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Chapter 6 PDF
Chapter 6 PDF
You have learned community development and organizing from the previous modules, and how
these helped in the empowerment of one community. In this module, we are going to focus on
how to create and plan for a program/ project and learn how to execute this plan to put
community development into practice.
Before we can understand what project management is, let us first differentiate a
program from a project.
Figure 1. Program-Project Chart. This simple diagram shows one of the programs of
CWTS wherein it has small, individual, yet interrelated projects below the said program.
All of the processes associated with defining, planning, and executing the project are
considered part of project management.
(http://www.cio.ca.gov/Government/IT_Policy/pdf/ PM1.3_Overview_What_is_a_Project.pdf)
P r o g r a m M a n a g er Project Manager
Multi-level ma nage ment Single unit management
Defines the vision, long term goals, and For ms goa ls and objective s that is
dyna mics of the progra ms interrelated and w ithin the v ision of the
program
Assures and provide s funds and oth er basic Allocates resources and budgets within the
resources specific s of the proje ct
Assig ns preliminary task, budgets and
schedules
Set co mmon process, pro cedures, guid elines Share the guide lines to the me mbers
and tools that will be employed
Provides a system for quality assurance Assures the quality control
Assig ns heads for each projects that is Assigns specific responsibility to the
enco mpassed b y the progra m me mbers and chart detailed time tab le
Monitor the schedu les and budg ets Keep an eye on the progress of the project
and ma kes daily/time ly report to the
program manager
Provides over-all pla nning Plans th e project in great details
Make sure that every thing is coordinated Execute s the project and regularly e nsures
and synchronized within the progra m that dyna mic s of the progra m is met and
effectively optimize the resources and deal
with project risk
Where to start?
This is where you gather data regarding the general area description
and demographic profile of the community.
You can even identify and describe the condition of the community based on
their economic, education, environmental, health, political and social situation.
Assessment is the act of determining the importance, value and goal of the
project. You are to appraise or establish the state of the community, the group and the
purpose of the project. In this phase, you are going to create a profile of the
community and identify target and goals of the project. As well as know the
goals/objectives of the current program.
Creating a profile is similar to the task where you would create a profile in
online social network such as Twitter or Facebook. It is a set of data that helps identify
the characteristics and features of a community. It also attempts to describe the
community, highlights area that needs to be developed, reveals possibilities, and
helps place a benchmark for your project. (Fundamentals of project management By James P.
Lew is )
This is also the phase wherein you would try to identify the problems or
national/community issues that need immediate attention. The forms like resumes,
Learners Profile or other survey forms can also be valuable tools on assessment.
2. Maps - Maps contain different information that will be helpful with your
profiling, such as the crops and livestock that can be found in that
community, there are several maps that are available commercially, in our
universitys library, or the barangay hall.
(You will see a sample map that depicts the topography of Bulacan on the next page or visit
http://www.bulacan.gov.ph/map/topography.for a larger view. see Figure 2:Physical Profile of
Bulacan)
Figure 2. Physical Profile of Bulacan. The map shows the geographical profile of the province
A community profile may vary depending on the program that you are under.
Some communities already have a profile which can be borrowed from the
SIMBAHAYAN-CDO or NSTP office.
For some communities which are still new, you will need to come up with an
informative profile. You can use what you have learned from the previous modules,
particularly the Chapter 3: National Concern and Chapter 5: Community
Development and Community Organizing, to come up with your own profile
questions. Profile questionnaires may vary, depending on your NSTP program or
your program cluster.
For the LTS students, you may assess your learners capabilities using the
Learners Profile form, while for CWTS different and individual forms may vary with
the communitys need or cluster profile.
B. Planning
Whats next?
So how do you prepare? By setting and formulating a well laid plan for your
project.
What is a plan?
But creating a plan should not be solely shouldered by the leader of the group.
The members who are involved in the project should also give their input and help plan
the project; otherwise, the members might be clueless on what they have to do and feel
no sense of commitment to the project. This usually ends up with the project leader
doing most of the task and the members being clueless in what is going to happen.
Make sure to allot time to meet with the group and brainstorm with the project,
as they say two heads or more is better than one. Your differences can make the
project more unique and successful. Insights from different individuals could also give
different perspective to the project; some may be able to point out flaws of a plan that
might arise during the implementation. The leader is tasked to guide discussions,
delegate task, and make certain that everything is still within the purpose of the
program.
In creating a plan, your group should be SMART. Use the SMART objectives as
a guideline to your goals in your project.
S - Specific
M Measurable
A Attainable
R - Realistic
T - Time-bound
You have to be specific with your goal; dont be vague or too wordy. Your group
should also be able to measure, or rate the target that you want to achieve. Be sure
that the plan is attainable we dont want to be set a very high expectation, or a
fictitious idea. When you are setting up a plan make sure that they is a leeway for
mistakes, and that it is amenable to changes. Be realistic. Your plan is practical, and it
is not just an idea but something that can be made possible. Being realistic, you have to
consider the resources at hand. And lastly the plan should be time-bound. Make sure
that the project can be completed with reasonable timeframe, especially since you have
only a semester or two to implement the said project.
Every plan should start with a goal in mind - these are the objectives of the
group. These are the things you want to get done in the task.
As it was stated above, your objective has to be SMART or else you might end
up with a crooked wall or noise instead of melody.
Here is an example of such objectives, point out which one followed the SMART
guideline better:
Sample 1:
Teach Math to the children of the community
Sample 2:
Illustrate how to add two to three digit numbers to the grade school children of
Maragondon within 2-3 weeks.
If your answer is Sample 2, then you have a grasp of what being SMART
means. The second objective is specific (what to teach, who should be taught and how
long). But you also have to remember that being SMART is not enough. As a
Thomasian, you also have to make sure that the Thomasian core values are integrated
with your objectives. Think of it this way, your objective should be affecting the following
aspects:
Sample 1:
Explain and distinguish the different health benefits of the avocado plant to the
elders of Ariendo, Bongabon, Nueva Ecija.
Sample 2:
Recognize the value of team work in learning and playing soccer to the
participants at the community of Magallanes, Cavite.
Sample 3:
Build a 10 m x 20 m basketball court for the resident of Sapang Palay within
three weeks.
If you will notice some of the objectives stated before might not indicate a
Take a look at the start of this chapter where the objective is stated, you will
notice similar statement, these goes as well to the textbooks you read, online courses
you take or even other modules. Any activities usually have an objective even if it is as
simple as just to have fun.
To help you further in setting up a goal for your project, you can refer to Blooms
Taxonomy.
In this tool, specific keywords are provided to describe and identify which would
be appropriate for the task you intend to accomplish. Bloom's Taxonomy provides an
approach to establish measurable goals and objectives.
Your plan should be in black and white so that you can easily track the progress
and information of your project/program.
Later in this chapter, there are two plans which will be discussed separately
that you can make use, the Community Development Plan (CDP) usually used by
CWTS and Lesson Plan utilized by LTS.
Around September 2015, United Nations adopted the 2030 Agenda for
Sustainable Development, which includes a set of 17 Sustainable Development Goals
(SDGs). These are a new, universal set of goals, targets and indicators that UN member
states will be expected to use to frame their agendas and political policies over the next
15 years. (See Figure 3).
For this reason, SIMBAHAYAN and UST NSTP are now base their General
Community Development and Advocacy Road Map on the 17 SDG focusing on the
following:
1. Health and Wellness Development,
2. Equitable and Inclusive Education,
3. Leadership, Organizational Development and Good Governance,
4. Employability and Social Enterprise Development,
5. Socio-Pastoral Ministry and Evangelization,
6. Culture Heritage and Sports Development,
7. Environmental Sustainability and Action, and
8. Disaster Risk Reduction and Management.
C. Implementation
Implementation is the step done to carry out and put into action the plan that the
group have prepared. In executing a plan, it would be best if the guidelines are set or
given to the group beforehand so that they will follow these as they complete the
activities. The authors of Emergency Sanitation: Assessment and Programmer Design
say it best: Implementation is transforming a planned programme into reality in the
field... implementation is simply a question of managing the various programme
components as efficiently and effectively as possible.
2. Respect each others time. Do not be late. Avoid being the cause of
delay;
If you teach me to fish, then you have fed me until the river is
contaminated or the shoreline is seized for development.
But if you teach me to organize then water the challenges I can join together
with my peers and we will fashion our own solution
Ricardo Levins Morales, labor artist
You also have to keep in mind that the main purpose of your project is to
ensure that you empower the community with knowledge, attitude and skills that will
help them progress and enrich their lives. Community interaction is encouraged, it
should be a collaborative activity.
While you are carrying out your project, immerse yourself with the
community, adjust to them and dont look for luxury that you are often used to. Make
sure that when you are done with your project or program, they would be able to
manage it on their own and have a long-term use of what you impart to them even
after the group has already left the area.
We are there to give service, make sure that you do your best and act as
responsible Thomasians, the residents are not obliged to provide for your needs, so
be ready at all times.
D. Monitoring
This is where your proposed plan will be helpful you can use it as a basis for
your monitoring. It will also aid you in making sure that your objectives and the
programs goal are achieved.
It is like looking down on a blue print from time to time to ensure that the
building is according to plan, an architect or engineer would adjust some
measurements, if the environment or resources are lacking. Your documentations will
be helpful as well during this phase.
E. Evaluation
Each program has a different set of evaluation tool. Generally, you will be
asked to pass a portfolio at the end of each program where you can answer these
questions and evaluate your project.
These projects must be SMART. Everyone in the team must give inputs and share
in the planning of the project. Plans will be executed, monitored and evaluated to check
the effectiveness and efficiency of the project that was implemented, whether it could be
continued or it has to be changed or cancelled.
You must also remember that the NSTP program encourages you to develop and
manage projects that will enrichment the community and empower them to stand on their
own. We are there to help the community develop self-reliance, widen their knowledge,
increase their skills for competency, share and learn compassion.
In Section 3 of Republic Act 9163, Civic Welfare Training Service (CWTS) refers
to programs or activities contributory to the general welfare and the betterment of life for
the members of the community or the enhancement of its facilities, especially those
devoted to improving health, education, environment, entrepreneurship, safety, recreation
and the morals of the citizenry.
On the other hand, the Literacy Training Service (LTS) is a program designed to
train students to become teachers of literacy and numeracy skills to school children, out of
school youth, and other segments of society in need of their service.
The Universitys NSTP CWTS and LTS came up with activities that will maximize
the capabilities of the students in different fields of community development, thus
exposing them to the different realities of life.
The LTS program aims to provide opportunities to LTS students to apply in actual
situations the principles learned regarding the teaching-learning process in an
environment different from their own.
Health and Wellness Development: Health for All, especially the marginalized
and vulnerable communities and sectors. This usually involves students coming from the
College of Nursing, College of Rehabilitation Sciences and Faculty of Pharmacy.
EDUCATION PROGRAMS
SOCIO-PASTORIAL PROGRAM
Remember!
For sure, there are a lot of people that you will meet out there who have different
personalities, traits and values. Always remember that there will always be lesser and
greater persons than you but a humble and loving heart will always tell you what to do.
So earn much love much love in your heart will always tell you what to do and show that
you are a committed, competent and compassionate Thomasians.
Now that you have known the different areas and possible areas that you are
going to visit, you have to start thinking of a project. To begin a project, a plan has to be
made by your group and there are two different plans that are used in NSTP depending
on your program component.
At this point, you will have to veer and read your respective lesson chapter
based on the component you have enrolled and taken.
For CWTS its Lesson 3.1: Community Development Planning (page 20);
For LTS its Lesson 3.2: Lesson Planning, (page 33)
(A Chinese Proverb)
Learning and understanding ones role in the community takes place when there
is an active involvement in the process of development.
make sure people and communities are genuinely engaged in the decisions made
on community services which affect them; and
secure a commitment from communities and institutions to work together, not
apart, in providing better services for the common good.
"Suppose one of you wants to build a tower. Will he not first sit down and
estimate the cost to see if he has enough money to complete it? For if he lays
the foundation and is not able to finish it, everyone who sees it will ridicule
him, saying, "This fellow began to build and was not able to finish."
Luke 14:28-30.
Now that we know and understand the importance of community development planning,
our next question would be:
The model of planning on a "blank slate" is often held up as the ideal way
to approach planning. Nevertheless, in real life, communities rarely embark on the
preparation of a plan with an entirely blank-slate. Nor is it often the case that
people simply decide "out of the blue" to prepare a plan. Planning is hard work. It
takes time and energy, and costs money. As a result, when communities embark
on preparing a plan, they usually do so for a reason.
The fifth way of identifying issues and beginning the planning process is to
identify the assets and qualities that make a particular place special and unique. For
example, Community developers undertaking this approach to planning on an Aeta
community in Tarlac may begin planning by asking: "What features and natural
resources distinguish this community and should be preserved? What makes this
community a good place to live and work?"
This approach leads to better and more sustainable outcomes by analyzing and
addressing the inequalities, discriminatory practices and unjust power relations which are
often at the heart of development problems. Adopting a human rights -based approach
may not necessarily change what we do, but it will raise questions about how we do it.
Human rights are not only a concern of the courts or the Human Rights
Commission but shall be respected and promoted at all levels including governments,
organizations, community developers and by youas an individual. (from: A Human
Rights-based Approach to Development Programming in UNDP Adding the Missing
Link)
It is important to note that the individual approaches presented here need not be
pursued in a pure form, to the exclusion of all others. In fact, in pursuing community
based planning processes, it is quite legitimate and appropriate to employ a mixture of
these approaches, and/or to employ different approaches at different points in time. The
secret to effective and successful planning is to design the planning process to fit local
circumstances.
Based on the analysis and alignment to the overall mission of the plan,
community development planners establish a set of goals that build on strengths
to take advantage of opportunities, while building up weaknesses and warding off
threats. Objectives are selected to be timely and indicative of progress toward
goals.
5. Evaluate alternatives.
This critical step is often ignored -- which can eventually weaken the success of
many of your future planning efforts. The
purpose of a plan is to address a current
problem or pursue a development goal. It seems
simplistic to assert that you should acknowledge
if the problem was solved
or the goal met. However, this step in the
planning process is often ignored in lieu of
moving on the next problem to solve or goal to
pursue. Skipping this step can cultivate apathy
and skepticism -- even cynicism -- in your
organization.
Don't skip this step. Acknowledge the works and
inputs of your leaders, recognize group effort on
a certain project and give yourself a nice pat at
the back for your success. After this, everybody
will be more inspired and enthusiastic in their
next plans and programs in their community,
eventually making your over-all planning and
organizing a great success.
Community plans are developed based on the logic and structures of the strategic
planning process. The logic of this process takes you from a broad-based vision to specific
actions and action plans. The process links vision, goals, objectives and action into a logical
and inter-related structure.
As future community developers, you need to pay special attention to several factors
whenever you make a plan. Involving the people, identifying their resources, issues and
needs will make a big difference to a successful plan. A good background of the community
will also provide you with ample information to help you plan for an excellent project for
them.
Below is a community development plan format which will guide you in preparing for a
program that will benefit your chosen community. This has been inspired by the Universitys
Office for Community Development matrix on community development plan. It has been
revised and designed according to the needs of the CWTS program.
A. General Information
Project Title:
(What you will call your project, here are some examples: Clean and
Green 2010; Read and Write for a Future thats Bright; Tepok Bulate and
Kasibulan: Football from the Grassroots)
Community Background:
Outline the problems and needs of the target beneficiaries and briefly
describe how the project intends to address these.
B. Objectives:
General Objective:
Specific Objective:
Specific Objectives are the short term, more immediate and are component
details of the general or long-term objective. Specific objectives must show
output and specific performance indicators.
A. General Information
Project Title: (What y ou will call your project, example: Building the Future: One brick at
a time or E at Right, Live Right )
Community Background:
Schools Transportation
Churches Livelihood
Government offices Infrastructure
Hospitals NGOs
Health and sanitation Significant structures
Peace and order Way of life
Disaster risk areas Environment
Private companies Other organizations that help the community
Outline the problems and needs of the target beneficiaries and briefly describe
how the project intends to address these.
Your community profile and background should give me the idea why such
project is needed for the beneficiary and why you thought of that project as a
solution
General Objective:
State the over-all direction/ longt erm objective in the / of t he community. (Use
the Blooms Taxonomy of Objectives as your guide in making objectives). You may also use the
communitys current objective/goal connected to your project.
Specific Objective:
Specific Objectives are the s hort term, more immediate and are component details of
the general or long-term objective. Specific objectives must show output and s pecific
performance indicators. Make sure that you touch the Psychomotor, A ffective and
Cognitive part
(How was the project Length of time Result of the Things that you will utilize Expenses
conceptualized and for the planning during this stage. during this
planned? Steps that preparation stage Resources/ Tools/Methods/ phase
(tangible/ Materials used during
you take/will do as a
intangible) planning
preparation for the
project. Explain
briefly.)
Actual Activities:
(How it will be How long will What output Things that you will utilize Projected
implemented? What the or res ult is during this stage. cost/expenses
are the roles of each implementation expected during this
group or member in run each stage? phase
the implementation of
the project? Briefly cite
the flow of the activity.
Post-implementation
Activities:
(How it will be How long will What will be Things that you will utilize Projected
assessed/ evaluated? the evaluation the during this stage. cost/expenses
Review your stated take expected during this
project objectives, result? phase
expected outputs,
phasing and direction.
How will your group
analyze if the
program/project is
effective or not?
Actual Activities:
Week 1 clearing of the 2 months (July Answered Vehicles Computer Gas 1,200
school grounds and 12-Sep3) forms and unit Projector Markers 250
seminar regarding the profiles Sound s yste m Board borrowed
different diseases that is 50% weigh Medicines from the FMO
gain Sound system
caused by dirty Weighing scales and Projector
surrounding. Weighing Height Meter borrowed from
and Distribution of the Forms Foo the local govt
medicines (speaker: Dr. office Medicines
Garcia; ushers and donated
materials group A food Print outs 700
Marie and Lee; Scales and
venue and sound sys meter 655
Nanay Kelly; Food 25,000
grounds clearing group
B;medicines group C;
weighing Group D)
Week 2 to 5 Feeding
and Exercise (groupsA,B
cooking; groups
C,D exercise; (this
changes every week)
You may download the CDP format from the Module link in eLEAP
GENERALIZATION:
Naturally it would be wishful thinking to assume that this can happen overnight but
YOU, as learners are reassured when you will realize that you have helped in planting the
seeds of empowerment.
May this reflection note below from one of our former CWTS student inspire you
more in the process of community development planning. We hope that you will also feel the
same joy and fulfillment when you go out in our partner communities next semester. Good
luck!
The best scene I can remember was when I and my group mates were
working hand in hand with the people in NTA, Montalban, Rizal. Suddenly I forgot
about my plates, school, money, and everything else that didn't matter at that time.
We were so focused doing the job, our mural painting for school rehabilitation
because we wanted to help. We wanted to be able to do something, maybe for the
first time, not for ourselves but for other people. It was the reality, for in our hands
lie the future of other people. It seems like it would be hard to do what we have
done when we first started. But with the guidance of our facilitator, and by preparing
a simple yet attainable plan, we were able to execute the kind of service that we
have in mind to help out these people. The smiles in their faces were already
enough to make us realize that all of these community works and planning
experience are worth it.
Service is something that comes from the heart. It can never be taken.
It can never be forced out of a person. We were there and I felt the urge for
my service. I had to do something and we had to do it all together to make the
most out of our stay there. (Dandela Mari Cortes, student, UST CWTS 2009)
Many are the plans in the mind of a man, but it is the purpose of the Lord that will
stand. (Proverbs 19:21)
Hi! Welcome to the last module for the LTS program. In order to complete your preparation
for your teaching in the future, you will now explore on the preparation of what and how you
will teach your learners.
Objectives
Just like the blueprint of the architect, or the script of a play, teachers also need a plan
for their daily activities. This is commonly called a Lesson Plan.
How does one go about preparing a lesson plan? This problem has puzzled many
teachers. Successful planning for pupil learning is so crucial in the teaching learning
process. We should examine more carefully the basic elements of planning as in teaching
competence, in as much as good teaching and effective planning go hand in hand.
You should plan challenging goals for the students in according to their
abilities. Aims or objectives should be specific, attainable and measurable.
The teacher should anticipate situations that are to be met, what materials,
activities, information, understanding and skills are necessary to achieve the goals. It
is recommended that the subject matter must be selected as closely as possible to
solve or understand daily activities and problems of the students. Lastly, you must
possess a mastery of the subject matter, because it is the teacher who will provide
the focus and direction of classroom experiences.
The teacher must determine how to proceed in developing the subject matter
or accomplish the aims set up in the lesson plan. You should try to incorporate a
variety of procedures into the plan so that maximum efforts will be secured from the
pupils, individual differences will be met, and boredom could be avoided. This
includes the art of questioning, motivation and teaching strategy.
5. Revisions
After knowing the basic steps of making your own lesson plan, let us now put
into application those things. First, I will give you the types of lesson plans that you
can use.
A. Detailed Lesson Plan - this is the type of lesson plan used by first time teachers.
Just like a script of a play, you write down all the questions and he expected answers
of your students.
Example:
Procedure:
Teachers Activity
Good Morning class! Today we Students Activity
will discuss counting numbers. Can Yes Maam, it is a number that doesnt
you give me the definition of a include zero, fractions and negative
counting number? numbers.
(In detailed lesson plan you need to write down all the questions that you will
ask during the discussion and the expected answers from your students)
Evaluation:
Write the counting numbers from 1-10 in a sheet of paper. (10 points)
B. Semi- Detailed Lesson Plan- It simply contains the lesson procedures and guide
questions for students.
Example:
Procedure:
1. What is a counting number?
2. What are the characteristics of a counting number?
(Just give the essential /guide questions that will be used in the
discussion.)
Evaluation:
Write the counting numbers from 1-10 in a sheet of paper. (10
points)
C. Brief Lesson Plan- It contains very short description of the activity and is usually
guided by a course outline.
1. Title- this usually includes the type of lesson plan that you will use, the name of
the teacher and the date of teaching
2. Objectives- here you will place your aims or objectives for your lesson plan. It
must be clear and measurable. This is stated by the phrase
At the end of the lesson the students are expected to...
3. Subject Matter- this provides the main facts and concept of the lesson.
4. Materials- this includes the instructional materials you will use. This may be the
blackboard, visual aids or a projector.
5. Procedure- this includes the lesson proper, specifically the teacher and student
activities/ It is in a two column form, one side for the teachers activity and
one for the student activity.
b. Discussion- here you place the main content of your subject matter. This
also includes the guide questions and expected answers of the student.
At the most, teachers teach only one subject at a time, but there is a day when they
are assigned to teach all the subjects. Time may be devoted to the preparation of the
materials other teaching aids. So to make it easier for you, you may use the lesson
plans shown above as a guide.
If a teacher wants to teach her lesson very well he/ she must have a blueprint that
will serve as a guide throughout the session. Just like an architect who wants to build a
house or a building he must first have the idea on how he wants it to look like and then draw
it afterwards. The very first step in making a lesson plan is formulating the objectives; these
are the things that the teacher wants to attain at the end of every lesson.
One of the most popular proponents of education, Benjamin Bloom invented the so
called Blooms Taxonomy (Figure 5 & 6 ).
The diagram gives emphasis on the five levels of cognitive domain (central circle)
namely Remember/Understand, Apply, Analyze, Evaluate and Create.
As for you who are still new in the field of teaching Blooms Taxonomy will help you
in formulating your objectives because it already provides the right words/verbs to b e used
(Third circle from the outside) and suitable activities for you to be able to meet the objectives
that you want your students to learn (second circle from the outside).
There are so many activities that you can give to your students. In fact you can
create your own if you want to. For example, if you want your students to understand a
particular text (see figure 1.1). You should select he right verb under comprehension to be
able to formulate a right objective and choose from the activities that falls under it.
Remember to take into consideration the capability of your learner before choosing the
activities. Ask yourself will he/she be able to do or answer that?, Is the activity suitable for
his/her age and capabilities?
These are just some of the sample objectives and activities for a certain topic/s. always
remember to make your objectives very specific so you would know if you were able to meet
them and make the activities suitable for your learner.
WEBSITES:
http://www.cio.ca.gov/Government/IT_Policy/pdf/PM1.3_Overview_What_is_a_Proje ct.pdf
http://www.barnardos.org.uk/communityprofiling.pdf
http://www.census.gov.ph/
http://www.bulacan.gov.ph/map/topography.php
http://www.teachthought.com/
https://sustainabledevelopment.un.org/topics
TEXT:
Flo Frank and Anne Smith, the Community Development Handbook, A Tool to Build
Community Capacity
Pictures of Achievements and Current Programs of the NSTP Program Academic Year