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Lesson 1-The Community Immersion Requisite of NSTP

This document outlines a unit from Saint Mary's University on community immersion as a requirement of the National Service Training Program. The unit aims to provide students insights into community immersion, explain its significance for both national development and the NSTP, and help students internalize how it addresses concerns of trainees and served communities. Learning objectives include gaining insights on community immersion as an NSTP requirement and understanding its role in national development and as a tool for communities.

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Jayjo Segundo
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320 views5 pages

Lesson 1-The Community Immersion Requisite of NSTP

This document outlines a unit from Saint Mary's University on community immersion as a requirement of the National Service Training Program. The unit aims to provide students insights into community immersion, explain its significance for both national development and the NSTP, and help students internalize how it addresses concerns of trainees and served communities. Learning objectives include gaining insights on community immersion as an NSTP requirement and understanding its role in national development and as a tool for communities.

Uploaded by

Jayjo Segundo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Saint Mary’s University

3700 Bayombong, Nueva Vizcaya


School of Teacher Education and Humanities
NSTP-CWTS-2

Unit one: The Community Immersion Requisite of NSTP: An OVERVIEW

Learning Objectives: At the end of this unit, students are expected to;
a. gain insights on community immersion as a requirement of NSTP;
b. explain the significance of the community immersion in the purview of NSTP and national
development; and
c. internalize the significance of community immersion as an effective tool in addressing
concerns of both NSTP trainees and the communities served.

1|P age dtg27


Saint Mary’s University
3700 Bayombong, Nueva Vizcaya
School of Teacher Education and Humanities
NSTP-CWTS-2

2|P age dtg27


Saint Mary’s University
3700 Bayombong, Nueva Vizcaya
School of Teacher Education and Humanities
NSTP-CWTS-2

3|P age dtg27


Saint Mary’s University
3700 Bayombong, Nueva Vizcaya
School of Teacher Education and Humanities
NSTP-CWTS-2

4|P age dtg27


Saint Mary’s University
3700 Bayombong, Nueva Vizcaya
School of Teacher Education and Humanities
NSTP-CWTS-2

5|P age dtg27

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