NSTP CWTS - R.A. 9163

1. NATIONAL SERVICE
TRANING PROGRAM
CIVIC WELFARE TRAINING
service
SAN Pablo Colleges
Mr. Bienvenido R. Lugo Jr.
Instructor

2. The NSTP LAW
Republic Act (R.A.) 9163 – also known as
National Service Training Program (NSTP) Act
of 2001 - Republic Act 9163 is an act
establishing the National Service Training
Program (NSTP) for tertiary level students,
amending for the purpose Republic Act 7077 and
Presidential Decree 1708 and for other
purposes. R.A. 9163 enacted on January 23,
2002- date of approval and signature of
President Gloria Macapagal-Arroyo.

3. Section 1. The Guiding Principle in
Establishing the NSTP
While it is the prime duty of the
government to serve and protect its
citizens in turn it shall be the
responsibility of all citizen to defend the
security and promote the general welfare
of the State, and in fulfillment thereof,
the government may require each citizen
to render personal military or civil
service.

4. Section 2. Role of the Youth
In recognition of the vital role of the
youth in nation building, the State shall
promote civic consciousness among
them and shall develop their physical,
moral, spiritual, intellectual and social
well-being. It shall inculcate the ideas
of patriotism, nationalism, and advance
their involvement in public and civic
affairs.

5. Section 3. Definition of Terms
R.A. 9163 – also known as the National
Service Training Program Act of 2001
NSTP – National Service Training Program
ROTC – Reserve Officers Training Corps
LTS – Literacy Training Service
CWTS – Civic Welfare Training Service
Program Component – refers to the service
components of NSTP

6. Section 3. Definition of Terms
 Clustering – refers to the grouping of students enrolled
to different schools and taking up the same NSTP
components into one (1) group under the management
and supervision of a designated school.
 Cross Enrollment – refers to a system of enrolment
where a student is officially enrolled in an academic
program of an origin school but is allowed to enroll in
the NSTP component of another accepting school; and,
 Non-Government Organization (NGO) – refers to any
private organization duly accredited by CHED or
recognized by TESDA.
 Student Cadet – refers to the student enrolled in the
ROTC component.

7. Section 4. Coverage
a. All incoming freshmen students, male and
female, starting School Year 2002-2003,
enrolled in any baccalaureate and in at least
two (2) year technical-vocational or associate
course, are required to complete one (1)
NSTP component of their choice, as a
graduation requirement.

8. Cont. Section 4. Coverage (not cover)
a.1. Students who finished or graduated from
a baccalaureate degree or two year technical-
vocational or associate course and pursuing or
enrolled in another or additional
baccalaureate degree or two-year technical-
vocational or associate course in SY 2003-2004.
a.2. Students who completed any of the three
NSTP component but considered freshmen to
the course where they transferred of shifted.
a.3. Foreign Students or Aliens.

9. Cont. Section 4. Coverage
b. All higher educational institutions including
State Universities and Colleges (SUCs) and
technical-vocational education institutions
must offer upon enrollment, all three (3) NSTP
components. (However,) State Universities
and Colleges (SUCs) are required to provide
and maintain the ROTC component.

10. Cont. Section 4. Coverage
c. Program of study (syllabus) and enrollment forms
shall bear the “NSTP” without stating therein the
three components. There shall be an orientation for
all NSTP enrollees to be jointly conducted by the
ROTC, CWTS, and LTS coordinator/implementers.
Students enrolled in the first semester of the
freshman year shall be made to undergo a common
module phase for 25 hours training; drug education;
disaster awareness (preparedness and management);
environmental protection; and other national
security concerns.

11. Cont. Section 4. Coverage
d. The Philippine Military Academy (PMA), Philippine
Merchant Marine Academy (PMMA), Philippine
National Police Academy (PNPA) is exempted from
the NSTP in view of the special character of these
institutions. Other State Universities and Colleges of
similar nature will be exempted subject to approval
of the Department of National Defense.

12. Cont. Section 4. Coverage
e. Private Higher Educational Institutions (HEIs) and
technical-vocational education institutions with at
least 350 student cadets, must establish/maintain a
Department of Military Science and Tactics (DMST),
subject to existing rules and regulations… In cases
where the number of cadets will be lesser than 350
clustering or ROTCU will be undertaken with ROTCU
of the State University and Colleges within the
nearest environ with the lead role.

13. Section 5. Program Components
A. Reserve Officers Training Corps (ROTC) – is a program
institutionalized under section 38 and 39 of RA 7077 designed to
provide military training to tertiary-level students in order to
motivate, train, organize and mobilize them for defense
preparedness.
B. Literacy Training Service (LTS) – is a program designed to
train students to become teachers of literacy and numeric skills
to school children, out of school youth and other segments of
society in need of their services.
C. Civic Welfare Training Service (CWTS) – refer to the
programs or activities contributory to the general and
betterment of life for the members of the community or the
enhancement of its facilities, especially those devoted to
improving health, education, environment, entrepreneurship,
safety, recreation and morals of the citizenry.

14. Section 6. Duration and Equivalent Unit
a. Each of the aforementioned NSTP components shall
be undertaken for an academic period of two (2)
semesters. It shall be credited for three (3) units per
semester, for fifty-four (54) to ninety (90) training
hours per semester.
b. A one (1) Summer Program (OSP) in lieu of the two
(2) semester program may be designed, formulated
and adopted by the DND, CHED and TESDA, subject to
the capability of the school and the AFP to handle the
same.
c. Earned NSTP units shall not be included in the
computation of Grade Point Average (GPA) grades of
college graduating students.

15. Section 7. Clustering and Cross-Enrollment
a. Clustering of students from different education
institutions during semestral or summer periods may be
done for any of the NSTP component, taking into account
logistics, branch of service and geographical locations. The
host school shall be responsible in managing the Program.
b. The school must allow any NSTP student to cross-enroll
in any CHED/TESDA recognized institution. In cases that
enrollment of ROTC Cadets in less than 350 then, the
provisions of clustering in Section 7 of NSTP IRR (RA1963)
should be followed.
c. Students intending to cross-enroll shall be subject to the
existing rules and regulations of the schools of origin and
the accepting school

16. Section 8. Monitoring and Evaluation
A. Management
a.1. The school authorities shall exercise academic and
administrative supervision over the design, formulation,
adoption and spective schools, subject to the provision of
this IRR.
a.2. There should be an NSTP Office in each school,
college, or university headed by an NSTP Director or its
equivalent position responsible for the implementation of
the program.
a.3. A functional chart of the NSTP Office shall be
structured based on the capability of the institution to
sustain the component program being offered based on the
number of enrollees.

17. Section 8. Monitoring and Evaluation
A. Management
a.4. In the case of ROTC, the school authorities and DND,
subject to the policies, regulations and program of DND on
the military component of the training, shall exercise joint
supervision over its implementation.
a.5. NGOs contracted by the school must secure a joint
accreditation from CHED, DND, and TESDA to formulate
and administer training modules for CWTS and LTS
component. CHED, DND, and TESDA shall jointly exercise
such academic and administrative supervision with those
NGOs.
a.6. The DND shall formulate and administer training
modules for the ROTC Program.

18. Section 8. Monitoring and Evaluation
B. Monitoring
b.1. An NSTP Joint Committee at provincial, regional and national
level shall be created by Tripartite agreement for monitoring all
the program components. In the various institutions.
b.2. CHED/TESDA Regional Offices, and DND-AFP, shall oversee and
monitor the implementation of the NSTP under their respective
jurisdiction, to determine if the trainings conducted are in
consonance with the Act. These offices shall submit periodic
reports to the NSTP Joint Coordinating Committee.
b.3. An annual NSTP Performance Evaluation (ANPE) shall be
conducted towards the end of the school year to evaluate and
determine the achievement of training objective on the NSTP
three components program.

19. Section 11. Organization of NSTP Graduates
a. Graduates of the non-ROTC components of the NSTP shall
belong to the National Service Reserve Corps (NSRC) and could be
tapped by the State for literacy and civic welfare activities,
especially in times of calamities through the joint efforts of DND,
CHED, and TESDA, in coordination with DILG, DSWD and other
concerned agencies/associations.
b. The CHED, TESDA, and DND, in consultation with other
concerned government and non-government agencies, shall issue
the necessary guidelines for the establishment, organization,
maintenance and utilization of the National Service Reserve Corps.
c. Graduates of the ROTC program shall form part of the Citizen
Armed Forces pursuant to RA 7077, subject to the requirements of
DND.

20. Section 12. Certificate of Completion
Certificate of Completion with corresponding
serial number issued by CHED, TESDA or DND,
shall be awarded to students who have
successfully complied with the program
requirements.

21. ALIVE: Academic Learning Integrated with Values Education
A Comprehensive Guide to Value Formation Across All
Learning Groups
VISION
An excellent academic institution which nurtures diverse
learners through relevant, innovative, and value-laden
education.
MISSION
To develop the learners holistically and to transform them to
be globally competitive professionals through quality
instruction, research, and community engagement.

22. SPCian Core Values
Value is something freely chosen from alternatives and is acted upon. Value is that which
one acts to gain or keep as a quality or principle that is intrinsically valuable or desirable.
Values Clarification is a process by which a person can discover values or principles through
one’s behavior, feelings, ideas and important choices one has made.
It is during the early adult stage that an individual can really clarify what decision in his/her
life had a major influence on one’s personality. Thus, this process can help one understand his/her
character and the choices that a person will make in the future.
A person is continually developing his/her values: values can never be static but must be
continually re-chosen as a person matures. As a person grows, he/she is continually choosing
values and fashioning his/her hierarchy of values.
Looking at the problems being faced by every Filipino at this point, one can surmise that
oppression, violence, greed, exploitation, environmental degradation and corruption are by-
products of a decrepit and twisted value system. As Filipinos, we should realize that if we want to
see a better Philippines, we should break this culture of corruption and oppression. For any
positive social, economic and political change to begin, every Filipino should take the time to
evaluate his/her personal value system and practice the right values that promotes justice, truth,
honesty and fairness. Now is not time to blame those who came before us, but now is certainly the
time to let the tides of positive change transform this nation and uphold what most of us consider
as undoubtedly true, good, lasting and supports life.

23. Values formation in schools is a vital aspect of education that complements
the academic curriculum. Schools have the unique opportunity to create a nurturing
environment where students can develop strong values, ethics, and character.
San Pablo Colleges’ Values Formation Framework integrates various
elements such as SPC core values, expected graduate attributes, global citizenship
education, sustainable development goals, and social innovation fundamentals. This
provides a comprehensive and developmental approach to nurturing values among
its students.
SPCian Values Formation

24. SPCian Values Formation

25. CORE VALUES
Faith
Fidelity to and being grounded in the faithfulness of God, realizing that
there is more to life thereby committing their lives in the service of
mankind and the salvation of souls.
Key Behavioral Indicators for learners: humble, gentle, patient
Stewardship
Willingness to shape services to meet the changing needs of all learners and
stakeholders, thus, making significant contributions to the larger
community.
Key Behavioral Indicators for learners: diligent, persistent, hardworking

26. Passion for Learning
Strong and harmonious engagement among learners considers everyone as
self-determined individuals who are capable of recreating themselves to
improve teaching and learning.
Key Behavioral Indicators for learners: independent, driven, dedicated
Caring Community
Expression of genuine relationship between self and others, thus, inspiring
and sharing one’s success and significance with the larger community that
goes beyond giving respect to the worth and dignity of all
Key Behavioral Indicators for learners: respectful, trustworthy,
responsible
Sense of Pride
Delighting in one’s success and continuously seeking for challenging
experiences, while enhancing one’s feelings of pride and self-worth and
staying connected and proud of being identified as an SPCian.
Key Behavioral Indicators for learners: grateful, confident, loyal

27. Graduate Attributes
PATRIA
Socially Responsible Citizens - committing to work and cooperate
with other individuals and organizations for the benefit of the
community that will inherit the world that individual leaves
behind.
Key Behavioral Indicators for learners: patriotic, responsible,
socially aware
Passionate Innovators - manifesting innovations and discourses in
the discipline for implementation, monitoring and evaluation
purposes indicative of one’s high leadership performance.
Key Behavioral Indicators for learners: adept, creative, skillful

28. Graduate Attributes
VIRTUS
Value Laden Individuals - heeding the call to lead, protect,
and provide both physically and spiritually through the
pursuit of righteousness, godliness, faith, love,
steadfastness, and gentleness.
Key Behavioral Indicators for learners: honest, kind, loving
Resilient Persons - realizing that there is greater joy and
satisfaction ahead by successfully adapting to difficult and
challenging life experiences and demands.
Key Behavioral Indicators for learners: adaptive,
courageous, optimistic

29. Graduate Attributes
SCIENTIA
Lifelong Learners - upholding the love to make progress and
staying open to changes and new perspectives while seeking
new opportunities towards common goals and objectives.
Key Behavioral Indicators for learners: motivated,
competitive, enthusiastic
Divergent Thinkers - contributing to the professional
advancement through continuous quest for knowledge by
taking an active stance in research and development.
Key Behavioral Indicators for learners: inquisitive, critical,
smart,

30. Integrating Values from Sustainable Development Goals in the
Collegiate Curriculum
Integrating the Sustainable Development Goals (SDGs) into the
curriculum is an effective way to educate students about global
challenges and empower them to contribute to sustainable development.
By integrating the SDGs into the curriculum, students gain a deeper
understanding of global challenges and develop the knowledge, skills, and
attitudes needed to contribute to sustainable development. This
integration helps students become active global citizens who are
equipped to address complex social, economic, and environmental issues.
The Sustainable Development Goals (SDGs) are underpinned by a set
of core values that guide their implementation and promote sustainable
development worldwide. These values include:
Equality and Inclusion: The SDGs prioritize equality and inclusion by
striving to ensure that all individuals, regardless of their gender, age,
ethnicity, socioeconomic status, or disability, have equal access to
resources, opportunities, and benefits. They aim to reduce inequalities
and promote social justice, leaving no one behind.

31. Sustainability: The SDGs embrace the value of sustainability by
promoting actions that meet the needs of the present without
compromising the ability of future generations to meet their own needs.
They emphasize the importance of balancing economic growth, social
development, and environmental protection to create a more sustainable
and resilient world.
Human Rights: The SDGs are deeply rooted in human rights principles and
values. They recognize that sustainable development cannot be achieved
without promoting and protecting human rights, including civil, political,
economic, social, and cultural rights. The goals aim to ensure that all
individuals can enjoy a life of dignity, freedom, and well-being.
Global Solidarity: The SDGs emphasize the importance of global solidarity
in addressing global challenges. They acknowledge that sustainable
development requires international cooperation, partnerships, and
collective action. The goals promote collaboration among countries,
organizations, and individuals to address shared problems and achieve
common objectives.

32. Accountability and Transparency: The SDGs emphasize accountability
and transparency at all levels. They call for monitoring progress, tracking
indicators, and reporting on achievements and challenges. They promote
the active participation of governments, civil society, and other
stakeholders in decision-making processes and ensure that actions are
taken with transparency and integrity.
Participation and Empowerment: The SDGs value the participation and
empowerment of all individuals and communities. They recognize that
sustainable development can only be achieved through the active
engagement of people at all levels. The goals promote inclusive and
participatory processes that empower individuals and communities to
contribute to decision-making, implementation, and monitoring of
sustainable development initiatives.
Peace and Security: The SDGs acknowledge the interlinkages between
sustainable development and peace. They recognize that sustainable
development is not possible without peace, and peace is not sustainable
without development. The goals promote peaceful and inclusive
societies, access to justice, and strong institutions as key enablers of
sustainable development.

33. Ethical and Responsible Conduct: The SDGs uphold ethical and
responsible conduct in achieving sustainable development. They
emphasize the importance of responsible consumption and production,
ethical business practices, and the protection of natural resources and
ecosystems. The goals promote a sense of responsibility towards the
planet and future generations.
By embodying these values, the SDGs provide a comprehensive
framework for addressing the most pressing challenges facing humanity
and the planet. They guide governments, organizations, and individuals in
their efforts to build a more equitable, sustainable, and prosperous
future for all.