SENIOR HIGH SCHOOL

Community
Engagement, Solidarity
and Citizenship
Module 5 - Quarter 1
Purposes of Community Action

Department of Education ● Republic of the Philippines

Community Engagement, Solidarity and Citizenship
Alternative Delivery Mode
Module 5- Quarter 1: Purposes of Community Action
First Edition, 2020

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Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
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Rowena H. Para-on, PhD
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD
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i
 SENIOR HIGH SCHOOL

Community
Engagement, Solidarity
and Citizenship
Module 5 - Quarter 1
Purposes of Community Action

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and/or
universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

ii
iii
 TABLE OF CONTENTS

Page No.

Cover page i
Copyright page ii
Table of Contents iv

Lesson1
What I Need to Know 1
Things to Remember to Get Through 1
What Should I Expect 2
What I Know 2
What’s In 3
What is it 4
What’s More 7
What I can Do 8
Assessment 9
Lesson 2
What I Need to Know 10
What Should I Expect 10
What I Know 11
What is it 11
What’s More 18
What I can Do 18
Assessment 19
Answer Key 20
References 21

iv
 WHAT I NEED TO KNOW

This lesson gives the learner a picture of how a community develops and
what virtues and initiatives are essential to fulfill its goals into reality. In community
development, demands and challenges must be faced and addressed. Reading
further will give the leaner how to do it. Establishing one's role in the community is
also discussed in this module. Without the people, community development
mechanism will not be possible.

THINGS TO REMEMBER TO
GET THROUGH

To learn the benefits from this module, follow the steps below:

1. Read the module title and the module introduction to get an idea of what the
module covers. Specifically, read the first two sections of this module
carefully. The first section tells you what this module is all about while the
second section tells you of what you are expected to learn.

2. Never move on to the next page unless you have done what you are expected
to do in the previous page. Before you start each lesson, read first the
INSTRUCTIONS.

3. Work on the activities. Take note of the skills that each activity is helping you
to develop.

4. Take the Post-Test after you are done with all the lessons and activities in the
module.

5. Meet with your teacher. Ask him/her about any difficulty or confusion you have
encountered in this module.

6. Finally, prepare and gather all your outputs and submit them to your teacher.

7. Please write all your answers of the tests, activities, exercises, and others in
your separate activity notebook.

GOOD LUCK AS YOU BEGIN THIS MODULE!

1
 LESSON Interrelationship of Self and Community
1 in Undertaking Community Action

Competency 6: acknowledge interrelationship of self and community in

undertaking community action
HUMSS_CSC12-II-d-g-8

WHAT SHOULD I EXPECT

After studying this module, students will be able to:

1. grasp a picture of your role in your community;
2. identify community virtues and five-point community initiatives;
3. appreciate the importance of community participation; and
4. understand the mechanism of community development.

WHAT I KNOW

Instructions: Define the following words based on your understanding. Limit your
answers to 1 - 2 sentences in each number. Write the answers in your notebook.

1. Engage 6. Resilient
2. Plan 7. Accountable
3. Implement 8. Vigilant
4. Develop 9. Adaptable
5. Sustain 10. Progress

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 WHAT'S IN

It has been known from previous module that the three community action
modalities are Community Engagement, Solidarity and Citizenship. One must be
able to understand these modalities as these are the ways for community members
to fully get themselves involve into making their community a harmonious and
progressive one. When one understands their role, he/she will definitely engage,
unite with members and be a responsible citizen.

There are a lot of ways to invite people to participate and one of that is to
build rapport with them first. Let them see the whole picture of where the community
is leading them. There is evidence that participation can lead to improvements in
neighborhood and community and stronger interpersonal relationships and social
fabric (Florin et al., 1990).

Service is the main core of a community and it is the people who will be
served. When understood, volunteerism would come into picture and here are some
self-involvement ways to be involved in community engagement listed by Chris
Hampton and Eric Wadud of Community Tool Box.

• Get involved in planning processes like creating goals or defining the problem
• Donate money or help out with a fundraising effort
• Volunteer to staff the office, answer phones, put together mass mailings, or
make phone calls
• Doing research, writing grant proposals, or handling correspondence
• Attend public events like rallies, community hearings, or fundraising events
• Serve on committees that focus on specific problems or activities
• Take leadership roles in a community partnership

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 V
WHAT IS IT

Defining Community Members' Roles

A community is expected to have diverse members. Each member is unique.
Everyone could bring anything on the table. Contacts and connections made in a
diverse, multi-sector group lead to new community relationships. And these
relationships can speak new community initiatives that might never have otherwise
existed. (Community Tool Box)

The basic component parts of a community is called community sectors.

Below is a list of sectors present in a community by Community Tool Box.

Social Institutions (five key sectors):

• Schools • Churches
• Media • Government - town or city
• Businesses
Other Common Organizations:

• Clinics • Housing authorities and housing groups

• Day Care Centers • Libraries
• Ethnic clubs or associations • Service associations (the Rotary, etc.)
• Hobby groups • Neighborhood groups
• Parent-Teacher organizations • Religious groups
• Professional Organizations • Social service agencies
• Professional Schools • Veterans groups
• Recreation groups
• Specialized groups

Sectors are important for identification. People with the same interest would
most likely form a group and that group could be a medium for actualizing any
possible potentialities set for community development. This categorization of talent
and interest will pave the way of those people who are unable to see their roles in
their own community. And once roles are established, people will become the
backbone of a harmonious and progressive community. They become obliged to
serve their fellowmen and that desire starts with their intention to be part of a
movement.

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 Dynamic Social Development Model

Delos Santos, D. Community Engagement, Solidarity, and Citizenship p.96

Community Virtues: Resilient, Vigilant, Progressive, Adaptable, and Accountable

Five-Point Initiative: Engagement, Planning, Implementation, Development,
and Sustainability

The figure above represents an ideal holistic development paradigm. Any

community that has these initiatives and embodied virtues of community members
would definitely succeed.

Community Virtues

1. Resilient Communities

Countless challenges are faced by almost everyone every day. Only resilient
people become successful after facing each challenge. As Filipinos are known to be
resilient people, it is also hoped that our communities should be resilient, as well.

Based in a tropical country, we are experiencing different seasons that could

harm our crops and livestock. Drought, floods, heat waves, earthquakes, forest fires,
and tsunamis are just a few of the challenges from Mother Nature that our
communities face (Delos Santos, D. 2017). Aside from that, challenges can be in the
form of corruption, red tape, crime, terrorism, and human rights abuses (Delos
Santos, D. 2017). It is expected that despite all these, people and communities
should rise from it all and continue to live and exist. As these challenges are already
expected, for they come on an annual basis or as a precedent from other
communities, contingency plans must be crafted.

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2. Vigilant Communities

As we take extra careful in securing our door locks at night, communities must
also be vigilant to possible threats. Securing the safety of its members is one of the
main focus of any community. Laws are already in existent to make sure that
everybody will get to enjoy their freedom in its utmost sense. It serves as a deterrent
but will be used when someone tries to break the status quo.
However, upholding dogma of the past might seem a standard, but
communities must also be ready to adapt if there are new trends that are beneficial
for the community's growth. Anything, also, that could be the cause of a community
to fall, be it its economy or the welfare of its people, must be eliminated. Being alert
and awake will always give a head start.

3. Progressive Communities

Change is the only constant in this world. One who is afraid of change can
never go to places. From what we have learned from the previous virtue,
safeguarding our belief system is important but so as keeping with development.
Protecting our culture and history will always be everybody's goal but our world right
now is advancing drastically and if we cannot keep up, we will be left at the bottom.
Progressive communities know when to change and when not to adapt. The
role of community leaders are very critical in this matter. Synergy is important for
ideas to flourish and take root. Ideas that are arbitrary made without the consultation
of the community will be hollow and will not connect to their target beneficiaries.
(Delos Santos, D. 2017). It will always be a risk in advancing to the current trends
but not trying to do so will result in not wanting to grow.

4. Adaptive Communities

Progressive community is more likely the same with Adaptive Community.

However, the former is more into looking for long-term changes. Its target is growth
from what is already present. The latter deals with the present condition. Innovative
and creativity are two of the requirements in order step up with the current trends.
Korean fashion is very trending now in the Philippines. Teenage girls are at
the peak of copying the way how Koreans dress. Even with Korea's skin care
products are always present in the Philippine cosmetics shops. This is one example
of trying to change a bit, to look trendier, to adapt. But an adaptive community is
more into the changes occurring in order to survive whenever our environment
demands it. With this Covid 19 pandemic, if our community won’t adapt to the new
normal guidelines, then it is expected that more people will get infected by the virus.

5. Accountable Communities

Accountable communities have the best people who knows their role in their
community. They have the sense of ownership. They know that they have to take
part in planning, execution, solution and sustaining community goals and programs.

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The sense of ownership empowers people and in result, gives people confidence
and will to act. People become committed and be more productive.

Beautiful ideas spring from people who are accountable. They study, research
and dissect information or proposals before putting it on the table, for fear that it will
result in failure if not looked into thoroughly. Accountable people do not just look
after their own advantage but the benefit of all the members of the community.

Five-Point Community Initiatives

The five-point community initiatives are the processes or mechanisms that a

community undergoes in order to develop and realize its goals.

1. Engagement - connecting to the community and its people

2. Planning - converting ideas into blueprints through meetings and discussion
3. Implementation - action and realization of the set plans
4. Development - enhancing process for continuous implementation
5. Sustainability - meeting needs of stakeholders; pursued as a goal

WHAT’S MORE

INSTRUCTIONS: From the list of Self-Involvement Ways for Community

Engagement in page 3, pick one that you have done and identify your role in
that activity. Use the template below applying SWOT analysis. Give a short
description for each area:
Strength - how well you did your part
Weaknesses - what part did you not get involved in
Opportunity - what have you learned from the activity
Threat - what harmed you in the process

Copy the template below in your notebook and start answering.

Name: ____________________________ Date: _________

1. Activity:
_____________________________________________________
2. Scenario (3-5 sentences):
_____________________________________________________
3. Role (specific):
_____________________________________________________

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4. SWOT Analysis:
Area Description
Strength
Weakness
Opportunity
Threat

Note to the teacher:

Have your own assessment on the above What's More activity. Also, you
decide the scoring of this activity. Thank you.

WHAT I CAN DO

INSTRUCTIONS: In your notebook, do the activity below.

Present Virtues
Identify what community virtues your barangay have. Discuss each virtue in 3 - 5
sentences by giving factual scenarios.
___________________________________________________________________
___________________________________________________________________
Missing Virtues
Identify what community virtues your barangay do not have. Discuss your solution for
each virtue in 3 - 5 sentences.
___________________________________________________________________
___________________________________________________________________
Note to the teacher:
Have your own assessment on the above What's More activity. Also, you decide the
scoring of this activity. Thank you.

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 ASSESSMENT

INSTRUCTIONS: Choose a word in the box that corresponds to each of the

following statements below. Write the letter of your answer in your notebook.
For items 1 - 5, refer to the choices inside the box below

a. Resilient b. Adaptable c. Accountable d. Vigilant e. Progressive

_____ 1. A kind of community that easily gets back on its feet after a calamity and
continue with its existence
_____ 2. A kind of community that is awake and alert in order to avoid dangers or
problems to happen in a community
_____ 3. A kind of community that acts on ideas and change the status qou by
anticipating future trends
_____ 4. A kind of community that adapts, go beyond their confines and conquer all
threats to the community
_____ 5. A kind of community that accepts the reality of ownership and thus making
its members responsible of their own actions

For items 1 - 10, refer to the choices inside the box below

a. Planning b. Implementation c. Engagement d. Development e. Sustainability

_____ 6. An initiative that connects to the community and its people

_____ 7. An initiative that hold rounds of discussions and meetings with community
members
_____ 8.An initiative that acts and realizes the set plans and the chosen viable
options among many
_____ 9. An initiative that aspires for improvement of the project using current tools
and methods
_____ 10. An initiative that is pursued as a goal and when achieved, it means that it
passed the rigorous standards if the public
For items 11 - 15, enumerate the 5 key community sectors.

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 LESSON Opportunities that contribute to
2 community development

Competency 7: explain forms of community engagement that contribute to

community development through solidarity
HUMSS_CSC12-II-d-g-9

WHAT I NEED TO KNOW

This lesson focuses on many purposes of community action. Opportunities

that contribute to community development are discussed thoroughly and major
issues affecting the poor and marginalized communities are laid for scrutiny.
Learners will be able to acknowledge their role as youth in solving problems faced by
their community. This will enlighten learners of the importance in working
collaboratively with diverse groups of people in order to achieve a common goal,
which is to sustain the people's needs.

WHAT SHOULD I EXPECT

After studying this module, students will be able to:

1. identify the major issues affecting the poor and marginalized communities;
2. identify the role of the youth in community action; and
3. describe the process of working collaboratively with groups of people in
order to achieve a common goal.

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 WHAT I KNOW

Photo Analysis

Instructions: Pick one from the images below and answer the following questions.

image source: A Compendium of Daily Lesson Plans and Resource Materials in COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

1. What is the situation of the people in the image?

2. What message do you think the artist is trying to convey?
3. Make your own title of the image.

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WHAT IS IT

Community action is vital in building harmonious and progressive community.

It is associated with the term social action, which involves local citizens to be part of
planning, operationalization, and implementation of goals set by the community to
develop. Looking at the present situation of our society, different challenges are
faced every day. It is only when we understand the causes of these problems that
we are able to combat them.
The Economic Opportunity Act of 1964 was crafted to fight poverty. It has
established over a thousand of Community Action Agencies. These agencies have
different core functions but anchored their aim in fighting against poverty. Poverty is
a manifestation of marginalization or social exclusion in that communities don't have
equal access to the resources (e.g., income, financial capital, the means to produce
goods, etc.) and political power that would improve conditions therein (Community
Tool Box).

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 The following feeds in the cycle of poverty and powerlessness by Community
Tool Box:
Social Determinants of Health and Development
1. Differences in exposure
People in poverty are likely to get exposed to particular health risk, as they
are prone to higher levels of stress brought by their work. Lower paid employees
usually do hard manual or technical labor.
2. Differences in vulnerability
People in poverty has the inability to pay for regular health care or medical
treatment. They suspend their treatment or choose not to get treated at all.
3. Differences in consequences
Children in poverty, most of the time, skip school to work. They end up going
back to school years older than their grade level peers. This is usually the cause of
students eventually dropping out because of age difference. In result, they land into
blue collar jobs that pays low, hence, the two previous determinants.
The following are the social factors that when addressed, improve conditions
for health and development
1. Economic Factors
Unemployment rate is growing year after year. The government must extend
more its help to people who lack jobs, graduate or not.
2. Cultural Factors
Gender is one factor for the inequality of opportunities. Different breaks are
given to men and women. Choice of food is also a factor. United States has the high
rate for heart health problems than Japan, because of their diet. Food intake also
varies from religious belief system.
3. Social Inclusion
Building good relationship with neighbors lowers the risk of stress and
paranoia. Participative individuals have healthier lifestyle since it requires healthier
mind and body to involve oneself.
4. Education
Education is the key for a better future. It grants better jobs that pays well.
Educated people have more choices in career, health and life.
5. Social Norms of Acceptance of Particular Behaviors or Practices
Vices are detrimental to health. Examples are smoking, alcohol and drug
abuse. Other unhealthy habits include sleeping late or sleeping less that the
recommended hours of sleep, unbalanced and procrastination.

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6. Politics
Every group has a decision making committee. From planning to
implementation, the decision of the group must be unanimous. However, projects
that lack accord could be harmful as it break routine, which most find it unhealthy.
7. Living Conditions
The stress of living in a difficult situation or neighborhood brings forth is
unhealthy.
8. Geography
People living in far-flung places have little access to hospitals, schools, and
other institutions.
Developing Intervention
The war against poverty is a long running battle. No poverty program is likely
to eliminate poverty but the eight (8) social factors mentioned above, if addressed,
could alleviate the manifestation of poverty. Planning is the key for addressing
concerns of any kind. Below is a process on how to properly develop intervention
(Community Tool Box).
1. Identify the community problem/goal to be addressed and what needs to be done
2. Assess the level of the problem or goal.
3. Describe the prioritized groups to benefit and those implementing the intervention
4, Indicate how you will obtain clients' input, identifying and analyzing problems and
goals to be addressed by the intervention.
5. Analyze the problem or goal to be addressed by the intervention
6. Set goals and objectives for what "success" would look like
7. Identify and assess "best practices" or "evidence-based interventions" that could
help address the problem or goal.
8. Specify the core components and elements of the intervention
9. Identify the mode of delivery through which each component and element of the
intervention will be delivered in the community (e.g., workshops for skill training).
10. Indicate how you will adapt the intervention or "best practice" to fit the needs and
context of your community (e.g., differences in resources, cultural values,
competence, language).
11. Develop an action plan for the intervention
12. Pilot-test the intervention on a small scale.
13. Implement the intervention, and monitor and evaluate the process (e.g., quality of
implementation, satisfaction) and outcomes (e.g., attainment of objectives).

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Community Youth and Education Development

Education and interest precede youth participation in community engagement.

The Department of Education (DepEd) and the National Youth Commission (NYC)
are the anchors of such that, also, ensure brighter future for the youth.

In section 3 of R.A. 9155, otherwise known as the Governance of Basic

Education Act of 2001, the agency's purposes and objectives are embedded.

Sec. 3. Purpose and Objectives.

(a) To provide the framework for the governance of basic education which shall set
the general directions for educational policies and standards and establish authority,
accountability and responsibility for achieving higher learning outcomes;

(b) To define the roles and responsibilities of, and provide resources to, the field
offices which shall implement educational programs, projects and services in
communities they serve;

(c) To make schools and learning centers the most important vehicle for the
teaching and learning of national values and for developing in the Filipino learners
love of country and pride in its rich heritage;

(d) To ensure that schools and learning centers receive the kind of focused
attention they deserve and that educational programs, projects and services take
into account the interests of all members of the community;

(e) To enable the schools and learning centers to reflect the values of the
community by allowing teachers/learning facilitators and other staff to have the
flexibility to serve the needs of all learners;

(f) To encourage local initiatives for the improvement of schools and learning
centers and to provide the means by which these improvements may be achieved
and sustained; and

(g) To establish schools and learning centers as facilities where schoolchildren are
able to learn a range of core competencies prescribed for elementary and high
school education programs or where the out-of-school youth and adult learners are
provided alternative learning programs and receive accreditation for at least the
equivalent of a high school education.

Education not only promotes skills development of the citizens but also
shapes the future of critical social thought and inquiry for the years to come (Delos
Santos, D. 2017) Aligned with DepEd's goal in servicing the Filipino youth is NYC.
The commission is providing the youth an opportunity to promote the youth culture.
NYC embodies ideals on nationalism and protects youth's physical, moral, spiritual,
intellectual and social wellbeing.

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 SECTION 2. Policy – The State recognizes its responsibility to enable the
youth to fulfill their vital role in nation-building and hereby establishes the National
Comprehensive and Coordinated Program on Youth Development, creates the
structures to implement the same and appropriate adequate funds to provide support
for the program and implementing structures on a continuing sustained basis.

The State hereby declares that “Youth” is the critical period in a person’s
growth and development from the onset of adolescence towards the peak of mature,
self-reliant and responsible adulthood comprising the considerable sector of the
population from the age of fifteen (15) to thirty (30) years.

The State further declares the National Comprehensive and Coordinated

Program on Youth Development shall be based on the following principles:

a. Promotion and protection of the physical, moral, spiritual, intellectual and

social well-being of the youth to the end that the youth realize their potential
for improving the quality of life;
b. Inculcation in the youth of patriotism, nationalism and other basic desirable
values to infuse in them faith in the Creator, belief in the sanctity of life and
dignity of the human person, conviction for the strength and unity of the family
and adherence to truth and justice;
c. Encouragement of youth involvement in character-building and development
activities for civic-efficiency, stewardship of natural resources, agricultural and
industrial productivity, and an understanding of world economic commitments
on tariffs and trade and participation in structures for policy-making and
program implementation to reduce the incidence of poverty and accelerate
socio-economic development; and
d. Mobilization of youth’s abilities, talents and skills and redirecting their
creativity, inventive genius and wellspring of enthusiasm and hope for the
freedom of our people from fear, hunger and injustice.

SEC. 8. Objectives of the Commission. – The Objectives of the Commission are:

a. To provide the leadership in the formulation of policies and in the setting of

priorities and direction of all youth promotion and development programs and
activities;

b. To encourage wide and active participation of the youth in all governmental

and non-governmental programs, projects and activities affecting them;

c. To harness and develop the full potential of the youth as partners in nation-
building; and

d. To supplement government appropriations for youth promotion and

development with funds from other sources.

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Sangguniang Kabataan (SK) is the most known youth-oriented organization. Its
policies platform are taken from NYC's youth policy-coordinating body. Here are
some of the list of SK projects.

1. Feeding Program
2. Fun Run
3. Seminars on Human Rights
4. Organize Youth Cooperatives
5. Sports league
6. Conducts forum that address drug abuse
7. Campaigns on SK elections
8. Sustainable Tree Planting
9. Regular Clean Up Drive
10. Seminar about Online Sexual Exploitation

General Principles of Community Action Plans

In making projects for community action, these general principles must be

considered.

• It is a process for action; not a blueprint for future development.

• The solution for problems comes from the community itself and the role of the
facilitator is more on formulating the problems in the community.
• It is not determined from outside the community but grows/emerges from the
affected community.
• Avoid activities such as lecturing or teaching the people; but concentrate more
on workshops as a form of discussion with the community.
• Guarantee that all relevant groups participate in the activities, particularly the
women and other community groups that are often forgotten.
• Facilitate input from all groups; do not allow one group or leader to dominate
the discussion.
• Remember that one issue might appear to be not very important for one
group, but is important for another group.
• Avoid too many pictures and texts; it is better to absorb and remember
several points rather than make a long list.
• Use simple language and avoid difficult terms.
• Make the material as simple as possible.
(United Nations Development Program)

United Nations Development Goals

Community action is any activity that amplifies understanding and

empowerment. When crafting one, based from the general principles of community
action, a goal or target must be set in mind. Here are some examples of
development goals by United Nations.

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United Nations Millennium Development Goals 2000 - 2015

(Image source: http://www.un.org.ph)

United Nations Sustainable Development Goals 2015 - 2030

(Image source: http://www.un.org.ph)

17
 WHAT'S MORE

INSTRUCTIONS: Concisely elaborate the following statements below about

one's engagement in the community. Write the answer in your notebook.

1. Service to others is the rent you pay for your room here on earth. – Muhammad Ali
2. Only a life lived in the service to others is worth living. – Albert Einstein
3. The happiest people I know are those who lose themselves in the service of
others. – Gordon B. Hinckley

Note to the teacher:

Have your own assessment on the above What's More activity. Also, you
decide the scoring of this activity. Thank you.

WHAT I CAN DO

INSTRUCTIONS: In your notebook, do the activity below.

Imagine that you are the mayor in your town, identify one ongoing problem in your
town and draft your specific plan of action to mobilize your resources. Use the
template below
What is the Where did the How can you solve Why do you think it
problem in your problem come the problem? is important for you
community? from? to solve the
ongoing issue?

Note to the teacher:

Have your own assessment on the above What's More activity. Also, you decide the
scoring of this activity. Thank you.

18
 ASSESSMENT

INSTRUCTIONS:
A. In your notebook, choose the term inside the box that corresponds to each
of the following statements below

a. Differences in exposure
b. Differences in vulnerability
c. Differences in consequences

1. A social determinant of health and development where people get to be exposed

to particular health risk, as they are prone to higher levels of stress brought by their
work.
2. A social determinant of health and development where people end up having less
in life because of poverty.
3. A social determinant of health and development where people suspend their
treatment or chose not to get treated at all
B. Enumerate the social factors that could help improve condition for health
and development

CONGRATULATIONS!

YOU SUCCESSFULLY DID IT!

OUR SALUTE TO YOU!

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ANSWER KEY

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 REFERENCES
Books

Delos Santos, D. (2017). Community Engagement, Solidarity, and Citizenship.

Sampaloc, Manila: Rex Book Store, Inc. (RBSI)

Internet Sources

Community Tool Box (n.d.) Retrieved July 10, 2020, from https://ctb.ku.edu/en/table-
of-contents/analyze/analyze-community-problems-and-solutions/social-determinants-
of-health/main

Community Tool Box (n.d.) Retrieved July 10, 2020, from

https://ctb.ku.edu/en/developing-intervention

SSWM Toolbox. (n.d.) Community Action Plan. Retrieved July 10, 2020, from
https://sswm.info/sswm-solutions-bop-markets/improving-water-and-sanitation-
services-provided-public-institutions-1/community-action-plan

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For inquiries or feedback, please write or call:
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Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de
Oro City, Cagayan de Oro, Lalawigan ng Misamis Oriental
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