SHS Students Stand on ROTC

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

      This chapter shows a retrospective presentation of previously written material: research literature and conceptual that has relevance and significance to the research under consideration.

Related Literatures
    
   ROTC: an analysis by Funk (2002) stated that many programs and opportunities exist in secondary education to develop leadership in high school students. From athletics to clubs to student government, students are given numerous venues to act as leaders to their peers. However, very few high school students are provided any type of formal leadership training through an educational process.

Approximately 3,000 high schools in the United States offer Junior ROTC (JROTC) as an elective in their curriculum. 

     Although the four military services offer separate programs, as a whole, JROTC is a youth development program designed to educate students for citizenship and to provide leadership opportunities for personal growth. An academic curriculum of leadership instruction prepares students to assume greater responsibilities in leadership roles within the JROTC unit. This integration of academic instruction with applied leadership skills is a unique and effective method of teaching leadership in an academic environment.

     According to Raposas (2016) the established Reserve Officers’ Training Corps (ROTC) primarily focuses on its main goals: to instil the senses of nationalism and patriotism among the youth, to prepare them for a noteworthy leadership and citizenship and outmost, to develop leaders and militia of high-quality in the future ready to defend and stand up for the betterment of the state and its people.

    The future of morale and safety of the nation lies on the shoulders of our armed forces.It is vital even at a young age, being able-bodied for such training to actively engage in our progress in anticipating safety of the nation and the publics’ development as well.

     An article by the Department of the Treasury, Internal Revenue Service (DTIRIS) asserts that critics charged that such military training is in direct contradiction to the liberal traditions of American collegiate education and serves to militarise students enrolled in the cadet programs. Defenders of the ROTC took the position that ROTC-trained officers are less aggressive and militaristic than officer trained at the military academies and officer candidate schools, and that ROTC graduates carry to the military establishment a moderating influence not exhibited by their more “hawkish” counterparts.

ROTC in the Philippines

     The sub-field of Strategic Studies and Political Science studied civil-military relations that focuses on the "threat posed by the military institution (the existence of a large professional army) to the popular rule by a civilian government, and to the individual citizen’s political and civil rights.” Lovell (1974).

    The military programs model was in parallel with that of the United States of America which started in 1867 where it was investigated as an elective for college students.(Changco and Santiago, 2013).

     The pioneer unit of the ROTC was the University of the Philippines ROTC Unit or the UP vanguards which was established in 1922. Followed by the founding of ROTC units in National University, Ateneo de Manila, Liceo de Manila, and Colegio de San Juan De Letrán, Until numbers of schools nationwide adopted the military program after the endorsement of the commonwealth Act No. 1.

     As cited in Article VI, Section 35 of the commonwealth Act no. 1 or the National Defence Act of 1935, the concept of ROTC came into the using with any schools and

institutions designated by the President to maintain and establish a Reserve Officers’

Training Units, mandatory for every physically fit student to pursue a course of military instruction designated to qualify him for a commission as a third lieutenant of Reserve With a power to choose where he would want to render service.

     During the second world war, the army reserves produced by the ROTC program were first put into action. The ROTC cadets from the 33 colleges and universities who have active units took part and were first seen in action during the second world war.

     Cadets from different Metro Manila units took part in defence of Bataan, while in theVisayas 45 percent of the 75th Infantry Regiment of the US Armed Forces in the far East(USAFFE) were ROTC cadets of Silliman University.

      In 1967, President Ferdinand Marcos issued Executive Order No.59, making ROTC a mandatory course in all colleges and universities with an enrollment of at least 250 male students. A note–worthly development during this period was a program called “Rainbow Rangers-Sunday Soldiers.” It provided an alternative to what was basically a

ceremony-centred ROTC training program. It exposed the cadets to small unit tactics,unconventional warfare and home defence techniques.

      The mandatory ROTC program was scrummed in the college level’s curriculum in year 2002, after the reported death of a ROTC cadet Mark Wilson Chua student of SantoTomas, allegedly killed by this co-cadets and upper class men after exposing corruption in the UST ROTC Corps.

      Following the passage of Republic Act 1963, an act establishing the national service training program (NSTP), unlike the ROTC, on the other hand , lets college students to choose and complete at least one of its three components to be able to graduate for a period of only two (2) academic semesters: Literacy Training Service(LTS), which provides training on teaching basic reading and maths: and Civic WelfareTraining Service (OWTS), which involves students in activities contributing to community welfare, such as caring for the environment, public, safety, health, sports and entrepreneurship, as defined in section 3 of RA 1963.

Paradigm of the Study

         A paradigm is a diagrammatic representation of a conceptual framework. It depicts in a more vivid way what the conceptual framework wants to convey.

         The input includes the (1.)Profile of the respondents such as a.) Sex, b.) Age, c.) Occupation of Parents and d.) Ailment and (2.) Stand of female and Stand of Male on ROTC.The process is surveyed through a researcher's questionnaire while the output are The Stand of SHS students in ROTC.