EDUC 50  Present on all stages

LESSON 5  Conflict
 Versus
Sigmund Freud (1856-1939)
 Austrian Neurologist Psychosocial Theory of Development
 Founder of psychoanalysis 1. Infancy (birth to 1 yr. old)
 Psychosexual Development Crisis: Trust vs. Mistrust
Virtue: Hope
Psychosexual Theory of Development Maladaptation: Sensory Maladjusment
1. Erogenous Zone – focus of pleasure needs. Malignancy: Withdrawal
2. Fixation – result of failure to satisfy a particular
psychosexual need. 2. Early Childhood (2-3 yrs. old)
Crisis: Autonomy vs. Shame and Doubt
Psychosexual Stages Virtue: Will
1. Oral Stage (Birth to 18 months) Maladaptation: Impulsiveness
EZ: Mouth Malignancy: Compulsiveness
Fixation: Oral Receptive – smoker, alcoholic,
overeating. Oral Aggressive - biting nails, cursing, 3. Play Age (4-6 yrs. old)
gossiping. Crisis: Initiative vs. Guilt
Virtue: Purpose
2. Anal Stage (18 months to 3 years) Maladaptation: Ruthlessness
EZ: Anus Malignancy: Inhibition
Fixation: Anal Retentive – obsession with
cleanliness, perfection, and control. Anal Expulsive – 4. School Age (7-12 yrs. old)
person may become messy and disorganized. Crisis: Industry vs. Inferiority
Virtue: Competence
3. Phallic Stage (3 to 6 years old) Maladaptation: Narrow Virtuosity
EZ: Genitals Malignancy: Inertia
Fixation: sexual dysfunction
Oedipus Complex – Mama’s boy 5. Adolescence (13-19 yrs. old)
Electra Complex – Papa’s girl Crisis: Identity vs. Confusion
Virtue: Fidelity
4. Latency Stage (6 yrs. old to puberty) Maladaptation: Fanaticism
EZ: Inactive Sexual Feelings Malignancy: Repudation
Fixation: Immaturity, Inability to form relationships
 Focus on acquisition of physical, social, and 6. Early Adulthood (20-25 yrs. old)
academic skills. Crisis: Intimacy vs. Isolation
Virtue: Love
5. Genital Stage (Puberty onwards) Maladaptation: Promiscuity
EZ: Genitals Malignancy: Exclusion
Fixation: Mentally healthy, well balanced, caring
 Libido is re-awakened towards sexual maturity 7. Adulthood (26-64 yrs. old)
Crisis: Generativity vs. Stagnation
Personality Components Virtue: Care
1. Id – Pleasure Principle Maladaptation: Overextension
2. Ego – Reality Principle Malignancy: Rejectivity
3. Superego – Conscience
8. Old Age (65 yrs. old to death)
Erik Erikson (1902 – 1994) Crisis: Integrity vs. Despair
 Development Psychologist and Psychoanalyst Virtue: Wisdom
 Psychosocial Development Theory Maladaptation: Presumption
Malignancy: Disdain
Psycho – mind, personality
Social – external relationships Lawrence Kohlberg (1927-1987)
 American Psychologist
Psychosocial Crisis  Kohlberg Dilemmas
  Moral Development  The theory presents child development within
the context of relationship systems that
Stages of Moral Development comprise the child’s environment.
1. Preconventional Level – moral reasoning is based
on the consequence/result of the act, not on the 1. Microsystem – the layer nearest the child.
whether the act itself is good or bad. Comprises structures which the child directly interacts
 Punishment/Obedience – one is motivated by with.
fear of punishment. He will act in order to
avoid punishment. 2. Mesosystem – serves as the connection between the
 Mutual Benefit – one is motivated to act the structures of the child’s microsystem.
benefit that one may obtain later. You scratch
my back, I’ll scratch yours. 3. Exosystem – refers to the bigger social system in
2. Conventional Level – moral reasoning is based on which the child does not function directly.
the conventions or “norms” od society. This may
include approval of others, law and order. 4. Macrosystem – includes the cultural values,
 Social Approval – good boy, good girl customs, and laws.
orientation. The person acts because he/she
values how he/she will appear to others. LESSON 6
 Law and Order – the person will follow the
law because it is the law. Ivan Pavlov (1849-1936)
 Russian and Soviet experimental neurologist,
3. Postconventional Level – moral reasoning is based psychologist and physiologist.
on enduring or consistent principles. It is not just  Classical Conditioning
recognizing the law, but the principles behind the law.
 Social Contract – one will act based on social
justice and the common good.
 Universal Principles – people at this stage
have developed their own set of moral
guidelines which may or may not fit the law.

Carol Gilligan (November 28, 1936)

 Worked with Erikson and Kohlberg
 Introduced a feminist perspective of moral
development

Gilligan’s Moral Development

1. Preconventional Morality – moral judgement is
entirely focused on the self and the need to survive.
2. 1st Transition – the woman realizes that she has a
responsibility to others.
3. Conventional Morality – moral judgement
becomes concentrated on caring for others. B.F. Skinner (1904-1990)
4. 2nd Transition – the woman starts to experience  Burrhus Frederic Skinner
tension between the needs of others and the need of the  Psychologist, behaviorist, philosopher
self.  Operant Conditioning
5. Postconventional Morality – moral judgement is
dictated by the principle of nonviolence.

Urie Bronfenbrenner (1917-2005)

 American Psychology
 Also known as the Bioecological Systems
Theory

Ecological Systems Model

Operant Conditioning
1. Reinforcement
  Positive Reinforcement – introduction of
desirable or pleasant stimuli after the
performance of a behavior.
 Negative Reinforcement – occurs when
something unpleasant removed or taken away
in order to increase the likelihood of the
desired behavior.
2. Punishment
 Positive Punishment – when you add a
consequence to unwanted behavior to make it
less appealing.
 Negative Punishment – Removing a pleasant
stimulus to decrease a behavior.
John B. Watson (1878-1958)
 American Psychologist
 Father of psychological school of behaviorism
 All behaviors are acquired through
conditioning, and conditioning occurs through
interaction with the environment.
Albert Bandura (1925-2021)
 Canadian-American Psychologist
 Social Learning Theory
 Bobo doll experiment
 Social learning theory considers how both
environmental and cognitive factors interact to
influence human learning and behavior.
Edward Thorndike (1874-1949)
 American Psychologist
 Worked on comparative psychology and
learning process
 Theory on Connectionism
Laws of Learning
1. Law of Effect – learning will always be much more
effective when a feeling of satisfaction, pleasantness,
or reward accompanies or is a result of the learning
process.
2. Law of Exercise – also called laws of use and
disuse. Repetition is basic to the development of
adequate responses.
3. Laws of Readiness – it means a person can learn
when physically and mentally adjusted (ready) to
receive stimuli.
4. Law of Primacy – learning that takes place in the
beginning is the best and lasting.
5. Law of Recency – we remember those things better
which are recent.
6. Law of Association – when the mind compares a
new idea with something already known, it is said to
be using association.
7. Law of Intensity – if a stimulus is strong, the
response will be strong, and vice-versa.

EDUC 60
GLOBAL ISSUES THAT CONCERN SCHOOLS
AND SOCIETY
Importance in Learning Global Issues
 Encourage awareness and critical thinking
about issues.
 Student who learns about global issues are
more than twice likely to see the importance of
personally taking social actions.
 Studying current events is empowering.
 Being globally aware person has knowledge,
competencies, values and dispositions to act in
an informed manner, demonstrate empathy,
engage in effective intergroup communication,
and build community across social, cultural,
political, environmental, geographic, and
economic boundaries.
 Students can understand the perspective of
other students and become accustomed to the
environment around them. It helps reduce
disturbing behavior in the classroom and
maintain a conducive environment.
Top 10 World Issues
(According to millennials based on World Economic
Forum’s Global Shaper Survey in 2017)
1. Climate change/destruction of nature
2. Large scale conflict/wars
3. Inequality (income, discrimination)
4. Poverty
5. Religious conflict
6. Corruption
7. Food and water security
8. Lack of education
9. Safety/security/well-being
10. Lack of economic opportunity and employment
Top 10 Global Issues
(According to Chloe Turner)
1. Climate change – the global temperatures are
rising, and are estimated to increase from 2.6 degrees
Celsius to 4.8 degrees Celsius by 2100. This would
cause more severe weather, crises with food and
resources and the spread of diseases.
2. Pollution – it is one of the most difficult global
issues to combat, as the umbrella term refers to ocean
litter, pesticides and fertilizers, air, light and noise
pollution. Clean water is essential for humans and
animals, but more than one billion don’t have access to
clean water due to pollution from toxic substances,
sewage of industrial waste.
3. Violence – it can be found in the social, cultural and
economic aspects of the world. Whether it is conflict
that has broken out in a city, hatred targeted at a
certain group of people or sexual harassment occurring
on the street, violence is a preventable problem that
has been an issue for longer than necessary.
4. Security and well-being – the U.N. is a perfect
example of preventing the lack of security and well-
being that is a serious global issue.
5. Lack of education – More than 72 million children
throughout the globe that are of the age to be in
primary education are not enrolled in school. This can
be attributed to inequality and marginalization as well
as poverty.
6. Unemployment – without the necessary education
and skills for employment, many people, particularly
15-24 yrs. old, struggle to find jobs and create a proper
living for themselves and their families. This leads to a
lack of necessary resources, such as enough food,
clothing, transportation and proper living conditions.
7. Government corruption – it is a major cause of
poverty considering how it affects the poor the most,
eroding political and economic development,
democracy and more.
8. Malnourishment and hunger – currently there are
795 million people who do not have enough to eat.
Long-term success to ending world hunger starts with
ending poverty.
9. Substance abuse – the United Nations reports that,
by the beginning of the 21st century, an estimated 185
million people over the age of 15 were consuming
drugs globally.
10. Terrorism – it is an issue throughout the world
that causes fear and insecurity, violence and death.
Across the globe, terrorists attack innocent people,
often without warning.
SCHOOL AND COMMUNITY PARTNERSHIP
  A school-community partnership involves “the
connections between schools and community
individuals, organizations, and businesses that
are forged to promote students’ social,
emotional, physical, and intellectual
development” – (Saunders, 2001)
Importance of School-Community Partnership
 School are being held accountable for students
learning and what they know. However,
schools cannot do this alone. This is where
school and community partnerships come into
play.
 “in tight monetary times, the financial
advantages to the school are apparent.” – (B.
Cartwright, September 30, 2008)
 Opportunities for students to take what they
have learned in the classroom and apply it to a
project that is meaningful. – (Bouillion and
Gomez, 2001)
 Students can build real relationships and
networks to prepare them for the “real world”.
 The stronger the connection between school
and community partnerships, the better school
attendance is. Students test scores on
achievement test went up when schools
partnered with the community. – (Sheldon,
2003)
ORGANIZATIONAL LEADERSHIP
Organizational Leadership – it is the ability to lead
groups of individuals toward fulfilling an
organization’s mission.
Organizational Leadership Skills
 Understanding an organization’s mission, in
alignment with one’s strengths.
 Creating a strategic plan in line with that
mission.
 Implementing goals and holding teams
accountable for accomplishing those goals
within an established timeline, and in
alignment with the strategic plan.
 Foreseeing possible challenges in the road
ahead.
 Innovating to meet those challenges.
 Pivoting effectively as circumstances change.
 Remaining calm amidst uncertainty.
 Communicating effectively.
 Inspiring groups of individuals to do their best
and work toward a unified purpose.
 Addressing the concerns of internal
stakeholders and the community at large.
 Doing all of the above, with an eye on
inclusivity, integrity, and authenticity.
Organizational Leadership vs. Traditional
Management
 Organizational Leadership encompasses a
broader scope of responsibility than traditional
management. Organizational leadership
communicates the mission and vision,
establishes the strategic plan, and inspires
individuals to put forth their talents to fulfill
the goals aligned with strategic plan and,
ultimately, the leader’s vision.
 Traditional management fulfills only part of
that overall vision. The manager’s role has
been typically to communicate leadership’s
direction, set expectations, assign tasks,
problem solve, and complete the goals
assigned to that particular group.
Importance of Organizational Leadership
 Traditional management has been downplayed
in recent years as “maintaining” the status quo.
With innovation and disruption happening at
record speed, management doing things as
they’ve always been done is not enough.
Organizational leadership is needed at every
level to consider how current practices can be
further improved or changes to meet future
needs.
1. Motivates team members – team members respond
in kind to the leader. They will be motivated to mirror
the growth mindset for their teams and themselves and
consider how they can personally contribute to the
forward momentum of the organization as a whole.
2. Allows for a problem-solving and decision-
making mindset – in a psychologically safe
atmosphere where people are not afraid to speak up,
great ideas can emerge. When a leader entrusts the
individuals hired into their roles to develop solutions
and make decisions, exponential growth is possible.
3. Promotes communication, ethics, inclusion, and
respect – the highly emotionally intelligent
organizational leader communicates in all ways that
every employee’s contributions are respected, as every
role is vital to the organization’s forward movement as
a whole.
4. Allows organizational leaders to remain goal-
oriented – with individuals empowered to fulfill their
roles and develop innovative solutions, the
organizational leader may focus on the larger picture:
moving the mission forward with an eye on navigating
the challenges ahead.
Leadership Styles
1. Autocratic
2. Consultative
3. Democratic
4. Laissez-faire
5. Situational leadership
6. Servant leadership
7. Transformational leadership
SCHOOL-BASED MANAGEMENT
School-based management (SBM)
 It is often defined as the most radical form of
educational decentralization. SBM involves
the transfer of decision-making to the school
level.
 SBM is a form of decentralization that
identifies the individual school as the primary
unit of improvement and relies on the
redistribution of decision-making authority [to
the school level] as the primary means
throughout which improvements might be
stimulated and sustained.
According to Leithwood & Menzies there are four
distinct forms of SBM:
1. Principal Control
2. Professional Control (teacher majority)
3. Community Control (community majority)
4. Balanced Control (teacher and community equally
represented)
Principal Control – Administrative Control
Goal: To increase accountability to the central, district
or board office on the assumption this will benefit
students in the long run.
Rationale: In the long term, principal control will lead
to improved accountability to parents and the system
and, in turn, will benefit students.
Decision-Maker: Principal
Council Role: Advisory
Council Membership: Loosely defined
Professional Control – Teachers Control
Goal: To make better use of teacher knowledge in key
decisions.
Rationale: 1) Professionals have the most relevant
info for making educational decisions. 2) Increased
participation in decision-making will increase the
professionals’ commitment to teaching, reform
implementation and/or employee participation which
could link to greater efficiency.
Decision-Maker: Council – majority teachers
Council Role: Decision making
Council Membership: Majority of teachers
Community Control – Parents Control
Goal: To improve customer satisfaction
Rationale: Increased accountability to parents and
community at large. Curriculum of the school ought to
directly reflect the values and preferences of parents &
local community. It will also increase the professional
sensitivity to local needs.
Decision-Maker: Council – majority of parent’s/
community members
Council Role: Decision making
Council Membership: Majority of community
members
Findings
 Professional Control have more positive effect
on teacher practices than Administrative
Control or Community Control. Consequently,
Professional Control might have the greatest
effect on students. Early evidence suggests
that this shows the greatest increase in teacher
accountability to parents/community.
 Community Control appears to result in the
most changes in the school but is the most
demanding on teachers and principals.
What is the rationale for SBM?
1. Economic – King & Ozler explain why local
management is perceived as more economically
effective. They note, “actors who have the most to gain
or lose and who have the best information about what
actually goes on in schools are best able to make
appropriate decisions about how schools should use
ever more scarce resources and how students should be
taught.”
2. Professional – This rationale argues that school
professionals have the experience and expertise to
make the most appropriate educational decisions for
the school and students. In addition, professionals who
are involved in the management of their schools may
also become more motivated and committed to their
teaching.
3. Political - SBM, like other decentralization
reforms, are occasionally used to promote democratic
participation and political stability.
4. Administrative Efficiency – SBM is also touted as
a tool for administrative efficiency on the rationale that
the school is the best position to allocate resources
effectively to match students’ needs.
5. Financial – SBM can also be used as a tool for
increasing local school-based income generation. The
assumption is that by encouraging and accepting
parental involvement in school level decision-making,
parents will be motivated to increase their commitment
to the school.
6. Student Achievement – Improve student
achievement is often touted as the primary reason for
introducing SBM.
7. Accountability – Involving school level personnel
in decision-making and reporting can create incentive
for greater attention to school improvement issues.
8. School Effectiveness – SBM may lead to
improvements in key characteristics of effective
schools including: strong leadership; skilled and
commitment teachers; increased focus on learning;
and, a sense of responsibility towards results.
3. professional development for their expert
knowledge among parents
3. Effective Council Decision-Making Process
School council process concluded that:
1. external facilitators should be used in the early
stages of determining council working
procedures
2. the role of chair be explicitly outlines, and that
the principal not be the chair
3. council members should be given adequate
information concerning the decisions they will
be making
4. parents and staff should play complementary
roles on council
5. establish procedures for evaluating their work
Sample SBM Organizational Structure

Conditions to Support Effective Councils

1. School Conditions - Obstacles to school council’s
success including: “power struggles and political
conflict, lack of council role definition, difficulty in
recruiting parent members, and lack of training for
members.”
SCHOOL CULTURE AND THE SCHOOL
Common approaches to mediating these conflicts:
HEADS
1. provision of training, and creation of a
Importance of School Culture
committee structure, principally teacher teams,
1. Improved school culture contributes to greater
to assist the council.
school success.
2. clarification of council roles and provision of
2. Strong school culture can make teachers and
greater sources of information.
students have a greater incentive to strive for
3. instructional guidance’ system serves to focus
their maximum potential.
the council on teaching and learning
3. Satisfaction, moral and fulfillment all grow as
school culture blossoms.
2. External Conditions - Negative external factors,
4. Professional relationships between a school’s
related to parents including: “parents’ attitudes and
staff can become more congenial and
beliefs, adherence to traditional roles, lack of
productive.
interesting educational issues beyond the needs of
5. Collaborative input from all parties on major
their own children, low expectations for children,
school decisions has a wider range of views
negative attitudes concerning the role of schools in
becoming represented.
responding to social inequalities and respect for and
trust in teachers.
Strategies of Building Effective School Culture
(by K. Wagner)
Common approaches to mediating these conflicts:
1. Planning a bridge program for new
1. parents are clear about their roles and the goals
students and staff. Administrators should
of the council
start by introducing a school’s newcomers to
2. encouragement for parents to become involved
 the institution’s customs and expectations as
soon as possible.
Example: CvSU 101 for students
2. Making school-wide goals visible. By
making the school’s mission and vision
publicly accessible, the entire school can
understand and share in a similar purpose and
work toward it collaboratively.
Example: Mission and Vision posted on every places
in the university.
3. Keeping a loyal opposition. Through inviting
constructive criticism, multiple viewpoints are
expressed, and school leaders can address
deficiencies in their proposed policies.
Example: Having a consultation for proposed policies
from the affected people.
4. Establishing collaborative networks.
Seeking the aid of outside experts can help
provide a neutral point of view on a school’s
challenges and introduce objective solutions
for improving school culture.
Example: Having a collaboration with the students,
teachers and community.
5. Holding school-wide rallies and assemblies.
Daily gatherings of school staffs and student
body help further instill the idea that the
school is a unit working toward shared goals,
and it offers an opportunity to build positivity
through celebrating achievements and laying
out expectations.
Elements of School Culture
1. Symbols. Symbols such as colors, logos,
fashion, places and people.
2. Stories. Information and myths that give the
school an interesting character.
3. Legacy. The history of a school such as a list
of graduates who went on to do great things.
4. Language. Elements of language that are
unique to a school such as slogans, terms and
slang.
5. Traditions. Traditions such as unique ways of
celebrating accomplishments.
6. Rites of Passage. Ceremonies and traditions
that mark milestones.
7. Habits. Habits such as an environment where
being late for class is taken seriously.
8. Expectations. Expectations in areas such as
student conduct and professional diligence.
9. Methods. Educational methods such as a
system of student leadership.
10. Honor systems. Rules that are not enforced
by controls to give students an opportunity to
demonstrate that they are trustworthy.
11. Etiquette. Conventions of polite behavior that
exist between faculty and students.
12. Ethics. The ethical climate of a school.
13. Comradery. Students and faculty who
identify with the school and feel a sense of
belonging and community
14. Loyalty. Students and faculty who feel a
sense of allegiance and duty to a school.
15. Tone. The overall atmosphere of a school.
The School Heads
Republic Act 9155
 Governance of Basic Education Act provides
that a school must be managed by a school
head who has “the authority, responsibility
and accountability for achieving higher
learning outcomes.” His roles include, but not
limited to, leadership, management, teacher
evaluation, and enforcing student discipline.
Republic Act 10533
 The Enhanced Basic Education Act of 2013
mandates that school heads/principals should
possess skills for them to properly play their
roles as academic, administrative, and
community leaders in the Department of
Education (DepEd).
 Leading and managing the school requires
more than hard work and time.
 An effective school head or principal therefore
also needs to have leadership qualities and
mindset.
Leadership Qualities and Mindset
1. Visionary. A visionary leader is driven and
inspired by what a school can and must
become. He/she can truly define what to
achieve in the course of time. A visionary
principal does not settle for the status quo. He
strives to meet the desired outcomes. He
knows the possibilities and he finds ways to
address future challenges.
2. Learned. A learned school head gets the
respect and admiration of teachers, learners
and other stakeholders when his/her learning is
above par. A principal must not only be a step
ahead of the teachers but necessarily a mile
away. This demands from him/her to do more
 private readings or research, attend more his/her Key Result Areas (KRAs). It is
seminars, workshops, and trainings because provided especially to the new faculty
he/she needs to gain important information and members. It may be in the form of mentoring,
the skills to utilize such information for the coaching, conducting training and workshop,
improvement of the school. A smart school answering some inquiries, leading a team,
head finds pleasure in valuing the ideas and sharing opinions, correcting and editing
opinions of intelligent teachers. In an proposals and correspondences, etc.
improved and well-managed school, an
6. Empowers people. To empower means to
unhealthy competition does not thrive because
give others the full trust to do something for
everyone’s point of view is important. A
the betterment of the school. One way of doing
learned school head must also understand the
this is to apply the power of delegation. School
different legal bases of every program, project,
heads who are afraid to delegate their
and activity even as he/she knows when and
responsibility are not real leaders and
how to apply these in daily undertakings.
managers. An empowering school head
3. Visible. A principal who is often seen in the understands that he/she can delegate only the
school premises promotes stability, calmness responsibility and not the accountability, for
and sustainability. It is easy to respond to the accountability still belongs to him/her. An
needs of the stakeholders when the school empowering leader is someone who values the
head is around. How can a school head be able presence of everyone in the organization,
to monitor the happenings and the real happy when someone is leading a team and
situation of the school if he/she is often out? does the work, enthusiastic in monitoring the
progress of the task, and always prepared to
A visible school head may do the following:
provide inputs and feedback once needed.
a. Take the first two hours in the morning to
roam around and be aware of what is going on
in the school; Loyalty. Students and faculty who feel a sense of
allegiance and duty to a school.
b. Check and monitor who among the teachers
are having or not having classes;
c. Inspect common toilets, water supply, electric
lamps, presence of intruders, etc;
d. Communicate with parents and some learners
and monitor if there are learners staying
outside during class hours.
In case the school head is out for official business or
for other legal reasons, it is imperative for him/her to
designate an Officer-in-Charge. Such a designation
should include a defined terms of reference pertaining
to its scope and limitations. This will ensure
continuous operation of the school.
4. Transparent. To be transparent means to be
honest at all times, particularly in all financial
transactions involving human and
technological resources. The more transparent
the school head is, the better for the school. If
transparency is evident in the school, people
will be enticed to support school-based
endeavors, especially if they understand the
status of the school’s Key Performance
Indicators (KPIs) and future plans.
5. Provides Technical Assistance. A school
head must provide Technical Assistance (TA)
to those who need it. In fact, TA is one of

ECOLOGICAL SOLID WASTE MANAGEMENT
Act of 2000 RA 9003
BENEFITS OF ECOLOGICAL SOLID WASTE
MANAGEMENT
NSTP 1 – CWTS
ENVIRONMENT
- It is perceived as the immediate surroundings
of an individual.
ECOLOGICAL SOLID WASTE MANAGEMENT
- It is a zero-waste management through total
recycling for the community. Its main
objective is to make the community
permanently and regularly clean, sanitary and
litter less. It also inspires and elicits maximum
voluntary participation from almost all of the
people and various sectors of the community
while persuasively challenging the creativity
skills and capabilities for cooperation and
unity.
● Republic Act 9003 considers “waste as a
resource that can be recovered,” emphasizing
re-cycling, re-use and composting as methods
to minimize and eventually manage the waste
program.
● This act aims for the reduction of solid waste
through composting, recycling, re-use,
recovery and others before collection,
treatment and disposal. It also sets to ensure
the proper segregation, collection, transport,
storage, treatment and disposal of solid waste
though formulation and adoption of the best
environmental practice in ecological waste
management excluding incineration.
● This Act gives strong emphasis on the role of
municipal and local government units (LGUs).
It empowers the LGUs to create solid waste
management communities even in the
barangay level. This requires the participation
of non-government offices, people’s
organizations, church leaders, educators, and
other business and community associations.
 Simplified, hygienic, dignified management of
household waste
 Maximum and optimum recovery or retrieval
of much needed, costly materials
 Enhanced ecological balance of the
environment, eliminating open dump sites,
lessening pollution of our soil, air and water
resources
 Served as a springboard or starting point for
useful, timely household or barangay level
projects to help our people endure or
overcome the present economic crisis such as:
 Food production (backyard vegetable gardens,
mini-space, container gardens, eco-pounds
using household waste water for raising
kangkong, gabi, kuhol, tialapia, azola, etc.)
 Cottage industries (handicraft, house-décor,
toys) utilizing discarded materials and
generating employment for housewives, out of
school youth and school children
 Herbal gardens, ornamental plant nurseries,
fruit bearing, fuel or firewood supplying trees
(like ipil ipil), organic compost-making
techniques, greening and reforestation projects
  Trash-to-cash projects to generate seed capital THE THREE TYPES OF Rs OF SOLID WASTE
for health services and health education MANAGEMENT
projects, and vocational training programs - Reduce
 Easily accessible/affordable, result-visible - Reuse
projects that can be easily understood by - Recycle
almost everyone
SOURCES OF SOLID WASTE IN A
SPECIFIC OBJECTIVES OF ECOLOGICAL
COMMUNITY
WASTE MANAGEMENT
 Utilizing appropriate technology in existing
dump site to prolong their life
 Initially reduce volume of waste stream that
mix both compostable and non-compostable
waste
 Reduce pollution by lessening unnecessary
burning
 Reduce the incidence of diseases associated
with unsanitary or unhygienic waste disposal
 Utilize waste material for income generating
projects such as urban gardening and livestock
raising, cottage industry

METHODOLOGY OF THE FIVE F’s

TOTAL RECYCLING
1. Non-biodegradable or non-compostable
 Factory returnable
2. Biodegradable or compostable
 Feed materials
 Fertilizer materials
 Fuel materials
 Filling materials
COMPOSTING
It is a biological process in which organic
materials such as vegetable trimmings, fruit peelings,
kitchen refuse, dry leaves cut grasses and plant parts
are broken down into a soil-like product. It is a form of
recycling, a natural way of returning nutrients to the
soil.
Benefits of composting:
- By composting organic wastes at home, one
can produce a soil enriches which can be used
in gardening
- It reduces the incidence of household pests by
minimizing their food supply
- It eases the valuable landfill spaces normally
used to dispose this material
Types of small- scale composter:
- Twin pits
- Paso-paso or clay flower pots compost garden
- Backyard compost file
HEALTH CARE
- is the complete fitness of the body, soundness
of the mind and wholesomeness of the
emotion, which make possible the highest
quality of effective living and of service?
Why do we have to study health?
 Medical health records show that current
health practices are poor
 People’s attitude towards health does not lead
to hygienic living
 People lack basic information regarding health
matters
 Habits affect health and the school can
develop health habits
Principles underlying health
 Heredity, environment and mode of living
determine one’s health
 The students’ health is a joint responsibility of
the home, the school as well as the community
 Teaching health in the school is principally in
the hands of the Health teacher
 Health education is included in the curriculum
starting from kindergarten up to college
  The health specialist of the school should have
a better understanding, sympathy, cooperation
and support in order to have an effective health
education
 Better accomplishment of the medical and
dental and nursing services of the school lies
in the health instruction and the development
of health, attitude and habits
 The promotion of the teacher’s health is
important to the health education program as
well as to the quality and cost of education
 What constitutes a valuable element in the
health education of the student is the
professional skill and initiative of the teacher
 It is very essential to develop the health
practices of the student starting from
kindergarten until he becomes old enough to
understand the scientific reasons which these
practices rest.
Essential Facts which man should know (Fuentes,
et. al 1999)
 Heart Disease
 Hospital
 Violence
 Addiction
 Accidents
 STD (sexually transmitted disease)
 Suicide
 Impotence
 Cancer
 Stress
Carriers of contagious disease
- Man
- Water
- Food
Fitness and Healthy Living
 Fitness relates to physical activity and refers to
your own optimal health and overall well-
being.
 Fitness is your good health.
 Being fit relates to every aspect of your health
– physical, emotional, and mental. All the
three are interconnected. Nutrition and
physical activity are fundamental to each one.
When you are fit, you have:
1. Stamina and are optimistic in dealing with
everyday emotional ups and downs as well as
the different mental challenges that are often
encountered
2. Reduced risk for may health problems,
including serious diseases
3. An attitude of looking and feeling the best
4. Physical strength and endurance to handle
yourself in case of an emergency
5. A better future to become an asset to your
country
6. Chance for a better quality of life and ready to
face challenges
Nutrition
 Nutrition is the science that studies nutrients
determining what they are, in what quantities
they are found in different foods, how they are
utilized by the body, and in what quantities
they are needed by the body.
 It is also defined by Fuentes, et. al (1999), as
how the food nourishes your body. Being well
nourished depends on getting enough of the
nutrients your body needs, but not too much of
the nutrients and energy your body needs.
Classes of Nutrients
 Macronutrients are relatively in large
quantities and make up the bulk of all diets
(supply energy).
 Micronutrients are needed in smaller
quantities which serve as calorie sources, but
play essential role in the body chemistry.
Common deficiency diseases
 Kwashiorkor – calorie deficiency
 Vitamin A deficiency
 Vitamin B deficiency
 Vitamin C deficiency
Basic elements in food
1. Energy-growth giving foods
2. Regulating foods
Balanced diet food
1. Eat a variety of foods with different nutrients
good for your body.
2. Balance the foods you eat so that you can
attain good health; eat grain products which
are energy giving foods, vegetables and fruits
which supply other nutrients needed by your
body.
3. Choose a diet rich in grain products,
vegetables and fruits because these are
excellent sources of many nutrients like
vitamins, minerals, complex carbohydrates as
well as fiber and other healthful food
substances.
4. Choose a diet low in saturated fat and
cholesterol. Fat is essential for health. It
supplies energy, contains essential fatty acids
 and carries vitamins into your blood stream,
but too much of it can also cause an ailment.
5. Choose a diet moderate in sugars because it
can cause diabetes.
6. Choose a diet moderate in salts, especially
those who are suffering from high blood
pressure. Sodium is a nutrient and a natural
part of many foods. It helps the body maintain
fluid balance and regulate blood pressure but a
person with high blood pressure is sodium-
sensitive.
7. Drink alcoholic beverages in moderation.
Drinking higher amount is linked to many
health problems.
Common communicable diseases
1. Sore eyes
2. Chronic bronchitis
3. El tor or cholera
4. Common cold
5. Chicken pox
6. Whooping cough
7. Measles
8. Pneumonia
9. Tuberculosis
10. Dengue fever
11. Typhoid fever
12. Mumps
DRUG EDUCATION
- A drug is a chemical substance that brings
about physical, emotional or behavioral
change in a person taking it.
- Drug can be harmful, when taken in excess, if
taken in dangerous combinations, can be
hypersensitive (allergic) in ordinary or even
small amount.
- Substance like glue, paint thinners, gasoline
and other volatile (breathable) solvents contain
a variety of dangerous chemicals. They should
be sold and used with caution.
What is Drug abuse?
- Drug abuse is the use of any chemical
substance, licit or illicit, which results in an
individual’s physical, mental or social
impairment.
It may refer to any of the following practices:
1. Using, without benefit or prescription, useful drugs
which have the capacity to alter the mood or behavior.
2. Using drugs and substances for a purpose different
from the one for which the drug has been prescribed.
3. Using drugs and substances having no legitimate
medical application for purposes other than research.
Why do people turn to drugs?
 “Medicines” can solve problems
 Widespread access to various drugs
 Peer pressure
 The notion that drugs give enjoyment to users
and in the context that it is used as an alcohol
substitute
What drugs are commonly used?
1. STIMULANTS - Drugs which increase alertness
and physical disposition
Examples: Amphetamine, cocaine, caffeine and
nicotine
2. HALLUCINOGENS (psychedelics) - Drugs which
affect sensation, thinking, self-awareness and emotion.
Changes in time and space perception, delusions (false
beliefs) and hallucinations may be mild or
overwhelming, depending on dose and quality of the
drug.
Examples: LSD (Lysergic acid diethylamide),
Mescaline and Marijuana.
3. SEDATIVES - Drugs which may reduce anxiety
and excitement.
Examples: barbiturates, non-barbiturates, tranquilizers
and alcohol.
4. NARCOTICS - Drugs that relieve pain and often
induce sleep.
Examples: opium and its derivatives (morphine,
codeine and heroin)
How can you tell when one is abusing drugs?
1. Irritable, discourteous, defiant and aggressive
2. Untrustworthy and lacks self-confidence
3. Unhealthy and unconcerned with good grooming
4. Has a low frustration tolerance
5. Lacks interest in his studies/work
6. Blames everybody for his problems
7. Prefers his barkada where he feels accepted
What are the ill-effects of drug abuse?
 MALNUTRITION
  PANIC REACTION
 PHYSICAL DAMAGE
What can a person do to prevent drug abuse?
● Maintain good physical and mental health
● Use drug properly
● Understand your own self
● Develop your potentials
● Develop strong moral and spiritual
foundations
● Seek professional help if you feel you cannot
cope with your problems
● Learn to cope with your problems and other
stresses without the use of drugs
● Learn to relate effectively to whom you can
communicate your problems freely
What are the general facts about Ecstasy, Marijuana,
Inhalant abuse, Opiates and Cocaine?
Ecstasy
(methylenedioxymethamphetamine-MDMA)
- IT GAINED POPULARITY AS A
RECREATIONAL DRUG, FIRST IN THE
United States and then later in Europe and now
is increasingly known in other parts of the
world.
- It has the following street names: X, Rave,
Love Drug, Flying Saucer, LBD or Libido,
Jagged Little Pill, Artist Drug, Hug Drug,
MDA, MDEA, XTC, E, Eckie, and Love
Doves. A user generally takes the drug through
oral ingestion, but some resort to snorting for
its faster effect, but this is usually painful and
irritating to the nostrils. Its dosage varies
whole tablet-1 “hit” lasts for about 3 to 5
hours. A typical dose is between 75 mg and
150 mg; one half-tablet – half a bit.
- The physiological effects are muscle tension,
involuntary teeth clenching, nausea, appetite
loss, blurred vision, rapid eye movement,
hallucinations, irritability, faintness, chills,
sweating, sleeping problems, increase in heart
rate, body temperature and blood pressure,
liver & heart damage, and brain hemorrhage.
- MDMA is particularly dangerous when taken
with alcohol, or by those suffering from heart
ailments, diabetes, asthma and psychosis.
- The psychological effects are classified into
two categories.
- The first of which are positive psychological
effects which include: extreme mood lifts,
increase in willingness to communicate,
increase in energy or stimulation, ego
softening, feeling of comfort, belonging and
closeness to others, feeling of love and
empathy, forgiveness, increased awareness and
appreciation of music, increased awareness of
senses, profound life-changing spiritual
experiences, neurotically based fear
dissolution, experience bright and intense
sensations and urge to hug and kiss people.
- The second category has negative effects
which include: inappropriate and unintended
emotional bonding, tendency to say things the
user might feel uncomfortable about later,
depression and fatigue up to seven days,
confusion, drug craving, severe anxiety and
paranoia.
- The short term effects of MDMA are:
restlessness, anxiety, pronounced visual and
auditory hallucinations at larger dose,
increased blood pressure and heart rate which
may lead to cardiac arrest, nausea and
vomiting while the long term effects of
MDMA are: psychosis, arrhythmia, same
effect as with Amphetamines, psychological
dependence, depression.
- A user experience grogginess, talkativeness,
increased heart rate and palpitation,
reverberating feeling, glassy eyes, and
hypertension. The after effect of Ecstasy leads
to sudden drop of euphoria and depression.
After taking the drug, users usually indulge in
sex (with single or multiple partners) and some
resort to mental intercourse (jamming or sex
talks.
- The signs and symptoms are: poor appetite,
disturbed sleeping pattern, erratic behavior,
paranoia and suspicious of people.
- The penalty of life imprisonment to death and
a fine ranging from five hundred thousand
pesos (PhP 500,000.00) shall be imposed upon
any person, who unless authorized by law,
shall possess 10 grams of
methylenedioxymethamphetamine (MDMA)
regardless of purity to include illegal
manufacture, sale, administration, dispensing,
distribution, delivery and transportation.
Marijuana
- Often called grass, pot, or weed, is a crude
drug made from Cannabis sativa, a plant that
contains a mind-altering (psychoactive)
ingredient called tetrahydrocannabinol THC.
A marijuana “joint” or cigarette is made from
the dried leaves, tops and flowers of the plant.
- Its strength depends on the type of plant, the
weather, the soil and the time of harvest of the
plant. Hashish or hash – is made from the
extracted resin of the plant. It is usually
stronger than crude marijuana and can be both
be smoked and eaten.
 - Marijuana slows down the user’s mental and
psychomotor activities. Users don’t remember
what they have learned when they are high.
- The effects of marijuana can also impair
thinking, reading comprehension and verbal
and mathematical skills. Marijuana creates
other health problems related to the
reproductive system, the heart and the lungs.
- It has been found that Marijuana use may lead
to cancer.
- The immediate effects are: faster heartbeat and
pulse rate, bloodshot eyes, dry mouth and
throat, altered sense of time/disorientation,
forgetfulness or inability to think, impaired
reflexes, coordination and concentration,
“acute panic anxiety reaction” – extreme
fearing of losing control.
- The long term effects are chest pain, irregular
menstrual cycle, temporary loss of fertility for
both sexes, premature babies or low birth
weights, cancer, and marijuana “burn out”
(dull, slow moving, inattentive, and unaware
of surroundings).
- The reasons why people use marijuana are:
peer pressure, curiosity, boredom, frustration
(due to personal/family/school and work
problems), poor self-image, weak personality
(unable to cope with stress, conflicts, etc.),
desire to escape from reality, an lack of
parental guidance.
Inhalant abuse
- It is the deliberate inhalation of volatile
chemical substances that contain psychoactive
(mind/mood altering) vapors to produce a state
of intoxication.
- It is dangerous because it will cause permanent
damage to the brain or may result in “sudden
sniffing death”.
- Abusers under the influence of inhalants are
prone to accident. Abusers can also become
violent. Inhalant abuse produces psychological
dependence. Once the habit is formed, the
dose has to be increased gradually to produce
the same effect.
- The immediate effects of this are: confusion or
disorientation, distorted perception of time and
distance, aggressive behavior or violence,
illusions, nausea, vomiting and hallucination.
- The delayed effects are: loss of memory,
inability to think, muscle cramps and
weakness, numbness in limbs, abdominal
pains, and damage to the central nervous
system, kidneys & liver.
Opiates
- Sometimes called narcotics, are a group of
drugs that are used to relieve pain, but have a
high potential for abuse. Some opiates come
from a resin taken from the seedpod of the
Asian poppy.
Opium – dark brown chunks or powder that are
usually smoked or eaten.
Morphine – white or brownish powder that is usually
dissolved in water and then injected.
Heroin – diluted or “cut” with other substances such
as sugar or quinine.
Codeine
Synthesized or manufactured opiates – come in
capsules, tablets, syrups, solutions and suppositories.
- Morphine, meperidine, paregoric (which
contains opium), and cough syrups (that
contain codeine) are the most common opiates
with legal medicine uses that are abused.
- The dangers of opiates abuse are: opiates may
cause dependence and tolerance. An opiate-
dependent person makes finding and using the
drug his main focus in life. Over time, opiate
users may develop infections of the heart
lining and valves, skin abscesses and
congested lungs. The opiate-dependent women
suffer from health problems like anemia and
may give birth to babies with defects or who
are dead.
- The immediate effects are: restlessness, nausea
and vomiting, “on the nod” effect (going back
and forth from feeling alert to drowsy), for
very large dose – person cannot be awakened
anymore, smaller pupils, cold, moist and
bluish skin, slowed down breathing and death.
- The delayed effects are: uneasiness, diarrhea,
abdominal cramps, chills, sweating, nausea,
runny nose and eyes.
- The symptoms begin 4-6 hours after last dose
of the drug, are stronger 24-27 hours after and
subside with 7-10 days. Sometimes, symptoms
such as sleeplessness and drug craving can last
for months.
- The treatments for opiate addicts are:
detoxification in a hospital or as outpatient,
rehabilitation in therapeutic communities,
outpatient drug-free programs, methadone-
maintenance using methadone (a substitute for
heroin, on a daily basis to help people lead
productive lives while in treatment).
Cocaine
- is a drug extracted from the leaves of coca, a
LET US REFLECT
South American shrub, which has the same
effect as amphetamines – a central nervous  Faith in Almighty God
system stimulant.  Respect for Life
 Order
Cocaine is available in the following forms:  Work
Cocaine Hydrochloride – is the most available form.  Concern for the family & future generations
It is a fine white crystal-like powder that is medically  Love
known as a local anesthetic. Users sniff or snort it into  Freedom
the nose.  Peace
“Street” Cocaine Hydrochloride or “rocks” – these  Truth
are the larger pieces of cocaine hydrochloride.  Justice
Freebase – is the purified substance of “rocks”. It is  Unity
usually injected or smoked.  Equality
Coca Paste – is the crude product smoked in South
 Respect for Law & Government
America. It is more dangerous because it has
 Patriotism
contaminants such as kerosene.
 Promotion of the Common Good
- Cocaine is dangerous because in some people,  Concern for the Environment
even low doses of cocaine, it may
- Create psychological problems. An overdose DISASTER PREPAREDNESS AND
may cause delirium, convulsions, respiratory CONTINGENCY PLANNING AND
failures or death. Regular intake of high doses MANAGEMENT
of cocaine may cause paranoia or may lead to
“cocaine psychosis” (hallucinations of touch, Disaster - A disaster is an event, natural or manmade,
sight, taste or smell). sudden or progressive, which impacts with such
- Injecting cocaine with unsterile equipment can severity, that the affected community has to respond
cause hepatitis or other infections. Preparation by taking exceptional measures.
of freebase exposes the user to death and It is a serious disruption of the functioning of a
serious injuries from fire or explosion that can society causing widespread human, material, financial,
occur. and environmental losses which exceed the ability of
- Repeated use of cocaine leads to addiction. the society to cope using its own resources.
Users can get to the point of centering their
lives on seeking and using the drug. What are the common types of disaster?
Sometimes, they may continue to use it to 1. Earthquake
avoid depression and fatigue they would feel if 2. Volcanic eruption
they stopped using the drug. 3. Tsunami
- The immediate effects are: dilated pupils, 4. Tropical cyclone (typhoon, hurricane)
increase in blood pressure/heart rate/breathing 5. Flood
rate/body temperature, a sense of well-being, 6. Landslide
feels energetic/alert, less hungry and slurred 7. Bushfire (or wildfire)
speech. 8. Drought
- The delayed effects are: psychosis, 9. Epidemic
restlessness, irritability/anxiety, sleeplessness, 10. Major accident, and
stuffy or runny nose/ulcerated mucous 11. Armed conflict and civil unrest
membrane of nose, confusion, and slurred
speech. What are the general effects of disaster?
1. Loss of life
Social Advocacy 2. Injury
- The ideas behind social advocacy relate to 3. Damage to and destruction of property
social justice. That the society values as a 4. Damage to and destruction of subsistence and
whole. When that society defends and upholds cash crops
the rights of people in the community who 5. Disruptions of production
cannot afford the same dignity due to any kind 6. Disruption of lifestyles
of disadvantage or discrimination. 7. Loss of livelihood
 8. Disruption of essential services 1. Self-reliance through self-help and mutual
9. Damage to national infrastructure and assistance
disruption of governmental systems 2. Maximum utilization of resources in the affected
10. National economic loss, and areas
11. Sociological and psychological after-effects 3. Planning and operation to be done on the barangay
level, in an interagency, multi-sectoral basis to
What Is disaster preparedness? optimize existing resources
- These are measures, which enable government 4. Documentation of plans of DOC members
agencies, organizations, communities, and 5. Local leadership to take charge at their respective
individuals to respond rapidly and effectively levels
to disaster situations. 6. National government to support local government
efforts
What are the Philippine approaches to disaster 7. Exercise and periodic drills to be conducted,
management? principally at the barangay level, to ensure readiness
1. Prevent/mitigate by all concerned
2. Prepare
3. Take adaptive action, and
What are the different tasks of the National
4. Take corrective action
Disaster Coordinating Council?
 Advises the President on the status of disaster
What are the general disaster counter-measures?
preparedness programs, disaster operations
1. Development of possible warning indicators
and rehabilitation efforts undertaken by the
2. Land-use regulations
government and the private sector
3. Building regulations
 Establishes policy guidelines on emergency
4. Relocation of communities
preparedness and disaster operations involving
5. Public awareness and education programs
rescue, relief and rehabilitation
6. Evacuation plans and arrangements
 Establishes priorities in the allocation of funds,
7. Fire prevention regulations
services, disaster equipment and relief supplies
8. International cooperation in information and
 Advises the lower-level Disaster Coordinating
technology sharing
Councils through the Office of Civil Defense
in accordance with the guidelines on disaster
What are the common problems in disaster
management
management?
 Recommends to the president the declaration
1. Lack of appreciation for the Disaster Preparedness
of a state of calamity in areas effectively
Program by local officials themselves
damaged and submits proposals to restore
2. Lack of a strong and effective Disaster Coordinating
normalcy in the affected areas
council installed in the LGU
 Creates an Action Group composed of
3. Absence of Disaster Preparedness Planning
permanent representatives from the member
4. Lack of effective linkages for disaster operation
departments and other government agencies
5. Absence of a functional Disaster Operation Center
with the Executive Officer as head; and
6. Erroneous disaster reporting and monitoring
 Utilizes the facilities and serves the Office of
Civil Defense in Camp Aguinaldo, QC, in
What are the components of Disaster Management?
discharging its functions.
• Prevention.
Who are the members of the Council?
• Mitigation.
• The Chairman is the Secretary of the
• Preparedness.
Department of National defense. The members
• Disaster Impact.
are:
• Response
• Department of Public Work and Highways
• Recovery.
(DPWH)
• Development.
• Department of Transportation and
Communication (DOTC)
What can influence disaster warning?
• Department of Social Welfare and
 The source and timing of the warning
Development (DSWD)
 The warning message
• Department of Agriculture (DA)
 The warning transmission
 The recipient’s response
What are the Disaster Management Policies?
 • Department of education, Culture and Sports
(DECS) – now it is the Department of
Education (DepEd)
• Department of Foreign Affairs (DFA)
• Department of Labor and Employment
(DOLE)
• Department of Trade and Industry (DTI)
The different coordinating councils composed of the
following:
 Damage Assessment and Needs Analysis Unit
 Emergency Management Information Service
Unit
 Vulnerability Risk Reduction Management
Unit
 Plans and Operations Unit; and
 Resource Unit
Each council shall provide operating units for:
 Communication, Transportation Service and
Early Warning Device
 Health Services
 Auxiliary Fire and Police Services
 Relief and Rehabilitation Services
 Public Information Services
 Rescue, Evacuation and Engineering Services
What are the Objectives of Disaster Management?
1. To avoid or reduce physical and economic
losses
2. To reduce human personal sufferings and
personal losses
3. To achieve rapid and durable recovery
What does the National Disaster Management
Program contain?
 Disaster preparedness
 Construction of disaster reduction facilities
 Disaster response and short-term rehabilitation
 Public information
 Research and development
What are the suggestions to enhance community
preparedness?
o Appreciation of the fact that any disaster can
occur with or without warning
o Awareness on the characteristic and
corresponding effects of calamities
o Identification of vulnerable and disaster prone
areas in the locality
o Readiness in responding to the threats of
natural and man-made hazards
o Capability to do what must be done and when
to do it in case disaster strikes; and
o Application of counter-measures to cushion
the impact of the calamity.
COMMUNITY NEEDS ASSESSMENT
Concept of Community Assessment
- It refers to as concrete base for the formulation
of programs. It reflects the sentiments, needs
and aspirations and recommendations of the
community people. It becomes significant
when it is conducted through integration with
the people. Analysis of social situation
becomes meaningful if it is used as an
instrument for conscientization.
- The realization of the problems should help
make the community realize the relation
between their local condition and situation of
other communities around them. Assessing the
needs of the community is a prelude to
effective program offered to clients. This will
ensure solutions to problems, issues and
concerns of the people in the locality.
Definition of Community Needs Assessment
- It is the process wherein problems, issues and
concerns of the community are identified
through the use of several tools for assessment.
- It encourages the participation of the
community, as they are the stakeholders, to the
findings in the assessment.
Importance of Needs Assessment
- Gather information about citizens’ attitudes
and options in order of importance.
- Determine how citizens rank issues, problems
and opportunities in order of importance of
urgency.
- Give citizens a voice in determining policies,
goals and priorities.
- Evaluate current programs and policies.
- Provide speculations about what people are
thinking.
- Provide speculations about what people really
want.
Information to be included in Assessing
Community Needs
- Historical development
- Geographical and transportation information
- Political and legal functions
- Demographic data
- Economic data
Methods in Collecting Data for Community Needs
Assessment
- Focused Group Discussion (FGD) with Key
Informants
- Community Forum/Assembly
- Public Records
- Survey
Steps in Conducting Needs Assessment
1. Establish a working committee to solicit
citizen and community involvement and
develop a plan of action.
2. List important aspects that are needed to be
looked upon.
3. Identity the population to be surveyed.
4. Determine the information that is needed.
5. Select a random sample of person to survey.
6. Develop and pretest a questionnaire.
7. Collate the information.
8. Analyze the data.
9. Go back to the community for validation of
information.
10. Finalize the document.
Community Assistance in Assessing Needs
1. Help identify community groups and citizens
to be involved in the working committee.
2. Facilitate a group discussion to identify
important issues and set priorities.
3. Help select the sample to be surveyed and
design a system to identify respondents.
4. Provide tested questions from which the
working committees choose questions that
address the issues and concerns.
5. Help design a process to distribute and collect
survey questionnaires, code, then enter and
analyze the resulting data.
6. Provide summary reports of data.
7. Suggest programs to report the results and
strategies to solicit community involvement.
8. Work with citizens to identify courses of
action based on the information.
SOCIAL AND RESOURCES MOBILIZATION
Concept of Social Mobilization
- The concept of social mobilization emerged
from the recognition that genuine participatory
to development is essential for success and
sustainability. It also requires working hand-
in-hand with individuals, organizations, policy
makers and communities to forge a collective
identity to achieve common goals. It is through
this process that people at various levels of
society engage in dialogue and negotiation
wherein collective action emanates in which
involvement of all relevant segments of
society across all sectors from the national to
community levels are essential.
- Social mobilization is also an approach and
tool for the Civic Welfare Training Group to
adopt whichever can help people organize for
collective action by pooling resources and
building solidarity required to resolve common
problems and work towards community
achievement. It is a process of taking action to
influence behavior to positively affect social
change at all levels of society.
- Effective mobilizations go beyond community
organizations, harnessing the potential and
efforts of government, non-governmental
sectors and citizens to work towards
sustainable social, economic and political
development. And it aims to involve all the
people in the communities and empower them
to act at the grassroots level.
The societal mobilization strategy calls for
partnership with all stake holders which are the
following:
1. Political – policy makers
2. Bureaucratic / Technocratic – government
workers and technical experts
3. Non-governmental sector
4. Community groups
5. Households and individuals
Key Elements of Social Mobilization
1. Organizational Development
2. Capital formation for Development through
Community Savings
3. Training for Human Resource Development
4. Socio-economic Development
Benefits of Social Mobilization
- For Poverty Alleviation
- For promoting Democratic Governance
- For Environment
- For Conflict Prevention
Social mobilization is said to be best effective when
it reveals that:
1. The organized people representing different
ethnic group act as a vehicle to develop social
harmony and peace and increase the general
capacity of the people for self-empowerment.
Full participation at the grass-roots is only
possible if the rural people are organized.
2. A properly designed community mobilization
process leads community members both male
and female, to the emergence of self-
governing institutions which act as the
sustainable organizations for co-operation,
peace and development, helping people to
enhance their receiving and utilizing capacities
and also to work together for household and
community initiatives.
3. The result of the social mobilization process is
that people get organized to work together if
they live in close proximity and share common
interest for community development. The
foremost requirement in this process is that
people organize themselves into a broad based
and multi-purpose and multi-ethnic
Community Organization (CO).
4. The Community Organization is a mass
coalition of all those residents of a village
whose continuing economic and social
interests are best served organizing themselves
as a group. Such an organization can be
created around an activity of importance to
most of the villagers. Before one becomes a
member of CO, the individual struggles
against a harsh environment. Once he/she is
organized in a broad-based group, the
individual has the leverage with which to
address and tackle problems, which he/she
could not have done alone. The group can
function in various fields depending on the
needs of the village or community.
5. Social mobilization is based on the active
participation of all households without any
discrimination. For preventive development to
be effective, mobilization should cover each
member of the community, irrespective of the
ethnic group, economic group or different
settlements at the lower level. Social harmony
will be best achieved by forming social capital
through multi-ethnic and multi-economic
group community organizations which will be
engaged in multi-sectoral development for
themselves and their villages.
NETWORKING AND LINKAGING
Alliance
- An alliance is an association of people, groups,
or nations who agree to cooperate and achieve
a shared goal.
- It is the coming together of persons, groups or
nation, mutually committing to support each
other to achieve a desired goal.
When are alliances formed?
- When there are needs or objectives that are
perceived to be shared
- When mutual trust and respect and a
willingness to commit are present.
Who are these potential allies?
 Local government units
 People’s organization
 Non-governmental organization
 Academic and research institutions
 Media business associations
 Donor agencies
 Armed groups from the government
Steps in Alliance Building
1. Coming Together
Initiators in Alliance Building
 Adequancy of Partner
 Interest and commitment of decision makers
 Threats but potential partners
 History of potential partners
 Skills
 Multi-sectoral participation
2. Building and Strengthening
Establish the rules of engagement for creating a
genuine, honest and transparent alliance
A. Getting Potential Partners to Engage
1. Gather as much information about the
prospective partner before meeting them.
2. Know the decision makers and the key players
in the organization.
3. Present the program in a simple, organized and
understandable manner.
4. Show the potential mutual benefits that can be
gained from collaborating.
5. Be attentive to the interests and cultural
overtones of potential collaborators.
6. Be clear with the exploratory intentions of the
first few meetings with potential partners.
B. Leveling off – Know your partner’s:
 Self-interest
 Cultures
 Visions
3. Strategic Planning
Framework:
a. Formulation of the Mission Statement
  It must describe what must be achieved for
whom
 It must define the coverage of task
 It must express the desired objectives
 It must be clearly expressed for all partners to
understand
b. Environmental and Capacity Assessment
 Environmental assessment looks into threats
and the opportunities.
 Capacity assessment looks into the internal
strengths and weakness.
c. Goal Formulation
 States desired achievements
 It is realistic
 It is measurable
 It is specific
 It is expressed in a simple and easily
understood statement
d. Strategy selection
 Must lead to goal realization
 It must work within the bounds of available
resources
 It must be consistent with the mission
statement
e. Development of an Action Plan
 The activities to be undertaken
 The partners responsible to carry out the
activity
 Time frame for completion
 Accountability indicators
 Success indicators
 Anticipated costs
4. Implementation of the Action Plan
- This is the time for the allied partners to
manifest their commitment to the mission and
vision that they set for themselves under this
collaborative scheme. The implementation
may begin by piloting certain activities before
going full scale. This allows partners to fill
gaps before resorting to full implementation.
5. Evaluation
- This stage is the time of knowing how the
collaborative efforts and strategies fare against
the set standards.

 Building alliance or developing inter-agency

collaboration is a systematic process of
research, group dynamics, planning, decision
making, implementing and evaluating.
Alliances increase the quantity and the quality
of resources enhancing service delivery and
encouraging the better use of available
resources in addressing most common interest
and goals. A strong alliance is a product of
sustained effort and commitment of partners.