MODULE 1

LESSON 1. INTRODUCTION
TOPICS
1. Course Description and Grading System
2. Gender and Development

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. recognize the GAD implementation in the Philippines;
2. apply gender equality as a fundamental value that
should be reflected in development choices; and
3. identify the relative position of men and women in the
society.

TOPIC 1: COURSE DESCRIPTION AND GRADING SYSTEM

Subject Code : CW01

Description : Community Welfare Training Service 1 (CWTS 1)
No. of Hours :
No. of Units : Three (3)
Grading System :

COMPONENT PERCENTAGE
Activities 40%
Exam 60%
Total 100%

FINAL GRADE
Mid-tem Grade 40%
Pre-final Grade 60%

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 Total 100%

TOPIC 2: GENDER AND DEVELOPMENT

Gender and Development (GAD) – refers to the development perspective and

process that is participatory and empowering, equitable, sustainable, free from
violence, respectful of human rights, supportive of self-determination and actualization
of human potentials. It seeks to achieve gender equality as a fundamental value that
should be reflected in development choices and contends that women are active agents
of development, not just passive recipients of development;

How Gender and Development Started?

Gender and Development was developed in the 1980’s as an alternative to the

Women in Development (WID) approach.

Unlike WID, the GAD approach is not concerned specifically with women, but
with the way in which a society assigns roles, responsibilities, and expectations to both
men and women.

GAD applies gender analysis to uncover the ways in which men and women work
together, presenting results in neutral terms of economics and competence.

GAD focus primarily on two major frameworks, Gender Roles and Social

Relations Analysis. Gender role focus on social construction of identities within the
household, it also reveals the expectations from ‘maleness and femaleness’ in their
relative access to resources. Social relations analysis exposes the social dimensions of
hierarchical power relations imbedded in social institutions; also it’s determining
influence on ‘the relative position of men and women in society. In an attempt to create
gender equality, (denoting women having same opportunities as men, including ability
to participate in the public sphere) GAD policies aim to redefine traditional gender role
expectations.

Gender and Development in the Philippines

Philippine Plan for Gender and Development, 1995-2025, is a National Plan that
addresses, provides and pursues full equality and development for men and women.
Approved and adopted by former President Fidel V. Ramos as Executive No. 273, on
September 8, 1995, it is the successor of the Philippine Development Plan for Women,
1989-1992 adopted by Executive No.  348 of February 17, 1989.

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 Three years after, DENR Administrative Order No. 98 – 15 dated May 27, 1998
came up as the Revised Guidelines on the Implementation of Gender and Development
(GAD) Activities in the Department of Environment and Natural Resources (DENR) in
order to strengthen the DENR GAD Focal Point System and accomplishing the GAD
vision “Partnership of Empowered Men and Women for Sustainable Development”.

Republic Act No. 9710, otherwise known as the Magna Carta of Women was
approved on August 14, 2009 which mandates non-discriminatory and pro-gender
equality and equity measures to enable women’s participation in the formulation,
implementation and evaluation of policies and plan for national, regional and local
development.

A Memorandum Circular No. 2011 – 01 dated October 21, 2011 was released
addressing to all Government Departments including their attached agencies, offices,
bureaus, State Universalities and Colleges (SUCs), Government-Owned and Controlled
Corporations (GOCCs) and all other government instrumentalities as their guidelines and
procedures for the establishment, strengthening and institutionalization of the GAD
Focal Point System (GFPS).

Gender Equality

Gender equality refers to the principle asserting the equality of men and women
and their right to enjoy equal conditions realizing their full human potentials to
contribute to and benefit from the results of development, and with the State
recognizing that all human beings are free and equal in dignity and rights.

Gender Equity

Gender equity refers to the policies, instruments, programs, services, and actions
that address the disadvantaged position of women in society by providing preferential
treatment and affirmative action. Such temporary special measures aimed at
accelerating de facto equality between men and women shall not be considered
discriminatory but shall in no way entail as a consequence the maintenance of unequal
or separate standards. These measures shall be discontinued when the objectives of
equality of opportunity and treatment have been achieved.

Gender Socialization

Gender socialization is the process by which we learn our culture's gender-

related rules, norms, and expectations. The most common agents of gender
socialization—in other words, the people who influence the process—are parents,
teachers, schools, and the media. Through gender socialization, children begin to
develop their own beliefs about gender and ultimately form their own gender identity.

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Sex vs. Gender

The terms sex and gender are often used interchangeably. However, in a
discussion of gender socialization, it’s important to distinguish between the two.
Sex is biologically and physiologically determined based on an individual's
anatomy at birth. It is typically binary, meaning that one's sex is either male or female.

Gender is a social construct. An individual's gender is their social identity

resulting from their culture's conceptions of masculinity and femininity. Gender exists
on a continuum.

Individuals develop their own gender identity, influenced in part by the process
of gender socialization.

Task/Activity

1. From the animated movie Mulan (1998) site the hardship/s that the main
character have experienced. Write your answer on the space provided.

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2. Is gender equality a concern for men? Support your answer.

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3. From the illustration (next page), choose the number that best describe the
following: (a) equality, (b) equity and (c) justice. Explain your answer and write it
on the space provided.

1 2 3

(Source:http://www.theinclusionsolution.me/equity-vs-equality-eliminating-opportunity-gaps-education/)

Equality - ____________________________________________________
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Equity - ____________________________________________________
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Justice - ____________________________________________________
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LESSON 2. THE ANTI-BULLYING ACT

TOPICS
1. What is Bullying?
2. Effects of Bullying
3. The Relationship Between Bullying and Suicide

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. summarize Republic Act 10627, or “Anti-Bullying Act;”
2. intensify awareness on the effects of bullying; and
3. intensify awareness on the relationship between
bullying and suicide.

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 TOPIC 1: THE ANTI-BULLYING ACT

Introduction

Republic Act 10627, or the Anti-Bullying Act (the “Act”), aims to protect children enrolled
in kindergarten, elementary, and secondary schools and learning centers (collectively, “Schools”)
from being bullied. It requires Schools to adopt policies to address the existence of bullying in
their respective institutions.

What is Bullying?

Bullying, as defined under the Act, is any severe or repeated use by one or more students of
a written, verbal or electronic expression, or a physical act or gesture, or any combination
thereof, directed at another student that has the effect of actually causing or placing the latter in
reasonable fear of physical or emotional harm or damage to his property; creating a hostile
environment at school for the other student; infringing on the rights of the other student at
school; or materially and substantially disrupting the education process or the orderly operation
of a school; such as, but not limited to, the following:

 Any unwanted physical contact

between the bully and the victim
like punching, pushing, shoving,
kicking, slapping, tickling,
headlocks, inflicting school pranks,
teasing, fighting and the use of
available objects as weapons;
 Any act that causes damage to a
victim’s psyche and/or emotional
well-being;
 Any slanderous statement or accusation (Source:https://rossieronline.usc.edu/school-
that causes the victim undue emotional bullying-outbreak-infographic/)
distress like directing foul language or profanity at the target, name-calling, tormenting
and commenting negatively on victim’s looks, clothes and body; and
 Cyber-bullying or any bullying done through the use of technology or any electronic
means. The term shall also include any conduct resulting to harassment, intimidation, or
humiliation, through the use of other forms of technology, such as, but not limited to
texting, email, instant messaging, chatting, internet, social media, online games, or other
platforms or formats.

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  Social bullying, or any deliberate, repetitive and aggressive social behavior intended
to hurt others or to belittle another individual or group.
 Gender-based bullying, or any act that humiliates or excludes a person on the basis
of perceived or actual sexual orientation and gender identity.

As such, any person who commits any of the foregoing acts, is considered a
bully. Furthermore, any act of retaliation against a person who reports bullying, who provides
information during an investigation of bullying, or who is a witness to or has reliable information
about bullying, is likewise prohibited.

Where may bullying be committed?

Bullying may happen at the following:

 School grounds;
 Property immediately adjacent to School grounds;
 School-sponsored or School-related activities, functions or programs whether on or off
School grounds;
 School bus stops;
 School buses or other vehicles owned, leased or used by a School; or
 School buses or School services privately-owned but accredited by the School.

Bullying may also occur at unrelated locations, functions or programs, through the use of
technology or an electronic device or other forms of media, regardless if such is owned, leased,
or used by the School.

TOPIC 2: EFFECTS OF BULLYING

Bullying can affect everyone—those who are bullied, those who bully, and those
who witness bullying. Bullying is linked to many negative outcomes including impacts on
mental health, substance use, and suicide. It is important to talk to kids to determine
whether bullying—or something else—is a concern.

Kids Who are Bullied

Kids who are bullied can experience negative physical, social, emotional,
academic, and mental health issues. Kids who are bullied are more likely to experience:

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  Depression and anxiety, increased feelings of sadness and loneliness, changes in
sleep and eating patterns, and loss of interest in activities they used to enjoy.
These issues may persist into adulthood.
 Health complaints
 Decreased academic achievement—GPA and standardized test scores—and
school participation. They are more likely to miss, skip, or drop out of school.

A very small number of bullied children might retaliate through extremely violent
measures. In 12 of 15 school shooting cases in the 1990s, the shooters had a history of
being bullied.

Kids Who Bully Others

Kids who bully others can also engage in violent and other risky behaviors into
adulthood. Kids who bully are more likely to:

 Abuse alcohol and other drugs in adolescence and as adults

 Get into fights, vandalize property, and drop out of school
 Engage in early sexual activity
 Have criminal convictions and traffic citations as adults 
 Be abusive toward their romantic partners, spouses, or children as adults

Bystanders

Kids who witness bullying are more likely to:

 Have increased use of tobacco, alcohol, or other drugs

 Have increased mental health problems, including depression and anxiety
 Miss or skip school

TOPIC 3: THE RELATIONSHIP BETWEEN BULLYING AND SUICIDE

Media reports often link bullying with suicide. However, most youth who are
bullied do not have thoughts of suicide or engage in suicidal behaviors. 

Although kids who are bullied are at risk of suicide, bullying alone is not the
cause. Many issues contribute to suicide risk, including depression, problems at home,
and trauma history. Additionally, specific groups have an increased risk of suicide,
including American Indian and Alaskan Native, Asian American, lesbian, gay, bisexual,
and transgender youth. This risk can be increased further when these kids are not
supported by parents, peers, and schools. Bullying can make an unsupportive situation
worse.

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 Task/Activity

Follow the instructions enumerated:

1. Cut the outline of a full body person (Appendix A).

2. Write unkind, rude, and disrespectful statements all over the outline like,
“pango, bobo, baboy.”  
3. After it is completely filled with a variety of negative comments, crumple the
drawing and then un-crumple it. 
4. Imagine that you are the person the drawing.

Questions (be honest in answering these questions):

1. How do you feel?

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2. What do you realized?

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LESSON 3. NSTP PROGRAM

TOPICS
1. Legal Basis of National Service Training Program
(NSTP)
2. Components of NSTP
3. Seven Dimensions of NSTP – CWTS Development

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. have knowledge on the legal basis of the National
Service Training Program (NSTP);
2. be familiar on the components of NSTP;
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3. be aware on the programs of NSTP; and
4. be familiar on the 7 Dimensions of NSTP-CWTS
 TOPIC 1: LEGAL BASIS OF THE NSTP

The National Service Training Program (NSTP) Law or RA 9163 also known as “An
Act Establishing the National Service Training Program (NSTP) for tertiary level students,
amending for the purpose Republic Act No. 7077 and Presidential Decree No. 1706, and
for other purposes.” was enacted last January 2002 to amend the Expanded ROTC.

What is NSTP?

It 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 the three (3) Program components, specifically designed to
enhance the youth’s active contribution to the general welfare

TOPIC 2: COMPONENTS OF NSTP

• Reserve Officer’s Training Corps NSTP

[ROTC] – is a program
institutionalized under Section 38
and 39 of Republic Act No. 7077, ROTC CWTS LTS
designed to provide military training
to motivate, train organize and
mobilize them for national defense
preparedness.
• Civic Welfare Training Service [CWTS] - refers to the 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 moral of the citizenry.

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 • Literacy Training Service [LTS] – is a program designed to train the 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.

Programs of NSTP

Who are covered by the NSTP Law?

• All incoming freshmen students, male, female, starting school year (SY) 2002-
2003, enrolled in any baccalaureate and in at least two (2) year technical-
vocational or associate courses, are required to complete one (1) NSTP
component of their choice, as a graduation requirement;
• All higher and technical-vocational education institutions must at least offer one
(1) of the NSTP components.
• All incoming freshmen students, male, female, starting school year (SY) 2002-
2003, enrolled in any baccalaureate and in at least two (2) year technical-
vocational or associate courses, are required to complete one (1) NSTP
component of their choice, as a graduation requirement;
• All higher and technical-vocational education institutions must at least offer one
(1) of the NSTP components.
• Private higher education and technical-vocational education institutions with at
least 350 student cadets, may offer the ROTC component and consequently
establish / maintain a Department Of Military Science and Tactics (DMST),
subject to the existing rules and regulations of the Armed Forces Of The
Philippines (AFP).

WhatTOPIC
is the duration and–equivalent
3: 7 NSTP course unit ofOF
CWTS DIMENSIONS each of the NSTP Component?
DEVELOPMENT
Each of the NSTP component shall be undertaken for an academic period of two
(2) semesters for 54 to 90 training hours per semester. It shall be credited for three (3)
units per semester.

What fees shall be charged to students taking any of the NSTP components?

No other fees shall be collected except basic tuition fees, which should not be
more than 50% of the charges of the school per academic unit.

Who will manage the NSTP implementation?

 The school authorities shall exercise academic and administrative supervision on
the design, formulation, adoption and implementation of the different NSTP
components in their respective schools.
• In the case of ROTC, the school authorities and Department of National Defense
(DND), subject to the policies, regulations and programs of DND on the military

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 component of the training, shall exercise joint supervision over its
implementation.
• Schools who have contracted CHED accredited or TESDA-recognized Non-
Governmental Organizations (NGOs) to formulate and administer training
modules for any of the NSTP components shall jointly exercise academic and
administrative supervision with those NGOs.
• CHED Regional Offices, TESDA, Provincial/District Offices and DND-AFP (through
the Major Service Reserve Commands), shall oversee and monitor the
implementation of the NSTP under their respective jurisdiction, to determine if
the trainings are being conducted in consonance with the objectives of the NSTP
Law.

1. Safety and Security - This area involves disaster preparedness during fire,
earthquake or other calamity that needs immediate response from any trained
civilians during emergency situations. Basic life saving seminar, fire drill and the
like are some of these examples.
2. Education - This area involves enhancement of institutional support materials
and facilities for the community and school such as providing materials
containing basic literacy skills for preschoolers, alternative learning system for
out-of-school youths and adults, mathematics and science tutorials and
extended services of skilled students.
3. Recreation - This area involves sports fest, parlor games for street children and
painting that enrich youth’s capacities to relate with one another in the
Task/Activity
community
4. Values Formation and Moral Recovery - This involves the development of youth
to be good leaders, responsible individuals imbued with good moral values and
active agent of development of the community.
5. Industry and Entrepreneurship - This area includes programs and activities that
are vital to economic growth. CWTS students demonstrate technical skills in
communities like meat processing, silkscreen making and how to establish small
business.
6. Care for Health - This area aims to give knowledge on medical-related fields and
extend health services needed in the community. It includes medical services
like first-aid operation, vaccination, info dissemination, basic life saving seminars,
heath / nutrition technical assistance and training of youth to be first aid
assistants.
7. Environment - This area inculcates environmental awareness and its contribution
to health and related fields. It involves management of waste, environmental
protection, dissemination and application of technologies supportive of the
community needs and livelihood activities related to environment and other
related fields supportive of the national thrust.

S-afety and Security

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 E-ducation
R-ecreation
V-alues Formation and Moral Recovery
I-ndustry and Entrepreneurship
C-are for Health
E-nvironment

Make a sample program/project for the community that will cover one or more
of the seven NSTP – CWTS dimensions. Write it on clean sheet of bond paper (A4).

Title : The title should not be too long

Participants : Select on in tour community
Rationale : Answer the questions:
(1) What is the program/activity all about?
(2) Why will you do this activity?
(3) How will you do it?

Objectives : What is the general objective of your activity?

Specific Objectives: What are your specific objectives, give 3-4 statements?

Title : School Gardening cum Feeding Program: Reduce Child Malnourishment

Participants : Malnourish Elementary Children of Murtha, San Jose, Occ. Mindoro

Rationale :
Nutrition is a function of children’s dietary habits and the kind of food they eat. However,
many families, particularly in rural areas, do not have access to nutritious food, which
leads to malnutrition among school children.

Since the 1970s, the Philippine government has been promoting vegetable gardening
among elementary students to address malnutrition and promote vegetable production
and consumption among pupils.

With this conditions, CWTS-Murtha Campus, in collaboration with DepEd Occidental

Mindoro, DA, DOH, LGU and PTA will implement the project “School Gardening cum
Feeding Program: Reduce Child Malnourishment”.

Objective :
The main focus of this proposal is to address the malnourishment problems of elementary
school children and to become a model garden for every households .

Specifically;

 To establish Bio-Intensive Garden (BIG) planted with vitamin-rich vegetables;

 To use organic materials for the maintenance of the garden;
 To use the harvest product in feeding; and
 To have a model garden for household replication.

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