Proposed National Service Training Program (NSTP) Syllabi for the Bachelor in Early Childhood Education Students of Salay Community College (Salay, Misamis Oriental, Philippines)
DOI:
https://doi.org/10.65339/ijsair.V2.I2.305Keywords:
Alignment, Bachelor of Early Childhood Education, Cognitive Knowledge, National Service Training Program, Service-learning, Skills and Abilities, Values FormationAbstract
This study examined the alignment of the National Service Training Program (NSTP), particularly the Literacy Training Service (LTS), with the vision-mission, core values, and program outcomes of the Bachelor of Early Childhood Education (BECEd) at Salay Community College. Anchored on cognitive constructivism and sociocultural theory, the study employed a descriptive qualitative single case study design using document analysis and semi-structured interviews with twelve fourth-year BECEd students, eight alumni, and seven NSTP teachers. Data were analyzed through thematic and document analysis to assess the development of cognitive knowledge, skills and abilities, and attitudes and values. Findings revealed that NSTP strongly aligns with the institution’s vision-mission by enhancing students’ civic awareness, leadership, problem-solving skills, and value formation, while effectively articulating the core values of sincerity, accordance, charity, and competence. However, alignment with BECEd learning outcomes was moderate to partial, particularly in integrating discipline-specific pedagogical competencies. NSTP implementation contributed to learner-centered practices, interdisciplinary learning, stakeholder collaboration, and inclusive approaches, though further alignment with early childhood education competencies is needed. The study concludes that enhancing the NSTP syllabus is essential to strengthen integration with institutional goals and program outcomes. It recommends sustained curriculum improvement, strengthened stakeholder collaboration, and expanded experiential learning opportunities. The study aligns with SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 11 (Sustainable Cities and Communities) by promoting inclusive education, skill development, and community engagement. Its sustainability impact lies in strengthening educational, institutional, and community sustainability through improved curriculum alignment, civic responsibility, and socially responsive teacher preparation.
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