Manual On The Formulation of CBJIP

Manual on the Formulation of
Comprehensive Barangay Juvenile

Intervention Program
Using Results-Based Management and

Theory of Change
JUVENILE JUSTICE AND WELFARE COUNCIL

Published by the
Juvenile Justice and Welfare Council
Manual on the Formulation of Comprehensive Barangay Juvenile Intervention Program

Using Results-Based Management and Theory of Change
First Edition, 2022
Quezon City, Philippines

Manual on the Formulation of
Comprehensive Barangay Juvenile

Intervention Program
Using Results-Based Management and

Theory of Change

This page is intentionally left blank.
TABLE OF CONTENTS
ACRONYMS ii
DEFINITION OF TERMS iii
FOREWORD vii
ACKNOWLEDGMENTS viii
INTRODUCTION 1
Planning Stages 2
Making the Most of the Manual 3
RATIONALE/CONTEXT 4
STAGE 0: Preparatory Stage 7
STAGE 1: Pre-Workshop Meeting/Assignment 13
STAGE 2: Workshop Proper 26

Session 1 - Project Development Cycle 26
Session 2 - Results-Based Management as Planning Framework and Tool 32
Session 3.1 - Situational Analysis 36
Session 3.2 - Causality Analysis 46
Session 4 - Theory of Change 51
Session 5 - Change Strategies 64
Session 6 - Results Framework for CBJIP 70
STAGE 3: Post-Workshop: CBJIP Completion and Adoption 81
ANNEX 1 93
ANNEX 2 98
REFERENCES 103
i
ACRONYMS
BCPC Barangay Council for the Protection of Children
CAR Children at Risk
CICL Child in Conflict with the Law
CBJIP Comprehensive Barangay Juvenile Intervention Program
CFLGA Child-Friendly Local Governance Audit
CLJIP Comprehensive Local Juvenile Intervention Program
CNJIP Comprehensive National Juvenile Intervention Program
CRC Convention on the Rights of the Child
CWC Council for the Welfare of Children
C4D Communication for Development
DepEd Department of Education
DR Documents Review
DILG Department of the Interior and Local Government
DOJ Department of Justice
ERPAT Empowerment and Reaffirmation of Paternal Abilities
IRA Internal Revenue Allotment
JJWA Juvenile Justice and Welfare Act
JJWC Juvenile Justice and Welfare Council
BDIP Barangay Development and Investment Plan
LCPC Local Council for the Protection of Children
LGOO Local Government Operations Officer
LGU Local Government Unit
LSWDO Local Social Welfare Development Office
M/C SWDO Municipal/City Social Welfare and Development Office
M/CHO Municipal/City Health Office
M/CLGOO Municipal/City Local Government Operations Officer
M/CPDC Municipal City Planning and Development Coordinator
NGO Nongovernmental Organizations
PES Parents Effectiveness Service
PNP Philippine National Police
PNP-WCPC PNP - Women and Children Protection Center
PNP-WCPD PNP - Women and Children Protection Desk
i
ACRONYMS
RA Republic Act
RBM Results-Based Management
RJJWC Regional Juvenile Justice and Welfare Committee
TOC Theory of Change
UN United Nations
UNICEF United Nations Children’s Fund
WFP Work and Financial Plan
ii
DEFINITION OF TERMS
Advocacy – Refers to a strategy that aims to influence decisions within political, economic, and
social systems and institutions of the government at different levels or any other institution.
Usually done by a group of “advocates,” it includes many activities, such as conducting
research, issuing press releases, organizing press conferences, holding media
campaigns, speaking in public, or lobbying with legislators or policymakers.
Awareness-Raising – Refers to a process of providing information to individuals, groups, or

communities designed to increase the level of knowledge of the target on specific topics
of interest usually associated with behavioral changes or the adoption of new desirable
practices, such as breastfeeding, proper nutrition, handwashing, etc.
Capacity Building – Refers to the process of equipping individuals or groups with the
knowledge, information, skills, and attitudes that enable them to perform specific tasks
effectively and efficiently toward the attainment of specific objectives or desired results.
Much more than training, capacity building can be done through coaching, mentoring, on-
the-job training, apprenticeship, field exposure, exchange visits, reading, online studies,
etc.
Caregiver – Refers to a paid or unpaid person who provides care and protection to a child and
is expected to pay attention to the needs of the child in the house. The caregiver may be
the mother, father, older sibling, grandmother, house helper, housemaid, or any relative.
Case Management – A method of providing services where a professional social worker

assesses the needs of the client and the family, when appropriate, and arranges,
coordinates, monitors, evaluates, and advocates for a package of services to meet the
specific client’s complex needs
Child – Refers to a person under the age of 18
Child Abuse – Includes any threatening or violent interaction of a physical, psychological, or

sexual nature that may cause physical or psychological harm to the child, including neglect
and withholding of essential aid, medical care, and education. Sexual, mental, and physical
abuses are forms of physical violence. Other forms of child abuse besides physical
violence include bullying or peer violence, cyber violence, dating violence, forced
consummated sex, and collective violence.
Under Republic Act (RA) No. 7610 or the Special Protection of Children Against Abuse,
Exploitation and Discrimination Act, child abuse is defined as “the maltreatment, whether
habitual or not, of the child which includes any of the following:
1. Psychological and physical abuse, neglect, cruelty, sexual abuse and emotional
maltreatment;
iii
DEFINITION OF TERMS
2. Any act by deeds or words which debases, degrades or demeans the intrinsic worth
and dignity of a child as a human being;
3. Unreasonable deprivation of his basic needs for survival, such as food and
shelter; or
4. Failure to immediately give medical treatment to an injured child resulting in serious
impairment of his growth and development or in his permanent incapacity or death.”
Children at Risk – Refers to children who are vulnerable or at risk of behaving in a way that
can harm themselves or others or of being pushed and exploited to come into conflict with
the law because of personal, family, and social circumstances, such as, but not limited to,
the following:
a. abuse by any person through sexual, physical, psychological, mental, economic, or

any other means, and the parents or guardian refuse, are unwilling, or unable to
provide protection for the child;
b. sexual or economic exploitation;
c. abandonment or neglect, and after diligent search and inquiry, the parents or
guardians cannot be found;
d. coming from a dysfunctional or broken family or are without a parent or guardian;
e. being out of school;
f. being a street child;
g. being a gang member;
h. living in a community with a high level of criminality or drug abuse; and/or
j. living in situations of armed conflict.
Child in Conflict with the Law – Refers to a child who is alleged as, accused of, or adjudged
as having committed an offense under Philippine laws
Child Protection – Refers to the protection of children from abuse, exploitation, and violence
based mainly on the special protection provisions of the Convention on the Rights of the
Child, particularly Articles 19–23 and 32–40
Child Protection Policy – Refers to a statement of commitment to safeguarding children from

harm and that which makes clear to all what is required in relation to the protection of
children. It helps create a safe and positive environment for children and shows that the
organization is taking its duty and responsibility of care seriously.
iv
DEFINITION OF TERMS
Child Participation – Refers to children taking part or playing a role in a process at their level
in accordance with their evolving capacities, such as children thinking for themselves,
expressing their views effectively, and acting positively with other people, among others.
It also refers to involving children in decision-making on matters that affect their lives, the
lives of the community, and the larger society in which they live.
Diversion – Refers to an alternative, child-appropriate process of determining the responsibility

and treatment of children in conflict with the law (CICL) based on their social, cultural,
economic, psychological, and educational background without resorting to formal court
proceedings
Intervention – Refers to a series of activities designed to address issues that cause children to
commit an offense. It may take the form of individualized treatment such as counseling,
skills training, alternative learning, education, rehabilitation, or reintegration into the family.
Juvenile Justice and Welfare System – Refers to a system of dealing with CICL that provides
child-appropriate proceedings, including programs and services for prevention, diversion,
rehabilitation, and reintegration into the family and aftercare services to ensure their
normal growth and development.
Life Skills Education – Refers to a method used for children and young people to promote
personal and social development, build their decision-making capacity in daily life, prevent
health or social problems from occurring, and protect themselves from possible abuse,
violence, or injury
Legislation – Refers to laws that have been passed and enacted by Congress. Laws in the
Philippines take effect after 15 days following the completion of their publication either in
the Official Gazette or in a newspaper of general circulation in the country. Local
legislations include city or municipal resolutions, or ordinances adopted or enacted by the
city of municipal councils.
Local Council for the Protection of Children – Refers to an interagency and multi-sectoral
institutional mechanism in all levels of local government units (LGUs) that serve as
children’s rights advocates and oversee the planning, monitoring, and implementation of
local development plans for children designed to ensure their protection and safety in the
locality
v
DEFINITION OF TERMS
Local Development Plan – Refers to a document that contains the deliberate, rational, and
continuous effort of LGUs, with the active participation of the community, to accelerate the
process of development and growth by optimizing the use of local resources; it is directed
toward making public services, public spaces, and infrastructures available to the
constituency.
Offense – Refers to any act punishable under special laws or the Revised Penal Code, as
amended
Parenting – Refers to the process of promoting the physical, emotional, social, financial, and
intellectual development of a child from infancy to adulthood. Also referred to as child-
rearing, parenting refers to the aspects of raising a child and all the responsibilities and
activities involved.
Partnership – Refers to the process of building coordination, cooperation, or collaboration with

other agencies, institutions, communities, groups of people, or certain individuals with the
aim of working together and joining forces or combining resources toward a common goal
Policy – A course or principle of action on juvenile justice and welfare in the form of national
and regional guidelines, protocols, manuals, standards, rules and regulations, and
recommendations to government agencies aiming to ensure the full implementation of RA
No. 9344, as amended, and address gaps in its enactment; these policies are developed,
adopted, and approved by the Council, Juvenile Justice and Welfare Council (JJWC)
member and coordinating agencies, and Regional Juvenile Justice and Welfare
Committees (RJJWCs)
Rehabilitation – Refers to the process of rectifying or modifying a child’s negative attitude and
behavior. It enables the child to change negative behavior into something positive and
acceptable to the community.
Reintegration – The process that promotes or facilitates the acceptance of the child back into
the community; it is the healing of the victim’s and the community’s wounds that were
inflicted on them by the offense
Social Worker – Refers to a professional who is duly licensed/registered to practice social work
in the Philippines in accordance with RA No. 4373
vi
FOREWORD
The enhanced Manual on the Formulation of “Comprehensive Barangay Juvenile Intervention
Program” (CBJIP) Using Results-Based Management (RBM) and Theory of Change (ToC), an
initiative of the Juvenile Justice and Welfare Council (JJWC), aims to guide the Barangay
Council for the Protection of Children (BCPC), partner agencies, duty bearers, and other
stakeholders in planning, developing, budgeting, and implementing primary, secondary, and
tertiary interventions that will protect the rights of children in conflict with the law (CICL) and
prevent children from violating laws and offenses.
The Manual integrated the Public Finance Manual to further support the development and/or
implementation of the CBJIP / Comprehensive Local Juvenile Intervention Program (CLJIP) by
strengthening the planning, costing, and budgeting or allocating of financial resources for the
local juvenile intervention plans. This is also timely, as the implementation of the Mandanas
Ruling will commence this year.
The Manual was developed in response to issues regarding barangay-level officials having
difficulty translating the ToC and RBME Framework for the Comprehensive Plan for children at
risk (CAR) and CICL. The guidelines issued by the Department of the Interior and Local
Government (DILG) on the development of CLJIP are found to be too technical and need
simplification for a better appreciation of the duty bearers at the local level. Likewise, it aims to
increase the number of local government units (LGUs) with CBJIP/CLJIP integrated into their
Local Development Plans (LDPs), as mandated by Republic Act (RA) No. 9344, as amended.
The enhanced Manual was simplified, more instructional, and simpler in language, with step-by-
step procedures, relevant examples, and, most especially, templates that will guide the
barangays in developing their respective CBJIP and highlighting and strengthening the
accountability of stakeholders, specifically the barangay, in the process.
vii
ACKNOWLEDGMENTS
Juvenile Justice and Welfare Council Member Agencies:
• Department of Social Welfare and Development
• Department of Justice
• Department of Education
• Department of the Interior and Local Government
• Department of Health
• Commission on Human Rights
• National Youth Commission
• Council for the Welfare of Children
• League of Provinces of the Philippines
• League of Cities of the Philippines
• League of Municipalities of the Philippines
• Liga ng Mga Barangay sa Pilipinas
• People’s Recovery, Empowerment and Development Assistance (PREDA) Foundation
• Center for the Prevention and Treatment of Child Sexual Abuse (CPTCSA)
Juvenile Justice and Welfare Council National Secretariat:

• Atty. Tricia Clare A. Oco, JJWC Executive Director
• Ms. Maricris E. Calipjo-Cabural, JJWC Deputy Executive Director
• Atty. Bernadette A Mapue-Joaquin, Chief, JJWC Policy and Research Division
• Ms. Analyn R. Favila, Social Welfare Officer III, JJWC Policy and Research
• Division
• Mr. Darwin M. Espinosa, UNICEF Project Coordinator
• Ms. Imelda E. Yumul, Project Development Officer II, JJWC Policy and Research
• Division
Regional Juvenile Justice and Welfare Committees and Secretariat

• RJJWC X: Ms. Jackylyn Mariz P. Occena, DILG-LGOOV, Mr. Ronnie G. Barros,
SWOIII, Ms. Deocelyn G. Sabucdalao, AAIII and Mr. Adrian G. Banares, AAI
• RJJWC VIII: Ms. Agnes E. Bugal, SWOIII, Ms. Richelle M. Villamor, AAIII, and Ms.
• Myrna C. Cadayong, AAI
• RJJWC III: Mr. Reyman M. Bimeda, SWOIII, and Mr. Edelyndon Y. Reyes, AAI
• RJJWC NCR: Ms. Claire T. Corpus, SWOIII, Ms. Catherine S. Deniega, AAIII, and Ms.
May Anne V. Tabunda, AAI
viii
ACKNOWLEDGMENTS
Local Government Units
• City Social Welfare and Development Office and Local Government Operations
Officer, Cagayan de Oro City
• City Social Welfare and Development Office, Valenzuela City
• City Social Welfare and Development Office and Local Government Operations
Officer, Angeles City
• Municipal Social Welfare and Development Office and Local Government Operations
Officer, Paranas Samar
• Brgy. Kauswagan, Cagayan de Oro City
• Brgy. Cugmas, Cagayan de Oro City
• Brgy. Veinte Reales, Valenzuela City
• Brgy. Gen. T. de Leon, Valenzuela City
• Barangay Balibago, Angeles City
• Barangay Pulung Maragul, Angeles City
• Brgy. Ternani, Paranas Samar
• Brgy. Zone 5 Poblacion, Paranas Samar
Drafted for JJWC by: Dr. Henry Ruiz, Consultant and Writer
Participants of the Training of Trainers (TOT) on the Formulation of the CBJIP Using Theory of
Change and Results-Based Management Framework from Angeles City, Cagayan de Oro City,
Valenzuela City, and Samar Province
ix
RATIONALE/CONTEXT
This Manual was developed to serve as a practical guide for the barangays (villages) in the
Philippines in developing a Comprehensive Barangay Juvenile Intervention Program (CBJIP)
for children in conflict with the law (CICL) and children at risk (CAR) of becoming law offenders.
The Manual is specifically designed to aid the facilitators in formulating the CBJIP with the CBJIP
Team of the Barangay Council for the Protection of Children (BCPC). Moreover, the Manual
provides concrete steps in preparing for and conducting a series of activities toward the
development of this Plan (CBJIP) based on the directives of the Department of the Interior and
Local Government (DILG) in the Revised Implementing Rules and Regulations of Republic Act
(RA) No. 9344, as amended by RA No. 10630.
The Manual is divided into three planning stages with easily manageable sessions that seek to
allow the members of the CBJIP Team to walk through the stages sequentially, leading toward
the completion of a CBJIP. Each stage is divided into sessions with specific objectives,
methodologies, estimated timelines, resource materials/equipment, and step-by-step activities
in terms of content and process. Before Stage 1, some preparations must be undertaken, and
this will be referred to as Stage 0.
The workshop sessions are flexible enough to allow users to creatively fit the specific needs and
requirements of the local participants in the Barangay. The sessions are complete and ready for
delivery but may be modified as necessary and appropriate. The entire process can take around
three weeks to one month, depending on the size of the Barangay, as well as on available
resources and capacities.
Furthermore, the Manual comes with a set of PowerPoint slides for each session to aid trainers
and facilitators in delivering them. Some slides have notes in English and Tagalog that can serve
as guides in explaining and discussing the topics. These notes are visible in the Presenter’s
View of the PowerPoint program.
This Manual underwent a series of pilot testing in 2021 in 10 barangays across the country. In
2020, four regions and four United Nations Children’s Fund (UNICEF)–supported local
government units (LGUs) in two separate batches went through a “Training of Trainers in the
Formulation of the CBJIP.” In the process, more suggestions and revisions were made to
improve the Manual further.
This Manual has also been informed by the Module on Public Finance Management (PFM) on
Investment in Children and Costing of Priority Interventions for CICL/CAR, developed by Social
Watch Philippines in 2022.
1
RATIONALE/CONTEXT
Planning Stages
The three abovementioned planning stages, including Stage 0, are as follows.
Stage 0 Stage 1 Stage 2 Stage 3
Preparatory Workshop Finalization/Ado

Stage Pre-Workshop Proper ption
Stage 0: Preparatory Stage
This stage triggers the whole process of developing a CBJIP. Upon receipt of a Memorandum
Circular (MC) from the DILG mandating LGUs 1 to formulate a CBJIP, the Barangay Council
0F
is expected to issue a Barangay Resolution creating the CBJIP Team who will be tasked to
develop a Comprehensive Barangay Juvenile Intervention Plan and oversee its
implementation, monitoring, and evaluation. The CBJIP Team should be headed by the
Council Member in charge of the Child and Youth Committee and operate in coordination
with the BCPC.
Stage 1: Pre-Workshop
This is the stage where the members of the CBJIP Team are oriented on their roles and
responsibilities enumerated above and the process of developing the CBJIP. The team is
expected to fill up a worksheet on the situation of CICL and CAR as a requirement for the
workshop proper (Stage 1). This will take about one to two weeks, depending on the size of
the Barangay in terms of population, its geographic location, and technical capacity of the
CBJIP Team members.
1 The local government in the Philippines is divided into three levels: provinces and independent cities, component cities and
municipalities, and barangays, all of which are collectively known as local government units (LGUs).
2
RATIONALE/CONTEXT
Stage 2: Workshop
This is where the members of the CBJIP Team gather to develop the CBJIP. At this
stage, the participants will discuss and analyze the worksheet that should have been
accomplished in Stage 1. This will be the basis for completing the parts of the CBJIP from
the preparation of the causality analysis, development of the theory of change, change
strategies, and results framework. The workshop proper will take three full days, where the
participants are expected to come up with a CBJIP draft.
Stage 3: Finalization and Adoption
At this stage, the draft output of the workshop is fleshed out by an assigned team. Some
parts of the results framework may need to be filled up, such as the indicators, baseline, and
budget. The whole Comprehensive Local Juvenile Intervention Program (CLJIP) is then put
together, finalized, and photocopied. A Barangay Resolution should be prepared for the
presentation to the BCPC and, consequently, for the adoption and integration into the
Barangay Development Plan. This might take 1–2 months to finish.
Making the Most of the Manual
The designated head of the CBJIP Team will serve as the facilitator and leader of the three
planning stages in developing a CBJIP. The workshop participants are the members of the
CBJIP Team who are expected to be present and active in all three planning stages.
Furthermore, the manual was designed so that the CBJIP Team could run the planning
stages and sessions on their own at their level with support from the municipal or city
government.
To make the most of this manual, it is important for the two leaders to carefully study the
planning stages and the sessions in advance. Although the manual is user-friendly, it
demands a lot of time and effort from the facilitators to internalize the concepts and
processes. They are expected to manage the sessions in chronological order, making sure
that the expected outputs are produced before moving on to the next session. The facilitators
are expected to come to the workshops well-prepared and ready to allot time to complete
the CBJIP. Moreover, the participants are enjoined to provide focused attention on the
workshops and help each other understand and undertake the sessions as instructed in the
manual, especially in the absence of a facilitator from the LGU or the region.
3
RATIONALE/CONTEXT
Ideally, the workshop works best if conducted in a face-to-face assembly around a wide table
with a clear blank wall or board and workshop materials, such as metacards, markers,
masking tapes, Manila papers, and pairs of scissors. This is recommended because the
process will involve brainstorming, writing on metacards, and organizing them to produce
the expected outputs. The key is to navigate the stages and sessions step-by-step, and the
manual provides clear instructions, templates, and relevant examples for each of the outputs
that the Barangay Project Management Team (BPMT) will be asked to develop.
Given the nature of the workshop, it would be a bit challenging to conduct the required
activities in a pandemic. As such, the CBJIP Team is challenged to employ its creativity and
resourcefulness in undertaking the tasks while observing the minimum health standards set
by the government.
The manual is written in English. It would be best if the manual could be translated into the
vernacular so that everybody could clearly understand the instructions. Some of the terms in
the manual may sound a bit technical and new to the participants, but in the process, these
terms are clearly and thoroughly explained with relevant examples.
The instructions are intended to help the facilitators navigate through the sessions step-by-
step. The facilitators should be further guided by the objectives, resource materials,
methodologies, and duration of each session. Furthermore, the facilitators are encouraged
to use their creativity and employ methodologies they are familiar with.
The duration is merely a guide. Some barangays may take more time to complete the CBJIP,
while others may take lesser time to do it. The restrictions on travel and gatherings due to
the pandemic may cause delays in the development of the CBJIP, and the availability of
resources and capacity of the CBJIP Team members should be considered.
RATIONALE/CONTEXT
In 2017, JJWC developed the Comprehensive National Juvenile Intervention Program (CNJIP)
2018–2022 as a concrete translation of the provisions of the JJWA or RA No. 9344. The law
envisions a society that promotes and protects the rights of CAR and CICL under a restorative
justice and welfare system. It is part of the government’s overall commitment to building an
enabling environment that respects, protects, and fulfills the rights of all children, as enshrined
in the CRC.
4
RATIONALE/CONTEXT
The CNJIP is a multi-sectoral, interagency response plan of the Philippine government, its
partner agencies, and civil society toward the goal of reducing the number of new cases of CICL
and rehabilitating and reintegrating them with their families and communities. JJWC is mandated
to coordinate, oversee, and monitor the implementation of the law with its member agencies.
Establishing a Restorative Justice and Welfare System for CAR and CICL with the law resonates
strategically well with Goal 16 of the Sustainable Development Goals, which commits UN
member states to the promotion of peaceful and inclusive societies for sustainable development,
the provision of access to justice for all, and the building of effective, accountable institutions at
all levels.
RA No. 9344, as amended by RA No. 10630, requires JJWC to periodically develop a

comprehensive three- to five-year NJIP with the participation of government agencies
concerned, nongovernmental organizations (NGOs) 2, and youth organizations. The same
1F
provision of the law requires that a CLJIP be instituted in LGUs, from the barangay to the
provincial level. At the barangay level, the CLJIP is called the CBJIP. The law provides that such
comprehensive juvenile intervention programs at the LGU level shall be implemented consistent
with the national program formulated and designed by JJWC 3. In line with these provisions, local
2F
governments are urged to develop their respective CLJIPs.
The CLJIP is a package of intervention programs implemented at the barangay, municipal, city,
and provincial levels that are designed to 1) promote the physical and social well-being of
children, 2) prevent juvenile delinquency, and 3) prevent children from re-offending. Meanwhile,
the Regional Juvenile Justice and Welfare Committees (RJJWCs) are required under RA No.
9344, as amended, to assist in the development of the comprehensive three- to five-year LJIP,
with the participation of concerned LGUs, NGOs, and youth organizations within the region;
monitor its implementation; and coordinate the implementation of the juvenile intervention
programs and activities by national government agencies and other activities within the region 4. 3F
As a JJWC member agency, the DILG issued MC No. 2016-68 on Guidelines for Local
Government Units on the Development of the Comprehensive Local Juvenile Intervention
Program, which shows the systematic and scientific procedures for developing a comprehensive
juvenile program (primary, secondary, and tertiary) that is responsive to the needs of CAR and
CICL in their area/region and fulfills their rights under the law.
2 Sec. 9 (d) of RA No. 9344, as amended

3 Sec. 18 of RA No. 9344, as amended
4 Sec. 9-A (d) of RA No. 9344, as amended
1
RATIONALE/CONTEXT
The guidelines were developed after the pilot implementation of the JJWC project “Localization
of the CNJIP” in seven pilot LGUs. To encourage LGUs to draft their respective CLJIPs, the
DILG is considering the inclusion of the CLJIP as one of the sub-indicators of the Child-Friendly
Local Governance Audit. Likewise, the Council for the Welfare of Children included CLJIP as
one of its requirements in qualifying for the Presidential Award for Child-Friendly Municipalities
and Cities.
However, there was feedback from RJJWC Secretariats that barangay-level officials have
experienced difficulties translating the Theory of Change (ToC) and the Results-Based
Management (RBM) Framework into the Comprehensive Intervention Plan for CAR and CICL.
The current guidelines on the development of CLJIP were found to be a bit too technical and
needed simplification for a better appreciation of the duty bearers at the local level. This Manual
serves to contribute to addressing these gaps.
This Manual went through a series of validation sessions. The first draft was revised based on
comments and suggestions from the Regional Coordinators of the RJJWCs, who collectively
remarked that it was a bit too technical and needed simplification. The second draft was
reviewed through online validation sessions with the Barangay Council and stakeholders from
two Barangays. The first session was with Barangay Kauswagan of Cagayan de Oro City, a first-
class Barangay, and the other was with Barangay Sta. Rita, Minalin, Pampanga, a fifth-class
Municipality. These two Barangays were represented by Barangay Council members, BCPC
members, pastors, social workers, daycare workers, rural health nurses, Barangay health
workers, and school officials.
The validation sessions were also participated in by 9 National Staff of the JJWC Secretariat
and 17 RJJWC Regional Coordinators. There were also observers from Valenzuela City,
Angeles City in Pampanga, Province of Maguindanao, and the Department of Social Welfare
and Development (DSWD)–Maguindanao Province.
During the online validation session, the Manual was presented stage by stage, session by
session. After each session, a Google Forms questionnaire was distributed to the participants
online to review the clarity of the objectives, the appropriateness of the methodologies and
applicability in the Barangay, the chronological order of activities, the language used, and the
achievement of the session objectives. The final version of the Manual was completed based
on these validation sessions.
2
Step 1
The whole process of formulating a Comprehensive Barangay Juvenile Intervention Plan

(CBJIP) should be triggered by a Department of the Interior and Local Government (DILG)
Memorandum Circular (MC) mandating all local government units5 (LGUs) to formulate a
Comprehensive Local Juvenile Intervention Plan (CLJIP). At the barangay level, it is referred to
as the Comprehensive Barangay Juvenile Intervention Plan (CBJIP). As the top leader of the
Barangay, the Barangay Chairperson is expected to coordinate with the Barangay Council in
passing a Barangay Resolution creating a committee that will take the lead in the planning,
implementation, monitoring, and evaluation of a CBJIP.
This stage should involve the Barangay Council for the Protection of Children (BCPC) as the
coordinating body for children’s rights and welfare in the Barangay. If the Council has not yet
been organized or has been inactive, this is the time to revive it because the BCPC serves as
the primary mechanism for developing the CBIJP. The Barangay Resolution contains the
creation of the CBJIP Team, its roles and responsibilities, membership, and designated head.
In particular, the CBJIP Team will assume the following duties and responsibilities.
1. Conduct data gathering for the situational analysis (SitAn) on children in conflict with
the law (CICL) and children at risk (CAR).
2. Develop and design the Comprehensive Barangay Local Intervention Plan.
3. Ensure the integration of the CBJIP into the Barangay Development Plan (BDP) and
the Barangay Investment Plan (BIP) with a specific budget for the implementation of
the Plan.
4. Lead and oversee the implementation and monitoring of the CBJIP.
5. Report on the status of the implementation of the CBJIP to the Barangay Council
every six months.
5 DILG MC No. 2016-068 Guidelines for LGUs on the Development of CLJIP
1
PREPARATORY STAGE
The Council Resolution designates the person who will serve as the leader of the CBJIP Team
and identifies the members coming from the BCPC. These members could be the following.
1. Chairperson of the BCPC

2. Barangay Secretary
3. Chair, Committee on Child/Youth Survival
4. Chair, Committee on Child/Youth Development
5. Chair, Committee on Child/Youth Protection
6. Chair, Committee on Child/Youth Participation
7. School Teacher
8. Sangguniang Kabataan President
9. Representative of Children’s Associations
10. Representative of Daycare Workers
11. Representative of Barangay Health Workers
12. Representative of Barangay Tanod
13. Representative of Interfaith Groups
14. Representative of Senior Citizens
15. Representative of the Municipal/City Philippine National Police (PNP)
SAMPLE BARANGAY RESOLUTION CREATING THE CBJIP TEAM
REPUBLIC OF THE PHILIPPINES

Province of
Municipality of
Barangay
OFFICE OF THE SANGGUNIANG BARANGAY
EXCERPTS FROM THE MINUTES OF THE REGULAR MEETING OF THE SANGGUNIANG

BARANGAY OF BARANGAY , MUNICIPALITY OF ,
PROVINCE OF ON (Month) (Day), (Year).
PRESENT:
Hon. Punong Barangay
Hon. Barangay Kagawad
ABSENT:
NONE
1
PREPARATORY STAGE
RESOLUTION NO.
SERIES OF (YEAR)
RESOLUTION CREATING THE CBJIP TEAM WHO WILL BE TASKED TO DEVELOP THE
COMPREHENSIVE BARANGAY JUVENILE INTERVENTION PROGRAM (CBJIP) OF
BARANGAY , MUNICIPALITY/CITY OF AND OVERSEE ITS IMPLEMENTATION,
MONITORING, AND EVALUATION.
WHEREAS, there were several documented cases of children in conflict with the law in the
Philippines basically due to factors emanating from unfavorable conditions in the family,
community and the bigger society. There was also an increasing number of reported cases of
violation of their rights as enshrined in the Convention on the Rights of the Child.
WHEREAS, Republic Act (RA) 9344 or the Juvenile Justice and Welfare Act (JJWA) of 2006,
was enacted to ensure the protection of their rights and welfare of the JJWA was enacted. To
oversee the full implementation of the law, the Juvenile Justice and Welfare Council (JJWC) was
institutionalized.
WHEREAS, JJWA mandates all Local Government Units from the Barangay up to the provincial
level to institute a Comprehensive Local Juvenile Intervention program to address the issue of
children in conflict with the law. The CLJIP shall cover a period of 3-5 years in which the LGUs
must set aside a necessary amount in their annual budget to implement their respective juvenile
intervention program.
WHEREAS, DILG issued Memorandum Circular 2016-68 to guide LGUs on the development of
the CLJIP, and that Juvenile Justice and Welfare Council issued a simpler manual, in support of
this Memo Circular, on developing a Comprehensive Barangay Juvenile Intervention Program.
WHEREAS, the Comprehensive Barangay Juvenile Intervention Program is a package of

intervention programs implemented at the Barangays and designed to promote the physical and
social well-being of children, prevent juvenile delinquency, and prevent children from reoffending.
WHEREAS, Barangay has its own share of children in conflict with the law and that they
are not properly managed. There are also a number of children who may be considered at risk
but the Barangay, currently, has no preventive programs for keeping them from becoming law
offenders or violators.
NOW, THEREFORE, BE IT RESOLVED, AS IT IS HEREBY RESOLVED, BY THE

SANGGUNIANG BARANGAY IN A SPECIAL MEETING ASSEMBLED FOR THIS
PURPOSE, TO CREATE A CBJIP TEAM WHO WILL BE TASKED TO DEVELOP A
COMPREHENSIVE BARANGAY JUVENILE INTERVENTION PLAN AND TO OVERSEE ITS
IMPLEMENTATION, MONITORING, AND EVALUATION.
2
PREPARATORY STAGE
WHEREAS, the CBJIP Team is tasked to take on the following roles and responsibilities:
1. Conduct data gathering for the situation analysis on CICL and CAR;
2. Develop and design the Comprehensive Barangay Local Intervention Plan;
3. Ensure the integration of the CBJIP into the Barangay Development Plan and in the Barangay
Investment Plan with specific budget for the implementation of the Plan;
4. Lead and oversee the implementation and monitoring of the CBJIP;
5. Report on the status of the implementation of BJIP to the Barangay Council every 6 months.
WHEREAS, Mr./Ms./ is being designated as Head of the CBJIP Team with the
following members:
Mr./Ms. Mr./Ms.
Mr./Ms. Mr./Ms.
Mr./Ms. Mr./Ms.
Mr./Ms. Mr./Ms.
RESOLVED FURTHER THAT COPIES OF THIS RESOLUTION BE FURNISHED TO ALL

CONCERNED STAKEHOLDERS WITHIN THE BARANGAY AND THE MUNICIPALITY OF
.
ADOPTED THIS TH DAY OF , (YEAR) BY THE SANGGUNIANG BARANGAY OF ,

MUNICIPALITY/CITY OF .
I HEREBY CERTIFY THE CORRECTNESS OF THE FOREGOING RESOLUTION CERTIFIED

TRUE AND DULY APPROVED:
Hon. Hon.
Hon. Hon.
Hon. Hon.
Sec.
Hon. ________________________
BARANGAY CHAIRMAN
3
PREPARATORY STAGE
Step 2
At this stage, the Barangay Chairperson gathers the BCPC and other stakeholders for a meeting
to discuss the Executive Order (EO) and the process of developing a CBJIP. In this meeting,
the Barangay Captain may or may not invite the Local Government Operations Office or the
Regional Coordinator of the Regional Juvenile Justice and Welfare Office for guidance. Be
guided by the following.
Sample Meeting Agenda and Design
BCPC Meeting on the Formulation of

Comprehensive Barangay Juvenile Intervention Plan (CBJIP)
Barangay _________________
Date ________
Agenda:
• Explain the purpose of the meeting and the background for formulating a CBJIP;
• Discuss the DILG Guidelines mandating the BCPC to formulate a CBJIP;
• Present the Barangay Resolution creating the CBJIP Team; and
• Develop a Work Plan for the Formulation of CBJIP.
Invitees:
BCPC Members
Other Stakeholders outside the Barangay
Guide for the Meeting:

Step 1. The Barangay Chairperson will call the meeting to order, read the agenda for the
meeting, and recognize the participants.
Step 2. The Barangay Chairperson or the Local Government Operations Officer (LGOO) or
the Regional Juvenile Justice and Welfare Committee (RJJWC) Regional
Coordinator will explain the purpose of the meeting and the background for
formulating a CBJIP.
Background
• Even before 2000, there have been several reports of children violating the law or
becoming victims of crimes. These crimes ranged from theft, robbery, homicide, rape,
drug abuse, physical assault, and murder to a whole lot more. The cases of children in
conflict with the law (CICL) in the Philippines, according to reports, were basically due
to different reasons arising from unfavorable conditions in the family; poverty; influence
of the community and mass media; inadequate preventive, rehabilitative, and
protective care programs; and the lack of enabling laws and policies. In most cases,
the rights of children provided in the Convention on the Rights of the Child (CRC) were
violated. For example, while in the hands of the arresting officers, children who were
caught violating the law, physically abused, hurt, humiliated, abused, maltreated,
4
PREPARATORY STAGE
and manhandled. Many were placed in detention centers and jails, along with adults
considered hardened criminals. Meanwhile, cases involving children were tried in
courts that were not sensitive to the special needs of children, which led to several
violations of children’s rights. Meanwhile, various social services of different agencies
for CICL and children, in general, were fragmented and not coordinated.
• To ensure the protection of the rights and welfare of CICL, whether as the perpetrator
or the victim, the President of the Philippines then signed in 2006 a law that came to
be known as the Juvenile Justice and Welfare Act (JJWA) or Republic Act (RA) No.
9344, amended by RA No. 10630. To oversee the full implementation of the law, the
Juvenile Justice and Welfare Council (JJWC) was institutionalized. In other words,
everything we will do about the CBJIP centers around the law called JJWA, and JJWC
was a creation of that law. To make this happen, the Department of the Interior and
Local Government (DILG) issued Memorandum Circular 2016-68 to guide local
government units (LGUs) on the development of the Comprehensive Local Juvenile
Intervention Plan (CLJIP), and JJWC issued a simpler manual, in support of this
Memorandum Circular, on developing a Comprehensive Barangay Juvenile
Intervention Program (CBJIP). This is exactly why this meeting is being called.
Step 3. Read the Barangay Resolution creating the CBJIP Team. See the above sample
Barangay Resolution. Highlight the following rules and responsibilities of the CBJIP
Team:
• Conduct data gathering for the situational analysis on CICL and CAR;
• Develop and design the Comprehensive Barangay and Local Intervention
Plan.
• Ensure the integration of the CBJIP into the Barangay Development Plan
(BDP) and in the Barangay Investment Plan (BIP) with a specific budget for
the implementation of the Plan;
• Lead and oversee the implementation and monitoring of the CBJIP;
• Report on the status of the implementation of the CBJIP to the Barangay
Council every six months.
Step 4. Announce the selected members of the CBJIP Team and the lead person.
Step 5. The Barangay Chairman will turn over the floor to the lead person, who will ask the
CBJIP Team to agree on a date to meet for the Pre-Workshop Meeting, which is
Stage 1, described below.
5
Description
This is the first meeting of the CBJIP Team members, where they will be oriented on national
policies and programs relevant to the situation of CICL and CAR, the Barangay’s responsibility
to develop a CLJIP, and their roles and responsibilities as members of the CBJIP Team. They
will also discuss the assignment they must accomplish before the workshop proper.
Objectives
By the end of the pre-workshop meeting, the participants will be able to:
1. Present the context, background, and purpose of the development of the CBJIP;
2. Describe the different stages of the Development Cycle;
3. Explain the planning process for the development of the CLJIP; and
4. Develop a plan to accomplish their assignment before the workshop proper.
Duration
Two hours
Process
Step 1. Welcome the participants. Introduce the meeting’s objectives (see above).
Step 2. Explain the background/context of the development of the CBJIP. Read the following
text in the boxes below with the aid of the corresponding PowerPoint presentation.
Some of these are reiterations or repetitions of the background discussed during the
first meeting of the BCPC, where the Barangay Resolution was read.
1
PRE-WORKSHOP MEETING/ASSIGNMENT
Introduction and Background:
Even before 2000, there have been several reports of children violating the law or becoming
victims of crimes. These crimes ranged from theft, robbery, homicide, rape, drug abuse,
physical assault, and murder to a whole lot more. The cases of children in conflict with the
law (CICL) in the Philippines, according to reports, were basically due to different reasons
arising from unfavorable conditions in the family; poverty; influence of the community and
mass media; and inadequate preventive, rehabilitative, and protective care programs; and
the lack of enabling laws and policies.
The Juvenile and Justice Welfare Act (JJWA) or Republic Act (RA) No. 9344, as amended
by RA No. 10630, is a law that promotes the creation of a child-friendly justice system focused
on rehabilitation and restoration rather than punishment. It upholds the basic principle that a
child must not be treated as an adult, as enshrined in the United Nations Convention on the
Rights of the Child (UNCRC), signed and ratified by the Philippines.
JJWA envisions a society that promotes and protects the rights of children at risk (CAR) and
CICL under a “Juvenile Justice and Welfare System.” This is a system of dealing with CAR
and CICL, which provides child-appropriate proceedings, including programs and services
for prevention, diversion, rehabilitation, reintegration, and aftercare, to ensure their normal
growth and development.
JJWA also mandates all Local Government Units from the Barangay up to the provincial level
to institute a Comprehensive Local Juvenile Intervention Program (CLJIP). The CLJIP shall
cover a period of 3-5 years in which the LGUs must set aside a necessary amount in their
annual budget to implement their respective juvenile intervention program. JJWC is
mandated to coordinate, oversee, and monitor the implementation of the Act with its member
agencies. At the barangay level, the CLJIP is translated into Comprehensive Barangay
Juvenile Intervention Program (CBJIP).
The Department of the Interior and Local Government (DILG) issued Memorandum Circular
2016-68 to guide LGUs in developing their respective CLJIP. This Manual was developed to
support the implementation of this Memorandum Circular.
The CLJIP is a package of intervention programs implemented at the barangay, municipal,

city, and provincial levels that are designed to:
1) promote the physical and social well-being of children;
2) prevent juvenile delinquency; and
3) prevent children from re-offending.
1
The Regional Juvenile Justice and Welfare Committees (RJJWCs) are required under RA
No. 9344, as amended, to assist in the development of the comprehensive three- to five-year
LJIP, with the participation of concerned LGUs, NGOs, and youth organizations within the
region; monitor its implementation6; and coordinate the implementation of the juvenile
intervention programs and activities by national government agencies and other activities
within the region7.
6 Sec. 9-A (c) of RA No. 9344, as amended

7 Sec. 9-A (d) of RA No. 9344, as amended
Process
Step 3. Explain the roles and responsibilities of the CBJIP Team by reading the relevant
provisions in the Barangay Resolution creating the CBJIP Team. It would be more
effective and stronger if the reading of the Resolution is done by its sponsor in the
Council.
Explain that this meeting is in preparation for the workshop proper. It will highlight the
assignment that must be done before the workshop proper.
Step 4. Explain the planning process in developing the CBJIP and what happens in each
stage. Present the following procedure.
Stage 1: Pre-Workshop: Organizing and Filling Out Worksheet
This is the stage where the members of the CBJIP Team are oriented on their roles and
responsibilities enumerated above and the process of developing the CBJIP. The team is
expected to fill out a worksheet on the situation of CICL and CAR as a requirement for the
workshop proper (Stage 1). This will take about one to two weeks, depending on the size of
the Barangay in terms of population, its geographic location, and the technical capacity of
the CBJIP Team members.
Stage 2: Workshop on CBJIP Development
This is where the members of the CBJIP Team gather to develop the CBJIP. In this stage,
the participants will discuss and analyze the Worksheet that should have been accomplished
in Stage 1. This will be the basis for completing the parts of the CBJIP, from the preparation
of the causality analysis, development of the theory of change, change strategies, and results
framework. The workshop proper will take three full days, during which the participants are
expected to come up with a draft CBJIP.
2
Process
Stage 3: Post-Workshop: CBJIP Finalization and Adoption
At this stage, the draft output of the workshop is fleshed out by an assigned team. Some parts
of the results framework may need to be filled out, such as the indicators, baseline, and
budget. The whole CLJIP is then put together, finalized, and photocopied. A Barangay
Resolution should be prepared for the presentation to the BCPC and, consequently, for the
adoption and integration into the BDP. This might take 1–2 months to finish.
Illustration:
Stage 1: Stage 2: Stage 3:

Pre-Workshop Workshop Proper Finalization/Adoption
(1–2 weeks) (2–3 days) (1–2 months)
Step 5. Present Worksheet 1, which must be accomplished before the workshop proper.
Worksheet 1 is about the situation of CICL and CAR in the Barangay. Assign
members who will conduct data gathering, which mainly involves filling out and
completing the Worksheet below. Take some time to study it. Data for the worksheet
may come from the Barangay itself, City/Municipal Planning and Development Office,
City/Municipal Social Welfare Office, Municipal/City PNP - Women and Children
Protection Center (PNP-WCPC), local DILG, and City/Municipal Council for the
Welfare and Protection of Children.
Step 6. Develop a Work Plan for the accomplishment of the Worksheet and the completion
of the CBJIP itself. Use the following matrix as your guide in developing that Plan.
3
WORK PLAN FOR THE COMPLETION OF THE CBJIP
Resource Who Will Be

Activities Time Frame
Materials Responsible
1. Completion of the Worksheet on

the Situational Analysis (SitAn) of
CICL and CAR
2. Review of the Manual and

preparation for the process of
facilitating the workshop
3. Preparation of logistics: Venue

reservation, meals and snacks,
workshop materials (metacards,
markers, etc.)
4. Conduct of the Workshop Proper
5. Completion of the CBJIP
6. Drafting of the Barangay

Resolution Adopting the CBJIP
7. Presentation of the CBJIP to the

Barangay Council
8. CBJIP Team Meeting to develop

the CBJIP Implementation Plan
4
BARANGAY WORKSHEET ON THE
SITUATION OF CHILDREN IN CONFLICT WITH THE LAW AND CHILDREN AT RISK
INTRODUCTION
This WORKSHEET aims to collect data on children and the existing programs, projects and activities for the protection and welfare of children,
particularly those in conflict with the law, at risk, and those who are victims of abuse, violence, exploitation, and neglect. This is the main
assignment of the CBJIP Team that needs to be accomplished before the workshop proper.
The WORKSHEET is divided into 4 main sections, namely: (1) Basic Information which focuses on governance structures and mechanism on
child protection in the LGU; (2) Social Welfare System for Children and Families; (3) Legal System and Justice for Children; and (4) Other related
information.
The data for the questionnaire can be sourced from the Barangay itself, the Barangay Secretary and from the City/Municipal Planning and
Development Office, City/Municipal Social Welfare Office, Municipal/City PNP-WCPC, local Department of the Interior and Local Government
and the City/Municipal Council for the Welfare and Protection of Children.
INSTRUCTIONS: Please fill-out this worksheet as a requirement for the Workshop on the Formulation of the Comprehensive Barangay Juvenile
Intervention Program in your Barangay.
Barangay Municipal/City
Province Region
PART 1: Basic Information

1. What is the most recent population estimate for the Barangay? YEAR ________________.
Age Group Male Female Total

Under 18
18 and above
TOTAL
5
2. Are there indigenous peoples or tribal groups living in the Barangay?
Name of Indigenous People’s or tribal groups Population Estimate Estimated number of children
3. Check below the level of functionality of your BCPC. CHECK ONLY ONE.
Levels Description of the Levels Check appropriate answer. Check one only.
Basic The BCPC has been organized and is meeting regularly.
The BCPC has been organized, is meeting regularly and

Progressive
has Progressive Accomplishment Report.
The BCP has developed a Barangay Action Plan for

Mature Children with specific budget, ordinances for children and is
able to submit Accomplishment Reports regularly;
The BCPC has developed a Barangay Action Plan for

Children with specific budget, ordinances for children, is
Ideal
able to submit Accomplishment Reports regularly, and has
indicators demonstrating concrete results for children.
6
4. How much is the budget allocated for the activities of the BCPC?
Budget Allocation for Amount Actually Spent Percentage Spent over

Year Percentage of the IRA (%)
BCPC for Children (PhP) budget allocation (%)*
2018
2019
2020
*The percentage spent over budget allocation can be obtained by dividing the ‘amount actually spent’ over the ‘budget allocation for BCPC’, and
multiplying the result by 100.
5. List down below resolutions/ordinances adopted by the Barangay for the welfare and protection of children.
Policy Reference Number Year Title/Description

7
6. What types of crime have been committed against children in the past 2 years?
Year Year Total
Crimes Against Children Number of Victims Number of Victims Number of Victims
Male Female Total Male Female Total Male Female Total
Rape
Incestuous Rape
Attempted/Frustrated Rape
Acts of Lasciviousness
Physical Injuries
Kidnapping, Illegal Detention
RA 9208 amended by RA 10634 (Trafficking in
persons)
Drugs/Substance Abuse
Others, specify
TOTAL
7. What types of crime have been committed by children in conflict with the law (CICL) in the past 2 years? (Data may also be
generated from the Municipal/City CSWDO or Municipal/City PNP or the Children and Women’s Protection Desk.)
Year Year Total

Rape
Incestuous Rape
Physical Injuries
8
Year Year Total
Kidnapping/Serious Illegal Detention
Drugs/Substance abuse
Others, please Specify:
TOTAL
8. Summary: Number of Children in Conflict with the Law (CICL) and their status. (In case a child is covered by more than one
category, choose the last category. Avoid double counting.)
Year Year Total
Categories of CICL
Number of CICL undergoing Diversion Program
Number of CICL in Jail/Detention Center
Number of CICL in Bahay Pag-asa
Number of CICL under Intensive Juvenile
Intervention and Support for Center (IJISC)
Number of CICL in RRCY
Number of CICL undergoing After-Care Program
Number of CICL that have re-offended
Number of CICL that have been fully integrated
Number of CICL undergoing community-based
intervention
9
Year Year Total
Categories of CICL
Number of CICL undergoing Community-Based
Rehabilitation Program (CBDR)
Others, please specify:
Total
9. Number of Children at Risk as defined in RA 9344 as amended (Choose only one category for the child. Avoid double counting.)
Year Year Total

Categories of CAR
Number of children violating local ordinances
Curfew Hour
Truancy
Parental Disobedience
Anti-Smoking
Anti-Drinking
Number of children committing light offenses and misdemeanors against public order or safety
Disorderly conduct
Public scandal
Harassment
Public intoxication
Criminal nuisance
Vandalism
Gambling
Mendicancy (Presidential Decree No. 1563)
10
Year Year Total
Categories of CAR
Littering
Public urination
Trespassing
Prostitution (Section 202 of the Revised Penal Code)
Sniffing Rugby (Presidential Decree 1619)
Number of children out of school
Number of street children
Number of children who are members of gangs
Number of living in a community with a high level
of criminality or drug abuse; and
Number of children in situations of armed

conflict
TOTAL
10. What OTHER type of child protection cases have been reported and assisted in the Barangay? (In addition, you may get answers
from the LSWDO, C/MHO, or the PNP/WCPD.)
Number of Reported Cases

Type of child protection cases Year Year Year
Children in emergency situations
Orphaned children due to Covid-19
Children infected with Covid-19
11
Children whose parents lost jobs due to COVID-19
Children with disabilities
Children of indigenous families
4Ps families
child-surrenderers in relation to the Philippine
Campaign Against Illegal Drugs
TOTAL
11. Make a list of NGOs, CSOs, FBOs, POs, Children /Youth Organizations that work on child protection in your Barangay.
Name of NGOs, CSOs, FBOs, POs, Responsible Person and Phone Number (Landlines &
Email Address
Youth/Children’s Organizations Designation Mobile)
Sources of Data:
 Barangay Secretary
 Municipal/City PNP-WCPC
 City/Municipal Planning and Development Office
 LGOO, Department of Interior and Local Government
 City/Municipal Social Welfare Office
 City/Municipal Council for the Welfare and Protection of Children
12
Description
At this stage, the members of the CBJIP Team gather in a workshop to initiate the process of
developing the CBJIP document with the designated head of the Team and his/her assistant
serving as co-facilitator. Here, the participants will go through a simple discussion of the planning
framework and tools that will be used to develop the CBJIP. This will include the project
development cycle, the process of developing a SitAn and causality analysis, ToC, and the
results framework, which is the main content of the CBJIP.
As discussed earlier, the participants will first discuss and analyze the results of Worksheet 1 as
a prerequisite for the workshop proper. Worksheet 1, which is about the SitAn of children in the
Barangay, will be the basis for completing the different parts of the CBJIP, starting from the
formulation of the vision of change the Barangay wants to see in the next three years. Moving
forward, the participants will develop a design or a strategic plan that will provide details toward
attaining this vision using a tool called the “Theory of Change” and the principles of “Results-
Based Management.” All these words will be explained well in the succeeding narratives.
The workshop is divided into five sessions. Using an interactive, participatory methodology, it
may take about two to four days, depending on the schedule of the participants and their capacity
to process results. The pandemic and its corresponding community quarantine protocols will be
major factors in scheduling.
Session 1 – Project Development Cycle
Session Objectives
1. Explain the concept of the Program Development Cycle; and
2. Describe the different stages of the Development Cycle.
13
WORKSHOP PROPER
Session 1 – Project Development Cycle
Duration
Two hours
Process
Step 1. Welcome the participants. Introduce the session objectives (see above objectives).
Step 2. Begin by explaining what a “project” is and what the types of projects are so that the
participants will have an idea of the project you are talking about.
PROJECT
A set of activities that utilize

resources undertaken to
achieve a specific desired goal or result
within a given budget and time frame
“Every project is conducted to solve a problem.”
Projects may be classified as follows.
By duration: By sponsorship:
• Long term • Government
• Medium term • Private (NGO, INGO, civic)
• Short term • UN / international organizations /
bilateral
By geographic scope: • Religious
• National
• Regional By cost:
• District • Large scale
• Provincial • Medium scale
• Municipal/city • Small scale
• Barangay
14
WORKSHOP PROPER
Samples of infrastructure projects: Samples of Social Development Projects:
• Roads • Children
• Highways • Women
• School buildings • Senior citizens
• Marketplaces • People with disabilities
• Playgrounds • Farmers
• Resettlement houses • Fisherfolk
• Sports arena • Drivers
• Dikes • Workers
• Quarantine facilities • Informal settlers
• Airports, seaports • Unemployed
• Bridges • Vendors
Highlight this:
CBJIP AS A PROJECT
Just like any other similar endeavors above, the CBJIP is a project that has “a set of activities
that utilize resources undertaken to achieve a specific desired goal or result within a given
budget and time frame.”
It is being developed to address a specific problem, i.e., the growing number of CICL and CAR.
The desired goal is a dramatic reduction in the number of CICL and CAR.
The CBJIP is categorized as medium term in terms of duration; Barangay-level in terms of

geographic scope; GO-NGO partnership in terms of sponsorship and ownership; and small
scale in terms of cost. Furthermore, the CBJIP is largely categorized as a social development
project.
Step 3. Continue the discussion by asking the following questions.
• How do projects begin?

• What are the stages in developing and implementing a program/project?
• How do they end?
• How do you know if you have been successful or not?
15
WORKSHOP PROPER
Show the following diagram presented through PowerPoint on the screen or posted on the wall.
Situational
Analysis
Vision/Pro
Evaluation gram
Design
Target
Population
Monitoring Planning
Implementation
Figure 1. Stages in Project Development Cycle
Explain the above diagram by saying the following.
• The diagram shown above is referred to as the “Project Development Cycle.”

• It refers to the various stages required to conceive and completely deliver a project.
• Each of the six stages has different resource requirements in terms of time, money, and
workforce.
• The stages bring together all aspects of programming and planning into a coherent,
unified process in a cyclical manner, not in a linear or straight process.
Explain the above diagram by saying the following.
• Governments, UN agencies, international organizations, and NGOs go through the same

project development cycle.
• It is important for us to understand this diagram because our CBJIP will follow the same
pattern.
16
WORKSHOP PROPER
Referring to the diagram and guided by the PowerPoint slides, answer the questions you raised
earlier by explaining the following.
• Programs/projects usually begin with a SitAn.

• This is followed by formulating a project design.
• The next step is planning to determine what must be done to achieve the vision.
• Then, the implementation of the plan follows.
• After, monitor the program to see if it is proceeding on schedule.
• The final stage is evaluation to see if you have achieved what you want to achieve.
These steps will be explained one by one below.
Step 4. Explain the six stages in the development cycle fully by discussing the following.
Six Stages in Program Development Cycle
First Stage: Situation Analysis (SitAn)

• A SitAn is an assessment of the target population’s condition, focusing on the problems
and issues they are confronted with.
• It assesses the eco-social, political, and cultural factors in the context of the problems.
• It describes the profile of the population, climate change, governance, poverty,
urbanization, and other issues that impact on the condition of the target population.
• It identifies and prioritizes the deprivation issues affecting the target population.
Second Stage: Project Design

• A project design is developed as a strategy to address the problems identified in the
SitAn and transform these problems into change, which can be in terms of development,
behavior, or policy.
• There are different approaches in developing a program design.
• The CBJIP will be developed using RBM and ToC as planning tools. These terms will
be explained in the succeeding sessions.
17
WORKSHOP PROPER
Stage 3: Planning
• Planning is the process of translating the program design into a workplan usually
referred to as “Annual Work Plan.” It identifies the activities that will be undertaken to
produce specific outputs that will lead toward the achievement of relevant outcomes.
Together, the outcomes are expected to lead toward the attainment of the desired
project impact goals.
• Apart from activities, work plans also specify the targets, indicators, responsible
persons, budget, and budget sources.
Stage 4: Implementation
• Implementation is the process of carrying out the activities in the work plan usually in a
sequential manner or as specified in the work plan.
• The success or failure of implementation is usually determined by the quality of
supervision, teamwork, dedication, and individual attitudes of the staff.
Stage 5: Monitoring
• Monitoring keeps track of the progress and quality of the program implementation. It
assesses whether the program objectives are being met or not and determines why.
• It identifies problems or gaps and provides evidence to inform possible adjustments
while the implementation is ongoing to improve program effectiveness and efficiency.
Stage 6: Evaluation
• Evaluation involves a systematic and impartial exercise that determines the relevance,
coherence, effectiveness, efficiency, impact, and/or sustainability of a program.
• It determines whether the intended program results or changes are achieved or not and
explains the factors that affected program performance.
• It provides recommendations, lessons learned, and good/best practices.
• It can be conducted in the beginning of the program, in the middle of program
implementation, or at the end.
Step 5. End the session with the participants if they have questions about the concept and the
six stages of the program development cycle.
18
WORKSHOP PROPER
Session 2 – Results-Based Management as Planning Framework and Tool
Duration
Two hours
Process
Step 1. Welcome the participants. Introduce the session objectives (see above objectives).
Step 2. Begin the discussion by saying the following.
“In the development world, there has been a strong emphasis on ‘RESULTS.’”
Why does focusing on results matter?
There has been a strong emphasis on “RESULTS” because donor agencies, UN organizations,
and governments were no longer satisfied with program reports on “ACTIVITIES.”
It is no longer enough to describe what we have done and how many activities we have
undertaken. They want to see “RESULTS.”
Activities are important, but they do not really show whether the programs make a difference
in the lives of the people. Reports are meaningless when they do not show the RESULTS of
activities being supported by donor agencies, UN organizations, and governments.
Step 3 At this point, explain what is meant by “RESULTS.”
What are RESULTS?

• Results come about as consequences of activities undertaken.
• Results are measurable changes in a state of condition as outcomes of activities.
• Results are derived from a cause-and-effect relationship.
• Activities are the cause; results are the effect.
19
WORKSHOP PROPER
Process
Step 4. Differentiate “results” from “activities,” and give examples.
Activities are what we put in our work plan and what we undertake, while results are effects
brought about by the conduct of activities.
Examples showing the difference between activities and results
Activities Results
• Conducting of Family Development • Parents demonstrate awareness of the

Sessions (FDSs) for parents on the rights of children. (Parents becoming
rights of children (Conducting is an aware of children’s rights is a result we
activity.) want to happen.)
• A Children’s Association is formed. (The

• Organization of Children’s Association
formation of a Children’s Organization is
(Organizing is an activity.)
what we want to see happening.)
• Barangay officials show an

• Orientation of Barangay officials on the understanding of the JJWA. (The
JJWA (An orientation is an activity.) Barangay understanding the JJWA is
the result we want.)
• The CBJIP was adopted by the

• Drafting of Barangay Ordinance on the Barangay Council and integrated into
adoption of CBJIP into the BDP (The act the BDP/BIP. (The Barangay’s adoption
of drafting is an activity.) and integration of the CBJIP is a result
we want.)
• The Barangay Council, Barangay

• Training of the Barangay Council, tanods, daycare workers, and Barangay
Barangay tanods, daycare workers, health workers are aware of and
Barangay health workers, and others on demonstrate skills in handling CICL and
handling CICL and CAR (Training is an CAR. (The increase in knowledge and
activity.) skills by the mentioned service providers
is a result.)
Ask the participants to take time to take a second look and reflect on the difference between
activities and results. Then, allot time to answer questions from the participants.
20
WORKSHOP PROPER
Step 5. Begin this step by highlighting the fact that the CBJIP will be developed using RBM as
the main framework and tool for planning and management of the Plan from
implementation and monitoring to evaluation.
It is, therefore, important for the members of the CBJIP Team to understand and
appreciate the concept and basic principles of RBM before the actual planning starts.
Definition of Results-Based Management
 RBM is a management strategy by which all planners/implementers ensure that their

efforts, processes, products, and services contribute to the achievement of RESULTS.
 RBM implies a shift in focus from “ACTIVITIES” to “RESULTS.” The CBJIP will be
developed using RBM as a planning tool.
 The CBJIP will be developed using RBM as a planning tool.
 This means that programming and planning are done to achieve concrete results for our
target population and not just conducting activities for them.
 RBM is about ensuring that our work in the Barangay, through the CBJIP, makes a
difference in the lives of CICL and CAR. All our activities should produce results that will
benefit them and not just for our reporting.
Step 6. In this step, raise the level of discussion by introducing the basic principles of RBM.
The Second Principle of Results-Based Management is:
 To solve a social problem fully and effectively, there is a need to address all factors that
caused that problem.
 The diagram below depicts the situation: “if a problem has three root problems.” Please
take note how each of the three diagrams below changes with the disappearance of
the three causes in the second box and the disappearance of the same and the social
problem itself in the third box.
21
WORKSHOP PROPER
Figure 2. Diagram Showing Basic Principles of Results-Based Management (RBM)
• If a social problem has three causes
Social
Problem
Cause Cause Cause

1 2 3
• All causes must be addressed
Social
Problem
• To solve the social problem
22
WORKSHOP PROPER
Step 7. Connect this RBM principle to the CBJIP by explaining that:
To solve the problem of CICL and CAR, all the factors that cause children to become CICL
and CAR must be eliminated.
EXPLAIN the RBM diagram further by saying that IF the factors that cause children from
becoming CICL are the following:
 Cause No. 1 – Parents use physical and emotional abuse when disciplining their children;
 Cause No. 2 – CICL are forced to steal money to buy food for the family table; and
 Cause No. 3 – There are no opportunities for children to use their time in a proper way,
… all these causes must be addressed to prevent children from becoming CICL or reduce
the number of CICL in the Barangay.
Step 8. End this session by saying that:
1. To be successful in the work we will do for CICL and CAR, we have to first understand
the problem and the seriousness of the social issue we are solving. The way to do it
is by using a tool called SITUATIONAL ANALYSIS (SitAn).
2. It is also important to identify and analyze the root causes of a social problem. The
way to do it is by using another tool called CAUSALITY ANALYSIS.
SitAn and Causality Analysis are the topics in the next session.
3.1 – Situational Analysis
Session Objectives
1. Come up with a SitAn of CICL and CAR in the Barangay using the assignment given
before the workshop; and
2. Formulate a summary statement on the problem regarding CICL and CAR.
23
WORKSHOP PROPER
Duration
Three hours
Process
Step 1. Introduce the session objectives as in the above. Present the diagram below to show
the road toward the workshop objectives. Note the arrow below indicating what
chapter is being discussed and where the workshop is leading toward.
ROAD TOWARD THE WORKSHOP OBJECTIVE
SITUATION RESULTS-
CAUSALITY THEORY OF CHANGE
ANALYSIS BASED
ANALYSIS CHANGE STRATEGIES
OF CICL/CAR FRAMEWORK
Step 2. Begin the discussion by bringing the participants’ attention back to the Project
Development Cycle to get them to recall “Situational Analysis” as the first step in the
cycle. Review its definition below.
Situational
Analysis
Vision/P
Evaluation rogram
Design
Target
Population
Monitoring Planning
Implementation
Situation Analysis:
 It is an assessment of the condition of the target population (CICL).
 It identifies and prioritizes the issues affecting the target population.
 It serves as a basis for formulating the goals and strategies of the program.
24
WORKSHOP PROPER
Step 3. Invite the participants to come together as a CBJIP Team to work on the following
tasks. Ask them to choose a moderator and documenter.
Group work tasks:

1. Review and complete the Worksheet on the SitAn of CICL.
2. Divide the write-up into sections, and assign people to write certain sections.
Make sure each group has completed the Worksheet correctly and completely.
Present the following template for the write-up on the situation of CICL and CAR.
SITUATION OF CHILDREN IN CONFLICT WITH THE LAW AND CHILDREN AT RISK
Barangay , Municipality/City of
Region
1. Description of the Barangay: (Please get this information from your Barangay Profile.
This is only a sample. Do not make it too long. Write only the most important information.
This should not be more than half a page. This instruction should not be shown in the
final write-up.)
Barangay is the biggest/smallest Barangay in the Municipality/City of

in the Province of . It is located east of
Barangay and is about kilometers from the city center. It has a land
area of . It composed of sitios, namely, Sitio , Sitio,
Sitio , Sitio , and Sitio .
Barangay is characterized by rolling hills (it depends) and suited for

planting , , , and . It lies by the Sea
of . The main source of livelihood of the people are: ,
, , . The dialects or languages spoken are
and .
2. Demographic Profile:
Based on the latest Census of Population 2015, Barangay is populated

by (number of people), where ___ are male and ___ are female. The
table below shows that children comprise about ___ percent of the total population. Many of the
residents come from neighboring municipalities and from other provinces.
25
WORKSHOP PROPER
Table 1
Barangay Population
Age Group Male Female Total
Under 18
18 and above
TOTAL
There are several indigenous peoples in Barangay . The table below

shows the names of the tribal groups and their population. (Do not include this part if there are
no indigenous peoples in the Barangay).
Table 2
Barangay Population of Indigenous Peoples
Name of Indigenous Peoples or Estimated Total Estimated Number of
Tribal Groups Population Children
3. Functionality of the Barangay Council for the Protection of Children (BCPC)
The BCPC has developed a Barangay Action Plan for Children with a specific budget, has
developed ordinances for children, is able to submit Accomplishment Reports regularly, and has
indicators demonstrating concrete results for children. (Note: This is only an example. Describe
the BCPC based on the choices in the Worksheet.)
4. Barangay Budget for BCPC
The Table below shows the budget allocation of Barangay for the
BCPC activities based on the provisions of the law. From 2018 to 2020, the budget for BCPC
appears to be increasing (or decreasing, as the case may be; delete if increasing).
26
WORKSHOP PROPER
Table 3
Barangay Budget for the Barangay Council for the Protection of Children (BCPC)
Amount Actually Percentage Spent

Budget Allocation Percentage of
Year Spent for Children over Budget
for BCPC (PHP) IRA (%)
(PHP) Allocation (%)*
5. Barangay Resolutions/Ordinances for the Protection of Children
Below are the ordinances/resolutions adopted by Barangay for the

protection of children. There were two relevant resolutions passed in 2020 and 2021 because
of the pandemic and none in 2019 (depending on your data).
Table 4
Barangay Resolutions/Ordinances for Children
Policy Reference No. Year Title/Description
6. Number of Crimes against Children and Types of Crimes
The table below shows that the total number of crimes committed against children in 2019 was
and in 2020. It seems like the total number of child victims in
2019 increased in 2020. There were also more male child victims in 2019 and more female child
victims in 2020. Most of the types of crimes committed against children were .
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WORKSHOP PROPER
Table 5
Number and Types of Crimes against Children
(Year) (Year)
Number of Victims Number of Victims
Crimes against Children
Male Female Total Male Female Total
Rape
Incestuous Rape
Physical Injuries
Kidnapping, Illegal Detention
RA No. 9208, as Amended by

RA No. 10634 (Trafficking in
Persons)
TOTAL
7. Crimes Committed by Children
The Table below shows that the number of children who committed crimes in was
higher in than in . More boys committed crimes in than in
.
Table 6
Number and Types of Crimes Committed by Children
(Year) (Year)
Rape
Incestuous Rape
Physical Injuries
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WORKSHOP PROPER
(Year) (Year)
Kidnapping / Serious Illegal
Detention
Drug/Substance Abuse
Others, Please Specify:
TOTAL
8. Number of Children in Conflict with the Law (CICL) and Their Status
In 2019, there were CICL in Barangay and in 2020 for a total

of . From 2019 to 2020, the data shows that the number of appears to be
increasing. Many of them have been fully rehabilitated. A few of them are still in Bahay Pag-asa.
Table 7
Number and Categories of Children in Conflict with the Law (CICL) and Their Status
(Year) (Year) Total

Categories of CICL
M F Total M F Total M F Total
Number of CICL Undergoing
Diversion Program
Number of CICL in Jails /
Detention Centers
Number of CICL in Bahay
Pag-asa Facilities
Number of CICL under Intensive
Juvenile Intervention and
Support for Center (IJISC)
Number of CICL in RRCY
Aftercare Program
Number of CICL That Have Re-
offended
Number of CICL That Have
Been Fully Integrated
29
WORKSHOP PROPER
(Year) (Year) Total

Categories of CICL
Community-Based Intervention
Number of CICL Cases Settled
Community-Based Rehabilitation
Program (CBDR)
TOTAL
9. Number of Children at Risk (CAR)
The number of CAR was progressively increasing from 2019 to 2020. Most of them were street
children, child gang members, and out-of-school children.
Table 8
Number and Categories of Children at Risk (CAR)
(Year) (Year) Total

Categories of CAR
Number of children violating local ordinances
Curfew Hour
Truancy
Parental Disobedience
Anti-Smoking
Anti-Drinking
Number of children committing light offenses and misdemeanors against public
order or safety
Disorderly Conduct
Public Scandal
Harassment
Public Intoxication
Criminal Nuisance
Vandalism
Gambling
30
WORKSHOP PROPER
(Year) (Year) Total

Categories of CAR
Mendicancy (Presidential Decree
No. 1563)
Littering
Public Urination
Trespassing
Prostitution (Section 202 of the
Revised Penal Code)
Sniffing Rugby (Presidential
Decree No. 1619)
Number of Out-of-Schol Children
Number of Street Children
Number of Children Who Are
Gang Members
Number of Children Living in a
Community with a High Level of
Criminality or Drug Abuse
Number of Children in
Situations of Armed Conflict
TOTAL
Step 4. Request the participants to now reflect on the Worksheet what they have done by
focusing on item numbers 8 and 9. Counting the total and analyzing the numbers,
come up with a statement of findings on the situation of CICL and CAR in your
Barangay.
WHAT IS A SUMMARY STATEMENT?

 Brief description of the problem you are addressing without the details
 Gives your reader an idea of the scope and extent of the problem
 To be used in the causality analysis and ToC
31
WORKSHOP PROPER
Here are some sample SUMMARY STATEMENTS.
Sample Summary Statement on the Situation of CICL in the Barangay

Sample 1. The number of CICL in Barangay is increasing based on
the data. Their cases were mostly theft, physical injuries, and drug use.
Sample 2. The number of CICL in Barangay increased from Year
to Year. Many of them are boys ages 14–17.
Sample 3. There is an alarming number of CAR in Barangay , even
if there were no recorded cases of CICL. Many of them are into different
vices.
As presented in the above examples, the SUMMARY STATEMENT should capture the general
situation of CICL and CAR. Now, invite them to develop their own Summary Statement using
the template below.
Summary Statement on the Situation of CICL in the Barangay:
Step 5. Ask the groups to present their write-ups on CICL and CAR in their respective
Barangays along with the summary statement. Give each group 10 minutes for the
presentation. Invite other participants to share their feedback, comments, and
suggestions.
Give the participants an hour to revise their write-ups based on feedback, comments,
and suggestions.
32
WORKSHOP PROPER
Session 3.2 – Causality Analysis
Session Objectives
1. Differentiate between SitAn and causality analysis;
2. Come up with a SitAn of CICL in the Barangay using the assignment given before the
workshop, including summary statements and a general summary statement of the
problem; and
3. Develop a causality analysis of the identified problem/s on CICL based on the general
summary statement of the problem.
Duration
Three hours
Process
Step 1. Introduce the session objectives (see the above objectives). Flash the diagram below
on the projection screen to indicate the current chapter being discussed and where
the workshop is leading toward.
SITUATION RESULTS-
CAUSALITY THEORY OF CHANGE
ANALYSIS BASED
ANALYSIS CHANGE STRATEGIES
OF CICL/CAR FRAMEWORK
Step 2. Begin the discussion in this session by explaining that you will now analyze the SitAn
of CICL/CAR, and determine the causes through a tool called CAUSALITY
ANALYSIS. Explain the concept of causality analysis using the following texts.
33
WORKSHOP PROPER
Causality Analysis seeks to better understand why crimes are committed against children and
children commit crimes. It is important to identify and understand these reasons or root causes
because these are what you need to address to solve the problem of CICL and CAR later on.
In Causality Analysis, we identify and analyze the reasons or root causes that push children to
become CICL from the (1) family, (2) community, and (3) Barangay sides.
Step 3. Continue the discussion by explaining the difference between SitAn and causality
analysis.
Situational Analysis Causality Analysis
• It is the first stage in program • It provides a deeper analysis of the

development. problem identified in the situation
• It identifies the problems and issues analysis.
affecting children in the Barangay. • It examines the causes of priority
• It assesses the condition of the problems (asks the question, “Why did it
Barangay in terms of population, BCPC happen?”).
functionality, allocation and policies for • It identifies who are expected to provide
children, available social welfare support or help.
services, legal and justice system, and • It finds out if there are service providers
other child protection systems. with the capability to solve the problem.
• It describes the situation of CICL and • It determines whether relevant
CAR. resources and facilities are available or
not.
• It determines if there are Barangay
policies that can support a good
response plan.
Step 4. Point out that causality analysis may be conducted on three levels, namely, the family,
community, and Barangay. The following table shows the three levels of analysis in
the first column and the guide questions in the second column that will help the group
analyze the root causes of CICL at each level. In the third column are the possible
answers to the questions or the root causes of the CICL. Discuss and review the
SAMPLE causality analysis in the table below.
34
WORKSHOP PROPER
Some Possible Reasons or

Levels of Analysis Questions for Analysis
Root Causes
1. Family Side • What are the factors in families • Parents physically abuse
that push children to become their children, driving them
CICL? away from their houses.
• What are the practices and beliefs • Parents are not aware of
that may push children to become children’s rights.
CICL? • Children steal money to
• Are parents aware of children’s help their poor parents.
rights? • Children’s basic needs are
• Do children have the knowledge not met at home.
and skills to resist the temptation to
become CICL?
• Are the children’s basic needs
adequately met?
2. Community Side • Are there adequate services for • Children are influenced by
CICL and CAR? bad peers in the
• Are there available facilities Barangay.
catering to CICL and CAR? • There is no protocol in the
• Is there a protocol/system for the management of CICL and
management of CICL? CAR.
• Are the service providers properly • There are limited
trained? opportunities in the
• Is there coordination and community for play and
networking among agencies? recreation.
• Services for children are
insufficient.
3. Barangay Side • Are there adequate laws • The Barangay has no
promoting and protecting ordinance protecting
children’s rights? children.
• Are relevant laws on children (e.g., • Laws on children are not
RA No. 9344) effectively enforced? implemented in the
• Is there enough local budget for Barangay.
CICL? • There are no facilities for
• Are the relevant structures on children in the Barangay.
children functional? L/BCPC? • The 1% mandatory
• How supportive are the local allocation for children is
leaders (local chief executives; not being used properly.
LCEs) of the CICL program? • The Barangay has no
• Is the 1% mandatory allocation for Development Plan for
LCPC being used properly? children.
35
WORKSHOP PROPER
Step 5. Now, develop your own causality analysis based on the summary statement of the
problem. Please use the template below.
Problem Summary Statement: The number of CICL is increasing in Barangay Pag-asa

from (Number of CICL) in Year to (Number of CICL) in (Current Month and Year).
CAUSALITY ANALYSIS
Levels of Analysis Reasons the Number of CICL is Increasing
Family Side
Community Side
Barangay Side
36
WORKSHOP PROPER
Step 6. After filling out the Causality Analysis template above, EXPLAIN that the same output
may be presented as a “problem tree.” Show the example below.
SAMPLE: CAUSALITY ANALYSIS OF CICL/CAR IN BARANGAY PAG-ASA

Problem Statement: The number of CICL is increasing in
Barangay Pag-asa from 25 in 2019 to 75 in June 2020.
Family Side Community Side Barangay Side
Parents physically Children are influenced There is no ordinance

abuse their children by bad peers protecting children
Parents are unaware of There is no protocol for Laws on children are not
children’s rights handling CICL/CAR implemented
Children steal money to There are limited opportunities The 1% allocation for
help parents for lay/recreation
children is unused
Children's basic needs Services for children are There is no Development

are not met insufficient Plan for Children
Figure 3. Sample Problem Tree
Step 7. Now, convert your causality analysis into a problem tree similar to the above. Fill out
the Template below.
Problem Statement
37
WORKSHOP PROPER
Session 4 – Theory of Change
Session Objectives
1. Develop a ToC for the CBJIP based on the SitAn and causality analysis.
Duration
Six to eight hours (could be spread over two days, depending on the pace of the participants)
Resource Requirements
• Manila Papers
• Pentel Pens
• Masking Tapes
• Metacards (Colored Cartolina)
• Scissors
Process
Step 1. Introduce the session objectives (see the above objective). Flash the diagram below
on the projection screen to indicate the current chapter being discussed and where
the workshop is leading to.
SITUATION RESULTS-
ANALYSIS CAUSALITY THEORY OF CHANGE BASED
OF CICL/CAR ANALYSIS CHANGE STRATEGIES FRAMEWORK
38
WORKSHOP PROPER
Step 2. Begin the discussion by comparing the development of ToC with house construction.
Before constructing a house, an architect must have a house plan or a design to guide
the construction process. In architecture, the plan is usually called a blueprint.
In the same manner, before implementing a program like the CBJIP, you must have a program
plan or a design to guide the implementation process. In social development, the plan or
blueprint is called a ToC.
Simple Definition of Theory of Change
• Theory of Change (ToC) is the process of developing a plan or a design to solve a social
problem and achieve a desired end result.
• The ToC is a tool used to help identify the current and the ideal desired situation and
what must be done to move from one situation to another.
• The ToC diagram is similar to telling a story of how the problem of CICL could be solved
by setting up certain conditions to reach the long-term goal for them.
• The ToC gives you an idea of what must be done from the current situation of CICL in
the Barangay toward an ideal situation where there will be no more CICL.
39
WORKSHOP PROPER
Theory of Change
A formula or a guide toward

your desired direction:
ensuring your desired
CHANGE
Flash on the screen the diagram below, and ask if they understand it and if they have questions.
Desired
CHANGE
Dream:
No CICL
Problem on
CICL/CAR
A complete ToC diagram looks similar to the one below. It is akin to a story you read but starting
from the end (the bottom).
40
WORKSHOP PROPER
Long-Term Goal: “By the end of 2023, the number of CICL in
Barangay Pag-asa has been reduced by 100%.”
Parents use positive discipline Children are influenced by Ordinances protecting

to raise their children good leaders children are passed
Parents are aware of children’s Barangay leaders are trained on Laws on children are fully
rights the proper handling of CICL/CAR implemented
Children engage in legal jobs to There are activities and spaces for The 1% mandatory allocation for
help their parents children to play and enjoy recreation children is planned and used
Children’s basic needs are There are available services A Development Plan for children
fully met at home for children in the community is planned and implemented
Statement of the Problem: “The number of CICL in Barangay Pag-asa increased

from 40 in 2019 to 75 in 2020."
Figure 4. Sample Theory of Change (ToC) Diagram
Looking at the ToC diagram above, note that the long-term goal statement is placed at the top
of the diagram, while the problem statement is located below.
In the middle, notice the direction of the three arrows that go up from the statement of the
problem in a dark blue box to the first level of results in light blue boxes; to another level of boxes
in sky blue at the family, community, and Barangay sides; and toward the long-term goal in the
dark blue box. These are referred to as “pathways to change.” This is what the “ToC” means.
Note:
• Like the process of building a house, the process of developing a ToC is done step-
by-step.
• Developing a ToC is done by a discussion group and not by an individual. It normally
takes time to do it.
• In the process of developing the ToC, statements are written on metacards with
permanent markers and posted on a brown paper using masking tapes.
41
WORKSHOP PROPER
Step 3. Develop the ToC for the CBJIP by following the steps outlined below. Note that in
contrast with the traditional programming process, the ToC works inversely, which
means that the process begins with the end in mind, that is, formulating the long-term
goal first and then going down to identify the different levels of conditions. Please study
the steps below.
Steps in Developing ToC
Step 1. Formulate the LONG-TERM GOAL (Impact)

toward the reduction of cases of CICL in the
Barangay.
Step 2. Identify the preconditions (Outcomes) that will lead

toward the achievement of the long-term goal.
Step 3. Determine the preconditions (Outputs) that will

lead toward the achievement of the Outcomes,
which, in turn, will lead toward the long-term goal.
Step 4. Identify the assumptions and risks that can

negatively or positively affect the ToC.
42
WORKSHOP PROPER
Filling Out the ToC Template
A ToC begins with a good SitAn, and this involves identifying the problem the program seeks to
address, the causes and consequences of this problem, and the existing resources and
opportunities that can be used. You have already done all of the above.
Step 0. Write the statement of the problem on a long metacard using a permanent marker,
and post it at the bottom of a regular-sized brown paper where you will make your ToC
similar to the diagram below.
Statement of the Problem: “The number of CICL in Barangay Pag-asa increased from
40 in 2019 to 75 in 2020.”
Step 1. Formulate the CBJIP’s long-term goal, which is what your program desires to achieve
by the end of the three- to five-year period. Sometimes, it is referred to as the IMPACT
RESULT or the end result of your CBJIP. The long-term goal is usually the opposite
of your summary statement of the problem.
For example:
If your summary statement of the problem is:

“The number of CICL in Barangay Pag-asa increased from 40 in 2019 to 75 in 2020.”
Your long-term goal or impact result statement might be:

“The number of CICL in Barangay Pag-asa decreased by 50%, that is, from 75 CICL in
2020 to 38 CICL in 2023.”
43
WORKSHOP PROPER
Now, formulate your long-term goal for your Barangay based on the summary statement you
defined in Output 4 and as in the above diagram.
Long-Term Goal: “The number of CICL in Barangay Pag-asa increased from 40 in

2019 to 75 in 2020.”
Statement of the Problem: “The number of CICL in Barangay Pag-asa decreased by

50%, that is, from 75 CICL in 2020 to 38 CICL in 2023.”
Step 2. Identify the preconditions that are necessary to achieve your long-term goal. In this
exercise, you will call these preconditions “outcomes.” What are outcomes?
If long-term goals are referred to as the impact results or end results, pre-conditions are
referred to as outcome results or intermediate results.
OUTCOME RESULTS are intermediate results describing the ideal conditions in the
family, community, and barangay sides that you need to set up.
OUTCOME RESULTS are not yet the final results as they are only the intermediate or in-
between results. Remember that outcome results are results statements, not activities.
44
WORKSHOP PROPER
Note that the desired OUTCOME RESULTS correspond to the causality analysis table. Please
take a look at the sample causality analysis, which is copied and carried forward below. The key
is to analyze and convert them into something positive. You must examine the reasons and
causes of the problem you have identified to determine what might be your desired outcome
statement.
In the three levels of analysis, you must think about what should be the condition of the family,
community, and Barangay to achieve your long-term goal or desired impact result for CICL.
Conversely, think about the resulting conditions that can be achieved at the family, community,
and Barangay LGU level once the reasons or causes of the main problem are addressed.
Look at the example below. The reasons or causes of the problem that have been identified
from the causality analysis are copied and carried forward below in a table. The first column
presents the levels of analysis, and the second column shows the root causes behind children
committing offenses or crimes. For each side, review the root causes, and think about what
should be an ideal family, community, or Barangay, and these will be referred to as Outcome
Statements. Please see the samples below.
Levels of Some Possible Root Causes Why

Analysis Children Commit Offenses
1. Family Side • Parents physically abuse their

children, driving them away from
their houses.
Outcome Statement 1:
• Parents are not aware of children’s
The family is caring and
rights. protective of children and
• Children steal money to help their provides for their needs.
poor parents.
• Children’s basic needs are not met
at home.
2. Community • Children are influenced by bad
Side peers in the Barangay.
• There is no protocol in CICL and Outcome Statement 2:
The community has
CAR management.
preventive and protective
• There are limited opportunities in services for children and
the community for play and provides opportunities for
recreation. play and recreation.
• Services for children are insufficient.
45
WORKSHOP PROPER
Levels of Some Possible Root Causes Why

Analysis Children Commit Offenses
3. Barangay • The Barangay has no ordinance

(LGU) Side protecting children. Outcome Statement 3:
• Laws on children are not The Barangay has funded
implemented in the Barangay. the CBJIP integrated into
• There are no facilities for children in the Barangay
the Barangay. Development Plan, and
• The 1% mandatory allocation for that is implemented and
monitored.
children is not being used properly.
• The Barangay has no Development
Plan for Children.
Now, go back to the ToC diagram written on your brown paper (see below) with the problem
statement and Long-Term Goal. Write the above outcome statements (written in blue boxes
above) on the cards, and post them just below the long-term goal, as in the diagram. Then,
connect the cards to the Long-Term Goal, and note the red arrows.
Goal Statement: “The number of CICL in Barangay Pag-asa decreased by

50%, that is, from 75 CICL in 2020 to 38 CICL.”
Outcome Statement 1: The community has preventive
The Barangay has funded the
The family is caring and and protective services for
CBJIP integrated into the
protective of children and children and provides
Barangay Development Plan, and
provides for their needs. opportunities for play and
that is implemented and
recreation.
monitored.
40 in 2019 to 75 in 2020.”
Now, create your own ToC up to the OUTCOME level using the template above. This is part of
OUTPUT 5.
46
WORKSHOP PROPER
Check the logic of this first level of the ToC using the IF and THEN statement as follows.
• IF the family is caring and protective of children and provides for their needs,
• IF the community has preventive and protective services for children and provides
opportunities for play and recreation,
• IF the barangay has funded the CBJIP integrated into the Barangay Development Plan
and that is implemented and monitored,
• THEN “the number of CICL in Barangay Pag-asa will decrease by 50%, that is, from 75
CICL in 2020 to 38 CICL in 2023.”
Step 3. IDENTIFY another set of preconditions that are necessary to achieve the Outcome
Statements. This next set of preconditions is referred to as OUTPUTS.
OUTPUTS are a set of preconditions that will make the OUTCOMES happen. OUTPUTS are
also defined as the direct result of INPUTS, which are direct interventions or activities you
conduct to produce results called OUTPUTS. The conduct of training sessions, for example, are
inputs through activities that directly result in an output, which is the increased awareness or
improved skills of target stakeholders. This output, along with other outputs, contributes to
outcomes such as improved decision-making or improved behaviors and actions. Note that the
outcome (change in behavior) will not be achieved directly through training without its vital
expected output, which is the increased understanding of the target stakeholder.
OUTPUTS are the necessary preconditions needed to make the expected OUTCOMES happen
at the family, community, and Barangay sides. Remember, outputs are results statements and
not activities.
The outputs can be identified by looking at the reasons or causes of the problem in the causality
analysis and transforming them into positive statements or solutions that correspond to the
causes of the problem. In this process, ensure that outputs are the results of activities or inputs
and not the activity or input itself.
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WORKSHOP PROPER
Here are some examples.
Level Outcome Statements Output Statements
• Parents are aware of children’s rights.
• Parents use positive reinforcement to
Outcome Statement 1: discipline their children and not physical
punishment.
Family The family is caring and • Parents have the knowledge and skills to
protective of children and teach children how to resist peer pressure
provides for their needs. and temptation to commit wrongdoings.
• Parents have the means to provide for the
basic needs of children.
Outcome Statement 2: • Playgrounds and play spaces are
constructed for children and youth.
The community has preventive • Barangay Health Centers/Stations have
Community and protective services for complete health services for children.
children and provides • There are daycare centers catering to
opportunities for play and children in remote areas.
recreation.
Outcome Statement 3: • The BCPC is fully functional.
• The CBJIP is developed by the CBJIP
The Barangay has funded the Team.
Barangay CBJIP integrated into the • The Barangay Ordinance approving the
Barangay Development Plan, CBJIP is passed.
and that is implemented and • Barangay Ordinances protecting children
monitored. are passed.
Recheck the logic using the IF and THEN statements below. Let us take Outcome Statement 1
as an example.
• IF parents are aware of children’s rights,

• IF parents use positive reinforcement to discipline their children and not physical
punishment,
• IF parents have the knowledge and skills to teach children how to resist peer pressure and
temptation to commit wrongdoings,
• IF parents have the means to provide for the basic needs of children,
• THEN the family will become caring and protective of children and provide for their needs.
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WORKSHOP PROPER
Continue the development of your ToC using the following diagram with the Output Statements.
Long-Term Goal: “By the end of 2023, the number of CICL in Barangay Impact
Pag-asa has been reduced by 100%.”
Outcome Outcome Outcome

The community has The Barangay has funded the
The family is caring and preventive and protective CBJIP integrated into the
protective of children and services for children and Barangay Development Plan, and
provides for their needs. provides opportunities for play that is implemented and
and recreation. monitored.
Outputs Outputs Outputs

Parents are aware of The BCPC is fully
Playgrounds and play
children’s rights functional
spaces are constructed
for children
Parents use positive The CBJIP is developed
reinforcement by the BPMT
Barangay health centers
Parents have the have complete health The Barangay Ordinance
knowledge and skills to services for children approving the CBJIP is
teach children to resist passed
peer pressure
Barangay Ordinances
There are daycare protecting for children are
Parents have the means services for children in passed
to provide for the basic remote areas.
needs of children
40 in 2019 to 75 in 2020.”
Figure 5. Theory of Change (ToC) Diagram with Sample Results Statements
Step 4. Identify the assumptions and risks that can positively/negatively affect the ToC.
Assumptions are conditions or factors that must be in place or present to achieve the goal of
your CBJIP. They are stated in positive tone.
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WORKSHOP PROPER
Examples of Assumptions:
• The BCPC is active and functional.
• The Barangay Chairman is supportive.
• Adequate funding is available.
• Political commitment exists.
Risks – Events or occurrences that can potentially affect the achievement of results
Examples of Risks:
• Lack of coordination between Barangay and NGOs
• Uncooperative community residents
• Political influences/war
• Typhoon
Step 5. Organize the summary statement, long-term goal, outcome, and outputs, as well as
the assumptions and risks, following the diagram below. This will be WORKSHOP
OUTPUT 6 (see Figure 5 for better readability).
WORKSHOP OUTPUT 6

The community has preventive The Barangay has funded the
The family is caring and and protective services for CBJIP integrated into the Barangay
protective of children and children and provides Development Plan, and that is
provides for their needs. opportunities for play and implemented and monitored.
recreation.

Parents are aware of Playgrounds and play The BCPC is fully
for children
Parents have the have complete health The Barangay Ordinance
knowledge and skills to services for children approving the CBJIP is
peer pressure
Barangay Ordinances
There are daycare
protecting for children are
to provide for the basic remote areas
needs of children
Statement of the Problem: “The number of CICL in Barangay Pag-asa

increased from 40 in 2019 to 75 in 2020.”
Assumptions and Risks: _______________________________________________________

Note: You may copy here the examples above.
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WORKSHOP PROPER
Session 5 – Change Strategies
Session Objectives
By the end of the pre-workshop meeting, the participants will be able to agree on the list of
“change strategies” for the operationalization of the ToC or the CBJIP and for keeping the CBJIP
Team active and alive.
Duration
Six to eight hours
Process
Step 1. Introduce the Session Objectives as above. Flash the diagram below on the projection
screen to indicate the current chapter being discussed and where the workshop is
leading to.
THE ROAD TOWARD THE WORKSHOP

OBJECTIVE
SITUATION RESULTS-
Step 2. Discuss what change strategies are by discussing the texts below.
Why are “change strategies” important?

• Because we are seeking change, i.e., in the situation of CICL and CAR, in the way parents
raise their children, in the capability of service providers, in the environment around
children, in policies, etc.
• Because the changes we are seeking do not automatically happen all at once
• Because we need strategies and to exert proactive efforts to achieve the change we desire
• The words “change” and “strategies” are coined to refer to approaches that are meant to
effect change.
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WORKSHOP PROPER
A Change Strategy is defined as an actionable approach to effectively achieve certain

desired results or change efficiently and sustainably given limited resources.
What is the difference between strategies and activities?
are general approaches, tactics, or lines of attack to address the root

Change
causes of the problem (identified in the causality analysis) toward a
Strategies
desirable change.
• A change strategy is needed to stop parents from using physical punishment in

disciplining their children.
• A change strategy is needed to increase the capacity of service providers in handling
CICL.
• A change strategy is needed to help children adopt desirable behavioral practices.
• A change strategy is needed to convince the Barangay to support preventive and
responsive services for children by enabling ordinances and budget.
are concrete action steps undertaken to achieve specific outputs that

Activities will lead to desirable changes.
• The Conduct of Parents Effectiveness Service (PES) and FDS on children’s rights is an
activity.
• Training of social workers, police officers, health workers, teachers, and Barangay
officials in proper handling of CICL
• Peer group sessions with children on life skills and personal safety lessons
• Lobbing with the barangay council to increase the budget allocation for children’s projects
Note: Strategies are made up of activities.
Examples of change strategies:

1. Awareness-raising
2. Behavior change communication
3. Capacity building/training
4. Policy advocacy / lobbying
5. Networking and partnership
6. Direct service delivery
7. Community organization/mobilization/empowerment
8. Fundraising
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WORKSHOP PROPER
Highlight the difference between strategies and activities with the following examples.
Strategy: Awareness-raising / behavior change communication (BCC)
Examples of activities in awareness-raising and behavior change communication:

1. Develop/distribute posters/flyers on children’s rights.
2. Produce and plug radio programs on child abuse.
3. Publish/distribute comics on the use of positive parenting.
4. Conduct parents’ effectiveness service on children’s rights for parents on responsible
parenthood.
5. Conduct house-to-house campaigns to promote positive discipline.
The awareness-raising strategy is meant to increase knowledge or understanding of your

target audience on a specific topic. For example, children’s rights, responsible parenthood,
etc.
Behavior change communication is an interactive process using various communication

channels that are meant to develop appropriate behavioral change among target audiences.
For example, positive discipline in raising children from among parents, giving up vices from
among CICL, protecting oneself from possible peer influence from among CAR, etc.
Strategy: Service delivery
Examples of activities in service delivery:

1. Provision of legal support to CICL
2. Scholarship programs for CAR
3. Counseling for parents and CICL
4. Implementation of diversion programs for CICL in the Barangay
5. Provision of livelihood loans for parents of CAR
Service Delivery involves the service providers’ direct engagement with partners or
beneficiaries to deliver specific services, amenities, material aid, technical assistance,
psychosocial support, or any type of help that will benefit them.
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WORKSHOP PROPER
Strategy: Capability Building
Examples of activities in capability building:

1. Training of service providers on the handling of CICL
2. Coaching of police officers on dealing with children
3. Training of parents on positive discipline
4. Workshop/seminar on children’s rights
5. Training of children on life skills and resisting vices
Capability building refers to the process of developing or enhancing the skills and
knowledge of program managers, supervisors, service providers, or beneficiaries required to
perform a particular task or an important life skill through formal training, online instruction,
coaching, or apprenticeship.
Strategy: Policy Advocacy
Examples of activities in policy advocacy:

1. Lobbying with the Barangay Council to increase budget allocation for CICL
2. Dialogue with the Barangay Council to adopt resolutions for the care and protection of
CICL and CAR
3. Presentation of the CBJIP to the Barangay Council for endorsement and adoption
4. TMG’s preparatory meeting for the dialogue with the Barangay Council
5. Gathering of data and evidence to support a proposed resolution
Policy advocacy refers to activities that seek to influence decision-makers such as the
members of the Barangay Development Council or the BCPC.
Step 3. Invite the participants to form groups to discuss the questions below, and give them
one hour to finish the task. After the group discussion, give each group 10 minutes for
the presentation.
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WORKSHOP PROPER
QUESTIONS FOR DISCUSSION
1. What strategies will you use to address the key factors that cause children to become
CICL or delay the efforts to decrease their number? Choose from the list of sample
strategies shown earlier. Then, flash the slide with the sample strategies, or refer to
the list of “change strategies” posted on the wall. The poster must be done ahead of
time.
2. What are you going to do to keep the CBJIP Team active and alive?
Sample Answers to Question No. 1
• The CBJIP Team will use the awareness-raising strategy to ensure that parents will
know about and become conversant of “Children’s Rights.” The team will use the
existing assemblies or meetings of parents, mothers, and fathers to discuss children’s
rights. Some of these are the Family Development Sessions (FDSs) for beneficiaries
of the DSWD’s Pantawid Pamilyang Pilipino Program (4Ps), Parents Effectiveness
Service (PES), Empowerment and Reaffirmation of Paternal Abilities (ERPAT)
program, Mothers’ Classes in health centers, or the Parents-Teachers-Children’s
Association in schools.
• The CBJIP Team will use the behavior change communication strategy to change
how parents discipline their children using physical punishment. Through this strategy,
the CBJIP will promote “Positive Disciple.” The CBJIP team will seek the technical
expertise and support of the Local Social Welfare and Development Officer (LSWDO)
in providing manuals, leaflets, radio plugs, and other communication materials on
Positive Discipline.
• The same behavior change communication strategy will be used by the CBJIP
Team for children to adopt desirable behavioral practices that will allow them to resist
temptations to indulge in vices and commit crimes. The CBJIP will encourage the
organization of a children’s association so that they can meet as peers and invite
speakers where they could learn about life skills and positive values that will keep them
away from vices and crimes.
• Through the policy advocacy strategy, the CBJIP will actively engage the Barangay
officials in passing ordinances protecting children’s rights and welfare and increase
budget allocation for projects focusing on children.
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WORKSHOP PROPER
• The CBJIP team will initiate activities that will strengthen the delivery of direct
services to CICL and CAR, such as legal assistance, medical attention when needed,
coordination with residential care when necessary, educational support, counseling,
diversion and aftercare services, etc.
• The CBJIP Team, in coordination with the LSWDO and DILG, will use the capability
building strategy to improve the quality of services of Barangay officials, community
development workers, parent leaders, daycare workers, health workers, and
community volunteers.
• The CBJIP Team will use the monitoring and evaluation strategy to track the
implementation of the CBJIP, monitor the situation of CICL and CAR, evaluate the
effectiveness and efficiency of the program, and determine the results and impact of
CBJIP activities to children’s lives.
To keep the CBJIP Team active and alive, we will:

• Schedule a regular meeting of CBJIP Team
• Keep regular contact/consultation for any relevant updates on CICL
• Secure a CBJIP desk in the Barangay Hall people can go to for any relevant
concerns
• Close coordination with the Barangay Council
• Regularly report accomplishments among the CBJIP team and with the Barangay
Council
• Conduct periodic staff development or attend relevant seminars, e.g., diversion
management, orientation on RA No. 9344, use of the National Juvenile Justice and
Welfare Information Management System (NJJWMIS), etc.
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WORKSHOP PROPER
Session 6 – Results Framework
Session Objectives
By the end of the pre-workshop meeting, the participants will be able to develop a Results
Framework for your CBJIP.
Duration
Six to eight hours
Process
Step 1. Introduce the Session Objectives as above. Flash the diagram below on the projection
screen to indicate the current chapter being discussed and where the workshop is
leading to.
THE ROAD TOWARD THE WORKSHOP

OBJECTIVE
SITUATION RESULTS-
Step 2. Discuss the concept of the “Results Framework” by reading the texts below.
The Results Framework is a tool for project planning, monitoring, evaluation, and
reporting that provides a snapshot of the project that will help achieve major desired results
at different levels. This is your CBJIP and the translation of your ToC into a matrix.
The Results Framework provides the programming details that includes the three levels
of results—impact, outcome, and output—and their corresponding indicators, targets,
indicative budget, and budget source.
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WORKSHOP PROPER
The Results Framework is usually designed for three to five years. This is your guide for
developing your “Annual Work and Financial Plan” to be submitted to the Barangay for
approval. Agencies simply look at the outputs and activities in this framework scheduled
for a particular year and then identify other related planning details, such as the indicators,
targets, and budget.
A Results Framework may look like the table below. Notice the placement of the Long-Term
Goal, Outcomes, and Outputs, as well as the titles of the columns: Results, Activities/Inputs,
Indicators/Definition, Target (2023), Indicative Budget, and Potential Source of Budget. These
will be explained in the succeeding narratives.
Long-Term Impact Goal: By the end of 2023, the number of CICL in Barangay Pag-asa
has been reduced by 100%.
Outcome 1: Families are caring and protective of children and provide for their needs.
Total Annual Targets

Indicative Potential
Output Activities/ Indicator/ Target
Budget Source of
results Inputs Definition (2022– 2022 2023 2024 (PHP) Budget
2024)
(1) (2) (3) (4) (5) (6) (7 (8) (9)
Output 1:  Conduct  No. of parents 300 100 100 100 150,000 20%
PES/FDS on who participated Development
Parents are children’s in PES/FDS Funds
aware and rights.
conversant of  No. of parents 450 150 150 150 45,000 GAD Budget
children’s rights  Production/ who received
distribution leaflets on
of leaflets on children’s rights
children’s
rights
Output 2:  Conduct  No. of parents 150 50 50 50 25,000 1%
Parents’ who attended the Mandatory
Parents se Counseling. counseling Funds
positive sessions
reinforcement  Mothers’ 50,000 GAD Budget
to discipline Class in the  No. of mothers
their children health who participated
centers on in the Mothers’
positive Classes
discipline
Output 3:  Enroll  No. of parents 60 20 20 20 250,000 Committee
parents in who graduated in on Livelihood
Parents of CAR TESDA TESDA classes
have the means classes. and got
to provide for employed
their children’s  Provision of 90 30 30 30 LSWDO
needs IGP loans to  No. of parents
parents who availed of
loans and had
small businesses
58
WORKSHOP PROPER
Step 3. After explaining the concept of a “Results Framework” and showing a good example,
invite the participants to walk through the process of developing a “results framework.”
Bring the participants’ attention to the nine columns properly marked with numbers.
Go through these columns one by one by following the tasks below, and explain them
slowly to make sure there is a clear understanding of what to put in the columns.
“Steps in Developing a Results Framework”
Invite the participants to sit around a table with metacards, markers, masking tapes, and
scissors. Ask them to copy the Results Framework template below on a Manila paper, and fill it
out as they go through the process. Remind them that the references are the “ToC” and “Change
Strategies” they have just developed.
Task 1 – Copy and paste the long-term goal and outcomes on top of the template, as shown
below. The team will work on the Results Framework per outcome. Because there are
three outcomes (at the family, community, and barangay sides), they should be
working on three templates. The CBJIP team can decide to group themselves into
three so that each group will work on one outcome. They can also work on the three
outcomes together at the same time. However, this may result in taking longer to finish
the Results Framework. Under Column 1, copy and paste all the outputs for each
outcome.
Long-Term Impact Goal:
Outcome 1:

Budget Source of
Results Inputs Definition (2022– 2022 2023 2024 (PHP) Budget
2024)
(1) (2) (3) (4) (5) (6) (7 (8) (9)
Output 1:
Output 2:
Output 3:
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WORKSHOP PROPER
Task 2 – Under Column 2, discuss and agree on a list of relevant activities necessary to
achieve the individual outputs written in Column 2. Continue doing this for each output.
The following are examples of activities that may be initiated at the Barangay level.
You may refer to the change strategies discussed in the previous chapters. Pick the
examples that are relevant to each of the listed outputs in the results framework. Some
of these are:
Change Strategies Activities

• Awareness-Raising
• Development of flyers and leaflets on children’s rights
and distribution to households
• Development of IEC materials on Positive Parenting
• Conducting of FDSs on children’s rights
• Conducting of PES Sessions and Empowerment and
Reaffirmation of Paternal Abilities (ERPATS) on positive
parenting and children’s rights
• Orientation of children on adopting life skills
• Production of community radio programs on child abuse
• House-to-house campaign to promote positive discipline
• Service Delivery
• Family therapy with the family of CAR
• Provision of livelihood support to parents of CAR
• Counseling for parents of CICL
• Counseling for CICL and CAR
• Enrollment of CICL in Alternative Learning Systems
• Provision of legal support to CICL
• Engagement of CICL in diversion programs
• Construction/management of daycare centers
• Support for Barangay Health Centers
• Goat/swine dispersal for parents of CAR
• Provision of aftercare services for CICL
• Preparation of families to welcome the return of
rehabilitated CICL
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WORKSHOP PROPER
• Capacity Building
• Training of BHWs, BNSs, CDWs, and DCWs on
children’s rights
• Training of Barangay Officials/Tanods on children’s
rights
• Training of Barangay Officials on the management of
diversion programs
• Training of Barangay-based service providers on
handling CICL and CAR
• Training of parents of CAR on the management of small
businesses
• Orientation of CICL on adopting life skills
• Orientation of Sangguniang Kabataan (SK), Pag-asa
Youth Associations (PYAs), and children’s church-based
organizations on life skills
• Training of children and youth leaders on handling peer
counseling
• Training of children’s association officers on the
leadership and management of
• Partnership/Networking
• Dialogue with NGOs, FBOs, and Professional Groups
based in the Barangay on the development of a referral
system for CICL
• Orientation of stakeholders in the Barangay on the CBJIP
• Regular meetings with NGOs, FBOs, and Professional
Groups on the updated situation of CICL
• Solicitation of various technical services for CICL and
CAR
• Promotion of children’s rights, positive parenting, and
positive discipline with Barangay partners
• Policy Advocacy
• Lobbying with the Barangay Council to increase budget
allocation for CICL
• Dialogue with the Barangay Council to adopt resolutions
for the care and protection of CICL and CAR
• Presentation of the CBJIP to the Barangay Council for
endorsement and adoption
• CBJIP’s dialogue with the Barangay Council
• Passing of ordinance protecting CICL and CAR
• Advocacy with the Barangay Council to allot additional
financial assistance to support services for children
• Advocacy with the Barangay Council to adopt diversion
programs, as indicated in RA No. 9344
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WORKSHOP PROPER
• Child Participation
• Organization of children’s associations in the Barangay
Federation of Children’s Association
• Barangay children’s summer camp/outing
• Support for children with special skills
• Organization of Peer Counseling Groups
• Support for the conduct of the annual children’s festival
• Support to children-initiated projects such as community
library, children’s playground
• Conducting of children’s congresses, camps, summits,
fora
• Annual Barangay Sports Festival for Children
• Involvement of former CICL as advocates in self-help
groups
• Planning, Monitoring, and
• Annual updating of the situation of CICL and CAR
Evaluation
• Monitoring of the implementation of the CBJIP
• Midterm review of the CBJIP
• Terminal evaluation of the CBJIP
• Gathering of data and evidence to support a proposed
resolution
• Strategic Planning of the CBJIP Team
• Annual Program Implementation Review of the CBJIP
• Community
• Mobilization of volunteers for the CBJIP activities
Organization/Mobilization
• Organization of neighborhood watch groups
• Development of foster families for CICL and CAR
• Fundraising to support children-initiated activities

Budget Source of
Results Inputs Definition (2022– 2022 2023 2024
(PHP) Budget
2024)
(1) (2) (3) (4) (5) (6) (7 (8) (9)
Output 1:
Output 2:
Output 3:
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WORKSHOP PROPER
Task 3 – Under Column 3, identify the indicators needed to measure the achievement of the
identified activities required to fulfill the corresponding outputs. For example, if you are
conducting a parents’ meeting on children’s rights, you would want to know how many
parents attended the meeting and how many have gained knowledge on children’s
rights.
Before asking the participants to proceed with the group work, explain the concept of
indicators, and cite examples.
Ask the participants to review the three statements below, and determine which is an
indicator. Ask them to raise their hands as you call the three statements. Most
participants will choose A and B, but the correct answer is C.
Which among the three statements below is an indicator?
A. Increase in the number of mothers using positive discipline in raising their

children
B. About 70% of mothers consistently use positive discipline in raising their children
C. Proportion of mothers using positive discipline in raising their children
Process the above exercise by explaining the following.
What is an indicator?
 Used as a benchmark (sukatan) for measuring program or project outputs
 Are valueless and do not specify targets, which are separate items
 Are signposts of change along the path to development
 Can be quantitative or qualitative
Examples of Quantitative Indicators:

Proportion of parents who attended the FDSs
Proportion of service providers knowledgeable of the JJWA
No. of boys who participated in the Life Skills Training
No. of CICL who received diversion intervention
Examples of Qualitative Indicators

 Level of functionality of the BCPC
 Presence or absence of children’s association
 Barangay’s level of support for the CBJIP
 Parent’s level of awareness of children’s rights
 Capacity of police officers to handle CICL
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WORKSHOP PROPER

Budget Source of
(PHP) Budget
2024)
(1) (2) (3) (4) (5) (6) (7 (8) (9)
Output 1:
Output 2:
Output 3:
Task 4 – Under Column 4, determine your total target for each of the indicators for three years,
and break it down annually (under Columns 5, 6, and 7), as shown in the template
below.
The total target refers to the variables mentioned in the indicators lumped over three
years. The total number of targets is then divided into three for 2022, 2023, and 2024
in Columns 5, 6, and 7. The variables could be the number of parents targeted to be
attending the FDS or PES. It could be the number of leaflets produced and distributed
or the number of CAR mothers targeted to be engaged in livelihood activities.

Output Activities/Inp Indicator/Definiti Target
Budget Source of
Results uts on (2022– 2022 2023 2024
(PHP) Budget
2024)
(1) (2) (3) (4) (5) (6) (7 (8) (9)
Output 1:
Output 2:
Output 3:
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WORKSHOP PROPER
Task 5 – Under Column 8, determine the indicative budget needed to implement the identified
activities considering its total target for three years. The key to estimating the indicative
budget is identifying all the foreseeable expenditure items needed to carry out an
activity or launch an event. Get the total amount for the activity, multiply it by the
number of times it will be done for the year, and then multiply it again by three years,
which is the duration of the CBJIP.

Budget Source of
(PHP) Budget
2024)
(1) (2) (3) (4) (5) (6) (7 (8) (9)
Output 1:
Output 2:
Output 3:
Some of these expenditure items might be:
• Snacks
• Meals
• Overnight accommodation
• Venue rental
• Rentals of equipment, such as projectors or computers
• Fare for participants
• T-shirts for participants
• Production of flyers, brochures
• Supplies such as ball pens, papers, metacards, markers, Manila papers
• Professional fees for trainers, facilitators, resource persons, artists, or documenters
• Workshop folders or bags
• Printing of certificates
• Token for resource persons
• Gasoline expenses or plane tickets for resource persons
• Support for children’s chaperones
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WORKSHOP PROPER
Below are some samples for determining the indicative budget for certain activities.
Costing for conducting a meeting:

Assumptions:
• Activity: Conducting of FDS or PES among mothers on children’s rights
• Total Target (2022–2024): 360 mothers, 120 mothers per year
• Snacks worth PHP 50 per mother will be served
• One session covers 20 mothers with 2 facilitators
• Supplies are estimated at PHP 100 per participant
• Participants will receive PHP 40 as tricycle fare no matter where they are coming from
With the above assumptions, budgeting should appear like the computation below.
• Conducting of FDS/PES on children’s rights with 20 mothers:
- Snacks: PHP 50 × 20 mothers + 2 facilitators × 6 meetings/year: PHP 6,600
- Transportation Fare: PHP 40 × 20 mothers × 6 meetings/year: 4,800
- Supplies: PHP 100 × 20 mothers × 6 meetings/year: 12,000
- Indicative budget for one year: PHP 23,400
- Indicative budget for three years: PHP 23,400 × 3 years PHP 70,200
Costing for flyers:

Assumptions:
• Activity: Production and distribution of flyers on CRC to 2,000 residents
• Specifications: Size 5.5 × 8.5 (A5), two sides printed, one side colored
• Professional fee for the artist who will design the flyer: PHP 5,000
• Gasoline will be needed for the distribution of the flyers around the Barangay
• The same number of flyers will be produced and distributed each year for three years
With the above assumptions, budgeting should appear like the computation below:
• Flyers on children’s rights for 2,000 residents
- Professional fee for the artist: PHP 5,000

- Production cost: 2,000 copies: 9,800
- Gasoline for distribution: Est. 2,000
- Indicative budget for one year: PHP 16,800
- Indicative budget for three years: PHP 16,800 × 3 years PHP 50,400
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WORKSHOP PROPER
Task 6 – Under Column 9, identify the potential sources of budget for each of the activities.
Some of these potential sources of budget are:
• Debt servicing: 20% of income

• Aid to Barangays: PHP 1,000/ barangay
• DRRM funds: 5% of income
• PS 1st and 3rd class: 45% of annual Y; 4th and 6th class: 55%
• Discretionary: 2% of RPT receipts
• Intelligence: 30% of P&O provision, or 3% of appropriation, whichever is lower
• GAD budget: 5% of total appropriations
• Children: 1% of IRA
• Development fund: 20% IRA
• SK: 10% of Barangay appropriations
Refer to “Public Finance Module on Investment in Children: Juvenile Intervention

Program,” a module designed by Social Watch Philippines to assist LGUs in
developing appropriate expenditure programs and determining sources of financing to
fund the implementation of the CLJIP/CBJIP, with particular focus on the utilization of
the 1% of IRA allotted for the L/BCPCs and maximizing funds lodged in other potential
revenue sources.

Budget Source of
(PHP) Budget
2024)
(1) (2) (3) (4) (5) (6) (7 (8) (9)
Output 1:
Output 2:
Output 3:
67
Description
At this stage, the draft output of the workshop is fleshed out or further improved by an assigned
team. Some parts of the results framework may need to be filled out, such as the indicators,
baseline, and budget. The whole CBJIP is then put together, finalized, and photocopied. Next,
a work and financial plan (WFP) is prepared for integration into the BIP. A Barangay Resolution
should also be prepared and presented to the BCPC for the adoption and integration of the
CBJIP into the BDP and BIP. The overall process might take one to two months to finish.
Objectives
1. Fill out, complete, and finalize the Results Framework and the WFP; and
2. Prepare a Barangay Resolution for the adoption of the CBJIP and integration into the
BDP and BIP.
Duration
Two to eight weeks (depending on the pace of the group)
Process
Step 1. Review the draft Results Framework you developed during the workshop, and
complete it by filling in all the blank items.
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Step 2. Put together the SitAn (Workshop Outputs 1, 2, and 3), Causality Analysis (Workshop
4 and 5), ToC (Workshop 5 continuation), and Results Framework (Workshop 6 and
7). This will constitute your CBJIP. Organize them according to the following outline.
1. Title Page (with Barangay logo) – See the example below.
BARANGAY PAG-ASA, OLONGAPO CITY

Philippines
COMPREHENSIVE BARANGAY JUVENILE INTERVENTION PROGRAM

(CBJIP)
2022–2024
23 December 2021
2. Foreword (Barangay Chairperson) – See the example below.
FOREWORD
This Barangay Juvenile Intervention Program of Barangay Pag-asa, Olongapo City is an

expression of our commitment to the fulfilment of the rights of children, particularly of the
children in conflict with the law.
I congratulate the Barangay Project Management Team for working hard and putting a lot
of efforts, time, and dedication in developing this document. I would like to thank the
Barangay Council for the Protection of Children for their support to the CBJIP Team
particularly in providing data and information to complete the CBJIP.
I would like to enjoin all the Barangay Officials, all the service providers, NGOs and
FBOs based in this Barangay, as well as the children and youth groups to be guided by this
document in planning your programs targeting children in this Barangay.
Let us all work together to ensure that all CICL will fulfill their rights as children.
Congratulations!!!
Mr. Remigio Talonghari

Barangay Chairman
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POST-WORKSHOP
3. List of Acronyms – See the example below.
ACRONYMS
AO Administrative Order
BCPC Barangay Council for the Protection of Children
CAR Children at Risk
CICL Child in Conflict with the Law
CBJIP Comprehensive Barangay Juvenile Intervention Program
CFLGA Child-Friendly Local Governance Audit
CLJIP Comprehensive Local Juvenile Intervention Program
CNJIP Comprehensive National Juvenile Intervention Program
CRC Convention on the Rights of the Child
CWC Council for the Welfare of Children
C4D Communication for Development
DepEd Department of Education
DR Documents Review
DILG Department of the Interior and Local Government
DOJ Department of Justice
ERPAT Empowerment and Reaffirmation of Paternal Abilities
IRA Internal Revenue Allotment
JJWA Juvenile Justice and Welfare Act
JJWC Juvenile Justice and Welfare Council
BDIP Barangay Development and Investment Plan
LCPC Local Council for the Protection of Children
LGOO Local Government Operations Officers
LGU Local Government Unit
LSWDO Local Social Welfare Development Office
M/CSWDO Municipal/City Social Welfare and Development Office
M/CHO Municipal/City Health Office
M/CLGOO Municipal/City Local Government Operations Officer
NGO Non-Government Organizations
PES Parents Effectiveness Service
PNP Philippine National Police
PNP – WCPC PNP - Women and Children Protection Center
PNP-WCPD PNP - Women and Children Protection Desk
4. Table of Contents – See the example below.
Table of Contents
Acronyms 1
Foreword 2
Introduction 3
Situation Analysis/Causality Analysis of CICL 4
Theory of Change on the CBJIP 9
Results Framework on the CBJIP 2021-2023 13
Work and Financial Plan 2021-2023 16
Barangay Resolution Endorsing the CBJIP 22
70
POST-WORKSHOP
5. Introduction – See the example below.
Introduction
The Comprehensive Barangay Juvenile Intervention Program (CBJIP) 2020–2023 is the

Barangay’s response towards the goal of reducing the number of new cases of children in
conflict with the law and rehabilitating and reintegrating children in conflict with the law with
their families and communities.
The CBJIP is part of the Barangay’s commitment to build an enabling environment that
respects, protects and fulfils the rights of all children. The Barangay envisions a
community that promotes and protects the rights of children at risk and children in conflict with
the law under a restorative justice and welfare system.
This document is a product of the collective efforts of the Barangay Project Management Team
and the Barangay Council for the Protection of Children in coordination with the Regional
Steering Committee for the Welfare of Children and the Regional DILG Office.
This will serve as the Barangay’s guide in initiating implementing and monitoring
activities for children in general and for children in conflict with the law.
6. SitAn / Causality Analysis of CICL and CAR in the Barangay – See the example below.
Situation of CICL and CAR in Barangay Pag-asa, Olongapo City
Data show that there were CICL in the Barangay in 2019 and half of 2020.
Children ages ___ to ___ were more inclined to break the laws.
There were more CICL who were boys than girls.
The most common types of offenses committed against children were: _____; _____.
The most common types of offenses committed by children were: _____; _____.
The number of CICL in the Barangay appear to be increasing (or decreasing).
There were _____ children at risk in the Barangay made up of _____ children of families
registered as 4Ps beneficiary; _____ children of indigenous peoples; _____ children affected by
natural disaster; _____ children affected by armed conflict.
Summary Statement of Problem of CICL

The number of CICL in Barangay Pag-asa increased from 40 in 2019 to 75 in 2020. Most of
the crimes committed against children were physical injuries (40 cases), rape (10 cases),
attempted murder (5 cases), and neglect (20).
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POST-WORKSHOP
7. ToC on the CBJIP – See the example below.

The community has The Barangay has funded the
The family is caring and preventive and protective CBJIP integrated in the
protective of children and services for children and Barangay Development Plan,
provides for their needs. provides opportunities for and that is implemented and
play and recreation. monitored.

Parents are aware of The BCPC is fully
Playgrounds and play
for children
Parents have the The Barangay Ordinance
have complete health
knowledge and skills to approving the CBJIP is
services for children
peer pressure
Barangay Ordinances
There are daycare protecting for children are
to provide for the basic remote areas
needs of children
40 in 2019 to 75 in 2020.”
Assumption:
• The BCPC is active and functional
• The Barangay Chairman is supportive
• Adequate funding available
• Political commitment exists
Risks
• Lack of coordination between Barangay and NGOs
• Uncooperative community residents
• Political influences/war
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8. Results Framework on the CBJIP 2021–2023 – See the example below.
Outcome 1: Families are caring and protective of children and provide for their needs.

Budget Source of
(PHP) Budget
2024)
 Conduct  No. of parents who 300 100 100 100 150,000 20%
PES/FDS on participated in Development
Output 1: children’s PES/FDS Funds
rights.
Parents are  No. of parents who 450 150 150 150 45,000 GAD Budget
aware and  Production/ received leaflets on
conversant of distribution of children’s rights
children’s rights leaflets on
children’s
rights
 Conduct  No. of parents who 150 50 50 50 25,000 1%
Output 2: Parents’ attended the Mandatory
Counseling. counseling Funds
Parents use sessions
positive  Mothers’ 50,000 GAD Budget
reinforcement to Class in the  No. of mothers who
discipline their health centers participated in the
children on positive Mothers’ Classes
discipline
 Enroll parents  No. of parents who 60 20 20 20 250,000 Committee
in TESDA graduated in on Livelihood
Output 3:
classes. TESDA classes
and got employed
Parents of CAR
 Provision of
have the means
IGP loans to  No. of parents who 90 30 30 30 LSWDO
to provide for
parents availed of loans
children’s needs
and had small
businesses
Outcome 2:

Budget Source of
(PHP) Budget
2024)
Output 1:
Output 2:
Output 3:
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POST-WORKSHOP
Outcome 3:
Budget Source of
(PHP) Budget
2024)
Output 1:
Output 2:
Output 3:
9. WFP 2021–2023 (See Step 4.)
10. Barangay Resolution Endorsing the CBJIP (See Step 3.)
Step 3. Draft a Barangay Resolution adopting the CBJIP.
Sample Draft Barangay Resolution Adopting the CBJIP (See below.)
REPUBLIC OF THE PHILIPPINES

Province of __________
Municipality of __________
Barangay __________
OFFICE OF THE SANGGUNIANG BARANGAY
________________________________________________________________________________
EXCERPTS FROM THE MINUTES OF THE REGULAR MEETING OF THE SANGGUNIANG

BARANGAY OF BARANGAY _________________ , MUNICIPALITY OF_________________,
PROVINCE OF ____________ON AUGUST 31, 2020.
PRESENT:
Hon. Punong Barangay
ABSENT:
NONE
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POST-WORKSHOP
RESOLUTION NO. _____

SERIES OF 2020
RESOLUTION ADOPTING THE COMPREHENSIVE BARANGAY JUVENILE INTERVENTION

PROGRAM (CBJIP) OF BARANGAY , ,
ADDRESSING THE ISSUE OF CHILDREN IN CONFLICT WITH THE LAW.
WHEREAS, there were several documented cases of children in conflict with the law in the Philippines
basically due to factors emanating from unfavorable conditions in the family, community and the
bigger society. There were also an increasing number of reported situation of violation of their rights
enshrined in the Convention on the rights of the Child.
WHEREAS, Republic Act (RA) 9344 or the Juvenile Justice and Welfare Act (JJWA) of 2006, was
enacted to ensure the protection of their rights and welfare of the JJWA was enacted. To oversee the
full implementation of the law, the Juvenile Justice and Welfare Council (JJWC) was institutionalized.
WHEREAS, JJWA mandates all Local Government Units from the Barangay up to the provincial level
to institute a Comprehensive Local Juvenile Intervention program to address the issue of children in
conflict with the law. The CLJIP shall cover a period of 3-5 years in which the LGUs must set aside a
necessary amount in their annual budget to implement their respective juvenile intervention program.
WHEREAS, DILG issued Memorandum Circular 2016-68 to guide LGUs on the development of the
CLJIP and that Juvenile Justice and Welfare Council issued a simpler manual, in support of this Memo
Circular, on developing a Comprehensive Barangay Juvenile Intervention Program.
WHEREAS, the Comprehensive Barangay Juvenile Intervention Program is a package of intervention

programs implemented at the Barangays, and designed to promote the physical and social well-being
of children, prevent juvenile delinquency, and prevent children from reoffending.
WHEREAS, Barangay __________ has its own share of children in conflict with the law and
that they are not properly managed. There are also a number of children who may be considered at risk
but the Barangay, currently, has no preventive programs for keeping them from becoming law
offenders or violators.
WHEREAS, a Barangay Project Management Team from the Barangay Council for the Protection of
Children has been organized for Barangay __________ to develop a Comprehensive Barangay
Juvenile Intervention Program (CBJIP) for 3 years.
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POST-WORKSHOP
WHEREAS, the Comprehensive Barangay Juvenile Intervention Plan (CBJIP) needs to be endorsed
by the Barangay Council and integrated in the Barangay Development Plan with corresponding budget
for its implementation in compliance to the law, to ensure an effective response to the issue of CICL.
NOW, THEREFORE, BE IT RESOLVED, AS IT IS HEREBY RESOLVED, BY THE

SANGGUNIANG BARANGAY ___________ IN A SPECIAL MEETING ASSEMBLED FOR
THIS PURPOSE, ADOPT AND ALLOCATE AN AMOUNT OF _________________ FOR THE
COMPREHENSIVE BARANGAY JUVENILE INTERVENTION PROGRAM, 2020-2023.
RESOLVED FURTHER THAT COPIES OF THIS RESOLUTION BE FURNISHED TO ALL

CONCERNED STAKEHOLDERS WITHIN THE BARANGAY AND THE MUNICIPALITY
OF ____________________.
ADOPTED THIS ___TH DAY OF _____, 2020 BY THE SANGGUNIANG BARANGAY OF

____, __.
I HEREBY CERTIFY THE CORRECTNESS OF THE FOREGOING RESOLUTION CERTIFIED

TRUE AND DULY APPROVED:
Hon. ___________________________ Hon. ___________________________
Hon. ___________________________ Hon. ___________________________
Hon. ___________________________ Hon. ___________________________
Sec. ___________________________
Hon. ___________________________
Barangay Chairman
Step 4. Prepare a WFP on the CBJIP for 2021–2023, and use the sample as your template.
Ensure that the WFP is linked with the activities identified through the SitAn and
Results Framework. Linking them means that all activities to be funded must be based
on the situation and needs of the Barangay, available resources, and the BCPC’s
capacity to conduct and monitor the activities. For additional reference, the levels of
intervention (family-, community-, barangay-based) and the corresponding examples
of interventions that can be adopted by the Barangay for CICL and CAR are also
provided in Annex A.
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POST-WORKSHOP
WORK AND FINANCIAL PLAN ON THE CBJIP FOR 2021
Barangay ________________, ______________ Municipality/City
Outcomes/ Activities/ Responsible Source of

Indicators Targets Budget
Outputs Interventions Person Funds
Outcome 1. The family is caring and protective of children and provides for their needs.
1. Conducting of No. of parents
Mrs. Josie
PES on children’s attending PES on 120 PHP 2,000 CBJIP
Output 1. Parents Domingo
rights children’s rights
are aware of
children’s rights 2. Distribution of
No. of flyers Alex with SK 1% IRA
flyers on children’s 150 PHP 4,500
distributed members BCPC
rights
1. Conducting of No. of parents
Mrs. Josie
Output 2. Parents PES on positive attending PES on 120 PHP 1,200 CBJIP
Domingo
use positive discipline positive discipline
reinforcement to 2. Stage drama on No. of drama Alex with SK
discipline children the use of positive staged in the 6 members and PHP 5,000 SK Funds
discipline by SK Barangay the CA
No. of parents
1. Conducting of
attending PES on
PES on teaching Mrs. Josie
teaching children 120 PHP 1,200 CBJIP
Output 3. Parents children to resist Domingo
how to resist
have the knowledge crimes, vices
vices
and skills to teach
children how to resist 2. Integration into
No. of parents
peer pressure PTA meeting: HS Principal
attending PTA 75 Barangay
Teaching children Mrs. Connie PHP 1,700
No. of teachers 8 Funds
to resist crimes and Gualberto
attending PTA
vices
Outcome 2. The community has preventive and protective services for children and provides opportunities for play and
recreation.
Level of support
1. Solicitation of from the High level of
support from the community: support from Mr. Pol Flores PHP 500 Personal
Output 1. community Resources, free the community
Playgrounds and labor, materials
play spaces are
constructed for Additional safety
Improved,
children and youth 2. Improvement of measures, more cleaner, and From
play spaces, Engr. Galvez PHP 50,000
the existing safer Donations
more play
playground playground
equipment
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POST-WORKSHOP
Outcomes/ Activities/ Responsible Source of
Indicators Targets Budget
Outputs Interventions Person Funds
Output 2. 1. Repair of the

health center Improved
Barangay Health
Level of health center;
Centers/Stations Dr. Teofilo PHP Barangay
improvement of more medical
have completed Tan 1,000,000 Funds
2. Provision of the health center supplies and
health services for
medical supplies equipment
children
and equipment
Output 3. There are

daycare centers 1. Meeting with No. of meetings Barangay
2 meetings
catering to children in MSWDO with MSWDO Chairperson
remote areas
No. of new
2. Construction of 3 new DCCs PHP MSWDO/B
daycare centers Engr. Galvez
new day centers erected 2,000,000 arangay
erected
Outcome 3. The Barangay has funded the CBJIP integrated into the Barangay Development Plan, and that is
implemented and monitored.
1.
Output 1. The The BCPC is
Reorganization/str Chairman 1% of IRA
BCPC is fully reorganized and DONE PHP 2,000
engthening of the Santos for BCPC
functional functional
BCPC
1. Workshop on
Copy of the Dr. Mata and 1% of IRA
the development DONE PHP 8,000
Output 2. The CBJIP CBJIP Team for BCPC
of CBJIP
CBJIP is developed
by the CBJIP Team 2. Formulation of Copy of the Dr. Mata and 1% of IRA
WFP for the DONE PHP 2,000
WFP CBJIP Team for BCPC
CBJIP
The CBJIP is
Output 3. The
adopted,
Barangay 1. Presentation of Chairman
approved, and 1% of IRA
Ordinance the CBJIP to the DONE Santos and PHP 3,000
funded by the for BCPC
approving the Barangay Council Dr. Mata
Barangay
CBJIP is passed
Council
Note:
The source of funds may be taken from the following.
1. Debt Servicing: 20% of income
2. Aid to Barangays: PHP 1,000/Barangay
3. DRRM fund: 5% of income
4. PS 1st and 3rd class: 45% of annual Y; 4th and 6th class: 55%
5. Discretionary: 2% of RPT receipts
6. Intelligence: 30% of P&O provision, or 3% of appropriation, whichever is lower
7. GAD budget: 5% of total appropriations
8. Children: 1% of IRA
9. Development fund: 20% IRA
10. SK: 10% of barangay appropriations
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Please see Annex 2 for the guidelines for costing and budgeting for the CBJIP.
In addition, refer to “Public Finance Module on Investment in Children: Juvenile Intervention

Program,” a module designed by Social Watch Philippines to assist LGUs in developing
appropriate expenditure programs and determining sources of financing to fund the
implementation of the CLJIP/CBJIP, with particular focus on the utilization of the 1% of IRA
allotted for the L/BCPCs and maximizing funds lodged in other potential revenue sources.
Step 5. Present the CBJIP and WFP to the Barangay Council together with the draft Barangay
Resolution.
CONGRATULATIONS!
You may now start working on the implementation and monitoring of the CBJIP for the Barangay.
Best of luck!
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ANNEX 1
CHECKLIST OF STRATEGIES AND INTERVENTIONS FOR CICL AT THE LGU LEVEL
As a guide for the formulation of the results framework, here is the list of strategies and
interventions for children in conflict with the law at the local level, which is derived from existing
initiatives of some local government units.
Strategies are broad action-oriented tactics or maneuvers to achieve certain objectives.

Strategies guide the decision-making process especially in getting technical expertise and
allocating resources. Intervention refers to a series of activities which are designed to address
issues that cause children to commit an offense. It may take the form of individualized treatment
such as counselling, skills training, alternative learning, education, rehabilitation or reintegration
to family.
Some of the key strategies in development programs are:
Advocacy - is a strategy which aims to influence decisions within political, economic, and social
systems and institutions of government at different levels or of any institution for that matter.
Done usually by a group of “advocates”, it includes many activities such as conducting research,
issuing press releases, organizing press conferences, media campaigns, and public speaking,
or lobbying with legislators or policy makers.
Awareness-Raising - is a process of providing information to individuals, groups or

communities designed to increase the level of knowledge of the target on specific topics of
interest usually associated with behavioral change or adoption of new desirable practices, such
as breastfeeding, proper nutrition, hand washing, etc.
Capacity Building - is the process of equipping individuals or groups with the knowledge,
information, skills, and attitudes that enable them to perform specific tasks effectively and
efficiently towards the attainment of specific objectives or desired results. Much more than
training, capacity building can be done through coaching, mentoring, on the job training,
apprenticeship, field exposure, exchange visits, reading, online studies, etc.
Children Engagement or Child Participation - refers to children taking part in a process or

playing a role in a process at their level in accordance to their evolving capacities, children
thinking for themselves, expressing their views effectively, and interacting in a positive way with
other people. It also refers to involving children in decision-making on matters which affect their
lives, the lives of the community and the larger society in which they live.
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ANNEX 1
Community Organizing/Mobilization - is a strategy to promote genuine people’s participation
in development where community residents serve as beneficiaries and partners at the same
time. Here, people are enabled to make decisions in identifying and prioritizing community
problems, developing program designs, planning implementation, monitoring, evaluation, and
sharing the benefits of development.
Strengthening Governance and Accountability - refers to a body of interventions designed

to improve organizational performance particularly in terms of delivering basic services to
intended community beneficiaries in an effective, efficient, sustainable, and impactful way.
Evidence Generation - is a general strategy that includes, research, study, evaluation,

monitoring and evaluation meant to generate and analyze robust evidence (data) in a systematic
and regular way as basis for policy development, programming, and planning.
Inter-Agency Coordination - is a strategy that allows agencies, stakeholders, and partners to

collectively address common problems and cross-cutting issues in a coherent, assertive, and
transformative manner. By doing so, wastage and duplication of precious resources are avoided,
and a greater and more comprehensive impact on the community is created.
Some of the current interventions are:
Juvenile Justice and Welfare System - refers to a system of dealing with children in conflict
with the law which provides child-appropriate proceedings, including programs and services for
prevention, diversion, rehabilitation and reintegration to family and after care services to ensure
their normal growth and development.
Strengthening the Local Council for the Protection of Children – is a set of interventions
that aims to establish and strengthen Local Council for the Protection of Children (LCPCs), or
inter-agency and multi-sectoral institutional mechanisms in all levels of local government units
(LGUs) that serve as child rights advocates and take charge of planning, implementing, and
monitoring local development plans designed to ensure the protection and safety of the children
in the locality.
Case Management - a method of providing services whereby a professional social worker

assesses the needs of the client and the client’s family, when appropriate, and arranges,
coordinates, monitors, evaluates and advocates for a package of multiple services to meet the
specific client’s complex needs.
Diversion - refers to an alternative, child-appropriate process of determining the responsibility

and treatment of a child in conflict with the law on the basis of his/her social, cultural, economic,
psychological and educational background without resorting to formal court proceedings.
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ANNEX 1
Life Skills Education - is a method used for children and young people to promote personal
and social development, to build their capacity to make decisions in a day to day life, to prevent
health or social problems from occurring, and to protect themselves from possible abuse,
violence or injury.
Integration in the Local Development Plan – LDP is a document that contains the deliberate,
rational and continuous effort of the local government unit, with active participation of the
community, to accelerate its process of development and growth by optimizing use of local
resources. It is directed towards making public services, public spaces, and infrastructures
available to the constituency.
Integration in the Local Investment Program – LIP is a planning tool used in implementing
the comprehensive local development plan. It is a multi-layer listing of programs and projects
with cost estimates and sources of funds.
Parenting - is the process of promoting and supporting the physical, emotional, social, financial,
and intellectual development of a child from infancy to adulthood. Also referred to as child
rearing, parenting refers to the aspects of raising a child, and all the responsibilities and activities
involved in it.
Partnership - is the process of building coordination, cooperation or collaboration with other

agencies, institutions, communities, groups of people, or certain individuals with the aim of
working together and joining forces, or combining resources towards a common goal.
Rehabilitation - the process of rectifying or modifying a child’s negative attitude and behaviour.
It enables the child to change his negative behaviour into something positive and acceptable to
the community.
Reintegration - the process that promotes or facilitates the acceptance of the child back to the
community. It is the healing of the victim’s and the community’s wounds that were inflicted on
them by the offense.
Restorative Justice - a process through parties with a stake in an offence jointly resolve the
aftermath and implications of an offense. It is a criminal justice system that focuses on the
rehabilitation of offenders through reconciliation with victims and the community at large.
LGU Social Worker - refers to a professional who is duly licensed/registered to practice social
work in the Philippines in accordance with RA 4373.
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ANNEX 1
Some of the priority outputs for LGUs are:
• Evidence-based and results-informed programming and planning (CLJIP);
• Public Finance Management (use of 1% of IRA for LCPC);
• Strengthening of LCPC, BCPC, and PCBC, including mentoring initiatives;
• Family-Focused and Community-Based Interventions (family-strengthening programs,
diversion, life skills, and aftercare services);
• Information Management (increased utility of CAR and CICL registry);
• Review of children’s code and other related ordinances; and
• Use of CAR and CICL Registry.
LEVELS OF INTERVENTIONS BASED ON CNJIP FRAMEWORK ADOPTED BY JJWC
The following are considered primary, secondary, and tertiary interventions for CICL
based on CNJIP Framework.
Levels of Interventions Description/Examples

Primary Interventions (Family-Based) Early Childhood Care and Development
Developmental in nature (ECCD)
General measures to promote social justice Creation of Youth Resource Centers in every
and equal opportunity, which tackle root municipality
causes of offending; therefore, developing
potential and sustaining strengths of the child, Institutionalization of activities for children and
family, and community to prevent youth, e.g., congress, camps, summits, fora
circumstances of the child being at risk of
offending Health services/education
Access of children to child and youth
organizations, such as SK, PYA, church-
based organizations, Barangay Children
Associations, and Children Federations,
including the National Coalition of Children
Association of the Philippines (NACCAP) and
the National Anti-Poverty Commission –
Children and Youth Sector
83
ANNEX 1
Levels of interventions Description/ Examples
Secondary Interventions (Community-Based) Youth organizations, e.g., PYAs and faith-
based organizations, Children’s
Preventive and protective in nature Associations/Federations
Measures that assist CAR from offending, Psychosocial interventions, such as

their families, and communities with the aim of group/individual sessions by social workers,
preventing circumstances that make the for CAR
child get into conflict with the law
Involvement of former CICL in self-help
groups as advocates
Family therapy for families of CAR
Watch group organizations
Development of foster families
Establishment of Special Drug Education

Centers in every province and highly
urbanized cities
Family Drug Abuse Prevention Programs
Institutionalization of birth registration in

barangays
Tertiary Interventions (Barangay-Based) Release of recognizance temporary shelters
Remedial in nature Psychosocial and therapeutic programs
Financial assistance and support services
Interventions aiming to restore the Organization of peer support groups
functioning state of children in conflict Diversion programs, as indicated in RA No.
with the law, repair damages created as a 9344
result of the offense, and prevent re-
offending
84
ANNEX 2
FINANCING AND BUDGETING FOR THE COMPREHENSIVE LOCAL JUVENILE

INTERVENTION PROGRAM
Several studies on local programs and investments for children in the Philippines seem to concur
that financing program interventions, particularly for children in conflict with the law (CICL),
remain a huge challenge.
A study commissioned by the Juvenile Justice and Welfare Council (JJWC) entitled Local
Interventions and Public Investments for CICL in the Philippines revealed that “after more than
10 years since the enactment of RA 9344, it appears that a lot of work still needs to be done” at
the local level. For one, the study noted that local government units (LGUs) need to be reminded
of their accountability to use the 1% allocation of the Internal Revenue Allotment (IRA) for the
Local Council for the Protection of Children (LCPC), as provided for in Section 15 of Republic
Act (RA) No. 9344 or the Juvenile Justice and Welfare Act (JJWA) and of DILG Memorandum
Circular (MC) 2012-120 on the same subject.
The study urged the Department of the Interior and Local Government (DILG) to develop and
implement a national strategy to revitalize Municipal/City and Barangay CPCs with an appeal to
reissue DILG MCs 2002-121 and 2005-7 and DILG MC 2012-120 to guide LCPCs in using the
“Allocation of One Per Cent IRA for the strengthening and implementation of the Programs,
Projects, and Activities of the LCPC per Section 15 of RA 9344.”
LGUs are encouraged to increase allocation for LCPCs beyond the 1% requirement of the law
to ensure that all plans for children are provided with funds and implemented.
The study recommended an active engagement of and advocacy with local chief executives and
the members of the Local Development Councils (LDCs) who are mandated to formulate the
medium-term and annual investment programs (LDIP and AIP) and appraise and prioritize
socioeconomic development programs and projects.
In one workshop with United Nations Children’s Fund (UNICEF)–supported LGUs in the
Development of Situational Analysis and Formulation of Comprehensive Local Juvenile
Intervention Program, Social Watch Philippines asserted that it was essential to emphasize the
need to discuss public financial management for children because their rights are not being fully
addressed. One of the main reasons cited was the existence of thematic laws mandating the
allocation of a certain percentage of LGUs’ Internal Revenue Allotment for their respective
implementation of intervention programs. JJWA requires only 1% of the local IRA compared with
other mandatory provisions requiring 5%–20%.
85
ANNEX 2
Some of these mandatory provisions may be tapped to support child-friendly programs, projects,
and activities. Some of them, in fact, are complementary, such as the school feeding programs
linked with local farmer-producers, water supply (clean/potable), streetlights, and farm-to-market
roads.
Meanwhile, some of the LCPC activities may also be charged against the 20% development
fund of the LGUs, as provided for in Section 287 of the Local Government Code, particularly in
the realization of the goals for the social development of the community.
Here are some of the possible sources of funding for CICL work and finance according
to Social Watch Philippines.
SPECIAL EDUCATION FUND (SEF)

• From proceeds of the 1% tax on the assessed value of real property in addition to the
basic real tax
• Funds automatically released to Local School Boards (LSBs)
› Equally divided between the province and municipalities
› City gets to keep the entire 1%
ALLOWABLE EXPENSES CHARGEABLE AGAINST THE SEF: WHAT IS NEW?

Because of the new law on Early Childhood Care and Education (ECCD):
• Direct services related to the implementation of the ECCD program, such as
salaries/allowances of locally hired child development teachers and/or daycare workers,
etc.
• Organization and support of parent cooperatives to establish community-based ECCD
programs; counterpart funds for the continuing professional development of ECCD public
service providers; provision of facilities for the conduct of the ECCD Program;
• Expenses such as utilities (i.e., electricity and water expenses) and communication (i.e.,
telephone expenses); and
• National Child Development Centers.
LEGAL BASIS OF LOCAL TAXATION

• 1987 Philippine Constitution, Article X, Section 5
• Local Government Code of 1991 (RA No. 7160) Section 129, Power to Create Sources
of Revenue
86
ANNEX 2
LOCAL TAXING AUTHORITY
Not just one time
• Adjustment of tax rates allowed once every five years, but in no case shall such
adjustment exceed 10% (Sec. 191, RA No. 7160)
• General revision of assessments and property classification, including improvements
thereon (Sec. 219, RA No. 7160)
TAXING POWERS / INTERNAL SOURCES OF LGU REVENUES

PROVINCE CITIES MUNICIPALITIES BARANGAYS
Real Property Tax Real Property Tax (for
Chartered and
Noncomponent Cities)
Tax on Business; Taxes on Stores or
Fees for Sealing and Licensing of Weights Retailers;
and Measures; Service Fees and
Fishery Rentals, Fees and Charges; Community Charges;
Tax Barangay Clearance
Tax on Transfer of Real Property Ownership;
Franchise Tax;
Amusement Tax;
Professional Tax;
Tax on Sand, Gravel and Other Quarry
Resources;
Tax on Business of Printing and Publication;
Annual Fixed Tax on Every Delivery Truck or Van
Common Revenue Raising Powers;
Service Fees and Charges;
Public Utility Charges;
Toll Fees or Charges;
Income from Local Enterprises
EXTERNAL SOURCES
1. Share from Government-Owned and Controlled Corporations (GOCCs), e.g., Philippine
Amusement and Gaming Corporation (PAGCOR) and Philippine Charity Sweepstakes
Office (PCSO)
2. Other shares from national tax collection

a. Share from Ecozone
b. Share from expanded value-added tax (EVAT)
c. Share from national wealth
87
ANNEX 2
3. Extraordinary receipts
a. Grants (People’s Survival Fund, UNICEF) and donations (alum/foundation
donations)
b. Other subsidy income
4. Interlocal transfers
a. Subsidy from LGUs
b. Subsidy from other funds
5. Capital/investment receipts
a. Gain on sale of assets
b. Gain on investments
6. National government agencies

a. Regular power purchase agreements (PPAs), which include the Conditional Cash
Transfer of the DSWD
b. SLGS Awards
c. Bottom-up-Budgeting (BuB) / assistance to municipalities and cities
7. Your favorite congress members / senators

8. Public-private partnerships
9. Loans and bond floatation
Here are some helpful tips from Social Watch Philippines for the formulation of work and financial
plans for CICL.
LGU CAPABILITY BUILDING / THREE-DAY TRAINING
Trainer’s training; continuing training of frontline service providers

1. Food and venue (30 pax × 500/pax/day) PHP 15,000.00
2. Workshop materials/supplies (30 pax × 50/pax) PHP 1,500.00
3. Laptop and sound system (500/day) PHP 500.00
4. Documenters PHP 1,500.00
5. Facilitators (1,500/pax/day × 2 pax/day) PHP 3,000.00
6. Event organizer (1,500/pax/day) PHP 1,500.00
7. Resource Speakers*
Subtotal/day PHP 23,000.00
Total for 3 days PHP 69,000.00
Annual total (if quarterly) PHP 276,000.00
88
ANNEX 2
LGU CAPABILITY BUILDING / ONE-DAY TRAINING
Cost for food and workshop materials

• At the barangay level: Cost per barangay or cluster of barangays
• Estimated at 25 participants
• PHP 500/per person for food (a.m. and p.m. snacks and lunch) × 25 persons = PHP
12,500
• PHP 50 for workshop materials
• Total of PHP 12,550/quarter × 4 quarters = PHP 50,200
INFORMATION DISSEMINATION, ADVOCACY, AND SOCIAL MOBILIZATION FOR PUBLIC

SUPPORT AND ACTION FOR PARENTING PROGRAMME AND POSITIVE DISCIPLINE:
LGU LEVEL AND COSTS
On average, this can target a total of 1,000 persons/year per municipality or city, with the cost
of snacks at PHP 50 per person, equivalent to PHP 50,000. The cost can range from as low as
a few thousand in fifth- to sixth-class municipalities to 50,000 or a few million for large and highly
urbanized municipalities and cities.
Average Cost: 1,000 persons × PHP 50/snack = PHP 50,000 / Municipality or City
Why PHP 1,000? –> This can be the minimum target of 25 participants each in 10 barangays or
clusters of barangays done every quarter or 4 times a year: 25 × 10 × 4 = PHP 1,000.
89
REFERENCES
Briones, L. M. (1994). Fiscal and monetary policies as constraints to development. Kasarinlan:

Philippine Journal of Third World Studies, 10(2). https://www.journals.upd.
edu.ph/index.php/kasarinlan/article/view/879/876
Cantos, J. (2013, December). Slice and Dice [PowerPoint Presentation].
Cruz-Sta. Rita, M., Magno, C., Galvez, L., & Reyes-Cantos, J. (2013, May 21). Towards an
Informed Citizens’ Participation in Local Governance: Sourcebook on Local Public
Finance. United Nations Development Programme. https://www.undp.org/
philippines/publications/towards-informed-citizens%E2%80%99-participation-local-
governance-sourcebook-local-public-finance
Department of Budget and Management (DBM). (2008). Updated Budget Operations Manual
(UBOM) for Local Government Units (Update of the 2005 UBOM).
DILG DBM, DOF, NEDA, HLURB. (n.d.). Volume V, Budget and Expenditure Management Tools
and Approaches. GTZ-Decentralization Program.
DILG DBM, DOF, NEDA, HLURB. (n.d.). Volume 2: Planning Tools and Approaches, GTZ-
Decentralization Program.
DILG-NEDA-DBM-DOF. (2007). Joint Memorandum Circular (JMC) No. 1 Series of 2007.

Guidelines on the Harmonization of Local Planning, Investment Programming, Revenue
Administration, Budgeting and Expenditure Management.
Galvez, L. L. (2013, December). 20% Component of the IRA Utilization Report [PowerPoint
Presentation].
Republic Act No. 7160 | GOVPH. (1991, October 10). Official Gazette of the Republic of the
Philippines. https://www.officialgazette.gov.ph/1991/10/10/republic-act-no-7160/
Reyes, D., Tapales, P. D., Domingo, M. Z., & Villamejor-Mendoza, M. (2015). Introduction to
Public Administration in the Philippines: A reader (3rd ed.). UP NCPAG.
Readings on Participatory Budget Formulation. (n.d.). http://fdpp.dilg.gov.ph/uploads/

templates/PBF-1.pdf
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We value your input to further improve this document/publication.
Send us your comments/inputs at secretariat@jjwc.gov.ph
JJWC-IEC-005-2022
Knowledge Product No. 4
Revision No. 0
As of October 2022

#56 Matimtiman Street, Teacher’s Village East,
Quezon City, Philippines
Website: www.jjwc.gov.ph
Email: secretariat@jjwc.gov.ph
Tel. Nos.: (02) 8921-9065 / (02) 8921-0565

Manual On The Formulation of CBJIP

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Manual on the Formulation of

Comprehensive Barangay Juvenile

Using Results-Based Management and

JUVENILE JUSTICE AND WELFARE COUNCIL

Manual on the Formulation of Comprehensive Barangay Juvenile Intervention Program

Quezon City, Philippines

Comprehensive Barangay Juvenile

Using Results-Based Management and

JUVENILE JUSTICE AND WELFARE COUNCIL

DEFINITION OF TERMS iii

STAGE 0: Preparatory Stage 7

STAGE 1: Pre-Workshop Meeting/Assignment 13

STAGE 2: Workshop Proper 26

STAGE 3: Post-Workshop: CBJIP Completion and Adoption 81

Awareness-Raising – Refers to a process of providing information to individuals, groups, or

Case Management – A method of providing services where a professional social worker

Child – Refers to a person under the age of 18

Child Abuse – Includes any threatening or violent interaction of a physical, psychological, or

a. abuse by any person through sexual, physical, psychological, mental, economic, or

Child Protection Policy – Refers to a statement of commitment to safeguarding children from

Diversion – Refers to an alternative, child-appropriate process of determining the responsibility

Partnership – Refers to the process of building coordination, cooperation, or collaboration with

Juvenile Justice and Welfare Council National Secretariat:

Regional Juvenile Justice and Welfare Committees and Secretariat

The three abovementioned planning stages, including Stage 0, are as follows.

Stage 0 Stage 1 Stage 2 Stage 3

Preparatory Workshop Finalization/Ado

Stage 0: Preparatory Stage

Stage 3: Finalization and Adoption

Making the Most of the Manual

RA No. 9344, as amended by RA No. 10630, requires JJWC to periodically develop a

governments are urged to develop their respective CLJIPs.

2 Sec. 9 (d) of RA No. 9344, as amended

The whole process of formulating a Comprehensive Barangay Juvenile Intervention Plan

5 DILG MC No. 2016-068 Guidelines for LGUs on the Development of CLJIP

1. Chairperson of the BCPC

SAMPLE BARANGAY RESOLUTION CREATING THE CBJIP TEAM

REPUBLIC OF THE PHILIPPINES

EXCERPTS FROM THE MINUTES OF THE REGULAR MEETING OF THE SANGGUNIANG

WHEREAS, the Comprehensive Barangay Juvenile Intervention Program is a package of

NOW, THEREFORE, BE IT RESOLVED, AS IT IS HEREBY RESOLVED, BY THE

RESOLVED FURTHER THAT COPIES OF THIS RESOLUTION BE FURNISHED TO ALL

ADOPTED THIS TH DAY OF , (YEAR) BY THE SANGGUNIANG BARANGAY OF ,

I HEREBY CERTIFY THE CORRECTNESS OF THE FOREGOING RESOLUTION CERTIFIED

Sample Meeting Agenda and Design

BCPC Meeting on the Formulation of

Guide for the Meeting:

The CLJIP is a package of intervention programs implemented at the barangay, municipal,

6 Sec. 9-A (c) of RA No. 9344, as amended

Stage 1: Pre-Workshop: Organizing and Filling Out Worksheet

Stage 2: Workshop on CBJIP Development

Stage 3: Post-Workshop: CBJIP Finalization and Adoption

Stage 1: Stage 2: Stage 3:

Resource Who Will Be

1. Completion of the Worksheet on

2. Review of the Manual and

3. Preparation of logistics: Venue

4. Conduct of the Workshop Proper

5. Completion of the CBJIP

6. Drafting of the Barangay

7. Presentation of the CBJIP to the

8. CBJIP Team Meeting to develop

PART 1: Basic Information