1

Chapter 1

THE PROBLEM AND IT’S BACKGROUND

Introduction

At the point of writing this dissertation, conscription exists in the country.

Conscription means “compulsory enrolment for national service” (encarta.msn.com);

however, mandatory military enlistment is not enforced in the country. Military training

is only on a voluntary basis, and alternative service is available for those who did not

choose and are not qualified for military service. Should there be a full mobilization or

national emergency, all reservists between the age of 18 and 25 are called to serve

actively, in a way the government sees fit (Republic Act No. 7077, Article VI, Sec. 14).

What is mandatory, however, is national service training, which a student must undertake

while inside the confines of tertiary education (Republic Act No. 9163, Sec. 5).

An updated survey in Chartsbin.com showed that eighty-eight (88)

countries in the world do not have conscription, but most of them have voluntary military

service and alternative national service for the youth, like Romania and South Africa.

Only sixty-five (65) have military training or conscription, some of them are Algeria and

Cambodia, and twenty-one (21) have no defense mechanisms at all, like Palau and the

Vatican City. Most of the countries allow military training, voluntary or otherwise, for

citizens ages 18 and above. This chart speculates that most countries are likely to make

national security a top priority and utilize its young men and women to serve the country.

2

Table 1: Outcomes of youth service for the server and the served (PARAGRAPH FOR IF FEASIBLE)

Outcomes for the serverIncrease maturity and personal autonomy Become disciplined and reduce risk behavior Promote social, ethnic, and cultural interactions and awareness Improve understanding of self and community Practice and increase skills Explore career opportunities Acquire human capital and educational award Increase civic knowledge and value Bring change in civic attitudes and participation Increase the likelihood to vote

Outcomes for the servedImprove school children’s attendance and literacy Enhance manpower distribution and rural infrastructure development Develop community projects and build community capacity Provide better services in rural areas and a steady stream of volunteers Benefit local nonprofit sectors Promote personal and professional development of the individual members Build inter-organizational partnerships Foster a sense of national integration and cultural integration Improve social infrastructures, future earnings, and productivity Promote national unity and democracy

In an article entitled “United We Serve? The Promise of National Service,”

Dionne Jr. and Drogos (2003) posit that service can mean the slightest offering of coins

to a full-fledge mobilization for war, “but when service is seen as a bridge to genuine

political and civic responsibility, it can strengthen democratic government and foster

republican virtues” (p.5). They go on to say that service as public work is the essence of

the democratic project (p.7). It solves common problems and creates common things.

Public work entails not altruism, or not only altruism, but enlightened self-interest—a

desire to build a society in which the serving citizen wants to live (p.8). Service is a

serious matter, especially for those of our fellow citizens who render it under fire (p.9).”

3

McCain (2003) supports their concept and believes that countries should have

citizen-soldiers at the ready to diffuse territorial defense, “easing the strains created by

long-lasting conflicts and helping contain rising manpower costs” (p.79). “The decline of

the citizen-soldier is not healthy for a democracy.” (p.65)

Following this logic, the Philippine government has adjusted its national service

program according to the country’s needs since the conception of the Commonwealth Act

No. 1. The Philippines is one of the countries that abolished mandatory conscription but

retained national civic service. In fact, in 2010, the Implementing Rules and Regulations

of the National Service Training Program was revised to ensure that the students are well-

informed before choosing which component to take, and that the components are

available to be taken.

On the studies conducted evaluating the implementation of NSTP, particularly of

the ROTC component, Calonzo (2008) and David (2005) reported that one of the major

reasons for the plunging enrollment and graduation rates of the Reserve Officer Training

Corps (ROTC) component is that some universities and colleges are not offering the

ROTC in their curriculum. Students then choose only between Civic Welfare Training

Service (CWTS) and Literacy Training Service (LTS). Because of the downward spiral

trend of ROTC, the pool of Reservists is also drying up since the latter is its major

source. Furthermore, the studies also posited that no one seems to know what to do to the

graduates of CWTS and LTS, despite their massive number. After their one-year training,

they are often faced with “So, now what?” On the contrary, ROTC graduates are

managed and utilized in compliance to governing rules and regulations.

4

The researcher had the privilege of righting these wrongs when he was appointed

as Project Manager of the Amendment of Implementing Rules and Regulations, Republic

Act 9163 (NSTP-IRR) under the Philippine Defense Reform program.

After several workshops and consultations, a revised IRR was formulated and

released in 2010, in cooperation with the Commission on Higher Education (CHED),

Technical Education and skills Development Authority (TESDA), Department of

National Defense (DND), and other key partners and stakeholders. One significant

amendment is the common module phase, where the students are informed about the

three components–ROTC, CWTS, and LTS—so that they will have a well-thought out

decision. Another significant amendment is the mandatory offering of all three

components to make choices available for the students. Also the school must establish

and maintain its own Department of Military Science and Tactics (DMST), or its

equivalent in other major services, if there are a minimum of 350 student cadets. For the

original copy of the Revised NSTP-IRR, please see Annex A.

This dissertation, then, has a personal tie to the researcher, for he also wishes to

see the policies he has helped changed come to fruition and to evaluate the effectiveness

of the amendments in the IRR.

Since the release and promulgation of the Revised NSTP-IRR in answer to all

these concerns and more, the Commission on Higher Education (CHED), Technical

Education and skills Development Authority (TESDA), Department of National Defense

(DND), and other key partners and stakeholders are optimistic that ROTC enrolment will

increase, that CWTS and LTS graduates will have an avenue for the national service

5

skills they have acquired, and all other concerns and problems will lessen or, hopefully,

disappear.

The NSTP graduates are expected to give back to the community what is taught in

their schools. Community service is the foundation of national service, as communities

make up the nation, just as families make up the community. Goldsmith (2005) posits

that a community would feel the effects of national service.

Service connects people to neighborhood groups, building them up and extending their reach. When a shelter in a church basement gets stronger through more volunteers, it builds up its influence and produces badly needed social capital (p.92).

However, even the almost perfect policies shrivel in the face of implementation.

Its miscarriage is one of the reasons the aforementioned problems were there in the first

place. If one looks back on all the aforementioned problems, the main problem is

implementation of the policy. Proper implementation can be achieved through proper

supervision. To bridge this gap, this study aims to evaluate the implementation of the new

NSTP IRR in state and private universities/colleges in Region 3. Results from this

dissertation can be linked to the ones three years ago and can be a basis for comparison—

negative or positive the results may be—despite the fact that this dissertation is of the

entire NSTP and not just the ROTC component.

Statement of the Problem

This study aimed to evaluate the implementation of Republic Act 9163

“National Service Training Program (NSTP)” in Region 3 particularly its Revised

6

Implementing Rules and Regulations in order to provide the youth with quality education

that shall enhance their civic consciousness and defense preparedness.

Specifically, this study shall seek answers to the following questions:

1. How are the revised Implementing Rules and Regulations (IRR) of the

NSTP being implemented, specifically in terms of the following?

1.1 Program Component

1.1.1 Mandatory offering of all three (3) NSTP Components

1.1.2 Maintenance and provision of ROTC Components to State

Universities/Colleges

1.1.3 Clustering and Cross-enrolment

1.2 Program of Instruction Implementation

1.2.1 Implementation of the conduct of Common Module Phase

1.2.2 Implementation of each of the three (3) NSTP

Components’ Program of Instruction

1.3 Monitoring and Evaluation

1.4 Fees and Incentives

1.5 Organization of the NSTP Graduates

2.     Which of the programs are well subscribed (and not well subscribed) by the

institutions and what are the reasons for such?

3.     What are the problems, issues and concerns in the implementation of the

NSTP and what measures could be taken to address them?

7

4.     What implications to educational management could be derived from the

findings?

Significance of the Study

This study is important to the students who will graduate from the courses offered

by NSTP. The graduates will have a quality education and training that manifest

professionalism and unquestionable performance in relation to duties and responsibilities

as Filipino citizens. Quality training and education is essential as this will enable the

students to achieve the ultimate purpose of maintaining national peace and security.

It is also important to the NSTP Administrators in terms of determining the

effectiveness of the program to better achieve the objectives of NSTP’s training and

education.

Furthermore, Philippine policymakers and legislators can gain knowledge of the

NSTP’s status from the results of this study. Negative or positive results still call for

improvement and recommendations could be used as a take-off for other policies.

The Department of National Defense (DND) and the Armed Forces of the

Philippines also have much to gain from this dissertation. The results shall help them

evaluate and improve the ROTC component.

The same applies to the Commission on Higher Education (CHED) and Technical

Education and Skills Development Authority (TESDA), who can derive from the results

enlightening information for the improvement of the CWTS and LTS components.

8

Also, future researchers and scholars have a very significant pool of information

in this dissertation as it evaluated the NSTP on the school year of the implementation of

the revised IRR.

Scope and Delimitation

This study focused on the administration of the new National Service Training

Program IRR in Region 3 in school years 2010-2011, 2011-2012 and 2012 - 2013. It

shall specifically determine how the NSTP is being administered in terms of the

following: program component; program of instruction implementation; monitoring and

evaluation; fees and incentives; and organization of the NSTP graduates. It shall also

identify other problems encountered in the conduct of the NSTP implementation.

Furthermore, it shall determine measures to be undertaken to address these problems.

Last, this study will profoundly analyze its implication to education. s

Fourteen (14) schools in Region 3 were data sources. Respondents were from

fourteen Higher Education Institutions (HEIs)—seven (7) state universities/colleges and

seven (7) private universities/colleges. This study assumes that these institutions offer

NSTP because of the law requirement that the program be present in all state universities

and colleges. This study covers school years starting from 2011-2012 to present only,

since the revised IRR was very recently released and implemented.

Definition of Terms Used in the Study

This section presents the terminologies and their definitions as used in the study.

9

Administration. Applied in this context, it is the supervision and implementation

of NSTP “which includes adherence to policies, office and personnel management,

program execution and evaluation” (Calonzo, 2008, p.8).

Clustering. This refers to the grouping of students enrolled in different schools

and taking up the same NSTP component into one (1) group under the management and

supervision of a designated school;

Common Module. This refers to subjects with 25 hours training period.

Subjects covered are Citizenship training; drug education; disaster awareness;

preparedness and management; environmental protection; and other national security

concerns. These subjects will be generic to all NSTP components.

Cross enrollment. It refers to a system of enrollment where a student is officially

enrolled in an academic program of a school but is allowed to enroll in the NSTP

component of another school.

Fees. The term as used in this study refers to the NSTP fees collected that shall

constitute a Trust Fund, 70% of which shall be exclusively used for the operation of the

Program. The remaining 30% retained by the school shall serve as contingency fund

especially in support to un-programmed activities not originally included in the program

of expenditures prepared by the ROTC Commandant or CWTS/LTS Coordinator and

approved by the school head.

Gaps. It is any deviations identified from the standard implementation of the

NSTP.

10

Incentives. These refer to a program of assistance/incentives for ROTC students

that shall be provided and administered by DND, in accordance with existing laws and

regulations and subject to the availability of funds.

Mandatory Offering. It is having all three components of NSTP available or

open for the students to choose.

Monitoring and Evaluation. The former refers to a system of overseeing and

monitoring the implementation of the NSTP under their respective jurisdiction, to

determine if the trainings conducted are in consonance with the Act while the latter refers

to an Annual NSTP Performance Evaluation (ANPE) shall be conducted towards the end

of the school year to evaluate and determine the achievement of training objectives of the

NSTP three components program

NSTP Components. It refers to the three programs under NSTP, namely: The

Reserve Officers Training Corps (ROTC), Literacy Training Service (LTS), and Civic

Welfare Training Service (CWTS).

Organization of the NSTP graduates. The term refers to the graduates of the

non-ROTC components of the NSTP organization to the National Service Reserve Corps

(NSRC) and could be tapped by the State for literacy and civic welfare activities, through

the joint efforts of DND, CHED and TESDA, in coordination with DILG, DSWD and

other concerned agencies/associations; and the graduates of the ROTC program

organization to form part of the Citizen Armed Force pursuant to RA 7077, subject to the

requirements of DND.

11

Program of Instruction. It refers to the different subjects to be taught for the

entire duration of the training to include the common module.

Revised IRR. A revised regulation or implementing rules and regulations to

implement the provisions of the NSTP that was jointly issued, adopted and promulgated

by the Tripartite Committee.

National Service Training Program (NSTP). Prevalent national youth service

program in the Philippines. NSTP is mandatory in tertiary education and has three

components where students can choose from. They are Reserve Officer Training Corps

(ROTC), Civic Welfare Training Service (CWTS), and Literacy Training Service (LTS).

NSTP Coordinators and Implementers. This refers to school officials and

teachers responsible for and involved in employing the NSTP. They shall organize and

supervise students in the duration of the students’ national service.

Teaching / Training Methodologies. “The mode used by instructors to impart

knowledge and skills to students in order to achieve the learning objectives” (Calonzo,

2008, p.12)

12

Chapter 2

REVIEW OF RELATED STUDIES AND LITERATURE

This chapter presents a review of related foreign and local literature and studies

that are relevant to this research. It provides some concepts on the subject under study.

Grasping the enormity of the topic, the researcher collected information that

ranged from interrelated fields of military sociology, public administration, and even

psychology. Republic Acts were also a vital source of information in this study. Article

compilations and related dissertation papers presented information about national youth

service in other countries and its evolution, in the Philippines and abroad. Furthermore,

the researcher took advantage of the Internet to gain more timely data about the topic.

After exhausting all means available to acquire relevant and vital information about the

topic, the researcher divided the information in appropriate sections as will be seen in this

chapter.

Related Literature

History reveals the unmistakable ties between military and national service

origins. In “The Evolution of National Youth Service”, Eberly and Gal (2007) cite some

examples from Glick (1967, p.33-34), saying that “it is worth noting that links between

military and civilian service go back thousands of years. Nubian soldiers in the army of

Old Egypt built monuments that still stand. The Incan army in South America built roads

and irrigation systems. The soldiers of Etruria built aqueducts around Rome to supply

water to the city, and later the Roman army built Hadrian’s Wall and highways, some of

which form the motorways of today’s England” (p. 17).

13

In The Postmodern Military: Armed Forces After the Cold War, Moskos et al

(2000) claim that the military model in the last century has evolved, functioning on the

demands of the also-evolving environmental, political, and technological state of affairs.

Earlier in the 20th century, perceived threats were focused on external menace, but were

later concentrated on the internal dangers, such as insurgencies, terrorism, and the like,

possibly culminating from cultural differences, political unrest and economic decline.

Following the evolution of national youth service (NYS), Eberly and Gal (2007)

posit that

experiences with NYS in the twentieth century suggests that, in terms of the needs of individual countries, of society at large, and of young people the world over, NYS can successfully replace military service to a substantial extent. It could become in the twenty-first century as much an institution of society as military service was in the twentieth century (p.31).

Furthermore, they cited Moskos about the difference between servicemen’s

attitude then and now. Today’s national service’s

orientation and ethos are more tolerant and flexible, thus making it not as distinct as it was in the past, and finally, the motivation of the servicemen and –women is not necessarily patriotic, but rather stems from the desire for self-actualization and exposure to occupational opportunities (p.18).

Following this concept, national service programs should then be focused on the

growth of the people involved—the served and the server.

In the article “Youth Service and Elder Service in Comparative Perspective”,

Nancy Morrow-Howell and Fengyan Tan (2007) consolidated a list of outcomes of

national youth service from different sources, seen in Table 1. Meanwhile, some concepts

abroad are definitely note-worthy when applied to national service in the Philippines.

14

Looking at national service programs in other countries widened the perspective and

deepened the understanding of national service and how different one program is from

another, depending on the political, economic, environmental, and cultural requirements

of the country.

Morow-Howell and Tang (2007) present the outcomes of youth service for the

server and served. According to them the outcomes for the server are the following:

Increase maturity and personal autonomy; become disciplined and reduce risk behavior;

promote social, ethnic, and cultural interactions and awareness; improve understanding of

self community; practice and increase skills; explore career opportunities; acquire human

capital and educational awards; increase civic knowledge and value; bring change in civic

attitudes and participation; and increase the likelihood to vote. On the other hand, the

outcomes for the served include the following: improve school children’s attendance and

literacy; enhance manpower distribution and rural infrastructure development; develop

community projects and build community capacity; provide better services in rural areas

and a steady stream of volunteers; benefit local nonprofit sectors; promote personal and

professional development of the individual members; build inter-organization

partnerships; foster a sense of national integration and cultural integration; improve and

social infrastructures, future earnings, and productivity; and promote national unity and

democracy.

Another example of a country that has mandatory conscription for both men and

women is the Israel’s Sherut Leumi although Arab youth are exempted (Eberly and Gal,

2007, p.24-25). In fact, long before the country was established, early occupants

organized youth organization with military nature and orientation, enabling young people

15

to “endure long route marches through the desert, and ready to defend the nation-state”

(Eberly and Gal, 2007, p.24).

“With the birth of Israel and its frequent wars with its neighbors, Israel

maintained a high state of military readiness combined with development of the land and

other nation-building missions” (Eberly and Gal, 2007, p.24). In fact, parliament passed

the Defense Service Law in 1949, which emphasizes that “agricultural training will be an

integral part of military service” (Glick 1967, 135).

“But by 2000, the number had edged toward 50 percent as the army became increasingly professionalized. The low participation rate concerns many Israelis who believe that service by young people is both vital to national development and a rite of passage to adulthood” (Eberly and Gal, 2007, p.25).

In Yaheli Moran Zelikovich’s article in News.Com, entitled $7 Million for

National Service Program, the national service directorate was founded on 2007 and is

currently managed by the Ministry of Science and Technology. “During the service year

2008-2009, the directorate issued a tender that enabled 1,000 additional young people to

take part in the national service program” (par.6). Israel’s dominant civic service is called

Sherut Leumi in Hebrew. In the same article, several Jewish funds who have contributed

heaps of money for National Youth Service programs believe that “volunteering is a way

of reducing social rifts and making young people productive, drawing them out of the

weaker social stratum” (par.5).

The United States of America’s Selective Service System also has the Civilian

Conservation Corps (CCC), initiated by President Franklin D. Roosevelt in 1933. This

was “America’s largest and probably most successful NYS program” (Eberly and Gal,

2007, p.21). Its administration was highly dependent on the US army and it addressed

16

conservation work and youth unemployment (Eberly and Gal, 2007, p.21). During the

second World War, former CCC members “easily adapted to the military lifestyle

because of their experience in the CCC” (Eberly and Gal, 2007, p.21).

John F. Kennedy proposed the Peace Corps in 1960, claiming it to be an

alternative to the then mandatory conscription, which was known as “the Draft” (Eberly

and Gal, 2007, p.21).

At present, although conscription no longer exists in the United States, the

Military Selective Service Act of 1967 states that all men—Green Card-holders, refugees,

dual citizen and illegal aliens but not non-immigrants—ages 18 to 25 are required to

register in the Selective Service System (SSS). This is a “back up system” to fill

manpower needs of the Armed Forces during instances which require their expertise

(Powers, par. 9).

Other than the SSS requirement, national service in America extends to volunteer

programs and charities funded by local government units, non-government organizations

and other groups addressing a specific social, economic or political issue, such as the

AmeriCorps, Corporation for National and Community Service, among others.

The Germany’s Zivildienst likewise adheres to the post-World War II

Constitution, which stated “No one shall be forced to do war service with arms against

his conscience,” as Eberly and Gal (2007) quoted Kuhlmann and Likkert, an alternative

service program for Conscientious Objectors (CO) was launched, named Zivildienst

(p.22-23).

Eberly and Gal (2007) wrote that a panel interviewed applicants to test the

authenticity of their objection to war. Several complaints arose, the strongest being

17

discrimination against the less educated who could not articulate their sentiments as well

as the upper class. Several modifications of the program led to only writing a letter

stating a request to be granted the CO status (p.23).

According to the same authors once again cite Kuhlmann (1982, 146), since 1960,

the number of conscientious objectors increased altered public perception about COs—

earlier seen as “deviants and draft-dodgers”, they are now viewed with favor (p.23).

Conscientious objection is seen and accepted more positively despite the fact that “the

length of civilian service is one-third longer than military service” (Eberly and Gal 2007,

p. 23).

According to the article “Global Perspective” by Susan Stroud (2005), Germany

stands out by retaining its military conscription as well as supporting Zivildienst.

Social welfare groups that benefit from the employment of conscientious objectors are some of the strongest advocates of conscription; roughly 100,000 conscripts work for low wages in German mental hospitals and other welfare organizations every year (Stroud, 2005, p.68).

In China, the National Youth Service participation is voluntary, but was not

always so. Communist in tradition, movements in the country were more political than

anything else. Before the reformation, it was not uncommon for young people to be

called away from home to serve upon the government’s summons (Stroud, 2005, p.70).

But programs have been made to make national service advantageous for both the served

and the server.

Stroud cites Yuanzhu Ding’s paper on China for Ford Foundation in explaining

developments on national service programs in the country.

In 1994, the Communist Youth League established the China Young Volunteers Association (CYVA) to design and implement youth service programs. Between 1994 and

18

1999, approximately 70 million young people participated voluntarily in programs organized by the CYVA. These programs helped the elderly and disabled, responded to emergencies and disasters, and provided services to rural areas through the Poverty Alleviation Relay Project (p.70).

Through the Poverty Alleviation Relay Project (PARP), college graduates have a

better chance in employment and housing in the city provided that they teach in the

countryside for a year or two (Eberly and Gal 2007, p. 24). The young men involved in

the project provide health and education services in local schools and communities,

making national youth service in China very effective because of the presence of

substantial incentives (Eberly and Gal 2007, p. 24).

Furthermore, In Nigeria, the National Youth Service entails serving outside their

community. This was a result of attempted secession of Biafra from Nigeria and the

government made moves to promote national unity through the youth (p.25). General

Yakubu Gowon passed the National Youth Service Corps (NYSC) in 1973 which

requires NYSC cadets to be “posted to the place of assignment where they are expected

not only to work for eleven months in a regular job, but also to initiate community

development projects in the areas where they serve” (Eberly and Gal, 2007, p.25).

As soon as their immersion is done, “cadets are brought together again to discuss

their experiences, to participate in a passing out parade, and to receive a Certificate of

National Service that entitles them to be employed in Nigeria” (Eberly and Gal, 2007,

p.25). The authors also cited Akpan (1993) in saying that although cadets are initially

unhappy with serving far from home, “in retrospect only one in ten were negative”

(p.25).

Stroud (n.d.) added that, according to a Ford Foundation Report,

19

the Nigerian government provides most of the funding; matching funds are required from state and local authorities. Annual participation rates have varied, depending on the numbers of university graduates and the availability of funds. Approximately 710,000 young Nigerians served in the program between 1973 and 1999 (p.66).

In Indonesia, before National Youth Service was officially established, the

Student Army did not only fight for independence but also taught in schools on the side.

As soon as independence was won, several in the Student Army recommended “that all

university students serve for a time as teachers” (p.26) which eventually led to the birth

of Kuliah Keria Nyata. At present, this program organizes “teams of about a dozen

students and one or two professors worked for periods of up to six months on village

development projects” (Eberly and Gel, 2007, 27).

The United Kingdom’s Community Service Volunteers, which was established in

1962, serves as the largest and most distinguished volunteer and charity organization.

According to their very comprehensive website, www.csv.org.uk, Community Service

volunteers was the frontrunner in adding community development in schools’ curriculum

in and since 1969, and in 2002, they helped ensure that citizenship was included in the

National Curriculum.

CSV is one of the major organizations who accept and train volunteers to become

active citizens by channeling their talents towards addressing problems in the community.

Fifteen thousand young people benefit yearly from the organization’s programs and

support. In service year 2008-2009, 7,750 volunteers participated in CSV’s line up of

activities (www.csv.org.uk).

20

India’s National Service Scheme likewise presents the detailed history of national

youth service. Mahatma Ghandi inspired youth involvement in national service,

emphasizing that education was not an “indulgence in intellectual luxury” but a step of

preparation to be able to return to the nation and its citizens the value of the goods and

services it has given him. The youth must do “something positive so that the life of the

villagers might be raised to a higher material and moral level" (nss.nic.in/intro.asp,

par.1).

Considering that national service can be used for “developing healthy contacts

between the students and teachers” (par.2), “establishing a constructive linkage between

the campus and the community” (par.2), and “that national service could be a powerful

instrument for national integration” (par.7), NSS was soon launched in 1969 in 37

universities across the country (par.9).

The NSS is organized by the students, who acquire experience helpful in applying

for and during employment (par.10). “It has aroused among the student youth an

awareness of the realities of life, a better understanding and appreciation of the problems

of the people” (par.11). At present, NSS is adapted by all states and universities in India.

Activities include medical missions, education programs, sanitation drives,

helping the handicapped, elderly, and those in orphanages, among others. “The NSS

students have also done useful work in organizing campaigns for eradication of social

evils, and popularization of the nationally accepted objectives like nationalism,

democracy, secularism, social harmony and development of scientific temper” (par.12).

Another example is the Ghana’s National Service Scheme which was established

by Military Decree N.R.C.D. 208 in 1973, mandating that all citizens of 18 years and

21

above are required to perform one-year national service, according to Ghana NSS’s

website, www.nssghana.org (par.1).

The National Service Act of 1980, Act 426, however, extended the duration to

two years and required a military orientation of six months “to instill in them a sense of

discipline, patriotism and a culture of hard work” (par.2), but the two-year time allotment

was returned to a span of one year in 1997 (par.3).

Although national service is mandatory in Ghana, NSS is an alternate option for

college students who do not wish to serve through military means (par.3). Some of the

fields NSS deploys students to are agriculture, education, health, youth programs, among

others (nssghana.org, mandate). “The National Service Scheme currently deploys

between 40,000 and 50,000 mandatory service personnel and 20,000 volunteers

annually” (nssghana.org, what we do).

Costa Rica is one of the special cases where a country does not have an armed

defense force (chartsbin.com) yet the country is held by national service upheld by

universities and volunteerism.

In a study describing the effects of University Community Work or Trabajo

Comunal Universitario (TCU) in the University of Costa Rica, the site

www.unhabitat.org enumerates several interdisciplinary activities offered by TCU, such

as health and welfare, social services, civic engagement and cultural vitality, the arts and

cultural development, pollution reduction, and many more. This trait connects different

sectors in the community (www.unhabitat.org, Categories of Practice), something a

purely military orientation of national service alone cannot do.

22

Established in 1975, TCU became mandatory for graduation, according to the

Organic Statute, specifically Resolution No. 2122 (Summary, par.8). Its nature is not

academic per se; rather, TCU was seen as “a fundamental pillar for the humanistic

education” (Process, par.1). By 2008, “more than 558 TCU projects have been developed

mostly directed to areas and sectors of greater social vulnerability” (Summary, par.8).

There is an average of 2700 students participating per year in TCU projects. In terms of quantification of time, there is an investment of approximately 600400 hours of services to the Costa Rican society (Sustainability, par.1).

The University of Costa Rica clearly defined and emphasized that each unit has a

role to play and should perform to the hilt to achieve maximum results. It placed

tremendous responsibilities on the school faculty and officials, who are the bridges

between the communities and the students (Process, par.2). Furthermore, projects,

activities and organizations linked to community service must be approved by the

Extension Work Commissions, thereby ensuring the legitimacy and security of the

servers and the served (Process, par.3).

The TCU fulfills not only the objective to serve and benefit the country, but academic objectives when letting the students grow values and attitudes of responsibility and social solidarity, where the individual ethic is blended with the collective one (Process, par.3).

Some of the results achieved by the University of Costa Rica in TCU include

education for socio-economic improvement, increased cultural understanding and

integration, heightened environmental awareness and protection, appreciation for and

defense of human rights, application of new technology to improve various situations,

better organizational skills, and many more (www.unhabitat.org, Results Achieved).

23

Canada has its own national youth service as well called Katimavik, “which

means meeting place in the Inuktituk language” (History, par.1) which was established in

1977 with Jacques Hébert as its founder. This organization hoped to expose young

Canadians to other cultures and peoples of their country and the realities they were facing

individually and as a nation (par.2). As a start, nearly 1,000 volunteers worked on

projects in more than 80 communities”.

Although from 1986 to 1994 its operation was stopped, Katimavik continued in

1994 with the help of Youth Service Canada. Since 1999, the Department of Canadian

Heritage has been funding Katimavik (katimavik.org, History).

In 2009-2010, Katimavik volunteers contributed the equivalent of 964,200 volunteer work hours up to now. The total value of these volunteer hours is estimated at $21,414,882 in economic return for partner organizations of participating community (katimavik.org, History).

In Italy, National Youth Service is also an option in Italy for those who do not

wish military orientation. In its National Civic Service, an men and women ages 18 to 28

render national service for a span of one year, according to Stroud (2005, p. 69). She also

cited statistics from the Youth Civic Service in Europe, Association of Voluntary Service

Organizations, draft report, Global Service Institute (2004).

During its pilot phase from 1998 to 2004 the program enrolled both volunteers and military conscientious objectors—15,000 volunteers and 85,000 conscientious objectors in 2003. It is unclear how the end of military conscription in January 2005 will affect enrollment, but funds are available to support about 60,000 volunteers per year (p.69).

In Chile, conscription exists; however, it is not enforced (chartsbin.com). One of

the five programs of Fundación para la Superación de la Pobreza, Servicio Pais was

24

established in 1995 to help alleviate poverty in the country, wrote Stroud (2005) in

“Global Perspective.” This program recruits fresh college graduates to immerse in

isolated areas and perform service according to their expertise. At present, “young

professionals in the program engage community members and organizations in local

problem-solving and provide technical assistance” (p.67).

Stroud (2005) also emphasizes that NYS is holding up extremely well in this

country despite its many challenges.

As the gap between rich and poor has widened in Latin America, civic organizations have taken the lead in fighting poverty and political corruption. Schools and colleges have been under pressure to do more in this regard but are already overwhelmed. Service learning offers them a way to attend to social needs, enhance educational quality, and reinforce solidaridad (p.68).

This is mostly because “solidaridad is the driving force behind national service,

service-learning, and volunteer programs” (Stroud, 2005, p.66) in Latin America, because

it means unified efforts for a common goal, according to Maria Nieves Tapia, executive

director of Centro Latinoamericano de Aprendizaje y Servicio Solidario (CLAYSS). A

trait like this is definitely note-worthy in administering national service.

By looking at the national service programs in other countries, emulation of the

positive traits and rejection of the negative ones will take national service in our country

a long way towards a singular becoming.

In the Philippines, the National Service Training Program (NSTP) serves as the

counterpart of the National Youth Service of the other countries. In 1912, the Philippine

Constabulary launched military instruction at the University of the Philippines, marking

the official birth of ROTC in the country. Soon, other universities in the country followed

25

suit and created their own Department of Military Science and Tactics or DMSTs

(www.adroth.ph).

Commonwealth Act No. 1, the national Defense Act, established the Philippine

Military Academy and legalized ROTC. On 1939, Executive Order No. 207 made ROTC

compulsory in all state colleges and universities. Although all ROTC units were closed

upon the advent of the Second World War, ROTC cadets have proven to be very valuable

and, evidently, their training had not been in vain (www.adroth.ph).

On 1967, the late President Ferdinand Marcos promulgated Executive Order No.

59, making ROTC mandatory once more in all state universities and colleges, but this

time, those only with an enrollment of 250 male students (www.adroth.ph).

The year 1991 saw the passing of Republic Act 7077, the Citizen Armed Forces

of the Philippines Reservist Act. Considered the Bible of the Reserve Force, RA 7077

provides the details for the acquisition, recruitment, organization, administration,

training, and resources for and of the Reservist, who wears the hat of the soldier and the

hat of the civilian. It is stated in Article II, Section 6 that “The manpower objective of the

Citizen Armed Force shall conform to projected and actual needs. It is not envisioned by

the State to have a nation under arms, unless extremely necessary.”

In 1993, the then Department of Education, Culture and Sports released Order No.

52, The Expanded ROTC Program, which retained mandatory ROTC but already offered

specific options for the second year of the ROTC curriculum. There were also three

choices. One is Military Training, a more vigorous expanded training of the ROTC.

Another is Law Enforcement Service (LES) is the expanded program which is “designed

to enhance the maintenance or peace and order and encourage observance of and

26

compliance with law” (DECS Order No. 23, s. 1994). The last is Civic Welfare Service

(CWS) which focuses on “the general welfare and the quality of life for the local

community” (DECS Order No. 23, s. 1994). Another provision was made saying that

all male students enrolled in initial baccalaureate degree programs must take and complete the expanded ROTC program, while female students in the same course may enroll on an optional basis ((DECS Order No. 23, s. 1994).

Despite dissatisfaction about the implementation of the ROTC program was

spreading, the catalyst for its near-extinction was the murder of Cadet Sergeant Major

Mark Welson Chua, allegedly by members of the UST ROTCU training staff. Chua had

exposed several anomalies in the university’s ROTCU and the public took his death as

revenge for his whistle blowing. At present, few would probably even remember the

fellow cadet who was handed a death penalty after being charged guilty by the Manila

Regional Trial Court. All the public would doubtless remember was the injustice done to

Chua (www.adroth.ph).

Joseph C. Managula wrote a Policy Paper in 2002 entitled An Assessment on the

Implementation of the National Service Program. Although RA 9163 was released the

year before this paper was done, it wasn’t implemented until School Year 2002-2003.

Thus, this paper presented the options seen at that time to be feasible and most sought-

after: 1) retain the National Service Program, 2) abolish NSP, or 3) implement a

voluntary ROTC with a more enhanced support system. After intensive information

gathering, it was concluded that option 3 was, at that time, the most favored choice. To

retain NSP would defeat the purpose of adjusting national service to the call of current

situations and would arouse the wrath of dissenters. Abolishing NSP, however, is highly

discouraged because it would create a gaping hole where Reservists were once aplenty.

27

Recommendations included better support systems, training staff, equipment, training

instructions, and better incentives.

After innumerable protests, rallies, cries of injustice, several proposals for the

abolition of the ROTC program, and heated debates inside and outside the Houses, most

of which received extensive media coverage, Congress then came up with Republic Act

9163 or the National Service Training Program (NSTP).

The National Service Training Program was a compromise, neutral ground for

both supporters and detractors of the ROTC program. Implemented since 2002, the

mandate of RA 9163 entailed compulsory participation of both men and women in all

state universities and colleges, and the time span of two years was reduced to one.

Although ROTC was not abolished, it became optional and became one of the

components of the NSTP. The other components were Civic Welfare Training Service

(CWTS) and Literacy Training Service (LTS), a revised version of the two other

components in the previous NSP.

Graduates of the ROTC automatically went to the Citizen Armed Force, as was

mandated by the AFP Reservist Act or Republic Act No. 7077. Graduates of CWTS and

LTS were then directed to be members of the National Service Reserve Corps, an agency

created specifically for the purpose of organizing the graduates to avail of their services

when the national security is threatened.

Related Studies

In 2003, Caldeo (2005) submitted a Commandant’s Paper entitled The Army

ROTC Program: An Assessment to the Command and General Staff College, Training

28

and Doctrine Command, Philippine Army. This study evaluated the status of Reserve

Officer Training Corps and provided recommendations to the results borne from the

conduct of the study. One problem pinpointed in this study was the inadequacy of the

number of teachers teaching a horrendous number of students. Another is inadequacy of

funds. Caldeo (2003) recommended the Computer Aided Instructions (CAI) which allows

the students to browse through lectures during their free time, learning at their own pace,

and access information in wider ranges (Abstract).

Another significant study is David’s Master in National Security Administration

thesis in 2005 entitled “The Implication of National Service Training Program (NSTP) to

the Reserve Force Development.” According to this study, there were deliberate efforts

of some schools to channel students in Civic Welfare Training Service and Literacy

Training Service, while others did not offer ROTC as an option at all (p.56).

CWTS and LTS have no central headquarters that monitors and supervises the activities in these components, only an office that receives the reports submitted. There is no monitoring body at national and regional level for CWTS (p.56).

CWTS and LTS were also, according to popular opinion cited in the study, easier,

less expensive, and less time consuming. And students are less inclined to undergo

military training. These reasons resulted to a deep plunge of enrolment rates in ROTC

since it was made optional. In effect, the pool of Reservists dried up (p.57).

Not only is the Citizen Armed Force losing graduates, the NSRC is acquiring too

many graduates but “there’s no implementation of the NSRC” (p. 59), thus making the

NSTP implementation a failure.

29

David cites Misajon’s Commandant’s Paper (2004) entitled “Student’s

Assessment of the NSTP-ROTC” for the AFPCGSC last October 2004. Misajon

emphasizes that the youth will most likely be encouraged to join ROTC if they are

surrounded with positive messages about the program (David, 2005, 23).

Program factors are more important considerations for students than age, gender, year level, and high school institution, and therefore every attempt must be made to make serious program improvements that are attuned to (the) student’s basic needs, wants, and perceptions (p.24).

Calonzo’s thesis (2008) entitled “An Evaluation of the Administration of the

Reserve Officer Training Corps (ROTC) Component of National Service Training

Program (NSTP) in Region 3” identified the top ten common problems in the ROTC

implementation, namely:

students were not given opportunity to choose which NSTP component to enroll in; non-availability of training support from the AFP, particularly ammunition, under-qualified training staff; lack of serious cooperation and support from school officials, ROTC not being an income generating option; shortage of training staff; implementation of the two other NSTP components is relatively easy as compared to the ROTC training program; the training staff are not given opportunity to conduct ROTC orientation during enrolment; poorly manned DMST; inadequate training facilities, non-availability/shortage of training equipment and instructional aides; and, too much POI subjects for a very short period of time (Calonzo, 2008, vii).

A 2001 Issue Paper from the Education Commission of the States entitled

“Learning in Deed” summarized the effects of these inadequacies.

Yet in the rush to impose mandatory service hours, schools are frequently substituting quantity of hours for quality of experience. Instead of motivating youth to become good citizens with a lifelong interest in service, these schools

30

may inadvertently be doing just the opposite. When service is imposed from above without youth input and without adequate structure and support, young people may view their service experiences with indifference, suspicion or even hostility. Many young people will lose interest in community engagement because they have never learned how to translate concern or frustration with social issues into productive action (p.8).

Clearly, these studies show that although there have been revisions, the “solution”

has become a “problem” this past decade. Drawing from the caveat of the Education

Commission of the States, unless something is done to correct the process of

implementation, this cycle shall spawn attitudes in the youth that will not benefit the

country and its citizens.

Conceptual Framework

The systems analysis model was adopted in this study to establish its conceptual

framework in order to establish a link of the input to the process, output, and outcome

variables. The input variables, represented by the first box, are focused on the

policies that govern the implementation of the NSTP. Interviews and Questionnaires are

also included as this will serve as basis whether the implementation is really executed

well, meeting its (NSTP) objectives. The process box is focused on the

evaluation/analysis of the given data documents, then analysis of all data gathered related

to program component, program of instruction, monitoring and evaluation, fees and

incentives and organization of the NSTP graduates. This box shall likewise include the

problem/s encountered in the implementation of the Revised IIR of NSTP. The output

process shall then be a proposed action framework that will enhance the implementation

of the NSTP. Then, the outcome box will be the end view of providing quality education

31

to youth that shall enhance their civic consciousness and defense preparedness. Finally,

the feedback is necessary to provide information on need changes in the inputs systems in

order to produce expected output and processes.

For your Paradign of the study, please follow your Statement of the problem

32

s

Figure 1: Conceptual Framework (PLS REVISE)

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT OUTCOME

ACTION FRAMEWORK TO ENHANCE

THE IMPLEMENTATION OF THE IIR

OF NSTP

PROVISION OF QUALITY

EDUCATION TO YOUTH

THAT SHALL ENHANCE

THEIR CIVICCONSCIOUSNE

SS AND DEFENSE

PREPAREDNESS

FEEDBACK

NST PROGRAM

-RA 9163 -Revised

Implementing Rules and Regulations of RA 9163

EVALUATION of the IMPLEMENTATION of the Revised IRR for NSTP* PROGRAM COMPONENT

-Mandatory Offering-Maintenance & Provision

of ROTC Components-Clustering & Cross

Enrollment* PROGRAM OF INSTRUCTION IMPLEMENTATION - Conduct of Common Module - 3 NSTP Components

* MONITORING & EVALUATION* FEES AND INCENTIVES* ORGANIZATION OF NSTP GRADUATES* INTERVIEWS /QUESTIONNAIRES* PROBLEM ENCOUNTERED IN THE IMPLEMENTATION

33

Chapter 3

METHODS OF STUDY AND SOURCES OF DATA

This chapter presents the type of research method to be used by the researcher in

an attempt to gather data. The research design and procedures were discussed in this

chapter.

At this point of writing, no theories have yet been applied as the study revolves on

grounded theories, or theories that describe the phenomenon. Grounded theory is a

“theory that was derived from data, systematically gathered and analyzed through the

research process” (Strauss and Corbin, 1998, p. 12). In other words, the theory results as

an explanation of the study, and the study will not be conducted to prove any theory in

existence. Therefore, any theories that will be included in this research shall be included

after the analysis of the gathered data.

This section presents the methods of research, design, methods of data gathering,

sources of data, and instruments to be used in the interpretation and analysis of the

ascertained information.

The Research Design

Because no theories were used to be proven or disputed in this study, the study

shall merely utilize an Evaluation design. The descriptive data for this study were

obtained from the survey questionnaires and interview from persons in authority on

NSTP and who have taken the NSTP that will be analyzed and interpreted to obtain the

assessment of the respondents. This is highly appropriate and will capture more

effectively the answers this study sought to attain. Primary and secondary data will be

used for this purpose. (Please improve or refer to your statistician)

34

Locale of the Study

This study is conducted in fourteen (14) Higher Education colleges/universities in

in Region 3. Seven (7) schools come from private colleges/universities and seven (7)

come from public or state universities/colleges that will be selected and considered for

the purpose of facilitating the interpretation of data in the conduct of the research study.

Respondents of the Study

A random sampling technique or stratified sampling was used in this study in

assessing current implementation of the National Service Training Program (NSTP).

The respondents of this study are composed of ten (14) NSTP

Implementers/coordinators; Thirty (42) NSTP Teachers/Instructors comprise of ten (14)

ROTC, ten (14) CWTS, and ten (14) LTS; ten (14) School Heads; a total of sixty (140)

students enrolled in every component that is ten (10) students from each component; and

a total of sixty (10) NSTP graduates which is ten (10) graduates from each component.

Table 2 shows the respondents and stakeholders

Table 2: Respondents of the Study

Target Respondents Population

NSTP implementers / coordinator 14

School Administrators 14

NSTP Graduates 140

TOTAL 168

35

Since this is an evaluation study please have triangulation of respondents, aside from

implementers, get the same number of administrators as well as 10 clienteles per

university/school. And include them in your table. The panel might not accept only one

side of the evaluation. You could also conduct interviews to further deepen your

findings.

Methods of Gathering Data

Primary data consisted of information from interviews with NSTP implementers.

A complimentary survey was conducted and recommendations and suggestions were

solicited from the interviewees as well. Enrollment rates in the three components through

school records were examined.

Research Instruments

The instruments used in the collection of data are the survey questionnaire,

interview and the documentary analysis relating to the implementation of the NSTP.

The survey questionnaire reflects the assessment of the respondents that

consisted of three parts: the first part deals on the demographic profile of the respondents.

The second part of the survey questionnaire is the assessment of the

implementation of the NSTP in terms of program component, program of instruction,

monitoring and evaluation, fees and incentives, and organization of the NSTP graduates.

The questionnaire applied the Likert-type with a two-point scale, in which the

respondents were allowed to choose from among a selection of two (2) answers that best

represent their assessment.

36

And the third part dealt on the problems, issues and concerns in the

implementation of the NSTP and the measures that could be taken to address them.

Data Gathering Procedure

Prior to the conduct of the survey, the researcher wrote a letter to the fourteen (14)

school heads, requesting permission to hand out the questionnaires to the target

respondents involved in the study. The initial draft of the questionnaire was inspected,

evaluated and validated by a test construction expert, a person of authority on survey

questionnaire construction and the adviser as to the appropriateness or suitability of the

items, relevancy and clarity of language.

Construction. The items contained in the survey questionnaires are simple, brief

and clear so that understanding on what is asked cannot be misinterpreted. The researcher

formulated the questionnaire comprehensively to ensure adequate coverage in the field

under investigation. The researcher distributed the questionnaire personally to the

respondents who were given a week to answer the questions. The researcher collated,

tabulated, analyzed and interpreted the data gathered.

Statistical Treatment

Descriptive statistics is used for data analysis.

1. Percentage - is the ratio of the frequency of responses to the total number of

respondents. The formula used to obtain the percentage is as follows:

       P = f/n x 100Where:

P = percentage            f = frequency of response

37

             n = number of respondents

  2. The Total Weighted Mean (TWM) of the responses is derived from the

assessment of respondents using the Statistical Package for Social Sciences (SPSS)

software. The formula is shown:

       Xw = ∑ w f N Where: 

∑ w f = the summation of weighted frequencies            N = summation of observations scale of response           Xw = weighted mean

Assessment on the Implementation of the NSTP

The formula to be used is percentage (%) equals (=) the quotient of observed

frequency (F) and total number of observation (N) (%=F/N).

Mean = Σ X/N where X is the observed measurement and N is the total

measurement.

(Please include here the scale you will use in the evaluation rating used in your

questionnaire)

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

38

This chapter presents the data gathered in relation to the specific problems raised.

These data are presented in tables in the succeeding pages that were subjected to analysis

and interpretation.

The intent of this study was to add the existing body of knowledge concerning

how NSTP Administrators and students evaluate the revised NSTP IRR among selected

Colleges and Universities in Region III from school year 2010-2011, 2012-2013. The

study also identified the NSTP components used by the respondents to manage and

supervise its conduct or implementation among students. Furthermore, the study

investigated the extent of implementation of the program whether it is well subscribed or

not. Finally, the output would serve as a springboard for the improvement of the existing

NSTP IRR.

Number of students enrolled in the NSTP Program as identified by the respondent-

administrators.

The selected respondent-administrators from eighteen (18) selected HEIs’ in

Region III are described in terms of the number of students enrolled in CWTS, LTS and

ROTC.

Number of Students enrolled in the NSTP Program in Selected Colleges and

Universities in Region III

The success of the school can be based on student’s population. Hence, in trying

to determine the extent of the implementation of the NSTP IRR, the number of takers was

considered an interesting factor.

39

Table 2

Frequency distribution as to the respondents’ number of enrolment per area from S.Y. 2010-2013

POPULATIONCWTS LTS ROTC SUM617 121 93 8312072   506 25782989   1806 47952492 554 213 3259482 80 70 632217 207   4246405 560 1010 79755954 724 1041 77195500   1010 651023545   1622 251679666 2018 1595 132791318   368 1686631 384 10152072 506 2578       

63960 4264 10224 78448

Table 2 above shows the number of enrolment from school years 2011-12, 2012-

13, 2013-14 across selected Colleges and Universities in Region III. Majority of the first

year college students were mostly enrolled in the CWTS with a total number of 63960

enrollees. CWTS however has obtained the biggest number of enrolment. LTS with a total

number of 4264 enrollees ranked third or last in its enrollees, also, some Colleges and

Universities under study, such as Aurora, Pampanga, Zambales, Nueva Ecija, Tarlac City

and Bulacan do not have any enrollees on the specified component. This implies that said

schools do not offer all the three components as mandated by the IRR. The students do

40

have the leeway if they choose to enroll LTS or not. Finally, ROTC component has a total

number of 10224 students enrolled and ranked second in the list. Respondent-private

schools situated in Bulacan, Bataan and Tarlac areas however do not have any enrollees in

ROTC.

The findings revealed that among the three components offered, only CWTS have the

most number of enrollees and all the respondent-schools have their own takers. In both

LTS and ROTC component, some schools do not have takers. It can be concluded that the

NSTP IRR as to the takers have the freedom to determine on what component to take.

Furthermore, the National Service Training Program (NSTP) Law or RA 9163 also

known as-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.

It was enacted last January 2002 to amend the Expanded ROTC. This program aimed

to enhance 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, specifically designed to enhance the youth’s active contribution to the general

welfare.

1. The Revised Implementing Rules and Regulations (IRR) of the NSTP

1.1 Program Component

The NSTP has three components: the Reserve Officers Training Corps (ROTC),

the Civic Welfare Training Service (CWTS), and the Literacy Training Service (LTS).

Students are required to take two NSTP courses under the component of his/her choice.

41

Table 4

Table showing the NSTP Program Component

Statement Administrators Students X VDProgram Component

1. Program in allowing students to choose from among the components of NSTP.

4.00 4.634.3

2VS

2. Program in allowing students to cross-enroll from/to other schools.

4.15 4.354.2

5VS

3. Orientation of students before selecting the NSTP component to pursue.

4.69 4.564.6

3O

Mean3.95 4.51

4.23

VS

Data on the varying trend of responses on the program component of the revised IRR

of NSTP are indicative that about 4.63 of the students are allowed to choose from among

the components of NSTP with a verbal description of Very Satisfactory (VS) and a mean

of 4.32. This further implies that the respondents are very satisfied with this program

offering, while in the case of the respondent-administrators who gave a 4.00 mean and a

verbal description of Very Satisfactory (VS) with a weighted mean of 4.32 also shows

that they give leeway or freedom among the NSTP takers on what program to take

without forcing them to enroll in it. This clearly shows that the student-respondents are

free to choose on what program to take to advance their skills and possibly apply the

things learnt in the years to come. On the other hand, administrator-respondents can offer

the kind of component students would intend to take for as long as it would benefit the

recipients most. In the same manner, the students are allowed to cross enroll the program

component in any schools offering such for as long as they would pass and finish the said

program as shown from this table, majority of the student-respondents gave a verbal

description of Very satisfactory and a mean of 4.25.

42

Schools that do not meet the required number of students to maintain the optional

ROTC and any of the NSTP components, or do not offer the component chosen by the

student shall allow their students to cross-enroll in other schools irrespective of whether

such school is under CHED or TESDA; and in the case the students taking the ROTC

component irrespective of whether the two semesters shall be taken from different

schools whose ROTC is managed by different branches of service of the Armed Forces of

the Philippines (AFP).

On the other hand orientation of students before selecting the NSTP component to

pursue obtained a verbal description of Outstanding (O). This implies that most of the

Administrators and Coordinators of NSTP find this activity very important and it is well

disseminated to the stakeholders. The takers are briefed and oriented on what component

to take. In likewise manner, the different colleges and universities under study give

particular attention in letting the students know what component to pursue. There is and

evidence of thorough preparation and planning on the side of the Administrators to

ensure quality output on the program offered.

This study however, found that there are certain areas to be improved as to the

program component such as mandatory offering of the NSTP to all the takers in order for

them to attain holistic development for the enhancement of their skills. As to the freedom

to cross enroll, a clear cut guidelines should be developed for the schools’ welfare.

Finally, orientation of students undergoing the program should be continuing with

varying activities to be included for the takers to enjoy and at the same time learn how to

go about it and what expectations are to be made.

43

The National Service Training Program is composed of three different components,

these are: the Civic Welfare Training Service, which is geared towards activities that

have social impact through activities that could contribute to “health, education,

environment, entrepreneurship, safety, recreation and morals of the citizenry”, thus the

CWTS component of the NSTP stressed the importance of youth involvement in broad

programs or activities that will benefit the people. While the CWTS focused on

programs to enhance the living conditions of the people, the Literacy Training Service

has a more limited yet equally useful objective that is to “train students to become

teachers of literacy and numeracy skills to school children, out of school youth, and other

segments of society in need of their service”. LTS thus specializes in the education of the

people, strengthening the education sector to empower the people through education.

Meanwhile, Reserve Officers Training Corps, while deemed equally important by the

NSTP law (it maintained its existence and nature mentioned in RA 7077 having the

primary objective to prepare the youth in national defense, became merely a component

of the program.

The NSTP required male and female students to undergo the program they have

chosen for two (2) semesters or one (1) academic year. Students taking NSTP will get

three (3) units from taking the program; equivalent of 1.5 units every semester. Thus, in

contrast to the mandatory- yet free-ROTC, students will now have to pay for their NSTP.

This included the former cadets of the ROTC who enjoyed the free reservist program.

The law also limited the existence of the ROTC in private and vocational institutions

requiring it to have 350 cadets for it to be called a unit, otherwise- and considering other

factors such as insufficient cadet number, lack of logistics to support ROTC program of

44

instruction (POI), etc.-cross-enrolling the students to other schools for their NSTP is an

option.

The goal of the law and of the program is to harness the strength and capacity of the

youth to contribute to nation-building, thus the National Service Reserve Force was

created to enlist CWTS and LTS graduates which is also equivalent to the Citizen Armed

Force of the ROTC. In the event that the state will need people for its civic and literacy

activities, it will merely utilize the personnel of the reserve force, the student volunteer

the NSTP-CWTS and the NSTP-LTS has produced. As with the need of the Armed

Forces for additional force for its defense campaigns, it can easily use its body of

reservists in the Reserve Command.

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 in the Armed Forces of the Philippines (AFP), CHED and

TESDA to which schools are identified.

To further strengthen ones knowledge as to the components of the NSTP, the

following are briefly discussed: a. Reserve Officer’s Training Corps (ROTC) – refers to

the program component, institutionalized under Section 38 and 39 of Republic Act No.

7077, designed to provide military training to motivate, train, organize and mobilize them

for national defense preparedness. b. Civic Welfare Training Service (CWTS) – refers to

45

the program component 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 and other social welfare services. c. Literacy

Training Service (LTS) – refers to the program component designed to train the students

to teach literacy and numeracy skills to school children, out-of-school youth and other

segments of society in need of their services. It is indeed necessary on the part of the

takers to become aware of the different components of the NSTP program for them to be

fully equipped and ready to face any challenges that would come their way.

1.2. Program of Instruction Implementation

It is stipulated in Section 39, Article VII, Republic Act 7077 that the program of

instruction shall be prescribed by the Secretary of National Defense and may include

instruction to prepare female students for military service, community service and the

like.”

The NSTP curriculum is composed of orientation and discussion of RA 9163,

self-awareness and values development, leadership, community project development

training, community needs assessment, project implementation, monitoring and

evaluation.

Table 5

Presents the Program of Instruction Implementation of NSTP

Program of Instruction Implementation1. Undergoing common module phase 4.00 4.82 4.41 VS2. Presentation of subjects including

citizenship training, disaster-risk reduction and management, environmental protection, drug

4.08 4.70 4.39 VS

46

education, and security concerns.3. Instructors qualification and

effectiveness in teaching the content of the program

4.23 4.85 4.54 O

Mean 4.10 4.79 4.45 VS

As can be seen from this table, as to the implementation of the program of

instruction of NSTP, it can be revealed that the administrator and student-respondents

gave a verbal description of Very Satisfactory (4.4) mean in terms of undergoing

common module phase. This implies that they make use of it to enhance the teaching-

learning process based on the program component taught. Furthermore, the common

module phase could really help the takers to be aware of what strand or subject area they

are into. It could also serve as a springboard for the takers and administrators to make

use of.

As written in Section 10 as regards to the 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 training is being conducted in consonance with

the objectives of this Act. Periodic reports shall be submitted to the CHED, TESDA and

DND in this regard. This explains the importance of using a common module in teaching

47

the three components, provided that a rigid monitoring and evaluation be conducted by

the NSTP Directors to ensure quality output.

As to the presentation of subjects including citizenship training, disaster-risk

reduction and management, environmental protection, drug education, and security

concerns, a verbal description of Very Satisfactory, and a mean of (4.39) was rated by the

respondents. This clearly shows that the different activities enumerated could really help

the students to be aware of the social responsibilities they need to practice as a way of

becoming responsible and upright citizens. On the other hand, the citizenship training

serve as part of their preparation in case they would encounter calamities, disaster or even

war.

Finally, in terms of instructors’ qualification and effectiveness in teaching the

content of the program, majority of the respondents gave a verbal description of

Outstanding with a mean of (4.54). This explains that the instructors are qualified to

teach NSTP and they are effective in teaching the different concepts on whatever

program component is possibly offered.

To empower the faculty members, however, qualifying course for NSTP

facilitators and coordinators should be attended by them. The impact of this qualifying

course may be seen in the increased capacity of the faculty members in implementing

NSTP. These faculty members should be selected to further attend training course and at

the same time serve as resource expert in the group. Among the special training courses

that could be attended may include the following: granting of proposal writing in

research, writing for publication, safety and disaster preparedness, and enhancing

48

partnership with GO/CSO/NGO. As to the instructional delivery, instrument to evaluate

NSTP faculty performance must be developed for approval and implementation.

In sum, as to the implementation of the program of instruction, a need to improve

the module phase should be considered if it is necessary to revise the content to become

relevant to the changing times could be highly solicited. Same with the different socio-

cultural, and environmental concerns, activities under this should jive with the needs of

the youth at present and how these things could help them to become responsible, God-

fearing and upright citizens of the country. It can be noted however, that most of the

instructors were given necessary trainings and were oriented that’s why they are highly

qualified to handle the program and are effective as to their manner of teaching.

1.3. Monitoring and Evaluation

This part describes the process of monitoring and its sister process, evaluation; what

is to be done and how to do it. As well as showing the skills needed by the takers, it

looks at monitoring from a wider perspective, including but not limited to the roles

of the NSTP organizers and implementers.

Table 6

Presents the Program Monitoring and Evaluation of NSTP

Program Monitoring and Evaluation1. ROTC Annual Administrative and

Tactical Inspection 4.54 4.07 4.31 VS

2. CWTS Annual Evaluation 1.0 1.0 1.0 P3. LTS Annual Evaluation 1.0 1.0 1.0 F

Mean 2.18 2.02 2.10 SThis table shows the program monitoring and evaluation of NSTP. The result

implies that as to ROTC Annual Administrative and Tactical Inspection descriptive rating

49

of Very Satisfactory and a mean of (4.31) was given by the respondents. In terms of

CWTS Annual evaluation, a Fair descriptive rating and a mean of (1.0) was given.

The data shows that the ROTC Annual Administrative and Tactical Inspection

Evaluation was rated the highest, this explains that the takers and implementers of this

component see to it that the program is properly implemented, executed and conducted.

However, there is a dire need for the Administrators and NSTP Heads and Coordinators

to upgrade their administrative functions and find ways on how to elevated and make the

tactical inspection appealing to the takers.

On the other hand, some improvements could still be made to properly monitor

and evaluate both the conduct of CWTS Annual Evaluation for it was rated Poor,

together with LTS which was rated fair. To improve on these specified components, a

thorough planning, deliberation, preparation of the evaluation scheme and methods

should be decided upon by the implementers of the two components prior to its

implementation.

The long term success of NSTP requires a periodic examination of its programs

and organizational structure in the light of challenging and changing need of the students

and the community.

1.4 Fees and Incentives

As to the Fees and Incentives, the Basic tuition fees with fifty percent discount

(50% per unit) is given to each taker aside from giving Special Scholarship Program from

CHED and TESDA funds, Health and Accident group insurance by the Colleges and

Universities offering such program.

50

Table 7

Presents the Fees and Incentives of NSTP

Fees and Incentives1. NSTP tuition and other fees

standardization3.92 4.07 4.00 VS

2. Honoring and allowing incentives for NSTP recipients

1.0 1.0 1.0 P

3. Recognition of NSTP recipients 4.23 3.99 4.11 SMean 3.05 3.02 3.04 S

The results imply that the NSTP tuition and other fee was given a descriptive

rating of Very Satisfactory and a mean of (4.0). The respondents are satisfied with the

standardization of fees including the 50% per unit discount which is given to the takers of

NSTP.

The CMO no. 5 s.2003 clearly states that “NSTP fees collected shall constitute a

Trust Fund, 70% of which shall be exclusively used for the operation of the program.

The remaining 30% retained by the school shall serve as contingency funds especially in

unprogrammed activities not originally included in the Program of Expenditures prepared

by the ROTC Commandant or NSTP Coordinator and approved by the school head. The

remaining fund balance shall be carried over to the next semester.

As to the allowing of the giving of incentives to NSTP students, a descriptive

rating of Poor and a mean of (1.0) was obtained. This shows that there should be a

maximization and provision of incentives to deserving students especially poor ones.

Making it as one of its top priorities

In terms of the recognition of awardees a satisfactory descriptive rating and a

mean of (4.11) was rated by the respondents. The HEIs’ and the government should

51

work together to give honor and recognition to the awardees especially to those who are

deserving and serve as exemplars to other students.

Section 9, on Scholarships explains that 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.

1.5 Organization of the NSTP Graduates

National Service Reserve Corps (NSRC) Graduates of the non-ROTC

components are being tapped by the state for literacy and civic welfare activities through

joint efforts of DND, CHED, TESDA in coordination with DILG and DSWD.

Table 8

Presents the Organization of NSTP Graduates

Organization of NSTP graduates Administrators Students x VD1. Organization of NSTP graduates as

school based National Service Reserve Corps

1.0 1.0 1.0 P

As seen from this table, the organization of NSTP graduates got a descriptive

rating of Poor with a mean of (1.0). This implies that the graduates who underwent the

NSTP program do not serve as reservists. If there is a need for these graduates to be part

of this advocacy, the School Administrators need to look into this matter. A thorough

participation in the different school based National Service Reserve Corps activities

should be given to them.

52

Graduates of the ROTC join the Reserve component of the AFP. They are tasked

to provide the base for expansion of the Armed Forces of the Philippines in the event of

war, invasion or rebellion. It gives assistance in relief and rescue during disasters or

calamities. Moreover, it aids in the socio-economic development and in the operation

and maintenance of essential government or private utilities in the furtherance of overall

mission of the AFP.

Implementing Guidelines and Procedures on the Development, Organization,

Training, Administration, Utilization, Mobilization, Operation, Accreditation, Protection

and Funding of the National Service Reserve Corps (NSRC), RA 10121 otherwise known

as the Philippine Disaster Risk Reduction and Management (PDRRM) Act of 2010 and

Rule 9 of its Implementing Rules and Regulations and Section 11 of RA 9163 otherwise

known as the National Service Training Program (NSTP) Act of 2001 provides for the

creation of the National Service Reserve Corps (NSRC).

One of the components of the NSRC is the school-based NSRC which is tasked

for the development, organization, training, administration, utilization, mobilization,

operation, accreditation, protection and funding .

The school based NSRC shall be composed of the graduates of the Civic Welfare

Training Service (CWTS) and the Literacy Training Service (LTS) components of the

NSTP who are enrolled and still residing in the same school as students normally in the

second, third, fourth and fifth year in college. Membership shall also include NSTP

graduates who are faculties and employees of the school.

Graduates of the ROTC shall form part of the Citizen’s Armed Force, pursuant to

Republic Act No. 7077.

53

2. Well subscribed (and not well subscribed) Programs as evaluated by students

and institutions.

This presents the components that are well subscribed or conducted by the

respondents and those which are not.

Table 9

Compliance to the Revised Implementing Rules and Regulations (IRR) of the NSTP

NSTP Programs X VDProgram Component

Mean 4.23 VSProgram of Instruction Implementation

Mean 4.45 VSProgram of Monitoring and Evaluation

Mean 2.10 FFees and Incentives

Mean 3.04 SOrganization of NSTP graduates

Mean 1.0 PGrand Mean 2.964 S

It can be gleaned from this table, based from the results that out of the five (5)

programs only (2) were considered by the administrator and student-respondents as well-

subscribed, they are: the program components, with a descriptive rating of Very

satisfactory and a mean of (4.23) and a program of instruction implementation, with a

descriptive rating of Very satisfactory and a mean of (4.45).

Not well-subscribed in the NSTP Program and need thorough improvement in

terms of its conduct include the following: Program monitoring and evaluation, with a

descriptive rating of Fair and a mean of (3.04), together with Fees and Incentives, with a

54

descriptive rating of Satisfactory, (1.0) and organization of NSTP graduates, Poor, (1.0).

The five programs got a grand mean of 2.964 and a descriptive rating of Satisfactory.

The result is a clear indication that more efforts should be exerted by the one handling the

NSTP program together with the military personnel who are the prime movers of this.

As to the well-subscribed programs, continuing activities that could be very

productive and essential on the part of the students should be the top priority. Updated

and value-driven activities should be included in the conduct of such areas while the 3

un-subscribed programs need to be deliberated upon by the implementers and even

student graduates of the NSTP to further improve specifically in terms of monitoring and

evaluation, provision of fees and incentives most especially the organization of NSTP

graduates who could be tapped to serve the country especially during catastrophes,

disasters and the like.

3. Problems, issues and concerns in the implementation of the NSTP and measures

to be taken to address them.

Based from the interviews conducted to both the students and Administrators of the

NSTP, the following insights as to the problems encountered were derived:

ISSUES AFFIRMATIVE NEGATIVENOT

APPLICABLE1. Cooperation and support from school officials for the implementation of the ROTC component, the latter being not an income generating option.

1,3,5,6,7,8,9,10,12,13,14

2,4,11

2. Adequacy of training facilities, classrooms, non-availability/shortage of training equipment and instructional aid

2,3,4,5,6,7,8,9,10,11,12,13,14

1

3. Number of qualified NSTP training staff.

1,2,3,4,5,6,7,8,9,10,11,12,13,14

4. Opportunity given to students to 1,3,5,6,7,9,10,13 2,4,8,11,12

55

choose which NSTP component to enroll. ,145. Opportunity given to training staffs to conduct NSTP orientation during enrollment.

1,3,5,6,7,8,9,10,12,13,14

2,4,11

6. Definite program of instruction for CWTS and LTS to follow.

1,2,3,4,5,6,7,8,9,10,11,12,13,14

7. Availability of training support from the AFP particularly on ammunition.

1,3,5,6,7,8,9,10,12,13,14

2,4,11

8. Implementation of the other two NSTP components is relatively easy as compared to the ROTC training program.

1,3,5,6,7,8,9,10,12,13,14

2,4,11

9. Manning of Department of Military Science and Tactics (DMST).

1,3,5,6,7,8,9,10,12,13,14

2,4,11

10. Organization in managing non-ROTC graduates of the NSTP.

1 2,3,4,5,6,7,8,9,10,11,12,13,14

11. The 3 components of the NSTP are offered during enrolment.

1,3,5,6,7,9,10,13,14

2,4,8,11,12

12. Maintenance of the ROTC unit in SUCs and other government supported schools.

1,3,5,6,7,8,9,10,12,13,14

2,4,11

13. Permission to cross enroll of NSTP students.

1,3,5,6,7,8,10,12,13,14

2,4,9,11

14. Uniform implementation of the common module phase.

1,3,4,5,6,7,8,9,10,11,12,13,14

2,

15. Involvement of other stakeholders in the conduct of the common module phase, i.e., subject matter experts from other government/ private agencies.

1,3,4,5,6,7,8,9,10,11,12,13,14

2,

16. Compliance with the prescribed program of instruction for Civic Welfare Training Service (CWTS) and Literacy Training Service (LTS).

1,2,3,4,5,6,7,8,9,10,11,12,13,14

17. Over all competency of NSTP instructors.

1,2,3,4,5,6,7,8,9,10,11,12,13,14

18. NSTP evaluation program. 1,2,3,4,5,6,7,8,9,10,11,12,13,14

19. Management of fees and incentives for deserving students.

1,2,3,4,5,6,7,8,9,10,11,12,13,14

20. Effective program for the organization of CWTS and LTS graduates.

1 2,3,4,5,6,7,8,9,10,11,12,13,14

21. Turn- over of NSTP implementers. 2,3,4,5,6,7,8,9,10,11,12,13,14

1

56

4.  Implications of the study to educational management

As an advocate of this program it is essential that quality instruction be provided,

following the necessary standards, to optimize learning especially the three program

components of NSTP with the government mandate which is considered binding and

legal in nature. Looking into the result, it can be noted that a thorough improvement

should be made such as: improvement on the modular phase use in teaching the three

NSTP components, regular monitoring and evaluation of the program should be evident,

increase in the offering of incentives and scholarship to deserving students and the like.

In addition to the given results, students’ initiatives which are directed by connecting

expertise to the community’s needs should also be taken into consideration. The students

should be trained to be the leading experts in their chosen career while acknowledging

their social obligation. They are brought up to strive for the best in their field in the aim

that their skills and talents would contribute to the upliftment of the society’s condition.

Hence, the students ‘empowerment will serve as a tool in the progress of their lives as

well as those of others. These things would be realized if leadership trainings are well

provided, initiated and implemented.

We often say that some people are good leaders, while others are not. But

what is really our basis for judging one’s capacity for being. Since time immemorial,

man has an awareness and knowledge about security. In ancient era, man has devised

means to protect himself from ferocious animals and harsh conditions. As the society

advanced, they learned to create tools and weapons to safeguard their lives and their

properties. In our country, heroes were born because they strive to save our people from

57

conquerors. Currently, every country has its own way of defending and maintaining its

human and national security. Students who learn the importance of security would be

enlightened and encouraged to make the community safe and secure.

Through the conduct of the Disaster management activities, students could

probably serve as Ambassadors of goodwill. Philippines is located in the circumpacific

belt of fire and typhoon. This being so, the country has always been subjected to natural

disaster and calamities anytime of the year. In whatever part of the country, we have

been experiencing yearly natural calamities. Floods, typhoons, tornadoes, earthquakes,

drought, tsunamis and volcanic eruptions which have brought incessant miseries to our

people, lost of lives and properties. To enhance the people’s preparedness and ensure

precision and spontaneity in responding to emergencies of catastrophes, the DRRMCs,

together with the concerned agencies and other stakeholders should thoroughly conduct

regular training, mobilization exercises and drills for the members of the NSRC most

particularly for the school-based NSRC. This shall be included in the regular program of

the schools, hence an important concern for school administrators.

A detailed procedure on the administration and implementation of the school-

based NSRC has to be developed also.

QUESTIONNAIRE FOR SCHOOL/NSTP ADMINISTRATORS

Date:_________________

58

____________________________________________________________

Sir/Madam:

This is a survey to aid the researcher in preparing his project. He would like to obtain related information. Please answer the questions objectively and completely. There are no right or wrong answers. He is giving you the assurance that data gathered will be kept confidential and will be used only as a basis of his research.

Quirino S. CalonzoResearcher

------------------------------------------------------------------------------------------------------------Name: ____________________________________________________________Name of School:____________________________________________________Location:__________________________________________________________

I. Direction: Kindly provide all pertinent information to the items below by checking (/) the appropriate blanks.

NSTP ENROLLMENTPlease specify by checking:

___ School/University Head

___ NSTP Director ___ NSTP Instructors/coordinators ___ROTC ___CWTS ___LTS

II. Direction: Please indicate your answer in terms of the indicators stated below by checking the appropriate column which best describes your evaluation using the following scale:

5 Strongly Agree (SA) 4 Agree (A)

3 Moderately Agree (MA)2 Disagree (DA)

ComponentSchool Year

2010-11 2011-12 2012-13 TOTAL

CWTS

LTS

ROTC

TOTAL

59

1 Strongly Disagree (SD)

A. Evaluation of the Implementation of the Revised NSTP IRR.

1 . Program Component 5 4 3 2 1

Offering of the three (3) NSTP Components upon enrollment (ROTC, CWTS and LTS).For state universities and colleges, maintenance of the ROTC ComponentIs clustering of schools for the purpose of obtaining the sufficient number of ROTC Cadets being practiced?

Do the schools allow cross-enrollment for NSTP?

2. Program of Instruction Implementation

Conduct of the common module phase being properly implemented.

The POI for each component (ROTC, CWTS and LTS) being strictly observed and implemented?3. Evaluation is being conducted at the end of the school year

ROTC Annual Administrative and Tactical

CWTS annual evaluation

LTS annual evaluation

4. Efficient Management of fees and incentives for deserving students.5. Availability of an effective organization for the non-ROTC graduates of the NSTP.

I. Kindly give your honest comments on the implementation of the revised IIR of the NSTP in terms of the following:

Program of Instruction Implementation:

a. Common module Phase in terms of POI implementation, qualification of instructors and the attainment of its purpose of developing common level of national service training competence.

________________________________________________________________________________________________________________________________________________________________________________________________________________________

60

________________________________________________________________________________________________

Monitoring and evaluation:

a. ROTC annual administrative and tactical inspection._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. NSTP Annual Evaluation._________________________________________________________________________________________________________________________________________________________

________________________________________________________________________

___

Fees and Incentives:

a. Management of NSTP fees / trust fund. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. Incentives for qualified students._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Organization of NSTP Graduates:

a. School based NSRC Organization

61

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. Community based NSRC Organization_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Gaps in the Implementation of the revised NSTP IRR. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Recommended actions / measures to address the problems._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IV. Check if the identified programs are well subscribed by your and institution and leave the given program blank if not, instead write on the spaces provided the reasons for such.

NSTP Programs (Well-

subscribed)

(Not subscribed)

Write the reason/s why

A. Program Component

1. Offering of the three (3) NSTP

Components upon enrollment

(ROTC, CWTS and LTS).

2. For state universities and colleges,

maintenance of the ROTC

Component

62

3. Is clustering of schools for the

purpose of obtaining the sufficient

number of ROTC Cadets being

practiced?

4. Do the schools allow cross-

enrollment for NSTP?

5. The students are allowed to

select which component to pursue

after the common module shall have

been completed.

__________

____________________________

____________________________

B. Program of Instruction

Implementation:

1. Is the conduct of the

common module phase

being properly

implemented?

2. Is the POI for each

component being strictly

observed and

implemented?

ROTC - - -CWTS - - -LTS - - - -

C. Annual evaluation

ROTC - - -CWTS - - -LTS - - - -

D. Management of fees in

accordance with its intended purpose

and allocation of incentives for

deserving students

63

E. Availability of an effective

organization for non-ROTC

graduates of the NSTP

V. Written below are the problems, issues and concerns in the implementation of the NSTP. Please rank the following from 1-10 according to how these problems, issues and concerns affect you in the implementation of NSTP.

A. Problems encountered in the implementation of NSTP.

______ Lack of serious cooperation and support from school officials for the implementation of the ROTC component, the latter being not an income generating option.______ Inadequate training facilities, non-availability/shortage of training equipment and instructional aids.______ Shortage of qualified NSTP training staff.______ Students are not given the opportunity to choose which NSTP component to enroll.______The training staffs are not given opportunity to conduct NSTP orientation during enrolment.______ No definite program of instruction for CWTS and LTS to follow. ______ Non-availability of training support from the AFP particularly on ammunition.______ Implementation of the other two NSTP components is relatively easy as compared to the ROTC training program.______ Poorly manned Department of Military Science and Tactics (DMST).______ No organization to manage non-ROTC graduates of the NSTP.

B. Current Issues and Concerns in the implementation of NSTP.

______The 3 components of the NSTP are not offered during enrolment.______Non-maintenance of the ROTC unit in SUCs and other government supported schools.______The NSTP students are not permitted to cross enroll.______Not uniform implementation of the common module phase.______Non-involvement of other stakeholders in the conduct of the common module phase i.e. subject matter experts from other government/ private agencies.______Non-compliance with the prescribed program of instruction for Civic Welfare Training Service (CWTS) and Literacy Training Service (LTS).______Over all competency of NSTP instructors.______NSTP evaluation program.

64

______Management of fees and incentives for deserving students.______Effective program for the organization of CWTS and LTS graduates.______Very quick turn- over of NSTP implementers.

Check (/) if the given measures that are being undertaken to address the problems, issues and concerns in the implementation of NSTP are applied in your respective institution in compliance with the revised implementing rules and regulations.

C.Measures that are being undertaken in the implementation of NSTP

_____1. The 3 components of the NSTP (CWTS, LTS and ROTC) are offered during enrolment._____2. Maintenance of the ROTC unit in SUCs and other government supported schools._____3. The NSTP students are allowed to cross enroll._____4.Uniform implementation of the common module phase._____5.Involvement of other stakeholders in the conduct of the common module phase i.e. subject matter experts from other government/ private agencies._____6.Compliance with the prescribed program of instruction for Civic Welfare Training Service (CWTS) and Literacy Training Service (LTS)._____7.Instructors are trained and qualified to teach NSTP subjects._____8.There is a NSTP evaluation program and its being implemented._____9.The NSTP trust fund is being managed in accordance with the existing regulations and its intended purpose and deserving students are provided with incentives.____10.There is an effective organization of CWTS and LTS graduates.____11. NSTP implementers are allowed to stay in their positions for at least three years for the school and the students to benefit from their training and experiences.

VI. Please evaluate how the objectives of the NSTP are achieved along the given areas by checking the appropriate column which best describes your answers.

The Likert scale below will guide you in your choice/option.

Option Verbal Description

5 Highly Achieved (HA)4 Achieved (A)3 Moderately Achieved (MA)2 Fairly Achieved (FA)1 Not Achieved (NA)

65

Training Objectives Highly Achieved

(HA)

(5)

Achieved (A)

(4)

Moderately Achieved

(MA)

(3)

Fairly Achieved

(FA)

(2)

Not Achieved

(NA)

(1)1.Attainment of Quality Education (LTS)2.Development of Civic Consciousness (CWTS)3.Development of defense preparedness among the youth (ROTC)

EVALUATION SHEET FOR THE CONTENT VALIDITY OF THE INSTRUMENT

Name:________________________________________Designation:___________________________________Station:_______________________________________

Direction: Please read all directions and items in the questionnaire. Then read each statement in the evaluation sheet and rate each item using the rating scale below by marking a check ( ) mark on the appropriate column of the evaluation.

A 4.20-5.00 Highly Valid No flaws were observed; anything more than to be desired to make it better

B 3.40-4.19 Valid Very little flaws were observed; minor rewording of items needed

C 2.60-3.39 Moderately Valid The over-all usefulness is diminished only slightly

D 1.80-2.59 Fairly Valid Several flaws were observed; over-all usefulness is greatly diminished

E 1.00-1.78 Not Valid Major revision is needed to make it useful

Statement about the Instrument RatingA B C D E

1. The directions given are clear in all subsections of the instrument.

2. Each of the items is clearly stated.3. Each of the items is reliable, i.e.the item is easily read.4. Each of the items is attractive to read, enough space is

66

provided to avoid crowding among items.5. The instrument is comprehensive, i.e.it covered all the

areas that are important to study.6. Each item is focused on the particular thought or idea.7. The items are objective,i.e.the responses to be elicited

are neither biased nor reactive.8. The items are formulated in accordance to the

explicit/implicit objectives of the study.9. The items are systematically arranged to a desired

sequence.10. The items do not overlap with each other; no

duplication observed.

________________________ Signature of Evaluator

STUDENT QUESTIONNAIRE

Date:_________________

____________________________________________________________

67

Sir/Madam:

This is a survey to aid the researcher in preparing his project. He would like to obtain related information. There is no right or wrong answer, so please respond objectively and completely. Rest assured that your data will be kept confidential and will be used only as basis of his research.

Quirino S. CalonzoResearcher

------------------------------------------------------------------------------------------------------------

Name: _____________________________________________________________Name of School: _____________________________________________________Location: ____________________________________________________________Date of Birth/Age/Sex: ________________________________________________Course: ______________________________________________________________NSTP Component Taken: _______________________________________________

A. Evaluation of the Implementation of the Revised NSTP IRR. Please check YES to the space being provided if what is being asked is implemented or NO if otherwise.

YES NO

1 . Program Component

Were the three (3) NSTP Components offered upon enrollment (ROTC, CWTS and LTS)? Were you allowed to choose from among the three components of the NSTP? Were you allowed to cross enroll? (As applicable).

Did you undergo the orientation before you selected the NSTP component to pursue?2. Program of Instruction Implementation

Did you undergo the common module phase?

Were all the subjects including citizenship training, disaster risk reduction and management, environmental protection, drug education, and security concerns presented? Was the POI for each component (ROTC, CWTS and LTS) strictly observed and implemented? Were your instructors qualified and able to effectively teach you the content of the program of instructions?

68

3. Did you undergo the program evaluation (as applicable) at the end of the school year? ROTC Annual Administrative and Tactical

CWTS Annual Evaluation

LTS Annual Evaluation

4. Fees and incentives Was your NSTP tuition fee 50% less as compared to other subjects? Have you been a recipient of any NSTP incentives? Have you known anybody who is a recipient of the NSTP incentives?5. Effective organization for the graduates of the NSTP Have you been incorporated into the AFP reserve component or the National Service Reserve Corps after completing the NSTP?

B. Kindly give your honest comments on the implementation of the revised IIR of the NSTP in terms of the following:

1. Enrollment procedure_________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Conduct of the common module phase_________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Qualification of instructors:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Content of the Program of instructions: ___________________________________ ______________________________

________________________________________________________________________________________________________________________________________________

69

_________________________________________________________________________________________

5. Attainment of the learning objectives: _________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

C. Please evaluate how the objectives of the NSTP are achieved along the given areas by checking the appropriate column which best describes your answers.

The Likert scale below will guide you in your choice/option.

Options Verbal Description

5 Highly Achieved (HA)4 Achieved (A)3 Moderately Achieved (MA)2 Fairly Achieved (FA)1 Not Achieved (NA)

Training Objectives HA(5)

A(4)

MA(3)

FA(2)

NA(1)

1.Attainment of Quality Education (LTS)2.Development of Civic Consciousness (CWTS)3.Development of defense preparedness among the youth (ROTC)

INTERVIEW GUIDE

Date:_________________

------------------------------------------------------------------------------------------------------------Name: _________________________________________________________________Name of School: _________________________________________________________Location: _______________________________________________________________Position: _______________________________________________________________

70

Issues and concerns in the implementation of the NSTP.

1. Lack of serious cooperation and support from school officials for the implementation of the ROTC component, the latter being not an income generating option.

2. Inadequate training facilities, classrooms, non-availability/shortage of training equipment and instructional aids.

3. Shortage of qualified NSTP training staff.

4. Students are not given the opportunity to choose which NSTP component to enroll.

5. The training staffs are not given opportunity to conduct NSTP orientation during enrolment.

6. No definite program of instruction for CWTS and LTS to follow.

7. Non-availability of training support from the AFP particularly on ammunition.

8. Implementation of the other two NSTP components is relatively easy as compared to the ROTC training program.

9. Poorly manned Department of Military Science and Tactics (DMST).

10. No organization to manage non-ROTC graduates of the NSTP.

11. The 3 components of the NSTP are not offered during enrolment.

12. Non-maintenance of the ROTC unit in SUCs and other government supported schools.

13. The NSTP students are not permitted to cross enroll.

14. Not uniform implementation of the common module phase.

15. Non-involvement of other stakeholders in the conduct of the common module phase, i.e., subject matter experts from other government/ private agencies.

16. Non-compliance with the prescribed program of instruction for Civic Welfare Training Service (CWTS) and Literacy Training Service (LTS).

17. Over all competency of NSTP instructors.

18. NSTP evaluation program.

71

19. Management of fees and incentives for deserving students.

20. Effective program for the organization of CWTS and LTS graduates.

21. Very quick turn- over of NSTP implementers.

Measures that are being undertaken in the implementation of NSTP

1. The 3 components of the NSTP (CWTS, LTS and ROTC) are offered during enrolment.

2. Maintenance of the ROTC unit in SUCs and other government supported schools.

3. The NSTP students are allowed to cross enroll.

4. Uniform implementation of the common module phase.

5. Involvement of other stakeholders in the conduct of the common module phase, i.e., subject matter experts from other government/ private agencies.

6. Compliance with the prescribed program of instruction for Civic Welfare Training Service (CWTS) and Literacy Training Service (LTS).

7. Instructors are trained and qualified to teach NSTP subjects.

8. There is a NSTP evaluation program and it is being implemented.

9. The NSTP trust fund is being managed in accordance with the existing regulations and its intended purpose and deserving students are provided with incentives.

10. There is an effective organization of CWTS and LTS graduates.

11. NSTP implementers are allowed to stay in their positions for at least three years for the school and the students to benefit from their training and experiences.

Gaps in the implementation of the new IRR.

Recommended solution for the improvement of the implementation of the new IRR.

72

Republic of the PhilippinesOffice of the President

COMMISSION ON HIGHER EDUCATIONOffice of Student Services

Guidelines and Procedures in the Administration of the School-based Component

of the National Service Reserve Corps (NSRC)

73

Legal Bases

The implementation of the school-based component of the NSRC is based on the following legal mandates:

a. Implementing Guidelines and Procedures on the Development, Organization, Training, Administration, Utilization, Mobilization, Operation, Accreditation, Protection and Funding of the National Service Reserve Corps (NSRC)

b. RA 10121 otherwise known as the Philippine Disaster Risk Reduction and Management (PDRRM) Act of 2010 and Rule 9 of its Implementing Rules and Regulations

c. Section 11 of RA 9163 otherwise known as the National Service Training Program (NSTP) Act of 2001 which provides for the creation of the National Service Reserve Corp (NSRC)

Section 1. Title – This publication shall be known as the Guidelines and Procedures (GP) on the administration of the school-based component of the NSRC which shall include its development, organization, training, administration, utilization, mobilization, operation, accreditation, protection and funding of the said component.

Section 2. Purpose – These guidelines are hereby promulgated to prescribe the procedures for the development, organization, training, administration, utilization, mobilization, operation, accreditation, protection and funding of the school-based NSRC.

Section 3. Definition of Terms:

a. Accreditation – The process of determining the suitability and capability of an individual or organization to perform DRRM tasks, based on the criteria and procedures to be issued by the OCD in consultation with other concerned agencies, offices, organization and entities.

b. Community-Based NSRC Units (CBNU) – NSRC units established in different localities from the provincial down to the barangay level.

c. Mobilization – In the context of NSRC organization for DRRM, mobilization is the official act of calling upon NSRC reservists and NSRC units to report to their respective designated mobilization centers and organized to perform duty as disaster responders and other DRRM tasks.

74

d. National Service Reserve Corps (NSRC) – An organization composed of graduates of the Civic Welfare Training Service (CWTS) and Literacy Training Service (LTS) components of the National Service Training Program (NSTP) as mandated by Republic Act 9163 (NSTP Act of 2001)

e. NSRC Community Directorate Office (NCDO) - The Office

established under the LGU/Local DRRMCs that has responsibility over the development, organization, training, administration, utilization, mobilization, accreditation and operation of the NSRC at the community level.

f. NSRC National Directorate Center (NNDC) – The Office under OCD that has responsibility over the development, organization, training, administration, utilization, mobilization, accreditation and operation of the NSRC.

g. NSRC Reserve Group (NRG) – The highest level of organization of NSRC reservists composed of at least five (5) or more NSRC Sections organized at the provincial level and highly-urbanized cities, as well as in Higher Education Institutions (HEIs), and Technical-Vocational Education and Training Institutions (TVETs).

h. NSRC Reserve Section (NRS) – A subordinate unit of the NSRC Reserve Group composed of at least five (5) or more teams.

i. NSRC Reserve Team (NRT) – A subordinate unit of the NSRC Reserve Section composed of at least eight (8) but not more than twelve (12) members. Team composition is discussed under Section 5 (Organization).

j. NSRC Reserve Unit (NRU) – A generic term which refers to any level or size of NSRC organization.

k. NSRC Reservist – A person who is a graduate of the CWTS and LTS components of the NSTP program and designated an NSRC serial number.

l. NSRC School Directorate Office (NSDO) – The Office established under the HEIs and TVETs that has responsibility over the development, organization, training, administration, utilization, mobilization, accreditation and operation of the NSRC.

m. School-Based NSRC Units (SBNU) – NSRC units established in different HEIs under CHED and TVETs under TESDA.

Section 4. Responsibility:

a. The Chairperson, Commission on Higher Education (CHED) thru the Higher Education Institutions (HEIs) shall be responsible for the development, organization, training, administration, utilization, mobilization,

75

operation, accreditation, and protection of School-Based NSRC Reservists and Reservist Units in HEIs under jurisdiction. Funding shall be a joint responsibility of the school and the local government unit (LGU) covering the place where the school is situated.

b. The Director General, Technical Education Services and Development Authority (TESDA) thru the Technical-Vocational Education and Training Institutions (TVETS) shall be responsible for the development, organization, training, administration, utilization, mobilization, operation, accreditation, and protection of the School-Based NSRC Reservists and Reservist Units in TVETs under its jurisdiction. They may be tasked to assist in the formulation or conduct of training for skills needed in DRRM such as Emergency Medical Services (EMS) Trainings and other related services. Funding shall be a joint responsibility of the school and the local government unit (LGU) covering the place where the school is situated.

Section 5. Mission, Functions and .composition of the School-based Component of the NSRC

a. Mission: To provide a trained, motivated and organized manpower reserve that can be tapped by the State for DRRM, civic welfare, literacy, national emergency, environmental protection and other similar endeavors in the service of the nation.

a. Functions:

1). To assist in the disaster preparedness, mitigation, response and rehabilitation programs;

2). To serve as an auxiliary to the Disaster Risk Reduction and Management Councils (DRRMCs) response units;

3). To assist in the promotion of civic welfare activities;4). To assist in the implementation of literacy programs;5). To assist in socio-economic development;6). To respond in case of mobilization for local or national emergency;7). To assist in environmental protection; and8). To perform other similar endeavors as directed by higher DRRM

authorities.

b. Composition: The school-based component of the NSRC shall be composed of the graduates of the Civic Welfare Training Service (CWTS) and the Literacy Training Service (LTS) components of the NSTP who are enrolled and still residing in the same school as students normally in the second, third, fourth and fifth year in college. Membership shall also include NSTP implementers and faculty members who are themselves graduates of the CWTS/LTS.

76

Section 6. Organization:

a. The NSRC School Directorate Office (NSDO) shall be responsible for the development, organization, training, administration and utilization of the School-based NSRC. The NSDO will be placed under the Office of the School President. This shall be headed by the NSDO Director who shall have direct supervision over the SBNUs.

b. School-Based NSRC Units: The OCD thru the HEIs and TVETs shall issue the Activation orders of the SBNUs. These reserve units shall be placed under control of the NSDO Director. Their training and operations shall be facilitated by the designated College/University Disaster Control Group Chairperson working under the supervision of the NSDO Director.

c. Designation and Organization of SBNUs. The SBNU numerical designation shall be based on the year level in college. Second year students shall compose the 1SBNU, third year for 2SBNU, fourth year for the 3SBNU and fifth year for the 4SBNU. These units shall carry the name of the school and its address as its station. SBNUs shall be composed of corresponding SBNU Sections and SBNU Teams respectively. Leaders for respective units shall be designated accordingly.

Section 7. Administration of the SNBUs – The SNBU shall:

a. Maintain a centralized Reservist database that shall include, among others, the following information: Full name, date and place of birth, serial number, date graduated from NSTP, present residence and permanent home address. This database shall be updated periodically. For purposes of simplicity and compatibility, the computer program shall be the same as that of the one being used by CHED and OCD.

b. Issue orders for assignment, reassignment, designation and awards for its members.

c. Facilitate and practice a system of morale and welfare enhancement that will include but not limited to the following: Awards, Ranks, Promotions, Training/Schooling.

d. Registration: Graduating SBNU Reservists shall physically register in their respective barangays of residence and shall secure a barangay certification that he/she is registered and accounted for. Said Certification is a requirement for college/program graduation.

Section 8. Training:

77

a. In coordination with the local DRRMC, SBNU members shall undergo periodic individual and unit training in line with the skills and experience required for their utilization. This shall include advance and special type training.

b. Leadership and Specialized Training shall be given to enhance their capability to deliver the needed services.

c. Individual skills and unit trainings shall include but not limited to Health and Emergency Management Staff training in coordination with the Department of Health (DOH), high angle and water rescue training, fire and earthquake drills and other similar trainings that will enhance the accomplishment of the SBNU mission.

Section 9. Utilization:

a. The SBNU shall be utilized in accordance to the PDRRM Act of 2010 (R.A.10121) and the NSTP Act of 2001 (R.A. 9163) which include but not limited to the following:

1. DRRM: Mitigation; Preparedness; Prevention; Response; Relief and Rehabilitation;

2. Environmental Protection/preservation and rehabilitation;

3. Civic Welfare and Literacy Activities; and

4. Other tasks needed to address emergencies/calamities/crises.

b. Members of the SBNU shall be utilized in accordance with the system and procedures set forth by the CHED and OCD.

Section 10. Mobilization

a. The designated mobilization center for the members of the SBNU is their respective schools. Requirements other than that of a calamity situation shall be supported in accordance with the school policies and that of the local government unit (LGU) in the area.

b. SBNUs, in case of disaster, may be mobilized by the OCD in coordination with HEIs under CHED and TVETs under TESDA provided that all NSRC reservists who are mobilized are of legal age. Mobilized SBNUs shall be placed under their respective HEIs/TVETs Disaster Control Group (DCG) and shall be placed further under control and supervision of the LDRRMC for deployment.

78

c. The controlling school shall provide the necessary administrative and logistics requirement such as insurance, food and other benefits covered under R.A. 10121. In the event the school-based NSRC unit is deployed or utilized outside the immediate vicinity of the school, the LDRRMC provide additional logistics, protection and insurance requirements.

Section 11. Operation

a. The SBNU shall be utilized as the first disaster responder in their respective school campuses and their immediate vicinities. As such, they should be appropriately organized, trained and equipped.

b. Deployment outside of the schools and immediate vicinity shall be in accordance with the policies and procedures as prescribed by the OCD.

Section 12. Protection of NSRC Reservists:

The protection of SBNU reservists during their mobilization, deployment and utilization including DRRM Practical Training and Exercises shall be the responsibility of the concerned HEIs/TVETs. They shall be responsible for providing the insurances, logistics, and other necessary benefits, including hospitalization for SBNU reservists who are undergoing practical exercises/mobilization in their respective school campuses/localities/communities.

Section 13. Funding of the NSRC Reservist/Units:

Funds needed for the organization and utilization of SBNU shall be charged from school training funds or the funds intended for their corporate social responsibility allotment. For other training requirements, they may be supported by the LDRRMC.

Section 14. Evaluation and Submission of Reports:

a. The SBNU shall undergo periodic evaluation to be conducted by the LDRRMOs in coordination with CHED/TESDA to insure their operational capability for DRRM response.

b. The NSDO shall submit to OCD, the list of graduating members as a basis for their transfer of mobilization centers.

79

Section 15. Separability Clause: Any provision of these Rules inconsistent with existing laws shall be held invalid. The other provisions not otherwise affected shall remain in full force and in effect.

____________________________________________

EVALUATION OF THE IMPLEMENTATION OF THE NSTP LAW

IN REGION III

_______________________________

80

A Dissertation Presented to theFaculty of the College of Education

Graduate Studies ProgramTarlac State University

Tarlac City

_______________________________

In Partial Fulfillment of the Requirements for the Degree

Doctor of Education Major in Educational Management

_____________________________

By:

QUIRINO S. CALONZO

March 2014