Pasay City South High School
Piccio Garden, Villamor Air Base, Pasay City
S.Y 2021-2022
Subject Area: COMMUNITY ENGAGEMENT SOLIDARITY AND CITIZENSHIP
WEEK 1 DAY 1/ 4TH QUARTER/S.Y 2021-2022
Name:
Grade and Section:
A. LEARNING COMPETENCY
Explain the dimensions of empowerment
B. DISCUSSION
Empowerment:
is Creating an environment where others are equipped
and encouraged to make decisions in autonomous ways
and to feel that they are in control of the outcomes for
which they have accepted responsibility.
The 3 Dimensions of Empowerment
The Leader…
• Influences through context
• Creates an atmosphere of inclusion
• Doesn’t take back the power
• Supports employee empowerment
• Communicates a clear mandate
• Equips people for success
Date:
Subject Teacher:
The Follower…
• Practices open communication
• Knows how to work in teams
• Listen to the voice of wisdom
• Is skilled at self-empowerment
• Accepts responsibility
The Structure…
• Shares information widely
• Rewards excellence
• Accomplishes its work through teams
• Is strategically aligned
C.EVALUATION
DIRECTIONS: Complete the following statement to have
a sense of meaning by choosing the
word that is found inside the parenthesis.
__________1. Provide the right (skills, information,
payment) set for the job.
__________2. The (leader, follower, provider) creates
an atmosphere of inclusion.
__________3. Provide the people with adequate
(income, authority, skills) to decide on how to
complete their task.
__________4. When people are empowered, they find
(beautiful, creative, honest) ways to resolve
their own problems.
__________5. (Teamwork, Knowledge, Skills) is
essential for the success of empowerment if few
products and services can be delivered by a single
individual.
 Pasay City South High School

Piccio Garden, Villamor Air Base, Pasay City

S.Y 2021-2022

Subject Area: COMMUNITY ENGAGEMENT SOLIDARITY AND CITIZENSHIP

WEEK 1 DAY 2/ 4TH QUARTER/S.Y 2021-2022

Name:
Grade and Section:
A. LEARNING COMPETENCY
Differentiate equity from equality
B. DISCUSSION
Social Equity
•Though social equity has many technical definitions, its
fundamental essence boils down to the broad values of
fairness and justice;
•Hart (1974) cites from Black’s Law Dictionary, “[equity]
denotes the spirit and the habit of fairness, justness, and
right dealing which would regulate the intercourse of
men with men – the rule of doing to all others as we
desire them to do to us.”
•Similar definitions of equity include: Rawls’ theory of
“justice as fairness” (1971);
•Adler’s definition of social equity as “equal treatment to
which all are entitled by virtue of being human” (Adler,
1981)
•Falk’s description of equity as “impartiality, fairness, and
justice.” (Falk et al, 1993).
•Other more “complex” definitions expand the concept
of social equity and apply it to public rights, access, and
redistribution policy (Svara and Brunet, 2005).
•The World Bank describes equity as “equal access to the
opportunities that allow people to pursue a life of their
own choosing and to avoid extreme deprivations in
outcomes.” (2006).
Date:
Subject Teacher:
Social Equality
•Social equality concerns the distribution of social goods
and burdens, such as income, wealth, opportunity,
education, and health care. Although we may claim that
all people are somehow "equal" -- say, equally valuable in
the eyes of God -- this is not a conception of social
equality but a call for equal moral treatment -- for
example, to claim that everyone has the same basic
rights. Instead, social equality occurs when some good,
like income or happiness, is equally attained. Say the
good is freedom.
•Social equality would then mean that freedom should
be equally distributed. The problem of defining social
equality involves the specification of the goods that
should be equally distributed and the units to which
those goods are distributed.
•Social equality is a state of affairs in which all people
within a specific society or isolated group have the same
status in certain respects, often including civil rights,
freedom of speech, property rights, and equal access to
social goods and services.
C. EVALUATION:
DIRECTIONS : Read and analyze the question.
Draw a heart if the statement demonstrates the
characteristic of social equity. Draw a star if
the statement demonstrates the characteristic of social
equality.
____ 1. The state or quality of being equal.
____ 2. Considers the individual needs of people.
____ 3. The quality of being fair and impartial.
____ 4. Involves treating individual according to his or her
needs.
____ 5. Involves treating every individual in the same
manner, irrespective of their
differences.
 Pasay City South High School

Piccio Garden, Villamor Air Base, Pasay City

S.Y 2021-2022

Subject Area: COMMUNITY ENGAGEMENT SOLIDARITY AND CITIZENSHIP

WEEK 1 DAY 3/ 4TH QUARTER/S.Y 2021-2022

Name:
Grade and Section:
A. LEARNING COMPETENCY
Differentiate the different types of advocacies
B. DISCUSSION
TYPES OF ADVOCACY
SELF-ADVOCACY
• Refers to an individual's ability to effectively
communicate, convey, negotiate or assert his or her
own interests, desires, needs, and rights (VanReusen
et al., 1994).
• Means understanding your strengths and needs,
identifying your personal goals, knowing your legal
rights and responsibilities, and communicating these
to others.
• Self-Advocacy is speaking up for oneself!
INDIVIDUAL ADVOCACY
• In individual advocacy a person or group of
people concentrate their efforts on just one or two
individuals. According to the group Advocacy for
Inclusion "Advocacy is having someone to stand
beside you if you think something is unfair or that
someone is treating you badly and you would like to
do something to change it."
2 Common forms of individual advocacy
 When people like parents, friends, family
members or agencies speak out and advocate
for vulnerable people this is termed informal
advocacy.
 Formal advocacy more frequently involves
organizations that pay their staff to advocate
for someone or for a group of individuals.
Date:
Subject Teacher:
SYSTEMS ADVOCACY
•is about changing policies, laws or rules that impact how
someone lives their life. These efforts can be targeted at
a local, state, or national agency. The focus can be
changing laws, or simply written or unwritten policy.
What is targeted depends on the type of problem and
who has authority over the problem (Brain Injury
Resource Center, 1998).
C. EVALUATION
DIRECTIONS: Write your answers on the blank space
provided for each number.
__________1. It is about speaking up for oneself.
__________2. It is about changing policies, laws or rules
that impact how someone lives their life.
__________3. A person or group of people concentrate
their efforts on just one or two individuals.
__________4. Frequently involves organizations that pay
their staff to advocate for someone or for a group of
individuals.
__________5. When people like parents, friends, family
members or agencies speak out and advocate for
vulnerable people.
 Pasay City South High School

Piccio Garden, Villamor Air Base, Pasay City

S.Y 2021-2022

Subject Area: COMMUNITY ENGAGEMENT SOLIDARITY AND CITIZENSHIP

WEEK 1 DAY 4/ 4TH QUARTER/S.Y 2021-2022

Name:
Grade and Section:
A. LEARNING COMPETENCY
Explain the forms of participatory development
B. DISCUSSION
Participatory development seeks to give the poor a part
in initiatives and projects that are designed by outside
organizations in the hopes that these projects will be
more sustainable and successful by involving local
stakeholders in the project’s goals.
Forms of participatory development
Passive participation
is the least participatory of the four approaches. Primary
stakeholders of a project participate by being informed
about what is going to happen or has already happened.
People’s feedback is minimal or non- existent, and their
participation is assessed through methods like head
counting and contribution to the discussion (sometimes
referred to as participation by information).
Date:
Subject Teacher:
facilitators and experts, with time collaborative
participation has the potential to evolve into an
independent form of participation.
Empowerment participation
is where primary stakeholders are capable and willing to
initiate the process and take part in the analysis. This
leads to joint decision making about what should be
achieved and how. While outsiders are equal partners in
the development effort, the primary stakeholders are
primus inter pares, i.e., they are equal partners with a
significant say in decisions concerning their lives.
Dialogue identifies and analyzes critical issues, and an
exchange of knowledge and experiences leads to
solutions. Ownership and control of the process rest in
the hands of the primary stakeholders.
C. EVALUATION
DIRECTIONS: Analyze the quotation below and give your
reaction.

Participation by consultation “We don’t have to engage in grand, heroic actions to

is an extractive process, whereby stakeholders provide
answers to questions posed by outside researchers or
experts. Input is not limited to meetings but can be
provided at different points in time. In the final analysis,
however, this consultative process keeps all the decision-
making power in the hands of external professionals who
are under no obligation to incorporate stakeholders'
input.
Participation by collaboration
forms groups of primary stakeholders to participate in
the discussion and analysis of predetermined objectives
set by the project. This level of participation does not
usually result in dramatic changes in what should be
accomplished, which is often already determined. It does,
however, require an active involvement in the decision-
making process about how to achieve it. This
incorporates a component of horizontal communication
and capacity building among all stakeholders—a joint
collaborative effort. Even if initially dependent on outside
participate in the process of change. Small acts, when
multiplied by millions of people, can transform the
world.” - Howard Zinn
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________