NSTP-Module-1-2.pdf

UNIVERISTY OF EASTERN PHILIPPINES
National Service Training Program
Pedro Rebadulla Memorial Campus
Catubig, Northern Samar

| 2
UEP-PRM Campus Understanding the National Service Training Program
NSTP-CWTS
NATIONAL SERVICE TRAINING PROGRAM
National Service Training programs are a global phenomenon. Contrary to the claims
of vocal opponents to compulsory service, the nation that recognizes civic duty, through one
form of mandatory service or another, span the political, economic and cultural spectrum.
In keeping with the concept of national service, the 1987 Philippine constitution
enshrined in its Declaration of Principles that the Filipinos are duty-bound to protect the
country and, as such, they may be subjected to undergo service programs. This requirement
is premised in the constitutional provision, which provides that. “The prime duty of the
Government is to serve and protect the people. The Government may call upon the people to
defend the state, and in fulfilment thereof, all citizens may be required, under conditions
provided by law, to render personal military or civil service” (Art. II, Sec. 4, The Philippine
Constitution).
Along this line of thought, the same constitution, under its State Policies, prescribes
the involvement of the young generation in the community affairs in order to secure the nation.
Article II, Section 13, is clear to wit, “The State recognizes the vital rule of the youth in nation-
building and shall promote and protect their physical, moral, spiritual, intellectual, and social
well-being. It shall inculcate in the youth patriotism and nationalism, and encourage their
involvement in public and civic affairs.”
These tenets of the Constitution lend its support to the youth in the promotion of
general welfare in pursuit of charting the country’s development roadmap. This is an
affirmation that the youth remains the bastion of hope for the years ahead, particularly those
who are in school, as they constitute rich reservoir of productive manpower.
Directed towards attaining the collective assertion of these philosophies underpinning
the ends of education and national service, a landmark legislation was made through the
passage of Republic Act No. 9163. Also known as the National Service Training Program
(NSTP) Act of 2001, this law premised on the youth’s pivotal role as a potent force in bringing
forth much-avowed goals of development in the country.
The NSTP Act superseded Republic Act No. 7077 of 1991 (Citizen Armed Forces of
the Philippines Reservist Act). This law created the Reserve Force providing the base for the
expansion of the Armed Forces of the Philippines through Reserve Officers’ Training Corps
(ROTC), mandating military training of students enrolled in colleges, universities and other
similar institution of learning.
The NSTP primary objective is to highlight the role of the youth in building a strong
Republic, invoking gender equality and development through the inclusion of female students
in national service training. As such, it aims to develop the youth to become civic and military
leaders and volunteers through a modified re-structured and reinforced training package who
could be called upon by the nation in cases their services are needed and in the event of
disaster or emergencies.
It can be summarized that NSTP, however, as a form of citizenship training, affords its
students-trainees the opportunity to demonstrate practical and functional knowledge as well
as life skills, especially problem-solving in daily life.
Introduction

| 3
NSTP-CWTS
INTRODUCTION
In 100 words or less, discuss the role of the youth in nation building through NSTP.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Name: ___________________________________ Course: ________ Time: _____________
Trainer: __________________________________ Date :________ Rating: _____________

| 4
NSTP-CWTS
The National Service
Training Program
LEARNING OBJECTIVES:
At the end of this modular unit, students are expected to:
 Explain the history and significant of the NSTP in the purview of national security and
development;
 Support the implementation of NSTP-related activities and endeavors; and
 Appreciate the value of NSTP as a citizenship training program.
OVERVIEW
The Philippine Constitution provides that the defense of the state is a prime duty of the
government and the people. In fulfilment of this duty, all citizens may be required by law to
render personal military training or civil service. It further states that it is the duty of the citizen
to contribute to our country’s development in attainment and preservation of a just and orderly
society. The national service training program (NSTP) Act of 2001 mandates all citizens, both
male and female, to fulfil this civic duty.
Responding to the urgent needs of our developing country today and in the foreseeable
future, it is equally vital to develop and enhance civic consciousness among the young
generation to ensure national security and development. NSTP, therefore, enables the youth,
as the most valuable resources of the Filipino nation, to be motivated, developed and utilized
in regard to their responsibilities as citizens and in fulfilment of their civil obligations.
Input No. 1
The Evolution of the National Service Training Program
The imposition of the national program for service and training of the youth in the
Philippines began with the creation of Commonwealth Act N0. 1, otherwise known as the
National Defence Act of 1935. It is legislative act providing basis for the national defense of
the country, punishing certain violations thereof, appropriating funds therefore and for other
purposes under the government of President Manuel L. Quezon. The law requires college
students, particularly males, to finish two years, equivalent to four semesters, of military as a
modality to institutionalize the reservist system in the Philippines national defense.
In 1980, the National Defense Act was amended to give existence to Presidential
Decree No. 1706, otherwise known as the National Service Law. It mandated compulsory
national service to all Filipino citizens. It was composed of three main program components,
MODULE 1

| 5
NSTP-CWTS
namely: Civic Welfare Service (CWS), Law Enforcement Service (LES), and Military Service
(MS). College students were given an option to choose one from among these components in
compliance with this requirement for tertiary education.
The implementation of the National Service Law, except the provision of the Military
Service was suspended by Presidential Memorandum Order No.1 under the incumbency of
former President Corazon Aquino, paving the way for the conceptualization of the basic
Reserve Officers’ Training Corps (ROTC), embodied under R.A. 7077, effective school year
1986-1987.
The ROTC program aimed to realize the constitutional mandate of developing a strong
civilian base to supplement the professional military in the nation’s defense system.it was
designed to initiate the ROTC trainees in the rudiments of soldiership, instillingin them
discipline and correct deportment. The objective of the said program was to train all able-
bodied tertiary stubents for military skills in case of war.
As a way to offer an alternative in neutralizing people’s aversion to this military
program during the school year 2001-2002, ROTC was only made optional under the National
Service Program (NSP), conceiving the so-called Expanded ROTC(E-ROTC). The E-ROTC
was characterized by deviation from the rigid tactical training offering alternatives like
rendering civil auxiliary sources in the form of helping maintain law and order, assisting socio-
economic development projects and delivery of basic health services or aiding in addressing
local insurgency.
In view of the options, it gave the students the choice, among the following
components. Military Service (MS), Civic Welfare Service (CWS) and Law Enforcement
Service (LES).
Many, if not all of the higher education institutions, found the enforcement of NSP
confusing and unmanageable though. Hence, in December 2001, the NSTP Act, envisioned
to address public clamor for reforms in the ROTC and NSP Programs, was signed into law by
then President Gloria Macapagal-Arroyo as an aggressive modality toward making the former
national service training that is military in nature, relevant to the changing needs of the time.
The main objective of NSTP is to stress the significant role played by youth, male and
female alike, in the task of developing our nation via national service training. As such it aims
to develop the youth to become civic or military leaders and volunteers through a modified, re-
structure and reinforced training package who could be called upon by the nation in cases
their services are needed and in the event of disasters or emergencies.
Compared with ROTC, the NSTP Act ensured that three components – Civic Welfare
Training Service (CWTS), Literacy Training Service (LTS) and Reserve Officers’ Training
Corps (ROTC) – are given the same and equal implementation in educational institutions.

| 6
NSTP-CWTS
Moreover, it defined the different NSTP components, the duration of training, coverage and
others.
The non-military program components of NSTP—the CWTS and LTS – are committed
to the realization of the following objectives:
 Strengthen the values and traits of the youth;
 Improve their skills and knowledge on various endeavors;
 Develop their interest in community service; and
 Make them responsible for peace and development to ensure harmony and growth in
the Filipino, communities.
Legal Basis of NSTP
1. The Philippine Constitution of 1987
2. Commonwealth Act No. 1 (National Defense Act) of 1935
3. Presidential Decree No. 1706 (National Service Law)of 1980
4. Republic Act No. 7077 of 1991 ( The Citizen Armed Forces of the Philippines)
5. Republic Act No. 9163 (NSTP Act of 2001)

| 7
NSTP-CWTS
THE EVOLUTION OF THE NATIONAL SERVICE TRAINING PROGRAM
Illustrate a diagram that will explain the legal bases and chronology of events in the
passage of the R.A. 9163 (NSTP Act of 2001)
Name: ___________________________________ Course: ________ Time: _____________

| 8
NSTP-CWTS
Input No. 2
Frequently Asked Question (FAQs) About NSTP
1. What is the National Service Training Program Law?
The National Service Training Program (NSTP) Law as embodied in Republic Act 9163
is a program aimed at enhancing civic consciousness and defense preparedness in
the youth by developing the ethics of service and patriotism while undergoing training
in any of its three program components specially designed to enhance the youth’s
active contribution to the general welfare.
2. What are the program components of the NSTP?
a. The Reserve Officers Training Corps (ROTC) is designed to provide military
training to tertiary level students in order to motivate, train, organize, and mobilize
them for national defense preparedness.
b. The Literacy Training Service (LTS) is designed to train students to teach literacy
and numeracy skills to school children, out-of-school youth and other segments of
society in need of their services.
c. The Civic Welfare Training Service (CWTS) refers to activities contributory to the
general welfare and the betterment of life for the members of the community. It also
refers to the enhancement of its facilities, especially those develop to improving
health, education, environment, entrepreneurship, safety, recreation and moral of
the citizenry and other social welfare services.
3. Who shall take the NSTP?
All incoming freshmen students, male and female, enrolled in any baccalaureate and
in at least two-year technical-vocational or associate courses, are required to complete
one NSTP component of their choice as a graduation requirement.
4. How will the NSTP be taken up?
Each of the NSTP components shall be undertaken for an academic period of two
semesters and credited for three units per semester with 54 to 90 training hours per
semester.
5. What if the NSTP cannot be taken up during the regular semester?
A one summer program in lieu of the two semester program may be designed,
formulated, and adopted by the Department of National Defense (DND), Commission
on Higher Education (CHED), and Technical Education and Skill Development
Authority (TESDA) subject to the capability of the school and the AFP to handle the
same.
6. What if the NSTP program component chosen by a student is not offered in
his/her school?
Schools that do not meet the required number of students in order to conduct a
program component chosen by their students shall allow them to cross-enrol to the
other schools irrespective of whether that school is under CHED or TESDA and for
ROTC, whether they are managed by different AFP branches of service.
7. Are currently-enrolled students covered by the NSTP?
Male students currently enrolled but have not taken any program component of the
previous Expanded ROTC (E-ROTC)/National Service Program (NSP) are covered by
the NSTP.

| 9
NSTP-CWTS
8. Will students who has completed all his academic requirements of his course
except ROTC be allowed to graduate?
A student who has completed all his academic requirements except for ROTC will be
allowed to graduate provided that he is a certified candidate by the school on or before
the effectively of NSTP which is March 23, 2002.
9. What if a male student has completed two semesters E-ROTC/NSP?
He is deemed to have complied with the NSTP requirement.
10. What if a male student has only taken one (1) semester of Basic ROTC and E-
ROTC/NSP?
He shall take one more semester of any of the NSTP components to qualify for
graduation.
11. What will become of NSTP Graduates?
Graduates of the non-ROTC components? It shall belong to the National Service
Reserve Corps (NSRC) that could be tapped by the State for literacy and civic welfare
activities. Graduates of the ROTC Component shall form only part of the AFP Citizen
Armed Force, subject to DND requirements.
12. How can s student continue to qualify for enlistment in the AFP Reserve Force?
He/she may qualify for enlistment in the AFP Reserve Force as long as he/she has
completed the two semesters of Basic ROTC.
13. How much fee will be charge for an NSTP component?
No fees shall be collected for any of the NSTP component except basic tuition fees,
which should not be more than 50% of the charges of the school academic unit.
14. What student incentives to be provided by the NSTP?
The following incentives to students are to be provided when they take up NSTP:
 A program assistance/incentives for ROTC students from DND which will be in
accordance with existing laws and regulations and subject to the availability of
funds.
 School authorities concerned, CHED and TESDA shall ensure that health and
accident group insurances are provided to the students enrolled in any of the
NSTP components.
 A special scholarship program for qualified NSTP shall be administered by
CHED and TESDA subject to the availability of funds.
15. Who is responsible for supervising the NSTP?
School authorities shall exercise academic and administrative supervision over the
design, formulation, adoption and implementation of the different NSTP components
in their respective schools.
In the case of ROTC, the school authorities and DND shall exercise joint supervision
over its implementation.
16. What lead agencies will monitor the implementation of the NSTP?
CHED Regional Offices, TESDA Provincial and District Offices and the DND-AFP,
through the major Service Reserve Commands and their ROTC Units, shall oversee if
the trainings conducted are in consonance with the Republic Act.
17. Is the NSTP available in all schools and universities?
All higher and technical vocational educational institution shall be offering at least one
of the NSTP components, while the State Universities and Colleges (SUCs) will offer
the ROTC component and at least one other NSTP component.

| 10
NSTP-CWTS
FREQUENTLY ASKED QUESTIONS (FAQs) ABOUT NSTP
Read each item carefully, write T if the statement is true and F if the statement is
false, put answer on the space provided.
_____ 1. NSTP is a prerequisite for graduation.
_____ 2. Only male students required to join the ROTC.
_____ 3. There are three components in NSTP namely: CWTS, LTS, and ROTC.
_____ 4. The LTS is a component that best suit the students enrolled in a bachelor courses
intended for teaching.
_____ 5. The CWTS is the most appropriate component, the students can experience
variety of activities in terms of services: health, education, environment, safety and
other social welfare services.
_____ 6. The NSTP is commonly taken for first year students and nee to finish within two
semester.
_____ 7. One summer program in intended for students who are foreigners.
_____ 8. Students who are considered foreigner are required to enrol NSTP.
_____ 9. TESDA, CHED, and DND are tasked to monitor the implementation of NSTP.
_____10. Any students that belong to SUCs, LGUs and private schools must take their
NSTP 1 and NSTP 2 as their standard subject.
Name: ___________________________________ Course: ________ Time: _____________

| 11
NSTP-CWTS
THE NATIONAL SERVICE TRAINING PROGRAM
A. Write on the space provided AGREE if the statement is true; DISAGREE if false.
____________ 1. Of the program components of NSTP, ROTC is the graduation requisite
for male students.
____________ 2. Since the implementation of R.A. 9163, CWTS and LTS program
Components replaced ROTC.
____________ 3. The implementation of NSTP Act of 2001 as embodied in RA 9163
Commenced in school year 2001-2002.
____________ 4. Former Philippine President Fidel V. Ramos signed R.A. 9163 into law
On January 23, 2002.
____________ 5. As provided for in the NSTP Law, all incoming freshman students
enrolled in any baccalaureate degree or at least two-year technical-
vocational course mandated to enrol in NSRC.
____________ 6. The implementation of NSTP shall be jointly supervised by Department
National Defense (DND), Commision on Higher Education, and
Technical Education and Skills Development Authority (TESDA).
____________ 7. As per provision of the NSTP Law, students-trainees shall be required
To complete the NSTP program component of the choice of the school/
Higher education institution (HEI).
____________ 8. Private higher educational institutions and technical vocational
school, as stipulated in the implementing Rules and Regulation of
R.A. 9163, many offer ROTC if they muster at least 350 cadets.
____________ 9. Graduates of the non- ROTC components shall belong to the National
Service Reserve Corps (NSRC) who may be tapped by the state for
literacy and civic welfare activities.
____________ 10. In order to fulfil the requirements of NSTP, a student trainee has to
a total of 108 to 180 hours for any of the three program components.
Name: ___________________________________ Course: ________ Time: _____________

| 12
NSTP-CWTS
B. Identify the word or phrase described in each item below. Write the answer on the space
provided before each item.
____________1. Program aimed at enhancing civic-consciousness and defense
preparedness in the youth by developing the ethics of service and
patriotism.
____________ 2. Program components of NSTP designed to provide military training to
tertiary level students in order to motivate, train, organize, and mobilize
them for national defense preparedness.
____________ 3. Refers to activities contributory to the general welfare and the
betterment of life for members of the community or enhancement
facilities.
____________ 4. NSTP component designed to train the students to teach literacy and
numeracy skills.
____________ 5. A program option for students who cannot take NSTP during the
regular semester.
____________ 6. It is responsible to exercise academic and administrative supervision
over the design, formulation, adoption and Implementation of the
different NSTP components in their school.
____________ 7. Number of NSTP program component that a student-trainee is
required to complete as a graduation requirement.
____________ 8. Number of semester(s) NSTP will be taken by a student.
____________ 9. Number of hours per semester that a student must take the NSTP
component of his/her choice.
___________ 10. Organization where graduates of the ROTC components shall part of.
C. Read each statement carefully. Encircle the letter that corresponds to your answer.
1. R.A. 9163 is also known as:
a. National Service Training Program
b. National Service Reserve Corps
c. Civic Welfare Training Service
d. National Security Policy
2. As per constitutional mandate, the prime duty of the government is to:
a. Serve the Filipinos
b. Serve and protect its citizens
c. Defend the rights of the Filipinos
d. Protect every member of the community

| 13
NSTP-CWTS
3. The following are program components of NSTP, except:
a. Literacy Training Service
b. Literacy Empowering Service
c. Civic Welfare Training Service
d. Reserve Officers’ Training Corps
4. The responsibility of the Filipino citizen to the State is to:
a. Defend the security of the State c. Serve the government
b. Secure and serve community d. Depend the citizens
5. The government may require each citizen to render:
a. Political and economic assistance
b. Personal, military or civil service
c. Spiritual and emotional help
d. All of the above
6. The vital role of the youth as per R.A. 9163 is :
a. Nation building c. Protection of our patrimony
b. Defend our country d. Serve as auxiliary member of AFP
7. To promote civic consciousness among the youth through NSTP, the State shall
develop their:
a. Artistic ability c. Professional competence
b. Intellectual capability d. None of the these
8. NSTP shall inculcate in the youth values on:
a. Ethics of Service c. Both a and b
b. Patriotism d. None of these
9. In pursuit of the goals of NSTP, in service of the nation, shall be:
a. Motivated c. Organized
b. Trained d. All of the above
10. In service of the nation, the youth may be tapped for:
a. Military training, literacy training and civic welfare services
b. Civic welfare services only
c. Literacy training only
d. None of the above

| 14
NSTP-CWTS
D. The following is an excerpt of the NSTP Law. Fill in the blanks with the correct word or
phrase on the provisions of the law.
Section 4. Establishing of the National Service Training Program – there is hereby
established a National Service Training Program (NSTP), which shall form part of the
curricula of all 1. ________________ degree courses and of at least 2. _______________
courses and is a requisite for graduation consisting of the following service components:
3. __________________, 4. _________________, and 5. __________________.
The ROTC under the NSTP shall instil 6. _________________, 7. _______________,
and 8. ____________________ among others. 9. __________________ shall be given
emphasis in all three (3) program components.
The 10. ___________________ and 11. ___________________, in consultation with
12. __________________, 13. __________________, 14. _________________ and
other concerned government agencies, may design and implement such other program
components as may be necessary in consonance with the provisions of this act.
Section 5. Coverage – Students, 15. ______________ and 16. ______ __________
of any baccalaureate degree course or at least 17. _________________ courses in the
public and private educational institution shall be required to complete one (1) of the NSTP
components as requisite for graduation.
Section 6. Duration and Equivalent Course Unit – Each of the aforementioned NSTP
program components shall be undertaken for academic period of 18. ___________________.
In lieu of the two (2) semester program for any of the components of NSTP, a one (1)-
summer program may be designed, formulated and adopted by 19. __________________,
20. _____________________, and 21. _____________________.
Section 7. NSTP Offering in Higher and Technical-Vocational Educational
Institutions – All higher and technical-vocational educational institution, public or private,
must offer at least one of the program components: Provided, that 22. __________________
and 23. ___________________ shall offer the ROTC component and at least one other
component as provided herein: Provided further, that 24. _____________ 25 _____________
education institution may also offer the ROTC if they have at least 26. ______________ cadet
students.

| 15
NSTP-CWTS
In offering the NSTP whether during the semestral or summer periods, 27.
________________ from different educational institutions may be done, taking into account
28. __________________, 29. ________________ of the service and 30. _______________.
Schools that do not meet the required number of students to maintain the Optional ROTC and
any of the NSTP components shall allow their students to cross-enroll to other schools
irrespective of whether or not the NSTP components in said schools are being administered
by the same or another branch of service of the Armed Forces of the Philippines (AFP) and
TESDA to which schools are identified.

| 16
NSTP-CWTS
Good Citizenship
LEARNING OBJECTIVES:
At the end of this modular unit, students are expected to:
 Understand the principles underpinning good citizenship, rights and responsibilities of
citizens, service and volunteerism for the national development;
 Describe and analyse issues that relate to the good citizenship values, rights and
responsibilities of student-citizens in the country;
 Make reasonable decisions, address issues, explain concepts and/or solve problems
using relevant examples pertaining to exercise of rights, fulfilment of obligations, and
promotion of values towards responsible citizenship; and
 Appreciate the significance of good citizenship towards the attainment of national
development.
OVERVIEW
The citizenship education topic of National Service Training Program (NSTP) affords
the implementing institutions the opportunity to develop consciousness not only in the national
terms, but also in terms of global civic rights and responsibilities.
The program components of NSTP are structured in a way that the student-trainee’s notion of
the relationship between the State and the people has changed and the services opportunities
have been a core means for learning how citizenship is applied.
The NSTP Law is a legislation that sees the youth as partners of the state in promoting
civic consciousness, and aims to develop their physical, moral, spiritual, intellectual and social
well-being through civic service. In so doing, it inculcate patriotism and nationalism in the
youth, and their involvement in the civic and public affairs.
This module focuses on the rights and responsibilities of citizens. More specifically, it
offers the following themes:
1. The Bill of Rights of Filipinos
2. Basic Values of Filipinos
3. National and Patriotism for National Development
4. Community Service and Volunteerism.
MODULE 2

| 17
NSTP-CWTS
Input No. 1
The Bill of Rights of Filipinos
IMPORTANCE OF BILL OF RIGHTS
A bill of rights is a constitutional enumeration of rights and privileges guaranteed by the State
to all persons within its territory. It is the statement of individual liberties which citizens,
residents and sojourners in the country enjoy abuses in against the exercise of the government
power. In short, it is the people’s shield against government abuse.
The peaceful attainment of peace will depend on our nation’s libertarian use of freedom
– freedom of thought, speech and association. The rights proclaimed in the Bill of Rights are
the “ten commandments” of our constitutional faith. They are the means of self-government
and sovereignty. They are the means to truth. They are the means of the ends of security and
survival.
THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES
ARTICLE III
BILL OF RIGHTS
Section 1. No person shall be deprived of life, liberty, or property without due process of law,
nor shall any person be denied the equal protection of the laws.
Section 2. The right of the people to be secure in their persons, houses, papers, and effects
against unreasonable searches and seizures of whatever nature and for any purpose shall be
inviolable, and no search warrant or warrant of arrest shall issue except upon probable cause
to be determined personally by the judge after examination under oath or affirmation of the
complainant and the witnesses he may produce, and particularly describing the place to be
searched and the persons or things to be seized.
Section 3. (1) The privacy of communication and correspondence shall be inviolable except
upon lawful order of the court, or when public safety or order requires otherwise, as prescribed
by law.
(2) Any evidence obtained in violation of this or the preceding section shall be inadmissible for
any purpose in any proceeding.
Section 4. No law shall be passed abridging the freedom of speech, of expression, or of the
press, or the right of the people peaceably to assemble and petition the government for
redress of grievances.
Section 5. No law shall be made respecting an establishment of religion, or prohibiting the free
exercise thereof. The free exercise and enjoyment of religious profession and worship, without
discrimination or preference, shall forever be allowed. No religious test shall be required for
the exercise of civil or political rights.
Section 6. The liberty of abode and of changing the same within the limits prescribed by law
shall not be impaired except upon lawful order of the court. Neither shall the right to travel be
impaired except in the interest of national security, public safety, or public health, as may be
provided by law.

| 18
NSTP-CWTS
Section 7. The right of the people to information on matters of public concern shall be
recognized. Access to official records, and to documents and papers pertaining to official acts,
transactions, or decisions, as well as to government research data used as basis for policy
development, shall be afforded the citizen, subject to such limitations as may be provided by
law.
Section 8. The right of the people, including those employed in the public and private sectors,
to form unions, associations, or societies for purposes not contrary to law shall not be
abridged.
Section 9. Private property shall not be taken for public use without just compensation.
Section 10. No law impairing the obligation of contracts shall be passed.
Section 11. Free access to the courts and quasi-judicial bodies and adequate legal assistance
shall not be denied to any person by reason of poverty.
Section 12. (1) Any person under investigation for the commission of an offense shall have
the right to be informed of his right to remain silent and to have competent and independent
counsel preferably of his own choice. If the person cannot afford the services of counsel, he
must be provided with one. These rights cannot be waived except in writing and in the
presence of counsel.
(2) No torture, force, violence, threat, intimidation, or any other means which vitiate the free
will shall be used against him. Secret detention places, solitary, incommunicado, or other
similar forms of detention are prohibited.
(3) Any confession or admission obtained in violation of this or Section 17 hereof shall be
inadmissible in evidence against him.
(4) The law shall provide for penal and civil sanctions for violations of this section as well as
compensation to and rehabilitation of victims of torture or similar practices, and their families.
Section 13. All persons, except those charged with offenses punishable by reclusion perpetua
when evidence of guilt is strong, shall, before conviction, be bailable by sufficient sureties, or
be released on recognizance as may be provided by law. The right to bail shall not be impaired
even when the privilege of the writ of habeas corpus is suspended. Excessive bail shall not
be required.
Section 14. (1) No person shall be held to answer for a criminal offense without due process
of law.
(2) In all criminal prosecutions, the accused shall be presumed innocent until the contrary is
proved, and shall enjoy the right to be heard by himself and counsel, to be informed of the
nature and cause of the accusation against him, to have a speedy, impartial, and public trial,
to meet the witnesses face to face, and to have compulsory process to secure the attendance
of witnesses and the production of evidence in his behalf. However, after arraignment, trial
may proceed notwithstanding the absence of the accused provided that he has been duly
notified and his failure to appear is unjustifiable.
Section 15. The privilege of the writ of habeas corpus shall not be suspended except in cases
of invasion or rebellion when the public safety requires it.

| 19
NSTP-CWTS
Section 16. All persons shall have the right to a speedy disposition of their cases before all
judicial, quasi-judicial, or administrative bodies.
Section 17. No person shall be compelled to be a witness against himself.
Section 18. (1) No person shall be detained solely by reason of his political beliefs and
aspirations.
(2) No involuntary servitude in any form shall exist except as a punishment for a crime whereof
the party shall have been duly convicted.
Section 19. (1) Excessive fines shall not be imposed, nor cruel, degrading or inhuman
punishment inflicted. Neither shall the death penalty be imposed, unless, for compelling
reasons involving heinous crimes, the Congress hereafter provides for it. Any death penalty
already imposed shall be reduced to reclusion perpetua.
(2) The employment of physical, psychological, or degrading punishment against any prisoner
or detainee or the use of substandard or inadequate penal facilities under subhuman
conditions shall be dealt with by law.
Section 20. No person shall be imprisoned for debt or non-payment of a poll tax.
Section 21. No person shall be twice put in jeopardy of punishment for the same offense. If an
act is punished by a law and an ordinance, conviction or acquittal under either shall constitute
a bar to another prosecution for the same act.
Section 22. No ex post facto law or bill of attainder shall be enacted.
1. It shall be the duty of the citizen to be loyal to the Republic and to honor the Philippine
flag, to defend the state and contribute to its development and welfare, to uphold the
constitution and obey the laws, and to cooperate with the duly constituted authorities
in the attainment and preservation of a just and orderly society.
2. The rights of the individual impose on him the correlative duty to exercise them
responsibly and with due regard for the rights of others.
3. It shall be the duty of every citizen to engage in gainful work to assure himself and its
family a life worthy of human dignity.
4. It shall be the obligation of every citizen qualified to vote to register and cast his vote.

| 20
NSTP-CWTS
The Bill of Rights of Filipinos
A. Answer each question below in the space provided.
1. What rights are guaranteed (protected) to you as a Filipino citizen and which are
important to you?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What responsibilities come with your rights?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. At What point does the common good of Society limit your rights?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Do you think you are a responsible citizen? If so, why? If not, why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Name: ___________________________________ Course: ________ Time: _____________

| 21
NSTP-CWTS
B. List three possible criteria you would use to describe a responsible citizen. Explain
one reason why being a responsible citizen is necessary to live in a free society.
The following shall serve as rubric in the evaluation of the student output:
Score Indicators
10 pts.
Student list three criteria for a responsible citizen and explain each accurately and clearly. The
student clearly explains one reason why being a responsible citizen is necessary to live in a free
society.
7-9 pts.
Student list three criteria but does not explain accurately and/or the students lists three criteria but
only explains two clearly.
4-6 pts.
Student list two or three criteria but does not explain accurately and/or clearly and list one reason
why being responsible citizen is necessary to live in a free society but student does not explain.
1 pts.
Student lists only one or two for a responsible citizen and does not explain at all the importance of
responsible citizenship to a free society.
Criteria 1:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Reason:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Criteria 2:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Reason:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Criteria 3:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Reason:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

| 22
NSTP-CWTS
The Maka-Diyos Cluster
11. Faith in the
Almighty God
12. Respect for life
13. Order
14. Work
15. Concern for the
family and future
generations
The Makatao Cluster
6. Love
7. Freedom
8. Peace
9. Truth
10. Justice
The Makatao Cluster
1. Unity
2. Equality
3. Respect for the law
and government
4. Patriotism
5. Promotion of common
good
The Makakalikasan
16. Concern for the
environment
Input 2
THE BASIC VALUES OF THE FILIPINOS
NSTP as a citizenship training scheme focuses on translating the good citizenship values as
reflected in the Preamble of the Constitution into concrete action in building a better
Philippines. Hence, emphasis in this input is placed on the 16 basic Filipino values based on
the 1987 Philippine Constitution.
Meaning of Preamble
THE GOOG CITIZENSHIP VALUES CLUSTER
The Maka-Diyos Cluster
Faith in the Almighty God
The Bible says, “But without faith, it is impossible to please Him, for he who comes to
God must believe that he is, and that He rewards those who diligently seek him” (Hebrews
11:6).
Respect for Life
We ordained for the children of Israel that any one slew a person – unless it be for murder or
for spreading mischief in the land – it would be as if he slew the whole people: and if any one
saved a life, it would be as if he saved the life of the whole people. Then although there came
to them Our messengers with clear signs, yet, even after that, many of them continued to
commit excesses in the land (Qur’an 5:32)
PREAMBLE
We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a
just and humane society and establish a Government that shall embody our ideals and
aspiration, promote the common good, conserve and develop our patrimony, and secure
to ourselves our posterity the blessings of independence and democracy under the rule of
law and a regime of truth, justice, freedom, love equality, and peace, do ordain and
promulgate this Constitution.

| 23
NSTP-CWTS
Order
Assuredly, We have sent down the Book to you in right form for the good of man. Who guided
himself by it does so to his own advantage, and who turns away from it does so at his own
loss. You certainly are not their keeper (Qur’an 39:41).
Work
Confucius says, “Give Fish to a man, he will have food for a day; teach him how to fish
and he shall have food throughout his lifetime.” And, “if a man will not work, he shall not eat”
(2 Thessalonians 3:10).
Concern for the Family and Future Generations
“The family is an essential factor in the general, social and even political life. Constant living
together for husband and wife, and parents and children, contributes to the development of a
strong sense of duty, of an aptitude for heroic sacrifices, and of the love by future generations
of the traditional and moral conquests of those who preceded them. The family is an
indispensable element of social cohesion and equilibrium” (as cited in
http://www.facebook.com/pages/Jose-panganiban-artist-guild/).
I shall live a life that is based on the right values and serve as an inspiration to others who
may be struggling to strengthen their own faith in God.
1. I have the gift of faith in God
2. The gift of faith in God in me needs to be nurtured;
3. My life is strengthened by my faith in God; and
4. A strong faith in God, coupled with other important values, will improved my life and
those of the others.
The Makatao Cluster
Love
“When man has love, he is no longer at the mercy of
forces greater than himself, so he, himself becomes the powerful
force” (Leo Buscaglia). Moreover, “Love is the will to extend
oneself for the purpose of nurturing one’s own or another’s
spiritual growth” (M. Scott Peck).
Freedom
According to Pope John Paul II, “freedom consist not in doing what we like, but in
having the right to do what we ought.”
Peace
It is always great to remember, what the Bible says, “Blessed are the peacemakers for
they will be called children of God” (Matthew 5:9)
The Preamble of the UNESCO Constitution also reminds
us that, “since wars begin in the minds of men, it is the minds of
men that defences of peace must be constructed.”
Truth
It is worthwhile to be familiar and understand some of the following famous quotations
and anecdotes which make us better and wiser persons:
1. Quotations
Moral Lesson: Love is a
powerful force in nurturing
man.
Moral Lesson: Let the peace
of the nation begin in the
minds of its citizens.

| 24
NSTP-CWTS
“A man who seeks truth and loves it must be reckoned precious to any human society.”
(Frederick the Great)
“An honest man can feel no pleasures in the exercise of power his fellow citizens.”
(Thomas Jefferson)
“No legacy is as rich as honesty.” (William Shakespeare)
2. Anecdotes (compiled by J. Maurus)
When Mahatma Gandhi appeared for the London Matriculation Examination, the paper
on general knowledge contained the following question: “What is more golden than
gold?”
Justice
According to Martin Luther King Jr., “Injustice anywhere is a threat to justice
everywhere.”
To Jimmy Carter (1978). “The law is not the private property lawyers, nor is justice the
exclusive province of judges and juries. In the final analysis, true justice is not a matter of
courts and law books, but a commitment in each of us to liberty and mutual respect”.
In Matthew 7:12, it says, “Treat others the way you want to have them treat you”.
And by the Institute of Development Education Center for Research Communication, “Justice
is giving every man his due”.
The Makabayan Cluster
Unity
The value of unity can be realized by practicing the virtues stated in the following
quotations:
“Behold how good and pleasant it is for the brethren to dwell together in unity.” (Psalms 133:1)
“if a kingdom is divided against itself. That kingdom cannot stand. And if a house is divided
against itself, the house will not be able to stand.” (mark 3:24-25)
“Make my joy complete by being of the same kind, maintaining the same love, united in spirit,
intent on one purpose.” (Philippians 2:2)
“As a body in one, though it has many parts, and all the parts of the body, though many, are
one bod, so also Christ.” (1 Corinthians 12-12)
“Remember, upon the conduct of each depends the fate of all.” (Alexander the Great)
Equality
To appreciate the value of quality, consider this anecdote:

| 25
NSTP-CWTS
The Concern for the environment
The Giving Three
Shel Silverstein
https://allpoetry.com/poem/8538991-The-Giving-Tree-by-Shel-Silverstein
Once there was a tree.... and she loved a little boy. And
everyday the boy would come and he would gather her
leaves, and make them into crowns and play king of the
forest. He would climb up her trunk and swing from her
branches and eat apples. And they would play hide-and-
go-seek. And when he was tired, he would sleep in her
shade. And the boy loved the tree.... very much. And the
tree was happy.
But time went by. And the boy grew older. And the tree
was often alone. Then one day the boy came to the tree
and the tree said, "Come, Boy, come and climb up my trunk and swing from my
branches and eat apples and play in my shade and be happy."
"I am too big to climb and play" said the boy. "I want to buy things and have fun. I want
some money?" "I'm sorry," said the tree, "but I have no money. I have only leaves and
apples. Take my apples, Boy, and sell them in the city. Then you will have money and
you will be happy. "And so the boy climbed up the tree and gathered her apples and
carried them away. And the tree was happy. But the boy stayed away for a long time....
and the tree was sad. And then one day the boy came back and the tree shook with joy
and she said, "Come, Boy, climb up my trunk and swing from my branches and be
happy." "I am too busy to climb trees," said the boy. "I want a house to keep me warm,"
he said. "I want a wife and I want children, and so I need a house. Can you give me a
house?" "I have no house," said the tree. "The forest is my house, but you may cut off
my branches and build a house. Then you will be happy."
And so the boy cut off her branches and carried them away to build his house. And the
tree was happy. But the boy stayed away for a long time. And when he came back, the
tree was so happy she could hardly speak. "Come, Boy," she whispered, "come and
play." "I am too old and sad to play," said the boy. "I want a boat that will take me far
away from here. Can you give me a boat?" "Cut down my trunk and make a boat," said
the tree. "Then you can sail away... and be happy. "And so the boy cut down her trunk
and made a boat and sailed away. And the tree was happy... but not really.
Skulls
Andrew Maria Almonte, MMHC
Source: http://www.coursehero.com
One day. A group of skulls in a cemetery had a conversation.
“Hey,” said a skull to another, “who were you when you alive?”
“Yes, I was once his slave,” replied another skull. “He was a tyrant, a
ruthless and merciless king!”
“I am your king remember?”
“Shut up!” shouted the slave-skull. You are no longer my king nor am I
your slave anymore! We are the same now – rotten skulls!"
Moral Lesson: Each person
may differ in worldly
stature, but each one bears
the same amount of dignity
as another and all share one
common destiny.

| 26
NSTP-CWTS
And after a long time the boy came back again. "I am sorry, Boy," said the tree," but I
have nothing left to give you - My apples are gone." "My teeth are too weak for apples,"
said the boy. "My branches are gone," said the tree. "You cannot swing on them - "
"I am too old to swing on branches," said the boy. "My trunk is gone, " said the tree. "You
cannot climb - " "I am too tired to climb" said the boy. “I am sorry," sighed the tree. "I
wish that I could give you something.... but I have nothing left. I am just an old stump. I
am sorry...." "I don't need very much now," said the boy. "Just a quiet place to sit and
rest. I am very tired." "Well," said the tree, straightening herself up as much as she
could, "well, an old stump is good for sitting and resting Come, Boy, sit down. Sit down
and rest." And the boy did. And the tree was happy.
Personal Resolution:
I am a steward of creation. I understand that my very existence and that of generations
after me are threatened by the destruction of the environment. I pledge to be a more
discerning individual by using all environmental resources properly and prudently. I shall
develop a conscious effort to preserve and protect the environment form further
degradation. I shall treat the environment as though it were my own masterpiece, giving it
great care and priding myself of its wonders and beauty. I shall ever be thankful of the
grace of God and the dedication of people in their work to ensure that my family and I
have clean air to breathe, clean water to drink, clean oceans to launch adventures and
above all, a life that’s healthy and a future worthy to be shared with next generations.
Some examples of how participants may cultivate and encourage the value of concern for the
Environment for student-trainees:
1. Develop a more conscious and consistent habit of keeping your surroundings clean as
well as using environmental resources such as water and electricity wisely and
prudently.
2. Have a deeper understanding of the dire sate of the environment and in your homes.
3. Understand the process of recycling and apply this process in school and in your
homes.
4. Protect rivers and waterways along the community by teaching people alternative
waste disposal systems and by other meaningful purposes.
Local communities depend on their citizens to help make it a great place to live and work.
The Good Citizenship Cluster
Values as herein written supports Article IX Constitutional Commissions... THE 1978
Constitution… The state values the dignity of every human person and guarantees full
respect… The State recognizes the vital role of the youth in nation building and shall promote
… Philippine citizenship may be lost or reacquires in the manner provided by law.

| 27
NSTP-CWTS
Good Citizenship and Good Governance for National Transformation
 How to become good citizens?
 These values define our identity as a people.
 We become good citizens by living according to these values.
 We become good citizens by being good Filipinos.
 All Filipino must be good citizens.
 All Filipino are citizens of our republic.
 All Filipinos must live according to these values, whether rich or poor, young or
old, Catholic, Muslim or Protestant.
 We must live according to these values in all our actions, at all times, in all
circumstances.
 Living according to these values is not going to be easy.
 However, living according to these values will bring good fruit.
 Good citizenship contributes to Nation-building.
 The good fruit of good citizenship actions will not only benefit us personally but
will benefit our country as well.
 The good fruit of good citizenship is what contributes to nation-building.
 Good citizenship engenders love of country.
 Good citizenship, no matter how small, contributes to nation-building.
 Through good citizenship, even the poor and children can contribute nation-
building.
Good Citizenship Values
By living the Good Citizenship Values Enshrined in the Constitution:
FAITH IN GOD. Be God-fearing and live according to His will.
UNITY. Work together and share with one another.
Patriotism. Place the good of the country above one’s own.
WORK. Be diligent and earn an honest living. Do not engage in crime
and corruption.
RESPECT FOR LIFE. Recognize the absolute value of human life and
the human dignity of every person. Do not inflict harm on others.
TRUTH. Stand up for the truth and avoid intrigue and mudslinging.
JUSTICE. Give everyone their due. Do not oppress or take advantage
of anyone.
FREEDOM. Assert your right to be to do right things.
LOVE. Look after the good and welfare of one another.
EQUALITY. Treat one another as brothers and sisters being children
of one God and one nation.
PEACE. Live and work together in harmony. Avoid violence as a way
of setting disputes.
PROMOTION OF THE COMMON GOOD. Put the welfare of the
greater number of people who are one’s own. Do not be greedy and
selfish.
CONCERN FOR FAMILY AND FUTURE GENERATIONS. Look after
the welfare of your family and future generations.
CONCERN FOR THE ENVIRONMENT. Keep your surroundings clean
and conserve our natural resources.
ORDER. Respect the human rights of one another and comply with
your duties and responsibilities.

| 28
NSTP-CWTS
 Through good citizenship, we shoe our love for our country.
 Through good citizenship, we develop our sense of nationhood heretofore
eluded us, as a people.
 Good citizenship engenders unity.
 Our core Filipino values are our shared values.
 A sense of our shared values can be a strong force to unite us, as a people,
despite our differences.
 Citizenship based on shared values can be a basis for unity.

| 29
NSTP-CWTS
THE BASIC VALUES OF THE FILIPINO
A. Create a short poem for each of the good citizenship clusters reflecting the values
that fall thereto. In like manner, a poem to summarize the good citizenship values
clusters shall be crafted.
1. Pagkamaka-Diyos
2. Pagkamakatao
Name: ___________________________________ Course: ________ Time: _____________
___________________________________________________
(Title)
___________________________________________________
(Title)

| 30
NSTP-CWTS
3. Pagkamakabayan
4. Pagkamakakalikasan
5. The Four Good Citizenship Values Cluster
___________________________________________________
(Title)
___________________________________________________
(Title)
___________________________________________________
(Title)

| 31
NSTP-CWTS
B. Below is a self-assessment test of the good citizenship values. Determine to what
extent you possess these Filipino values.
Check (√) before the item should your answer is “yes” to the question.
1. Concern for the environment.
 Do I conserve water?
 Do I keep my surroundings clean?
 DO I segregate my garbage?
 Am I a litterbug?
 Do I throw garbage in canals and waterways that causes floods?
 Do I plant trees?
2. Promotion of the common good.
 Do I consider the welfare of others in what I do – that I will harm no one or
disturb the peace nor deface my surroundings.
 Do I help the less fortunate?
 Do I go out of my way and engage in activities that will benefit others, e.g.,
give food and clothing to disaster victims, etc.?
 Do I engage in activities that harm others, e.g. helping out criminal syndicates
in my neighbourhood pushing drugs and promoting illegal gambling?
3. Patriotism
 Do I consider what is good for my country in my actions, e.g., when I commit
acts of vandalism like writing graffiti on walls, breaking street lights, ect.?
 Do I patronize our native products?
 Do I say or do anything that will give a bad image to my country?
4. Respect for law and government
 Do I follow traffic rules relative to bus stops, pedestrian lanes, traffic lights,
etc.?
 Do I join street demonstrations that seek to bring down the government?
 Do I report lawbreakers like those engaged in illegal gambling, drug pushing,
etc., especially within school premises?
 Do I condone corruption by emulating persons who have enriched themselves
through corruption?
5. Equality
 Do I give preferential treatment to the rich powerful?
 Do I treat everyone with respect regardless of status or position?

| 32
NSTP-CWTS
 Do I take advantage of anyone because they are poor, ignorant or
powerless?
6. Unity
 Do I work and cooperate with others?
 Do I foment intrigue, dissension, distrust?
 Do I help others?
 Am I a team player in the family, at school and in the community?
7. Justice
 Do I give everyone their due even if difficult?
 Am I fair in all my dealings, especially to the poor and powerless?
 Do I try to take advantage of others?
 Do I try to get more than what I deserve or what is rightfully mine?
8. Truth
 Am I a truthful individual?
 Did I hurt somebody during the time that I’m not truthful?
 Did I do something to correct my fault?
 Do I value the essence of truth in my life, family, work and country?
 Do I commit myself to the truth in my own dealings and defend righteousness
as a virtue?
9. Peace
 Do I resolve conflict in a peaceful way/
 Do I maintain a harmonious relationship with others… at home… at work... in
the community?
 Do I help iron out misunderstanding among friends and family members?
10. Freedom
 Do I respect the freedom of others?
 Do I impose my will on others?
 Do I use freedom for good?
 Do I exercise my freedom responsibly so that I do no harm to anyone?
 Do I use coercion or intimidation to make others do what I want them to do or
be what I want them to be?
11. Love
 Do I make sacrifices for the good of those I love?
 Am I kind and compassionate to others?
 Do I help the poor?
 Do I forgive offenses against me or do I exact revenge?

| 33
NSTP-CWTS
12. Concern for the family and future generations
 Do I help in household chores?
 Do I have a loving relationship with all the members of my family?
 Am I kind and considerate to the members of my family?
 Do I show a good example to all the younger members of my family?
 Am I considerate of the needs and welfare of the next generation?
13. Work
 Do I go to school on time?
 Do I do my homework and participate in school activities?
 Do I do my best in everything I do?
 Do I volunteer to help others, especially the old, the sick and small children?
14. Order
 Do I follow rules and regulations – at home, in school and in the community?
 Do I maintain cleanliness and orderliness at home and in my school?
 Am I trustworthy in handling money and property that belong to others?
15. Respect for life
 Do I take care of my health?
 Do I engage in unhealthy activities like drinking, taking drugs, etc.?
 Am I considerate of the health of others?
 Do I engage in violent fights and hurt others physically?
16. Faith in Almighty
 Do I follow God’s will and commandments?
 Do I turn God in difficult times?
 Do I pray?

NSTP-Module-1-2.pdf

More Related Content

What's hot

Similar to NSTP-Module-1-2.pdf

Recently uploaded

NSTP-Module-1-2.pdf