17/05/2026
𝐉𝐔𝐒𝐓 𝐈𝐍 || Two BSIR Volunteers shared their experiences on the recently concluded community immersion; For the volunteers of NSTP-CWTS Section 26, the immersion became more than just an outreach initiative. It became an experience that deepened their understanding of 𝐬𝐞𝐫𝐯𝐢𝐜𝐞, 𝐞𝐦𝐩𝐚𝐭𝐡𝐲, 𝐚𝐧𝐝 𝐭𝐡𝐞 𝐫𝐞𝐚𝐥𝐢𝐭𝐢𝐞𝐬 𝐬𝐮𝐫𝐫𝐨𝐮𝐧𝐝𝐢𝐧𝐠 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐢𝐧 𝐥𝐨𝐜𝐚𝐥 𝐜𝐨𝐦𝐦𝐮𝐧𝐢𝐭𝐢𝐞𝐬.
𝐕𝐨𝐥𝐮𝐧𝐭𝐞𝐞𝐫 Hannah Mhia Soriano Fernando reflected on how volunteerism can help bridge educational gaps that students sometimes experience inside classrooms:
“Volunteering is one of the tools to provide quality education in a way that students get attention when they struggle. Volunteers give time to explain the things they are struggling with, and when they feel they’re not left behind, they feel supported and become encouraged to learn more. Sometimes there’s a gap that teachers can’t reach, but volunteering can.”
Meanwhile, 𝐯𝐨𝐥𝐮𝐧𝐭𝐞𝐞𝐫 Norhayda Panday shared how the immersion became a personal journey of growth and confidence:
“Through volunteering, I’ve learned that quality education is not only about teaching lessons, but also about inspiring and encouraging others through simple acts of service. As a first-time volunteer, standing in front of many people is not my style. I was nervous because I was afraid people might judge the way I speak, but the experience helped me become more confident and reminded me that sincerity and willingness to help matter most.”
Indeed, change doesn’t always begin with large-scale reforms. Sometimes, it begins 𝐛𝐞𝐲𝐨𝐧𝐝 𝐭𝐡𝐞 𝐜𝐥𝐚𝐬𝐬𝐫𝐨𝐨𝐦, 𝐭𝐡𝐫𝐨𝐮𝐠𝐡 𝐜𝐨𝐦𝐦𝐮𝐧𝐢𝐭𝐢𝐞𝐬 𝐰𝐢𝐥𝐥𝐢𝐧𝐠 𝐭𝐨 𝐭𝐞𝐚𝐜𝐡, 𝐥𝐢𝐬𝐭𝐞𝐧, 𝐬𝐞𝐫𝐯𝐞, 𝐚𝐧𝐝 𝐛𝐞𝐜𝐨𝐦𝐞 𝐭𝐡𝐞 𝐥𝐢𝐠𝐡𝐭 𝐟𝐨𝐫 𝐨𝐭𝐡𝐞𝐫𝐬, 𝐨𝐧𝐞 𝐥𝐞𝐚𝐫𝐧𝐞𝐫 𝐚𝐭 𝐚 𝐭𝐢𝐦𝐞.
𝐎𝐧𝐞 𝐋𝐞𝐚𝐫𝐧𝐞𝐫 𝐀𝐭 𝐀 𝐓𝐢𝐦𝐞: 𝐀𝐥-𝐍𝐮𝐮𝐫 𝐀𝐝𝐯𝐚𝐧𝐜𝐞𝐬 𝐒𝐃𝐆 𝟒 𝐁𝐞𝐲𝐨𝐧𝐝 𝐭𝐡𝐞 𝐂𝐥𝐚𝐬𝐬𝐫𝐨𝐨𝐦𝐬
More than 𝟖𝟓 𝐬𝐭𝐮𝐝𝐞𝐧𝐭𝐬 of 𝐌𝐚𝐝𝐫𝐚𝐬𝐚𝐭𝐨𝐥 𝐁𝐌 𝐏𝐥𝐚𝐧𝐠-𝟐 𝐀𝐥 𝐀𝐫𝐚𝐛𝐢𝐲 participated in “𝐀𝐥 𝐍𝐮𝐮𝐫,” the community immersion initiative of 𝐍𝐒𝐓𝐏-𝐂𝐖𝐓𝐒 𝐒𝐞𝐜𝐭𝐢𝐨𝐧 𝟐𝟔 grounded on 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧, 𝐬𝐞𝐫𝐯𝐢𝐜𝐞, 𝐚𝐧𝐝 𝐲𝐨𝐮𝐭𝐡 𝐞𝐦𝐩𝐨𝐰𝐞𝐫𝐦𝐞𝐧𝐭.
Derived from the Arabic word meaning “𝐓𝐡𝐞 𝐋𝐢𝐠𝐡𝐭,” the program carried a purpose deeper than outreach alone. The immersion hopes to address several 𝐔𝐧𝐢𝐭𝐞𝐝 𝐍𝐚𝐭𝐢𝐨𝐧𝐬 𝐒𝐮𝐬𝐭𝐚𝐢𝐧𝐚𝐛𝐥𝐞 𝐃𝐞𝐯𝐞𝐥𝐨𝐩𝐦𝐞𝐧𝐭 𝐆𝐨𝐚𝐥𝐬 (𝐒𝐃𝐆𝐬), with its core foundation rooted in 𝐒𝐃𝐆 𝟒: 𝐐𝐮𝐚𝐥𝐢𝐭𝐲 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧, which promotes 𝐢𝐧𝐜𝐥𝐮𝐬𝐢𝐯𝐞 𝐚𝐧𝐝 𝐞𝐪𝐮𝐢𝐭𝐚𝐛𝐥𝐞 𝐪𝐮𝐚𝐥𝐢𝐭𝐲 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐚𝐧𝐝 𝐥𝐢𝐟𝐞𝐥𝐨𝐧𝐠 𝐥𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐨𝐩𝐩𝐨𝐫𝐭𝐮𝐧𝐢𝐭𝐢𝐞𝐬 𝐟𝐨𝐫 𝐚𝐥𝐥. According to the United Nations, quality education remains one of the strongest foundations in 𝐫𝐞𝐝𝐮𝐜𝐢𝐧𝐠 𝐩𝐨𝐯𝐞𝐫𝐭𝐲, 𝐞𝐦𝐩𝐨𝐰𝐞𝐫𝐢𝐧𝐠 𝐜𝐨𝐦𝐦𝐮𝐧𝐢𝐭𝐢𝐞𝐬, 𝐬𝐭𝐫𝐞𝐧𝐠𝐭𝐡𝐞𝐧𝐢𝐧𝐠 𝐬𝐨𝐜𝐢𝐚𝐥 𝐦𝐨𝐛𝐢𝐥𝐢𝐭𝐲, 𝐚𝐧𝐝 𝐛𝐮𝐢𝐥𝐝𝐢𝐧𝐠 𝐬𝐮𝐬𝐭𝐚𝐢𝐧𝐚𝐛𝐥𝐞 𝐬𝐨𝐜𝐢𝐞𝐭𝐢𝐞𝐬.
In support of this goal, NSTP-CWTS Section 26 designed the immersion not only as a one-day activity, but as a 𝐜𝐨𝐦𝐦𝐮𝐧𝐢𝐭𝐲-𝐜𝐞𝐧𝐭𝐞𝐫𝐞𝐝 𝐢𝐧𝐢𝐭𝐢𝐚𝐭𝐢𝐯𝐞 that directly encourages 𝐬𝐭𝐮𝐝𝐞𝐧𝐭 𝐩𝐚𝐫𝐭𝐢𝐜𝐢𝐩𝐚𝐭𝐢𝐨𝐧, 𝐚𝐜𝐭𝐢𝐯𝐞 𝐥𝐞𝐚𝐫𝐧𝐢𝐧𝐠, 𝐚𝐧𝐝 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐬𝐮𝐩𝐩𝐨𝐫𝐭. The volunteers facilitated learning sessions aimed at making education 𝐞𝐧𝐠𝐚𝐠𝐢𝐧𝐠 𝐚𝐧𝐝 𝐚𝐜𝐜𝐞𝐬𝐬𝐢𝐛𝐥𝐞 while creating spaces where students could freely participate, ask questions, and interact with others.
As part of the initiative, 𝐬𝐜𝐡𝐨𝐨𝐥 𝐬𝐮𝐩𝐩𝐥𝐲 𝐤𝐢𝐭𝐬 were also distributed to the students to assist them in their 𝐀𝐫𝐚𝐛𝐢𝐜 𝐜𝐥𝐚𝐬𝐬𝐞𝐬 𝐭𝐡𝐫𝐨𝐮𝐠𝐡𝐨𝐮𝐭 𝐭𝐡𝐞 𝐬𝐮𝐦𝐦𝐞𝐫 and even beyond the immersion itself. The initiative also reflects the importance of 𝐜𝐨𝐦𝐦𝐮𝐧𝐢𝐭𝐲 𝐢𝐧𝐯𝐨𝐥𝐯𝐞𝐦𝐞𝐧𝐭 𝐢𝐧 𝐬𝐮𝐩𝐩𝐨𝐫𝐭𝐢𝐧𝐠 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐬𝐞𝐜𝐭𝐨𝐫, especially in communities where access to resources and educational opportunities may remain limited. While education continues to be recognized as a fundamental right, systemic challenges such as 𝐬𝐡𝐨𝐫𝐭𝐚𝐠𝐞𝐬 𝐢𝐧 𝐥𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐦𝐚𝐭𝐞𝐫𝐢𝐚𝐥𝐬, 𝐮𝐧𝐞𝐪𝐮𝐚𝐥 𝐨𝐩𝐩𝐨𝐫𝐭𝐮𝐧𝐢𝐭𝐢𝐞𝐬, 𝐚𝐧𝐝 𝐠𝐚𝐩𝐬 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐚𝐜𝐜𝐞𝐬𝐬𝐢𝐛𝐢𝐥𝐢𝐭𝐲 continue to affect many Filipino learners today.
Filipino nationalist and educator 𝐉𝐨𝐬𝐞́ 𝐑𝐢𝐳𝐚𝐥 once said, “𝐓𝐡𝐞 𝐲𝐨𝐮𝐭𝐡 𝐢𝐬 𝐭𝐡𝐞 𝐡𝐨𝐩𝐞 𝐨𝐟 𝐨𝐮𝐫 𝐟𝐮𝐭𝐮𝐫𝐞.” Similarly, Brazilian educator and philosopher 𝐏𝐚𝐮𝐥𝐨 𝐅𝐫𝐞𝐢𝐫𝐞 emphasized that; “𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐝𝐨𝐞𝐬 𝐧𝐨𝐭 𝐜𝐡𝐚𝐧𝐠𝐞 𝐭𝐡𝐞 𝐰𝐨𝐫𝐥𝐝. 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐜𝐡𝐚𝐧𝐠𝐞𝐬 𝐩𝐞𝐨𝐩𝐥𝐞. 𝐏𝐞𝐨𝐩𝐥𝐞 𝐜𝐡𝐚𝐧𝐠𝐞 𝐭𝐡𝐞 𝐰𝐨𝐫𝐥𝐝.”
For the volunteers of NSTP-CWTS Section 26, the immersion became more than just an outreach initiative. It became an experience that deepened their understanding of 𝐬𝐞𝐫𝐯𝐢𝐜𝐞, 𝐞𝐦𝐩𝐚𝐭𝐡𝐲, 𝐚𝐧𝐝 𝐭𝐡𝐞 𝐫𝐞𝐚𝐥𝐢𝐭𝐢𝐞𝐬 𝐬𝐮𝐫𝐫𝐨𝐮𝐧𝐝𝐢𝐧𝐠 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐢𝐧 𝐥𝐨𝐜𝐚𝐥 𝐜𝐨𝐦𝐦𝐮𝐧𝐢𝐭𝐢𝐞𝐬.
𝐕𝐨𝐥𝐮𝐧𝐭𝐞𝐞𝐫 𝐇𝐚𝐧𝐧𝐚𝐡 𝐌𝐡𝐢𝐚 𝐅𝐞𝐫𝐧𝐚𝐧𝐝𝐨 reflected on how volunteerism can help bridge educational gaps that students sometimes experience inside classrooms:
“Volunteering is one of the tools to provide quality education in a way that students get attention when they struggle. Volunteers give time to explain the things they are struggling with, and when they feel they’re not left behind, they feel supported and become encouraged to learn more. Sometimes there’s a gap that teachers can’t reach, but volunteering can.”
Meanwhile, 𝐯𝐨𝐥𝐮𝐧𝐭𝐞𝐞𝐫 𝐍𝐨𝐫𝐡𝐚𝐲𝐝𝐚 𝐏𝐚𝐧𝐝𝐚𝐲 shared how the immersion became a personal journey of growth and confidence:
“Through volunteering, I’ve learned that quality education is not only about teaching lessons, but also about inspiring and encouraging others through simple acts of service. As a first-time volunteer, standing in front of many people is not my style. I was nervous because I was afraid people might judge the way I speak, but the experience helped me become more confident and reminded me that sincerity and willingness to help matter most.”
Throughout the activity, the venue was filled with 𝐥𝐚𝐮𝐠𝐡𝐭𝐞𝐫, 𝐩𝐚𝐫𝐭𝐢𝐜𝐢𝐩𝐚𝐭𝐢𝐨𝐧, 𝐚𝐧𝐝 𝐬𝐭𝐨𝐫𝐢𝐞𝐬 𝐬𝐡𝐚𝐫𝐞𝐝 𝐛𝐞𝐭𝐰𝐞𝐞𝐧 𝐥𝐞𝐚𝐫𝐧𝐞𝐫𝐬 𝐚𝐧𝐝 𝐯𝐨𝐥𝐮𝐧𝐭𝐞𝐞𝐫𝐬. More than games and discussions, “𝐀𝐥 𝐍𝐮𝐮𝐫” became a living reflection of SDG 4 in action by creating opportunities for learning, encouraging inclusivity, supporting students with educational materials, and strengthening community participation in education.
As the program concluded, the immersion stood not only as an NSTP initiative, but also as a reminder that 𝐚𝐜𝐡𝐢𝐞𝐯𝐢𝐧𝐠 𝐪𝐮𝐚𝐥𝐢𝐭𝐲 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐫𝐞𝐪𝐮𝐢𝐫𝐞𝐬 𝐜𝐨𝐥𝐥𝐞𝐜𝐭𝐢𝐯𝐞 𝐞𝐟𝐟𝐨𝐫𝐭 from schools, communities, volunteers, and institutions alike. Through “Al Nuur,” NSTP-CWTS Section 26 showed that supporting SDG 4 does not always begin with large-scale reforms. Sometimes, it begins 𝐛𝐞𝐲𝐨𝐧𝐝 𝐭𝐡𝐞 𝐜𝐥𝐚𝐬𝐬𝐫𝐨𝐨𝐦, 𝐭𝐡𝐫𝐨𝐮𝐠𝐡 𝐜𝐨𝐦𝐦𝐮𝐧𝐢𝐭𝐢𝐞𝐬 𝐰𝐢𝐥𝐥𝐢𝐧𝐠 𝐭𝐨 𝐭𝐞𝐚𝐜𝐡, 𝐥𝐢𝐬𝐭𝐞𝐧, 𝐬𝐞𝐫𝐯𝐞, 𝐚𝐧𝐝 𝐛𝐞𝐜𝐨𝐦𝐞 𝐭𝐡𝐞 𝐥𝐢𝐠𝐡𝐭 𝐟𝐨𝐫 𝐨𝐭𝐡𝐞𝐫𝐬, 𝐨𝐧𝐞 𝐥𝐞𝐚𝐫𝐧𝐞𝐫 𝐚𝐭 𝐚 𝐭𝐢𝐦𝐞.
📸 Documentation and Media Committee
✍️ Mikah Loiz Gilayo, Secretariat Committee
🎨 Rhonnel Cris Camariñas, Creatives Committee
