Catanduanes State University

National Service Training Program

Community Welfare Training Service

TITLE PAGE

A Narrative Report on
the Project Implementation
of Community Welfare Training Service Class 2018
Conducted in
Barangay Pajo Baguio,
Virac, Catanduanes

Faculty Adviser:
Mary Jane V. Bongais

NSTP Coordinator:
Dr. Gemma M. Samas
 ACKNOWLEDGEMENT

To barangay Pajo Baguio, we are profoundly grateful for the warm welcome you gave us. The
kindness and charm of your place was a great blessing. Our brief time together was a respite and will be
deeply cherished.

To Hon. Lea F. Romero, you were very accommodating and considerate and we cannot thank you
enough. Your smile lights up the place and we felt welcomed.

To the Advance Reserve Officers’ Training Corps, it was fun serving with you guys.

To Mrs. Chatita L. Lorenzana, we are very sorry for ruining your schedule, we are at a loss without
your instruction, we could stand to learn a lot from your passion for dance.

To Mrs. Mary Jane V. Bongais, we are thankful for the patience and consideration. Our class tested
your devotion to your profession, we could only hope your drive would also rub on us.

To Dr. Gemma M. Samas, we appreciate the energy you bring to the program. We are very
fortunate to have you manning the helm.

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 OBJECTIVES

The general purpose of the project is to raise the spirit of the barangay and build rapport with the
community for future NSTP implementations. Towards this end, the following specific objectives are set:

1. To contribute to the greenery fostered by the locale by replanting nursery plants along the
provincial road.
2. To engage with the community in home visits and invite children ages 4 to 12 to join the games
fair.
3. To encourage socialization in the children and demonstrate cooperation, inclusion and
compassion through recreational activities.

SPECIFIC DESCRIPTION OF THE BARANGAY

Barangay Pajo Baguio is bordered by San Isidro Village and Antipolo del Norte. The Pajo River
meanders across the territory while a provincial road cuts across it, the two would cross at Pajo Bridge.
The barangay starts near this junction; at the fork of Pajo Bridge and a side barangay road. It is primarily
a farming community with huge swaths of rice fields. Driving along the provincial road of the barangay,
one would notice a greenery of ornamental plants and fruit trees breaking the monotony of rice fields.
The barangay hall, Pajo Baguio Elementary School and a local Catholic church can also be seen along the
road.

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 CONTENTS

Title Page........................................................................................................................................... i

Acknowledgement ........................................................................................................................... ii

Objectives ....................................................................................................................................... iii

Specific Description of the Barangay .............................................................................................. iii

CHAPTER I Introduction ................................................................................................................... 1

CHAPTER II Immersion Activities ..................................................................................................... 2

A. Planning of the Project...................................................................................................... 2

B. Community Visit and Courtesy Call ................................................................................... 6

C. Implementation Activities ................................................................................................. 6

D. Consultative Meeting ........................................................................................................ 7

E. Monitoring and Evaluation ............................................................................................... 7

CHAPTER III Conclusion .................................................................................................................... 8

CHAPTER IV Recommendations ....................................................................................................... 2

Appendices....................................................................................................................................... 9

APPENDIX A Letter of Request ....................................................................................................... 10

APPENDIX B Pictorial ..................................................................................................................... 11

APPENDIX C Certificate ................................................................................................................... 2

APPENDIX D Barangay Profile ......................................................................................................... 3

APPENDIX E Program ...................................................................................................................... 4

APPENDIX F Attendance Sheet ........................................................................................................ 5

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CHAPTER I
INTRODUCTION

The K-12 program made sweeping changes to the education system of the Philippines,
colleges and universities across the Philippines saw no freshmen enrollment for the school year
2016-2017, as what would have been freshmen college students enroll in senior high. This
perhaps sidelined most if not all of the NSTP components for the said school year; and the
program can be expectedly filled only by 2018.

This University, however, opened two college programs for this school year – Bachelor in
Science Information Technology and Bachelor in Science in Business Administration. Freshmen
from the two colleges were consigned into the CWTS component of the NSTP program. After a
short hiatus, this University now has two CWTS classes and one Advance Reserve Officers’ Training
Corps(A-ROTC).

Most of this year’s CWTS student participants were under the old curriculum and will be
required to enroll in senior high if they fail to be in a college program before 2018. Many also
took the opening because of the free college tuition proffered by the Duterte administration; a
boon that came before the signing of the Universal Access to Quality Tertiary Education Act.

This CWTS class is primarily composed of first year information technology students
taking a program established by Republic Act 9163 or the NSTP Law of 2001. NSTP recognizes the
youth's vital role in nation-building and promotes civic consciousness and disaster preparedness
among the youth.

Through this program, the student-trainees participated in advocacy campaigns against

drugs, had water safety and rescue training, disaster preparedness training, emergency and
response training to earthquakes and bomb threats, basic first aid and CPR training. This class
took to the green advocacy of this university through clean-up activities in and off-campus.

This project implementation is the culmination their NSTP-CWTS activities. It is a

community-based project contributing to the general welfare and the betterment of life for the
members of the community.
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CHAPTER II
IMMERSION ACTIVITIES

CHAPTER IV
RECOMMENDATIONS

Pushed for time, this class skipped the benefits of community immersion. Increased
exposure through home visits or having host families would have been useful in getting a clearer
picture of the needs and wants of the community. Formulating a project bespoke to their needs
will have a greater impact to the lives of the people. Barangay Pajo Baguio, as a farming
community, would benefit greatly if student-trainees have a background in agriculture. Other
aspects development such as livelihood projects, health education, and literacy training service
could also be explored in future project implementations.
A. Planning of the Project

The class was asked to identify target communities for their project implementation. The class
skipped the benefits of community immersion and therefore must have some degree of familiarity with
their chosen community. Coordination fell on the hands of Tristan Cyril C. Araojo and Louist Ann I.
Rodriguez who identified Pajo Baguio as the target community.

As part of the pre-planning activities, Dr. Samas gave a short lecture on project implementation
and community partnership. In a few words, her lecture was about binding message with action. As an
illustration, her unnamed salubrious soup of unconventional ingredients encourages ingenuity,
resourcefulness, and creative cooking.

B. Community Visit and Courtesy Call

A nonintrusive ocular inspection was done February 7, 2018 by Tristan and Louist with Noel T. Rey
Jr as their driver. Louist had a brief conversation with Barangay Captain Lea F. Romero. She gathered
information about safety — the peace and order situation of the place. She asked about the current
programs and policies of the barangay. Mrs. Lea identified opportunities where the student-trainees could
help the barangay with. Her primary concern was the replanting of the nursery plants they have.

C. Implementation Activities

The class CWTS adviser, Mrs. Bongais, charged the class to identify three components of
community development to be addressed in the project implementation. To this end, the class identified
three main activities. To show unity in cause, the student-trainees took to replanting “Bungang-ipot
prepared by the barangay along the provincial road. To engage the community in the project, the class
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made home visits around the locale. To encourage socialization, the kids were invited to participate in
recreational activities.

The class was divided into three groups. Group one was to handle procurement and cooking. The
group was led by Louist and chief cook Efraim Mar N. Competente. Group two organized recreational
activities appropriate for kids ages 4 to 12. Vincent Ryan A. Valeza and Gerlie Tañon took point in picking
the games. Group three was to make home visits around the neighborhood to announce the activities and
build rapport with the community.

The groupings weren’t strictly followed. To make most of their time, the student-trainees took
the responsibilities of the other groups. The ROTC helped in the cooking and freed up most of group one
members. We had members of groups one and three helping in the home visits. The size of the area was
grossly underestimated, if it weren’t for the extra help, covering the area would have been impossible.
And when it was group three’s turn, many just joined in the fun. Many took their mother hen
responsibilities seriously — they were competitive and protective of their brood.

The groupings weren’t strictly followed. To make most of their time, the student-trainees took
the responsibilities of the other groups. The ROTC helped in the cooking and freed up most of group one
members. We had members of groups one and three helping in the home visits. The size of the area was
grossly underestimated, if it weren’t for the extra help, covering the area would have been impossible.

D. Consultative Meeting

On February 9, 2018, Mrs. Lea approved the letter of request about the intentions of this CWTS
class. The Hon. Lea Romero identified that Bungang-ipot (Areca ipot Becc.) will be replanted along the
road leading to Antipolo del Norte. Bungang-ipot is a small stocky tree to 4m high and to 12cm in
diameter. She extended to this class the use of the barangay plaza and tarpaulin cover. She also
generously offered to this class her personal cooking ware and implements, and some gardening tools.

E. Monitoring and Evaluation

Tristan had the opportunity to talk with the Hon. Lea F. Romero when the CSU-NSTP joined the
Lipulin at Kalampagin at Droga (LAKAD) - Tokhang 2. Her feedback regarding the activities was mostly
positive but unfortunately the crowbar she lent us was missing and she also lost her handbag. This class
plans to rectify the situation and furnish her a crowbar.
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CHAPTER III
CONCLUSION

We had the opportunity to live, identify and associate with the people of Barangay Pajo Baguio.
We established rapport and relationships with the community which hopefully opened the way for other
NSTP community-based project implementations.

We also had the pleasure of bonding with the children. The bucolic surroundings and the carefree
afternoon brought many of us back to our own childhood. Some connected with the children as an elder
brother or sister. It made them protective and attentive to the needs of their brood. It was a nice
afternoon for everyone.
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APPENDICES
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APPENDIX A
LETTER OF REQUEST
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APPENDIX B
PICTORIAL
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3
4
5
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7
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10
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12
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14
15
16
17
18
19
20
21
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APPENDIX C
CERTIFICATE
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APPENDIX D
BARANGAY PROFILE
 4

APPENDIX E
PROGRAM
 5

APPENDIX F
ATTENDANCE SHEET