IMMACULATE CONCEPTION PAROCHIAL SCHOOL

Senior High School Department

272 Gen. Luna St., Concepcion, Malabon City

“Bayanihan” by Vicente Manansala (1979)

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

SECOND SEMESTER

ACADEMIC YEAR 2020-2021

Prepared by:

FELIX MATTHEW C. DANOFRA

Teacher

DISCLAIMER
1
Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

SUBJECT DESCRIPTION

The course introduces students to basic concepts, subjects, and methods of inquiry in the
disciplines that comprise the Social Sciences. It then discusses influential thinkers and ideas in
these disciplines, and relates these ideas to the Philippine setting and current global trends.

MOST ESSENTIAL LEARNING COMPETENCIES

WEEK CONTENT (MELC)

1 explain the importance of studying community dynamics and community action in
relation to applied social sciences and the learners’ future career options
2 define using various perspectives, e.g., social sciences, institutions, civil society,
and local/grassroots level
3 analyze functions of communities in terms of structures, dynamics, and processes
4 differentiate typologies of communities
5 recognize the value of undertaking community action modalities
acknowledge interrelationship of self and community in undertaking community
action
6 explain forms of community engagement that contribute to community
development through solidarity
7 recognize the importance of solidarity in promoting national and global community
development (e.g. poverty alleviation)
1 explain the core values of community action initiatives
a. human rights
b. social equity
c. gender equality
d. participatory development
2 analyze strategies of empowerment and advocacy of a community action initiative
explain the importance of commitment and action in participatory development for
community well -being
3 assess selected community -action initiatives based on its core values and principles

2
4 explain the methodologies and approaches in community action
apply systematic methods of community action in understanding community
5 formulate a community action
6 plan using participatory approaches
7 implement community action plan
8 synthesize the insights gained in conducting the community action plan that applied
the methods of social sciences

3
 UNDERSTANDING COMMUNITY

Specific Objectives

 Discuss community, community sector and community structures.

 Differentiate community typologies.

Summary

COMMUNITY

The central link in understanding community is by focusing on its people, their common ties and
interaction, aside from regarding it as a place.

 A shared political territory and heritage;

 A network of interpersonal ties based on common interest; or
 A profound sharing of spiritual and/or emotional connection.

 Community as shared political territory and heritage

 Community as a network of interpersonal ties based on common interest
 Community as profound sharing of spiritual and/or emotional connection

FOUR ELEMENTS OF THE SENSE OF COMMUNITY

McMillan (1976) and Chavis (1986)

1. Membership
2. Influence
3. Integration and Fulfillment of Needs
4. Shared Emotional Connection

COMMUNITY STRUCTURE
1. Community Social Structure

4
 2. Community Cultural Structure
3. Community Political Structure
4. Community Economic Structure

COMMUNITY TYPOLOGIES

 GEMEINSCHAFT, often translated as “community “, is a concept referring to

individuals bound together by common norms, often because of shared physical space
and shared beliefs.
 GESELLSCHAFT, often translated as” society “, refers to associations in which self-
interest is the primary justification for membership.

FOUR TYPES OF COMMUNITY SECTORS:

1. Public sector – a term used to donate the government and its agencies.
2. Private Sector - used to refer to businesses or enterprises that are responsible for
producing goods and services to meet people’s needs and wants, promoting
economic growth, and generating wealth.
3. Voluntary Sector / Non-profit Organization - usually reserved for NGO's, faith- based
organization or civil society organizations that promote the development of the full
potential of human being, safeguard their human rights, and pursue socio-civic causes for
the good of humanity and the environment. 
4. For-benefit sector / For- benefit Corporations - a hybrid merger of the characteristics
found in private and public sectors. This sector, "integrates social and environmental
aims with business approaches and embodies features like inclusive governance,
transparent reporting, fair compensation, environmental responsibility, community
service, and contribution of profits to the common good” (Fourth Sector Network, 2008).

Processing Activity

Examine the community where you belong to using the ideas that we discussed.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

6
 COMMUNITY DYNAMICS

Specific Objectives

 Explain factors affecting changes in community

 Identify community actors

Summary

COMMUNITY DYNAMICS

Refers to the changes that occur in the community power structures and community population
composition over time. It is the entire communication change over time just a s social
interactions and composition of people in a community do.

FACTORS AFFECTING CHANGES IN COMMUNITY POWER STRUCTURE

1. Authority- is a kind of power that one has over another by virtue of an elected position or
an office appointment that is based on codified laws and regulations.
2. Influence- is a kind of power that a person possesses over another by virtue of other
people’s positive perception of the former’s competence and ability.

Four Themes Bases of Influence (Shivley, 1994)

o Status
o Wealth
o Expertise
o Charisma

FACTORS AFFECTING CHANGES IN COMMUNITY POPULATION COMPOSITION

 Fertility – refers to the actual reproductive performance (number of child births) that can
be expected of a person, couple, group, or population during a woman’s childbearing
years, normally defined as 15-49 years of age.

7
 o Social preconditions of marriage refer to the norms that need to be followed
before a man and a woman are allowed to unite as a couple and produce an
offspring.
o Birth control methods refers to the use of artificial contraception or natural means
to prevent, delay, or even terminate pregnancy.
o Studies have shown that higher levels of education, especially for women, lead to
lower fertility rates.
o It has been observed that increased levels of economic and social development are
accompanied by decreased levels of fertility rates.
 Mortality – refers to “The demographic process relating to deaths, often summarized by
deaths rates, survival rates, and life expectancy”.
 Migration – refers to the process of moving from one place to another. For economic,
sociocultural, political or environmental in nature.

TYPES OF COMMUNITY POWER STRUCTURE

As you have learned, community power structures are hierarchical interrelationship that govern
the interaction among individuals within localized group setting.

 Plurarist
 Elitist
 Class Based Theory of Power
 Factional
 Amorphous

Identifying Community Power Actors

Power actors derive their power either through authority or influence, it is important to identify
them so that the dominant type of power structure in a certain community can be understood.

 Positional Method
 Reputational Method
 Decision Making Method
 Social Participation Method

Processing Activity

8
Identify problem in your community or in our country and suggest possible solution to this
problem.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

9
 COMMUNITY ACTION

Specific Objectives

 Examine citizenship
 Relate the community action to the current situation of pandemic

Summary

COMMUNITY ENGAGEMENT

The process of developing partnerships and sustaining relationships with and through groups of
people, who are affiliated by geographical proximity or common interests, to work for their
common good and address issues that affect their well-being.

 Service Learning – It is a teaching methodology which employs community service and

reflection on service to achieve.
 Community Outreach – refers to the voluntary services done by students, faculty, school
employees, or alumni in response to the social, economic, and political needs of
communities.
 Community-Engaged Research – A collaborative process between the faculty and/or
student researchers and the partner community in conducting research.

LEVELS AND MODALITY OF COMMUNITY ENGAGEMENT

 Information
o Traditional Media
o Mass Media
o Social Media
 Consultation
 Involvement
 Active Participation

10
SOLIDARITY

"Solidarity means to become one by empathizing with the plight of others especially those who
are poor, vulnerable and marginalized."

 Health for all

 Education for all
 Good governance for all
 Economic Justice for all
 Climate and Environmental Justice for all

CITIZENSHIP

The most basic sense, refers to full membership in a community in which one lives, works, or
was born. The three dimensions are:

 Legal
 Political
 Identity

The core Filipino values

 Pagkamaka-Diyos
 Pagkamaka-Tao
 Pagkamaka-Bayan
 Pagkamaka-Kalikasan

Citizenship Advancement Training (CAT) – Aims to enhance the students’ social responsibility
and commitment in the development of their communities.

National Service Training Program – program aimed at enhancing civic consciousness and
defense preparedness in the youth by developing the ethics of services and patriotism while
undergoing training in any of its three program components.

SOCIAL CHANGE

Social change is brought about by internal and external factors.

 Demographic Factors
 Cultural Factors
 Political Factors

11
  Economic Factors

THEORIES ON SOCIAL CHANGE

 Evolutionary
 Cyclical
 Functional
 Conflict
 Symbolic Interactionism

Processing Activity

Create a simple slogan to encourage youth in different community action.

12
 PURPOSE OF COMMUNITY ACTION

Specific Objectives

 Scrutinize the purpose of community action.

 Identify legislations related to youth participation.

Summary

PURPOSE OF COMMUNITY ACTION

 Education – 95.6 percent- Basic Literacy, 84.1 percent- Functional Literacy according to
Philippines National Commission for UNESCO 2015). The Department of Education
initiated the Alternative Learning System program, for out of school youths and adults.
To improve the overall educational system of the country, the government enacted the K-
12 educational system.
 Health – The health status of the Philippines has improved in the last decades as
evidenced by longer life expectancy at birth (65 for males and 2 for females). 4 out of 10
Filipinos have never seen a health professional, and 6 out of 10 Filipinos die without
being attended to by health professionals.
 Livelihood – From 2012 to 2016, the Philippines was able to sustain an economic growth
of five to six primarily due to robust private consumption fueled by overseas remittances,
growing tourism and business process outsourcing industries, and continuous government
spending.
 Environment – While the Philippines has some of the best environmental laws and
policies, it still suffers from weak implementation primarily due to inadequate monitoring
and financial confusion in the implementation of environmental laws due to conflicting
policies, coupled with overlapping government jurisdictions and information systems.
 Disaster – Being a country situated in the typhoon belt and Pacific Ring of Fire, NEDA
and the Commission on Audit identified natural and anthropogenic disasters as the major
causes of poverty and vulnerability in the Philippines.

ROLE OF COMMUNITY ACTION

 1987 Philippine Constitution, Section 13, Article II – The state recognizes the vital role
of the youth in nation-building and shall promote and protect their physical, moral,

13
 spiritual, intellectual, and social well-being. It shall inculcate in the youth patriotism and
nationalism, and encourage their involvement in public and civil affairs.
 Local Government Code – Provides for youth's participation in local development and
the establishment of the Sangguniang Kabataan, which is the youth council organized in
each barangay in the country that leads programs for the young people.
 Republic Act 8044 – Also known as the 1995 Youth in Nation-Building Act. It provides a
national comprehensive, and coordinated program on youth development. This law also
established the National Youth Commission, the sole policy making and coordinating
body of youth-related activities of the Philippine government.
 Republic Act 10742 – Also known as the Sangguniang Kabataan Reform Act of 2015. It
established reforms in the SK in order to allow meaningful youth participation in nation-
building. Section 10 of the Act includes an anti-dynasty provision, making it the first law
to do so.

Problems faced by the youth

 Abused and Exploited

 Youth in Conflict with the Law
 Differently Abled Youth
 Drug-dependent Youth
 Abandoned and Neglected

LEVELS OF PARTICIPATION IN COMMUNITY ACTION

1. Manipulation
2. Decoration
3. Tokenism
4. Assigned but informed
5. Consulted and Informed
6. Adult initiated, shared decisions with young people
7. Young people lead and initiate action
8. Youth initiated, shared decisions with adults

ASSESSING COMMUNITY ACTION INITIATIVES

 Adherence to social justice

 Respect, protection and fulfillment of human rights
 Promotion of gender equality and equity
 Ensuring people’s empowerment
 Safeguard of people’s participation in the development process
 Use of advocacy
 Guarantee of environmental sustainability

14
 Processing Activity

What levels of youth participation are considered transformational? Why?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

15
 SOCIAL JUSTICE

Specific Objectives

 Describe poverty, its dimension and approaches.

 Examining the causes of social injustice.

Summary

SOCIAL JUSTICE

Social justice refers to the overall equality and fairness in the treatment of fellow human beings;
the access and allocation of community resources and goods such as basic needs and the giving
of opportunity structures and life chances so that people can live and achieve well-being.

POVERTY

The United Nations (2001) defines poverty as “a human condition characterized by the sustained
or chronic deprivation of the resources, capabilities, choices, security and power necessary for
the enjoyment of adequate standard of living and other civil, cultural, economic, political and
social rights”.

Approaches in understanding poverty

 Subsistence minimum
 Capability
 Social exclusion
 Multidimensional

Dimension of poverty

 Cultural dimension
 Economic dimension
 Political dimension
 Social dimension

16
  Environmental dimension

UNJUST FORMS OF SOCIAL INEQUALITIES

 Classism
 Racism
 Sexism
 Gender bias
 Ageism
 Disability bias
 Ideological bias

PREDATORY CAPITALISM

Refers to the unregulated actions and strategies of corporations to make profit at whatever cause
– that is, profit-making is prioritized over public interest.

OCCUPATIONAL INJUSTICE

 Occupational alienation
 Occupational apartheid
 Occupational deprivation
 Occupational imbalance
 Occupational marginalization

THEORIES OF SOCIAL CHANGE

 Utilitarianism
 Justice as fairness
 Politics of difference
 Parity of participation
 Principles of social justice

Processing Activity

17
Among the different theories of social justice, which do you think is the best to use in order to
achieve equality and fairness in a community? Justify your answer.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

18
 HUMAN RIGHTS AND GENDER EQUALITY AND EQUITY

Specific Objectives

 List the articles of Universal Declaration of Human Rights (UDHR).

 Differentiate Gender Equality to Gender Equity.

Summary

HUMAN RIGHTS

United Nations (UN 2009, 1998), refer to basic standards or fundamental freedoms and liberties
inherent or inalienable to all human beings- whatever their race, sex, gender, social class, age,
disability, religion, political affiliation, creed, or other characteristic of background or group
membership.

Core Characteristics or Principles:

 Universal and nondiscriminatory

 Inalienable
 Interconnected and indivisible

Five Major Categories:

 Civil Rights
 Political Rights
 Economic Rights
 Social Rights
 Cultural Rights

Universal Declaration of Human Rights

1. We Are All Born Free & Equal. We are all born free. We all have our own thoughts and ideas.
We should all be treated in the same way.
2. Don’t Discriminate. These rights belong to everybody, whatever our differences.
3. The Right to Life. We all have the right to life, and to live in freedom and safety.

19
4. No Slavery. Nobody has any right to make us a slave. We cannot make anyone our slave.
5. No Torture. Nobody has any right to hurt us or to torture us.
6. You Have Rights No Matter Where You Go. I am a person just like you!
7. We’re All Equal Before the Law. The law is the same for everyone. It must treat us all fairly.
8. Your Human Rights Are Protected by Law. We can all ask for the law to help us when we are
not treated fairly.
9. No Unfair Detainment. Nobody has the right to put us in prison without good reason and keep
us there, or to send us away from our country.
10. The Right to Trial. If we are put on trial this should be in public. The people who try us
should not let anyone tell them what to do.
11. We’re Always Innocent Till Proven Guilty. Nobody should be blamed for doing something
until it is proven. When people say we did a bad thing we have the right to show it is not true.
12. The Right to Privacy. Nobody should try to harm our good name. Nobody has the right to
come into our home, open our letters, or bother us or our family without a good reason.
13. Freedom to Move. We all have the right to go where we want in our own country and to
travel as we wish.
14. The Right to Seek a Safe Place to Live. If we are frightened of being badly treated in our own
country, we all have the right to run away to another country to be safe.
15. Right to a Nationality. We all have the right to belong to a country.
16. Marriage and Family. Every grown-up has the right to marry and have a family if they want
to. Men and women have the same rights when they are married, and when they are separated.
17. The Right to Your Own Things. Everyone has the right to own things or share them. Nobody
should take our things from us without a good reason.
18. Freedom of Thought. We all have the right to believe in what we want to believe, to have a
religion, or to change it if we want.
19. Freedom of Expression. We all have the right to make up our own minds, to think what we
like, to say what we think, and to share our ideas with other people.
20. The Right to Public Assembly. We all have the right to meet our friends and to work together
in peace to defend our rights. Nobody can make us join a group if we don’t want to.
21. The Right to Democracy. We all have the right to take part in the government of our country.
Every grown-up should be allowed to choose their own leaders.
22. Social Security. We all have the right to affordable housing, medicine, education, and
childcare, enough money to live on and medical help if we are ill or old.

20
23. Workers’ Rights. Every grown-up has the right to do a job, to a fair wage for their work, and
to join a trade union.
24. The Right to Play. We all have the right to rest from work and to relax.
25. Food and Shelter for All. We all have the right to a good life. Mothers and children, people
who are old, unemployed or disabled, and all people have the right to be cared for.
26. The Right to Education. Education is a right. Our parents can choose what we learn.
27. Copyright. Copyright is a special law that protects one’s own artistic creations and writings;
others cannot make copies without permission. We all have the right to our own way of life and
to enjoy the good things that art, science and learning bring.
28. A Fair and Free World. There must be proper order so we can all enjoy rights and freedoms
in our own country and all over the world.
29. Responsibility. We have a duty to other people, and we should protect their rights and
freedoms.
30. No One Can Take Away Your Human Rights.

GENDER EQUALITY AND EQUITY

“A fundamental principle of the United Nations Character adopted by world leaders in 1945 is
equal rights of men and women, and protecting and promoting women’s human rights is the
responsibility of all States”- UN Office of the High Commissioner for Human Rights (OHCHR).

Gender Equality – entails the freedom of human beings - both men and women--to develop their
personal abilities and make choices without the limitations set by gender stereotypes, rigid
gender roles, and prejudices.

Gender equity on the other hand, means fairness of treatment for men and women according to
their respective needs (ILO 2007).

Processing Activity

Watch a documentary regarding the extra-judicial killings in our country and write a reaction
paper.
Link: https://www.youtube.com/watch?v=NiyDuMfJ9tQ&t=219s
______________________________________________________________________________

21
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

22
 EMPOWERMENT AND PARTICIPATORY DEVELOPMENT

Specific Objectives

 Discuss empowerment, its types, framework and components.

 Describe participatory development.

Summary

EMPOWERMENT

Usually, empowerment is equated

1. to having the ability to one’s own decisions, control and gain further control, fight for
one’s right and say something and be listened to and;
2. to being free, independent, and recognized and accepted as equal citizen, who can make
difference (WHO, 2010)

Types of Empowerment

 Social Empowerment – the capacity of an individual to make effective choices so that his
or her own place in society will be respected and recognized in terms of what he or she
wants to live by, and not on what others dictate.
 Economic Empowerment – refers to one’s capacity to make effective choices so that he
or she can contribute to economic growth (through labor or the production of goods and
services), and benefit from a fairer distribution of its advantages (through access to
private services).
 Political Empowerment – refers to the individual’s capacity to make effective choices in
order to increase equity in political institutions and be engaged in the democratic process.

Empowerment Analytical Framework

 Financial – sources of income, debt and savings

 Human – education, skills and health status
 Informational – access to informal and formal sources of information such as radio,
television, newspaper, and internet.
 Material – ownership of land, equipment housing and infrastructure.

23
  Organizational -membership to local organizations.
 Psychological – sociability, self-confidence, capacity to envision change, and self-
perceived exclusion and happiness.
 Social – social capital, networks an relationship.

Empowerment Components

 Self-advocacy and communication

 Community mobilization
 Political participation
 Self-help groups
 People’s organization

PARTICIPATORY DEVELOPMENT

Participatory development means eliciting the involvement of a local population (especially the
poor, the vulnerable and the marginalized.) in creating policies and in planning, implementing,
monitoring, and evaluating development programs and projects that are designed to empower
and to help them make effective choices.

Strategies to avoid barriers to people’s participation

 Conscientization
 Needs identification and goal determination
 Developing and enhancing confidence, skills and knowledge
 Consultation, dialogue, and involvement in decision-making
 Delegation of tasks and being accountable
 Ownership and control of resources
 Sharing benefits of development process and outcomes
 Involvement of women in the development process
 Establishing partnership and conducting self-evaluation
 Environmental protection
Eight Levels of Participation

24
 Processing Activity

What is relationship of participation to empowerment?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

25
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

26
 ADVOCACY

Specific Objectives

 Define the advocacy.

 Discuss the different types of advocacy.

Summary

ADVOCACY

Advocacy can be defined as the act of pleading or arguing in the favor of something. Meanwhile,
an advocate is “a person who pleads in another’s behalf, or is an intercessor,” (American
Heritage, Dictionary of the English Language 2011). This is especially important for individuals
or groups who face social problems or crisis situations wherein they are discriminated, excluded,
marginalized, oppressed, or subordinated (DEMOS). Having an advocate can give people hope.
Other key results where positive changes occur due to advocacy work are the following
(McFarland 2008):
 Building support for a cause and influencing others to address an issue by taking action
 Making sure that financial support can be allotted for specific programs and services
 Persuading and convincing power holders (such as government officials) to pay attention
and provide support to particular development approaches and services
 Raising the awareness of the public regarding a particular development approaches and
services
 Raising awareness to the public regarding a particular social issue or problem and
mobilizing them to pressure those in positions of authority or influence to address the
situation
 Creating support among people in the community for the implementation of a particular
development intervention
THREE TYPES OF ADVOCACIES (UN, 2012)
 Systems advocacy focuses on efforts that shall change policies and practices at the local,
national, or international levels so that lasting changes will be brought to the lives of
groups or individuals who share similar problems.
 Individual advocacy focuses on efforts that will change the situation of an individual and
protect his or her rights.

27
  Self-advocacy focuses on strengthening an individual’s ability to communicate with other
people, and at the same time, persuading and convincing the individual to address his or
her own needs and rights.

Processing Activity

What is your advocacy/ies in life, and how would you advance it?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

28
 PARTNERSHIP BUILDING

Specific Objectives

 Examine the local, national and international partnership.

 Discuss the types of partneship.

Summary

PARTNERSHIP

In the context of community engagement, solidarity, and citizenship, partnership has already
been practiced for decades by different countries and groups in various forms. During the United
Nations (UN) Millennium Summit in 2000, partnerships was acknowledged in the creation of
conducive environment for development at the national and global levels. “Likewise, partnership
was regarded as an integral part of UN’s Millennium Development Goals (MDGs) to facilitate
“an enabling environment for development that includes targets on aid, trade, debt relief, and
improved access to essential medicines and new technologies.” Finally, partnership was
reiterated in the Monterrey Consensus and the Johannesburg Plan of Implementation, which
“included additional commitments for Member of States to focus on mobilizing resources,
strengthening for global governance, and promoting policy coherence.” Thus, the practice of
partnership was enriched and innovated during the past years, in different forms and levels.
Among the more recent forms of partnership are the Multi-Stakeholders Partnerships and South
– South Cooperation.
In the Philippines, partnership has been a vital strategy or mechanism in development
engagement. Since time immemorial, barangays or local communities have already practice
partnerships to develop, manage, and defend their respective communities. Early communities
established linkages and alliances with other communities. It is also significant to mention that
the many regional revolts during the Spanish period and the 1896 Revolution are among the
Filipinos’ highest forms of partnership (Manalili, 2013). More recently, other significance are
examples and practices of partnership in the country include the organization and formation of
alliances, federations, and support groups among sectoral and multisectiroral groups and partner
communities (Manalili, 2013).

29
TYPES OF PARTNERSHIP IN THE CONTEMPORARY PERIOD
 Public-private partnership (government and private/ business groups/ institutions)
 Government organizations with nongovernment organizations (GOs – NGOs)
 Nongovernment organizations with nongovernment organizations (NGOs – NGOs)
 Government organizations with peoples’ organizations (GOs – POs)
 Nongovernment organizations with peoples’ organizations (NGOs – POs)
 Peoples’ organizations with peoples’ organization (POs – POs)

MULTISTAKEHOLDERS PARTNERSHIP AND PARTICIPATORY LOCAL

GOVERNANCE

The Philippines is among the states that pledged to implement and achieve SDG 2030 through
the maximization of the multistakeholders approach in partnership. This will be our point of
reference to identifying partnership building within local groups. It is however, necessary to
review first the concept of multistakeholders partnership (MSP) as a tool and approach in
relation to local and community engagement. A multistakeholders partnership refers to the
“alliance between parties drawn from government, business, and civil society that strategically
aggregate the resources and competencies of each to resolve the key challenges of a specific
locality as an enabler of sustainable development, and which are founded on principles of shared
risk, cost and mutual benefit.”
Let us reiterate the concept of a multistakeholders partnership as an approach to development by
referring to the Bali Principles. An input to the World Summit on Sustainable Development,
these principles was formulated during the preparatory conference in Bali, Indonesia in 2002.
According to the Bali Principles, partnerships should:

 Assist and facilitate in the achievement of Agenda 21 and the MDGs while applying and
maximizing innovative strategies in sustainable development and poverty reduction;
 Promote and mobilize volunteers, and develop initiatives of organizing people and
communities;
 Uphold recognition of differences while working together and developing a sense of tasks
and
 duties;
 Apply multistakeholder approach in different forms and levels, where GOs, NGOs,
national groups, community-based organizations, private sector, and international
organizations may be involved; and
 Achieve global impact of development (www.odi.org)
Governance is not equivalent to government power alone. It encompasses the roles and the
interactions of efforts and initiatives of the governments, people, and the community. All parties

30
involved in and MSP can be active participants in local governance. Therefore, governance is
democratization process that has two supporting means.

 The centralization of power from the national government to local governments (vertical)
and;
 The widening of people’s participation in governance (horizontal).

LOCAL GOVERNMENT AND DECENTRALIZATION

Local governance is the contemporary, concrete, and local venue for partnership-building with
local groups because of the decentralization process. This means that the present local
government units (LGUs) have more governance compared to the Spanish period up to the
Martial law period where governance power was mainly concentrated in the national government
alone. The different concepts and processes related to local governance are devolution,
deconcentration, debureaucratization, and democratization.

 DEVOLUTION is a political decentralization of power where authority from the central

or national government is transferred to the different political territories of the country,
which include the provinces, cities, municipalities, and barangays. The LGUs can run and
administer their own affairs as a political unit without interference from the national
government. However, it does not mean that they are independent from the national
government as there is still a unitary and republican government (Local Government
Code, 1991; Institute of Politics and Governance, 2008).
 DECONCENTRATION is the administrative mode of transfer of power, authority, or
responsibilities. This power pertains to the managerial and organizational creativity and
capacity of LGUs to govern. Meaning, there is discretion to plan, determine, and manage
the state of affairs from the central government to the LGUs but within the parameters of
the central government itself. In the present context, there are certain offices and
personnel of national government agencies (NGAs) that are now absorbed by LGUs.
 DEBUREAUCRATIZATION is the process of transferring some public functions and
responsibilities to voluntary, private, or nongovernment organization. The reason s to
allow people, through their organizations, to participate formally and actively in
government affairs within specific functions, programs, and projects. In addition, the
practical reason for debureaucratization is to tap the efficiency and effectivity of
development programs of nongovernmental organizations, private organizations, and
private sector groups. The “nongovernmental culture” has already sunken to the ranks of
the bureaucracy, then making it non-traditional and less structured.
 DEMOCRATIZATION is the process of opening more opportunities for people’s
participation in local governance. In the Local Government Code of 1991, there are
certain specific provisions calling for partnership with nongovernment and private
organizations in the practice p of local autonomy. With this, nongovernment and private

31
 organizations become major agents, partners, and beneficiaries of any development plan
in LGUs. Therefore, nongovernment and private organizations must be directly involved
in the planning, identification, design, allocation of resources, implementation, and
monitoring of development programs and project.

Processing Activity

How important is partnership building when you are conducting community engagement?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

32
______________________________________________________________________________

PROFILING AND ASSESSMENT

Specific Objectives

 Discuss empowerment, its types, framework and components.

 Describe participatory development.

Summary

COMMUNITY PROFILE
It is a form of freedom of information. It adheres to the process of equality and valuing the views
of individuals or groups.
COMMUNITY PROFILING
There are various definitions of profiling depending on the situation, issue, concern or problem
that is being raised. Specifically, profiling is a process of creating a series of information that are
applied to something or someone through techniques of data elaboration. According to Roger
Clarke, there are two domains of profiling. First, it is a method of systematic data searching.
Second, the value of information as a commodity (Ferraris et al. 2013).
There are distinctions in profiling and these can be organic (natural, biological, or
environmental), human (social, anthropological, person or being) and mechanical (organization,
mechanism, or apparatus) (Ferraris et al. 2013).
NEEDS AND RESOURCE ASSESSMENT
Needs and resources are two important variables for the said assessment. Needs is something that
is lacking – either a resource, is tool, or a program that puts the community at a disadvantage or
at risk (Samuels, Ahsan, and Garcia 1995). On the other hand, resources are a type of support,
service, or program that is made available in the community (billings 1995). A community must
conduct needs and resources assessment so that it can:
 Learn about the services that are necessary and appropriate for the community;
 Identify the strength, weaknesses and resources of the community;
 Measure the community’s readiness to change:

33
  Establish a community baseline for tracking changes through time; and
 Determine the readiness of the community sectors.
IMPORTANCE
According to the National Federation of Community Organizations in United Kingdom
community profiling is important because it may justify the identified needs of the community.
This is necessary if one wants to reach the goal of meeting the needs of a specific community or
neighborhood (Community Matters 2014).
Moreover, learning experience is the basis of giving information because by carrying out a
profile, the organization may share information on the lifestyle and living conditions of the
people in the community on a firsthand basis. Lastly, community profiling can support resources
mobilization (human technical, expertise, facilities, technology, and financial resource) because
having an updated profile can better give support groups an idea as how may they assist a project
or program (Community Matters 2014).

TYPES OF PROFILING
Rapid Appraisal - this type of profiling deals with how the researchers extract data by observing
and conducting a discussion with the key informants from the community.
Priority Searching - in this type of profiling the primary means of data collection is a focus group
discussion.
Compass - this method uses 400-item questionnaire, which also allows the respondents to add
their own questions.

Processing Activity

Why community profiling and needs and resource assessment is important before implementing
a project for a certain community?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

34
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

35
______________________________________________________________________________

______________________________________________________________________________

LEADERSHIP DEVELOPMENT

Specific Objectives

 Discuss leadership.
 Describe the different type of leadership

Summary

LEADERSHIP
According to Yuki as cited in Rowe and Guerrero, leadership is defined as "the process of
influencing others to understand and agree about what needs to be done and how to do it, and the
process of facilitating individual and collective efforts to accomplish shared objectives."

LEADERSHIP DEVELOPMENT
An individual's sense of leadership could be future honed through leadership development.
Leadership development is generally defined as the growth and development of one's abilities
and capabilities to become and effective leader. Such development can be cultivated from the
individual's experiences, as it is through experience that one can apply what he or she has learned
and exercise his or her decision-making ability.

STYLES OF LEADERSHIP
AUTOCRATIC
Leadership this is a form of leadership that has total authority and control over decision-making.
Such style of leadership is recommended if a group highly requires discipline and organization.
He or she has the tendency to distrust members regarding the tasks and methods.

36
BUREAUCRATIC LEADERSHIP
This kind of leadership is based on fixed official duties under hierchy or authority in which rules
of management and decision-making are applied. This type of leadership is common in school
organizations where various positions are present.
CHARISMATIC LEADERSHIP
This is a form of leadership that gathers followers through personality and charm, rather than any
form of external power or authority. A charismatic leader also has behavioral attitudes such as
vision and articulations, sensitivity to the environment, member's needs, personal risk-taking,
and unconventional behavior.

DEMOCRATIC LEADERSHIP
Also called participate leadership. This style is based on mutual respect and requires
collaboration between the leaders and the people they guide. Three facets characterize
democratic leadership: distribution responsibility, empowering group members, and aiding the
group in decision making process.

LAISSEZ-FAIRE LEADERSHIP
This kind of leadership allow members to make their own decisions. Thus, making the leader
involved. Here members are taught how to find a solution and deal with the problem themselves.
In other words, being independent is expected among members who are under this kind of
leadership.

PEOPLE-ORIENTED LEADERSHIP
This style of leadership empowers members by making them feel appreciated for the work they
do. It is focused on members' relationship to other members and to the whole organization.

SERVANT LEADERSHIP
A servant-leader was first a servant. In this type of leadership, serving the people and becoming a
servant- leader are the core ideologies.

TASK ORIENTED LEADERSHIP

Concentrates on accomplishing a task. These leaders believe that a task is carried out themselves
would be done right. In other words, they like being control of the entire process. This kind of
leadership focuses on the task that needs to be done.

37
TRANSACTIONAL LEADERSHIP
This type of leadership involves agreements and transactions between leaders and members, in
an effort to improve the performance of the latter. It focuses on role supervision, organization,
and group performance.

TRANSFORMATIONAL LEADERSHIP
Starts with development of a vision, a view of the future that will excite and convert potential
followers. This type of leadership begins with capturing and synthesizing the dreams of all
members into collective vision, owning this vision, and using this vision for the dynamic
mobilization of the community or an organization.

ENVIRONMENTAL LEADERSHIP
Environmental leadership is the capacity of the of leaders to improve their future connection with
and make an impact on the environment. These leaders focus on the realm of leading others into
taking care of our environment.

Processing Activity

Identify the leaders below and describe what kind of leader are they.

______________________________________________________________________________

______________________________________________________________________________

38
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

39
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

40
 COMMUNITY ORGANIZING AND PLANNING

Specific Objectives

 Discuss community organizing and planning.

 Connect the community engagement to other disciplines.

Summary

COMMUNITY ORGANIZING AND PLANNING

This is one of the most important approaches and strategies in promoting genuine community
development, social development and social change. The community action is use to guide the
people whom needs to be promoted, advocated, and conducted with clear principles ethical
considerations and correct guidelines.
There are different groups have come up with various experiences in conducting CO. it is
divided by according to their respective perspective, context, strategies, innovation, and
creativity.
This a core process in developing communities. It is a continuous process of living, raising
awareness, and conscientization in the context of the people and community.
This can understand and appreciated by knowing its general foundations and theoretical
perspective. In which every society and community has its own concepts and processes of CO.

THREE MAIN RELATED DISCIPLINES

CD education and research - This is usually practiced in the academic setting (e.g., universities,
schools, colleges, and research institutions) for its relevant theories and as a guide for the
practice of CD.

CD planning and administration - This is usually practiced in settings in such as government and
non-government organizations, development support groups, social and global development
institutions, and development funding institutions, among others.
CD practice - This is usually practiced in settings such as community and peoples’ organizations,
cooperatives, area-based and sectoral organizations, alliances, networks of community
organizations, coalitions, and other forms of people’s movement.

41
GOALS OF COMMUNITY DEVELOPMENT
1. Strengthening and development of people's and communities' knowledge, skills,
potentials, and capacities. 
2. Leveling up of people's and communities; active participation and collective actions in
the process of development, empowerment, and change such as partaking in community
governance, advocacies, resource mobilization, and other different forms of community
action.
3. Promoting and achieving people's and communities' welfare and well-being including
heath, education housing, food, water environment, infrastructure, economic
development programs, and social services for different sectors or stakeholders- youth,
children, women, men, differently-abled or people with special need, elderly, and others
(Alipao 2008).

BASIC TYPES, PRINCIPLES, ETHICAL AND OTHER IMPORTANT CONSIDERATION

FOR CO
STEP 1: Pre-entry into the community (Bago Pumasok sa Pamayanan)
Set guidelines or criteria in determining which partner community is going to be organized and
worked with.
Collate basic and substantial information/data about the community.
Try to understand the life, culture, values, beliefs, other identities of the community.
Get to know the formal and informal leaders of the community.

STEP 2: Integration into the community (Pakikiisa at pakikimuhay sa pamayanan)

Wear the same clothes as those worn by the people. Use their language and adapt to their way of
life. Having a simple lifestyle during the period of integration with the community is a must.
Do not act like a boarder or a visitor. Remember that the primary purpose is to live with the
members of the community.
Avoid making promises or expectation that may lead to frustrations when unfulfilled.
Take part in the community’s activities such as planting, harvesting, celebrating, mourning or in
any social gathering that is relevant to the community.
Talk and have a sharing with the community members. This would allow for a deeper
understanding of the community life and situation.
Conduct house-to-house visitation as part of community integration.

42
Have a regular courtesy call with the community leaders, whether they are informal, formal or
recognized leaders.

STEP 3: Community study/analysis (Pagsusuri sa kalagayan o Katayuan ng Pamayanan)

It is important to acquire the necessary initial information before entering into a community.
Community study or analysis pertains to the critical collation of data and information regarding
the community’s life. This step enables one to come up with a clear description and analysis of
the community’s situation. It is a long and continuous process that involves both the community
and the community organizers.
The community members are in the right position to analyze their situation. They should not be
regarded as mere providers of answer in surveys. It is a challenge for the community organizers
or development workers to ensure the meaningful participation of the people in the course of
research and analysis.

STEP 4: Spotting potential community leaders (Pagtukoy sa mga may kakayahan at karapat-
dapat na mamuno sa pamayanan)
They have deep knowledge or understanding of the community’s situation, especially the
pressing issues, problems, and concerns. They are willing to act and commit for the good and the
development of fellow community members. As much as possible, they must come from the
poor sectors. If not, they should be willing to genuinely commit and work for and with the poor
sectors. They do not necessarily need to have a high educational attainment. What is important is
that they are willing to be trained to become efficient and effective community leaders. They
have the time and dedication to serve the community. They are respected and recognized
members of the community.

STEP 5: Core group formation (Pagbuo ng grupong ubod)

From the identified potential community leaders, a core group will be formed to act as local
community organizers. The core group will serve as a foundation in the formation of a people’s
or community organization. From this core group, organization could reach the larger members
of the community.

Step 6. Community organization (Pagtatatag ng organisasyon)

The formal community organization must come from the people. Based on the activities initiated
by the core group toward community organizing, a general or community assembly may be
called to present the initial community development plan that could be approved and developed
by other community members. The commitment of the community members must be obtained so
that the responsibility will not be carried out by the core group only. Having a substantial

43
number of community member who will partake in the CD is essential in the process of CO.
some principles that will guide the organizing process include the following:
It would be better if there is a wider participation of key persons and of the majority of the
community members.
Democratic and participatory leadership must be advocated and practiced.
There must be a collective management within and outside the organization, to the wider
community, and outside the community.

Step 7. Community action and mobilization (Sama-samang pagkilos)

Identification and prioritization of issues, problems, and concerns.
Formulation of an action plan that indicates the clear objectives, methodologies or strategies,
time frame/time duration, needed resources, and the responsible persons, committees, or groups.
Evaluation of the process.

Step 8. Managing, strengthening, and sustaining community organization

After organizing the community with the needed requirements, policies, and structures, the
challenge now is how to manage, strengthen, and sustain the community organization.

Processing Activity

What is relationship of participation to empowerment?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

44
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

45
______________________________________________________________________________

______________________________________________________________________________

EVALUATION

Specific Objectives

 Discuss the standards, models and strategies of evaluation.

 Value the importance of evaluation.

Summary

One element that leads to a successful attainment of

goals is evaluation. Evaluation applies certain methodologies that are utilized in social research.
In one way or another, evaluation is distinct from social research because the former requires:
management ability, group skills, awareness of multiple stakeholders, arriving at political
decisions, and many other skills that are necessary. These requirements need to be met so that the
evaluation can produce valid findings and result.
EVALUATION can be defined as “systematic assessment of the worth or merit of some object”
and the “systematic application and assessment of information to provide useful feedback about
some object” (Trochim 2006)
Connotating that evaluation is a systematic undertaking that involves an assessment either the
worth (value such as effectiveness and cost effectiveness) and merit (quality) of an object in
furnishing useful feedback about the object.
Aside from worth and merit, Seriven (1999) adds significance or the importance of an object for
evaluation.
OBJECT – may refer to an activity, policy, person, program, technology, or artwork, among
other.
For example, an employee may be evaluated according to his or her performance; an artwork,
according to its design and workmanship; a technology, based on its efficiency; a program, based
on its comprehensiveness; and a community, depending on its relevance and effectiveness.
It is, therefore, essential to determine first what will be evaluated. Because this module deals
with evaluation in relation to community action, engagement, and development, special focus is
46
given to a community program as the object, while the program’s performance as the purpose of
evaluation.
PROGRAM is used in community engagement refers to any organized community action (e.g.,
public health action, book drive, programs for forest rehabilitation, etc.) A program may also
encompass the following: community mobilization, research, direct service intervention,
surveillance systems, communication campaigns, infrastructure building, and training and
education services, etc.).

STANDARDS
Yarbrough, et al. 2011 (as cited in http://www.jcsee.org) has identified 30 standards for assessing
the quality of evaluation. These standards answer the question, “Will this evaluation be
effective?” The 30 standards are grouped into 5.
1. Utility Standards – These make sure that an evaluation will address the information needs of
the users. Relevant standards include stakeholder identification, evaluator credibility, program
documentation, values identification, described purposes and procedures, disclosure of findings
and evaluation impact.
2. Feasibility Standards – These ensure that the assessment will be pragmatic sensible, tactful
and frugal. Relevant standards include political viability, practical procedures, cost effectiveness,
defensible information sources, and service orientation.
3. Propriety Standards – These ascertain that an evaluation will be undertaken legally, ethically,
and with due consideration of the welfare of those participating in the evaluation and those
affected by its outcome. Relevant standards include formal agreements, human rights, fiscal
responsibility, and report timeliness dissemination.
4. Accuracy Standards – These assure that the evaluation yields adequate and correct information
about the elements, aspects, or features that indicate the worth or merit of the program
undergoing evaluation. Relevant standards include complete and fair assessment, valid and
reliable information, analysis of quantitative and qualitative information, justified conclusion,
impartial reporting, and reporting clarity.
5. Evaluation Accountability Standards – These encourage sufficient documentation of
evaluation a meta-evaluative (assessment or evaluation of examination) perspective gained
toward the enhancement of and accountability for evaluation practices and products. Relevant
standards include evaluation design, information collected, procedures employed, and outcomes.

EVALUATION STRATEGIES & MODELS

1. Scientific-experimental models.
Considered as the most dominant evaluation strategy, a model borrow methods and values
particularly from the social sciences. These models prioritize accuracy, fairness, objectivity, and

47
validity of the gathered information. The scientificexperimental models further include the
following:
a. Quasi-experimental designs – these include those involving laboratory experiments
(e.g. propagating mango through the tissue-culture system where embryos germinate in
vitro)
b. Objectives-based research derived from education – Evaluation is used to primarily
know the degree to which the objectives are being attained. It answers the following
question:
• Are the objectives of the program or technology being achieved?
• How many have been met?
c. Econometrically-oriented perspectives that include costbenefit and cost-effectiveness
analysis – Both methods are popularly applied in business and involve the comparison of
the cost of an impending purchase of a new piece of equipment, tool, or program on the
one hand; and the item’s expected advantage to the company on the other. But depending
on the circumstances, one method may be more suitable to use than the other.
2. Qualitative/Anthropological models: This type underscores the important role of observations,
the necessity to “retain the phenomenological quality” of evaluation, and the importance of
“subjective human interpretation” or personal interpretation in the process of evaluation.
Phenomenological quality is derived from phenomenology, which is philosophy or method of
study that upholds the premise that “reality consists of objective and events as they are perceived
or understood in human consciousness and not of anything independent of human consciousness.
In other words, reality consists of material things or occurrences which people think and believe
as is, and not of what is otherwise. An example that would illustrate this is the case of a matinee
idol and his avid fans. The fans adore their idol, and they believe that he is the epitome of
courage and gentlemanliness. Even if they learn from newspaper or witness themselves the
rudeness and weakness of their idol, they would still cling to their belief regarding their idol, For
them this becomes their reality of their idol.
a. Critical theory - Developed in Germany in the mid-20th century and following the
Marxist tradition. This theory involves critiquing society, social structures and systems
with power, with the end goal of fostering just and fair social change. It includes studies
that investigate the cultural and ideological aspects of power and domination. As well as
social forces that hinder people from recognizing and comprehending the forms of power
and domination existing in society and affecting their lives. Following Marx, critical
theorists focused on the centralization of economic, social and political control that were
transpiring around them at that time and they pointed ideology and cultural forces such as
mass media as potent instruments of domination and impediments to real freedom
(Crossman 2016). One can apply the critical theory when studying the Martial Law
period in the Philippines. It was during this time when individuals and groups who stood
up and criticized the government were either imprisoned, tortured or executed. There
were also social injustices toward the poor, while economic privileges were given to the

48
 cronies. Media was also silenced in the midst of the abuses and unjust practices of the
government leaders and their cohorts.
b. Grounded theory - According to Glaser, a study that uses grounded theory
Encompasses four activities — data gathering, note taking, coding, and memo writing —
which are carried out simultaneously. Grounded theory begins with a question or with the
collection of qualitative data. The researcher then reviews the data collected and takes
note of the repeated ideas, concepts, or element, which are tagged with codes. Coding
sorts data into categories, Including the properties of those categories, which are relevant
to the concerns of the people in the situation being studied. memos contain notes on the
possible connections between and among categories. A smart data is gathered and
repeatedly reviewed; a core category surfaces. This category is of primary concern to the
people in the situation being studied, and to which many other categories are linked.
After some time no further categories emerge, data collection and analysis also cease.
The memos are then sorted and the new Thierry based on the core category is formulated
and written (Dick 2003). Thus, grounded theory is not like the traditional model of
research wherein an existing theoretical framework is chosen by the researcher, and then
the data are gathered to determine whether the theory applies to the phenomenon under
investigation.
c. Naturalistic approach - this approach “organizes evaluation around the participants’
key concerns and issues.” It applies qualitative data collection through interviews,
observation, journals, or letters. This approach considers the context by which the
evaluation is conducted, and the outcome can be used by the participants themselves. The
naturalistic approach also considers both the immediate environment of the participants
and the larger social cultural environment that influence the participants.
3. Participant- oriented models This category the centrality of the technology or programs for
clients, consumers, and users who are participants of the evaluation. The participant-oriented
models could be further divided into the following:
a. Participatory/ collaborative approach - This approach emphasizes the involvement of
the stakeholders in the process of evaluation so that they can better as evaluation process
and program undergoing evaluation and eventually use the findings for decision making.
The main question for this approach is : What are the information needs of those client to
the program?
b. Utilization - focused evaluation - This approach is conducted “for and with specific
primary users for specific, intended uses.” Thus, stakeholders are assumed to be highly
involved in almost all phases of the evaluation. The main questions being addressed are:
What are the information needs of stakeholders and how will they use the findings? Will
the stakeholders use the findings to expand their own benefits or to improve other
people’s lives?
c. Consumer-oriented approach - This aims to aid consumers when making choices
among competing programs and products. The major questions being addressed by this
approach in Would an educated consumer choose this program or products? An example

49
 of this approach is a grocery’s weekly consumer report that features various merchandise
with description, price, tags and items on sale or under promo.
4. Management- oriented systems model This type of evaluation strategy ituates evaluation
within the bigger framework of organizational activities and underscores the comprehensiveness
of evaluation. Under the management-oriented system models are the following: (a) program
evaluation and review technique; (b) critical path models; logical framework of logframes
models, which is formulated by the US Agency for International Development; (d) general
system theory; (e) units, treatments, observing observations, and setting model; and (f)
context,input, process, and product model. These sets of models, however, are more
appropriately and popularly used in the business and government sectors rather than in
community engagement and development. Hence, we will not elaborate them in this module
anymore. Given all these, which among the mentioned perspectives is best to be used? It depends
on the decision of the evaluator. The various models are not entirely different from one another,
and a good evaluator must be able to apply all four perspectives and borrow from each other if
necessary. This shows the compatibility and nonexclusivity of the various evaluation
perspectives or strategies.

TYPES OF EVALUATION
The types of evaluation depend on the object being evaluated and on it’s goals/purposes. But its
two most basic types are formative evaluation and summative evaluation.
Formative evaluation – intended for strengthening, or enhancing the object being evaluated. It
forms the program or technology by examining the quality of its implementation; assessing its
inputs, manpower, context, and procedures; and pointing out what else to be done and what steps
need to be undertaken in case of problems.
a. Needs assessment – This points out “who needs the programs, how great the need ism
and what might work to meet the need.”
b. Evaluability Assessment – This finds out if an evaluation is feasible and how the
stakeholders can assist in making the evaluation useful; “What type of evaluation is
feasible?”
c. Structured Conceptualization – This aids the stakeholders in defining the program or
technology, identifying the target population, and determining the possible results.
d. Process evaluation – These studies the steps and ways for delivering the program or
technology, and this offers options for delivery procedures; “How should the program or
technology be delivered?”
e. Implementation evaluation – This monitors the program o technology delivery’s
adherence to its design to ensure it is implemented accordingly; “How well is the
program or technology delivered?”

50
On the other hand, summative evaluation examines the effects or outcomes of some objects.
These effects or outcomes are summarized by “describing what happens subsequent to delivery
of the program or technology; assessing whether the object can be said to have caused the
outcome; determining the overall impact of the casual factor beyond only the immediate target
outcomes; and estimating the relative costs associated with the object” (Trochim 2006).
Summative evaluation covers the following.
a. Outcome evaluation – These studies whether the program or technology caused
observable effects. It also measures the changes that resulted from the program or
technology and determines the impact of specifically defined targets; “What is the
effectiveness of the program or technology?”
b. Cost effectiveness and cost-benefit analysis – It addresses “questions of efficiency by
standardizing outcomes in terms of their costs and values.” An elaboration of the cost-
effectiveness and cost-benefit analyses was already discussed in the evaluation strategies.
c. Impact evaluation – It assesses the total net effects, whether intended or not, of the
entire program or technology; “What is the net impact of the program?”
d. Secondary analysis – This reexamines available data to address new questions or apply
other methods not previously used.
e. Meta-analysis – This makes an integration of outcome estimates drawn from various
studies in order to formulate an overall or summary judgements regarding evaluation
question.

PLANNING EVALUATION CYCLE

Evaluation is usually regarded as part of a larger administrative or managerial cycle. It is also
called as planning-evaluation cycle by some. Planning and evaluation are unclear as both of
processes have almost similar stages.
A planning process could bound some or all of the phases depending on the organization and the
problem or issue at hand:
- a. The formulation of the problem, concern or issue, or needs assessment
- b. The conceptualization of the major options and strategies to be considered
- c. The detailing of these options and their possible implications
- d. The evaluation of these options and choosing the best ones
- e. The implementation of the chosen options or alternatives
These phases are traditionally called planning, but involves evaluation. Evaluation undergo
training in needs assessment, they also apply procedures such as brainstorming and concept
mapping, which aid in the model and detailing phase. The evaluators likewise possess the skills
in evaluation alternatives and picking out the best ones.

51
 A. Formulation of main objectives, goals, and hypothesis of the program or technology –
“What are the evaluation questions and hypotheses?” The stakeholders - including
sponsors, constituent population, users of the evaluation, and those involved in the
operations of the program – must be engaged in this phase.
B. Conceptualization and operationalization of the primary evaluation components
(example: program, locale, participants, and measures) This describes the program, which
includes its materials and technical needs, activities, human and financial resources, and
expected results. This stage was how the primary evaluation components will be
measured.
C. Evaluation design This details how the various components will be linked and
coordinate, design is focused on assessing the issues that primarily concern the program
stakeholders. This is done to utilized time and resources more efficiently and to consider
the purpose of the evaluation, its methods; its uses and users; and the agreements between
the sponsor, implementers, or stakeholders.
D. Analysis of the collected qualitative and quantitative data. The data should be solid
evidence to strengthen judgments and recommendations. This stage ends with the
justification of conclusions by comparing them, together with the gathered pieces of
evidence.
E. Utilization of the outcomes in decision-making or managements and the sharing of
lessons learned. The close similarities of planning and evaluation may cause you to
mistake one for the other. Having a clear goal and purpose will allow you to determine
which appropriate process to undertake. You should bear in mind, however, that good
planning is accompanied by an evaluation design.

Processing Activity

Why do we need to evaluate? What is the importance of it?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

52
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

53
______________________________________________________________________________

______________________________________________________________________________

COMMUNITY ACTION PLAN

Specific Objectives

 Examine the benefits and stages of CAP.

 Create a community action plan.

Summary

BENEFITS OF CAP

 Balance the views and sentiments of the peoples and groups

 Minimize and prevent conflict between opposing parties or loyalties
 Provide space for the marginalized to become active participants in the planning process
 Empower people to take access and control of resources.

VISION-MISSION AND GOALS

 VMGs allow your organization to build consensus around your focus and the necessary
steps your organization should take.
 The VMGs are expectations in writing, which communicate the level of commitment
required to achieve development in the community.

CAP SIX STAGES OF WORK

Stage 1: Preparation of a general situationer.
Stage 2: Prioritization of problems and concern.
Stage 3: Setting the goals and objectives in a specific period of time.
Stage 4: Identifying strategies, options, and trade-offs.

54
Stage 5: Planning for implementation.
Stage 6: Actual implementation and monitoring.

SAMPLE OF A COMMUNITY PLAN

IMPORTANCE
 Experiencing and understanding the context
 Updating one’s mission and roles
 Actions and engagements of schools and academic institutions
 Presence of laws and government policies in educational institutions for community
engagement
 Expression of solidarity

POSSIBLE VENUE
 Poor communities
 Schools
 With leaders and those who are active in developing and empowering communities
(NGO & PO)
 Government Organizations

REFLECTIONS OF CE, ACTION AND DEVELOPMENT

 Radical Openness
 Immersed and conscious of self, family, culture, history, environment, God.
 Developing one’s vision

55
  Understanding and acceptance in the community.
 Respect for the community
 Having an identity while becoming one with the community.
CHALLENGES
 Students evaluation
 Development
a. Trickle-down effect development
b. Bottom-up development
 CE should be a lifestyle
 Necessary knowledge, skills, attitudes, ethics, and considerations.
 Multifaith and multiculturalism

Processing Activity

What is relationship of participation to empowerment?

56