NSTP MODULE 11:

INTRODUCTION TO COMMUNITY-BASED MANAGEMENT

Objectives:

At the end of the lesson, you should be able to:

1. Define community and community mobilization;

2. Learn why and how communities play an important role in successful community-based
management;
3. Gain a better understanding of the area you want to serve — whether it’s an entire city
or a small neighborhood;
4. Learn about the community’s resources, engage with community members and
potentially develop new community partnerships; and
5. Demonstrate a participatory approach to identifying, involving, and engaging
stakeholders in community-based management.

Community organization and mobilization is a critical process that is required to improve the
capacity of the local community to participate in the community-based management planning
and other decision-making processes. Effective management is best accomplished by a
participatory process of planning, implementing, and monitoring sustainable uses of the project
through collective action and sound decision-making. Community-based or co-management
approaches are based on the principles of involving local communities in managing the
resources upon which they depend. With this, following are:
ANALYZING COMMUNITY NEEDS

Giving back to your community and furthering your mission is one of the greatest joys of being a
volunteer management leader. Creating a dedicated program for your community is a popular
method of focusing on those efforts. But before your organization implements a new internal
program, you may want to conduct a community needs assessment.

A community needs assessment is a tactical way of analyzing gaps in community services. It

also determines the strengths and assets available in that community. The results from a
community needs assessment helps you better understand what your program has to
accomplish and the steps volunteers need to take.

However, creating a valuable assessment and managing the program is no easy feat— it
requires a dedicated volunteer management strategy as well as some key tools to help you
facilitate the program.

What are community needs?

Community needs are gaps between what services currently exist in a community and
what should exist. It may be helpful to categorize gaps based on these four types of community
needs:

 Perceived needs are based on what individuals feel their needs are. Perceived needs

are very subjective, and the standard may change based on each point of view.
However, it’s important not to dismiss perceived needs as just opinion. Taking into
account the feelings and concerns of community members is an essential component of
your assessment.
 Expressed needs are defined by what individuals have already voiced as a need. For
instance, community members may have complained to local officials about broken
street lights. These complaints are expressed needs and can help guide you to what
needs to be accomplished. However, make sure you’re mindful of the false assumption
that all people with needs seek help.

 Absolute needs are deemed universal, including those for survival (i.e., food, water,
safety, and clothing). If community members don’t even have clean, running water, this
absolute need should be a top priority to consider.

 Relative needs are rendered necessary based on equity and depend on current

circumstances and the norm. The standard may also vary based on population
differences and social context. For instance, providing students with access to
computers isn’t necessary. But with digital literacy now so important to education, the
lack of computers might be deemed a relative need.

When you conduct your assessment, you work to identify gaps and make conclusions about the
needs that will ultimately help to fill them. Categorizing these needs with the above can help you
better prioritize your actions.

What is a community needs assessment?

“A community needs assessment identifies the strengths and resources available in the
community to meet the needs of community members. The assessment focuses on the
capabilities of the community, including its citizens, agencies, and organizations. It provides a
framework for developing and identifying services and solutions and building communities that
support and nurture children and families.”

Put simply, the outcomes of a community needs assessment guides how your organization and
volunteers help the community. The outcomes of a community needs assessment usually fall
into one of three main categories:

1. Policy Change. This involves laws and regulations designed to guide or influence

behavior. These can be both, legislative or organizational. Policy changes can include
raising the age limit to buy cigarettes.

2. Systems Change. This involves a change that affects all aspects of the community.
This includes the social norms of an organization, institution, or system, and often goes
hand in hand with policy change. These changes can include prohibiting smoking in
public places.

3. Environmental Change. This involves physical, social, or economic factors that

influence people’s practices and behaviors. Physical includes structural changes, like
building specific smoking-only structures. Social factors include changes in attitude and
behavior, like a need for more no-smoking areas. Lastly, economic factors include
financial disincentives or incentives to encourage a desired behavior like raising the
price of cigarettes.

Why is conducting a community needs assessment important?

A community needs assessment is a key tool that can aid any volunteer program you create. By
conducting an assessment before you develop a program, you ensure a firm grasp on a
community’s gaps. After all, your program works to fill those gaps through resources and
services.

The assessment plays a critical role in guiding decision-making and priority-setting for your
program while involving community members in the process. By following this method, you’ll
build your program around the most vital services for your community members.

Who should be involved in the community needs assessment?

When you begin conducting the assessment, you need to figure out exactly who to reach out to
in your community to help facilitate the assessment. Here’s who will likely be involved:

 Community members who feel the direct effects of a gap in services or resources. Make
sure you hear a myriad of voices and concerns in your community to better serve them. 
 Expert community leaders like members of a school board, local government officials,
human service providers, and other professionals in the field. 
 A team of stakeholders, including community members, to oversee and carry out the
assessment and guide your program planning.

The Basic Steps of a Community Needs Assessment

Conducting a community needs assessment requires ample preparation and a dedicated focus
for the results and the subsequent program created to have any genuine effects.
Follow along below for how to best prepare and carry out your community needs assessment.

1. Define your community.

Defining your community can give you a sense of why gaps may exist. It also helps
identify the group(s), or sub-communities, that tend to feel the effects the most. You can
define the community with:

 Population. While the lives of those in your community are unique, needs are often
felt by groups of individuals. Your goal is to understand the culture and social
structure of your community to better target your program. If you’re addressing
homelessness rates among veterans, you’ll want to analyze those who are the most
at-risk for homelessness. Doing so will help you delve deeper into the systemic issues
that contribute to a need felt by the community. Further analyze your population
through demographics such as age, gender, race, income level, ethnicity, and more.

 Place. Communities and sub-communities tend to center around place: where people

live, play, work, and gather. Places can include schools, senior centers, shelters,
parks, religious establishments, and other infrastructure. Consider the physical places
and attributes that matter to members. How will your program address and respect
those important places? What infrastructure exists? Is there an attribute of the place
that should be addressed or improved?

 Attitudes and Values. This is about what drives your community. What do the people
you serve care about? What beliefs are important to consider and respect? What are
the locale attitudes toward certain issues? What biases may some hold?

Defining the places and values that are important to the populations of your community
is an imperative first step in the assessment process. This way, you form a
comprehensive foundation on the needs that exist, helping you increase awareness of
the driving forces behind your community and approach community members with
sensitivity and respect for their needs.

2. Decide on scope.

Community needs are often interconnected and complicated. For instance,

homelessness has many underlying causes and effects.

The types of community needs you choose to address will ultimately depend on
your organization’s expertise and core mission. Does your organization address
gaps in community health? In education? You may want to address homelessness and
its many causes, or you may focus your resources on a smaller group that is
disproportionately affected by a gap in services. 

It can be tempting to want to assess and address all the needs in your community. But
by identifying community needs based on your available expertise and resources and
narrowing your scope accordingly, you can better concentrate your efforts on what will
achieve the most impact. That’s why it’s important to define the intended reach or scope
of your program from the outset. 
 Your scope should largely depend on the resources available in your community, with
more available resources allowing for a wider scope. While it’s helpful to set lofty goals,
it’s also important to know your scope and set achievable goals—and seek growth as
your program becomes more established.

3. Identify assets.

It’s important to figure out the types of assets you’ll need in your community needs
assessment to create your program. These assets, also referred to as resources, are
necessary for your program’s success. Assets can include:
 Organizations
 People (volunteers, community members, and experts)
 Funding
 Policies

It’s helpful to start by identifying the assets that are readily available to you. This can
include community organizations and individuals who already provide services or
financial support to assess needs and address them.

Nonprofit and other service-learning organizations also often look to other communities
with similar demographics that have successfully addressed similar needs. Look at the
resources that drove their progress and consider taking a similar approach.

4. Make connections.

To pull off your community needs assessment, you need to know the right people. As
you learned above, some of your greatest assets are just people, from students to
governors.

To get started, you should gather your contacts and reach out to community
leaders.

Let’s say your organization is looking to develop programming for veterans. Reach out to
leaders by visiting the gathering places of your community’s veterans, contact the
congressional affairs office, and get in touch with a health center.

These connections can help you assess needs and play a key part in helping you
address them. It’s important to have resources, support, and ample expertise available
to you before implementing a program.

5. Collect data.

To conduct a community needs assessment, you need data.

Your data will include statistics, but the numbers aren’t enough, especially when you’re
dealing with real people who have real needs that go beyond what is quantitative. You
should also collect qualitative data, like the thoughts and knowledge of community
members.
Considering qualitative data in conjunction with quantitative data will give you a broader
sense of the types of gaps in the community. You’ll be able to better identify whether
needs are perceived or relative, for example, and therefore shape your program more
effectively.  

Collecting Data for your Community Needs Assessment

The data you collect plays a direct role in the results of your community needs
assessment and can help define the actual program you create. However, how you find
this data and use it can be confusing.

 Data collection methods 

As you now know, the main takeaway from your assessment should be a clear
understanding of the impact, intensity, and distribution of services needed for your
program. Collecting qualitative and quantitative data will help inform that decision
making.

Here are the types of information you’ll want to collect:

 Interviews, focus groups, and surveys: Speak to those at ground level,

experts, and community leaders about what they observe and experience in the
way of needs.
 Listening sessions and public forums: Listening and participating in
community gatherings like town meetings are top ways to learn about
perspectives on local issues.
 Direct or participatory observation: Visit your community’s spaces, like senior
centers, shelters, and schools to observe, speak with those at the ground level,
and participate in programs that already exist.  

 Existing quantitative data

Gathering quantitative data can be especially time-consuming and costly. Luckily,

there is plenty of community-based data available to you already. You may look for
statistics regarding demographics, as well as incident rates, prevalence rates, and
growth over time specific to the needs that emerge. The following resources are
popular places to start:

 Census
 Public health data
 School district records

Many local libraries house a wealth of information specific to your community.

Whether you’re looking to address graduation rates or community health, quantitative
data can support qualitative findings and validate anecdotal evidence.

 Analyze your findings

Once you have a great resource of data, including notes from your interviews,
surveys, and observations, it’s time to analyze it.
 Take that data and try to look for patterns and trends. For the best analyses that can
help you plan your program, separate your key findings into the following groups:

 Strengths. What are the existing strengths of your community? For instance,

let’s say you find that robust community partnerships are successful with low-
income youth as graduation rates increased 22% over the past five years. This
can give you a starting point for your program.
 Gaps. Where do you see lags in your findings? Identifying gaps can help guide
the creation of your new program. For instance, you may see that youth
programs tend to halt after graduation, and there is a lack of follow-up support for
low-income women above school age. Perhaps your program focuses on post-
graduation mentorship for women.
 Challenges. Are there any common challenges that affect your community’s
needs? For instance, you might notice that time constraints for working
individuals lead to disinterest in public programming. How can your new program
combat these challenges? 
 Opportunities. Are there any known opportunities that you can take advantage
of? For instance, you may find that programs directed toward low-income women
in similar communities experienced an increase in funding last year. Maybe your
program could focus on low-income women since you know that has found
success before.

 Present your findings

After conducting a needs assessment, organizations typically produce a community
needs assessment report. This report is used to demonstrate findings and make the
case for program funding. The report generally includes the following sections:

1. Key Players: Overview of needs assessment participants and program partners

involved.
2. Methodology: Description of the methods used to collect data. 
3. Participation: Describe the demographic and number of individuals represented in
the data collected, i.e., How many individuals responded to your survey? How many
focus group sessions were held? 
4. Strengths and Limitations of Assessment: What are the strengths of the needs
assessment and its results? How are the assessment and results limited? What
challenges were faced during the process of conducting a needs assessment? 
5. Key Findings: This section should make up the bulk of your report. Discuss the gaps,
strengths, and challenges discovered in the community needs assessment results.
Present data and case studies. What opportunities did you uncover?
6. Recommendations and Next Steps: Based on your results and key findings, what
are your recommendations for addressing community gaps and needs? How will your
proposed program address these needs? What information do you want to
communicate to stakeholders?

Community Needs Assessment: Developing a Program

Once you conduct your community needs assessment and produce a comprehensive and
insightful report, it’s time to use those findings and create a dedicated volunteer program for it.

Here are your next steps to consider:

 Draft your mission statement.

The first thing you need is a clear and specific mission statement. A mission statement
defines the purpose of your program and what exactly it intends to accomplish.

The mission statement should be written collaboratively with your team and presented to
your board, funders, program recipients, and volunteers. Writing a clear mission
statement will help you define the needs you hope to address and establish a focus on
the work you need to move forward.

 Create an action plan.

Creating an action plan involves the exact steps and activities you want to take. This is
deeply rooted in the findings of your community needs assessment.

Choose the key findings you want your program to focus on. For each key finding, list
your intended activity or response. These activities should all work towards
addressing the need.

Activities can include securing funding or convening a regular meeting with

partners. Denote a person (or team) responsible for carrying out the activities and
establish clear deadlines. 
Finally, determine indicators of success. Indicators of success should tell you that
you have completed the activity or accomplished a goal. Use a table like this to help
organize your plan:

KEY ACTIVITY/RESPONSE TIMELINE PERSON(S) INDICATORS

FINDINGS RESPONSIBLE OF SUCCESS
Example: Review our existing Marc 1 “Horizons List of concrete
Lack of college prep and Tutoring needs of
follow-up tutoring Program” program
support for participants after
low-income graduation (e.i.
women interview skills
above session, career
school age prep).
Meet with former 2X forums Program
participants in the March, coordinators
program (strive for 7- April
10 participants).
Develop and send Send Juliess Alliana
surveys March 1 Lace
retrieve Paul David
response Aranda
by May 1

 Communicate your program.

You’ve listened to what’s important to your community. You’ve developed a plan. Now
it’s time to implement your program!
 Gather volunteers, reach out to donors, issue a press release, and discuss your
new program at the next town meeting or on your social media channels. Bolster
engagement with your cause, and you’ll hit the ground running.

Successful community-based organizations understand the importance of community

assessment. When organizations like yours assess needs within a community, you
develop a deeper understanding of what matters to its members and the improvements
they want to see.

Knowing how to conduct a community needs assessment will help your organization
highlight the strengths of your community and allow you to more effectively enact
positive change.

SOCIAL MOBILIZATION

Social mobilization is the process of bringing together all societal and personal influences to
raise awareness of and demand for community care, assist in the delivery of resources and
services, and cultivate sustainable individual and community involvement.

In order to employ social mobilization, members of institutions, community partners and

organizations, and others collaborate to reach specific groups of people for intentional
dialogue. Social mobilization aims to facilitate change through an interdisciplinary approach.

Social mobilization is the cornerstone of participatory approaches in rural development and

poverty alleviation programs. It is a powerful instrument in decentralization policies and
programs aimed at strengthening human and institutional resources development at local level.
Social mobilization strengthens participation of rural poor in local decision-making, improves
their access to social and production services and efficiency in the use of locally available
financial resources, and enhances opportunities for asset-building by the poorest of the poor.

Social mobilization:

 Gives exclusive attention to building national consensus and carrying out a broad
educational process through all possible channels (McKee 1992).
 Involves all regular segments of society, from policy and decision makers to religious
associations, professional groups, opinion leaders, communities and individuals.
 Is a decentralized process that seeks to facilitate developmental change through a wide
range of players engaged in interested and complementary efforts (Ling and Wilstein
1998).
 Calls for a coalition among various partners in order to effectively transform development
goals into societal actions.

Stakeholders in social mobilization effort:

 National policy makers: those who can make program decisions, as well as allocate
needed resources for services
  Media: those which can help create and sustain public support for social product and can
also encourage public vigilance

 Traditional leaders and religious leaders: those who can set up information exchange
systems within the community and can also play important roles in ensuring g cooperation
among members of the community

 Local leader: those who can push the concerns of social development through allocation
of local funding in support of the programs and can also come up with policy and program
decisions in favor of social mobilization objective

 Service providers: those who have direct access to the intended beneficiaries and are
often credible sources of information on the programs

 Program administrators: those who can chart the course of action of the program and put
in more sources such as additional, funding and increased manpower

 Program planners: those who can influence program directions and can integrate various
services in existing programs, which explains their being key actors in the process

 Parents/family members: the critical participants in the program since they are the ultimate
users of the social product
5 Main Approaches to Social Mobilization (McKee 1992)

1. Political mobilization is an approach which aims at “winning political and policy

commitment” for major goal and the necessary resource allocations to realize that goal.

2. Government mobilization aims at eliciting the cooperation of service providers and other
government organizations which can provide direct or indirect support to the program.

3. Community mobilization aims at gaining the commitment of political, religious, social

traditional leaders, as well as local government agencies, non-government organizations,
women’s group and non-cooperatives.

4. Corporate mobilization aims at securing the support of national or international

companies in promoting development goals, either by contributing needed resources or
carrying out the advertising function.

5. Beneficiary mobilization involves informing and motivating the program beneficiaries

through trainings, establishment of community groups, and communication through
traditional and mass media.

Component Strategies in Social Mobilization:

 Advocacy

 Involves convincing, persuading, and motivating individuals and entities that there is a
problem and that there are appropriate policies and strategies which could be adopted
for solving such a problem. (Valdecanas, et.al., 1996).
  Targets the different actors capable of creating a positive environment for the program
such as political leaders, legislators, planners, administrators in various sectors, media
organizations and NGOs (Heffner 1998).

 Information education and communication (IEC)

 Its activities main purpose is the generation of information or the release of ready-made
information and distribution through all available communication methods. (Heffner
1998)
 It should not be regarded as a mere information campaign or a communication project
but a long-term program built into the sectoral programs of a community. (Stuart 1995)
 Examples of IEC strategies are the design, packaging, and production of appropriate
radio/TV programs, news, spots, shows, documentary films, newspaper articles,
posters, books, newsletters, leaflets, pamphlets, stickers, or even messages on
particular items like t-shirts, caps, plastic bags, etc.
 Entertainment has also been used for educational purposes. Song, radio and TV
shows/plugs, serial dramas or soap operas and the like were proven to helpful in
making developmental messages more appealing to the general public. (Piotrow, et.al.,
1997)
 Enter-educate approach involves activities that entertain and educate simultaneously.

The 9 Ps of Enter-Educate

 PERVASIVE: entertainment is everywhere from village fairs to cable television, from

songs and dances to drama and talk radio.
 POPULAR: people voluntarily seek entertainment. They like it and eagerly pay
attention to it.
 PERSONAL: entertainment can bring the audience right into a character’s intimate
thoughts and actions. Audiences identify with characters as if they were real.
 PARTICIPATORY: people participate in entertainment themselves through songs,
dances and sports by following the lives of characters, writing fan mails, and
discussing messages from entertainment with friends and family.
 PASSIONATE: entertainment stirs emotions. When emotions are aroused, people
remember, talk to others, and sometimes change their behavior.
 PERSUASIVE: in entertainment, people can see the consequences of wise and
foolish behavior. They identify with role models and may imitate them.
 PRACTICAL: entertainment infrastructures and performers already exist and are
looking for dramatic themes such as health, love, sex, and reproduction.
 PROFITABLE: entertainment can pay its own way, generating sponsorship, support
for collateral materials and financial returns to producers and performers.
 PROVERN EFFECTIVE: people acquire knowledge, change attitudes, and act
differently as a result of messages in entertainment.

The 9 Ps as simply reflected:

Sing and the world will sing with you. Lecture and you lecture alone.
 Community organizing
  Aims to empower local leaders, parents, families, groups and the whole community.
(Stuart 1995)
 Its basic element of mobilization is at grassroots level.
 The bottom line in social mobilization is that individuals and community groups are able
to get a sense of what they can do themselves to improve their situation. (Valdecanas,
et. al., 1996)
 It is an essential element in encouraging community participation.
 Helps develop people’s capabilities for problem solving, decision making, and collective
action thus, developing and strengthening their networks.
 Through its activities, people are enabled to perceive the problem, recognize what they
can do, and eventually work their way out of it.

 Training/capability building

 Can be directed both towards the program implementers themselves and towards the
beneficiaries/intended audience.
 Used to enhance people’s knowledge, appreciation of, and skills in advocacy,
mobilization, and community organizing of people empowerment.
 Develop people’s competencies in dealing with their networks, in resource sharing,
problem-solving, decision-making, and collective action.
 Enhances continuous expansion of the network of advocates and mobilizers, thus
contributing to the sustainability of the whole social mobilization process.

 Networking and alliance building

 The common thread that runs through all the other social mobilization elements.
 Adds to the success of any social mobilization activity by identifying those who can
actually and potentially act on the problem and establishing close collaboration with
them.
 They have the first hand understanding of the local issues thus, can respond quickly to
educate, motivate and mobilize for action at the community level.
 They may be also helpful in securing the support and commitment of government
officials, be it at the local or national level.

 Monitoring and evaluation

 It measures the efficiency of program implementation and the effectiveness of the

strategies taken in achieving defined goals.
 It is the meter stick used for periodic checks on the progress of the program as it
moves towards its ultimate goals.
 Focus in monitoring: things that serve as indicators in determining whether or not
there is discrepancy between where you are and where you should be.

- Level looks at the stage of the project where you are against, where you should
already be.

- Timing says how long you have already been working on the activity vis-à-vis the
allotted time.
o Depends on the factors such as:
 Decision-making needs
  Pre-identified purposes of evaluation
 Work cycle of those involved in the activity

- Effectiveness looks into what has been accomplished so far.

 Evaluation is a process which determines whether the program objectives were met –
that is whether the intended audience changed their knowledge, attitudes or behavior.
- It is an assessment on whether or not the program or strategies, actually, worked
out.
- It involved activities such as information gathering and analysis and discussion with
program staff, sponsors, and decision-makers which as a process can be done
before, during, or after the program implementation.
- It has the following types:

o Formative evaluation – is the gathering of evaluation relevant to decision-making

during the planning or implementation stages of a program. It is sometimes
known as context evaluation, needs assessment, situational analysis, or
diagnostic research.
o On-going evaluation – is done during the project implementation phase. It
involves analysis of the program in terms of continuing relevance, outputs,
effectiveness, and impact.
o Summative evaluation – is apparently carried out at the latter part of a program or
after its completion. It aims to sum up the accomplishments, impacts, and
lessons learned.
Interrelatedness of Social Mobilization Elements:

Advocacy ensures the continuation of support. IEC sustains the awareness of the problems
and solutions. Community organizing allows the community to unify and seek solutions to
problems. Training maintains the commitment and cooperation of program implementers as it
integrates new techniques and approaches in the solution. Alliance building identifies relevant
individuals and groups who can contribute to the achievement of the goals of the program.
Monitoring and evaluation shows us how to improve out techniques. It gives us the feedback
we need – are we solving the problem or not.

FORMULATING PLANS FOR COMMUNITY-BASED PROJECT

A community project is a term applied to any community-based project. This covers a wide

variety of different areas within a community or a group of networking entities. Projects can
cover almost anything, including the most obvious section of concern to any community,
the welfare element. Welfare community projects would for example be, a locally run and locally
funded orphanage; a Christmas dinner kitchen for the homeless. Another important sector of
importance to the community would be charity. Charitable projects in the community can
include, but are not limited to, ecological charities concerned with either the maintenance
of green spaces, or in some cases, the prevention of the reduction/removal of green spaces. An
old clothes collection service would also be a community-based charity project.

It begins when a small collection of motivated individuals within a community come together with
a shared concern: how can our community respond to the challenges, and opportunities,
of peak oil and climate change?
PLANNING INCLUDES:
  Convening a planning group in your community that consists of:
o Key officials
o Grassroots leaders
o Representatives of key sectors
o Representatives from all parts of the community, including diverse ethnic,
cultural, and socioeconomic groups
 Listening to the community
 Documenting problems that affect healthy youth development
 Identifying risk and protective factors
 Developing a framework for action
 Becoming aware of local resources and efforts
 Refining your group's vision, mission, objections, and strategies
 Refining your group' s choice of targets and agents of change
 Determining what community sectors should be involved in the solution
 Developing a tentative list of changes to be sought in each sector
 Building consensus on proposed changes
 Outlining action steps for proposed changes
 Documenting progress on bringing about community and system changes
 Renewing your group' s efforts along the way

Regardless of the complexity of the problem at hand within your community, planning helps you:
 Understand the community’s perception of both the issue at hand and its potential
solutions.
 Assure inclusive and integrated participation across community sectors in the planning
process.
 Build consensus on what can and should be done based on the community’s unique
assets and needs.
 Specify concrete ways in which members of the community coalition can take action.

NATIONAL SERVICE RESERVE CORPS (NSRC) OVERVIEW

 The NSTP, with the mandate to promote and apply the college’s primary goal to serve the
people and the nation by espousing the spirit of volunteerism and social responsibility within and
outside the NCST community, established the National Service Reserve Corps (NSRC) as an
organization mandated by law. The NSRC was created by virtue of RA 9163 or the NSTP Act of
2001 in order 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.

 As included in the Implementing Guidelines and Procedures of NSRC “the NSRC NCST School
Office shall be responsible for the development, organization, training, administration and
operation of the School-based NSRC.”

The NCST NSRC Unit has the following vision:

To produce graduates:

 With a high level of socio-cultural, economic, political and environmental consciousness,

aware of the relevant and timely issues on civic welfare and nation-building;
 That are active and sustained engagement in civic welfare and nation-building activities,
equipped with adept skills, enabling competencies, right mindset and an attitude that is
critical, caring, creative, humble and liberating; and
 Who shares, instills and develops skills, competencies, right attitudes and values that
rouse collective actions and empower the citizenry for nation-building and civic welfare.