THE REVISED MINIMUM STANDARDS FOR THE
NATIONAL SERVICE TRAINING PROGRAM MODULES
In accordance with the RA 9163, otherwise known as the National Service Training Program
Act of 2001, the National Service Training Program (NSTP) was implemented and formed
part of the curricula of all baccalaureate degree courses and of at least two (2) year technical
vocational courses and is a requisite for graduation in coordination with the Technical
Education and Skills Development (TESDA) and the Department of the National Defense.
The 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
the three (3) program components—Reserve Officers’ Training Corps (ROTC), Literacy
Training Service, and Civic Welfare Training Service. Moreover, after completing the
program, the LTS and CWTS graduates are expected to be part of the National Service
Reserve Corps (NSRC) whom the state may tap for literacy and civic welfare activities
especially in times of calamities.
In order to achieve what the law envisioned the CHED, DND and TESDA designed the
minimum standards for NSTP Modules which will serve as the guide for the uniform
implementation of the NSTP. The framework below shows how the NSTP modules are
currently inculcated in HEIs.
Current NSTP Module Framework
National Service Reserve Corps (NSRC)
Citizen Armed
Force (CAF)
Shall be mobilized in times of calamities
108
hou
rs180
hou
rs
NSTP
2
Non-Military Components
54ho
urs90ho
urs
CHED and HEIs
Military
Component
DND and HEIs
Skilled and prepared for literacy
activities
Skilled and prepared for civic welfare
activities
LTS
literacy and numeracy
skills
CWTS
general welfare
Trained and prepared
for military defense
activities
ROTC
NSTP
1
Specific Modules (83hours)
military training
54ho
urs90ho
urs
Physical
Organization
and Course
Orientation
NSTP
Program
(RA 9163)
Citizenship
Training
Drug
Education
Disaster
Awareness,
Preparedness
and
Management
Environmental
Protection
Other
National
Security
Concerns
Common Modules (25hours)
National Service Training Program (NSTP)
enhancing civic consciousness and defense preparedness in the youth, by developing
the ethics of service and patriotism
Per directive of the CEB during its meeting on 24 September 2019, the OSDS with
Commissioner Delas Llagas discussed to map out the learning outcomes from the expected
topics as provided by the law and its IRR. Below are the learning outcomes from the
identified topics.
THE ENHANCED MINIMUM STANDARDS FOR THE NATIONAL SERVICE
TRAINING PROGRAM COMMON AND SPECIFIC MODULES
General Learning Objectives
Graduates are expected to:
a. Develop the ethics of service;
b. Imbibe good citizenship values of being maka-dios, maka-kalikasan, and maka-bansa;
and
c. Demonstrate preparedness and skills when tapped for civic welfare and literacy and
numeracy activities especially during calamities.
The following are the proposed components with identified topics:
A. National Service Training Program (NSTP) 1
I. Common Module (25hours)
This module focuses on the five (5) topics mentioned in the Rule III. Program Implementation,
Section 4. Coverage, Paragraph c. of the implementing Rules and Regulations of RA 9163.
Students enrolled in the first semester of the freshman year are required to undergo a common
module phase for 25hours before pursuing specific component of their choice.
During this phase, the students are expected to gain knowledge, skills, and attitude towards
deepened understanding and heightened appreciation of their role in the promotion of common
good and the general welfare. Further, they are expected to demonstrate learning by applying
concepts and principles on practical situations in pursuit of community development for the task
of nation building.
The common module aims to:
1. Inculcate the spirit of patriotism, nationalism and good citizenship values as potent force in
nation building;
2. Develop their physical, moral, spiritual, intellectual and social well-being;
3. Enhance civic consciousness and defense preparedness of the students;
4. Advance their involvement in civic and public affairs.
Topics
1.
Citizenship
Training
Scope of Instruction
a.
b.
c.
d.
e.
f.
Historical and Legal
Bases of NSTP
Philippine
Constitution
(Preamble, Bill of
Rights and duties
and
Responsibilities of
Filipino Citizen)
United Nations
Principles on
Human Rights
Flag Heraldic Code
of the Philippines
(RA 8491, s. 1998)
Good Citizenship
Values
Voter Citizenship
Education
Methodologies




Structured
Learning
Exercises
(SLE)
Lecture
Film Showing
Role Playing
Knowledge
Skills
Attitude
Upgrade knowledge
on the principles
underpinning good
citizenship, rights
and responsibilities
of citizens, service
and volunteerism for
national
development.
Make reasonable
decisions that will
address issues,
explain concepts
and solve problems
using relevant
examples pertaining
the exercise of
rights, fulfilment of
obligations, and
promotion of values
towards responsible
citizenship
Imbibe good
citizenship values of
being maka-dios,
maka-kalikasan,
maka-tao at makabansa which
facilitate them to
appreciate the
significance of good
citizenship towards
the attainment of
national
development goals.
Analyze issues that
relate to the good
citizenship, values,
rights and
responsibilities of
student-citizens in
the country
Instil the spirit of
nationalism and
patriotism as a good
citizen.
Appreciate and
exercise one’s rights
of sovereignty.
2.
Drug
Education
a.
b.
General orientation
on RA 9165, nature
of drugs, drug
menace, national
drug situation,
controlled
substances, and
other pertinent laws
Role of the youth
on drug detection
and prevention





Structured
Learning
Exercises
(SLE)
Lecture
Role Playing
Film Showing
Case Analysis
Explore the nature
and effects of drugs
and substance
abuse such as
alcohol, tobacco and
others on personal
health and social
relationships.
Synthesize accurate
information on
Make a personal
commitment to
remain drug free
and develop plan to
help address drug
and substance
abuse
Appreciate the value
of a drug free self
and community
health, legal and
social consequence
of drug and
substance abuse
and examine how
these negatively
impact the person
who uses the drugs,
his/her family,
friends and
community
3.
Disaster
Awareness
Preparedne
ss and
Manageme
nt
a.
b.
c.
d.
e.
Disaster Risk
Reduction and
Management
(DRRM) concepts,
principles and
trends (RA 10121)
Geographic Profile
of the Philippines
Disaster Risk
Profile of the
Philippines (focus
on specific
region/area where
the school is
located)
Four thematic
areas of the
Philippine Disaster
Management
System
Role of the youth in
disaster
preparedness and
management,
Basic Disaster
Preparedness and
Response Training
(Survival Training)
e.1. Basic First
Aid/Basic Life
Support





Structured
Learning
Exercises
Town-watching
Exercise
Demonstration
Simulation
Exercise
Lecture
Update knowledge
on the operational
concepts, principles,
structures and
priority actions
relative to the
Philippine Disaster
Management
System.
Identify risk
reduction and
preparedness
activities that will
reduce vulnerability,
mitigate the impact
of emergencies and
support efforts to
prevent conflict and
civil unrest.
Create contingency
plans based on the
likely emergencies
in their respective
schools.
Value their
involvement and
participation in
preventing disaster
risk reduction in their
respective schools
as would be
reservist.
Acquire knowledge
skills in various
basic life support
particularly on
preparedness and
response training.
e.2. Search and
Rescue
(Water,
Earthquake,
Landslide and
Fire)
4.
Environme
ntal
Protection
Basic knowledge and
understanding on the
following:
a.
b.
c.
d.
e.
Environmental
Protection and
Management
Introduction
Seven Principles of
environment and
Environmental
Laws
Forest Protection,
Conservation and
Development
Water Sanitation
and Conservation
The role of the
youth in the
environmental
protection and
management





Structured
Learning
Exercises
Lecture
Practical
Exercise
Tree Planting/
Growing
Activity
Actual Cleaning
of Esteros etc.
Upgrade knowledge
and competencies
on the various
environmental laws,
concepts and
principles
Make action plan
that will address
environmental
concerns particularly
in their home, school
and the community
Value one’s
involvement as
environment
advocate and
partner in taking
care of the
school/university/
community premises
clean and green.
Have the passion of
keeping the
home/school and
community
environment
friendly.
Share love for the
environment.
5.
Other
National
Security
Concerns
a.
National Security
Concerns
a.1. Internal
Threats
a.2. External
Threats





Structured
Learning
Exercises
Lecture
Film Showing
Role Playing
Case Analysis
Get familiar with the
various internal and
external threats
affecting the
national/local
security concerns.
Prepare action plan
in preventing threats
in the school and the
community as a
contribution in
addressing national
security concerns.
Be aware of their
involvement to help
address national
security concerns
particularly in the
community and the
university.
a.3. Role of the
youth in the
National
Security
II.
Specific Modules (29hrs)
The set of specific modules was designed for non-military components—CWTS and LTS. The
CWTS is the program component or activities contributory to the general welfare and the
betterment of life for the members of the community or the enhancement of its facilities, especially
those devoted to improving health, education, environment, entrepreneurship, safety, recreation
and moral of the citizenry and other social welfare services. While the LTS is designed to train the
students to teach literacy and numeracy skills to school children, out-of-school youth and other
segments of society in need of their services. However, for the ROTC as a component, it shall be
subject to the policies, regulations and programs of the Department of National Defense (DND) on
the military component of the training per Rule III. Program Implementation. Section 8. Monitoring
and Evaluation. Paragraph a.4 Management of the IRR of RA 9163.
These modules shall be taken after completing the Common Module phase and for a period
equivalent to 29 hours to satisfy the minimum requirement as to training hours for NSTP 1 that is
54 hours. The modular topics covered herein will help the students acknowledge their roles in the
society they belong especially in engaging themselves to activities contributory to the general
welfare as what the components are intended to.
In this phase, students are being introduced to the community-based activities as preparation of
their involvement to the National Service Reserve Corps (NSRC) which they will be part of when
they completed the NSTP. The NSRC is an organization composed of graduates of the CWTS and
LTS components tasked to provide a trained, motivated and organized manpower reserve that can
be tapped by the State for DRRM, civic welfare, literacy, national emergency, environmental
protection and other similar endeavors in the service of the nation.
The number of hours is defined according to the scope and depth of the topics. Completing the
Common and Specific Module Phases will satisfy the 54 minimum training hours for NSTP 1.
The objectives of this module are to:
1. Acquire additional insights in the enhancement of civic consciousness and defense
preparedness by reinforcing concepts of self-awareness, volunteerism, disaster preparedness
and readiness, peace building as well community-based project management;
2. Deepen understanding on community involvement of students along the various aspects of
national/sustainable development in advancing more specific and relevant community action;
and
3. Develop deeper appreciation on the role of students in terms of community participation
development, display of nationalism/patriotism and exercise of good citizenship values through
genuine civic/national service.
Topics
1.
Self and
Filipino
Society
Scope of Instruction
a.
b.
c.
d.
e.
f.
Nature of Self
Self-Awareness
Filipino Values
Personal
Development Plans
Roots of the
Filipino Character
Nationalism and
Patriotism Program
Good Citizenship
f.1. PagkamakaDiyos
Methodologies







Knowledge
Skills
Attitude
Exercise
Lecture
Demonstration/
Simulation
Case Analysis
Brainstorming
Film Viewing
Self-Awareness
Exercises
Improve awareness
in knowing one’s self
and imbibe the spirit
of patriotism and
nationalism together
with the good
citizenship values
Perform various
activities that instill
patriotism,
nationalism and
good citizenship
values for them to
live-by.
Live-by the spirit of
nationalism,
patriotism, good
citizenship values of
being maka-dios,
maka-kalikasan,
maka-tao at makabansa.
Lecture
Film Viewing
Structured
Learning
Exercises
Simulation
Exercises
Increase knowledge
on the elements and
concepts of
volunteerism.
Prepare
volunteering work
that will maximize
their involvement
and strengthen
their spirit of doing
voluntary action.
Value volunteer
action as a means
of helping others
Structured
Learning
Exercises
Lecture
Film showing
Role Playing
Improve knowledge
in advocating peace
in the home, school
and the community.
Prepare action
plan as basis of
promoting peace
in the self,
community
particularly in the
university.
Imbibe peace in the
self, community and
the
school/university.
f.2. PagkamakaTao
f.3. PagkamakaBayan
f.4. PagkamakaKalikasan
2.
Volunteerism
a.
b.
3.
Peace
Education
a.
b.
Concepts/Elements
of Volunteerism
The role of the
youth in
strengthening
volunteerism and
the importance of
voluntary action



Integrated theories
on peace education
Role of the Youth in
promoting and
maintaining peace
in the community





Become peace
advocates.
4.
For CWTS:
Dimensions
of
Development

Emergency Response
Training





Practical
Exercises
Lecture
Demonstration/
Simulation
Case Analysis
Field Visit
Community
Immersion
Get familiar with the
various emergency
response training
among the youth
trainees.
Acquire skills in
the various skills
needed in
responding and
mitigating
emergency cases.
Skillful responder on
emergency cases/
calamities, e.g.:
1.first aider
2. crowd controller
3. food packager
DRR Info Dissemination
Training
4. training assistant
5. logistic
coordinator
6. advocates
For LTS:
Literacy and
Numeracy
Skills
Upgrade knowledge
and competencies in
designing program
on basic literacy and
numeracy
Design several
numeracy and
literacy skills
program that will
cater to the needs
of identified clients
Appreciate the value
of increasing the
literacy rate of the
country particularly
in the various
service area of the
school/university.
Become literacy
teacher/advocates.
5.
Introduction
to
CommunityBased
Management
a.
b.
c.
d.
e.
Analyzing
Community Needs
Social mobilization
Formulating Plan
for CommunityBased
Projects/DRRM
NSRC Overview
Managing
Community/SchoolBased NSRC Unit






Lecture
Practical
Exercises
Demonstration/
Simulation
Case Analysis
Field Visit
Community
Immersion
Explain the
principles and
concepts, and
processes of
community-based
management.
Get the overview of
NSRC as
instruments in
managing schoolbased community
projects.
Conduct
community needs
assessment.
Be aware of their
involvement and
participation as
NSRC/volunteers in
various area of their
interests.
Prepare action
plan based on the
identified needs
such as:
1. DRRM project
2. Environment
Protection Action
Point
3. Drug Education
Prevention and
Control Advocacy
Plan
4. Peace and
Security School
Advocacy
Involvement
Manage
community
projects assigned
to them as
planned
III.
Optional Module (36hrs)
Considering that higher educational institutions (HEIs) are given the option to extend the training
hours for NSTP 1 to a maximum of 90 hours, the set of optional modules can be delivered for a
total of 36 training hours. These optional modules for CWTS and LTS based on the prescribed
minimum standards earlier prescribed alongside the promulgation of the revised IRR of 2009 will
provide avenues for additional training of the students in preparing them to become active
members of the NSRC. Students are expected to gain added knowledge, skills and attitude that
are relevant in the performance of their duties as citizens and as NSRC reservists.
Objectives:
The offering of these modules aims to:
1. Exemplify leadership and community services among the young in pursuit of the aims of
NSTP and NSRC;
2. Transform the students into community leaders and nation builders for efficient and effective
community-based programs/projects in recognition of their citizenship roles; and
3. Create awareness among community partners and stakeholders in promoting civic
consciousness, nationalism and ethics of service.
Topics
Scope of Instruction
Methodologies
Knowledge
Skills
Attitude
1.
Leadership
Training
a.
b.
c.
d.
e.
f.
g.
h.
2.
3.
Community
Exposure
Agency
Visits
Community
Service
Concept of
Leadership
Human Behavior
Leading,
Direction,
Communication
Motivation
Leadership Style
Teamwork
Time
Management
Decision Making






Nature of
Community Work
b. Development of
Community Work
c. Approaches in
Community Work
d. Community
Development
Project
e. Community
Practice and
Community
Building
Community services of
any or combination of
the following:







a.



Drug Education
Health e.g.
Medical Dental
Education
Environmental
Education
Entrepreneurs
Culture






Exercises
Lecture/
Discussions
Demonstration/
Simulation
Case Analysis
Brainstorming
Role Playing
Upgrade knowledge
on the concepts,
behavior, styles,
communication and
leadership
management
process and
decision making of
being a leader
Build in them the
ability to motivate,
inspire, guide, lead
and gain support
among members in
the group/
organization
Recognize that
positive attitude and
teamwork are the key
to good leadership
and to ensure
efficiency and
effectiveness in
meeting goals and
developing the ethics
of service for the
sake of others.
Exercises
Lecture
Demonstration/
Simulation
Case Analysis
Field Visit
Community
Immersion
Realize the
importance of
understanding the
dynamics of a
community and
community exposure
as a way of meeting
the objectives of
NSTP.
Apply community
development
approaches in
conducting project in
partnership with
community people.
Value the importance
of having community
development projects
as a way of
practicing standard
operating procedures
and establish
protocols governing
community
immersion
Exercises
Lecture
Demonstration/
Simulation
Case Analysis
Community
Immersion
Gain knowledge on
the processes of
conducting various
community service
projects based on
need.
Conduct communitybased service
projects in the
various dimensions
of development as
needed in the
locality.
Instill in them the
value of extending
help in the
community with the
true spirit of
volunteerism.
B. NSTP 2 (54-90hrs)
This phase will provide students relevant trainings as they move towards the NSRC, consistent
with the provision of the IRR which envisions the graduates of the NSTP to be part of NSRC
whom the state may tap as needed especially during the time of calamities.
The HEIs have the option to stick on the 54 minimum training hours or to maximize the 90 training
hours.
For the last two session of the program, there will be an evaluation to determine if the training
objectives are being achieved as stipulated in the Section 8. Monitoring and Evaluation of the
IRR.
The objectives of this phase are:
1. Apprise the students of their roles as community citizens and members of the National Service
Reserve Corps (NSRC).
2. Capacitate the students in the assumption of their citizenship roles and performance of their
functions as NSRC reservists particularly in organizing school/community –based NSRC units in
their respective institutions/communities as partner in sustaining the need of a ready group to be
mobilized in case of calamity/emergency
3. Evaluate the competence of the students they acquired.
Topics
1.
Introduction to
organization and
mobilization of
National Service
Reserve Corps
Scope of Instruction

Introduction to
Project
Implementation/
Cluster Approach
Methodologies



Lecture
Filed Visit
Simulation/
Demonstration
Knowledge
Skills
Attitude
Gain knowledge
in the
organization
and mobilization
of NSRC
Organize NSRC with
defined duties and
responsibilities
Have NSRC group
with a big heart that
serve and has
willingness to be
involved in any
community projects
for the betterment of
the school/
university or
community
Apply the process of
mobilizing NSRC
Involve I community
projects
2.
CommunityBased Project
Implementation/
CommunityBased Disaster
Risk Reduction
and
Management
Training
For CWTS:




Community First
Responder Basic
Training

For LTS:
Community
Immersion
CommunityBased
Training
CBDRRM/
Project
Management
Intensify
knowledge in
making
communitybased project
implementation
Implement
community-based
project on DRRM or
any of the
dimensions of
development as
needed by the
community.
Value the need of
conducting
community-based
project as a way
helping others and
developing the
ethics of service as
trainees.
Data
Gathering
Examination
Simulation/
Demonstration
Gain the
importance of
conducting
ANPE
Participate in
conducting the
ANPE
Be aware of the
importance of the
ANPE as a way of
determining the
achievement of the
program as to
objectives,
methodologies,
contents, trainers,
management of the
program and its
results.

3.
Annual NSTP
Performance
Evaluation
Post-Damage
Assessment

Needs Analysis
Training
Evaluation and
determination of the
achievement of
training objectives of
the LTS and CWTS.



With the new development and directive of the administration, the CHED sees the need of
reviewing and revising the minimum standards for the modules to effectively enhance the
implementation of the program and make it a responsive one. The Revised Minimum
Standards for the Common and Specific Modules is issued to be adopted by all higher
education institutions (HEIs), framed consistently with the requirements and envisions of the
law and its implementing rules and regulations. In the case of NSTP students enrolled in
schools under TESDA and ROTC students, shall be subjected to the policies, regulations and
programs of TESDA and DND respectively.