NSTP PROGRAM (RA 9163)

IRR (IMPLEMENTING RULES AND REGULATIONS)

ROTC ( RESERVE OFFICER'S TRAINING CORPS)

LTS ( LITERACY TRAINING PROGRAM)

NSTP aims to inculcate civic consciousness and defense preparedness in the Filipino youth. It
helps develop in them the ethics of service and patriotism while they undergo training in any of
the program's three components which are specifically designed to enhance the students'
participation in nation-building

• The NSTP Law or Republic Act No. 9163, also known as An Act Establishing the NSTP for
Tertiary-Level Students.

• Amending for the Purpose Republic Act No. 7077 and Presidential Decree No. 1706 and for
Other Purposes,

• was signed by former President Gloria Macapagal-Arroyo on January 23, 2002 It is a

consolidation of House Bill No. 3593 and Senate Bill No. 1824 passed by the House of
Representatives and the Senate on December 19, 2001

The NSTP Law has made ROTC optional since the first semester of school year2002-2003 and
has allowed students to choose from ROTC, LTS, and CWTS as a requisite for graduation.

NSTP COMPONENTS

NSTP consists of the following

1. ROTC, institutionalized under Sections 38 and 39 of Republic Act No. 7077, is designed to
provide military training to motivate, equip, organize, and mobilize the youth for national defense
preparedness. It shall instill in them patriotism, moral virtues, respect for rights of civilians, and
adherence to the Constitution.

2. 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 such services.

3. CWTS is designed to involve students actively in activities contributory to the general welfare
and the betterment of life 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.

The Department of National Defense (DND), Commission on Higher Education (CHED), and
Technical Education and Skills Development Authority (TESDA) lead in the implementation and
monitoring of NSTP Their primary function is to oversee if the program being conducted in
schools is in consonance with the newly revised IRR dated November 13, 2009
COVERAGE OF THE NSTP LAW

The NSTP Law covers the following

1. All students, both male and female, enrolled in any baccalaureate degree or two-year
technical vocational or non-degree courses in public and private schools must complete one
NSTP component of their choice for two semesters as a graduation requirement

2. All higher and technical vocational institutions, public and private, must offer at least one
NSTP component

3. State universities and colleges (SUCA) must offer ROTC and at least one other NSTP
component, namely LTS or CWTS.

4. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA),
Philippine National Police Academy (PNPA), and other SUCs of similar nature, in view of the
special character of these institutions. are not covered by the NSTP Law

5. Private higher educational institutional (HEIs) and technical-vocational educational

institutions with at least 350 student cadets may offer ROTC and consequently establish and
maintain a Department of Military Science and Tactics, which is still subject to the existing rules
and regulations of the Armed Forces of the Philippines.

NSTP-CWTS VISION

• To train students to become innovators of social change with a culture of excellence and
leaders with integrity, competence, and commitment to render service to the community

• To develop in the youth the values of patriotism and national pride, discipline and hard work,
integrity and accountability for nation-building, and volunteerism as valuable and effective
members of the National Service Corps of CWTS

NSTP-CWTS MISSION

NSTP-CWTS aims to promote and integrate values education, transformational leadership, and
sustainable social mobilization for youth development, community, building, national renewal,
and global solidarity by

1. Providing relevant activities that will contribute to the physical, intellectual, spiritual, and
social development of students

2. Inculcating in students the values of leadership, patriotism, and social responsibility

3. Training students to become project planners, designers, and managers of innovative and
sustainable community service-oriented projects
4. Conducting capability enhancements for civic welfare services geared toward preparing the
youth to become results-oriented social entrepreneurs, volunteers, and a socio-economic
mobilizing force that serves communities as value-driven innovators for progress

5. Working cloudy with a network of organizations within and outside the higher education
institution

6 Creating opportunities where students can render direct service to the community

NSTP-CWTS CORE VALUES

NSTP-CWTS fosters the following values:

1. Love of God

2. Human dignity

3. Decipline, truth, goodness, and social responsibility

4. Awareness, innovation, and creativity

5. Respect, synergy, and profes

6. Excellence and indigenous learning

7. Protection and conservation of the environment

8. Quality service delivery

NSTP-CWTS MINIMUM STANDARDS

• NSTP-CWTS helps develop informed and self-reliant communities by encouraging Inter

government agency cooperation and providing complementary assistance and support to
facilitate seco progress, environmental management, and delivery of base services, geared
toward uplifting the well-being of people.

• The NSTP-CWTS strategies follow integrative approach to community development, which is

the people, local official, chic lenders, and non-governmental organization.

• The NSTP-CWTS a three unit, non-academic course for students who opt to take the CWTS
component of NSTP

• The minimun standard for NSTP is the development of the common and specific modules set
forth in the IRR

NSTP-CWTS 1 upons a total of 83 training hours for two semesters and includes seven topics
and a scope of instructions as follows:
1. Self-awares and values development deal with the nature of self, personal development, roots
of the Filipino character, nationalism and patriotism, and good citizenship values with core
Filipino values.

2. Leadership training cues the concepts of leadership, human behavior, communication,

motivation, teamwork, time management, and decision making

3. Dimensions of development cover global, national, and local issues on (a) health education
(enhancement of instructional support materials and faculties, id) entrepreneurship, (d)
recreation, and (el morals of the citizenry

THE NATURE OF THE HUMAN PERSON

THE HUMAN PERSON

It is essentially difficult to understand the human person, human nature, and the possibility of
achieving a productive society through the highest potential of a person.

• Estañol (2007) defines the human person as having physical, spiritual, emotional and
intellectual attributes.

• St. Thomas Aquinas describes the human person as f physical and spiritual substance
because he/she has a soul and is created by a Superie Being with a divine purpose. Dictionaries
define the human person as a "self-conscio animal" shaving

CHARACTERISTICS OF A HUMAN PERSON

Babor (2007) in his book, The Human Person: Not Real, Hut Existing, discusses the several
characteristics of a human person, namely

1. A human person is a rational being. He/She is free to think and has the capacity to reason
and distinguish between right and wrong,

2. A human person is born free. He/She has the freedom to do or not to do things. However,
every person is responsible for his/her own action.

3. A human person is unique. He/She possesses an identity that makes him/her unlike any other
person. Generally speaking, even if two persons have the same characteristics and physical
features, they are not the same because each one has his/her own perception, and a different
set of values and priorities in life

4. Every person is intrinsically a social being and cannot detach himself/herself from other
creatures in the universe. By nature, he/she is characterized by his/her relationships with other
creatures, objects, or his/her fellowmen
5. All living things are sexual by nature, but the uniqueness of expression of a person's sexuality
makes him/her different. The expression of a person's emotions, attitudes, feelings, actions,
and thoughts in sexual activity best exemplifies his/her uniqueness from animals.

BIBLICAL VIEWS

The human person has superiority and dignity inherited from the Supreme Being. According to
the book of Genesis, chapter 1. verses 26 to 27, God created man and woman in His own image
and likeness and made them masters of the fish of the sea the birds, the heaven, the earth, the
wild beasts, and all the reptiles that crawl upon the earth

Agbuya (1997) states that "He/She human person) is designated by God to exercise dominion
over other creatures in his/her everyday use of freedom, search for happiness, and openness to
the world around him/her. And what makes him/her human is his/her being a true person, which
includes the special gifts and talents of thinking, loving longing for happiness, and making
decision. The human nature was patterned after the image of God."

PHILOSOPHICAL VIEWS

According to Protagoras, a human person is the measure of all things that exist and of all things
that do not exist. Furthermore. Plato claimed that the perfect human being does not exist in this
world because what is in this world is just an imperfect copy of humanity's original self in the
realm of ideas. Parmenides posited that a person has knowledge of something that exists, for a
person who does not exist is nothing

A human person like other animals has external and internal organs. A human being becomes
evident when he/she starts to share his/her thoughts and ideas with others Maguigad (2006) in
his book, Philosophy of the Human Being, explains the different philosophical views of the
human person. These are the following

1. Conservatism

The conservative view is not entirely positive and definitely non egalitarian. Some men
contribute more than others to society, and, therefore, must be rewarded and honored by
society. All human persons may not be of equal value to society: some men are intended to rule,
the rest to obey.

2. Liberalism

Liberalism has a more egalitarian view of human nature. It believes that all men are capable of
reason and rational action and have the capacity to live satisfactory and productive lives if given
the opportunity. According to Mencius, "Every human being can become a sage king, that is,
anyone can gain the wisdom to rule."
3. Socialism

In socialism, the human being readily engages in cooperative social activities when given the
opportunity Unfortunately, this natural cooperative instinct is not fostered when some people
selfishly exploit other people.

Marx believes that man is driven primarily by desire for economic gain In his Das Kapital, he
considered the human person as a social animal if he/she fails to relate actively with others and
with nature, he/she loses himsel herself and becomes alienated. His/Her drives lose human
qualities andassame animal qualities.

4. Pascism

Fascism holds that what matters most is the country itself. The human being can prosper only
when the nation prospers; his/her fate is merely secondary when it comes to the country. Like
the conservatives, the fascists contend that some human beings are naturally and racially better
than others.

CLASSICAL GREEK VIEWS

• The early classical Greeks define the human person as "a rational animal." An animal's
vegetative sensory and rational element is integrated within his/her being, thus he/she is a
material (body) and spiritual (soul) being.

• As a vegetative creature, the human person needs to have food to grow, develop, and
reproduce. As a sentient being, he/she needs sensory perceptions to gain knowledge.

• As a rational animal, he/she needs the power of thought, reason, and cognition.

Due to a person's nobility and his/her special place in God's kingdom, it is through him/her that
the rest of creation enter into a dialogue and relationship with the Supreme Being. Because the
human person is given free will to choose, decide, or shape his/her life, he she is always
responsible for his/her action.

A human person is capable of knowing, loving, and believing, which leads him/her to be fully
aware of his/her humanity

Sociological Views

A perspective is a particular way of looking at and seeing something. Salcedo (2004) states that
people look at this social world or at the various ways that human beings behave in a social way.
Hence, when we talk about society or the social world, we are really referring to the behavior of
human beings.

This is not to say that all sociologists necessarily see the social world from exactly the same
perspective (or viewpoint) neither do they always agree about what they see. how behavior
could or should be understood. and so forth.

San Juan (2007) proposes some common ideas about the human person. These are the
following

1. Human persons are social animals. We need to cooperate with others in some way to create
the social world in which to live.

2. The human person's social behavior is learned, not instinctive. In this respect the argument is
that we have to learn, from the moment we were born, how to be not just a human being but
also a recognizable member of the society into which we happen to have been born.

3. To understand the human person's social behavior, we have to focus our attention on the
groups to which people belong.

4. Sociology is a discipline that looks into the totality of relationships in an individual's life.
Sociologists do not restrict their studies to a single dimension of an individual's life (economics,
politics, history, geography, psychology. and so forth). Although each of these areas is
significant and interesting in varying degrees, it is only by looking at how these relationships
affect each other that we can arrive at a complete picture of human social behavior.

Sociologists do not reject the contributions of other social sciences. Sociology as an academic
discipline itself is based on the recognition that human beings are not one dimensional but
rather multi-dimensional.

For example, in our society, people work (economic dimension), have the opportunity to vote in
elections (political dimension), and live in different areas of the country (geographic dimension).
What interests sociologists in this regard might be the relationship between these three
dimensions-how does the area in which people live affect the type of work they do and how
does the type of work they do affect how they vote in elections?

If the sociological perspective differs from that provided by other social sciences, it is evident
that it also differs from a final perspective we have to consider, namely, that of naturalistic or
commonsensical explanation of the social world, Investigating some examples of
commonsensical ideas about the social world will allow us to demonstrate more effectively the
idea of a sociological perspective and show how sociology provides a greater understanding of
human behavior.

HIERARCHY OF NEEDS

The guiding principle in realizing a person's competence and ability is the exploration of his/her
totality in the field of humanistic psychology, which theoria that a person's behavior and his/her
relationship with others are shaped by his/her inne feelings and self-image.
Maslow presented the levels of hierarchy of needs in his theory of personality

1. Physiological needs include the biological and basic needs such as water and clothing. These
needs are immensely important because they are essential for survival

2. Safety needs include security and protection from physical and emotional harm

3. Social needs include affection, sense of belonging, and friendship, which people seek to
overcome feelings of loneliness and alienation

4. Self-esteem esclude achievement, mastery, and confidence derived fr recognition, respect,

and attention. When these needs are satisfied, the person feels confident and valuable.
However, when they are not met, the person may feel inferint, weak, helpless, and worthless

5. Self-actualite person has reached the peak of his/her potential.

Maslow's theory points out that a person needs to satisfy first the lower nonds before realizing
his/her self worth and potential. Accordingly, when the lower needs are not met, a person
cannot completely devote his/her time to developing his/her full potential He also maintains
that self-actualization is the driving force of human personality Thus, a person cannot
appreciate intellectual and aesthetic learning when hehe is hungry or if he/she feels unsafe.
Artistic and scientific endeavors do not flourish in a society where people must struggle for
food, shelter, and safety. Self-actualization can only be achieved after all other needs are
satisfied.

According to Rogers' person-centered therapy theory, every person has within him/ her an
inherent desire for a positive transformation and the development of his/her capacities. He/She
possesses an innate goodness no matter how imprudent his/her actions are.

Based on this theory, the society should be a sounding board of reflections in life. so that an
individual can realize his/her problem and formulate solutions for it. However, it is the individual
who will eventually create his/her own path and not the people around him/her. He/She is the
only one qualified to choose the path that he/she should take. A self-actualized person allows
his/her innate goodness to transform further. Only by understanding himself/herself first can
he/she effectively relate to others. Furthermore, every person must understand that he/she only
exists in this world transitorily. As such he/she should utilize his/her gifts and talents to reach
his/her goals and to help others realize their own worth as a person.