Nstp sample questionnaire

In theory, an across-the-board increase in salary scales would be the best and simplest solution; nonetheless, we can reasonably anticipate that state funds will be insufficient now and in the foreseeable future to accomplish that goal. As a result, the UC system is attempting to develop tools to i prevent faculty attrition due to competing offers from other universities and industry, ii address dissatisfaction resulting from salary scales that lag behind comparable universities, and iii successfully recruit outstanding new faculty by offering competitive salaries. It is imperative that these tools not rely solely on diminishing state funds, which require us to sacrifice future recruitments to pay for current market faculty salaries. New tools designed to meet the challenge of uncompetitive salaries must abide by those existing practices.

Nstp sample questionnaire

The amendment of RA ushered in college students to be marching under a different tune. NSTP addresses the need for national program of youth development and mobilization for the task of nation building.

In view of the said scheme and aims, the Program exists and operates in the context of education and national security systems, both of which are important parts of the larger system of national development and security policy.

This potentially synergistic relationship between education and defense needs to be understood better, in view of the systematic link between national development and national security, a vital point relevant to enhanced national service training for the Filipino youth.

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Now that it is barely seven years of NSTP implementation and abolishing it in view of its perceived irrelevancy and mediocrity is not at all a solution.

There is of course no denying the changes and development of NSTP overtime, in dealing with its shortcomings in terms of its management systems. They must be dealt with resolutely, addressed directly and accurately, strengthening its implementation and nourishing its crucial goal of contributing and developing better citizens.

The assessment of the group of educational leaders is a critique not on the NSTP alone. It provides a basis in elevating the quality of citizenship and its outcomes — the development of our youth in whose hands lie the future of the country. In more specific terms, this research endeavor is aimed at providing answers to the questions stated hereunder: Training Management comprised of: Training Content and Strategies covering: Training Practicum with emphasis on: What is the extent of implementation of the non-military program components of NSTP in the public and private HEIs along the following areas of concern: Administration and Organization; c.

Training Staff and Staff Development; e. Student- Trainee Management; f. Resource Management; and h. What are the problems and their level of seriousness encountered by the public and private HEIs in the implementation of the non-military program components of NSTP?

Research Design Research Method Used This study on the assessment of the extent of implementation of the NSTP non-military program components in the private and public HEIs in the Philippines employed the descriptive method of research. The main data-gathering instrument employed was the researcher- formulated questionnaire that sought to determine the status of implementation and problems of the non-military program components of NSTP.

For purposes of triangulation, the data elicited from the respondents through the questionnaire was reinforced with focus group discussion FGD and key informant interview with participants Sampling Frame The study covered HEIs, categorized into private and public institutions of higher learning, across the country from the sixteen 16 regions.

National service training program in the Philippines

A total of one hundred twenty-eight samples, sixty five 65 from the private HEIs and sixty-three 63 from the public HEIs served as respondents. This strategy was devised in order to ensure high rate of retrieval of questionnaire, not to mention the time and resource consideration, in view of the national scope of the study.

This mode of sampling procedure is termed purposive sampling. Unit of Analysis For Sub-Problems 1 The characteristics of the non-military program components of NSTP were described in terms of frequency counts and percentage distribution.

For Sub-Problem 2 For purposes of determining the extent of implementation of the non-military program components of NSTP, measure of central tendency using mean guided by the 5-point Likert scale was instituted.

For Sub-Problem 3 In order to ascertain the level of seriousness of the problems encountered in the implementation of the non-military program components of NSTP, measure of central tendency using mean with range of means that corresponds to the 3-point Likert scale was employed: For Sub Problem 4 An enriched implementation guide for implementers of the non-military program components of NSTP was formulated by analysis of the findings of the study and integrating jointly the most pertinent, relevant and tried-and-tested processes and practices in the different HEIs nationwide.

On Training Management o The average number of trainees ranges from more than or lesser. These methodologies aimed to stir the interests of the student-trainees. Spot checking performance evaluation and the like were used to evaluate performance of trainers while documentary report, video presentation, etc.

Nstp sample questionnaire

Significance of Difference Between the Public and Private HEIs in terms of the Extent of Implementation of the Non-Military Program Components of NSTP and the Perceived Level of Seriousness of Problems Along the 8 areas of implementation concerns Based on the results, application of t-test to ascertain the significance difference on the extent of seriousness of problems encountered in the non-military program components, there is no significant difference in the extent of implementation and the level of seriousness of problems encountered along the 8 areas of concern in the non-military program components of NSTP by the public and private HEIs.

This guide contains basic information, concepts and procedures pertaining to the different areas of Program implementation in the HEIs across the country. Included in the Guide are samples of forms and documents of different sorts to serve as guide for the implementers.

Conclusions On basis of the significant findings, the following conclusions are arrived at: In view of the ratio, HEIs devised various types of schemes of monitoring trainees and trainors performances as well as project and activities done. There are scores of topics included in the training program especially the first phase of the training program against a limited time allotment totaling to 50 to 90 hours as mandated by the NSTP Law.

This way, the communities and the underserved sectors benefit, to a varying extent, from projects and activities like livelihood skills training, literacy projects, community immersion-related undertakings and so many more.

As the non-military program components of NSTP are relatively new educational program. There are perceived problems along the 8 areas of NSTP. Hence, the NSTP implementers are wanting of having a basis for implementation to serve as frame in the operation of the non-military program components.

The guide formulated intended for NSTP non-military program component implementers aims to prescribe basis on how to deal with the areas of concern along their implementation. This is to do away with the practice of some implementers to apply the trial and error scheme.NSTP Topic 3: Skill in community needs assesment study guide by kathleenlacorte includes 22 questions covering vocabulary, terms and more.

Quizlet flashcards, activities and games help you improve your grades. The NSTP (LAWPHiL, ) is a service rendered to one’s own country with its aim of 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 in.

Resources for training coordinators, curriculum developers and trainers

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