MODULE1-NSTP-Week- 2- to 3..docx hgjhFjj

CWTS

1. Module 1: NSTP Law Concepts and Principles
Module Overview:
This module provides an in-depth understanding of the National
Service Training Program (NSTP) Law, its legal framework, and its
significance in promoting civic consciousness and defense
preparedness among Filipino youth. The module will explore the
history, objectives, and components of the NSTP Law, as well as its
implications for students and the community.
Learning Objectives:
By the end of this module, students should be able to:
1.Understand the historical background and legal basis of the
NSTP Law.
2.Explain the key concepts, objectives, and components of the
NSTP Law.
3.Discuss the roles and responsibilities of students under the
NSTP Law.
4.Recognize the importance of the NSTP Law in nation-
building and community development.
Content Outline:
1.Introduction to the NSTP Law
oHistorical Background
Overview of the ROTC program and the
events leading to the enactment of the
NSTP Law.
The passing of Republic Act No. 9163 (The
NSTP Act of 2001).
oLegal Framework
Republic Act No. 9163: 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.
Salient features of the law and its
amendments.
2.Key Concepts and Objectives of the NSTP Law
oBasic Concepts
Definition of terms: Civic Welfare Training
Service (CWTS), Literacy Training Service
(LTS), Reserve Officers' Training Corps
(ROTC).
Understanding the roles of these
components in fostering civic consciousness
and defense preparedness.
oObjectives of the NSTP Law
To promote the role of the youth in nation-
building.
To encourage civic consciousness and
defense preparedness in the youth.
To develop the ethics of service and
patriotism while undergoing training in any of
its three program components.
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2. 3.Components of the NSTP
oCivic Welfare Training Service (CWTS)
Focus on activities that contribute to the
general welfare and betterment of life for the
members of the community.
Examples of CWTS projects and activities.
oLiteracy Training Service (LTS)
Training 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.
Impact of LTS on community education.
oReserve Officers' Training Corps (ROTC)
Military training to prepare students for
national defense.
Understanding the role of ROTC in national
security and defense preparedness.
4.Roles and Responsibilities Under the NSTP Law
oStudents' Responsibilities
Completing at least one NSTP component
as a requirement for graduation.
Actively participating in the chosen NSTP
component's activities.
oEducational Institutions' Responsibilities
Implementing the NSTP as mandated by
law.
Providing necessary resources and support
for NSTP activities.
oGovernment and Community Roles
The role of the Commission on Higher
Education (CHED), Technical Education and
Skills Development Authority (TESDA), and
the Department of National Defense (DND)
in overseeing the NSTP.
The importance of community collaboration
in NSTP initiatives.
5.The Significance of the NSTP in Nation-Building
oImpact on Students and Communities
How NSTP fosters a sense of nationalism,
civic responsibility, and community
involvement among the youth.
oNSTP as a Tool for Social Change
Examples of successful NSTP projects that
have contributed to community development
and nation-building.
oFuture Directions of the NSTP
Potential reforms and the evolving role of
NSTP in addressing contemporary social
issues.
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3. Assessment:
Quiz: A multiple-choice quiz covering the key concepts,
objectives, and components of the NSTP Law.
Case Study Analysis: Analyze a case study of an NSTP
project and discuss its impact on the community.
Reflection Paper: Students write a reflection on how the
NSTP Law has influenced their perception of civic duty and
nation-building.
Resources:
Reading Materials:
oFull text of Republic Act No. 9163 (The NSTP Act of
2001).
oSupplementary articles on the history and impact of
the NSTP Law.
Multimedia:
oDocumentary videos on the history of the NSTP and
its role in the community.
External Links:
oLinks to the official websites of CHED, TESDA, and
DND for additional information and updates on
NSTP programs.
This module content is designed to give students a thorough
understanding of the NSTP Law, its components, and its role in
shaping civic-minded and prepared citizens. The assessments and
activities encourage students to engage critically with the material
and reflect on the law's significance in their lives and communities.
CHAPTER 1: THE NSTP LAW CONCEPTS AND PRINCIPLES
NSTP DEFINED
Section 3 (a) of RA 9163 has defined “National Service Program”
(NSTP) as 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 its three
program components. Its various components are specially designed
to enhance the youth’s active contribution to the general welfare.
The Signing of NSTP Act of 2001 into Law
The National Service Training Program (NSTP) Act of 2001
otherwise known as RA 9163 was signed into law by Gloria
Macapagal Arroyo on January 23, 2002. This act which was
established for Tertiary Education and for other purposes has
amended the Republic Act 7077 and PD 1706.
Bases under the Constitution
This law was enacted pursuant to the principle of the state
under the 1987 Constitution to serve and protect the people which
can be realized through a compulsory personal, military or civil
service.
Section 4: The prime duty of the Government is to serve and protect
the people. The Government may call upon the people to defend the
state and, in the fulfillment thereof, all citizens may be required,
under conditions provided by law, to render personal, military or civil
service
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4. Related to the said provision are celebrated cases of People vs.
Lagman and Zosa. The said cases are worthy of reading since it is
telling us that both the 1987 constitution and jurisprudence that
personal military or civil service are obligatory based on the
conditions set by law.
Meanwhile, the 1987 constitution is also very emphatic in recognizing
the vital role of the youth in building our nation which can materialize
only if they have been developed in all aspects, whether physically,
morally, spiritually, intellectually, and socially. In conclusion, the said
youth are expected to show patriotism and nationalism in all their
endeavors in both public and civic dealings.
Section 13. The State recognizes the vital role of the youth in nation
building and shall promote and protect their physical, moral, spiritual,
intellectual and social well-being. It shall inculcate in the youth
patriotism and nationalism and encourage their involvement in public
and civic affairs.
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
Be it enacted by the Senate and House of Representatives of the
Philippines in Congress assembled:
Section 1. Short
Title
 - This Act shall be known as the "National
Service Training Program (NSTP) Act of 2001".
Section 2. Declaration
of Policy
 - It is hereby affirmed the prime
duty of the government to serve and protect its citizens. In turn, it
shall be the responsibility of all citizens to defend the security of the
State and in fulfillment thereof, the government may require each
citizen to render personal, military or civil service.
Recognizing the youth's vital role in nation-building, the State shall
promote civic consciousness among the youth and shall develop
their physical, moral, spiritual, intellectual and social well-being. It
shall inculcate in the youth patriotism, nationalism, and advance their
involvement in public and civic affairs.
In pursuit of these goals, the youth, the most valuable resource of the
nation, shall be motivated, trained, organized and mobilized in
military training, literacy, civic welfare and other similar endeavors in
the service of the nation.
Section 3. Definition
of Terms
 - For purposes of this Act, the
following are hereby defined as follows:
(a) "National Service Training Program (NSTP)" 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 its three (3) program components. Its
various components are specially designed to enhance the youth's
active contribution to the general welfare.
(b) "Reserve Officers' Training Corps (ROTC)" is a program
institutionalized under Sections 38 and 39 of Republic Act No. 7077
designed to provide military training to tertiary level students to
motivate, train, organize and mobilize them for national defense
preparedness.
(c) "Literacy Training Service" 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.
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5. (d) "Civic Welfare Training Service" refers to programs 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.
(e) "Program component" shall refer to the service components of
the NSTP as enumerated in Section 4 of this Act.
Section 4. Establishment
of the National Service Training
Program. - There is hereby established a National Service Training
Program, which shall form 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, consisting of the following
service components:
(1) The Reserve Officers' Training Corps (ROTC), which is hereby
made option and voluntary upon the effectivity of this Act.
(2) The Literacy Training Service; and
(3) The Civic Welfare Training Service
The ROTC under the NSTP shall instill patriotism, moral virtues,
respect for rights of civilians, and adherence to the Constitution,
among others. Citizenship training shall be given emphasis in all
three (3) program components.
The Commission on Higher Education (CHED) and Technical
Education and Skills Development Authority (TESDA), in consultation
with the Department of National Defense (DND), Philippine
Association of State Universities and Colleges (PASUC),
Coordinating Council of Private Educational Associations of the
Philippines (COCOPEA) and other concerned government agencies,
may design and implement such other program components as may
be necessary in consonance with the provisions of this Act.
Section 5. Coverage - Students, male and female, of any
baccalaureate degree course or at least two (2)-year technical
vocational courses in public and private educational institutions shall
be required to complete one (1) of the NSTP components as
requisite for graduation.
Section 6. Duration
and Equivalent Course Unit
 - Each of the
aforementioned NSTP program components shall be undertaken for
an academic period of two (2) semesters.
In lieu of the two (2) semester program for any of the components of
the NSTP, a one (1)-summer program may be designed, formulated
and adopted by the DND, CHED, and TESDA.
Section 7. NSTP
Offering in Higher and Technical-Vocational
Educational
Institutions
 - All higher and technical-vocational
institutions, public and private, must offer at least one of the program
components; Provided, that State universities and colleges shall offer
the ROTC component and at least one other component as provided
herein; Provided, further, that private higher and technical-vocational
education institutions may also offer the ROTC if they have at least
three hundred and fifty (350) cadet students.
In offering the NSTP whether during the semestral or summer
periods, clustering of affected students from different educational
institutions may be done, considering logistics, branch of service and
geographical considerations. Schools that do not meet the required
number of students to maintain the optional ROTC and any of the
NSTP components shall allow their students to cross-enroll to other
schools irrespective of whether or not the NSTP components in said
schools are being administered by the same or another branch of
service in the Armed Forces of the Philippines (AFP), CHED and
TESDA to which schools are identified.
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6. Section 8. Fees
and Incentives
 - Higher and technical vocational
institutions shall not collect any fee for any of the NSTP components
except basic tuition fees, which shall not be more than fifty percent
(50%) of what is currently charged by schools per unit.
In the case of ROTC, the DND shall formulate and adopt a program
of assistance and/or incentive to those students who will take the
said component.
The school authorities concerned, CHED and TESDA shall ensure
that group insurance for health and accident shall be provided for
students enrolled in any of the NSTP components.
Section 9. Scholarships - There is hereby created a Special
Scholarship Program for qualified students taking the NSTP which
shall be administered by the CHED and TESDA. Funds for this
purpose shall be included in the annual regular appropriations of the
CHED and TESDA.
Section 10. Management
of the NSTP Components
 - The school
authorities shall exercise academic and administrative supervision
over the design, formulation, adoption and implementation of the
different NSTP components in their respective schools; Provided,
That in case a CHED- or TESDA-accredited non-government
organization (NGO) has been contracted to formulate and administer
a training module for any of the NSTP components, such academic
and administrative supervision shall be exercised jointly with that
accredited NGO; Provided, further, That such training module shall
be accredited by the CHED and TESDA.
The CHED and TESDA regional offices shall oversee and monitor
the implementation of the NSTP under their jurisdiction to determine
if the trainings are being conducted in consonance with the
objectives of this Act. Periodic reports shall be submitted to the
CHED, TESDA and DND in this regard.
Section 11. Creation
of the National Service Reserve Corps
 -
There is hereby created a National Service Reserve Corps, to be
composed of the graduates of the non-ROTC components. Members
of this Corps may be tapped by the State for literacy and civic
welfare activities through the joint effort of the DND, CHED and
TESDA.
Graduates of the ROTC shall form part of the Citizens' Armed Force,
pursuant to Republic Act No. 7077.
Section 12. Implementing
Rules
. - The DND, CHED and TESDA
shall have the joint responsibility for the adoption of the implementing
rules of this Act within sixty (60) days from the approval of this Act.
These three (3) agencies shall consult with other concerned
government agencies, the PASUC and COCOPEA, NGOs and
recognized student organizations in drafting the implementing rules.
The implementing rules shall include the guideline for the adoption of
the appropriate curriculum for each of the NSTP components as well
as for the accreditation of the same.
Section 13. Transitory
Provisions
 - Students who have yet to
complete the Basic ROTC, except those falling under Section 14 of
this Act, may either continue in the program component they are
currently enrolled or shift to any of the other program components of
their choice; Provided, That in case he shifts to another program
component, the Basic ROTC course he has completed shall be
counted for the purpose of completing the NSTP requirement;
Provided, further, That once he has shifted to another program
component, he shall complete the NSTP in component.
Section 14. Suspension
of ROTC Requirement
 - The completion
of ROTC training as a requisite for graduation is hereby set aside for
those students who despite completing all their academic units as of
the effectivity of this Act have not been allowed to graduate.
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7. Section 15. Separability
Clause
 - If any section or provision of this
Act shall be declared unconstitutional or invalid, the other sections or
provisions not affected thereby shall remain in full force and effect.
Section 16. Amendatory
Clause
 - Section 35 of Commonwealth
Act No. 1, Executive Order No.207 of 1939, Sections 2 and 3 of
Presidential Decree No. 1706, and Sections 38 and 39 or Republic
Act No. 7077, as well as all laws, decrees, orders, rules and
regulations and other issuances inconsistent with the provisions of
this Act are hereby deemed amended and modified accordingly.
Section 17. Effectivity - This Act shall take effect fifteen (15) days
after its publication in two (2) newspapers of national circulation, but
the implementation of this Act shall commence in the school year of
2002-2003.
Components of NSTP
As per Sec. 4 of RA 9163, the NSTP which is a mandatory
requirement of all the baccalaureate degree courses and of at least
two (2) year technical-vocational courses, has the following service
components.
oCivic Welfare Training Service (CWTS)
Focus on activities that contribute to the
general welfare and betterment of life for the
members of the community.
Examples of CWTS projects and activities.
oLiteracy Training Service (LTS)
Training 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.
Impact of LTS on community education.
oReserve Officers' Training Corps (ROTC)
Military training to prepare students for
national defense.
GOVERNMENT AGENCIES THAT MAY DESIGN AND IMPLEMENT
OTHER PROGRAM COMPONENTS IN RELATION TO THE
PROVISIONS OF RA 9163.
1.Commission on Higher Education (CHED)
2.Technical Education and Skills Development
Authority (TESDA), in consultation with the
Department of National Defense (DND)
3.Philippine Association of State Universities and
Colleges (PASUC)
4.Coordinating Council of Private Educational
Association of the Philippines (COCOPEA)
5.Other concerned government agencies.
Covered Personality
Student, male and female, of any baccalaureate degree
courses or at least two year technical-vocational courses in public
and private educational institutions shall be required to complete one
of the NSTP components as requisite for graduation (Sec. 5)
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8. *** Note that every component of the NSTP program must be taken
for a period of two semesters, However, a one (1) summer program
may be designed, formulated, and adopted by the DND, CHED and
TESDA.
Evolution of NSTP Program
The National Service Training Program (NSTP) in the Philippines is a
program aimed at enhancing civic consciousness and defense
preparedness in the youth. It was established through Republic Act
No. 9163, also known as the NSTP Act of 2001. The evolution of
NSTP can be traced through various stages of development and
legislative changes.
1. Historical Background
Commonwealth Act No. 1 (1935): The origin of mandatory
military training for students in the Philippines can be traced
back to the National Defense Act of 1935. This act required
all male students to undergo military training to prepare them
for national defense.
Presidential Decree No. 1706 (1980): This decree, issued
by then-President Ferdinand Marcos, introduced the National
Service Law. It required all citizens to render service to the
nation, divided into three main components: military service,
civic welfare service, and law enforcement service. The
ROTC (Reserve Officers' Training Corps) became the most
prominent program under this law.
Post-1986 Period: After the People Power Revolution in
1986, the mandatory nature of ROTC was increasingly
questioned, especially after a series of abuses and
controversies.
2. Establishment of NSTP (2001)
Republic Act No. 9163 (NSTP Act of 2001): Signed into law
on January 23, 2002, the NSTP Act of 2001 was a response
to the increasing clamor for reform in ROTC. The law made
military training optional, giving students the option to choose
between three components:
oReserve Officers' Training Corps (ROTC):
Focused on military training and preparedness.
oCivic Welfare Training Service (CWTS): Focused
on activities that contribute to the general welfare
and betterment of life for the community.
oLiteracy Training Service (LTS): Focused on
training students to become teachers of literacy and
numeracy skills to school children, out-of-school
youth, and other segments of society.
3. Key Developments and Reforms
Implementation and Feedback: Over the years, various
adjustments and improvements have been made in the
NSTP's implementation. Schools and universities have
integrated the program into their curricula, with some
institutions even developing unique programs under the
CWTS and LTS components.
Calls for Reform: There have been ongoing discussions
and legislative proposals to enhance or amend the NSTP
law, particularly concerning the ROTC component. Some
sectors advocate for the return of mandatory ROTC, citing
the need for greater discipline and patriotism among the
youth.
21st Century Adjustments: With the rise of new challenges,
such as environmental issues and digital literacy, there have
been efforts to expand the scope of NSTP to address
contemporary societal needs. This includes incorporating
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9. disaster preparedness, environmental conservation, and
community development projects into the program.
4. Current Status
Integration with Higher Education: NSTP remains a key
part of the higher education curriculum in the Philippines.
The program has been institutionalized, with universities and
colleges across the country implementing various activities
under the three components.
Ongoing Debates: The debate over the nature of NSTP,
particularly the role of ROTC, continues. Some lawmakers
and stakeholders push for the reintroduction of mandatory
ROTC, while others emphasize the importance of civic and
community service components.
5. Future Directions
Possible Amendments: Future amendments to the NSTP
Act might focus on addressing the evolving needs of the
nation, including more robust disaster response training,
digital literacy, and other forms of community service that
align with the Philippines' development goals.
Enhanced Civic Engagement: The future of NSTP may
involve more comprehensive programs aimed at increasing
civic engagement, environmental stewardship, and
leadership development among the youth.
The evolution of NSTP reflects the dynamic nature of Philippine
society's needs and the government's response to these needs
through education and training programs aimed at the youth.
NSTP PRINCIPLES
The National Service Training Program (NSTP) in the Philippines is
designed to promote civic consciousness, defense preparedness,
and ethics among the youth by encouraging them to engage in public
service. The principles of NSTP can be exemplified in the following
ways:
1. Civic Consciousness
Community Involvement: Organizing clean-up drives, tree-
planting activities, or health missions in local communities.
Awareness Campaigns: Conducting seminars and
workshops on issues such as environmental protection,
public health, and disaster preparedness.
2. Defense Preparedness
Basic Military Training: Participating in drills and exercises
that instill discipline, physical fitness, and basic military skills
(often under the Reserve Officers' Training Corps or ROTC
component of NSTP).
Emergency Response Training: Learning first aid,
firefighting, and search and rescue operations to respond
effectively in times of disaster or conflict.
3. Ethics and Civic Responsibility
Volunteerism: Encouraging students to volunteer in non-
governmental organizations (NGOs) or community-based
projects that benefit the underprivileged.
Leadership Development: Leading projects or activities
that require teamwork, responsibility, and a strong sense of
moral and ethical values.
4. Nationalism and Patriotism
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10. Cultural Preservation: Promoting and participating in
activities that preserve and celebrate Filipino culture,
traditions, and history.
National Awareness Programs: Engaging in activities that
promote understanding of national issues, the importance of
the constitution, and the roles of citizens in nation-building.
These examples reflect the core principles of the NSTP, which aim to
develop well-rounded, socially responsible, and prepared individuals
who can contribute positively to their communities and the nation.
References: Republic Act No. 9163 (lawphil.net)
AUTHOR: MICHELLE D. PUNZALAN & NERISSA P.
TAN
PHILIPPINE CONSTITUTION
The Philippine Constitution is the supreme law of the Philippines,
serving as the foundation for the country's legal and political system.
The current Constitution, which is the 1987 Constitution, was ratified
on February 2, 1987, following the People Power Revolution that led
to the ousting of then-President Ferdinand Marcos.
Key Features of the 1987 Philippine Constitution:
1.Preamble: The preamble introduces the Constitution,
expressing the aspirations and ideals of the Filipino people.
2.National Territory: The Constitution defines the national
territory of the Philippines, including its land, waters, and
airspace.
3.Bill of Rights: This section guarantees the fundamental
rights and freedoms of individuals, including the right to life,
liberty, property, and due process.
4.Separation of Powers: The Constitution establishes the
separation of powers among the three branches of
government:
oExecutive Branch: Headed by the President, who
serves as the head of state and government.
oLegislative Branch: Composed of the Senate and
the House of Representatives, responsible for
making laws.
oJudicial Branch: Headed by the Supreme Court,
responsible for interpreting laws and ensuring
justice.
5.Social Justice and Human Rights: This section
emphasizes the importance of social justice, promoting the
welfare of the poor and marginalized, and protecting human
rights.
6.Local Government: The Constitution provides for the
autonomy of local government units, allowing them to
manage their own affairs within the framework of national
laws.
7.Constitutional Commissions: These include the Civil
Service Commission, Commission on Elections, and
Commission on Audit, which are independent bodies that
ensure the integrity and accountability of government
operations.
8.Amendments or Revisions: The Constitution outlines the
processes for amending or revising its provisions, either
through a constitutional convention, a constituent assembly,
or a people's initiative.
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11. 9.Transitory Provisions: These provisions address the
transition from the previous constitution to the current one,
ensuring continuity and stability in governance.
Historical Context:
The 1987 Constitution replaced the 1973 Constitution, which was
enacted during the martial law period under President Ferdinand
Marcos. The 1987 Constitution was designed to prevent the abuses
of power that occurred during martial law and to restore democracy
in the Philippines.
Amendments:
While the 1987 Constitution has remained in effect since its
ratification, there have been discussions and proposals for
amendments, particularly in areas like the form of government, term
limits for elected officials, and economic provisions.
The 1987 Constitution is a living document, reflecting the values and
aspirations of the Filipino people, and continues to guide the
governance of the Philippines.
Citizens of the Philippines
The 1987 Philippine Constitution defines who the citizens of the
Philippines are under Article IV. Here is a summary of who qualifies
as a Filipino citizen:
Article IV: Citizenship
1.Citizens at the Time of the Constitution's Adoption:
oAll citizens of the Philippines as of the ratification of
the 1987 Constitution are recognized as citizens.
2.Citizens by Birth:
oNatural-born Citizens:
Those who are citizens of the Philippines
from birth without having to perform any act
to acquire or perfect their Philippine
citizenship. This includes:
Those whose fathers or mothers are
citizens of the Philippines at the time
of their birth.
Those born before January 17,
1973, of Filipino mothers, who elect
Philippine citizenship upon reaching
the age of majority.
3.Citizens by Naturalization:
oForeign nationals who have undergone the legal
process of naturalization, allowing them to become
Filipino citizens.
4.Citizens by Election:
oChildren born to Filipino mothers before January 17,
1973, who, upon reaching the age of majority, elect
Philippine citizenship according to the law.
5.Citizens by Marriage:
oA foreign woman who marries a Filipino man
generally acquires Philippine citizenship unless she
expressly renounces it, or her husband loses his
citizenship.
6.Citizenship Retention and Re-acquisition:
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12. oFilipino citizens who become citizens of another
country may retain or re-acquire their Philippine
citizenship through a process outlined by law.
Dual Citizenship:
The Constitution allows for the possibility of dual citizenship,
particularly in cases where a natural-born Filipino citizen becomes a
citizen of another country. The law permits the retention or
reacquisition of Philippine citizenship without renouncing the
citizenship of the other country, allowing an individual to hold dual
citizenship.
Loss and Re-acquisition of Citizenship:
A Filipino citizen may lose their citizenship by:
oNaturalization in a foreign country.
oExpress renunciation of citizenship.
oTaking an oath of allegiance to another country.
oBeing declared as a deserter in times of war by a
court martial.
A Filipino citizen who has lost citizenship may reacquire
it in accordance with the law, usually through a process
of repatriation or naturalization.
These provisions ensure that the Philippines recognizes a diverse
set of individuals as its citizens, reflecting the country's history and
the global mobility of its people.
Duties and Obligations of Filipino Citizens
The 1987 Philippine Constitution outlines certain duties and
obligations for citizens to promote a just, peaceful, and progressive
society. While the Constitution itself does not list specific duties in
one section, these can be inferred from various provisions and laws,
as well as from the general expectations of citizenship.
1.Obey the Laws:
oCitizens are expected to comply with the laws and
regulations of the country, respecting the legal
system and the authority of the government.
2.Pay Taxes:
oPaying taxes is a fundamental obligation of every
citizen, as taxes are essential for funding
government services and infrastructure.
3.Defend the Country:
oCitizens may be called upon to defend the
Philippines in times of war or national emergency.
The Constitution allows for compulsory military or
civil service.
4.Engage in Civic Responsibility:
oVoting in elections is a key civic duty, ensuring that
citizens participate in the democratic process and
contribute to the selection of their leaders.
5.Respect the Rights of Others:
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13. oCitizens must respect the rights, freedoms, and
dignity of others, promoting a culture of peace and
tolerance.
6.Support and Uphold the Constitution:
oCitizens have the responsibility to uphold the
Constitution and ensure that its principles are
respected and followed.
7.Promote the Welfare of the Community:
oCitizens are encouraged to contribute to the
common good, supporting community initiatives,
participating in public service, and helping those in
need.
How to Become a Good Citizen
Being a good citizen involves more than just fulfilling legal
obligations; it requires actively contributing to the well-being of
society and embodying the values that strengthen the nation. Here
are some ways to be a good citizen:
1.Stay Informed:
oKeep up to date with current events, government
policies, and social issues. An informed citizen can
make better decisions and contribute more
effectively to society.
2.Participate in the Democratic Process:
oExercise your right to vote, participate in public
discussions, and engage in civic activities.
Democracy thrives when citizens are active and
involved.
3.Respect the Law:
oAbide by the laws of the land, follow rules and
regulations, and respect the authority of institutions.
This helps maintain order and justice in society.
4.Support Community Initiatives:
oGet involved in local community programs, volunteer
for causes, and help in efforts to improve the quality
of life in your area.
5.Practice Environmental Responsibility:
oContribute to the preservation of the environment by
reducing waste, conserving resources, and
supporting sustainability initiatives.
6.Promote Social Justice:
oAdvocate for the rights of the marginalized and work
towards eliminating discrimination and inequality.
Stand up against injustice and support human rights.
7.Foster National Unity and Pride:
oCelebrate and respect the country’s heritage,
culture, and diversity. Promote unity by
understanding and appreciating differences among
fellow citizens.
8.Develop and Practice Good Character:
oBe honest, fair, and respectful in your dealings with
others. Good citizenship is also about being a
person of integrity, compassion, and kindness.
9.Educate Yourself and Others:
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14. oLifelong learning helps you grow as a citizen. Share
your knowledge and skills with others to help them
become better citizens too.
10.Uphold the Common Good:
oPrioritize the welfare of the community and the
nation over personal interests. Work towards the
collective progress and well-being of society.
Good citizenship is about balancing rights with responsibilities. By
fulfilling their duties and actively contributing to society, citizens play
a crucial role in building a strong, prosperous, and just nation.
Basic Values of the Filipino People
The basic values of the Filipino people are foundational principles
that guide their behavior, relationships, and interactions within
society. These values are deeply rooted in the country's culture,
traditions, and social beliefs. Here are some of the most significant
Filipino values:
1. Pakikisama (Camaraderie and Cooperation)
Definition: Pakikisama involves maintaining harmonious
relationships and prioritizing group harmony over individual
interests. It is about getting along with others and avoiding
conflict.
Significance: This value promotes unity and teamwork,
encouraging Filipinos to work together and support each
other in various endeavors.
2. Bayanihan (Community Spirit)
Definition: Bayanihan is the spirit of communal unity,
helping others without expecting anything in return. The term
originates from the tradition of rural communities working
together to move a house or perform other tasks.
Significance: It reflects the Filipino's strong sense of
community and collective effort, highlighting the importance
of mutual support and cooperation.
3. Utang na Loob (Gratitude and Reciprocity)
Definition: Utang na loob refers to a deep sense of gratitude
and the obligation to repay a favor or kindness received,
often over an extended period.
Significance: This value reinforces social bonds and
ensures that kindness is reciprocated, maintaining a cycle of
goodwill within communities and families.
4. Hiya (Sense of Shame and Propriety)
Definition: Hiya is a sense of shame or embarrassment that
influences Filipinos to act in a way that is socially acceptable
and to avoid actions that might bring dishonor to themselves
or their families.
Significance: It acts as a moral compass, guiding behavior
to ensure respectability and adherence to social norms.
5. Malasakit (Compassion and Empathy)
Definition: Malasakit means having deep concern,
compassion, and empathy for others, especially in times of
need.
Significance: It drives Filipinos to care for the well-being of
others, often prioritizing the needs of the community or family
over individual desires.
6. Paggalang (Respect)
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15. Definition: Paggalang is the value of respect, particularly
towards elders, authority figures, and others. This is shown
through respectful language, gestures (like the "mano" or
placing an elder's hand on one's forehead), and behavior.
Significance: Respect is central to maintaining social order
and harmonious relationships in Filipino society.
7. Religiosity
Definition: Religiosity refers to the deep faith and religious
devotion of Filipinos, particularly in Christianity. Religious
practices and beliefs are integral to daily life and decision-
making.
Significance: It influences moral values, ethical behavior,
and the sense of hope and resilience among Filipinos.
8. Family-Centeredness
Definition: The family is the cornerstone of Filipino society,
with strong bonds extending to the extended family. Loyalty,
support, and responsibility towards family members are
paramount.
Significance: This value fosters strong family ties, providing
emotional, financial, and social support to each member,
ensuring the family's welfare is prioritized.
9. Hard Work and Industry
Definition: Filipinos value hard work and perseverance as
means to achieve success and improve their lives. They take
pride in their efforts to provide for their families and
contribute to society.
Significance: This value is reflected in the Filipino's
dedication to their jobs and willingness to take on multiple
roles or migrate abroad to support their families.
10. Hospitality
Definition: Filipinos are renowned for their warm hospitality,
going out of their way to make guests feel welcome and
comfortable. This is often seen in the way they entertain
visitors and offer the best of what they have.
Significance: Hospitality strengthens social bonds and
reflects the Filipino's generosity and kindness.
These values are integral to the identity of the Filipino people,
shaping their worldview and interactions with others. They
emphasize community, respect, compassion, and the importance of
family, contributing to a cohesive and resilient society.
Preamble of the 1987 Philippine Constitution
"We, the sovereign Filipino people, imploring the aid of Almighty God,
in order to build a just and humane society and establish a
Government that shall embody our ideals and aspirations, promote
the common good, conserve and develop our patrimony, and secure
to ourselves and our posterity the blessings of independence and
democracy under the rule of law and a regime of truth, justice,
freedom, love, equality, and peace, do ordain and promulgate this
Constitution."
Key Points of the Preamble:
1.Sovereignty: The Preamble emphasizes that the authority of
the government is derived from the people, who are the
sovereign rulers of the nation.
2.Divine Guidance: It invokes the help of Almighty God,
reflecting the deep religiosity of the Filipino people.
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16. 3.Just and Humane Society: The Preamble expresses the
desire to create a society that is fair, compassionate, and
respects the dignity of every individual.
4.Government Ideals: It highlights the establishment of a
government that embodies the ideals and aspirations of the
Filipino people.
5.Common Good: The Preamble emphasizes the promotion
of the common good, ensuring that the welfare of all citizens
is prioritized.
6.Patrimony: It calls for the conservation and development of
the nation's patrimony, which includes its cultural heritage,
natural resources, and national identity.
7.Blessings of Independence and Democracy : The
Preamble seeks to secure the benefits of independence and
democracy for current and future generations.
8.Rule of Law: It underscores the importance of governance
under the rule of law, where justice, truth, freedom, love,
equality, and peace prevail.
The Preamble serves as a guiding light for the Constitution,
encapsulating the fundamental values and vision of the Filipino
people for their nation.
References: Republic Act No. 9163 (lawphil.net)
AUTHOR: MICHELLE D. PUNZALAN & NERISSA P. TAN
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