everyone his due and observe honesty and good faith. It is not permissible to abuse
one’s rights to prejudice others. For instance, it is not right for the owners of a company to fire
regular workers and then hire contractual workers in order to gain more profit at the expense of
the workers’ right to tenure. Although this is now the practice of many companies and
seemingly tolerated by government, this act is wrong and it violates workers’ rights.
Citizens’ rights are not an unrestricted license to do exactly as one pleases. These rights
must serve as means of enjoyment of our life. But these must be restrained under conditions
essential to the equal enjoyment of the same right by others.
7. Engagement in Gainful Work
Every citizen must work to assure himself and his family a life worthy of human dignity.
It is the nature of the human person to work. It is through hard, gainful and sustained work that
people and nations live and survive.
It is the duty of the State to ensure the promotion of employment opportunities to its
citizens. (See Article II, Section 9: and Article XIII, Section 3). But it is the responsibility of
every citizen to look for work. Every citizen has an obligation to be useful and be a productive
member of society because, first, work is his nature and source of his dignity and second, work is
his contribution to the development of the country/State.
8. Election of Good Leaders to Government
It is the constitutional duty of every citizen to register and elect qualified citizens to
public office. This duty does not only mean registering and casting a vote. It includes the duty
of using mature and free judgment, conscience and analysis of the integrity and fitness of the
aspirants to lead the country and the people for genuine development when they hold public
office.
Though elections in the country do not sufficiently provide citizens an opportunity to
participate politically, they matter because the success or failure of the government, in a way,
depends, directly or indirectly upon the voting population. Elected public officials enact and
execute policies that affect the life of the people. Thus voters have to exercise their power to
elect public officials who are pro-God, pro-poor, pro-people, and pro-country.
It is true that election today serve as mechanism to maintain and legitimize the leadership
of the elite, but we can put a stop to this by advocating political and electoral reforms to give
poor but qualified candidates chances to aspire for public office.
(Source: Renato Pasimio, The Philippine Constitution, 2000)
Becoming Good Citizens
The Filipino people posses certain values, shared perceptions on what we hold dear, what
we regard as important to us. These sixteen values are enshrined in the Preamble of the 1987
Philippine Constitution. These are unity, patriotism, faith in the Almighty God, respect for life,
respect for law and Government, work, truth, justice, freedom, love, equality, peace, promotion
of the common good, concern for the environment, and order. These values of the Filipino
people serve as the guiding principles of our life as a nation and provide the underlying
framework for all the provisions of the Constitution. We can become good citizens by living in
accordance with these good citizenship values
For an adult, his basic values can be seen in his outward manifestations as well as in
decision-making. There is always a consistency in what he thinks and feels and what he says.
Every Filipino child needs to be helped to form his own values consistent with basic
Filipino values, if he is to grow into a citizen who is “maka-Diyos, maka-tao, maka-bayan at
maka-kalikasan.”
Activity 4 - “My Way or No Way”
1. With your other siblings or parents form a human train by lining up behind you and holding
the shoulders of the person in front of them.
Say: I’m going to lead you on a journey around the school grounds and back to this room.
During the journey, everyone must stay in the train formation and follow me. If we make it
back here in five minutes or less, you will all get plus five in your mid-term grade. Ready?
Let’s go.
Lead them in doing the activity. As you journey, ask the other siblings or parents to point
out the best routes to follow, but ignore their suggestions. Instead, deliberately wander off
course and waste time. For example, you might lead them into the parking lot and through a
maze of cars, or stop to smell some flowers. When they protest, just say: I’m the leader. I
know where I’m going.
When five minutes are up, lead them back to the room and say: Too bad. We didn’t make it
back in time so no one gets the plus 5. But that’s OK. We will just try next time.
2. Facilitate discussion with the following guide questions:
a. What did you feel during this activity?
b. What went wrong? Why did we not accomplish our task?
c. How did my attitude as your leader affect our goal?
d. If you were the leader, what would you have done?
Part III. Promoting Good Leadership for the Youth

Brief History of Modern Leadership Theory
In understanding the concept of leadership, we try to study the history of leadership
theory:
1. Trait Era
It states that there are certain traits that distinguish between leaders and followers.
Leaders generally seem to be sociable, persistent, self-confident and adaptable. However, which
of the traits relevant seems to depend on the requirements of the situation.
It was the first systematic efforts of psychologists to determine the traits of a good leader.
The researchers tried to compare the traits of those who emerge as leaders with those who did
not. They also attempted to compare traits of the effective leaders with those who are
ineffective. The researchers found out that even though that some people possesses the qualities
of a good leader they do not become one. The single most important factor related to the
managerial level and the manager’s supervisory skill is the usage in the appropriate situation.
Effective leader uses their skills to match the requirement of the situation at hand.
2. Behavior Era
This is where we would call the 3 categories of leadership styles:
a. Laissez-faire – involved providing information but little guidance or evaluation, led to

frustrated and disorganized groups that produced low quality work.
b. Autocratic – caused followers to become submissive.
c. Democratic – democratically led groups were relaxed and became cohesive.
When it became evident that traits did not really affects effective leadership researchers
shifted their focus on how the leaders behave. They have focused their attention at the two
leadership behaviors namely leadership function and leadership style. Leadership functions are
the group maintenance and task related activities that must be performed by the leader or
someone else, for a group to perform effectively. Leadership styles are the various patterns of
behaviors favored by leaders during the process of directing and influencing workers. It is
influenced by the forces in the manager, forces in subordinates and forces in the situation.
3. Contingency Era
The primary assumption of the contingency approach is that the personality, style, or
behavior of the leader that is effective will depend upon the requirements of the situation in
which the leader finds himself or herself.
Elements of the contingency approach:
a. The appropriate style depends on the requirements of the situation.

b. Leadership can be learned.
c. Successful leadership involves understanding situational contingencies.
d. The match between the leader’s style, personality, r behavior, and the situation leads
to effectiveness.
(Source: Peter Northouse, Leadership Theory and Practice, 2001)
Definition of Leading and Leadership
Leading is defined as:
1. Influencing others to take action toward specific goal.
2. Guiding and directing on a course, and as serving as a channel. A leader is someone who has
commanding influence.
Leadership is defined as:
1. It is the process of influencing and directing activities of members toward goal

accomplishment.
2. It is about ordinary people who care. People who care enough to get extra ordinary things
done.
3. It is the capacity and will to rally men and women to a common purpose and the character
which inspire confidence.
4. It is simply not an art (emotional/instinctual) or a science (rational/acquired). It is a blend of

the rational and emotional, the innate and acquired, the ideal and practical.
Leadership Styles
Let us compare leadership styles. We can do this best by contrasting two opposite styles
of leadership: the authoritarian and the democratic (or participate) style.
1. The Authoritarian Style
shows certain characteristics and we can sum them up by saying that leaders falling under
this category:
 are generally strong-willed, domineering, and to some extent, aggressive.

 must have their own way, which for them, seems the only way.
 look upon subordinates more as functionaries than as persons, and the best
subordinates, in their estimation, follow directions without question.
 ordinarily are not ready to listen to views and suggestions of others (although they
may pretend to), if they offer different opinions.
 not encourage equal relationships (i.e. adult to adult with underlings. As a rule, they
do not allow themselves to get close to employees. They do not like to see employees
get close to one another, for such cliques, as authoritarian leaders perceive them,
might endanger their authority.
 have business-like and task-oriented attitudes. The job comes first.
 generally blame poor results on the inability of others to carry out instructions
correctly.
The following self-talk describes the attitudes of authoritarian leaders:
I know best what is to be done here. After all, I am better trained, more experienced, and
better informed on the matter than anyone else here. The others in the group expect as much of
me. This is after all, my job as their leader. Because I cannot do everything myself, I need their
help, not their ideas and plans, to implement what needs to be done. I can take care of the
thinking, and I do more than my share of the doing too, but I shall need their help here. I
suppose I’ll have to listen to them. These days, they expect that much of me. But I don’t expect
to hear anything new. I’m quite confident that we will end up doing it my way. Of course, I’ll
handle the proceedings during the meeting and I’ll manage to control the pace of things as well.
After all, the agenda is mine and I’ve thought each point through already. I’ll also dispose of any
disputes that may arise, since the task is the thing that counts, and we can’t be held up by any
petty personal squabbles. That would be a sheer waste of time. Better that we all keep our
feelings to ourselves anyway.
As a member of this leader’s group, one might see things this way, whether one likes it or
not:
The leader is the real spokesman of the group. He usually does most of the talking and
all of the actual planning and only wants our approval and cooperation. In fact, his credentials
are good. He does have more experience and competence than I have and he seems to have our
best interests at heart. During the meetings, he doesn’t like to waste any time. While he’s not a
very personable man, he’s always ready to help any of us, whatever the hour and however
serious the problem.
In one way, I’m happy that the leader takes all the responsibility of the group upon
himself. That leaves me to do more or less what I want, just as long as I do the job he asks me to
do. And he is generous with his praise of my work – I guess, because this reflects well on his
leadership in the eyes of outsiders. But at the same time and probably for the same reason, he
comes down hard when we make mistakes or he feels that we have let him down. I sometimes
resent being so uninvolved and feeling so unimportant. I would like to speak out and even
disagree with the leader – for he is not right all the time, but I’m not sure how this would go over
with the others in the group. While we spend a lot of time talking about the boss and his ways
outside meetings, we tend to turn into lambs when he is around. I guess it is because we would
not like to hurt and upset him. So things keep going on in the usual way.
2. Democratic or Participative Style
Characteristics of democratic leaders can be summed up in the following:
 They are generally as concerned with maintaining group effectiveness as with

completing the task to be done.
 They encourage members in their groups to express their ideas and feelings, because
they believe that such a climate leads to greater creativity and commitment.
 If they encounter resistance or conflicts, they allow them to surface and they seek the
help of their groups in removing the resistance or resolving the conflicts.
 They encourage joint decision-making as well as shared goal-setting.
 They rarely set policies without explaining the reasons and proposing them to their
groups, when they can, for suggestions and criticism.
 They believe that responsibility for getting a job done depends as much on the group
as upon themselves. They try to have this attitude shared by all group members.
 They allow group members a good deal of freedom in their work, once they have
shown their ability to do it.
 They keep looking for better ways to do things and are open to change when
convinced that such changes seem called for and would lead to greater effectiveness.
 They believe in the effectiveness of group work. They also believe that groups of
committed individuals working together have greater potentials than when those same
members work as individuals.
When we characterize the attitudes of such leaders in the following bit of self-talk:
I place a high value on sound and creative decisions that emerge from real understanding
and searching within a group of committed people who take their life together seriously. I listen
for, and try to elicit, ideas and opinions that differ from my own. I have clear convictions, but I
am also open to change in the face of sound ideas and reasoning.
I realize that, however, competent and experienced I am, I may not have all the
information needed, and definitely lack the experience of others in the group. I am always ready
to learn. When conflicts arise in the group, I do my best, with the group’s help, to identify the
issues involved and to uncover their resources. When aroused by someone or something, I try to
contain myself and stay in touch with whatever might be going on inside of me. I try to maintain
a sense of humor to keep things in perspective. I put a lot of energy into group work, because I
firmly believe in the effectiveness of teamwork.
As a member of this leader’s group, one might see things this way:
I find the other members of the group quite friendly and cooperative, including the leader
of the group. We all seem to have a common stake in what we are doing and in the group we
belong to. We have developed a true team spirit, along with initiative and creativity. We keep
looking for new better ways and our leader encourages us to do so.
As far as possible, we make decisions and set goals as a result of group consensus. We
all share in the success or failure. In our working together, as a group, we have experienced a
“circle of success” more than once.
That same group member might reflect on the circle of success this way:
A shared commitment to the group and its task leads to
- interdependent efforts from its members to find the best way to complete those tasks,
which in turn lead to
- a degree of shared success in achieving those targets, and this accomplishment leads
to
- confidence in the group’s potential and back to
- renewed commitment to the group and to its ongoing tasks. You like the atmosphere,
and you find your own role both interesting and rewarding.
3. Another type of leadership style is the laissez-faire.
This is a leader in name only. He fails to provide any direction for his group. Members are
left the responsibility of leading and directing.
Indispensable Qualities of a Leader

The following are the indispensable qualities of a leader:
1. Character
- How a leader deals with circumstances of life tells you many things about his
character.
- Crisis does not make character, but it certainly reveals it.
- It is more than talk. Anybody can say that he has integrity, but action is the real
indicator of character. Your character determines who you are.
- It is a choice. It is said that talent is a gift but character is a matter of choice.
- The beginning of character repair comes when your face your flaws, apologize and
deal with the consequences of your action.
2. Charisma
- Most people think of charisma as something mystical, almost undefinable. They think
its’ a quality that comes at birth or not at all. But that’s not true. Charisma, plainly
stated is the ability to draw people to you. And like other character traits, it can be
developed.
- In order to gain charisma, one should love life. People enjoy leaders who enjoy life.
Think of the people you want to spend time with. How would you describe them?
They are celebrators and not complainers. They are passionate about life. If you
want to attract people, you need to be like the people you enjoy being with.
3. Commitment
- It separates the doers from the dreamers. If you to be an effective leader you have to
be committed. True commitment inspires and attracts people. It shows them that you
have conviction. They will believe in you only if you believe in your cause.
- It starts in the heart. Most individuals want everything to be perfect before they are
willing to commit themselves to anything. But commitment comes before
achievement. It is an antecedent. If you want to make a difference in other people’s
lives as a leader, look into your heart to see if you are really committed.
- It is one thing to talk about commitment. But it is another to do something about it.
The only real measure of commitment is action. As quoted by Arthur Gordon:
“Nothing is easier than saying words. Nothing is harder than living them day after
day.”
4. Competence
- Responsible people show up when they are expected. But highly competent people
take it a step farther. They don’t show up in body only. They come ready to play
everyday – despite of what they feel, what kind of circumstances they are in, or how
difficult to expect the game to be.
- Like Benjamin Franklin, All highly competent people continually search for ways to
keep learning, growing, and improving.
- Performing at high level of excellence is always a choice, an act of the will. As
leaders, we expect our people to follow through when we hand them the ball.
Constituents expects that and a whole lot more form their leaders.
5. Courage
- It begins with an inward battle. Every test you face as a leader begins within you. The
test of courage is no different. As quoted by the psychotherapist Sheldon Kopp: “All
the significant battles are waged within self.” Courage is not the absence of fear. It
is doing what you are afraid to do. It means letting go of the familiar and forging
ahead into something new.
6. Passion
- Researchers spend a lot of time trying to figure out what makes other people
successful. They often consider a person’s credentials, intelligence, education, and
other factors. But what goes beyond those is what we call passion. Your burning
desire determines your destiny.
- Think of great leaders, and you will be struck by their passion: Gandhi for human
rights, Winston Churchill for freedom, Martin Luther King Jr. for equality, Bill gates
for technology.
- Anyone who lives beyond an ordinary life has great desire. It’s true in an any field:
weak desire brings weak results, just as a small fire creates little heat. The stronger
your fire, the greater the desire – and the greater the potential.
7. Problem Solvers
- Effective leaders always rise to a challenge. That is one thing that separates winners
from winners. While others complain, leaders rise above predicaments with creativity
and tenacity. No matter what field a leader is in, he will face a problem.
- Leaders with good problem-solving ability demonstrate five qualities.
1. They anticipate problems. Since problems are inevitable, good leaders anticipate
them. Anyone who expects the road to be easy will continually find himself in
trouble.
2. They accept the truth. People respond to problems in these ways: they refuse to
accept them; they accept them and put up with them; or they accept them and try
to make things better. Leaders must always do the latter. Effective leaders face up
to the reality of the situation.
3. They see the big picture. Leaders must continually see the big picture. They
cannot afford to be overwhelmed by emotion. Nor can they allow themselves to
get so bogged down in the details of the problems that they lose sight of what’s
important.
4. They handle one thing at a time. Effective leaders never try to solve all the
problems at once because they know it would be a ceaseless striving. If you are
face with lots of problems, make sure you really solve the one you are working on
before moving to the next one.
5. They don’t give up a major goal when they are down. Effective leaders
understand the peak-to-peak principle. They make major decisions when they are
experiencing a positive swing in their leadership, not during the dark times.
To improve your problem-solving skills, do the following:
1. Don’t avoid hassles/problems. If you have been avoiding them you’ll never have
the opportunity to solve them. You’ll only get better if you gain experience
dealing with them.
2. Develop a method. Some people have a hand time solving problems because they
don’t know how to tackle them. Try using the TEACH process:
T IME – spend time to discover the real issue.
E XPOSURE – find out what others have done.
A SSISTANCE – have your team study all angles.
C REATIVITY – brainstorm multiple solutions.
H IT – implement the best solution.
8. Team Player
- If you get along, they’ll go along. Leaders should have a contagious cheerful and
positive disposition. They should be able to create an atmosphere of oneness.
- According to Mr. John Maxwell, people don’t care how much you know, until they
know how much you care. It is true the ability to work with people and develop
relationships is absolutely indispensable to effective leadership. People truly want to
go along with people they get along with. And while someone can have people skills
and not to be a good leader, he cannot be a good leader without people skills.
1. Have a Leader’s Head

- Understand people
- The first quality of a relational leader is then ability to understand how people feel
and think. As you work with others, recognize that all people, whether leaders or
followers, have some things in common.
- They like to feel special, so sincerely compliment them.
- They want a better tomorrow, so show them hope.
- They desire direction, so navigate them.
- They want success so help them win.
2. Have a Leaders Heart
- Love people
- According to the President and CEO of Difinitive Computer Services, Henry
Gruland: “Being a leader is more than just wanting as lead. Leaders have empathy
for others and a keen ability to find the best in people…not the worst…by truly
caring for others.”
3. Extend a Leader’s Hand
- Help people
- People respect a leader who keep their interest in mind. If your focus is on what
you can put in at people rather than what you can get out of them, they will love
and respect you – and these create a great foundation for building relationships.
9. Visionary
- You can seize only what you can see.
- Vision is everything for a leader. Because vision leads the leader. It paints the target.
It sparks and fuels the fire within. Show me a leader without a vision, and I’ll show
you someone who is not going anywhere.
- To get a handle on vision and how it comes to be a part of a good leader’s life,
understand these things:
1. Vision starts within. If you lack vision, look inside yourself. Draw on your
natural gifts and desires. Look to your calling if you have one.
2. Vision draws on your history. Vision is not some mystical quality that comes out
of a vacuum as some people seem to believe. It grows from a leader’s past and the
history of the people around him. Talk to any leader, and you’re likely to discover
key events in his past that were instrumental in the creation of his vision.
3. Vision meets other’s Needs. True vision is far-reaching. It goes beyond what one
individual can accomplish. And it has real value, it does more than just include
others; it adds value to them.
4. Vision helps you gather resources. One of the most valuable benefits of vision is
that it acts like a magnet-attracting, challenging, and uniting people. It also rallies
finances and other resources. The greater the vision, the more winners it has the
potential to attract.

Worksheet 5 - Movie Review: “Batas Militar”
President Ferdinand E. Marcos declared Martial Law on September 21, 1972 accordingly
to save democracy. The following 14 years, he ruled as a dictator. He put to jail all his political
enemies, closed the Congress, disabled the Supreme Court, cut the freedom of the press and sent
the military and police to control the country.
"Batas Militar" is a comprehensive video about the Martial Law. It shows the testimony
of the different persons involved especially the victims. This movie showcases the heroism of
the Filipino people who fight against the dictatorship and joined hands together as one for
freedom, the phenomenon known to world as the People Power.
1. The class will be required to review the movie "Batas Militar."
2. After watching the film, the students will be required to submit a film review/reaction paper:
References
Publishers, 1988.
1999.
Publications, 1996.

1996.


nd
1997.
1998.
Ent., Inc., 2000.
Printers, 2004.

1992.


1998.

Module 4
Group Leadership Skills
At the end of the course, the students should be able to identify their role in nation
building in response to the need for community change.
1. Identify the different style in leadership skills.

2. Give the good characteristics of having a good leadership skills.
3. Value the importance of possessing a good skills of a group leader .
5. Explain the value of a good group leader.
Overview of group-leadership skills:
1. Active listening is attending to verbal and non-verbal aspects of communication without

judging or evaluating. This is to encourage trust and client self-disclosure and exploration.
2. Restating is the paraphrasing what a participant has said, to clarify its meaning. It is to
determine if the leader has understood correctly the client’s statement; to provide support and
clarification.
3. Clarifying is the grasping of a message at both the feeling and the thinking levels;
simplifying client statements by focusing on the core of the message. This is to help clients
sort out conflicting and confused feelings and thoughts; to arrive at a meaningful
understanding of what is being communicated.
4. Summarizing is the pulling together of the important elements of an interaction or session.

This is to avoid fragmentation and give direction to a session; to provide for continuity and
meaning.
5. Questioning is asking open-minded questions that lead to self-exploration of the “what” and
“how” of behavior. This is to elicit further discussion; to get information; to stimulate
thinking; to increase clarity and focus, to provide for further self-exploration.
6. Interpreting is the offering of possible explanations for certain thoughts, feelings and
behaviors. This is to encourage deeper self-exploration; to provide a new perspective for
considering and understanding one’s behavior.
7. Confronting is challenging members to look at discrepancies between their words and actions
or their bodily and verbal messages; pointing to conflicting information or messages. This is
to encourage honest self-investigation; to promote full use of potentials; to bring about
awareness of self-contradictions.
8. Reflecting feelings is communicating understanding of the content of feelings. This is to let

members know that they are being heard and understood beyond the level of words
9. Supporting is providing encouragement and reinforcement. This is to create an atmosphere

that encourages members to continue desired behaviors; to provide help when clients are
facing difficult struggles; to create trust.
10. Empathizing is identifying with clients by assuming their frames of reference. This is to
foster in the therapeutic relationship; to communicate understanding; to encourage deeper
levels of self-exploration.
11. Facilitating is opening up clear and direct communication within the group; helping members
assume increasing responsibility for the group’s direction. This is to promote
communication among members; to help members reach their own goals in the group.
12. Initiating is promoting participation and introducing new directions in the group. This is to
prevent needless group floundering; to increase the pace of group process.
13. Setting goals is planning specific goals for the group process and helping participants define
concrete and meaningful goals. This is to give direction to the group’s activities; to help
members select and clarify their goals.
14. Evaluating is appraising the ongoing group process and the individual and group dynamics.
This is to promote better self-awareness and understanding of group movement and direction.
15. Giving feedback is expressing concrete and honest reactions based on observation of
members’ behaviors. This is to offer an external view how the person appears to others; to
increase the clients’ self-awareness.
16. Suggesting is offering advice and information, direction and ideas for new behavior. This is
to help members develop alternative courses of thinking and action.
17. Protecting is safeguarding members from unnecessary psychological risks in the group. This
is to warn members of possible risks in group participation; to reduce these risks.
18. Disclosing oneself is revealing reactions to here-and-now events in the group. This is to
facilitate deeper levels of group interaction; to create trusts; to model ways of reveling
oneself to others
19. Modeling is demonstrating desired behavior through actions. This is to provide examples of
desirable behavior; to inspire members to fully develop their potential.
20. Linking is connecting the work that members do to common themes in the group. This is to
promote member-to-member interactions; to encourage the development of cohesion.
21. Blocking is intervening to stop counter productive group behavior. This is to protect
members; to enhance the flow of group processes.
22. Terminating is preparing the group to close a session or end it existence. This is to help
members assimilate, integrate and apply in group learning to every life.
(Source: Edwin Nolan, Leadership Interventions for Promoting Personal Mastery, Journal for
Specialists in Group Work, 1978)
Activity 6 - Story Telling

After reading the story create collage about frienship
- Use Oslo paper Only
Friendship Rainbow
Once upon a time the colors of the world started to quarrel. All claimed that they were the best.
The most important. The most useful. The favorite.
Green said:
"Clearly I am the most important. I am the sign of life and of hope. I was chosen for grass,
trees and leaves. Without me, all animals would die. Look over the countryside and you will see
that I am in Majority."
Blue interrupted:
"You only think about the earth, but consider the sky and the sea. It is the water that is the basis
of life and drawn up by the clouds from the deep sea. The sky gives space and peace and
serenity. Without my peace, you would all be nothing."
Yellow chuckled:
"You are all so serious. I bring laughter, gaiety, and warmth into the world. The sun is yellow,
the moon is yellow, the stars are yellow. Every time you look at sunflower, the whole world
starts to smile. Without me there would be no fun."
Orange started next to blow her trumpet:
"I am the color of health and strength. I may be scarce, but I am precious for I serve the needs
of human life. I carry the most important vitamins. Think of carrots, pumpkins, oranges,
mangoes, and papayas. I don't hang around all the times, but when I fill the sky at sunrise or
sunset, my beauty is so striking that no one gives another thought to any of you."
Red could stand no longer he shouted out:
"I am the ruler of all of you. I am blood - life's blood! I am the color of danger and of bravery.
I am willing to fight for a cause. I bring fire into the blood. Without me, the earth would be as
empty as the moon. I am the color of passion and of love, the red rose, the poinsettia and the
poppy."
Purple rose up to his full height. He was very tall and spoke with great pomp:
"I am the color of royalty and power. Kings, chiefs, and bishops have always chosen me for I
am the sign of authority and wisdom. People do not question me. They listen and obey."
Finally Indigo spoke, much more quietly than all the others, but with just and as much
determination:
"Think of me. I am the color of silence. You hardly notice me, but without me you all become
superficial. I represent thought and reflection, twilight and deep water. You need me for
balance and contrast, for prayer and inner peace."
And so the colors went on boasting, each convinced for his or her own superiority. Their
quarreling became louder and louder. Suddenly there was a startling flash of bright lightning,
thunder rolled and boomed. Rain started to pour down relentlessly. The colors crouched down
in fear, drawing to close to one another for comfort.
In the midst of the clamor, Rain began to speak:
"You foolish colors, fighting amongst yourselves, each trying to dominate the rest. Don't you
know that you were each made for a special purpose, unique and different? Join hands with one
another and come to me."
Doing as they were told, the colors united and join hands.
The rain continued:
"From now on, when it rains, each of you will stretch across the sky in a great bow of color as a
reminder that you can all live in peace. The Rainbow is a sign of hope for tomorrow."
And so whenever a good rain washes the world, and a rainbow appears in the sky, let us
remember to appreciate one another.
Friendship is like a rainbow:

Red like an apple, sweet to the core.
Orange like a burning flame, never dying out.
Yellow like the sun that brightens your day.
Green like a plant that keeps on growing.
Blue like the water that is so pure.
Purple like a flower that is ready to bloom.
Indigo like the dreams that fill your heart.
Thank you for our friendship!
Team Work
Team is defined as a small number of people with complementary skills who are
committed to a common purpose, performance goals and approach for which they hold
themselves mutually accountable.
Teamwork is the cooperative or coordinated effort by a group of persons acting together

for the purpose of achieving a common interest.
In working as a team every individual effort counts. Each individual action will
inevitably have an impact and influence on the rest of the members of the group and to the whole
group in general. But things are done easily if the members will be able to appreciate and
develop the principles needed in order to work together. Problems and disagreements can be
resolved easily. A task can be accomplished with ease if we know hoe to work as a tem.
Here are some of the most important elements in working in teams:
1. Positive Interdependence
Members are all linked to one another. The success of one is the success of all. Work of
one benefits the work of all. We sink or swim together. Each person is responsible for each
other to offer support, encouragement and assistance. We become successful because of us.
Shared Identity binds people together. We need to celebrate together and waste time with one
another.
2. Individual Accountability
Each member should know what is expected of him/her. The parameters of work and
tasks will define the scope of our accountability.
3. Face to face Interaction
We should be able to face each other in equal basis.
4. Collaborative Skills
This means working with each other because without it the team cannot work together.
Relationship skills are very vital. If we lack them we can learn them.
5. Group Processing
When we evaluate we ask questions on how well we are achieving our goals and our
relationships. This facilitates the learning of the social skills we require to be an effective
person.
6. Look at Problem Behaviors
We need to be honest with our mixed motives in our being in the team. We should
always be aware of them. We need to make sure that the personal motives should not get over
with the motives of the team. Watch out for destructive behaviors.
7. Group Cohesion
As a whole the group hangs along well. The feeling of positive emotional cohesion in
being with a group. That is being happy together and with each other. The ability of the
members to be much more productive and successful in the presence of one another as time goes
by. When one member leaves it will be a disruption but the team moves on. The people in the
team are secure.
8. Continually Developing Trust
High level of trust among members is required for effective communication. Openness to
express thoughts, feelings and information. Trust leads to sharing of resources and each other
gifts, talents and accomplishments. Letting people know that you believe in their capabilities.
How can we create an effective team? We can create an effective team

through:
1. Mutual Trust
It is established in a team when every member feels free to express his opinion, says how
he feels about issues and asks questions which may concern retaliation, ridicule, or negative
consequence.
2. Mutual Support
It results from group members having genuine concern for each other’s job welfare,
growth and personal success. If mutual support is established in a team, a member need not
waste time and energy protecting himself or his function from anyone else.
3. Genuine Communication
Communication has two dimensions: the quality and openness and authenticity of the
member who is speaking, and the quality of non-evaluative listening by the others.
4. Accepting Conflicts as Normal and Working them through
A good leader accepts conflict as normal, natural and as an asset, since it is from conflict
that most growth and innovation are derived. It is also worth noting that conflict resolution is a
group process.
5. Mutual Respect for Individual Differences
There are decisions which, in a goal-oriented team, must be team decisions because they
require the commitment of most or all of the resources of the team and can’t be implemented
without this commitment. But a good team will not demand unnecessary conformity of its
members.
Worksheet No. 7
Answer the following questions:
1. In relation to the present situation of our country, what leadership style will best suit and will
benefit the majority?
2. Identify your role, as a youth, in the improvement of your own community barangay. What
can you contribute in the efforts of your barangay towards building your community?
3. If given a chance to lead your people in the community, how will you do it? What leadership
style will you use to facilitate community development?
References
Publishers, 1988.
1999.
Publications, 1996.

1996.

2nd ed., California: Brooks/Cole Publishing Company, 1999.
1997.
1998.
Ent., Inc., 2000.
Printers, 2004.

1992.


1998.

MODULE 5
The Community We Belong
Introduction
Where can we start? How can we begin to make an impact to our country? Recognizing
that there are factors to consider to effect community change, we have to understand the situation
of society we are part of.
The Philippines, just like any other country, is characterized by complexity. But social
scientists have devised ways on how we can understand our country through the use of a social
analysis tool, the EPC. The EPC technique will help the students to have an overview of the
Philippine situation and the community where they belong.
1. Identify the issues and problems the country is experiencing at present.

2. Analyzing the present economic, political and cultural situation of the community.
3. Be aware about the present problems and issues in the Philippine set up about economic,
political and cultural aspect.
4. Practice safeguarding about the present issues in the Philippines about economic, political
and cultural aspect.
5. Formulate solutions about problems in economic, political and cultural aspect.
Part I. An Overview of the Present Condition of the Country
An Overview of the Philippine Economy
The Philippine economy has been restructured and “developed” within the context of the
global free trade agenda of the superpowers in the colonial and post-colonial periods. From the
indigenous, self-subsistent agriculture, agri-plantations were enforced by the Spanish crown to
support the Galleon Trade and supply the domestic food needs of the Spanish army and
bureaucracy. This was sustained and modernized by the American government through the entry
of Agri-TNCs and in collaboration with big native landowners. TNC exploitation of agricultural
resources expanded to the forest and mineral sectors (Renato Constantino, Philippines
Revisited).
In the post-colonial period, the free-trade-oriented economic restructuring continued

mainly through the installation of U.S. and free-trade-friendly Philippine governments which
provide the policy environment favorable to such agenda, e.g., Parity Rights, Bell-Trade Act,
US-RP Treaty of General Relations.
In the onset of the 20th century market crisis in the advanced economies characterized by
overproduction (goods and capital) against the backdrop of growing labor and citizen militancy
in these economies due to the deterioration of living conditions, the transnationalization of
production and investments have become more aggressive to inferior economies like the
Philippines. In collaboration with the government and Filipino elite (big landowners and
business, TNCs and superpowers have been granted the liberty to dump surplus products
(including those that are banned in their own countries); and put up dirty and extractive
industries and other labor-intensive semi-processing industries with cheap and docile labor
offered by the government as come-ons.
In the process of such historical restructuring of the Philippine economy, the agrarian
problem (inequitable distribution of lands and allocation of production resources), mass
unemployment, underdevelopment of the basic production sectors or underdevelopment in
general, take roots.
The Philippines is export-oriented-import-dependent-debt and foreign investment-

supported in terms of philosophy and tradition. This would be identified as the fundamental
reason of the vicious cycle of underdevelopment.
1. Export Orientation
Production for export (high-value crops, timber, minerals and marine resources) has been
the dominant strategy espoused by governments in collaboration with the corporate sector to
generate income from external trade. This is a natural consequence of the economy’s incapacity
to engage in processing and manufacturing due to industrial underdevelopment and the
continuing constriction of the domestic market due to mass poverty.
This strategy translates into social policies and legislations which the SAN sees as
oppressive to the rights and welfare of the poor, such as:
a. Mining Act of 1995 (R.A.7942) that liberalizes TNC-dominated large-scale mining with
weak provisions on the preservation of the environment and security to the on-site
communities. (NASSA Exploratory Policy Study onPhilippine Ecology, 2001)
b. Comprehensive Agrarian Reform Law (R.A. 6657), particularly Sec. 65, which allows land
use conversion when the subjected lands “will have greater economic value for residential,
commercial or industrial purposes.” (NASSA Exploratory Policy Study on Philippine
Ecology, 2001).
c. Comprehensive land reform allowing landlords sustained control over the lands,production
and trade in CARP areas (Cojuangco formula). Market-oriented agrarian reform, under Sec.
Morales’ administration that allows agro-corporations investment control over ARCs (Ibon,
Perspectives, Vol. 1, No. 5, March 1999).
d. Medium-Term Agricultural Development Plan (1993-1998) that identifies that Agrarian

Reform Communities (ARCs) as key priority areas (KPAs) to prioritize high-value crop
production for exports as it aims to reduce farms allocated for food grains from 5 to 1.9
million hectares in favor of commercial crops and livestock production. This is
institutionalized by the Agriculture and Fisheries Modernization Act (AFMA) that aims for
food security by increasing volume of food stocks without necessarily upgrading the quality
of life of the marginal farmers. (NASSA Exploratory Policy Study on Philippine Ecology,
2001).
e. Foreign Investors Lease Act (R.A. 7652) that allows foreign corporations to exploit
agricultural lands through land lease agreements within 50-75 years. (NASSA Exploratory
Policy Study on Philippine Ecology, 2001).
f. Integrated Forestry Management Agreement (IFMA) and Integrated Tree Planting Lease
Agreement (ITPLA) that aim to sustain timber exports rather than rehabilitate the forest
ecosystem.
g. RP-Japan Treaty of Amity, Commerce and Navigation which had a specific provision that
allows Japanese and Filipinos to fish both in their territorial waters.
h. And many others which the SAN needs to access and study.
2. Import Dependence
Industrial underdevelopment develops and institutionalizes the country’s import

dependency in terms of supplying the capital requirements and inputs to domestic production.
With backward technology, production costs are high and products become less competitive in
the international market already flooded with cheap surplus products. With this, the government
adopts the “it’s cheaper to import” philosophy in providing domestic needs including basic food
products like rice and other agricultural products. This may be favorable for the middle and
upper class but adversarial to the direct agricultural producers.
This philosophy has been institutionalized through the import liberalization policy. The
Philippine government, through its economic managers declared together with the rest of the
APEC members, “We further agree to announce our commitment to compete the achievement of
our goals of free and open trade and investment in Asia Pacific no later than year 2020. The
pace of implementation will take into account the differing levels of economic development
among APEC countries, with the industrialized economies achieving the goal of free and open
trade and investments no later than year 2010 and developing economies no later than 2020”
(Bogor Declaration, 1994).
Under the WTO Agreement on Agriculture, member countries agree to “a) reduce tariffs
by 24% over the next 10 years for developing countries and by 36% over the next six years for
developed countries; b) convert all quantitative restrictions into tariffs which will be eventually
phased down” (Ibon, The GATT Agreement on Agriculture, July 1999).
These twin economic orientation and philosophy would be blamed as the fundamental
cause forthe country’s chronic trade imbalance/deficit. In the last 7 years, the NSO recorded a
consistent trade deficit from 1994-1998. It was only in 1999-2000 that the balance of trade was
slightly positive. The drop in importation that results to trade surplus would be attributed mainly
to the consistent decline of the peso and the crisis of dollar reserves that limits importation
activities.
3. Debt and Foreign Investment-supported Economy
With chronic trade deficits, therefore de-capitalize the economy. It is unable to

accumulate capital necessary to support and pursue national industrialization. The
decapitalization is further compounded by the significant fall of revenue generation caused by
the liberalization of tariffs and customs duties. The country faces twin deficits trade and
budgetary.
Instead of finding an alternative strategy, the government entered into the IMF program
to solve the deficit problems. It negotiated for loans that have been saddled with conditionalities
inimical to public interest and welfare, particularly those of the poor. Structural Adjustment
Programs (SAPs) have been imposed by IMF supposedly to help the country resolve it’s
budgetary and trade problems. These in practice did not work but even intensified the
difficulties of the poor. The SAPs translate into social policies such as:
a. tax reforms mainly expressed in the imposition of Value-Added Taxation (VAT) that jacks
up prices,
b. privatization of Government-Owned and Controlled Corporations (GOCCs) that allows the

business sector control over vital industries such as transportation, communication, energy
and other public utilities,
c. deregulation of the oil industry, banking system, retail trade, power industry, etc.,
d. budgetary cuts in social services expenditures,
e. automatic allocation for debt-service.

As the country becomes more and more dependent on foreign investments and
international financing, it becomes more subservient to the dictates and policy instigations of the
superpowers and super-economies. The nation and its people consistently lose sovereign powers
over the country, resources and people.
Activity 8 - Newspaper Analysis
The Newspaper Analysis uses the EPC technique. Newspaper accounts are used in an attempt to
dissect issues.
By analyzing the issues discussed in newspapers using the EPC technique, the students can get a
clearer picture of the present situation of the community.
1. Read at least 4 broadsheet. And select the best article.
2. Identify and discuss pressing and urgent issues, local and national
3. Focus questions are provided in Table I to define the limits of the discussion.
Table I
ECONOMIC POLITICAL CULTURAL
What effects do the issue have Who makes the decisions? What effect does the
on the means production, Who benefits from the issue have on patterns of
patterns of distribution and decisions? Who bears the behaviors of the people?
consumption of goods and cost of the decisions?
services?
Table II (to be accomplished by the teacher-facilitator on the board)
ECONOMIC POLITICAL CULTURAL
List down all data referring to List down all the data List down all the data
the factors of production (i.e., referring to decision-making referring to the way
land, labor, and capital), processes, patterns of people relate to the social
distribution, and consumption organizations, and power environment:
of goods and services: groupings: - Educational System
- Employment - Policies and Objectives - Media
- Wages of the Government - Language
- Prices - Political Affairs - Recreation
- Trade: Import and Export - Organization - Values
- Industry and Agriculture - Relationships with - Attitudes
Foreign Countries - Behavioral Pattern
- Pressure/Power - Beliefs
Groupings
Table III (to be accomplished by the students after reporting)
ECONOMIC How do thePOLITICAL

laws CULTURAL
affect the process of
production?
What laws are made that

affect the values and their
transmission through
school, media, etc?
How does the

economic structure
affect values and
culture?
How do the values justify

the existing economic
structure?
How are values used to

Justify the political
Situation?
How do, those who

control production,
affect the decision-
making process?
References
Publishers, 1988.
1999.
Publications, 1996.

1996.


nd
1997.
1998.
Ent., Inc., 2000.
Printers, 2004.

1992.


1998.

Module 6
Overview of the Philippine Politics
At the end of the lesson, the students are expected to;
1. Know the present situation of Philippine politics in the new millennium.

2. Analyzing the present issues and problems of Philippine politics .
3. Make a study about the root causes of political problems in the Philippines.
4. Identify the underlying causes of problems in politics, socio economic issues in the
Philippines.
5. Formulate a simple solutions about problems in politics in the Philippines.
In the realm of politics that may be simplified as the social relations of peoples (e.g., governors-
governed, social leaders-constituents, dominant-subordinate groups, public-corporate-civil
societies, etc.), the problems have been identified as:
Graft and Corruption
Graft and corruption have become institutions in government as they have been practiced
in practically all levels of government including the country’s highest office. They have so gross
to infect and contaminate even the institutions of learning. e.g., DECS that is supposed to mold
and form values of the people especially the youths for good and responsible citizenship; or the
military and police agencies that are supposed to discipline, reform or prevent persons in
engaging in criminal acts and other anti-social practices. Graft & corruption have become too
endemic that the government is losing its moral ascendancy to lead its constituents to the extent
that it tends to deceive, bribe or coerce the people to submit to its rule. As this occur in the
social relationship between the governors and the governed, social disorder becomes a natural
cause of unpeace or the deterioration of just peace. Other political issues like nepotism,
dynastism, and vote-buying and election fraud could be correlated with the problem on graft &
corruption. Graft and corruption is systematic in government. This situation is further
maintained by the ineptitude of the justice system (judicial branch) to prosecute and convict
violators of the Anti-Corrupt Act and Practices Law.
The same is true with the rising organized crimes such as drug-trafficking, kidnap-for-
ransom, robbery, extortion, bribery, etc. Law enforcement has been made inutile in curbing
criminality due to the alleged deep involvement of the some law enforcers, public officials and
influential and affluent members of the society. There is even strong reason to believe that
electoral campaigns of a number of government officials are mainly supported by crime monies.
Ibon Foundation describes this as the rise of “hoodlum governments”.
Political Marginalization
The political marginalization of the poor is a dominant phenomenon in the Philippine

politics and governance. The nature and composition of government is predominantly elite in
practically all branches and levels. Though there has been a continuing trend of civil society’s
entry or collaboration within, it could not yet meaningfully alter the elitist agenda of the
government. Though it allows democratic space for the people to air their grievances and social
appeals through consultations and legitimate street actions, these could not yet effectively
influence decisions and social policy development.
On the side of the people (the unorganized and even portions of the organized), the level
of political maturity is low relative to critical and informed participation in political affairs. The
“EDSA 3” event, the voting pattern of Christians and Muslims, especially in Mindanao, the
resurgence of political dynasties in some regions in the north, and the victory of some Erap
loyalists or of those who are serving jail terms, or have pending criminal cases, easily prove this
point. Though there are other factors to consider relative to their political consciousness and
actions, they are crucial in the political equation as they are vulnerable to manipulate in the
political of the traditional and elite politicians.
The intensification of the economic and political crisis also intensifies social conflicts
based on the competition in the allocation of wealth and power. Marginal farmers, lowland and
upland including indigenous peoples complete with agro-corporations and TNCs in the access
and use of land and natural resources. Marginal fisherfolk complete with big local and foreign
fishing companies in the exploitation of sea and marine resources. Urban poor communities
battle against land developers, workers against employers and even gangsters and crime
syndicates against each other.
The social crisis even intensifies the long-running antagonistic political conflict between
the government and the armed challengers such as the MILF and the NDF.
The electoral system and the form of government have been designed to maintain elite
politics. The traditional system of election leaves very little space for the poor to either
participate in the electoral contest or meaningfully choose candidates who would prove as real
champions and representatives of the poor. At this juncture, the Social Action Network needs to
seriously evaluate whether the presidential form of government or other forms would be more
responsive and facilitate to participatory politics and governance.
The maintenance of elite politics and all its other negative characters is ensured by the
support and sponsorship of superpowers and super-economies that have great economic and
political interest in the country or in the region. For instance, U.S. and its influenced multilateral
agencies consistently supported the boldly corrupt governments of Marcos, Estrada, or Suharto
in Indonesia and turned around only when popular opposition or uprising developed against
these governments.
The wide unorganized portion of the population, particularly the poor and the middle
class, further ensured the maintenance of elite politics. With a low level of political
consciousness and maturity, they are less critical of graft and corruption in government or the
anti-people social policy decisions and are even easily vulnerable to manipulations of traditional
politicians and other elite groups.
The social exclusion of the poor in the sharing of political power resulted in their
marginalization in the distribution and allocation of economic resources, and vice-versa.
(Political Education Module 1, NASSA 2000).
An Overview of the Philippine Culture
In the socio-cultural scene, the social crisis effects the continuing moral decadence and
value distortions. We can see these in the following social manifestations.
At one point, these could be seen as products and effects of the social crisis. Incidence of
the anti-social activities, immorality, and criminality rise as more and more people lose their
capacity to cope with the crisis. At another point, the cultural crisis has become systematic
reinforcing and intensifying the economic and political crisis. People particularly the
unorganized majority tends to be more tolerant and apathetic to the situation and indifferent to
the struggle for social change.
The law of the jungle “the fittest survives” has become the dominant social rule. It tends
to build on the capacity of people to complete than to cooperate to survive.
In finding the major reasons of the above social realities, we can identify causes at the
micro and macro levels. Micro level causes would be social practices and social relations
occurring within an immediate environment that result either to positive or negative situations or
effects social facilities or difficulties to the member of society or community.
Macro level causes on the other hand would be social policies and traditions
institutionalized at the global environment by dominant social institutions that either maintain or
demolish the micro level causes of the problematic social realities.
Pertaining to poverty as indicated unemployment, productivity & income problems of the

poor in both the rural and urban sectors and insufficient basic social services delivery in their
communities.
At the micro level:
The marginalized sectors lack the appropriate education, knowledge, skills/technology to

posses a competitive edge in the employment (salary/wages) market.
There is gross non-compliance to minimum wage law by companies and violations of

worker’s right to security of tenure (due to labor contractualization practices) and right to
unionize and collectively bargain (due to no union, no strike policies, particularly in the EPZAs)
The more enterprising poor (own account workers/informal sector – a substantial portion
in what the government considers “employed”) posses inferior capital and technology in a highly
liberalized market competition.
The marginalized farmers, fisherfolk and IPS do not have full or meaningful access to
and control of land, capital, production and post-production technology and ultimately trade and
pricing. In many cases, their productivity and income are adversely affected by aggressive
development projects, e.g. urbanization, land use conversion (circumventing the CARP),
industrial or infrastructure projects) that either dislocate them or further deny them of the
resource base. Moreover, the THC-instigated crop conversion (through agro-plantations or
contract-growing and lately the introduction of bio-technology) further erodes the marginal
producers’ competitive edge in the economic cycle.
The productivity and income problems of the poor are aggravated more strategically
(long-term sense) by convention or chemical-based farming, destructive and abusive fishing
practices, dirty and extractive industries that destroy and deplete natural and production
resources.
The rising cost of living (increasing prices of basic commodities including social
services) is caused by price deregulation that allows price manipulation and budgetary cuts in the
budget for social services.
At the macro level:
The intensifying economic crisis that impoverish the Filipino majority can be attributed
to the underdevelopment of the country’s economic sectors particularly agriculture and industry.
Agricultural development is hindered by agrarian problem where the direct producers do not
have meaningful access to and control of lands, credit, technology and markets. This, against
the backdrop of a rapidly growing rural population, incapacitates the agricultural/rural economy
to absorb or provide jobs resulting in excessive labor surplus.
The industrial sector, being underdeveloped, cannot provide jobs to the labor surplus.
Those who migrated to urban areas to look for jobs end up in slum areas doing menial livelihood
activities. The growth of the urban poor population has been rapid that comprise the bulk of the
informal sector. Most being unskilled labor, they do not have the competitive edge in the
employment market. Some are lucky enough to be absorbed in construction industries that
provide them in seasonal employment. Even those with academic qualification hardly find jobs
and end up in the export labor market. Those who cannot find overseas employment are forced
to take jobs for which they are overqualified.
Industries, unlike agriculture can provide jobs 24 hours a day continuously in any
seasons. It is therefore a crucial agenda in pursuing a strategic solution to the unemployment
problem.
Pursued based on agrarian development, national industrialization can increase domestic

productivity as well as strengthen the economy’s absorptive capacity to tap the growing labor
force.
As the economy is not able to produce machines that produce machines, the industrial
sector cannot engage in value-added production of raw material agricultural outputs. Moreover,
it cannot support the modernization needs of agriculture. Thus, agricultural products (crops,
minerals, timber, sea and marine products) are exported to feed the raw materials needs of
overseas industries. On the other hand, the country imports for agricultural production,
technology and capital goods (machines) and even raw materials to run the country’s semi-
processing industries. With the country’s entry into the WTO-GATT regime, even agricultural
and consumer products have been imported with the effect of further marginalizing our local
producers.
On one hand, the socio-political crises resulted to a cultural crisis characterized by the
distortion and erosion of positive social and moral values that used to bind Philippine society .
On the other hand, values created from such distortion and erosion tends to reinforce rather than
become a counter-force to the social crisis.
The mainstream media and information technology (IT) which are owned by corporate
proponents of market-oriented globalization have been effective channels in promoting values,
lifestyles and consumption patterns favorable to the market. Movies in particular, promote an
escapist culture or hero-worship that defies the positive value of unity and collective action of
peoples to solve social problems.
The educational system, which is dominantly run by private investors or financed by

loans, has become commercialized. Such would be evidenced by the continuing tuition increases
every school year. Another would be the choice of enrollment that heavily weighs in favor of
courses that are more technical and closely associate with the needs of business corporations. In
school year 1997-1998 for instance, population for Business Administration, Mathematics and
Computer Science, Engineering, Medical and allied courses were 620,681, 166,329, 299,226 and
164,784 respectively. On the other hand, population of courses which are crucially important to
social and human development like Humanities, Social and Behavioral Science, Natural Science
and Agriculture, and related courses were 9,394, 34,735, 21,914, and 64,760 respectively.
(Higher Education Enrollment in Government and Private Schools by Discipline Group, SY
1996-1998, www.nscb.gov.ph/secstat/d educ.htm.)
Gross graft and corruption in government; the creation and implementation of social
policies that make more difficult the life of the poor; the practices of corporations that destroy
the environment, dislocate or disintegrate poor communities; or deny the basic rights of workers;
the involvement of law enforcers in organized crimes would be clear evidences of the worst
value distortions happening in the country’s cultural and moral landscape.
Influenced by distorted values against the backdrop of massive poverty, the poor also
develop the tendency to engage and indulge in anti-social activities, e.g., drug abuse and
trafficking, prostitution rings, gambling syndicates and other organized crimes led by socially
powerful and influential personalities. Some others engage in petty crimes and are usually the
ones being caught and convicted swiftly. Drug trafficking, in particular, would no longer be
considered for microanalysis as it had grown into a global trade.
There is close correlation between increasing crime incidence and the worsening poverty
situation. Crime increases when employment opportunities become unavailable. In the U.S. for
instance, crime and random acts of violence is pervasive, but no amount of additional prisons, no
amount of executions of murderers and no amount of extra police equipment has stopped crime
unless the basic economic structure that breeds poverty is positively changed. It is the same
cause for Rwandan commercial sex workers to say “it is better to die of AIDS in ten years than
from hunger tomorrow” (Janet Bruin, Root Causes of the Global Crisis, Institute of Political
Economy, March 1996).
Extreme poverty beyond rationalization tends to reactivate prejudices and biases that
have been kept in people’s sub-consciousness during favorable times. This can be a factor in the
increasing incidence of ethnic and religious conflicts (as in Mindanao), resurgence of racism in
OCW or immigrant-receiving countries or domestic violence against children and women.
Activity 9 – Illustration of Dream Society
This exercise can help the participants process their feelings regarding their experiences
in this lesson. This gives them a chance to reflect on the values they want to uphold in their
dream society.
1. Each student will be asked to list down the values he wants to uphold in his dream society.
He will be asked to illustrate these values through symbols on a clean piece of paper.
2. Each student will compare his dream society with the present society.
3. Write your answer following the following guide questions:
a. What challenges/tasks are involved in achieving your dream society?
b. Do you think the CWTSP can be a means in achieving your dream society?
Activity 10 - Poster/Slogan Making

Using Oslo paper make a slogan/poster about your political and sociological dream in the
Philippines.
Part II. Making a Community Profile
Definition of Community
There are a number of ways to think about what a community is. The first, most obvious
way is to think about it as a geographic area, a place with defined physical boundaries. The most
fundamental characteristic of these geographic communities is that they are places of residence.
People are familiar with them because they live there.
Some communities are defined by individuals' shared interests, activities, affection, or

common identity. These characteristics differentiate them from others.
People are usually members of a geographic as well as interest communities. The notion
of geographic and interest or identificational can be seen in the definitions of the word
community:
 Community - a group of individuals or families that share certain values, service, institutions,
interests, or geographic proximity (Barker).
 Community - or a "sense of community" exists when two or more people work together
toward the accomplishment of mutually desirable goals (Lofguist).
 Community - is a territorially bounded social system or set of interlocking or integrated
functional subsystems (economic, political, religious, ethical, educational, legal, socializing,
reproductive, etc.) serving a resident population plans the material culture or physical plant
through which subsystems operate (Bernard).
 Community – is an identifiable human grouping that is predominantly informal in
organization and interaction, heterogeneous in composition, enduring, and sharing some
characteristics or attributes in common (M. Fernando).
For our purpose we define a community as: a number of people who share a distinct
location, belief, interest, activity, or other characteristics that clearly identifies their commodity
and differentiates them from those not sharing it. This common distinction is sufficiently evident
that members of the community are able to recognize it, even though they may not currently
have this recognition. Effectively acting on their recognition may lead members to more
complete personal and mutual development (Source: Mark S. Homan, Promoting Community
Change: Making It Happen in the Real World, 2nd ed., California: Brooks/Cole Publishing
Company, 1999)
Community Needs
The needs of a community are those things a community requires to meet its goals and to
sustain itself. These are routine, ongoing challenges the community must address.
1. Physical Needs - The most basic needs. This set of needs includes those that help care of our
bodies as well as those that deal with the things we make or build.
2. Social and Emotional Needs - Forming and maintaining relationships is an integral function
of the community. A feeling of well-being and confidence in the future are necessary if a
community is to achieve its potential.
3. Political Needs - Community life requires a continuous series of decisions on matters that
affect its members. This process involves forming policies that manage resources and
relationships. Each community faces a set of political needs, and it will develop a
governance or decision, making structure if it intends to respond to those needs. Governance
structures usually have clearly spelled out procedures for gathering information, making
decisions, developing rules or laws, describing those rules or laws, and enforcing them.
These procedures describe who is allowed to participate in the process and how (Fellin).
4. Economic Needs - The community's economic system provides a way for its members to
develop the means to acquire things that are important to them. Usually, this means money.
5. Educational and Communication Needs - A community needs to know more about itself and
the world in which it operates. The community has to have information and methods for
developing, transmitting, and receiving that information.
When these needs are not adequately met and discomfort to the members results,
community problems exist. As such they are needs that have not been properly addressed. If
things stay the same, the problems and discomforts will persist. The only way to get rid of the
problems or reduce them is for people to do things differently.
(Source: Mark S. Homan, Promoting Community Change: Making It Happen in the Real World,
2nd ed., California: Brooks/Cole Publishing Company, 1999)
Some of the Interests in Community
There could be various reasons for the interest in community and yet, not all of them are
helpful for the community. Some interests shown by various agents of community interventions
are:
1. To create a support base and win votes for politicians and parties.
2. To mobilize people for some political end.
3. To improve the problem-solving capabilities and to develop the human resources towards
better conditions of living.
4. To preserve the indigenous cultural life.
5. To provide pastoral care (caring for the needs of the faith community).
6. To remedy social problems (deviance, crime).
7. To promote the national interests (population control).
8. To develop infrastructure for multinational corporations’ interests or colonial power interests

(introduction of the agricultural technological products of the Multinational Corporation,
demolitions, relocations, and construction of physical structures on the community territory).
9. To preserve the ecological and genetic or biological heritage and indigenous technology and
knowledge.
10. To implement the programs of UN and various civil groups from outside.
11. To test or develop theories on community as well as to provide information on consumer

behavior in the community or to determine the feasibility of economic enterprises
(Academic).
Our interest in community is to intervene in community toward its sustainable

development and it means:
1. To help the community identify its actual needs distinct from the felt needs.
2. To improve its capabilities to solve its problems.
3. To improve the human resources and potentials as well as natural resources toward the
improvement of conditions and quality of life in the community. This involves the
localization of the benefits of science and technology and affecting social integration, social
organization, cultural production, political participation of the people and the people’s
control over economic processes.
(Source: Maxi P. Fernando, C.Ss.R., Understanding Community From a Sociological
Perspective: Making a Community Profile)
Activity No. 10
Answer the following questions.
1. In the present situation of the country, do you think there is still hope for the Filipinos?
Explain your answer.
2. Identify five (5) pressing problems the country is facing at present and make proposals to
address the identified problems.
References
Publishers, 1988.
1999.
Publications, 1996.

1996.


nd
1997.
1998.
Ent., Inc., 2000.
Printers, 2004.

1992.


1998.

Module 7
The Challenge of Community-building
At the end of the lesson, the students are expected to;
1. Identify the different issues of the society in need of immediate attention.

2. Analyze the importance of one's participation in community change.
3. Identify one’s role in community development.
4. Discuss the importance of community organization in community building.
5. Explain the purpose of community organizing strategy in community development.
6. Propose concrete actions for actual involvement in community development.
The Challenge of Community-building
Introduction
An honest reflection on the many local and national issues that exist today can be
intimidating, even discouraging. The present Filipino community is beset with problems such as
low level of living, low level of productivity, poor marketing system, oppressive and tenurial
arrangements and practices, unemployment and underemployment, limited genuine support
facilities for socio-economic development, poor health condition, low level of education, cultures
of silence and poverty, personalized policies and community disorganization. These factors
exist, and they play a part in shaping our society. But just as these limitations are facts of life, so
too is our genuine concern to those in need.
The ultimate goal of development is "to improve the quality of life." To achieve this goal
of development, this requires an integrative process of mobilization and the raising of the
consciousness of the people and the building of community organizations. The development
process to be truly responsive, effective, equitable and sustainable, must be people-empowered,
people-centered and towards community empowerment. Such empowerment implies that the
decision-making must be given to the people involved, thereby incorporating into the
development process their own needs and values (Dr. Vivian Gonzales, VIP-CWS, Laguna:
Sikap Strive Foundation, 1997).
Through community development, the students together with the people in the
community develop a common feeling of solidarity and become aware that they can achieve
positive changes not only for themselves but also for their community.
Story Telling
Ending: Sewing the Sheets

by Martin LutherKing
The women of a New York Church, eager to help a missionary newly assigned to an Indian leper
colony were thrilled with the mountains of fabric spread before them. For four weeks they had
collected old sheets from the people at their church and carefully cut each sheet into 8-inch
strip. Finally, they packaged and mailed the fabrics. The new missionary could distribute them
as bandages for the Indian lepers.
Two weeks later the sheet fragments arrived in India and the American missionary joyfully
passed them out to his new Indian friend.
Delighted, the men and women of the leper colony gathered together with all their new fabric
bandages. One women held up the fabric strip and enthusiastically proclaimed, “You know if we
sew them together we can and we’ll have [pretty good sheets.”
Reflection:
When we serve others, we need to take time to gain an accurate understanding of their real
needs. Jumping to conclusion can lead us to do the wrong things - our faculty assumptions and
agenda have nothing to do with the real life of those we desire to serve. The first step in effective
ministry of the gospel is to listen.
Everybody can be great… because anybody can serve. You don’t have to have a college degree
to serve. You don’t have to make your subject and verb agree to serve. You only need a heart full
of grace. A soul generated by love.
Part I. Working Together through Community Development
A Brief History of Community Development
Community development as a new discipline, grew out of an older concept – community

organization. In the 1950’s a number of social scientists and educators formed the American
Council on the Community, a relatively short-lived organization whose purpose was the
institutionalization of scattered efforts throughout the United States to improve American
community life. This effort was built on the experience acquired during World War II when
millions of Americans participated in volunteer efforts and organized to deal with local
problems. This was the time when United Unions agencies and the technical assistance programs
of the West sought to help the developing countries (Third World countries) move along the road
to economic progress (modernization). Community development became one of the models
(strategies) employed toward the transformation. The term received so much attention and
recognition not only in the developing world but also in the US that it came to replace
“community organization” even in the US. Programs to help the impoverished areas of
Appalachia or large metropolitan centers were legislated into existence and were labeled either
as Community Development or Rural Development in the statutes. The essential feature was
resource mobilization (people as well as material resources) at the community level so as to
introduce a better quality of life. It included, among others, a new kind of stock-taking by local
residents, the use of outside consultants in interpreting the facts collected and in planning
programs to meet the needs that were identified.
In the 1960’s over sixty countries either had well-formulated national community
development programs or were in the process of bringing them into existence. Leaders of nations
in Africa, Central, and South America, and Asia/Pacific after World War II faced tremendous
tasks of nation building. This was due to the long periods of colonization under European
nations faced with large scale problems and relatively inadequate resource-utilization (low
technical-know-how) national leaders embraced the idea of mobilizing local people carry out
community projects. The Community Development program of India, for example, was set up to
aid the inhabitants of 558,000 villages attain a higher social and material level of well – being.
Multi-purpose village level workers, especially trained for this new challenge, met with the
village people, helped them to recognize and identify their needs and potentials and offered
technical and moral assistance to meet their needs. The technical assistance was given by
specialists in agriculture, animal husbandry, road building, irrigation, education, health and
sanitation, rural cooperatives, etc. The basic unit was the block which comprised 100 villages.
Other countries, of course, worked out the kind of community development programs
best fitted to their situation. The key common element to all countries was the thrust toward self-
help and communal labor to undertake projects they considered important. Any compensation of
labor was often channeled through the local community authorities by the external funding
agencies so that other projects could be further financed (e.g. the “food-for-work” programs).
These community development program were often fitted into national five-year to ten
year plans to ensure the allocation of sufficient resources to these efforts at the “grass-roots”
level. To many national leaders such programs seemed a way toward democratization and
decentralization of the political process; they gave local people a feeling of being involved in
nation-building and showed that the central government was actually beginning to show an
interest in their welfare. In recent years, however, the central government is found wanting in
this direction because the interest in this approach begins to wane due to greater focus being
placed on urban development at the expense of rural development.
(Source: ASI CD Monograph, 1998)
Definition of the Concept
There are many definitions of community development. The definitions vary according to
type of agency, the setting, the method of operation and the purpose of the agency. Despite their
differences, they share certain commonalities in their definitions.
Thus, in defining the concept community development, these elements are evident:
 a group of people;
 residing in a community;
 reaching a decision;
 to initiate a social action process (planned intervention);
 in order to have a desirable change in their social, economic, political, cultural, or
environmental situation.
Community Developmentis a planned, organize and evolutionary process whereby a

group of people with common aims , needs and aspirations come together to initiate social action
in order to improve their social, economic, political, cultural, and environmental conditions.
The term “community development” came into international usage to connote the
processes by which the efforts of people themselves are united with those of governmental
authorities to improve the economic, social and cultural conditions of communities, to integrate
these communities into the life of the nation, and to enable them to contribute fully to national
progress.
This complex of processes is made up of two essential elements: the participation of the
people themselves in efforts to improve their level of living with as much reliance as possible on
their own initiatives and the provision of technical and other services in ways which encourage
initiative, self-help, and mutual help and make them more effective in programs designed to
achieve a wide variety of specific improvements such as health, environmental conservation etc.
This definition was coined by the United Nations.
The Aims and Objectives of Community Development
Aim, is a term that is simply defined as a “clearly directed purpose”. It is sometimes used
interchangeably to mean objective or goal.
In the context of Community Development, the words “aim” and “objectives” are not
easy to defined. However the aim of community development is refer to a community action.
This does not help much to understand without referring to the reality of community
development practice.
In reality the primary objective of community development is to:
1. promote;
2. sustain;
3. support; and
4. maintain community action.
Apparently, community development is related to community action, just as education, is

related to learning. Hence, in promoting community development these must be some kind of
community action to initiate or to guide the promoter to carry out either social or economic
activities to improve their welfare or to solve their real problems.
In order to arrive at a simpler understanding of the aims and objectives of community

development, it may be worthwhile looking into the different types of community development
and their respective objectives. Looking at each of them will underline both their differences and
similarities. From this standpoint, it may be possible to infer a general aim of community
development through the synthesis of their common element.
1. Community Work Type
This can be regarded as a professional approach to community development which has

developed within the field of social work. It came into being in response to increasing demand
for social services for the age, the sick, the unemployed etc.
The objective of this type of community development work ahs been given as the,
“giving of aid and support to people who need more control over their lives.”
Examples:
a. When members of a community offer voluntary services to a victim of say, typhoon, who
lost his/her house. Oftentimes, other people in the community may offer temporary shelter,
food, clothing etc. to the victims. This is typical norm of the Asian people, specially in rural
areas.
b. Community voluntary work in the community such as clearing, or weeding the local market
or repairing the streets.
2. Colonial Social Development Type
This type came into existence when many colonized nations in the Third World attained self
– rule (independence).
The objective of colonial social development type was to integrate economic and social
programs into education for self – management programs and for the development of the
political structure in the newly independent nations.
Examples:
a. Rural Rice Milling Cooperatives.
b. Rural Thrift and Savings Societies.

c. Educational and Health programs.
3. Urban Renewal Types
The purpose of urban renewal type is to break down social isolation and give more meaning
to personal existence by encouraging the formation of social groups of different kinds which will
organize own affairs.
Example:
When urban squatters are re-settled, new residential associations are formed to undertake the
provision of water, light, and sanitary facilities for their benefit. They are encouraged to
undertake self-help projects to realize their own social activity goals.
4. Adult Education Types
The aim of adult education type is to help in the identification and development of local
leaders; to foster the concern life and enable communities to deal with existing problems.
Example:
The institution of skill training and livelihood development programs in order to produce people
who will be more enterprising and entrepreneuring.
5. Institutional Type
The objective is to encourage those who have been provided formal service, to take
action on their own behalf and in addition, to accept responsibilities to render service to others.
Example:
Youth organizations provide social, recreational and cultural services for the community.
6. The Idealist / Political Activist Types
It aims at giving practical expression to social justice through militant action in order to
see beneficial change for the participants within the shortest possible time.
7. The Community Development Type
This is known the “kampong-based” type. The aim is towards the development of the
potential of individual members of the target group. It stresses on self-reliance and participation
to bring about desirable socioeconomic transformations. It also stresses on cultural exchange
between Kampong in other countries to stimulate globalization.
The Major Purposes of Community Development
The overall purpose of community development is to help people employ the rights
methods to organize self-help initiatives and to develop techniques relevant to their own situation
for socio-economic and cultural progress.
Specifically, community development:
1. Is designed to meet the learning needs of significant groups in the community e.g.
community leaders or civic or special interest organizations.
2. Enhance the ability of groups of individuals so that they can work collectively to
attain community social and economic goals.
3. Teaches about matters relating to community or region, generally associated with

social structures and public as well as private and voluntary enterprises.
4. Emphasis on shaping infrastructure and social organizational support through

involvement in the legislative, including formal financial and business enterprises.
Basic Stages in the Community Development Process
A process is something which has a beginning and an end and it happens over time. In
the community development process, certain distinct stages are essential for its promotion. There
are various listings of stages or steps in literature on community development. But I shall
somehow oversimplify it here.
1. The Problem Situation
A situation may exist in a community which represents a need, a problem, an

opportunity,. Or a challenge to a community group, or to the entire community. Usually it would
be tackled as a community project.
1. The Will To Do
Through discussion, diffusion of ideas and with information input, the group involved
may reach a point where it is beginning to form a will to do something about it.
2. Organizing
Some form of organization is established with a certain amount of commitment from

individuals to some in-depth and specific thinking about the project.
3. Getting to the People
At this stage, the process moves to the general membership of the community.
Information is diffused and educational work is undertaken community-wide. The potential
exists for conflict. Considerable discussion, and expression of viewpoints. General goals may
become clear and some commitments may be made.
4. The Planning Process
If the project is blessed by legitimizers, the planning process will begin. The definition of
objectives, availability of options or alternatives, and availability of resources may be assessed.
The end result may be a plan to approach the project with specific information.
5. Execution Phase
Initiation of the projects is often an occasion to build community spirit and identity and to
cement commitment depending on the project, it is often an important occasion in the
community.
6. Evaluation
Evaluation is an on – going process ( monitoring ) but the final assessment is undertaken

upon completion of the project. Community members try to review their experience for
strength and weaknesses. The experience gained may be used in future community
development projects.
The Role of the Citizen and Change Agent in the Community Development Process
1. The Role of the Citizen
The participation by the people of the community in the process is of fundamental

importance. The need for understanding the root causes of our country's underdevelopment.
Especially in the rural areas and committing ourselves to its solution is imperative. Our concern
for a rural community development affirms our belief in the need for change.
However, some basic questions have to be raised.
1. What kind of participation?

2. Who are the participants?
3. How do they participate?
We all believe that people are the end and the means to development, whether at the
grassroots level or national level. At the community or grassroots level, participation is of prime
importance. What is meant by participation? To put it simply, participation means taking part. In
the context of community development, the term means a willingness to take part, physically,
mentally, psychologically, and spiritually in activities aimed at improving the social, economic,
political, environmental and cultural life of the community in which one resides. It also involves
taking part in the discussions or showing concerns about anything which affects the well-being
of the community in which one lives, Participation ultimately involves getting concerned about
the problems of one's environment (community) and taking the initiative to have them solved.
In the community, grassroots participation involves a collective expression of human

dignity, exercising of human rights, where the people through a democratic process, determine
the kind of, the direction, and the means to a better life. This could be spelled out in terms of
participatory approach to community development.
Participation must not only be democratic but popular. Popular participation connotes an
enlightened, responsible, active, and sustained involvement of the community in the community
development process from decision-making, problem identification, planning, implementation,
monitoring, and evaluation.
In the context of Philippine researches, popular participation is defined as:
 Mass sharing of the benefit of development

 Mass contribution to development; and
 Mass involvement in the planning, decision-making, implementation, monitoring and
evaluation processes for development.
In the community development process, emphasis is placed on the common or shared

interests and concerns which turn up to become public issues, with origin as individual interests
and concerns. Participates originates from a widely shared discontent with existing conditions
and this is channeled into organization, planning and the directions of change. The consensus
must be strong enough to initiate a program of action that meets with approval of a majority of
those combined in the action.
The initial reason for a people coming together is the belief that through organizations,
action can be taken by or on behalf of groups, Organization therefore is the vehicle through
which desired change can be accomplished. Also, when the community development process is
effectively employed, the relationships between local units or subgroups in the community and
individual problems, certain value assumptions come into focus:
 The people of the community should actively participate in community change;

 Participation should be as inclusive as possible; and
 Participation should be through democratic organization
Three necessary conditions for participation must be present if these value assumptions
are to be realized:
1. freedom to participate-autonomy;
2. ability to participate; and
3. willingness to participate.
In the initial stages of a community program or project, normally fewer participants are
involved. These participants discuss ideas and issues and make tentative plans for community
organization or group. The community leaders or those most concerned about the particular
matter under consideration are apt to participate at this point. The need here is for people who "
know the community " well enough to identify others who ought to be involved. Persons with
ideas and with the ability to implement ideas contribute heavily during this initial stage.
The task accomplishment stage usually calls for an expansion in participation.

Community participation is at its highest during this period. More people are needed in the
program of action than in either the initial stage or in the stage of continuity or discontinuity.
Frequently, additional participants, in such roles as interviewer, solicitor or manual, worker, are
necessary to implement the program of action. In other instances , additional participation may
be sought to help support the outer comes of the action. In too much many cases increased
participation is considered a goal in itself . A broad base of participation is thought of a
desirable , without considering why additional participants are being sought or how they will be
involved , once they are brought into the organization.
If the community project reaches its completion stage , participation usually will taper off
as the organization closes down and transfer any continuing aspect of the project to some
ongoing group. In most instances, however , after the organization has achieved its objective it
does not dissolve but continues with new and different dimensions. People may lose interese and
drop out. Leaders also may reign . New people become involved without a knowledge of the
history of the organization and its earlier efforts . The nature and extent of individual
participation changes over time and the membership changes over time as well.
2. The Role of the Change Agent
Along with the citizen, the community change event is the major participants in the
process. The community change agent is known by several names. He or she sometimes called:
 Community development worker;

 The social animator
 The animator rural
 The consultant
 The community facilitator; etc.
Among the names and others, the frequently used name is change agent. The several
names frequently used are meant to underlie the philosophical thrust of the community worker's
role.
Looking at the purposes and objectives of community development activities and of the
processes utilized, reveal the complex and difficult applies in defining the term community
development worker or agent and his/her roles (task). It stands to reason that, it does not mean
every person involved in the process, for this would include the object of change--the resident of
the area to be developed regardless of the nature of his activity. On the other hand, to restrict the
term to the temporary resident who enters the life of the community as an agent of change would
exclude those development workers who are recruited from among the permanent Residents of
the area.
It may be best to define a community development worker (agent) as a person

occupationally engaged in the activities associated with the discipline. As a further qualification,
this occupational engagement constitutes his major function over a specified period of time. This
definition excludes volunteers and the ordinary citizens.
Is he Specialist or Generalists?
The most troublesome aspect of the subject is whether the community development
worker has some identifiable set of tasks or skills that distinguish him and separate him from
others specialists such physicians, agronomist, public health workers, the social welfare workers
or teachers-- who all happen to be working in a development field. In addition, how are his skills
differentiated from those of the resident population? The answers can be questioned because
community development is relatively new and represents an emerging occupation. At the earlier
times, the community development worker was really a specialists possessing certain specific
scientific skills, such as an agronomists, or physician, or he might have been a more general
publicists, organizer, or lobbyist who happened to be working on behalf of the development area.
His role at that time was that of a giver to a receiver. When the idea of developing a community,
district, region or a nation became premised on social, economic, political, cultural, and
psychological fronts, his situation become elaborated.
At first, the agent has only his special knowledge and sympathy for resources. Since
transformation of an area involves many aspects of society, he may be a builder, economists,
agronomists, physicians, social worker, nurse, teacher or other specialists. When the agent's
confidence as an expert is tempered by an effective respect for the perceptions, wants, and
desires of persons in the developing area, then he has begun the transformation from being an
expert5 into development agent. To the expert's previously acquired technology or skill has been
added new insight, new knowledge, and new skill for the effective engagement between himself
and his beneficiary. If the task and role of the community development agent are viewed in this
light, the addition of new insights to his underlying skill or technique becomes his central
concern. The natural character of human association and of the social organization involves
change, whether slow or rapid, whether backward or forward- moving into often uncertain and
unpredictable forms. Social change also brings into its wake, profound psychological and
cultural changes. The community development worker or agent is therefore, concerned with
inducing change in society but at the same time tempering that change by the aspirations,
wishes, and the pacing of the society and individuals involved.
Most community development worker's secure their employment from higher level
organizations. The agent takes the values, visions and approaches from the sponsoring
organization. These may range from the predominantly self-help stimulating approaches of
certain church/ religious organizations to the vast social and economic development efforts
conducted through national organizations to the vast social and economic development efforts
conducted through national or international programs.
Activity No. 11 - Video Presentation
1. Present a 5 minute video about community you belong.

2. Discuss in your video the present needs of your community that needs to be develop.
3. Suggest a simple but comprehensive solution the identified problems in your community.
Activity12 - Sharing
1. Facilitate individual video sharing (5-10 minutes) with the following questions as guide:
a. Why do we put so much energy into developing shelters for the homeless instead of
getting rid of homelessness?
b. Why do we feel so good about giving alms to hungry beggars instead of taking steps to
eliminate hunger?
References
Publishers, 1988.
1999.
Publications, 1996.

1996.


nd
1997.
1998.
Ent., Inc., 2000.
Printers, 2004.

1992.


1998.


BHCI NSTP CWTS 12 Modules

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MODULE IN NSTP 1

Course Code : Civic Welfare Training Service Program 1

1. Identify the different role of youth in nation building.

Part I. The Expanded Reserve Officers’ Training Corps (ROTC) Program

The Expanded Reserve Officers’ Training Corps (ROTC) Program Experience

The three components of the Expanded ROTC Program:

Part II. The National Service Training Program (NSTP)

The National Service Training Program (NSTP) Act of 2001

Republic of the Philippines

First Regular Session

AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM (NSTP) FOR

Be it enacted by the Senate and House of Representatives of the Philippines in Congress

SECTION 4. Establishment of the National Service Training Program. There is hereby

(2) The Literacy Training Service, and

(3) The Civic Welfare Training Service

SECTION 14. Suspension of ROTC Requirement. The completion of ROTC training as a

Castillon–Boiser, D. Strategies for Teaching; A Modular Approach, Manila: Rex

Feliciano, E. M. Filipino Values and Our Christian Faith. Mandaluyong, Philippines:

Fernando, Maxi P., C.Ss.R. Understanding Community from a Sociological Perspective:

Schein, Edgar H. Organizational Culture and Leadership, San Francisco: Jossey-Bass,

Trinidad C. Cuyegkeng, Ed.D. Rurban Community Development: A UNICORP

___________. Community Development: A Manual. Quezon City: New Day Publishers,

___________. Teacher’s Guide to Forming the Filipino Social Conscience: Social

The Role of the Youth in Nation Building

At the end of the lesson, the students are expected to:

2. Explain the importance of good leadership in nation building.

3. Discuss the role of the youth in nation building.

Part I. Recognizing the Vital Role of the Youth in Nation Building

The Role of the Youth in Nation Building

Part II. Responsible Citizenship for the Youth

The Citizens of the Philippines

2. Those whose fathers or mothers are citizens of the Philippines;

4. Those who are naturalized in accordance with law.

1. Basic Characteristics of Humans Rights

a. Human rights are inherent to or part of the human person.

b. Collective Rights- Human rights are enjoyed by the whole society.

3. Classification of Human Rights

Our Civil Rights

1. Right to privacy, communications or correspondence ( Section 3,1)

2. Right against involuntary servitude ( Section18,2)

3. Right against unreasonable searches and seizures ( Section 2)

4. Free access to court ( Section 11)

5. Right against imprisonment depth ( Section 20 )

6. Non-impairment of contracts ( Section 10 )

7. Liberty of abode and travel ( Section 6 )

Our Political Rights

2. Right to suffrage ( Article V, Section 1 )

3. Right to be informed on matters of public records and documents ( Section 7 )

4. Freedom of speech, the press and expression ( Section 4 )

5. Right to form unions and associations ( Section 8 _

6. Right to petition the government for regardless of grievances ( Section $ )

7. Right to participation at all levels of social, political, and economic decision-making

8. Right to sectoral representation shall be included in legislative bodies as may be

9. Right of people to propose amendments to the constitution through people’s initiative.

Our Economic Rights

1. Freedom from hunger

2. Right to employment with decent living wedges ( Article XIII on Labor)

3. Right to autonomous economic development ( Article XIII, Section 2 )

Our Social and Cultural Rights

1. Right t dignity ( Article XIII, Section 1)

2. Right to property ( Article XIII, Section 2 )

4. Right to self-determination ( Article II, Section 7 )