Office of the National Service Training Program

COMMUNITY PROJECT PROPOSAL

NSTP-CWTS- LOBO
Writing community project proposal
● This written requirement is a group activity.
● The proposed community project should be in the locality where the student belongs.
● It should be written in long coupon bond to be submitted to their respective Instructor.

I. Title of the Project

“DIG IT: Developing an Innovative Garden for Improved Nutrition and Transformation”

II. Location

III. Duration/Time of Implementation

The project implementation will commence from the beginning of second semester and will
last for about 2-3 months.

IV. Type of Community Service

activities Food, Health, and Sanitation
Environmental Program

V. Department/College Involved
The Batangas State University, Lobo Campus Bachelor of Science in Agriculture - College of
Agriculture and Forestry

VI. Project Proponents

The aforementioned tasks are under the supervision of the project leader, John Loyd M.
Mendoza. Arjeen Faye T. Barrientos is serving as the assistant leader. The coordinators are
Nelson B. Alcantara, Pauline Angela D. Alvarez, Dan Jumel J. Arroyo, Wellard M. Artiza,
Cecilia Marie B. Atienza, Aaron James Bernas, Angel Mae Borbon, Nathaniel G. Briobo,
Danica S. Casapao, Patricia V. Castillo, Jannah Mae P. Delos Reyes, John Cles S. Fabella,
Jesierine R. Garcia, Raquel A. Gumial, KC Marga Lee D. Lazo, Eloisa A. Maceda, Gream A.
Magahis, and Nadine B. Montaña.

VII. Cooperating Partners

● Mabisa Farm
● This Project will be carried out with the assistance of Farmers who live near
the project area in Lobo, Batangas, as well as with the collaboration of the
students.
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● The first year agriculture majors at Batangas State University college of

agriculture and forestry are required to make the project a success by
soliciting funds for their needs.
● Jenifer T. Barrientos and Gregg V. Magahis Sr.

VIII. Beneficiaries
This could potentially be beneficial to the students, community, families, teachers,
canteen workers, and project proponents.

Primary Beneficiaries
Students - This project can help the target students in Mabisa Farm in addressing
their health issues, especially in improving their weight in the form of a continuous
implementation of their school-based feeding program. With the developed vegetable
garden within the school campus, the food supply in an immediate and more fresh
state will be in a higher probability, thus increasing the possibility of improving the
health of the malnourished students. Hence, their overall health state, including their
mental aspect, will as well improve in synchrony with their physical health.

Secondary Beneficiaries
Community - The community includes low-income areas that often face the
problem of obtaining cheap, fresh, and healthy foods. Through the program,
individuals who are in need can receive daily meals of healthy foods that could lead
to reduction of food insecurity and malnutrition. Besides the immediate health
benefits, the community’s general well-being also improves over time. Access to
nutritious food determines people’s physical and mental growth, and this project may
be instrumental in ensuring that every member of the community eats healthy.

Families - This program is a great endeavor as it supports children as well as

family members. Several advantages can be associated with gardening in the food
program among families which may as well enhance their living conditions on a daily
basis. One of the major benefits for families in this operation is having fresh and
healthy fruit. Children are encouraged to plant different fruits and vegetables in the
school’s garden hence families gain access to healthy and organic foods which would
be quite expensive to buy anyway.

Teachers - The project will not only supply healthy and fresh food for the
students participating in the feeding program but also might benefit the teachers. The
teachers are a vital component in the success and implementation of the project and
are, therefore, one of the beneficiaries. With this project, teachers do not have to
worry about their students having no nutritious meals. Most teachers teach their
students and make sure that their students have food among other basic needs. This
project offers a continuous source of nutritious food which can help teachers to
concentrate on teaching without worrying about students welfare

Canteen workers - The canteen workers are also a focus in this project because ”
DIG IT” significantly changes their work environment as well general well-being.
The project entails the creation of a farm where fruits and vegetables are planted for
use within the feeding program.
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Project Proponents - Such activities include planting, tilling, and harvesting,

through which students can gain insight on plant growth and agriculture science.
Additionally, learners could acquire such important living skills as a sense of
responsibility, teamwork, self learning and others in this way. Such a project will also
teach them how to be good stewards of the environment through connection with
nature with a long-term effect on their attitudes.

IX. Rationale of the project

The availability of land is the primary reason why the proposed project will be
implemented in a school community. However, there are other reasons as well, such
as the project's goal to increase benefits and effectiveness for the school community
and its members in terms of knowledge, skills, and experience development. They
will also benefit from the food produced by the community garden by being able to
purchase the resources grown from the garden at a much more reasonable price. At
the same time, the project will be more effective because the land we will be using is
owned by the school community, meaning that we can benefit from each other by
cooperating on their community garden.

One of the main goals of this project proposal is to benefit the community members.
As students and for our fellow students, we want the community members to be able
to adapt to the continuous growing population by giving them the opportunity to learn
how to provide and produce their own food supply, which will greatly benefit them in
the future. In order for us to do that, we members of the project proposal need to have
wider connections to the community. For that reason, we will be cooperating with
that specific community in order to maximize the land's ability to produce food
sources for both the school community and other members of the community.Due to
such rationale this will serve as a learning opportunity and a route to sustainability.

X. Objectives
This project aims to help the community. Specifically:
1. For students to experience and to work as a farmer.
2. To help School Teachers to enhance their Garden and make the garden
productive.
3. Improve the students' access to fresh and healthy foods.
4. To develop a healthy environment.

The first-year agriculture majors at Batangas State University's College of

Agriculture aim to make the garden better and create a vegetable-producing garden
that would provide results. They will begin gardening at Mabisa Farm, which is
located in Sawang, Lobo, Batangas, to help the Farmers in purchasing vegetables at a
reduced cost so they can provide their childs nutritious meals. While demonstrating to
the children the value of gardening.

XI. Description of the project

The "DIG IT: Developing an Innovative Garden for Improved Nutrition and
Transformation” is a project with a noble objective of addressing the issue of
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malnutrition among children of Mabisa Farm by developing an on-campus vegetable

garden. This project aims to promote long-term health and well-being through
sustaining the food sector of the school as the garden will serve as a source of
nutritional needs that will support the malnourished students. By innovating the
existing garden within the campus, fresh and organic production of foods will
contribute to the creation of a well-balanced diet among the target students. The
project will involve various activities such as soil preparation, planting, tending the
garden, harvesting, and selling them to the school canteen. Through this holistic
approach, the availability of fresh produce within the school community will be
possible thus, improving the nutrition and reducing the hunger among the students.
DIG IT will involve collaboration with Mabisa Farm, Farmers, Jenifer T. Barrientos,
and Gregg V. Magahis Sr. to ensure the success and sustainability of the project.
Letters, such as the consent letters that will be presented in every site visit, are
prepared with the aim of keeping a record of the individuals who will enter and exit
the mentioned school as part of this project. Hence, this envisions not only
transforming the nutritional landscape of the school but also instilling a culture of
healthy eating habits, equipping the students with valuable skills for a healthier and
more sustainable future. The success of the project will be measured by the
improvement in the nutritional status of the students and the sustained availability of
fresh produce within the school campus. This initiative has the potential to have a
positive impact on the overall well-being of the school, as well as the community.

XII. Strategies and methods of implementation

This project will be executed and sustained by the project proponents with the help of
their cooperating partners. The strategies and methods that the project proponents will
do are as follows:

1. Conduct Area Survey

● Survey the area and seek for any area that can be improved.
2. Proposal Making
● Create a comprehensive proposal addressing the identified issues within
the area.
3. Sustainability Assessment
● Ensure that the project is sustainable and will not cause more damage in
the area.
4. Collaboration with School Faculty and Staff
● Establish collaboration with the school’s faculty and staff to strengthen
the foundation of the project.
5. Seeking Partner Agencies
● Seek for cooperating partners and agencies that can actively contribute to
the project.
6. Presentation of Objectives
● Propose to the cooperating partners and agencies the objectives of the
project.
7. Building Bonds with Students and Partners
● Build a unity between the students that partake in the project and the
partner agencies.
8. Engagement of Partner Agencies
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● Actively involve partner agencies in the implementation and pursuit of the

project's goals.
9. Development of a Scheduled Timetable
● Create a well-structured timetable outlining the execution timeline of the
project.
10. Project Implementation
● Improve the quality of the area by implementing the planned project.
11. Maintenance of the Project
● Sustain the neatness of the area by consistently visiting the site for the
project.
12. Documentation and Evaluation
● Document and systematically evaluate the progress of the project,
ensuring accountability and continual improvement.
XIII. Plan of action

ACTIVITIES MONTH TARGET START TARGET END

● Cleaning the January January 20, 2024 April 20, 2024

area
● Putting up a
fence
● Making
compost as
organic
fertilizer
● Digging
● Planting
vegetables
● Daily garden
visiting
● Daily plant
watering
● Weekly weeds
removing
● Putting
fertilizer to
the plants

XIV. Financial Plan, Cost of the Project and Proposed Expenditures

Expenses Quantity Cost Estimate

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Cleaning equipments

• Personal protective equipment

1 pcs 106.00

Seeds

• Okra 10 packs of seeds 0.00

• Sitaw 10 packs of seeds 0.00
• Kalabasa 10 packs of seeds 0.00
• Pipino 10 packs of seeds 0.00
• Talong 10 packs of seeds 0.00
• Pechay 10 packs of seeds 0.00
• Mustasa 10 packs of seeds 0.00

Materials

• Regadera 1 pc 150.00
• Seedling Tray 5 pcs 250.00
• Sako 5 pcs 25.00
• Pala 1 pc 300.00
• Asarol 1 pc 250.00
• Dulos 2 pcs 100.00
• Tansi 1 roll 125.00
• Kalbang 10 pcs 40.00
• Piko 1 pc 300.00
• Kalaykay 1 pc 0.00

Total Estimated Cost 4950.00

XV. Monitoring and evaluation Mechanics of the Project

Monitoring:
1. Conducting an interview:
● Make an interview questionnaire to gather feedback from faculty members about
their interest in the school garden. Include questions about whether the schools
have proper gardening tools, how many does the school produce out of their
funding for the feeding program, types of vegetables they include in the feeding
program, and potential benefits they expect from the garden.
● Conduct the surveys or interviews with a representative sample of faculty
members.
● Analyze the interview data to identify common themes, preferences, and
suggestions from the faculty members. By carefully examining the data, we aim
to gain valuable insights that will guide us in selecting the most suitable
vegetables to be grown in the garden.
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2. Monitoring the garden implementation

● Establish a system to monitor the progress of the garden implementation. This can
include regular site visits, checklists for maintenance tasks, and tracking
community involvement.
● Monitor the garden's maintenance, including watering, weeding, and pest control.
Ensure that the garden is well-maintained and address any issues promptly.

3. Documentation/Evaluation:
● Maintaining a record of the project's progress, including the planning process and
implementation objectives.
● Evaluate the success of the project based on predetermined indicators such as
increased community engagement, improved access to fresh produce, and positive
environmental impact.
● Creating a final evaluation report that outlines the project's accomplishments,
problems, and future improvement recommendations.

Evaluation:

Implementing a vegetable garden in a school can have several positive outcomes. After the
completion of the project, the following outcomes will be achieved:

1. Better nutrition: Learning about the value of fresh, nutrient-dense food is made
possible for students who grow vegetables. They can take an active role in
cultivating their own food, which will improve their relationship with it and
encourage good eating practises.
2. Possibilities for education: Students can engage in interactive learning in a
vegetable garden. They can pick up knowledge on a variety of plants, their life
cycle, fundamental gardening skills, the condition of the soil, and sustainable
practises.
3. Environmental awareness: Planting a school garden can raise students'
knowledge of the value of environmental protection and sustainable living
methods. Composting, water conservation, organic gardening techniques, and the
environmental effects of agriculture as a whole are among the topics that students
can study.
4. Teamwork and responsibility: Maintaining a school garden necessitates
collaboration and accountability. Through regular care and maintenance,
students can learn how to interact efficiently, respect shared spaces, and ensure
the
garden's healthy growth.
5. Life skills development: Gardening teaches valuable life skills such as
problem-solving, patience, adaptability, and perseverance. Students gain hands-
on experience in planning, organizing, and managing tasks, which prepares them
for real-life situations.
6. Community interaction: A school garden can serve as a hub for community
engagement, bringing together students, parents, and teachers. It can improve the
relationship between the school and its surrounding community by instilling a
sense of belonging, solidarity, and shared responsibility.
7. Beautification and mental health: A vegetable garden makes the school feel more
peaceful and beautiful, making it a welcoming place for students to learn. Because
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gardening lowers stress levels and increases feelings of accomplishment and

connection to nature, it can help improve mental health.

XVI. Plans to Ensure the Sustainability of the Project

A sustainability plan plays a crucial role in providing a comprehensive roadmap for
achieving long-term objectives and maintaining the continuity of a project. It serves
as a detailed guide that outlines the strategies and measures needed to ensure the
project's viability and impact over an extended period.

By proactively addressing challenges and uncertainties, the plan establishes a resilient

foundation, aligning the project with enduring environmental, social, and economic
goals. An effective sustainability strategy enables the project to be utilized for a long
time without suffering damage. The following will contribute to the sustainability of
the project:

Environmental:
● Applying organic insecticides and fertilizers to prevent damage to plants.
● Composting
● Maintain the cleanliness of the area.
● Checking the plants in the area every other day.
Social:
● Building a good connection with the cooperating partners.
● Having unity of the project proponents.
Economic:
● Integrating the use of organic fertilizers and pesticides from readily
available resources to avoid costs of buying commercial fertilizers.

● Utilization of materials provided by the sponsors/cooperating partners

rather than spending more on buying new ones.
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Prepared by:

JOHN LOYD MENDOZA

Group Leader

Checked and reviewed by:

Mrs. VANESSA BALMES

Instructor, NSTP

Approved:

Mr. RAYMOND KIT M. RODRIGUEZ

Head, NSTP – BatStateU-Alangilan
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Visitation and consultation about the conditions of the place.

Interviewing the school canteen staff and teachers.

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