NSTP Notes

Module 1.1 - Introduction: The NSTP Law —-----------------------------------------------

NSTP (National Service Training Program)
➢ Signed in 2002, Republic Act 9163
➢ Enhance youth's civic consciousness and defense preparedness
➢ accomplished by developing in them the ethics of service and patriotism while
undergoing training designed to enhance the youth’s active contribution to the general
welfare
➢ The three components are Literacy Training Service (LTS), Civic Welfare Training Service
(CWTS), and the Reserve Officers’ Training Corps (ROTC)

Republic Act 7077: “The Citizen Armed Forces or Armed Forces of the Philippines
Reservist Act”
➢ 1991: The Citizen Armed Forces or Armed Forces of the Philippines Reservist Act
- provided for the organization, administration, training, maintenance, and
utilization of “reservists” or “Citizen Soldiers” as a source of manpower
- reservists are graduates of the Reserve Officers’ Training Corps, which was
established in schools

➢ Reserve Officers’ Training Corps (ROTC) was implemented

- Section 4, Article II: “The prime duty of the Government is to serve and protect
the people. The Government may call upon the people to defend the State and, in
the fulfillment thereof, all citizens may be required, under conditions provided
by law, to render personal, military, or civil service;”
- Presidential Decree No. 1706 aka “National Service Law”: provided for
compulsory National Service for Filipino Citizens

➢ 1995: expanded ROTC

- Implementing Rules and Regulations (IRR) of RA 7077 were promulgated
- government mandated the voluntary nature of ROTC
- Undergraduate students were required to enroll in to military training
- After 2 semesters of MTS (Military Training Service) students were given the
choice to attend another 2 semesters of MTS, LES (Law Enforcement Service), or
CWS (Civic Welfare Service) to qualify for graduation

Republic Act 9163

➢ 2001: growing discontent over ROTC
- complaints about its content, conduct, the incompetence of its training staff, and
rampant corruption
- deemed the program irrelevant
- Protests for the abolition of ROTC hit their peak when Cadet Sergeant Major
Mark Welson Chua was brutally murdered; he died after exposing practices of
corruption, bribery, and extortion in the University of Santo Tomas ROTC unit to
the student publication
- Various bills were proposed in response to protests

➢ 2002: Republic Act No. 9163

 - Established NSTP for tertiary-level students
- provided all students with three (3) service components: (CWTS) Civic Welfare
Training Service, (LES) Literacy Training Service, and (ROTC) Reserve Officers’
Training Corps
- implementation started in the School Year 2002-2003

➢ Labugen (2012): NSTP are organized into the following organizations:

- ROTC program: Citizen Armed Force
- LTS and CWTS: National Service Reserve Corps (NSRC), administered by the
Department of National Defense, the Commission on Higher Education and
Technical Education and Skills Development Authority; could be tapped by the
state for literacy and civic welfare activities, especially in times of calamities

Salient Features of the Revised Implementing Rules and Regulations (IRR) of the NSTP
➢ Program of Study and enrollment forms shall bear the “NSTP” title
➢ There shall be an orientation for all NSTP enrollees to be jointly conducted by the ROTC,
CWTS, and LTS coordinators and implementers
➢ student must select the specific NSTP service component that s/he will pursue upon
module completion
➢ Shall not be included in calculation for GPA
➢ Certificate of Completion with corresponding serial number issued by CHED, TESDA, or
DND, shall be awarded to students who have successfully complied with the program
requirements

Module 1.2 - XU-NSTP —-----------------------------------------------------------------------

Mission of Xavier University-Ateneo de Cagayan
➢ dedicated to the integral development of the person for the needs of Mindanao, the
Philippines, and Asia-Pacific
➢ Xavier is devoted to the appreciation, preservation, and enrichment of Filipino culture
and heritage; to the sustainable development of the nation; and to the pursuit of the
common good
➢ commitment is rooted in a deep personal friendship with Jesus Christ manifested by
loyalty to the Church
➢ Xavier University forms men and women of competence, conscience, and commitment to
the service of the Church, the global community, and the Filipino people
➢ “Men and women for others”

Aims to provide a holistic development of its students through its three-fold thrust
1. Academic Excellence
- authentic search for the truth through teaching, formation, research, and social
outreach
2. Growth in Spiritual Life
- Growth in spiritual life
3. Commitment to a Life of Service
- Application of 1 and 2; assists in the formation of men and women who will put
their beliefs and attitudes into practice throughout their lives

How does NSTP fulfill XU’s Mission?

 ➢ Aimed at developing the student’s civic consciousness
➢ XUNSTP’s work is directed toward the formation of responsible citizens through:
1. society, where the value of leadership in community engagement is highlighted
2. economy, where the value for work and resources is maximized
3. on the environment, where the value of respect and care for the sustainability of
creation is observed

➢ The sessions and activities are inspired by the Ignatian Pedagogical Paradigm’s constant
interplay of Experience, Reflection, and Action
➢ To supplement this paradigm, two additional elements have been added: a pre-learning
element, Context, and a post learning element, Evaluation.
➢ cura personalis: guides educators in a Jesuit institution such as Xavier in forming men
and women for others, doing it the Ateneo way

Module 2 - Ignatian Leadership: Becoming a Person for Others --------------------

Ideal XU NSTP Graduate – Responsible Citizens
Ignatian Values:
➢ Committed Nationalism
- guided towards their capabilities and a deeper understanding of themselves as a
person
- develop a sense of nation above all others and place primary emphasis on the
promotion of their culture and interests
- devoted to the interests of the Philippines and are motivated by the goal of
contributing to nation-building.

➢ Conscientious Citizenship
- students who utilize a community perspective that helps them be in tune with
the true needs of their country, which are human dignity and social justice.
- ( 1 ) examine social, economic, and political realities using critical thinking skills
and ( 2 ) own up to their role as a citizen. The latter is accomplished as they
reflect critically on their personal experiences, values, and responsibilities and
tie their identity with their involvement in the community.

➢ Compassionate Service
- challenged to pursue transformative action
- Application of the two above
- resolve current real-life issues surrounding their immediate and larger
community.

➢ These three foster Ignatian values and principles via Experience-Reflection-Action

paradigm and build the attributes expected of an XU-NSTP Graduate; jolts them into
awareness that they are not isolated from the social realities and needs of our time
➢ Magis: embody care for persons; another Ignatian value

Ignatian Leadership:
➢ When and how does one become a person for others?
- Cura personalis: Latin for “care of the whole person”
- one exhibits cura personalis, they love the people around them as Jesus would
 - and desire to give their lives in “loving service to others,” for this is their way of
serving the Lord

➢ How does one treat others if they manifest cura personalis?

- Consider the whole person
- XU desires to develop not just your academic strengths but also your growth in
your mental, physical, and spiritual health.
- cura personalis as a guiding principle can lead you to attend to the whole
person’s individual needs and unique identities (from right to necessities to
spiritual and moral dimensions)
- cura personalis is used in conjunction with Magis.
- Magis: universal good; chooses whatever delivers the best with the widest
impact; Ad Majorem Dei Gloriam (For the Greater Glory of God)
- Cura personalis + Magis = person for others
- Characteristics of a person for others (PFO):
1. Basic attitude of respect for all people
2. A firm resolve to never profit from
3. An attitude to counterattack against injustice

➢ How is a person for others an Ignatian leader?

- PFO guided students become leaders
- Ignatian leadership is a simpler and more fundamental concept
- disposition of heart, mind, and will. It is a way of proceeding to continue being
and doing good.

➢ Why is there a need for students to respond to the call/challenge of Ignatian Leadership?
Why should one become a person for others in the first place? Why bother becoming an
Ignatian leader?
- achieve social justice
- “going beyond immediate aid for the poor [and instead] addressing the social
and political conditions that give rise to poverty and oppression in the first
place.”
- Social justice is conceived because of poverty and oppression that are rampant
and persistent problems of our country, and inconsistent with the ideal of human
dignity when we deprive others of comfort.

Poverty
➢ People’s basic needs are not met
➢ Types:
1. Absolute poverty – people cannot obtain adequate resources to support a
minimum level of physical health; does not have enough financial means to
obtain commodities (e.g.: di maka kaon kay way pagkaon)
2. Relative poverty – people do not enjoy a certain minimum level of living
standards as determined by a government; people lack the minimum amount of
income needed in order to maintain the average standard of living in the society
in which they live. (and enjoyed by the bulk of the population)
Module 3 - Citizenship —------------------------------------------------------------------------
Citizen
➢ “a legally recognized subject of a state”; “an inhabitant of a state”
➢ entitles the individual to rights and privileges
➢ rights impose certain duties and obligations that the citizen must fulfill

➢ Defines one’s sense of belonging to a community as they reciprocally shape each other
➢ practice of playing an active role in society and working towards the betterment of the
community
➢ demands participation, involvement, and contribution
➢ It is active

These values are the duty of Filipinos

➢ National Motto of the Philippines (as stated in Chapter III, Section 40 of Republic Act
8491)
➢ Pagka-Maka-Diyos – faith in the Almighty, respect for life, order, work, & concern for the
family and future generation
➢ Pagka-Maka-Tao – love, freedom, peace, truth, justice
➢ Pagka-Makabansa – unity, equality, respect for law and govt., patriotism, promotion of
common good
➢ Pagka-Makakalikasan – concern for environment

Dimensions
1. Political
- Political rights and responsibilities
- Needed for development: knowledge of the political system and the promotion of
democratic attitudes and participatory skills is necessary
2. Social
- Behavior between individuals in a community
- Requires measure of loyalty and solidarity
- Needed for development: social skills and knowledge in social relations is
necessary
3. Cultural
- consciousness of a common cultural heritage.
- Needed for development: knowledge of cultural heritage, history, and basic skills
4. Economic
- citizenship concerns the relationship between an individual and the labor and
consumer market
- right to work and to a minimum subsistence level
- Needed for development: Economic skills and vocational training play

Module 4 - Human Rights —-------------------------------------------------------------------

Human rights
➢ Inherent in our nature as human beings
➢ Right to life, dignity, and self-development
➢ set of guarantees for humans not only to exist but also live with all the necessary
conditions that befit a rational being
 ➢ To violate someone’s right is to treat him/her as someone who’s not a human being
➢ Demand human dignity of all must be respected
➢ introduces the idea of justice and fairness

Basic Principles
Human rights are…
1. Inherent – innate and inborn; birthright of all; not granted by any authority
2. Universal – not dependent and belong to any human elsewhere regardless of race,
religion, age, status, origin, gender, sexuality, etc…
3. Inalienable – cannot be transferred, taken away, lost, surrendered, nor separated
4. Indivisible – all rights are co-equal and important; cannot be divided into parts
5. Equal and non-discriminatory – born equal in dignity and rights
6. Interrelated and interdependent – mutually dependent and exist in a reciprocal
relationship
7. Imprescriptible – no time limit nor expiration

Types of Human Rights

1. Civil
- First generation
- accorded to private individuals to secure the enjoyment of their means and
happiness
- (e.g. right to life, right to safety)
2. Political
- enable individuals to participate in the affairs of the government.
- (e.g. freedom from slavery, right of expression)
3. Economic, Social, and Cultural
- concern the production, development, and management of materials for the
necessities of life
- second-generation rights; right to social and economic security
- (e.g. right to work, right to marriage)

Dehumanization
➢ perceive or treat someone as less human, not fully human, or a subhuman

Module 5 - Gender and Development ------------------------------------------------------

Sex vs. Gender
Sex Gender

- Biological/physical - Cultural, social

- Natural (inherent/born-in) - taught/nurtured, acquired/learned

- Cannot be changed (permanent) - Can be changed

- pre-determined - Culturally determined (w/ choice)

- universal - Time bound/place bound

 Gender Stereotyping
➢ process of attributing a set of characteristics, roles, and traits, favorable or unfavorable
based on sex to all members of a social group.
➢ fixed, unquestionable beliefs or images we carry in the back of our minds about men and
women which are transmitted from generation to generation.

Gender Sensitivity
➢ awareness of the situation of the other sex, acceptance, and recognition of the roles and
duties, and responsibilities of women and men in the community and the relationships
between them
➢ recognize issues related to gender and the different perceptions and interests of women
due to their different social position and gender roles.

The Gender Socialization Process and Gendering Institutions

➢ Gender socialization – refers to the raising and maturation of a person into a given
gender
➢ Gender roles – begins in the early stages of childhood; male gender roles and female
gender roles develop
➢ Gender stereotypes – fixed, unquestioned beliefs, images we carry in the back of our
minds about women and men

Gender and Development

➢ Development
- Change
- Improvement
- Sustainability

➢ Why is gender a development issue?

- have not always recognized the importance of identifying the peculiar needs of
men and women in their various contexts.
- The tendency of development planning and program implementation is that they
are gender-blind, and consequently, men are held as the standard that women
and other identities must reach even when they are denied the same
opportunities as men.

➢ What is Gender and Development(GAD)?

- Overall aim: to achieve gender equality
- Strategy to achieve equality: gender equity → recognition that men, women, and
other groups have had long-standing differences in terms of starting points
- Gender gap → difference between genders in terms of access to and control over
resources
- If gap persists, sustainable development is impossible

➢ How does the gender gap manifest?

1. Marginalization (Economic)
- forces women out into the periphery of economic and social life, and
decision-making processes.
- diminishes the value of the activities in which they engage and through
which they contribute to the national development process.
 2. Subordination (Political)
- One sex is inferior to the other; the institutionalized domination by men
of women in the political and social sphere

3. Multiple-Burden
- Women are involved in the three spheres of work in their homes doing
reproductive roles, in their workplaces doing productive roles, and in the
community doing community management and political roles.

4. Violence Against Women

- instilling fear and inflicting pain to injure or abuse a person, usually a
woman
- Can be verbal, physical, psychological

➢ How can we overcome the gender gap?

Manifestation of the Gender Gap Principles of a Gender-fair Society

Gender Stereotyping Liberation from stereotyped images

Non-sexist child rearing
Non-sexist language

Marginalization Equal pay for equal work

Economic independence
Economic opportunities

Subordination Quality participation in decision-making

Recognition of capabilities

Multiple Burden Shared parenting

Shared housework

Violence Against Women Freedom from violence

Freedom from harassment