Pinatubo were dislocated.
Both government and
NSTP Module 6 - 1st Semester
AY: 2010-2011
The UST
Community
Development
Experience
Lesson 1: Brief History of Community
Development in UST
Lesson 2: Current Initiatives of NSTP CWTS &
LTS
Lesson 1: Brief history of community
development in UST
1.1 introduction to the University’s Community
Development Programs:
before you take part in the actual service to the
community, it is only essential that you know
more about the UST Office for community
development practices of the University.
Have you been to the Office for Community
Development (OCD)?
This office is located at room 115, UST main
building. Its mission-vision statement can be
found below:
OCD MISSION:
The UCPD, through the Office for Community
Development of the University of Santo Tomas,
commits itself to the Christian formation of
Thomasians and university partner communities
in becoming agents of social transformation.
OCD VISION:
The University Community Development
Program (UCPD), through the Office for
community development of the University of
Santo Tomas, pursuing the effective and
sustained involvement of the Thomasian
Community, envisions partner communities and
at-risk sectors that are self-reliant,
interdependent, and empowered, contributing to
a Philippine society that is “maka-Diyos, maka-
tao, maka-bayan at maka-kalikasan”
1.2 introduction to the University’s partner
communities:
ask your parents about stories they can relate to
you regarding the Mt. Pinatubo eruption. Many
lives have changed and this happened during
the year you were born.
It was June 15, 1991 when the day turned
night; the Mt. Pinatubo in Central Luzon
erupted. Residents in nearby areas of Mt.
non-government agencies pooled their efforts
together to help those who were directly
affected by the eruption. Certain areas were
identified as resettlement sites for the victims
whose houses were covered with lahar.
One of the areas used for resettlement was SItio
Layak, in baranagy Anuput, Bamban, Tarlac.
Sitio Layak accommodated the residents from
the buried towns f Mabalacat and Dolores
Pamapanga and Bamban, Tarlac. Prof. Irene
Grace Carlos was one of those who wnet to the
area with her Our Lady of Grace choir quiapo
Church. She brought their plight to the attention
of the administration and faculty of the UST
College of Nursing. Sometime in September
1992, the choir and the UST College of Nursing
with its Red Cross Youth Organization went to
Sitio Layak to make their initial assessment.
They also conducted a medical mission and relief
goods distribution on October 17, 1992. fully
aware of its modest capacity and realizing the
tremendous assistance needed by Sitio Layak.
The UST College of Nursing proposed to the UST
administration through the then office for
Student Affairs and Community Services
(OSACS) the adoption of the community as
catchments area for its various community
development projects. The office for student
affairs and community services organized the
effort which would best address the immediate
needs of the community.
Some good things come in small packages. Last
December 17, 2008, the University in behalf of
the office for community development received
the outstanding regional higher education
institute extension program award. This is given
by the commission of higher education during
ceremonies held at Seameo-Innotech, Diliman,
Quezon city. It is really interesting to know the
story behind this award.
Lesson 1 of module 6
The UST community development experience
continues here…
Flagchip programs
At present there are three flagship programs
that the office for community development is
undertaking – distance education,
kamanlalakbay, bamban indigenous peoples’
program.
Distance education program
Our brothers and sisters from the five learning
centers study through the radio. Isn’t that
amazing?
Kamanlalakbay
Leaders unite! Yes, being the head of the
different partner communities, they play
important roles in their own respective
communities. Through this annual
“kamanlalakbay,” they converge and learn
from/with each other.
Bamban Indigenous Peoples’ Program
In the previous modules, you already have
learned about community organizing and project
development program. On the link that follows,
you will find out how a community development
plan has changed the lives of the people in our
partner communities. I’m sure you can do this
too!
(sorry d ko maclick ung links eh)
In summary, the University of Santo Tomas
distance education for the marginalized program
is an adult distance literacy program using the
two-way radio (broadcast) as the medium of
delivery. The teacher broadcasts the lessons via
two-way radio from the radio room in the
College of Education in the University to the
learners in their communities.
Kamanlalakabay is the annual training for the
leaders of the University’s partner communities.
As a kamanlalakabay, the University and the
community work hand in hand towards a
common goal.
Bamaban IP program is an opportunity under
the partnership between the Aetas of Bamban
and the UST office for community development
to pursue the Bamban and the UST office for
community development to pursue the Bamban
Indigenous peoples’ integrated development
program. The program is a reflection of Bamban
Aetas’ vision that can be achieved through
participatory, democratic, humane and Aeta-
centered development strategies,
methodlologies, interventions and projects.
Lesson 2: current initiatives of NSTP civic
welfare training service and literacy training
service.
The NSTP CWTS and LTS has been a part of the
office for student affairs for the past several
years but due to the community development
nature of the two components they were
integrated as part of the office for community
development on November 2008. With this
integration of both CWTS and LTS are now being
held in the different partner communities of the
UST through the OCD.
In section 3 republic act 9163, civic welfare
training service (cwts) refers to program 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 morals of the citizenry.
While literacy training service (lts) is a program
designed to train students to become teachers
of literacy and numeracy skills to school
children, out of school youth, and other
segments of society in need of their service. In
line with this, University’s NSTP CWTS and LTS
came up with activities that will maximize the
capabilities of the students in different fields of
community development, thus exposing them to
the different realities of life.
I. civic welfare training service
in the past, there were two major programs in
CWTS which are the “thomasian’s concern for
the environment” and “”cwts program on social
transformation.”
The Thomasian’s concern for the environment is
a cluster of activities which aims to motivate the
students to take part in improving the conditions
of their environment. Some of the past activities
concerning the environment include: Bantay
kalikasan and pocket discussion on the
integrated waste management where the
students were asked to keep a certain area in
their own college/faculty buildings clean. There
are also selected barangays around the
university campus where the students conducted
campaigns for cleanliness and information
dissemination for proper waste disposal, tree
planting activities in specific areas that needs
more trees and ilaw ng kalikasan which was a
lantern-making activity out of recyclable
material. These lanterns were exhibited in front
of the UST Hospital and UST graduate School
walkway for public viewing during the Christmas
season.
The CWTS program on social transformation was
a collective program which aimed to help in the
development of humans as a part of society. In
the years of its implementation it included
activities such as : run for humanity and walk
for a cause, a fund-raising event that was
intended foe selected beneficiaries. Past
beneficiaries include: the Aeta community of
Sitio Mabilog, Bamban, Tarlac; St. Bartholomew
Academy, at calayan islands, Cagayan; and Puro
elemenray school in Albay who were victims of
typhoon “reming”. Other past activities were
held in different gawad kalinga sites in Metro
Manila where students helped in activities such
as shelter and library building, medical missions,
livelihood programs, backyard gardening, urban
farming, and training on first aid and disaster
management to name a few. Charitable
institution visits (for the elderly, abandoned
children, abused and handicapped) was also a
part of the CWTS program on social
transformation.
With the integration of both CWTS and LTS in
the office for community development the past
programs of CWTS were developed through the
inception of the program clusters where the
students are grouped according to their
academic programs for community
development. The program clusters are as
follows”
HELATH CLUSTER is the group who is involved in
activities health and physical well-being. The
cluster includes students coming from the
College of Nursing, College of Rehabilitation
Sciences and the Faculty of Pharmacy.
Objective:
To fulfill the mission and vision of the national
service training program Civic welfare training
service, which would give its facilitators and
students the opportunity to see, learn, and
respond to the health related needs of the
community. The following activities aim to cater
to the needs of the partner community:
Operation bulatepok- an activity that intends to
provide deworming to the children of the partner
community.
Botica sa paso- this activity aims to help the
community prepare medicinal plants as
treatment to simple ailments.
Operation bye bye tooth decay!- an activity that
aims to educate the residents especially the
children the importance of dental hygiene and to
provide dental hygiene kits to the participants.
Personal hygiene for children- an activity that
seeks to identify the common problems in terms
of hygiene and educate the children about the
diseases that are brought about by poor
hygiene.
Dengue prevention seminar- a dengue
awareness campaign that will propose ways to
make the partner community dengue-free.
INSIGHT
During the last academic year the cluster was
able to conduct a series of personal hygiene
seminars after which they distributed personal
hygiene kits to the community for them to be
able to practice what they learned from the
seminar. Another activity was information
dissemination on backyard planting of herbal
medicines where the community was taught how
to plant and prepare department of helath-
approved herbal medicines. This activity was
done to give the community an alternative and
cheaper medication for some of the common
diseases and illnesses. Before the academic year
ended, the cluster has successfully conducted a
medical mission in our partner community in
Lmabakun, Marilao, Bulacan where almost 500
patients were attended and given prescribed
medications.
ENVIRONMET AND INFRASTUCTURE CLUSTER is
the group who is involved in activities
concerning the care and beautification of the
environment and construction and rehabilitation
of physical infrastructures. The cluster includes
the students coming from the Faculty of
Engineering, Colleges of Sciences, Architecture
and Fine Arts and Design.
Objective:
To develop/improve the physical environment
and basic infrastructures of the University’s a
partner community through activities like:
Landscaping
Mural painting
Beautification
Backyard gardening
Clearing/ clean-up
Tree planting
Mangrove planting
Waste segregation
Trash bin making
Build-a-library
Library rehabilitation project
During the last academic year, engineering
students of CWTS were able to complete the
basketball court in Sitio Mabilog, so now the
community can use the full court for their
different sports and cultural activities. They were
also able to build bookshelves and rehabilitate
the flooring and walls of the Sitio Malasa
Elementary School and Day Care Center. Also,
they were able to construct the ceiling of the
two classrooms (grades II and III) of Ariendo
Elementary School in our partner community at
Bongabon, Nueva Ecija, At Sta. Mercedes,
Maragondon, Cavite, they were able to plant
mangrove seedlings and help in the construction
of its school fence. The Architecture and CFAD
students were able to help in the landscaping
and beautification of the Kristong Hari Parish in
NTA, Montalban, Rizal, as well as the desining
and beautification of the grotto in the said area.
They were also able to help in the clearing and
landscaping of the entrance to Sitio San Martin.
CHARACTER ENRICHMENT PROGRAM (CEP)
CLUSTER is the cluster who is concern with
activities dealing with social development and
values formation. The cluster comprises of
students coming from the faculty of arts and
letters, conservatory of music and from the
colleges of education, accountancy and
Commerce and tourism and hospitality
management.
Objective:
CEP offers services training to the communities
which focus on the following aspects:
Education- it includes activities that are basically
knowledge empowerment
Build-a-library
Book donation
Enrichment program
Recreation it includes activities that are
essentially for physical improvement
Sports clinic
Arts and crafts
Dance lessons
Livelihood- it includes activities that are mainly
to help the community utilize its available
resources for economic development.
Candle making
Food preserves
Stone crafts
Gardening
Spiritual it includes activities that are
fundamentally about the strengthening of spirit
and mind.
Catechism
Build-a-chapel
Meditation/yoga
Donate-a-Bible
Choral lessons
INSIGHT
During the last academic year, the group was
able to conduct Christmas carol tutorials,
making of musical instruments where they made
use of recyclable/indigenous materials; arts and
crafts lessons, livelihood seminar, bible
storytelling at Sitio Buok, Sta. Rosa, San Martin,
Mabilog and Malasa at Bamban, Tarlac. At
Ariendo Elementary School in Bongabon, Nueva
Ecija, they were to conduct a sports clinic and
other livelihood seminars using the products
available in the community. There was also
backyard gardening (as means of livelihood),
Bible story reading/catechism, stiorybook
making, chapel beautification, arts and
craftslessons, and valentines’ day/ yuletide
celebrations held at Alimugmog, Antipolo.
When they visited Sta. Mercedes, Maragondon,
Cavite, they were able to participate in the
school fence construction, coastal clean-up,
library rehabilitation, and they also provided IDs
for the pupils,information posters, and
decorations for the teachers’ tables of the
elementary school. They also conducted a sports
clinic and a yuletide celebration for the same
school. Lastly, there was a Bible story
reading/catechism and art lessons conducted at
Lambakin, Marilao, Bulacan and book donations
at kalawakan, Dona remedies Trinidad bulacan.
Since the creation of these program clusters, the
activities of students were organized according
to their fields of interest and expertise so as to
utilize their capabilities in activities that best suit
them. In addition, aside from the cluster
activities, all students were also involved in the
general activities which include;
1. general orientation which is held at the
beginning of the semester,
2. Christmas gift-giving where in we give
out noche Buena packages to chosen
beneficiaries,
3. luv ko to: ust heart exchange wherein
the students are asked to make cards
containing messages of love aof
humanity,
4. NSTP week or book drive wherein the
collected books are donated to our
communities, and lastly
5. culminating activity which is held at the
end of the semester and thus our way
of recognizing the efforts of the
students and their contribution to the
development of our partner
communities.
II literacy training service
The LTS program aims to provide opportunities
to LTS students to apply in actual situations the
principles learned regarding the teaching-
learning process in an environment different
from their own. it started with:
Tutorial
To supplement, enhance and develop the
knowledge and develop the knowledge of those
in need of educational improvement-promoting-
education among underprivileged.
Non-formal education activities
Other than providing tutorials, LTS students also
organize and implement activities for the
development of the talent, skills, creativity and
personal hygiene, health and nutrition.
Aside from the above mentioned activities, LTS
students also participate in general activities and
projects such as:
Orientation- for the intention of giving the
students the guidelines, policies and schedule of
the LTS program.
Bag of love and book drive- to address the lack
of learning resources such as books, visual aids
and school supplies, LTS students provide the
said materials for the use of the learners in our
partner schools like the Gugo elementary school
in Samal, Bataan and Ariendo elementary school
in Bongabon, NuevaEcija.
Chrismas party the Christmas celebration which
is held at the respective sites assigned to the
students together with the preparation of
games, prices and gifts for the learners.
Culminating- serves as the closing program as
the school year ends. The program organizes a
thanksgiving mass for all the LTS students andis
usually held at the Santisimo Rosario Parish
Church of the University.
Exhibits- to showcase the works and
achievements of the LTS students together with
their learners in each community.
ACCOMPLISHMENT
The university’s literacy training service has
pursued vigorous program son many fronts,
including educational services such as tutorials,
seminars and workshops. When the program
was first implemented in UST back in 2003, it
only had a handful of elementary learners from
each of the 12 basic ecclesial communities of the
Santisimo Rosario Parish (UST chapel) and some
pupils from the Graciano Lopez-janea
elementary school. Now, the program has
benefited approximately 2000 learners including
daycare and pre-schoolers, grade ont to grade
six pupils, high school students and indigenoius
adult learners in the following sites:
Gugo elementary school, samal, bataan
Samala south elementary school, samal,bataan
Sta. Mercedes elementary school, maragondon,
cavite
Jose t. reyes elementary school, alitagtag,
batangas
Ariendo elementary school, bongabomn, nueva
ecija
Bamban, tarlac
Sapang palay, san jose del monte, bulacan
Camarin, caloocan
Brgy.56, tondo, manila
Other university partner communities

The performance of the learners under the

program improved in the national exam. Some
of the learners in Bamban are already in college,
hoping that they could finish their studies to
help their community.